{"page": 1, "printed_page": null, "text": "This is a reproduction of a library book that was digitized\nby Google as part of an ongoing effort to preserve the\ninformation in books and make it universally accessible.\n\nhttps://books.google.com\n\n"}
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{"page": 3, "printed_page": null, "text": "Library\nof the\n\nOF\n\nA\nI\nS\nN\nIW SCO\n٣ ٠\n١٠١٠ / ٠١ /\n\nMADISO\n\nUNIVERSITY\n\nUniversity of Wisconsin\n\nN\n\nLIBRARY\n\n"}
{"page": 4, "printed_page": null, "text": "1000\n\nLIBRA\n\nRY\n\nITY\n\nSON\n\nOF WIS\nCONSIN\n- MADI\n\nUNIVERS\n\n"}
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{"page": 8, "printed_page": null, "text": "ADDRESSES AND PROCEEDINGS\nOF\n\nTHE\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\n"}
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{"page": 11, "printed_page": null, "text": "HIS building is owned by the National Education\nAssociation and has been used as its national head-\n\nquarters since August, 1920. It is located at 1201 Sixteenth Street, N. W., five blocks north of the White\nHouse and diagonally across the street from the home of\n\nthe National Geographic Society. The building is well adapted\nto the needs of the Association. It is a beautiful four-story\nstructure, 85 by 42 feet. The heavy walls are of reinforced\n\nconcrete and a fine quality of brick. The columns and finish\nare of heavy oak. The rooms are large and well lighted.\nThe building is of colonial design and holds its own in a\ngood degree with the beautiful and substantial buildings of the\nNational Geographic Society across the street.\n\n"}
{"page": 12, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nAddresses and Proceedings\nOF\n\nTHE\n\nFIFTY- NINTH ANNUAL MEETING\nHELD AT\n\nDES MOINES, IOWA\n\nJULY 3-8\n1921\nVOLUME LIX\n\n1921\n\nPublished by the Association\n\nSECRETARY'S OFFICE, WASHINGTON, D. C.\n\n"}
{"page": 13, "printed_page": null, "text": "SCONSIN\n\nYOF\nWI\n\nSO\n\nDI\nN-\n\nN\n\nUNIVERSITY\n\nMA\n\n13-49\n\nLIBRARY\n\nComposed and PrintedBy\nThe University of Chicago Press\nChicago, Illinois, U.S.A.\n\n"}
{"page": 14, "printed_page": null, "text": "252322\nJAN 23 122\nIK\n\n8NGT\n\n1921\n\nEditorial Note\nThere are certain features of this volume of proceedings to which\n\nspecial attention may well be called.\n1.\n\nIt is the first issue since the Association has been on a repre-\n\nsentative basis and, therefore, reflects renewed interest in the purposes\nand administrative machinery of professional organization. The reports\nof the Secretary and the President are especially significant in this connection. Renewed interest in organization is also evident in the proceedings of a number of departments, for example, the Department of\nRural Education, the Department of Superintendence, and the Library\nDepartment.\n\n2. Reduced printing costs have made possible a larger number of\npages in this volume than those that have been published since the beginning of the war.\n\n3. The volume is published somewhat earlier than heretofore. It\nis believed that the advantage of having the material in circulation will\nmore than offset the disadvantage of preparing so large a mass of material within a short time.\n\n4. The arrangement of the material within the volume is as follows :\n(a) Introductory matter.\n\n(b)\n\nMaterial coming before the Association itself :\n(1) Addresses of welcome and response.\n(2)\n\nGeneral addresses.\n\n(3) Addresses on the American Program in Education.\n\n(c)\n\n(4) Reports of committees.\n(5) Reports of officers.\n(6) Affiliated Associations .\nNational Council of Education.\n\n(d)\n\nMaterial for the various departments, which are arranged al-\n\nphabetically, according to the significant words in their names. Under\n\neach department, the order is usually: ( 1) minutes, (2) addresses, in\nthe order delivered, (3) reports of committees .\n5.\n\nOther material.\n\n6.\n\nIndex.\n\nWhile this arrangement usually brings together material on the same\nsubject, there are several exceptions. For example, there is excellent\n\nmaterial on rural education, not only under that department, but also,\nunder the National Council and the Department of Superintendence.\nV\n\n"}
{"page": 15, "printed_page": null, "text": "vi\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe precise time and place of the delivery of any address may be\nlearned by reference to the minutes of the body before which it was\ngiven.\nMost of the addresses contained herein are abstracts or summaries.\n\nAside from the financial reason for keeping the material within the com-\n\npass of one large volume, it is believed that the addresses are more\nwidely read and, consequently, more influential in their shortened form.\nThe courtesy of the speakers in sending abstracts of their papers\npromptly and the co-operation of the officers of the departments are\nhereby acknowledged. Without their help, it would not have been pos-\n\nsible to assemble such a large and varied mass of material for early publication. It should also be noted that a large share of the work on this\n\nvolume has been done by my assistant, Jessie M. Robbins.\nJOY ELMER MORGAN, Editor.\n\n"}
{"page": 16, "printed_page": null, "text": "Contents\nPAGE\n\nAct of Incorporation\n\nI\n\nBy-Laws\n\n6\n\nCalendar of Meetings .\n\n16\n\nOfficers for 1920-21\n\n19\n\nSecretary'sMinutes of General Sessions .\n\n23\n\nRules of Representative Assembly\nReport of the Committee on Resolutions\n\n26\n\n26\n\nGENERAL SESSIONS\n\nAddress of Welcome-Kendall .\nAddress of Welcome-McClenahan\n\n31\n33\n\nResponse to Addresses of Welcome-Chandler\nEducating the Other Half-Stuntz\n\n34\n37\n\nEducation and Americanization-Ryan .\n\n38\n\nThe Parenthood of the State-Lindsey\nSocial Hygiene in the Schools-Barker\n\n42\n\n54\n\nHow to Secure Results through Professional Organization-Chamberlain .\n\n55\n\nEducation of the Women of the United States-Reinhardt .\n\n65\n\nAMERICAN PROGRAM IN EDUCATION\n\nAsRelated to the Work of the Principal :\nI. Zmyrhal\n\n74\n\nII. Sexson\n\n77\n\nAs It Is Related to the Work of the Classroom Teacher:\nI. Winn\n\n78\n83\n\nII. Mathews\n\nIII. MacGregor\nAs It Is Related to the Work of the Normal Schools and Teacher-Training Insti-\n\n84\n\ntutions:\n\nI. Wright\nII. Kelly\n\n87\n89\n\nIII. Keith\n\n93\n\nIV. Kirk\n\n96\n\nWhat Part Shall the Colleges and Universities Play in the American Program in\nEducation:\n\nI. Coffman\n\n99\n\n::\n\nII. Cutter\n\n104\n\nWhat Shall Be the Program in Education for City School Systems in View of the\nObjectives of the American Program in Education ?\nI. Condon .\n\n108\n\nII. Gwinn\n\n109\n\nIII . Mortenson\nIV. Gowans .\n\n115\n\nIII\n\nvii\n\n"}
{"page": 17, "printed_page": null, "text": "viii\n\nNATIONAL EDUCATION ASSOCIATION\n\nPAGE\n\nThe State Program in Education and Its Bearing upon the National Program in\nEducation:\n116\n\nI. Finegan .\nII . Reavis\n\n122\n\nIII . Johnson\n\n125\nREPORTS OF COMMITTEES\n\nEditorial Council .\n\n128\n\nCommission on Reorganization of Elementary Education :\nI. McNaught\n\n131\n\nII. Jones\n\n135\n\nReport of Committee on Sources of Revenue\nPreliminary Report of the Committee on Visual Education\nReport of Committee on Salaries\nReport of Committee on Tenure\nReport of Committee on Pensions\nReport of Committee on Health Problems\nReport of Committee on Illiteracy\nReport of Legislative Commission\n\n138\n\nReport of the Commission on the Reorganization of Secondary Education\n\n163\n\nReport of the Committee on Thrift Education\nReport of the Commission on Coördination of Research Agencies\n\n167\n\nReports of Committee on Foreign Relations\nReport of the Committee on Expenses of Delegates\n\n176\n182\n\n139\n140\n\n145\n\n155\n157\n159\n159\n\n169\n\nREPORTS OF OFFICERS\n\nReport of the President on the Program and Development of the Association .\n\n184\n\nSecretary and Headquarters' Staff :\nI. Report of Secretary-Crabtree .\n\n208\n\nII. Report of Department of Records and Accounts-Hixson\nIII. Report of the Field Secretary Department-Magill\nIV. Report of the Business Department-Erlandson\nV. Report of the Editorial Department-Morgan\n\n221\n\n223\n\n228\n235\n\nTreasurer's Report, June 1, 1920, to May 31 , 1921 -Adair\nThirty-Fifth Annual Report of the Board of Trustees, June 1 , 1920, to May 31 , 1921\nReport of the Auditor\n\n246\n\nReport of Executive Committee\n\n249\n\nState and Local Associations Affiliated with the National Education Association\n\n239\n243\n\n251.\n\n1\n\nNATIONAL COUNCIL OF EDUCATION\nATLANTIC CITY MEETING\n\nSecretary's Minutes\n\n269\n\nThe Expansion of Education-Seerley\nThe Most Important Thing in American Education-Hunter\n\n274\n\nThe American Teacher-Crabbe\n\n281\n\nParticipation of Teachers in School Management-Updegraff\n\n284\n\nTeacher Councils-Ortman\n\n293\n\nConference on Elementary-School Course-Minutes\n\n301\n\nSurvey for Aristocracy or Democracy-Winship\nReorganization of Seventh, Eighth, and Ninth Grades-Judd\nMinutes of Open Forum on Teacher Progress by Collective Organization-Jones\n\n302\n\n272\n\n303\n305\n\n"}
{"page": 18, "printed_page": null, "text": "CONTENTS\n\nix\nPAGE\n\nThe Health Crisis in Education-Wood\n\nDaylight in the Schoolroom-Jackson\n\n306\n308\n\nThrift Education-Chamberlain\n\n315\n\nDiscussion:\nI. Straus\n\n316\n\nII. Kimball .\n\n321\n\nIII. Dempsey\n\n323\n\nIV . Barnard\n\n325\n\nV. Harris\n\n328\n\nVI . Oberholtzer\n\n331\n\nVII. Blake\n\n331\nDES MOINES MEETING\n\nSecretary's Minutes\n\n332\n\nOfficers and Members .\n\n335\n\nThe Struggle for Power in American Educational Systems-Seerley\nEducational Progress During the Year-Gwinn\nAddress before the National Council-Tigert .\nPreliminary Report of the Committee on Citizenship and Character EducationBennion.\n\n337\n340\n341\n\n344\n\nDiscussion:\nI. Jones.\n\n346\n\nThe Place of Religious Sanctions in Character Training-Phillips\n\n347\n\nTeacher-Training and Demonstration Schools-Sims\nReport of Sub-Committee on Consolidation of Schools-Baylor\n\n350\n\nImproving Rural Schools by Standardization-Lathrop\n\n354\n\n352\n\nRural Recreation and Social Life-Campbell .\n\n355\n\nTests and Measurements in Rural Schools-Cram\n\n357\n\nCanAdequate Financial Support Be Secured for Rural Schools ?-Towne\n\n358\n\nSecond Report of Progress of Committee on Racial Well-Being-Putnam\nState Administration of Schools-Butterfield .\nASurvey of the Survey-Winship\nReport of the Committee on Changes Needed in the Elementary-School Course-\n\n362\n\nBlake\n\n362\n363\n364\n\nDEPARTMENT OF BUSINESS EDUCATION\n\nSecretary's Minutes\n\n369\n\n369\nTheArticulation of Secondary and Higher Education in Business-Ruggles\nQualifications for Teaching Commercial Subjects in Secondary Schools-Knipprath 373\n\nCoöperation between Business Houses and Business Schools-Hamilton .\n\n376\n\nDEPARTMENT OF CHILD HYGIENE\n\nSecretary's Minutes\n\n377\n\nAn Efficient Plan for Control and Prevention of Communicable Diseases in\nSchools-Wood\n\n378\n\nHealth Supervision of School Children on a State-Wide Basis-Knight\n\n379\n\nSchool Health Service in New York State\n\n384\n386\n\nHowe\n\nA Teacher's Opportunity from a Health Officer's Viewpoint-Jones .\nNew Standards of Physical Growth and Their Use in Nutrition Classes\n\nBaldwin\n\n391\n\nCertain Factors in the Respiration and the Circulation in Children, and Their\nIntercorrelations-Bray\n\nThe Course of Study in Hygiene Reduced to Its Lowest Terms-Brown .\n\n392\n393\n\n"}
{"page": 19, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nX\n\nPAGE\n\nVitalizing the Teaching of Hygiene-Gregg\n\n394\n\nA Plan for Scoring the Behavior Difficulties of School Children-Evans\nTeaching First and Second Graders Health Habits-Powell\n\n395\n\n396\n\nPhysical Examination of Pre-School Age Children with Nutritional Expert in\nAttendance-Delamater\n\nWiping Trachoma Out of the Lincoln Public Schools-Wolfe\n\n396\n397\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSecretary's Minutes\nThe Teacher's Responsibility to the Board of Education-Fitzpatrick\nDesirable Working Conditions More Attractive Than Salary-Colby\nThe School Building in Its Reaction on the Teacher's Work-Gardner\n\n399\n400\n402\n404\n\nDEPARTMENT OF DEANS OF WOMEN\nSecretary's Minutes\n\n407\n\nHealth Instruction and Health Supervision-Welsh\nPosition and Responsibility of Trained Women in Education-Dorsey\nThe International Federation of University Women Comstock .\nFundamental Ethical Problems of Today-Wasson\nDoes the College Emphasize Service for Others to the Detriment of Personal\nDevelopment-Purington\n\n410\n\n413\n\n416\n417\n\n418\n\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\nSecretary's Minutes\nHow to Improve Textbooks-Sensing the Demand-Dill\nInforming the Public of Relative Costs of Classroom Materials-Holton .\n\n421\n421\n\n425\n\nDEPARTMENT OF ELEMENTARY EDUCATION\n\nSecretary's Minutes\nLimitations of the Project-Charters\nHow Can the Project Be Safeguarded ?-Shields\n\n428\n\nA Project Basis for Social Study in the Upper Grades-Long\n\n432\n\nMathematics, the Project Instrument-Lindquist.\nLimits of the Project-Fox\nAbstract of the Report of the Committee on Elementary School English-Hopkins\nThe Contribution of Elementary School toward Better Health Living-Baker\n\n427\n\n430\n\n435\n437\n440\n442\n\nThe Elementary School and the Readjustments of the Next Ten Years-Sargeant\nHow a Test May Be Used to Improve Instruction in Reading-McBroom\n\n446\n\nThe Use of Scientific Measurements as a Basis for Instruction-Reed\n\n448\n\n444\n\nThe Use of Scientific Measurements as a Basis for the Improvement of Instruction\n-Knight\n\n450\n\nDEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\n\nSecretary's Minutes\n\n453\n\nDEPARTMENT OF HIGHER EDUCATION\n\nSecretary's Minutes\nThe All University Freshman Year-Bass\n\n455\n\nThe Required Course in Citizenship for College Students-Loeb\n\n456\n\n456\n\nDEPARTMENT OF IMMIGRANT EDUCATION\n\nStatement of Organization .\n\n460\n\n"}
{"page": 20, "printed_page": null, "text": "CONTENTS\n\nxi\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nPAGE\n\nSecretary'sMinutes\n\nReport on Two Meetings-Vanderwalker\n\n461\n462\n\nThe Unity in Aims and Principles of the Kindergarten and Early Grades-Wood\n\n463\n\nMethods and Equipment-Dobbs\n\n465\n\nSuggestions for Deriving Standards of Achievement of Kindergarten ChildrenFranzén .\n\n*\n467\n\nLIBRARY DEPARTMENT\n\nSecretary's Minutes\nBy-Laws\nJoy Reading in the Elementary Grades-Zachert .\nThe Normal School Library-An Educational Institution-Kerr\nThePurpose of the School Library-Williams\n\n471\n473\n\n476\n482\n\n488\n\nThe Relation of the High-School Library to the Other Departments of the SchoolChamberlayne\nStepping-Stones to Correct Taste\n-Noble\n\n492\n\n496\n\nThe Part of the Public Library in Public Education-Milam\n\n501\n\nReport of the Committee on Normal School Libraries-Kerr\n\n502\n\nDEPARTMENT OF MUSIC EDUCATION\n\nSecretary's Minutes\n\n507\n\nPreparation of Music Supervisors-Shall They Have a Balanced College Education ?-Kirk .\n\n509\n\nDEPARTMENT OF NORMAL SCHOOLS\n\nSecretary's Minutes\n\n515\n\nDEPARTMENT OF PHYSICAL EDUCATION\n\nSecretary's Minutes\n\n517\n\nMoralAspects ofPhysical Education-Holmes\n\n518\n\nThe Relation of Public Playgrounds and Recreation Centers to Our National\nIdeals ofDemocracy-Nash'\n\nUniversal Physical Education-A National Necessity-Caulkins\n\n519\n521\n\nDEPARTMENT OF RURAL EDUCATION\nATLANTIC CITY MEETING\n\nSecretary's Minutes\n\n523\n\nResolutions\n\n525\n\nConstitution and By-Laws\n\n527\n\nImprovementof the Village School-Deffenbaugh .\nThe Waitsfield Experiment-Dana\nTraining County Superintendents and Rural Supervisors in Service-Ayer\nSupervision for Growth-Newbury\nFinancial Support for Rural Schools-Baker .\nSome Fundamentals of Rural Community Organization-Sanderson\nThe Continued Emergency in Rural Teacher Supply and How to Meet It-\n\n531\n\nLathrop .\n\n535\n539\n544\n547\n549\n\n552\n\nInitial Steps in the Development of Rural-Education Departments in Normal\nSchools-Browne .\n\n557\n\n"}
{"page": 21, "printed_page": null, "text": "xii\n\nNATIONAL EDUCATION ASSOCIATION\n\nPAGE\n\nStimulating Interest in Vocational Agriculture through Junior Project WorkBlackwell\n\n560\n\nStimulating Interest in Vocational Agriculture through Junior Club Activities in\nthe Schools-Clark\n\nBoys' and Girls' \" Four H\" Clubs and the School-Kendrick\n\nTo What Extent Should Rural Teachers Participate in Making Courses of Study ?Holloway\nThe Course of Study in Montgomery County-Brogden\nPrincipals Underlying the Rural Elementary-School Curriculum-Dunn .\nThe Preparation of Teachers for a Democratized Rural School-Root\nSupervision for Growth-Spencer\n\n563\n564\n566\n\n567\n570\n\n572\n572\n\nRural School Democracy through Efficient Administration-Cook\n\n575\n\nCommunity Service of the Democratized Rural School-Evans .\nThe Negro in Rural Education and Country Life-Dillard\n\n577\n\n580\n\nReport of the Committee on Comparative Instruction in One-Teacher and Consolidated Rural Schools-Foote .\n\nReport of the Committee on the Distinction between the Administration and\nSupervision of Rural Schools-Dunn\nReport of the Committee on the Preparation of Rural Teachers-Carney\nReport of the Committee on a Working Program for Smith-Lever Extension and\nVocational Education Forces in the Various States-Mann\n\n583\n584\n\n589\n592\n\nDES MOINES MEETING\n\nSecretary's Minutes\n\n600\n\nPlatform\n\n601\n\nThe Relation of the Village to the Rural-School Administration and the County\nUnit-Selke\n\n604\n\nConsolidated Schools in Middle Western States-Dick\n\n606\n\nA National Program for Consolidation-Campbell\n\n609\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\nATLANTIC CITY MEETING\n\nSecretary's Minutes\nFederal Aid for Public Schools-Bagley\nSafety to Life in Schoolhouse Planning:\n\n617\n618\n\n623\n\nI. Fleming.\nII. Robinson\n\n626\n\nIII. Challman\n\n627\n\nIV. Cooper\nV. Healy\n\n629\n630\n\nThe Comprehensive School Building :\n\nIII . Ittner\n\n630\n632\n633\n\nIV . Hartwell\n\n636\n\nI. Clerk\nII. Perkins\n\n638\n\nV. Macomber\n:\n\nDES MOINES MEETING\n\nSecretary's Minutes\n\n641\n\nBest Current Practices in School Architecture-Donovan\n\n642\n\nCurriculum Organization and the School Plant-Anderson .\n\n648\n649\n\nEquipment for Vocational Education-Thomas\n\n"}
{"page": 22, "printed_page": null, "text": "xiii\n\nCONTENTS\n\nDEPARTMENT OF SCHOOL PATRONS\nPAGE\n\nSecretary's Minutes\nEducational Sidelights-Preston\nApprovedMethods in Americanization Work-Razovski\nHowMay Parent-Teacher Associations Best Coöperate with the Public Schools\n\n653\n\n653\n655\n\n-\n\n661\n\nHillis\n\nDEPARTMENT OF SCIENCE INSTRUCTION\n\nSecretary's Minutes\nSocialHygiene in the Public Schools-Gruenberg\n\n663\n\n::::\n\n663\n\nDEPARTMENT OF SECONDARY EDUCATION\n667\n\nSecretary's Minutes\n\nTentative Report of the Committee on Secondary School Library ProblemsCertain .\n\n667\n\nSocialization of the Six-Year High School through the Organization of Student\nActivities-Fowler\n\n672\n673\n\nHow to Live a Hundred Years-Barker\n\nSegregation in Ability Groups as a Means of Taking into Account Individual\nDifferences-Bracewell\n\n674\n675\n\nSex Education for Secondary Schools-Gruenberg .\nA Square Deal for the Brilliant Pupil-McDaniel\n\n676\n\nDEPARTMENT OF SUPERINTENDENCE\n\nSecretary'sMinutes\nThe Helping Teacher in New Jersey-Decker\nThe Importance of the Rural School Harding\n\n679\n\nThe Aims of Rural Education-Bagley\n\n694\n\nThe Rural School-The Great Problem in American Education-Burnham\n\n699\n\nThe School Derelict-Kelly\n\n701\n\nSome Ideals and Accomplishments of the Rochester School System-Weet\nSome Ideals and Accomplishments of the Newark School System-Corson\n\n703\n\nThe Ideals and Accomplishments of the Seattle School System-Cooper .\n\n714\n\n688\n\n692\n\n707\n\nTheodore Roosevelt as a Book Lover-Robinson\n\n719\n\nTheAmerican Program in Education and the Des Moines Meeting-Hunter .\n\n722\n\nAn Invitation to Des Moines-Minkel\n\n725\n\nBest Use of the Superintendent's Time-Van Sickle\nHow Shall the Superintendent Spend His Time ?-Meek\nBest Use of the Superintendent's Time-Wilson .\nThe Best Use of the Superintendent's Time-Williams\n\n727\n\n728\n733\n\n738\n\nThe Probable Future of Education in the United States-Its Policies and Programs-Snyder\n\n743\n\n• The Reconstruction of American Education-Coffman\nSchooling of the Immigrant-Thompson .\nWhat One Representative American City Is Doing in Teaching Americanism-\n\n750\n\n758\n-\n\nCody\n\n?\n\n759\n\nThe Civic Training of Young America-Dunn\n\n765\n\nImproving Public School Teaching-Dorsey\nImproving Teachers in Service-Scott\n\n768\n\nThe Greatest Need of the Schools-Better Teaching-Jessup\nAnalysis of Learning Processes and Specific Teaching-Judd\n\n779\n\n773\n\n783\n\n:\n\n"}
{"page": 23, "printed_page": null, "text": "xiv\n\nNATIONAL EDUCATION ASSOCIATION\nPAGE\n\nNational Aid for Education-Towner\n• Waste in Education-Bonner\n\n786\n795\n\nHow May the Public Understand What Service the School Is Rendering the\n803\nCommunity ?-Finegan\nLocal Influence of the Russell Sage Foundation Ranking of Montana's Educational\n806\n\nSystem-Elliott\n\nThe Status of the Superintendent-Chadsey\nFundamental Principles of Grading Teachers' Salaries-Evenden\nMerit Promotion of Teachers-Knapp\nAMassachusetts Plan of Grading Teachers' Salaries-Wheeler\nFoundation Principles for Grading Salaries-A Pennsylvania Plan-Downes .\nThe Rating of Teachers-Hervey\n\nA Plan of Reporting the Results of Educational Measurements to Parents-Allen\nIs the Junior High School \" Delivering the Goods \" ?-Affirmative-Remy\nIs the Junior High School \" Delivering the Goods \" ?-Negative-Ward .\nRelation of Scholarship and Growth in Scholarship to Merit and Pay-Corson\nRelation of Years of Experience to Merit and Pay-Willard\n\n812\n\n817\n820\n822\n\n823\n825\n827\n833\n835\n837\n839\n\nSalary Differences, If Any, Based on the Rank or Class of the Teacher:\nI. Ballou\nII. Newlon\n\nRelation of Difficulty of Position and Quantity of Work to Pay-Weet\n\nHow Shall Merit Be Expressed in Salary Schedules ?-Cammack\nThe Participation of State and Nation in the Support of Local Schools-Potter\n\n840\n841\n843\n844\n847\n\nDEPARTMENT OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\nATLANTIC CITY MEETING\n\nSecretary's Minutes\n\n851\nDES MOINES MEETING\n\nSecretary's Minutes\nNotes on the Addresses Given at Des Moines\n\n851\n853\n\nDEPARTMENT OF THE WIDER USE OF SCHOOLHOUSES\n\nSecretary'sMinutes\n\n858\n\nThe Plan Whereby the People Have the Means of Knowing the Truth about Our\nCountry-Stewart\nThe Schoolhouse and the Immigrant-Morgan\n\n858\n862\n\n"}
{"page": 24, "printed_page": null, "text": ""}
{"page": 25, "printed_page": null, "text": ""}
{"page": 26, "printed_page": null, "text": "National Education Association of the\nUnited States\n1857-1870\nTHE NATIONAL TEACHERS ASSOCIATION\n\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPURPOSE-To elevate the character and advance the interests of the profession of teaching, and to promote the cause of popular education in\nthe United States.\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\n\nIncorporated under the laws of the District of Columbia, February\n24, 1886, under the name, \"National Education Association,\" which\n\nwas changed to \"National Educational Association,\" by certificate\nfiled November 6, 1886.\n1907-\n\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\n\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 Con-\n\nvention held July 10, 1907, at Los Angeles, California.\nACT OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\n\nBe it enacted by the Senate and House of Representatives of the United States\nof America in Congress assembled :\nSECTION I. That the following named persons, who are now officers and\n\ndirectors and trustees of the National Educational Association, a corporation\norganized in the year eighteen hundred and eighty-six, under the Act of General\nIncorporation of the Revised Statutes of the District of Columbia, viz.: *Nathan\n\nC. Schaeffer, *Eliphalet Oram Lyte, *John W. Lansinger, of Pennsylvania; Isaac\nW. Hill, of Alabama; Arthur J. Matthews, of Arizona; John H. Hinemon,\n*George B. Cook, of Arkansas ; Joseph O'Connor, *Josiah L. Pickard, Arthur H.\nChamberlain, of California; *Aaron Gove, *Ezekiel H. Cook, Lewis C. Greenlee,\nof Colorado; Charles H. Keyes, of Connecticut ; *George W. Twitmyer of\nDelaware; *J. Ormond Wilson, William T. Harris, Alexander T. Stuart, of the\n*Deceased.\n\n1\n\n"}
{"page": 27, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2\n\nDistrict of Columbia; Clem Hampton, of Florida ; *William M. Slaton, of Georgia; *Frances Mann, of Idaho; J. Stanley Brown, *Albert G. Lane, *Charles I.\nParker, John W. Cook, *Joshua Pike, Albert R. Taylor, *Joseph A. Mercer, of\nIllinois ; *Nebraska Cropsey, Thomas A. Mott, of Indiana ; John D. Benedict, of\nIndian Territory ; John F. Riggs, Ashley V. Storm, of Iowa ; John W. Spindler,\nJasper N. Wilkinson, *A. V. Jewett, * Luther D. Whittemore, of Kansas ; William\nHenry Bartholomew, of Kentucky; *Warren Easton, of Louisiana; *John S.\nLocke, of Maine; M. Bates Stephens, of Maryland; Charles W. Eliot, *Mary H.\nHunt, Henry T. Bailey, of Massachusetts ; Hugh A. Graham, Charles G. White,\nWilliam H. Elson, of Michigan ; *William F. Phelps, *Irwin Shepard, John A.\nCranston, of Minnesota; Robert B. Fulton, of Mississippi; *F. Louis Soldan,\n*James M. Greenwood, William J. Hawkins, of Missouri ; *Oscar J. Craig, of\nMontana; George L. Towne, of Nebraska; *Joseph E. Stubbs, of Nevada; James\nE. Klock, of New Hampshire ; *James M. Green, John Enright, of New Jersey ;\n*Charles M. Light, of New Mexico ; *James H. Canfield, Nicholas Murray Butler, *William H. Maxwell, Charles R. Skinner, *Albert P. Marble, James C.\nByrnes, of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina ;\n*Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan,\n\nWells L. Griswold, of Ohio ; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma; *Charles Carroll Stratton, Edwin D. Ressler, of Oregon ; Thomas W.\nBicknell , Walter Ballou Jacobs, of Rhode Island; David B. Johnson, Robert P.\nPell, of South Carolina ; Moritz Adelbert Lange, of South Dakota; *Eugene F.\nTurner, of Tennessee; Lloyd E. Wolfe, of Texas ; David H. Christensen, of\nUtah; *Henry O. Wheeler, Isaac Thomas, of Vermont, Joseph L. Jarman, of\nVirginia; Edward T. Mathes, of Washington ; T. Marcellus Marshall, Lucy\nRobinson, of West Virginia; Lorenzo D. Harvey, of Wisconsin ; *Thomas T.\nTynan, of Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico ;\n\nArthur F. Griffiths, of Hawaii ; C. H. Maxson, of the Philippine Islands, and such\nother persons as now are or may hereafter be associated with them as officers or\n\nmembers of said Association, are hereby incorporated and declared to be a body\ncorporate of the District of Columbia by the name of the \"National Education\nAssociation of the United States,\" and by that name shall be known and have\nperpetual succession with the powers, limitations, and restrictions herein contained.\n\nSEC. 2. That the purpose and object of the said corporation shall be to\nelevate the character and advance the interests of the profession of teaching and\n\nto promote the cause of education in the United States. This corporation shall\n\ninclude the National Council of Education and the following departments, and\nsuch others as may hereafter be created by organization or consolidation, to wit :\nthe Departments, first, of Superintendence; second, of Normal Schools ; third,\nof Elementary Education ; fourth, of Higher Education; fifth, of Manual Training; sixth, of Art Education; seventh, of Kindergarten Education ; eighth, of\nMusic Education; ninth, of Secondary Education; tenth, of Business Education ;\neleventh, of Child Study; twelfth, of Physical Education; thirteenth, of Natural\nScience Instruction ; fourteenth, of School Administration; fifteenth, the Library\nDepartment ; sixteenth, of Special Education; seventeenth, of Indian Education ;\nthe powers and duties and the number and names of these departments and of\nthe National Council of Education may be changed or abolished at the pleasure\nof the corporation, as provided in its by-laws .\nSEC 3. That the said corporation shall further have power to have and to\nuse a common seal, and to alter and change the same at its pleasure; to sue or\n*Deceased.\n\n"}
{"page": 28, "printed_page": null, "text": "ACT OF INCORPORATION\n\n3\n\nto be sued in any court of the United States, or other court of competent jurisdiction; to make by-laws not inconsistent with the provisions of this act or of the\nConstitution of the United States; to take or receive, whether by gift, grant,\ndevise, bequest, or purchase, any real or personal estate, and to hold, grant, convey, hire, or lease the same for the purpose of its incorporation; and to accept\nand administer any trust of real or personal estate for any educational purpose\nwithin the objects of the corporation.\nSEC. 4. That all real property of the corporation within the District of Columbia, which 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 and funds of the corporation held, used, or invested for educational purposes aforesaid, or to produce income to be used for\nsuch purposes, shall be exempt from taxation ; provided, however, That this\nexemption shall not apply to any property of the corporation which shall not be\nused for, or the income of which shall not be applied to, the educational purposes\nof the corporation ; and, provided further, That the corporation shall annually\nfile, with the Commissioner of Education of the United States, a report in\nwriting, stating in detail the property, real and personal, held by the corporation,\nand the expenditure or other use or disposition of the same, or the income thereof,\nduring the preceding year.\nSEC. 5. That the membership of the said corporation shall consist of three\nclasses of members-viz., active, associate, and corresponding-whose qualifications, terms of membership, rights, and obligations shall be prescribed by the\nby-laws of the corporation.\n\nSEC. 6. That the officers of the said corporation shall be a President, twelve\nVice-Presidents, a Secretary, a Treasurer, a Board of Directors, an Executive\nCommittee, and a Board of Trustees.\nThe Board of Directors shall consist of the President, the First Vice-Presi-\n\ndent, the Secretary, the Treasurer, the chairman of the Board of Trustees, and\none additional member from each state, territory, or district, to be elected by the\nactive members for the term of one year, or until their successors are chosen, and\nof all life directors of the National Education Association. The United States\nCommissioner of Education, and all former Presidents of the said Association\n\nnow living, and all future Presidents of the Association hereby incorporated, at\nthe close of their respective terms of office, shall be members of the Board of\nDirectors for life. The Board of Directors shall have power to fill all vacancies\n\nin their own body; shall have in charge the general interests of the corporation,\nexcepting those herein intrusted to the Board of Trustees; and shall possess such\nother powers as shall be conferred upon them by the by-laws of the corporation.\nThe Executive Committee shall consist of five members, as follows : the\n\nPresident of the Association, the First Vice-President, the Treasurer, the Chairman of the Board of Trustees, and a member of the Association, to be chosen\nannually by the Board of Directors, to serve one year. The said committee shall\nhave authority to represent, and to act for the Board of Directors in the inter-\n\nvals between the meetings of that body, to the extent of carrying out the legislation adopted by the Board of Directors under general directions as may be\ngivenby said board.\n\nThe Board of Trustees shall consist of four members, elected by the Board\n\nof Directors for the term of four years, and the President of the Association,\nwho shall be a member ex officio during his term of office. At the first meeting\nof the Board of Directors, held during the annual meeting of the Association\n\n"}
{"page": 29, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4\n\nat which they were elected, they shall elect one trustee for the term of four\nyears. All vacancies occurring in said Board of Trustees, whether by resignation or otherwise, shall be filled by the Board of Directors for the unexpired\nterm; and the absence of a trustee from two successive annual meetings of the\n\nboard shall forfeit his membership.\nSEC. 7. That the invested fund now known as the \"Permanent Fund of the\n\nNational Educational Association,\" when transferred to the corporation hereby\ncreated, shall be held by such corporation as a Permanent Fund and shall be in\ncharge of the Board of Trustees, who shall provide for the safekeeping and\ninvestment of such fund, and of all other funds which the corporation may\nreceive by donation, bequest, or devise. No part of the principal of such Permanent Fund or its accretions shall be expended, except by a two-thirds vote of\nthe active members of the Association present at any annual meeting, upon the\nrecommendation of the Board of Trustees , after such recommendation has been\napproved by vote of the Board of Directors, and after printed notice of the\nproposed expenditure has been mailed to all active members of the Association.\nThe income of the Permanent Fund shall be used only to meet the cost of\nmaintaining the organization of the Association and of publishing its annual\nvolume of Proceedings, unless the terms of the donation, bequest, or devise shall\notherwise specify, or the Board of Directors shall otherwise order. It shall\nalso be the duty of the Board of Trustees to issue orders on the Treasurer for\nthe payment of all bills approved by the Board of Directors, or by the President\nand Secretary of the Association acting under the authority of the Board of\nDirectors. When practicable, the Board of Trustees shall invest, as part of the\nPermanent Fund, all surplus funds exceeding five hundred dollars that shall\nremain in the hands of the Treasurer after paying the expenses of the Association for the previous year, and providing for the fixed expenses and for all\nappropriations made by the Board of Directors for the ensuing year.\n\nThe Board of Trustees shall elect the Secretary of the Association, who shall\nalso be secretary of the Executive Committee, and shall fix the compensation\nand the term of his office for a period not to exceed four years.\nSEC 8. That the principal office of the said corporation shall be in the city of\nWashington, District of Columbia ; provided, That the meetings of the corporation, its officers, committees, and departments, may be held, and that its business\nmay be transacted, and an office or offices may be maintained, elsewhere, within\nthe United States, as may be determined by the Board of Directors, or otherwise\nin accordance with the by-laws.\n\nSEC. 9. That the charter, constitution, and by-laws of the National Educational Association shall continue in full force and effect until the charter granted\nby this act shall be accepted by such Association at the next annual meeting of\nthe Association, and until new by-laws shall be adopted; and that the present\nofficers, directors, and trustees of said Association shall continue to hold office\nand perform their respective duties as such until the expiration of terms for\nwhich they were severally elected or appointed, and until their successors are\nelected.\n\nThat at such annual meeting the active members of the National\n\nEducational 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\nwhose terms have expired or are about to expire, and generally to organize the\n\"National Education Association of the United States\" ; and that the Board of\nTrustees of the corporation hereby incorporated shall thereupon, if the charter\ngranted by this act be accepted, receive, take over, and enter into possession,\ncustody, and management of all property, real and personal, of the corporation\n\n"}
{"page": 30, "printed_page": null, "text": "ACT OF INCORPORATION\n\n5\n\nheretofore known as the National Educational Association incorporated as\naforesaid, under the Revised Statutes of the District of Columbia and all its\nrights, contracts, claims, and property of every kind and nature whatsoever, and\nthe several officers, directors, and trustees of such last-named Association, or any\nother person having charge of any of the securities, funds, books, or property\nthereof, real or personal, shall on demand deliver the same to the proper officers,\ndirectors, or trustees of the corporation hereby created. Provided, That a verified\ncertificate executed by the presiding officer and secretary of such annual meeting,\nshowing the acceptance of the charter granted by this act by the National Educational Association, shall be legal evidence of the fact, when filed with the\nRecorder of Deeds of the District of Columbia ; and, provided further, That in\nthe event of the failure of the Association to accept the charter granted by this\nact at said annual meeting then the charter of the National Educational Associationand 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\nits charter may be extended in the manner and form provided by the general\ncorporation law of the District of Columbia.\nSEC. 10. That the rights of creditors of the said existing corporation, known\nas the National Educational Association, shall not in any manner be impaired by\nthe passage of this act, or the transfer of the property heretofore mentioned, nor\nshall any liability or obligation, or the payment of any sum due or to become due,\nor any claim or demand, in any manner, or for any cause existing against the\nsaid existing corporation, be released or impaired ; and the corporation hereby\nincorporated is declared to succeed to the obligations and liabilities, and to be\nheld liable to pay and discharge all of the debts, liabilities, and contracts of the\nsaid corporation so existing, to the same effect as if such new corporation had\n\nitself 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\nabated or been discontinued by reason of this act.\nSEC. 11. That Congress may from time to time alter, repeal, or modify this\nact of incorporation, but no contract or individual right made or acquired shall\nthereby be divested or impaired.\n\nSEC. 12. That said corporation may provide by amendment to its by-laws that\nthe powers of the active members exercised at the annual meeting in the election\nof officers and the transaction of business shall be vested in and exercised by a\n\nrepresentative assembly composed of delegates with the provisions of the by-laws\nadopted by said corporation.\n\nSections 1-11 were passed by Congress and approved by the President June 30,\n1906. They were accepted and adopted as the constitution of the National Education Association of the United States by the active members of the National\n\nEducation Association in annual session at Los Angeles, California, July 10, 1907.\nSection 12 was passed by Congress and approved by the President of the\nUnited States May 13, 1920, as an amendment to the original act of Incorporation.\nItwas accepted and adopted as an amendment to the Constitution of the National\nEducation Association of the United States by the active members thereof in annual session at Salt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 31, "printed_page": null, "text": "6\n\nNATIONAL EDUCATION ASSOCIATION\n\nBY- LAWS\n\n(Complete as amended at the Annual Business Meeting of the Representative\nAssembly, Des Moines, Iowa, July 8, 1921. Amendments made at\nthe Des Moines meeting are in italics)\nARTICLE I-MEMBERSHIP\n\nSECTION I. The membership of the National Education Association of the\nUnited States shall consist of three classes, Active, Associate, and Corresponding,\nwhose qualifications, rights, and obligations shall be as hereinafter prescribed.\nSEC. 2. Active members of the Association shall be those actively engaged in\nthe profession 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\nreceive the Journal free, and, on application, to secure all publications of the\nAssociation at a price fixed by the Publication Committee, which shall be the\napproximate cost. By the payment of annual dues of $5.00 an active member\nshall receive, in addition to the Journal, without application or other condition,\nthe volume of Proceedings and all other regular publications of the Association,\nincluding reports of committees and all special bulletins and announcements when\nissued.\n\nSEC. 4. All life members and life directors shall have all the rights and\n\nprivileges of active members without the payment of annual dues, and shall receive\nfree without application or condition the publications of the Association.\nSEC. 5. Associate members of the Association shall be persons who are not\nactively engaged in the profession of teaching, but interested in the promotion of\neducation.\n\nThe annual dues of an associate member shall be the same as the\n\ndues of an active member and he shall have the same rights and privileges excepting the right to vote and hold office.\n\nSEC. 6. Eminent educators not residing in America may be elected by the\nBoard of Directors as Corresponding members. The number of corresponding\nmembers shall not at any time exceed fifty. They shall pay no dues and may\nreceive free the publications of the Association.\nSEC. 7. The annual dues of all members shall be paid at the time of the\nannual meeting of the Association or shall be sent to the Secretary on or before\nNovember 1. An active member failing to pay his dues as herein provided shall\nforfeit the privileges of membership and after being in arrears one year shall be\ndropped from the list of members.\n\nSEC. 8. The membership year shall be the same as the fiscal year of the\nAssociation, from June 1 to May 31, inclusive. New members may join at any\ntime, and the membership of those joining between March 1 and June 1 shall\nextend to the end of the following membership year. Those joining after January\n1 may, if they so elect, have their dues apply to membership for the following\nyear.\n\nSEC. 9. The Secretary of the Association shall furnish each member of the\nAssociation a Membership Card, declaring him to be a member of the National\nEducation Association for the year for which his dues are paid, and as such entitled to all the rights and privileges granted by the Charter and By-laws of the\nAssociation.\n\nSEC. 10. The right to vote shall be limited to active members of the Association whose dues are paid. The right to hold office in the Association or in any\n\n"}
{"page": 32, "printed_page": null, "text": "BY-LAWS\n\n7\n\ndepartment shall be limited to active members whose dues are paid. The right to\nvote and hold office in the Council shall be limited to members of the Council\n\nwhose dues are paid. Each active member shall have one vote.\nARTICLE II-ELECTION OF OFFICERS, REPRESENTATIVE ASSEMBLY, AND AFFILIATED ASSOCIATIONS\nSECTION 1. The election of officers and transaction of business at the annual\n\nbusiness meeting shall be by a Representative Assembly composed of delegates\n\napportioned, elected, and governed as hereinafter provided.\nSEC. 2. The President, Vice-President, Treasurer, and Directors of the Association shall be chosen by the Representative Assembly by ballot, at the annual\nbusiness meeting, a majority of the votes cast being necessary for a choice.\nThey shall continue in office until the close of the annual meeting subsequent to\ntheir election, and until their successors are chosen, except as herein provided.\nThe Secretary and the Treasurer shall enter upon their duties at a date which\nshall be determined by the Board of Trustees and which shall not be later than\n\nthe first of October and shall continue in office during the terms for which they\nare separately chosen and until their successors are duly elected.\nSEC. 3.\n\nThe State Teachers Association . or Educational Association of a\n\nstate, territory, or district, may become affiliated with the National Education\nAssociation and shall be designated an Affiliated State Association.\n\nEach\n\nAffiliated State Association shall be a state unit in the organization of the National Education Association and as such shall be entitled to representation in the\n\nRepresentative Assembly as hereinafter provided. The annual dues of an\nAffiliated State Association shall be $10.00 for each delegate to which said state\nshall be entitled, with a maximum of $100.00. Said Association shall receive\nwithout application, or other condition, all regular publications of the National\nEducation Association, including the Volume of Proceedings, reports of committees and all special bulletins and announcements when issued.\n\nSEC. 4. A local educational association or teachers' organization within a\nstate, territory, or district may affiliate with the National Education Association\nand shall be designated an Affiliated Local Association.\n\nEach Affiliated Local\n\nAssociation shall be a local unit in the organization of the National Education\nAssociation and as such shall be entitled to representation in the Representative\nAssembly as hereinafter provided. The annual dues of an Affiliated Local\nAssociation shall be $5.00, which shall entitle said Association to receive without\n\napplication, or other condition, all regular publications of the National Education\nAssociation, including the Volume of Proceedings, reports of committees, and all\nspecial bulletins and announcements when issued.\n\nSEC. 5. Each Affiliated Association, both state and local, shall be furnished a\ncertificate of membership and shall be entitled to the active assistance and support\nof the National Education Association in promoting the interest of such affiliated\nassociation and its members in so far as such interests come within the purpose and object of the National Education Association as set forth in its Charter. The Secretary of the National Education Association shall, with the advice\n\nand approval of the Executive Committee, make such arrangements for mutual\nco-operation between the National Education Association and the State and\nLocal Affiliated Associations as will promote the welfare of all and advance the\ninterests 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\n\n"}
{"page": 33, "printed_page": null, "text": "8\n\nNATIONAL EDUCATION ASSOCIATION\n\nmembers, or major fraction thereof, who are active members of the National\n\nEducation Association, up to five hundred such active members, and thereafter\none delegate and one alternate for each five hundred of its members, or major\nfraction thereof, who are active members of the National Education Association.\nSuch delegates shall be designated State Delegates.\nSEC. 7. Each Affiliated Local Association shall be entitled to elect one dele-\n\ngate and one alternate to the Representative Assembly for each one hundred of\nits members, or major fraction thereof, who are active members of the National\nEducation Association. Such delegates shall be designated Local Delegates.\nSEC. 8. Only active members of the National Education Association shall be\n\neligible to be delegates to the Representative Assembly, and to vote in the election\nof delegates in a State or Local Affiliated Association. An active member shall\n\nbe permitted to vote for the election of delegates in but one Affiliated Local\nAssociation.\n\nSEC. 9. The officers of the National Education Association as named in the\nCharter and the State Superintendent or Commissioner of Education of each\n\nstate, territory, and district, shall be ex officio delegates to the Representative\nAssembly. The President of the Association shall preside at the annual meeting\nof the Representative Assembly and the Secretary of the Association shall keep\nthe records thereof. In case of a tie the President shall cast the deciding vote.\nSEC. 10. Delegates shall file their credentials with the Secretary of the Asso-\n\nciation on blanks furnished by him for that purpose not later than ten days\nbefore the beginning of the annual meeting. The Secretary shall turn over such\n\ncredentials to the Credential Committee, when appointed, with such information\nthereon as may be obtained from the records of the Association. The Representative Assembly shall be the final judge of the qualifications of delegates.\nThe delegates shall have equal rights and each shall have one vote. Meetings\nof the Representative Assembly shall be open to the active members of the\nAssociation who shall be privileged to address the Assembly on subjects pertaining to the Association. The Representative Assembly shall adopt rules of\nprocedure which shall not conflict with the Charter and by-laws of the Associa-\n\ntion. It shall recommend an equitable plan for paying the expenses of delegates\nto the annual business meeting of the Association.\nSEC. 11. The officers shall be permitted to hold meetings other than for\n\nbusiness purposes and expenses therefor shall be provided.\nARTICLE III-DUTIES OF OFFICERS\n\nSECTION 1. The President shall preside at all meetings of the Association,\nand shall perform the duties usually devolving upon the chief executive of such an\nassociation. In his absence, the ranking Vice-President who is present shall\npreside; and in the absence of all Vice-Presidents a chairman pro tempore shall\nbe elected. The President shall prepare the program for the general sessions of\nthe annual meeting of the Association, and, with the approval of the Executive\nCommittee, shall determine the time and place of the general meeting of the\nAssociation and of the various departments not definitely fixed by these by-laws,\nand shall have the power to require such changes to be made in the programs\nof 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\nand chairman of the Board of Directors and of the Executive Committee.\n\nHe\n\nshall sign all bills approved for payment by the Board of Directors, and all\nbills approved or authorized by the Executive Committee between the meetings\nof the Board of Directors. On the expiration of his term of office as President,\n\n"}
{"page": 34, "printed_page": null, "text": "BY- LAWS\n\n9\n\nhe shall become first Vice-President for the ensuing year, and shall be chairman\nex officio of the Committee on Publication.\n\nSEC. 2. The Secretary shall keep a full and accurate record of the proceedings\nof the general meetings of the Association and all meetings of the Board of\nDirectors and of the Executive Committee, shall conduct the business of the\nAssociation as provided in the articles of incorporation and the by-laws, and, in\nall matters not definitely prescribed therein, shall be under the direction of the\nExecutive Committee, and, in the absence of direction by the Executive Committee, shall be under the direction of the President, and shall receive or collect\nall moneys due the Association and pay the same each month to the Treasurer,\nshall countersign all bills approved for payment by the Board of Directors , or\nby the Executive Committee in the interval between the meetings of the Board\nof Directors, or on the approval of the President acting under authority of the\nBoard of Directors, or Executive Committee. The Secretary shall have his\nrecords present at all meetings of the Association, of the Board of Directors ,\nand of the Executive Committee. He shall keep a list of members and shall\nrevise said list annually. He shall be secretary of the Board of Directors, and\namember of the Committee on Publication. He shall be the custodian of all the\n\nproperty of the Association not in charge of the Treasurer and the Board of\nTrustees. 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\nthe Executive Committee not later than July 1 prior to the annual meeting of the\nAssociation, which report shall be transmitted to the Board of Directors at its\nannual meeting. At the expiration of his term of office, he shall transfer to his\nsuccessor all money, books, and other property in his possession belonging to the\nAssociation. The Secretary shall not print, publish, nor distribute any official\nreport or other document without the approval of the Publication Committee.\nSEC. 3. The Treasurer shall receive from the Secretary and under the direction of the Board of Trustees shall hold in safekeeping all moneys paid to the\nAssociation; shall pay the same only upon the order of the Board of Trustees ;\nshall notify the President of the Association and the chairman of the Board of\nTrustees whenever the surplus funds in his possession exceed five hundred dol-\n\nlars; shall keep an exact account of his receipts and expenditures, with vouchers\nfor the latter; and said accounts, ending on the thirty-first day of May of each\nyear, he shall render to the Executive Committee not later than July 1, and\nwhen 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\nthe week of the annual meeting and to the Representative Assembly at the annual\nbusiness meeting. The Treasurer shall give such bond for the faithful performnace of his duties as may be required by the Board of Trustees. At the expiration\n\nof his term of office, he shall transfer to his successor all moneys, books, and\nother property in his possession belonging to the Association.\nSEC. 4. The Board of Directors shall elect corresponding members as prescribed by Section 6 of Article I of these by-laws, shall elect members of the\nNational Council of Education as provided in Section 3 of Article IV of these\n\nby-laws, shall have power to fill all vacancies in its own body and in the Board\nof Trustees ; shall recommend to the Executive Committee the place for holding\nthe annual meeting of the Association, the Council of Education, and the departments. The Board of Directors shall approve all bills incurred under authority of the Board of Directors, the Executive Committee, or the President and\nSecretary acting under the authority of the Board of Directors or Executive\n\n"}
{"page": 35, "printed_page": null, "text": "10\n\nNATIONAL EDUCATION ASSOCIATION\n\nCommittee, shall appropriate from the current funds of the year the amounts of\nmoney ordered by the Representative Assembly at the annual business meeting\nfor the work of all special committees of research and investigation authorized\nand provided for at the annual business meetings, shall make a full report of the\nfinancial condition of the Association (including the reports of the Secretary,\nthe Treasurer, and the Board of Trustees) to the Representative Assembly at the\nannual business meeting, and shall do all in its power to make the Association a\nuseful and honorable institution.\n\nSEC. 5. The Executive Committee shall assist the presiding officer in arranging for the time and place of the annual meeting of the Association, of the\nNational Council of Education, and of the various departments.\nThe Executive Committee shall recommend to the Representative Assembly at\nthe annual business meeting the appointment of special committees for investigation or research, the subjects for which may have been suggested by the National\nCouncil or by the active membership of the National Education Association or\nby any of its departments; it shall recommend the amount of money to be appropriated for such investigations. When such special committees are provided\nfor and duly authorized by the Representative Assembly at the annual business\n\nmeeting, the Executive Committee shall have general supervision of them, shall\nreceive and consider all reports made by them, and shall print such reports, and\n\npresent the same, together with the reports received from the Secretary, the\nTreasurer, and the Board of Trustees and the recommendations of the Executive\nCommittee thereon, to the Representative Assembly at the annual business\nmeeting. All such special committees shall be appointed by the President of the\nNational Education Association.\n\nThe Executive Committee shall fill all vacancies occurring in the body of\nofficers of the Association except vacancies in the Board of Directors, Board of\nTrustees, and the office of Secretary.\n\nSEC. 6. The Board of Trustees shall require of the Secretary and Treasurer\nbonds of such amount as may be determined by said board for the faithful performance of their duties, shall make a full report of the finances of the Association to the Executive Committee not later than July 1 prior to the annual meeting\nof the Association, which report shall be transmitted by the Executive Committee to the Board of Directors at the first regular meeting of the board held\nduring the week of the annual meeting of the Association. It shall choose\nannually its own chairman and secretary.\n\nARTICLE IV - THE NATIONAL COUNCIL OF EDUCATION\nSECTION 1. The National Council of Education shall discuss educational ques-\n\ntions of public and professional interest; propose to the Executive Committee,\nfrom time to time, suitable subjects for investigation and research; have a report\n\nmade at its annual meeting on \"Educational Progress during the Past Year\" ;\nand in other ways use its best efforts to further the objects of the Association and\nto promote the cause of education in general.\nSEC. 2. The National Council of Education shall consist of one hundred and\n\ntwenty regular members, selected from the active membership of the National\nEducation Association. Any active member of the Association is eligible to\nmembership in the Council and each member shall be elected for six years and\nuntil his successor is elected.\n\nSEC. 3. The annual election of members of the Council shall be held at the\n\ntime of the annual meeting of the Association. The Board of Directors of the\n\n"}
{"page": 36, "printed_page": null, "text": "BY-LAWS\n\n11\n\nAssociation shall annually elect ten members and the Council ten members, and\neach body shall fill all vacancies in its quota of members. No state, territory,\nnor district in the United States shall have at one time more than seven regular\nmembers in the Council.\n\nSEC. 4. The annual meeting of the Council shall be held during the week of\nthe annual meeting of the Association.\nSEC. 5. The absence of a regular member from two successive annual meetings\nof the Council shall be considered equivalent to his resignation of membership.\nPersons whose regular membership in the Council has expired shall be de-\n\nnominated honorary members of the Council during the time of their active\nmembership in the Association with the privilege of attending the regular sessions\nof the Council and participating in its discussions. A member who discontinues\n\nor forfeits his active membership in the Association forfeits his membership in\nthe Council.\n\nSEC. 6. The officers of the Council shall consist of a president, a vice-\n\npresident, a secretary, and such standing committees as may be prescribed\nby its by-laws, all of whom shall be regular members of the Council. The\nSecretary of the Council shall, in addition to performing the duties pertaining to his office, furnish the Secretary of the Association a copy of the proceedings of the Council or publication.\nSEC. 7. The National Council of Education is hereby authorized to adopt\nby-laws for its government not inconsistent with the act of incorporation or\nthe by-laws of the Association ; provided, That such by-laws be submitted to,\n\nand approved by, the Board of Directors of the Association before they shall\nbecome operative.\nSEC. 8. The powers and duties of the Council may be changed or the Council abolished upon a two-third vote of the Representative Assembly taken at\nthe annual meeting of the Association ; provided, That notice of the proposed\naction has been given at the preceding annual business meeting of the Association.\nARTICLE V-DEPARTMENTS\n\nSECTION 1. The following departments are now (1921) in existence, to wit :\nThe departments, first, of Superintendence; second, of Normal Schools ; third,\nof Elementary Education ; fourth, of Higher Education; fifth, of Vocational\nEducation and Practical Arts ; sixth, of Kindergarten Education; seventh, of\nMusic Education; eighth, of Secondary Education ; ninth, of Business Education ;\ntenth, of Child Hygiene; eleventh, of Physical Education; twelfth, of Science\n\nInstruction; thirteenth, of School Administration ; fourteenth, the Library\nDepartment; fifteenth, of School Patrons ; sixteenth, of Rural Education ; seventeenth, of Classroom Teachers ; eighteenth, for the Promotion of the Wider Use\n\nof Schoolhouses; nineteenth, of Educational Publications ; twentieth, Deans of\nWomen; twenty-first, Department of Elementary School Principals; twentysecond, Department of Immigrant Education.\nSEC. 2. Each department shall have the right to fix the qualifications of its\nmembers for the purpose of electing officers and transacting the other business\n\nof the department; provided active members of the Association, and no others,\nshall be eligible to such department membership, and provided also that all active\nmembers of the Association shall be permitted to attend the professional programs and discussions of any department.\nSEC. 3. Each department shall hold its annual meeting at the time and\n\nplace of the annual meeting of the Association, except the Department of\n\n"}
{"page": 37, "printed_page": null, "text": "12\n\nNATIONAL EDUCATION ASSOCIATION\n\nSuperintendence, which may hold its annual meeting in February of each year,\nor at such other time as may be determined by said department, subject to the\napproval of the Board of Directors of the Association.\nSEC. 4. The object of the meetings of the departments shall be the discussion of questions pertaining to their respective fields of educational work.\nThe programs of these meetings shall be prepared by the respective presidents\nin conference with, and under the general direction of, the President of the\nAssociation. Each department shall be limited to two sessions, with formal pro-\n\ngrams, unless otherwise ordered by the President of the Association, except that\na third session of business or informal round-table conference may be held at\nthe discretion of the department officers.\n\nSEC. 5. The officers of each department shall consist of a president, a vicepresident, and a secretary, who shall be elected at the last formal session of\nthe department to serve one year and until their successors are duly elected, and\nwho shall, at the time of their election, be active members of the Association.\nIn case there is a vacancy in the office of president of any of the departments,\nit shall be filled by an appointment made by the President of the Association.\n\nAny other departmental vacancy shall be filled by appointment made by the\npresident of the department. Any department may provide for the creation of\nan executive committee and assign to it any duties consistent with the purposes of the department, and the Charter and By-Laws of the Association .\nSEC. 6. The secretary of each department shall, in addition to performing\nthe duties usually pertaining to his office, furnish the Secretary of the Associa-\n\ntion act of the proceedings of the meetings of the department for publication. P\n\nded no department shall establish an office outside of the general\n\nheadquart\n\nof the Association without the consent of the Executive Com-\n\nmittee of the Association.\n\nSEC. 7. All departments shall have equal rights and privileges, with the\nexception stated in Section 3 of this article. They shall be named in Section\n1 of this article in the order of their establishment and shall be dropped from\n\nthe list when discontinued. Each department may be governed by its own\nregulations in so far as they are not inconsistent with the act of incorporation or these by-laws.\n\nSEC. 8. A new department may be established by a two-thirds vote of the\nBoard of Directors taken at a regular meeting of the board or by a two-thirds\n\nvote of the Representative Assembly at any annual business meeting ; provided, That a written application for said department, with title and purpose\nof the same, shall have been made at the regular meeting of the board next\npreceding the one at which action is taken, or at the preceding annual business meeting, by at least twenty-five members engaged or interested in the\nfield of labor in the interest of which the department is purposed to be established. A department already established may be discontinued by the Board of\nDirectors upon a two-thirds vote taken at a regular meeting, or by a two-\n\nthirds vote of the Representative Assembly at any business meeting of the\nAssociation ; provided, That announcement has been made of the proposed action\nat a regular meeting of the board the preceding year, or at the preceding annual\nbusiness meeting. A department shall be discontinued when it fails to hold a\nregular meeting for two successive years .\n\nSEC. 9. Any department, by a two- thirds vote of those voting at any regular\nbusiness meeting, may levy a membership fee to supplement its allowance from\nthe Association. Such membership fees shall be paid to the secretary of the\n\n"}
{"page": 38, "printed_page": null, "text": "13\n\nBY-LAWS\n\ndepartment who shall transmit them monthly to the Secretary of the Association.\nSuch funds shall be added to the department's allowance from the Association\nand shall be used for the work of said department only, and shall be disbursed\n\nupon the recommendation of the executive officers of the department in the\nsame manner as other funds of the Association are disbursed.\nT\n\n1\n\nARTICLE\n\nVI- COMMITTEES\n\n2\n\nSECTION 1. At the regular meeting of the Board of Directors on the first\nday of the annual meeting, the President shall appoint an Auditing Committee\nconsisting of three active members of the Association, no one of whom shall\nbe either a trustee or a director; to this committee shall be referred the report\n\nof the expert accountant, together with the communication of the President\n\ntransmitting the same, as provided in Section 6 of this article; and the committee shall report its findings at the meeting of the Representative Assembly.\nSEC. 2. On the first day of the annual meeting of the Association, at such\ntime and places as shall be designated on the annual program by the President\nof the Association, the state and local delegates from each state shall select one\nmember for each of the following committes : Credentials, Nominations, Resolutions, and Necrology. The Committee on Credentials shall receive the official\nlist of the delegates from the Secretary and report thereon to the Representative\nAssembly.\n\nSEC. 3. The Committee on Nominations shall meet on the third day of the\nannual meeting at 9:00 A.M., at a place designated by the Presic\nofthe\nAssociation, and shall nominate persons, for the following offices\nthe Association to wit : one person for President, eleven persons for Vicin residents,\none person for Treasurer, and one person from each state, territory, and district\nin the United States as a member of the Board of Directors. It shall report to\nthe Representative Assembly at the annual business meeting.\nSEC. 4. The Committee on Resolutions shall report at the annual business\nmeeting of Representative Assembly, and, except by unanimous consent, all\nresolutions shall be referred to said committee without discussion.\n\nThis com-\n\nmittee shall receive and consider all resolutions proposed by active members,\nor referred to it by the President; some time during the second day of the\nannual meeting of the Association the committee shall hold a meeting, at a\n\nplace and time to be announced in the printed program, for the purpose of\nreceiving proposed resolutions and hearing those who may wish to advocate\nthem..\n\nSEC. 5. The Committee on Necrology shall prepare for the published\nProceedings a list of the active and corresponding members that have died\nduring the year accompanied by memorial sketches whenever practicable.\nSEC. 6. Within thirty days prior to the time of the annual meeting of the\n\nAssociation, the President shall appoint a competent person, firm, or corporation\nlicence to do business as expert accountants; the accountants so appointed shall\nexamine the accounts, papers, and vouchers of the Secretary, the Treasurer,\nand the Board of Trustees, and compare the same, and shall also examine the\nsecurities of the Permanent Fund held by the Board of Trustees.\n\nThe report\n\nof the said accountants shall be filed with the President before the opening\nday of the annual meeting of the Association, and shall be by him submitted\n\nwith such comments as he may think proper, to the Board of Directors, at\ntheir meeting held on the first day of the annual meeting of the Association.\n\n"}
{"page": 39, "printed_page": null, "text": "14\n\nNATIONAL EDUCATION ASSOCIATION\n\nARTICLE VII-MEETINGS\n\nSECTION 1. A stated meeting of the Association, of the Council of Education,\nand of each department shall be held annually at such time and place as shall\nbe determined by the Board of Directors or the Executive Committee acting for\nthe board in accordance with these by-laws. An annual meeting of the Associa-\n\ntion and its subordinate bodies may be omitted for an extraordinary cause, upon\nthe written consent of two-thirds of the directors of the Association, obtained\nby the Executive Committee.\n\nSEC. 2. The annual business meeting of the Representative Assembly shall\nbegin on the second day of the annual meeting at 9:00 A. M. A regular meeting\nof the Board of Directors shall be held on the first day of the annual meeting\nat 10:30 A. Μ . The first regular meeting of the new Board of Directors shall\n\nbe held as soon as practicable and within twenty-four hours after the close of\nthe last session of the annual meeting, the place and time of the meeting to be\nannounced in the printed program. The Board of Trustees shall hold its annual\nmeeting at some convenient time and immediately following the meeting of the\nnew Board of Directors referred to above in this section. Special meetings\nof the trustees may be called by the chairman, and shall be called on request of\nthe majority of the Board of Trustees. Due notice of all meetings of the Board\n\nof Trustees shall be given to every member of the board by the secretary thereof.\nARTICLE VIII- PROCEEDINGS\n\nSECTION 1. The proceedings of the Association, the Council, the departments,\nthe commissions and committees, shall be published at the discretion of and under\nthe direction of a committee appointed by the executive committee, provided, That\nin the opinion of the executive committee the funds of the Association warrant\nthe publication. Each member of the Association shall be entitled to a copy of\nthe Proceedings.\n\nSEC. 2. No paper, lecture, nor address shall be read before the Association\nor any of the departments in the absence of the author, without the approval of\nthe President of the Association or of the departments interested, nor shall any\nsuch paper, lecture, or address be published in the Proceedings without the approval of the Publication Committee.\nARTICLE IX-QUORUM\n\nSECTION 1. Representatives from twenty-five states and territories shall constitute a quorum in all meetings of the Representative Assembly and of the\nBoard of Directors .\nARTICLE X-APPROPRIATIONS\n\nSECTION 1. Unless otherwise ordered by the Representative Assembly at the\nannual business meetings, not less than 10 per cent of the gross income of the\nAssociation each year shall be set aside for such educational investigations and\nstudies as may be ordered in accordance with Section 5 of Article III .\nARTICLE XI -AMENDMENTS\n\nSECTION 1. These by-laws may be altered or amended at the annual meeting\n\nof the Representative Assembly by unanimous consent, or by a two-thirds vote\nof the Representative Assembly if the alteration or amendment shall have been\nproposed in writing at the annual business meeting next preceding the one at\nwhich action is taken, and due announcement of the proposed action shall have\nbeen made in the official publication of the Association.\n\n"}
{"page": 40, "printed_page": null, "text": "CERTIFICATE\n\n15\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNOW\n\nKNOWN AS THE\n\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\n\nCERTIFICATE\n\nof Acceptance of Charter and Adoption of By-Laws under Act of Congress\napproved June 30, 1906.\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907, said meeting being\nthe annual meeting of the Association held next after the passage of an act of\nCongress entitled \"An Act to Incorporate the National Education Association of\nthe United States,\"\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\nof the United States, granted by said act of Congress, and adopted by-laws as\nprovided in said act and elected officers; and the undersigned pursuant to said\nresolutions\n\nDo hereby certify that the National Education Association of the United\nStates has duly accepted said charter granted by said act of Congress, and\nadopted by-laws, and is the lawful successor to the National Educational Association.\n\nIn witness whereof, we have hereunto signed our names this 20th day of\nAugust, 1907.\n\nNATHAN C. SCHAEFFER, Presiding Officer\nIRWIN SHEPARD, Secretary\n\nVERIFICATION\n\nRESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS, JULY 10, 1907\n1. Resolved, That the National Educational Association hereby accepts the\ncharter granted by an act of Congress entitled \"An Act to Incorporate the\nNational Education Association of the United States,\" passed June 30, 1906, and\nthat the President and Secretary of this meeting be authorized and directed to\nexecute and file with the Recorder of Deeds of the District of Columbia a veri-\n\nfied certificate showing the acceptance by the Association of the charter granted\nby saidact.\n\n2. Resolved, That the proposed by-laws of which notice was given at the\nannual meeting of the Association held on July 6, 1905, which are printed in full\nin the Journal of said meeting, be and the same are hereby adopted to take effect\nimmediately.\n\n3. Resolved, That the Association adopt as its corporate seal a circle containing the title \"National Education Association of the United States,\" and the dates\n\"1857-1907.\"\n\n4. Resolved, That the Association do now proceed to elect officers, and to\norganize under the charter granted by the act of Congress.\nFiled in the office of the Recorder of Deeds of the District of Columbia,\nSeptember 4. 1907.\n\n"}
{"page": 41, "printed_page": null, "text": "CALENDER OF MEETINGS\nNATIONAL TEACHERS ASSOCIATION, 1857-1870\n1857-PHILADELPHIA, PA. (Organized)\n\n1865-HARRISBURG, PA.\nS. S. GREENE, President.\nW. E. SHELDON, Secretary.\nZ. RICHARDS, Treasurer.\n\nJAMES L. ENOS, Chairman.\nW. E. SHELDON, Secretary.\n1858-CINCINNATI , OHIO\nZ. RICHARDS, President.\nJ. W. BULKLEY, Secretary.\n\nA. J. RICKOFF, Treasurer.\n1859-WASHINGTON, D. C.\nA. J. RICKOFF, President.\nJ. W. BULKLEY, Secretary.\nC. S. PENNELL, Treasurer.\n\n1866-INDIANAPOLIS, IND .\n\nJ. P. WICKERSHAM, President.\nS. H. WHITE, Secretary.\nS. P. BATES, Treasurer.\n1867-No session.\n\n1860-BUFFALO , N. Y.\n\nJ. W. BULKLEY, President.\nZ. RICHARDS, Secretary.\n\n1868-NASHVILLE, TΕΝΝ.\nJ. M. GREGORY, President.\n\nO. C. WIGHT, Treasurer .\n1\n\n1863- CHICAGO, ILL.\n\nJOHN D. PHILBRICK, President.\nJAMES CRUIKSHANK, Secretary.\nO. C. WIGHT, Treasurer.\n1864\n- OGDENSBURG, N. Y.\nW. H. WELLS, President.\nDAVID N. CAMP, Secretary.\n\nZ. RICHARDS, Treasurer.\n\nL. VAN BOKKELEN, Secretary.\nJAMES CRUIKSHANK , Treasurer .\n\n1861 , 1862-No session.\n\n1869- TRENTON, N. J.\nL. VAN BOKKELEN, President.\nW. E. CROSBY, Secretary.\nA. L. BARBER, Treasurer.\n1870-CLEVELAND, OHIO\nDANIEL B. HAGAR, President.\nA. P. MARBLE, Secretary.\nW. E. CROSBY, Treasurer.\n\nNATIONAL EDUCATIONAL ASSOCIATION, 1871-1907\n1871-ST. LOUIS, MO.\nJ. L. PICKARD, President.\nW. E. CROSBY, Secretary.\nJOHN HANCOCK, Treasurer.\n\n1881-ATLANTA, GA .\n\n1872\n-BOSTON, MASS .\n\n1882- SARATOGA SPRINGS, N. Y.\nG. J. ORR, President.\nW. E. SHELDON, Secretary.\nH. S. TARBELL, Treasurer.\n1883- SARATOGA SPRINGS, N. Y.\nE. T. TAPPAN, President.\nW. E. SHELDON , Secretary.\nN. A. CALKINS, Treasurer.\n\nE. E. WHITE, President.\nS. H. WHITE, Secretary.\nJOHN HANCOCK, Treasurer.\n1873-ELMIRA, N. Y.\nB. G. NORTHROP, President.\nS. H. WHITE, Secretary.\nJOHN HANCOCK, Treasurer.\n\nJAMES H. SMART, President.\nW. D. HENKLE, Secretary.\nE. T. TAPPAN, Treasurer.\n\n1874\n- DETROIT, MICH.\n\nS. H. WHITE, President.\nA. P. MARBLE, Secretary.\n\nJOHN HANCOCK, Treasurer.\n1875-MINNEAPOLIS , MINN.\nW. T. HARRIS, President.\nМ. R. Аввотт, Secretary .\nA. P. MARBLE, Treasurer.\n1876-BALTIMORE, MD .\nW. F. PHELPS, President.\n\n1884-MADISON, WIS.\nTHOMAS W. BICKNELL, President.\nH. S. TARBELL, Secretary.\n\nN. A. CALKINS, Treasurer.\n1885- SARATOGA SPRINGS, N. Y.\nF. LOUIS SOLDAN, President.\nW. E. SHELDON, Secretary.\nN. A. CALKINS, Treasurer.\n1886- TOPEKA, KANS .\n\nW. D. HENKLE, Secretary.\n\nA. P. MARBLE, Treasurer.\n1877-LOUISVILLE, KY.\nM. A. NEWELL, President.\nW. D. HENKLE, Secretary.\nJ. ORMOND WILSON, Treasurer.\n1878-No\n\nN. A. CALKINS, President.\nW. E. SHELDON, Secretary .\nE. C. HEWETT, Treasurer.\n1887- CHICAGO, ILL.\n\nW. E. SHELDON , President.\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n\nsession.\n\n1879-PHILADELPHIA, PA.\nJOHN HANCOCK, President.\n\nW. D. HENKLE, Secretary.\nJ. ORMOND WILSON, Treasurer.\n1880-CHAUTAUQUA, N. Y.\nJ. ORMOND WILSON, President.\nW. D. HENKLE, Secretary.\nE. T. TAPPAN, Treasureг.\n\n1888- SAN FRANCISCO, CALIF.\nAARON GOVE, President.\n\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n1889-NASHVILLE, TENN .\nALBRT P. MARBLE, President.\nJ. H. CANFIELD, Secretary.\nE. C. HEWETT, Treasurer.\n16\n\n"}
{"page": 42, "printed_page": null, "text": "17\n\nCALENDAR OF MEETINGS\n\n1899-LOS ANGELES , CALIF .\n\n1890-ST. PAUL, MINN.\nJ. H. CANFIELD, President.\nW. R. GARRETT, Secretary.\n\nE. ORAM LYTE, President.\nIRWIN SHEPARD, Secretary.\n\nI. C. MCNEILL, Treasurer.\n\nE. C. HEWETT, Treasurer.\n1891-TORONTO, ONT.\nW. R. GARRETT, President.\nЕ. Н. Соок, Secretary.\nJ. M. GREENWOOD, Treasurer.\n\n1900-CHARLESTON, S. C.\nOSCAR T. CORSON, President.\nIRWIN SHEPARD, Secretary.\nCARROLL C. PEARSE, Treasurer .\n\n1892\n- SARATOGA SPRINGS , N. Y.\n1901-DETROIT, MICH .\n\nЕ. Н. Соок, President.\nR. W. STEVENSON, Secretary.\nJ. M. GREENWOOD, Treasurer.\n\nJAMES M. GREEN, President.\nIRWIN SHEPARD, Secretary.\n\nL. C. GREENLEE, Treasurer.\n\n1893-CHICAGO, ILL.\n\n(International Congress of\n\n1902-MINNEAPOLIS,\n\nMINN.\n\nWILLIAM M. BEARDSHEAR, President.\nIRWIN SHEPARD, Secretary.\nCHARLES H. KEYES, Treasurer.\n\nEducation)\n\nALBERT G. LANE, President.\nIRWIN SHEPARD, Secretary.\n\nJ. M. GREENWOOD, Treasurer.\n1903-BOSTON, MASS.\n1894\n-ASBURY PARK, N. J.\n\nCHARLES W. ELIOT, President.\nIRWIN SHEPARD, Secretary.\n\nALBERTG. LANE, President.\nIRWIN SHEPARD, Secretary.\nJ. M. GREENWOOD, Treasurer.\n\nW. M. DAVIDSON, Treasurer.\n1904\n- ST .\n\nLOUIS, мо.\n\n1895-DENVER, COLO .\n\nJOHN W. Cook, President.\nIRWIN SHEPARD, Secretary.\nMCHENRY RHOADS, Treasurer.\n\nNICHOLAS MURRAY BUTLER, President.\nIRWIN SHEPARD, Secretary.\n\nI. C. MCNEILL, Treasurer.\n\n1905-ASBURY PARK AND OCEAN\nGROVE, N. J.\n\n1896-BUFFALO, N. Y.\n\nNEWTON C. DOUGHERTY, President.\n\nWILLIAM H. MAXWELL, President.\n\nIRWIN SHEPARD, Secretary.\n\nIRWIN SHEPARD, Secretary.\n\nI. C. MCNEILL, Treasurer.\n\nJAMES W. CRABTREE, Treasurer.\n1897-MILWAUKEE, WIS .\n\nCHARLES R. SKINNER, President.\nIRWIN SHEPARD, Secretary.\n\n1906 No\n\nI. C. MCNEILL, Treasurer.\n1898-WASHINGTON, D. C.\nJ. M. GREENWOOD, President.\nIRWIN SHEPARD, Secretary.\n\n1907-LOS ANGELES , CALIF .\nNATHAN C. SCHAEFFER, President.\nIRWIN SHEPARD, Secretary.\nJ. N. WILKINSON, Treasurer.\n\nI. C. MCNEILL, Treasurer.\n\nNATIONAL\n\n1908-CLEVELAND,\n\nsession.\n\nEDUCATION ASSOCIATION\nUNITED STATES, 1908-\n\nOHIO\n\nOF\n\nTHE\n\n1915-OAKLAND , CALIF .\n\nEDWIN G. COOLEY, President.\n\n(International Congress of\n\nIRWIN SHEPARD, Secretary.\n\nEducation)\n\nARTHUR H. CHAMBERLAIN, Treasurer.\n\nDAVID STARR JORDAN, President.\n\n1909-DENVER, COLO .\n\nLORENZO D. HARVEY, President.\nIRWIN SHEPARD, Secretary.\nARTHUR H. CHAMBERLAIN, Treasurer.\n1910-BOSTON, MASS .\n\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n1916-NEW YORK, N. Y.\n\nDAVID B. JOHNSON, President.\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n\nJAMES Y. JOYNER, President.\n1917-PORTLAND , ORE .\nIRWIN SHEPARD, Secretary.\nROBERT J. ALEY, President.\nARTHUR H. CHAMBERLAIN, Treasurer.\nDURAND W. SPRINGER, Secretary.\nTHOMAS E. FINEGAN, Treasurer.\n1911-SAN FRANCISCO, CALIF.\nELLA FLAGG YOUNG, President.\"\n\nIRWIN SHEPARD, Secretary.\nDURAND W. SPRINGER, Treasurer.\n\n1918- PITTSBURGH ,\n\nPA.\n\nMARY C. C. BRADFORD, President.\nJ. W. CRABTREE, Secretary.\n\nA. J. MATTHEWS, Treasurer.\n1912-CHICAGO, ILL.\n\nCARROLLG. PEARSE, President.\nIRWIN SHEPARD, Secretary.\n\nKATHERINE D. BLAKE, Treasurer.\n\n1919-MILWAUKEE , WIS .\n\nGEORGE D. STRAYER, President.\nJ. W. CRABTREE, Secretary.\nA. J. MATTHEWS, Treasurer.\n\n1913-SALT LAKE CITY, UTAH .\nEDWARD T. FAIRCHILD, President.\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n\n1920- SALT LAKE CITY , UTAН .\n\n1914\n- ST.\n\n1921- DES MOINES , IOWA\nFRED M. HUNTER, President.\nJ. W. CRABTREE, Secretary.\n\nPAUL,\n\nMINN.\n\nJOSEPH SWAIN, President.\nDURAND W. SPRINGER, Secretary.\nGRACE M. SHEPHERD, Treasurer.\n\nJOSEPHINE CORLISS PRESTON, Pres.\nJ. W. CRABTREE, Secretary.\nA. J. MATTHEWS, Treasurer.\n\nCORNELIA S. ADAIR, Treasurer.\n\n"}
{"page": 43, "printed_page": null, "text": ""}
{"page": 44, "printed_page": null, "text": "National Education Association of the\nUnited States\nOFFICERS FOR 1920-1921\n\nGENERAL ASSOCIATION\nFRED M. HUNTER.\nJ. W. CRABTREE.\nCORNELIA S. ADAIR ....\n\n...\n\nPresident....\n\nOakland, Calif.\n\nSecretary.\nTreasurer.\n\nWashington, D. C.\n.Richmond, Va.\n\nVICE - PRESIDENTS\n\nJOSEPHINE CORLISS PRESTON, State Supt. Public Instruction ....\n\nANNIE C. WOODWARD, High School\nE. C. BROOKS, State Superintendent of Public Instruction.\nJEAN E. HEIGES, 12 Oak Apartments ....\nJOSEPHINE HAMMOND, 843 North 4th Street.....\nS. A. BAKER, State Superintendent of Public Schools .\nE. F. CARLETON, Superintendent City Schools .....\nCARRIE R. KEEVER, State Department of Free Schools.\nMARY D. BRADFORD, Superintendent of Schools..\nJ. H. WAGNER, State Superintendent of Public Instruction ....\n\nOlympia, Wash.\nSomerville, Mass.\nRaleigh, N. С.\n.1 Salt Lake City, Utah\nSteubenville, Ohio\nJefferson City, Mo.\nEugene, Ore.\nCharleston, W. Va.\n..\n\nL. P. BENEZET, Superintendent of Schools...\nWILLIAM JARDINE, President Kansas Agricultural College ...\nBOARD\n\nEvansville, Ind.\nManhattan, Kans.\n\nTRUSTEES\n\nPresident State Normal School Milwaukee, Wis.\nSuperintendent of Schools .... Pocatello, Idaho\nSt. Paul, Minn.\nCentral High School\nNew York, N. Y.\nPrincipal\n.. Superintendent of Schools .... Oakland, Calif.\n\nCARROLLG. PEARSE...\nWALTER S. SIDERS..\nAGNES E. DOHERTY.\n\n...\n\nOLIVE M. JONES..\nFRED M. HUNTER.\n\nFRED M. HUNTER.\n\nJOSEPHINE CORLISS PRESTON .\nCARROLL G. PEARSE ....\nCORNELIA S. ADAIR ....\nT. E. FINEGAN ....\n\nOF\n\nKenosha, Wis.\nSanta Fe, Ν. Μ .\n\nEXECUTIVE COMMITTEE\nPresident\nVice-President\n\nOakland, Calif\nOlympia, Wash.\nChairman Board of Trustees ... Milwaukee, Wis.\nTreasurer\nRichmond, Va.\n... Member by Election\nHarrisburg, Pa.\n\nBOARD OF DIRECTORS\nDirectors Ex Officio\n\nCARROLLG. PEARSE, Milwaukee, Wis.\nFRED M. HUNTER, Oakland, Calif.\nJOSEPHINE CORLISS PRESTON, Olympia, Wash.\nJ. W. CRABTREE, Washington, D. C.\nCORNELIA S. ADAIR, Richmond, Va.\nLife Directors\n\nALZY, ROBERT J...........\n\nOrono, Me.\n\nBICKNELL, THOMAS W..... Providence, R. I.\nBOARD OF EDUCATION ...\n\nNashville, Tenn.\n\nBRADFORD, MARY C. C...\nDenver, Colo.\nBROWN, ELMER ELLSWORTH . New York, N. Y.\nBUTLER, NICHOLAS MURRAY.New York, N.Y.\nCLAXTON, P. P........... Washington, D. C.\nCOOK, JOHN W....\n\n..... Dekalb, Ill.\n\nCOOLEY, EDWIN G............. Chicago, Ill.\nCORSON, OSCAR T... Columbus, Ohio\nELIOT, CHARLES W........ Cambridge, Mass.\nGRAHAM, H. A.\nMt. Pleasant, Mich.\nHARVEY, LORENZO D....... Menominee, Wis.\nJOHNSON, DAVID B.\nRock Hill, S. C.\n\nJORDAN, DAVID STARR ...\nLeland Stanford University, Calif.\nJOYNER, JAMES Y...La Grange, N. C.\nMARSHALL, T. MARCELLUS\n. Stouts\nMills, W. Va.\n\nPEARSE, CARROLL G...\n\nMilwaukee, Wis.\n\nPRESTON, JOSEPHINE CORLISS.Olympia, Wash.\nSKINNER, CHARLES R......... Albany, N. Y.\nSTATE TEACHERS' ASSOCIATION OF ILLINOIS\n\nSTRAYER, GEORGE D... New York, N. Y.\nSwarthmore, Pa.\nSWAIN, JOSEPH\nTAYLOR, A. R........\n..... Decatur, Ill.\nTEACHERS' INSTITUTE ... Philadelphia, Pa.\n\nWHITE, CHARLES G...... Menominee, Wis\n19\n\n"}
{"page": 45, "printed_page": null, "text": "20\n\nNATIONAL EDUCATION ASSOCIATION\n\nAlabama.\nArkansas .\nArizona ...\n\nC. B. GLENN, Assistant Superintendent of Schools ....\n\nBirmingham\n\nC.\n\nPhoenix\n\nJ. R. JEWELL, Dean College Education, University .... Fayetteville\n\nCalifornia .\n\nWILHELMINA VAN DE GOORBERG, 1606 Mt. Royal Ave... Los Angeles\n\nColorado .\n\nH. B. SMITH, Secretary C. E. A. , 532 Commonwealth Bld Denver\nShelton\nMARY CROSBY MAHONEY, 405 Coram Avenue ..\nDover\nA. R. SPAID, Commissioner of Education.\n\nState Directors\n\nConnecticut .\nDelaware..\n\nO.\n\nCASE ...\n\nFlorida...\n\nF. A. HATHAWAY, County Superintendent of Schools ... Jacksonville\n\nGeorgia .\n\nM. L. BRITTAIN, State Superintendent of Schools ....... Atlanta\nTHEODORE B. SHANK, Superintendent of Schools ....... Moscow\nJoliet\nR. O. STOOPS, Superintenlent of Schools .\nH. LESTER SMITH Dean School of Education, University Bloomington\nFort Dodge\nL. H. MINKEL, Superintendent of Schools ...\nKansas City\nI. E. PEARSON, Superintendent of Schools ...\n\nIdaho..\nIllinois.\n\nIndiana .\nIowa..\nKansas.\n\nKentucky .\nLouisiana .\nMaine.\n\nCORA WILSON,\n\nMorehead\n\nStewart .\n\nNew Orleans\nJ. M. GWINN, Superintendent of Schools .\nAugusta\nH. A. ALLAN, State Rural Schools Inspector .......\nMaryland.\nWILLIAM BURDICK, Superintendent Phys. Education\nBaltimore\nMcCoy Hall.\nBrookline\nMassachusetts ...... MARY MCSKIMMON, Principal Pierce School ...\nMichigan.\nTHOMAS E. JOHNSON, State Superintendent of Schools Lansing\nMinnesota .\nSt. Cloud\nJ. C. BROWN, President State Normal School.....\n..\n\nMississippi .\nMissouri .\nMontana.\n\nNebraska ...\n\nE. E. BASS, Superintendent of Schools ...\n\nGreenville\n\nLIVINGSTONE MCCARTNEY, Superintendent of Schools .. Hannibal\nBozeman\nR. C. CUNNINGHAM , Superintendent of Schools ....\nBeatrice\nA. J. STODDARD, Superintendent of Schools.\n\nNevada .\n\nB. D. BILLINGHURST, Superintendent of Schools ...... Reno\nNew Hampshire .... DANIEL W. MACLEAN, Head Master High School... Berlin\nNew Jersey ........ D. C. PORTER, Superintendent of Schools .....\nBridgeton\nClovis\nNew Mexico ....... E. W. BOWYER, Superintendent of Schools .\nNew York ......\nKATHERINE D. BLAKE, 39 East 85th St.....\nNew York City\nNorth Carolina ..... ROBERT H. WRIGHT, Pres. East Carolina T. T. S........ Greenville\nNorth Dakota ...... ANNA TIBBETS, Fargo College .....\nFargo\nOhio ...\nW. W. MCINTIRE, Dean School of Education, Ohio Univ. Athens\nOklahoma .\nE. E. OBERHOLTZER, Superintendent of Schools ....... Tulsa\n. La Grande\nOregon....\nA. C. HAMPTON, Superintendent of Schools\n\nPennsylvania ....... WM. M. DAVIDSON, Superintendent of Schools ........ Pittsburgh\nRhode Island ......\nSouth\n\nCarolina ...\n\nSouth Dakota...\nTennessee ..\nTexas .\nUtah ...\n\nKATHERINE U. PIERCE, 125 East Manning Street...... Providence\nGEORGE H. WEBBER, Superintendent of Schools ........ Beaufort\nE. C. WOODBURN, President State Normal School ..... Spearfish\n\nJ. L. HIGHSHAW, Prin. Crockett Vocational H. S...... Memphis\nANNIE W. BLANTON, State Supt. of Public Instruction. Austin\nMILTON BENNION, Dean School of Education Univ. of Utah Salt Lake City\n\nCAROLINE S. WOODRUFF, 9 Church Street ......\nSt. Johnsbury\nRichmond\nNANNIE W. THOMPSON, 130 Second Avenue...\nTacoma\nJENNIE M. FRENCH, 1132 North Oakes St......\nCharleston\nWest Virginia ...... M. P. SHAWKEY, State Supt. Free Schools .\nWisconsin..\nJ. F. SIMS, President State Normal School ....\nStevens Point\nA. A. SLADE, Superintendent of Public Schools ....... Casper\nWyoming .\nVermont ...\n\nVirginia.\nWashington .\n\nAlaska..\n\nL. D. HENDERSON, Commissioner of Education ....\n\nJuneau\n\nHonolulu\nPhilippine Islands ... LUTHER B. BEWLEY, Director of Education ...\nHawaii..\nVAUGHAN MACCAUGHEY, Supt. Public Instruction ..... Mayaguez\nPorto Rico ...\nRALPH S. GARWOOD, University of Porto Rico ...... Manila\n\nHEADQUARTERS STAFF\nJOY ELMER MORGAN, Editor\n\n1201 Sixteenth St. N. W., Washington, D. С.\nHUGH S. MAGILL, Field Secretary\nELIZABETH ARLETT, Assistant Field Secretary\nR. S. ERLANDSON, Assistant Secretary\nHELEN T. HIXSON, Recorder\nSALLIE HILL, Assistant Field Secretary\n\nJ. W. CRABTREE, Secretary\n\n"}
{"page": 46, "printed_page": null, "text": "DEPARTMENT OFFICERS\n\n21\n\nTHE NATIONAL COUNCIL OF EDUCATION\nPresident ....\n\nHOMER H. SEERLEY, President Iowa State Teachers\nCedar Falls, Iowa\n\nCollege\n\nVice-President ...... JOSEPHINE CORLISS PRESTON, State Superintendent\nof Public Instruction\nSecretary.......\n\nOlympia, Wash.\n\nADELAIDE STEELE BAYLOR, Federal Agent for Home\nEconomics\n\nWashington, D. C.\n\nDEPARTMENT OFFICERS1\nBusiness Education '\n\nPresident ......... THOMAS A. BEALE, Director School of Commerce\nSalt Lake City, Utah\nand Finance, University of Utah ......\nW. S. PETERSON , Commercial Department, Ogden\nOgden, Utah\nHigh School\n\nSecretary.\n\nChild Hygiene\nPresident .....\n\nO. B. NESBITT, School Health Commissioner ...... Gary, Ind.\nWorcester, Mass .\nVice-President ..... H. S. GRUVER, Superintendent of Schools .\nALICE H. COUCH-WOOD, Elizabeth McCormick MemSecretary.\norial Fund\nSalt Lake City, Utah\n....\n\nClassroom Teachers\nPresident..\n\nSARA H. FAHEY, Teacher of Community Civics,\nBrooklyn, N. Y.\nManual Training High School .\nVice\n-President ..\nETHEL M. GARDINER, Teacher in Grade School .... Milwaukee, Wis .\nSpokane, Wash.\nSecretary ........ MARGARET RICHARDSON, Grade Teacher .....\nDeans of Women\n\nPresident .\n\nMINA KERR, Dean of Milwaukee-Downer College Milwaukee, Wis.\n\nVice\n-President..... GEORGE L. WHITE, Adviser of Women, Cornell\nIthaca, N. Y.\n\nUniversity\nSecretary.......\n\nKATHARINE ALVORD, Dean of Women, Depauw\n\nTreasurer\n\nGreencastle, Ind.\nUniversity\nFLORENCE L. RICHARDS, Dean of Women, Winona\nNormal School\nWinona, Minn.\nEducational Publications\nLincoln, Nebr.\n\nPresident....\nSecretary.\n\nGEORGE L. TOWNE, Editor, Nebraska Teacher..\n\nPresident...\n\nP. W. L. Cox, Head Master, Washington School.. New York, N. Y.\n\nC. W. TABER, Western Manager, Lippincott & Co. Chicago, Ill.\nElementary Education\n\nVice-President ..... MARION S. HANCKEL, Supervisor of Kindergarten\nPrimary Grades\n\nSecretary.........\n\nRichmond, Va.\n\nLOGAN, Assistant Superintendent of\n\nANNIE E.\nSchools\n\nCincinnati, Ohio\n\nHigher Education\nPresident....\n\nSecretary........\n\nGUY STANTON FORD, University of Minnesota ...... Minneapolis, Minn.\nJ. J. PETTYJOHN, Assistant to the President, University of Minnesota .\n\nMinneapolis, Minn.\n\nKindergarten Education\nPresident .\n\nMARION S. HANCKEL, Supervisor of Kindergarten\nand Primary Grades\n\nRichmond, Va.\n\nVice-President ..... BARBARA GREEN WOOD, Director Kindergarten Department, Southern Branch, Univ. of California Los Angeles,\n\nSecretary ...... ANNA LITTLE, Supervisor of Kindergarten...... Dayton, Ohio\nArranged alphabetically for convenient reference.\n\nCalif.\n\n"}
{"page": 47, "printed_page": null, "text": "22\n\nNATIONAL EDUCATION ASSOCIATION\n\nLibrary Department\nPresident ...... SHERMAN WILLIAMS, Chief of School Libraries,\nState Department of Education .....\n\nAlbany, N. Y.\n\nVice-President ..... M. W. POULSON, Associate Professor of Education,\nBrigham Young University ....\n\nMARGARET ELY, Lakeview High School.\n\nSecretary .\n\nProvo, Utah\nChicago, Ill.\n\nMusic Education\nPresident ..\n\nP. MELVIN PETERSON, Director of Music ........\nVice-President ..... BEN H. SMITH, Supervisor of Music.\n\nSalt Lake City, Utah\nDenver, Colo.\n\nNormal Schools\nPresident .......... W. A. LEWIS, President State Normal School .... Hays, Kans.\n\nVice-President ...... C. E. EVANS, President State Normal School ..... San Marcos, Tex.\nSecretary ......\nANNA M. TIBBETS, Head Department of Education,\nFargo College\n\nFargo, N. D.\n\nPhysical Education\nPresident .......... F. L. KLEEBERGER, Professor Physical Education,\nUniversity of California.\n\nBerkeley, Calif.\n\nRural Education\n\nPresident .......... ELI RAPP, Superintendent Berks County Schools Reading, Pa.\nVice-President ..... I. B. BALL, State Supervisor Agricultural Education Salt Lake City, Utah\nSecretary ........ MABEL CARNEY, Professor Rural Education, Teachers College, Columbia University .\n\nNew York, N. Y.\n\nSchool Administration\nPresident .......... GEORGE 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\nJournal\nMilwaukee, Wis.\nSchool Patrons\nPresident ..\n\nMAIDA K. MCMATH, Member Vocational Board of\nEducation\n\nSeattle, Wash.\n\nScience Instruction\nJOHN C. JOHNSON, Colorado State Normal School Gunnison, Col.\nLOUISE H. SEELEY, Dickinson High School........ Jersey City, N. J.\n\nPresident .\nSecretary .\n\nSecondary Education\nPresident .\n\nCLARENCE T. RICE, Principal High School ........ Kansas City, Kan .\nVice-President ..... Guy E. WILSON, President L. D. S. University High\nSchool\nSalt Lake City, Utah\nSecretary .......\nMINNIE J. OLIVERSON, Teacher in High School .... Kansas City, Kan.\n\nSuperintendence\nPresident ....\n\nCALVIN N. KENDALL, Commissioner of Education.. Trenton, N. J.\nFirst Vice-President E. A. SMITH, Superintendent of Schools .....\nEvanston, Ill.\nSecond Vice-President J. M. GWINN, Superintendent of Schools .... New Orleans, La.\nSecretary...... ADELAIDE STEELE BAYLOR, Federal Agent for Home\nEconomics\n\nWashington, D.C.\n\nVocational Education and Practical Arts\nPresident ........\n\nW. G. HUMMEL, State Director for Vocational\n\nSecretary\n\nMARIAN S. VAN LIEW, State Superintendent Home\n\nEducation\n....\n\nOlympia, Wash .\n\nEconomics\n\nAlbany, N. Y.\n\nWider Use of Schoolhouses\nPresident.......... RAYMOND F. CRIST, Department of Labor ... Washington, D. C.\nVice-President..... I. B. MORGAN, Director Vocational Schools .....\nKansas City, Kans. ,\nSecretary........ MARGARITA SPAULDING GERRY, Member Board of\nEducation\n\n..\n\n:\n\nWashington, D. C.\n\n"}
{"page": 48, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\nOF THE\n\nFIFTY - NINTH ANNUAL MEETING\nOF\n\nTHE\n\nNational Education Association of the\nUnited States\nDES MOINES, IOWA, JULY 3-8, 1921\n\nEducational Sunday\nEducational leaders spoke in the various churches of Des Moines at their\nmorning services. A general program was given in the Coliseum on Sunday\nevening. After a short musical program by St. Paul's Boys' Choir, the Right\nReverend Homer C. Stuntz, Bishop of the Methodist Episcopal Church, Omaha,\nNebraska, delivered an address on EDUCATING THE OTHER HALF OF THE WORLD.\n\nFirst Day's Proceedings\nNOTE. The proceedings here given are arranged as in the official program\nwith proper additions and corrections. Business sessions of the Representative\nAssembly are so headed.\n\nMonday Morning, July 4, 9:30 o'clock\nREPORT OF THE EDITOR-IN - CHIEF OF THE JOURNAL OF THE NATIONAL EDUCATION\n\nASSOCIATION- W. C. Bagley, Professor of Education, Teachers College,\nColumbia University, New York, N. Y.\nREPORT OF COMMITTEE ON REORGANIZATION OF ELEMENTARY EDUCATION-Mar-\n\ngaret S. McNaught, Commissioner Elementary Education, Sacramento, Calif. ,\n\nChairman; Olive M. Jones, Principal Public School No. 120, New York\nCity, N. Y.\nSYMPOSIUM : THE AMERICAN PROGRAM IN EDUCATION AS IT IS RELATED TO THE\n\nWORK OF THE PRINCIPAL-Ida Lee Woody, Principal Hamilton School, St.\nLouis, Mo.; J. J. Zmrhal, Principal Herzl School, Chicago, Ill.; Lewis W.\nSmith, Principal High School, Joliet, Ill.; John A. Sexson, Principal Union\n\nHigh School, Sterling, Colo.\nMonday Afternoon, July 4, 1 :30-4:00 o'clock\nAMERICANIZATION PAGEANT BY THE DES MOINES PUBLIC SCHOOLS (1 :30-2 :00)\nCO-OPERATION BETWEEN THE AMERICAN LEGION AND THE NATIONAL EDUCATION\n\nASSOCIATION IN PROGRAM FOR AMERICANISM-Henry J. Ryan, Chairman,\nAmericanism Commission, American Legion, New York City.\nSYMPOSIUM :\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS RELATED TO THE\n\nCLASSROOM TEACHER-Agnes S. Winn, President Seattle Grade Teachers'\n\nClub, Seattle, Wash.; Mrs. Phebe Mathews, West Somerville, Mass.'; Marion\nHiggins, Teacher in Public Schools (President St. Louis Division State\n\nTeachers Association) , St. Louis, Mo.; Marion George, Teacher in Public\nSchools, Trenton, N. J.; Effie MacGregor, Teacher in Public Schools,\nMinneapolis, Minn.\nREPORT OF COMMITTEE ON SOURCES OF REVENUE-William B. Owen, President\nChicago Normal School, Chicago, Ill., Chairman.\n23\n\n"}
{"page": 49, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n24\n\nMonday Evening, July 4, 8:00 o'clock\nMUSICAL PROGRAM BY THE ARGONNE POST BAND\n\nADDRESSES OF WELCOME-N. E. Kendall, Governor of Iowa, Des Moines, Iowa ;\nH. H. Barton, Mayor of Des Moines, Iowa ; P. E. McClenahan, State Super-\n\nintendent of Public Instruction, Des Moines, Iowa ; J. W. Studebaker,\nSuperintendent of Schools, Des Moines, Iowa ; S. M. Wallace, President\nIowa State Teachers' Association ; P. B. Sherriff, President Des Moines\nChamber of Commerce.\n\nPESPONSE FOR THE NATIONAL EDUCATION ASSOCIATION-J. A. C. Chandler, President College of William and Mary, Williamsburg , Va.\n\nADDRESS-Albert Bushnell Hart, Professor of Government, Harvard University,\nCambridge, Mass.\n\nSecond Day's Proceedings\nTuesday Morning, July 5, 9 :00-10 :00 o'clock\n\nFirst Business Session of Representative Assembly\nREPORT OF COMMITTEE ON VISUAL EDUCATION-Ira B. Bush, Superintendent of\nSchools , Erie, Pa., Chairman.\n\nREPORT OF THE COMMITTEE ON SALARIES-D. B. Waldo, President State Normal\nSchool, Kalamazoo, Mich., Chairman.\n\nREPORT OF THE COMMITTEE ON TENURE-Charl O. Williams, Superintendent\nShelby County Schools, Memphis, Tenn., Chairman.\nREPORT OF THE COMMITTEE ON PENSIONS ( Joseph Swain, President Swarthmore\nCollege, Swarthmore, Pa. , Chairman ) ; John W. Carr, for the Committee.\nTuesday Afternoon, July 5, 1 :30-4 :30 o'clock\nThe health pageant, MOUNTAIN MEADOW, was given at the East High School\nfrom 1:30 to 2:00 o'clock, followed by this program at the Coliseum :\nSYMPOSIUM :\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS RELATED TO THE\n\nWORK OF THE NORMAL SCHOOLS AND TEACHER - TRAINING INSTITUTIONS-\n\nRobert H. Wright, President East Carolina Teachers' Training School,\nGreenville, N. C.; F. J. Kelly, Dean School of Education, University of\nKansas , Lawrence, Kans.; John A. H. Keith, President State Normal School,\nIndiana, Pa.; John R. Kirk, President State Teachers' College, Kirksville,\nMo.\n\nREPORT OF COMMITTEE ON HEALTH PROBLEMS IN EDUCATION-Thomas D. Wood,\nProfessor of Education, Teachers College, Columbia University, New York,\nN. Y. , Chairman.\n\nREPORT OF COMMITTEE ON ILLITERACY-Mrs. Cora Wilson Stewart, National Illiteracy Commission, Frankfort, Ky., Chairman.\nTuesday Evening, July 5, 8:00 o'clock\nA musical program, given by the Des Moines Male Quartet was followed\nby\n\nTHE PARENTHOOD OF THE STATE-Hon. Ben. B. Lindsey, Judge of Juvenile Court,\nDenver, Colo.\n\nSOCIAL HYGIENE AND ITS PLACE IN THE SCHOOLS- Charles E. Barker, M. D.,\nRepresentative International Rotary, Chicago, Ill.\nINTRODUCTION OF THE NEW COMMISSIONER OF EDUCATION-J. J. Tigert, Washington, D. C.\n\nThird Day's Proceedings\nWednesday Morning, July 6, 9:00-10 :15 o'clock\n\nSecond Business Session of Representative Assembly\nREPORT OF THE PRESIDENT ON THE PROGRAM AND THE DEVELOPMENT OF THE\n\nASSOCIATION-Fred M. Hunter, Superintendent of Schools , Oakland, Calif.\nREPORT OF THE COMMITTEE ON RULES-William B. Owen, President of the\nChicago Normal School, Chairman.\n\n"}
{"page": 50, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n25\n\nREPORT OF TREASURER TO REPRESENTATIVE ASSEMBLY-Cornelia S. Adair, Treas-\n\nurer National Education Association, Richmond, Va.\nREPORT OF THE LEGISLATIVE COMMISSION-George D. Strayer, Professor Educational Administration, Teachers College, Columbia University, New York,\nN. Y., Chairman.\nDISCUSSION OF REPORTS PREVIOUSLY MADE\nINTRODUCTION OF NEW BUSINESS FOR SPECIAL ORDER\n\nIntermission of Fifteen Minutes\nSYMPOSIUM :\n\nWHAT PART SHALL THE COLLEGES AND UNIVERSITIES PLAY IN THE\n\nAMERICAN PROGRAM OF EDUCATION ?-L. D. Coffman, President University of\nMinnesota, Minneapolis, Minn.; Irving S. Cutter, Dean College of Medicine,\nUniversity of Nebraska, Omaha, Neb.; W. A. Jessup, President University\nof Iowa, Iowa City, Iowa ; C. H. Judd, Head School of Education, University\nof Chicago, Chicago, Ill.\nREPORT OF COMMISSION ON REORGANIZATION OF SECONDARY EDUCATION-William\n\nB. Owen, Principal Chicago Normal College, Chicago, Ill., for the Chairman, Clarence D. Kingsley, State High School Inspector, Boston, Mass .\nWednesday Evening, July 6, 8:00 o'clock\nA musical program by the Chamber of Commerce Glee Club was followed by\nADDRESS-HOW TO SECURE RESULTS THROUGH PROFESSIONAL ORGANIZATION-\n\nArthur H. Chamberlain, Secretary California State Teachers' Association,\nSan Francisco, Calif.\n\nADDRESS-NATIONAL SCHOOL LEGISLATION-Hugh S. Magill, Field Secretary National Education Association, Washington, D. C.\n\nFourth Day's Proceedings\nThursday Morning, July 7, 9 :00-10 :15 o'clock\n\nThird Business Session of Representative Assembly\nREPORT OF FIELD SECRETARY-Hugh S. Magill, Field Secretary National Education Association, Washington, D. C.\nREPORT OF COMMITTEE ON THRIFT EDUCATION-Arthur H. Chamberlain, Secretary\nCalifornia State Teachers' Association, San Francisco, Calif., Chairman .\nDISCUSSION OF REPORTS AND INTRODUCTION OF NEW BUSINESS\n\nIntermission of Fifteen Minutes\nREPORT OF THE COMMITTEE ON CO-ORDINATION OF RESEARCH AGENCIES-Jesse H.\n\nNewlon, Superintendent of Schools, Denver, Colo., Chairman.\nSYMPOSIUM :\n\nWHAT SHALL BE THE PROGRAM IN EDUCATION FOR CITY SCHOOL\n\nSYSTEMS IN VIEW OF THE OBJECTIVES OF THE AMERICAN PROGRAM IN EDUCA-\n\nTION-J. M. Gwinn, Superintendent of Schools, New Orleans, La.; Peter\nMortenson, Superintendent of Schools, Chicago, Ill.; J. W. Gowans, Superintendent of Schools, Winfield, Kans .\nThursday Afternoon, July 7, 2 :00-4 :00 o'clock\nREPORT OF COMMITTEE ON FOREIGN RELATIONS-A . O. Thomas, State Super-\n\nintendent of Public Instruction, Augusta, Me.\nREPORT OF COMMITTEE ON PAYMENT OF EXPENSES OF DELEGATES-Cornelia S.\n\nAdair, Treasurer of the National Education Association, Richmond, Va.,\nChairman.\n\nSYMPOSIUM : THE STATE PROGRAM IN EDUCATION AND ITS BEARING UPON THE\n\nNATIONAL PROGRAM-T. E. Finegan, State Superintendent of Public Instruction, Harrisburg, Pa.; George H. Reavis, Deputy State Superintendent\n\nof Public Instruction, Baltimore, Md.; T. E. Johnson, State Superintendent\nof Public Instruction, Lansing, Mich.\n\n"}
{"page": 51, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n26\n\nThursday Evening, July 7, 8:00 o'clock\nFollowing a musical program were addresses :\nEDUCATING THE WOMEN OF THE UNITED STATES-Aurelia Henry Reinhardt,\nPresident Mills College, Oakland, Calif.\n\nOBJECTIVE VALUES OF EDUCATION-P. P. Claxton, Ex-U. S. Commissioner of\nEducation .\n\nFifth Day's Proceedings\nFriday Morning, July 8, 9 :00-12:00 o'clock\n\nFinal Business Session of Representative Assembly\nREPORT OF SECRETARY TO REPRESENTATIVE ASSEMBLY-J. W. Crabtree, Secretary\nNational Education Association, Washington, D. C.\nREPORT OF THE EXECUTIVE COMMITTEE-Josephine Corliss Preston.\nREPORT OF CHAIRMAN OF BOARD OF TRUSTEES-C. G. Pearse, President State\nNormal School, Milwaukee, Wis., Chairman.\nREPORT OF THE COMMITTEE ON RESOLUTIONSELECTION OF OFFICERS-\n\nRULES OF THE FIRST REPRESENTATIVE ASSEMBLY OF\n\nTHE NATIONAL EDUCATION ASSOCIATION, 1921\n\n1. Seating and Organization of Delegates.\n-The delegates from the\nseveral states, territories, and districts shall be seated in a body. Each\nstate delegation shall elect a chairman of the delegation to serve through\nthe annual meeting.\n\n2. Delegates and Alternates.\n-In the absence of a delegate from any\nmeeting of the Representative Assembly, the alternate shall have the\nright to vote in his stead. In the absence of a delegate and his alternate\nno other person shall be authorized to vote in their stead. Where a state\n\nor local affiliated association is represented by more than one delegate and\nalternate, in the absence of any delegate from a meeting of the Representative Assembly, the delegates from that state or local affiliated\nassociation shall select the alternate to act.\n\n3. Debate. In debate on any motion each speaker shall be limited\nto five minutes unless his time be extended (1) either by unanimous\nconsent (2) or by vote of the Representative Assembly.\n4. Voting. No person may cast more than one vote in the proceedings of the Representative Assembly.\nIn the taking of a roll call of the Representative Assembly the roll\nshall be called by states and the chairman of each state delegation shall\nannounce the ayes and noes on the question.\n5. Parliamentary Procedure.-Roberts' Rules of Order is adopted\nas the authority on parliamentary procedure.\nREPORT OF THE COMMITTEE ON RESOLUTIONS\nTHE NATIONAL EDUCATION ASSOCIATION in annual convention assembled\n\npledges again its devoted loyalty to American institutions and ideals. We hold\nit as our first and most important duty to instil these principles in the hearts and\nminds of those entrusted to our guidance.\n\n"}
{"page": 52, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n27\n\nWe recognize the necessity for the further development of our American\nprogram of education. We look to our federal government for such sanction,\n\nencouragement, and leadership in education in co-operation with the states as will\nmake possible the realization of our national ideals.\nWe pledge our continued support to the program of service for which this\nAssociation has stood and seek to enlist the co-operation of all organizations and\n\nindividuals who hope through education to develop the highest type of American citizenship.\n\nAs representatives of the organized teaching profession of the United States,\n\nwe pledge our support to the following principle\nciples and earnestly solicit the cooperation of all friends of education in the carrying forward of this program.\nA PROFESSIONALLY TRAINED TEACHER FOR EVERY CLASSROOM\n\nWe recognize as fundamental to the development of an efficient school\nsystem the requirement that there shall be a well-educated and professionally\ntrained teacher in every American classroom.\n\nWe urge that increased facilities be provided for the training of teachers,\nand that the rewards of teaching and the recognition of the profession in the public service be developed in such manner as will attract to the profession the most\ncompetent young men and young women and hold in the profession those who\nhave proved themselves efficient.\nESTABLISHED\n\nTENURE\n\nAND\n\nSINGLE\n\nSALARY\n\nSCHEDULE\n\nWe strongly recommend that those who have proved themselves competent\nbe made secure in their positions by laws establishing their tenure during the\nperiod of efficient service, and that adequate retirement laws be enacted in order\nto provide for those whose efficiency is lowered by age or physical disability.\nWe urge the adoption of a single salary schedule for all teachers in ele-\n\nmentary and in high schools, determined upon the basis of education, professional\ntraining, and successful experience.\nRURAL EDUCATION FINANCIAL SUPPORT\n\nWe call attention to the failure to provide an adequate program of education for the children living in the rural areas of our country, and we urge that the\neducational opportunities provided for children in rural America be made equivalent to those offered to children in the most favored urban communities, and to\nthis end we recommend that larger units of taxation and administration than the\nordinary school district be adopted, such as the township, the town, or the\ncounty.\n\nWe call attention to the fact that it is impossible to carry forward an\nAmerican program of education without greater financial support than is now\navailable. We call to the attention of the American people the fact that wise\n\nexpenditures for schools are not to be thought of as gifts in aid of a worthy\ncharity, but rather as an investment which will pay higher dividends than any\nother type of public expenditure.\nWe recognize the necessity for larger state distributive funds in aid of the\npublic schools in order that the American ideal of equalizing the burden of support and the opportunities for education be realized throughout our commonwealths.\nBOARDS ELECTED BY THE PEOPLE\n\nTO SELECT ADMINISTRATIVE OFFICERS\n\nWe recognize the distinction between the lay control of education and the\nprofessional administration of our schools. We believe that the highest type of\nprofessional service in the offices of state superintendents or State commissioners\n\nofeducation, of county superintendents of schools, and of city superintendents of\nschools can be secured by the selection of all such administrative officers by lay\nboards of education elected by the people.\nCO-OPERATION WITH THE AMERICAN LEGION AND OTHER ORGANIZATIONS\n\nWe gratefully acknowledge the co-operation of other great national organizations in the development and promotion of an American program of education.\n\n"}
{"page": 53, "printed_page": null, "text": "28\n\nNATIONAL EDUCATION ASSOCIATION\n\nWe are glad to co-operate with the American Legion in the establishment\nof a universal requirement of English as the only basic language of instruction in\nall schools-public, private, and parochial and we commend heartily their demand that thorough-going instruction in American history and civics be required\nof all students for graduation from elementary and from secondary schools. We\nwelcome their co-operation in the establishment of a longer school year, and in the\nenforcement throughout the United States of compulsory education to the end of\nthe high-school period.\nUNQUALIFIED INDORSEMENT OF TOWNER- STERLING BILL\n\nWe renew our unqualified indorsement of a Department of Education with\na Secretary in the President's Cabinet, and federal aid to encourage the states\n\nin the removal of illiteracy, the Americanization of the foreign-born, the\ndevelopment of a program of physical education and health service, the training\nof teachers, and the equalization of educational opportunity as embodied in the\n\nTowner - Sterling bill now pending in the sixty- seventh Congress. We are gratified to note the development of a nation-wide sentiment in support of the principles embodied in this bill. We unite with the friends of public education throughout our country in urging that Congress give prompt recognition to the primary\nimportance of education in relation to the nation's welfare. We earnestly protest\nagainst the submerging of education in any other department of the government\nor the subordination of education to any other national interest.\nPROFESSIONAL ORGANIZATION\n\nFOR SERVICE\n\nWe call upon the teachers of America to unite under the banner of the\nNational Education Association in carrying forward the great program of service\nto which the Association is committed. We urge professional organization fashioned after our American form of government : a local organization of teachers\n\nin every community to develop public sentiment in support of education and to\nco-operate in the solution of local educational problems; a state educational association in every commonwealth to develop through state legislation an efficient\nand adequately supported school system; and the National Education Association\nwhich shall include all the teachers of the country to support a national program\nof education in co-operation with all forward-looking men and women who realize\nthat only through public education can we hope to preserve our priceless American institutions .\nACKNOWLEDGMENT OF COURTESIES\n\nThe Representative Assembly records its grateful appreciation for the\nsplendid hospitality tendered the Association by the people of Des Moines ;\nfor the untiring efforts of the chairman and members of the local committee; for the co-operation of the Chamber of Commerce, civic organizations,\nthe press, and the citizens generally, all of which have helped to make this\nconvention one of the most successful meetings in the history of the National\nEducation Association.\nCOMMITTEE ON RESOLUTIONS\n\nChairman, GEORGE D. STRAYER of New York.\nAlabama .\nArizona .\n\n... J. H. PHILLIPS, Superintendent of Schools ...\nBirmingham\n..A. J. MATTHEWS, President of the Tempe Normal School\nof Arizona ....\n\nTempe\n\nFlorida ....\n\n.Little Rock\nANNIE G. GRIFFEY, Primary Supervisor .\nPiedmont\nGEORGE M. THIRIOT, Vocational Counselor .\n.Denver\nANNA LAURA FORCE, Principal of the Lincoln School .\nWillimantic\nLEVI T. GARRISON, State Inspector.\nSeaford\nH. E. STAHL, Superintendent of Schools .\nWashington, D. C.\nBESSIE B. MULFORD, Critic Teacher ..\nF. A. HATHAWAY, County Superintendent of Schools ...Jacksonville\n\nGeorgia....\n\nKATHARINE DOZIER, Superintendent of Schools, Pacolet Manufac-\n\nArkansas.\nCalifornia .\nColorado .\nConnecticut .\nDelaware.\n\nDistrict of Columbia .\n\nturing Co.\n\nIdaho .............J. J. RAE, Superintendent of Schools ....\n\n..... Gainesville\n.. Caldwell\n\n"}
{"page": 54, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\nIllinois.\n\n29\n\nKentucky.\n\nDAVID FELMLEY, President of the Illinois State Normal\n.... Normal\nUniversity\n.L. N. HINES, State Superintendent of Public Instruction . Indianapolis\n..Ottumwa\nH. E. BLACKMAR, Superintendent of Schools ....\n... Hays\nW. A. LEWIS, President of the State Normal School\n.ELIZABETH V. BOLINGER, Assistant Superintendent of Schools\n\nLouisiana..\n\n.J. M.\n\nMaine.\n\nAUGUSTUS O. THOMAS, State Superintendent of Public\n\nMaryland.\n\nSchools\n....Augusta\nGEORGE H. REAVIS, Assistant State Superintendent of Schools\n\nMassachusetts .\n\nPHEBE E.\n\nMichigan.\nMinnesota..\n\nANNE W. ALLEE\n\nMississippi.\n\n.J. C. ROBERTS, Dean College of Agriculture, Agricultural Col-\n\nMissouri.\n\n..W. H. ZEIGLE, Dean, State Teachers College.\n.. S. R. LOGAN, Superintendent of Schools .....\nSARAH T. MUIR, High School....\n\nIndiana.\nIowa..\nKansas..\n\n.Harlan\n\nSMITH, Professor of Education, Southwestern Louisiana\n\nInstitute\n\n.. Lafayette\n...\n\nBaltimore\nMATHEWS ..\n\n.Somerville\n\n.Detroit\n\nFRANK CODY, Superintendent of Schools .\n\n.Minneapolis\n\nlege\n\nMontana.\nNebraska....\n\nKirksville\n.Hardin\n.Lincoln\n\nNevada.\n\nNew Hampshire .\nNew Jersey..\n\nJUSTIN O. WELLMAN, Superintendent of Schools .....\nIDE G. SARGEANT, Principal School No. 10.\n\nNew Mexico ......\nNew York ....\n\nMRS. M. E. GRAHAM ...\n\nNorth Carolina .\nNorth Dakota .\nOhio.\n\nOklahoma .\n\nOregon......\nPennsylvania.\n\nRaton\n\nPhiladelphia\n\n..JOHN E. SWEARINGEN, State Superintendent of Education..Columbia\n..Huron\n.D. E. CLOYD, Superintendent of Schools .\nCHARL O. WILLIAMS, County Superintendent of Schools ... Memphis\nC. E. EVANS, President of the Southwest Texas State\n\n....\n\nNormal School .\n\nUtah ....\n\n.Paterson\n\nGEORGE D. STRAYER, Professor of Educational Administration Teachers College, Columbia University ......... New York\n... E. C. BROOKS, State Superintendent of Public Instruction .. Raleigh\n.Dickinson\nP. S. BERG, Superintendent of Schools .\nCincinnati\nANNA L. PETERSON, Hughes High School .\nTulsa\n..J. A. MILLER, Principal ....\n.Marshfield\nC. A. HOWARD, Superintendent of Schools .\nRUBEN T. SHAW, Principal of the West Philadelphia High\nSchool for Boys ......\n\nRhode Island.\nSouth Carolina..\nSouth Dakota ...\nTennessee....\nTexas..\n\nNewmarket\n\n.... San Marcos\n\nELIZABETH FITZGERALD, Assistant Principal, West High School\n..... Salt Lake City\n\nVermont.\n\nVirginia.\nWashington.\n\nSAMUEL P. DUKE, President State Normal School ....Harrisonburg\n.... R. W. SWETMAN, President State Normal School .\n.... Ellensburg\n\nWest Virginia ...........J. D. MULDOON, Supervisor of Rural Schools ........ Shepherdstown\nWisconsin.\n\nWyoming....\nHawaii...\n\nC. P. CARY, Ex-Superintendent of Schools .\n....A. S. JESSUP, Superintendent of Schools .\nW. E. GIVENS, Principal McKinley High School......\n\nMadison\n\nCheyenne\nHonolulu .\n\n"}
{"page": 55, "printed_page": null, "text": ">\n\n!\n\n"}
{"page": 56, "printed_page": null, "text": "General Sessions of the Association\nADDRESS OF WELCOME\n\nN. E. KENDALL, GOVERNOR OF IOWA, DES MOINES, IOWA\n\nI do not overstate my satisfaction when I say that I am delighted\nto perform the agreeable office which is now devolved upon me : to\nextend to the National Educational Association a cordial greeting from\nthe hearts and homes of Iowa. My dear friends, the welcome I express\nis no perfunctory courtesy, fashioned in formal phrase and pronounced\nin frigid tone; on the contrary, it is as broad and deep and high as the\ngreat commonwealth itself : as broad as her expansive corn fields, as deep\nas her inexhaustible coal mines, as high as the beneficent heavens which\ncanopy her generous citizenship. It emanates spontaneously from all\nher people, for they all unite in joyous salutation to the most magnificent assemblage of men and women ever congregated in the Mississippi\nValley. We deeply appreciate the distinguished honor you have conferred upon us, and we beg you to be assured that our hospitality is as\ninexhaustible as our climate is intemperate.\nYou are a great company convoked to conserve a great cause. We\nare proud of the educational system of America from the kindergarten\ndesk in rustic seclusion all along the luminous avenue of erudition to\nthe highest seat of classic learning, and we rejoice exceedingly at the\n\nflattering results which they constantly manifest as the fruitful years\nelapse. We celebrate these nurseries of enlightenment as the primary\nfountains of a republican democracy, and we recognize that if they\nwere obliterated for a single generation our superb culture would revert\nto primitive savagery. God bless these redeeming agencies of our\nthreatened civilization !\n\nIt is gratifying to observe that throughout our country there is, so\nfar as education is concerned, an irrepressible revival of interest everywhere. North and south, east and west, our young men and young\nwomen are not content with completing the ordinary high-school curricula, but are crowding our colleges and universities to overflowing.\nThey are determined to be adequately equipped for the arduous adventure of life, and they have perceived what is now obvious to the\ndullest discernment that in the relentless competition for preferment\n\nthe coign of vantage is occupied by the educated man.\n31\n\n"}
{"page": 57, "printed_page": null, "text": "32\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nWhat is an educated man? We are indebted to John Milton for the\n\nepigrammatic definition that he is one \" qualified to function in all offices,\npublic and private, in war and peace.\" If that be condemned as an\nabstraction and you demand a postulate more concrete, I submit my\nhumble opinion that an educated man is one whose preliminary training\nhas engendered in him the faculty to think, to reason, to decide judici-\n\nously upon rational deliberation, and to act fearlessly after arriving at a\ndecision-in short, one who is fitted for the give and take, the rough and\ntumble, the knock-down and drag-out of a turbulent world where the\n\nmost pretentious scholarship commands no premiums unless it can be\ncapitalized into practical advantage. The paramount duty of the teacher\nis to deliver his student thus fortified.\n\nThe teacher has another imperative duty of vital importance. He\nmust impress indelibly upon the young intellect of the age that the\nUnited States of America is incomparably the best government ever\norganized by the genius of man; that it is the land of open opportunity,\nwhere the loftiest dignities are not contingent upon the accident of pedigree or the advantage of patrimony. Would you successfully encounter\nthe rampant forces of discontent in their insidious assault upon our\n\nbeloved institutions ? Then through your weighty instruction let the\nyouth of the country understand that nearly every man who has been\naccorded a permanent reputation in American affairs started at the foun-\n\ndation without any adventitious aid and climbed to the pinnacle on his\nown ladder. Through your powerful counsel let it be reminded that\nalmost uniformly the outstanding characters who have attained to eminence in the salutary atmosphere of American equality have been boys\nof modest lineage and meager resources. Through your persuasive\ndirection let it know that George Washington was only a collateral\ndescendant of the aristocratic overlords who feudalized colonial Vir-\n\nginia, that Abraham Lincoln was born in a floorless log cabin in the\nbackwoods of Kentucky, that Ulysses S. Grant was originally apprenticed to the oppressive privations of frontier farming; that from his\ncommonplace surroundings Washington came up-up past Braddock's\ndefeat, up past Valley Forge, up past Yorktown, up past the presidency,\nto be first in war, first in peace, and first in the hearts of his countrymen ;\n\nthat from his abject indigence Lincoln came up-up past the rail-splitting on the Sangamon bottoms, up past the debates with Douglass, up\npast the White House, up into a crown of martyrdom to be canonized\nas the liberator of a race and the preserver of a people ; that from his\n\ndejected environment Grant came up-up past the hide-tanning at\nGalena, up past Vicksburg, up past Appomattox, up into international\ncelebrity so illustrious that the potenates of all Christendom eagerly saluted his unprecedented achievements. If in the future as in the past\nthe impressive lesson to be derived from these noble characters is prop\n\n"}
{"page": 58, "printed_page": null, "text": "Sessions]\n\nADDRESS OF WELCOME\n\n33\n\nerly emphasized, the destiny of America is secure throughout all the\nnear and distant ages to come.\n\nWe renew our warmest welcome to our city and state, and we bid\nyou Godspeed in the deliberations in which you will engage.\n\nADDRESS OF WELCOME\nP. E. MC CLENAHAN , STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\n\nDES MOINES, IOWA\n\nIt becomes my delectable duty and privilege to welcome the teachers\n\nof America to our beloved state. Every legitimate interest in Iowa bids\nyou welcome. Our fair city says come. Twenty-seven thousand Iowa\n\nteachers rejoice that they can welcome the distinguished educators of\nthe nation. Business and professional men are pleased with your presence. All Iowa is dressed in her richest garb of green and gold in\nhonor of your coming.\nThe Department of Public Instruction takes pride in the public\nschools of our state. We have normal-training high schools for the\npurpose of training teachers for the rural schools. We have a system\n\nof consolidated schools excelled by none for the purpose of improving\nrural life. We have nearly one thousand high schools that have been\napproved and more than one thousand one-room rural schools that\nhave been standardized.\n\nThe Department of Public Instruction now has under its super-\n\nvision a standard school that directly influences the work of eleven\nthousand rural schools and has raised the standard of work for two\nhundred thousand children enrolled in these schools.\n\nWe now have one hundred ninety-one normal training high schools\nenrolling more than five thousand would-be teachers for the rural\n\nschools. Each year the number of these schools is growing and the\nnumber of pupils is increasing. We take much pride in the consolidated\n\nschool and the increase which is has made in the last two years. More\nconsolidated schools have been voted than in the previous fifteen years .\nDuring the past year one consolidated school has been voted for every\nschool day during the year. Each of these districts has five acres of\nground and is teaching domestic science, manual training, and agriculture and conducting practical work for the purpose of emphasizing\nrural life.\n\nIowa leads all the states in literacy with only one per cent who fail to\nread and write.\n\nAgain, teachers of America, we bid you welcome. We want you\nto become acquainted with our educational system, to enjoy our beautiful parks, to see our Capitol and its grounds. We want your stay in\n\n"}
{"page": 59, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n34\n\n[General\n\nDes Moines to be full of inspiration and hope that you may get many\nfacts that will help you in your educational work for the coming year.\nNot only the Department of Public Instruction but all Iowa welcomes\nyou.\n\nRESPONSE TO ADDRESSES OF WELCOME\nJ. A. C. CHANDLER, PRESIDENT OF THE COLLEGE OF WILLIAM AND MARY,\nWILLIAMSBURG, VA .\n\nOn behalf of the National Education Association of America, I\nesteem it a privilege to respond to the hearty welcome that we have received from the officials of the city of Des Moines and of the state of\nIowa. Not only do I wish to thank the speakers for their words of\nwelcome, but also to express the appreciation of the Association for the\nsplendid manner in which the arrangements have been made and for\n\nthe cordial and hospitable way in which we have been received by the\ncitizens of this excellent convention city.\n\nThis state is most favorably known for its interest in education. I\nbelieve it has more teachers for its school population than any state in\nthe Union. The school population in Iowa is only eighty-one per\nteacher. The next approach to this record is Montana, I think. I believe that the average sum spent per capita of school population is\ngreater in Iowa than in any other state. It is, therefore, a pleasure and\na privilege for the National Education Association to meet in a state and\n\ncity where so much stress is placed upon matters of education. It is,\nfurthermore, a pleasure for us to come for our meeting to a state that\nfurnishes the Chairman of the Committee on Education of the Senate\nand a valued member of the Committee on Education in the House.\n\nThis is a record of which any state would justly be proud. To the\nmember of the Committee on Education of the House of Representa-\n\ntives, we feel especially grateful, because he is the champion of House\nBill No. 7, the bill to which the National Education Association has\nrepeatedly pledged its allegiance. To all public-school teachers of\nAmerica the name of Congressman Towner is the slogan for progress\n\nin education. The advocates of the public-school system in all parts of\nAmerica honor him for his untiring efforts to secure for these United\n\nStates a department of education and for his advocacy of federal aid\nfor schools.\n\nWe have met here in the city of Des Moines at a critical period in\nthe educational history of America. Everywhere the people are clamor-\n\ning for more education and better training. They are demanding that\nour schools shall educate and not be content simply with giving the tools\nof education. The demand is that the children shall be taught so that\n\n"}
{"page": 60, "printed_page": null, "text": "Sessions]\n\nRESPONSE TO ADDRESSES OF WELCOME\n\n35\n\nthe things they learn they will be able to apply in a useful way, contributing to law and order and the advancement of our civilization.\nOn every hand we hear that our people are filled with a spirit of disregard for law, and that many of the best citizens of the land think of\nlaws as having been enacted for other people to observe rather than for\nthemselves; for example, many are strong advocates of the enforcement of the \"Volstead\" act for other people but not for themselves.\n\nAgain, we hear that the spiritual element in education is fast disappearing; that no longer does the church have any force in educating\nand training the children but that the schools must take the place of the\nchurch and do more for the development of character.\n\nWhere the\n\nchurch and other social and welfare activities are failing, the school\nmust come in and see that the citizen in embryo will have the ethical\n\ntraining to which he is entitled, and which is so essential in a libertyloving republic.\n\nAgain, with the admission of women to all the rights of man and\nthereby to all the responsibilities of man, much of opportunity for training of children at home has been curtailed, for woman is by our economic conditions in many instances forced to be as much the bread winner\n\nof the family as the man.\n\nIt becomes essential, therefore, for the\n\nschools in their endeavor to prepare properly the citizens of the future\nto meet these conditions of the home and as far as possible to supply the\n\ndeficiency. All these statements are hurled at us daily by our fellow\ncitizens and frequently they tell us that the schools are utterly failing\nto do what the state expects of them.\nUnder these circumstances those of us who are believers in the great\n\npublic-school system of America demand that it shall be given a chance\nand an opportunity to show results, but that chance and opportunity\ncannot come unless sufficient sums of money are appropriated annually\nfor the maintenance of a school system that is worthy in every respect\nthe name. With one-seventh of our teachers children, for they are less\n\nthan twenty years of age, with nearly one-half of them without any\nprofessional training, with nearly one-third of them untrained except\n\nfor the instruction received when they were high-school students, it is\na difficult task which the public is demanding of the educational forces\n\nof the country. The progressive teachers of America are well trained\nand qualified for the work that they have been called to do. This\ngreat body is asking the country at large to recognize that teaching is a\nprofession of vital importance to the state and nation; that it shall be\nsufficiently remunerated to justify more persons of worth and merit to\nselect teaching as a profession and to secure the training necessary to\nprepare them for service of a high type. More brilliant and promising\ngraduates of high schools should be induced to secure the proper train-\n\ning to enter the profession, and the nation must encourage the mainte\n\n"}
{"page": 61, "printed_page": null, "text": "36\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nnance of many excellent teacher-training institutions and make it possible for worthy applicants to attend at nominal expense.\nEverywhere the people are asserting that taxation is too burdensome.\nThe federal government has grasped practically every available field of\ntaxation, has made impossible the assessment of adequate income taxes\nby the state, or taxation on luxuries by the state, or taxation on business\nactivities by the state; so that just at a time when there should be\n\ngreater expansion in the school system, we hear a murmuring on all sides\nwhich almost savors of a reactionary policy.\nAt this critical time when we are scarcely able to say in what direction the American public-school system will be driven, we have met here\nfor deliberation, representing through 600 affiliated organizations some\n300,000 or more teachers of America.\n\nFor our deliberation, we have\n\ncome to this city, where the public-school system is honored as an efficient American institution.\n\nIn this response it would be unbecoming in me to attempt to outline\n\nthe policy of this meeting. The program which has been prepared by\nour able president clearly shows that our plan is to discuss what shall\nbe the program of education in all fields and under all conditions in this\n\nbroad country of ours. However, I would not be true to my convictions if I did not say here that I hope this convention will take a decided\n\nstand for participation of every element of America in the full maintenance of the public-school system. We must recognize that the public\nschool is the great melting-pot for all types of Americans and that it\nmust be supported in a generous way by the locality and by the state,\nand by the earnest promotion and fostering care of the nation, of which\nwe are all a part. And while, in some respects, the waters-in so far\nas national consideration of education is concerned\n\nare at this time\n\nsomewhat muddied, I trust that here in Des Moines and in the state\nfrom which Congressman Towner comes, we will more strongly indorse\nthe bill, of which he is the whole-hearted advocate, than we have at any\n\ntime heretofore done. Judge Towner is a worthy champion of a noble\ncause, and we honor him for the stand that he has taken. May we here,\nconvinced-as I am sure we are that locality, state, and nation should\nall be linked together in the development and promotion of the schools\n\nof our country, give to him our heartiest support.\nWe regret that some of our friends in Washington have been disturbed temporarily because of a misconception of the place that education occupies in the minds of the people of America. But I stand here\ntonight to tell you that I am not pessimistic about the final outcome.\nUpon the attitude of this convention depends largely whether our plans\n\nfor the improvement of the educational system of this country will be\npushed slowly or rapidly. If we are optimistic and stand squarely for\n\n"}
{"page": 62, "printed_page": null, "text": "EDUCATING THE other HALF\n\nSessions]\n\n37\n\nthe things in which we believe this spirit will react in such a way as\nwill bring success to us more quickly. If we are lukewarm there will\nbe delay. We must be more than optimistic at this time. To use a\ncoined word, we must be \"peptimistic,\" by which I mean that to our\noptimism we must add much \"pep,\" a spirit of determination \"to hold\nfast to that which is good\" and \"fight the good fight.\"\nAgain, we desire to thank the state superintendent of public instruction, the superintendent of city schools of Des Moines, the president of\nthe Iowa State Teachers' Association, the president of the Chamber of\nCommerce, the mayor, and his excellency, the Governor of Iowa, for\nthe cordial welcome that they have extended to us. We know that our\nvisit will be pleasant, and that after our deliberations we shall return\nto our homes better for having been guests of the good citizens of the\ncity of Des Moines and the state of Iowa.\n\nEDUCATING THE OTHER HALF\nHOMER C. STUNTZ, BISHOP OF THE METHODIST EPISCOPAL CHURCH,\nOMAHA, NEBR.\n\nWhile educators are delving into their own tasks here in the United\nStates of America, it is altogether fitting that they should lift up their\neyes and look on other educational systems and see what is being done\nto educate the other half of our big world.\nIn India-Great Britain has established five full-fledged univer-\n\nsities, which, with their affiliated schools, are giving the beginnings of a\nmodern education to one-fifth of the human race.\n\nFrom these univer-\n\nsities and affiliated mission colleges and private schools are coming the\nmen who will determine the social and political destiny of that ancient\nland. Knowing full well that such schools would liberate political forces\nwhich would play their streams of criticism upon the government which\nmaintains them, the British Parliament, the Viceroy's Council, and the\n\nIndia Council in London, have marched breast forward believing that\nknowledge must be better than ignorance for any people.\n\nIn China-The new Republic, scarcely more than a decade away\nfrom its establishment, has laid out the \"blue-prints\" for a vast system\nof tax-supported schools and colleges, calling for the pedagogical training of more than a quarter million teachers within a single generation\nand the expenditure of staggering sums for the erection and equipment\n\nof buildings for this vast program. China needs our sympathy and help\nduring these early years of her splendid efforts to rid herself of illiteracy\nwith all its evils .\n\nMalaysia with its over fifty million is to be educated. Holland has\nbegun the process from her capital at Buitenzorg in Java, by opening\n\n"}
{"page": 63, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n38\n\n[General\n\nprimary schools and proposes gradually to extend their programs until\nthe millions of Java and Sumatra, West Borneo, and New Guinea have\nhad educational advantages suited to their needs.\nThe Philippines-Here the swiftest pedagogical triumph ever wit-\n\nnessed outside of America has been wrought. Our schools beginning\nthere in the fall of 1901, less than two decades have seen such educational transformations as should astonish the world.\n\nThere are now\n\ntwice as many Filipinos speaking English as could ever speak Spanish,\nand the United States has had twenty years, while Spain had three\nhundred years for this task.\nOur Duty is Plain-They will need teachers. We should furnish\nthem. They will need adequate textbooks. We should be swift to help.\nsecure them. They will need a social and moral content in their instruction. We should be ready to help supply that content, in all humility\nand sacrifice. We should co-operate in all ways-through exchange of\n\nprofessors, through periodicals, through deputations sent at their request\nin consummating the education of the world's other half.\nEDUCATION AND AMERICANIZATION\nHENRY J. RYAN, NATIONAL DIRECTOR AMERICANISM COMMISSION , THE\nAMERICAN LEGION , INDIANAPOLIS, IND .\n\nThis is a great moment in the struggle of American educators for\n\na more perfect system of education. It is a moment in which is pledged\nto the teachers of America the co-operation of those who went from their\n\nhomes in the dark days of 1917 and gladly gave their lives on the field\n\nof honor that American institutions might stand firm-the admiration\nof the world.\n\nI wish it were possible for me to acquaint every teacher of America\nwith the fact that the American Legion has no more sincere desire than\nthat of dedicating itself to the welfare of the teacher, student, and\nschool.\n\nThe school is the foundation of the nation.\n\nIf the American\n\nschool fails, America will fail. Education is the mother of civilization.\nWhere there has been no education there has been no civilization .\n\nCivilization has come down through the ages in a chariot built by the\nforces of education. The Old World failed because it lacked a proper\nsystem of education and America will fail if it does not direct its attention to its schools and determine that a policy of stint in education is\nfalse economy.\n\"America is God's last chance to save the world.\"\n\nWe can save it\n\nonly by giving to every boy and girl in America an equal opportunity\nfor education ; we can save it by educating the boys and girls of today\nwho are to be the rulers-the kings and queens of tomorrow.\n\nThe\n\ncataclysmic forces which have been sweeping over the world in recent\n\n"}
{"page": 64, "printed_page": null, "text": "Sessions]\n\nEDUCATION AND AMERICANIZATION\n\n39\n\nyears imperiling the foundations of ordered government and the very\nfabric of civilization are a challenge to man and the part in life God\ndestined him to play. If this nation is not to perish, if it is to take the\npart its founders made it possible to take in world-leadership, we must\nget back to first and fundamental principles ; we must ge back to the\nconstitution of our fathers ; we must get back to a life of devotion to\nideals.\n\nNot as an educator, but as an American citizen, and as one who has\n\nseen the youth of the nation in military service, I plead for education in\nideals, for patriotism, for service to humanity. I would not decry training for efficiency, neither would I condemn honest gain, nor despise any\nman who by his own efforts has become rich, but I would show the\nemptiness and disappointment of mere gain. The big men of the world\nare not those who live alone for what they can get and keep. No men\nrealize the vanity of riches as do the men who are only rich.\nThe day is past when we ask as the measure of a man's life, \"How\nmuch did he leave?\" Today we ask for one record only, \"What did\nhe do for his community, for his country, for mankind ?\" A most\nwonderful example of this spirit was the abounding and forceful life\nof that American of Americans, Theodore Roosevelt. The pages of\nAmerican history are adorned with the names of many great men who\nserved with unselfish devotion the country that has immortalized their\ndeeds, but none surpassed in ability, character, and singleness of purpose\nthis great man who was a thunderbolt of Americanism.\n\nI speak for education in Americanism, founded upon our Declaration of Independence which stands with the Magna Charta, the greatest\n\ndeclaration of human rights the world has ever seen, and the Constitution of our country, called by Gladstone \"the greatest single work of the\nmind of man completed at one time.\" That Constituion is the noblest\nand purest on the face of the earth; under it, America has grown from\na dreary wilderness into a flower-bed of humanity. Our homes are the\n\nfairest in the world, the schoolhouse dots every hill and dale. Our\nships are upon every sea, and the fruits of our industry touch every\ncorner of the earth. But this material greatness fades away when we\nbehold America in her spiritual grandeur, when we consider our Constitution, and review the character and ability of the men who formed it.\nOfthose who framed our Constitution the French minister wrote to\n\nhis government in 1737, \"Europe has never seen an assembly more respectable for talents, for knowledge, for disinterestedness, and for\npatriotism.\" I plead for a study of the lives of the men who founded\nour nation that we may honor and follow them. I plead for understanding of the principles and of the men who have made our country great,\nthat their examples be not forgotten, and that no sacrifice of ours may\nseem too great that their works may stand forever.\n\n"}
{"page": 65, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n40\n\n[General\n\nWe must remember that these men who founded our nation had\n\nsmall idea of the magnitude of their work. They knew only thirteen\nstates fringed upon the eastern seaboard.\n\nTheir vision ended at the\n\nAllegheny Mountains. Louisiana, ill defined, was central country, and\nknown as \"New France.\" Beyond, to them, was the \"Great American\nDesert. \" They could not dream of a great nation of one hundred million people, founded upon the principles of democracy and with domain\nextending from ocean to ocean. But eternal truth knows no boundaries\n\nof mere numbers, of people, of breadth of country, and upon eternal\ntruth these men with vision such as the world had never seen founded\n\nthe United States of America. That vision has not been outgrown.\nIts strength has been revealed to succeeding generations as we have\n\ncome to realize the grandeur of its conception. To us it is given to\nenjoy the fruits of their labor, to live in the edifice they erected; but let\nus not forget the blood and tears and sacrifice of that labor, nor the\n\ndoubt and fears in its building, over which only a sublime faith could\ntriumph. It is well that we look to the sources of that faith, the faith\nthat enabled them to face in confidence problems untried and unknown,\n\nand which they have handed down to us, that we may meet our problems without fear of ourselves or a doubt in the destiny of America.\nThe foundation of American character was not laid on that fourth\n\nday of July 1776. It was in the hearts of brave men and women who\n\ncrossed the seas in ships that were hardly boats, in perils that only the\nstoutest hearts could face. And for what ? For freedom to worship\nGod. Its strength was laid in the untiring arm that pushed back the\nwilderness, and in the hand ready on an instant's notice to defend with\nthe rifle the home which, alone and self-reliant, that hand had built .\n\nOur country was established on the rugged, working, fighting, praying\ncharacter of Colonial America, that feared God and feared nothing else.\nInspired by the men whom he led in battle, that great Frenchman,\nLafayette, wrote : \"From the moment that I first heard the name\nAmerica I loved her; from the moment that I learned of her struggle\n\nfor liberty, I was influenced with the desire of shedding my blood in\nher cause. \"\n\nThese men who inspired Lafayette, whose gallant leader\n\nhe was, who fought by his side, with whom he would have been proud\nto die, were colonial Americans. I would call upon teachers to teach\nand Young America to learn the history of the American colonists, for\nin those years was nurtured the spirit of our independence, and was\nborn that American determination that stands as a Gibraltar of defense\n\nagainst tyranny and all the enemies of representative government.\nNational independence was not created when first we defied England on our first Independence Day. It was then declared. It had\n\nbeen the inspiration of American life for a term of years longer than\nthe life of our republic today. The United States of America had ex\n\n"}
{"page": 66, "printed_page": null, "text": "Sessions]\n\nEDUCATION AND AMERICANIZATION\n\n41\n\nisted for only one hundred and forty-four years, a mere breath in the\nworld's history. But when this republic was founded in Philadelphia\nthe colonists had lived much longer than that and it was colonial\nAmerica that produced the men whose names we worship and whose\nwork we admire .\n\nWhen Richard Henry Lee, of Virginia, moved in the first Congress,\nand John Adams, of Massachusetts, seconded the motion, \"that these\nUnited colonists are and of right ought to be free and independent\n\nstates,\" the character of the men of the New World was revealed, not\nin its youth, but in its perfection. In their words sounded the voice of\na freedom that generations had brought forth. It was no new spirit\nof revolution, but the heart of colonial Virginia that spoke when Patrick\nHenry asked \" Is life so dear or peace so sweet as to be purchased at\nthe price of chains and slavery ?\"\n\nIt was an American in all his manhood who spoke when James\nOtis in the old State House in Boston set forth his Bill of rights. The\n\nscholarly Jefferson, who wrote our Declaration of Independence, the\nbrilliant Hamilton, to whom more than all others was due the adoption\nof our Constitution, were not men made by the circumstances of the\n\ntimes; they were the product of a century of freedom. The men of\nLexington and Concord on that nineteenth day of April did not go forth\nto their first battle. They were veterans of a hundred wars, the Minute\nMen of a generation. Facing the regulars of England, their thin line on\nLexington Green fought in the spirit of their forefathers who had\nfought that there should be Lexington Green and not a wilderness. It\nwas the occasion, and not the spirit of American freedom, that was new.\nThat spirit has not been dimmed by years, nor weakened by adversity.\nThe men who turned back the British at Lexington and Concord were\nthe fathers of the men whose thin line stopped Pickett's charge at Get-\n\ntysburg, and they in turn lived to see their\nsons in the same thin line\nつけ\nand in the same determination that might should not make right, roll\nback the Hun from Paris and save the world for men and not for\n\ntyrants. Unchanged and immortal I would make the spirit of American\n\nindependence and of American liberty the inspiration of every schoolhouse in the land. And in all that I taught I would insist first and forever that devotion to American ideals is the foundation of our country's\nfuture and the future of the world.\n\nThis glance into American history reminds us of the things which\nare dearest to our hearts, the things which tell us why we are Americans .\nWe have inherited the greatest blessings any government has ever be-\n\nstowedupon its people. The American Legion proposes to preserve and\nsafeguard that government; but what is more and of greater importance\nit means to see that all the people are given a greater opportunity to\nlearn of that government and its history so that when the citizens of\n\n"}
{"page": 67, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n42\n\n[\nGeneral\n\ntomorrow stand forth, faithful to America's cause, ready to serve her\nand to sacrifice for her, they will be able to say : \"We learned at school\nto love our country.\"\n\nTHE PARENTHOOD OF THE STATE\nDEN B. LINDSEY, JUDGE, JUVENILE COURT, DENVER, COLO .\n\nIf it were not necessary for the protection of the child, it is doubtful if the family-the oldest of our institutions-would have ever been\nrealized. From the child-its rights, needs, and necessities-came\nthose cohesive forces in the development of our civilization-the home,\nthe school, the church, and, finally, the state itself. These institutions,\nas much as the natural parents, constitute the everlasting arms for the\n\nprotection of the child. Gathered from the experience of the ages,\nthere must be certain rules of human conduct, prescribing what is\nright and prohibiting what is wrong. There must be some power\nestablished by the majority and acknowledged by all, with authority\nto see that these rules are respected and obeyed. That power is the\nstate itself.\n\nThe state is not our mountains and plains, rivers and resources, or\nour farms and fields, mills, and factories ; it is not our great buildings,\nbroad streets, and great cities. The state is primarily nothing more than\nthe people. And people in their beginnings are children. Thus, after\nall, the state, going back to its origin, is nothing more nor less than\na child, or children in the aggregate, even though most of them be grown\nup.\n\nThe state, then, in dealing with the child, is dealing with itself. Not\nsince the days of Roman slavery have parents owned their children.\nIndeed, the trend of civilization would at times seem to bring a reversal\n\nof the ancient doctrine of the ownership of the child by the parent to\nthe ownership of the parent by the child. In any event, it is through\nthe child and for the child and on behalf of the child that the state has\n\nundertaken and, perhaps more and more, will continue to undertake to\ndirect the parent in the interest of the child.\n\nIf you have any doubt about it, consider for a moment our compulsory school laws whereby the state says to the parent: You shall send\n\nyour child to school, or you shall keep him out of the factory or workshop, with details as to how the \"shall\" may be enforced. And woe\nbe unto the parent who, making claim to his own rights, takes issue\n\nwith those of the state. A fine or the jail may be the penalty. Indeed,\nthe ultimate doctrine of the relation between the state and the child may\n\nassume something of the following declaration. We, the people, or,\nin our aggregate capacity-the state-permit you, the parent, to retain\n\n"}
{"page": 68, "printed_page": null, "text": "Sessions]\n\nTHE PARENTHOOD OF THE STATE\n\n43\n\nthe custody of and the responsibility for your child, not so much because we recognize it as yours, but because it is our desire to do that\nwhich is for its best interest; and since the instincts of nature and age-\n\nlong experience teach us that in the great majority of cases the best\nplace for the child is in the custody of its father and mother, living\ntogether as man and wife, in an institution we call the family and the\nhome, we leave it with you. And so with you, Mr. Parent, there in\n\nthebosom of the home we shall keep the child, not so much to satisfy the\nlove or cravings of your paternal heart but rather best to safeguard the\nrights and best interests of the child itself. But woe to you, Mr. Parent,\nif you shirk ; if you fail to do your full duty by that child so that its mind\nbody, and soul may partake of that nourishment necessary to give it\nstrength. We will compel you to perform that duty where you are careless, but we will help you where you are helpless. For, concludes the\nstate, we are doing all of this in the interest of your child and my child,\nand for that child, after all, is I and I am only seeking my own salvation\nand since self-preservtion is nature's first law, my first duty is to the\nchild.\n\nSurely, such a declaration of the state-such a responsibility on its\npart for the child need no more alarm a parent than patriot or citizen.\nOnly the highest type of parenthood will guarantee the highest type of\ncitizenship. It is also a joint parenthood, as it were, with the same\nhigh purposes in view----the education, health, morals, strength, and life\nof the child-or, in other words, of the state itself. The public must\nbe educated to see that, from a different angle, though a no less important one than that of the natural parent, the state itself must thus assume\nresponsibilities of parenthood. In a word, with the hazards of a changing civilization for which the child is not responsible, but which places\n\nnew perils or dangers in the way of its chances for health, strength,\nand life, the state must become its super-parent.\n\nAnd we shall see that this does not in any way lessen the duties\nof natural parents or the responsibilities of homes. Both parenthoods\nwill have their proper place, rights, and functions without the danger\nof weakening either, but, when properly understood, the certainty of\nstrengthening both.\nIf you have any further doubts about the state being super-parent,\nperhaps recent wars may again remind and convince us. For when the\nstate was imperiled, did we dare question its right to call its children\nat the early age of eighteen to its defense ? It mattered not what may\nhave been the will or wish of the parent. We have no desire to ques-\n\ntion this supreme right of the super-parent-the state to this call\nupon its children, and if not responding willingly, to take them from\nthe arms of the mothers that bore them and for its preservation to\n\nsend them to the far-flung battle fronts of the world. But may we not\n\n"}
{"page": 69, "printed_page": null, "text": "44\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nchallenge that right as being unjust and disloyal to the child if it is not\nreciprocal ? May the state thus continue to call upon its millions of\nchildren to sacrifice their all-their very lives for its preservation if\nit is to refuse to provide not only education but, what is more important,\nin every case of necessity, health, food, and shelter for that child in the\nhelpless years of its life when it is, through no fault of its own, so\noften imperiled.\n\nWhile for centuries the state has thus freely called its children to\nits defense, and for equal centuries have they responded with the\ndevotion of priceless youth, how tardily, how grudgingly, with what\npainful reluctance, has the state yielded to the agonized cry of the\nhelpless needy of the world's childhood for reciprocity ?\nDown through the ages, it permitted its children to wander in ignorance, yielding only gradually, one step at a time, to the cry for enlight-\n\nment. Only the favored children of the few, the rich and powerful,\nreceived the benefits of education. It was these few this powerful\n\nminority that opposed the demands of the great majority to compel\nthe state to guarantee the benefits of free education to every child,\nwhether rich or poor. The rights of free men wrested from the\nbarons or the powerful privileged, propertied classes at the Runnymedes of the world have not been half so important as the rights of\n\nchildhood, wrested from the same forces, to be educated at the expense\nof the state without regard to race, creed, property, position, or previous conditions of parental servitude in the handicaps of fate or fortune.\n\nThat was the first great victory for the child in securing from the\nthen reluctant state its acknowledgment of parenthood. It was accompanied not only with hostility, but with contempt and scorn by the\nconservative. They dubbed free schools \"ragged schools\" because in\n\ntheir beginnings they were only for the ragged children of the poor.\nBut the first step in the struggle was to wrest from the property-controlled state the acknowledgment by the state of its super-parental responsibility to educate all of its children. The details, the administration\ncould be left to the ages for fruition after all of the experiments on\nevery road to perfection.\n\nThe next step in this struggle for the recognition by the state of\nits super-parenthood concerned the morals of the child. Until within\n\nthe lifetime of most of us, the state acknowledged no responsibilities for\nthe morality of its children except within that brief period when\nseemingly they were not regarded as human beings, on the assump-\n\ntion that they were incapable of reason until the age of seven. Ifit\nconcerned their property they were regarded infants until they were\ntwenty-one. But when they violated that moral code intended in their\ncase mostly for the protection of the rights of property, after the age\n\nof seven, they suddenly became men and women and the state refused\n\n"}
{"page": 70, "printed_page": null, "text": "Sessions]\n\nTHE PARENTHOOD OF THE STATE\n\n45\n\nto recognize them as children. For they were hailed before the same\ncourts under the same laws for the punishment of men and women who\nviolated its code of morals. As late as 1824 in the best-known tribunal\n\nof the then English-speaking world-the Old Bailey Court in London-\n\nboys as young as nine and twelve were frequently sentenced to be\nhanged for the most trivial violation of the state's laws ; and a mother\neighteen years of age who violated the law merely to the extent of taking a bolt of cloth from a shopkeeper in which to wrap her half-starved,\nhalf-naked baby was taken to Tyburn prison and there hanged by the\nneck until she was dead. The state's duty to the owner of the bolt of\ncloth seemed more important than its duty to the child.\nAll of this was without any thought or acknowledgment of the\nparenthood of the state for the child, but rather the stupid idea of the\nduty of the state to protect the property of the individual without\nregard to the rights of the child.\nI need not more than briefly refer to the movement, promoted most\nin this generation, to wrest again from the reluctant state its acknowledgment of parenthood for the morals of the child, as well as the education of the child, in the establishment of its children's or juvenile courts.\n\nAs in the case of its education, this victory for the child has been won\nwith the now well-nigh universally accepted theory that the state's duty\nto the erring child is analogous to that of the natural parent to aid, to\neducate, to correct, to redeem, to save-in a word, to help and not to\n\nhurt, to uplift and not to degrade, to love and not to hate, because it is\ndealing with its child as well as your child, since the responsibility is\njoint and parenthood is supreme. And again, as with the education of\nthe child, the details, the administration, the methods are yet to be\nworked out. Only with time, practice, and experience in the administration of any great principle can we hope to move toward perfection.\nI would like to refer for a few moments to the much discussed\n\nproblem now before us as educators, whether in school or court, where\n\nwe carry out the super-parenthood of the state, as to just how it is\nto be done. Since the work of the state's parenthood is so much more\n\nadministrative than judicial since most of the work for children may be\ntermed educational, where is the function of the school going to end\nand the court's going to begin ? Shall we confine ourselves to these two\n\ninstitutions, create entirely new ones, or add new functions to those\nwe have? One of the safest guides to my mind in this regard is at\nall times to remember that we serve the same principle, the same\nmaster--the state. We are equally its agents to perform certain of its\nfunctions for the child, its child, your child, and our child. And may\n\nI venture the suggestion that in the end we shall find the best hope\nin the solution of this difficulty not so much in what department-for\n\nexample, the school principal's room, or the probation officer's room\n\n"}
{"page": 71, "printed_page": null, "text": "46\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\ncertain parts of this administrative work is to be done, but rather, in\n\nwhat person is going to do it. The difficulty calls mostly for personalities, rather than departments, for human understanding as much\nas where the understanding is to be applied. What we need most is a\nnew kind of artistry. I would call it human artistry and its dispenser\na human artist.\n\nWe need human workers even more than social work-\n\nWe would not think of calling upon one to decorate the canvas,\nto put life into cold marble, or to evoke melody from brass or wood\nunless that one were known for his skill, his artistry, his ability as it\nwere, to make dumb things speak. It must become our duty to build\nup a system with such a call and reward as to attract and develop men\nand wonten who shall know how to play upon human instruments.\nThey must be specially trained and equipped for that kind of human\nservice, just as the teacher, the lawyer, or the doctor, for deep down\nin every human soul is the image of God if we only know how to bring\nit out. Human artists must be discovered, encouraged, developed, and\nemployed to take part in the greatest of human functions in suppresers.\n\nsing the worst and bringing out the best in human beings in the plastic\nstate of childhood when character can be formed\n\nand then it shall\n\nnever need to be reformed. Again, we must not forget that under\nour present civilization we must look to the constitutions and the law\nof the states for the protection of the rights of parents, no less than the\nrights of children and the rights of the state itself. All of those have\n\nlegal rights. Force is back of all government and force cannot be used\nexcept under what we call the forms of law. And however much we\n\nmight wish it were otherwise, the days of force have not passed. There\nmust be some rules for its application. So we cannot dispense with the\nuse of the courts. But it is the work of the person more than the institution that counts.\n\nThe human artist must be wonderfully if not fearfully made. He\n\nmust above all things be a just judge, whether teacher or lawyer. He\nmay be at the head perhaps of some new institution that is yet to be\n\nevolved, coming largely at first from your profession and mine, meeting at a zone somewhere verging even into some other profession. Indeed in the human artist of the future, we may find something of\nthe lawyer, the teacher, the preacher, the doctor, and perhaps a mixture of some other things that numerous sciences suggest that I would\nnot now care to mention lest it would seem that our quest for the\nsuperman to represent the super-parenthood of the state should be\n\na hopeless task. We might scarcely hope now to expect to find all of\nthese needed accomplishments in one person, but rather, continue to\ndraw upon the various specialists whose services are being more and\nmore enlisted by the state in the service of the child.\n\n"}
{"page": 72, "printed_page": null, "text": "Sessions]\n\nTHE PARENTHOOD of the STATE\n\n47\n\nBut all things come to those who wait, and we may yet expect the\nappearance of the great human adjusters of the moral and physical\ndistempers of the children of the state. Who knows what the marvelous chemistry of personality may not yet disclose ? What strength, what\ngenius, what yet undreamed of possibilities may not come from all\nthe new psychology, psychistry, or psychopathy in our search for hidden\nsprings vibrating to unseen forces and touched by unseen fingers in the\nstrange realms of human fate and destiny. Surely we are on the\nthreshhold of great discoveries. I heard Mr. Edison say once that\nthere were millions of cells in the human brain but only a few hundred\n\nof them had been developed, and perhaps thousands of years yet ahead\nof us would be needed to add a few score to the few hundred we have\n\nalready explored. I also heard him say but for our ignorance there\nwould be no \"bad\" children, and that the average child of twelve in\nacademic learning should know as much as the average college graduate,\n\nwhich, he qualified, with a twinkle in his eye, \"might not be saying very\nmuch.\"\n\nAnd now I wish to consider the third, but to my mind perhaps\nthe most important of the trilogy of great responsibilities in the parenthood of the state for the child, and though last in the struggle in order\n\nof importance, perhaps it should have been the first. I refer to the responsibility of the parenthood of the state for the health of the child.\n\nThis means we must add to the old gospel a new determination to suffer\nlittle children to be no longer the victims not only of ignorance but\nthe poverty or helplessness of their parents. Education, morality,\nhealth-make your own order as to the importance of the three, but\nyou will find in the end that one depends upon the other. That might\nall be very properly considered as one as, indeed, in time they may be.\nThe health of the child must, necessarily, also mean the feeding of the\nchild-the housing of the child. Surely children neglected or unfortunate in this regard can receive only a part if any of the benefits of education. A child may not be sick and yet be far from being the possessor of that most precious of all gifts, good health. Morality has\na small chance on an empty stomach or in a malnourished body.\nI might refer here to some of these types as defined by that distinguished specialist, Dr. William P. Emerson of Boston :\nType 1. This boy is not himself. He is discouraged, handicapped by his\npoor nutrition, weakened mentally and physically so that he strikes back aim-\n\nlessly as though with one reckless effort he would register his protest.\n\nHe\n\nfeels as though the world were against him-abused. He is spurred on constantly by teachers and others to keep him up to standards made for those\nstronger than he.\n\nType 2. This boy is suffering from inflammatory processes as diseased\nadenoids and tonsils and from the toxic products of digestive disturbances and\noverfatigue. Such a boy is poisoned by these toxins and therefore is really a\n\n"}
{"page": 73, "printed_page": null, "text": "48\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nsick child. With this impaired physical condition and retardation in growth\ngoes also a clouded mental outlook and mental retardation.\n\nType 3. This type is a product of lack of home control and disciplinethe ungoverned, untrained child, not necessarily vicious but apt to be weak\nand undeveloped in character. As you know, from this type we have a con-\n\nsiderable proportion of the occupants of our prisons and reformatories, as Dr.\nA. Warren Stearns says : \"An appreciable proportion.\"\nThe correction of malnutrition in these types not only brings about a\nphysical transformation but a mental transformation. The five chief causes of\nmalnutrition are physical defects, lack of home control, overfatigue, faulty food\nhabits and improper diet and faulty health habits.\n\nIf the wastage in our schools and courts in their work for the\neducation and morality of the child, because of its malnourishment and\nneglected health, could be estimated in dollars and cents the amount\nwould be so staggering as to be unbelievable. It might serve to arrest\nthat unfortunate opposition of conservatism and property so that it\nwould more cheerfully yield to this extension of the parenthood of the\nstate for the very reasons that it has heretofore maintained it, namely,\nin the interest of less taxation in the end. There is no extravagance\n\nso criminal as parsimony in the state's taxation and expenditures for\nthe care and protection of its youth. Unhealthy, underfed children\nare more dangerous than uneducated children. General Pershing\nrecently declared (if press reports are correct) that the physical condition of the young men of this nation, as disclosed by their examination\nduring the war, was a disgrace to the nation. I believe we are safe in\nmaking the same statement as to the children in our schools. Surely\nhome and school training are more important than military training,\nand the best guaranty for a soldier we can be proud of is the proper\ncare of the child not during military age but in the periods of infancy,\nlong before that age.\n\nWe may well believe that the state itself, through the great majority\nof those who compose it, has no more desire to shirk its responsibilities\nfor the health and feeding of the child than it has for the education\n\nof the child. The age-old difficulty stands in the way: the everlasting\nstruggle between human rights and property rights. Instinctively, as\nof old, the great, powerful, corporate, privileged, and propertied interests of this country are likely to block the way to the full extent of\ntheir Machiavellian methods and world-old power. It is a stupid and\nignorant policy and the most expensive in the end. Yet it has always\n\nbeen so and perhaps always will be, so long as the powerful minority\nwhich owns most of the wealth of the nation seems thus compelled\nthrough ignorance, selfishness, or greed to resist the demands of the\nmajority who produce the wealth of the nation, to have that wealth\n\nburdened with the taxation necessary to make effective the parenthood\nof the state for its children. But for humanity we must convince and\n\n"}
{"page": 74, "printed_page": null, "text": "Sessions]\n\nTHE PARENTHOOD OF THE STATE\n\n49\n\nshame property. We must again show the expense and crime of\nmediocrity, of feeble mindedness and defectiveness, of weakness or depleted strength through disease and ignorance. We must show that\nnations measure their own health and strength only by that of their\nchildren.\n\nWe, in the children's courts, perhaps even more than you in the\nschools are constantly facing certain inconsistencies in the state's attitude in this regard. As an example from perhaps thousands of a\nsomewhat similar type of cases brought before me, may I refer to the\nfollowing : A boy of fourteen was arrested for invading a neighbor's\nbasement and taking the electric batteries that controlled the doorbell.\nHis antisocial tendencies were due to the temptation to rig up electric\napparatus in his barn. Such an offence we know was burglary. While\ntechnically only the high-spirited boy who braved the dangers of invading the cellar could be convicted in a court, several others not so\nbold were involved. Technically, the state had set up this rather expensive proceeding for the protection of that doorbell. We are not\nquestioning its wisdom in this regard. But we do question limiting\nits service to a mere remedy of vengeance in dealing with the culprit to\nprotect the doorbell. Of course, in our new procedure, the importance\nof protecting the doorbell was secondary to concerning ourselves with\nany physical or mental defects among this group of children as they\npass before us. The boy who committed the actual crime in this particular case was nothing more than a high-spirited, healthy, human animal\npossessed of an unusual amount of initiative, courage, determination,\n\nand intelligence. Of course, it was misdirected. He was easily\nstraightened out. But some of his accomplices who lacked the initiative\n\nto direct the enterprise, but failed in the courage to carry it out, were decidedly unhealthy specimens. This was also true of some of the witnesses as for example, a little girl. Observation and experience were\nenough to classify her as fourteen years of age chronologically,\n\neighteen biologically (or physiologically) and, with the examination\nof the psychologist, twelve years of age mentally or psychologically.\nFor girls have three ages. I remember telling the mother of that\ngirl that what she needed to be most concerned about in this case was not\nthe burglary of the battery from the house, but the girl under her roof.\n\nShe was at first inclined to be indignant, then puzzled, but I hope grateful upon our disclosing to her in confidence, after getting the truth\npsychologically, that the girl had been guilty of immorality with two of\nthe boys. It was not at all difficult either to suspect or prove these\nfacts, yet the mother suspected nothing nor could she have verified\n\nher suspicions had any arisen, all due to her ignorance.\nThe state can surely no longer in such a case limit its efforts merely\n\nto protecting the doorbell or punishing the child culprit, who tampered\n\n"}
{"page": 75, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n50\n\n[General\n\nwith it. But since now we all admit this and that, the state must en-\n\nlarge its functions. It would seem to me that either the school department or some institution manned by skilled experts, closely in touch\nwith the school, should have been able to have furnished the court with\na complete report, chart, and record of health and different ages of all\nof these children. Perhaps the boy who committed the burglary was\nthe least of all the children involved in need of the aid of the state ;\n\nor, if he was, why should it be necessary that he should first become a\nburglar before the important work in this case could be put in motion ?\nAnd why was it not just as important to know about the child witnesses\nas to know about the culprits. And if the function of gaining this\nknowledge and doing this work is to be left to the court, of what real\nvalue shall it be to the citizenship if it is limited to those who are\nforced upon its attention through the violation of intended laws for\nthe protection of property and not for the saving of children ?\n\nIt seems to many of us, dealing with these children in courts, as\nrather absurd that in much of the work being done there for them should\nbe limited to such children or that the courts themselves should have\n\nto seek the experts or secure the equipment for its being done. Children who come to courts in the American cities are mostly average\n\nchildren. Perhaps twenty-five per cent or thirty per cent are in some\nway defective.\n\nIf that is true or whatever the truth is in this re-\n\ngard-is it not equally true with reference to most school children ?\nIt does not follow at all, as some seem to believe, that the child commit-\n\nting an act in violation of the laws for the protection of property or\nmorality (especially sex morality with which we are being called upon\nmore and more to deal) is necessarily sick or mentally defective. Some\nof the healthiest and brightest children commit offenses against property and sex morality just as some of the healthiest and ablest business\nmen commit offenses against justice through profiteering and in commerce and government and in their sex and domestic relations. Will\n\nthe papers permit you to escape the sex and divorce scandals ?\nOur youth do not overlook them. And we have found by a\nspecial survey of sex morality among young people, commonly known\nas of high-school age, that perhaps most of these offenses are committed by those who are not mentally defective, but are physiologically\noverage and whose intelligence quotient is above, rather than below,\nstandard by psychological measurements. For example, from a recent\nsurvey, we find eighty per cent to ninety per cent of all girls of this age,\nwho are exposed to disease or motherhood through improper sex conduct, matured at the early age of eleven or twelve, most of them at\n\neleven. We have discovered that such children are generally from five\nto ten times more tempting to the opposite sex than those who mature,\n\nfor example, at fifteen or sixteen, and therefore are under greater pres\n\n"}
{"page": 76, "printed_page": null, "text": "Sessions]\n\nTHE PARENTHOOD OF THE STATE\n\n51\n\nsure for the preservation of their virginity. They are in need of more\nsympathetic understanding and education and an equipment of more\nwill power and self-control. They are not so bad as they are ignorant.\nPerhaps there is not one mother in a hundred that knows these\nsimple facts; if known, they would be of inestimable value to parent\nor teacher in the care, control, and direction of girls. In the present\nstate of our civilization may we not well question if over ten per cent\n\nof mothers are by education and training equipped as they should be for\nthe proper care of children ? Certainly they are not as compared to\nwhat they might be and in the future will be if the state does its full\n\nduty by them. What right I ask has the state to permit the child to\nsuffer through the ignorance or misfortune of its natural progenitors ?\nUntil it performs its full duty by the child in this regard, it is far\nmore responsible for its youth for the crime and immorality that may\nexist among them. For whatever may be said of the alleged growing\nindifference to morals and ideals among our youth, it is not half so bad\n\nas that of their elders, their progenitors. The best record for morality\nin this country is undoubtedly among the youth, the worst among the\nadults.\n\nAnd if we could turn some of the current discussion and appre-\n\nhension about the morality of our youth into more concern about that\nof our adults we would come nearer finding solutions for our defects\nand our difficulties. It might be a good thing to start schools for\nparents, and even teachers, and put high-school boys and girls in\ncharge to tell them the truth about the morals of children. There is not\n\nthe slightest doubt in my mind that far more is to be learned from them\nas to the facts we have to deal with. But seriously, my friends, the state\nis under greater responsibilities for its children today than ever before.\nTo perform that duty we must have, in every city, its children's buildings to house their health, moral, and dental clinics, with its doctors,\nspecialists, and scientists, its human artists with their services as free\nto the children of the state and their parents as those of the teachers\n\nin the schools, and to those buildings with all their equipment, children\nmust go to have their health looked after if not with the same daily\nregularity of attendance at school, at least with periodical frequency.\nHere every case could be considered under three heads: its psychology,\nits physiology and its sociology. Parents, as well as children, must\nshare our confidence and assistance. And all this may be done without\n\ninfringing upon the religious beliefs, rights, or conscientious scruples\nof anyone. There may be cases where the interests of children may be\nmore important than their rights. Rules and laws concerning diet and\nhealth must be just as freely taught to children as the three R's and the\n\ndoctor should always be just as accessible and free to them as to\n\n"}
{"page": 77, "printed_page": null, "text": "52\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nthe teacher. The state must just as cheerfully bear these expenses in the\none case as in the other.\n\nThe parenthood of the state must include its duty to see that the\nchild is well-born. By marriage laws it must forbid, as far as possible,\nthe bringing of children into the world unless they come from parents\nat least free from the age-old deforming diseases. After its birth, the\nstate must guarantee that the child shall not be the victim of the poverty,\nignorance, or misfortune of its parents. Why should innocent children\nsuffer because we are told several millions of their parents will be\n\njobless this winter through the stupidities or injustices of our economic\nsystem ? The crime of the state will be against the child when it\npermits it to become the victim of conditions over which it has no\ncontrol, but for which society and civilization are to blame. The great\n\nmajority of our criminals now dealt with in courts are our youth, and\n\nthe great majority of that youth are criminals because of the indifference, ignorance and may I say, criminality of the state itself. We\njustly punish many a parent for the crime of contributing to the dependency or delinquency of a child. But the criminality of the state\nitself in this regard is far greater than that of the parent. Judges,\n\nif they only knew the causes of the evil things they deal with, through\nthe bodies of people, should blush with shame every time they sentence\na youth to the penitentiary or the gallows. The relation of the very\nearly years and formative periods of infancy to morality and crime\nmust be better understood. The most important period in the life of\nan individual is probably between the ages of two and ten, and the\ntime to save a boy bandit may be the nine months before or the nine\n\nmonths after his birth.\n\nWe must have maternity laws that will\n\nguarantee, as far as possible, that every child shall have a fair chance\n\nfor a decent coming into the world. If this is paternalism, then all of\nyour free school system is paternalism; and if safeguarding the rights\nof the state's best asset, its children, is paternalism, then, in the name\nof justice and decency, give us more of it.\nWe have the common experience in every city of the example of\nfive children of a wealthy family for whom, from kindergarten to\nuniversity, the state has paid over $25,000 for their free education, and\nthe five children of a poor widow who need to be fed even more than\nthey need to be educated, and for whom the expense of education is\n\nwasted because of this neglected condition which makes them incapable\nof receiving its advantages.\n\nIt is not the purpose of the parenthood of the state to usurp the\nfunction of the home or to permit the natural parents to shirk, but\nrather to see that the home performs its functions where it is careless\n\nand that it is helped where it is helpless so that no child shall suffer\n\n"}
{"page": 78, "printed_page": null, "text": "Sessions]\n\nTHE PARENTHOOD OF THE STATE\n\n53\n\nonly because of poverty and ignorance. For these things the child\nis not to blame.\n\nThe state must preserve the home for the child. Institutionalism\nis the curse of childhood and the success of the parenthood of the state\n\nwill be measured largely by its depletion of institutionalism and its\nstrengthening of \"homeism.\" For real strength and life, mothering is\nas important to childhood as breathing. Every child must have its\nJ\n\nnatural or foster mother. To secure these rights for the child, we must\n\nnot call our legislation, \"mothers' pension laws\" or \"laws for the\nrelief of needy mothers\" because the duty of the state is not for the\n\nmother, but for the child. And this doctrine will find a ready response\nfrom the sacrificing, patriotic motherhood of this country, asking\nnothing for themselves, but everything for the children.\nWe need, of course, to define the conditions under which the child\nshall be entitled to receive from the state the benefits of the parenthood\n\nthat it is otherwise denied. The state may make the mother one of its\nagents in the dispensing of its aid for the health, feeding, and housing\n\nof the child, just as it makes the teacher its agent in dispensing its aid\nfor the education of the child. Mothers' pension laws, widows' pension\nlaws, mothers' compensation laws, or bills for the relief of needy\nmothers are confusing and smack of charity and not justice because\nthey tend to depart from the fundamental purpose of the state, which\nis primarily to help the child. Do not forget that the child must, if\nneed be, die for the state, but it is far better that it should live for the\n\nstate. The helping of the mother is only an incident to the helping\nof the child, as the paying of the salary of the teacher is only an item\nin the dispensing of the state's wealth for the education of the child.\nWe might as well call the authority for paying their salaries \" teachers'\npension laws\" ; they are merely the agents of the state in dispensing\nthe state's aid for the state's children in schools or homes.\n\nSome difficulties in the scheme or plan for the administration of\n\nthe parenthood of the state for the child need cause us no great concern. It can never be successfully employed against the justice of that\nparenthood. It is only a matter of time when it shall be worked out\n\nbetween the various agencies and agents of the state best to subserve\nthe best interests of the child. Although some progress has been made\nthrough small beginnings here and there, we have yet to wage and win\nthe fight for the health, feeding, and housing of the child. In this\nstruggle, we plead for the help and support of the educators of the\nNation. Since the demand comes so much from them, and these begin-\n\nnings have been mostly with them, no doubt its support will be mostly\nby them. Indeed there is no more influential body of men and women\nin this land for the advancement of the cause of the child than the\n\nteachers themselves. The mere bringing of the child into the world is\n\n"}
{"page": 79, "printed_page": null, "text": "54\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nthe least important of all the responsibilities of parenthood. It is the\neducation, directing, and care of the physical and moral health of the\nchild that counts most. For this we shall probably have to depend most\nupon that super-parenthood of the state administered largely by the\nteachers of this country. It is a terrific responsibility as well as a magnificent opportunity. More and more does it call for co-operation, for organization, and for that sincerity and enthusiasm needed to weld this\ngreat organization into one mighty, militiant order, insisting upon the\nrights of the child. It is our chief hope for the salvation and preservation of the state itself.\n\nIn conclusion, may I suggest that we need in this country a great\nawakening-a campaign for a better understanding of this whole question of the state's parenthood for the child. We need to interest our\nChambers of Commerce and the various business men's clubs, as well\n\nas the parent-teachers' organizations in the justice of our pleas for the\nchild. We have made some progress but not nearly enough. I believe\nthat the hearts of the business men of this country are right, and just\nas they responded with great patriotism and loyalty for the state when\nit was imperiled, we may expect that the same loyal response for the\nnation's childhood when it is imperiled.\nThe Master said of him who would do an injury to one of these\nlittle ones, that it were better that a millstone be hanged about his neck,\n\nand that he be cast into the uttermost depths of the sea. That injunction was not limited to parents. It extends to states. And woe be unto\n\nthat state, that through its forces of ignorance, stupidity, and greed,\nshall be false to its children. For in being false to them, it is hanging\nthe millstone about its own neck, and plunging itself into the uttermost\ndepths of discontent, lawlessness, disorder, destruction, and death.\n\nSOCIAL HYGIENE IN THE SCHOOLS\nCHARLES E. BARKER, M. D., REPRESENTATIVE INTERNATIONAL ROTARY,\nCHICAGO, ILL .\n\nThe great world-war has opened the eyes of all thinking persons in\nour country to the tremendous importance of giving the rising generation adequate and correct information concerning sex matters, and our\nchief tasks now are to find out what are the best methods of imparting\nthis knowledge. A large percentage of our young men who were\nexamined for war-service were found unfit physically, because of youthful indiscretions, which were largely the result of either total ignorance\nor misinformation concerning sex and sex-relations. While we should\ndo everything possible to prevent these matters from becoming common\n\ntopics of conversation, especially among children, yet our past policy of\n\n"}
{"page": 80, "printed_page": null, "text": "Sessions]\n\nPROFESSIONAL ORGANIZATIÓN\n\n55\n\nsilence in this realm, which has been nigh universal, has only brought\ndisaster and misery in its wake. Here is a perfect illustration of \"Nero\nfiddling and Rome burning,\" and surely the time is ripe for a change of\ntactics.\n\nThe public schools, or rather the public school teachers, are the logical instruments for leading in such a needed and sensible reform, and\nthe time has come when some sort of a constructive program in this\nfield should be planned and, in so far as possible, carried out.\nI wish to make it clear here and now, that I am opposed to the teaching of social-hygiene by textbooks and classes in the grade schools. The\n\nideal place to teach these matters to young children is in the home by the\nparents, and here is where the Parent-Teacher Association and\nkindred organizations can do a great deal to interest fathers and mothers\n\nin communities as to the importance and wise way of doing this. The\ngrade teacher can find out in some tactful way if the parents of any child\nin school are either unwilling or unable to give sex information, and\nwhere this is true, obtain the parents' consent to the giving of such information in a quiet, sane way.\n\nThe situation as to boys and girls of high school age is very different. The time has now arrived when these youths can be placed in\n\nsegregated groups according to sex, and the whole subject of social\nhygiene taught to them from the psychological, as well as from the\nphysiological standpoint. I hope to see the day when every high school\nin this country will have a man and woman teacher, who are thoroughly\n\ntrained to teach this subject in a sympathetic and scientific manner.\nThat will be a happy day for our land.\n\nHOW TO SECURE RESULTS THROUGH PROFESSIONAL\nORGANIZATION\nARTHUR H. CHAMBERLAIN , EXECUTIVE SECRETARY, CALIFORNIA\n\nTEACHERS' ASSOCIATION, SAN FRANCISCO, CALIF.\n\nNo subject has more fully occupied the attention of your speaker\nduring the dozen years past than that of the professional organization\nof teachers and the many attendant problems. The difficulty he experiences in speaking to you grows out of his nearness to, and intimate\ntouch with, all phases of the subject. The study devoted to the principles underlying the science of organization in general, the weighing\nand evaluating of the tangible results that have been secured through\norganized professional forces, and a deep interest in the advancement of\n\nthe most worth-while professional organization everywhere, are offered\nas his justification for accepting the urgent invitation of our President\nto speak upon the topic assigned.\n\n"}
{"page": 81, "printed_page": null, "text": "56\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nThat you may follow what I am to say and make application to your\nown specific problems and conditions, kindly keep in mind that it is not\nthe purpose of the speaker to magnify the particular organization he\nrepresents. The whole trend of this great meeting of the National\nEducation Association is to the end of a wider social democracy. This,\nwe hope, is the ideal underlying the development of the National Education Association, the refining details of whose organization will come\nwith time and experience. It was the thought of our President that\nthere could at this time be brought before us with profit a statement of\nthe results actually secured from organization along democratic lines.\nIn this connection, President Hunter undoubtedly had in mind not\n\nalone California, where the aggregate results have perhaps been more\nfar-reaching than those secured elsewhere. He had in mind as well\nIowa and Missouri and Minnesota and Colorado and Illinois and those\n\nother states where such wonderful results have been secured. As the\n\nfirst state to effect a truly democratic form of organization, California\nhas suffered sometimes the results of her own mistakes .\n\nOthers have\n\nprofited by her experience. Our weaknesses are still many ; our de-\n\nvelopment sometimes halting. With some of the principles here laid\ndown as essentials to the securing of results you are as familiar as the\nspeaker. Some of the things enumerated as accomplishments you will\nhave done better than we. Some of the problems before us you have\nalready solved.\n\nWith reference therefore to professional organization, whether local,\nstate or national, let us first inquire as to the chief reason for the existence of such organization. It may be stated at once that the chief\n\nreason for such organization is that it may help to preserve the integrity\nof the American school. This statement will savor of heresy to those\n\nwho have thought of teacher organizations as having for their chief\nfunction the securing of the needed salary increase. That teachers are\nunderpaid is a calamity. That as a result of this shortsighted policy\nincompetent and immature teachers are certificated or schools closed and\n\nchildren deprived of education, rightfully theirs, is a crime. Organization may result, to be sure, in securing salary increase.\n\nBut in the\n\nfinal analysis society as a whole, rather than the teachers only, must\nreceive first consideration. Professional organization will result in\nsafeguarding through the school the future of American citizenship and\nthe perpetuity of American institutions.\n\nLet us put the matter in another way. Frequently the legislators\nthroughout the country and many progressive, substantial citizens-men\nand women who have at heart the best interests of the schools, as they\nunderstand them-have come to look upon teachers' organizations as\nexisting mainly for selfish interests and personal gain. Your speaker\nwas recently smilingly characterized as the \"leader of the greatest teach\n\n"}
{"page": 82, "printed_page": null, "text": "Sessions]\n\nPROFESSIONAL ORGANIZATION\n\n57\n\ners' combine in America.\" While intelligent and sympathetic, his con-\n\ntact with certain members of our profession had led my friend to take\na narrow and wholly provincial view of the place and purpose of teachers' organizations. He believed the reasons advanced by them for\nsupport of their organization must be identical with those advanced by\nteachers everywhere. Not increased salary or personal preferment but\nbetterment of the social order must be the actuating motive for the\n\nuniting of teachers in groups or associations.\nProfessional organization of teachers is therefore justified only as\nsuch organization tends toward the betterment of the social, the civic,\n\nthe intellectual, the moral atmosphere of the community and the state.\nThe teacher is, first of all, a citizen. With all, he is a public servant .\n\nAs such, the obligations are not one-sided. They flow in both directions. If the community owes much to the teacher, more indeed than\nany probable salary increase will liquidate, the teacher has, as well, obligations toward the state, made more apparent by the recent war. The\nteacher must understand fully his responsibilities and obligations. The\nrecognition that has been accorded him by the community (partial and\ninadequate in many instances) must be met on his part by a spirit of\nfuller service; more adequate preparation and understanding of the\ncommunity's problems and the desire to co-operate in all that makes for\n\nprogress in the social, industrial, commercial life of which he is a part ;\nimprovement during service through study and research; the development of the real things in education rather than the husks or the forms\nmade sacred through tradition. The teacher who is not animated, first\nand last, by the spirit of public service, would better be out of the profession than in it. The professional organization of which we speak\nexists that through it and through participation in its activities may be\nmade possible more complete and intelligent service of the teacher to\nthe school, to society, and to the state.\nFIVE\n\nCHIEF\n\nFACTORS\n\nFive chief factors enter into the securing of the most complete results through professional organization: first, general participation of\n\nthe teachers in the membership and activities of their organization ;\nsecond, a complete working harmony or union of interests of the mem-\n\nbers; third, adequate funds to properly finance the organization ;\nfourth, a central clearing-house and responsible executive officer ; fifth ,\nan official mouthpiece or journal published by the organization.\n1. General participation . The first requisite to the securing of results is general participation by teachers in the activities of the organization. Only as teachers assume the responsibilities of membership can\nadequate or most complete results be secured for society, the organi-\n\nzation, or themselves. As pointed out by President Cox of the Cali-\n\n"}
{"page": 83, "printed_page": null, "text": "1\n\n58\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nfornia Teachers Association, the tendency should be to bring the largest\npossible number of persons into a deliberate study and discussion of\n\nthe problems of the association. The organization, however, if properly\nfoundationed, needs today the individual teacher much less than does the\nindividual teacher need the organization. Organizations of teachers are\neffected, not that they may dictate or dominate. At least these should\n\nnot be causes leading to organization. The more thoughtful desire, as\ndo lawyers or engineers or stock raisers, to keep abreast of the timesto lead the times ; to learn from others and to contribute something for\n\nthe benefit of others. They realize that the enthusiasm and inspiration\nthat comes from numbers meeting together is an asset with which to\nreckon. They further realize that in the matter of improved methods,\n\nmore just and sensible selection of textbooks and materials and equipments, more adequate salaries, and improved legislation that shall make\nfor advance in all fields of educational endeavor, it is the collective and\n\ncumulative influence that counts. Individuals may initiate ; numbers\ncreate public sentiment, and public sentiment is the greatest result getter\n\nin the world. All progressive school people, whether administrators or\nclassroom teachers, should see clearly the advantage and necessity of\nmeeting upon a common ground for the discussion of common problems looking toward a common good.\n\n\"The ridicule and jest that has been directed against the impotency\nand impracticability of the teacher is due,” says Superintendent Keifer\nof Bellefontaine, Ohio, \"alone to his inability to get together with his\n\nfellows on a constructive program.\" Superintendent Keifer contends\nthat the first essential to effective work is a \" statewide enrolment em-\n\nbracing not a 30 per cent, but a 100 per cent membership of those engaged in the teaching profession. \"\n\nA 100 per cent membership and a full treasury, whether in\nnational, state, or local association, are to be desired; but these are less\n\nimportant than that the organization be based on real democratic principles and that the members be animated by ideals, not of class-mindedness, but of social service.\n\n2. A working harmony. The coming together of teachers in\ngroups or meeting in an association does not necessarily imply an effective organization. Results are possible only when the individual members, the various committees, or group elements are integrated and\nfunction as would the parts of a machine or the several departments in\na successful business or commercial enterprise. Nor does this state-\n\nment carry with it the implication that all must think alike. Democ-\n\nracy does not mean uniformity; it means unity through individuality.\nThe various teaching groups must thresh out their particular problems .\nThe needs or desires of a given group may, probably will, be colored\nby the needs or desires of other groups. Those in a given territory\n\n"}
{"page": 84, "printed_page": null, "text": "Sessions]\n\nPROFESSIONAL ORGANIZATION\n\n59\n\nmust elect delegates thus to secure representation in a legislative body\nor council of a larger section or geographical division. These divisions\nor sections, made up from the teaching personnel in counties, cities, and\n\ntowns, or clubs, or other local units, must exert their directive policy\nthrough representatives chosen to a state-wide council; and so on from\nthe state to the national body.\nThe main point for consideration is, whether all teachers in a State\n\nmeet in one group or annual convention or whether the state association\nis made up of geographic units, that there be in force a plan of representation that shall reach throughout the counties to the most remote\nparts of the state. Those teachers who are unable to attend any business\nor other meeting of the association must know that because of there\n\nbeing in operation a truly democratic plan of choosing the delegates\nthereto, they have complete representation at such meetings. Any form\nof cohesive organization has been well-nigh impossible because of lack\nof co-operation and sympathy on the part of the various elements in the\nprofession. Misunderstanding has been at the root of this difficulty.\nSupervising officers upon the one hand, and members of the teaching\nstaff upon the other, have not always understood the point of view of\ntheir fellows. More than this, within their own ranks classroom teachers have not been united. In speaking of superintendents and teachers,\nPresident Coffman says:\nNeither talent nor stupidity belongs to either class. They are found in\nboth. Between teachers and superintendents there should be co-operation, not\ndivision; union of efforts, not separation; collective, not divided, responsibility.\nThis has actually been achieved in many places, but it must be an accomplished\nfact in more before the future of the schools is secure. The difficulty which\narises when groups begin to think in terms of their interests or grievances is\nthat they will emphasize their rights to the neglect of their duties, their privileges to the neglect of their obligations, their wishes to the neglect of their\nresponsibilities.\n\ni\n\nIndividual differences must therefore be subservient to larger community interests. Having thoroughly considered the needs of their par-\n\nticular group or locality, the recommendations should be passed up by\nthe members through their representatives to the larger body, state-wide\nor national, for final action. In this way local opinion may be crystallized in state-wide action, and state sentiment may find expression\nthrough national channels, although in no wise lessening local autonomy\nor states' rights. Schools, children, education, must be considered rather\nthan special interests or persons representing special types of schools\nor special subjects. Here as elsewhere under the right plan of representation, majority rule is democratic.\n3. A sound financial policy. In order that substantial results may\n\nbe secured from professional organization, the same principles that are\nin force in the world of sound business must be made to apply in or\n\n"}
{"page": 85, "printed_page": null, "text": "60\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nganization for purposes educational. In the business world it is less a\nquestion of what the thing will cost than it is of the returns to be secured on the investment. Any organizaton of teachers to be a success\n\nmust be backed by a business-like as well as by a professional administration. Unless the association is properly financed results are slow,\npartial, and inadequate. We are constantly made aware of what could\n\nbe accomplished through concerted action and with funds sufficient\nto carry on campaigns from a central source. Where each of several\n\nlocal groups attempt to do the same thing, there is duplicaton of effort\n\nand an expenditure of money and energy far beyond what would be\nnecessary if the work were properly centralized.\nSuperintendent Stoops, formerly of Joliet, writing in the April,\n1921 , Journal of the National Education Association on \" Organization\n\nof State Associations,\" gives expression to some fundamental facts that\nmay be applied to any type of organization, local or national. He says :\nWe must organize active local units centering in a vigorous state association\n\nwhich shall in turn carry its share of activity in the National Education Association. We must not affiliate with any other organization whatever, and accordingly, we must so finance our association as to enable it to stand alone with no\nother objective than meeting the manifold needs of a rapidly growing publicschool system.\n\nMembers of our craft frequently murmur at the imposition of what\nis considered an exorbitant membership fee in their associations. Says\nthe Inter-Mountain Educator in speaking editorially of the state associaton :\nThe fee ought to be at least five per cent of one month's salary. A\nmember of a labor union pays from $12 to $30 a year to his organization. A\nrotarian pays an annual fee of from $15 to $20. Even such social organizations\nas lodges, clubs , etc., have annual dues of three, five, and ten dollars or more.\nMerchants, manufacturers, and employers are organized into powerful organizations for the mutual benefit of the members of their individual associations .\n\nAs\n\na result of their organization and of liberal financial backing they command\nconsideration. Teachers, also, if fully organized and soundly financed, may\ncommand respectful hearing.\n\nWhat could be done with this money?\n\nA secretary could be employed,\n\ngiving full time to his work. He could easily conduct an employing agency for\nthe members on a purely cost basis. He could organize a constructive program\nlooking to adequate teachers' salaries. He could direct the legislative program of\nthe association. With a working fund as described above, the association could\nlaunch into the field of public finance and school taxation, and make itself felt.\nWith such a backing it would not be said that the school teachers had no driv-\n\ning force. To handle a constructive program, money is needed.\n\nA concrete case, in illustration of the imperative need for funds to\n\ncarry on work in the interest of teachers, is in point. An actuarial study\nwas needed in a certain state to determine sources of revenue and the\n\nintegrity of the fund underlying the teachers' retirement salary. Through\nruling of the attorney-general, the state board of education found itself\n\n"}
{"page": 86, "printed_page": null, "text": "Sessions]\n\nPROFESSIONAL ORGANIZATION\n\n61\n\nwithout authority to appropriate funds to finance the work. Fortunately\nthe state organization of teachers was able, not only to finance this actuarial work, but, by so doing, secured the approval of the state board of\n\neducation and the board of control, and by this cordial co-operation and\nunity of action demonstrated anew to the members of the legislature the\nstrength of organized educational forces.\n\nSince, through organization, results are accomplished that would be\nimpossible through teachers working individually, there is needed a more\n\nliberal policy of financing professional organizations. Proper business\nmanagement will bring large returns, professional and financial. Here\nas elsewhere what is needed is the budget system and more money better\nspent.\n\n4. Central office and executive head.-Anything worth doing is\nworth doing well. If there is to be general participation in the activities\nof the organization; if a working harmony is to prevail; if the members\nare to assess themselves and adequate funds are made available to carry\nto successful completion the plans of the association, there must be some\nexecutive head charged not alone with the responsibility of carrying out\nthe mandates of the association but with powers of initiation of plans\nand policies. This central office, or clearing-house, using California\nas typical, ties together the several geographic units in the larger\nterritory; carries on an extensive correspondence with officers of the\n\nstate association and of section or local organizations and with members\nofcommittees who are at work upon assignments or reports ; maintains\nan audit and accounting department for all moneys coming to the association direct or through the treasuries of the local sections, and of all\ndisbursements for whatever purpose; keeps complete alphabetical files\nof all members, both of sections and for the state as a whole ; makes\navailable for officers of sections, county and city superintendents, program committees of teachers or other clubs, or others who may desire\ninstitute speakers or conference leaders, a list of those available throughout the country, together with their subjects; issues from time to time\n\nbulletins, pamphlets, monographs of interest to the profession, such as\nrevised sets of by-laws, directories of educational organizations, the\nresults of studies and investigations on professional training of teachers, the salary question, tenure, proceedings of conferences, etc. There\nare available for reference in the secretaries' offices the latest books for\n\ntext, supplemental, and reference use. Complete files of the more important educational magazines published in the United States are ready\nfor inspection. The office is in constant touch with the state education department, the superintendent of public instruction and his associates, the state board of education, and county and city superintendents and teachers throughout the state. The executive secretary must,\nwhen occasion demands, carry forward a campaign of education with\n\n"}
{"page": 87, "printed_page": null, "text": "62\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nmembers of the legislature, the newspapers of the state, and the citizens,\nclubs, and organizations generally looking toward creating public sentiment or needful legislation. The office must keep in close touch, through\ncorrespondence, study, and investigation, visits and speaking engagements, with the forward movements in education, both within and with-\n\nout the state. All of this requires an adequate staff of competent\nmen and women.\n\nThe activities are centralized still further when, as\n\nin California, there is maintained a state-wide teachers' registration and\nplacement bureau and an official magazine.\n5. An official magazine. The official journal should be edited by\nor under the direction of the executive officer of the association.\n\nIts\n\nsupport should come in part from such portion of the annual membership fee as may be available for this purpose, in part from subscriptions\noutside the membership, and in part from advertising income. Issues\nshould be at regular stated intervals and reflect the educational movements throughout the state and nation. It should carry contributions\nfrom leading teachers, locally and nationally. This journal, placed in\nthe hands of each member of the association, without charge other than\ncovered by the membership fee, serves as the channel of communication,\nand to cement together all parts of the state. Full attention must be\ngiven to matters of local and state interest, but the magazine must be\nmore than a local news bulletin. Educational principles rather than\npersonalities must be featured. The editors of this magazine, by culling\nthe best from the publications issued in all parts of the country, may\nkeep readers in touch with great national movements, and make unnecessary additional expenditure for magazines of general educational\ncharacter. One point must be made clear. The educational magazine,\nsuch as we are here discussing, is the official mouthpiece, not by adoption or selection, but by ownership . To be of the greatest value the\nmagazine must be owned and controlled by the teachers themselves .\nIt thus becomes an intrinsic part of the organization. While dedicated\nto contain clear-cut policies and well-defined principles and reflecting\nas an open forun\n: the views of the organization, the magazine must\n\ncarry to the readers the unbiased views and personal opinion fearlessly\nexpressed of those charged with its editorial policy. Edited otherwise,\nthe magazine degenerates into a colorless and space-filling sheet, of\nwhich kind there are already far too many.\nSOME TANGIBLE RESULTS\n\nThe is neither opportunity nor need to dwell upon the results of\nprofess mal organization. Those who have followed developments in\nthe educational world the past decade know. Those who have not belong to that minority who do not propose to be convinced. Teachers'\npensions and retirement salary laws in a number of states owe their ex\n\n"}
{"page": 88, "printed_page": null, "text": "Sessions]\n\n63\n\nPROFESSIONAL ORGANIZATION\n\nistence primarily to the work and influence of teachers' organizations .\nSecurity of tenure, wherever enforced, has been brought about largely\nthrough the efforts of organization. Sentiment for a limited class enrolment, the development of the kindergarten, higher requirements and\nstandards for teachers, increase in the compulsory school age, free text-\n\nbooks, types of vocational education, increased funds for schools and\nfor teachers' salaries-these and other forward movements have found\n\nexpression through the professional organization. Everywhere the\nforce of numbers and unity of action have been most convincing arguments to legislature or school board.\nIn speaking before the Department of Superintendence on the necessity of teacher organization, President Lotus D. Coffman recently said :\n\"The very remarkable advance salary legislation in Iowa was due to\neffective work of the state teachers' association. Specially effective\nwork is being done by the state teachers' associations of Ohio, Michigan,\n1\n\nMinnesota and Pennsylvania.\"\n\nThere has just been carried to success in California, largely through\nthe united efforts of the organized educational forces, working\nin complete co-operation with the state education department, the\nmost comprehensive and far-reaching educational program ever enacted in any state.\n\nThis program was made the subject of study\n\nand discussion through committee reports, the official journal, and conferences throughout the state. Emphasis was placed upon important\nmeasures only, the organization standing for principles involved rather\n\nthan for details. Chief among these measures were increased moneys\nfor schools, the improvement of teacher-training facilities, and development of the normal schools into teachers' colleges ; development of the\nSchool of Education at the State University and more liberal financing\nof higher education ; creation of a system of regional junior colleges ; an\nimproved teachers' retirement salary law, and tenure for teachers. There\n\nwere a large number of minor measures-bills relating to the commissioners of education; traveling expenses of superintendents; budgeting\nand local tax levies, and publication of financial andhother reports. It\nis significant that every measure fathered by the California Teachers'\nAssociation or that had the endorsement of that organization, passed\nthe legislature and reached the governor's desk. No single measure\nthat failed of endorsement by the California Teachers' Association succeeded in reaching the governor, and only one desirable educational\nmeasure before the governor failed of his signature, and this was an\namendment to an existing law, upon which so much misinformaton had\nbeen circulated as to its financial aspects that a further campainoof education is needed to bring the measure to perfected form.\nの\n、\n\nOur Constitutional Amendment No. 16, carrying an additional\neleven-million-dollar appropriation for the biennium, and providing\n\n"}
{"page": 89, "printed_page": null, "text": "64\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nequal educational opportunity for every boy and girl in the state, country,\nand city alike, was taken direct to the people as an initiative proposal\nand passed by an overwhelming vote. Campaign material was printed\nand distributed to educational, civic, social, and fraternal organizations.\nThe support of the press and pulpit was secured. Automobiles carried\nplacards, and picture screens were appropriated to the cause. If our\norganization, which was responsible for this measure, and financed and\ndirected the campaign, is now sometimes spoken of as the most dangerous enemy of the taxpayers' association and of certain of our more\nselfish corporate bodies, should we wither under the criticism, think you ?\nNever again in California must those who work truly in the interest\nof the schools be forced to petition upon their knees before legislative\nor appropriation committee for a square deal for the boy and girl on\nthe prairie, in the mountains, in the forest or mining district, or on the\n\ndesert's edge. The wealthy city makes contribution to the district now\nat the limit of assessed valuation. Holdings of timber and oil ranch\n\nland now yield up revenue where before they went untaxed. Local\ntaxation, carried to the breaking-point, is now supplemented by a state\ntax increased from $30 to $60 per unit of average daily attendance and\n\na county tax proportionately increased. Money is now collected where\nthe wealth is and distributed where the children are. And with it all,\nwithout talking salaries for teachers, the increased state and county\nmoney will provide so that no teacher in the state, however far removed\nthe school may be, need receive less than $1,200 in salary. And if there\nare still some teachers not entirely competent and whose services are\n\nworth less than this minimum of salary, nothing will so soon raise the\nstandards of teaching as will adequate salaries, and the fact that it is\nproposed to demand superior training on the part of our elementaryschool teachers and then pay on the basis of such training and ability,\nrather than on the superficial basis of the grade taught.\n\nFor the first\n\ntime too, we have a complete state system of schools, for if the schools\nbelong to the people, the state should live up to its obligations in support\nof public education.\n\nOne other point only need be mentioned. Our registration and\nplacement bureau for teachers, beginning its work in January, 1920,\nhandled over eight hundred individual cases and located more than half\nthis number the first year. At this time on our second year, we have so\nfar exceeded these figures that any prophecy before the opening of\nschool this fall is impossible. Our experience in budget making, based\non income and expense, can better be used by others to advantage a little\nlater in the year. Our conception of the province of a professional\n\norganization that functions in the interest of the teachers and society\nat large, is one that shall, on an actual cost plus basis, bring together the\n\nworthy teacher and the position to be filled. Only members of the state\n\n"}
{"page": 90, "printed_page": null, "text": "EDUCATION OF\n\nSessions]\n\nWOMEN\n\n65\n\nteachers' association may take advantge of the registration bureau, but\nwe deny this privilege to no teacher outside the state, whether in Iowa or\nNew York. The payment of the membership fee in our association\nto cover a legal requirement, in addition to the other required fees, enrols any such teacher and carries to her each month as well a copy of\nour official journal.\nNever, as at the present moment, was there such universal interest\nin all that pertains to the education of the American youth. There is\na realization of the importance of those matters that now press for\n\nsolution. The reorganization of education, the better to meet presentday conditions; the problems of real American citizenship ; democracy\nin educational administration ; how to secure teachers of adequate train-\n\ning, to achieve higher professional standards ; to guarantee growth\nduring service, and withal to dignify and glorify the profession of teaching so as to call to the service the best men and women and promise\npermanent satisfactions and financial rewards therefore these matters\n\nare before all thinking people. To reach the goals indicated, theory\nand sentiment aside, one thing is absolutely necessary. Teachers must\ncome together in local, state, and national groups and where already ex-\n\nisting organizations are weak or ineffective these must be reorganized\nand strengthened, the better to meet the demands of the new day.\nThe organized educational forces of America, working locally, in\nthe states and as a great national body can, with unity of purpose and\nunder wise leadership, accomplish all reasonable ends to which they may\nset themselves. With the schools behind them, the 700,000 teachers of\n\nAmerica constitute the strongest voting element. Working through the\nchildren, the teachers can create a public opinion such as shall easily\n\nshape the thinking of the whole people. Used to the right ends, the\npower of our organizations may exert itself to the upbuilding of citizen-\n\nship, the creating of a national ideal and lead to the common acceptance of those principles underlying true Americanism that will break\ndown the superficial barriers and class distinctions and make us a united\nand patriotic people.\nProfessional organization that seeks to secure results that shall\nultimately be less far-reaching or inclusive than these is a delusion and\na snare.\n\nEDUCATION OF THE WOMEN OF THE UNITED STATES\nAURELIA HENRY REINHARDT, PRESIDENT OF MILLS COLLEGE,\nOAKLAND, CALIF .\n\nThe education of the women of the United States is not so much\n\nthe subject of this address as its object. Behind my effort to show\nthe forces, unconscious and conscious, which have educated and are\n\n"}
{"page": 91, "printed_page": null, "text": "66\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\neducating American women, it is my hope to arrive at conclusions in\nwhich will be seen the potential power of woman's education to aid\nin solving the professional problems with which this National Education Association is confronted. It is my hope to state more clearly\nthe value of this education reacting on the twenty-five million chil-\n\ndren of our schools and on the homes which these children represent.\nProfessionally, it must be remembered that in American schools 95\nper cent of all teachers are now women-a momentous fact in itself.\n\nPolitically, it must be recalled that the Nineteenth Amendment brought,\nin 1920, twenty-seven million women into citizenship. Besides these\n\nwell-known facts are the less obvious ones which multiply their importance: first, every woman as parent precedes the officer of the\nschoolroom as the child's earliest and most important teacher ; second,\nevery woman as citizen becomes responsible for the schools as an ex-\n\npression of the state's life, and its chief effort to mold and unify\nnational thought and endeavor. Every woman then must today be given\neducational opportunity that as a minimum result prepares her for\nthe functions of parent, of teacher, and of citizen.\nWhat has been her lot in the three hundred years of our history\n-\"the history of a people whose beginning was a great adventure,\nand whose life has been a great toil ?\"\n\nOn the whole, one of the\n\nhappiest, the least hampered by prejudice, the most open to opportunity of the women of any race. From the first year of settlement,\nworking side by side with religious founders of New England, with\nthe first planters of the South, and with the westward-moving homeseekers of prairie and mountain and Pacific Coast valleys, all circumstances have worked to give her one by one, in harmonious evolution,\nthe opportunity which her time afforded, to do, to learn, and to be\n\nan integral helpful part of her generation.\nThere was little machinery arranged for girlhood's education until\n\nabout one hundred years ago. Her important training lay within\nthe family group where all the activities for the support of life and its\ncomfort took place. From the days of Jamestown and Plymouth,\nand through all the years that a westward frontier marked new experimentation in agriculture and rural pursuits, the women had in their\nprimitive work the kind of education which best fitted the times of\ncontinental development. Slowly the land was explored, forests were\ncleared, rivers were bridged, acres were planted, and slowly a repub-\n\nlican form of government was thought out and fought into being.\nIn 1825 Alexis de Tocqueville on visiting this country wrote : \" If\n\nI were asked to what the singular prosperity and growing strength\nof the American people ought mainly to be attributed, I should reply\n-to the superiority of their women.\" And these women had been\n\n"}
{"page": 92, "printed_page": null, "text": "Sessions]\n\nEDUCATION OF WOMEN\n\n67\n\nworkers at every kind of task from lighthouse-tending to the scalping of marauding Indians.\nThe second chapter in the education of American women opened\n\nin the years immediately succeeding the Revolution. Those were the\nyears in which the country was concerned with the making of the Con-\n\nstitution; with the founding of party government ; with the establishment of the United States as a country distinct unto itself with\nrelations to other countries; with the development of business that\n\ninstantly converted villages into towns, and towns into small cities ;\nthose years of debate and political experiment made American women\nconscious of the need of mental training. They had always been\ngiven instruction in religious thought and discussion, and in a variety\nof occupational activities. Now they began to want knowledge of many\nkinds, knowledge of history, of politics, of philosophy, and of the\nbeginnings of that new world which science was opening to thinking\nmen, so they consciously worked to found schools and colleges where\nwomen might enter to learn. Nor was it easy to achieve. It is disconcerting to the woman school trustee of today to read the discussions in the town meetings of Gloucester as to whether \"females, being\n\na tender and interesting part of the population\" should have any\nrights to be pupils in the public town school. Where there happened\nto be extra benches, they decided to admit them for two hours a day.\nAlmost as disconcerting to women concerned with the report of\nmale illiteracy in the recent draft is the historic fact that in the first\nhalf of the eighteenth century, at the moment De Tocqueville was\nwriting to France of the superiority of the American women, fewer\nthan 40 per cent of New England women, called upon to sign legal\ndocuments, could do other than make their mark.\n\nThe inertia of indifference, or, awakened to the thought of it,\nactive disapproval of enlarging the school system to admit girls and\nwomen, made slow progress, and in some parts of the country, discouraging. Not until 1769 did Boston open its public schools to girls,\nwhile the first high school preparing for college, the Girls' Latin School,\n\ndid not come into being until 1878. In Philadelphia public preparation for college did not succeed in recognition until 1893.\nIn 1832, against the custom of her day, Hannah Adams ventured\nto frequent the reading-room of the Boston Athenaeum, and wrote of it,\n\"My first idea of happiness and heaven was a place where we should\nfind our thirst for knowledge fully gratified.\" A different point of\nview, without doubt, from that of her compatriot of a few decades\nlater as she matriculates at college, asking, \"What's the newest and\nmost popular course ?\" There does seem a persistent antagonism in\nsome minds between youthful loveliness and well-stored minds. A\n\nfriend of mine doing graduate work in a New England university\n\n"}
{"page": 93, "printed_page": null, "text": "68\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nasked the page in the library for a certain volume of the Journal of\nRomance Philology. \"All fiction,\" answered the lad, \"will be found\nin the Linonian. \"\n\nThe women pioneers in educational organization have of late years\nhad their due share of recognition. And, as we look on the results of\n\ntheir efforts, not only at Mount Holyoke and Troy, but over our\nwhole land, we bow to Catherine Beecher, to Emma Willard, and to\nMary Lyon, for the truth that was theirs, for the vision they saw,\nfor the faith with which they worked. They are heroines, of which\n\nmodern girlhood should be as proud as of Hannah Dustin, of Haverill,\nfighter of Indians, Mary Draper, of Lexington, maker of ammunition,\nand Eliza Pinckney, Carolina pioneer in agriculture and friend of\nGeorge Washington.\n\nThe year 1789 is memorable in educational history. Partly because\nof their later beginning, the Midwestern and Pacific States never\nargued the rightfulness of sending girls to the district school or academy. One might say that in the Middle West, the school bore the\nrelationship of the church in New England. It was the earliest center\nof social life and was as the church had always frankly been, co-educa-\n\ntional. To the honor of Oberlin be it remembered, it printed invitations to lady students of good character as early as 1833, but few\nwomen had the leisure or preparation to enter for another generation.\nFor the rest it remains to call attention to the Morrill Act of 1862\n\nwhich made possible in every State a public university, where men\n\nand women alike might freely go to study what they chose and as\nthey chose, but it was not until after the war, that was then being\n\nfought out in national anguish, that tradition was outgrown, and\nwomen's desire and time was liberated for general higher education.\nAndrew D. White calls the Morrill Bill \"the most beneficial measure\n\never proposed in any country.\"\n\nThe newer states most needed these universities, most quickly took\nadvantage of the land grants, organized their state colleges and state\n\nuniversities, and adjusted the public-school curriculum to prepare boys\nand girls for the higher institutions.\nIn the Atlantic Coast states, matters went on with little change.\nMassachusetts had had Harvard since 1636; Connecticut names Yale's\n\nfirst birthday in 1701 ; while King's College and Virginia University\nand others had been preparing men for positions in church and state\nfor generations. They saw as the only solution for women's educational need, foundations on a separate basis, and depended for their\nstudents on the privately endowed academies rather than on the graduates of the developing public-school system .\n\nIt is significant of the slow adjustment in education that two weeks\nago in New Haven I heard the new president of Yale, in his inaugural\n\n"}
{"page": 94, "printed_page": null, "text": "Sessions]\n\nEDUCATION OF WOMEN\n\n69\n\naddress, ask the alumni : \"How can Yale best serve that interest\nwhich it has in common with all American universities-the public-\n\nschool system of the United States ?\" By the way, it is nearer my\nsubject to nariate that last week in Cambridge, for the first time in\nthe 285 years of its history, Harvard University conferred academic\ndegrees upon women that of Master of Education in the graduate\nschools of education. Yale University admitted women into its graduate department thirty years ago.\n\nBut let me go back to the point of the establishment in New England of women's foundations for education. Having become successful students they yearned to become teachers ; first it was in the elementary field, later the secondary, and finally in collegiate work and\nin administration. Coincident with this, the possibility of missionary\nservice seized their imagination, and Atlantic Coast colleges for women\nhave sent their graduates as pioneers into all non-Christian countries\neast and west for well-nigh a hundred years .\nThe third step in woman's opportunity for action, to be followed\nby educational adjustment which the ability of the leaders made a\nshining desire for the many, was the spontaneous participation of women\nin the nation-wide abolition debate of the forties and fifties .\n\nIn vain\n\nthey were admonished by many to be seen and not heard, in matters\nthat were as political on the one hand as they were ethical on the other,\n\nand not a subject of family council. Undaunted, by word of mouth\nand word of pen, Lydia Marie Child and Lucretia Mott and Harriet\nBeecher Stowe argued that neither family life nor national life would\nbe safe under the blight of slavery. They even saw that its so-called\n\neconomic value was a sham. With the good woman's intuitive recognition of wrong, a group of brilliant women united in prosecuting the\nAmerican institution of slavery.\n\nWar has always been a liberator of women from the traditions of\ntheir day and so the Civil War-that mighty struggle of kinsmen to\ndefine the principle of human liberty, that strife which cost the young\nRepublic a million lives and ten thousand million dollars-called women\n\ninto forms of work which had previously occupied their brothers, and\nwhich they had been scarcely conscious of desiring to enter. Unselfconsciously they had worked at hunting, planting, spinning, weaving,\nand sewing in the days of the colonies, becoming with remarkable ease\nteachers of an unnumbered public. In the necessities and cruelties\nof the war which followed they became healers of the wounded, business women, collecting and spending vast sums for food, clothing,\nshelter, and medicine for thousands upon thousands of soldier kinsmen, learning (in a word) the secret of organization which was in the\n\nnext few years to convert them into employers, executives, administra\n\n"}
{"page": 95, "printed_page": null, "text": "70\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\ntors within new economic and community groups as they had been\nin the smaller family groups of the past.\nMemory is short, and governmental statistics have few readers.\nNowadays it is repeated in press and rostrum that only in the twentieth\ncentury has woman in general and the American woman in particular\n\nhad an opportunity to prove economic or professional capacity. From\nthe day of Proverbs 31 and the Semitic heroine who \"considereth a\nfield and buyeth it; with the fruit of her hands she planteth a vineyard\" from that distant day to the days of the girlish founder of\nHaddenfield, woman has expressed herself in terms of her environment and at least partly in terms of her economic ambitions and ability. In a readable little book printed in 1863 in Boston the writer\nenumerates four hundred tasks at which women were gainfully employed, though her classifications of work are her own. But the\ngovernment census of 1860 and 1870 tells a kindred tale, and in Marian\n\nTalbot's more scientific vocational study, which is of easy access, she\nestimates that in 1900, women were at work in 295 of the 323 recognized occupations. At that time, twenty-one years ago, out of twenty-\n\nfive million women five million were gainfully employed outside their\nhomes.\n\nThe industrial and social changes following the Civil War, influencing American life, diminishing household tasks, and putting not\nnew economic problems but problems in a new economic form before\nwomen for solution, are a commonplace of American history. Home industries of cloth-making, sewing, preserving, were centralized in factories\nresulting in women leaving the individual kitchen for the \"plant\" . The\ndevelopment of mechanical appliances, telephone and telegraph, sewing machine and typewriter, required hands to make them and hands\nto use them. And the hands that since the beginning of the world\nhave made and repaired the necessary articles for food and shelter\n\nwithin the home, were in increasing thousands upon thousands, the\nhands of women.\n\nFactories multiplied, and cities grew.\n\nIn 1790,\n\nonly 3.35 per cent of the entire population of our country lived in\ncities of over eight thousand ; in 1900 the percentage had grown to\n35.17; today over half our people are urban.\n\nAs one visualizes the multiplication of industries, which the discoveries of steam and electricity and the boundless mineral and vegetable resources of this continent have made possible, it is not strange\nthe men have constructed factories and railroads, ships and docks, estab-\n\nlishing a world-wide trade. They have left to women the school and\nthe office-women have not usurped them; business has always paid\naman more in money, and today proportionately more than ever. Note\nthat in 1880, not two decades after women were welcomed into teaching,\nonly 42.8 per cent of all teachers were men; ten years later, 34.5 per\n\n"}
{"page": 96, "printed_page": null, "text": "Sessions]\n\nEDUCATION OF WOMEN\n\n71\n\ncent; in 1900, 29.7 per cent; in 1905, 26 per cent and today-look\naround this hall. What a magnificent chance women teachers have !\nWhat are you going to do with it ?\n\nBut I must remind you of one other important agency in her own\neducation which women worked out, and which she is still using-an\nagency educational in purpose, though for years it indirectly influenced\nlegislation and since 1920 is directiy doing so. I mean the woman's\nclub movement which had been smiled at, tolerated, or ignored, until\nduring the world war, Washington learned it could muster for its\nservice ten million women who had learned to coöperate in altruistic\norganizations.\n\nThe women who united to work for abolition of slavery preceded\nthese who united in early efforts to obtain political suffrage for women.\nThen in the fifties the Boston women began the effort to house and\nhelp the first scantily paid factory girls, and later their collective effort\nbecame the Y. W. C. A. In 1874 other women joined hands because\n\nthey believed in temperance, and look at the Eighteenth Amendment !\nIn the eighties Jennie June (Jane Cunningham Croly) thought that\nwomen out of school should still study, and so Sorosis started clubs.\nIowa leads in club women with 39,000 members and 761 clubs in the\nGeneral Federation.\n\nDo you know what this means educationally to women of today\nand what it means to their homes, and to others for whose betterment\n\nthis great organization is endeavoring to work? Forgetting for the\nmoment national art clubs, press clubs, pen women's clubs, the many\nstrictly professional organizations ; forgetting clubs for ennobling our\nancestors or, through eugenics, for improving our descendants-let me\nadhere just to the General Federation with whose council I met in\n\nSalt Lake City three weeks ago. The delegates represented 1,800,000\nmembers. They have more voluntary workers in their departments of\ncivics and health and education than the two political parties.\nA delegate from New Mexico reports a woman member on every\nschool board and commission in the state ; California, Nevada, Utah, and\nOregon report the increase of endowment funds where income is loaned\nto needy college students.\n\nColorado reports $40,000, and Iowa the\n\ncapital for five hundred loans. Louisiana, with its unique struggle\nagainst poverty and illiteracy, reports through an energetic little delegate, fifty thousand school children saving as wards of club women, and\nthe success of an educational insurance policy originated by the clubs of\nwhich $300,000 worth of policies had been sold.\nReports from a score of states on the institution of new voters' day,\n\nof Patriotic Sabbath on the Sunday preceding the Fourth of July, of\nAmericanization work in town and country, of commercial centers, and\nof county meetings. California women were working to save the Red-\n\n"}
{"page": 97, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72\n\n[General\n\nwoods, the Minnesota women amending forestry enactment, and all\nsouthern states working for more roads and better roads, with shade\ntrees along the way. A delegate from Massachusetts reported on the\nmodel school which it maintains in Georgia. Surely the club woman has\ndone more than anyone else to wipe out sectionalism .\nAs one listened to city reports, one realized how different to a man\nand to a woman is the appeal of the city. To the former it is first a\n\nbusiness opportunity ; to women, even those that have an industrial task\nwithin a municipality, it is a group of homes, a mammoth housekeeping\nproblem, with schools to study in and parks to play in.\nThe club woman knows about the 450,000 foreign-born women in\nNew York and even in the Arizona sunshine is asking what America can\nmean to them, crowded into high, dark rooms, in the back streets of a\n\nforeign city whose language they do not understand ? What can life\n-years of such life-mean with their crowded factory tasks and their\nrecreation in the emotional unreality of the films. What is the difference\n\nbetween the immigrant Maria Krovotskey and the pioneer Mary Draper\nor Anne Forrest ? Came they to give or to gain, to build or to tear\ndown, to coöperate or to stand apart ?\n\nMembers of the National Education Association, you have scanned\nwith me the story of the American woman and the training afforded to\n\nher by her times. Have we won the point of view that was my objective\nwhen we began? Let Hannah Adams step out from the Boston Atheneum and look out with us over the modern woman's heritage. Her\nBoston is no longer the hub of the new Republic. New Orleans lies\n\n1,400 miles to the south. The modern municipality of Chicago lies 1,100\nmiles from the nation's capital and Manhattan talks over a wire to San\nFrancisco 3,000 miles to the west.\nBy the state, county, or city, education is now possible to girls and\n\nboys alike from kindergarten to professional schools.\nAnd may one learn everything ?\nThe original three R's of the school curriculum have widened to in-\n\nclude sciences, technical studies, vocations of commerce and administraton.\n\nThere are industrial schools and classical schools.\n\nThere are\n\nfresh-air schools, vacation schools, and continuation schools. Health\nhas been a recognized right of every school child for a dozen years and\nrecreation privilege has multiplied playground, park, and athletic field.\nThe crippled, the blind, the deaf, the feeble in mind, are cared for in\ntheir own schools. Surely were Hannah Adams living now she would\nsay, \"The American woman has in this magnificent preparation for her\neducation and activity her happiness and heaven.\"\nYou and I know that even machinery for our education, and the\n\nopening of new industry and profession is not all of life. And within\nour profession of teaching we need to learn from these women who\n\n"}
{"page": 98, "printed_page": null, "text": "Sessions]\n\nEDUCATION OF WOMEN\n\n73\n\nhavehelped to make our nation, if we shall build as well as they.\nIf we believe that in the best sense education is the most sacred\n\nconcern, indeed, the only hope of a democratic nation, we shall work\nwith at least the energy and efficiency of lay club women, and we shall\nrealize the present aim of this Association of our common profession\nto \"create a Department of Education.\"\nWe shall know that proud as we are of our profession, the average\n\nchild between birth and reaching his majority is with his teacher but\n4per cent of the time, and we are not all of his influence for learning.\nWe shall remember that Woodrow Wilson said years ago that education\nconsists of the vital assimilation of knowledge and the mode of life of\nthe individual is nine-tenths of the digestion .\n\nMode of life, indeed ! That brings us to the institution of the home.\nTeachers know better than anyone else that a child entering school is\nalready the result of good, bad, or no teaching. The American home\n\nmust be one distinct objective of American teaching. If the child is\nthe first objective of teaching, the home is the second. It is not only the\nimmigrant mother that sends us children whose mode of life paralyzes\neducation. James T. Tufts describes another sort, less easy to excuse\n\"the educated woman who is apt to feel vaguely that the whole house-\n\nhold life, once the center of all industries and the place where discoveries and invention had their chief seat, is now no longer a field for\nthe exercise of intellectual powers of the highest order. This leads\nto the depreciation of such occupations, to strain in the family life, to\nthe neglected child, to the divided and empty home.\"\nIt is no small task, this of the American teacher in our heterogeneous\npopulation of today. But with one proviso I am unalarmed. I do not\ntremble at fifteen million foreign-born people. From the beginning\nthere have been problems of aborigines and cosmopolitan populations\nFive million illiterates ?\n\nBad-but Lincoln's mother could not read\n\nUnemployment ?-Poor business ? Restlessness ?-Unfortunate, but the\nweariness and anguish of war does not vanish in a night. These\nthings will pass. What of the American woman ? Has she the faith\nof the Puritan mother, the fearlessness of the pioneer woman, the industry of those who planted and wove, the vision of those who worked\nfor mental rights, and the selflessness of such as gave their dearest for\nColonies or Union or world-democracy ?\nWhat kind of knowledge dries up the springs of character ? What\nsort of education fails to unify the powers of the individual and cuts\noff work of hand or mind from the vital source of life ? The United\n\nStates recognizes more fully than all countries the individuality and\nhumanity of woman, not because of constitutional amendment, but\nbecause the idea is inherent in our civilization, and Emerson insists,\n•\"Civilization is the power of good women.\" Surely as far as the light\n\n"}
{"page": 99, "printed_page": null, "text": "74\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nof the bayberry candle of Priscilla Alden shall glow the light held by\n\nmodern womanhood, and we shall work gladly at our builder's task\nbuilding the nation in which we believe-we, parent, teacher, citizenknowing with the wisdom of three hundred years ,\nThe tutelary genius of mankind\nRipens by slow degrees the final state\nThat in the soul shall its foundations find\n\nAnd only in victorious love grow great,\nPatient the heart must be, humble the mind,\nThat doth the greater births of time await.\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS RELATED TO THE WORK OF THE PRINCIPAL\nJ. J. ZMRHAL\n\nLast year I was called by the government of the new Republic of\nCzechoslovakia to come over and suggest needed school reforms. Czechoslovak educators had heard much of America's advances in educa-\n\ntion and wanted to learn from America. I am proud to say that I\ndid not disappoint them but at the same time my role as a school re-\n\nformer has been an extremely hard one because of certain unlovely\nschool conditions here. I had to explain why so many of our country\nschools have untrained teachers ; why it was that United States is not\nthe first but ninth among the countries of the world as regards the\nsupport of education: Just think of the situation for a moment. There\n\nis the Czechoslovak Republic, robbed by the Austrian autocracy, weakened by war, looking for help to us; but with a trained teacher in the\nsmallest village and with her teachers among the best-paid public officials, while we, the greatest and richest republic in the world, are still\nstruggling toward that ideal. During the first two years of its independent existence in the territory taken over from Hungary, a territory\n\nthoroughly neglected educationally by the Hungarian government, the\nCzechoslovak government organized over four thousand elementary and\nthirty-five secondary schools, and two universities.\nThe school principal occupies a peculiarly advantageous position in\neducation because ( 1) he is associated daily with the classroom teachers and hence is bound to affect their professional life and standing to\n\na considerable degree ; (2) he is close to the people and has therefore\ngreat opportunities to influence public opinion ; and (3) he has at his\ndisposal an ideal laboratory in which to advance investigation of educational problems.\n\nHe can use these advantages first of all to effect the first point in\n\nthe American program, namely, a competent, well-trained teacher in\nevery school position in the United States. There are two ways in\n\nwhich to do it, first, by acting upon his teachers, and second, by influencing public opinion.\n\n"}
{"page": 100, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO THE principAL\n\n75\n\nThe school principal's work with his teachers is his greatest opportunity. He gets all kinds of teachers, well educated, fairly well educated, and untrained. A school principal thus becomes a teacher of\nteachers, an educational leader or trainer, or both, according to the\n\nparticular position he fills. This is his work par excellence, whatever\nelse he may be called upon to do.\nMoreover, the principal has much to do with attracting men and\nwomen of character and ability into the service. No one can inspire\nteachers about their profession so easily as a school principal and no\none can disgust them with it so easily either. His attitude permeates\neverything in his school and reaches the pupils from whom new teachers\neventually have to be recruited. A drawn, worried face, showing fear\nand unhappiness, is a poor advertisement for the teaching profession.\nA school principal cannot perform miracles and make happy those of\nhis teachers who are determined to be wretched, but in ninety-nine cases\nout of a hundred his own attitude will be reflected in the attitude of his\n\nteachers and pupils. We must have happy, enthusiastic, contented\nteachers in our classrooms, proud of their profession, if we are to\nattract talented men and women to teaching.\n\nI say teachers should be proud of their profession. Would that\nthere were more of this pride! Instead, school people almost apologize\nfor being teachers, as if theirs were not the art of arts, the most fundamental calling of all and one which conditions the welfare of every\ncommonwealth ! This is largely due to the fact that almost anybody can\nteach somewhere in the United States, regardless of his fitness and\n\nability. While this deplorable condition prevails we can hardly be\nproud of our calling. There cannot be much hope of higher social status\n\nof the teacher when to get a position as teacher all that is necessary is\nto find the proper teachers' agency. A good high-school education and\nat least one year of normal-school training should be the absolute\nminimum, and anyone having less should not be permitted to teach anywhere in the United States. Both teachers and principals should use\ntheir influence to bring about this reform.\nBut the principal ought to do more than that. He should use his\nposition of vantage to make it clear to his constituents what a peril to\nthem, their children, and their community inferior teachers are found\nto be. His opportunities are tremendous and need only be used. He\nhas a thousand and one opportunities to enlighten, to inform, to reshape, public opinion. He can do this indirectly through his pupils and\ndirectly on such occasions as graduation, school entertainments, parents' meetings, and through the school publication. Perhaps I am\npointing out the obvious, but it is appalling how little these opportunities are used to win the public to the cause of education. I gathered\n\nthe other day various papers and magazines, published by schools, but\n\n"}
{"page": 101, "printed_page": null, "text": "76\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nnot one of them had an article, of which the ostensible purpose was to\nenlighten the public on any phase of education. Again, take the statistics as to what the principals do with their speaking opportunities;\nyou will find that they relinquish their rostrums to big men of the\nbusiness or professional world who will enlighten the audience on\npolitics, patriotism, finance everything but education. And yet, I\nhave found by actual experience that these audiences would rather hear\na discourse by the school principal.\nThe objection that the general public would be bored by speeches\ndealing with educational problems is not founded on facts. It is much\nmore likely that the educators who say this are bored. If they lack\nthe necessary enthusiasm, they cannot expect their constituents to warm\nup. It is our business as educators to be active volcanoes, to be enthu-\n\nsiastic about our profession, to be aggressive. I have nothing but\nwholesome contempt for some of our pedagogues who hang on to their\njobs by their teeth, who are inexpressibly bored by the work they are\ndoing, and then whine about the ungrateful world, which does not appreciate the valuable work they are doing.\nJust a word about the principal's necessary contribution to the\nthorough investigation of educational problems. Professor Rugg in his\narticle entitled \" Needed Changes in the Committee Procedure of Recon-\n\nstructing the Social Studies\" describes an important committee report\non the curriculum in history and civics as \"merely experience and\ntheories of single individuals\" and complains elsewhere in the article\nthat \"in no one of these reports a fundamental discussion of the basis\n\nof selection and of the placement of materials is given\" and pleads that\n\"materials should not be recommended generally until tried in a considerable number of public schools.\"\nProfessor Rugg is right when he says that there is too much opinion\n\nand too little of the actual fact upon which our educational procedure,\nour curricula, are based. We are coming to see more and more the\nabsolute necessity of the educational experts working hand in hand with\nthe practical pedagogues if we are to progress and if the investigations\nare to mean anything. Educational experts should be of more direct\n\ninfluence upon the schools and their development. They are scientific\ninvestigators of education and educational methods. They possess the\nspecial advantage of being able to apply consistently and thoroughly\nscientific methods to their investigations, but they lack for the most part\na laboratory large enough to work in. A practice school is not enough.\nOften the deductions based on observations made in a practice school\ndo not fit all cases and only injure the prestige of those who have made\n\nthem and weaken the confidence of teachers in the field in the judgment\nof the specialists having their seats in the universities. The jealousies,\nmisunderstandings, and lack of harmony between them and the practical\n\n"}
{"page": 102, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO The princIPAL\n\n77\n\npedagogues have, no doubt, their roots in the fact that the laboratory\nof these investigators is limited to one institution, attended by favored\npupils, instead of reaching out to the common schools. I believe that\n\nthere will not be the needed close co-operation in the investigations\nthemselves until the lay schools situated elsewhere, outside the university\ncampus, shall be an essential part of the field of investigation.\nThe key to the situation is the principal. He, if anyone, can collaborate with the specially trained expert, he, if anyone, is the connecting\nlink between the ideals of the theorist and the practical worker in the\nclassroom. The cause of education would gain far more if the principal\nwere to do some of this sorely needed scientific work in co-operation\n\nwith outside investigators.\nI cannot conceive of an efficient principal who is not vitally interested in scientific investigation of his chosen profession, and who does\nnot conduct or assist in conducting some of those investigations himself .\nAt present there are perhaps a great many who could conduct independent investigations. Yet it is preferable to co-operate with men\nspecially trained for the work, first, because of their special training and\nsecond, because of the additional advantage of bringing the theoretical\nand the practical pedagogues into a closer relationship.\nWemust rid ourselves of an idea, still prevalent in many places, that\nthe principal is a sort of shepherd dog or a time-keeper or clerk. The\nprincipal's time is too valuable to be spent on routine work and mechanical reports. He is entitled to sufficient clerical help that he may function (1) as leader of teachers and if necessary their trainer and instructor, (2) as a student and collaborator in scientific investigation\nof education, and (3) as a molder of public opinion on education and\n\nits problems, through both written and spoken word. No one worthy\nof the name educator should be deficient in putting his ideas clearly\nand forcibly before his teachers, before his constituents, before even\nhis pupils, who after all are the most impressionable of all !\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS\nRELATED TO THE WORK OF THE PRINCIPAL\nJOHN A. SEXSON, PRINCIPAL LOGAN COUNTY HIGH SCHOOL,\nSTERLING, COLO .\n\nFor more than one hundred years educators have urged upon boys\nand girls the advisability and the availability of a high-school education.\n\nRealizing that the high school as a tax-supported institution has been\nand is, on trial before the American people, principals have labored\n\nincessantly on two problems, viz., (1 ) a course of study for the high\n\n"}
{"page": 103, "printed_page": null, "text": "78\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nschool of real practical value to a student body composed of many\n\ntypes of ability and manifesting a wide variety of aims; (2) to induce\nincreasingly large numbers of elementary school graduates and other\neligible groups to enrol in high school.\nThat much progress has been made toward the solution of the first\n\nproblem is evident everywhere. Much, however, remains to be done.\nThe response to the effort to increase enrolment has exceeded fondest expectations. High schools everywhere are deluged with students.\n\nExisting buildings are overcrowded, competent teachers are almost\npriceless, equipment is inadequate in amount and obsolete in character\nin the face of the demands of the new curriculum, while communities\n\nheretofore indifferent to high-school advantages are joining in a Tam\nO'Shanter race to provide high-school advantages for all the children.\nIn the face of these facts the American program in education is\ndefinitely related to the work of the principal in so far as it aids in\nacquainting the people of America with the challenge of America's\nyouth \"Provide the high schools and we are ready to go.\"\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS RELATED TO THE WORK OF THE CLASSROOM\nTEACHER\n\nAGNES S. WINN, EX-PRESIDENT SEATTLE GRADE TEACHERS' CLUB, SEATTLE,\nWASH .\n\nNo act of the Association has made such a direct appeal to teachers\n\nas its adoption of a definite service platform. According to the January\nJournal,\nThe platform properly begins with the most vital element in a system of education-the teacher-a competent, well-trained teacher in hearty accord with\n\nAmerican ideals, in every public-school position in the United States. It recognizes the serious obstacle that immature, transient, and untrained teachers place\nacross the path of educational progress.\n\nNo one is more ready to help solve this problem than the progressive\nteacher herself. She is glad the day has arrived when leading educators are demanding that teaching be made a real profession, that our\nschools be manned by scientifically trained people who look upon teaching as a life-work, and that these ends must find a place in a large and\nconstructive program of education. But is there any reason why those\nwho give to the problems of the classroom the same intensive\n\nstudy as the successful physician, lawyer, engineer, and business man\ngive to their work should not be compensated and recognized comparably with them? The compensation must be great enough to pro-\n\nvide for professional growth, for a competency against the period of\nnon-employment, and to promote happiness and contentment among\nthe teachers .\n\n"}
{"page": 104, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO CLASSROOM TEACHER\n\n79\n\nIt is futile to talk of increased expenditures for the training of\n\nteachers until the facilities now provided are used to their capacity, and\nwhether they are so used depends upon whether teaching is made attractive. Everyone admits that greater social recognition and a more\njustcompensation are two of the strongest factors that must be reckoned\n\nwith in elevating the profession, but another problem that must be given\nthe most serious consideration is that of tenure. Although salary and\npensions have much to do with making the vocation a permanent one,\n\ntenure is fundamental to the efficiency of the schools, for our\nmost capable young people will not choose a life-career that offers no\nreward for experience and faithful service and carries with it uncertain-\n\nty of appointment and promotion. Satisfactory tenure can be secured\nonly through the strongest kind of team work by teachers, administrators, and legislators, for teachers alone cannot make teaching a profession. Much depends on legislative enactment.\nI wish to emphasize here another factor that enters largely into the\nproblem of keeping men and women of character and ability in the\nprofession, i, e., conditions of service. Thousands of splendidly trained\nteachers leave the schoolroom every year after one or two years of experience, and why? Because they found they were unfitted for their\ntask? No ! Because of lack of help, sympathy, and vision of the principals and supervisors entrusted to guide them through these first trying\n\nyears. Rather than yield to autocratic methods and surrender their selfrespect they seek another calling. Many a so-called leader is himself\nill-prepared and unsympathetic toward modern methods and often objects even to the teacher taking part in activities outside of her own\nschool because of the added recognition it may bring the teacher. Many\nexcellent teachers of years of experience have been driven out of the\nprofession through jealousy, personal grievances, or perhaps misrepresentation, and we find many of them among our most successful men\nand women in the business world, often using their influence to keep\nothers from choosing this calling. So if the National Education Association would carry out its platform it must use its influence to have\nplaced in executive positions men and women of broad, constructive\nleadership to whom any teacher may look for justice and inspiration.\nHad the National Education Association accomplished nothing more\n\nthe past three years than creating public sentiment in favor of equal\nsalaries for equal service to all teachers of equivalent training, experience, and success, it would have justified its existence. In many\nplaces this principle has become a living reality, and every progressive\n\ncommunity is looking forward to the day when the old differential between groups will be abolished and a single salary schedule adopted.\nThe constant demand for better-trained teachers will have its full share\n\nin bringing this about. Nothing will do more to break down \"group\n\n"}
{"page": 105, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n80\n\n[General\n\nconsciousness \" and make for a united teaching profession than the\nrecognition of this principle. Such a schedule would accomplish five\ndefinite things.\n\n1. It would give to the elementary schools, that part of our publicschool system which serves all the children from all the people, an even\nchance of choosing the most highly skilled teachers.\n2. It would break down the time-honored aristocracy of highschool caste and unite the teaching body of a community into a professional force which would command the respect of school boards and\ncitizens.\n\n3. It would remove the economic barrier and would encourage\nevery teacher to seek the place to which she is best fitted and in which\nshe can render the maximum service to the community.\n\n4. It would stimulate professional growth of teachers in service\nand encourage those who have not had the advantage of college or\nuniversity to work toward this end or pursue some line of study that\nwould better fit them for the work in which they are engaged.\n5. It would create among teachers a sense of justice and fair play,\nreleasing their full energies for expert service.\nThe carrying out of this great national program is of vital concern\nto every teacher in the country, but it is difficult to prove to the rank\nand file that our National Association is really working for their uplift\nand advancement. As a representative of one of the large teachers'\n\norganizations of the country and as a student of organization work, I\nam convinced that our first task is to strengthen our local organizations.\nIf we can get the teachers to see what can be accomplished through\nunited effort at home, then we may hope to get them to look beyond\n\nlocal problems to state and national ones. Progressive administrators\nwelcome this effort on the part of teachers themselves to live and to work\n\ntogether in harmony and co-operation for the betterment of the profession. It may be of interest to you to hear what Seattle teachers are\ntrying to do. We are so far from the center of things that it often\ntakes longer for our work to become known.\nAbout two years ago the leaders of the Seattle Grade Teachers' Club\n\nbegan to realize that as one of the largest women's clubs of the city our\nclub must reach out and take a more active part in the civic life of\nSeattle. We had proved to ourselves the value of professional organization, and early in our history had affiliated with the City Federation of\nWomen's Clubs. But were we contributing our full share to awaken\nthe community to a realization of its responsibility toward the schools ?\nAccordingly, a school-betterment program was carried out by the joint\nprofessional service committees of the grade and high-school organizations. The results were most gratifying. The Educational Committee\n\nof the Chamber of Commerce began to assist the teachers in their salary\n\n"}
{"page": 106, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO CLASSROOM TEACHER\n\n81\n\ncampaign and in other ways. Members of both organizations joined\nthe Chamber and are now working on various committees. The\nSeattle Times opened a \"department of education\" in order to give the\npublic school news. Work with the other clubs of the city was carried\non consistently, two of our members being given full time to attend the\nmonthly meetings of the Federated Clubs. We responded to every\nreasonable call that was made upon us which proved to the public that\nour interests extended beyond our own school problems.\nAnd what were we doing within our own ranks to create interest in\nall of these activities ? First, we launched an intensive membership\ncampaign which resulted in a practically 100 per-cent membership,\nreaching almost to the one-thousand mark. Then we began mobilizing\nour forces, our aim being to put as many members as possible at work.\nThe standing committees were made representative of the various\nschools. Advisory committees were elected by the teachers of each\ngrade. In large buildings the number of representatives was increased,\ngiving more members an opportunity for active service. These representatives were charged with the responsibility of keeping the teachers\n\nof their building informed on all club activities, including the time and\nplace of meetings, and of making all collections and reports for the\nbuilding. Often representative meetings were held between the monthly\nmeetings. Interest and enthusiasm in the monthly meetings increased,\nwhich was soon followed by increased attendance. We now realized\nthatwith the constant expansion of our aims and objectives some means\nof communication with the individual members, with outside organizations, and with similar clubs in other cities must be provided, so the\nSeattle Grade Club Magazine was launched. This has proved to be\none of the club's greatest assets. With the activities of the club constantly increasing, the necessity for headquarters next presented\nitself. Beginning in a small way, we now have a club home. The\npresident, now relieved of much routine work by the appointment of\nan executive secretary, can use her time in building up the organization.\nThe work of our club is carried on through nine departments or stand-\n\ning committees. This year the president organized the executive board\nofninemembers into a cabinet, each one of whom was made responsible\nfor one department. About three hundred of our members are now\nactively working in some capacity, and the others we hope are actively\ninterested. It would have been impossible to carry on this work had we\nnot recognized the value of co-operation with the administration .\n\nThrough this spirit of co-operation in the Seattle schools and willingness to work with outside organizations one of the biggest projects\nfor spreading the gospel of support for home industries was carried out\n\nthis spring, including a \"Northwest Products Exhibit.\" A committee\n\n"}
{"page": 107, "printed_page": null, "text": "82\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nfrom the schools worked with a similar committee from the Chamber\n\nof Commerce. Local plants were visited by the students, the trips\nproviding live material for English, history, geography, and science\nclasses. The schools worked out slogans, posters, exhibits, and interesting projects. Northwest products were featured in the lunchrooms.\nTeachers took an active part in staging the exhibit.\nThis is just a summary of the work of the Seattle teachers. Through\nthe monthly and quarterly publications of similar organizations throughout the country we keep in touch with the work of their members, and\nwe know that they too are working along lines that will raise the\nprofession to a plane where it inspires public confidence. In many cities\nwe find the teachers actively engaged in Americanization work, child\nwelfare, or working with the legislature on tax problems. Molding public sentiment and advertising the work of the schools is the big job\nbefore us at the present time. Active participation of teachers in shaping school policies through councils or central committees can but result in\nbetter schools if the desire for this springs from the teachers themselves .\nIf we are going to look to our National Association for inspiration\nand leadership, it is also duty to keep its officers informed on the\nactivities of our local clubs. This the Seattle Club has tried to do. Our\n\ncorrespondence and friendly relations with our National Association\nhave been of great help.\n\nSo every teacher who would have a part in this national program\nmust be a member of a local teachers' organization, a state teachers'\nassociation, and the National Education Association for \"the essential\nstrength of the Association under its new organization lies in the vigor\n\nof its component units. The influence of each of these adds to the power and prestige of the central body, each unit partaking of the strength of\nall the others.\" The Association, then, has an important service to perform in promoting teachers' organizations. The pledge of the Association to carry out the foregoing principles would be futile unless it\nrecognized that the biggest step toward this is \"the unification and\nfederation of the educational forces of the country in one great professional and the promotion of the highest welfare of the nation.\"\nIt would be impossible to carry out this national program without\nthe support of the nation. The Towner-Sterling Bill, written to meet\nthe national need for better schools and better teachers, is another im-\n\nportant step that has been taken to carry out this comprehensive program. When education has been lifted to its rightful place in a separate\ndepartment with a secretary in the President's cabinet, it will be only\na beginning of what may be accomplished by the educational forces of\nthe country working under its leadership. With the revelations of the\nGreat War before us, we know that education can hardly be kept in its\nplace as keystone of the American system unless its full powers are\n\n"}
{"page": 108, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO CLASSROOM TEACHER\n\n83\n\nco-ordinated. Are we as classroom teachers shouldering our full\nresponsibility in this national legislation ?\nThe classroom of the public schools of America are the only com-\n\nmon meeting places of America's children at work. Right ideals of\nwork and service are inculcated there. Public-school playgrounds and\nrecreation centers are the only common meeting places of America's\nchildren at play. Respect for the rights of others is inculcated and\nenforced there. The classroom teacher is the only person who holds\n\nthe true key to the mystery of making young Americans work and play\ntogether without trespassing on the other fellow's rights the greatest\nskill ever required in a democracy. She is the true leader, the real\nguide. Consequently, greater stress must be placed on classroom work\nand recreation, and I emphasize again the fact that greater recognition\nand compensation must follow.\nTHE AMERICAN PROGRAM in educATION AS IT IS RELATED TO THE WORK OF THE CLASSROOM TEACHER\nPHEBE MATHEWS, HIGH SCHOOL, SOMERVILLE, MASS .\n\nPublic sentiment is everything, so Abraham Lincoln said many years\nago, and with public sentiment nothing can fail. Today, as never before, the public is looking to the schools for better citizenship and are\nwe making good? Business men are demanding that the products of\nour schools shall think straight. The public and the business men are\nreasonable in their demands.\n\nTeachers must be more than teachers. They must mingle with\nother workers and be interested in social and civic work of the city\nor town in which they live. A teacher must think in terms of citywide, state-wide, and nation-wide problems. She is not only helping\nall teachers but is helping herself. The teacher who lives and thinks\nalone stands in her own light.\nEducation should be put on a business basis. Neither the states nor\nthe nation have paid proper heed to the needs of the schools. Our first\nbusiness is to create a new sentiment for our schools. Our people must\nbe led to see that the schools are no longer the second line of national\n\ndefense, but they are the first line of defense. Upon the stability of\nthat line depends the safety of the present generation and the happiness\n\nof our posterity. We must make the people feel that every dollar invested in the schools is not only present happiness but future security..\nWe as classroom teachers must heed the call and create a sentiment\n\nwhich will demand adequate support for our schools. The officials of\nthe nation's schools are not hired to save money for the nation, state,\nor city, or for the corporations which may have excessive political\npower. The officials of the schools are not in office to report that they\n\nare saving the taxpayers' money.\n\n"}
{"page": 109, "printed_page": null, "text": "84\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nPublicity and loyalty to our Republic will put our schools on a substantial basis. Publicity is a splendid panacea for our fears. The worldwar taught us that our people will tax themeslves any amount for a\n\ncause which they believe to be a worthy one. We are in a progressive\nage. The airship has supplanted the stage coach, and the electric\nlight has eclipsed the tallow candle of our forefathers.\n\nIncreased efficiency means smaller classes, better equipment, better\nprepared teachers, and these cost more money. We all agree that the\npublic school has made marvelous progress in recent years. The people\nare recognizing the fact that our public school is the greatest socializ-\n\ning institution in America and is capable of rendering great service to\nthe nation.\n\nToday we as educators are assembled on this glorious day of our\n\nnational independence to take counsel and to render thanks to the\nNational Education Association for allowing us the great privilege of\nmeeting so many distinguished men and women of letters. Let the\nclassroom teachers realize what the Association does and has been\n\ndoing for years and you will not have to ask her support as it will be\ngiven willingly. When we know that we can express an opinion and\nhave a function besides paying our dues you will find the N. E. A will\nnot need to ask the second time for support. How can we ever thank\nsuch men as Dr. Claxton, who has worked in season and out of season\n\nfor eleven years for the cause of education ; Dr. Winship ; my own\nhome-city gentlemen whom we all love and respect, Dr. Strayer, President Hunter, J. W. Crabtree, and Hugh Magill, and I might go on\nwith a great many more but I know you know the ones who have\ntried to emphasize the importance of the value of the classroom\nteacher.\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS\nRELATED TO THE CLASSROOM TEACHER\nEFFIE MAC GREGOR, TEACHER IN PUBLIC SCHOOLS, MINNEAPOLIS, MINN .\n\nWe have recently introduced, through various avenues of education,\nwhat is terıned Americanization, for the purpose of establishing\nAmerican ideals in every individual American resident. The greatest\nAmerican ideal is that of democracy. The greatest American has\ndefined democracy as being \"a government of the people, by the people,\nand for the people.\" It would be useless to attempt a more inclusive\ndefinition.\n\nWhen the Pilgrims landed they were \"the people\" and they had definite ideas as to what their government should include. They par-\n\nticularly sought religious freedom and the American people continued\nthe quest with such avidity that of late we find writers asking for a\n\n"}
{"page": 110, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO CLASSROOM TEACHER\n\nnew morality.\n\n85\n\nNow what we need is not a new morality but to\n\nadmit to ourselves that there is but one, and that there never has been\n\nbut one morality. Some things are fundamental and morality is one\nof those things. If we do not fit the rule the fault is with us not the\nrule. We need to realize that after all a democracy is that form of\ngovernment which gives the individual the greatest amount of freedom\n\nin which he may prove that the second commandment is not only\npossible but practical.\n\nToday it is very evident that there is much confusion concerning\nour greatest national ideal, that of democracy. If we accept democracy\nas a national idcal, then every citizen should put forth every effort to\nbring that ideal into effect.\nThere is no American institution that more nearly demonstrates the\nnational ideal than the public school. Just as the ideal has not been\nperfectly realized in the government so it has not been perfectly realized\n\nin our public schools but good citizens do not abandon their government\nbecause it has not yet attained perfection. Instead, they look for some\nplace to do \"their bit\" toward the improvement of their government.\nIt is not possible that a democratic form of government can succeed without being supported by a democratic educational system. Just\nas the athlete develops certain muscles by the constant use of those\n\nmuscles, so an ideal is gained by the constant application of that ideal.\nOur public schools are the source of application of the democratic ideal.\nOur public-school children in turn, become \"the government of the\npeople, by the people, and for the people.\"\nIt is to be hoped that the American program in education will soon\ninclude some definite campaign whereby the public school may become\nnot only popular but may come to be considered an essential experience\nin the life of every American citizen.\nIn speaking of his work in Europe Mr. Hoover recently said, \"We\nhave fed in all fifteen million children.\n\nI would rather have the\n\nAmerican flag flying in the hearts of those little children than over any\ncitadel in Europe, for these children are the men and women with whom\nyour children and mine will have to deal twenty years hence. These\nchildren carry in their little hands today the safety and hope of civilization.\" The children of the public schools in our country today \"carry\nintheir little hands\" the demonstration of the democratic ideal.\n\nWill\n\nthe American people fail to realize the importance of support to so\nvital a democratic institution ?\nThe classroom teacher has been admitted to have been one of the\n\ngreat national assets during the last great national trial. We had been\n\ncommonly criticized by other nations for employing so many women in\n\nthe training of our growing boys. It was said that our boys would\nnot \"measure up\" when it came to a real test of manhood. And what\n\n"}
{"page": 111, "printed_page": null, "text": "86\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nwas the result? Well, we have been criticized as a nation for several\n\nother things during the war, but no one ever heard that the American\narmy did not \"measure up.\" We, teachers of the classroom, admit our\n\nshare in their success, not because we would take from their glory, but\nthat we would add to it by continuing our work as American instructors\nto American men.\n\nNot only as instructors did we contribute during the war. We\nserved as a great, if not the great channel of patriotism for it is a\nwell-known fact that \"a little child can lead\" when all others fail.\nThrough the children in the public schools the Liberty Loan drives,\nthe Thrift Stamp drives, the Red Cross drives, and all other war drives\nwere not only popularized but were made highly successful. We classroom teachers discovered that we were real channels through which\npatriotism might flow to the public. We had hardly been aware ourselves how valuable we were but we found that it was our privilege\nto prove that \" a little child never fails to lead them. \"\n\nEven though we proved that we could deliver somewhat successfully\nthe \"three R's\" besides adding our bit as to patriotic service, still we\nfound that the American public was not ready to hand us our earned\nand much-needed financial gain. We found we had to educate the\npublic to the fact that while the teaching profession, as the medical\nprofession and several other professions, is somewhat missionary it is\nnot entirely so.\n\nIn my own city of Minneapolis we have recently carried on a\ncampaign for an increase in millage for the purpose of maintaining the\npast and present standard of the Minneapolis public schools. Minneapolis has a new charter form of government. The old charter was\nretained as it stood, but it became necessary, because of the change in\ntime, that six amendments be added to that charter.\n\nNow each of\n\nthese amendments could be carried only by a three-fifths majority of all\nthe votes cast so you can readily see that some strenuous publicity was\nnecessary. Amendinent No. 1 had to do with the millage concerning\nthe public-school maintenance, and amendment No. 2 with the millage\nfor public library support. Amendments No. 1 and No. 2 were unanimously carried because they were sufficiently advertised. The\nteachers' organizations of the city, joined by the support of citizens\nwho were awake to the crisis, contributed enough money so that these\ntwo amendments were brought to the attention of every voter in\n\nMinneapolis and these very worthy amendments were added to our\ncharter and the public schools and the public libraries of Minneapolis\nmay continue as previously.\nThrough the reorganization of the National Education Association\nit is hoped that not only will the classroom teacher be brought into\ncloser relation with the American program in education but that\n\n"}
{"page": 112, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO Training\n\n87\n\nAmerican education and the American public will be brought into closer\nco-operation. The classroom teachers are deeply grateful to the keensighted men and women, in the field of education, who saw this need\nand met it. We believe, now, that we will serve as a much broader and\n\ndeeper channel in our national service through our appreciation of our\nprofessional strength and efficiency, made possible by our National\nEducation Association.\n\nLet every teacher put his or her \"shoulder to the wheel\" to give\nthe National Education Association a 100 per-cent classroom teacher\nmembership.\n\nWe would remind the American public that we are professionally\norganized, that we may be of greater service in our share of proving\nthat after all, a democracy is that form of government which gives the\n\nindividual the greatest amount of freedom in which he may prove that\nthe second commandment is not only possible but practical.\n1\n\nTHE AMERICAN PROGRAM in education AS IT IS\nRELATED TO THE WORK OF THE NORMAL SCHOOLS\nAND TEACHER-TRAINING INSTITUTIONS\nROBERT H. WRIGHT, PRESIDENT EAST CAROLINA TEACHERS TRAINING\nSCHOOL, GREENVILLE, N. C.\n\nThe channel of human affairs is changing and \"Only the bat-minded\nmen are blind to the big fact which underlies and envelopes all other\nfacts of our time, that the universal social order is in a process of\nchange at the present hour. In every continent and country and clime\nand condition there is unprecedented stir and unrest among the people.\n\nOld ways of doing things, old allegiances, and old standards of value\nare being given up for new. The transformation of organized life that\nis now taking place everywhere is really profound. It reaches out into\nevery department of human interest. An understanding of this phenomenon is the first duty of every thoughtful person who would be alive\nto his own era.\" This new condition places upon the school people a\nvery grave, serious responsibility.\nTraditions have been swept away, the accepted is questioned, and\nthe established is not stable. We have gone through a period when the\nwhole world was organized to convert love into hate and faith into\n\ndoubt. Nations were organized on these destructive bases. We were\ntaught to doubt, to hate, to destroy. Today you and I live in a period\nof confusion that of necessity must follow years of such activity, and\nthis confusion is world-wide. The schools must find the way out and\n\nmust lead the present generation of youth into ways of organized constructive intercourse.\n\n"}
{"page": 113, "printed_page": null, "text": "88\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nOur sense of civic righteousness is being tested as never before.\nMen are saying, \"This law is not intended for me, therefore, I will not\nobey it. \" We have forgotten that when it becomes a law it is binding\nupon all. There are no special privileges for any select group of selfstyled superior individuals. While it is law it is binding upon every\ngood citizen, and the test of good citizenship is the spirit with which\nthe individual obeys the law and assists in its enforcement. Are we\nto correct this evil? It depends upon what the teachers say.\n\nSo I might go on through all the phases of human endeavor finding\nthe evil and looking for the remedy. The answer in each case is the\nsame, \" It depends upon what the teachers say.\" If my thesis is correct,\nand I am positively sure it is, the greatest responsibility that rests upon\nany group of people in our civilization today rests upon those men and\nwomen who labor in institutions which train teachers for the schools.\nIt is the truth that makes men free, and the untrained teacher cannot\n\ncarry the truth to the present generation of children. Ignorance is our\nmost dangerous and our most expensive luxury. The trained teachers,\nworking with other right-minded men and women, will save our civilization if it is to be saved.\n\nAny state in our union, our nation, or any other nation, failing to\n\nsee how vital are well-trained teachers in piloting the ship of state, will\ndrift upon the rocks and there be left to the furies-a tempest coming\nout of an ignorant and superstitious people. Strong indeed must that\n\nship be if she withstands the tempest. Russia today is upon the rocks\nand it will take the co-operative endeavors of the allied nations of the\n\nworld to save her from herself. Mexico is fighting against the same\nwaves though they are beating upon her from a different angle. Men\nand women of America, are we going to save this nation ? Our men\nin Congress and our Chief Executive do not yet see how vital to our\ncountry's safety is the present educational measure before Congress.\nIf they could see how vital it is, the bill would be enacted into law within\n\nten days. The passing of the Towner-Sterling Bill will not save the\nsituation ; it will only pave the way for you and for me to do the work.\n\nIt will be a means of helping. It will be national recognition of the\nvital necessity for public education. It will encourage those who labor,\nand it will approve of the efforts being put forth. It will say to the\nworld \"Democracy recognizes universal education as essential to the\n\nsafety and stability of democratic government.\" This much at least\nwe are entitled to, but the work must be done by you and by me after\nthis bill is enacted into law.\n\nThe task that lies before us today is the most worth-while task ever\ngiven man to do. We who train teachers must never let up until every\nAmerican boy and every American girl-red, yellow, black, or whiteis in a good public school, taught by a well-trained efficient teacher.\n\n"}
{"page": 114, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO TRAINING\n\n89\n\n\"A good public school for every American child, good enough for the\nbest of us or it is too poor for the worst of us\" should be our slogan.\nRemember, citizens of America, you cannot get the best for your\nchild until you are willing to give the best to my child, and the untrained teacher is not good enough for my child. Democracy makes\nme want to give your child the best.\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS\nRELATED TO THE WORK OF THE NORMAL SCHOOLS\nAND TEACHER- TRAINING INSTITUTIONS\nF. J. KELLY, RESEARCH PROFESSOR AND DEAN OF UNIVERSITY ADMIN-\n\nISTRATION, UNIVERSITY OF KANSAS, LAWRENCE, KANS.\n\nThe American program of education demands at least the following six things of teacher-training institutions :\n\n1. That they accept as students only persons with sufficient physical strength for the task, with high intellectual ability, with adequate\ntraining in general culture, and with careful preparation in the preprofessional sciences.\n\n2. That the teacher-training curricula be on a plane at least as\nhigh as the curricula of other professional schools such as medicine\nand law, and that these curricula vary in content so as to prepare\nspecifically for the different types of work in the teaching profession.\n3. That teacher-training institutions join with other educational\nagencies in discouraging from entering the teaching profession those\nwho contemplate but a short term of service as a teacher. To this end,\na tuition charge, comparable with tuition charges for other curricula\nsuch as medicine, should be charged by teacher-training institutions.\n\nHowever, since teaching is a public service, paid for from the public\ntreasury, this tuition should be payable in bankable notes which would\nbe cancelled by service as a teacher, over a certain period of years.\n4. That teacher-training institutions have definitely associated with\nthem some of the best public schools of the state where clinical service\nas a teacher-in-training may be rendered under typical public-school\nconditions, and with adequate expert supervision paid for by the\nteacher-training institutions.\n\n5. That certain teacher-training institutions (at least one in each\n\nof the larger states) maintain experimental schools and other agencies\nfor purposes of research in the fundamental educational sciences.\n6. That because institutions supported by the public cannot go\n\nfar ahead of public opinion in a democracy, carefully worked out\nprograms of public enlightenment on the subject of education and\nteacher qualifications be carried out among the people.\n\n"}
{"page": 115, "printed_page": null, "text": "90\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nAny one of the foregoing six propositions might well occupy the\nfull time of this symposium if it were discussed at length. It is, in\nfact, dangerous to state such theses without defense. However, I shall\nconfine my discussion to the fifth proposition, namely, that agencies\nfor research should be maintained. I choose this one, not because it\nis assuredly the most important, but because inasmuch as I represent\na school of education in a state university, this demand for research\nmakes a strong appeal to me, stronger perhaps, than to the other\nspeakers on the program. I hope, too by this choice to avoid much\noverlapping with other discussions of the hour.\n\nThe demand for research facilities in education rests upon two\npropositions : First, education is built upon the social sciences of\npsychology, sociology, economics, and political science. Since these\nsocial sciences are so little developed as yet, any profession built upon\nthem must be constantly changing in its so-called \"established principles.\" To guide this constant change, there is need for the most\ncareful and consistent research. Second, the research should be carried\n\non by educational institutions as a part of the work of public education.\n\nToday research is the key to supremacy in most lines of business.\nManufacturers of electrical goods, rubber goods, oil products, pottery,\nsilk, or what not, depend more upon some unique device or process\nfor the superiority of their output than upon accuracy of workmanship. Accordingly they set up expensive laboratories quite independent of their factories, employ high-salaried experts to busy themselves\nin attempting to discover some better way. During the war even\nthough man power was at such a premium, the Chemical Warfare\nService set up great research laboratories and called into them thousands of young men and put them to work on finding the best way.\nWhether in peace or war, it is recognized that money lavishly spent\nin developing science and in making correct applications of the latest\ndevelopments in science is good business. If this is true in industries,\nresting mainly upon the physical sciences of chemistry and physics\nwhich are relatively well advanced in their development, how much\nmore essential is research in education which rests upon the social\nsciences which are barely past the swaddling-clothes stage in their\ndevelopment ? By the very nature of the case we are in all probability\nmaking far more grevious mistakes in our educational practices than\nare the manufacturers in their industrial practices. Furthermore, our\nuse of any but the best devices is far more costly in human happiness\nthan is the use of second-rate processes by manufacturers.\nThe failure of industry to take advantage of research is immediately\nregistered in business. A railroad which guesses that 60-pound rails\nwill stand the load of the modern locomotive, soon finds out the error\n\n"}
{"page": 116, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO TRAINING\n\n91\n\nby flattened rails or train wrecks. It pays the railroad in dollars and.\ncents to put some experts to work in the laboratory to test out the\nvarious sorts of steel rails as to composition, shape, weight, and cost,\nbefore they replace the old rails.\n\nIn education, unfortunately the case is different. Mistakes are\nnot so easily seen. A little less than the complete development of a\nchild's physical, mental, or spiritual possibilities is not so obvious as\na railroad wreck. Neither is the educational failure accompanied by\nfinancial ruin. However, in the great social evolution going on today\nno one will question that the discovery of \"the best\" in education is\nas significant as the discovery of \"the best\" in industry.\nGranted, then, the soundness of the demand for research in educa-\n\ntion, why must we insist that it be carried on by educational institutions\nas a part of the public-school job ?\nEssentially, the answer is the same as that applying to all public\neducation. It is for the public good that education be universal, therefore, the public establishes a compulsory educational system, and pays\n\nfor it. Similarly, is is for the public good that education be based\nupon the best possible proof of all of its principles, therefore, the\npublic should provide for research in education and pay for it.\nHow then may this research be most effectively carried on in our\nscheme of education? In the first place, all teachers should be more\n\nimbued than most of them now are with the spirit of inquiry. This\nwill impose a change upon many teacher-training institutions. Teachers\nare accused of being a group of closed-minded folk, when they should\nbe the most open-minded of all professional people. Teacher-training\ninstitutions can do much to change this point of view.\nIn the second place, many units of our educational organization,\nsuch as cities and counties, should maintain research departments as\na few of them now do. This development needs careful guarding,\nhowever, because few peoples as yet are so well trained in the broad\nsocial-science field, and in the technique of investigation, as to be qualified to pronounce a principle proved or disproved. Under adequate\nsafeguard these departments of research in city and county school\nsystems, will do much not only toward the advancement of truth in\neducation but toward keeping the spirit of research alive in the whole\nteaching population.\nInthe third place, tearher-training institutions should make a definite\nplace for research in their curricula.\n\nThis is the main contention\n\nof this paper, and the only reason for my part in this symposium.\nThere is, so far as I know, fewer than a half-dozen schools definitely\nexperimental in their nature, maintained as a part of state-supported\n\nteacher-training institutions in this country. Furthermore, there are few\nteacher-training institutions which support a bureau of research to fos-\n\n"}
{"page": 117, "printed_page": null, "text": "92\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nter studies by men and women in the public-school field, and allow such\nfield studies to apply as a part of the requirements for an advanced degree. Professors of education are too largely concerned still with in-\n\nquiring into present practice and too little concerned with devising the\nmeans of putting principle to the test and measuring the results.\nI believe that every fairly populous state in the union should main-\n\ntain at least one experimental school such as is maintained by the College\nof Education of the University of Iowa. In that school the teachers\nhave their groups of children just as public-school teachers have, but\nthey view the choice of both subject-matter and method with complete\nopen-mindedness. Under the leadership of the professor of education\nthey plan out what will constitute an adequate test of some educational\nprinciple, and then proceed to carry out the test over whatever number\n\nof weeks, months or years may be required. For this, careful measures\nof progress are essential. Then, when a pronouncement finally comes\nfrom that school as to the limits within which a given principle is sound,\nwe all have confidence in the truth of that pronouncement. I hope the\ntime will soon come when the main content of our journals, and text-\n\nbooks, too, which claim to be really professional, can have the sort of\ncheck which an experimental school affords.\nNext to providing experimental schools, the most important means\nof fostering research in education is to encourage independent field\nstudies for credit by graduate students in education. As standards of\n\nrequirements are raised, teachers of experience add to their professional\ntraining. We have at the University of Kansas this summer more than\nsixty superintendents, principals, and teachers who are candidates for a\nmaster's degree with a major in education. Other schools here represented undoubtedly have many times that number. It is the intention\nof these people at the Unversity of Kansas to complete the requirements\nby attendance at summer sessions. Now it is our belief that the most\n\nimportant part of their graduate study can be done during the year\nbetween the summer sessions, if the school of education takes seriously\nits obligation to foster research. During the summer session group\nconferences and individual conferences with these people are held and\n\nthe problems available for study by them in their respective public school\npositions outlined. The necessary readings preliminary to the independent study are listed and the correct technique of investigation\n\nworked out. Then throughout one of the two years intervening between the three summer sessions required for the Master's degree, the\nstudent is enrolled for field work in the graduate school. One professor\n\nof education is in general charge of these research projects going on\nthroughout the year, but all of the members of the staff regard the\nassistance called for by these field students as a legitimate claim upon\ntheir time, and each criticizes the progress and results of the studies\nfalling in his own particular field.\n\n"}
{"page": 118, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO TRAINING\n\n93\n\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS RELATED TO THE WORK OF THE NORMAL SCHOOLS\nAND TEACHER-TRAINING INSTITUTIONS\nJOHN A. H. KEITH, PRESIDENT STATE NORMAL SCHOOL, INDIANA, PA.\n\nThe American program in education means that the public school\nshall become adequately effective as the chief agent of our collective\neffort in maintaining and advancing civilization. This, in turn, means\nthat the scope of the public-school system shall be so broadened and\norganized that illiteracy, alienism, and ignorance of the fundamentals of\nhealth and civic responsibility will disappear forever; that public education shall be so extended that each may have the opportunity to learn\nwhat he wants to know; that both educational opportunities and the\nburden of supporting them shall be equalized.\nThe American educational program can never be realized, no matter\nhow much money we spend on other things, unless our teachers are\nqualified to realize that program in and through the work of the schoolroom. To realize the great socializing work of public education demands knowledge, insight, tact, skill, and trained personality of a rare\nand wholesome type. The occupational aspect of teaching demands\nsalary as an inducement to enter upon it and to remain in it.\n\nThis\n\nsalary must become large enough to stand as a competitive bid for talent,\nlarge enough to afford a selection from those who feel the call to teach.\n\nA few favored and public-spirited communities have already done this\nandhave thereby shown that it can be done. Such outstanding successes\nprove conclusively the desirability of making it unanimous and universal.\nIt would seem that a state that desires to perpetuate and advance itself\nwould so carefully care for, select, and honor its teachers as to make\ntheir selection a matter of the greatest difficulty. This will actually be\ndone everywhere as soon as the public appreciates and understands the\n\nwork and mission of the public school.\nIn the preparation of teachers who are equal to the great task of\nmaking real the ideals of our program, the normal schools occupy a\nstrategic position. They are limited in many ways, but they are also in\na position to understand and appreciate the public demands for trained\n\nteachers and to adjust their regimen to this demand as best they can\nwith the students and means that are available.\n\nNo normal school has\n\nunlimited financial resources, and, while it may be true that some schools\ncould make better use of the funds they now have, it is equally true that\nevery normal school could do a much better piece of work if it had more\n\nfunds at its disposal.\nSo far in our history, no state has prepared an adequate number of\nteachers for its public schools. The program we are thinking about demands \"a competent, well-trained teacher, in hearty accord with Amer-\n\nicanideals, in every public-school position in the United States.\" It is a\n\n"}
{"page": 119, "printed_page": null, "text": "94\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nstupendous demand, for it involves no less than trebling the output of all\nour teacher-preparation institutions. It simply can not be done unless\npublic opinion can be roused by something no less significant than federal\nsubventions. Education began in this country as a family responsibility.\nIt then became a community responsibility, and for more than a half\n\ncentury it has been recognized as a state responsibility. State responsi-\n\nbility has not lessened family or community responsibility in the least.\nWhat we now need is a national sanction which is more substantial,\n\nmore tangible, and more helpful than words of fulsome praise. If the\nnation, as a nation, is benefited by the work of the public school, the\nnation, as a nation, should participate in payment as well as in benefit.\nSuch participation is at once aid and sanction.\nThe American program in education demands that teaching shall become a real profession. A real profession of teaching demands at least\nfour years of specialized preparation beyond a four-year high school.\nSuch an extended preparation would demand, at our present financial\nlevel, an average annual salary of at least two thousand dollars. This\nwould be cheaper in the long run because it would be better than what\n\nwe are now getting in this country for about eight hundred dollars. If\nwe consider this matter on the four-years-of-preparation basis instead\nof the present two-year basis, it is evident that the present teacherpreparation facilities of the country would have to be increased from\nfive to sixfold. This sixfold increase in facilities would demand a proportionate increase in funds available.\n\nThe American program in education, therefore, places the normal\nschools of the country in a peculiar position. These schools realize the\ndemands upon teachers in the public schools and they know what the\n\npreparation is which prospective teachers ought to have. And they will\ndo everything in their power to hasten the day when adequate preparation will be given to every teacher. Meanwhile, a very practical problem\nconfronts them. It will require ten years, at least, with every teacherpreparation institution working at 100 per cent of its capacity, to have a\nteaching force every one of whom shall have had at least two years of\n\npreparation beyond a four-year high school course. The capacity of the\nnormal schools of the country, with their present buildings and equipment is about 100,000 students. On a two-year basis, not more than\n\n50,000 of these could be graduated. By means of summer sessions,\nextension classes, and correspondence work, the equivalent of 25,000\nadditional graduations could be accomplished. This theoretical limit of\n75,000 graduates a year could not be reached at once, for it would demand a salary inducement to young people that is not found everywhere\nand a co-operation on the part of school superintendents in sending\ncapable young people into the normal school, that is quite generally lacking. All of us must realize that the normal school, in fact, if not in\n\nlaw, is an integral part of the public-school system. Superintendents\n\n"}
{"page": 120, "printed_page": null, "text": "Sessions]\n\nM\nNG\nON\nTO TRAINI\nPROGRA -RELATI\n\n95\n\nand principals should endeavor to discover teaching talent and send it\non to the normal school. Vocational guidance that overlooks teaching\nisworsethan short sighted.\nWehave heard much in recent years about making the conditions of\nteaching attractive to young people. The conditions surrounding the\npreparations of teachers must likewise be made attractive. Normal\nschools have been justly criticized on this score. There is more involved\nin this matter than the mere pleasure or good times of students while in\nattendance, and post-graduate devotion to ALMA MATER. Many com-\n\nmunities need to re-establish that genuine sociability which the division\nof labor and the automobile have destroyed. A training in social life in\na normal school should prepare one to be a teacher of sociability. There\nis as great need of this ability as there is of the ability to teach reading.\nThe present necessity for working largely on the two-year level instead of on the four-year level gives to the normal schools an oppor-\n\ntunity of organizing advanced work which their graduates may take in\nsummer sessions after some teaching experience and with difficulties encountered fresh in mind.\n\nTohave a group of such teachers come back to the normal school\nfor help on their real problems would be most helpful to them and to\nthe school itself. The work of such a group in primary reading, for\nexample, would be more beneficial to the normal school teacher of that\n\nsubject than postgraduate work in it at a university. Out of such\nclasses should come the materials to be used in the four-year courses to\nwhich we all look forward. When one considers the whole gamut of\n\nschool activities from this point of view, it is not difficult to conclude\nthat present necessity is a blessing in a very thin disguise. There are\nalso involved in this proposal great opportunities for co-operation, for\nintelligent serviceableness of the normal school to the public school, a\nserviceableness already too long delayed.\nThe normal schools recognize their responsibility in connection with\n\nthe American program of education. They must become more helpful\nto teachers of all kinds, their isolation must end, they must serve and\n\nthey must lead; but their leadership must come through their service.\nAnd fundamental, in this connection, is the question as to whether the\nnormal schools shall become institutions devoted to the technique of\nteaching to such an extent as to lose sight of the great fundamentals which\nwe sometimes call the principles of education. Technique is developing\nso rapidly of late that there is a strong tendency to devote the entire\n\ntime of the student to it and to neglect those ideas and ideals that orient\nand anchor the teacher. If we yield entirely to this tendency, we shall\n\nhave a teaching force analogous to the \"lock step of the public school.\"\n\nWecertainlywant the teaching well done, but we ought to want it done\nintelligently.\n\n"}
{"page": 121, "printed_page": null, "text": "96\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nThe normal schools, must, therefore, interpret the meanings of education to their students, and, in a wider sense, to their communities\n\nwhich are the several states. They have a distinct duty in \"such an awakening of the people to a realization of the importance and value of education as will elevate the profession of teaching to a higher plane in\npublic esteem and insure just compensation, social recognition, and\npermanent tenure on the basis of efficient service.\" They must, inevitably, have a philosophy of education and a philosophy of life. Without\nthis, these schools become mere training schools; with it, and adequate\ntraining, they become institutions for the preparation for teachers. The\ndifference between training and preparation for teaching must be kept\nconstantly in mind by school officials and by institutions engaged therein,\nin order that the American program in education may succeed. The\nnormal schools will not fail in the future in this matter.\n\nTherefore, the normal schools find themselves in hearty accord with\nthe American program in education. They welcome it as a common\nplatform on which the parent, the community, the school officials, the\nteachers, the state, and the nation may meet and counsel together. They\nrecognize its clarion call to a service that is both old and ever new, a\nbetter teacher, a better school, a better community, and a better world.\nCivilization must be re-created by each generation, and this can be\n\ndirected wisely only by teachers of insight and power. The preparation of such teachers is the part of the normal schools in the realization\n\nof the American program in education.\nTHE AMERICAN PROGRAM IN EDUCATION AS IT IS\nRELATED TO WORK OF THE NORMAL SCHOOLS\nAND TEACHER-TRAINING INSTITUTIONS\nJOHN R. KIRK, PRESIDENT OF THE STATE TEACHERS COLLEGE,\nKIRKSVILLE, MO .\n\nIs there an American program in education ? Probably not. Are\nthere beginnings of an American program ? Probably so. There are\ncertainly forty-eight or more programs in education for and within our\n\nAmerican states. But no two states are much alike in such programs\n\nand no state holds itself under obligations to recognize the program of\nany other state.\n\nOne feature in the alleged preparation of teachers appears to be\nAmerican in scope but not in spirit. I refer to the preparation o\nteachers for vocational high-school agriculture under the Federal Boar\nfor Vocational Education. This is a unique program which fev\npeople seem to understand. It had origin in benevolent effort to\nprovide preparation of teachers of agriculture through normal schools\nIt began with the Burkett Bill more than fifteen years ago. After man-\n\nyears and much manipulation it took form in the Smith-Hughes Bill\n\n"}
{"page": 122, "printed_page": null, "text": "Sessions]\n\nPROGRAM-RELATION TO TRAINING\n\n97\n\nAbout three years ago on the anniversary of Washington's birthday,\nthe Philadelphia Public Ledger quoted the speech of the preceding\nnight, made by the vice-chairman of the Federal Board, to the effect\nthat \"the democracy of Jefferson was dead,\" and \"there was coming a\ncentralized control of education in Washington such as Alexander\nHamilton never dreamed of\" and to the further effect that the states\n\nwould be told by the Federal Board what they would have to do.\n\nThe vice-chairman seemed not to be taken seriously, but the Board\nmeant business. They have centralized the control of the vocational\nhigh-school teachers of agriculture. They have given substantial\nmonopoly of the preparation, or pseudo-preparation, of high-school\nteachers of agriculture to one institution in each state and have provided\nthat the funds for such preparation of teachers in each State shall not be\n\nappreciably divided. It turns out that they have selected for their\nfavor the one institution that is probably least adapted to the preparation\nof teachers of any kind and the one that seemingly cares least for the\nexemplification of good teaching practices. But there seems to be\nnothing that anybody can say or do that will in any way make a dent\n\nin this political American program in education.\nI think the program of the Federal Board for Vocational Education\ncannot well be called American. It is more nearly European. It is\nquite autocratic. It illustrates the seeming purpose of the vice-chairman as quoted in the Public Ledger.\n\nWe certainly cannot see, as yet, any wide-reaching American program for the preparation of teachers. There are great movements in\nmany states that betoken an ultimate drawing together and unitizing of\nthe teacher-producing forces of the country. We may well believe\nthat the democracy of Jefferson is not dead. We may well hope that\neven the Federal Board for Vocational Education may ultimately join\nthe forces of democracy and both give and receive a square deal.\nThere begins in all the States to be appreciation of the fact that\nthe teachers in the elementary schools ought to be as well prepared and\nas well paid as any teachers. Nearly everybody believes that the highschool teacher should be professionally prepared. Some people in almost every state believe that college professors should have professional\npreparation and not continue violating the well-known principles of\nteaching. There is a pretty general impression that the best teaching\nis likely to be found in the elementary schools; the next best in the\nhigh schools; and frequently the poorest in the colleges. There is the\npromise of an awakening among the professors themselves.\nThere is a growing consensus of judgment that pedagogical courses\nin four-year high schools are premature and largely ineffective. There\nis universal disposition to place the qualifications of teachers in normal\nschools on a par with those of college faculties. In the scholarship and\n\n"}
{"page": 123, "printed_page": null, "text": "98\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nthe salaries of faculty members, the value of libraries and laboratories\nin the normal schools, normal colleges, teachers colleges, and schools\nof education there is universal and well-planned elevation of standards.\n\nThere is gradually coming about better understanding among all the\nteacher-producing institutions. In one state by voluntary agreement\nthe university and five state teachers colleges have uniform requirements, qualitatively and quantitatively, for entrance to the Freshman\nclass and for the bachelor's degree.\n\nThese six institutions are all\n\ninspected annually by the same committee and exchange credits at par.\nThere is general disposition to get together in many national\norganizations as illustrated by the American Association of Teachers\nColleges organized less than six years ago with five charter members .\n\nLast February the Association had sixty-nine members. Recently\nMassachusetts, California, Minnesota, and many intervening states\ntransformed their old-time two-year normal schools into four-year,\ndegree-conferring colleges for teachers. At the present time there are\napproximately ninety degree-conferring, four-year colleges for teachers\n\nbearing the titles normal school, teachers college, or normal college.\nMany of them are in transition stages. All of them are raising\nstandards, definitely reorganizing their curricula and attaining higher\n\nefficiency in the special service which they are designed and destined\nto render.\n\nThere is encouragement and indication of wholesome trend shown\nby the recent annual report of the conservative Carnegie Foundation\nwhich long stood firmly against anything for normal schools excepting\nthe traditional standards and formulas brought from Germany eighty\nyears ago.\n\nThe Foundation now recommends that normal schools\n\ndrop the old name and become colleges for teachers. It recommends\n\nthat the preparation for teaching in elementary schools be put upon the\nfour-year college basis and that there be the same requirements for\n\nteachers in elementary schools as for the teachers in approved high\nschools . This does not mean studies in exactly the same subjects. It\n\nmeans uniform requirements, quantitatively and qualitatively.\n\nPer-\n\nsonally, your present speaker takes a great deal of satisfaction in ob-\n\nserving that the Carnegie Foundation , along with some other powerful\ngroups in education, has seen the light. The suggestion is ventured\nthat the recent arguments for the four-year curriculum found in the\nreport of the Foundation might have been found some dozen years ago\nin the bulletins of a well-known normal school in the Middle West .\n\nWhatever the American program may be, no intelligent, closeobserving American can now doubt that if any person among teachers\nnow needs and always has needed a college education it is the teacher\nof the sixth-grade children in the elementary schools and the teacher\n\nof the other children in the elementary schools. The judgment and\n\n"}
{"page": 124, "printed_page": null, "text": "Sessions]\n\nPROGRAM-COLLEGES AND UNIVERSITIES\n\n99\n\nconscience of intelligent people now recognize and demand that the\n\nsalary of the college bred and professionally prepared elementary\nteacher shall not be less than the salary of the high-school teacher.\nBoth judgment and conscience demand that salaries of teachers shall\nbe measured by the capability and the professional preparation of\nteachers and not by the grade, class, group, or type of children the\nteacher happens to be appointed to instruct.\nSomehow, sometime, therefore, in the not distant future, we shall\nno doubt be forming, unitizing, and putting into operation for nationwide use, a sane, effective, and widely variable American program in\neducation for the preparation of American teachers.\n\nWHAT PART SHALL THE COLLEGES AND UNIVERSITIES\nPLAY IN THE AMERICAN PROGRAM OF EDUCATION?\nL. D. COFFMAN, PRESIDENT OF THE UNIVERSITY OF MIN NESOTA,\nMINNEAPOLIS, MINN.\n\nState universities since they were first established have been regarded as part of the public-school system. There have been occasions\nwhen the relationship was more theoretical than real. Universities have\n\nat times attempted to isolate themselves, to set up highly artificial entrance requirements, and to administer their affairs without reference\n\nto the other units of public education. The barriers thus established\ndid not lead to friendly discussion. Senatorial courtesy rather than\na spirit of mutual helpfulness usually characterized the conferences of\nthe representatives of the various units. But wherever the spirit of\n\ndisunion and separation has arisen, it has not survived long.\nNothing has contributed more to a friendly relationship between\nthe various units than the increased attention that education is receiv-\n\ning just now. Students are flocking to school as they never did before.\nHigh schools are increasing in number, and the number of students in\nthem is increasing rapidly. State universities are deluged with newcomers. Their growth is due partly to our theory of education. We\n\nhave consistently maintained that the doors of the schools should be\nfree and equally open to all from the kindergarten to and through the\nuniversity. Their growth is due partly to the new interest in education\nwhich the war aroused. But there is another cause much more funda-\n\nmental than either of these, and that is the growing recognition of the\nunusual complexity of the problems this generation has to face and to\nsolve. It is a significant fact that each generation has raised the levels\nof training for its successors ; it has done so because the social, economic, and political problems of each succeeding generation have been\nmore difficult than those of the preceding generation. Progress could\n\n"}
{"page": 125, "printed_page": null, "text": "100\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nhave been assured in no other way. The very safety and security of\ndemocracy depends upon high levels of trained intelligence; the more\ncomplex, the more intricate the problems become, the higher these\nlevels of trained intelligence must be. The problems of this day and\ngeneration are almost overwhelmingly difficult. They challenge the\nintelligence and imagination of everyone. Humanity recognizes this\nand it is sending its children to school that they may be properly\nequipped to solve these problems.\nBut whatever may be the cause of the increased interest in the\nschools, their growth has forced the attention of everyone upon them in\na new way. Clearly some reorganization is as necessary as it is desirable. To go on providing for indefinite numbers of students in the\nvarious schools without taking an inventory of the aims and forms\nof organizations of the whole system of American education, including\nthe university, is to perpetuate a system that must sooner or later break\nof its own weight. There are certain principles which I believe to be\nperfectly clear and to be generally accepted. One is that the road to\nthe university should be as free and as equally open to all as possible.\nThe other is that everyone who is qualified to attempt a higher education\n\nshould be privileged to do so. Whenever universities place unnecessary\nand artificial limitations upon their registration, they will become aristocratic in form if not in nature. They will be in danger of ceasing to be\nthe creative agents of democracy and may become the agents of class and\n\nstation. Both the program of American education and the philosophy\nof the American people have been opposed to anything savoring of this.\nWhile the principles of American education are clear and bold and\ndeep-scated in the hearts and affections of the people, there are certain\n\nimportant relationships between the universities and the high schools\nthat may be worked out to the mutual advantage of both. One of these\n\ninvolves a clearer definition of the function of each. No adequate\nattempt has been made to do this. Years ago when the universities\nwere young and small and ambitious they did a lot of elementary and\n\nhigh-school work. They taught arithmetic, grammar, spelling, and\npenmanship. These subjects have disappeared, but the high-school subjects still remain. They were introduced to attract students. This is\n\nno longer necessary. Many of the universities are devoting a large\nshare of their time and attention to instruction in subjects on the\n\nsecondary level. Desirable as this may have been once, it is no longer,\nor will soon no longer be necessary. Courses in beginning English,\nbeginning Latin, and elementary mathematics will soon disappear from\nuniversity bulletins. The situation at the University of Minnesota is\nfairly typical. Last year there were eighty sections in beginning English\nand more sections in beginning French than there were in the entire\nLaw School.\n\n"}
{"page": 126, "printed_page": null, "text": "Sessions]\n\nPROGRAM-COLLEGES AND UNIVERSITIES\n\n101\n\nThe practical question arises, \"What is to be done about the matter ?\"\nAt once several answers suggest themselves. I am assuming, of course,\nthat no one, or practically no one, will question the desirability of\nuniversities freeing themselves from all work that is not strictly of\nuniversity grade. One simple expedient would be for universities to\nprovide this work for a limited number of years in their extension departments, the students paying fees sufficient to support the courses.\n\nThis would mean that when students come to the university without\nelementary German and finding it a prerequisite to the curriculum of the\nprofessional school they desired to enter they would register for it in\nthe extension department. This step would be purely temporary. In the\ncourse of a few years, as students receive better advice on vocations in\nthe high schools this arrangement should cease.\nThere is another plan which is worthy of more serious consideration and this is actually giving credit toward a degree for approved\nhigh-school work. This suggestion may seem revolutionary, but let us\nsee what the facts are. The University of Chicago and the University\n\nof Minnesota have been experimenting with it for some time. Students\nwho have carried certain work in the University High School at Chicago may enter Junior mathematics in the university; others may enter\nSophomore courses in the modern languages. Students who have completed the regular course in the University High School at Minnesota\nmay enter advanced courses in mathematics in the university. And the\ninteresting fact is that the students carry their university work with\ncredit to themselves and to the university. Why should they not ? They\nare taught by teachers who in most cases are fully the equal and frequently superior to those that they would have in small colleges or in\nthe university.\n\nShould this plan be extended, and this is conceivable, it should be\nmade to apply only to approved or standard schools. The question will\nnaturally arise as to who will approve the schools. Shall it be done by\nthe university or by the state department of public instruction ? It is\nclear to everyone who is conversant with the drift of the times that\n\ninspection of high schools by state departments of public instruction is\nsteadily increasing, and that inspection by universities is steadily decreasing; but if the university is to give credit for a degree for work\ncarried in high school, then there must be a more intimate contact\n\nthan there has been in the past between the university and the state\ndepartment in this matter of inspection as well as in determining the\nstandards for the certification of teachers .\n\nFor those who insist that this scheme is theoretical, idealistic, and\n\nimpracticable, let me remind them again that every state university is\ngraduating students, one-fourth of whose collegiate work is on the\nsecondary level. I have not said that the adoption of this plan would\n\n"}
{"page": 127, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n102\n\n[General\n\nshorten the student's educational career, but even that could be done.\n\nSuppose, for example, that thirty-two semester credits are required for\ngraduation from high school, and thirty-two from college. Suppose that\nthe gifted student comes to college with thirty-six semester credits. Is\nthere any good reason, providing the extra credits earned in high school\nwill fit into his college program, why he should earn more than twenty-\n\neight college credits for graduation ? But the question is not a mere matter of credits. It is a matter of attainment and ability to achieve. To be\n\nclassified on this basis would place a premium upon achievement an\n\nend highly desirable in these days of loose thinking and superficial ambitions.\n\nThere is another practical suggestion that I should like to make,\nand that is as the Freshman and Sophomore years disappear from the\n\nuniversities, as I feel certain they will in the next twenty-five years\nexactly as the academies did during the last twenty-five, there must\nfollow a complete and genuine reorganization of the whole public-school\nprogram below the university. Instead of the public schools adding the\nFreshman and Sophomore years, adding them as thirteenth and four-\n\nteenth years, they can, through an effective reorganization of the\nmaterials of instruction and forms of administration , accomplish for\n\nthe bright student in twelve years what he is now spending fourteen\nyears upon, and do it better than it is now being done. This also is an\nend devoutly to be wished, not merely in the interest of economy, but\nin the interest of better education .\n\nShould the changes come to pass, universities will be in a position\nto function more nearly as true universities. Their courses will be\nmapped out with definite objectives in view, and they will co-operate\nwith other units of public education in mapping out those courses. They\nwill be places for research, free discussion, and independent study.\nIt may be asked what the changes that have been suggested in this\npaper have to do with the program of American education. The answer\nis-everything. They are at the very center of the program. I have\nassumed the generally accepted aims-free, universal education, removal\nof illiteracy, physical training, a competent teacher in every school,\ntraining in citizenship ; these aims are not likely to be modified in our\ntime. But the means for realizing them will be the subject of continual\ndiscussion. The necessity for them will be accentuated by the growing\nsize and growing cost of the present cumbersome and outworn system.\nThe principles upon which a sound program of American education\nshould be based are clearly understood and accepted. They call for two\n\nthings: training in intelligent followership and training in intelligent\nleadership. The whole system of American education must be organized\nso as to insure both of these. If the general plan suggested here were\nfollowed the university would still train for leadership. Unless some\n\n"}
{"page": 128, "printed_page": null, "text": "Sessions]\n\nPROGRAM-COLLEGES AND UNIVERSITIES\n\n103\n\nsuch plan is introduced the state universities will soon cease to be places\nwhere leadership is trained. As it is they are rapidly becoming institutions for mass education. They help to raise the general level of trained\nintelligence within the state, but men who desire to be trained for\ndistinctive leadership in the respective professions are likely to seek that\ntraining in other institutions. State universities, unless conditions are\n\nchanged, will train many good doctors, but few distinguished surgeons,\nmany good lawyers, but few real students of jurisprudence, many\nengineers but few professional engineers. Perhaps they cannot and\nshould not do more than this. I think they can and should. Training\n\nfor leadership in the professions should not reside largely in the private\nschools of this country. If it must, then the faculties of our state\nuniversities will, in the long run, be made up of persons of mediocrity.\nThat will be a misfortune, not merely for the institutions, but for the\nstudents who come to thern to be trained for service within the state .\n\nThere is current a gross misconception concerning the theory of\nAmerican education. Many believe that equality of opportunity means\nequalability and unvarying opportunity. There is a sense in which education is democratic only at the beginning. All children enter the doors\nof the public schools, so far as the schools are concerned, with an even\nchance, but the upper reaches and stretches of education must be and\nshould be earned. The only point that we should keep in mind is that\nthe differences that are emphazied are not due to adventitous circumstances, but to differences in intellect and in achievement and in ability.\nA state university should emphasize differences as well as likenesses,\ninequalities as well as equalities; it should select for opportunity as well\nas provide an opportunity for all. These purposes can be achieved only\nby a thorough reorganization. Most of us are too timid to attempt that\n\nreorganization. Consequently I fear we shall continue to temporize and\ncompromise with the situation, and to move on year after year, with the\nregistration growing in size and the machinery of administration becoming more complex. But that does not alter the situation nor does\nit change the facts.\n\nThe entire program of American education is on trial. It is being\ntested and critized in new and untried ways. Its purposes and aims are\nworthy of our most ardent defense. Its organization is crippled by\nattempts to preserve traditional distinctions, historical anomalies, and a\nblind faith in the boundaries of the various administrative units. Shall\n\nthe schoolmasters of America wait for outside forces and pressure to\n\nbring changes-changes which may be hurtful or will they assume\nsome leadership in the matter ? That is the challenge of the day !\n\nRefuse it and we become the unthinking adherents of faith and tradition; accept it and we become the leaders of a new day, the true exponents of a great profession.\n\n"}
{"page": 129, "printed_page": null, "text": "104\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nWHAT PART SHALL THE COLLEGES AND UNIVERSITIES\nPLAY IN THE AMERICAN PROGRAM IN EDUCATION?\nIRVING S. CUTTER, DEAN COLLEGE OF\n\nMEDICINE, UNIVERSITY\n\nOF NEBRASKA, OMAHA, NEBR.\n\nThe American colleges and universities have a great responsibility in\ncarrying forward a prominent sector of the general educational advance.\n\nUpon them devolves the responsibility of fitting the youth of the land for\nleadership in life. What is the college delivering to society ? A reason-\n\nably careful analysis discloses that the American college has not (to use\ntrade vernacular) been \" sold\" to the American public. College training\nexcept in the professions is not essential to economic or social success.\nIt is desirable and the proper thing, but the public is skeptical as to its\n\nabsolute value. The daily press and the current magazines are filled\nwith biographical sketches of our great men, bankers, captains of\nfinance, railroad presidents, men of big business-men who mold the\nthought of the nation-and few are the products of college or university\n\ntraining. A short time ago I heard the president of one of our largest\nrailway systems state that he knew every railway president in the\nUnited States, and that he could count those who were college trained\n\nupon the fingers of one hand. This individual deplored the fact that\nhe could not induce college men to enter the railroad business because\n\nthey were not willing to begin at the bottom. They were perfectly\nwilling to accept superintendencies for which they were wholly incompetent and entirely unprepared. Starting at the bottom the collegetrained man will outstrip the other fellow ninety-nine times out of one\n\nhundred. This is inevitable. But college training has taken away something while it has given something, and that something taken away must\nbe recovered.\n\nTo \"sell\" the college to the people must be the \"job\" of the college administrations of today. Our great universities are proud of an enrolment of say 5,000 to 8,000 bona fide students. Should not the great state\nuniversities plan for an enrolment within the next decade of from ten\n\nto twenty thousand or even more ? This will most certainly be true if\npoints of contact with actual affairs are established and the college made\nindispensable to economic advancement.\n\nPoints of contact with actual affairs can be made by every university\ndepartment with but few exceptions. For engineering, law, medicine,\nagriculture, chemistry, physics, psychology, journalism, commerce, and\nmany others, the contacts are evident and require no elaboration. Too\nfew university departments have so far sought these contacts. There\n\nshould be a linking of the university department of sociology with every\npublic charity within reach. University departments of psychology\nmust awake to the relationship of applied psychology to psychiatry, and\nthe profound lessons in mental hygiene yet to be learned. Medical\n\n"}
{"page": 130, "printed_page": null, "text": "Sessions]\n\nPROGRAM-COLLEGESș and uniVERSITIES\n\n105\n\nschools must become centers for the dissemination of information on\n\npublic health and producers of trained workers in all fields touching\n\nepidemiology. Departments of history and economics have a vital contact in assisting the public to understand and correlate the obscure pres-\n\nent with the lessons of a clearer past. Industrial concerns and business\nmen generally have come to look upon university departments as too\ntheoretical, and have in self-defense retrained college men for their special\nneeds. The establishment of fellowships and the allotment of research\n\nfunds by industrial concerns in many of our colleges and universities is\nsignificant.\n\nOf primary importance to the college is the instructor. The college\nprofessor in order that he may meet the demands of modern social and\neconomic conditions must forego his dilettanteism and become a man\namong men. First, that he may bring college ideals and accomplishments to the active business world and second, that he may have a new\n\nand basic appeal to his students. In order that the colleges and universities may retain the best men, points of contact with actual life-affairs\nmust be established. The man with such a contact multiplies his usefulness to the university which he serves and brings to his students an\nentirely new viewpoint. In his larger vision he loses much of his narrowness, and dangerous jealousies, previously so threatening, become\ninsignificant.\nThe drain of college professors to the industrial world may be\nstopped only by making the university position attractive by providing\npossibilities for mental advancement, by supplying broadening outside\nallied contacts, and by attaching thereto an adequate financial return.\n\nThese will retain to the university those essential teachers who are constructive, inspirational, and sane. To forestall the training of our youth\nat the hands of educational \"seconds\" the colleges and universities must\nco-operate with all agencies striving for better salaries, a more secure\ntenure of office and a greater appreciation on the part of the public.\n\nWith business opportunities so plentiful, with financial rewards so much\ngreater, it is becoming increasingly difficult to attract young people to\ncollege teaching.\nThe college, of necessity, must demand real teachers, men and women\n\nwhonot onlyknow the subjects taught but who can really teach. There\nis a vast difference between the teacher and the erudite individual who\n\nis letter perfect in his subjects but who lacks utterly the power to\n\nimpart knowledge or to inspire his students. Every university has\na dozen or so real teachers who love their work and who constitute\n\nthe bright spots in the student's undergraduate course.\nThe college professor has a wonderful opportunity for service. He\nis a master of his subject, and if he can retain his sanity is potentially\na tremendous factor in molding public thought. Too frequently he\n\n"}
{"page": 131, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n106\n\n[General\n\nfeels called upon, in the classroom or in the public press, to give utterance to absurdities that rob him of public confidence. This tendency\narises from his lack of contact with men of affairs.\n\nHe can be and\n\nshould be so essentially human that mental poise and balance will always be retained. It would be most salutary if more college instructors could become members of Rotary, Kiwanis, Concord, and clubs\nof like nature. Great teachers live for and in their students, and he\n\nis truly great who leaves four or five normal, human, well-trained men\nto carry forward his work.\n\nIt is a serious matter to take four of the most productive years of\na young man's life and graduate him, under our boasted elective system, with a little knowledge of many things but lacking concentration,\npower to think, and a real grasp of affairs. The first degree in arts\nor in science must carry with it definite standards of scholarship, notably\nthe ability to write and speak good English, a general knowledge of\nhistory-especially American, of economics, biology, and sociology\nas well as physical science. Conservation of the time of the college\nstudent must be considered with great care.\n\nTo use four academic\n\nyears, in which to earn one hundred and twenty-five credits when as\na rule at least one-fourth of these credits represent \"snap\" courses,\ntends to breed slovenly habits of study, and in after years to arouse\n\na mild contempt for the curriculum. Medical graduates of today average twenty-six years of age. This age average should be reduced.\n\nFor\n\nthe professional man, the education of life, of experience, is worth far\nmore-is vastly more productive-than the same time spent in additional preparation, perhaps profitable, but not essential. Two years\nof general college training in arts should be the maximum, permitting\nthe utilization of the major fraction of the third and fourth college\nyears for intensive training aimed directly at the chosen profession\nor vocation.\n\nStudents who submit to the college course as one might submit to\nvaccination must be eliminated from the student body as carriers of\na deadly infection.\n\nThis should be done in order to make way for\n\nthe virile individual, eager and persistent in his desire for training.\nAmbitionless students contaminate the entire student body and offer\nlittle return to society for the efforts spent upon them. It must be\nmade possible for the poorest boy with brains and ambition to secure\n\ncollege training. I have an abiding faith in the American college\nboy.\n\nHe wants to work, given the incentive. Many a lad who strug-\n\ngles through the two pre-medical college years succeeds brilliantly when\nactually launched upon his four years of medicine. Why ? Because the\ngoal has been sighted, and he carries with honor a course 50 per cent\nmore difficult than the average arts course. The favorite American\ncollege sport, \"gunning for snap courses,\" will be forgotten in the pur\n\n"}
{"page": 132, "printed_page": null, "text": "Sessions]\n\nPROGRAM-COLLEGES AND UNIVERSITIES\n\n107\n\nsuit of real courses, under real teachers, where practical applications\narepossible.\n\nTo make possible the realization of the American program of education the colleges can and must insist upon some form of regular\n\nsystematic physical training for all students. This is absolutely essential. Inter-collegiate sports have a definite place in American college\nlife. They breed tradition and college loyalty, but strenuous athletic\ngames can be participated in by but few. A thorough physical examination of all Freshman students and a course of training mapped\nout for each individual is the desideratum.\n\nAn important factor in our boasted national security has been the\nefficiency of the \"melting pot.\" We are now realizing that either the\npot has not been of sufficient size or the fire too slow, or perhaps, the\nflux inadequate. I am inclined to believe that the flux, namely education, has not been of sufficient quantity and perhaps the quality has\nbeen poor. Vocational education now emphasized in the grammar and\nsecondary schools must become a subject for intensive study by college\nteachers. A study of the character, ability, and capacity of each individual student must be undertaken. The American college will not\nserve to its fullest until this is done. Too frequently two or three or\nmore years of the life of a college graduate are lost in his struggle\nto find himself. \"What shall you do after graduation ?\" Then follow several years of indecision. Of these there are hundreds if not\nthousands among our college graduates each year. The college course\nhas given birth to new ideas and new ideals ; has actually unfitted for\nsome forms of normal employment and in too many instances has\n\nfailed to point the way. The graduate is employed, but he is conscious\nthat his heart is not in his work, that he is in a state of mental unrest\nseeking that which he can do with enthusiasm.\n\nAnother important obligation rests upon the American colleges and\nuniversities: that of adding to the sum of human knowledge in all\n\nlines of endeavor. This means in every college adequate provisions\nfor research, with able investigators unhampered by heavy teaching\nschedules.\n\nWe are fairly launched upon a national educational inventory. The\noperation of the draft act disclosed a deplorable number of illiterates .\n\nA large Americanization program is gathering headway. The revised\nTowner Bill demonstrates an aroused national consciousness to the\n\nabsolute need of greater co-ordination of all factors dealing with education. There can be no marking time in educational thought. The\napplication of efficiency tests to our colleges and universities has already begun. A national survey of American universities has been\nproposed. It is evident that larger and larger must loom the business\ncontrol of institutions of higher learning.\n\n"}
{"page": 133, "printed_page": null, "text": "108\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nA greater state and national pride in institutions of higher learning will come with increased service to the largest possible number.\nAdequate financial budgets are bound to follow. A wide publicity\n\nrelative to the activities of all college departments will make for greater\nsympathy, a better understanding, and firm moral support. To share\n\nin the tax for education becomes a privilege once our citizenship appreciates the reason for and sees the results of the expenditure.\nShall the college and university sector then move forward, with\n\nevery evidence of strength, with scores of contacts with real affairs,\nwith business efficiency in all departments, with real leaders-men, inspirational and sane; with a student army keenly alive to educational\npossibilites, not enervated by educational ease; with standards high\nand with service the goal sought?\nWHAT SHALL BE THE PROGRAM IN EDUCATION FOR\nCITY SCHOOL SYSTEMS IN VIEW OF THE OBJECTIVES OF THE AMERICAN PROGRAM IN EDUCATION\nRANDALL J. CONDON, SUPERINTENDENT OF CITY SCHOOLS,\nCINCINNATI, OHIO\n\n(Telegram to President Hunter)\nI greatly regret that it is impossible for me to be present to take part\n\nin the discussion this morning. In my absence, however, may I in\ngeneral terms propose for city schools a program as varied and as wide\nas the needs of city children and of the city itself-an educational program that shall cultivate social and civic ideals and give a broader and\nricher personal life; a program that conserves the interest of all the\n\nchildren-the exceptional, the average, and the physically or mentally\nhandicapped ; a program that provides equal and varied opportunities\nfor a liberal education, based alike upon art and industry, with books and\nthings, work and study combined; that recognizes both the cultural and\nthe vocational aims of education, and prepares alike for college and for\nwork, with no narrow preparation for either; a unified program of\npublic education maintained at public expense that gives every child a\nchance, from the kindergarten to the university, to make the most of\nhimself and best to prepare for the life he is to live and the work he is\nto do ; a sane and well-balanced program that provides for the education\n\nof all children and youth of the city, according to their varied needs, and\nat the same time makes adequate provision for the recreational, social,\ncivic, and educational activities for all the people. A program that makes\ngood American citizens out of the native and foreign-born alike, all inspired and controlled by ideals of unselfish service to the city, state, and\nnation ; a program which has physical education and good health as its\nfoundation, which is controlled throughout by moral and civic purpose;\nand which is measured in terms of spiritual values.\n\n"}
{"page": 134, "printed_page": null, "text": "Sessions]\n\nPROGRAM-CITY SCHOOL SYSTEMS\n\n109\n\nMay I also express the hope that out of your deliberations at Des\nMoines may come a greater and stronger National Education Association-a national association of many departments and many interests,\nbut one unified Association, free and uncontrolled by any group or interests ; a genuinely democratic Association, representing and speaking\nfor the united educational interests of the nation.\n\nWHAT SHALL Be the PROGRAM IN EDUCATION FOR\nCITY SCHOOL SYSTEMS IN VIEW OF THE OBJECTIVES\nOF THE AMERICAN PROGRAM IN EDUCATION?\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS, NEW ORLEANS, LA.\n\nObjective-A superior teacher in every classroom. There must be\nestablished a clear and definite concept of what constitutes a superior\n\nteacher. This concept will include the truths that teachers are \"born\"\nand \"made.\" A well-defined procedure must be developed for selecting\n\"born\" teachers for education and training in the institutions that\n\"make\" teachers. Financial and social recognition for teachers must be\nmaue adequate to attract into teacher-training institutions enough of\nthose nature made fit for becoming teachers. The teachers and principals in the city schools must aid in selecting and in giving vocational\nguidance to those who become teachers. Teachers must boost and stop\n\nknocking the teaching profession before their pupils.\nEducational experts with full knowledge of the needs of the schools\nmust have absolute authority and power to select and assign all principals, supervisors, and teachers. Selection by school boards or because\nof political or other non-professional reasons will never reach the obJective.\n\nRetention, promotion, and salary increases must at all times be based\non efficient service. Tenure laws must not protect the teachers to the\n\ndetriment of the children. They must make it easy to dismiss inefficient\nteachers and impossible to dismiss superior teachers. Reliable means for\nmeasuring the efficiency of teachers must be provided by school boards .\nProvision must be made for the training of teachers in service.\n\nPrincipals and supervisors must be trained for their work and not be\nmerely, or for the most part, excellent teachers of long experience.\n\nTeachers must have sympathetic supervision by masters of the art of\nteaching and supervision. There is too much dead timber in principals'\npositions in many city schools. Colleges must co-operate with schools\nso that all teachers may be able to get the course they need and receive\ncredit toward a college degree. A superior teacher is a growing teacher\nand the school system must provide the means and encouragement for\ngrowth.\n\nThe organization of the school must be such as to attract, direct, and\n\nhold the teacher in the position where she can do the best work. The\n\n"}
{"page": 135, "printed_page": null, "text": "110\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nsalary schedule must not cause the desire for pay to attract teachers\ntoward positions they ill suit. A superior teacher with equal qualifications should find the salary highest where she serves best, whether in\nfirst grade or high school. Establish the idea that superior teaching in\n\nany grade is higher education and leads to highest rewards in pay and\nhonor.\n\nObjective-Elimination of illiteracy ; Americanization ; and individual training for citizenship to an age approximating 18.\n-To accom-\n\nplish these objectives the city schools must have the backing of the law.\nThe law must not exempt from school attendance illiterates and foreign-\n\ners of whatever age and must require continuous education for all up\nto approximately eighteen years. Ways and means must be established\nfor a continuous survey showing those present in the community who\nare illiterates and foreign and not trained for citizenship. The city\nschools and the whole industrial, commercial, and civic life of the com-\n\nmunity must co-operate to secure these objectives. The qualities of a\ngood citizen must be made clear and all who have to do with making\n\nideals-teachers, priests, clergymen, etc. should be required to come up\nto the standard and be good American citizens. Foreigners should not\n\nbe permitted to teach un-American ideals, civic and governmentalwhether in press, pulpit, or schoolroom. All needed kinds of schools\nand class must be operated day and night and all the year round-fultime and part-time-including instruction, not in military training, but\nin physical, medical, and health education sufficient to make the indi-\n\nvidual physically fit. A system of penalties and rewards as incentives\nto these classes to meet the required standards should be established and\nenforced.\n\nObjective-A department of education with a secretary in the President's Cabinet.-The program of the city school to secure a cabinet\n\nposition for education is essentially the same as the program of educational interests generally and needs little special consideration in this\nconnection.\n\nObiective-Equalized educational opportunities . To accomplish this\n\nobjective recognition must be made of individual, physical, mental, economic, and social differences to the end that opportunities for education\nmay be varied to suit the differing needs of the individuals. As good\nschool buildings and teachers must be supplied the slum districts as are\nsupplied the residential millionaire section. There must be strict enforcement of attendance laws and laws for part-time vocational or other\n\neducation for young workers up to eighteen years of age, mothers' pension, welfare, and health service must be supplied to the poor, indifferent, and ignorant so as to give the ill-favored as well as the favored\n\nchild his chance. Free scholarships in high schools and colleges must\n\n"}
{"page": 136, "printed_page": null, "text": "Sessions]\n\nSTATE AND NATIONAL PROGRAMS\n\n111\n\nbe provided for able boys and girls ; equalized educational opportunities, means greater opportunities for the gifted as well as to the subnormal.\n\nWHAT SHALL BE THE PROGRAM IN EDUCATION FOR\nCITY SCHOOL SYSTEMS?\n\nPETER A. MORTENSON, SUPERINTENDENT OF SCHOOLS, CHICAGO, ILI\n\nGodmade the country ; man made the town. God wrought with co\nsummate skill and infinite patience through the ages. Man has create\ncities, almost over night, with no comprehensive plan, no unity, no\ncoherence. He has permitted peasants from distant shores to huddle in\ntenements under conditions unspeakable ; he has encouraged the massing\n\nof groups of foreigners, each colony fostering an alien language, having\nOld World traditions and little knowledge of community life. Even\nthe well-to-do have accepted the apartment as a substitute for a separate\n\nhome, until normal family life has become scarcely more than a memory.\nIn the great urban centers, community sense tends to disappear. Each\narea is but an extension of the adjoining one.\n\nNeighborhood con-\n\nsciousness scarcely exists when neighbors are not even recognized. The\neducational objectives sought in such centers are fixed; the programs for\ntheir attainment may vary. The foremost objective in all public education is training for citizenship in its broadest sense.\nThe experiences of the past few years have brought to light certain\nfundamental national weaknesses. For sixty years, America has been\n\nthe land of opportunity, not only for the oppressed, politically, but also\nfor those to whom economic opportunity had been denied. Immigrants\nby thousands have hastened to our shores. Of this migration, the\npeoples of eastern and southern Europe have recently formed a large\n\npart. Having suffered constant repression, their notion of liberty is\ntoo often license. Lacking education and the culture which comes\n\nthrough generations of the cultivation of spiritual ideals, their reaction\nto prosperity is often merely the gratification of the senses. Their\nexperience leads them to value highly the benefits which are conferred\non them by this country, but too often they are not equally sensitive to\nthe duties and obligations which accompany citizenship. Having welcomed them here, it is now our duty to see that they, and more especially\ntheir children, receive such training as will enable them to acquire\nspeedily the ideas and ideals for which this country stands :-equality\nbefore the law, the duty of the minority to acquiesce in the decisions of\nthe majority, the idea of mutual concession to promote the general good\nand the principles of fair play must be made a part of the working\nphilosophy of our adopted citizens. In certain large cities, associations\nof commerce are helping in this work by interesting their own members\n\nin opening classes in citizenship for employees on company time. The\n\n"}
{"page": 137, "printed_page": null, "text": "112\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nvalue of such lessons is not only in preparation for citizenship, but in\nacquiring the ability to understand our common language, to follow\ndirections intelligently, and in gaining a growing sympathy with community ideals. But helpful as this work for adults is, it is the children\nwho must be given a real vision of America, if our nation is to stand\nsecure .\n\nThe need of more training for those who do not enter the professions\nhas brought about a raising of the compulsory school age. In a number of states, the period of training has been extended by the establishment of part-time or continuation schools. As a result, many pupils\nare staying in the elementary school, who formerly left as soon as they\nhad completed the minimum requirements demanded by the state. The\npercentage of pupils entering high school from the elementary school\nis much greater than was formerly the case. These two facts have given\nrise to a number of problems. The question of housing, especially in\n\nthe secondary schools, is an acute one. Not only must space be provided to care for new pupils but since the cost of a modern cosmo-\n\npolitan high school runs into the millions, some means must be found to\ncare for a greater number of pupils in schools already established\nthrough more extended use of buildings. In the past, the high-school\npupil was recruited from a somewhat selected group. In the days to\ncome, this group is to be greatly enlarged, probably with some lowering\nof its average ability. This necessitates, not only a restudy of the content of education, but also of the form of organization in order that\n\nthere may be better articulation between the several groups through\nwhich the school system is now functioning.\nThis increase in numbers also raises another problem. In recent\nyears, the demands made upon the public school by the community have\n\nsteadily grown. The course of study has been constantly enriched by\nthe inclusion of many subjects which were formerly not considered a\npart of public-school education. Many so-called fads of a few years\nago are now regarded as integral parts of the school course; but more\nthan that, the public demands that special provision be made for exceptional children, such as the blind, the deaf, and the subnormal; that\nthe physical needs of those who are normal be cared for through doctor,\nnurse, and dentist; that the child who is undernourished or whose\n\nparents are prevented by economic necessity from properly providing\nfor him be cared for at the expense of the state. These things are right\nand should be done, but they add financial burdens. As a result, educational expenditures have increased during the last few years with\n\ntremendous rapidity. The amount of support which the community can\nafford the schools is limited by economic law, and there are many who\nfeel that this limit has been about reached, if not entirely surpassed.\nIn common fairness then, the schools should again study the question\n\n"}
{"page": 138, "printed_page": null, "text": "Sessions]\n\nPROGRAM-CITY SCHOOL SYSTEMS\n\n113\n\nof what education is most worth while and which, therefore, should be\n\nprovided at public expense. No one in this day and age, and least of\nall a school man, would be willing to advocate the denial of educational\nopportunity to any one, but if by better organization, by the elimination of unnecessary or duplicating effort, by the omission of those subjects whose cost is great and whose value is at the same time more or\nless limited by the nature of the subject itself and by the number of\n\npupils pursuing it, better opportunities can be afforded all the pupils,\nit is the duty of those who are responsible for the administration of our\neducational systems to devote the time and thought necessary to accomplish these adjustments.\nAnother result of the changing industrial conditions of the times is\nthe increasing part that science is playing in everyday life. The wireless telephone and the heavier-than-air flying-machine-inventions which\nnot so many years ago would have been regarded as epoch-making-are\ncommonplaces today. But not less striking are the modern applications\n\nof biology and chemistry in everyday life. It is, therefore, necessary\nthat the average citizen should have at least an elementary understanding of the laws and principles which operate in the realm of these\nvarious sciences. This means that time and place must be found for the\nintroduction of science work in the elementary school curriculum, thus\nraising at once the question of what aspect of these various sciences\nshould be taught, how much time should be devoted to their teaching,\nand what type of equipment, within the financial reach of the ordinary\nschool and the capacity of the average teacher, should be made available.\nThe city school system places great emphasis on the social side of\ncommunity development. Kindergartens are becoming universal, enabling little citizens to acquire social adaptation and control. With the\nbridging of the gap between the kindergarten and the primary grades,\nthemore formal aspects of the kindergarten are being displaced and the\ngospel of gladness is permeating the primary grades.\nThe substitution of class and community interests for selfish claims\nand individual emulation is carried forward logically into play and athletics and becomes fundamental in community social work.\nThe school system of yesterday placed all the emphasis on training.\nThe self-made man who insisted that workers in industry or commerce\ncould be trained only in apprenticeship and he who insisted that the\nschool alone must prepare workers to enter industry were both wrong.\nThe school can do its part in definite preparation; but that training\nshould be supplemented by industrial or commercial institutions in order\nthat knowledge through experience may grow into wisdom and power.\nThis implies a distinct effort in vocational guidance. The adviser has\ncome, not as a mere ferret, in search of special individual aptitudes ; not\nas a necromancer or vocational fortune teller.\n\nHe does seek to co\n\n"}
{"page": 139, "printed_page": null, "text": "114\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nordinate school effort; to make field surveys shed light on child employment, and finally, to establish contacts and articulation between the\nschool and the workaday world.\n\nThe tremendous increase in the number of pupils and the shortage\nof trained teachers have made it necessary to employ hundreds whose\nstandards of professional preparation are below those of a dozen years\nago. This fact emphasizes the problem of training in service, which in\nsome form or other is always with us, but which at the present time is\nmore acute than usual.\n\nHow can the results of modern research be\n\nmade to function in the classroom ? During more recent years, many\ninvestigations have been made to determine the steps by which the individual child learns to make certain specific responses to definite situations. One of the great tasks confronting all educators is to find the\nmeans to insure that the results of these investigations are incorporated\ninto habitual daily practice. It is one of our immediate tasks to make\nsure that this knowledge is disseminated throughout our schools, and\n\nthat the principles and practices which are thoroughly established are\nmade effective in our classroom teaching, for, after all, good teaching is\nthe basis of all true progress.\n\nIf our schools are to fulfil the task given them, the citizen must be\nmade not only economically or socially efficient-he must be trained in\nthe proper use and enjoyment of leisure time. Art, music, and literature ennoble and enrich life, and their joys and pleasure must be constant possessions. Recreation should be a phase of definite instruction.\nLibraries, museums, and concert halls are filling an increasing place in\ncivic life. More and more these activities are becoming identified with\nour public schools, and this work should be largely extended. To have\na taste for good literature, fine art, and worthwhile music, to find pleasure in the competition of games, and to enjoy the wonders of the great\noutdoors insures an extended measure of happiness to the individual and\nincreased tranquility for the state.\n\nSome means must be found for making available the experience of\nthe teaching body when the superintendent of schools is considering\n\neducational plans and policies. To interpret democracy to children, teachers must themselves understand and appreciate the principles of democracy. To grow and do their best work they must see the large problems\nand the relation which their work bears to these problems. To plan\nwisely, the superintendent needs the counsel of his entire corps . The\nteachers' council, rightly conceived, and administered as a help to the\nsuperintendent, has come to serve the schools .\n\nFinally, the school system must be made to commend itself to the\n\ncommunity. In a great metropolitan city the teachers, co-operating with\nthe board of education and numerous organizations vitally interested\n\nin and friendly to public education undertook the task of \"selling the\n\n"}
{"page": 140, "printed_page": null, "text": "Sessions]\n\nPROGRAM-CITY SCHOOL SYSTEMS\n\n115\n\nschools\" to those most interested in the children. A three-year campaign resulted in 150 per cent advance in educational revenues. In a\ndignified way, the people have been induced to advance from a levy of\n\nfourteen million in 1919 to thirty-four million in 1922 for the education\nof their children. The average community is interested in its children ;\nit is a part of the duty of a city system, as a professional organization,\nto lead the way, to interpret the schools to the community.\nWHAT SHALL BE THE PROGRAM IN EDUCATION FOR\nCITY SCHOOL SYSTEMS IN VIEW OF THE OBJECTIVES OF THE AMERICAN PROGRAM IN EDUCATION\nJ. W. GOWANS, SUPERINTENDENT OF SCHOOLS, WINFIELD, KANS.\n\nTheprogram for city schools must be thought out in terms of decades\nand lifetimes. The present being the foundation period, those who plan\nthe school program should be careful that the foundation is not made\nof intellectual hay and stubble but rather of those elements which are\nenduring and which will make the pupil socially efficient.\nSince the wanderlust is a prominent feature of American life the\n\nprogram should not be provincial but national for the boy of the small\ntown today may be the leader in the metropolis tomorrow. This being\ntrue, the programs of all city schools should have certain common factors which make the basic or fundamental program and other factors\ndetermined by environing conditions and local needs to complete the\neducational equation.\n\nThe modern program will take advantage of the scientific discoveries\nmade by our educational leaders. Individual differences will be noted\n\nand courses arranged accordingly. Standard tests and measurements\nwill assist in determining abilities and diagnosing difficulties. In fact,\nthe program must be scientific if the objectives are to be attained.\nThe purpose of American Education is to train boys and girls to do\nbetter the worthwhile things which they will do in life. The school program should furnish training for the many-sided living of tomorrow, in\norder to have real American citizens. If we succeed in an Americaniza-\n\ntionprogram, boys and girls must know America and the civic ideals for\nwhich she stands.\n\nThe epigrammatic statement of one of the colonial fathers, \" Only\na few are fit to govern and of that few, the fewest are fit,\" would not so\nnearly approach the truth if a larger place was given in the school program for becoming familiar with the local government whether large city\nor small town, in a city with large foreign population or one with none.\n\nThe real American works. In the social program, this should be\nstressed. The fact that \"The good American citizen gives honest service\" taught to the whole school will carry over into the industrial life\nof the future with beneficent effect .\n\n"}
{"page": 141, "printed_page": null, "text": "116\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nTHE STATE PROGRAM IN EDUCATION AND ITS BEARING\nUPON THE NATIONAL PROGRAM\nTHOMAS E. FINEGAN, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nHARRISBURG, PA.\n\nThe President of this Association has requested me to explain to you\nin fifteen minutes the provisions of seventy-two laws enacted by the\n\nGeneral Assembly of Pennsylvania at its recent session, to state how\npublic sentiment was crystallized in support of the legislative program\nwhich resulted in the enactment of such laws, and to show how such\n\nstate program is related to the national program in education. The\nwhole subject of the afternoon implies that there is a national program\nin education. May we not at the outset inquire if there is such a program ? What authority is back of such program? Is the program sufficient ? Does it need additional support ?\n\nThis Association, representing as it does every educational interest\nof the nation, had the vision and the courage to adopt a platform at its\nannual meeting one year ago which embodies the fundamental features\nand purposes of a national program in education. This program to be\ndeveloped in the several states of the union in order that adequate facilities may be made available to meet the educational needs of the country\nmarked out a definite and comprehensive plan of action. The platform\nadopted has been endorsed by many national organizations interested in\nthe civic, industrial, and political affairs of the country; it has been\napproved by nearly every state educational association in the nation and\nby thousands of county, city, and other local associations. It has also\nbeen uniformly supported by the press of the country. Those who are\nable to feel the public pulse of the nation on this subject believe that the\nplatform of the National Education Association has the approval of the\ngreat majority of the citizens of the country. Its broad features should\ntherefore be regarded not only as the expressed judgment of the educational workers of the nation, but as the prevailing opinion and desires of\nthe people of the country on educational affairs.\nThe educational interests of the nation demand that the people of\nthe country shall give an expression of the opinion which they hold on\nthis subject and of the action which they desire the national government\nto take. A campaign should be organized by the people of the country\nwhich should constitute a popular movement for the general expansion\nand improvement of educational conditions in America.\n\nNo action\n\nwould so clarify the atmosphere on educational needs, so stimulate educational progress throughout the country, as the adoption of a measure\nby the present Congress giving to education that national recognition\n\nwhich its supreme importance demands and that assurance of Federal\nfinancial support which shall make possible the achievements of the\n\n"}
{"page": 142, "printed_page": null, "text": "Sessions]\n\nSTATE AND National PROGRAMS\n\n117\n\nprimary objectives in education which should be the first concern of the\nnational government.\n\nMy first plea, therefore, is that state programs in education be given\nthat prestige, power, and influence which would follow from the promulgation of a national program sponsored by the federal government\nitself. As a school administrator who has been jealous of the prerogatives and functions of states in the matter of educational control and\n\none who would fight with all the energy he possesses an infringement\nupon the well-established principle of state control and direction in such\naffairs, I can see the great advantage that would come to the country\nat large in the enactment of a measure containing the fundamental\nfeatures of the Sterling-Towner Bill. Equal educational opportunity\ncannot prevail in this great democracy until the policy of national cooperation proposed in that measure becomes the policy of this nation\nin public education.\n\nThe federal government has always regarded education as one of\nthe subjects under the control of the states, and yet it has from its very\nbeginning recognized the nation's vital concern in education. As early\nas 1785, in legislating upon the Northwest Territory, the Continental\nCongress provided financial support to education. Nearly a century\nago, 1835, the nation took millions from its treasury and divided these\n\nfunds among the states for the support of schools. During the last\nthree-quarters of a century, Congress has enacted law after law providing financial support for public education in the states. The sound\nnational policy of financial aid to the states in the support of public\neducation has therefore been established. Congress would render a\ngreat service now to the educational interests of the nation if it would\n\nrelegate to the scrap-heap the majority of these laws, and provide\nfinancial support for the execution of a great national program in\neducation which would insure to every boy and girl in the land the\ncompletion of at least the eight years of elementary-school work.\n\nIn the organization of a national program in education, this country\nmust give first consideration to the historic development of our state\n\nschool systems. Certain fundamental principles have been firmly established which are nation-wide, and which have been based upon the\nexperiences and struggles of our fathers, who fought for nearly seventyfive years for that support of popular education which now obtains\nthroughout the land. In the early days of our national life, church\nschools and charity schools prevailed to a large extent. It required a\nheroic struggle extending over a period of more than half a century\nto eliminate these influences and to establish schools upon a constitutional mandate based upon the inherent right of the child. Under the\nleadership of Horace Mann, Henry Barnard, and Hannibal Hamlin\n\nin New England, of Governor Clinton, and that educational statesman,\n\n"}
{"page": 143, "printed_page": null, "text": "118\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nGideon Hawley, in New York, and of Governor Wolf and the great\ncommoner, Thaddeus Stevens, in Pennsylvania, the principle that required children and their parents to wear the badge of poverty and\ncharity in order to receive the benefits of public education was wiped\n\nout for all time in this democracy. The evil and offending influences\nof associating public education with the charitable work of the country\nshould never again be incorporated in the general policy of administration of free schools.\nt\n\nEducation in America rests upon the two great principles of our\nphilosophy of life: First, all men are created equal. Second, all men\nare endowed with certain alien rights, and among these are life, liberty,\nand the pursuit of happiness.\nIt is under the conditions and considerations I have expressed that\n\nthe great commonweath of Pennsylvania is working out her educational program. We have interpreted such action to be in harmony with\n\nthe educational policy promulgated by this Association. We cannot,\nof course, go into the details of this program and must therefore discuss main objectives to be attained. In the Pennsylvania program, we\nhave constantly had before us the 2,000,000 children of our state.\nWhat are their rights? Is the commonwealth giving them the best\nopportunity possible to obtain an education which will equip them for\nefficient service in citizenship ? How may that department of the state\n\ngovernment charged with educational leadership best serve these\n2,000,000 children and therefore discharge its obligation to the people\nof the state ? A state department must give advice to local officers\ncharged with the administration of the schools. It must render them\n\nevery service possible. It must, of course, assume the leadership in the\neducational policy which the state has adopted. However, there can\nbe no greater service rendered than to organize properly on broad and\nliberal lines the instruction to be given in the classroom. To illustrate,\nthe most important subject in a course of study is English. The great\nmajority of teachers are not prepared to organize the instruction in\nthis field. This should be done by a staff of experts who have had\nadequate training and large experience. The persons who do this work\n\nshould be as well prepared for such service as those who are charged\nwith the responsibility of organizing the instruction in English in any\ncollege or university in the country. What is true of the subject of\nEnglish in this respect is true of mathematics, science, art, music, the\nsocial sciences, commercial subjects, geography, and of every other subject included in the public-school curriculum. It is as vital to the\nreputation of the state that these 2,000,000 children in attendance at\n\nschool-the great majority of whom will receive no other educationshall be afforded courses of study which are sound, scientifically prepared, cultural, and efficiently executed as it is important to the reputa\n\n"}
{"page": 144, "printed_page": null, "text": "Sessions]\n\nSTATE AND NATIONAL PROGRAMS\n\n119\n\ntion of a university that courses of like character shall be made available\nto the few thousand students attending such an institution. Men or\nwomen chosen for these important positions should be the equal in\n\nscholarship, in experience, and in personality of the heads of departments in universities. To obtain such persons salaries must be paid\nwhich are equivalent to the salaries paid for similar service in the leading colleges or universities of the country. The Pennsylvania state\ndepartment has been organized upon a basis expected to accomplish\nthese ends.\n\nThe vital factor, of course, in the matter of instruction is the teacher.\n\nNo course of study-no matter how well organized or how it may be\nadapted to present needs can be made effective without an adequate\nand qualified teaching staff. Wherever a school or classroom is maintained, the children required to be in attendance thereon are entitled\nto an educated, trained teacher. We have no legal or moral right to\nprescribe a high standard for one section of a state and a low standard\n\nfor another section. Equal opportunity so far as possible must be provided all children in this respect. Pennsylvania has therefore prescribed\na minimum state-wide standard of qualifications for all her teachers.\n\nThis standard applies to each rural school, as well as to each city school.\nAfter September 1, 1927, no person may enter the teaching service\n\nin an elementary school in Pennsylvania who has not completed an approved four-year high school course and, thereafter, an approved twoyear normal school course, or who does not offer equivalent education\nand training. High-school teachers must offer graduation from college\nor equivalent education. Those in the service who do not meet these\n\nqualifications are allowed six years in which to satisfy them. Our\nthirteen state normal schools are in session now, giving summer courses\ncovering nine weeks, and twelve of the colleges and universities of the\nstate are giving similar courses. One-third of all teachers now in the\nservice who do not meet these qualifications are in attendance upon\nsummer schools.\n\nThe normal schools of the state have been reorganized. Admission\nrequirements are the completion of a four-year high school course.\n\nThe professional course has also been revised and put upon a two-year\nbasis. These schools have been assigned to the distinct field of training\nteachers for the elementary schools of the state. A service of greater\nimportance may not be rendered the state by these institutions. The\nstate is giving them liberal support, having appropriated to them the\nsum of $5,000,000 for the ensuing two years.\nTo obtain teachers possessing these qualifications and to retain them\nîn the service, adequate compensation must be provided. There was,\ntherefore, incorporated into the law regulating the qualifications of\nteachers a minimum salary schedule and a plan for the payment of\n\n"}
{"page": 145, "printed_page": null, "text": "120\n\nNATIONAL EDUCATION AssociatioN\n\n[General\n\nannual increments. No teacher is entitled to receive the salary or the\n\nannual increments who does not satisfy the qualifications prescribed\ntherefor. Salary and tenure are contingent upon qualifications, constant\nintellectual growth, and efficient service. In the elementary schools, the\nsalary which an inexperienced teacher is entitled to receive upon entering the service is $1200 per year. Annual increments are provided and\nfrom four to eight of such increments are made mandatory.\n\nThe\n\nsalaries of these teachers, therefore, range from $1200 to $2000. In\nrural school districts the salary may not be less than $100 per month.\nIn first-class districts the salaries of high-school teachers range from\n\n$1600 to $3600 per year, and in other districts from $1400 to $2400.\nProvision is made for about three thousand supervisory officers whose\nsalaries range from $2500 to $6000.\nThe authority to certify teachers has been transferred from local\n\nsuperintendents to the State Council of Education, and that body is required to prescribe not only standards of qualification for admission to\nthe teaching profession but also to set up a method of evaluating the\n\nservices of teachers and of measuring their intellectual growth upon\nwhich their right to receive annual increments shall be determined.\n\nThe school term and the regular attendance of pupils is a matter of\nimportance in the effective service of a school system. We should be\nlooking forward to a ten month's school term in every state in the Union.\nPennsylvania has taken an advanced step by increasing the legal school\nterm one month throughout the state. An attendance bureau efficiently\nmanned has been established and in many communities and counties the\nattendance has been increased 25 per cent. A health bureau has also\n\nbeen established, and through this bureau all phases of the subject of\npublic-school health are being administered. This bureau is also organizing an efficient system of health instruction in all the schools of the\nstate. This instruction will be under the name, Health. It will begin in\nthe first grade and extend through the whole elementary and secondary\nschool course. It will be as regular, systematic, and scientific as the instruction in any other subject in the curriculum.\nThe interest of the state extends to all children of the common-\n\nwealth, whether they are in attendance upon public or private schools.\nThere is no valid reason why the authorities of private schools should\nnot work in harmonious co-operation with these charged with the re-\n\nsponsibility of the administration of public education. Happily, in Pennsylvania these authorities united in the enactment of a law which\n\nstandardizes elementary-school courses, requires the instruction therein\nto be in English and from English texts, and makes the same mandatory upon all private as well as public schools.\nEqual educational opportunity so far as may be possible is the policy\nof the Keystone state. Discrimination against the rural communities\n\n"}
{"page": 146, "printed_page": null, "text": "Sessions]\n\nhas ceased.\n\nSTATE AND NATIONAL PROGRAMS\n\n121\n\nSchools are to be established throughout rural Pennsyl-\n\nvania which shall serve the people of these communities as completely\nand satisfactorily as the schools of any of the cities serve their constituents. A rural school bureau has been established, and Mr. Lee L.\n\nDriver, who did a notable piece of work in Indiana, has been appointed\nas its head.\n\nHe has four assistants who are trained rural-school men,\n\nhaving had successful experience for several years as county superintendents.\n\nNearly 700 one-room schools were closed last year. More than 200\nconsolidations are under way now. Recently one of the most important\n\nconsolidations in the country was effected. Nineteen schools-three\ntownships were consolidated. Sufficient pupils and property were\nbrought together to organize a central school which shall contain a\n\nkindergarten, a six-year elementary school, a junior high school, a\nsenior high school, and a vocational school, affording home-making,\nagriculture, and commercial courses. Music, art, and health instruction\n\nwill be provided from the kindergarten through the high school. This\nschool will be located about one hour's ride from Philadelphia, two\nhours from New York or Baltimore, and three hours from Washington. When this school is in operation, you are all invited to visit it\nand bring your friends. We give you notice now that Pennsylvania\nproposes to have within her borders the most complete, most efficient,\nand therefore most notable consolidated school in America !\n\nThe principle that districts least able to raise taxes because of low\n\nproperty valuations shall receive relatively larger state appropriations\nhas been adopted. The obligation of the state to give adequate financial\nsupport to rural schools has been recognized. The state will pay 50 per\ncent of the minimum salaries which the law compels these districts to\n\npay their teachers. It will pay annually to districts $200, one-half of\nthe cost of transportation.\nTime will not permit me to go into further description of Pennsylvania's educational program. The building plans throughout the state\ncontemplate a seat and a full-day session for each girl and boy in the\ncommonwealth. In short, Pennsylvania has determined to give every\nchild in the state a fair opportunity to obtain the education he desires\nand to insist that every child shall complete at least an elementaryschool course. She further aims to meet every intellectual necessity of\nher people. A comprehensive plan of Americanization has been adopted.\nShe believes that a man who is too illiterate to serve his country in time\n\nof war is too illiterate to serve his country as a citizen in times of peace.\nShe intends to provide the opportunity for every resident of the state\nto acquire the education necessary to make him a good American citizen\nand then to insist that he shall avail himself of that opportunity.\n\n"}
{"page": 147, "printed_page": null, "text": "122\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nTHE STATE PROGRAM IN EDucation AND ITS BEARING\nUPON THE NATIONAL PROGRAM\nGEORGE H. REAVIS, ASSISTANT STATE SUPERINTENDENT OF SCHOOLS,\nBALTIMORE, MD .\n\nA state program in education is a working plan for meeting the educational needs of the state. It attempts to solve the larger and more\nimportant educational problems, not only of the state, but of the nation,\n\nwithin the state, and should cast into definite form the general outlines\nin which the national program is expressed.\nThe schools are confronted with several problems which are peculiarly dependent on the state for solution. I shall discuss three of these\n\nwhich are important elements in any state program. Something must\nbe done by the state-so that the supply of well-trained teachers will\n\neventually become adequate. Means must be devised-by the state-in\norder that sufficient funds will eventually be available to every section\nfor maintaining the public schools at a high standard of efficiency. A\ncampaign must be continually conducted by the state to educate all\n\nthe state's people properly to appreciate the value of good schools.\nThe most urgent need of the schools today is an adequate supply of\n\ncompetent teachers. The teacher-training problem is primarily a question of production. The supply of properly trained teachers is inade-\n\nquate because production only fractionally approximates the demand.\nA vast army of experienced teachers leaves the service each year.\nBut if all the trained teachers entering the service in the past twentyfive years were still in service, it would be necessary to employ a large\nnumber of untrained teachers. No state can hope to replace imme-\n\ndiately its untrained teachers with teachers satisfactorily trained, but\ncertainly every state should at least strive to replace every teacher who\ndrops out with a trained teacher.\n\nTo attack this problem in a business-like way, a state should determine the number of teachers it needs each year, and proceed to produce them. In Maryland, where the county is the local unit of school\n\nadministration, we have tabulated this loss of teachers, or turnover, by\n\ncounties and are trying to hold each county responsible for getting\nenough candidates in training each year to meet its annual turnover.\nBy as much as any county falls short of its quota, some other county must\n\nexceed its quota or the state will fall short of its mark. But to place\nthis number of women in training from the counties of Maryland would\nrequire all the girls at present being graduated by the four-year high\nschools in that territory, as the number of girls graduating is approximately equal to the turnover in the teaching service. We cannot hope\nto have all girls graduating enter the teaching profession. Some highscnool graduates ought not to attempt teaching, and some of those who\nshould enter the service will be unable to do so . It is apparent, there\n\n"}
{"page": 148, "printed_page": null, "text": "Sessions]\n\nPROGRAM-CITY SCHOOL SYSTEMS\n\n123\n\nfore, that we cannot hope to supply immediately enough trained teachers\noutside the cities to meet the present annual turnover. This is true for\nthe rural districts of the whole country. But if the towns, villages, and\n\nrural districts are to have trained teachers, they must, eventually, produce them. As the schools are improved, a larger number of children\n• should complete the elementary course while young enough to secure a\n\nhigh-school education, and as the high-school facilities are extended\nmore generally to the rural districts, a larger supply of high-school\ngraduates should be available to train for teaching positions in their\nhome territory.\n\nBut at the same time that a state is attacking the problem of produc\ntion, it must endeavor, by making the remuneration for teaching more\nattractive to those in service, to reduce the annual turnover to a minimum. Higher salaries may not exert a very large and immediate in-\n\nfluence to bring candidates into training, but adequate compensation and\ngoodworking conditions will materially reduce the annual turnover. But\nsalaries cannot be increased to the point where the financial rewards\nwillput all desirable high-school graduates in training. This can be done\nby lowering the cost of sustenance to normal-school students.\n\nInMaryland the state provides room, board, laundry, books, tuition,\nand all other necessary expenses in the normal schools at a cost of one\n\nhundred dollars a year, and this sum is loaned to good prospects who do\nnothave it.\n\nSome states have tried to produce teachers by legislation, saying,\nthat after some future date, teachers with less than a certain standard\n\nof training would not be employed. But when the time arrives and\nenough trained teachers have not been produced, the experiment ends by\ncontinuing the schools with the material available, and setting some new\nfuture date after which only trained teachers are to be employed, because\nit is better to have a school taught by the best candidate available than\nto have no school at all.\n\nAlthough it is impossible to replace immediately the untrained teachers now in the service, a state can do much to raise its untrained teachers\n\nto a higher standard through adequate supervision, summer-school instruction, extension courses, and the like.\n\nSuccessful department stores find that it pays to employ one supervisor for each fifteen to thirty clerks. In large telephone exchanges, one\noperator in eleven answers no calls but directs the other ten on duty.\n\nIn good hospitals one nurse in seven attends no patients but directs the\n\nother six. Five bricklayers will lay more brick if one of them, rather\nthan laying brick, directs the other four. The Maryland program calls\nfor one supervisor for each forty teachers. State-supported extension\ncourses and all teachers with less than a normal-school education are\n\nrequiredto attend summer school at least once in three years.\n\n"}
{"page": 149, "printed_page": null, "text": "124\n\nNATIONAL EDUCATION AssociatioN\n\n[\nGeneral\n\nThe problem of financial support is the perennial problem of school\nadministration. In many school systems it takes so much of the superintendent's time that he has little left for anything else.\nThe states have thrown too much of the burden of school support\n\non the local unit. Until the federal government appropriates liberally\nfor schools, a state should pay 50 per cent of the total current cost of\neducation, and a part of the school appropriation should be distributed\nin inverse ratio to the wealth of the local units, so that the poorer units\n\nmay have school facilities comparable to those in the more favored\ncenters of wealth. A state should not give special help to poor local\nunits until they have made as much effort as the wealthy units, but\nwhen a poor district has done this the state should make it possible for\nthe poor unit to have schools comparable with the more favored centers\n\nof wealth . A state should make it possible for all local units to carry\nthe minimum or required educational program with the average local\nschool tax rate. Any local tax levied in addition to the average rate for\n\nthe state should be available for exceeding the prescribed program.\nIn Maryland, the wealthier counties have five times as much wealth\n\nas the poorest counties; they spend twice as much on each child, but\nhave local tax rates for schools only half as high as the poorest counties.\n\nThe local tax rate in the wealthy counties is about fifty.cents on each\none hundred dollars actual valuation. In the poor counties it is approximately one dollar on the hundred. The average is about sixty-five cents.\nThe Maryland program provides that any county which (with a sixtyfive-cent school tax) cannot pay the higher salaries proposed (which\nshall not exceed 70 per cent of the current expenses, leaving at least 30\nper cent of the budget for purposes other than teachers' salaries ) may\nhave enough from the state equalization fund to enable it to carry the\nprogram, and all money raised locally in excess of a sixty-five-cent tax\nmay be used to support a higher standard of school facilities than the\nstate requires. This will enable the poorer counties to more nearly compete on equal terms with the wealthier ones.\nBut, a state program in education is not complete when it has analyzed the important problems confronting the schools and presented.a\n\ncomprehensive working plan of school improvement. It must also provide for acquainting the people of the state with the facts on which it is\nbased and the improvements proposed so they can act intelligently on the\nissues involved. In Maryland we began formulating our program a year\nand a half ahead of the meeting of the General Assembly and began presenting it to the public a year ahead. Teachers' meetings have been held\nthroughout the counties to discuss it, and it has been discussed in patrons'\nmeetings, women's clubs, the League of Women Voters, the granges,\nand before all other groups where an interested audience could be secured. It was the topic for discussion at the recent high-school com\n\n"}
{"page": 150, "printed_page": null, "text": "Sessions]\n\nSTATE AND NATIONAL PROGRAMS\n\n125\n\nmencements, and will be presented to the State Press Association, the\nState Bar Association, and the State Medical Association, with continu-\n\nous newspaper publicity. An effort is being made to commit everybody,\nfrom the governor down, to support the program in the coming session\nof the General Assembly. The old method was to take our needs to\nthe Lord in prayer ; the more modern way is to take it to the people with\nconfidence.\n\nSTATE PROGRAM IN EDUCATION AND ITS BEARING\nUPON THE NATIONAL PROGRAM\nT. E. JOHNSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nLANSING, MICH .\n\nToday every state department is grappling with the problem of how\nbest to improve the schools of the state.\nThree methods are open. First, we have the compulsory system.\n\nLaws are passed by the legislature compelling the local districts to maintain school for a minimum period of months, to provide high-school\nfacilities or transportation and tuition, to employ only certified teachers,\nto provide safe and hygienic buildings, and to compel the attendance of\nall children of school age. Second, there is the system of state aid to\nsecure certain standards, employing teachers of special qualifications,\nto consolidated schools, to accredited high schools and to districts with\na low property valuation. Third, we have the method of publicity by\nwhich people are aroused to demand higher standards of the local\nboards of education. Quite possibly this is the most effective of the\nthree. It is the slowest and hardest, but in the end is sure of accom-\n\nplishing results for in our country public sentiment thoroughly aroused\nand intelligently led is possessed of supreme power.\nSomeone, I think Ellen Keyes, has predicted that the twentieth\ncentury would be the age of the child, of human conservation. Events\nseem to be proving her a true prophet. Public interest is aroused and\n\npeople are demanding intelligent care and training of the child. This\nsimplifies the problem of the educator. Their interest needs but to be\ndirected and a vast amount of energy is at his disposal. For\nthispurpose the state department is best suited. A few points may well\nbe stressed at a time and public sentiment crystallized around these few\n\nand a constructive prograin will result. To accomplish this the state\nsuperintendent must be accepted by all agencies as the educational\n\nleader of his state. It is easier for him or for her to act as a rallying\npoint and to encourage this crystallizing process than to insist upon it\nas a matter of right. The state teachers' association with a representative in every district, the parent-teachers' association, and women's clubs\nreaching nearly every community, the various luncheon clubs, furnish\n\nready-made the machinery for this type of leadership. Aroused,\n\n"}
{"page": 151, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n126\n\n[General\n\norganized, and properly led, these groups can change public sentiment\n\nalmost overnight. Sometimes it is a local problem. In Michigan, for\nexample, school support can and should always be largely a local matter.\n\nOur bonding programs and school budgets are heavy, but there is little\ncomplaint, because they are a local matter. If we had many communities genuinely inmpoverished this could not be done. Clearly the\nmatter of state aid is one for each state to determine for itself.\n\nAfter popular interest is aroused the next step becomes a legislative one. Either compulsory or persuasive legislation can now be enacted. In this work it is again essential that all agencies unite. Too\noften we find several groups each urging a program of its own. Only\nwhen all legislation passes to the legislature through the state department can we hope to secure united support for legislation. Only then\ncan there be achieved that dignified position which will guarantee serious\nconsideration by legislative bodies of educational measures. This year\nhas seen much notable school legislation, particularly in the matters of\na lengthened school term, higher qualified teachers, better consolidated\nschools, and a greater equalization of educational opportunity. This\nlegislation has been of the two types previously discussed and in every\ncase the programs have been adopted only after great publicity campaigns, which were as a rule carried to the most remote corners of the\nstate. The success of this method in recent years is too apparent to\npermit the soundness of the policy to be questioned. Even where\nlegislation has not resulted so favorably, good has come from the\nagitation of the questions involved.\n\nSummarizing, it is apparent that the first duty of the administra-\n\ntive head of the school system of any state is diplomatically to center\nabout himself or herself the work of all publicity and legislative\nactivities .\n\nThese when united should determine the needs of the state\n\nboth from a state and local viewpoint. Proposed legislation should be\nframed and then a publicity campaign which will reach every community\nof the state, both through the school people and other public-minded\nagencies, should be organized. If money is available this may wel\nbe put into the hands of a tried director with full power. If such\n\nfunds are not to be had then volunteer committees must do the work\n\nThat this can be well done through unpaid agencies has been proved\n\nmany times. The best time to begin a legislative campaign is before\n\nthe primaries when candidates are willing to make promises. In state\nclose politically this can be extended through the pre-election campaign\n\nand the promises thus obtained can be utilized during the legislative\n\nsessions. While the various legislative assemblies are in session the pub\nlic should again be appealed to and if public support is thus gained it wil\n\nbe possible to bring pressure to bear when budgets for the university\nnormals, and other state educational institutions are being considered\n\n"}
{"page": 152, "printed_page": null, "text": "Sessions]\n\nSTATE AND NATIONAL PROGRAMS\n\n127\n\nI have reserved the question of federal policies until the last because this field has been least worked. We are too strongly wedded,\nboth in the north and the south to a belief in states rights to per-\n\nmit us to conceive of much compulsory legislation by the federal government on questions of education. The experiences of the Federal Board\nfor Vocational Education would seem to prove this contention. In the\ntwo other fields the national program has a great opportunity. The\nso-called \"Ayres Survey\" did a vast amount of good last year. Similar\nmethods of publicity conducted by the federal bureau will do even\ngreater good in the future. Many of us know by personal experience\nhow valuable for publicity purposes have been the regional conferences\nof the past few years. Comparisons may be odious, but I know of\nnothing more effective in arousing those people who are shown by these\n\nmethods in an unfavorable light. The use of \"high-spots\" studies can\nbe made as valuable as the method of comparison and these features of\nthe regional conferences are of particular value.\n\nThe second method open to the national government is that of\nfederal aid. The Smith-Hughes Act furnishes us with an example of\nwhat may be accomplished by this means. The Towner-Sterling Bill,\nframed upon the same principles, represents another possible method\nof aid.\n\nWe are all familiar with its features and there would be little\n\nopposition were it not for the traditional fear of the federal government absorbing all state activities. States which like Michigan, would\n\npay a greater portion than they would receive are not furnishing the\ngreatest opposition. The future will answer this question, for sooner\nor later Congress will enact some such law.\n\nNow we naturally face the problem of how best to unite these\nactivities into one program which will serve to provide educational\n\nfacilities of equal value for every boy and girl of our land. On this\nresult rests the safety of our democracy. Our type of government demands an education for all its citizens, but after all, is not the question\na simple one ?\n\nThe Federal Bureau or Department of Education\n\nshould act as the center for all national educational activities.\n\nThe\n\nseveral states will be studied, the high spots and low spots alike will\nbe revealed, and presented to the states. Counsel as to the most\npressing problems will be presented and methods of solution suggested.\n\nFederal aid well chosen and wisely administered will help mightily in\nthe process of securing adequate state legislation and local support.\nThe local, state, and national programs naturally dovetail if under\nproper leadership.\n\nThen through it all must run the ideal of service, the ideal of\n\nself-abnegation. Then there will be no petty jealousies or strivings.\nEachwill be for all and all for each. Such a Utopian ideal is not im-\n\npossible if each agency is determined to keep ever foremost a vision\n\n"}
{"page": 153, "printed_page": null, "text": "128\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nthat vision of an adequate education of the type he most needs for\n\nevery boy and girl in this broad land of ours.\nTHE EDITORIAL COUNCIL OF THE JOURNAL OF THE\nNATIONAL EDUCATION ASSOCIATION\nMEMBERS OF THE COUNCIL\n\nChairman, W. C. BAGLEY, Editor-in-Chief, New York, N. Y.\nSecretary, JoY ELMER MORGAN, Managing Editor, 1201 Sixteenth St., N. W., Washington, D. C.\nSARAH LOUISE ARNOLD, Dean, Simmons College, Boston, Mass.\nC. W. BARDEEN, Editor of the School Bulletin, Syracuse, N. Y.\nKATHERINE D. BLAKE, Principal of School No. 6, New York, N. Y.\n\nANNIE WEBB BLANTON, State Superintendent of Public Instruction, Austin, Tex.\nB. R. BUCKINGHAM, Department of Research, State University, Urbana, Ill.\nKENYON L. BUTTERFIELD, President of the State Agricultural College, Amherst, Mass.\n\nARTHUR H. CHAMBERLAIN, Editor of the Sierra Educational News, San Francisco, Calif.\nLORETA M. CHESTER, Public School No. 3, New York, N. Y.\nLOTUS D. COFFMAN, President of the University of Minnesota, Minneapolis, Minn.\nSUSAN M. DORSEY, Superintendent of Schools, Los Angeles, Calif.\nLEE L. DRIVER, State Rural School Inspector, State House, Harrisburg, Pa.\nJULIA FLISCH, Tubman High School, Augusta, Ga.\nMARY L. FULKERSON, Public Schools, Salem, Ore.\n\nCARLTON H. GIBSON, Superintendent of Schools, Savannah, Ga.\nFRANK GRAVES, Dean of the Department of Education, University of Pennsylvania, Philadelphia, Pa.\nJOHN A. H. KEITH, President of the State Normal School, Indiana, Pa.\nP. J. MCCORMACK, Superintendent of Schools, LaSalle, Ill.\nVAUGHAN MACCAUGHEY, Superintendent of Public Instruction, Honolulu, Hawaii.\n\nJOSEPH G. MASTERS, Principal of the High School, Omaha, Neb.\nL. H. MINKEL, Superintendent of City Schools, Fort Dodge, Iowa.\nJESSE H. NEWLON, Superintendent of City Schools, Denver, Colo.\nM. V. O'SHEA, Department of Education, State University, Madison, Wis.\n\nJ. J. PETTIJOHN, Editor of the School Issues, Indianapolis, Ind.\nCHARLES F. PYE, Secretary of the Iowa Education Association, Des Moines, Iowa.\nH. W. ROCKWELL, President of the State Normal School, Buffalo, N. Y.\nCARSON RYAN, Editor of Education Department, New York Evening Post, New York, N. Y.\nJ. W. SEARSON, Professor of English, University of Nebraska, Lincoln, Nebr.\nGEORGE L. TOWNE, Editor of the Nebraska Teacher, Lincoln, Nebr.\nNINA C. VANDEWALKER, Bureau of Education, Washington, D. С.\nH. G. WILLIAMS, Editor of the Ohio Teacher, Columbus, Ohio.\n\nAGNES S. WINN, Public Schools, Seattle, Wash.\nJOHN W. WITHERS, Dean of the School of Education, New York University, New York, N. Y.\n\nATLANTIC CITY, NEW JERSEY, MARCH 1, 1921\n\nThe Editorial Council met at 5 P. M. March 1, 1921, in Room 104,\nHotel Traymore. Those present were : W. C. Bagley, editor-in-chief\nof the Journal of the National Education Association and professor\nof education, Teachers' College, Columbia University, New York, N.\nY.; Lee Driver, state director of rural education, Harrisburg, Pa.;\nKatherine D. Blake, principal, Public School No. 6, New York, N. Y.;\nNina C. Vandewalker, specialist in kindergarten education, U. S.\nBureau of Education, Washington, D. C.; Jesse H. Newlon, superinten-\n\ndent of schools, Denver, Colo.; Agnes S. Winn, classroom teacher,\nSeattle, Wash.; Carson W. Ryan, school editor New York Evening\nPost, New York, N. Y.; Joy E. Morgan, managing editor Journal,\nWashington, D. C.\n\n"}
{"page": 154, "printed_page": null, "text": "Sessions]\n\nEDITORIAL COUNCIL OF THE JOURNAL\n\n129\n\nDr. Bagley called the meeting to order and explained that the Editorial Council was one of three commissions appointed by President\n\nHunter to promote the work of the Association ; that, working under\nthe direction of the Executive Committee and of the Representative\n\nAssembly, it was the legislative body in charge of the Journal of the\nAssociation. Dr. Bagley asked that a chairman of the Council be elected\nand upon motion of Superintendent Newlon, Dr. Bagley was unanimously elected chairman. The managing editor was asked to act as\nsecretary.\nThe section of the Journal devoted to educational advance was es-\n\npecially commended by the Council. Methods of obtaining material for\nthis department were discussed and a motion was passed asking that the\n\nmanaging editor make a special effort to keep in touch with significant\neducational achievements through secretaries of state associations, state\nassociations, state National Education Association directors, and state superintendents. It was also the wish of the Council that in handling news\nemphasis be placed on work accomplished rather than on personalities .\nAfter some discussion as to the nature of the content of the Journal, it\n\nwas moved by Superintendent Newlon and unanimously carried that it\nis the purpose of the Journal to promote the policies and plans of the\nAssociation ; to give publicity to significant educational advance, and to\nbring to the members of the Association messages from other organizations interested in education.\n\nIt was especially suggested that full information be given in the\nJournal as to the meaning and purposes of the various departments and\ncommittees of the Association .\n\nOn the suggestion of Dr. Bagley, it was unanimously voted that as\nfunds would permit, there be added to the Journal a department devoted to advances in the science and theory and in particular fields of\n-education.\n\nTHE EDITORIAL COUNCIL\n\nDES MOINES, IOWA, JULY 3, 1921\n\nThe Editorial Council met at 3:00 р. м . July 3, 1921, in the ballroom\nof the Hotel Savery. Members present were : W. C. Bagley, editorin-chief of the Journal of the National Education Association, Columbia University, New York, N. Y.; Katherine D. Blake, principal of\nPublic School No. 6, New York, N. Y.; Arthur H. Chamberlain, secretary of the California State Teachers Association, Sacramento, Calif.;\nLee Driver, state director of rural education, Harrisburg, Pa.; Olive M.\n\nJones, principal of Public School No. 120, New York, N. Y.; John A.\nH. Keith, president of State Normal School, Indiana, Pa.; Jesse H.\n\nNewlon, superintendent of schools, Denver, Colo.; Carson W. Ryan,\nJr., school editor of the New York Evening Post, New York, N. Y.;\n\n"}
{"page": 155, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n130\n\n[General\n\nNina C. Vandewalker, specialist in kindergarten education, U. S. Bureau\nof Education, Washington, D. C.; Charl O. Williams, superintendent\nof Shelby County schools, Memphis, Tenn.; and Joy Elmer Morgan,\nmanaging editor of the Journal of the Association, Washington, D. C.\nJames H. Kelly, who as secretary of the Pennsylvania Association is\nto edit the journal of that Association, was invited to sit with the\nCouncil as a guest.\n\nDr. Bagley, as chairman of the Council, called the meeting to order\nand asked for the minutes of the meeting of March 1, which were read\nand approved.\n\nDr. Bagley stated that it is the purpose of the Council to make\nrecommendations on general policies to the executive committee and the\nRepresentative Assembly.\nThere was general discussion as to the kind of material which the\n\nJournal should contain. In the opinion of those present the main purpose of the Journal is to keep teachers informed and interested rela-\n\ntive to the larger problems in education. Among the subjects especially\nsuggested were the financing of public education, the improvement of\nelementary education, state programs in education, city programs in\neducation, and questionnaires designed both to collect information and\n\nto keep teachers informed of investigations which may be made. There\nwas informal discussion of the relation between the Journal of the\nNational Education Association and the secretaries of state associa-\n\ntions and editors of journals of such associations. It was agreed that\nthese paid secretaries of state associations would be the best source of\nmaterial bearing on the educational situation in various states.\nThe chairman raised the question as to what editorial treatment\nshould be given emergency issues on which the Association has not had\nan opportunity to pass. It was the judgment of the Council that the\neditorial staff should be given a free hand in such matters.\n\nSeveral members of the Council stated that the Journal in its present form was inconvenient to handle and to file.\n\nOn motion of Dr.\n\nKeith it was voted to recommend to the management a careful consider-\n\nation of a change in form to standard magazine size (93/4 by 63/4 inches) .\nDr. Bagley then stated that while he greatly appreciated the honor\nof being editor-in-chief of the Journal he had not been able to give the\nworks as much time as he had hoped, and that he would ask to be re-\n\nlieved of the work. On motion put by Dr. Chamberlain it was unanimously voted to recommend to the Executive Committee and the Representative Assembly that Dr. Bagley continue his work as editor-inchief if possible.\n\nOn motion of Miss Blake, Dr. Chamberlain was instructed to report\nthe action of the Editorial Council to the Representative Assembly and\nthe incoming president. The meeting then adjourned.\n\n"}
{"page": 156, "printed_page": null, "text": "Sessions]\n\nREORGANIZATION OF ELEMENTARY EDUCATION\n\n131\n\nCOMMISSION ON REORGANIZATION OF ELEMENTARY\nEDUCATION\nMARGARET S. MC NAUGHT, STATE COMMISSIONER OF ELEMENTARY\nSCHOOLS, SACRAMENTO, CALIF .\n\nThe commission on the Reorganization of Elementary Education respectfully submits to you the following report, the first part of which it\nis my privilege to present :\nThat such a commission, dealing largely with the activities of the\n\nfirst years of human life, should have been appointed is a recognition\nby the National Education Association of the high import of the elementary school in its effect upon the life of the individual and the welfare of the nation.\n\nThat the commission should be one of reorganization is evidence of\ndissatisfaction on the part of the National Education Association with\n\npresent-day elementary-school conditions.\nConditions of life have changed so rapidly and so radically that the\nschools no longer function adequately toward better living. Moreover\nthe idea of democracy has taken on a different meaning and the feeling\nthat every child should be given not a fair chance but his fair chance is\nbringing criticism upon all conditions that interfere with his right start.\nIf handicaps exist either in the individual himself or in material or\nmethods provided for his learning, they must be removed. Opportunities in wider and wider range and reaching larger and larger numbers must be offered as rapidly as scientific research and experiment\nshow us a way.\n\nIt is because the National Education Association\n\nrealized the necessity for the elementary school to play its part efficiently in the life-drama of a fair chance and wider opportunity that a\ncommission was appointed to help solve the problems so insistently\ndemanding solution.\n\nThe elementary public school through reorganization should be\nvitalized, spiritualized, and enlarged. We must teach the children how\nto earn a living, but we must also teach them the things that make life\nworth living. We must teach them to be faithful guardians of the city\nand Nation, but we must also teach each of them to make the best of\n\nhis own highest powers or talents, to be a well-rounded personality as\nwell as a democratic citizen. We must aim to develop whatever of\noriginal genius there is in the mind, for while services of the multitude\nenrich, it is only through the illumination of creative genius that a\nnation is made glorious and humanity enlightened.\nIt is obvious that reorganization to reach any of these ends must\ntake account not merely of the subject-matter to be found in textbooks\nand the manner of its presentation, but of many other conditions that\ntend either to facilitate or to handicap the learning process.\n\n"}
{"page": 157, "printed_page": null, "text": "132\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nIn a previous report we have outlined the plan of procedure of the\ncommission. Today we present certain results obtained and report\nprogress upon other investigations begun.\nLewis M. Terman, a member of the commission, presents a book\nin six chapters on Intelligence Tests and School Reorganization. Possibly the simplest and clearest way of describing the contents of the\n\nbook is to give the table of contents and Dr. Terman's Preface.\nCONTENTS\n\nChapter I.\nChapter II .\n\nThe Problem\n.... Lewis M. Terman\nThe Classification of School Children According to Mental\nAbility\n..... Virgil E. Dickson\n\nChapter III .\n\nMethods of Individual Instruction in the Adjustment Rooms of\n.... A. H. Sutherland\n\nLos Angeles\n\nChapter IV. Use of the Achievement Quotient in the Classification of School\nChildren\n\n... Raymond Franzen\n\nChapter V.\n\nThe Use of Intelligence Tests in the Schools of a Small City\n\nChapter VI .\n\nSignificance of Intelligence Tests in Corrective and Adjustment\n\n..... C. R. Tupper\n..... Grace Fernald\n\nCases\nPREFACE\n\nThe book is in no sense an inventory of the important experiments now\n\ngoing on in the United States in connection with the use of intelligence and\neducational tests. Such an inventory would have required entirely too much\nspace and would have involved an amount of repetition which could not have\nbeen other than tedious. Instead, experiments have been selected which are\ntypical of the leading methods of readjustment now being attempted in different\nparts of the country. All of them illustrate important types of procedure, but involve varying degrees of generality. At one extreme is the Oakland plan, described by Dr. Dickson, which affects the entire school enrolment and the entire\nadministrative system. At the other extreme is the work of Dr. Fernald, which\nconcerns itself primarily with individual cases of maladjustment and has to do\nwith pedagogical method rather than school organization. Between these extremes is the Los Angeles work described by Dr. Sutherland. The latter, although originally intended to meet the needs of individual misfits, has resulted in\nthe working out of methods of individual instruction which appear to have applicability to children in general. The chapter by Dr. Franzen illustrates in a\nmost interesting way how the results of intelligence and educational tests can be\n\ncombined so as to serve as a better basis for rating the performance of pupils,\nand the efficiency of schools. The chapter by Superintendent Tupper shows how\nmuch can be done even in a small city and without elaborate reorganization, to\nimprove the classification of children.\n\nProgressive educators are no longer interested in arguments regarding the\nvalidity of the test method. \"After tests, what next?\" is now the question\nwhich is causing deepest concern.\nIt is hoped that the experiments herein described will have suggestive value,\n\nat least for all who are seeking a practical solution for the problems of individual differences.\n\nLEWIS M. TERMAN, Chairman,\nSub-Committee on the Use of Intelligence tests in the Revision of\nElementary Education.\n\n"}
{"page": 158, "printed_page": null, "text": "Sessions]\n\nREORGANIZATION OF ELEMENTARY EDUCATION\n\n133\n\nWith its bibliography this book will surely be a practical guide\nto methods of grouping and adjusting children in the elementary\ngrades.\n\nThe grade teacher too well knows the handicap of repeaters and\nmisfits of various kinds, even though some of them may be normal or\nsupernormal children. Our present loose method of classification and\ngrouping does not and cannot give a fair chance. Both children and\nteachers are limited thereby.\n\nElizabeth A. Woodward has made a detailed study of elementary\nadult education in the United States. Much of this study deals with\nimmigrant education, methods of instruction, financial support, etc.\nReports from thirty-two states and eighty cities are embodied. Miss\nWoodward has gathered a great mass of important facts and has classified and interpreted them. It is new material, much needed, interesting,\nvaluable a report the commission presents with a great deal of satisfaction.\n\nOlive M. Jones has made a report on the delinquent child in the\npublic school. This report is a report of facts gathered by one who\nknew what facts to gather and what kind of report would be of\n\nservice to teachers in the education of the delinquent and possibly delinquent child. If time permits I hope she will give you a brief outline\nof a report that the commission predicts will be far-reaching in its beneficial results. Constructive as well as critical, having set forth the\nfacts, it gives definite recommendations based upon them for the prevention of delinquency, recommendations which if acted upon will help\nthe grade teacher with the ever present problem of discipline and which\nwill lessen the number of little children and of those approaching manhood and womanhood who are brought up for trial before the juvenile\nand criminal courts.\n\nAbbie Louise Day, another member of the commission, presents a\n\"thesis\" on Minimum Essentials Critically Considered and Bibliography. This discussion by Miss Day is timely. In the effort to give\nopportunity, to touch life at as many points as possible, elementary\n\nteachers are feeling the burden of too many subjects taught ; and everywhere we hear the call for minimum essentials. But what are minimum\n\nessentials ? Miss Day's report is a discussion of the subject with per-\n\ntinent quotations and a bibliography. Her closing paragraph reads,\n\"This then is our problem, to include as minimum all things basic to\nlife at any given age and to put them into our curriculum for children\nof that age, describing wide ranges of choice to fit the individual needs.\n\nSuch curricula must include as Dr. Kilpatrick says, 'ways of doing\nthings' as well as things to be done.\"\nThese four reports, all looking toward changes that affect the whole\nstructure of elementary education, are ready for printing.\n\n"}
{"page": 159, "printed_page": null, "text": "134\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nOne other is nearly ready. It is the report of Anna L. Force. Miss\nForce, with the consent of the commission, asked Clara H. Town to\n\nprepare a report on the education of the mentally defective, the blind,\nthe deaf, and the crippled children in the public schools. Dr. Town,\nhaving made an exhaustive study of conditions in the United States,\nwas contemplating submitting the report about a year ago, when she\ndecided to study a year at the University of Paris. During the past\nyear she has made additional study in France and in England of\nschool conditions of these handicapped children. Dr. Town having returned to America, we hope for her finished report in the near\nfuture. As her study has been most thorough, we feel that her recommendations will be of high value.\n\nClark W. Hetherington reports progress as follows :\nUnder Physical Education a program for the public schools will be presented which will enable the schools to meet the needs of the child under present\n\nday social conditions. The old physical activities of the home and community\nhave broken down under the cramp of modern industrial conditions. The\nschool must now set up a program of physical training which makes the school\nyard the community social play center of the child. This is the essence of the\nnew program in physical training activities .\n\nAssociated with the program of activities is a program of teaching standards\nof living. The opportunities in this connection are important because of the\nprofound influence of physical training activities on the instincts and emotions.\nAgain in the conducting of these activities the teacher is most intimately associated with the child's general physical welfare, and hence the program covers\nspecific points in health supervision.\nThe program which will be proposed will be a practical organization covering\nthese several points.\n\nThis report Mr. Hetherington expects to have ready by January 1 ,\n1922.\n\nTheda Gildemeister is at work upon a bulletin on the Teaching of\nEnglish in the Elementary Schools. I present her outline in order to\n\ngive you some idea of the scope of the work. This bulletin is well\nunder way and we are hoping to give it to you a year from today.\nOUTLINE\n\nChapter I.\nChapter II.\nChapter III.\nChapter IV.\nChapter V.\nChapter VI.\nChapter VII.\n\nGeneral Introduction to the Subject.\nListening.\nTalking or Oral Composition.\nReading ( Literature) .\n\nAids to Reading-Phonics, Dictionary Work, Punctuation, Paragraphing, Grammar, Rhetoric.\nWritten Composition.\n\nAids to Written Composition-Penmanship, Spelling, Punctuation, Paragraphing, Grammar, Rhetoric, Literature.\nChapter VIII. The Study of English and How to train Pupils to Independence\n\nChapter IX.\nChapter X.\n\nin Studying English.\nMeasuring Gains .\nIllustrative Lessons or Projects-Arranged by Grades and Topics\nfor Easy Conference.\n\n"}
{"page": 160, "printed_page": null, "text": "Sessions]\n\nREORGANIZATION OF ELEMENTARY EDUCATION\n\n135\n\nChapter XI.\n\nSchool Texts in the Various Fields-Value-Use Made of-\n\nChapter XII.\n\nA Teacher's Book Shelf (on the subject) .\n\nMeans of Judging.\nChapter XIII. Reorganization of the Material to Show Work by Grades-for\nEasy Reference.\n\nChapter XIV.\nChapter XV.\n\nBibliography.\nIndex (carefully made with many cross-references ) .\n\nFrances Harden presents a preliminary report on home environment.\nHer report deals with the problem of the economic condition of the home\nand its relation to the child's progress in school, to retardation, truancy,\nand delinquency.\n\nCommissioner Payson Smith is at work upon the school laws affecting elementary education. He presents a report that I wish there\nwere time to read on compulsory school attendance; consolidation of\nschools, and transportation of pupils at public expense ; salaries of\nteachers; certification of teachers; physical education; medical inspection. Each of these discussions is followed by recommendations.\nSince my last report to the Association, Carroll G. Pearse has given\nus a study on school building and equipment. Learning that there was\nalready a committee at work upon this subject, further study was not\nconsidered advisable. Mr. Pearse is planning a year from the present\ntime to have ready a report on teacher training for elementary schools.\nGeorgia Alexander reports progress on a study that she and Dr.\n\nFinley are working upon together.\nRECOMMENDATIONS\n\nThe Commission recommends (1 ) that the reports of Dr. Terman,\nMiss Woodward, Miss Jones, and Miss Day be accepted by the Na-\n\ntional Education Assocation, and by it be made available in printed\nform for the study and guidance of the teachers and superintendents\nof the county. (2) That the Commission be authorized to continue its\nwork.\n\nCOMMISSION ON REORGANIZATION OF ELEMENTARY\nEDUCATION\n\nOLIVE M. JONES, PRINCIPAL OF PUBLIC SCHOOL NO. 120, NEW YORK, N. Y.\n\nMrs. McNaught has reported to you on what the Commission has\n\ndone to date. It becomes my privilege to bring before you the aims as\nyet unfulfilled, certain recommendations for which we desire your ap-\n\nproval, and an appeal for budgetary provision sufficient to bring this\nreport before the public so that it will actually influence action.\nThe American program in education calls upon us to give an equal\nopportunity for education to every child on our shores, not only for the\n\nsake of the child himself, but for the preservation of our national ideals\nand for the salvation of all of us, of the world, from the chaos which\n\nstill seems to threaten. Never in history was it so necessary for a body\n\n"}
{"page": 161, "printed_page": null, "text": "136\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nof educators, the duly designated representatives of the teachers of\n\nAmerica, to awake to their big responsibility. For many years we have\ntalked about the melting pot and not even we teachers realized that the\n\nflame which kept that melting pot boiling was kindled in the public\nschools and that the fuel which keeps the flame burning is found in the\nmaterials and methods of instruction used by teachers in the public\nschools .\n\nNot only to the willing and receptive child must that equal opportunity and systematic training be given but to the unwilling. Not only\nto the child of parents who seek and desire and strain to give the bene-\n\nfits of education to their children, but to the child of parents who look\nupon their children as liabilities and seek to hasten the moment when\nthey can begin to realize upon their children's earnings. Not only to the\nchild of parents born in this land or loving and adopting its traditions,\nbut to the child of parents who have sought our shores, not as a refuge,\nbut as a pocket-book and who care nothing whether their children become worthy American citizens or whether they grow up with foreign\nideas and ideals to become a disintegrating force in the greatest country\nin the world.\n\nIt is true that we have passed compulsory education laws, but the\n\npassage of a law doesn't educate. We teachers must do that. Putting a\nchild inside school walls does not teach him. Preparing tables showing\nthe extent of retardation does not remove the retardation or tell teach-\n\ners how to remove it. Making trivial recommendations as to whether\ngrammar should be taught below the high school or whether history\n\nshould be taught chronologically or biographically or how much arithmetic should be taught is only just scratching the surface of the ground\nto be dug.\nWe have failed to meet the challenge of the compulsory education\n\nlaws just as we have failed to meet the need of the nation created by\nthe inrush of immigration with un-American ideas, difficult to teach\nbecause of a foreign tongue. Our courses of study in English are the\n\nsame as when English was the native speech of all Americans and they\ntake no account of the lack of home background presupposed by those\ncourses of study. We forced children into school and then took it for\n\ngranted that they must accept gratefully the same type of education, the\nsame sort and degree of education, which had been given for generations to children who accepted it willingly because they hoped some day\nto go to college.\n\nIt is to meet this challenge that the Commission on Revision of Elementary Education is aiming all its work. It is but fair to you that you\nshould be told our purpose. The cost will be great, but teachers should\n\nlead in showing a comprehension of the situation, and, through the\nNational Education Association's extension and publication of the work\n\n"}
{"page": 162, "printed_page": null, "text": "Sessions ]\n\nREORGANIZATION OF ELEMENTARY EDUCATION\n\n137\n\nalready done, teachers will hear the call and the public will know that\nteachers have risen to meet the nation's need .\n\nTo illustrate concretely. It is fatal to educate the child of an il-\n\nliterate, non-English-speaking father, or especially mother, unless we\nprovide instruction for the parent. To do so may give a child an academic knowledge of our history and our literature, but leaves him, oh so\noften, still foreign in his thinking and doing. Hence the need to secure\na wide circulation for the report Miss Woodward has prepared. It\ndeals practically with the problem of Americanization. It tells what can\nbe done; at the same time it calls startlingly to our attention how very\nlittlehas been done, although our papers and our legislatures have talked\nAmericanization daily for five years .\nAgain, it is fatal to give a child academic training, 100 per cent of\nperfection in every subject of the course of study, unless you teach him\nthe fundamentals of character, of righteous living. You then have\nplaced a dangerous weapon in the hands of a monster. Hence the attention given to the study of the education of the delinquent . Mrs.\nMcNaught has told you that I will give you some details of my report\non the education of the delinquent child. I did not expect the request\nand the report is too long to read. I will say, however, that it provides\n\nfor the separation of the juvenile delinquent so that the normal, wellbehaved child is not deprived of instruction by disciplinary problems\nprecipitated upon the teacher by acts of the delinquent boy or girl and\nso that the delinquent himself may receive the care and specialized train-\n\ning which may save him from commitment to an institution or to prison\nlater.\n\nMrs. McNaught has told you of the work completed, but she has\nsaid little of the devotion to the National Education Association mani-\n\nfested by the writers of some of those reports, working on them amid\nthe harassments of other labors and offering them for distribution by the\nNational Education Association instead of seeking publication as a\nbusiness proposition.\nThus, while it may seem that there still remains untouched the\n\nweighty problem of modification, and modernization, of our elementaryschool subjects of study, we have laid the foundation upon which all\ncourses of study in the future must be laid. And these foundations are\n\nnot the mere material of knowledge, but briefly stated are : (1) A\ndifferentiation in courses of study to meet the needs of differentiated\nchildren and the needs of a nation which must be welded into a united\n\nAmerican people. (2) The prevention of retardation and delinquency\ninstead of stigmatizing the retarded child and merely punishing the\ndelinquent. (3) Recommendations as to subject-matter with maximum\nand minimum essentials, so clearly understood that the maximum will\nnot become the minimum, in the requirements of teachers, and that\n\n"}
{"page": 163, "printed_page": null, "text": "138\n\n[General\n\nNATIONAL EDUCATION ASSOCIATION\n\nteachers may develop and train children prepared to meet the emergencies of life and to know how to fill in their own deficiencies of knowl-\n\nedge as life forces them to become aware of their lack.\nThis sort of preparation is what the public expects of us. The pub-\n\nlic has criticized the school's failure to prepare children. We have been\nangered by the criticism, but criticism which is so constant and so general must have some foundation.\n\nThe Commission seeks to learn how\n\nto remove such cause as may lie in our elementary school.\nI am reminded of a small boy in my school. He was very small\nindeed, not looking more than seven although really ten. He was popular and much liked among teachers and boys, but he was very naughty\nand difficult to watch. On several occasions, when the boys went out\non trips with teachers, he disobeyed commands, ran away, and was lost.\nSo, one day, when the boys were going to the Zoo in Bronx Park, I\nsaid that this lad could not go. He wept and pleaded and the teachers\n\ninterceded, but I stood firm. Finally, the big boys said, \"Miss Jones,\nplease let him go, we'll take care of him for the teachers so that he\ncan't get away.\"\n\nIn order to fix him with some responsibility, they gave Solly the bat\nand ball to carry. On the way uptown, on the car, he lost the ball. The\nboys were furiously angry, and they made him feel their displeasure in\nthe many gentle ways boys use with one another. Solly did not dare\nto rebel against the big boys, but as he trudged along, still carrying the\nbat, he was very resentful.\n\nOnce in the Zoo, he was forgotten. Suddenly, a teacher turned to\nsee a keeper driving Solly on a run out of the Zoo and inquired the\ncause. Solly had found expression for his feelings by hitting the lion\non the head with the bat !\n\nWe've been hitting the public, our lion, on the head with the bat with\nquite as little reason as Solly. Let us now stop losing the ball. Let us\nfit the children to meet the new demands of new conditions .\n\nREPORT OF THE COMMITTEE ON SOURCES OF REVENUE\nWILLIAM B. OWEN, PRESIDENT CHICAGO NORMAL SCHOOL,\n\nCHICAGO, ILL., Chairman\nMEMBERS OF\n\nTHE\n\nCOMMITTEE\n\nChairman, WILLIAM B. OWEN, President of Chicago Normal College........\n.Chicago, Ill.\n.Omaha, Nebr.\nJOHN H. BEVERIDGE, Superintendent of City Schools ....\nC. P. CARY, Ex-State Superintendent of Public Schools .\nMadison, Wis.\nNew York, N. Y.\nNICKOLAUS L. ENGLEHARDT, Teachers College, Columbia University .\n.Lansing, Mich.\nTHOMAS E. JOHNSON, State Superintendent of Public Instruction .\nSt. Louis, Mo.\nMARGARET NOONAN, Harris Teachers' College ..\n.Lincoln, Nebr.\nOLIVIA POUND, High School ...\n\nS. D. SHANKLAND, Superintendent of the Andrews Institute for Girls .....Willoughby, Ohio\nWALTER R. SIDERS, Superintendent of City Schools ....\nJOHN W. STUDEBAKER, Superintendent of City Schools ......\nARCHIBALD H. WATERHOUSE, Superintendent of City Schools ....\n\n.Pocatello, Idaho\n...... Des Moines, Iowa\n... Fremont, Nebr.\n\n"}
{"page": 164, "printed_page": null, "text": "Sessions]\n\nREPORT on VISUAL EDUCATION\n\n139\n\nThe Committee on Sources of Revenue Recommends :\n\n1. That the Association provide by proper legislation and by adequate appropriation for the establishment of a bureau or division of\nschool economics in connection with the Secretary' office at Washington .\n2. That the head of this bureau or division be a scientifically trained\nstudent of economics and statistics.\n\n3. That this bureau inaugurate immediately a continuing service to\nthe affiliated state and local associations with respect to school revenues\n\nand finances through the monthly journal of the Association, through\nbulletins, and more comprehensive studies.\n4. That these studies contemplate the development of a compre-\n\nhensive standard treatment of the whole subject of school economics.\n5. That the Association invite the affiliated state associations to\n\ncreate state committees on revenue to co-operate with the bureau or division at the national headquarters and with the Committee on Revenue\nof the Association.\n\nPRELIMINARY REPORT of the coMMITTEE ON\nVISUAL EducatiON\nMEMBERS OF THE COMMITTEE\n\nChairman, I B. BUSH, Superintendent of City Schools...\nMAYBELLG. BUSH, Supervisor of City Grades ..\nERNEST L. CRANDALL, Director of Lectures, Board of Education .\n\nHOWARD O. WELTY, Principal of Fruitvale School...\nHERBERT S. WEET, Superintendent of City Schools .\nIDA LEE WOODY, Principal of Hamilton School..\n\n.Erie, Pa.\nMadison, Wis.\nNew York, N.Y.\nOakland, Calif.\nRochester, N.Y.\n\n.St. Louis, Mo.\n\n(Authorized at the Meeting of the National Education Association, Salt Lake\nCity, 1920.)\n\nIt has been impossible for your committee to have a meeting during\nthe year. The work that has been done has been done through correspondence. A program was arranged for the study of the different\nphases of visual education and much work has been done, but there has\nnot been sufficient time to complete the work. The program agreed\nupon is as follows :\n1. The scope of visual education-\n\nAwakening the teaching profession to a fuller realization of\n(a) The subjects in the curriculum to which visual education can contribute, and\n\n(b) The agencies contributing to visual education.\n2. The establishment of centers for the collection and distribution of visual\neducation ideas and materials.\n\n3. Encouragement of production of visual-education matter scientifically prepared for educational use.\n\n4. Encouragement of(a) Formation of clubs or associations of teachers for furthering the interests of visual education, and\n\n(b) Of literature published in its behalf.\n\n"}
{"page": 165, "printed_page": null, "text": "140\n\n[General\n\nNATIONAL EDUCATION ASSOCIATION\n\n5. Visual-education resources of a community\n(a) Recognition and utilization of existing resources\n(b) Development of possible assets.\n\n6. The relation of visual education to progress and retardation\n7. Minimum standards for visual-education program in school systems of\nrepresentative types.\n\n8. Censoring of the movies through public sentiment.\n9. What are the relative values of movie slides and stereographs in classroom\ninstruction ?\n\n10.\n\nWhat are the best methods of use of each ?\n\n11. What practical ways are available and can be made available for securing\nuseful films and slides for schools ?\n\n12. How can we secure films and slides which lend themselves to problem13.\n\nproject teaching methods ?\nHow can films and slides best serve the needs of-\n\n(a) Deaf pupils,\n(b) Dull normal pupils,\n(c) Non- English-speaking pupils.\nYour Committee recommends the acceptance of this preliminary report\nand a continuance of the Committee through another year to complete its work.\nREPORT OF COMMITTEE ON SALARIES\nD. B. WALDO, PRESIDENT OF THE STATE NORMAL SCHOOL,\n\nKALAMAZOO, MICH., Chairman\nCOMMITTEE ON SALARIES, TENURE AND PENSIONS\nMEMBERS OF THE COMMITTEE\n\nChairman, FRANK E. SPAULDING, Yale University .\nNew Haven, Conn.\nFRANCIS G. BLAIR, State Superintendent of Public Instruction .....\n... Springfield, Ill.\n..Raleigh, N.C.\nE. C. BROCKS, State Superintendent of Public Instruction ..\n.Frankfort, Ky.\nJOHN W. ARR, Director of Physical Training .\nALICE M.\nUSACK, Supervisor of Kindergarten and Primary, Public Schools ..Lincoln, Nebr.\n.Chico, Calif.\nJAMES FERGUSON, Principal of High School..\nGRACE S. FORSYTHE\n........ 20 West 72nd Street, New York, N.Y.\n.... New Orleans, La.\nJ. M. GWINN, Superintendent of City Schools ...\nMARGARET HALEY\n127 North Dearborn St. , Chicago, Ill .\n\nD. B. JOHNSON, President of Winthrop Normal and Industrial College...... Rock Hill, S. C.\n..Athens, Ohio\nW. W. MCINTIRE, Ohio University\nCambridge, Mass.\nERNEST C. MOORE, Harvard University\nBrooklyn, N.Y.\nSARA L. RHODES, Principal Elementary School ...\nChairman, Sub-Committee on Pensions-JOSEPH SWAIN, President of Swarthmore College..\n..Swarthmore, Pa.\n\nHARLAN UPDEGRAFF, Professor of Educational Administration, University of Pennsylvania ..\n..Philadelphia, Pa.\nChairman, Sub-Committee on Salaries D. B. WALDO, President, Western State Normal\nSchoo!\n..Kalamazoo, Mich.\nChairman, Sub-Committee on Tenure--CHARL O. WILLIAMS, County Superintendent of\nSchools\n..... Memphis, Tenn.\n\nOf the public school teachers of the United States 140,000 have had\n\ntraining equivalent to high-school graduation and two years or more of\nprofessional training in addition. Of our public-school teachers 560,000\nhave had less than this modest minimum. America's greatest educational need is a trained teacher for every child. To reach this goal,\nthe members of the teaching profession in America must agree to the\nfollowing:\n\n"}
{"page": 166, "printed_page": null, "text": "Sessions]\n\nREPORT OF COMMITTEE ON SALARIES\n\n141\n\n1. Make use in season and out of season of legitimate effective publicity and propaganda.\n2. We ourselves must see to it that needed legislation is enacted\nwhich will require a decent minimum of training for all who are per۱\n\nmitted to enter the teaching profession.\n\n3. Superintendents, principals, and high-school teachers must comprehend the problem as a whole and exercise such influence that a fair\n\npercentage of the best boys and girls in the upper quartile of our highschool Senior classes shall be attracted into the teaching service.\n\n4. The state must provide teacher-training institutions of college\nrank properly equipped and supported, and numerous enough to insure\n\nwithin a reasonable period-five years-a trained teacher for every child.\n5. The public must everywhere accord to the teaching profession\na decent degree of social recognition.\n6. There will be a shortage of trained teachers until such time as\n\ncompensation is adequate to make the profession attractive.\nAdequate compensation must be sufficient to provide1. A living, which includes food, clothing, housing, laundry, incidental essentials, medical, dental and surgical care, insurance, church,\nlegitimate charity expense, and all desirable facilities for wholesome\nrecreation and the promotion of health.\n\n2. Social and professional growth, including expenditures for social life, including association with the attractive personalities of one's\ncommunity, reading matter, music, art, expense of educational associa-\n\ntions and meetings, travel, and professional training in institions of\nlearning.\n\n3. For a high percentage of all teachers, women as well as men,\nespecially those who have been in the profession five years or more,\n\ncompensation for the support of members of the family or other dependents.\n\n4. An annual surplus for investment. A teacher who has served\nfaithfully and invested thriftily for a period of thirty or thirty-five\nyears should have a living income from investments. The teacher is\nentitled to a return for the investment of time and cash involved in\n1\n\npreparation for professional duties.\nThe average salary in the United States is still pitifully inadequate.\nIt is not sufficient to attract enough high-grade young men and young\nwomen into the profession to do the job which must be done. This inadequacy is not due to national poverty. We are not poor. We are\nrich.\n\nThere is indubitable evidence of the ability of the United States to\npay adequate salaries to the teachers of our public schools. This evidence may be enumerated under four heads.\n\n"}
{"page": 167, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n142\n\n[\nGeneral\n\n1. Census reports each decade indicate a tremendous annual production of new wealth, and for the year 1920 an enormous sum total\nof all wealth.\n\nOur total measureable wealth is estimated at the sum of\n\n$300,000,000,000. We produce $60,000,000,000 in new wealth annually. Farm values including lands and buildings increased from\n$30,801,000,000 in 1910 to $67,795,000,000 in 1920.\n2. State and federal reports of banks' savings deposits are a definite\nindex to vast accumulations and indicate tremendous wealth.\n\nBanks'\n\nsavings deposits in Michigan stood at $134,924,000 in 1907. In 1920\nsavings deposits for this commonwealth stood at $525,671,000, an increase of 296 per cent. For every single year from 1907 to 1920\nbanks' savings deposits in Michigan show an increase over the preceding year .\n3. Another sure index of rapidly increasing wealth is shown\n\nin the net incomes of corporations. In 1910 this total net income\nfor Michigan was $95,666,000. In 1918 this total net income of\nall corporations in Michigan amounted to $338,729,000.\n4. That our ability adequately to support a system of public\nschools is limited only by our desire for public-school service is clearly indicated in our expenditure for luxuries. Edith Strauss, head\nof the Women's Activity Division of the Department of Justice,\nduring the high-cost-of-living campaign compiled statistics which indicate that the average family has been spending $348 a year for\nluxuries. Included in the total amount is: $2,110,000,000 spent for\ntobacco ($800,000,000 for cigarettes, $800,000,000 for loose tobacco\n\nand snuff, and $510,000,000 for cigars.) The total expenditure for\nautomobiles is put down at $2,000,000,000. The total amount spent\nfor candy is $1,000,000,000, for soft drinks $350,000,000, for chewing gum $50,000,000, for perfume and cosmetics $750,000,000, and\nfor furs $300,000,000. It seems to be clear as daylight that we have\nnot reached the limit of wise expenditures for public-school education when our schools, public and private cost less than one-half of\nour annual tobacco bill .\n\nThe cost of living determines in part adequate compensation for\n\nsalaried classes. According to the National Industrial Conference\nBoard, the cost of living on May 1, 1921, as compared with the cost\nof living in July, 1914, stood at 165.7. In other words, while there\nhas been a marked decline in cost of living from 1920 to the present\n\ntime in 1921 , there is still an increase of 65.7 per cent.\nFor food the increase is 52 per cent, for shelter 71 per cent, for\nclothing 68 per cent, for fuel and light 78 per cent, and for sundries\n85 per cent . The estimate of the total increase of 65.7 per cent is\nbased on retail prices of the component elements in the family bud\n\n"}
{"page": 168, "printed_page": null, "text": "Sessions]\n\nREPORT of committee on SALARIES\n\n143\n\nget, weighted according to consumption by average wage earners\nbefore the war.\n\nAccording to the Bureau of Labor, the increase in cost of living\nfrom December, 1914 to May, 1921, in five large cities was as follows :\nChicago\n\n... 78.4\n\nCleveland\nDetroit\nNew York\n\n.81.7\n\nPhiladelphia\n\n.79.8\n\n.84.7\n\n.93.3\n\nThe main argument for better compensation must now rest upon\nthe general law of supply and demand. The demand for trained teachers is greater than at any time in the history of our public-school system. The effective publicity campaign of the National Education Association, the wholesale exposition in the public press and in standard\nperiodicals of the actual teacher situation in our public schools, has led\nto the increased demand for better teaching. The public is not yet\n\nasking for a trained teacher for every child, but we are rapidly approaching that goal.\n\nWhile the demand has been increasing, the supply is still lamentably low. The report of the Bureau of Education and the bulletins\nof the N. E. A. Commission on the emergency in education reveal\ngreat masses of immature, untrained, and incompetent teachers in our\npublic schools. The folly of intrusting school children to the incompetent and the waste due to the large annual turnover in our publicschool teaching force call for no discussion before this body. There\nis appalling waste in a large part of our public-school system due to\nincompetent teaching.\nThe discussion of this waste must be before the public, and espe-\n\nciallybefore organized groups of men and women in local communities\neverywhere throughout the American Commonwealth. Through this\ndiscussion we must increase the demand for teachers who are fit to\n\ndo the job.\n\nWhile we must constantly emphasize the importance of training and\nof adequate compensation to reward the trained teacher, we may expedite matters by legislating the untrained out of the profession. In\n\nMichigan a boy or girl eighteen years of age, who can pass a third-grade\nexamination may be certificated to teach after a minimum of six weeks\nof professional training. Through new legislation, in five years from\nthe present time, no person will be certificated to teach whose training\nrepresents less than graduation from an approved high school and one\nyear of professional training in addition thereto. The time has come\nwhen by legislative enactment it should be made illegal for a commonwealth to intrust the training of its school children to those who have\nmade no adequate preparation for the work. The competition of\n\nthe incompetent at the present time unquestionably affects the general\n\n"}
{"page": 169, "printed_page": null, "text": "144\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nlevel of our salary schedules for the nation as a whole, and it seems clear\n\nthat we must wage an unending fight until victory is won.\n'\nWhile it is true that salary schedules are not yet satisfactory, speak\n\ning for the country as a whole, it is also true that we have been moving\nrapidly in the right direction since 1919. While it is true that statistics for 359 cities show an average salary increase of but 61 per cent\nsince 1914 and that this increase does not equal the cost of living, it is\n\nalso true that a major part of the increase came in a two-year period\npreceding the investigation. In January, 1919, the demand for a\nminimum salary of $ 1,000 was looked upon as radical. At the present\ntime a high percentage of cities offer a minimum salary of $1200 or\nmore.\n\nThere has been a marked increase in money compensation in\n\nthe past two years. Reports from a large number of cities in the United\nStates indicate that there will be no diminution in cash compensation,\n\nand that schedules calling for an annual increase are being maintained\nCite New York, Maryland, Pennsylvania, Michigan, California.\nIt seems clear to the committee that if we are to attract into the\n\nteaching profession a fair percentage of the best boys and girls who\nare graduating each year from high school, we must insist upon a\nliving minimum salary with a rapid annual increase during the first\nfour or five years of service. It has been clearly demonstrated that\nwe cannot attract enough young people into the profession to keep the\nranks filled on the basis of apprenticeship schedules for the early years.\nIt is more important, however, that we shall insist upon adequate\ncompensation for those who have served a decade and have indicated\n\ntheir intention of remaining permanently in the public-school service.\n-These people constitute the backbone of the teaching force in nearly\nall communities, and must be paid if they are to be retained at a max\nimum of efficiency. Their salaries are still too meager. Teachers accumulate dependents with lengthened years in the service. The mature\nteacher must be more adequately compensated and liberal salary schedules should reward extended cultural and professional training. We\nmust have special rewards for the especially gifted teachers. The compensation of superior teachers in every public-school system should\nbe recognized more generally in terms of cash .\nHere and there throughout the country, and for most part in recent\nyears, cities have adopted the policy of paying grade teachers compensation equivalent to that paid high school teachers where training, experience, and skill are equivalent. This practice rests on a sound basis.\nThe movement is bound to move rapidly during the next decade and\nis entitled to our cordial support.\nIn conclusion, the members of this association must make it their\n\nbusiness to attract into the teaching profession a fair percentage of the\nupper quartile from our high-school graduating classes. We ourselves\n\n"}
{"page": 170, "printed_page": null, "text": "Sessions]\n\nREPORT OF COMMITTEE ON TENURE\n\n145\n\nmust take a large part in the campaign for adequate compensation. We\nmust have publicity, especially publicity of facts, strong leadership,\nmore thorough organization and a campaign that continues. We must\nutilize all the organs of publicity including the press, and we must retain\nthe aid of organized groups of men and women in every corner of the\nland. We must present education as an investment and an insurance,\nandwe must free ourselves from what has been servitude to low ideals,\n\nboth as to training and compensation.\nREPORT OF THE COMMITTEE ON TENURE¹\nCHARL O. WILLIAMS, SUPERINTENDENT OF SHELBY COUNTY SCHOOLS,\n\nMEMPHIS, TENN., Chairman\n\nThe teaching profession faces no problem to-day so important as\nthat of tenure. The question of tenure strikes at the very heart of our\n\nprofession. Until sound principles are developed and practical applications are worked out, we shall continue to struggle, as we have in the\npast, in the quicksands of insecurity and uncertainty, without the power\nor strength to fight for the adequate recognition of our profession.\nIf education is the foundation of our democracy and the hope of our\nrepublic, it is time that we checked forever the pernicious influences\nwhich continue to sap our very life and vigor and render our profession impotent ; while its pronouncements go unheeded, its power remains relatively unrecognized and its influence all too little felt. Not\nuntil the educational interests stand together fearlessly, daring to do\n\nright, protected by security of tenure while in the right, and united in\nthe single purpose of serving the childhood of America, will it receive\nthe recognition and attention it merits.\n\nTenure, like all other great movements, began humbly and at first\nwith little support. Investigation shows that the question of tenure\nfor teachers had its beginning in the growing appreciation of the application of the principles of civil service to the tenure of public officials.\nGradually it has gathered impetus and strength until it is now recognized as one of the great problems of our profession. It is recognized as\nthe central factor in the question of salaries, certification, and pensions.\nHISTORY\n\nThe proceedings of former meetings of the National Education\n\nAssociation, show that the question of the tenure of public school\nofficials was discussed as far back as the year 1885. In that year a committee of this Association submitted an exhaustive report on the sub-\n\nject. At that time, tenure was interpreted to mean the application of\nthe principles of civil service to the teaching profession. The chief\nargument presented was that \"the public-school system should be inMaterial for this report was gathered at the headquarters of the National Education\nAssociation.\n\n"}
{"page": 171, "printed_page": null, "text": "146\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\ndependent of personal or partisan influence and free from the malignant\npower of patronage and spoils.\"\n\nOn June 22, 1886, the state of Massachusetts passed an act \"Relating to the Tenure of Office of Teachers.\"\n\nThis law permitted local\n\nschool districts to employ teachers for a longer term than one year. In\nFebruary, 1889, the committee on rules of the Boston School Com-\n\nmittee recommended a tenure law that provided for a probationary\nperiod of one year, four years of annual elections, thereafter permanent tenure removable only for cause after a hearing before the committee.\n\nThe committee stated as the reasons for such action :\n\n1. Annual election does not attract first class talent to the profession.\n\n2. Annual election in practice has not availed to drop poor, incompetent, and inefficient teachers.\n3. Annual election is not applied to policemen who preserve public\npeace, firemen who protect property, judicial officers who administer\njustice, and hence should not apply to teachers who have higher responsibility.\n4. During annual elections some of our best teachers have been\n\"black-balled\" for insignificant reasons.\n\nUp to the present time, tenure laws have been adopted by Massachusetts, New York, New Jersey, where all teachers whether in city or\nrural positions are protected by a statewide tenure law, California, with\na permissive law providing indefinite tenure under specified conditions.\nIn 1920, the National Committee for Chamber of Commerce Co-\n\noperation with the Public Schools issued a questionnaire to the superintendents of cities with a population of 8,000 and over. The third question was \" Is there a teachers' tenure law in your city?\" Excluding the\ncities of Massachusetts, New Jersey, and New York in which teachers\n\nare protected by the state tenure laws, only 22 cities of 295 that replied\nanswered the question in the affirmative. These cities are Fresno, Los\nAngles, San Diego, San Jose, and Santa Barbara, Calif.; Belleville\nand Chicago, Ill.; Vincennes, Ind.; Lexington, Ky.; New Orleans, La.;\nBaltimore, Md.; Kalamazoo, Mich.; Minneapolis and St. Paul, Minn.;\nGreat Falls, Helena, and Missoula, Mont.; Omaha, Nebr.; Rochester,\n\nN. Y.; Newport, and Providence, R. I.; and Milwaukee, Wis. To\nthese may be added a few cities that did not reply to the questionnaire\nsuch as, San Francisco, Calif.; Portland, Ore.; and Pawtucket, R. I.\nDuring the past year, several states notably Ohio and Pennsylvania,\nhave agitated legislative enactments on tenure but favorable action was\nnot forthcoming. In most cases this is due to a lack of complete\nunderstanding among the proponents of tenure and their failure to\npresent a united support behind an acceptable program.\nYour committee has felt that any report on this subject would be\ninconclusive unless it included the following topics: (a) the need for\n\n"}
{"page": 172, "printed_page": null, "text": "Sessions]\n\nREPORT OF COMMITTEE ON TENURE\n\n147\n\ntenure; (b) the length of the probationary period; (c) the basis for\nremoval after the probationary period; (d) the removing agency;\n(e) the means assuring improvement and safeguards against incompetency; (f) the opinions of prominent educators ; (g) recommendations.\nNEED OF TENURE\n\nProbably the question most frequently asked in connection with\ntenure is, \"What is the need of tenure?\" Those not yet convinced of the\nmerits of the proposal cite the fact that the number of cases of removal\n\nof teachers for cause is slight and suggest that tenure is agitated to\nfavor the incompetent by fortifying them in their positions.\nA summary of the replies to a questionnaire sent out by the U. S.\nBureau of Education in February, 1921 shows that in 528 cities with a\n\npopulation between 5,000 and 30,000, nine hundred seventy-five teachers were not re-elected last year.\n\nThe total number of teachers in\n\nthese 528 cities was approximately 21,000. This shows that 4.5 percent of the teaching staff was not elected. In 80 per cent of the cities,\nteachers not to be retained were advised definitely not to apply. These\nfigures do not indicate all of the teachers who did not return.\n\nIt is\n\nimpossible to ascertain definitely the number of teachers who left the\n\nschools of these 528 cities because of indirect suggestions of their undesirability or through transfers to other cities, arranged in order that\nthey might be saved from the humility of failure of reappointment.\nUnder the annual election plan, there is ever present the feeling\nof anxiety and uncertainty which robs the conscientious teacher of\nmuch of her power and efficiency. It is usually not the poor or mediocre\nteacher who worries over the success or failure of her efforts and the\n\nprospects of reappointment. Our greatest orators, whose nerves are\nfinely wrought, all confess that the anticipation of the success or failure\nof their efforts creates a great nervous tension that makes the opening\n\nof their addresses extremely difficult. They are able in a few minutes,\nhowever, properly to adjust themselves to their audience. The finest\nand best of our teachers suffer greatly under the \"hire and fire\"\nsystem in vogue today. Many an efficient teacher has worked herself into such a state of nervous fear and worry during the months\njust before the new contracts are issued that she has been unable to\n\ngo on with her work. This natural worry combined with the fear in-\n\nstilled by donnineering, critical supervisors, makes evident the injustice\nof such a practice. As a result, not only the teachers but also the child-\n\nren suffer. This pre-election tension, which exists among our best\nteachers in every community, causes a loss of thousands of dollars\n\nthrough the inability of the teacher under such stress to render the\nefficient service of which she is capable.\n\n"}
{"page": 173, "printed_page": null, "text": "148\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nStability is the basis of any profession. It should be a principle\nin our profession as it is in others that, when a teacher has finished her\n\napprenticeship in a probationary service to the satisfaction of her employer, she should continue in her employment until removed for cause.\nIn other words, after an acceptable trial period, the burden of removal\n\nshould be placed upon the employer. This stability of employment is\nneeded in order that the profession of teaching may stand upon a firm\nfoundation. It is doubtless true that our profession does not command\nthe respect and attention it deserves because in the past it has rested\n\nso largely upon the quicksands of insecurity, restlessness, and incompetency due to the temporary character of the work. It is only when our\nteachers feel reasonably secure in the continuity and dignity of their\nservice in a given locality that they will become a constructive power\nin the economic and social life of that community.\nOur teachers and our children are entitled to that sense of security\n\nthat will make them feel free to plan for the future. Certainty of\nlocation will give them an opportunity to purchase property and establish\nhomes. They would then become active and useful citizens directly\nconcerned with the civic problems of the community. They would\nthen aid in its betterment and add to its economic and social development. Under the present uncertain conditions, teachers not knowing\ntheir status from one year to the next, subjected to the fear of removal\nat the whim of an influential parent, superintendent, or board for any\nreason whatsoever, are forced to regard themselves as temporary\n\nresidents.\n\nConsequently, they take little or no part in community\n\nactivities and lose that broadening influence which such contacts develop.\nPermanence of employment would also result in added advantage to\n\nthe children and to the community in that a teacher would know that\nshe had time to work out definite school policies and test them through\na series of years. It would guarantee to the teacher an independence\nof thought and action which every superintendent and supervisor seeks\nto develop. Teachers feeling secure in their position, and not fearing\nthat each spring may necessitate a change, would spend more freely in\nself-improvement. Stability would produce economies in living costs\nand permit of much greater self-improvement.\nIt is not the purpose of this committee to dwell long upon other\nstrong but more localized reasons for tenure. Everyone knows of\nthe dangers that arise in an annual election system due to political conditions, favoritism, and the influence of unjust yet powerful parents\nwho become temporarily incensed and force the removal of teachers\nfor inconsequential reasons. It is regrettable but true that superinten-\n\ndents, supervisors, and principals are often swayed by personal animosities, jealousy, and bias to cause the unwarranted dismissal of competent fellow-workers in the service.\n\nEfficient and conscientious\n\n"}
{"page": 174, "printed_page": null, "text": "Sessions]\n\nREPORT OF COMMITTEE ON TENURE\n\n149\n\nteachers are still summarily removed solely for political reasons. Powerful political influences are brought to bear and the spoils system still\nplays its part in the removal and selection of teachers.\nTHE LENGTH OF THE PROBATIONARY TERM\n\nThe length of the probationary period is a very important element\nto be considered. This period should not be too long, at the same\ntime, it should be sufficient to determine with accuracy the competency\n\nof the candidate. It must bring out not only the adequacy of professional preparation but also the ability of the candidate to apply this\nknowledge successfully, skill in classroom management ; skill in teaching; co-operation; initiative; enthusiasm; industry ; and forcefulness .\nHer physical condition and health, her moral character and, probably\nmost important, the capacity and desire for growth and the ambition to\nprogress must also be determined.\n\nCareful, competent supervision and guidance during this probationary period will do much to safeguard the system from the danger\n\nof the incompetent teacher.\nOf the twenty-two cities reporting a tenure provision in 1920, six\nreported a one-year probationary period; thirteen, two years ; six, three\nyears ; one, four years ; and one, five years. In Massachusetts, New\nJersey, and New York three years are required. The new tenure\nregulation adopted for the Detroit Public Schools, April 14, 1921,\npermits a two-year probationary period. A unique provision in this\nregulation is that a teacher on a continuing contract may be placed\n\nupon probation at the end of any semester if the work of this teacher\nproves unsatisfactory.\n\nA three-year probationary period is not too long and it is hardly\npossible to ascertain with accuracy the merits of the individual sufficiently to merit permanent employment in much less than this period.\nIt is true nevertheless that the probationary period can well be shorter\nif the degree of protection afforded the teacher is lessened. If the\nregulations make it easy for the Board of Education to discharge a\n\nteacher, then it is less necessary to delay conferring the rights assumed\nin tenure provisions. In order to build up our calling on high professional lines, it seems desirable to test carefully the new apprentices,\nand to cull out the inefficient before they have time or opportunity to\ninjure either the school system or the children. If this is done, then\n\nadequate protection should be afforded those who successfully meet all\nof the probationary requirements.\nMight it not be well for the community to recognize officially the\ncompletion of the probationary period and the acceptance of the meritorious teachers into the permanent personnel of the professional staff ?\n\nSuch recognition might well consist of the public presentation of a\ncertificate and testimonial.\n\n"}
{"page": 175, "printed_page": null, "text": "150\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nOur profession is seriously negligent in the adequate recognition of\nits successful members. We believe it would be a great stimulus to our\ncause to practice the conferring of honors upon those who have achieved\n\ndistinction. Such recognition would not only act as an incentive in\nbringing more worthy recruits into our ranks but would lead the\npublic to a deeper realization of the service rendered by the profession.\nSome form of special recognition of merit is universally used in all\nother professions. Why should not the classroom teacher, the superintendent, or the professor, who has served with unusual ability or who\nhas added to the progress of education in other ways receive the same\n\nrecognition as the scholar, the physician, the engineer, or the scientist ?\nWhy should not the community, the State, and the Nation officially\nrecognize meritorious service in public education, in the greatest of\nhumanitarian professions, as it does in other lines of endeavor ? Such\nrecognition at the end of a probationary period would inspire and point\nthe way to greater zeal and more confidence in the profession .\nTHE REMOVING AGENCY\n\nDuring the probationary period, there is little question but that the\nremoving power of the board should be strongly preserved. In order\nthat the teaching staff itself may be protected from the danger of weak\nand incompetent teachers on permanent tenure, it is necessary that\nhigh standards of entrance be required. It should be the duty not\nonly of the superintendent and supervisors to study the attitudes and\nabilities of the probationary teachers with great care and exactitude,\nbut the teachers already on tenure should indorse and encourage the\ncontinued maintenance of those professional requisites which protect\nthem from the influence of an incompetent and undesirable element on\n\nthe teaching staff. Such an element brings discredit to the profession\nand has interfered with the progress of protective measures for the\nbenefit of a large majority of successful teachers already in the service.\nThe board of education, therefore, should have the right, upon\nrecommendation of the superintendent, to drop any probationary\nteacher at the end of the school year after a reasonable notice. The\n\nnotice should be not less than thirty days. The Portland, Oregon, law\nprovides that a probationary teacher shall not be dismissed on account\nof friction between her and the principal without giving such teacher\na fair opportunity with another principal. The teacher might be\ndropped at any time after a reasonable notice, of not less than sixty\ndays. A written statement signed by the superintendent should be\n\ngiven the teacher stating the reasons for her dismissal. If the deficiency\nbe due to lack of skill in classroom management, removal should not\n\nbe made until the teacher has been warned and an opportunity given\nto correct the deficiency.\n1 Chapter 3. Laws of Oregon 1913.\n\nSection 3.\n\n"}
{"page": 176, "printed_page": null, "text": "Sessions]\n\nREPORT OF COMMITTEE ON TENURE\n\n151\n\nAfter the probationary period, teachers should be removed only\nfor cause. The causes usually enumerated include one or more of the\nfollowing: inefficiency, neglect of duty, professional stagnation, indifference and lack of growth, lack of co-operation, disloyalty, immorality, unprofessional conduct, insubordination, ill health and physical\ndisability, or any other reason that would annul a teacher's certificate.\nThe New York law specifies that the teacher shall hold her position\n\n\"during good behavior and efficient and competent service.\" The proposed Ohio law gave neglect of duty, insubordination, conduct unbecoming a teacher, and immoral or criminal conduct as causes for\nremoval. The Pawtucket, Rhode Island, regulations specify only misconduct or incapacity. The Massachusetts law lists no specific reason .\nTeachers may be dismissed at any time for the causes enumerated\nabove. In all cases, written notices of change are necessary and the\nteacher is given an opportunity of a hearing to refute the charges.\nPending the hearing the teacher may be suspended, and this suspension\nis without pay if the charge is sustained. Usually the board of education has the final decision in these matters. New York, New Jersey,\nand California, however, provide for an appeal to the State superintendent or other authority. Portland, Oregon, provides for appeal by the\nunique method of a trial board of three, appointed by the presiding\njudge of the circuit court. In all cases where the decision to remove\nis supported by less than five of the seven members of the board of\neducation, an appeal may be taken by the teachers to the commission.\n\nThe decision of this special commission is final and conclusive. If\nfive of the members of the board vote for removal, no appeal from this\ndecision can be made. A majority of the board can remove.\nThe questionnaire sent to affiliated units of the National Education\n\nAssociation indicates that the majority of teachers' organizations believe that the hearing should be held before the board of education.\nA considerable number favor the first hearing before the superintendent and supervisory officials. This group usually believes in an\nappeal to the local board of education. Those favoring the initial\n\ntrial before the board or superintendent and board would provide for\nan appeal to the State superintendent of education or his department.\nA number of suggestions were made that the trial be held before a\njoint committee consisting of representatives of the board, the teaching body, and citizens. Another recommendation was made that a\ncommittee of three be substituted, consisting of one representing the\nboard or superintendent, another the teacher, and a third to be\nselected by these two.\n\nSince the board of education is the agency which employs the\nteacher, it would seem that it should also be the removing agency.\n\nThe right to employ implies the right to dismiss. The privilege of\n\n"}
{"page": 177, "printed_page": null, "text": "152\n\n[General\n\nNATIONAL EDUCATION ASSOCIATION\n\nreviewing the action of the board in dismissing a teacher is a fundaînental principle of American democratic justice, and a reasonable pro-\n\ntection that should be provided. Since the majority of dismissals are\nbased on technical questions such as neglect of duty, incompetency,\ninefficiency, conduct unbecoming a teacher, and the like, it seems\nthat the final body of appeal should be in educational work, and yet\n\ndisinterested. Dr. Kandel, of the Carnegie Foundation for the Advancement of Teaching, states that \"the best practice today provides\nfor an appeal to the State superintendent of public instruction.\"\nPUBLIC OR PRIVATE HEARINGS\n\nThe question of whether the hearings should be public or private\n\nis a debatable one and the committee would request an opportunity to\ngive this more study. The general practice is to have the hearings\nprivate although there seems to be developing a strong tendency\nto make the matter of privacy optional with the teachers.\n\nThere\n\nare undoubtedly occasions when the nature of the accusations might\ndemand a private hearing in order to protect the teachers, the school\nsystem, and the children of the community.\nOn the other hand, publicity serves as a competent check upon\n\nhasty and ill-advised action. It may prove a restraint upon judicious\nand justifiable dismissals, however, and consequently may work to\nthe detriment of the school organization.\n\nIt is a striking fact that the majority of those answering the\nquestionnaire sent to the affiliated organizations of the National Educational Association indicated a preference for private hearings. Quite\na group, it will be noted, also felt that this privilege should be left\nto the discretion of the teacher accused. It seems that the accusing\n\nbody should have some right of determination in this matter also\nsince the advisability of presenting evidence might hinge on the kind\nof hearing granted. If the first hearing were private and the right\nof appeal allowed, which would be public or private as the teacher\nrequested, perhaps all rights would be safeguarded.\nINSURING CONTINUED PROFESSIONAL IMPROVEMENT\n\nOne of the most complex problems is that of insuring continued\nimprovement on the part of the teacher who has been placed on tenure.\nInability to find adequate means of protection through progressive\nimprovement and the difficulty of protecting the schools from the\ndanger of incompetent teachers have proved two of the most serious\nnandicaps in the extension of tenure. Where an employee is assured\nthat her position belongs to her, and especially where a sympathetic\npublic opinion makes it hard to discharge her, there is a grave possibility of an accumulation of \"dead-wood,\" teachers whose continued\nservices become a distinct liability to the community.\n\nThere is no\n\ndisease so dangerous as pernicious professional stagnation.\n\nFew,\n\n"}
{"page": 178, "printed_page": null, "text": "Sessions]\n\nREPORT OF COMMITTEE ON TENURE\n\n153\n\nif any definite steps have been taken to remove this deterring handi-\n\ncap. The law proposed by the State Teachers Association of Ohio\nthis year (1921) provided that the\nsuperintendent of public instruction shall prescribe and require such study or\nother means of professional growth from time to time, as a condition of indefinite tenure, as in his judgment shall seem necessary. The said requirements\nfixed by the superintendent of public instruction shall be the minimum required\nfor all districts of the State but any district shall have the right to establish\nhigher professional requirements for continued and indefinite tenure with the\nconsent and approval of the superintendent of public instruction.\n\nThis provision was objected to by the teachers and subsequently\nomitted from the bill. The chief reasons presented against this section were: (1) It enabled local boards to nullify the tenure law so\nfar as teachers are concerned. (2) Evidence of lack of professional\ngrowth could be presented by superintendents who desired to dismiss\n\na teacher without preferring charges. (3) The State superintendent should not be projected into the question of the personnel of the\nteaching force of a community.\nThe Tulsa, Oklahoma, scheme employs the teacher on a yearly\nbasis, and provides that teachers shall follow a four-year cycle during\nthe summer months as follows : one summer to be spent in travel,\none in attendance at summer school, one in regular teaching, and the\nfourth optional. This plan allows the teacher to work out details\nand does not specify what must be done in any particular year. It\nmerely provides that these four objectives be carried out in the fouryear period.\n\nThe sabbatical year with part or full pay is another plan which\nwill increase the length of teaching service, broaden the viewpoint of\n\nthe teacher, increase her culture, health, happiness and efficiency, and\ninstil a new vigor and broaden her outlook in every way. Some\ncities providing the sabbatical year include Cambridge, Massachusetts,\nwhich gives one year absence in eleven with half pay; Boston, one year\nin eight with half pay; Newark, New Jersey, one in eleven with half\npay; New Rochelle, New York, one year in eight with half pay ; Newton, Massachusetts, one year in eight with half pay; Richmond, Virginia, four and a half months after three years service with half pay ;\nRochester, New York, one year in eight with half pay, not to exceed\none thousand dollars.\n\nThe method commonly followed, however, is that of giving a bonus\nfor attendance at summer school. Whether the practice should be advocated as anything but a temporary necessity is questionable. If\n\nteaching is to be a recognized profession, it must attain such recognition through the deserved merit of its members. It seeems that the\npractice of paying members of a teaching force a subsidy to improve\nthemselves is not the ethical line of procedure. With the low salaries\n\n"}
{"page": 179, "printed_page": null, "text": "154\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nbeing paid at the present time, however, teachers cannot afford to attend\ncolleges or normal schools in summer vacations. Salaries should be\nadequate to make it amply possible for teachers to improve themselves\nas they all wish to do. Teachers are as ambitious, if not more so,\nthan the average citizen and aspire to success as much as anyone.\nThey recognize that this success can come only through preparation\nand continued study.\n\nEvery inducement should be given the teacher by so arranging her\nwork that she would have ample time for correspondence study, extension work, reading courses, and visiting days. Constructive and sympathetic supervision, giving preferment in promotion and additional\nsalary increases for recognized development makes improvement inevitable. There is no reason why the teacher should not grow more\nvaluable to her city with each succeeding year. Much of the success\nor failure of a corps of instructors is due to the character and personality of their leaders, the superintendent, and his supervisors .\nThe inspiration of a broadminded, intelligent superintendent motivated by high ideals and possessed with ability to lead his staff in a\nconstructive program of education will do much to stimulate the growth\nand progress of the school system. Such a man or woman will recognize and reward merit, will sympathetically guide and direct the inexperienced and the weaker teachers, for as in business or in any other\nprofession there must be established and maintained that degree of\n\nco-operation and confidence without which no enterprise can succeed.\nTHE DANGER OF INCOMPETENCE\n\nIncompetence, closely related with the question of insuring growth\nand continued improvement, can be reduced to its minimum danger\nthrough careful, exacting, yet sympathetic supervision during the probationary period. To guard against the dangers of incompetency, the period\nof probation should be made long enough to test the new teacher in every\npossible way. Conscientious, skillful supervision from the first, combined with personal attention to the probationary group by the superintendent himself, will help much in solving this problem.\n\nReasonable\n\ntransfers within grade and between buildings should be allowed. Private conferences should be held and deficiencies frankly discussed. Under such a plan the permanent personnel will not contain a large number of stagnant teachers.\n\nA record should be kept each year of the efficiency of every\nteacher as measured by the supervisor's analyses, records of continued\nstudy, and other evidences of growth. Efficiency tests should be given.\nThe larger school systems might well provide teacher-training facilities and teacher institutes at stated intervals.\n\nSome communities\n\nprovide that teachers not maintaining the minimum standards of effi-\n\n"}
{"page": 180, "printed_page": null, "text": "Sessions]\n\n155\n\nREPORT OF COMMITTEE ON PENSIONS\n\nciency and in danger of becoming incompetent be placed back to a\nprobationary status for a year before being recommended for dismissal.\nIncompetence, inefficiency, indifference, lack of co-operation, insubordination, and immorality must not be tolerated long.\n\nThe schools\n\nare for the education of our children and we are working under too\ngreat a responsibility to permit deficiencies to be long endured.\n\nIf the privileges of tenure are limited to those having adequate\neducational preparations, coupled with care in selecting teachers from\nthe probationary group, much of the danger will be avoided. Tenure\nin the elementary grades should be limited to graduates of a two-year\nnormal school preceded by graduation from a four-year high school .\nA life-certificate should be granted all such graduates who have two\nyears of acceptable teaching experience. Not less than ten years of\nsuccessful teaching experience should in any case be substituted for the\neducational requirements mentioned above. Higher standards should\n*of course be required for positions of greater responsibility.\nGraduation from a four-year college should be the standard for\nthe specialized teachers of the secondary schools. National standards\nof certification should be adopted with minimum requirements which\nwould serve as a basis for tenure regulations.\n\nLet us all unite, therefore, with every ounce of energy at our\ncommand to place upon the statute books of our several states and\n\ncommunities strong effective tenure legislation which will serve effectively to stabilize and dignify our profession and gain for it the recognition it merits from the citizenry of our land.\n\nNever before has our organization been so closely knit in a determined, unified effort for recognition. Sane, progressive advancement\npromoted by co-operative effort on the part of members will achieve\ngreat and lasting results.\n\nIn conclusion your committee feels that the importance of the\nquestion amply justifies further study and investigation. This is particularly true along the line of a scientific consideration of the relations\nof tenure to other progressive projects for the advancement of our\nprofession, such as the sabbatical year, national certification laws, uni-\n\nform tenure, pensions, and salaries. Very little work has been done in\nascertaining the attitude of the courts, and it is essential to lay down\ndefinite principles upon which to work.\nPRELIMINARY REPort of coMMITTEE ON PENSIONS\n\nJOHN W. CARR, STATE DIRECTOR OF HYGIENE, FRANKFORT, KY., Chairman\n\nYour committee on pensions begs leave to report that it has held\nthree sessions. On account of the illness of our chairman, Dr. Joseph\n\nSwain, of Pennsylvania, no meeting of the committee was held prior\nto Saturday, July 2, 1921 .\n\n"}
{"page": 181, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n156\n\n[General\n\nInformal reports of different pension systems were made to this\ncommittee, and their merits and demerits were discussed. These reports and data secured from other sources show continued interest in\n\nteachers' pensions in different parts of the country. Several State\nand local pension systems have been modified and in some instances\nfundamentally changed within the last three years.\n\nThe systems of\n\nOhio, Indiana, Pennsylvania, New Jersey, and New York may be\ncited as examples of systems that have been materially changed within\nthat period.\n\nThe teachers' pension systems in this country are too new for all\nsystems to be based on the same fundamental principles. But during\nthe last few years careful studies have been made by local committees\nin several States and cities. The data for some of these studies are\nnow available for the use of this committee. The conclusions reached\n\nby these local committees in reference to what are the best types of\npension laws do not always agree. Perhaps they never will entirely\nagree. But the most gratifying thing about these studies is the fact\nthat each committee has sought to find out the exact facts about the\nparticular pension system under consideration, so as to safeguard the\ninterests of the teachers and to promote the interests of the children\n\nand the general public. The tendency is decidedly toward greater\nsolvency of pension systems, and therefore better protection of teachers.\nIn 1918, a committee of this association laid down certain principles which it believed to be fundamental to any sound pension system. A summary of these principles follows :\n1.\n\nConcurrent annual contributions of both the teacher and the\n\nState and city.\n2. The contributions and the pensions should have some relation\nto salary.\n3. Careful estimates should be made of the liabilities on account\n\nof teachers with service prior to the enactment of a pension law.\n\n4. Disability allowances should be granted after a reasonable period\nof service under careful safeguards.\n5. In case of death or withdrawal before retirement, a refund\n\nshould be paid at least of the teacher's contribution with compound\ninterest.\n\n6. Adequate records should be maintained and periodic actuarial\nvaluations should be provided for.\nThe statement of principles has been available to the members of\nthis association for three years, and the principles have been subjected\nto criticisms of various sorts. Before making a final report on the\nprinciples that should underlie a pension system, this committee in-\n\nvites the fullest criticism of these principles. In the light of experience\n\n"}
{"page": 182, "printed_page": null, "text": "Sessions]\n\nHEALTH PROBLEMS IN EDUCATION\n\n157\n\nwherein should they be modified ? What additional principles should\nbeadded?\n\nOn account of the illness of our chairman, this committee has not\ndone the work it otherwise would have done.\n\nOur chairman writes\n\nto the effect that his health is greatly improved, and he hopes to be\n\nable soon to co-operate with the other members of this committee in\nformulating an extended and detailed report relative to teachers' pensions in the United States .\n\nThis committee, therefore, recommends that it be allowed to make\n\na further report on this subject in 1922. The committee further recommends that the sum of $1000, or so much thereof as may be necessary, be appropriated for its use.\nREPORT OF COMMITTEE ON HEALTH PROBLEMS IN\nEDUCATION.\n\nTHOMAS D. WOOD, PROFESSOR OF PHYSICAL EDUCATION , TEACHERS\nCOLLEGE, COLUMBIA UNIVERSITY, N. Y.\n\nThe world-war revealed to this country no greater weakness than\nthe neglect of education and the neglect of health. Are the national\nlessons dependent upon this revelation to be learned or forgotten ?\n\nWhat percentage of improvement has been made during the past year\nintheprogram of health care and health education of the army of 24,000,000 boys and girls in the schools of the United States ? Twenty-one\nstates have enacted special laws for physical education since 1915. Two\n\nbills now before Congress make provisions for the health and physical\nfitness of the nation's school children.\n\nIt is absurd that our federal\n\ngovernment so largely neglects this vital part of the business of the\nRepublic. \"Nobody cares about any child except his or her own,\" is\nthe pithy and more than 90 per cent truthful indictment charged by the\nveteran principal of a large school.\nThe scattered, partial, spasmodic efforts made at present for child\n\nhealth are hardly more than drops in the great ocean of a nation's need\nfor the real welfare of its children. It is impossible to estimate with\naccuracy the loss to the nation and to the world caused by failure to\n\nconduct a 100 per cent program in the field of child health.\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 judicial health program would\nproduce an extraordinary saving in economy and efficiency. A dollar\nspent promptly in a timely, constructive effort to conserve a child's\nhealth will be more fruitful for the child and for human society than\nwill a thousand dollars applied twenty years later. The principle of\nnational thrift finds its first and most vital application in the conserva-\n\ntion and improvement of the health of the children.\n\n"}
{"page": 183, "printed_page": null, "text": "158\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nSeventy-five per cent-16,000,000 of the school children of the\nUnited States have physical defects which are potentially or actually\ndetrimental to health.\n\nMost of these defects are remediable.\n\nVery\n\nfew of them are being remedied.\nThe business of keeping the school children of this country in good\nphysical repair is, as now conducted, a disgrace to the nation.\nShall not the children, drafted by compulsory education into our\nschools, be assured of as skillful and satisfactory care as the soldiers in\ncamp and trench ?\n\nNo community, no state, no nation can be considered civilized, which\nfails to furnish an adequate program of child care ; providing for every\nessential need of health and education for every child.\n\n1. Health examination (physical and mental) of every school child\nin each year of school life.\n\n2. An efficient program of follow-up health work to insure the\ncorrection of all remediable health defects in all the school children.\n\nNot 5 per cent of the needed program of health conservation, correction, and reconstruction of the school children in the forty-eight states,\nis being accomplished at present.\n3. Daily health inspection of pupils by parents and teachers with\nthe help of doctors and nurses to minimize and prevent acute and communicable diseases .\n\n4. A great safety campaign for children of school and pre-school\n\nage is a vital necessity. Deadly and ruthless warfare is being waged\nagainst child life and health by unregulated traffic and industry, and\nby failure to provide adequate space and safeguards for normal activities of childhood. Accidents in one year in the United States exact\n\nthe tragic toll of 20,000 child lives, according to a report recently issued\nby the Red Cross. Statistics for 1919 show more deaths of children\n\n10 to 14 years of age from accidents than from epidemic diseases. The\nneed of a united campaign for safety by all the schools of the country\nis imperative.\n\n5. No phase of the program for our men in the world-war produced\n\nmore significant benefits than the modernized and rational program of\nphysical education which the war training evolved and required. No\nmore significant and essential equivalent of the beneficial by-products of\nwar can be found perhaps for our national program of education than\n\na rationalized program of physical education activities (outdoors when\npossible)-play, games, sensible athletics, swimming, camping, scouting\nand the industrial activities involving big muscle movements which are\n\nhealthful and educative. A sensible and universal program of physical\neducation for all girls and boys was never, in the history of mankind,\nmore profoundly essential than just now.\n\n"}
{"page": 184, "printed_page": null, "text": "Sessions]\n\nREPORT OF LEGISLATIVE COMMITTEE\n\n159\n\nWho, in a position of social leadership and responsibility, would dare\nto neglect any phase of the health program of education ?\nHerbert Hoover's words ring true with increasing eloquence, \" If we\ncould grapple with the whole child situation for one generation, our\npublic health, our economic efficiency, the moral character, sanity, and\nstability of our people would advance three generations in one.\"\n\nCOMMITTEE ON ILLITERACY\nChairman, CORA WILSON STEWART .....\n\n...Morehead, Ky.\nSpringfield, Ill .\n\nFRANCISG. BLAIR, State Superintendent of Public Instruction .\nANNIE WEBB BLANTON, State Superintendent of Public Instruction .\n\nAustin, Tex.\n\nMARY C. C. BRADFORD, Ex-State Superintendent of Public Instruction ..\nARTHUR H. CHAMBERLAIN, Editor of the Sierra Educational News .\n\n.Denver, Colo.\nSan Francisco, Calif.\n\nJOHN V. CONWAY, Assistant Superintendent of Public Instruction .\n\n.Santa Fe, N.M.\n\nJOHN H. FINLEY, Educational Editor, New York Times ...\nWIL LOU GRAY, Supervisor of Aduit Schools .\nT. H. HARRIS, State Superintendent of Education ..\nTHOMAS E. JOHNSON, State Superintendent of Public Instruction .\n\n.New York, N.Y.\n\nJOSEPHINE C. PRESTON, State Superintendent of Public Instruction .\nPAYSON SMITH, State Commissioner of Education .....\n\n.Columbia S.C.\n\nBaton Rouge, La.\n.Lansing, Mich.\n..... Olympia, Wash.\nBoston, Mass.\n\nREPORT OF LEGISLATIVE CommissiON\nGEORGE D. STRAYER, PROFESSOR OF EDUCATIONAL ADMINISTRATION ,\n\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y., Chairman\nMEMBERS OF THE COMMISSION\n\nChairman, GEORGE D. STRAYER, Professor of Educational Administration, Teachers College,\nColumbia University\nMARY C. C. BRADFORD, Ex-State Superintendent of Public Instruction .\n\n.. New York , N.Y.\nDenver, Colo.\n\nJ. A. C. CHANDLER, President of the College of William and Mary .\nRANDALL J. CONDON, Superintendent of City Schools.\nWILLIAM M. DAVIDSON, Superintendent of City Schools ..\nTHOMAS E. FINEGAN, State Superintendent of Public Instruction.\nTHOMAS E. JOHNSON, State Superintendent of Public Instruction.\nDWIGHT B. WALDO, President of the Western State Normal School .\nCHARL O. WILLIAMS, County Superintendent of Schools .\n\n.Williamsburg, Va.\n.Cincinnati, Ohio\nPittsburgh, Pa.\nHarrisburg , Pa.\nLansing, Mich.\nKalamazoo, Mich.\nMemphis, Tenn .\nSeattle, Wash .\nSacramento, Calif.\n\nAGNES S. WINN, Public Schools ..\n\nWILL C. WOOD, State Superintendent of Public Instruction .\n\nThe Legislative Commission of the National Education Association,\ncreated by resolution adopted at the Salt Lake City meeting a year ago,\nand appointedby President Hunter, held its first meeting in Washington\n\nat the headquarters of the Association on September 10 and 11, 1920.\nMr. Magill was elected secretary of the commission. This was thought\nto be particularly appropriate since the Field Secretary of the National\nEducation Association has as one of his important duties the promotion\nof the legislative program of the Association.\nAfter a careful discussion of the work which the commission might\nhope to accomplish and a consideration of the forces whose co-operation\nmight be expected, as well as the opposition to be met, the commission\nagreed upon the following detailed outline of work for the year :\n\n"}
{"page": 185, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n160\n\n[General\n\nFirst, that the commission concentrate its efforts on securing a\nfavorable report on the Smith-Towner bill by both committees on education of the Senate and House during the last session of the Sixty-sixth\n\nCongress, which met on December 6, and that if successful in getting\nthe bill out of committees, every effort be made to bring it to a vote.\nSecond, that the Field Secretary be requested to perfect an organ-\n\nization of the friends of the bill in every Congressional district in the\nUnited States, and that a state central committee also be organized in\nevery state to promote the passage of the bill.\nThird, that bulletins be prepared and published under the authority\n\nof the Legislative Commission, setting forth arguments in support of the\nbill. The article which had been prepared by the Field Secretary immediately preceding the first meeting of the commission was approved and\nauthorized to be published as Legislative Commission Series Number\nOne .\n\nFourth, that the Field Secretary be requested to get in touch with\nthe leaders of the national organizations that have endorsed the bill and\n\nwith other civic groups favorable to it, and secure their co-operation in\nthe most effective way.\nFifth, that the chairman of the commission be authorized to under-\n\ntake to carry out a plan suggested by him for the organization of a lay\ncommittee of public-spirited citizens to work for the promotion of the\nbill.\n\nSixth, that the commission co-operate in the promotion of plans for\nthe reorganization of the executive departments of the government, but\nthat it insist that in any such plans for reorganization education should\nbe organized as of primary importance and entitled to Cabinet rank.\nSeventh, that the commission recommend to the Executive Committee\nthat the proposed Journal of the National Education Association author-\n\nized by the Board of Directors at the Salt Lake City meeting be\npublished at as early a date as possible, and that it be used for the\n\npromotion of the Association's legislative program.\nSuch were the plans laid out by the commission at its organization\nlast fall, and we are very glad to report that the commission has met\n\nwith gratifying success in the carrying out of these plans. Through\nthe efforts of the secretary of the commission a very effective working\norganization has been developed with representatives in nearly every\nCongressional District in the United States. State committees have\nbeen formed that have worked earnestly and loyally for the promotion\n\nof the Educational Bill. The superintendents and teachers throughout\nthe country in response to the call of the commission have done very\neffective work. The first bulletin published by the commission, Legislative Commission Series Number One, has had a very wide circulation,\nabout twenty-five thousand copies having been sent out. This article\n\n"}
{"page": 186, "printed_page": null, "text": "Sessions]\n\nREPORT ON LEGISLAtive coMMITTEE\n\n161\n\nwas also printed in many of the leading educational journals and maga-\n\nzines. Special articles prepared by the chairman of the commission\nwere published in many of the leading magazines and in the daily press.\nThe commision has secured wide publicity, the results of which have\nbeen very effective in developing public opinion.\nThe chairman of the commission has been able to secure the organ-\n\nization of a lay committee, known as the National Committee for a\nDepartment of Education. Mr. A. Lincoln Filene, of Boston, wellknown philanthropist, is chairman of this committee, and its membership includes many of the most prominent men and women of the\nnation. This committee has done highly effective work. It has\nfinanced its own campaign by contributions from its own members and\nfrom other public-spirited citizens who believe in our cause. This\n\ncommittee of laymen has prepared some most valuable literature,\nhundreds of thousands of copies of which have been printed and distributed. The pamphlet entitled Facts About the Smith-Towner Bill\n\nhas been particularly effective and has had a very wide distribution.\nThis national committee has also been helpful in securing special\npublicity and in helping bear the expense of the reprint of the Educational Bill, the House Committee's Report on the bill, and other publications. This lay committee, which has already rendered such valuable\nservice, is continuing its activities in support of the Towner-Sterling\nBill.\n\nThe support and co-operation that has been given our cause by\n\nother national organizations interested in the promotion of a Department of Education has been most gratifying. The interest has widened\n\nuntil it can truthfully be said that millions of the very best people of the\ncountry are taking a personal interest in the promotion of our educational bill.\n\nThe Smith-Towner bill was favorably reported by the Committee\n\non Education of the House on June 11, 1921. The official report of the\ncommittee, prepared by Judge Towner, was an unusually strong document in support of the principles of the bill, and was given very wide\n\ncirculation throughout the country. A few weeks later a favorable\nreport on the bill was made by the Committee on Education and Labor\n\nof the Senate. Owing to the congested condition of legislation during\n\nthe closing week of the Sixty-sixth Congress, it was impossible to\nsecure final action by either house.\n\nAt a meeting of the commission held in Atlantic City on February\n28, it was agreed that the fundamental principles of the Smith-Towner\nbill, indorsed repeatedly by the Association, must be preserved, but that\nit was possible to state more clearly the intent of the measure by repeating in each section providing for an appropriation the provision of the\noriginal bill which guarantees state and local control in the management\n\n"}
{"page": 187, "printed_page": null, "text": "162\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nof the schools. It was also agreed to insert a section creating a national\ncouncil on education, to consist of the state superintendents of all the\nstates, twenty-five educators representing the different interests in\neducation, and twenty-five persons not educators to be appointed by the\n\nsecretary to meet once each year to consult and advise with the secretary\non matters relating to the promotion of education throughout the Nation.\nOn April 11, at the opening of the special session of the Sixtyseventh Congress, Congressman Towner of Iowa reintroduced the bill\nin its revised form.\n\nA few weeks later it was introduced in the Senate\n\nby Senator Sterling of South Dakota. The bill is now known as the\nTowner- Sterling bill, H. R. 7 and S. 1252. In its revised form the\nTowner-Sterling bill has received even more enthusiastic indorsement\nthroughout the country than did the original Smith-Towner bill.\nSoon after the opening of the special session of Congress a movement was started for the creation of a Department of Public Welfare,\nand when the outline for this proposed department was announced, it\nwas found that education was to be included as one of its subdivisions\n\nalong with a number of other more or less unrelated interests. Feeling\nthat the success of this movement would mean the virtual defeat of the\n\nprinciples for which we had stood, we called upon the educators of the\ncountry, as well as the different organizations that have so loyally\nsupported our cause, to express themselves with respect to the desirability of placing education in the proposed Welfare Department.\nA special hearing was held on May 18th before the Joint Committees\non Education of the Senate and House, which was conducted by the\nField Secretary and at which the educators and friends of education\n\nappeared to present their cause. There was unanimous agreement not\nto oppose the creation of a Department of Public Welfare, if Congress\nthought best to establish such a department, but firm insistence that if\nthe department were created, education should be taken out of it, and\nthat the friends of education be permitted to continue their efforts for\n\nan independent Department of Education. None of those present were\nable to see any advantage in removing education from its present inferior position as a bureau of the Department of the Interior only to\nsubmerge it again in the Department of Public Welfare.\nNo further action has been taken on the welfare bill up to the\npresent time.\n\nWe have had to meet powerful influences that would\n\ndefeat our purposes, not by direct opposition but by substitution, nevertheless, we have preserved our organization and have continued to\ndefend and promote our cause. The members of Congress have come\n\nto respect the organized teachers of the country as never before. The\nmembers of our profession have come to realize that by working together we can become a great influence for the promotion of the highest\nideals of the country. The opposition which we have encountered and\n\n"}
{"page": 188, "printed_page": null, "text": "Sessions]\n\nCOMMISSION ON SECONDARY EDUCATION\n\n163\n\nthe obstacles which must be overcome should not discourage us. The\ngreat cause in which we are enlisted is so vital to our nation that we\n\nmust all be willing to make the sacrifice necessary to bring about its\nsuccess.\n\nWe look into the future with absolute confidence in the\n\nrighteousness of our cause and in the certainty of its ultimate triumph.\nThe day will come in America when we shall realize the fond hope of\n\nAbraham Lincoln that our country \"guarantee to all an unfettered start\nand a fair chance in the race of life .\"\n\nREPORT OF THE COMMISSION ON THE REORGANIZA-\n\nTION OF SECONDARY EDUCATION\nWILLIAM B. OWEN , PRINCIPAL CHICAGO NORMAL COLLEGE,\n\nCHICAGO, ILL., Acting Chairman\n\nIt is generally recognized that the American high school is unique\namong the secondary schools of the world. A few of its characteristics\nare accidental, but as an institution it reflects some of the finest and\ndeepest and truest ideals of American life.\n\nTo assist the American\n\nhigh school to become an even better instrument of democracy, the\nCommission on the Reorganization of Secondary Education was\n\norganized by the National Education Association nine years ago, and\nhas been at work continuously ever since.\nWhy is there need for a national commission in this field ? State\nassociations and regional associations, such as the North Central\nAssociation of Secondary Schools and Colleges, are achieving important\nresults. Cannot these associations alone accomplish all that is needed?\nWe believe that the experience of the Commission on the Reorganization\n\nof Secondary Education demonstrates conclusively the desirability, nay\nmore the necessity, for national committees composed of representatives from all parts of the country. Without such national committees\nthere is danger that our educational procedures will diverge unneces\nsarily and unwisely.\n\nThe commission consists of sixteen committees, and a reviewing\ncommittee composed of the chairmen of the sixteen committees and ten\nmembers at large. The total membership of the committees exceeds\ntwo hundred persons and represents thirty states.\n\nThe Reviewing committee has a twofold function. It formulates\nthe fundamental principles which it believes should guide the reorganization of secondary education. Its conclusions in this field have been\nissued in a bulletin entitled Cardinal Principles of Secondary Education. Its second function is to criticize reports submitted to it by the\nvarious committees. As a result of its criticism some of the reports\n\nhave been revised or even entirely rewritten three or four times. In\nseveral fields, the committees have been reorganized, since the original\ncommittees were unable to work out their problems. This work of\n\n1\n\n"}
{"page": 189, "printed_page": null, "text": "164\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nthorough and painstaking criticism has made it necessary for the reviewing committee to hold from one to three meetings each year, each\nmeeting lasting several days. The policy of insisting upon reports\nconsistent with sound educational principles has made it impossible for\nthe commission to issue more than two to four reports in any one year.\n\nUp to the present time the commission has completed thirteen\nreports, twelve of which have been issued by the United States Bureau\nof Education, and the thirteenth is now in the hands of the printer.\nThe first report was issued in 1915 and dealt with the teaching of\ncommunity civics. That report has been widely influential in shaping\nthe content and method of one of the newest and most valuable subjects\nin secondary education. Nearly every recent textbook in this field\nshows the influence of this report. In 1916 a report was issued on\n\nthe social studies in secondary education. This report was reprinted\nin the History Teachers' Magazine and has shaped several of the textbooks in European history and in the problems of democracy.\nIn 1917 four reports were issued dealing with English, music,\nphysical education, and moral values. The report on English, which\nwas prepared by a joint committee representing not only the commission\nbut also the National Council of Teachers of English, has been widely\nadopted as the basis of courses in English and has been indorsed by\nthe North Central Asociation of Secondary Schools and Colleges as\nthe standard both for high-school work and for admission to college.\nIn 1918 and 1919 three reports were issued dealing with vocational\nguidance, business education, and the Cardinal Principles of Secondary\nEducation. Three reports bearing the date of 1920 deal with mathematics, science, and agriculture.\n\nThe science report entitled Reorganization of Science in Secondary\nSchools contains the contributions of a committee of forty-seven members. Its issuance was preceded by lengthy discussions and controversies\nthat were almost bitter at times. The report is, however, now acceptable\nto practically all the disputants and represents a point of view which\nis both moderate and progressive.\n\nThe twelve reports already issued vary in length from twenty- four\nto 181 pages and if bound in a single volume would constitute 611\npages. They represent, however, several times that amount of material,\nas many of them were rewritten time and time again.\nThe total distribution of these reports already exceeds 200,000\n\ncopies. The Bureau has distributed practically the full number that it is\nallowed by law to distribute free. Additional copies are being printed\nand sold by the Superintendent of Documents. State departments of\n\neducation and city superintendents of schools are purchasing reports\nin quantities and distributing them to high school principals and teachers.\n\n"}
{"page": 190, "printed_page": null, "text": "Sessions]\n\nCOMMISSION ON SECONDARY EDUCATION\n\n165\n\nThe Superintendent of Documents is co-operating in this distribution\nby selling the bulletins in quantities at special cost rates.\nThe commission hopes to issue in the near future four reports dealing respectively with part-time education of various types, High School\nGrounds and Buildings, Classical Languages, and Reorganization of\nHome Economics.\n\nIn the brief time available it will be possible to mention only a few\nof the most important conclusions and recommendations of the commission. Many of these are contained in its report entitled Cardinal\n\nPrinciples of Secondary Education.\nThe commission emphasizes, throughout all its reports, the importance of a clear conception and statement of the aims of secondary\n\neducation as a whole and of each subject and of each activity within\nthe school. The selection of methods and the organization of content\ncannot wisely be made until the aims are accurately determined. No\nsubject can retain its place in education unless it contributes to aims\nthat are socially valid.\nIn attempting to formulate the aims of secondary education, the\ncommissionhas selected seven objectives which it holds should determine\nthe organization, administration, and supervision of the school, the\nsubjects to be taught, the methods of instruction and the extra-classroom activities. Their objectives are : ( 1) health, (2) command of\nfundamental processes, (3) worthy home membership, (4) vocation,\n(5) citizenship, (6) worthy use of leisure, (7) ethical character .\n\"This commission holds that education is essentially a unitary and con-\n\ntinuous process, and that each of the objectives defined above must be recognized\nthroughout the entire extent of secondary education. Health needs are evidently\nimportant at all stages; the vocational purpose and content is coming properly\nto be recognized as a necessary and valuable ingredient even in the early stages\nand even when specific preparation is postponed ; citizenship and the worthy use\nof leisure, obviously important in the earlier stages , involve certain phases of\neducation that require maturity on the part of the pupil and hence are indispensable also in the later stages of secondary education.\n\nFurthermore, it is only as the pupil sees his vocation in relation to his\ncitizenship and his citizenship in the light of his vocation that he will be\nprepared for effective membership in an industrial democracy. Consequently.\nthis commission enters its protest against any and all plans, however well\nintended, which are in doprow of 1: omcing vocation and social-civic educa-\n\ntion. It stands squarely for the infusion of vocation with the spirit of service and for the vitalization of culture by genuine contact with the world's\nwork.\"\n\nThe commission takes an advanced position with regard to the\nadmission of students to the secondary school. It holds that \"the\nsecondary school should admit, and provide suitable instruction for\nall pupils who are in any respect so mature that they would derive more\nbenefit from the secondary school than from the elementary school.\"\nThis position throws into the discard the last vestige of the idea that\n\nabstract standards are more important than the needs of actual boys\nand girls.\n\n"}
{"page": 191, "printed_page": null, "text": "166\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nThe commission also recognizes the necessity of rendering some\nservice to those boys and girls who go to work before completing the\n\nsecondary-school course. It has a report now in the hands of the\nprinter dealing with Part-time Education of Various Types. The\ncommission holds that \"a sound national policy dictates the urgent need\nfor legislation whereby all young persons, whether employed or not\nshall be required to attend school not less than eight hours in each\nweek that schools are in session until they reach the age of eighteen.\n\"Attendance for eight hours in each week will make possible important\nprogress not only in vocational efficiency but also in the promotion of health,\npreparation for worthy home-membership, civic intelligence and efficiency,\nthe better utilization of leisure, and ethical development. All these objectives\nare evidently as important for the young worker as for those who remain\nin full-time attendance at school.\"\n\nEven before the issuance of its first report the Commission\n\nbroadened its conception of secondary education to include the junior\n\nhigh school period. Its reports are so organized as to be of assistance\nto the work in grades VII and VIII even in school systems where\nthese grades have not as yet been incorporated into a junior high\nschool or a six-year high school.\nIn discussing the various types of secondary schools now found\n\nin the United States, the commission takes the position that the comprehensive high school, embracing all curriculums in one unified\norganization, should be encouraged. The principal of the comprehensive\nhigh school must be a man of broad sympathies for whom democracy\nis a ruling passion .\n\nIn concluding its report on the Cardinal Principles of Secondary\nEducation, the commission states :\n\"It is becoming increasingly apparent that the problems of secondary\neducation merit much more serious attention than they have received heretofore. The study of the best methods for adapting secondary education to\nthe needs of modern democratic life is but begun. The physical, intellectual,\nemotional, and ethical characteristics of young people are still but vaguely\ncomprehended. Such knowledge of social needs and educational theory and\npractice as is already available has been seriously studied by comparatively\nfew administrators and teachers. Progress will depend very largely upon\nadequate professional training of teachers both before and after entering\n\nupon service. Plans must be adopted for pooling the results of successful\nexperimentation on the part of individual teachers. To make the reorganization effective, competent supervision and constructive leadership must be\nprovided in the various fields of secondary education.\nIt is the firm belief of this commission that secondary education in the\nUnited States must aim at nothing less than complete and worthy living\nfor all youth, and that therefore the objectives described herein must find\nplace in the education of every boy and girl.\nFinally, in the process of translating into daily practice the cardinal\nprinciples herein set forth, the secondary school teachers of the United States\nmust themselves strive to explore the inner meaning of the great democratic\n\n"}
{"page": 192, "printed_page": null, "text": "Sessions]\n\nREPORT ON THRIFT EDUCATION\n\n167\n\nmovement now struggling for supremacy. The doctrine that each individual\nhas a right to the opportunity to develop the best that is in him is reinforced\nby the belief in the potential, and perchance unique, worth of the individual.\nThe task of education, as of life, is therefore to call forth that potential worth.\nWhile seeking to evoke the distinctive excellencies of individuals and\ngroups of individuals, the secondary school must be equally zealous to develop\nthose common ideas, common ideals, and common modes of thought, feeling,\nand action, whereby America, through a rich, unified, common life, may\nrender her truest service to a world seeking for democracy among men\nand nations.\"\n\nREPORT OF COMMITTEE ON THRIFT EDUCATION\nARTHUR H. CHAMBERLAIN , EXECUTIVE SECRETARY,\n\nCALIFORNIA TEACHERS' ASSOCIATION, SAN FRANCISCO, CALIF., Chairman .\nThe Committee on Thrift Education was formed in 1915.\n\nThere\n\nhas been no meeting of the Council of Education since that date,\nwhether during the N. E. A. or at the Department of Superintendence, at which a program has not been presented or a report of progress made. As might be expected, however, in dealing with any phase\nof educational activity new to the course of study, the first meetings\nwere taken up in a campaign of education. More than this, the committee members themselves had not only to study the problem, in order\n\nclearly to give scope and definition to the work, but objectives had\nto be established and relative values charted.\n\nHad the committee followed the line of least resistance and adopted\n\nthe commonly accepted understanding of thrift, the work would have\nbeen easy, and tangible results would have been apparent of themselves. There was complete understanding, if not of practice, of thrift\nin its relation to the financial phases of life-the saving and investing of money. School savings, banks, and other similar enterprises\nwere recognized by the committee as being an essential element in\ntraining for citizenship. That each individual be not only self-supporting but financially independent in old age was recognized as essential in our complete economic development. But the work that the\ncommittee cut out for itself was less spectacular than that involving\n\nthe almighty dollar. It persuaded itself that the field of thrift teaching included the larger conceptions of the subject the human aspects,\nthe social phases, the natural conservation features.\nThe committee started with the premise that the American people\nwere wasteful and prodigal in the highest degree. They must be taught\n\nindeed how to earn, and save and invest, and they must know how to\nspend wisely. More than this it was necessary to teach how wasted\n\ntime may be used for profit and pleasure; how energy now dissipated\nmay be applied to personal and community profit ; how observing the\ncommon laws of health and hygiene and mental and moral cleanliness\n\nmeans strong bodies and healthy minds; how human conservation re\n\n"}
{"page": 193, "printed_page": null, "text": "168\n\nNATIONALL EDUCATION ASSOCIATION\n\n[Genera\n\nsults in a race physically fit; and how to conserve the natural resources\nso commonly wasted-water and timber and fuel and all the rest; how\nto save these instead of wasting them. This is the field of thrift\ninstruction as understood by the committee.\nThe opening of the Great War and our subsequent entrance into\nit changed entirely the plans of your thrift committee. The investiga-\n\ntions being made and the studies and surveys then under way were\nput aside. This, however, is not a complete statement of the case. The\n\nprogress made by the committee clearly showed the possibilities of so\napplying the principles of thrift as to make a contribution to war serv-\n\nice. With the patriotic participation, therefore, of the members of the\ncommittee, numerous members of the Council, and of school people\n\nthroughout the country, there was carried on, during the first six months\nof 1917, the most intensive and far-reaching study in the field of agricultural preparedness and food conservation. Data were gathered from\nschools and communities throughout the nation showing the development of school gardens and how school children were mobilized to\n\nassist in harvesting crops that otherwise would have been ruined. There\nwas great economic waste in food stuffs from the producer to the household and innumerable leaks in the home. As a result of the report\n\nmade at the Portland meeting in 1917, a bulletin was printed and sent\nbroadcast throughout the country. One portion of this bulletin dealt\nwith the adaptation of courses in domestic economy and industrial arts\nto meet the demands of the war period, and food storage and preservation occupied another section. This bulletin, entitled Agricultural Preparedness and Food Conservation, was reprinted in many of its parts\nby newspapers, farm journals, the popular magazines even, and by educational magazines; and the demand for copies was far beyond our\nability to supply. Many county and city superintendents of schools\nplaced these bulletins in the hands of their teachers.\nDuring the year following, the committee set itself to study how the\napplication of thrift would aid in the successful outcome of the war.\n\nDetailed investigation was made of the whole field of war saving, and\nthe place of the school in this movement. Other studies were carried\n\non in the field of thrift and commercial supremacy, club work and\nsalvage, the war-garden movement, textbooks on thrift teaching, the\nconservation of humanity, and the school's part in after war conditions.\nThe results of this study were given at the meeting at Pittsburgh in\n1918 and published in a bulletin under the caption, Financing the War\nThrough Thrift-Reconstruction Through Conservation. There was\neven greater demand for this than for the former bulletin and it is used\ntoday by thousands of teachers .\nAs a result of the new order of procedure, established by the president of the National Council of Education, of holding our meetings as\n\n"}
{"page": 194, "printed_page": null, "text": "Sessions]\n\nCO- ORDINATION OF RESEARCI AGENCIES\n\n169\n\nconferences or open forums, the Salt Lake City conference endeavored\nto lay a foundation for real thrift teaching in the schools. And as a\ndevelopment of that conference, the one at Atlantic City concreted still\nfurther the problem of school and community, the adaptation of courses\nof study to school needs and life-conditions, and how, in an already\nover-full program of studies, time may remain for instruction in the\nconstructive and humanizing forces of thrift.\nA subcommittee has been at work upon the problems of human conservation.\n\nThe relation of the work of this committee to that of Dr.\n\nWood is clearly seen-sanitation, health conditions, school feeding,\nhome environment, recreation and industrial occupations of children\nhave large place in such a study. Other investigations involve thrift in\ntime and energy-the whole field of economy of time in education ; the\nwider and more intensive use of the school plant and equipment ; the\n\nsaving of waste everywhere and the use of the by-product ; the conservation of natural resources; the direct financial phases of thrift, including all forms of savings and investments, and proper spending ; the\nthrift course of study as applied to civics, citizenship, literacy, mathematics, and the vocations.\n\nNever was the need for thrift, practically applied, so great as at the\npresent time. In city and country, among rich and poor alike, employer\nand employed, there is the most appalling carelessness and waste. The\nlessons of the war period seem to be forgotten. To save and to con-\n\nserve is too often looked upon as indicating a miserly tendency. To be\nfree and open-handed and wasteful even indicate to the unthinking a\nlarge-hearted beneficence. The one who in every way strives to eliminate\nwaste is, at foundation, a good citizen. The hope is expressed that the\ncontributions of the committee on Thrift Education may be such as shall\naid in the solution of the fundamental problems confronting the American people today.\nREPORT OF THE COMMISSION\nON CO- ORDINATION OF RESEARCH AGENCIES\nMEMBERS OF THE COMMISSION\n\n.Denver, Colo.\nChairman, JESSE H. NEWLON, Superintendent of City Schools .\nW. C. BAGLEY, Professor of Education, Teachers College, Columbia University .\n..New York, N.Y.\n\nANNIE WEBB BLANTON, State Superintendent of Public Instruction .\nAustin, Tex.\nFRANKLIN BOBBITT, University of Chicago ...\nChicago, Ill.\nMARY D. BRADFORD, Superintendent of City Schools .\nKenosha, Wis .\nTHOMAS H. BRIGGS, Teachers College, Columbia University .......\nNew York, N.Y.\n..Urbana, Ill .\nB. R. BUCKINGHAM, Department of Research, University of Illinois .\nMadison, Wis .\nC. P. CARY, Ex-State Superintendent of Public Schools ....\nLOTUS D. COFFMAN, President of the University of Minnesota ....... Minneapolis, Minn.\nNew York, N.Y.\nJESSIE E. COLBURN, Public School No. 61 .....\nBaltimore, Md.\nALBERT S. COOK, Superintendent of City Schools....\nSTUART A. COURTIS, Director of Educational Research, Detroit Public Schools ..Detroit, Mich.\nJ. G. CRABBE, President of the State Teachers College .\n\nVIRGIL E. DICKSON, Director of Research, City Schools ....\n\nGreeley, Colo.\nOakland, Calif.\n\n"}
{"page": 195, "printed_page": null, "text": "170\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nJAMES W. GOWANS, Superintendent of City Schools .\nWinfield, Kans .\nWALTER A. JESSUP, President of the State University of Iowa ..\n.Iowa City, Iowa\n..Cleveland, Ohio\nROBINSON G. JONES, Superintendent of City Schools .\nSomerville, Mass.\nPHEBE E. MATHEWS, High School ..\nGEORGE MELCHER, Director of Research and Efficiency ... Library Bldg., Kansas City, Mo.\n.. Cleveland, Ohio\nFRANK G. PICKELL, Assistant Superintendent of City Schools ..\nEDWIN L. ROUSE, President of the State Normal School .\n.. Peru, Nebr.\nCHARLES E. RUGH, Professor of Education, University of California ........ Berkeley, Calif.\n\nW. F. RUSSELL, Dean of the College of Education, State University of Iowa .. Iowa City, Iowa\nDes Moines, Iowa\nJ. W. STUDEBAKER, Superintendent of City Schools ...\n.Madison, Wis.\nW. W. THEISEN, Supervisor of Educational Measurements .\nJOHN W. WITHERS, Dean of the School of Education, New York University .. New York, N.Y.\n\nWe are entering upon a most important and critical period in the\ndevelopment of public education in the United States. The people have\nagain demonstrated faith in their schools by a most generously increased\nsupport during a period of rapidly rising prices. A larger number of\ncitizens are today more keenly alert to the needs of the schools than\n\never before in our history.\nThe fact remains, nevertheless, that we are passing through a\nperiod of business depression and that we are heavily burdened by\ntaxes as a result of the enormous expenditures in connection with the\nworld-war. This generation is bound to feel the burden of taxation\n\nthroughout its life. We are in the midst of a campaign that is being\ncarried on from coast to coast, through the daily press, through\nmagazines, and on the hustings against high taxes. This campaign has\nbeen directed mainly at waste in federal, state, and municipal expenditures. With the exception of the perennial complaints of the purely\nselfish, reactionary, or miserly citizen, the schools have been largely\nexempt from this attack, but the \"tightwad\" of the community, the man\nfor whom the almighty dollar is the chief end of existence, has not\nhestitated to raise his voice even against expenditures for public schools .\n\nThe schools are in a peculiar situation. We are in the position of\nan army that has made a great gain in territory and has excellent\nchances not merely of holding all that it has gained, but of making\ngreater gains, if skill, courage, determination, and speed are used in\nconsolidating the gains already made and in making preparations for\nthe next big drive. We have every reason to be hopeful, provided\nwe have courage and provided we act with intelligence and with\nrapidity. School executives will be called upon as never before in the\nnext ten years to justify with absolutely reliable facts their requests for\nlarger expenditures and to show results from the money spent. The\npeople will and should support the schools only to the extent that we\nshow results. We need first of all a campaign of education in behalf\nof the public schools, a campaign based on facts and not upon sentimentality or ill-considered assertions .\n\nNo school administration has immediately available today all of\nthe down-to-the-minute data that is needed in presenting a budget to\na board, to a tax commission, or to a legislature, or in organizing an\n\n"}
{"page": 196, "printed_page": null, "text": "Sessions]\n\nCO- ORDINATION OF RESEARCH AGENCIES\n\n171\n\nadministrative and supervisory force, or in inaugurating a program of\nmental testing or in outlining any of the major operations of a modern\nschool system.\n\nWe have done little toward the education of the great public as to\nwhat constitutes a modern state school system. A number of constitutional conventions have been held in the past ten years, and without\ndoubt, more will be held in the next ten. In a constitutional convention\n\nthe opportunity of half a century is presented to a state to secure a\nmodern organization of its schools, but the friends and leaders of\npublic education are handicapped because they do not have in usable\n\nform adequate data on state school organization to present to that\nconvention, and, above all, because there has been no preparation in\nthe way of a campaign of education over a period of years preceding\nthe convention.\n\nI repeat that our great need is a campaign of education in behalf\nof the public schools. Mind that I say \"education\" and not \"propaganda. \" My observation has been that propaganda generally plays\nhavoc with facts. It overstates. It appeals to prejudices. Our campaign must be conservative. It must be based on facts. Our appeal to\nthe emotions must be legitimate. It must not be overdone. Our campaign must be thoroughgoing. It must be aggressive. It must enrol\nthe sympathetic and active support of every teacher in America. The\nfirst step in this campaign is the organization and co-ordination of our\nresearch agencies in order that the innumerable problems which confront us may be attacked aggressively, systematically, and without\nduplication.\n\nEvery superintendent of schools is sometimes woefully and sometimes almost hopelessly handicapped in presenting a budget to a board\nof education, to a tax commission, or to the city council, because he does\nnot have at his instant command reliable down-to-the- minute data as to\n\nthe expenditures and the educational programs and the rates of taxation\nin other cities in the country of the same class as his; because he does\nnot have in ready and accessible form the results of the investigations\nmade by research departments in the various cities, state universities,\nstate departments of education, the United States Bureau of Education,\n\nor by the great foundations. Most of the reports sent out by the\nBureau of Education and other research agencies are of necessity from\none to two years old. Economic conditions and expenditures for\nschools have changed with lightning rapidity in the past five years. A\nclearing-house must be established that will get the information to\nthose who need it when they need it.\n\nNumerous questionnaires have come to my desk within the past\nyear. Recently I have had telegrams from two cities of the size of\nDenver asking for information on tax rates and per capita expenditures,\non minimum and maximum salaries actually paid, and on other points\n\nrelative to our school expenditures. Only those who have actually\n\n"}
{"page": 197, "printed_page": null, "text": "172\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\ndealt with financial statistics (I was about to say only those who have\n\nhad to present such statistics to boards) know how difficult it is to\ntranslate data from one city or state or college into terms that are\n\nunderstandable in another city or state, for the laws governing taxation\nand school expenditures are as numerous as the states, and almost as\nnumerous as the cities and the schools.\n\nSince school closed we have\n\nhad from a city the size of Denver an extended questionnaire relative\nto the salaries paid in various types of educational activities in our city.\n\nWe have answered that questionnaire to the best of our ability, and in\nanswering it we have given in a different form the same information\n\nwhich we have given to a half-dozen other cities within the past year.\nThe possibilities are that the answers which we gave will not be\nabsolutely true and will not be clearly understandable, because statis-\n\nticians have not yet developed in detail a common language and method\nfor use in dealing with these statistics. A vast amount of time, energy,\nand money are expended on the answering of questionnaires with poor\nresults obtained. The proper organization and co-ordination of research agencies will make available data when needed, in reliable\n\nform, and at a far less cost than under the present inefficient, slow,\nand costly methods. Why should every city have to cover the whole\nrange of research ? They are not prepared to do it. Results are ex-\n\ntremely unsatisfactory.\n\nThe amount of duplication of effort is almost\n\nbeyond belief and entirely unnecessary.\nYour Commission on the Co-ordination of Research Agencies was\n\nappointed to study this problem and to recommend plans for the better\norganization and co-ordination of research agencies and to recommend\nsuch measures as are necessary to carry on efficiently and quickly the\nresearch which present educational conditions demand. About a dozen\nof the members held a preliminary meeting in Atlantic City last\nFebruary and considered in a tentative way the work of the Commission.\nAt this meeting four important decisions were made :\n\nIt was voted to ask the National Society for the Study of Education\nto devote one volume of the yearbook to a report on the use of intelligence tests in school systems.\n\nIt was decided to petition Congress to appropriate $30,000 annually\nfor the inauguration in the United States Bureau of Education of a\nspecial division to serve as a clearing-house for educational research.\nIt was the sense of the members present at that meeting that the\n\nsupervision of classroom instruction presents one of the most difficult\ntasks of the next decade. It was pointed out that a large majority of\nteachers, even in the cities, have had insufficient training in modern\neducational methods.\n\nSupervisory systems in city schools have been\n\norganized on a haphazard basis, and no attempt has been made to\ndetermine scientifically how a supervisory staff should be constituted\n\n"}
{"page": 198, "printed_page": null, "text": "Sessions]\n\nCO -ORDINATION OF RESEARCH AGENCIES\n\n173\n\nand organized, what the procedure of supervision should be, and what\nproportion of the total expenditure in a given school system should\ngo for the supervision of instruction. It was decided, therefore, to\nrecommend to the Association that a committee be appointed to study\nthe problem of classroom supervision and the organization and procedure of supervisory staffs.\n\nThe establishment of an adequate research agency in the United\nStates Bureau of Education to serve, not merely as an agency of re-\n\nsearch but as a clearing-house and co-ordinating medium for all the\nresearch agencies of the country may not be possible in the immediate\nfuture. Your commission believes that the National Education Associa-\n\ntion can effect a voluntary co-ordination of these agencies that will\nresult in inestimable value to the cause of public education in the\n\npresent crisis. The development of such a plan will require study and\ninvestigation and conference. It is recommended, therefore, that an\nappropriation be made for the use of this commission to enable it to\n\nhold a meeting in the coming autumn for a period of uninterrupted\nstudy of this important problem .\nThe belief has been expressed by members of the commission and\nothers that one of the greatest needs is the establishment of a clearinghouse by which the problems of research can be relayed to the agency\n\nthat can do them. A clearing-house must be established that will\ndiscover the needs that exist in the various rural, city, and state school\nsystems, and then assign proper agencies to investigate these problems.\nThe final solution of this problem will be found in a federal department\n\nof education. The federal government is the only agency that can\nprovide the resources and the prestige necessary to so enormous a\ntask. This is one of the greatest arguments in favor of the TownerSterling bill. In the meantime much may be accomplished on a\nvoluntary basis.\n\nBefore concluding I wish to suggest a few problems as typical of\nthose the commission believes can best be handled only through a\nbetter co-ordination of existing agencies. These problems are in the\nmain chosen from the list suggested by members of the commission :\n1. There is almost unanimous agreement that the financing of the\npublic schools constitutes the greatest single problem that we shall face\n\ninthe next decade, and that just at present this problem almost completely overshadows all others in its importance. There is no existing\nagency equipped with an adequate staff and adequate funds for making\nthe nation-wide study of school finances that is needed. It has been\nestimated that such an investigation will require not less than two\nyears of time, the expenditure of from a quarter of a million to a\nmillion dollars in addition to the assistance and co-operation of all exist-\n\ning research agencies in the country.\n\n"}
{"page": 199, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n174\n\n[General\n\n2. Closely related to the problem of financing the schools is that\nof financial control. Many city boards of education do not have complete financial independence, and this is a burning issue that needs to be\nstudied.\n\n3. An investigation needs to be made of how best to organize a\ncampaign of publicity and education to enlist the intelligent interest\nof the public in the support of public schools, particularly in the great\nagricultural districts.\n\n4. How shall the course of study be adapted to varying conditions\nand to varying lengths of school terms in rural communities ?\n5.\n\nOn the basis of experience to date, what is the practical value\n\nof intelligence tests in the classification of pupils, and how can these\ntests best be administered in a school system ?\n\n6. What is the situation regarding the recruiting of teachers, and\nwhat steps can be taken to attract to the schools their fair share of the\nbest minds of the community ?\n\n7. How should the supervisory staff of a city school system be\nconstituted and organized, and what should be their procedure ?\n8. What should constitute the work of the principal of a school?\n9. How shall the school health departments be organized and\nadministered and what should health education cost ?\n\n10. One of the great unsolved problems is that of physical education. There should be an immediate thoroughgoing investigation of\nthis problem by a competent agency.\n\n11. The whole field of vocational and continuation education presents many perplexities that need constant study and systematic reports\nof progress in various communities .\n12. Reference has already been made to the commission's recom-\n\nmendations that a committee of the Association be appointed to study\nsupervision. Another of the most important issues in school adminis-\n\ntration at the present time is the extent and method of teacher participation in the determination of school policies. Voluntary teacher\norganizations have existed for many years in our city school systems.\nIn many instances these organizations have been great constructive\nforces. Sometimes they have been antagonistic to principles of sound\nadıninistration and have been led by unbalanced or selfish radical\n\nagitators. Frequently boards of education and school executives have\nassumed a hostile, arbitrary, and unenlightened attitude toward teacher\norganizations. The result has been that all too frequently there has\nbeen friction and injury to the schools.\nIn recent years different kinds of teachers' councils have been\n\norganized for participation in school administration. Many of these\ncouncils are serving their purposes in a worthy way ; others are\ndestructive forces; some are practically dead. Great confusion as to\n\n"}
{"page": 200, "printed_page": null, "text": "Sessions]\n\nCO-ORDINATION OF RESEARCH AGENCIES\n\n175\n\nthe constitution and purpose of these councils exists. Many hold that\nsuch councils can be only advisory, while others contend that certain\nmandatory power should be bestowed on them by law or by rules of\nthe board of education.\n\nshades of opinions.\n\nBetween these two extremes there are all\n\nA committee of the Association ought to be\n\nappointed to make a thorough investigation of existing councils and\nof the principles underlying teacher participation in school administration and report to the Association its recommendations.\nThe list of problems is interminable. There is danger that the\nmere mention of a few may lead to an underestimation of the enormity\nof the research problem of the country. And it should not be forgotten\nthat a quick and regular dissemination of the results of research is for\nthe administrator quite as valuable as the compilation of the information.\n\nInformation loses its administrative value when the decision is\n\nmade before the necessary authoritative information is available.\nThe National Education Association has been reorganized on a\ndelegate basis. It has become in truth a great national education\n\nassociation. What greater task does this organization face than that\nof making public education a science and a profession ? If that is to\nbe done, the facts must be made available upon which to base a\nscientific and a professional procedure. Our great schools of education are very adequately supplying the facts in the strictly scientific\nfields, such as psychology, methods of teaching, statistical method,\n\nadministrative principle and method, and even in the development of\ncourses of study. The great necessity is to make available in every\ncommunity the facts that will enable the teachers themselves and the\npublic to understand what the real needs of the schools are from\n\nthe standpoint of financial support, organization, and administration.\nWith such facts available, the National Education Association may\nbegin in earnest the greatest task which confronts it that of arousing\nthe teachers to a keener sense of their professional obligations and of\neducating the people to a clearer understanding of the great truth that\n\npublic education is not only a national problem but the greatest national\nproblem that confronts the American people. The power of the\nNational Education Association must be organized and directed to the\nachievement of these ends. Your commission can only hope to make\na contribution in one rather limited field, but we believe we can perform a real service, provided funds are made available for the work.\nWe, therefore, report progress and recommend : ( 1 ) that the sum of\nthree thousand dollars be set aside for the work of your commission\n\nfor the coming year in order that we may undertake to investigate how\nthe research agencies of the country may be better co-ordinated ; and\n\n(2) that a committee be appointed to study the constitution, organization, and procedure of supervisory staffs in school systems.\n\n"}
{"page": 201, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n176\n\n[General\n\nREPORTS of committee on foreigN RELATIONS\nMEMBERS OF THE COMMITTEE\n\nChairman, AuGUSTUS O. THOMAS, State Superintendent of Public Schools ......Augusta, Me.\nCAROLINE ARMITAGE\n\n...... 57 Madison St., Somerville, Mass.\n.. Clovis, N.Μ.\nE. W. BOWYER, Superintendent of City Schools ..\n.Reno, Nev.\nABBIE L. DAY, University of Nevada .\n.Anaconda, Mont.\nW. K. DWYER, Superintendent of City Schools .....\nWinfield, Kans .\nJAMES W. GOWANS, Superintendent of City Schools .\n.. Pueblo, Colo .\nJOHN W. MCCLINTON, Superintendent of City Schools .\n.Louisville, Ky.\nZENOS E. SCOTT, Superintendent of City Schools .\nThis committee was appointed by Mrs. Josephine C. Preston .\n\nYour committee on foreign educational relations is confining its\nactivities during the first year of its existence to a survey of the several\norganizations which have for their purpose the carrying on of international relations, to a study of the various fields represented by each,\nand to the particular kind of work which the National Education\nAssociation may reasonably undertake.\nAmong the important agencies we find the following: ( 1 ) the\nSection of Education of the Pan-American Union; (2) the National\n\nBureau of International Educational Correspondence ; (3) the American University Union in Europe ; (4) the Pan-Pacific Educational\nAssociation ; (5) the United States Bureau of Education ; (6) the\nInstitute of International Education ; (7) the American Council on\n\nEducation ; (8) the Junior Red Cross; (9) the International Y. M.\nC. A .; ( 10) the Inter-church World Movement ; ( 11 ) the American\nSchool Citizenship League.\nThe large number of organizations now in the international field\nindicates a growing demand for a better understanding and closer\nrelationship, for a community spirit among the nations, and for\nuniversal ideals. The various purposes set forth justify this educational\nenterprise.\n\nCommunications at hand from representatives of many countries\nexpressing pleasure in the movement and a cordial desire to co-operate\nindicate a welcome to our undertaking.\nIn some organizations the object is to secure information and the\nextent and purposes of the processes and attitudes in education, in\nothers it is to discover the practices of citizenship in the various\nnations represented.\n\nThe section of education of the Pan-American Union has given\nattention to the task of arousing the interests of the students and\nteachers, and of educational institutions of all the Americas in establish-\n\ning mutual cultural relations. The Pan-American Union has through\nthis section facilitated the exchange of teachers with Latin-American\ncountries. It has sought to keep in touch with advanced educational\nmovements in the several countries.\n\nThe National Bureau of International Educational Correspondence ,\n\norganized by Peabody College, has established an exchange of cor\n\n"}
{"page": 202, "printed_page": null, "text": "Sessions]\n\nCOMMITTEE ON FOREIGN RELATIONS\n\n177\n\nrespondence between students in schools of Latin-American countries\nwith those in the United States.\n\nThe American University Union in Europe was designed to meet\nthe needs of American college and university men in war service in\nFrance, Great Britain, and Italy. They looked from the beginning\n\nto the development of a permanent institution to attract American\ncollege men to other countries for graduate study and to serve as an\nagency for the creating of a better understanding of the United States\nin Europe. It is interesting to know that Dr. George E. MacLean,\nformerly chancellor of the University of Nebraska, later president of\nthe Iowa University, is director of the Union. To July, 1919, the\nUnion through its various offices enrolled 35,000 American college\nmen, representing 530 American institutions of learning. At the present\ntime the union is undertaking the exchange of professors and expects\nby another year the abnormal conditions of the overcrowded British\nand American universities may be in a measure passed and that the\nbeginning of a stream of exchange may take place.\nAs an indication of the trend of international comradeship in\neducation it should be observed that the director of the Union is\n\nrecognized by the American Embassy and Consulate General as an\neducational embassy and consulate.\nThe Pan-Pacific Educational Conference which meets in Honolulu\n\ninAugust purposes to secure information concerning the nature and\n\nthe extent of the practice of citizenship in the twenty-two nations\ninvited to participate. This is a union or an association of nations\nin operation which seeks results by the spiritual processes of an interchange of information and the promotion of good will among the\nnations participating.\nThe United States Bureau of Education has recently established\na division of international research and study which connects in an\nofficial way with active movements and attitudes and which is sure to\nbe of great value to our country.\nThe Institute of International Education was organized after the\n\nArmistice for the purpose of enabling the United States and foreign\ncountries to understand each other better by means of educational\nagencies. It was specifically intended to furnish foreigners with in-\n\nformation concerning educational matters in the United States and\nAmericans with similar information about education in other countries .\n\nThe American Council on Education was established upon the\nentrance of the United States into the war, when the colleges and universities of this country undertook to assemble their resources for\n\nthe support of the government in carrying on the war. It has since\nbeen continued to promote co-operative action in matters of common\n\n"}
{"page": 203, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n178\n\n[General\n\ninterest to the educational bodies represented, including educational\nrelations with other countries.\n\nThe Red Cross and the International Y. M. C. A. are great\n\norganizations which have brought the nations together under one\nbanner of humanism and spiritual good will. The Interchurch World\nMovement also seeks the development of spiritual values of farreaching importance, while the American School Citizenship League\nstrongly advocates an International Bureau of Education in conjunction with any association or federation of nations which may be the\noutcome of the present or future international negotiation in the\ninterest of world-peace.\n\nThe era of world-fellowship into which the association of nations\nis to lead us, demands a new kind of education.\n\nIf we are to work\n\ntogether we must understand each other, not merely in language\nbut in institutions and national traits of character.\n\nHuman under-\n\nstanding has not been able to master and to explain the difference of\nraces, those traits which grouped together constitute national character.\nWhat we should know is that there is a place in the world for many\nraces and many nationalities and that we should teach them to respect\n\neach other. In developing an international mind we should not forget\nthat it is our duty even yet to be nationally minded. The fact that we\nteach the broader sympathy and universal good will does not mean\nthat we are to throw down the boundaries and unities of national life.\n\nWith all the teaching calculated to produce a better understanding\n\namong the nations of the world, Americans must be American-minded\nstill, and while we are teaching the spiritual values in world-terms,\n\nnational patriotism must be more strongly urged. The tendency of\nthe day to promulgate various brotherhoods based upon occupation as\nin the Soviet is destructive of national lines and should not be tolerated\n\nby the molders of national thought. The flag must ever be supreme\nand the one great flag.\n\nThere is a general feeling of satisfaction among the nations, as\nexpressed in various communications which we have received since the\nappointment of this committee, that the National Educational Associa-\n\ntion is interesting itself in behalf of an international program. It is\nentirely fitting that America should accept the leadership in such a\nmovement.\n\nCircumstances have forced her to the forefront among\n\nnations. She stands among nations today, not as an experiment in\ndemocracy, but as the exemplar of government of the people, for the\npeople, and by the people.\nWe are the richest nation on the globe and have every reason to\nhope for the future in a material sense. We have only 6 per cent of\nthe world's population ; 7 per cent of the land; yet we produce 20 per\ncent of the world's gold, 25 per cent of the world's wheat, 40 per cent\n\n"}
{"page": 204, "printed_page": null, "text": "Sessions]\n\nCOMMITTEE ON FOREIGN RELATIONS\n\n179\n\nof the world's silver, steel, and iron, 50 per cent of the zinc, 52 per\ncent of the coal, 60 per cent of the aluminum, copper, oil and cotton,\n\n75 per cent of the corn, 82 per cent of the automobiles. We refine\n80 per cent of the copper and operate 40 per cent of the world's railroad lines ; but wealth is only an incident in American life. We are\na liberal people and the first to turn in charity and kindness to the\nunfortunate of the whole world. America thought more of humanity\nthan of wealth when congress voted $100,000,000 to the suffering\n\npeople in other lands. Today America is on the horizon of every hope\nthat Europe has. The Great War was sufficient to demonstrate our\naltruism, that we fought not for dominion, nor increased power, but for\njustice and for humanity and in the words of our war president, \"To\n\nmake the world safe for democracy.\" The rise and fall of diplomats\nwill not change the truth of these statements and the American people\nwill not submit to have it said of them that they went to war for any\nselfish purpose.\nWhen the war was over we continued the lesson of national\n\ncomradeship and while we contended against autocracy we knew,\n\n\"The only full and final object of all endeavor upon earth is the\ndevelopment of the human soul.\"\n\nMillions of our \"guests abroad\"\n\nall over middle Europe have learned a lesson of international sympathy\nwhich the world cannot forget. John H. Finley, former commissioner\nof education of New York, proposes that the financial debt Europe\nowes to America be cancelled through conversion into an educational\nfund for the teaching in schools everywhere that international and\n\ninterstate good will be furthered, which the feeding of the starving\nand undernourished children of Europe has illustrated. America\nboasts, therefore not of her wealth, natural and acquired through her\ncourage, industry, and frugality, but of the bigness and openness of\nher heart.\n\nIt is entirely fitting also that the National Education Association\nof the United States should be the instrument of means in promulgating a world-movement for universal education among free peoples ;\n\nfor the inculcation of spiritual values; for the promotion of international good will, for a better understanding among the nations, and\nfor instruction which may lead to universal peace. The National\nEducation Association with its seventy-five thousand members, the most\n\ninfluential organization which meets anywhere, with its power to\nshape the policy of education that in turn directs the current of civilization, cannot afford to neglect its responsibility.\nRECOMMENDATIONS\n\n1. Your committee recommends therefore the holding of an international congress of education in connection with the 1923 session of\nthe National Education Association, and that through our consular\n\n"}
{"page": 205, "printed_page": null, "text": "180\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nservice invitation be extended to the nations to send respresentatives.\nYour committee believes that an International Education Association\n\nis desirable as a permanent organization.\n\n2. We should teach world-civics. Our young people should understand the relations of one government to another. In connection with\n\nour geography and history especially we should teach our system of\ninternational communication, our diplomatic and consular service, why\nrepresentatives are sent from one country to another, our means of\ninterchange of products, our merchant marines, the purposes of navies,\nconcessions such as coaling stations, the rights of harbors, general international agreements, the meaning of passports, and treaties. This\nshould be done especially in grammar grades and junior high schools.\nOur textbooks should have correct information. Investigations seem\nto show that the average American student's idea of the peoples of\nother countries is found almost entirely from his elementary school\ntextbooks and that this idea is often inadequate. For example, some of\n\nour textbooks in speaking of the Latin-American republics represent\nthem as \"mostly Indians,\" uneducated, unprogressive, with no emphasis\non the fact that there is a considerable body of highly cultured white\npersons. This fact is resented. The same is true of instruction received by children in other lands relative to America. We are some-\n\ntimes depicted to other people by certain types, as Indians, cowboys,\nand money changers which do not represent the true American. It is\nonly when emergency arises that the children and even the adults of\n\nother lands get a true impression of our real character.\n3. Erroneous ideas of the United States, as of other countries,\nare spread by films. In other countries as here the \"movies\" are the\nmost popular form of entertainment. Most of the American films\n\nthat are exported to other countries, I am informed by their representatives, depict the lawless, immoral elements of life and create\na very unfavorable and untrue idea of the people of the United States.\n\nMany of these pictures could not be shown here. It is charged also\nthat there are in pictures shown in America, imported for the purpose\nof propaganda, things that deprecate the people of rival countries. We\n\nshould use our influence against exportation and importation of these\nmost powerful agents of defamation.\n4. The exchange of teachers is also a potent means of creating\ngood fellowship and of correcting false notions. The influence of the\nintelligent teacher is incalculable and as our teachers come to know\nand understand our neighbors, and as they come to know and trust us,\n\nthe distrust and prejudice will begin to disappear.\n5. The interchange of students which is now taking place cannot\nbe discounted. The large number of American schools offering\n\n"}
{"page": 206, "printed_page": null, "text": "Sessions]\n\nCOMMITTEE ON FOREIGN RELATIONS\n\n181\n\nscholarships is a bow of promise. Foreign students in American\ncolleges and normal schools are given most cordial welcome-there\nare now 15,000 of them and we have every reason to believe American\nstudents will receive the same good will.\n6. Encouragement should be given to the movement now under\nway for the exchange of letters between school children in the\ndifferent countries. The broadening effect of such correspondence\nis evident. There should also be a liberal exchange of periodicals\nespecially among institutions of higher learning.\nEven yet the world is in nervous collapse from which it will require\n\nyears fully to recover.\n\nOur material structure is unable to stand\n\nalone. The nations are sorely afflicted and realize that materialistic\n\nstandards are inadequate. The hope of the world today lies in the\ninculcation of spiritual values. The nations of the earth are struggling\nunder a great load of debt. Capital and credit have lost their former\npower. The great question of universal import today is how the burden can be borne.\n\nWe have no international system which begets\n\nefficiency. The doctrine of reciprocity must prevail.\nNinety-three per cent of the money raised by the United States\ngovernment is for war and the contingencies of war. In this advanced\n\nage it would seem elemental to go on with backs bent without a determined effort for relief. Let us begin now to teach the children these\ngreat virtues which are as potent in national life as they are to individual life.\n\nLet us teach in our schools the world over that the material\n\nthings of life cannot stand alone, but spiritual values are the world's\nreliance.\n\nThe nations have put upon the children of the world today\n\nonehundred eighty billions of dollars in war debts, $26,000,000,000 in\nAmerica, upon American children. Are they in turn to increase the\nburden for our children's children ? Truly has it been said, \" The\nsins of the fathers are visited upon the children even unto the third\nand fourth generation.\"\nA message from Germany, which led the world in the inculca-\n\ntion of the war spirit, states she is trying to find for herself a new soul.\nThe following message from Leipzig is especially interesting and pertinent:\n\nOur ancient regime did not approvingly see the entrance of the common\npeople into the school. The imperialistic mind imposed its decrees upon us\nunresisting ones. Now our German people, since the revolution of 1918, have\ngained their freedom. Our usual customs in pedagogical practices have now\ncome to an end. Our Constitution of 1919 requires that we shall teach in the\nspirit of brotherhood. We are endeavoring to make the basis of our instruction, not the doctrine of war but the gospel of brotherly love. We are working\nfor the upbuilding of a revival of learning and for the creating of a new soul.\n\nThis new soul is the spirit of freedom and brotherly love among the\nnations of the world.\n\n"}
{"page": 207, "printed_page": null, "text": "182\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nThere ought to be in the world today sufficient spiritual force\nto bring together our leading powers and most enlightened peoples\nin an effective agreement to disarm, that the militaristic age may pass\n\naway. The old civilization taught the individual to protect his own\nrights ; the new civilization will teach him to respect the rights of\nothers. The old civilization taught the individual to take care of\n\nhimself ; the new civilization will proclaim the equality of all before\nthe law. The old civilization has by force of arms governed other\npeoples; the new civilization will by influence and example incite all\nother races to a desire for self-government.\n\nThe old civilization car-\n\nried its flag into other lands and defended it with forts and garrisons ;\nthe new civilization will implant its flag within the hearts of those\nwho love freedom. We believe America exemplifies these princi-\n\nples which begot the commandment, \"Thou shalt love thy neighbor.\"\nOn the wall of the Tower of London is a strange figure. It is\nmade of swords and bayonets and is fashioned into the form of a\n\nflower. Someone has called it the passion flower. Too long it has\nbeen the international flower. But the world is making progress and\nblood atonement seemed necessary to convince men of the utter futility of making ambition and avarice an excuse for war. Today we\n\ncannot justify the bloodshed except in defense of a right already ascertained, and then after all peaceable means have been exhausted.\n\nWe call a man great who will die in defense of his rights, but there is\na still greater man and there is a still higher ground.\n\nHe must be\n\ngreater who will die rather than trespass upon the sacred rights of\nanother. It was Carlisle who said \"that thoughts were stronger than\nartillery parks,\" and at last molded the world like soft clay; that\nbehind thought was love. Armies and navies are impotent to stop\nlove, and thought inspired by love will yet rule the world.\nBooks and the schoolmaster will shape the destiny of tomorrow.\n\nAs our schools so shall the world be and destiny is controlled by the\nteacher.\n\nLet the nations unite in their efforts to find the \"new soul\"\n\nin education, the brotherly love and the universal peace, and the rival-\n\nry of nations will be not to see which will injure the other most but\nwhich can hold highest the torch that guides the pathway of the\nhuman race.\n\nREPORT OF THE COMMITTEE ON EXPENSES\nOF DELEGATES\nChairman, CORNELIA S. ADAIR, Treasurer of the N. Ε. Α... 1606 Grove Ave. , Richmond, Va.\n.. Raleigh, N.C.\nE. C. BROOKS, State Superintendent of Public Instruction .\nJ. W. CRABTREE, Secretary of the N. E. A.\n1201 Sixteenth St., Washington, D. C.\n... St. Paul, Minn .\nAGNES E. DOHERTY, Central High School .\nOLIVE M. JONES, Principal of Public School No. 120 .......\nNew York, N.Y.\nJOSEPHINE C. PRESTON, State Superintendent of Public Instruction ......... Olympia, Wash .\n\n"}
{"page": 208, "printed_page": null, "text": "Sessions]\n\nEXPENSES OF DELEGATES\n\n183\n\nSince its appointment in October the committee has been investigating the\nmethods of financing delegates used by other national organizations and making a\nsystematic canvass of individual teachers and teachers' organizations, affiliated\nand unaffiliated, for suggestions on the subject.\nMiss Doherty presented a very comprehensive report on national organizations. She found that in most instances the local organizations paid the ex-\n\npenses of the delegates. Where the expenses of the delegates were paid by the\nnational organizations the dues are high.\n\nMany suggestions have been received from clubs and individuals. Among\nthem were the following :\nFirst, That the local association pay the full expenses of its delegates, provided that the meetings be held in different parts of the country.\nSecond, That boards of education be encouraged to bear the expenses of both\n\nthe delegates and the superintendent.\nThird, That the N. E. A. , the local association, and the school boards each\nbear one-third of the delegates' expenses.\nFourth, That the N. E. A. create a fund by laying aside twenty-five cents\n\nfrom each membership fee as a delegate fund.\nFifth, That the N. E. A. create a delegate fund by adding from ten to\ntwenty-five cents to the individual dues for that purpose.\nThe committee brings to you the following report and urges you to accept\nas your first service to the Representative Assembly the presentation of this\nmatter to your local and state organizations.\nThe Committee Recommends : First, That each local affiliated association\n\nadopt a budget system, paying from its treasury both state and N. E. A. dues .\nThis plan is in use in many cities, among them Seattle, Washington, Oakland,\nCalifornia, and Richmond, Virginia. In Virginia no person may become a member of his state association except through his local association. This committee\nsuggests that you go a step further and add N. E. A. dues to your budget. By\nthis plan the membership of the N. E. A. would be increased, the expenses of\ncollecting dues and sending out membership cards would be minimized, and the\nlocal and national associations co-ordinated.\n\nSecond, That the N. E. A. pay some part of the expenses of State and local\ndelegates.\n\nThird, That the affiliated associations (state and local) arrange for the payment of the rest of the expenses of their delegates.\n\nThe committee makes no recommendations as to how the N. E. A appor-\n\ntionment may be met. It is estimated that the payment of so small a proportion\nas one-fourth of the delegates' expenses would cost $50,000. The present status\nof the treasury forbids this.\nThe following suggestions are given for discussion :\nFirst, That the N. E. A. set aside some portion of the two-dollar dues for a\n\ndelegate fund. This seems at present impossible but might be possible later.\nSecond, That the N. E. A. dues be increased a small amount to form a delegate fund.\n\nThis is in no sense a final report. It is presented at this time for a free dis-\n\ncussionby the Representative Assembly and the urgent request is made that you\npresent it to your local and State organizations. The committee asks that the Representative Assembly take action requesting the Representatives to place the matter before their organizations and to report their findings to the chairman of\nthis committee not later than January 1, 1922.\nRespectfully submitted,\nCORNELIA S. ADAIR, Chairman.\n\n"}
{"page": 209, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n184\n\n[\nGeneral\n\nREPORT OF THE PRESIDENT ON THE PROGRAM AND\nTHE DEVELOPMENT OF THE ASSOCIATION\nFRED M. HUNTER, SUPERINTENDENT OF SCHOOLS,\nOAKLAND, CALIFORNIA\n\nAs president of this association, it is my duty to report to you, the\nrepresentatives of the organized units of the National Education Asso-\n\nciation, upon the progress and condition of the work of the Association.\n\nIn reporting this morning, I do not hope to present anything strik-\n\ningly new or startling. I merely want to help you catch a picture of\nthe great piece of machinery which you are putting in motion and\nwhich you are organizing for effective work in the greatest cause in\nAmerica, public education.\n\nAt the outset, let me pay tribute to the high-minded professional\nattitude of those who are here to represent the teachers of the United\n\nStates. During twenty-five years in the professional field as teacher\nand superintendent I have come in contact with many professionally\nhigh-minded gatherings. I have often been impressed with their consecration and devotion to the great cause of education, but I am proud\nto say that I have never in any assembly sensed a spirit of higher consecration, of higher realization of the responsibility that devolves upon\n\nour profession, a higher and more unanimous resolve to do the biggest possible things in the best and most effective way, than exists\nhere in this assembly.\nThe time was when a teacher considered that she was doing her\nwhole duty if she did well the work of the classroom. When that\n\nwas done, the teacher's duty was considered well performed. I do\nnot think any change in the educational ideals of this country will minimize the importance of that supreme objective for which our educa-\n\ntional system exists-the point where the mind and soul of the teacher\ncomes in contact with the mind and soul of the pupil. The time was\nwhen the principals and the supervisors of this country felt that they\nwere doing their duty wisely and well if they had a well-organized and\neffective piece of machinery in their respective schools or subjects. The\ntime was when superintendents of schools felt that they were performing\nwell the functions devolving upon their office if they severally and\nindividually had a well-organized, smoothly running piece of machinery\nagainst which no complaint could be properly registered.\nLet me say, fellow-teachers, that that day has gone. The duties\nof the classroom teachers are no less important than they have been\n\nin the past. In fact, they are more important when we come to realize\nthe bigger work they have to perform. The duties of supervisors and\n\n"}
{"page": 210, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE PRESIDENT\n\n185\n\nprincipals are no less important. The duties of superintendents are\nno less important. But this is not by any means the sum total of\nduty of any member of the teaching profession. The time has come\nwhen the teaching profession through each individual member must\nsee the connection between the everyday work in his individual function, and the great purposes and the great ideals for which educaion exists in our country; and the classroom teacher must be just as\nmuch of an educational statesman in helping decide important policies, as superintendent or board of education or any group in the\n\nofficial ranks, so-called, higher up.\nThere is one thing which above all others this gathering may do.\nItmay send back to the teachers of America a feeling of that respon-\n\nsibility, and a view of the possibilities that that responsibility entails\nand brings to the organized teachers of this country. This associa-\n\ntion and this meeting is at the parting of the ways, my friends. We\nhave it within our power here to decide whether or not the teaching pro-\n\nfession of this country is to operate in isolated, suspicious, disorganized, separate groups, loosely confederated, without any great high\npurpose or program in common; or whether technical, academic, and\nspecial interests shall be the secondary thing, and whether we will\nevolve a scheme of organization, with a great centralized program\nbehind which all teachers may unite. You know I have every confidence, my friends, my fellow-delegates, my fellow-teachers, that with\nthe high consecration with which you come here and are attacking\nthese problems, you will solve them right, and that the teachers of\nthis country have it within them to create such an active militant organization for the public schools of this country that the destiny of this\ncountry in its leadership in the democracy of the world shall be successfully consummated. I am sure of that. I am sure it is not too\n\nhigh a thing to occupy the thoughts and attention of representatives\nof the teachers of America .\n\nNow then, may I raise with you some seven specific questions\n\nrelative to this organization ? I said it was my purpose to give you\na picture of the machinery with which the teaching profession of this\n\ncountry has it within its power to work. That is the gist of my\n\nwhole report to you. One of the delegates asked me a moment ago\nif we were going to have some pictures upon the screen. I said to\nhim, \"Yes, sir, we are going to have a picture upon the screen-a picture of the National Education Association. \"\n\nIf I can be of any\n\nassistance to you as representatives of the teachers of America in using\nthat machine, and interpreting it to the teachers of America, then I have\naccomplished my purpose. Let me read these questions :\n\n"}
{"page": 211, "printed_page": null, "text": "186\n\n1.\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nWhat is the National Education Association ?\n\nWhat is its\n\nreason for being ?\n2. What are the means and methods of work best adapted to the\npurpose for which the National Education Association stands ?\n\n3. What is the program of the National Education Association ?\n4.\n\nWhat is the ultimate aim of this Association ?\n\n5. What is its hope of success ? Is there any evidence that it\nhas hope of success ?\n6. What dangers must be avoided ? Where are the rocks ahead ?\n\n7. What principles of organization ought we to adhere to fundamentally in establishing and developing this organization ?\nThen, in the light of the answers to these questions, let us decide what our personal and collective duty is with reference to this\npiece of machinery that has come to us as an inheritance from the\nteachers of America.\n\nNow let me answer in a very brief way, or rather suggest answers,\n\nfor I am not going to attempt to answer fully and finally, for I do not\nthink I am wise enough to answer in any final way. I think only\ntime and the experience of the teachers of America can fully answer\nthese questions. Let me interpret the answers as they seem to be at\nthis stage of development of the National Education Association.\nWHAT IS THIS ORGANIZATION\nGANIZATION ?\n\nWHAT IS ITS REASON FOR BEING ?\n\nWhen a little group of consecrated educators, sixty-four years ago\nthis summer, met in an eastern city and perfected the initial organization of the National Education Association, they had as a consummate\n\npurpose, the interchange of educational ideas and ideals. I think as\nI have read the history of the organization that they did not have\nany thought of creating an active militant organization which should\n\ngo out and bring the public sentiment of the United States together\nbehind the great cause of education.\n\nThey were as devoted and con-\n\nsecrated to the purposes of education as they saw them, as we are\nto our purposes of today. Now, in recent years, a great change has\ncome in the ideals of this organization, and that change, as you well\nknow, has grown out of the crisis in the profession. We have seen\nour ranks depleted. We have seen great numbers leave the profession, not because of lack of devotion to duty, but because of necessity.\nWe have seen the ranks in normal schools growing thinner because\nthe American public has not been properly financing our system of\npublic education. But the change in the ideals of the Association has\n\ncome not only because of the crisis in the profession, but also because the\nprofession has seen a threatened revolution in the ideals of American\n\ndemocracy and in this threatened change a real danger to American\ndemocracy itself. The teaching profession has viewed this threat\n\n"}
{"page": 212, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE PRESIDENT\n\n187\n\nwith a great deal of professional alarm, the more so because teachers\nmore than others have realized how fundamental is the relationship\n\nof an intelligent citizenship and thinking that is universally straight to\nan American democracy. Teachers cannot view threats to American\nlife and ideals with calmness and equanimity. The profession would\nnot be true to its responsibility if it were not aroused by the threat\nthat comes to American democracy from the bolshevist and the radical and their propaganda, nor has the profession been unconscious of the\nequal danger that impends from the reactionary and his threat of con-\n\ntrol of American policies and American progress. The teachers, too,\nhave sensed the danger that lies in our 24.9 per cent illiteracy, and,\nmore than any other organized group, have the teachers of America\nunderstood the danger that lies in our large percentage of un-America-\n\nnized elements, and because the teachers know how inadequately financed and how crippled the American school system is have they been\n\nmore and more unwilling to put up with a piece of machinery that\nis not equal to its task.\nThe crisis in the profession has been the outgrowth of the crisis in\nAmerican life and these have brought to the National Education Asso-\n\nciation, my friends, a change in viewpoint that has not been a backward\nstep.\n\nThere has not been a retrogression from those ideals that in-\n\nspired our professional forebears. There is no less professional idealism\nthan there was that summer sixty-four years ago when this Association came into being, but there has been in recent years a distinct\nadding to that idealism. The teaching profession has begun to assume\nits true rôle as a profession in the light of the objectives of our modern\ndemocracy and has decided that upon it devolves the responsibility of\n\nseeing that America shall have the kind of a public-school system that\nAmerican ideals necessitate. This is my suggested answer to the first\nquestion.\n\nThere has been a distinct change in the ultimate objective\n\nfor which the National Education Association stands. Its purpose\nis as truly professional as it has ever been, but it has become an active\nmilitant body in creating constructive public sentiment in America and\nin rallying the forces that stand for the public schools of America.\nWHAT ARE THE MEANS AND METHODS OF WORK BEST ADAPTED TO THE\n\nPURPOSE FOR WHICH THE NATIONAL EDUCATION ASSOCIATION STANDS ?\n\nThe National Education Association functions through a system of\n\nregularly appointed committees and a system of regularly organized\ndepartments.\n\nThese committees are groups of specialists who are dele-\n\ngated by the Association with the responsibility for the solution of some\nproblem and clothed with authority to carry on special functions or\n\nspecial lines of investigation. Let me call your attention to one such\n\n"}
{"page": 213, "printed_page": null, "text": "188\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\ngroup whose function it is to act as a great co-ordinating agency, the\nCommission on Co-ordination of Research Agencies. This Commission\nhas as its purpose the bringing together of all the research effort in\nthe United States along the line of educational investigation. There\nought not to be a research agency in any state department or in any\nuniversity or in any other unit of educational organization that does\nnot in one way or another bring its work to bear upon the problems\n\ninvolved in the National Program of Education and help in the attaining of the final objectives of the National Education Association. It is\nthe work of this research agency to help bring all these agencies to the\npoint of contributing to the great purposes of the Association.\nThe special departments of the Association represent the ways and\n\nmeans of the Association for caring for the special interests of all important groups engaged in school work in this country. It is the policy\nof the Association to provide fully for any such special group. A\nlarge number of them are functioning now as regularly authorized\ndepartments of the National Education Association. A little later I\n\nwill show you a complete list of the committees of the Association\nand its departments.\nWHAT IS ITS PROGRAM ?\n\nIts program, my friends, despite the opinion of my good friend\nwho spoke yesterday to the contrary, consists of those purposes which\nthe teachers of America, in their yearnings for what American democracy shall be, have decided upon as the objectives of this Association.\n\nI think these purposes are pretty well defined. They may change\nfrom time to time, but to my mind there is no doubt about there\n\nbeing a program for American education. It may not have been\nseen by our official representatives or authorities as we have seen it;\n\nit may not have been adopted by those officially charged with the\nresponsibility of government, but it is here, and it is here because\nthe teachers of America know what is fundamental in a system of\neducation and are working together in an organized way to attain those\nends. The program consists of a recognition of the ends of public\neducation, the relation of the public schools to democracy, and the\nsteps to be taken in realizing those ends and in making the schools\na fundamental agency in training for democratic citizenship.\nWHAT IS THE ULTIMATE AIM OF THIS ASSOCIATION ?\n\nThe ultimate aim of this Association, my friends, is not confined\nto those questions that are usually first discussed in newly formed educational organizations, not at all. Quite frequently, matters of extreme\nnecessity, especially those economic questions growing out of cost of\nliving and prices, are the first matters considered and discussed, and\n\n"}
{"page": 214, "printed_page": null, "text": "Sessions]\n\nREPORT OF The PresideNT\n\n189\n\nthe public gets the impression that teachers think of nothing but salaries\n\nand hours. But the ultimate aim of the organized educational forces\nof this country is involved in the decision of the educational forces\n\nof this country upon the kind of a school an American school should\nbe. I do not know whether I can bring this home to you strongly\nenough or not. The classroom teachers of this country, and the rank\n\nand file, and every member of the profession must have in their minds\nwhat the school system of America is to be. We cannot leave the\ndecision to boards of education representing interested or disinterested\ngroups in communities.\n\nWe ourselves, who know best, must decide\n\nfor all America what kind of school we are going to stand for, and if\nthe National Education Association is going to be a militant protagonist for education in this country, then it must conceive in the full the\n\nideal school for which it is fighting. The crux of the whole thing\ncomes in whether or not this profession can bring the public to pay the\nbills for the work of a complete and efficient school system. I do not\nbelieve that the teaching profession is going to be satisfied ; I do not\n\nbelieve that intelligent public opinion is going to be satisfied with a\nsystem that does a fifty per cent job, and that is what the public in\nAmerica has been paying for. If the teaching profession is to lead\nthe public in supporting a public-school system that does the whole job\nof training the youth of America for citizenship, it must know the\nkind of school that will make such a system. You are, no doubt, as\nfamiliar with the little book of Dr. Ayres, collaborating with the\nUnited States Bureau of Education, entitled An Index Number for State\nSchool Systems. You will remember that by means of the measuringstick for the public school system set up by Dr. Ayres, the school\nsystems of the various states are shown to be slightly over 50 per cent\n\nefficient measured by the very reasonable and defensible standard set\n\nby Dr. Ayres, by experience, and by educational opinion. I do\nnot believe that the teachers of America are going to stand for a school\nsystem that does no more of its national job than this. I am not\n\nspeaking in disparagement of our school system of the past. It has\nin acomparative way and from the viewpoint of the past done its work\nespecially well, but for the future, I am sure that the teachers of this\ncountry will not be content to be a part of a school system which is\n\nable to make a showing of somewhat less than one-tenth of the total\nraw product of citizenship of this country trained for the responsibility\nof American life. We can stand for no less than universal training\n\nfor citizenship throughout the period of youth. A democratic school\nsystem can do no less, and the teachers of America will stand solidly\n\nbehind a slogan which holds high the interests of the children of Ameri-\n\n"}
{"page": 215, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n190\n\n[\nGeneral\n\nca, a school which stands for all of the children of all of the people,\nall of the time. The teachers of America will go out and fight for a\nschool system of this kind. This, I think, is the ultimate aim of the\nNational Education Association .\nWHAT IS ITS HOPE OF SUCCESS ?\n\nOur hope of success, my friends, is great and the evidence is\nhere.\n\nThe evidence is to be found in the success of those state and\n\nlocal associations which have organized on a representative basis\n\nparallel to our own plan and have succeeded in their programs because\nthey have thus organized, because they have had wise, constructive\nleadership, and have gotten behind that leadership. This evidence I\nwill present to you a little later by means of slides and the screen.\nWHAT ARE THE DANGERS AHEAD ?\n\nLet me take up the dangers we face and the principles we must\nadhere to, after I show you in as objective a form as I am able to\nmaster, the picture of what the National Education Association is.\n\nNATIONAL EDUCATION ASSOCIATION\nGROWTH IN ACTIVE MEMBERSHIP\n1898-1920\nOUR GOAL- A COMPLETE ENLISTMENT OF THE\nPROFESSION\n\nYEAR 1890 1899 1900 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920\nMUN952 2204 2321 2010 3815 4288 4642 6261 5174 5044 7705 6010 6909 7036 786075\n\n78708557101042408552052\n\nSLIDE I\n\n(At this point the lights were turned out and slides thrown upon\nthe screen.)\n\nFrom this diagram (slide I) you will note the history of the\ngrowth of the National Education Association. In 1898, the active\n\n"}
{"page": 216, "printed_page": null, "text": "Sessions]\n\n191\n\nREPORT OF THE PRESIDENT\n\nmembership was slightly less than 2000; in 1920, it was 52,850. At\nthe close of the association year preceding this meeting, the active\nmembership was nearly 75,000. The remarkable growth beginning\nwith 1919 is the point which should impress us most. The year 1919\nsaw the membership of the previous year more than doubled. The\nyear 1920 saw the record of 1919 more than doubled. This is first-\n\nhand evidence of the way in which the teaching profession has responded to the crisis in the profession and in our national life.\nFrom this map (slide II) you will note the widespread hold which\nthe National Association has upon the nation. Every state association\nwith the exception of four as shown by this map has become an affiliated\n\nassociation of the National Education Association. The first figures\nshow the membership of the various state associations ; the second\nWA\n60 SH\n00\n\nN.H\n\n23\n\nANA\n270\n0\n388\n\nO\n\n55RE\n22\n54\n6\n\nCAL\n145IF\n00\n43\n68\n13\n\nN.D.\n\nNEV\n\nADA\n\n315\n\nMINN\n\n3\n\n9\n\n.\n\nN.Y00\n2 5\n15\n304 MASS\n\nWIS\n\n7700\n4069\n\nMICH\n11800\n\n0\n\n4333\n\n10t\nN\nPEN\n27\n\n5\n\n346\n\nIOWA\n\n2\n\nUTAH\n3331\n2662\n\nMASS\nNH\n\n8400\n1214\n0\n\nS.D.\n3252\n570\n\nWYO\n2000\n204\n\n4\n\n24\n6\n27\n4\n3\n\n2\n\n3000\n\n4\n\n5\n\nME50\n36 2\n91\n\n189\n\nIDAH\n\nO\n350\n0\n403\n\n304\n1983\n\nVT.\n1640\n\nMONT\n\n37\n\n8\n\n5000\n\n16000\n3654\n\n1742\n\n11\n\nNEBR\n\nCOL\n5770\n\n2813\n10\n\nARIZON\nA\n1900\n700\n\nΝ.Μ.\n2209\n\n5\n\n307\n\n7\n\n13\n\n275\n\nOHIO\n\n8\n\n18\n\nMO\n\n12591\n951\n\n15233\n2612\n\n5\n\n9\n\n3\n\nCONN 93\n0\n7100\n512\n\n39 7260\n832\n\n3\n\n321\n\n.\nVA\n\nKY\n\n32,00\nTENN 421\nARK\n4200\n68\n\n7\n\n2672\n\nDEL\n427\n295\n\n~5000\n\nOKLA\n\n5\n\n7\n\nDR.1 .\n\n5\n\nA\n16-W.V\n5583\n2\n\n6939 1589\n\nKANS\n\n12586\n518\n\n10\n\nIND76\n000 128\n192\n24ILL\n22\n6118\n\n14480\n1569\n\nN.C.\n\n6\n\n8050\n187\n\nN.J.\n15200\n2527\n9\nMD.\n515\n438\n4\n\n2\n\nS.\n\nMISS\n6000\n\nALA\n6700\n\nGA.\n1200\n\n126\n\n500\n\n164\n\n1148\n57\n\n2\n\nTEXAS\n11000\n\n5\nLA\n\n2600'\n\n456\n\nFIRST NUMBER\n\nMembers in\n\n7941\n\n5\n\nState Association\n\n6\n\nFLA\n\n500\n\nSECOND NUMBER- N.Ε.Α . members\nin State Association\n\n121\n1\n\nTHIRD NUMBER- State Delegates to\n\nRepresentative Assembly\nSLIDE II\n\nfigures, the N. E. A. members in each state association ; the third figures,\n\nthe number of representatives sent by the Association to the present\nRepresentative Assembly. Since this map was made, one of the four\nstate associations shown here as not affiliated has become an affiliated\n\nassociation, leaving only three state associations outside the fold.\nThis map (slide III ) shows in another way the widespread character\nof the affiliations with the National Education Association. The large\n\ncircles indicate state affiliations, with all states affiliated except four.\n\nThe small circles represent affiliated local associations with affiliated\nlocals in almost every state in the Union. The numbers indicate the total\nnumber of local affiliations in each state.\n\n"}
{"page": 217, "printed_page": null, "text": "[General\n\nNATIONAL EDUCATION ASSOCIATION\n\n192\n\nMAP SHOWING STATE & LOCAL AFFILIATIONS\nMON\n\nT\n\nMINN\n\n00 ORE 5\n\n8\n\nIDAM\n\nO\n\n১০\n00\n\nwro\n\n5\n\nCAL 18\n\n34\n\nwis10\n\n00\n\n15\n12\n\nNEV\n\nMICH\n\n0\n\n17\n\nNEB\n\n0\n\n40\n\n◯23IND\n९०\n\n000\n\n100\n\n32\n\n0\n\nILL\n\n8\n\n000\n\n21\n\n22 0\n\n0\n\n0\n\n000 8:008\n\n000\n\n22\nKAN\n\n00\n\n10.000\n\nCONN\n\n00000\n\n。\n\nUTAH\n\n13\n\n096\n\n8\n\nTENN\n\n2\nORLA\n\n3\n\nC\n\n。\n\nGA\n\nTALA\n12\n\n2\n\n2\n\nState Affiliations\n0 Local Affiliations\nNumbers Indicate Number of\n\nLocal Associations in States\n\nSLIDE III\n\nThis map ( slide IV) shows you the number of teachers in the public\nschools of each of the states in the United States, the total number of\n\nmembers in each state association as indicated by the second numbers,\nthe number of N. E. A. members in each association indicated by the\nWA\n929SH\n600 5\n0\n233\n7\n\nOR\n617 E\n562 3\n2\n546\n\nMONT\n4731\n\nND\n\n2700\n\n8093\n\n388\n\n3000\n315\n\nNH\n3\n308\n63\n13 4\nVT 2\n299 9\n30\n164\n10%\n189\n67\n\nSS\nMA 87\n174 0\n8\n144\n\n7\nMINN\n17793\n\nIDAHO\n3506\n3500\n403\n\n0\n\nN\n593\n\n53 00\nSS\n152 5XMA\n304\n\n1214\nWIS\n\nSD\n7057\n1735\n\n16266\n7700\n4069\n247\n\n3252\n570\n\n2000.\n204\n\nNEV\n\nMICH\n\n20979\n11000\n333\n21%\n\n41\n%\n\n3654\n\n5000\n\nINO\nILL\n\n3205\n3331\n2662\nB3X\n\n4368\n\n13%\n\nCOLO\n6523\n5770\n2813\n42\n%\n\nKANG\n\nMO\n\n15243\n\n20208\n\n12591\n\n15233\n\n951\n\n%\n\n67\n\n22192\n\n19648\n33364\n12876\n24000\n1569\n6939\n21%\n\n1742\nUTAM\n\n2757\n\nOHID\n31819\n\n12606\n\n687\n\n246\n\n6118\nVAL\n19%\n10324\n5563\n\n12870\n5000\n\n2612\n12%\n\nNM\n\n1944\n2209\n307\n15\n%\n\n152 7\n252 3\n15\n\nDEL2\n106\n\n7\n\nMD0\n646\n\n392\n\n7260\n\n51\n\n4\n\n832\n\n5\n\n42\n\n5\n\n29\n\n27X\n\n36\n\n321\n\n14550\n8050\n\nTENN\n12921\n3200\n\nOKLA\n12721\n12506\n\nCONN 267\n0\n67140232\n1\nNJ100 $\n\n1674\n\n13:20\n\nNC\nARIZ\n1539\n1900\n700\n457\n\n3\n\n277\n\n6\n\nPENN7\n4272\n7\n3462\n\nIOWA\n27230\nNEBR\n16000\n\n274\n\n156\n\n8400\n\nWYO\n\nCALI\n1732 F\n1450 3\n0\n\nME\n65\n69430\n3\n2\n91\n\n187\n\nSC\n\n10662\n\n1148\n57\n\n4200\n\nALA\n\nGA\n\nMISS\n\n11056\n\n10953\n\n6700\n\n15046\n1200\n\n68\n\n4000\n\n500\n126\n\nFIRST NUMBER Teachers in Public Schools,\nSECOND NUMBER Members in StateAssociation\nTHIRD NUMBER\n\nTEXAS\n27358\n\nLA\n7621\n\n1000\n456\n\n2600\n794\n\n2\n%\n\n10 %\n\n500\n121\n\nN.Ε.Α. Members in State Association\n\nFOURTHNUMBER Per Cent of Total Teachers\nwho are N.Ε.Α Members\n\nSLIDE IV\n\nthird numbers, and the percentage of the total number of teachers in\neach state who are members of the N. E. A.\n\nIn total number of mem-\n\nbers of the N. E. A. in the state association, Illinois ranks first with\n\n"}
{"page": 218, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE PRESIDENT\n\n193\n\n6,939, Ohio ranks second with 6,118, California ranks third with 4,368.\nInpercentage of total number of teachers of the state who are members\nof the N. E. A., Utah ranks first with 83 per cent, Arizona ranks second\n\nwith 45 per cent, Colorado ranks third with 42 per cent.\nThis table (slide V) shows the character of the local affiliations of\n\nthe National Education Association. You will note by far the greatest\nnumber of affiliations have been city-wide organizations including\n\nANALYSIS OF THE LOCAL AFFILIATIONS\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\n\nAS OF MAY 31 , 1921\n\n264\n\nCity (all inclusive)\nCountry..\n\n92\n\nInstitutions (Normal Schools, Colleges, etc.)\n\n70\n\nGrade Teachers .\n\n46\n\nExecutives (Principals and Supervisors)\n\n23\n\nHigh School Teachers ...\n\n20\n\nClassroom Teachers ..\n\n7\n\n522\n\nSLIDE\n\nclassrooom teachers, principals, supervisors, and superintendents,\nwith country affiliations coming second, and institutions, grade\nteachers, executive, high-school teachers, and classroom teachers\nin the order named. The total number, 522, represents the completed affiliations. Nearly 1000 applications have been received for\naffiliations, but the payment of dues and the granting of the respective charters is a process that requires a little time and all have\nnot yet been completed.\n\nThis map (slide VI) shows the distribution of complete and one\nhundred per cent enrolments. The large circle represents a city or\ncounty school system or an institution with the total membership enrolled\nin the N. E. A. The small circles indicate single schools with a complete\n\nfaculty enlisted as members of the National Education Association.\n\n"}
{"page": 219, "printed_page": null, "text": "[\nGeneral\n\nNATIONAL EDUCATION ASSOCIATION\n\n194\n\nWAS\n\nH\n\nMAP SHOWING COMPLETE ENROLMENTS & 100% SCHOOLS\nMONT\n\nHEO\n\n00\n\nD\n\nMINN\n\nORE\n。\n\nDAH\n\n이\n\nO\nWIS\nWYO\n\nMASS\n\nMICH\n00\n\nNEV\nLOWA\n\nNCB.\n\nUTAN\n\nCHIO\n\n৪০\n\nCOL\n\nDEL\n\n。\n\nKAN\n\nVA\n\nO\n\nARIZ\nN.C\n\n00\n\nM\n\nOKLA\n\nTENN\n\nTEX\nGA\n\nMISS TALA\n\nLA\n\nComplete Enrolments\n。\n\n100% Schools\n\nSLIDE VI\n\nYou are all familiar with the platform of the National Education\nAssociation. I have tried here (slide VII) to epitomize that platform\n\nOBJECTIVES OF THE NATIONAL EDUCATION\nASSOCIATION\n\n1. In every classroom in America a well qualified, professionally trained\nteacher, who is a loyal American citizen and who receives an adequate\ncompensation.\n\n2. Elimination of the twenty-five per cent of illiteracy in our population\n\nas disclosed by the United States Army figures.\n3. The Americanization of all non-American elements in our population.\n4. Universal training for citizenship to an age approximating maturityeighteen years .\n\n5. Equalization of educational opportunity for all of America's twentyfive million boys and girls.\n\n6. A leader of the educational forces of the country in the highest\ncouncils of the Nation-a Secretary in the President's Cabinet.\n\nSLIDE VII\n\n"}
{"page": 220, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE PRESIDENT\n\nby selecting six first objectives as proposed in that platform.\n\n195\n\nThey\n\nare as you will note above. These are the purposes for which we\n\nare fighting as a profession. They represent the things that are\nbefore us to do as an organized profession.\nAs an Association we have not been idle since our change in\nviewpoint and the adoption of a National Program in working for\n\nWHAT THE NATIONAL EDUCATION ASSOCIATION HAS DONE\n\nTOWARD THE ACCOMPLISHMENT OF THESE OBJECTIVES\n\n1. Reorganized the N.E.A. upon a democratic basis with a representative form of government with a Representative Assembly as the\ngoverning body.\n\n2. Established a publication known as the Journal of the National\nEducation Association to be sent to all members of the Association\n\nas ameans of uniting the profession.\n\n3. Established a Legislative Commission to accomplish the objectives\nof the Association by the enactment of appropriate legislation.\n\n4. Established a commission for the co-ordination of all research\n\nagencies, studying the problems of education throughout the country.\n\n5. Adopted a policy of a united profession behind a constructive program.\n\nSLIDE VIII\n\nthe accomplishment of that program. You will note (slide VIII)\nthat several great steps have been taken to bring about the ends\nwe seek.\n\nEarlier in the discussion, I called your attention to the fact that\n\n"}
{"page": 221, "printed_page": null, "text": "196\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nthe Association works through committees of specialists and special departments. This slide (IX) gives you a list of the active\ncommittees now functioning for the National Association. The\n\nCOMMITTEES OF THE NATIONAL EDUCATION ASSOCIATION\n\nCommittee on Sources of Revenue\nCommittee on Visual Education\n\nLegislative Commission\nCommittee on Foreign Relations\n\nCommittee on Salaries, Tenure, and Pensions\nCommittee on Expenses of Delegates\nCommission on Co-ordination of Research Agencies\n\nCommittee on Reorganization of Elementary Education\nIlliteracy Commission\n\nCommission on the Reorganization of Secondary Education\n\nCOMMITTEES OF DEPARTMENTS OF THE NATIONAL\nEDUCATION ASSOCIATION\nCommittee on Health Problems in Education\nCommittee on Thrift Education\n\nCommittee on Racial Well Being\nCommittee on Rural Education\n\nCommittee on Elementary School English\nCommittee on Problems of High School Libraries\n\nCommittee on Standardization of Schoolhouse Planning and\nConstruction\n\nIn addition there are twenty-one committees that are now inactive\n\nSLIDE IX\n\nupper group, ten in number, are committees of the Association\n\nproper. The lower group, seven in number, are committees of the\ndepartments of the National Association which have been recognized as Association committees.\n\nThe inactive committees number\n\ntwenty-one. The Executive Committee will recommend to theAssembly\nthat all inactive committees be discontinued.\n\n"}
{"page": 222, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE PRESIDENT\n\n197\n\nYou will note here (slide X) a list of the departments of the\nAssociation. These represent the specialized interests that are\ncared for by the general organization.\n\nDEPARTMENTS OF THE NATIONAL EDUCATION ASSOCIATION\n\nNational Council of Education\n\nDepartment of Superintendence\nNormal Schools\n\nElementary Education\nHigher Education\nVocational Education and Practical Arts\n\nKindergarten Education\nMusic Education\n\nSecondary Education\nBusiness Education\n\nChildHygiene\nPhysical Education\nScience Instruction\nSchool Administration\n\nLibrary Department\nSchool Patrons\nRural Education\nClassroom Teachers\nPromotion of Wider Use of Schoolhouses\nEducational Publications\nDeans of Women\n\nSLIDE X\n\nA little while ago, I suggested to you that the teachers of\n\nAmerica as a profession were going to define the kind of school\nfor which America stands. It will be a school that seeks to reach\n\nall classes of children whether they be rich or poor, bright or slow,\nphysically and mentally well-equipped or poorly equipped, American or foreign. Every community must offer to all of its children\na school system which furnishes the best possible preparation for\ncitizenship for all these classes of children throughout their youth.\n\nThis means training for citizenship all of the children of all of the\npeople, all of the time. America can afford to do no less. This\n\n"}
{"page": 223, "printed_page": null, "text": "198\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nslide (XI ) presents the two main objectives of such a school, namely, universal training for citizenship of all children until the end\nof the high-school period, and the Americanization of all un-Americanized elements in our population.\n\nPRINCIPAL OBJECTIVES OF A SOCIAL PROGRAM IN EDUCA\nTION FOR EVERY SCHOOL OR SCHOOL SYSTEM IN AMERICA\n\n1. All children (not a fortunate minority) educated for good and\nuseful citizenship until eighteen years old-by such means as may be\nmost educative to each type of child. This includes the specially\ngifted, the normal, the slow, the defective mentally and physicallythe foreigner, and the American.\n\n2. All non-American elements in our population-youthful and\nadult-reached and Americanized.\n\nSLIDE XI\n\nMEANS WHICH SHOULD BE USED IN EVERY COMMUNITY IN\n\nTHE ACCOMPLISHMENT OF THE OBJECTIVES OF A SOCIAL\nSCHOOL PROGRAM\n\n1. Adequate high schools for all children (not one-third to one-half as\nnow).\n2. Junior high schools for all adolescents.\n3. Neighborhood or Americanization schools.\n4. Home teachers for Americanization work.\n\n5. Vocational classes or schools .\n6. A flexible system of promotion.\n\n7. Courses of study and methods adapted to the scientifically studied\ncapacities of children rather than to tradition and personal opinion.\n8. Special classes and schools for special types of children.\n9. Definite measurement of results.\n\nSLIDE XII\n\nA school which accomplishes these objectives must have adequate machinery with which to work. This machinery must be\nadapted to the ends which the school seeks. Here (slide XII)\n\n"}
{"page": 224, "printed_page": null, "text": "REPORT OF THE PRESIDENT\n\nSessions]\n\n199\n\nare nine specific features which will be found in any school system,\nrural or urban, which fully does its job .\n\nA school system with the social objectives just presented and\nworking with the machinery that has just been suggested will accomplish results. This slide (XIII) shows the growth in holding\n\nRESULTS OF A SOCIAL PROGRAM IN EDUCATION IN A TYPICAL\nAMERICAN COMMUNITY\n\nGrowth in Holding Power of the Schools upon Adolescent Children\n\nPERCENTAGE OF INCREASE FOR THREE- YEAR PERIOD\n1917-18 ΤΟ 1920-21\n\nSTANDARD OF GROWTH-\n\nCity population ..\n\n13\n%\n\nElementaryschool enrolment. 20%\nAMERICANIZATION SCHOOLS-\n\nTotal enrolment...\n\n29\n%\n\nSeventh grade enrolment..... 56%\nEighth grade enrolment.\n\n53%\n\nSLIDE XIII\n\npower of a school system with such a program in a typical American community. While the city population was growing 13 percent, the elementary school enrolment 20 per cent during a threeyear period, the Americanization schools of this community had\nsucceeded in increasing the enrolment of seventh-grade pupils 56\nper cent and eighth-grade pupils 53 per cent.\n\n"}
{"page": 225, "printed_page": null, "text": "200\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nHere is an additional piece of evidence (slide XIV) from this\nAmerican community. The school system through its social program sought to reach all its adolescent children with adequate citi-\n\nRESULTS OF A SOCIAL PROGRAM IN EDUCATION IN A TYPICAL\nAMERICAN COMMUNITY\n\nGrowth in Holding Power of the Schools upon Adolescent Children\n\nPERCENTAGE OF INCREASE FOR FOUR-YEAR PERIOD\n\n1916-17 ΤΟ 1920-21\n\nSTANDARD OF GROWTH-\n\nCity population............... 16%\nElementary grades, I to 6, inclusive.\n\n20\n%\n\nADOLESCENTS-\n\nSeventh grade enrolment ...\n\n30%\n\nEighth grade enrolment\n\n33\n%\n\n..\n\nNinth grade enrolment\n\n44\n%\n\nTwelfth grade enrolment .....\n\n58\n%\n\nDay high school, all grades\n\n51%\n\nPERCENTAGE OF INCREASE FOR FIVE-YEAR PERIOD\n1914-15 ΤΟ 1919-20\n\nElementary school graduates ... 82%\nHigh school graduates ......... 133%\n\nSLIDE XIV\n\nzenship training. Over a four-year period while the city population\nwas growing 16 per cent and the elementary-school enrolment 20 per\ncent, the seventh-grade enrolment increased 30 per cent, the eighth\n\n"}
{"page": 226, "printed_page": null, "text": "Sessions]\n\nREPORT OF the president\n\n201\n\ngrade, 33 per cent, the ninth-grade,44 per cent, the twelfth-grade, 58\nper cent, and all day high schools, 51 per cent. Over a five-year\n\nPER CENT GAIN IN HOLDING POWER OF HIGH SCHOOLS IN\nFIVE YEARS\n\nPERCENTAGE OF DAY SCHOOL ENROLMENT (GRADES\n1 ΤΟ 12, INCLUSIVE) ENROLLED IN HIGH SCHOOL\n\nPer cent inhigh school, 1916-17...\n\n16.6%\n\nPer cent in high school, 1920-21 ...\n\n21.6%\n\nStandard percentage ..\n\n33.3%\n\nTotal enrolment in day high schools, 1916-17\n\n4,362\n16.6%\n\n*Total enrolment day elementary and high schools,\n1916-17 .......\n\n26,307\n\nTotal enrolment in day high schools, 1920-21\n\n7,432\n........\n\n21.6%\n\n*Total enrolment day elementary and high schools,\n1920-21 ......\n\n34,381\n\nStandard ratio of high school to total enrolment\n\n33.3\n%\n\n*Kindergarten not included.\n\nSLIDE XV\n\nperiod the elementary-school graduates increased 82 per cent and\nthe high-school graduates 133 per cent.\nThe effect of the social program in this community (slide XV) is\nshown in the percentage of total enrolment found in the high school.\n\n"}
{"page": 227, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n202\n\n[\nGeneral\n\nThis percentage increased from 16.6 per cent in 1916-17 to 21.6 percent in 1920-21 .\n\nA little while ago, I suggested that concrete evidence as to what\norganization can do is to be found in what organization has done\n\nA TYPICAL LEGISLATIVE PROGRAM ENACTED AT A SINGLE\n\nSESSION OF A STATE LEGISLATURE\n\nThe following measures were enacted:\n\na. Establishing a State-wide salary schedule based on qualifications\nand experience, with $1200 minimum salary.\nb. Establishing qualifications for superintendents.\nc. Increasing salaries of superintendents and assistant superintendents.\nd. Fixing qualifications for teachers as normal school graduates after\n1927.\n\ne. Placing all certification in hands of State department.\nf. Lengthening school term one month throughout State.\ng. Strengthening compulsory attendance laws.\n\nh. Increasing State aid from $12,000,000 per year to $18,000,000.\ni. Increasing appropriation for State normals 1 million, abolishing\ntuition at State normals, and increasing salaries of faculties.\nj. Creating State Council of Education.\n\nk. Standardizing elementary school courses in all public and private\nschools and requiring all elementary teaching to be in English.\n1. Encouraging consolidation of rural districts.\n\nm. Appropriating $125,000 for department of Americanization.\nn. Providing State building for education.\n\nSLIDE XVI\n\nin our state associations working for a constructive program of\n\neducational legislation. During the last session of the legislature\nin a typical state, fourteen constructive, forward-looking measures\nwere enacted, as indicated upon this slide (XVI ) . They were all\n\n"}
{"page": 228, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE PRESIDENT\n\n203\n\nhighly significant and far-reaching in their effect upon the school\nsystem. This shows what expert leadership and organized efforts\ncando.\n\nIn one of our great Middle Western States, a program (slide\nXVII) of school legislation of great significance was successfully\n\nANOTHER\n\nTYPICAL\n\nPROGRAM\n\nOF\n\nSCHOOL\n\nLEGISLATION\n\nENACTED AT A SINGLE SESSION OF THE STATE\nLEGISLATURE\n\nThe following measures became law:\n\na. Allowing school districts to bond themselves up to 15% of valuation.\nb. Strengthening township-unit law.\nc. Strengthening consolidation law and subsidizing each consolidated\ndistrict $1000 per school and $400 per each transportation vehicle.\nd. Permitting local districts to build and furnish teachers' homes.\n\ne. Providing minimum of nine months school.\n\nf. Requiring professional training of all teachers after 1925.\ng. Requiring standard courses of study in all elementary schools, public\nand private, and placing them under supervision of State superintendent as to courses of instruction, erection of buildings, and\ncertification of teachers.\n\nSLIDE XVII\n\nput over at the recent session of the legislature. This is further\nevidence of what the enlistment of the profession and expert leadership can do.\n\nHere (slide XVIII) is a legislative program consisting of\ntwenty-one measures passed at the last session of the state legislature\n\n"}
{"page": 229, "printed_page": null, "text": "204\n\nNATIONAL EDUCATION AssociatioN\n\n[\nGeneral\n\nin another state. The professional organization in this state has been\nupon a delegate basis for a number of years. It is thoroughly organized,\nhas expert leadership, and the profession is thoroughly behind a constructive program. The legislature in general accepts the decisions of\n\nANOTHER EXAMPLE OF A GOOD STATE EDUCATIONAL\nLEGISLATIVE PROGRAM\n\nThe following measures were enacted:\n\na. Providing for the apportionment of State and county elementary\nfunds and adding eight million dollars to State support of elementary\nschools.\n\nb. Apportioning State and county high school funds.\nc. Establishing seven teacher's collegesand providing for their support.\nd. Increasing minimum school year to 160 days.\ne. Providing maintenance for the school of education in the State\nuniversity.\nf. Providing for building school of education in State university.\ng. Establishing junior colleges throughout the State.\n\nh. Providing for a budget and local-district tax levy.\ni. Providing for teachers' retirement salary.\nj. Providing more permanent tenure of teachers.\nk. Reorganization of State department of education.\n1. Providing support for State board of education and increasing\nsalaries of commissioners.\n\nm. Modifying and making more effective the part-time school law.\nn. Providing that a school district may contract with another for the\neducation of its pupils.\no. Providing for the government of junior high schools by high-school\nboards.\n\np. Providing for publication of financial and other reports.\nq. Relating to traveling expenses of representatives of boards of education.\n\nr. Providing for vocational rehabilitation of soldiers.\n\ns. Placing territory in high-school districts.\nt. Providing restrictions upon the creation of new school districts.\n\nSLIDE XVIII\n\n"}
{"page": 230, "printed_page": null, "text": "Sessions]\n\n205\n\nREPORT OF THE PRESIDENT\n\nthe profession as to school legislation. These twenty-one measures stand\nout as evidence of what we may expect nationally when the teaching\nprofession of some 700,000 members fully awakes to its power and\nresponsibility.\n\nRECORD OF A STATE TEACHERS' ASSOCIATION ORGANIZED\nON A DELEGATE BASIS\n\nNumber of bills sponsored in twelve years-six legislative sessions .. 68\nNumber of major measures defeated .\n\n2\n\nNumber of minor measures defeated ..\n\n3\n\n63\n\nNumber of measures successfully advocated .\n\nSLIDE XIX\n\nHere (slide XIX) is the record of a state teachers' association\norganized for a number of years on a delegate basis in sponsoring\nconstructive educational legislation. Over a period of twelve\nyears, this association has proposed sixty-eight legislative measures. Of these, sixty-three measures have been enacted into law.\n\nSTATE PROGRAMS IN EDUCATION\n\nTotal membership State associations..\n\n363,243\n\nNumber State associations on delegate basis at present.........\n\n16\n\nNumber supporting constructive legislative program.\n\n33\n\nNumber of measures backed by State teachers' associations\nduring past year as reported by State superintendents\n\n(approximate) .\n\n213\n\nSLIDE XX\n\nOnly two of the major measures proposed by this association have\nbeen defeated.\n\nThree minor measures have been defeated.\n\nThe\n\nmajor measures have been enacted into law by the second proposal.\nThe 700,000 teachers in America working as a nucleus for the\n\n"}
{"page": 231, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n206\n\n[General\n\ncrystallization of national public sentiment can accomplish as\nmuch.\n\nYou may note from this (slide XX) the strength of the army\nthat is enrolled in the cause of the program proposed by the National Education Association. Our total affiliated membership is\n363,000. Sixteen of the state associations affiliated are on a delegate\n\nbasis and most of them have been supporting constructive legislative programs in their respective states.\n\nA total of 213 were\n\nproposed and supported by these associations during the last legislative session. It is true that the active membership of the Association is in the neighborhood of 75,000. When the teaching\n\nTWELVE LARGEST STATE ASSOCIATIONS WITH APPROXIMATE\nNUMBER OF MEMBERS IN EACH\n\n1. Pennsylvania.\n\n34,247\n\n2. Illinois .\n\n24,000\n\n3. Ohio ...\n\n22,192\n\n4. Iowa...\n\n17,000\n\n5. California.\n\n16,000\n\n6. New Jersey.\n\n16,000\n\n7. Massachusetts .\n\n15,000\n\n8. Missouri .\n\n15,000\n\n9. New York .\n\n15,000\n\n10. Oklahoma\n\n13,000\n\n11. Kansas .\n\n13,000\n\n12. Indiana ..\n\n13,000\n\nSLIDE XXI\n\nprofession of the country fully realizes the work to be done, the\nactive membership in the Association will grow by leaps and\n\nbounds. With the Association as a coherent, unified body actively\nfunctioning and standing for its great program, there can be no doubt\nas to the outcome.\n\nHere ( slide XXI) is a list of the twelve largest state associations. Pennsylvania, the largest, enrolling more than 34,000 mem-\n\nbers, with Illinois and Ohio standing second and third respectively.\nThis, my friends, gives you some conception of this wonderful\npiece of machinery known as the National Education Association\n\n"}
{"page": 232, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE PRESIDENT\n\n207\n\nwhich is placed at the disposal of the teachers of America. Can we,\nstanding 700,000 strong, learn to make effective use of our strength\nfor the ends of public education in America?\n\nNow then, just a word and I am done. What dangers must\nwe avoid, my friends? I think the first is apparent to all of us.\nLetus avoid the danger of suspicion of each other. We have heard the\nword submerged used a great deal lately. There are some things\n\nthat ought to be submerged. Class consciousness, exaggerated,\nmust be submerged in the National Education Association. There\n\nis another rock that we must fear-demagogery and personal ambition. You know, and I know, that there are commercial interests\n\nin this country who would profit by not having the National Education Association a great and powerful organization pushing a\nconstructive school program in this country. And, my friends,\nyou know, and I know, that these commercial interests will do\neverything that they can to separate us, to array the classroom\n\nteachers against the principals, and the superintendents against\nthe principals, and so on. This is one of the rocks we must avoid.\nWHAT FUNDAMENTAL PRINCIPLES OF ORGANIZATION OUGHT WE TO\n\nADHERE TO ?\n\nWe must always recognize the tendency on the part of teachers\ntoward voluntary organization. In this Association we must not\n\nforsake the principle of full and complete representation, with full\nopportunity of voice through their representatives of all teachers\nin the United States of America from the superintendent, not clear\n\ndown, but clear up to the classroom teacher.\nAnother principle, my friends : We will succeed only through\nsane, wise, unselfish, consecrated leadership. Democracy involves\nleadership. You remember those two great definitions of democracy, one by our immortal Lincoln : \"Government of the people,\n\nfor the people, and by the people.\" The other by Mazzini : “ The\nprogress of all, through all, under the leadership of the wise and best.\"\n\"Under the leadership of the wise and best.\" We cannot have\na democracy without leadership. We degenerate into sovietism\nwhen we forget the necessity of leadership. We must insist on\ndemocracy through representative government and leadership.\n\nBut the most important of all-we must have a constructive program. When we have accomplished the objectives set for a given\nperiod, we must go on to others and greater. No institution can\nlive that does not have a constructive program and make definite contributions to the society in which it works.\nNow what are our duties as delegates ? There is a great re-\n\nsponsibility resting upon us. You and I represent the local organ-\n\n"}
{"page": 233, "printed_page": null, "text": "[General\n\nNATIONAL EDUCATION ASSOCIATION\n\n208\n\nizations throughout the length and breadth of this great democracy\nof ours. It is our business to go back to our communities as leaders; it is our business to carry the clarification of these ideals as\n\ndelegates back to our respective associations and organizations.\nI know that we will be faithful to the responsibility and the trust\nthat is imposed upon us, and as I look forward into the great future\nof this democracy, I think I see the National Education Association\ncoming forth as the fundamental organization in this country be-\n\nhind the great American public-school system, its defender, its\nleader, a militant protagonist of a program that stands fully and\ncompletely for American ideals. Remember, this is your association, not mine. These are our ideals as they seem to me to be.\nRemember that the result depends upon you and the teachers of\nAmerica .\n\nREPORT OF THE SECRETARY\n\nTo the Executive Committee, Board of Directors, and Representative Assembly :\n\nPermit me to present for your information and consideration the report\nof the Secretary for the year 1920-21 , and to include therewith the reports of the\nheads of departments at the central office. These departmental reports show the\nwork actually done in each department and make suggestions for improvement.\nAssociate Members\n(No vote)\n\nActive Members\n\nActive Members\n\nOfficers of\nΝ. Ε. Α.\n\nMeet by States and choose\nCommittee Members\n\nState Delegates\n\n1 per 100 Members up\n\nAssociate Members\n(No Vote)\n\nGerresponding\nMembers\n\nAffiliated Local Associations\n\nAffiliated State Associations\n\nLocal Delegates\n1per 100 Members\n\nState Superintendents\n\nto 500\n\nCredentials\n\nFominations\n\nResolutions\n\nBearology\n\nRepresentative Assembly of Delegates\nTransacts Business and\nceives Reports\n\nHeadquarters Organization\n(Secretary's Office)\n\nRe(By Charter)\n\nTreasurer\n\n11 Vice-\n\nItate\nDirectors\n\nPresident\n\nFirst Vice-\n\nPresident\n\nPresidents\n\nUnder General Supervision\nof Executive Committee\n\n(Dz Charter)\nLife\nDireators\nPatsegal\n\nCommissioner\nSpecial Committees\nBoard\n\nField Secretary\n\nofDirectors\nAuthorised\n\nRepresentative\nAssembly\n\nRecorde &\n\nPublicatione\n\nBusiness\n\nBoard of Trustees\nPres. Ex-officie\n( 4 Members\nYour\n\nExecutive Committee\n\nTerm)\n\nTrustees,Treas.&\n\nNational Council of\n\nPres., First VicePrasyChrm .Bd of\n\nBecords\n\nBducation\n\n60 elected by Directors\n60 elected by Council\n\none Member elect\nPermanent Pond .\nBleats Secretary\n\nPillevacancies-\n\nSuperviste prog\n\nDepartments\n\nSchool\nYhysical\nBenoatton Administration\n\nSuperintendence\nEducation\n\nBorsal\nSchools\n\nRésoutien\n\nElgher\nBdecation\n\nAdministrative\n\nKindergartes\nBasest lon\n\nSecondary\nPamatin\n\nAppolative\n\nNational Education Association\n\nCh114\n\nBelanse\n\nSpecial\n\nPáneation\n\nFider Use of\n\ndusatson\n\nGulsel\nPatrens\n\nScheel Souse\n\nClassroom\nTeachers\n\nSuperviong\n\nOrganization and Administration\n\nCHART 1-ORGANIZATION OF SECRETARY'S OFFICE\n\nPublication\n\n"}
{"page": 234, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE SECRETARY\n\n209\n\nChart No. I, which is attached hereto, shows the place of the headquarters\n\norganization in the general administrative scheme of the Association. It also\nserves to show the all-inclusive make-up of the Association and the completeness\nand certainty of its executive control.\nThere are at present four departments in the headquarters organization :\n(1) Records and Accounts; (2) Field Work; (3) Business ; and (4) Publications.\nChart No. II shows the divisions of work in each department. Two of\nthese departments began to assume definite form eight or ten years ago, but did\nnot function separately with department heads until during the last few years.\nThe Department of Records and Accounts was formally recognized in 1917,\nwith Mrs. Helen T. Hixson in charge. The Department of the Field Secretary\nwas established in 1918 and Hugh S. Magill was placed at its head. An assistant\nsecretary was elected in 1919 and put in charge of the business of the Association\nwhich may be taken as the date when the Business Department was created.\nR. S. Erlandson is head of this department. The Department of Publications\nwas established in 1920 with Joy E. Morgan as its director.\nThe Department of Commercial Exhibits created in 1916 and until the present\nyear in charge of Hoyt and Hall, is now a division of the Business Department.\nThe division of shipping, mailing, and multigraphing in the Business Department\nis in charge of Mr. W. P. Reilly. A division of the Department of Records\nand Accounts shown in the chart as Records is in charge of Miss Suzanne C.\nWright.\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\nHEADQUARTER'S ORGANIZATION ---- SECRETARY'S OFFICE\n1201 SIXTEENTH STREET NORTHWEST, WASHING TON , D.C.\nUNDER THE GENERAL SUPERVISION OF THE EXECUTIVE COMMITTEE\nJ.W.CRABTREE,SECRETARY--- GENERAL DIRECTION--- MEMBERSHIP DRIVES\n\nFIELD WORK\n\nRECORDS & ACCOUNTS\n\nHUGH S.MAGILL , FIELD SECRETARY\n\nHELEN T. HIXSON, ASSISTANT TREASURER\n\nEDUCATIONAL LEGISLATION\nFIELD ORGANIZATION - STATISTICS\n\nMEMBERSHIP RECORDS-ADDRESSOGRAPH PLATES\n\nBUSINESS\n\nR.SERLANDSON , ASSISTANT SECRETARY\nCOMMERCIAL EXHIBITS\nJOURNAL- ADVERTISING- GENERAL BUSINESS\n\nMANAGEMENT OF ACCOUNTS\n\nPUBLICATIONS\nJOY ELMER MORGAN EDITOR\nTHE JOURNAL OF THE N.Ε.Α.\nPROCEEDINGS- REPORTS-GENERAL PUBLICITY\n\nCHART II .\n-HEADQUARTERS ORGANIZATION\n\n"}
{"page": 235, "printed_page": null, "text": "210\n\n[General\n\nNATIONAL EDUCATION ASSOCIATION\n\nHEADQUARTERS STAFF\n\nAdams, Lillian\n\nDavis, Katie\n\nAlcorn, Lucille\nAlvey, Georgia\nArlett, Elizabeth\n\nDuval, Martha\nErlandson, R. S.\n\nBartman, Henry\nBecker, Mary\nBosse, Marie\nCassell, Ella\nChapman, Ella\n\nChapman, Clyd\n\nGoodman, Mrs. E.\nHarris, Mrs. H. B.\nHill, Sallie\n\nHixson, Helen T.\nHolden, Margaret\nMagill, Hugh S.\nMorgan, Joy E.\nMoss, Dorothea\nNelson, Grace\nPendleton, Robert\n\nPerry, Rose.\nPeter, Ina\nReilly, W. R.\nRobbins, Bertha M.\n\nRobbins, Jessie M.\nSomdal, Anna\nSummers, N. Carolyn\nSwan, Katherine\n\nThatcher, Harriet\nWatkins , Keith\n\nWheelock, Lillian\nWiseman, Mary\nCrabtree, J. W.\nWright, Suzanne\nCrowley, May T.\nThe present scheme of organization was definitely planned in 1919. When\nMajor Bengert, of Chicago, was working out and installing the new system of\nrecords and accounts, it was necessary to know the plan of organization for the\nimmediate future. The plan which was outlined for Major Bengert's information and use, is the organization which is shown in the chart with only one exception. Instead of creating a department of statistics as planned at that time\nthe statistical work has been done in the Field Secretary's department.\nThe Association is 50 per cent larger than at this time last year. It will\nChase, Harriett M.\n\ncontinue to grow. Demands for new lines of service will be made.\n\nConditions\n\nwill change. The central office must foresee all this and be ready in each instance to make the necessary adjustments. At present we believe it best to have\nonly four departments. Later it may be advisable to have a greater number of\ndepartments. The clerical force must be increased for next year and will necessarily be larger as the Association grows and as the new demands present themselves, but in adapting the organization to these new needs let us see that every\n\nchange is in harmony with good policy and sound business principles.\nWe desire to continue the present plan of organization of the headquarters\nstaff, because it enables a small force to do an enormous amount of work.\n\nIt\n\ngroups the work into four departments avoiding the duplication of labor and\nsupplies which would result from a larger number of departments. It requires\n\nthe Association to employ only a limited number of men and women on high\nsalaries, making it possible to employ adequate clerical help.\nA FUNDAMENTAL PRINCIPLE OBSERVED\n\nThe fundamental principle which is embodied in the Educational Bill now\nbefore Congress leaving to state and local agencies important duties and responsi-\n\nbilities is no more necessary and sound for the organization of a Department of\nEducation than for the organization of the Association's central office. The observance of this principle means that much of the important statistical and field\nwork is to be done by state and local agencies .\n\nThe National Education Associ-\n\nation renders an inspirational and directive service through its Field Secretary\nand assistants, and it can never do much more than that. To do the investigational and statistical work on a large scale at the central office would require an\noutlay far beyond the present income of the National Education Association.\nWe believe that by securing the co-operation of state and local affiliated asso-\n\nciations whose combined memberships now exceed 400,000 teachers, and by encouraging them to do field work and make investigations the central office will\n\naccomplish more for the profession and the cause of education than by attempting\nto do all this work itself.\n\n"}
{"page": 236, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE SECRETARY\n\n211\n\nNATIONAL\nEDUCATION\nASSOCIATION\n\nDISAPPROVAL OF PLAN TO SUBSIDIZE PRESS\n\nThe observance of the principle of the Educational Bill means that instead of\nattempting to subsidize the educational press of the country and to make one\ngreat national magazine, as has been advised by two or three editors of leading\njournals, theAssociation will encourage and stimulate high class state and national\neducational magazines, and by means of their co-operation render a much greater\nservice to education and the profession than would be possible under the proposed\nplan. The Journal on the present basis is a magazine of exceptional merit and\n\nunder its able management it will be greatly improved during the coming year.\nWe should keep in mind the fact that the Journal is established for the single\n\n1919-1920\n\nCHART\nSHOWING\n\n18ροο\n\n20,000\n\n16,000\n\n14,000\n\n12,000\n\n1920-1921\n\nRECEIPTS\nBY\nMONTHS\n\n8,000\n\n6,000\n\n6,000\n\n10,000\n\n6,000\n\n4,000\n\n2,000\n\nAUGUST\nMARCH\nAPRIL\nJULY\nJUNE\nSEPT\nMAY\nOCT.\nJAN\nNOV.\nFEB.\nDEC.\n\n1920\n1921\n\n1919-1920\n14,000\n\n12,000\n\n10,000\n\n4,000\n\n2000\n\nChart III\n\n-Prepared by Harriett M. Chase.\n\n"}
{"page": 237, "printed_page": null, "text": "212\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\npurpose of promoting the interests of the Association. It should ever remain the\nmouthpiece of the Association and should never allow itself to aspire to control\nthe entire field of educational journalism.\n\nThis important policy is safe in the hands of the present editor of the\nJournal and Secretary, but in order to guarantee its being carried out, whoever\nmay be editor or secretary, it will be wise for the Representative Assembly to take\ndefinite action defining the purpose of the Journal and its relation to the educational journals of the country.\nNATIONAL EDUCATION ASSOCIATION TO FURNISH AMMUNITION\n\nThe primary function of the National Education Association and its chief\nresponsibility is to point the way and lead to a real teaching profession, just as\nthe professional associations in medicine, law, and engineering have been instrumental in lifting these lines of endeavor to high professional standing.\n\nWhen\n\nthis task is accomplished the Association may become an agency for the interchange of ideas and plans on this higher level.\nUnder the new plan of organization the state and local associations are taking\nover certain phases of work which under the old plan would be done by the\nNational Association.\n\nBut the state and local associations will look to the Na-\n\ntional Association for counsel and expert advice on the problems and difficulties\nwhich arise. What the Association needs most at this time is not an army of\nagents and workers so much as a few good leaders and assistants who can set\nthe pace and give direction. In order to aid in elevating the ideals and standards\nof the profession the central office should be a sort of combined clearing house,\nan idea factory, an inspirational dynamo.\nTHE DEFICIT EXPLAINED\n\nThe financial condition of the N. E. A. is sound but owing to the attention\ngiven to emergency needs there has been a deficit in current funds of the Asso-\n\nciation much of the time since 1918, and especially during periods when monthly\nreceipts have been low.\n\nThe first deficit occurred in 1918 as a result of the\n\nnation-wide effort for increased salaries for teachers. It was increased as a result\n\nof the campaigns for national encouragement and support of education. Before\nthe deficit was entirely wiped out the Journal was established at double the cost\nof the N. E. A. Bulletin which it replaced. It was established to meet an emer-\n\ngency need. The Executive Committee expected the income from advertisements\nto cover the additional cost of the Journal but the business depression which\ncáme soon after it was started shut off the possibility of income from that source\nalmost completely. The records for June will show that the deficit has been\nwiped out, yet when it is explained that approximately $35,000 from funds belonging properly to next year have been used in the payment of expenses for the\npresent year, it will be seen that we will need to borrow again in order to meet\nthe expenses of the months which immediately follow this meeting when the\nmonthly receipts will be very low.\nThe auditors have complimented the office on the fact that the records show\n\nimprovement in the financial condition of the Association since the audit of last\nyear and on the fact that part of this improvement has come since the Journal\nwas established. By careful management and by postponing new and important\nenterprises for a few months it will be possible not only to wipe out the deficit\nbut to provide a surplus to tide over the dull periods. It is necessary to the good\nbusiness standing of the Association that this is done.\nChart No. III shows when monthly receipts are the lowest. It is therefore\nrecommended that the Representative Assembly have this situation in mind in\n\nmapping out the program of work for the year.\n\nEvery allowance to com\n\n"}
{"page": 238, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE SECRETARY\n\n213\n\nmittees or commissions and every amount which is voted for special work should\nbe made conditional on the availability of funds without borrowing.\nOUR REAL PROBLEM\n\nOur problem has never been that of securing the co-operation of state and\nlocal associations, departments of education in colleges and normal schools, and\nof research agencies of the country. Our Association has always had the cordial\n\nand active support of all of these. The problem has been that of getting important matters before these agencies for effective work and that of bringing together the results of the work for the benefit of all.\n\nIt will no longer be difficult to get these matters before state and local\nassociations and other agencies that give thought to educational problems and\npolicies. This difficulty has been met in the organization of the Association on\na representative basis and in the plan for affiliating state and local associations\nwith the National Association. The organization is complete and all affiliated\nunits and helping agencies are ready to assist in the investigational and other\nwork to be outlined at this meeting. It will require the best thought and organizing ability which can be put into the work at the central office to meet the\ndemands of the profession and to measure up to our new opportunity.\nWe now have a united profession. Nothing but a unity of interest and\npurpose could have increased the membership in the Association from 8,000 to\n75,000 in less than four years and nothing but a united profession could have\nperformed the miracle of reorganizing the Association and putting it on a representative basis, welding the state and local associations of the entire country\ninto one great federation of working units in the short period of one year.\nPLAN OF CO -OPERATION\n\nThe following plan has been started and will be continued if agreeable to\nthe Association : (1) to present to each affiliated state and local association and\nto each co-operating agency at the beginning of the school year, a list of problems for investigation and study and to ascertain the items and problems to\nwhich each will give special attention ; (2) to keep all associations which are\n\nstudying the same problems in touch with each other ; (3) to gather in and\nsummarize results or have this done by some other agency and to give out the\nsummary to all co-operating associations and to the members of the Association ;\n(4) to submit questions pertaining to the work of committees for the consideration of these agencies ; (5) to submit in a similar manner emergency problems\n\non the request of affiliated associations; and (6) to call on all these organizations\nfor help on important matters of legislation and to extend help to them as needed\nin the solution of their local problems.\nHONEST PRIDE IN THE NATIONAL EDUCATION ASSOCIATION\n\nThe interests of the Association have seldom if ever been in bad hands. Its\n\npresidents, its secretaries, its members of the Executive Committee and Board of\nTrustees and other officers have as a rule represented the strongest and most\nworthy in educational leadership. This has given the Association a history and\na standing in which all may feel honest pride. During the years when the\nteachers of the places in which meetings were held could because of their numbers\nname the officers and dictate policies, there were only two or three times when\nundesirable action was, taken. It is by no means certain that the Association\nwas injured by those two or three instances; indeed, it might be shown that those\n\ninstances marked important changes in policies and had the effect of improving\nthe standing of the Association.\n\n"}
{"page": 239, "printed_page": null, "text": "214\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nThe Association was put on a representative basis in order to take another\nstep in advance. It was believed that the Representative Assembly composed of\ndelegates and leaders from every state and local association would more truly\nrepresent the entire teaching profession and that it would place the Association\nand its policies on a high national plane.\nTHE PERMANENT FUND\n\nThe successful development of the Association depends not only upon the\ncharacter of its professional ideals and educational standards, but also upon the\nefficiency of its business management and certainty of its financial resources.\nThe Association has had for many years two main sources of income, one\nfrom membership dues and the other from the interest on the permanent fund.\nWhen there were only 7,000 to 8,000 active members, the income from the permanent fund of $200,000 constituted an important part of the total income of the\nAssociation, but now that there is an active membership of 75,000, the interest\nfrom the permanent fund covers a much smaller fraction of the operating expenses. See Chart IV. It would require a permanent fund of more than\n$1,000,000 to serve the larger Association as well as the permanent fund of\n$200,000 served the smaller Association.\nThis fund formerly provided income to tide over the years when annual\nmeetings were not held and when the receipts from membership dues had dropped\n\nvery low. It made it possible to put the annual membership dues on a $2.00 basis.\nIt gave the Association business standing and enabled the Executive Committee\nto borrow money at the time when the epidemic of the influenza had cut off\npractically all receipts from membership dues for a period of six months. It\ngave the Association a permanent home. It has carried the National Education\nAssociation over many bad places. But owing to the recent growth in membership it can no longer meet these emergency needs.\nCONTRIBUTIONS AND LIFE MEMBERSHIP\n\nIt is imperative that steps should be taken to increase the fund as rapidly\nas possible. In order to accomplish this purpose I recommend that the Executive Committee be authorized to receive contributions to the permanent fund.\nIt is believed that a number of men and women of wealth can be found who are\n\nsufficiently interested in the work of the Association to contribute to its permanent fund without in any way hampering its freedom or dictating its policies.\nI recommend also that provision be made in the By-laws for a $100 life-\n\nmembership as an additional means of increasing the permanent fund. There\nhas been a persistent demand for years for the privilege of life-memberships in\nthe Association. By becoming a life-member one would avoid the necessity of\ngiving attention to the payment of dues each year. He would take pride in\nbeing a life-member. He would be glad to aid in building up a large permanent\nfund.\n\nThe life-membership dues would at once become a part of the permanent\nfund. The interest on each $100 would cover the cost of the Journal and publications during the life of a member. I estimate that if this plan is adopted not\n\nless than three hundred life-memberships will be taken out each year and that it\nwill prove to be an effective method of constantly increasing the permanent fund.\nCENTRAL OFFICE TO ASSIST COMMITTEES\n\nThe Chairman of the Committee on Tenure has requested the Secretary's\noffice to arrange for doing the clerical and tabulating work of her committee.\n\nShe expresses the belief that such an arrangement will be less expensive and\nmore effective than to have the work done in any other way. She does not\nthink that members of the committe have the time to do this detail work them-\n\n"}
{"page": 240, "printed_page": null, "text": "NATIONAL\nEDUCATION\nASSOCIATION\n\nSessions]\n\nREPORT OF THE SECRETARY\n\n215\n\nSALE\n&\nREPORTS\nVOLUMES\nMISCELLANEOUS\nINCOME\n\nINTEREST\nON\nPERMANENT\nFUND\n\nADVERTISING\n\nCOMMERCIAL\nEXHIBITS\n\n$S\n2.00\nMEMBERSHIP\n\nINCOME\nON\nPERMANENT\nFUND\n\ntions.\n\nAFFILIATED\nMEMBERSHIP\nS\n5.00\n$\nMEMBERSHIP\nS\n\nselves. She thinks the committee should block out the work to be done in a general\nway deciding on policies and plans and then turn it over to the Secretary's office.\nOther committees have called for similar help and made similar recommenda-\n\nSOURCES\n1920-21\nINCOME\nOF\n\nINCOME\nTOTAL\n13.7\nОF\n%\n\n55000\n75000\n45000\n50000\n40000\n35000\n25000\n65000\n30000\n60000\n70000\n20000\n15000\n10000\n0\n\n1911-1912\n\nINCOME\nTOTAL\nOF\n%\n3\n\n{\n\n1920-1921\n\nChart IV.\n\nThe Executive Committee is of the opinion that provision should be made\n\nfor carrying out this plan and has requested the Secretary to include it as one\nof the recommendations in this report for the consideration of the Representa-\n\ntiveAssembly. In some cases it may not be advisable for the Committee to turn\nany work over to the central office but in most cases it is believed that such an\n\n"}
{"page": 241, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n216\n\n[General\n\narrangement would be more convenient and more satisfactory to the committee\nand much less expensive to the Association.\nI therefore recommend that the Executive Committee be authorized to equin\nthe central office for assisting committees in doing the work which is assigned\nto them, and to be jointly responsible with committees in the preparation of\nreports .\nOBSOLETE COMMITTEES\n\nThe long list of obsolete committees in the Secretary's office is due to the\npolicy of discharging committees only on the request of committees themselves.\nIn order to drop these obsolete committees from the list and in order to prevent\nanother list from accumulating I recommend that the life of all committees and\ncommissions of the Association and of its departments terminate with this meet-\n\ning, and that hereafter the term of each committee or commission end automatically with the year for which appointed except when continued by vote of\nthe Representative Assembly.\nSome important committees are making progress reports at this meeting,\nplanning to prepare complete reports in 1922. A vote on the part of the Representative Assembly to continue for another year the committees which are doing\ngood work would serve as a vote of confidence in their work.\nAPPOINTMENT OF HEADQUARTERS' STAFF\n\nThere are now in the central office four heads of departments, four chief\nassistants, and more than twenty stenographers, typists, clerks, and other helpers.\nThese are selected by the Executive Committee usually upon the recommendation\nof the Secretary and never without his approval.\nWhile this method of electing members of the headquarters staff is followed\n\nin practice no definite rule of procedure has been adopted by the Executive Committee or the Association. The question arises as to whether this practice, modified as necessary, should not be adopted formally and thus become an established\npolicy of the Association.\nThe relation of the secretary to the Executive Committee as provided in the\nCharter and By- Laws is much the same as the relation of the city superintendent\nof schools to the board of education. Naturally the Secretary should have the\nsame part in the selection of members of his office force that the superintendent\nof schools has in the appointment of teachers for the city school system. Just\nas the board of education elects principals and teachers only on the recommen-\n\ndation of the superintendent the Executive Committee should elect members of\nthe office staff only on the recommendation of the Secretary, and just as the\nwise superintendent gets advice and help from principals in selecting their assistants the Secretary should ask for the co-operation of heads of departments in\nrecommending assistants for appointment.\nThe central office should observe the same general principles and rules of\ntenure for the members of the headquarters' staff as the Association recommends\nfor the schools .\nTWO-DOLLAR MEMBERSHIP FEE POPULAR\n\nThe question of increasing membership dues naturally arises because the\nAssociation desires to put out a larger Journal, to print a more comprehensive\nvolume, to do wider field work, and in short to render a much greater service to\nthe profession. There is a desire also for the Association to bear all or part of\nthe expenses of delegates who attend the annual meetings.\nIn order to accomplish all these purposes the dues could hardly be less\nthan $10.\n\nThere are many reasons why there should be no change in membership dues.\nIf the fee is high the enrollment will be low; if the fee is low, yet high enough\n\n"}
{"page": 242, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE SECRETARY\n\n217\n\nto be respectable, the enrolment will be high. More can be accomplished for the\nprofession when all teachers are members on a small budget allowance per member, than when only a few teachers are members on a large budget allowance per\nmember. The membership fee of $2.00 appeals to teachers and superintendents\nas being reasonable. There is now the opportunity of taking out a $5.00 membership and getting more for it, yet the great majority of superintendents, college\nprofessors, and presidents choose to pay only $2.00. The $2.00 fee means an\nAssociation for all ranks of the profession whereas a $5.00 or $10.00 fee would\nlikely mean an Association for the few. The fee of $4.00 for enrollment and\nmembership dues was tried out for years by the Association, without securing\nan enrollment of as many as 8,000 active members.\n\nTeachers on low salaries\n\nmanage to spare $2.00 a year for membership in the National Association. Those\nonhigher salaries do not desire to pay much more than that amount in addition\nto their dues in the local, district, and state associations.\nThe $2.00 membership fee is a popular sum. It is paid without complaint.\nIt enables the Association to publish a high type of Journal, to do some research\nwork, to conduct campaigns for increased pay for teachers, and to employ one\nof the ablest men in the United States with assistants for legislative and\nfield work. The $2.00 fee has been successful. It is enlarging the Association\nand purchasing its supplies. It is the goose that lays the golden egg.\n\nThe declining prices of paper and other material used by the Association\nwill increase the amount of service work which the $2.00 can accomplish. The\nSecretary's office should be able to make ends meet on the present membership\nfee, and will do so if permitted to hold back in expenditures until funds are\navailable. I therefore strongly recommend that no change be made in membership dues at this meeting and that no change be made at any later date without\ncarefully investigating beforehand the possible and probable effects of an increase in membership dues.\nTHE BUDGET SYSTEM RECOMMENDED\n\nA few local associations are using a plan known as the budget system in the\npayment of dues to the local, state, and National Associations. This plan has\nbeen recommended for general use by the Treasurer and assistant treasurer, the\ncommittee on the expenses of delegates, the Field Secretary and assistants, and by\nmany members of the Association.\nThe following are some of the reasons for adopting the plan:\n\nIt will in-\n\ncrease the membership in both local and state associations as well as national\nassociations ;\n\nit\n\nwill\n\nstimulate\n\ngreater\n\ninterest\n\nin\n\nthe\n\nwork\n\nof these\n\nassociations ; it will keep before members their relation to the state and National Association as well as to the local association; it will save thousands of\n\ndollars in postage, stationery and labor for the state and national associations ;\nit will increase the effectiveness of affiliation; it will create a better understanding\nbetween the local, state and national associations ; it will enable local and state\nunits to do more effective work; it will serve to improve the financial condition\n\nof each association and will bring about a more united profession.\nThe committee on financing the expenses of delegates will present a plan\nwhich has been carefully worked out and will ask for its endorsement by the Representative Assembly. If the Association will take formal action recommending\nthe plan it is believed that the local associations will be encouraged to adopt it,\n\nand that in a year or two it will be in general use throughout the country.\nSUMMARY OF BUDGET ESTIMATES FOR 1921-22\n\nThe National Education Association is growing in membership by leaps and\nbounds, as shown by Chart No. V. It takes on new lines of service to meet new\n\n"}
{"page": 243, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nGROWTH\nIN\nACTIVE\nMEMBERSHIP\n\nASSOCIATION\nEDUCATION\nNATIONAL\n\n218\n\n[\nGeneral\n\nPROFESSION\n\nCHART V\n\n1898-1920\n\nNT\nTHE\nTE\nOF\nENLISTM\nCOMPLE\n-A\nOUR\nGOAL\n\n1920\n1919\n1918\n1915\n1917\n1916\n1914\n1912\n1909\n1913\n1910\n1911\n1906\n1905\n1907\n1908\n1904\n1903\nYEAR\n1898\n1902\n1900\n1899\n1901\n\nMEMBERS\n3215\n2204\n5044\n5174\n4642\n4286\n2610\n2321\n0261\n1952\n5705\n7870\n7860\n7003\n7082\n7036\n6030\n7441\n6909\n8507101042402352050\n\ndemands at every annual meeting of the Association. It has recently changed\nits By-laws and reorganized on a representative basis. The rapid growth in\nmembership, the change in organization, and the new plans and policies of the\nAssociation all add to the difficulty of estimating either the amount of income\nor the appropriations needed for each department or line of work.\nThe amount which can be set apart for each essential item as a budget allowance depends first of all on the total income for the year. It also depends on\nthe relative importance of the item with the other items in the budget. After\n\n-Prepared by Harriet M. Chase.\n\n"}
{"page": 244, "printed_page": null, "text": "Sessions]\n\n219\n\nREPORT OF THE SECRETARY\n\ncareful study I am reasonably certain that the income for the year 1921-22 will\nnot be less than $190,650 and am therefore limiting the total expenditures to\nthat amount.\n\nThe table which follows shows the income from various sources for the\nyears 1919-20 and 1920-21 and shows in the third column the estimated income\n\nfrom each source for 1921-22. It places in concrete form the expenditures of\n1919-20 and 1920-21 and makes plain the reasonableness of the estimate in the\n\nthird column of the necessary expenditures for the year 1921-22.\nThis summary is made a part of this report for the information of the\nRepresentative Assembly. Each item will be explained in detail and taken up\nby the Executive Committee. This table indicates where increasing expenses\nwill occur.\nINCOME FOR 1919-20 AND 1920-21 AND ESTIMATED INCOME FOR 1921-22\nEstimated\n\nReceipts\n\nBalance brought forward ..\nFrom annual meeting .\n\n... $\n\nFrom meeting Department Superintendence ...\nFrom membership dues...\nFrom sale of special reports .....\nFrom special contributions ....\nFrom miscellaneous .\nFrom interest on Permanent Fund .\n\nfor\n1921-22\n\n3,991.57\n\n$ 6,394.12\n\n10,996.00\n5.600.00\n\n2,226.00\n\n$ 10,877.59\n2,200.00\n\n4,037.00\n101,405.00\n\n164,100.00\n\n2,000.00\n\n643.89\n\n600.00\n\n971.41\n\n370.00\n\n400.00\n\n859.00\n\n35.50\n\n50.00\n\n42.34\n\n73.88\n\n100.00\n\n6,000.00\n11,000.00\n\n12,608.82\n\n4,276.64\n\nFrom commercial exhibits ..\n\n968.53\n\n9,921.97\n\nFrom interest and discounts .....\n\n113.57\n\n7.00\n\n300.00\n\n5,180.83\n5,000.00\n\n16,000.00\n\n$133,247.88\n\n$202,750.00\n\nFrom advertising journal .\nFrom loan Continental Trust Co...\nTotal\n\nReceipts\n\nfor\n1920-21\n\n71,822.00\n1,068.92\n\nFrom sale of volumes .\n\nReceipts\n\nfor\n1919-20\n\n..... $109,857.36\n\nESTIMATED EXPENDITURES FOR 1921-22\nEstimated\n\nPaid out\n\n1919-20\n\n1920-21\n\n..$\n\nBoard of Trustees .\n\nExecutive Committee.\nGeneral Secretary's office ....\nExpress and freight.\nPrinting\n\nAppropriations for committees.\nAuditing accounts .\nUnclassified expenses .\nOffice fixtures and furniture .\nAnnual\n\nPaid out\n\nconvention ..\n\nDepartment of Superintendence.\nRevolving fund .....\n\n357.65\n2,234.24\n51,510.34\n2,621,21\n35,256.48\n6,970.04\n\n875.44\n\n$\n\n3,225.37\n67,766.58\n961.46\n42,239.78\n\n2,797.74\n\nExpense\n1921-22\n\n$\n\n357.65\n3,225.37\n78,800.00\n\n1,000.00\n63,800.00\n18,100.00\n\n525.13\n\n678.77\n\n500.00\n\n3,141.60\n1,151.85\n5,752.15\n3,031.09\n4,000.00\n\n564.85\n\n1,000.00\n5,000.00\n6,000.00\n\n5,199.48\n5,065.26\n3,047.62\n\n3,000.00\n\n5,300.00\n\nOn loan......\nTo meet deficit .\n\n10,877.59\n\n11,089.39\n\nTo provide surplus.\n\n..\n\n.$116,551.48\n\nTotal\n\n$137,731.35\n\n$202,750.00\n\nSUMMARY OF RECOMMENDATIONS\n\nThe following recommendations do not cover the recommendations for supplies, furniture, equipment, help, etc., which will be made to the Executive Committee in another report.\n\n1. To continue to recognize in the organization and work of the Association\nthe principle in the Educational Bill which assigns important duties and responsibilities to local and state agencies.\n\n"}
{"page": 245, "printed_page": null, "text": "220\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\n2. To approve of the present editorial policy of the Journal, as set forth in\nthe report of the Managing Editor and to approve of its business methods as outlined in the report of the Business Manager. A part of this policy is for the\nAssociation to make the platform and for the Journal to support and promote it.\n3. To approve of receiving contributions for the permanent fund and to\nprovide in the By-laws for a $100 life-membership as a means of increasing the\npermanent fund.\n\n4. To authorize the Executive Committee to equip the central office for aiding committees in doing the work assigned to them and to make the central office\njointly responsible with the committees in the preparation of reports.\n5. To take action terminating the life of all committees of the Association\nand its departments with this meeting and to provide that hereafter the life of\na committee will automatically terminate with the year for which appointed,\nexcept as continued by a vote of the Representative Assembly.\n6. To assign definitely to the Secretary the same relation to the Executive\nCommittee in the appointment and dismissal of members of the headquarters' staff\nthat the superintendent of the city system of schools bears to the board of education and to observe the same general rules of tenure at the central office as\nthe Association recommends for teachers .\n\n7. To work out a budget system for local, state, and national associations to\nrecommend its adoption by all affiliated units.\n8. To approve of the plan of work with state and local affiliated associations\nand other agencies for the coming year as suggested in this report under Plan of\n\nCo-operation : (a) To present to each affiliated state and local association and\nto each co-operating agency at the beginning of the school year a list of problems\nfor investigation and study and to ascertain the items and problems to which\neach will give special attention ; (b) to keep all associations which are studying\nthe same problems in touch with each other ; (c) to gather in and summarize\nresults or have this done by some other agency and to give out the summary\nto all co-operating associations and to the members of the Association ; (d) to\nsubmit questions pertaining to the work of committees for the consideration of\nthese agencies ; (e) to submit in a similar manner emergency problems on the\n\nrequest of affiliated associations ; (f) to call on all these organizations for help\nin important matters of legislation and to extend help to them as needed in the\nsolution of their local problems.\nCONCLUSION\n\nIn conclusion, the year has been one of growth. The increased membership\nand the extended activities of the Association are evidences of the new spirit\nwhich has more and more animated the teachers of the country. It is most\ngratifying at this time, when there is great danger of lowering the levels of the\nmoral life of our people by undue appeal to selfish interests, to see the teachers\nof the Nation working together six hundred and fifty thousand strong, to conserve the good, the noble, and the unselfish in the hearts of the rising generation.\nTeachers have in all ages been called upon to preserve the great ideals of\nhumanity, but at no time have the teachers of America responded in better\nspirit to meet a critical situation. At no previous time in the history of our\ncountry have teachers been so well organized for effective work. The great body\nof workers constituting the teachers profession through their federated organizations, commencing with the local groups and extending up through the state\nto the National Association, are able to carry out their purposes for the betterment of their own conditions, for the promotion of the teaching profession, and\nfor the advancement of education throughout the nation. The potential possibilities of such an organization can hardly be estimated. By working together\n\n"}
{"page": 246, "printed_page": null, "text": "Sessions]\n\nRECORDS AND ACCOUNTS\n\n221\n\nunitedly and by co-operation with other great national organizations interested\ninthe promotion, through education, of the highest welfare of our country, it is\npossible to exert an ever increasing influence in shaping the policies of the nation.\nNever before have the organized educators of America exerted such an influence as they do today in the Halls of Congress . A prominent Congressman\nrecently declared that the educators of the country are now commanding the\n\nrespect of the politicians and the admiration of statesmen. The influence of our\nNational Association is greatly increased by the fact that what we ask of Congress is not primarily for ourselves, but in behalf of the rising generation in\nAmerica, the future citizens of our country, upon whom admittedly rests the\nhope and future prosperity of our Nation.\nLet every member of this Association and every teacher dedicate himself\nanew to the great unfinished task remaining before us. Let us hold ourselves\nresponsible as an Association and as a profession for furnishing such educational\nleadership as will support and uphold the principles of democracy and assist in\nthe realization of the highest and noblest of American ideals.\nJ. W. CRABTREE,\nSecretary\n\nREPORT OF DEPARTMENT OF RECORDS AND ACCOUNTS\n\nFOR YEAR JUNE 1, 1920-MAY 31, 1921\nMr. J. W. Crabtree, Secretary,\nNational Education Association,\nWashington, D. C.\nDear Mr. Crabtree :\n\nIn response to your request permit me to submit the following report which\n\nbriefly surveys the work of the Department of Records and Accounts for the\nfiscal year just ending, and anticipates the subsequent growth of the department\nfor the ensuing year :\nNEW SYSTEM\n\n(a) The new and simplified system of handling the funds of the Association, and the record of its membership, has now been in operation for a complete\nassociation year, and it has proved an efficient factor in the saving of time in\nhandling the rapidly increasing membership. It not only simplifies the bookkeeping and accounting system, but it enables us at any time to show the exact\nfinancial standing of the Association and to compile whatever data may be desired regarding specific expenditures.\n(b) During the recent audit of the funds of the Association by Messrs. Marwick, Mitchell & Co. of New York, favorable commendation was expressed on\nthe new system of handling the accounts, although it was suggested by them that\nthe system might be further simplified and made just as effective by discontinuing what is known as the \"Revolving Fund,\" which covers the \"Special Account\"\nof the Association-paying all bills as soon as they are presented for payment\nfrom the regular funds, and rendering a complete statement of all receipts and\ndisbursements to the Treasurer at stated intervals. This would mean, of course,\n\nthat all checks in payment of said bills would need to be signed in the office of\nthe Secretary. This would enable the Association to take advantage of any discounts that might be allowed, which would no doubt mean a material increase in\nthe revenue from this source.\n\n(c) The auditors further expressed the view that all membership receipts\nshould be consecutively numbered and accounted for, but this, we believe, would\n\nbe almost prohibitive in the handling of from 75,000 to 100,000 memberships, and\n\n"}
{"page": 247, "printed_page": null, "text": "222\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nit frequently becomes necessary to issue duplicate receipts, or membership cards,\nwhen we find by our records that the payment is complete.\nMEMBERSHIP\n\n(a) The records for the year ending May 31, 1921, show an increase of approximately 25,000 new members, which means the making and filing of 100,000\ncards and addressograph plates, outside of the cash entry which must be made\non the permanent record card at the same time, and the record of increase made\nin each particular city or state, which facilitates the determining of the membership of said city or state at any time.\n\n(b) The records further show a decided increase in the $5.00 memberships\nover last year, approximating 1,500; this membership now numbering practically\n4,600 members, which does not include the memberships by affiliation. This\nwould indicate a growing desire on the part of the membership to receive all of\nthe publications of the Association, and it is quite probable that this growth will\n\nbe steady from year to year, which will be a great help financially to the Association since the $2.00 membership, which carries with it the new Journal, gives\nbut small margin for revenue over the operating expenses.\nEXPENSES COVERING COLLECTING DUES\n\nThe new year of the Association is upon us, and we are starting out with\napproximately 75,000 members, one-third of whom perhaps have paid the advance\ndues for the year 1921-22. This means that we must collect dues from 50,000\n\nmembers, in addition to the work of campaigning for new memberships. This can\nbe done only at an enormous cost for stationery, postage, stenographic service,\netc., which could be greatly reduced if these memberships could, be collected\nthrough a budget system worked out by the state associations and affiliated so-\n\ncieties, which would collect the entire membership fee, forwarding to the National\nAssociation its proportionate share.\nAFFILIATED MEMBERSHIP\n\nWhile we have started and tried to maintain a card index of all affiliated\n\nsocieties and its membership, thus far it has proved unsatisfactory owing to our\ninability to obtain reports on the actual memberships of such affiliations, but we\ntrust that this can be worked out more advantageously during the coming year.\nMEMBERSHIP YEAR\n\nIn handling the new system of affiliated memberships, which must be determined by the number of members within a certain delegate body, we are experiencing great difficulty in determining who, and who are not, entitled to recognition as a member of said body within the association year, since all members\nenrolling after March 1, and who hold advance membership cards, are entitled to\n\nrecognition at the annual meeting immediately following as well as at the one a\nyear hence. Would it not, therefore, in view of the new system of representaton by delegates, be advisable to change the Association year to conform with\n\nthe calendar year, printing the date clearly on the membership receipt? This\nwould, no doubt, obviate any misunderstanding or criticism on the part of members as to just what year their membership should cover, and it would greatly\nsimplify the work of the Record Department.\nNEEDS OF THE DEPARTMENT TO FACILITATE THE WORK OF THE NEW YEAR\n\nIn summing up the work of the closing year, and anticipating our needs for\nthe immediate future, we find that we shall be handicapped in handling the in-\n\ncreasing membership of the Association unless the clerical force of this department can be increased by at least two good and efficient assistants-one who can\n\ndo stenographic work in addition to assisting in the record filing, and one who\ncan operate the graphotype and assist in the general office work when needed.\n\n"}
{"page": 248, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE FIELD SECRETARY\n\n223\n\nWe have also reached a capacity in our filing cabinets for addressograph plates\nand permanent record cards, and we will immediately need to enlarge our equipment with at least four new steel filing cases for addressograph plates and double\nour steel files for our permanent record cards, and we believe that the Executive\nCommittee should pass upon this recommendation without delay. It is also quite\nprobable that another graphotype will be needed within a few months, and it\nmight be well to have this purchase approved by the Executive Committee at the\nsame time.\nIN CONCLUSION\n\nThe year has been one of growing interest and pleasure ; our new and comfortable quarters have added greatly to our happiness, and we believe to our\nefficiency, and we look forward to the next year's work with pleasant anticipation. The Department has been greatly assisted in its work by the cordial cooperation of all members of the office staff, and special credit should be here\ngiven Miss Wright, Miss Swan, and Miss Peter of this Department, who have\nbeen untiring in their zeal to make the records of the Association as absolutely\ncomplete and infallible as it is possible, and they are constantly showing an increased interest in their work which merits the approval of the officers of the\nAssociation.\n\nVery sincerely yours,\nHELEN T. HIXSON,\nAssistant Treasurer .\n\nREPORT OF THE FIELD SECRETARY DEPARTMENT\n\nTo the Secretary and Executive Committee,\nNational Education Association :\n\nAt the request of Mr. Crabtree I beg to submit a brief report of the Field\nSecretary Department for the past year.\nWORK OF DEPARMENT VARIED\n\nThe work of the Field Secretary is far more varied than would be supposed\nby one not familiar with the activities of this Department. It may be summarizedunder the following heads :\n1. Collection and dissemination of information regarding the condition of\neducation throughout the United States, and the promotion of campaigns for\nthe betterment of teaching conditions, the increasing of teachers' salaries, and\notherwise advancing the interests of the teaching profession.\n2. The carrying forward of the legislative program of the Association before\n\nCongress, and assisting state and local affiliated associations in the promotion\nof state legislation.\n\n3. The projecting of the program of the Association throughout the country\nby public addresses before teachers' meetings, and before civic bodies such as\nchambers of commerce, federations of women's clubs, Rotary Clubs, Kiwanis\nClubs, and similar organizations.\n4. The preparation of bulletins and publications and the writing of editorials\nand articles for the Journal and other magazines setting forth the principles for\nwhich the Association stands and promoting its program of work and service.\n5. Carrying on a correspondence largely devoted to the furnishing of information and answering of inquiries from educators and representatives of educational organizations and also from numerous civic organizations interested in\nthe work of the National Education Association and desiring to co-operate in its\nlegislative program.\n\n"}
{"page": 249, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n224\n\n[\nGeneral\n\nAlthough the field of activities of this Department is very broad, we have\ntried to the best of our ability to carry on effective work along each of the different lines indicated above. The entire time of one person, with the necessary\nclerical help, might profitably be given to each one of these several lines of activity\n\nif the Association could afford it. However, this cannot be done on a membership fee of $2.00, one-half of which is used for the publication of the Journal,\nand the other half of which must cover all the other expenses of the Association.\n\nSince it seems inadvisable to increase the membership dues, the securing of a\nlarge permanent endowment fund, the income of which could be used for carrying on the work of the Association, would appear to be the best means by which\nthe work of this department can be enlarged without drawing too heavily upon\nthe income of the Association and thereby retarding the equally important work\nof the other departments.\nCOLLECTING AND DISSEMINATING INFORMATION\n\nAt the opening of the school year in September we sent a postal-card questionnaire to all the city and county superintendents of the United States asking\n\nfor certain definite information regarding the number of teachers, the minimum\nand maximum salaries paid elementary and high-school teachers, the academic and\nprofessional training of these teachers, the number below standard, and the total\nshortage. About one-half of the superintendents responded. The information obtained was used in the preparation of articles for the press and in furnishing\ninformation to school authorities and teachers' organizations regarding the relative\nstatus of different cities and school districts throughout the country. The public\nwants the facts. Though sometimes difficult to obtain, reliable information should\nbe secured and the widest possible publicity given to the exact situation through-\n\nout the country with respect to teaching conditions, teachers' salaries, the preparation or lack of preparation of teachers, and other educational conditions which\nvitally effect the efficiency of public education. We feel that this is a very valuable\nservice which our National Association can render, and which should be extended\nand developed. With the co-operation of state and local affiliated associations, a\nfar more extensive work can be carried on at a nominal expense to the Association.\nLEGISLATIVE PROGRAM\n\nThe legislative program of the Association is one of its most important fields\nof work. We would recommend that as soon as possible a study be made of the\nschool laws of the different states, and that such studies as have already been\nmade be utilized, in order that the Association may be in a position to furnish\ncomplete information when desired and render assistance to the different states\nin the promotion of needed school legislation. Forty- four state associations, and\nthe District of Columbia have already affiliated with the National Association.\nThese state associations naturally look to the National Association to assist them\nin carrying forward their state programs, particularly in legislation, and under\nthe By-laws of our Association we are pledged to give them every assistance\npossible. It will readily be seen that the possibilities of thus extending the usefulness of the National Association to state and local associations in promoting\ntheir legislative programs are very great.\nTHE SMITH -TOWNER BILL\n\nWhen the Association met a year ago in Salt Lake City the Smith-Towner\nEducation Bill was pending in the Sixty-sixth Congress. Opposition to the\n\nmeasure had developed, principally from one particular source, which prevented\nthe endorsement of the measure in the platforms of the two great political parties\nat their national conventions. This opposition was based either upon a miscon-\n\nception or a deliberate misrepresentation of the provisions of the bill. However,\n\n"}
{"page": 250, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE FIELD SECRETARY\n\n225\n\nas the opposition became more violent, friends of the measure multiplied in\nnumber and became more earnest and enthusiastic in their support. On January\n11, 1921, the bill was reported out of the Committee on Education of the House\n\nwith recommendation that it pass, and a very strong Committee Report, prepared\nby Judge Towner, was published. A few weeks later the Committee on Education\nand Labor of the Senate also favorably reported the bill, but owing to the con-\n\ngested condition of legislation at the close of the Sixty-sixth Congress, action\nwas not secured by either house before final adjournment on March 4.\nTHE TOWNER- STERLING BILL\n\nAtthe opening of the special session of the Sixty-seventh Congress on April\n11, the Educational Bill in revised form was reintroduced in the House by Congressman Towner, of Iowa, and a few weeks later it was introduced in the Senate\nby Senator Sterling, of South Dakota. The Towner-Sterling Bill, H. R. 7 and\nS. 1252, contains the fundamental principles of the Smith-Towner Bill, but preserves even more carefully state autonomy and local control of education. It also\nprovides for a National Council on Education, composed of the state superintendents of all the states, and twenty-five educators representing the different interests in education and twenty-five persons not educators, to be appointed by the\nSecretary of Education, to consult and advise with the Secretary on matters relating to the work of his department. Interest in the measure has gone beyond\nthe most sanguine hopes of its proponents. Congressmen and Senators state that\nthey receive more correspondence regarding this bill and have more calls for\ncopies of it than any other measure before Congress. Tens of thousands of\nextra copies have been printed to meet the public demand. Scores of national\norganizations and hundreds of local organizations have endorsed it. Those most\nfamiliar with conditions with respect to this bill, both in Congress and throughout\nthe country, are confident of its ultimate passage.\nTHE\n\nPROPOSED\n\nWELFARE\n\nBILL\n\nUnfortunately efforts have been put forth by persons in positions of influence\n\nand power to displace the Educational Bill, which has the support of scores of\nnational organizations and millions of the best people of the country, by a proposed Department of Public Welfare, in which education would be submerged as\none subdivision along with various other unrelated interests . Such an unfortunate\nprocedure might have been successful had not the educators and friends of educaton rallied to the support of their cause. A special hearing was granted the\nfriends of education by the Joint Committees on Education of the Senate and\nHouse on May 8. Many prominent educators and representatives of national\norganizations appeared at this hearing or filed signed statements protesting against\nthe submerging of education in the proposed Welfare Department. They did\nnot oppose the creation of a Department of Public Welfare, but insisted that\neducation should be taken out of the proposed department and given independent\nand primary recognition. Although it was the avowed intention of the proponents of the Welfare Department Bill to rush it through both Houses of Congress and have it in effect by the first of July, this special hearing so influenced\nthe members of both Committees and leaders in Congress, that no further action\nhas since been taken on the Welfare Bill.\nWE MUST CONTINUE THE FIGHT\n\nWe must continue our campaign of education. The false statements that\nhave been made regarding our Educational Bill must be contradicted by the facts.\nIgnorance and prejudice must be overcome. Political influences must be counteracted. It is a hard fight, but for a most worthy cause. How long it will continue\n\nno one may say, but those who believe that right makes might should have no\n\n"}
{"page": 251, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n226\n\n[\nGeneral\n\ndoubt regarding the final outcome. Education will yet be exalted to its rightful\n\nplace in the councils of our Nation.\nCARRYING THE ASSOCIATION'S PROGRAM TO THE PEOPLE\n\nOur Association has a great program of service which is not yet fully appreciated by the people of the country. Wherever this program has been presented it has met with enthusiastic endorsement and support. Education is so\nvitally related to the highest welfare of every community, and to the larger organizations of society in state and nation, that the program of our Association\nfor the development and promotion of education appeals to all patriotic citizens.\nThis program may be projected in part through the Journal of the Association,\nand through articles in the public press, but these should be supplemented by the\ndirect and personal appeal of public addresses. The Field Secretary has addressed\nmany thousands of people during the past year. He has traveled from Massachusetts to Oregon and from North Dakota to the Southland, often speaking\nmany times each day. It has been possible, however, to accept only a small proportion of the invitations for addresses . Nearly all of the organizations whose\ninvitations were accepted have been quite willing to pay necessary traveling expenses, and in many instances they have contributed honorariums, all of which\nhave been turned into the Association's treasury and which amount to considerably more than the total traveling expenses of the Field Secretary for the year.\nPUBLICATIONS AND PRESS ARTICLES\n\nThe Secretary and Executive Committee have looked to the Field Secretary\nfor the preparation of legal and official documents for the Association, such as\nthe Charter-Amendment bills, the drafting of the revised By-laws for the re-\n\norganization of the Association along the lines recommended by the Board of\nDirectors , the preparation of official forms and bulletins published by the Association, and the putting into form such documents as the \"Platform of the\nNational Education Association\" and the \"Program of Service.\" This is a kind\nof work which we very much enjoy and a service which we are glad to render.\nWe regret that we have not had time to prepare more articles for the press,\nparticularly for magazines. We have received numerous requests for articles\n\nsetting forth the program of the Association particularly articles in explanation\nand support of the Education Bill. We have not been able to comply with all\nof these requests because of lack of time and the pressure of other work.\nCO-OPERATION\n\nWITH\n\nOTHER\n\nORGANIZATIONS\n\nThe correspondence of the Field Secretary's office has greatly increased\nduring the past year because many national organizations desire to co-operate\nwith our Association in carrying forward its legislative program, and they\nnaturally look to our Association for information and leadership. The Association has come into active touch with many organizations of high character\nand broad influence who wish to work with us . This relationship brings with it\nadded responsibility and affords an opportunity for enlarging and extending the\ninfluence of the Association throughout the Nation. The fact that our supreme\npurpose is not the advancement of selfish interests, but the promotion of a\ncourse which is vitally related to the preservation and development of the best in\nAmerican life, has won the confidence and loyal support of scores of organizations and thousands of public-spirited citizens. There has come to the Associa-\n\ntion unsought almost limitless opportunity for public service. To develop its\nfield of usefulness along this line should be one of the highest endeavors of the\nAssociation.\nASSISTANT FIELD SECRETARIES\n\nMiss Sallie Hill has filled the position of assistant field secretary throughout\n\nthe past year, and Miss Elizabeth Arlett has been with the Association in the\n\n"}
{"page": 252, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE FIELD SECRETARY\n\n227\n\nsame capacity since the first of March. The work of both Miss Hill and Miss\nArlett has been entirely in the field, and with the primary purpose of securing\nthe affiliation of local associations and the enrolment of new members in the\n\nAssociation. Since the carrying on of membership campaigns is not primarily a\nfunction of the Field Secretary's Department, the very effective work of Miss\nHill and Miss Arlett has really been supplemental to the work of the Secretary\n\nwho has charge of securing new members, although they have technicallybelonged\nto the Field Secretary's Department and have reported to him. From our standpoint the work of these assistant field secretaries has been very satisfactory, but\nwe would recommend that unless the work of securing new members is assigned\nto the Field Secretary's Department, which may not seem advisable, representatives of the Association engaged in securing memberships should be attached to\nthe department having charge of that work.\n\nNotwithstanding this somewhat\n\nambiguous situation, the assistant field secretaries have co-operated most heartily,\nand I highly commend their work. I wish also to commend the faithful and\nefficient services of my secretary, Miss Somdal.\nTHE NATIONAL OUTLOOK\n\nOur National Association in all its departments belongs to the teachers of\nthe nation. It is the instrument through which they give expression to their ideals\nand force to their purposes. The extent of its influence is limited only by the\nconcentrated thought and effort put back of its great program of work and service. Never before has education received such favorable consideration from the\n\npublic and never has its development and promotion been accorded such loyal\nsupport by public-spirited individuals and organizations. The importance of the\nteachers' work in relation to the community, the state and the nation is coming\nto be realized. It is possible for the educators of America to exert a most\npowerful influence in shaping the policies of our Nation. This will be accomplished when united and energized they shall give expression to their purposes\nthrough their National Association. This we should do, not for the promotion\nof selfish interests nor for the gratification of a desire for power, but because our\ninfluence is needed to preserve and promote that which is best in our American\ninstitutions.\nCONCLUSION\n\nIn conclusion I beg to state that while the work of our Department during\nthe past year has been one of intense activity, it has been most pleasant in every\nparticular. We have enjoyed the loyal support and valuable advice of the Secretary of the Association in dealing with all the great problems which we have\n\nhad to meet. No program has been planned, no article has been written, no\nquestion has been decided, without consultation with Mr. Crabtree, and whatever\nsuccess our department may have attained is due in a large measure to his\ncounsel and advice. We have enjoyed the cordial co-operation of the heads of\nthe other departments of the Association, and all our relations throughout the\nyear have been most happy. The Executive Committee and officers of the Asso-\n\nciation have always been ready to lend their time and thought to the problems\narising in our department, and we are grateful for the splendid support which\nthey have given us. I cannot close this report without commending the splendid\n\nwork of the Legislative Commission under the able leadership of its Chairman,\nDr. George D. Strayer.\n\nRespectfully submitted,\nHUGH S. MAGILL,\nField Secretary.\n\n"}
{"page": 253, "printed_page": null, "text": "228\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nREPORT OF THE BUSINESS DEPARTMENT\n\nMr. J. W. Crabtree, Secretary,\nNational Education Association,\n1201 16th Street N. W.,\nWashington, D. C.\nMy dear Mr. Crabtree :\n\nI take pleasure in submitting to you the second annual report of the Assistant\nSecretary, embodying the activities of his department during the year.\nThe work of the Business Department will be treated in this report under the\nfollowing heads :\n1.\n\nCommercial Exhibits.\n\n2. Advertising.\n3.\n\nConventions .\n\n4. Office Management.\n( a) purchasing; (b ) shipping; (c) employment;\n(d) building supervision.\n5. Summary of recommendations.\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nMeetingPlaceandDate\nKansas\n\nFeb197\n\nPortland, OreJulyIST\nAtlanticCity\nFeb isie\n28.78\nChicago$1802.08Feb 19\nMilwaukee\n\nJuly 199\n\n$39246\n\nCleveland\n\nFela 1920\n\n1616.07\n\nSaltLakeCity\nJuly\n$\n230.10\nAtlanticCity\nFeb. 1921\n$TT85.00\n\nNET RECEIPTS OF COMMERCIAL\n\nEXHIBITS\n\nCHART VI.\nCOMMERCIAL EXHIBITS\n\nThe Des Moines exhibit is the ninth commercial exhibit under the auspices\nof the Association. Since the Kansas City meeting in February, 1917, they have\nbeen held semi-annually except that the war prevented having an exhibit at the\nPittsburgh meeting in July, 1918.\nThese exhibits until last year had been under the management of Messrs.\n\nHoyt and Hall of Chicago. To this firm should go much credit for the development of commercial exhibits for the Association. They took charge at a time\nwhen the Association was small and limited in its headquarters, personnel, and\nfinancial resources. With an increased headquarters staff, a permanent location,\nand greater facilities for a wider scope of work, the Executive Committee decided in November, 1920, that the Department should be attached directly to the\n\nBusiness Department and under the supervision of the Assistant Secretary.\nThe first exhibit to be handled by this department was the one at Atlantic\nCity last February. The success is due in large part to the ground work laid by\n\nthe former management. The net receipts of $7,783 exceeded the total net re-\n\n"}
{"page": 254, "printed_page": null, "text": "Sessions]\n\n229\n\nREPORT OF BUSINESS DEPARTMENT\n\nceipts or profits of all of the other exhibits by $3,962.53. This was made possible because the $3,800.00 which would have been paid the management under\nthe old plan, all went, under the new plan, into the funds of the Association, and\nby other savings due to the Association's direct handling of the work.\nThe gross receipts and net profits to the Association of the past exhibits\nhave been as follows :\nGross Receipts\n\nNet Profits\n\nKansas City, February, 1917\nPortland, July, 1917\nAtlantic City, February, 1918\n\n.$ 6992.00\n\n$ 540.19\n\n2016.11\n\n20.03\n\n4185.00\n\n219.36\n\nChicago, February, 1919\nMilwaukee, July, 1919\nCleveland, February, 1921\nSalt Lake City, July, 1920\nAtlantic City, February, 1921\n\n6540.00\n\n1802.08\n\n5315.00\n\n392.46\n\n10695.00\n\n616.07\n\n2882.50\n\n230.28\n\n14536.00\n\n7783.00\n\nChart VI gives a comparative idea of the net receipts from these exhibits.\nThe Des Moines exhibit will net a profit of over $3,000. The exhibit space\nwas less than half as large as that in Atlantic City. It will be seen that the first\n\nyear of handling the commercial exhibits in the Business Department of the\nAssociation has resulted in an aggrgate net income of over $ 11,000 (including the\nDes Moines meeting ) as compared with $2,000, the highest annual receipts under\nthe former method of handling exhibits.\n\nWhether the record of the past year can be continued remains to be seen.\nEvery effort will be made, however, to develop this activity as extensively as possible. Plans are already under way for the cultivation of a more diversified line\nof commercial exhibits and the incorporation of comprehensive educational exhibits which will make them outstanding features of the annual meetings. Over a\nthousand dollars' worth of space was applied for beyond the amount available at\nboth the Atlantic City and the Des Moines meetings .\nADVERTISING\n\nWhen the Executive Committee last November decided upon the enlargement\n\nof the magazine and the accepting of paid advertising, it was told by advertising\nexperts of leading magazines that it would require at least two and probably three\nyears to build up an advertising section in the paper that would materially assist\n\ninbearing the extra expense entailed in such an enlarged publication policy. It is\nnot an easy task, as the experienced publisher knows, to seek advertisers in the\nmiddle of the business year. Advertising budgets are usually completed. Par-\n\nticularly difficult is it with a new publication which the advertiser has never seen.\nAdd to this the natural disinclination of advertising managers to patronize socalled \"official organs\" which are sent free to members of an association and one\ncan realize the task the business office faced in initiating this new activity. The\ngeneral business depression during the past year has added to the difficulty.\nIt is especially gratifying to note that the months have shown a gradual in-\n\ncrease. This is particularly true when we consider the steady decline in advertising generally. The National Geographic Magazine which carried 452 pages\nofadvertising in April, 1921, carried only 39½ in May, 1921. The Saturday Evening Post which is the best index of advertising conditions in America, carried\n313,013 lines in March, 1920, and 204,851 in March, 1921. They suffered a decrease of 6800 lines between the first of March and the first of April, 1921 .\nThe rate of $400 a page for advertising was established when paper costs\nwere at their peak. It was also the thought of the committee that the advertising\n\nalone should pay for the entire cost of the magazine. Experience and investiga\n\n"}
{"page": 255, "printed_page": null, "text": "230\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\ntion have proved that this cannot be done and that the price then established was\nslightly higher than it should have been. This price would have eventually justified itself, however, had prices remained at their high level; but such has not been\nthe case. There has been a marked decline in prices, but more striking than this,\n\na startling tightening up of space buying. The official records of the leading\nmagazine show the following decline :\nTOTAL AMOUNT OF ADVERTISING\n\nApril, 1920\n\nApril, 1921\n\n77,087 lines 39,876 lines\n31,466 lines 15,200 lines\n..10,084 lines 5,438 lines\nLadies\n' Home Journal\n105,800 lines 85,906 lines\nAs a result, magazines have already announced revisions of their advertising\nrates. The Delineator and the Designer have decided to reduce their cost 25 per\ncent and the Pictorial Review from $2,000 to $1,000 per page. Other magazines\nAmerican Magazine\nAmerican Boy\nOuting\n\n..\n\nhave made similar reductions.\n\nIn order that the Journal may present a more auspicious appearance, it should\ncontain more pages than at present. This can be done by increasing the quantity\nof advertising. In order to successfully accomplish this, it is necessary for us\nto more closely approximate the rates now being paid to other publications.\nI, therefore, recommend that the advertising rates of the Journal be reduced\nfrom $400 a page less a 15 per cent discount for ten insertions, to $275 a page\nwith 10 per cent discount for ten insertions. This is a net reduction of a little\nover 25 per cent.\n\nComparatively the receipts from advertising have been gratifying. The actual printing cost of the Journal for the first six months has been about $18,000.\nThis includes only paper, composition, presswork, and binding or all the work\ndone at the printing office. The receipts from advertising for the year will be\nabout $6500, or about 33 per cent of actual printing costs.\nIt may be well to insert here the fact that the actual cost of printing a\nthirty-two-page Bulletin, size 6x9 as published last year, was $1500 a month,\nwhile the actual printing cost of a sixteen-page Journal with cover such as\nprinted in May and June, is $2600. The fifteen printed pages of the Journal contain 945 square inches of reading matter, whereas the thirty-two pages of the old\nBulletin contained 896 square inches of reading matter. Deducting the value of\n\nthe advertising, the June Journal actually cost $1400 for printing. This does not\ninclude the overhead, however. The actual estimated total costs, including salaries, mailing, and so forth, for a thirty-two-page Bulletin, was $2400, and for\nthe twenty-four-page Journal was $5100. Deducting the average monthly receipts from advertising, the net increase gross cost of the new Journal is $1500 a\nmonth or $15,000 for the year. A twenty- four-page Journal gives 1386 square\ninches of reading matter to 896 square inches in the thirty-two-page Bulletin.\nBy increasing the amount of our advertising and maintaining our present\nmethod of getting advertising, we hope to further decrease the actual costs of\nmaintaining this publication.\nThe Association will be able to reduce the cost of the Journal for the com-\n\ning year approximately 10 to 15 per cent by purchasing paper direct from the\nmill. It is difficult to realize that in the course of a year, a twenty-four-page\nmagazine with a 75,000 distribution requires over fifty-five and one half tons of\npaper, valued at more than $11,000.\n\nAnother reason which holds back our advertising program somewhat is\nour failure to mix advertising on reading pages. The advertiser realizes that the\n\n"}
{"page": 256, "printed_page": null, "text": "Sessions]\n\nREPORT OF BUSINESS DEPARTMENT\n\n231\n\nvalue of an advertisement is greatly enhanced by its being placed near a column\nof valuable reading matter. It also adds variety to the monotony of the reading\n\npage. It is not, however, advisable to break up a single column with small\nadvertisements. It appears worth while to use full single and double column\nadvertisements among the last few reading pages. Practically all standard publications follow this practice.\n\nIt is recommended, therefore, that the advertising rate for the coming year\nbe reduced to $275 a page and that, if agreeable to the Executive Committee,\n\nadvertising be permitted among the last 20 per cent of the reading pages.\nCONVENTIONS\n\nThe business office directly concerns itself with the preliminary work in\narranging for and setting up the semi-annual conventions. Several months before\nthe convention is to meet, the Assistant Secretary goes to the convention city and\nmakes the preliminary arrangements. This consists chiefly in meeting the officials\nofthe local schools and the chambers of commerce and conferring with them in\nregard to the necessary committees, matters of housing, entertainment, local arrangements, etc. Then too the available meeting places, including the commercial exhibit hall, are examined carefully and their location and desirability noted.\nArrangements are made for the state headquarters, registration headquarters, postoffice and information booths, publicity headquarters, local help, employment of\nexhibit decorators, and other matters.\nAfter the first survey is completed, the meetings are definitely assigned to\nthose halls, which will as nearly as possible accommodate the needs peculiar to\nthe department. Such items as anticipated attendance, moving pictures and\nstereopticon facilities, location, location in respect to headquarters of the allied\nassociation, etc., must be considered. It is frequently necessary to designate headquarters for many of the associations. During the two months preceding the\nAtlantic City meeting, over five hundred members of the Association made requests for hotel accommodations and were cared for by the business office in\nWashington. All the hotels are visited and inspected.\nAbout two weeks before the convention, local headquarters are established in\nthe convention city and arrangements made for the printing of programs, receipts,\nregistration cards, badges, etc. Conferences are held with the various local com-\n\nmittees to insure that local arrangements are perfectly understood. Considerable\nattention must be paid to the local housing of overflow attendance who are unable\nto be accommodated at the hotels. The employment of typists and clerks is also\nattended to at this time.\n\nDuring the convention, the meeting halls are again visited and the owners\nnotified of the schedule of meetings for each day. The direct management of the\ncommercial exhibits occupies much of the time. Assistance is also rendered the\nSecretary, Field Secretary, registration and publicity departments as needed.\nIn general, the preliminary organization of the convention and the detailed\nwork necessary to smooth, efficient operation during the meetings, constitute an\nimportant work of this department.\nOFFICE MANAGEMENT\nPURCHASING\n\nThe purchasing division has been thoroughly reorganized and functions exceedingly well. All requests for supplies are regularly filled out on requisition\nblanks and signed by the heads of the departments. These requisitions are then\nsent to the business office and purchase is made through regular purchase orders ,\nusually by the head of the Business Department personally. At the end of each\n\n"}
{"page": 257, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n232\n\n[\nGeneral\n\nmonth all bills for supplies purchased are turned into the business office, checked\nwith the received shipment register and approved for payment.\nEstimates are requested and submitted on all printing and on the purchase of\nall paper. The Association will use during the coming year on a conservative\nestimate, over seventy-five tons of paper.\nIt becomes necessary, therefore, for the Business Manager to acquaint himself\nmore or less with the technical problems of paper, including composition, methods\nof measuring its strength, surface, etc., in order that the best grade may be secured at the lowest figure. In this connection it is believed that considerable\neconomy could be made possible if the Executive Committee would authorize the\nstandardization of the size and weight of the paper used. Not more than five\nclasses should be required.\n\n2\n\nThe largest printing contracts to be let annually are those of the Journal and\nthe Volume of Proceedings. Competitive estimates are submitted by printers in\nBaltimore, Philadelphia, Washington, and Chicago for the Volume and from\nBaltimore and Washington for the Journal and the contract let to the lowest\nbidder, subject to the approval of the Secretary.\n\n:\n\nDuring the past year, much new office equipment has been required to meet\nthe growing needs of the headquarters office; and to take the place of obsolete\nfurniture that had outgrown its usefulness. Advantage was taken of the opportunity to purchase practically new furniture at very reasonable prices from the\nGovernment, the Red Cross, and other agencies that had accumulated an excess\non account of the war .\n\nMore furniture is needed. It is recommended that a large mahogany table\nbe purchased for the general secretary's room and that the lobby of the building\nbe decorated by the use of pictures and furnishing, in order that it may serve\nas a reception hall. An American flag should be purchased.\nSHIPPING\n\nThe Association can feel proud of the efficiency of its shipping division. In\naddition to the 75,000 Journals and several hundred volumes mailed, thousands of\n\nleaflets, bills, form letters, cards, and other propaganda material are sent out\nmonthly.\n\nAn idea of the vast amount of mailing can be gathered from the fact\n\nthat the annual bill for postage, exclusive of the magazine, is about $8,000. Approximately 422,000 stamped envelopes and letter heads have been used.\nRecently two wrapping machines were added to the equipment of this division\nwhich reduces the cost of operation approximately twenty-five per cent.\nThe present office personnel includes fourteen permanent and thirteen temporary employees. All additions to the staff are first placed under temporary\nappointment until they have proved themselves and are placed upon the permanent payroll. Charts VII and VIII indicate the growth of the headquarters staff\nand the amount of money paid in salaries since January, 1920.\nCare is taken in engaging new employees that they are sympathetic toward the\n\nwork in which they are engaged. Former teaching experience is a valuable asset\nand interest in the cause of education assured us a staff of workers who make\n\nmore than ordinary effort to accurately and enthusiastically co-operate in the\n\n-\n\nhandling of the work to be done.\n\nIt is worthy to note that it has at no time been necessary to ask for the\nresignation of any member of the permanent staff because of incompetency or\nlack of co-operation. The splendid esprit de corps existing at headquarters is\nknown throughout the city and as a result many names are on file from which\nvacancies can be filled.\n\n"}
{"page": 258, "printed_page": null, "text": "Sessions]\n\nREPORT of businESS DEPARTMENT\n\n233\n\nAt the present time the permanent staff is paid monthly. In view of the\npractically universal custom of paying semi-monthly or weekly and inasmuch as\nconsiderable hardship is incurred by this method, it is recommended that the\nsalaries of all permanent employees be paid semi-monthly.\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n$\n5500\n\n$5500\n\n5000\n\n5000\n\n4500\n\n4500\n4000\n\n4000\n\n3500\n\n3500\n\n3000\n\n3000\n\n2.500\n\n2500\n\n2000\n\n2000\n\n1500\n\n1500\n\n1000\n\n1000\n\nSOC\n\n500\n\nJon Fet. Maz. Aps May June July Aug. Sept. Oct. Nov Dec Jan Feb Mar Apr May\n1920 19201920 1920 1920 1920 1910 920 1920 1920 1920 1920 1921 1921 1921 1922 1921\n\nAmount\n\npaid\n\nout\n\nfor\n\nsalaries\n\nper\n\nmonth.\n\nCHART VII .\nEMPLOYMENT\n\nA staff of from seven to ten stenographers and typists are kept during the\nlargest part of the year to write general letters, addressed form letters and envelopes. Due to the rapid growth of this work, occasioned in part by the demands\nof the state and local affiliated units, the intensive drive to promote the passage\nof legislation and the extensive membership campaign, it is necessary to use the\nSecretary's private office as an overflow general stenographic and typewriter room,\nin addition to the room on the third floor.\n\nThis should not be done.\n\nIt creates\n\ntoo much noise and thereby hinders the many necessary conferences held daily\nand also robs the Secretary's room of the dignity and repose which should attend\nthisAssociation's principal office.\nIt is, therefore, recommended that the large room on the second floor, occupied by the Swedish legation, be used exclusively by the headquarters staff as a\ngeneral filing and stenographic room and to centralize all stenographic and typewriter work in this place. This will make possible the concentration of this kind\nof work and will result in efficiency throughout. It is also recommended that the\nmanaging editor's office be transferred from the third to the second floor, making\nit easier to rent the third and fourth floors as a unit and centralizing all of the\nAssociation's activities on the first and second floors.\n\n"}
{"page": 259, "printed_page": null, "text": "[General\n\nNATIONAL EDUCATION ASSOCIATION\n\n234\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n38\n\n36\n\n136\n\n32\n\n30\n130\n\n26\n\n24\n\n22\n\n20\n\n18\n\n6\n\n14\n\n12\n\n12\n\nJanuary February March\n1920\n\n1920\n\n1940\n\nApril\n1920\n\nMay\n\nJume\n\n1920\n\n1920\n\nLargest\n\nJuly August September October\nNovemberDecember\nJanuary\nFebruary\nMarch Abril\n1920\n1941\n1921\n1920 1920\n1921\n1920 1620\n\nnumber\n\n1920\n\nof employees\n\nper\n\nMay\n1921\n\nmonth.\n\nCHART VIII.\nEMPLOYEES\n\nWith the growth of the staff at headquarters to the point where it is difficult\nto keep accurate record of daily attendance, tardiness, and early leaving, it would\ntend toward efficiency and accuracy if an automatic time-recording clock be installed. Such a timepiece can be secured for approximately $75.\nBUILDING\n\nSUPERVISION\n\n-The general care of the building, including repairs, janitor service, securing\nof fuel, etc. , also comes under the supervision of the Business Department. The\nNational Research Council which preceded the N. E. A. in the occupancy of the\nheadquarters building, found it necessary to employ one superintendent of the\n\nbuilding, two firemen and two charwomen, constantly.\n\nThis expense totaled\n\nabout $3600 annually. At present the Association employs regularly but one\ncolored janitor at $785 a year. He does his work very well and is competent.\nHe does not have sufficient help, however, to do the necessary cleaning and to\nkeep the rooms and furniture dusted. Neither is he able to make the necessary\nrepairs to furnace, furniture, or building. As a consequence there is constant\ndeterioration and extra expense incurred here which might be avoided if a competent superintendent of property with some mechanical and carpentry knowledge\nwere employed.\nIt is advisable to repaint many of the interior walls and woodwork as soon\nas financial conditions will permit. An unsightly condition needing remedy is the\noutside north wall of the building. The old house which formerly rested against\nit was removed several months ago. This building had no south wall, but used\nthe wall of our building. The wall is now in need of resurfacing that will probably\nentail a cost of several hundred dollars.\nIN\n\nCONCLUSION\n\nThe successful work of the Business Department is due largely to the conscientious and efficient help of Miss Grace Nelson and Miss Margaret Holden\nwho have handled all of the general correspondence and technical work in can-\n\nnection with the semi-annual conventions, commercial exhibits, advertising pur\n\n"}
{"page": 260, "printed_page": null, "text": "Sessions]\n\nREPORT OF EDITORIAL DEPARTMENT\n\n235\n\nchasing, and billing, in addition to the usual office requirements. Miss Nelson\nis especially to be praised for her sympathetic and accommodating attitude in\nmeeting strangers and visitors who call at headquarters for information and for\nher pleasant manner of answering all telephone calls. Miss Holden merits sincere\ncommendation for the accuracy and reliability of her work of entering all moneys\nreceived by the Association into the daily cash book, and her efficient stenographic\nability.\n\nI cannot allow this occasion to pass without also mentioning the thorough\nand efficient manner of Mr. W. P. Reilly who is in direct charge of the shipping\ndivision and Mrs. Harriet Thatcher who handles the folding and mailing work.\nSUMMARY OF RECOMMENDATIONS\n\nThe recommendations included in various parts of this report are enumerated below:\n\n1. That the advertising rate for the coming year be reduced to $275 a page\nand that advertising be permitted among the last 20 per cent of the reading pages.\n2. That a large mahogany table to purchased for the general Secretary's\nroom and that the lobby of the building be decorated by the use of pictures and\n\nfurnishing, in order that it may serve as a reception hall.\n3. That the interior wall and woodwork be repainted as soon as financial\n\nconditions permit. That the north wall of the headquarters building be resurfaced.\n\n4. The standardization of the size and weight of paper used.\n5. The purchase of a large American flag.\n\n6. That the salaries of all permanent employees be paid semi-monthly.\n7. That an automatic time-recording clock be installed at a cost of approximately $75.\n8. That the offices of the N. E. A. be centralized on the first and second\nfloors.\n\n9. That the Association employ at least one superintendent of property and\nan assistant to care for the building; the salary of such help not to exceed $2,000\nper year.\n\nRespectfully submitted,\nR. S. ERLANDSON,\n\nAssistant Secretary.\nREPORT OF EDITORIAL DEPARTMENT\n\nSEPTEMBER, 1920-JULY, 1921\n\nMr. J. W. Crabtree, Secretary,\nNational Education Association,\nWashington, D. C.\nMy Dear Mr. Crabtree :\nThe following report surveys the work of the Editorial Department from\nSeptember 7, 1920 to July 1, 1921 .\nTHE JOURNAL\n\nThe publication of the Bulletin was continued through September, October,\nNovember, and December. During these months every effort was made to collect\nmaterial bearing on the publication of the new Journal. The studies made at that\n\ntime are contained in reports made to you under dates of September 20, 25, 28,\nand October 25. The first six numbers of the Journal are now in print. With\nthe inspiration and help of Dr. William C. Bagley, as editor-in-chief, and with the\n\n"}
{"page": 261, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n236\n\n[\nGeneral\n\ncordial co-operation of yourself, Mr. Magill, Mr. Erlandson, and other members\nof the staff, every effort has been made to make these numbers worthy the great\norganization for which they speak.\nOn the whole the Journal has been well received. It has been spoken of as\n\n\"full of good material,\" \"well edited,\" \"the most useful journal that comes to my\ndesk,\" \"an unusually fine example of careful typography,\" and \"a credit to the\nAssociation . \"\n\nWhile the Journal has been satisfactory, there is abundant room for improvement as it becomes possible to increase the number of pages to 32 or even 48\nper issue. Improvement may well come along the following lines :\n1. Greater variety of material in each issue, giving more space to the interests represented by the various departments of the Association.\n2. Enlargement of the sections devoted to educational advance, with especial\nemphasis on the work of state and local associations. This part of the Journal\nhas been a favorite with members. Much of the material in it has been obtained\n\nby the regular examination of several score of state, local, and other educational\njournals. Special letters to state school officers and to state N. E. A. directors\n\nhave received liberal response. In fact, there has always been several times as\nmuch material as could be used.\n\n3. Enlargement of the section devoted to notes and announcements, which\nshould set forth the plans and purposes of the organization and work actually\naccomplished or under way.\n4. The addition of a section devoted to advance in the science of education\n\nas recommended by the Editorial Council at Atlantic City.\nAs the Journal and its work become better known the quantity of material\navailable for its pages will increase, making the selection of material more and\nmore difficult. The standards by which this selection must be guided are suggested\nby the following questions which may be asked with reference to any single item\nof copy:\n\n1. How definitely does it relate to the work and aims of the Association or\nof one of its departments ?\n2.\n\nIs it timely ?\n\n3. To how large a fraction of the membership of the Association will it be\ninteresting and helpful ?\n4. Is it the best thing of its kind that can be obtained ?\n5. Taken with the other material selected for a given issue, does it give a\nwell-balanced number ?\n\nThe standards for the Journal must be kept high. In both content and form\nit must be the very best-a leader rather than a follower.\n\nThe Journal has not\n\nattempted and should not attempt to take the place of other educational magazines as has been suggested by persons who have not carefully defined its great\nmission. There is need for more and better educational journals, both national\nand local, to reflect the varied initiative and educational leadership which must\nunderlie sane educational progress. The whole spirit and purpose of the Association and of its official organ must be to create, inspire, and conserve wise educational leadership.\n\nThe Journal should not attempt to become a national educational newspaper,\nalthough by emphasis on important work well done it will quicken every phase of\neducational progress.\n\nIn order that the Journal may continue to develop along well conceived\nlines I recommend that its policy be defined by the Representative Assembly.\nThus it can be made to represent the varied activities of the National Education\n\n"}
{"page": 262, "printed_page": null, "text": "Sessions]\n\nREPORT OF EDITORIAL DEPARTMENT\n\n237\n\nAssociation and its departments. Thus it can keep clearly before the members\n\nof the Association the fundamental needs of the profession and promote through\neducation the welfare of the people of the Nation.\nPROCEEDINGS\n\nMost of the material for the 1920 Proceedings of the Association was in type\nin the University of Chicago Press when the matter was turned over to this department on November 10. The galleys were proofread and the remaining matter assembled and sent to the printer as early as work on the new Journal would\n\npermit. The last installment of galley proofs was returned to the printer on\nDecember 13; final page proofs sent to the printer on January 14; and delivery\nof bound volumes began about the middle of February.\nThe following schedule has been made for the 1921 Proceedings :\nA. Winter meeting-\n\nFirst copy to printer-April 20, 1921\nLast copy to printer by May 20\nGalley proofs corrected by June 10\nB. Summer meeting-\n\nFirst copy to printer by July 10 ; last copy to printer by August 1\nCorrected galley proofs to printer by August 10\nCorrected page proofs to printer by September 1\nDelivery of first bound volumes by October 1\nThis schedule places the heaviest work on the Proceedings at a time when\nthe work on the Journal is lightest. The two enterprises can thus be handled\nto the best advantage. So far we have been able to follow the schedule. Whether\n\nor not it can be followed after the summer meeting will depend largely on the\npromptness of speakers and officers in sending in the necessary matter.\nThe 1921 volume is expected to be about 1200 pages in length, which means\nthat several thousand typewritten pages must be assembled, arranged, abstracted,\nedited, sent to authors for approval , and proofread. Over 570 pages of copy\n\nhave already gone to the printer. These are now in type ready to be made into\npages as soon as the material for the summer meeting is ready.\nINFORMATION SERVICE\n\nInquiries from members request information extending in range from the\nprice of French bonds to facts about salaries, teachers' councils, and school\n\nbuildings. Effort is made to answer such inquiries on the day they come in.\nMany of these inquiries can be answered by reference to the Association's own\n\nfiles; sometimes it is necessary to use other sources of information, which are\nso abundant in this city. These inquiries serve as indicators of what members\nwould like to see in the Journal.\nPUBLICITY\n\nPublicity work has been carried on through (1) the educational press, (2) the\ngeneral press, (3) through members of the Association, and (4) in connection\nwith the Association's meetings.\nReleases, advance copies of editorials, programs, and copies of addresses\ndelivered at meetings have been sent to about one hundred educational journals .\nReleases have been sent to about 1500 press syndicates and daily newspapers,\ncovering teacher shortage, the salary situation, the education bill and the Asso-\n\nciation's meetings. Considerable material has been placed in the general magazines.\n\nPress releases are commonly sent to members or with membership literature\nwith the suggestion that they be handed to local editors. This method reaches\na larger number of papers and interests members in the Association's work,\n\n"}
{"page": 263, "printed_page": null, "text": "NATIONAL EDUCATION AssociatioN\n\n238\n\n[\nGeneral\n\nThe publicity campaign in connection with the two major meetings of the\nAssociation is as follows :\na.\n\nAbout six weeks before the meeting letters are sent to persons on the\n\nprograms (either directly or through the secretaries of the departments) asking\nfor advance summaries of their addresses for newspaper use. These summaries\nare printed as large press release sheets and sent in advance to about 1500 newspapers for release on the date of delivery.\nb. As time permits a special letter inclosing the appropriate release is sent\nto each paper in the cities represented on the program.\nc. At the time of the meeting press headquarters are maintained, which connect the newspapers of the country and the activities and officers of the Asso-\n\nciation and its various departments and allied organizations. A boy scout is sent\nto each meeting with a specific written request for a report of the number present,\nprogram changes, important news features, and copies of all available addresses.\nThis material along with news facts gathered in other ways is assembled at press\nheadquarters, prepared for the press and given directly to newspaper representatives or sent to newspapers, which have no reporter at the meeting.\nAt Atlantic City during the meeting of the Department of Superintendence\nthere were from ten to twenty-five reporters, representing the Associated Press\nand newspapers of Philadelphia, New York, and other eastern cities. The effectiveness of the publicity work at this meeting was largely due to the able work of\nProfessor J. W. Searson, who has conducted the Association's publicity during\nmeetings in past years.\nFURTHER EXTENSION OF WORK\n\nThe work that has been done-important as it is-is but a suggestion of what\nmight well be accomplished if more funds were available. These three aims\nmerit consideration :\n\n1. To reach members of the teaching profession and to extend their interest\nin the work of the Association. This can best be done through school journals\nof all kinds, more especially the state educational journals, which reach most of\nthe teachers of the Nation. These journals have been largely supplied with general\nmatter, but there is still room for specific material bearing on the Association's\n\ninterest in each of their respective states, e. g., a monthly list of affiliations and\nenrollments in each state.\n\n2. To keep constantly before the general public the facts needed to give a generous appreciation of educational agencies and their work. An educational press\nservice which should send a collection of material to every newspaper in the United\nStates at least once each week should be the aim.\n\nAn Associated Educational Press, patterned after the Associated Press.\nEvery school journal, state department of education, or other agency interested in\n\neducational news should be a member of this \"Association\" and should prepare\nimmediately an accurate account of important educational news in its locality and\nsend this statement to National Headquarters for general distribution.\n\nSuch a\n\nwork as this would call for the full time of one person and a secretary for its\nproper development. It might well be a section under the editorial department.\nIN\n\nCONCLUSION\n\nThe year has been one of pleasant associations and worth-while activity. The\npioneer work of starting the new editorial department could not have been ac-\n\ncomplished with such satisfactory results without the constructive leadership of\nthe Executive Secretary and the helpful co-operation of all members of the\ni\n\n"}
{"page": 264, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE TREASURER\n\n239\n\nAssociation's staff. In particular should credit be given the first assistant in the\ndepartment, Miss Jessie M. Robbins. She has done faithful work and has grown\nsteadily in initiative and responsibility.\nSincerely,\nJOY ELMER MORGAN,\nEditor.\n\nREPORT OF THE TREASURER OF THE NATIONAL EDUCATION\nASSOCIATION\n\nJUNE 1, 1920 ΤΟ MAY 31, 1921\n\nCornelia S. Adair, Treasurer\nThe figures of this report, dry in themselves, tell an interesting story of\ngrowth and achievement. It is a far cry from the amounts which the Association\nfound it necessary to spend fifty or even twenty-five years ago to the considerable\nsums recorded in this report. A comparison with even the figures of a year ago\nreveal a heartening and significant growth. They represent not only an increase\nin the amount of money spent but an even more notable growth in the variety\nand usefulness of the activities which the Association has been able to maintain.\n\nThis statement of expenditures and receipts reveals the vast and effective\nbusiness organization which has been built up at headquarters. When checked\nwith the enormous amount of work which has been done it indicates a degree\nof efficiency of which the very best business organizations in America might\nwell be proud. The considerable sum spent for telephone and telegraph service\nmay be taken as an indication of the intimate contact with the educational situation throughout the nation which has been maintained during a year when the\nneeds of education have been particularly pressing. The sum of approximately\n$21,000 which has been spent for the Journal of the Association represents an\nincrease in effectiveness of which every member is well aware. It should be\nnoted also that the income from commercial exhibits is greater than from this\nsource in previous years. This increased income is not due to a higher charge\nfor exhibit space but grows out of the better management of the exhibits since\nthey have been taken over and managed directly by the Association. The amount\nwhich has been spent by the Legislative Commission represents only a fraction\nofthe effort that has been made on behalf of the education bill. It is a helpful\n\nsign that prominent citizens and great national organizations have made the\nprogram of the Association their program and have created for education a degree of appreciation by the general public which no mere sum of money, however\nlarge, could adequately measure. The amounts spent for publicity are small\nindeed when measured against the hundreds of educational journals and thousands of newspapers which are increasingly eager for first-hand information\nabout the Association's work.\n\nThe demands upon the Association in almost every department of its activity have been far in excess of the funds available. As teachers come more fully\n\nto appreciate the value of professional organization-local, state, and nationalthe cost of collecting dues from members and of obtaining new members may be\ndecreased. The plan of having the local association collect dues for state and\nnational association along with its own will enable the National Association to\n\nhandle its membership dues in large blocks rather than as individual accounts,\nand the money required for membership campaigns will be correspondingly\ndecreased. Another means of meeting the growing financial needs of the Associ-\n\nation may be found by increasing its endowment. This endowment should be\n\n"}
{"page": 265, "printed_page": null, "text": "240\n\n[\nGeneral\n\nNATIONAL EDUCATION ASSOCIATION\n\nlarge enough to stabilize the work of the Association and to guarantee it a\nsubstantial income during the periods when funds are low and to protect its work\nfrom the dangers of a widely fluctuating membership. The proposition to create\nlife-memberships which would add constantly to the endowment is sound. It\nshould be adopted and every effort made to obtan a large number of life-members .\nSUMMARY OF ACCOUNTS\n\nFROM JUNE 1, 1920 TO MAY 31, 1921\nDeficit brought forward from Treasurer's Report for year ended\n\n$ 6,394.12\n\nMay 31 , 1920 ......\nRECEIPTS\n\n$ 2,296.00\n\nFrom Annual Meeting.\nFrom membership, Atlantic City Meeting of Department of Superintendence .\n\n4,037.00\n\nFrom Secretary's office during the year :\nMembership fees ....\nSubscriptions to N. E. A. Journal .\nSale of volumes of proceedings .\nSale of special reports ..\n\n.$ 78.914.00\n22,491.00\n643.99\n370.07\n35.50\n\nSpecial contributions ..\n\n$102,454.56\nFrom income from Permanent Fund\nFrom Commercial Exhibits\n\n4,276.64\n\nFrom advertising in N. E. A. Journal .\n\n9,921.97\n5,180.83\n\nFrom interest on bank balances .\nFrom loan from Continental Trust Co......\n\n5,000.00\n\nFrom miscellaneous income (exchange, etc. ) .\n\n73.88\n\n7.00\n\n126,914.88\n$133,247.88\nDISBURSEMENTS\n\nBoard of Trustees-expenses .\nExecutive Committee:\nPresident ( Mrs. Preston ..\nMr.\n\nHunter .\n\n$\n.$ 660.02\n\n$\n\n2,014.60\n\n1,354.58\n\nFirst vice-president ..\n\n187.06\n\nTreasurer\n\n326.66\n\n{\n\nChairman, Board of Trustees .\nMember by election...\n\n875.44\n\n518.21\n178.84\n\n3,225.37\n\nGeneral Secretary's office:\nSalary of Secretary .\n\n$\n\nPostage\nTelephone and telegrams .\n\n6,000.00\n5,798.93\n1,054.19\n195.67\n\nExpress and freight..\nClerical services .\n\n27,832.96\n5,414.94\n3,180.43\n\nRent, light, power, heat, janitor .\nStationery and office supplies .\nTraveling\n\n579.44\n\nInsurance\n\n126.93\n\nLegal service .\nSurety bonds .\n\n250.00\n\nInterest\n\n173.52\n\nRepairs-office furniture and fixtures .\n\n470.31\n\nMiscellaneous expense .\n\n684.20\n\n92.50\n\n51,854.02\n\nField Secretary's office :\nSalary of Field Secretary .\n\n.$\n\n7,200.00\n\n"}
{"page": 266, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE TREASURER\n\nSalaries of Assistant Field Secretaries .\n\n241\n\n2,850.00\n5,862.56\n\n*Traveling, Clerical Service, Etc.....\n\n15,912.56\n\nExpress and freight:\nDistribution of volumes .\nPrinting:\nProceedings (1920)\nReprints\nSpecial reports .\nExecutive Committee bulletins .\nN. E. A. Journal .\n\n961.46\n\n.$ 10,149.89\n59.75\n146.26\n6,389.40\n20,924.77\n4,569.71\n\nMiscellaneous\n\n42,239.78\n\nSpecial Appropriations:\nCommittee on Reorganization Secondary Education.. ...... $\nCommittee on Health\n\n121.43\n490.69\n\nEducation ...\n\n174.83\n\nCommittee on Organization Elementary Education .\nIlliteracy Commission.\nLegislative Commission ..\n\n177.15\n\n1,833.64\n2,797.74\n..$\n\nAuditing Accounts of the Association.\nUnclassified expenses:\nPurchase of volumes .\n\n687.77\n\n.$ 62.36\n\nChristmas bonus ....\nSubscriptions to journals.\n\n100.00\n\nPress clippings ....\n\n135.00\n\nMoving expenses to 1201 Sixteenth St......\n\n232.19\n\nMiscellaneous\n\n21.15\n\n14.25\n\n564.95\n\n1,252.72\nAnnual Convention:\n$\n\nDepartment Expenses\n\nRegistration Bureau.\nPost\n-Office\n\n126.65\n622.84\n\nState directors .\nClerical Services :\n$420.40\n79.50\n\n499.90\n\nPublicity\nPrinting:\nPrograms\nMiscellaneous\n\n1,696.78\n$588.70\n317.60\n\n906.30\n133.11\n\nStationery and office supplies .\nTelephone and telegrams..\n\n85.44\n\nMiscellaneous:\nSpeakers on program..\nLegal service ...\nBadges\n\nExpenses of Assistant Secretary.\n\n.$422.15\n25.00\n125.90\n421.19\n\n994.24\n\n5,065.26\n\n*Νοτε.-Mr. Magill's total traveling expenses for the year as Field Secretary, exclusive\nof items charged to Legislative Commission, were $1,540.84. His total receipts in honorariums and payments to apply on expenses, and turned over by him to the Association were\n$1,701.15, or $160.31 more than his total traveling expenses.\n\n"}
{"page": 267, "printed_page": null, "text": "242\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nGeneral\n\nDepartment of Superintendence:\nExpenses of President\nClerical service:\nRegistration Bureau .\nStenographic service .\n\n63.61\n\n$\n\n.$ 82.61\n25.75\n\n108.36\n\nPublicity\nPrinting:\nPrograms\n\n926.24\n\n$860.15\n\nMiscellaneous\n\n35.40\n\n895.55\n\nTelegrams\n\n1.74\n\nMiscellaneous:\n\n•Expenses of Secretary .\nExpenses of Mr. Crabtree to Trenton .\nSpeakers on program .\n\n$ 96.95\n112.57\n395.58\n\nMusic\n\n287.91\n\nFlowers for Mr. Kendall .\n\n51.62\n\nExpenses-Miss Hawley .\nPullman Service, Penn. Rd..\n\n20.11\n\nSundry expense .\n\n29.06\n\n58.32\n\n1,052.13\n\nPurchase of Office Furniture and Fixtures .\n\n3,047.62\n1,708.34\n5,300.00\n5,199.48\n\nDepreciation on Furniture and Fixtures ..\n\n184.67\n\nPayments in respect to appropriations for previous year .\n\nPayments on Loans from Continental Trust Co .......\n\n$139,624.46\nSUMMARY OF EXPENDITURES\n\nExpenditures made during year for current expenses, repayment of loans, and\n.$126,882.95\npurchase of equipment\n1,708.34\nExpenditures made during year for previous year's expenses .\n$128,591.29\n\nTotal expenditures for the year .\n\n184.67\n\nDepreciation reserved.\nExpenses of current year unpaid at May 31, 1921 .\n\n10,848.50\n$\n139,624.46\n\nCASH SUMMARY\n$133,247.88\n6,394.12\n\nReceipts for year ended May 31, 1921 ...\nOverdraft at May 31, 1920 .\n\n....\n\nDisbursements for the year\n\n$126,853.76\n$128,591.29\n.. $\n\nOverdrawn by Treasurer, May 31, 1921 .....\n\n1,737.53\n\nCERTIFICATE OF AUDITORS\n\nTo the President of the National Education Association :\nWe have audited the accounts of the National Education Association, and of the\n\nTreasurer, and of the Secretary, for the year ended May 31, 1921, and certify that the\nforegoing statement of Income and Expenses is correct, and is in accordance with the books\nof the Association. The Secretary's Working Fund of $5,000.00 has also been verified by us.\nMARWICK, MITCHELL & Co.\nNEW YORK CITY, JUNE 20, 1921.\n\n"}
{"page": 268, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE BOARD OF TRUSTEES\n\nTHIRTY- FIFTH ANNUAL REPORT OF\n\nTHE\n\n243\n\nBOARD OF\n\nTRUSTEES ON THE PERMANENT FUND FROM\n\nJUNE 1, 1920 TO MAY 31, 1921 .\nCARROLL G. PEARSE, Chairman\nMr. Pearse called attention to the printed report of the auditor which included the report of the Board of Trustees and moved that the report showing\nthe amounts received and expended during the year, the balances in the various\naccounts, and the securities on hand be received and approved. After the unanimous adoption of the motion, Mr. Pearse made the following explanation.\nIt became evident, a few years ago, that it would be a great advantage to the\nNational Education Association if its headquarters could be at the capital of the\nNation. Four years ago, the Trustees and the Executive Committee, with the\napproval of the Board of Directors, decided to locate the headquarters of the\nAssociation in Washington. The headquarters were first located in a rented property at 1400 Massachusetts Avenue. The move came at a critical time when the\n\nnation was at war, but it has been more than justified by the effective way in which\nthe representatives of the Association have been able to carry out its program,\nlargely because of their intimate contact with the forces at the nation's capital.\nAfter being in rented quarters some two years, it was felt that it would be an\nadvantage to the Association financially, morally, and strategically, to own its\nown home. The Trustees finally decided to buy the present headquarters for\n$98,000. This property is located on Sixteenth Street, just six blocks north of\nthe White House, in a district where property values are likely to increase.\nIndeed, the Association could have disposed of its property for some $20,000\nmore than it paid for it, within a few months after the purchase was made. At\nthe time the property was purchased there was a mortgage given by its former\nowners for $33,000. Although the rate of interest on this mortgage is slightly\nhigher than the rate which the Association receives on its Permanent Funds, it\nhas seemed best to let the mortgage stand until some of the securities in the\nPermanent Fund mature, thus avoiding the sacrifice which would be necessary,\nif these securities were sold at a discount, under present market conditions .\nIt has also seemed best to transfer the Association's banking business from\nChicago, where it has been for many years, to Washington. The Continental\nTrust Company of Washington has been given the trusteeship and handles\nthrough its bank the checking accounts of the Association.\nThe Executive Committee and other officers are much gratified over the\nincrease in membership. At the time the headquarters were moved to Washington, there was every reason to expect a slump in membership which was then\nbetween 7,500 and 8,000 and yet, the move and the activities of the officers of\nthe Association, not only avoided decrease, but obtained decided increase in\nmembership. Membership campaigns have been handled very largely through\nthe general office of the Association by the Secretary and his assistants to whose\nexcellent work the largely increased membership is chiefly due.\nDuring the year the exhibit of commercial articles sold to schools, which\nhas for some time been handled by a private firm, has been taken over by the\nAssociation and put in charge of the Assistant Secretary. Under its own management the Association has realized from these exhibits an income of about\n\n$9,000, a much larger sum than had ever before been received by the Association\nfrom this source.\n\nThe members of the Executive Committee, to whom was referred the selection of a Field Secretary, have felt that the success of that venture has been\n\n"}
{"page": 269, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n244\n\n[\nGeneral\n\nvery marked; that the growth of professional consciousness and the increase\non public sentiment for national legislation in education has been immeasurably\nincreased by the services of the Field Secretary who was employed by direction\nof the Association.\nThe Board of Trustees has also felt that the administration of the office\nof the Secretary has been greatly to the advantage of the Association. The\nAssociation is not in the plutocratic class. It is not an Association which can\nbestow largess. Yet it has seemed clear both to the Executive Committee\nin the case of the Field Secretary, and to the Board of Trustees in connection\n\nwith the Secretary's office, that \"the laborer is worthy of his hire.\" This city\nsince we came here, has re-employed its superintendent of schools for a term of\nthree years at a salary of $8,400, $9,200 and $10,000 per year. The Association\nhas not been able to meet these figures, but the Executive Committee and the\n\nBoard of Trustees have re-employed the Field Secretary and the Secretary of the\nNational Education Association, each for the term of four years, and have provided that each shall have a salary of $7,500 during that time.\n\nMr. Chairman, I don't know that this oral report needs any motion or any\naction by the Association, but we have felt that the report would be in many\nrespects of interest and we thought it worth while to make it. (Applause).\nTHE\n\nPERMANENT\n\nFUND\n\nWe have audited the receipts and disbursements of the Permanent Fund and have\ninspected the securities held in the custody of the Trust Officer of the Continental Trust\n\nCompany, Washington, D. C.\n\nDetails of the securities are given in Schedule \"I,\" showing\n\nthe par value, and the cost, the market value not having been ascertained.\n\nThe Permanent Fund remained the same throughout the year under review, with a\ncash balance of $420.51 , no sales or purchases of securities having been made.\nThe cash balance has been certified to by the depository.\nThe income from investment and the disbursements for the period may be summarized\nas follows:\nRECEIPTS\n\nInterest from securities owned (Schedule \"I\" ) ........\n\n$ 5,625.00\n4.90\n\nInterest on bank balances ....\nRentals received from real estate owned.\n\n6,050.00\n\n$ 11,679.90\nDISBURSEMENTS\n\nInterest on Mortgages .\n\n..$ 1,775.58\n\nCommissions on renewal of loans, stamps, etc ...\n\n366.85\n\n-4,873.31\n\nRepairs to building .....\nTrust\n\nofficer's Commissions ....\n\n387.52\n\n$ 7,403.26\n\nSurplus Transferred to Treasurer's Account.\n\n4,276.64\n\n$ 11,679.90\n\nThe receipts were properly accounted for and vouchers were produced in support of\nthe disbursements.\n\nCommissions paid on loan renewals, rental receipts, etc., which are not specifically\ncovered in the contract with the Trustee, should be approved by the Trustees of the\nAssociation.\n\nWe shall be pleased to furnish any further information relative to the accounts that\nmay be desired.\n\nYours truly,\nMARWICK, MITCHELL & Co.\nCertified Public Accountants.\n\n"}
{"page": 270, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE BOARD OF TRUSTEES\n\n245\n\nSCHEDULE \" I\"\n\nSECURITIES ON HAND AS AT JUNE 6, 1921\nMUNICIPAL AND SCHOOL BONDS\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\n405.00\n\n10,000.00\n\n9,500.00\n\n350.00\n\n1,000.00\n\n1,000.00\n\n50.00\n\n2,000.00\n\n2,000.00\n\n100.00\n\nIncome\n\nCityofNew York 414 per cent Corporate\nStock due 1957, Nos. 554-561\n\nS\n\n360.00\n\nCityofNew York 414 per cent Corporate\nStock due 1957, Nos . 26816-26824 ..\n\nKansas City, Mo., School District 3½\nper cent bonds due 1925, Nos. 3127\nand 3129, 3133, 3135, 3136, 3190 to\n3192, 3200\n\nClearwater, Kansas, Waterworks bonds\n5per cent, due 1930, Nos. 18-23 ....\nClearwater, Kansas, Waterworks bonds\n5per cent, due 1931, Nos. 18-23 ...\n\n1\n\nClearwater, Kansas, Waterworks bonds\n5per cent, due 1932, Nos. 18-23 ...\n\n3,000.00\n\n3,000.00\n\n150.00\n\n10,000.00\n\n10,000.00\n\n450.00\n\n10,000.00\n\n10,266.30\n\n450.00\n\n1,000.00\n\n1,069.29\n\n45.00\n\n2,000.00\n\n2,187.20\n\n90.00\n\n$5,250.00\n\n$\n4,331.25\n\n$ 210.00\n\n1,750.00\n\n1,443.75\n\n105.00\n\n15,000.00\n\n15,050.00\n\n600.00\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\n160.00\n\n10,000.00\n\n9,600.00\n\n400.00\n\nSalt Lake City, Utah, Water bonds 432\nper centdue 1934, Nos. 310-319 ....\n\nSeattle, Washington, School bonds 412\nper cent due 1931 , Nos. 586-595 .\nLos Angeles, California, School District\nbonds41½ per cent due 1921, No. 498\nLos Angeles, California, School District\nbonds 414 per cent due 1922, Nos.\n571-572.\n\nRAILROAD BONDS\n\nSt. Louis\n\nSan Francisco Railroad Co.\n\ntemporary prior lien mortgage bonds\n4per cent due 1950, Nos. M5605156055 , Y1527 .\n\nSt. Louis\n\nSanFrancisco R. R. Co. tem-\n\nporary Adjustment bonds 6 per cent\ndue 1955, Nos M14552, D845, Y1033\nTerminal R. R. Association of St. Louis,\ngen. ref. sink. fund gold bonds 4 per\n\ncent due 1953, Nos. 16311-16325 ..\nBaltimore Ohio R.R. Co. (Pittsburgh,\nLake Erie & West Virginia System)\nref. gold bonds 4 per cent due 1941 ,\nNos. 13496-13500, 21236-21250 ....\n\nOregon Short Line R. R. Co. ref. gold\nbonds 4 per cent due 1929 , Nos . 4013\nto 4017, 4025-4027, 4976, 13810 .\n\nChicago, Indiana & Southern R. R. Co.\n4 per cent due 1956, Nos. 1138611394, 13786 ...\n\nManhattan Railway Co. Cons. Mortgage\ngoldbonds 4 per cent du 1990, Nos.\n2343, 6522, 16033, 16087\n\nAtlantic Coast Line R. R. Co. First Cons.\nMortgage bonds 4 per cent due 1952,\n\nNos. 5130, 6494, 11638, 11639, 14335,\n14339, 17579, 24601, 37565, 50251 ..\n\nCORPORATION BONDS\n\nMaine Real Estate Title Company First\nMortgage gold bonds 5 per cent due\n1932, Nos . 151-152 ..\n\n$2,000.00\n\n$2,000.00\n\n$ 100.00\n\n$134,000.00\n\n$132,005.29\n\n$ 5,625.00\n\nThisdoes not include the real estate purchased for $98,000.00, against which there is an indebtedness of $33,000.\n\n"}
{"page": 271, "printed_page": null, "text": "[General\n\nNATIONAL EDUCATION ASSOCIATION\n\n246\n\nREPORT OF AUDITOR\n\nFred M. Hunter, Esq., President,\nNational Education Association of the United States,\nWashington, D. C.\nDear Sir:\n\nIn accordance with instructions received we have made an examination of\n\nthe cash receipts and disbursements of the National Education Association\nof the United States for the year ended May 31, 1921, and now submit our\nreport thereon.\nSECRETARY'S BOOKS\nINCOME AND EXPENSES\n\nThe following is a summarized statement of the income and expenses for\nthe period under review :\nINCOME\n\nMemberships from Secretary's office ...\nMemberships from annual meeting .\nMemberships from Superintendent's Department .\nSubscriptions to N. E. A. Journal (part of membership dues) .\nVolumes of Proceedings .\nSpecial reports\n\n.. $ 78,914.00\n2,296.00\n4,037.00\n22,491.00\n643.99\n370.07\n\nCommercial exhibits\nAdvertising\nNet income transferred from Permanent Fund .\nMiscellaneous income\n\n9,921.97\n5,180.83\n4,276.64\n116.38\n\nTotal Income\n\n$128,247.88\nEXPENSES\n\nBoard of Trustees-Expenses .\nExecutive Committee-Expenses .\nGeneral Secretary's office:\nSalary of Secretary ..\n\n$\n\n.$\n\nClerical services .\nPostage\n\nRent, light, heat and janitor .\nStationery and office supplies .\nTelephone and telegraph .\nTraveling expenses .\nLegal services .\n\n6,000.00\n27,832.96\n5,798.93\n5,414.94\n3,180.43\n1,054.19\n579.44\n250.00\n\nInterest\n\n173.52\n\nInsurance\n\n126.93\n!\n\n195.67\n\nRepairs and depreciation on office furniture ....\n\n638.80\n\nMiscellaneous\n\n684.20\n\nExpress and freight .\nSurety bonds (premium) .\n\nField Secretary's Expenses.\nExpress and freight (distribution of volumes) ......\nPrinting\n\nSpecial appropriations .....\nAuditing accounts of association.\nAnnual convention .\n\nDepartment of Superintendence .\nUnclassified expenses .\n\n875.44\n3,225.37\n\n92.50\n\n52,022.51\n15,912.56\n961.46\n\n42,293.35\n2,797.74\n687.77\n\n5,065.26\n3,047.62\n527.56\n\n127,416.64\n\nSurplus for the year.....\n\n$\n\n831.24\n\nThe balance on Surplus Account at June 1, 1920, was $3,692.83 from which\nhas since been deducted $1,708.34 in respect of payments made for expenses\nincurred and appropriations provided for during the previous year. With\n\nthe addition of the surplus for the current year the balance on May 31, 1921,\namounts to $2,815.73.\n\n"}
{"page": 272, "printed_page": null, "text": "Sessions]\n\nREPORT OF THE BOARD OF TRUSTEES\n247\n\nRECEIPTS AND DISBURSEMENTS\n\nThe following is a summary of the cash receipts and disbursements of\nthe Treasurer's Account for the year :\nCash Balance, June 1, 1920 :\nFirst National Bank of Chicago-Overdraft .\n$\n\nLess:\n\n6,394.12\n\nRevolving Fund :\nOndeposit with Continental Trust Co. (Including $81.00 Trust\nFund for special donations) ..\n........ $\nTransfer from First National Bank to Continental Trust Co.\nto reimburse Fund.....\nOn hand .....\n\n296.72\n\n4,780.48\n3.80\n\n5,081.00\n$\n\n1,313.12\n\nRECEIPTS\n\nIncome as per income and expense statement.\nLoan from Continental Trust Co....\n\n.....$ 128,247.88\n5,000.00\n133,247.88\n\n$131,934.76\nDISBURSEMENTS\n\nExpenses as per Income and Expense Statement....\n\n$127,416.64\n\nLess:\n\nBills Unpaid .....\n...... $ 10,848.50\nDepreciation reserved .\n168.49\nOld Volume of Proceedings (Charged Off) ....\n16.18\n11,033.17\n\nPayment of loans from Continental Trust Co ......\nFurniture and fixtures ...\n\nAppropriations for year 1919 charged to surplus .\n\n$116,383.47\n5,300.00\n5,199.48\n1,708.34\n128,591.29\n\nCash Balance, May 31, 1921 ...\n\n$ 3,343.47\n\nAccounted for as Follows:\n\nRevolving Fund:\nOn deposit with Continental Trust Co.-Special Account (Including $81.00 Trust Fund for special donations) ........ $\nOn hand\n\n226.36\n\n23.09\n\nTransfer from Continental Trust Co. (regular account to\nreimburse Fund)\n\n4,831.55\n$\n\n5,081.00\n1,737.53\n\n$\n\n3,343.47\n\nLess overdraft at Continental Trust Co. (regular account) ....\n\nWe made a thorough examination in connection with the cash received.\nNo interest is being obtained on bank balances.\nVouchers in support of all cash disbursements were examined and found\ninorder.\nThe balances of the two accounts at the Continental Trust Co. were\n\nverified by a certificate obtained from the bank, and the cash on hand was\nverified by count.\nThe income shows an increase of approximately $23,000 over that of the\nprevious year, principally due to new members and the insertion of advertisements\nin the publications of the N. E. A. Journals. The expenses increased about\n\n"}
{"page": 273, "printed_page": null, "text": "248\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Genera\n\n$16,000 for additional clerical help and other expenses of the General Secretary's\nOffice. The net result for the year showed a surplus of $831.24 compared with\na deficit for the previous year of $5,533.84.\nASSETS AND LIABILITIES\n\nThe following is a statement of the assets and liabilities as at May 31,\n1921 , as shown by the books :\nASSETS\nCash:\n\nSecretary's Fund-In bank (on hand and to be reimbursed\nfrom the regular account)\n\n$ 5,081.00\n\nPermanent Fund ...\n\n420.51\n\nSecurities ( Schedule \" I\" ) at Book Value .\n\n132,005.29\n\nReal Estate:\nCost\n\n.$ 98,000.00\n33,000.00\n\nLess Mortgages Payable .\n\n65,000.00\nFurniture and fixtures :\n\nExpenditures to May 31, 1920 ....\nExpenditures during year ended May 31, 1921 .\n\n6,739.56\n5,199.48\n11,939.04\n\nOld Volumes of Proceedings .......\n\n500.00\n\n$214,945.84\nLIABILITIES\n\n.... $\n\nOverdraft at Continental Trust Co. (regular account) .\nAccounts payable .\nTrust Fund-Special donations .\nTrust Fund- Permanent\n\n1,737.53\n10,848.50\n81.00\n\n197,425.80\n\ninvestment .\n\nReserve for depreciation, furniture, and fixtures .\n\n2,037.28\n\nSurplus\n\n2,815.73\n$214,945.84\n\nThe real estate is carried at cost and the mortgages have been certified to\nus by the holder.\nThe additions to the furniture and fixtures during the year were examined\nand found in order.\n\nThe old volumes of proceedings are carried at an arbitrary value of\n$500. We understand that there are in the possession of the Association some\n13,000 old volumes and 3,000 current 1920 volumes which cost about $0.85 per\nvolume to publish. As these publications appear to be in demand, the value is\nconsiderably higher than that shown on the books.\nWe made a sufficient check to satisfy ourselves that all the liabilities are\nshown on the books and in addition obtained a certificate from the Assistant\nTreasurer to that effect.\nCERTIFICATE\n\nOF AUDITORS\n\nTo the President of the National Education Association :\nWe have audited the accounts of the National Education Association, and of the\n\nTreasurer, and of the Secretary, for the year ended May 31, 1921 , and certify that the\nforegoing statement of Income and Expenses is correct, and is in accordance with the books\nof the Association. The Secretary's Working Fund of $5,000.00 has also been verified by us.\nMARWICK, MITCHELL & Co.\nNEW YORK, JUNE 20, 1921 .\n\n"}
{"page": 274, "printed_page": null, "text": "Sessions]\n\n249\n\nREPORT OF EXECUTIVE COMMITTEE\n\nREPORT OF EXECUTIVE COMMITTEE\nFOR THE\n\nBOARD OF DIRECTORS\nTO THE\n\nREPRESENTATIVE ASSEMBLY\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\nPRESENTED\n\nBY\n\nMRS. JOSEPHINE CORLISS PRESTON, First Vice-President\nThe Executive Committee recommends the following budget for 1921-22.\n\nThis budget is based on the expenditures for the past two years and estimated\nreceipts and needs for the coming year :\nINCOME FOR 1919-20 AND 1920-21 AND ESTIMATED\n\nINCOME\n\nFOR\n\n1921-22\nEstimated\n\nReceipts\n\nBalance brought forward......\n\n.$\n\nFrom sale of volumes .\n\nFrom sale of special reports .\nFrom special contributions .\nFrom miscellaneous .\n\nFrom interest on Permanent Fund .\nFrom commercial exhibits .\nFrom interest and discounts....\nFrom advertising journal.\nFrom loan Continental Trust Co...\nTotal\n\nReceipts\n\nfor\n\nfor\n\n1920-21\n\n1921-22\n\n3.991.57\n\nFrom annual meeting..\nFrom meeting Dept. Supt....\nFrom membership dues.\n\nReceipts\n\nfor\n1919-20\n\n6.394.12\n\n$ 10,877.59\n\n10,996.00\n\n$\n\n2,226.00\n\n2,200.00\n\n5,600.00\n\n4,037.00\n\n2.000.00\n\n71,822.00\n1,068.92\n\n101,405.00\n\n153,222.41\n\n643.89\n\n600.00\n\n971.41\n\n370.00\n\n400.00\n\n859.00\n\n35.50\n\n50.00\n\n42.34\n\n73.88\n\n100.00\n\n12,608.82\n\n4,276.64\n\n6,000.00\n\n968.53\n\n9,921.97\n\n11,000.00\n\n113.57\n\n$109,042.16\n\n7.00\n\n300.00\n\n5,180.83\n5,000.00\n\n16,000.00\n\n$139,571.83\n\n$202,750.00\n\nESTIMATED EXPENDITURES FOR 1921-22\nEstimated\n\nBoard of Trustees .\nExecutive Committee ..\n\nGeneral Secretary's office .\nExpress and freight .\nPrinting\nAppropriations for committees .\nAuditing accounts.\nUnclassified expenses.\nOffice fixtures and furniture .\nAnnual convention .\n\nDepartment of Superintendence .\nRevolving fund ....\n\nPaid out\n\nPaid out\n\n1919-20\n\n1920-21\n\n..$\n\n357.65\n2,234.24\n51,510.34\n2,621.21\n\n$\n\n875.44\n\n1921-22\n\n$\n\n357.65\n\n3,225.37\n\n3,225.37\n\n67,766.58\n961.46\n\n78,800.00\n1,000.00\n\n35,256.48\n\n42,239.78\n\n63,800.00\n\n6,970.04\n\n2,797.74\n\n18,100.00\n\n525.13\n\n678.77\n\n500.00\n\n3,141.60\n1,151.85\n5,752.15\n3,031.09\n4,000.00\n\n564.85\n\n1,000.00\n\n5,199.48\n\n5,000.00\n\n5,065.26\n\n6,000.00\n3,000.00\n\n3,047.62\n\n5,300.00\n\nOn loan...\nTo meet deficit .\n\n10,877.59\n11,089.39\n\nTo provide surplus .\nTotal\n\nExpense\n\n.$116,551.78\n\n$137,722.35\n\n$202,750.00\n\n"}
{"page": 275, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n250\n\n[\nGeneral\n\nAPPROPRIATIONS FOR COMMITTEES\n\nAs required by the By-laws of the Association the Executive Committee and\n\nard of directors have carefully considered the requests for appropriations which\nhave been presented by the chairmen of the various committees and commissions.\n\nWe believe the Representative Assembly should appropriate the following amounts\nfor the year 1921-22 :\nRevenue inquiry, available to Executive Committee .\n\n.\n$4,500.00\n\nCommittee on Visual Education .\n\n100.00\n\nCommittee on Foreign Relations .\nCommittee on Salaries, Tenure and Pensions..\n\n100.00\n\n1,000.00\n1,000.00\n\nCommittee on Organization of Elementary Education .\nReorganization of Secondary Education ..\nCommission on Co-ordination of Research Agencies .\nLegislative Commission ...\n\n100.00\n\n2,500.00\n1,000.00\n1,000.00\n\nCommittee on Health Problems in Education .\n\nCharacter and Citizenship Committee ..\n\n250.00\n\nCommittee on Vocational Education .\nCommittee on Thrift Education ..\nCommittee on Rural Education ..\n\n200.00\n\nIlliteracy\n\n250.00\n600.00\n\n2,000.00\n\nCommission ...\n\nThe Executive Committee recommends that there be voted the sum of $3000\nas a lump sum appropriation to be used if necessity arises, for increasing the\nappropriations already made by action of the Executive Committee, and $500 to be\nadded for increasing the appropriations for departments and state directors.\nThe Executive Committee recommends that the life of all old committees of\n\nthe Association and its departments terminate with this meeting and that hereafter the life of all committees automatically terminate with the year for which\nappointed, except as continued by a vote of the Representative Assembly. It\nrecommends the continuance of the following committees : Committee on Sources\n\nof Revenue ; Committee on Visual Education ; Legislative Commission; Committee on Character and Citizenship; Committee on Foreign Relations ; Committee on Salaries, Tenure, and Pensions; Committee on Expenses of Delegates ;\nCommission on Co-ordination of Research Agencies ; Committee on Reorganization of Elementary Education; Illiteracy Commission; Commission on the Reorganization of Secondary Education ; Committee on Vocational Education ;\nCommittee on Health Problems in Education ; Committee on Thrift Education ;\n\nCommittee on Racial Wellbeing ; Committee on Rural Education ; Committee on\nProblems of High-school Libraries; Committee on Standardization of Schoolhouse Planning and Construction ; Editorial Council.\n\nThe following new committees are recommended : Committee to Co-operate\nwith American Legion ; Committee to Co-operate with Federation of Women's\nClubs; Committee on Finance and Publications of the Council; Committee to\nCo-operate with American School Citizenship League.\nThe Executive Committee recommends that the application of the National\nAssociation of Elementary School Principals for recognition as a department of\nthe Association be accepted by unanimous vote and that it be known as the\n\nDepartment of Elementary School Principals.\nRespectfully submitted,\nEXECUTIVE COMMITTEE\n\nFred M. Hunter, Chairman.\nCarroll G. Pearse\n\n• Josephine Corliss Preston\nThomas E. Finegan\nCornelia S. Adair\n\n"}
{"page": 276, "printed_page": null, "text": "STATE AND LOCAL ASSOCIATIONS AFFILIATED WITH\nTHE NATIONAL EDUCATION ASSOCIATION—\n\nCHARTER MEMBERS, includinG THOSE WHICH\nAFFILIATED BEFORE THE FIRST MEETING\nOF THE REPRESENTATIVE ASSEMBLY\nAT DES MOINES\nAlabama\nALAMEDA-Alameda County, California,\nAlabama Education Association, Dr. T. Education Association, Elizabeth Venard, Secretary.\nW. Palmer, President, Montevallo ;\nH. G. Dowling, Secretary, Cullman. BERKELEY-Berkeley Teachers' Association, Harriet Rose Parker, SecreBIRMINGHAM-Birmingham Teachers'\nAssociation, Emmie Anderson, Secre- tary.\n\nCHICO-Chico Teachers' Club , Mary J.\n\ntary.\n\nMONTGOMERY-The Woman's College\nMahoney, Secretary.\nof Alabama, M. W. Swartz, Secre- CORONA-Corona Teachers' Association,\nCarrie A. DeHaan, Secretary.\n\ntary.\n\nTROY-Faculty of the State Normal GLENDALE-Glendale City Teachers'\nSchool, Mrs. Arthur Owens, SecreClub, Alice Ross Livsey, Secretary.\ntary.\nLOS ANGELES-Faculty of the College\nof Liberal Arts, University of SouthArizona\nern California, Hugh C. Willett,\nArizona State Teachers\n' Association, H.\n\nSecretary.\n\nE. Hendrix, President, Mesa ; Doro- -Los Angeles City Teachers' Club .\nOAKLAND- Oakland Principals' Club ,\nthy I. Gregg, Secretary, Bisbee.\nFLAGSTAFF-Northern Arizona Normal\n\nSchool Faculty, L. B. McMullen,\nPresident.\n\nDora Loges , Secretary.\n-The Oakland Teachers\n' Associa-\n\ntion, H. D. Brassfield, Secretary.\n\nPHOENIX-Phoenix Teachers\n' Associa-\n\n-School Women's Club of Oakland,\nAlice M. Williams, Secretary.\n\ntion, Katherine Tulloch.\n\nTUCSON-Tucson High School, Glen O. SAN\n\nBERNARDINO- San Bernardino\n\nCity Teachers' Club, Emma Knight,\n\nPerkins, Principal.\n\nSecretary.\n\nSAN DIEGO-San Diego Principals'\nArkansas Educational Association, A.\nClub, John Aseltine, Secretary.\nB. Hill, President, Little Rock; Irene SAN FRANCISCO-San Francisco Grade\nTeachers' Association, Dorothy S.\nJones, Secretary, Leslie.\nArkansas\n\nFORT SMITH-Fort Smith Teachers\n'\n\nFarrell, Secretary.\n\nClub, Ruby Washington, President.\n\nSAN JOSE-Faculty Women's Club,\n\nLITTLE ROCK-Women Teachers\n' Asso-\n\nState Normal School, Mary C. Sweet,\nSecretary.\n\nciation, Hazel Murray, Secretary.\n\n-Santa Clara County Teachers' Association, Mary P. Carroll, Secre-\n\nCalifornia\n\nCalifornia State Teachers\n' Association,\n\ntary.\n\nE. Morris Cox, President, Oakland; SANTA ANA-Santa Ana City Teachers'\nA. H. Chamberlain, Secretary, San League, Frances Lapum, CorrespondFrancisco.\n\ning Secretary.\n251\n\n"}
{"page": 277, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n252\n\nSANTA BARBARA-Santa Barbara City GUNNISON-Faculty of the Colorado\nTeachers' Club , Kate Boyer, Secre-\n\nState Normal School, Eva Carpen-\n\ntary.\n\nter, Secretary.\n\nSANTA MONICA-Santa Monica Teach- LA JUNTA-La Junta Teachers' Club,\nHazel Wolfe, Secretary.\ners' Association, W. L. Mason,\nLONGMONT-Longmont Teachers' Club,\nSecretary.\nD. W. Spangler, President.\nSTOCKTON-Stockton Elementary\n\nTeachers' Association, Mrs. May MONTROSE-Montrose Educational AsButler Wiles, 620 N. Hunter St.\n\nsociation, R. R. Brown, Secretary.\n\nVALLEJO Solano Teachers' Club, Olive PUEBLO-The Pueblo Branch of the N.\nE. A., Henrietta Robinson, Secre-\n\nWilson, Secretary.\n\ntary.\n\n-Pucblo Grade Teachers\n' AssociaColorado\n\nColorado Education Association,\n\ntion, District 20, Mabel Kindall,\nSecretary.\n\nGeorge R. Miller, President, Greeley; ROCKY FORD-Rocky Ford Teachers'\nAssociation .\n\nH. B. Smith, Secretary, Denver.\n\nBOULDER-Faculty of the University of STERLING Sterling Public Schools, J.\nA. Sexson, Superintendent.\nColorado, H. M. Barrett, Director.\n-Boulder Teachers' Club, Blanch TRINIDAD- Trinidad Teachers' AssociaRicketts, Secretary.\ntion, Mary Rose O'Brien, Secretary.\nConnecticut\nBRIGHTON-Brighton Teachers, N. J.\nRice, Superintendent.\n\nConnecticut State Teachers' Associa-\n\nCANON CITY-Canon City Teachers\n'\nClub, Millicent Steacy, Secretary.\nCENTER--San Luis Valley Teachers'\n\ntion, Levi T. Garrison, President,\nWillimantic ; S. P. Willard, Corresponding Secretary, Colchester.\n\nAssociation, Fern Dorothy Mitchell, DANBURY - Danbury\nSecretary.\nCOLORADO SPRINGS\n\nTeachers'\nColorado Springs\n\nHigh\n\nSchool\n\nAssociation, Harold I.\n\nLong, Secretary.\n\nFederation of Teachers, Kate Kin- GLASTONBURY- Glastonbury Teachers'\nney, Secretary.\n-Teachers' Association\n\nAssociation, Margaret B. Riddell,\nof\n\nthe\n\nSecretary.\n\nSchool for the Deaf and Blind, MERIDEN- Franklin School Faculty,\nGrace M. Beattie, President.\nDENVER Denver Grade Teachers\n' As-\n\nsociation, Amelie D. Irving, Secretary.\n\n-The Denver High School Teachers\n'\nAssociation, Irene Fisher, Secretary-\n\nAugusta A. Fisher.\n\n-Meriden\n\nTeachers'\n\nAssociation,\n\nGertrude M. O'Connor, Secretary.\n\nRIDGEFIELD-Ridgefield Teachers' Association, Grace C. White, Secretary.\n\nTreasurer.\n\nSHELTON-Shelton Teachers' League,\n-Denver Principals and Directors'\nDorothea A. Verrett, Secretary.\n\nAssociation, H. T. Cluxton, Principal. STAMFORD-Stamford Teachers\n' Asso-High School Masters' Guild of ciation, Harry T. Hart, Treasurer.\nDenver, B. Raymond Greene, Sec- STRATFORD-Stratford Teachers' Assoretary.\nciation, Mary C. Nolan, Secretary.\nFORT COLLINS-Fort Collins Teachers' THOMPSONVILLE-Enfield Teachers' As-\n\nClub, Margaret Demmel, Correspond-\n\nsociation, Mabel E. Thomason, Sec-\n\ning Secretary.\n\nretary.\n\nGREELEY-Colorado\n\nState\n\nTeachers\n\nDistrict of Columbia\n\nCollege Faculty, W. H. Hargrove, Education Association of the District\necretary-Treasurer.\nof Columbia, W. C. Ruediger, Presi-Greeley Teachers' Club, Mary I.\ndent; Adelaide Davis, SecretaryTreasurer.\nComin, Secretary.\n\n"}
{"page": 278, "printed_page": null, "text": "253\n\nAFFILIATED ASSOCIATIONS\n\nWASHINGTON-High School Teachers' ALTON-Alton Public Schools, W. C.\nAssociation, May D. Merrill, Sec- Reavis , Superintendent.\nAURORA-Aurora\n\nretary.\n\nTeachers\n'\n\nAssocia-\n\nDelaware\n\ntion, Veronica G. O'Niel, Secretary.\nDelaware State Teachers\n' Association, CANTON- Canton Teachers' AssociaH. E. Stahl, President, Seaford;\ntion, M. Myrtice Marshall, Secretary.\nAgnes Snyder, Secretary, Newark. CARTHAGE-Carthage College Senate,\nMIDDLETOWN - New Castle County\nH. D. Hoover, President.\nTeachers\n' Association, O. E. MC- CHICAGO-Chicago Teachers' League,\nKnight, Secretary.\nC. A. Hoffman, President.\nFlorida\nCORNLAND-Logan County Teachers'\nFlorida Educational Association, R. L. Association, Nina Grace Mount, SecTurner, Secretary, Tallahassee.\nretary.\nDELAND-Deland Teachers\n' Associa- DECATUR-Decatur Teachers' Association, May P. Williamson, Secretary.\ntion, B. F. Ezell, Superintendent.\n\nPINE CASTLE-Orange County Educa- EAST ST. LOUIS-Grade Teachers'\ntional Association, C. L. Darrance, Fellowship Society, Eva L. Moore,\nSecretary.\n-East St. Louis Teachers' Associa-\n\nSecretary.\nGeorgia\n\nGeorgia Educational Association, Protion, Elsie Tietze, Secretary.\nfessor Kyle T. Alfriend, President, ELGIN-Elgin Teachers' Organization,\nNorma H. Chapman, Secretary.\nMilledgeville; H. D. Meyers, SecEVANSTON-Evanston, Illinois, Teach-\n\nretary, Athens.\n\ners' Club, Julia B. Hynds, Secretary.\n\nHawali\n\nHawaii Education Association, E. S. FAIRBURY-Livingston County TeachCapellas, Treasurer, Hakalau, Ha-\n\ncrs\n' Association, E. W. Powers.\n\nGALESBURG - Faculty\n\nwaii.\n\nHONOLULU-Oahu Teachers\n' Associa-\n\ntion, Ethyl L. Burgun, Secretary.\nWAILUKU-Maui\n\nTeachers\n'\n\nAssocia-\n\ntion, R. C. Bowman, Secretary.\n\nGalesburg\n\n-Galesburg Teachers' Association,\nMrs. Rose M. Hoben Welch, Secretary.\n\nGALENA-Galena\n\nIdaho\n\nof\n\nHigh School.\n\nTeachers'\n\nAssocia-\n\n' Association, tion, Fred Seubert, Secretary.\nIdaho State Teachers\nLucy B. Morton, Secretary, Shelley. GLENCOE-Lake Shore Division of IlliBURLEY-South- Central District Asso-\n\nciation, Mae Lowe, Secretary.\n\nnois State\n\nTeachers' Association,\n\nArthur B. Rowell, Secretary.\n\nCALDWELL-College of Idaho Faculty, GRANVILLE-Illinois Valley Teachers'\nSociety, Anna M. Holliday, Secre-\n\nPaul Murphy, Secretary.\nIDAHO\n\nFALLS- Northeastern\n\nIdaho\n\nTeachers' Association, Coralie Lake,\nSecretary.\n\ntary.\n\nJOLIET-Joliet Township High School\nTeachers' Association, Emily B.\nMack, Secretary.\n\nMoscow-North Central Idaho Teach-\n\n-Joliet Teachers' Federation, Marers' Association, Lillian Skattaboe,\ntina McCarthy , Secretary.\nSecretary.\nLEBANON- The McKendree Teachers\n'\nPOCATELLO- Pocatello Education As-\n\nClub, Howard W. Gould, Secretary.\n\nsociation, Pearl Garrison, Secretary. Lолмı-Sangamon County, Teachers'\n-Southeastern\n\nTeachers'\n\nAssocia-\n\ntion, George H. Crawford, Secretary.\nIllinois\n\nAssociation , Sue U. Stanton, Secretary.\n\nMACOMB-Faculty of the Western Illinois State Normal School, Fannie\n-Illinois State Teachers' Association,\nJackson, Secretary.\nK. D. Waldo, President, Aurora;\nRobert C. Moore, Secretary, Carlin- -McDonough County Teachers' Asville.\nsociation, Margaret Crain, Secretary.\n\n"}
{"page": 279, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n254\n\nMARION-Marion City Schools, A. E.\nHighley, Secretary.\n\n-Principals' Club, Keturah M. Williams , Secretary.\n\nMONTICELLO-Piott County Teachers' GOSHEN-Elkhart\nAssociation, Charles McIntosh, Secretary.\n\nNORMAL-Faculty of the Illinois State\n\nCounty\n\nTeachers'\n\nAssociation , Ida Gilbert, Secretary.\nHAMMOND-Hammond City Teachers\n'\nAssociation, Mary A. Dwyer, Secretary.\n\nNormal University, Edith J. Atkin, HUNTINGTON-Huntington City TeachSecretary.\nOAK PARK- Oak Park and River For-\n\ners, Ella J. Moore, Secretary-Treasurer.\n\nest Township High School, Arthur JEFFERSONVILLE-Federation of JefferG. Bobbitt, Secretary.\nsonville Teachers, Maude Craig, SecOTTAWA-La Salle County Teachers'\nretary.\n\nAssociation, Leslie Tomlinson, Sec- LAFAYETTE-Public School Teachers of\nLafayette, Ella Thompson, Secre-\n\nretary.\n\nPEKIN-Pekin Teachers' Club, Lucille\nPerrill, Secretary.\n\nPEORIA-School Masters' Club of Illinois, Anthony Middleton, Secre-\n\ntary.\n\nLOGANSPORT-Logansport Teachers\n'\nFederation, Minnie Gibbard, Secretary.\n\nMARION CITY-Marion City Schools,\n\ntary.\n\nROCK ISLAND-Twin City Teachers'\nA. E. Highley, Secretary.\nClub, Amelia Fraenkenschuh, Secre- MUNCIE-Muncie Federation of Pubtary.\nlic School Teachers, M. E. Williams,\nSALEM-Marion County Teachers' AsSecretary.\n\nsociation, Mary E. Burns, Secretary. New ALBANY-Federation of New AlSPRINGFIELD-Springfield Teachers\n' Association, Ernestine Fitzger, Secre-\n\nbany Teachers, Ruth Montgomery,\nSecretary.\n\nNOBLESVILLE-Noblesville High School,\ntary.\n\nWAUKEGAN-Waukegan\n\nDivision\n\nof\n\nA. E. Harbin, Secretary.\n\nthe N. E. A., Mabel Ellis, Secretary. PERU-Peru City Teachers' Association, Hester C. Wood, Secretary.\nIndiana\nIndiana State Teachers' Association, SOUTH BEND-South Bend City Teachers' Association, W. W. Borden, SuDonald DuShane, President, Columperintendent.\nbus ; C. O. Williams, Secretary, TERRE HAUTE-Terre Haute Teachers'\nRichmond.\n\nBLOOMINGTON - Bloomington, Indiana,\n\nFederation, Estella Blanche East,\n\nSecretary.\nTeachers' Association, E. E. Ramsey,\nUPLAND-Faculty of Taylor University,\nSuperintendent.\nGeorge Evans, Business Manager.\nSVILLE\n\nCONNER\n\n-Fayette County Teach-\n\ners' Association , A. C. Payne, Super-\n\nWASHINGTON-Washington City\n\nTeachers' Association, R. N. Tirey,\n\nintendent.\n\nEAST CHICAGO Council of East Chi-\n\nSuperintendent.\n\nIowa\ncago Public School Teachers, May\nIowa State Teachers' Association, S.\nSwearingen, Secretary-Treasurer.\nM. Wallace, President, Waterloo;\nELKHART-Elkhart City Schools, B.\nCharles F. Pye, Secretary, Des\nW. Kelly, Superintendent.\nELWOOD-Public School Teachers of Moines.\n\n'\nElwood, E. B. Hargrave, Secretary. AMES-Ames Public School Teachers\nEVANSVILLE-Federation\n\nof Public\n\nSchool Teachers, Lulu J. Robinson,\nPresident.\n\nFORT WAYNE-Fort Wayne Teachers'\n\nAssociation, Mrs. Ora Anderson,\nSecretary.\n\nBOONE-Boone Teachers' Association,\n\nM. Gwynne Ward, Secretary.\n\nAssociation, Elizabeth G. Murphy, BURLINGTON-Burlington Teachers AsPresident.\n\nsociation, Nell J. Brydolf, Secretary\n\n"}
{"page": 280, "printed_page": null, "text": "AFFILIATED ASSOCIATIONS\n\nCEDAR FALLS-Faculty of the Iowa\nState Teachers' College, C. S. Cory,\nSecretary.\n\n255\n\n-Sioux City High School Teachers Club, Mary A. Lord, Secretary.\nWATERLOO-Waterloo Teachers\n' Asso-\n\nCEDAR RAPIDS-Cedar Rapids Grade\nTeachers\n' Association, Mary E. Paul,\n\nciation, Naneen Davis, Secretary.\nKansas\n\nKansas State Teachers' Association, F.\nSecretary.\nL. Pinet, Secretary, Topeka A. E.\nCENTERVILLE-Teachers\n' Federation of\nCenterville, Mrs. Emma Barton, SecCLINTON-Clinton\n\nLuceford, President, Florence.\nCHANUTE- Chanute Teachers\n' Associa-\n\nretary.\n\nTeachers\n'\n\nFedera-\n\ntion, N. Pearl Killion, Secretary.\n\ntion, Cosbe Cummings, Correspond- CLAUDELL-Smith\ning Secretary.\nCOUNCIL BLUFFS-Council\n\nAssociation ,\nBluffs\n\nCounty\n\nWm.\n\nM.\n\nTeachers'\nMcMullen,\n\nPresident.\n\nTeachers' Club, Minnie Hanson, HAYS-Fort Hays, Kansas, Normal\nSchool Faculty, J. P. Callahan, Sec-\n\nTreasurer.\n\nDAVENPORT-Scott\n\nCounty\n\nTeachers'\n\nretary.\n\nAssociation, Harriet J. Koch, Secre- HIAWATHA-Hiawatha Teachers' Association, Daisy Moore, Secretary.\n\ntary.\n\n' IOLA-Allen County, Kansas, Teachers\nDES MOINES-Des Moines Teachers\n'\nFederation, H. D. Eikelberg, Treas-\n\nAssociation,\n\nurer.\n\nCounty Superintendent.\n-Iola Teachers\n' Association, Laura\nAndruss , Secretary.\n\nLovonia\n\nM.\n\nDonica,\n\n-Bureau of Education, Des Moines\nChamber of Commerce, Clay D.\nCITY-Du Bois Teachers'\nKANSAS\nSlinker, Secretary.\nClub,\nMay\nMcClelland, Secretary.\nFAYETTE-Faculty of the Upper Iowa\nCity,\nKansas, High School,\nKansas\nUniversity, E. A. Billings, Secretary.\nAlta L. Haynes, Secretary.\nFORT DODGE-Fort Dodge Teachers'\n-Kansas\nCity, Kansas, Grade\nFederation, Anna L. Petersen, SecTeachers\nLeona Sheppard,\n'\nClub,\nretary.\nGRINNELL-Grinnell Teachers\n' Associa-\n\ntion, Mary A. Evans, Secretary.\nINDEPENDENCE-Buchanan\n\nCounty\n\nSecretary.\n\n-Principals and Supervisors, Elizabeth S. Miller, Secretary.\n\nTeachers' Association, Yetta J. Var- LAWRENCE-Douglas\nCounty Teachers'\nAssociation, O. J. Lane, Superintengason, Secretary.\ndent.\n\nKEOKUK-Elementary Teachers' Club,\n-Educational Council of Lawrence\nTeachers, Mamie Clare Walker, Sec-\n\nFlorence Gabriel, Secretary.\nKEOSAQUA-County Superintendents of\nretary.\nIowa, H. B. Carroll, Secretary.\nLEAVENWORTH – Leavenworth Grade\nMISSOURI VALLEY-Missouri Valley\nTeachers' Club, Ruth Burgard, SecTeachers\n' Association, Helen Giehm,\nretary.\nSecretary.\nLIBERAL-Liberal City Teachers' AssoMUSCATINE- Muscatine City Teachers'\nciation, Clara Pittman, Secretary.\nFederation, Minetta J. Headley, Sec- MCPHERSON-McPherson City Teachretary.\ners' Association, Agnes McDonald,\nNEWTON-Newton Teachers\n' Associa-\n\nSecretary.\n\nPARSONS-Parsons Teachers' Association Ida Griebeling, Secretary.\nOSKALOOSA-Oskaloosa Teachers' As- tion, H. D. Ramsey, Secretary.\nsociation, George W. Walker, Sec- SALINA-Salina City Teachers' Assoretary.\nciation, Edith Harris, Secretary.\n\nSIOUX CITY-Sioux City High School WELLINGTON-Wellington City TeachTeachers Association, Dora Carlson,\n\ners' Association, Ola Evans, Secre-\n\nSecretary.\n\ntary.\n\n"}
{"page": 281, "printed_page": null, "text": "NATIONAL education ASSOCIATION\n\n256\n\nKentucky\n\nKentucky Education Association, R. E.\nWilliams, Secretary, Louisville ; Mrs.\n\nCORNISH-Saco Valley Teachers' Association, Celia H. Sanborn, Secretary.\n\nM. L. Hall, President, Shelbyville. FARMINGTON-Franklin County TeachGLASGOW-Glasgow Public Library.\nHENDERSON-Henderson City Teachers\n'\n\ners' Association, Agnes Mantor, Secretary.\n\nAssociation, Mrs. Claire Hancock, FOXCROFT-Piscataquis County TeachSecretary.\n\ners' Association, W. M. Bottomley,\n\nLOUISVILLE-Faculty\n\nLeague of the\n\nPresident.\n\nGirls' High School, Anna Voegtle, KENNEBUNK-York County Teachers'\nSecretary.\n\nAssociation, M. T. Goodrich, Presi-\n\n-Guild of Louisville Teachers, Edna\n\ndent.\n\nT. Cremin, Corresponding Secretary. MACHIAS -Washington County Teach-Louisville Educational Association,\nAnne Grunder, President.\n\ners' Association, Mary McDonald,\nSecretary.\n\nMOREHEAD-Rowan County Teachers' MAPLETON\nMapleton-Washburn\nAssociation, J. Harlin Powers, SupTeachers\nAssociation,\n'\nElmer H.\nerintendent.\nWebber, Secretary.\nOWENSBORO- Owensboro Teachers\n' AsANSON-Western\nNORTH\nsociation, J. W. Snyder, Secretary.\n\nPADUCAH-Paducah, Kentucky, Public\n\nSomerset\n\nCounty Teachers' Association, Mrs.\nM. E. Manso, Secretary.\n\nSchool Teachers' Association , Adah\n\n'\nL. Brazelton, Secretary-Treasurer. NORWAY-Oxford County Teachers\nAssociation, Edith M. Knight, SecreLouisiana\n\ntary.\n\nLouisiana Public School Teachers' As- PITTSFIELD-Eastern Somerset County\nsociation, L. J. Alleman, Secretary,\n\nTeachers' Association, Annie M. Ful-\n\nNatchitoches ; P. H. Griffith, Presler, Secretary.\nident, Baton Rouge.\nNATCHITOCHES-Louisiana State Nor- PORTLAND-Cumberland County Teach-\n\nmal Teachers' Association, A. G.\n\ners' Association, Florence M. Dole,\nSecretary.\n\nAlexander, Secretary.\n\n-Portland Teachers\n' Association,\nNEW ORLEANS--Faculty of Newcomb\nWill O. Hersey, Secretary.\nCollege, Pierce Butler, Dean.\nPRESQUE ISLE - Aroostook County\nMaine\nTeachers' Association, Alice M. CofMaine Teachers' Association, Richard\nfin, Secretary.\nJ. Libby, President, Westbrook ; -Presque Isle-Westfield Teachers\n'\nAdelbert W. Gordon, Secretary, AuClub , Rowena C. McGowan, Secregusta.\n\ntary.\n\nAndroscoggin County ROCKLAND-Knox County Teachers'\nTeachers' Association, Gladys A.\n\nAUBURN\n\nAssociation, Lena K. Sargent, Sec-\n\nMaines, Secretary.\nretary.\n\n-Auburn\n\nTeachers' Association, SOUTHWEST HARBOR-Hancock County\nClara H. Butler, Secretary.\n\nAUGUSTA-Kennebec County Teachers'\nAssociation, Ada E. Edgecomb, Secretary.\n\nВатH-Sagadahoc County Teachers'\nAssociation, Ellen R. Turner, Secretary.\n\nTeachers'\n\nAssociation,\n\nNellie\n\nB.\n\nMichels , Secretary.\n\nWALDOBORO- Lincoln County Teachers' Association, Agnes L. Creamer,\nSecretary.\nMaryland\n\nBELFAST-Belfast Teachers' Club, Mrs. Maryland State Teachers' Association,\nAnnie L. Black, Secretary.\n\nHugh W. Caldwell, Secretary, Elk-\n\nBROOKS-Waldo County Teachers' As- ton; G. Lloyd Palmer, President,\nsociation, Grace A. Lord, Secretary. Frederick.\n\n"}
{"page": 282, "printed_page": null, "text": "257\n\nAFFILIATED ASSOCIATIONS\n\nBALTIMORE-Faculty of Baltimore SOMERVILLE\nTeachers' Training School, Norman\nW. Cameron, Secretary.\n\nSomerville\n\nponding Secretary.\n\n-Faculty of Christopher Gist School, SWAMPSCOTT-Swampscott\nIda Buchheimer, Secretary.\n-Faculty of the James Monroe\n\nTeachers'\n\nClub, Gladys L. Swallow, Corres-\n\nTeachers'\n\nAssociation, Sarah Bucknam, Secretary.\n\nSchool, Mary V. Thomas, Treasur- WESTFIELD-Westfield Teachers' Assoer.\n\nciation, Anna M. Kennedy, Secre-\n\n-Principals Association of Baltimore, Norman W. Cameron, Direc-\n\ntary.\nMichigan\n\ntor.\n\nMichigan State Teachers' Association,\nFREDERICK-Faculty of Hood College, Charles L. Poor, President, Traverse\nW. Augusta Lantz, Secretary.\nCity; John P. Everett, Secretary,\nMIDDLETOWN\n\n-\n\nFrederick\n\nCounty\n\nKalamazoo .\n\nTeachers\n' Association, H. R. Shoe- ADRIAN\n\nAdrian College Faculty,\n\nCharles W. Obre, Secretary.\n\nmaker, Treasurer.\n\nSALISBURY-Wicomico County Teachers\n' Association, Alice Toadvine,\nSecretary.\nMassachusetts\n\n-Adrian Teachers\n' Club, A. J..\nHypes , President.\nALPENA- The Alpena Teachers' Club ,\nOrrin S. Rice, Secretary.\nANN\n\nARBOR-Ann\n\nArbor\n\nTeachers'\n\nMassachusetts Teachers' Federation,\n\nClub, Catherine Hodson, President.\nMary McSkimmon, President, Brook- CADILLAC-Teachers' Club of Cadillac,\nline; Ernst Makechnie, Secretary,\nEdythe L. Johnson.\nWest Somerville.\nCHELOYGAN-Cheboygan City Teachers' Association, Carl Titus, SuperBOSTON-Boston University School of\nintendent.\nEducation, Arthur H. Wilde, DirecDETROIT-Detroit\n\ntor.\n\nTeachers' Associa-\n\ntion, Blanche E. Morris, Secretary.\nBROOKLINE-Brookline, Mass., Teachers\n' Club, Chauncey W. Waldron, ESCANABA-Escanaba Teachers' CounCorresponding Secretary.\ncil, Charlotte O'Meara, Secretary.\nCHELSEA-Chelsea Teachers'\nClub, GRAND RAPIDS Grand Rapids Teachers'\n\nLouisa Spence, Secretary.\n\nEASTHAMPTON-Easthampton\n\nClub , Mary Frances Hyland,\n\nTeach-\n\nSecretary.\ners' Association, Lucy E. Tripp, Sec- GREENVILLE\n\nGreenville, Michigan,\n' Club , Bess Hutchinson,\nTeachers\n\nretary.\n\nTreasurer.\n\nFITCHBURG-New England Association HIGHLAND\n\nof School Superintendents, E. W.\nRobinson, Secretary.\n\nGREENFIELD-Franklin County Teach-\n\nPARK-Highland Park\n' Club , Mabel C. Willison.\nTeachers\nHOLLY-Holly Teachers' Club , Laura\nCanfield, Secretary.\n\ners' Association, Mildred M. Hart- JACKSON-Jackson Teachers' Club, F.\nwell, Secretary.\nCortright, Secretary.\n\nMALDEN-Malden Teachers' Associa- LAKE CITY-Missaukee County Teachtion, Helen A. Davison, Secretary.\n'\nMILTON-Massachusetts Schoolmasters\n\ners' Association, Gertrude Fern, Secretary.\n\nClub, Leonard M. Patton, Secretary. MUSKEGON-Muskegon Heights TeachNEW BEDFORD-New Bedford Teach-\n\ners\n' Association, Florence E. Moore,\nTreasurer.\n\nNORTH ATTLEBORO-North\n\ners' Club, Mary Harte, President.\n\n-Muskegon Teachers' Club, Grace\n\nA. Davis , Secretary.\nAttleboro SAULT STE. MARIE-Sault Ste. Marie\n\nTeachers' Association, Alice M. Hall,\n\nChapter of the N. E. A., C. W.\n\nSecretary.\n\nBemer, Secretary.\n\n"}
{"page": 283, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n258\n\nSOUTH HAVEN-South Haven Teach- CAPE GIRARDEAU- Faculty of the\n'\nSoutheast Missouri State Teachers\ners\n' Club, Pearl Marsh, Secretary.\nCollege, Christine W. Randolph, SecMinnesota\n\nretary.\n\nBEMIDJI-Bemidji Unit of the N. E. -Community Teachers' Association\nA., J. A. Elson, Secretary.\nNumber One, Florence W. Walker,\nDULUTH-Atlantic Gateway AssociaSecretary.\ntion, Frank B. Carey, Secretary.\nDE KALB-Community Teachers' AsMANKATO-Mankato Teachers\n' Assosociation of Buchanan County, Mrs.\nciation, Minnie E. Parker.\n\nF. E. Henzlik, Secretary.\n\nMINNEAPOLIS-Augsburg Seminary Li- KANSAS CITY-Association of High\nbrary and Faculty, J. L. Nydahl, Librarian.\n\n-Grade Teachers' Section of The\nMinneapolis Teachers' League, Nora\nM. Barron, Secretary.\n\n-Minneapolis Division of the Minne-\n\nSchool Women, Jane Adams.\n-Council of Negro Teachers, W.\nW. Yates School.\n\n-Elementary School Principals' Association, W. T. Longshore, President.\n\nsota Education Association, Jane M.\nHarris , Secretary.\n\n-Kansas City Teachers\n' Club, Pearl\n\n-Minneapolis Grade Teachers' Association, Harriet E. Scofield, Sec-\n\n-Schoolmasters' Club, W. H. John-\n\nF. Shaw, Secretary.\n\nson, President.\nKIRKSVILLE-State Teachers' Club, Elma Poole, Registrar.\nNORTHFIELD - Bookmen's Department\nof Minnesota, C. E. Payne, Secretary. -Senior Class, State Teachers' College, Bracy Cornette, Secretary.\n--Faculty of Carleton College, DoroKIRKWOOD\nthy Pattee, Secretary.\nKirkwood Community\nretary.\n\nST. PAUL-St. Paul Branch of N. E.\nA., E. J. Harrell, Secretary.\nMississippi\n\nMississippi State Teachers' Association, H. L. McCleskey, President,\n\nTeachers\n' Association, W. C. Havenor, Secretary.\n\nMEMPHIS-Scotland County, Missouri,\nCommunity Association, Mrs. Lenora\nHarding.\n\nHattiesburg; W. N. Taylor, Secre- NEVADA-Public School Teachers, C.\ntary, Jackson.\nCORINTH- Teachers' Professional Study\n\nClub , Clara N. Ray, Secretary.\nGREENVILLE\n\nWashington County\n\nF. Daugherty, Acting Secretary.\n-Vernon County Community Teachers\n' Association, Chloe E. Millikan;\nSecretary.\n\nTeachers' Association, Herman W. ST. LOUIS-Elementary School Principals' Association, Robert St. Clair,\n\nSolomon, Secretary.\n\nSecretary.\nMissouri\n\n-St. Louis District Association of\n\nMissouri State Teachers' Association,\nA. L. Threlkeld, President, Chilli-\n\nthe Missouri State Teachers\n' Asso-\n\ncothe ;\n\nE.\n\nM.\n\nCarter,\n\nSecretary-\n\nTreasurer, Columbia.\n\nciation, Jennie Wahlert, Secretary.\n-St. Louis Froebel Society, Mary\nA. Flynn, Treasurer.\n\nASHTON-Clark County Teachers' As-\n\n-Teachers' Fellowship Society, Helsociation, Eugene D. Hess, Secreena V. Marshall, Secretary.\ntary.\nSEDALIA-Community Teachers' AssoCOLUMBIA-Columbia Association, Joy\nciation, Nina K. Slater, SecretaryFewsmith, Secretary.\n\nTreasurer.\n\n-Stephens Junior College Faculty,\nJames M. Wood, President.\n\n-Pettis County Teachers' Associa-\n\nCHARLESTON\n\ntion, Myrza Quaintance, Secretary.\n\nCommunity Teachers' WARRENSBURG\n\nWestern\n\nCentral\n\nAssociation, Mabel Roberts, Secre-\n\nTeachers' Association, C. N. Phillips,\n\ntary.\n\nSecretary.\n\n"}
{"page": 284, "printed_page": null, "text": "AFFILIATED ASSOCIATIONs\n\n259\n\n-Teachers' Community Association, LITTLETON-Littleton Teachers' Club,\nCentral Missouri State Teachers ColBertha C. Manchester, Secretary.\nlege, George R. Crissman, President. MANCHESTER\nManchester Teachers\n'\nMontana\nGuild, Annabel D. Wyman, SecreMontana State Teachers' Association,\ntary.\n\nC. Ivan Winslow, Secretary, Lewis- PORTSMOUTH\n\n-\n\nPortsmouth Teachers'\n\ntown; F. L. Cummings, President,\n\nAssociation, Mary L. Griffin, Secre-\n\nLewistown.\n\ntary.\n\nMISSOULA-The Missoula Grade Teach- SALMON FALLS\nStafford County\nTeachers' Association, Edith M.\ners' Club, 169 Aurelia Boles, SecreAustin, Secretary.\ntary.\nTILTON-Winnepesaukee Teachers' AsNebraska\nsociation, Florence M. Shaw, TreasNebraska State Teachers' Association,\nurer.\nJ. A. Beveridge, President, Omaha ;\nNew Jersey\nH. O. Sutton, Secretary, Kearney.\nCHADRON-State Normal School Fac- New Jersey State Teachers' Associaulty, Amanda B. Osnes, Secretary.\ntion , J. J. Unger, President, Bridgeton; Henry J. Neal, Secretary, ColELGIN-North Nebraska Teachers' Aslingswood.\nsociation, Ada M. Lonneker, SecreATLANTIC CITY-Atlantic City Teachtary.\ners' Association, Mabel Gilbert,\nGENEVA-Fillmore County Educational\nPresident.\nAssociation , Margaret E. HaughaBAYONNE-Bayonne Teachers' Assowatt, Secretary.\nciation, Mildred F. Higgins , SecreGREELEY-Loup Valley Teachers' Association, B. A. Kennedy, Secretary. tary.\nKEARNEY-Kearney Educational Asso- BRIDGETON-Academy High School,\nciation, Mabel P. Scoutt, Secretary.\nMark Brenner, Principal.\n-Nebraska - Woman's Educational -Bank Street School Faculty-ChesClub, Mary Crawford, Secretary.\nter Robbins, Secretary.\nLINCOLN Lincoln Teachers' Associa- -Bridg\neton Teachers' Club, Esther\ntion, Blanche Rowe, Secretary.\nE. Bacon, Secretary.\nOMAHA-Omaha School Forum, Ruth\n-Irving Avenue School, Emma W.\nRinehart, Recording Secretary.\nWestcott, Secretary.\n\n-Primary\n\nKindergarten\n\nCouncil,\n\nOrietta S. Chittenden, President.\nWAYNE-State Normal School Fac-\n\nulty, U. S. Conn, President.\nNevada\n\n-Monroe Street Teachers' Associa-\n\ntion, Horace M. Perry, Secretary.\n-Pearl Street Teachers' Association,\nHorace M. Perry, Secretary.\n-South Avenue Teachers\n' Associa-\n\ntion, Norman A. Wright, Secretary.\n' Association,\nNevada State Teachers\nStreet School, Clara T. Mul-Vine\nE. L. McKeown, President, Carson;\nSecretary.\nford,\nSecretary,\nReno.\nVaughn,\nE. Otis\nCAMDEN\nCamden High School\nNevada\nNorthern\nCARSON CITY\nAssociation\nTeachers\n, Viola M.\n'\nTeachers Association, E. L. Mc-\n\nBlaisdell , Treasurer.\nKeown, President.\n\nEAST ORANGE-East Orange Teachers'\nNew Hampshire\nAssociation, Jean M. Hall, Secretary.\nNew Hampshire State Teachers' AssoHigh School Teachers' Association,\nciation, Catherine A. Dole, PresiCharles W. Evans, Secretary.\n\ndent, Lebanon; Caroline E. Head, ELIZABETH-Elizabeth Teachers' Asso\nSecretary, Manchester.\nEXETER-Rockingham County Teach-\n\nciation , William M. Duncan, Presi\ndent.\n\ners Association, Frances Philbrook, ENGLEWOOD\nSecretary.\n\nEnglewood \" Teachers\n'\n\nClub, Luella Wohlfert, Secretary.\n\n"}
{"page": 285, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n260\n\n'\nRutherford Teachers\nGARFIELD-Garfield Teachers\n' Associa- RUTHERFORD\nAssociation, M. C. C. Porth, Secretion, Elsie A. Farrell, Secretary.\n-\n\n'\nHACKENSACK - Hackensack Teachers\n\ntary.\n\nSchool, W. Kelton\nAssociation, William B. Cornish, SHILOH-Shiloh\nEvans, Principal.\nSecretary.\n\nIRVINGTON-Irvington Public School\nTeachers' Association, Cora B. Mac-\n\nSUMMIT-Summit Teachers' Association, Elizabeth F. Harrison, Secretary.\n\nTRENTON-Mercer County Teachers\n'\nClub, J. M. Arnold, County SuperLODI-Lodi Teachers' Association,\nintendent.\nSara C. U. Mercer, Secretary.\nMahon, Secretary.\n\nLONG BRANCH-Long Branch Teach- VINELAND-Vineland Teachers' Assoers' Association, M. Agnes Marsh,\n\nciation, H. W. Weidner, Secretary.\nWEEHAWKEN-Town of Union Teach-\n\nTreasurer .\n\nMAYS LANDING Teachers Association\n\ners' Association, Margaret D. Kelley,\nPresident.\n\nof Hamilton Township, S. G. Hu- WEST ORANGE-West Orange Teachber.\ners\n' Association, Beulah B. Doan,\nMILLVILLE-South Millville School,\nSecretary.\nWOODCLIFF-West New York TeachEmma Ford, Principal.\nMONTCLAIR-Public School Teachers'\ners' Association, Lenora Spellman,\n\nAssociation, Maud A. Howes, Sec-\n\nSecretary.\nNew Mexico\n\nretary.\n\nNEWARK-First and Head Assistants' New Mexico Educational Association,\nJohn Milne, Secretary, Albuquerque.\nAssociation, Alice C. Campion, Sec- ALBUQUERQUE-Albuquerq\nue Public\nretary.\n\n-Grade Teachers' Organization, L.\nHilda Rose, Corresponding Secretary.\n\nSchool Teachers' Association, John\nMilne, Superintendent.\nCLOVIS-Curry County Teachers' Association, E. W. Bowyer, Acting Sec-\n\n-High School Women's Associaretary.\n\ntion, Elizabeth Waite, Secretary- LAS CRUCES\nDona Ana County\n-Kearney Branch of the N. Ε. Α., Teachers' Association, Clarence J.\nTreasurer.\n\nSmith, President , Las Cruces; FileMabel Kysor, Treasurer.\nman T. Martinez, Secretary, Mesilla.\n-Newark Schoolmen's Club, WalRATON-Raton Teachers\n' Association,\nter W. Shaffer, Treasurer.\nL. C. Rhoades, Superintendent.\n-Newark Teachers' Association,\nNew York\nElizabeth G. Haddow, Secretary.\n-Newark Women Teachers' Guild, New York State Teachers' AssociaMary W. Nichols, Corresponding tion , John A. DeCamp, Utica, PresiSecretary.\ndent; Richard A. Searing, Secretary,\n\n--Supervising Principals and Vice\n\nRochester.\n\nPrincipals, Margaret G. Horan, Sec- ALBANY-Faculty of New York State\nretary.\n\nCollege for\n\nPATERSON-Paterson Teachers' Asso-\n\nciation, Daisy Brown, Secretary.\n-\n\nPEMBERTON\n\nProgressive Teachers'\n\nTeachers, John\n\nM.\n\nSayles, Secretary.\n\nALFRED-Faculty of Alfred University,\nBoothe C. Davis, President.\n\nLeague, Clara E. Kelsey, Secretary. AMSTERDAM - Montgomery\n\nCounty\nTeachers\n' Association , Evelyn M.\nKavanaugh, Secretary.\n\ners' Association, Glenworth Sturgis. ANNANDALE-ON-HUDSON\nRAHWAY-Rahway Elementary Teachers\n' Association, Helen S. Elliott,\nSecretary.\n\n-\n\nPERTH AMBOY-Perth Amboy Teach-\n\nPresident\n\nand Faculty of St. Stephens College\nE. C. Cook, Secretary.\n\n"}
{"page": 286, "printed_page": null, "text": "261\n\nAFFILIATED ASSOCIATIONS\n\nAURORA-Wells College Faculty, Clara MOUNT VERNON\nMount Vernon\nTeachers' Association, Emil Nielsen,\nA. Bliss, Secretary.\nPresident.\nBINGHAMTON-Binghamton Teachers'\nNEW\nYORK-Association of Public\nAssociation, Mildred Smith, SecreSchool\nTeachers of Crippled Chiltary.\ndren, Adelaide Guggenheimer, Treasurer.\nBROOKLYN-Association of Teachers of\nClasses for Blind and Sight Con- -American Social Hygiene Association, William F. Snow, General\nservation, Frances E. Moscrip.\nDirector.\n-Association of Teachers of Dis-Association of Teachers of Districts 32, 36 New York City, Mrs.\n-\n\ntricts 1, 5, and 7, Katherine Scholl,\nSecretary.\n\nMinnie Swain, Secretary.\n\n-Brooklyn Teachers' Association,\n-Faculty of Teachers College, James\nEmma E. Germann, Secretary.\nE. Russell , Dean.\n\n-Faculty of Adelphi College, James\nW. Park, Secretary.\n\n-Local Affiliated Association of N.\nE. A. of 17th and 18th Districts,\n\n-Heads of Department Association,\nFanny A. Wilson, Recording Sec-\n\n-Music Teachers' Association\n\nretary.\n\nNew York City, Ethel V. Cooledge,\n\nMary G. Spillane, Secretary.\nof\n\n-Maxwell Pedagogical Association,\n\nSecretary.\n\nElla P. Merrill , Secretary.\n\n-Public School Teachers of the\nDeaf, Public School No. 47, Beatrice\n\n-The New York Principals' Association, Sara L. Rhodes, Corresponding Secretary.\n\n-Public School No. 103, Francis W.\nPowers, Principal.\n-Public\n\nSchool\n\n152,\n\nJeannette\n\nBorchers, Assistant Principal.\n-School Districts 31, 34, and 35 of\nBrooklyn, Amy Hobbs Buhle, Sec-\n\nM. Velten, Secretary.\n\n-Public School Number 27, Borough\nof the Bronx, Arthur G. Gorton,\nPrincipal.\n\n-Public School Number 30, Borough\nof Manhattan, Albert Loerrithon,\nPrincipal.\n\nretary.\n\n-Public School Number 51, Borough\nof Manhattan, Joseph Chankin,\n\n-Public School Number 75, M. H.\nBarlett, Assistant Principal.\n\n-Public School 80, Borough of\n\n-Public School Number 112, Thom-\n\nQueens.\n-Teachers' Association of District\n\nas H. Hughes, Principal.\n-Training School Teachers' Association, Charlotte E. Bolduan, Secretary.\n\nBUFFALO-Buffalo Federation Educational Associations, Richard R. Dry,\nTreasurer.\n\nEAST AURORA-Erie County Teachers'\nAssociation, William E. Pierce, Secretary.\n\nELMHURST-Teachers' Association of\nthe Borough of Queens, Adele\nWheeler Shelsey, Secretary.\n\nHILLSDALE- Columbia County Teach-\n\nPrincipal.\n\n6, Jessie B. Colburn, Secretary.\n-The Public School Kindergarten\nAssociation, Mae B. Higgins, President.\n\n' Asso-The Staten Island Teachers\n\nciation, Lucy Lomax, Secretary.\n' Association,\n-Ungraded Teachers\nFlorence J. Clark, Secretary.\n-Vocational School for Girls Teach-\n\ners' Association, Bessie Abrams, Secretary-Treasurer.\n\nNIAGARA FALLS-Niagara Falls Teachers\n' Association, Clark J. Peet, Secretary.\n\ners' Association of Third District, NORTH TONAWANDA-North TonawanIrving M. Deane, Secretary.\nJAMESTOWN-Jamestown Teachers' As-\n\n' Association, Elizabeth\nda Teachers\nDibble, Secretary.\n\nsociation, Mildred B. Willson, Sec- NORWICH-Norwich Teachers' Association, Lillian O. Ford, President.\n\nretary.\n\n"}
{"page": 287, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n262\n\nOhio\n\nORWELL- Teachers of First Supervis-\n\nory District of Oswego County, Lau- Ohio\nra Smith, President.\nPORT CHESTER-Port Chester Teach-\n\ners' Association, Mildred E. Wilson,\n\nState\n\nTeachers' Association,\n\nW. H. Kirk, East Cleveland, President ; Frank E. Reynolds, Secretary,\n\nWest Park.\n\nSecretary.\n\nBEREA-Faculty of Baldwin Wallace\nSAG HARBOR-Pierson High School\nCollege, C. W. Hertzler, Secretary.\n\nTeachers' Association, Ortha L. Wil- BLUFFTON-Faculty of Bluffton Colner, Secretary.\n\nlege, S. K. Mosiman, President.\n\nSTATEN ISLAND-Association of Super- CHATFIELD-Crawford County Rural\nvisors of Drawing, Adeline Mills,\nPresident.\n\ntion, H. W. Bowersmith, Superin-\n\n-\n\nWATERLOO\n\nSupervisors' and Principals' Associa-\n\nTeachers\n\nof Waterloo\n\ntendent.\n\nPublic Schools, Elizabeth Staley, Sec- CINCINNATI- Cincinnati Schoolmasters'\nretary.\n\nClub, M. R. McElroy, Secretary.\n\nYONKERS- Yonkers Teachers\n' Association, May B. Archer, Treasurer.\nNorth\n\nCarolina\n\n-Cincinnati Association\n\nPublic\n\nSchool Teachers, Dora Kruckemeyer,\nSecretary.\n\nNorth Carolina Teachers\n' Assembly,\nR. H. Latham, President, WinstonSalem; A. T. Allen, Secretary-\n\n-The Cincinnati Women Teachers'\n\nAssociation, Nell B. Mitchell, Corresponding Secretary.\nCLEVELAND-Cleveland Teachers\n' Fed-\n\nTreasurer, Raleigh.\n\nDURHAM-Durham City Teachers' As-\n\nsociation, Quinton Holton, Acting\nSecretary.\n\nELON COLLEGE-Elon College Faculty,\n\neration, H. T. McMyler, President.\n-Cleveland Heights Teachers' Association, Charlotte E. Williams, Cor-\n\nresponding Secretary.\n\nDAYTON-Dayton Teachers\n' Club, Bess\nW. A. Harper, President.\nM. Floyd, Secretary.\n'\nSALISBURY-Salisbury City Teachers\n\nAssociation, Carrie M. Roberts, Sec- EAST LIVERPOOL-East Liverpool Teachers' Association, Eva A. Shaw, Cor-\n\nretary.\n\nWARRENTON-Warren\n\nCounty\n\nLocal\n\nresponding Secretary.\n\n113, J. F. Allen, County Superin- ELYRIA-Elyria Teachers' Club, Jean\nC. Gessner, Secretary.\n\ntendent.\n-\n\nWASHINGTON\n\nWashington\n\nLocal IRONTON-Lawrence County Teachers'\n\nBranch 65, Mrs. E. T. Campbell,\n\nAssociation, Edward Q. Swan, Su-\n\nSecretary.\n\nperintendent.\n\n' Club, Fern\nWILMINGTON- New Hanover County LORAIN-Lorain Teachers\nTeachers' Association, Julia H. Hill,\n\nStewart,\n\nSecretary-Treasurer.\n\nMARION-Marion City Teachers' Association, Grace D. Wingett, SecreWINSTON- SALEM -Winston-Salem City\nSecretary.\n\ntary.\nTeachers' Association, Anna Lula\nDobson, Secretary.\nNORWOOD-Norwood Teachers\n' AssoNorth\n\nDakota\n\nNorth Dakota State Teachers\n' Associa-\n\nciation, Louise M. Jackson, Secretary.\n\ntion, G. W. Hanna, President, Val- OBERLIN-Faculty of Oberlin College,\nley City ; W. E. Parsons, Secretary,\nBismarck.\n\nMINOT-Minot Education Association,\nHazel McCulloch, Secretary.\n\nGeorge M. Jones, Secretary.\nPLYMOUTH-Huron County Teachers'\n\nAssociation, Sara D. Knapp, Secretary.\n\nVALLEY CITY-State Normal School ROCKY RIVER\nCuyahoga County\nFaculty, C. L. Kjerstad, CorrespondTeachers\n' Association, Elsie L. Clev-\n\ning Secretary.\n\nerdon, Secretary.\n\n"}
{"page": 288, "printed_page": null, "text": "AFFILIATED ASSOCIATIONS\n\n263\n\nWashington\nCounty\nSPRINGFIELD-Springfield Teachers' As- HILLSBORO\nTeachers' Association, N. A. Frost,\nsociation, John T. Shumaker, Sec-\n\nSuperintendent.\n\nretary.\n\nTOLEDO-Toledo Teachers\n' Association, MEDFORD-Grade Teachers' Association,\nFern Daily, Secretary.\nLucile Manton, Corresponding SecPORTLAND\nPortland High School\nretary.\nTORONTO Jefferson County Teachers\n'\nAssociation, Clara Boyer, Secretary.\nURBANA-Champaign County Public\nSchools, A. G. Welshimer, Superintendent.\n\nTeachers\n' Association, Helen Lucas,\nCorresponding Secretary.\n-Portland Grade Teachers' Associa-\n\ntion, Grace Towslee, Secretary.\n-Portland Principals' Association,\nC. E. Ferguson.\n\nYOUNGSTOWN-City Teachers' AssociaPennsylvania\n\ntion, H. K. Rayen.\n\nZANESVILLE-Zanesville Teachers\n' As- Pennsylvania State Education Association, William W. Evans, President,\nsociation, Alice S. Gillespie, CorBloomsburg ; James Herbert Kelley,\nExecutive Secretary, Harrisburg .\n\nresponding Secretary.\nOklahoma\n\nOklahoma State Teachers' Association , ALTOONA\n\nN. O. Hopkins, President, Okmulgee ;\nM. A. Nash, Secretary, Oklahoma\nCity\n.\n\nANADARKO-Caddo County Education\n\n-\n\nAltoona\n\nTeachers'\n\nInsti-\n\ntute, S. H. Layton, Secretary.\n-Blair County Teachers' Institute,\nH. John Hennen, Secretary.\n\nAssociation, R. E. Forbes, Secretary. ARDMORE-Ardmore Avenue School,\nEdgar Robinson, Principal.\nDURANT-Southeastern State Normal\nCHESTER-Chester\nTeachers' AssociaSchool, H. G. Bennett.\nIDABEL-McCurtain County Teachers'\n\ntion, Anna G. Stewart, Secretary.\n\nAssociation, Vesta Kilgore, Secre- EASTON-Easton Teachers' Associatary.\ntion, Maud H. Peet, Secretary.\nINDIANAPOLIS-Custer County Teach-Lafayette College Faculty, William\ners Association, Florence I. Nash,\nS. Nall, Secretary.\nSecretary.\nEAST STROUDSBURG-East Stroudsburg\nSHAWNEE-Shawnee Teachers' AssoState Normal School, Frank E. Bakciation, Bula Barnard, Secretary.\ner, Principal.\nTAHLEQUAH-Northeastern Oklahoma\n\nEducational Association, J. M. Hack- EDINBORO-Edinboro Teachers' Association, Harriet Chapman, Secretary.\n\nler, Treasurer.\n\nTISHOMINGO-Johnston County Edu- ERIE-Erie Teachers' Association, G.\ncation Association , W. C. Herring,\n\nR. Fisher, Secretary.\n\nPresident.\n\n' Institute, H.\n-Erie City Teachers\n\nTULSA- Faculty\n\nof\n\nTulsa\n\nPublic\n\nE. Stone, Secretary.\n\nSchools, E. E. Oberholtzer, Super- FRANKLIN-Franklin Teachers' Assointendent.\nciation, Grace Moore, Secretary.\n-Tulsa Public Schools, E. E. OberHARRISBURG-Harrisburg Teachers\n' Inholtzer, Superintendent.\nWEATHERFORD- Southwestern\n\nOkla-\n\nhoma Educational Association, W.\nP. Powell, Secretary.\n\nWILBURTON-Latimer County Teachers\n' Association, Ora Dollins , Secretary.\nOregon\n\nOregon State Teachers\n' Association,\n\nstitute, F. E. Downes, Superintendent.\n\nHOMESTEAD-Homestead Teachers' As-\n\nsociation, Anna V. Murphy, Secretary.\n\nINDIANA-Faculty of the State Normal\nSchool, John A. H. Keith, President.\n\nMary L. Fulkerson, President. Sal-\n\nem; E. D. Ressler, Secretary-Treas- KANE-Kane Teachers' League, Emurer, Corvallis.\nma E. Christian, President.\n\n"}
{"page": 289, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n264\n\nSouth\n\nCarolina\n\nLEWISBURG-Bucknell University Library, W. E. Martin, Librarian.\n-Faculty of Bucknell University.\n\n-South Carolina State Teachers\n'\nAssociation, E. C. McCants, Presi-\n\nMOUNT UNION-Mount Union Teach-\n\ndent, Anderson ; R. C. Burts , Secre-\n\ners' Club, Edna Oppel, Secretary.\n\ntary, Rock Hill.\n\nNORRISTOWN-Teachers of Montgom- ROCK HILL-Winthrop College Facery County, J. Horace Landis, Su-\n\nulty Association, J. E. Walmsley,\n\nperintendent.\n\nSecretary.\n\nSouth Dakota\nOIL CITY-Oil City Teachers' Association, Jean Mackenzie, Secretary.\nSouth Dakota Education Association,\nJ. C. Lindsey, President, Mitchell ;\nPHILADELPHIA-High School Men's\nProfessor A. H. Seymour, Secretary,\nAssociation, J. Howard Longacre,\n\nAberdeen.\n\nSecretary.\n\n-Philadelphia Teachers' Association, ABERDEEN-Aberdeen Teachers' AssoEmily M. Renshaw, Secretary.\n\nciation, Roland R. Deimer, Acting\n\n-University Council of Temple Uni-\n\nSecretary.\n\n-Northern Normal and Industrial\nversity, Dean Laura H. Carnell.\nSchool, J. Willard Thomas , SecrePITTSBURGH- Faculty Association of\ntary.\nthe University of Pittsburgh, A. P.\nMADISON-Eastern South Dakota State\n\nJames, Secretary.\n\n-Pennsylvania College for Women.\n-Pittsburgh Teachers' Association,\n\nNormal School, B. M. Lawrence,\nSecretary.\n\nMary Rowlands, General Secretary. REDFIELD-Spink County Educational\n-Principals' Round Table of Allegheny County, W. H. Sprenkle, Sec-\n\nAssociation, G. Helen Wilhelm, Secretary.\n\nSPRINGFIELD-Southern State Normal\n\nretary.\n\nREADING-Reading Teachers' Association, C. Gilbert Hintz.\n\nSchool, C. G. Lawrence, President.\nTennessee\n\nSLIPPERY ROCK-Slippery Rock State Tennessee State Association of TeachNormal School, J. Linwood Eisenberg, Principal.\nWEST CHESTER-State Normal School\n\ners, J. L. Highsaw, President, Memphis; P. L. Harned, Secretary,\nClarksville.\n\nFaculty, Andrew Thomas Smith, HOHENWALD-Lewis County Teachers'\nPrincipal.\n\nAssociation, Mrs. O. Baker, Secre-\n\nWILKINSBURG-Teachers' Institute, Jas. tary.\nL. Allison, President.\nKNOXVILLE - Knoxville Teachers'\nTeach-\n\nWILLIAM SPORT-Williamsport\n\nLeague, W. E. Evans, President.\n\ners' Association, Marguerite I. Quig- NASHVILLE-Faculty of George Pealey, Secretary.\n\nbody College, Bruce R. Payne.\n\nPhilippine Islands\n\nCASTILLEJOS,\n\nZAMBALES\n\nTexas\n\nZambales\n\n' Association,\nTexas State Teachers\n\nTeachers' Association, Marcelo H.\nAcavan, President.\n\nLela Lee Williams , President, Dal-\n\nlas ; R. T. Ellis, Secretary, Fort\nWorth .\n\nRhode Island\n\nCANYON-West Texas State Normal\n\nCENTRAL FALLS- Central Falls Teach-\n\nCollege.\n' CounDALLAS-Dallas Grade Teachers\n\ners' Association , Sara Beattie, Presi-\n\ncil, Josephine Wilson, Corresponding\ndent; Norman E. White, Secretary.\n\nSecretary.\n\nPROVIDENCE-Public School Teachers' EL PASO Teachers' Association of El\nAssociation,\nSecretary.\n\nKatherine U.\n\nPierce,\n\nPaso, Lucile Smith, Corresponding\nSecretary.\n\n"}
{"page": 290, "printed_page": null, "text": "265\n\nAFFILIATED ASSOCIATIONS\n\nFORT WORTH-University Faculty of SANDY-Jordan District Teachers' AsTexas Christian University, Colby D.\nsociation, E. Ray Beck, Secretary.\nHall, Dean.\n\nSPANISH FORK-Nebo Teachers\n' Asso-\n\nFREEPORT-Freeport Teachers, O. A.\n\nciation, J. Ralph Wilkins, President.\n\nFleming, Secretary.\n\nVermont\n\nGALVESTON-Galveston City Teachers' Vermont State Teachers' Association,\nAssociation, Alice Block, Secretary.\nHOUSTON-Houston Teachers\n' Associa-\n\ntion, Edith M. Bradley, Correspond-\n\nM. D. Chittenden, President, Burlington ; Florence Wellman, Secretary, Brattleboro.\nBRATTLEBORO\n\ning Secretary.\nHUNTSVILLE-Sam\n\nHouston\n\nNormal\n\nBrattleboro Teachers'\n\nAssociation, Mary Croker, Secretary.\n\nBURLINGTON-Burlington Public School\nInstitute, H. F. Estill, President.\nKARNES CITY-Karnes County Rural\nTeachers' Association, Essie M. SylTeachers\n' Association, L. P. Lightvester, Secretary.\nsey, County Superintendent.\nRICHFORD-Richford Teachers' AssoKAUFMAN-Kaufman County Teachciation, Charlotte E. Hopkins , Secers, Mary E. Nash, Secretary.\nretary.\nMINERAL\n\nWELLS\n\n-\n\nMineral Wells SHELBURNE-Vermont Women Teach-\n\nTeachers' Association, John D. Port-\n\ners' Club, Mary M. Deyett, Secretary.\n\ner, Secretary.\n\nVirginia\n\nVIEW-Prairie View State Virginia State Teachers' Association,\nPRAIRIE\nNormal and Industrial College of\nTexas.\n\nSPEARMAN-Hansford County Teachers' Institute, Nellie Hart, Secretary.\n\nDr. W. R. Smithey, President, University ; Wm. T. Sanger, Secretary,\n\nRichmond.\n\nWACO-Waco Grade Teachers' Asso- BEDFORD-Bedford County Teachers'\nciation, Leonie Ahrenbeck, Corres-\n\nAssociation, Bessie Coppedge, Secretary.\n\nponding Secretary.\n\nBridgewater College\nFaculty, Mattie V. Glick, Secretary.\n-Rockingham Teachers' Association, Lina E. Sanger, Secretary.\n\nBRIDGEWATER\nUtah\n\nUtah Educational Association, Chas.\n\nH. Skidmore, President, Brigham\n\nCity; J. Challen Smith, Secretary, BRISTOL-Bristol Teachers' Association, Ilia Miller, Secretary-Treasur-\n\nSalt Lake City.\n\nAMERICAN FORK-Alpine Teachers' As-\n\ner.\n\nsociation, IrvingL. Pratt, Secretary. Cherrydale-Arlington County TeachBOUNTIFUL-Davis County Teachers\n'\nAssociation, Jessamine Shepherd,\nSecretary.\n\nBRIGHAM CITY-Box Elder Teachers\n'\n\ners' Association, Helen H. Rains,\nSecretary.\nDANVILLE-Danville Teachers\n' Associ-\n\nation, Lily F. Walton, Treasurer.\n\nAssociation, Alf L. Freeman, Sec- HAMPTON\nretary.\n\nElizabeth City County\n\nTeachers' Association, Louise Childs,\n\nKAMAS-South\n\nSummit\n\nEducational\n\nSecretary.\n\nAssociation, Clarence Probst, Presi- HARRISONBURG-Harrisonburg Teachdent.\n\ners'\n\nLOGAN CITY-Logan\n\nCity Teachers'\n\nAssociation,\n\nEthel\n\nSpilman,\n\nPresident.\n\nAssociation, Agnes K. Dewey, Sec- LEBANON-Russell County Teachers'\nretary.\nSALT LAKE\n\nAssociation, R. N. Anderson, SuperCITY-Granite\n\nTeachers\n'\n\nintendent.\n\nLynchburg Teachers\n'\nAssociation, Laura Christensen, Sec- LYNCHBURG\nretary.\nClub, Janet Snead, President.\nSALT LAKE CITY-Salt Lake Teachers\n' NEWPORT\n\nNEWS\n\n-\n\nNewport\n\nNews\n\nAssociation, Jean MacNeil, Corres-\n\nTeachers\n' Association, Ila R. Lewis,\n\nponding Secretary.\n\nSecretary.\n\n"}
{"page": 291, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n266\n\nNORFOLK-Norfolk Teachers\n' Associa- TACOMA-Tacoma Grade Teachers'\nAssociation, Leah I. Olsen, Recordtion, Joseph E. Healy, Secretary.\nPORTSMOUTH -Portsmouth Teachers'\ning Secretary.\nAssociation, Hilda S. White, Sec- WALLA WALLA-Associated Teachers\nretary.\nof the City of Walla Walla, Ruth\nRICHMOND - League of Richmond Ringhoffer, Secretary.\nTeachers, Emily C. Royall, SecreWest Virginia\ntary.\n\nROANOKE-Roanoke Colored Teachers\n'\n\nAssociation, Marian Bowden, Secretary.\n\n' AssoSTAUNTON-Staunton Teachers\n\nciation, Jonnie Hiner, Secretary.\n\nWest Virginia Education Association,\nWalter Barnes, President, Fairmont;\n\nW. W. Trent, Secretary, Elkins.\nBUCKHANNON-Faculty of West Virginia Wesleyan College, Thomas W.\nHaught, Secretary.\n\nSUFFOLK-Suffolk Teachers' Associa- KEYSER-Mineral\ntion, Nettie Parker, Secretary.\n\nUNIVERSITY-General Faculty of the\n\nCounty\n\nTeachers'\n\nAssociation, Myra M. Nefflen, Secretary.\n\nUniversity of Virginia, John S. WESTON-Lewis County Teachers' Institute, Clay Bailey, Secretary.\n\nPatton, Librarian.\n\nWILLIAMSBURG College of William WILLIAMSON-Williamson Teachers,\nand Mary, K. J. Hoke, Dean.\n\nMabel Robinson, Secretary.\n\nWisconsin\nWISE-Wise County Teachers' AssoBELOIT-Beloit City Teachers, Harriet\nciation, J. J. Kelly, Jr., Secretary.\nChamberlain, Secretary.\n\nWashington\n\nEAU CLAIRE-Northwestern Wisconsin\n\nWashington Education Association,\nRalph W. Swetman, President, Ellensburg; Arthur L. Marsh, Secretary, Seattle.\n\n-Eau Claire School Teachers\n' As-\n\nsociation, Minnie G. Syverson, Sec-\n\nBELLINGHAM-Faculty Forum of the\n\nState\n\nTeachers' Association, Charles\nBeardsley, Secretary.\n\nNormal\n\nretary.\n\nSchool, Gertrude FOND DU LAC-Fond du Lac Council\nof Education, Josephine R. Tall-\n\nLongley, Secretary.\n\nmadge, Secretary.\nCHENEY- Cheney, Washington, Unit\nGREEN\nBAY - Northeast\nWisconsin\nof the N. E. A., Doretha Guthrie,\nTeachers\n'\nAssociation,\nC.\nF. Cole,\nSecretary.\n\n-Faculty Association of State Nor- Secretary.\nKAUKAUNA- Teachers' Council of\nmal School, Nettie Goodman.\nKaukauna, Tessie O'Keefe, SecreCLE ELUM-Cle Elum Teachers, Eutary.\ngene D. Merriman, Secretary.\nKENOSHA-Kenosha Teachers' Club,\nDAYTON-School District Number One,\nRosa M. Bufton, Secretary.\nJ. W. Dill, Secretary.\nLA CROSSE-Teachers' Club of La\n\nHOQUIAM-Hoquiam Teachers' Association, Susie Lenfesty, Secretary.\nSEATTLE- Seattle\n\nGrade\n\nTeachers\n'\n\nCrosse, Susan Campbell, Secretary.\n-Western Wisconsin Teachers' As-\n\nsociation , W. H. Sanders, Secretary.\n\nClub, Mary E. Blanchard, Executive MANITOWOC-City Superintendents' AsSecretary.\n\n-Seattle\n\nsociation\nPrincipals\n\nAssociation,\n\nEunice Copeland, Secretary.\n\nSPOKANE-Spokane Education Association, Olive G. Fisher, Secretary.\n\nof\n\nWisconsin,\n\nE.\n\nW.\n\nWaite, Treasurer.\n\nMARINETTE-Marinette City Teachers\n'\nAssociation, Henry E. Hansen, Secretary.\n\n-The Spokane Grade Teachers' As- MILWAUKEE-Faculty of the Milwausociation,\nPresident.\n\nMargaret\n\nRichardson,\n\nkee Normal School, F. E. J. Wilde,\nSecretary.\n\n"}
{"page": 292, "printed_page": null, "text": "AFFILIATED ASSOciations\n\n267\n\nRACINE-Teachers' Council of Racine, WAUSAU-Central Wisconsin TeachLillian Hett, Secretary.\n\ners' Association, I. C. Painter, Sec-\n\nSHEBOYGAN - Schoolmasters' Associa-\n\nretary.\nWyoming\n\ntion\nof Sheboygan, A. J. Sieker, Wyoming State Teachers' Association,\nSecretary.\nA. A. Slade, President, Casper ; L.\nSTEVENS POINT-Stevens Point Nor-\n\nC. Tidball, Secretary, Laramie.\n\nmal School, Ida M. Brevad, Secre- LANDER-Fremont\ntary.\n\nCounty\n\nTeachers'\n\nInstitute, Verna E. Wells, Secretary.\n\n"}
{"page": 293, "printed_page": null, "text": ""}
{"page": 294, "printed_page": null, "text": "National Council of Education\nSECRETARY'S MINUTES\nATLANTIC CITY MEETING\n\nOFFICERS\n\nCedar Falls, Iowa\nPresident-HOMER H. SEERLEY, president State Teachers' College .\nVice\n-President-JOSEPHINE CORLISS PRESTON, state superintendent of public instruction\n....... Olympia Wash.\n\nSecretary-ADELAIDE STEELE BAYLOR, federal agent home economics education,\n..... Washington, D. C.\n\nFIRST SESSION- SATURDAY MORNING, FEBRUARY 26, 1921 .\nThe meeting was called to order by the president at 9 o'clock in the auditorium of the First Presbyterian Church.\nPresident Homer H. Seerley gave an address on the EFFECTS OF EDUCATIONAL EXPANSION.\n\nFollowing this address, brief statements were given by the leaders of the\nconferences, on the plan and purpose of the work to be taken up in the open\nforums at the close of the general session. Announcements were made by the\npresident and the meeting adjourned for the round tables in open forum.\nThese round tables were held in different rooms in the church and dealt with\n\nthe following topics :\nI. CONFERENCE ON SOCIAL HYGIENE, program and leader furnished by\nauthority of the Committee on Health Program with the co-operation of the\nAmerican Social Hygiene Association ; leader, Dr. William F. Snow, Director\n\nAmerican Hygiene Association, New York, N. Y.\nII.\n\nCONFERENCE OF THE COMMITTEE ON PARTICIPATION OF TEACHERS IN\n\nSCHOOL MANAGEMENT-Harlan Updegraff, leader, University of Pennsylvania,\nPhiladelphia, Pa.\nIII . CONFERENCE ON CHANGES NEEDED IN THE ELEMENTARY- SCHOOL COURSE,\n\nNEW SUBJECTS TO BE ADDED, OLD SUBJECTS TO BE OMITTED-Katherine D.\nBlake, leader, principal Public School No. 6, New York, N. Y.\nThe president requested the chairman of these committees to report the work\nof the conferences to the secretary of the Council.\nSECOND SESSION- SATURDAY AFTERNOON, FEBRUARY 26, 1921 .\n\nThe meeting was called to order by the president at 2 o'clock in the Presbyterian Church.\n\nAn address on THE IMPORTANCE OF AMERICAN EDUCATION was given by\n\nFred M. Hunter, superintendent of city schools, Oakland, Calif. Some interesting charts and statistics were presented in connection with this address.\nA brief time was then allotted leaders of the conferences following the\n\ngeneral session, to outline their conference plans and report on the work of\ntheir committees.\n\nThe conclusion of the report of Charles H. Judd, chairman of the Committee on The Reorganization of the Seventh, Eighth and Ninth Grades, contained the following :\n269\n\n"}
{"page": 295, "printed_page": null, "text": "270\n\n[National\n\nNATIONAL EDUCATION ASSOCIATION\n\n\"By way of summary, this report recommends a special program of the\nCouncil on reconstruction with a view to getting the matter fully discussed.\nIt recommends the organization of two special committees to succeed themselves\nafter they have executed the above-recommended special program. These two\ncommittees are to have as their purposes the preparation of materials and\nmethods necessary to make reconstruction permanent.\"\n\nA motion was carried to the effect that the report presented by Dr. Judd\nbe accepted, together with the foregoing recommendations.\n\nA. Duncan Yocum, University of Pennsylvania, chairman of the Committee\non Democracy Applied to Education; the Curriculum Survey, made the following\nresolution which was endorsed by the Council :\n\n\"In view of the dependence of democracy upon religion, and the attacks\nto which all churches and all democratic governments are alike being subjected\nby radicals and the emissaries of nations now under radical control: it is the\n\nduty of all churches irrespective of differences of creed, to unite in an effort\nto make religious education more universal and efficient, to emphasize democratic\n\nelements in religious instruction, and to correlate religious instruction with all\nelements in public-school education helpful to religion; it is the duty of publicschool authorities to emphasize all non-religious elements in instruction which\ntend to make religious education more intelligent and efficient, and to organize\nsome systematic form of moral instruction in every public school; and it is the\nduty of churches and public schools alike to make earnest effort to insure a\n\nmore general reverence for divinity and respect for all things religious, including\nrespect for churches other than one's own and for everything connected with\ntheir forms of worship.\"\n\nAnnouncement was made that it had been decided informally to consider\nthe Committee on Social Hygiene as a part of the Health Committee.\nThe general session then adjourned to meet in open forums in separate\nrooms of the church, for the discussion of the following :\nI. CONFERENCE ON THE EDUCATIONAL SURVEY- ITS PURPOSE, MOTIVES, AND\nACCOMPLISHMENTS ; SHOULD ITS AIM BE AUTOCRACY, ARISTOCRACY, OR DEMOCRACY\n\nIN EDUCATION ?-Dr. A. E .Winship, leader, editor Journal of Education, Boston,\nMass.\n\nII.\n\nCONFERENCE OF THE COMMITTEE ON DEMOCRACY APPLIED TO EDUCATION :\n\nTHE CURRICULUM SURVEY-A. D. Yocum, chairman University of Pennsylvania,\nPhiladelphia, Pa.\nIII .\n\nCONFERENCE OF THE COMMITTEE ON THE REORGANIZATION OF THE\n\nSEVENTH, EIGHTH , AND NINTH Grades-Charles H. Judd, chairman University\nof Chicago, Chicago, Ill.\n\nTHIRD SESSION-SATURDAY EVENING, FEBRUARY 26, 1921.\nThe meeting was called to order by the president at 7:30 o'clock in the Presbyterian Church.\n\nPresident J. G. Crabbe, of State Teachers College, Greeley, Colo. , gave\nan address on THE AMERICAN TEACHER,\n\nThe conferences scheduled to follow this general session were :\nI.\n\nCONFERENCE ON THE STATE ADMINISTRATION OF PUBLIC EDUCATION-С. Р.\n\nCary, leader, Madison, Wis .\nII .\n\nCONFERENCE ON TEACHER PROGRESS BY COLLECTIVE\n\nORGANIZATION-\n\nOlive M. Jones, leader, New York, N. Y.\nIn the absence of State Superintendent C. P. Cary, Dr. Thomas E. Finegan,\nof Pennsylvania, substituted and spoke of the problems of STATE ADMINISTRATION OF PUBLIC EDUCATION.\n\nOlive M. Jones, leader of the CONFERENCE ON\n\nTEACHER PROGRESS BY COLLECTIVE ORGANIZATION, presented her plans and\nheld, i. e., CONFERENCE ON TEACHER PROGRESS BY COLLECTIVE ORGANIZATION.\n\nFOURTH SESSION TUESDAY AFTERNOON, MARCH 1, 1921 .\nThe meeting was called to order by the president at 2 o'clock in the First\nPresbyterian Church.\n\n"}
{"page": 296, "printed_page": null, "text": "Council]\n\nSECRETARY'S\n\nMINUTES\n\n271\n\nThomas D. Wood, Columbia University, chairman of the Committee on\nHealth Problems, and Arthur H. Chamberlain, editor Sierra Educational News,\nspoke respectively on the subjects of EDUCATION AND HEALTH and THRIFT\nEDUCATION.\n\nPresident Seerley then submitted to the body his recommendations on the\nreorganization of certain working committees of the National Council. This\n\nrecommended reorganization was along the line of membership on the committees\nfrom the Council and special collaborators, not members of the Council, invited to work with the committees. The following are Dr. Seerley's recommendations :\n\n\"As your president, I submit to you the membership of certain committees\nthat should be reorganized at this time so that the business of preparing reports\n\ncan be thereby properly dispatched. These committees could not regularly be\nnamed at Salt Lake City at the annual business meeting, as decision in reference\nto them was not completed at that time. It will not be possible to have a meeting\nof the executive committee until the July session at Des Moines, as the members\n\nare not in attendance at Atlantic City, and if approval can be made by a vote of\nthe members of the Council present, I can then proceed to get the consent of the\nselected members to accept service on the committees here announced without\nfurther delay.\"\n1. COMMITTEE ON CHANGES NEEDED IN ELEMENTARY- SCHOOL COURSESKatherine D. Blake, New York, N. Y., chairman ; W. A. Lewis , Hays , Kans .;\n\nElizabeth M. Sherman, Oakland, Calif.; Lida Belle Earhart, Lincoln, Nebr.; Susan M. Dorsey, Los Angeles, Calif.; Marie Gugle, Columbus, Ohio ; R. O. Stoops,\nJoliet, Ill.; Georgia Alexander, Indianapolis, Ind.; James H. Van Sickle, Springfield, Mass.; Robert H. Wright, Greenville, N. C.; Abbie Louise Day, New York,\n\nN. Y.; Kate Van Wagenen, New York, N. Y.; Florence Holbrook, Chicago,\nIll.; J. M. Gwinn, New Orleans, La.\n2. COMMITTEE ON AMERICAN TEACHERS COLLEGES-Charles McKenny, Ypsilanti, Mich., chairman ; William C. Bagley, New York, N. Y.; John R. Kirk,\nKirksville, Mo.; Walter A. Jessup, Iowa City, Iowa ; David Felmley, Normal, Ill.\nThis committee to make preliminary report at Des Moines, Iowa, and to\ncomplete the report by 1922.\n3. COMMITTEE ON EXTENSION EDUCATION-Lewis H. Minkel, Fort Dodge,\nIowa, chairman ; J. G. Crabbe, Greeley, Col.; Robert J. Aley, Orono, Me.; Una\nB. Herrick, Bozeman, Mont.; Walter T. Siders, Pocatello, Idaho , Charles S.\nMeek, Toledo, Ohio ; William P. Burris, Cincinnati, Ohio ; Walter A. Jessup,\nIowa City. Towa; Cora Wilson Stewart, Frankfort, Ky.; Charles McKenny,\nYpsilanti, Mich.\n\n4. COMMITTEE ON STATE ADMINISTRATion of ScHooLS-C. P. Cary, Madison,\nWis., chairman ; May Trumper, Helena, Mont.: Thomas F. Finegan, Harrisburg\n\nPa.: E. W. Butterfield, Concord. N. H.: Annie Webb Blanton, Austin, Tex.;\nT. E. Johnson, Lansing, Mich.; George Reavis, Baltimore, Md.\n5. COMMITTEE ON RURAL EDUCATION-John F. Sims, Stevens Point, Wis.,\nchairman : N. C. McDonald, Bismarck, N. Dak.; Adelaide Steele Baylor, Wash-\n\nington, D. C.; Josephine Corliss Preston, Olympia, Wash.\nNew members to be added-H. W. Foght, Aberdeen, S. Dak.: L. N. Hines,\nIndianapolis, Ind.; S. A. Baker, Jefferson City, Mo.; Grace Shepherd, New\nYork. N. Y.\n\n6. The committee topic, TEACHER PROGRESS BY COLLECTIVE ORGANIZATION\nhas been consolidated with the work of the Committee on Participation of\n\nTeachers in School Management and Olive M. Jones, New York, N. Y. ,\nleader of conferences on the former subject at Salt Lake City and at Atlantic\nCity, is added to the Committee already organized for a report on the latter\nsubject, so that the work already done may be used and consolidated with the\n\nstudy now in progress. This suggestion comes from Miss Jones and is accepted\nas a good solution of the situation that exists.\n\n7. Other business : Experience seems to indicate that it might be best at\nthe sessions of the Council to be held in Des Moines, Iowa, in July, that there\nbe morning and afternoon meetings of the Council for the number of days the\n\nbusiness requires, but that no third meetings be scheduled for any of said days.\nIt is necessary for the president to know by April 1 what committees will be\n\n"}
{"page": 297, "printed_page": null, "text": "272\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nready to report at the next meeting, as the program must be drafted within\nthat time and sent to the secretary of the N. E. A. for printing in the Journal\nof the National Education Association.\nThese recommendations of President Seerley were unanimously indorsed by\nthe Council.\n\nThe general session then adjourned for the open forums in separate\nrooms, where the following topics were discussed :\nI. CONFERENCE ON HEALTH PROBLEMS-Thomas D. Wood, leader, Columbia University, New York, N. Y.\nII . CONFERENCE OF THE COMMITTEE ON THRIFT-Arthur H. Chamberlain.\neditor Sierra Educational News, San Francisco, Calif.\nADELAIDE STEELE BAYLOR, Secretary.\nThe meeting then adjourned.\n\nPAPERS AND DISCUSSIONS\nTHE EXPANSION OF EDUCATION\n\nHOMER H. SEERLEY, PRESIDENT, IOWA STATE TEACHERS' COLLEGE,\nCEDAR FALLS, IOWA\n\nThe definition of what the present age considers educational work\nhas been greatly amended by the organizations for propaganda that\nsociety's needs and demands have developed. There are many educational enterprises of today that can hardly be accepted as permanent\nin their nature or healthy in their influence. The consequences have\nbeen such that the program of studies in higher institutions of learning,\nin technical systems of instruction, in secondary schools, and even in\nelementary public schools, is unable to find adequate terminology to\ndescribe the kinds of education that are alleged to be included. It seems\ndesirable to keep history and philosophy straight from generation to\ngeneration by attempting to define the object, the aim, the purpose, and\nthe content of accepted education at certain intervals so that comparisons\nmay be genuine and instructive.\nEvery reorganization is regarded as promising some additional contribution to the progress of the race by means of a developing system of\nculture which provides more and more for every type of thinking and\nevery variety of knowledge. The function of the specialist has been so\nmagnified that even the individual units constituting faculties of instruction have become so individualized and so differentiated that there is\n\nscarcely any common ground of information and of mastery. This\ntendency is manifested plainly and remarkably in the recently organized\nefforts to develop special courses of study and to edit books of material\n\nthat are suited to so-called Americanization programs. Even American\nscholars and educators have so little in common that they are unprepared\nto decide what a student should know or believe in order to be an\n\nintelligent and productive citizen in an American commonwealth. All\nthese difficulties appear in every program for modern educational ex-\n\npansion. Every recommendation carries increases in subject-matter and\n\n"}
{"page": 298, "printed_page": null, "text": "Council]\n\nExpansion of educatiON\n\n273\n\nexpansion in the expense of conducting the service when it is clear that\na reduction of the body of selected knowledge, together with the adoption of a plan of economy, should be the judicious American policy for\nthe immediate future.\n\nIt is no wonder that thoughtful and consistent persons who are\nstudents of finance are becoming alarmed at the gigantic increase in the\ncost of government. The final test of a democratic system of management must be decided by the ultimate ability of the people to pay the\nbills that expansion in ideals will require. It is easy to talk about what\nhas been accomplished in less than two centuries of American civiliza-\n\ntion. It is easy to show that the burdens imposed have been readily\nborne because these years have witnessed the most remarkable era of\nprosperity and development that the history of civilization records. It\nis therefore easy to conclude that there need be no restriction to human\n\nopportunities, no necessary limit to actual and imposed expenditures,\nand, hence, no fear of exhausting the ability of the public to pay all the\ncharges of assumed progress. Yet, the history of all the great nations\nthat have ceased their power plainly shows that it is better to make\nhaste slowly and thereby save civilization from a speed that, constantly\naccelerating, will eventually produce wreck and ruin. Are there to be\nno limits to public building, to the perfecting of public highways, to the\nexpansion of universities and colleges, and to indulgence in luxuries\nand extravagances ? One needs but study the expanding schedules of\nmodern life, the noise and the confusion of the grind and the greed\nof civilization, in order to become consistently alarmed at the early\npossibilities of reaching the final end of present-day endeavors. It\nseems like a dream of the most fervid fancy to summarize what has\nhappened in education during the past fifty years.\nIn opening this year of endeavor the National Council of Education should \"prove all things and hold fast to that which is found to\nbe good.\" It should_accept results of a reasonable enthusiasm which\nrefuses to be deceived by the material evidence of present progress\nas though they were guarantees of the greatest intellectual and moral\n\ndevelopment. Great buildings, great cash balances in the treasury,\ngreat foundations, and great endowments are nothing to a civilization\nwhich is failing to produce men and women of great character and\ntrustworthy devotion to true idealism and to noble virtue. There are\nsome reasons to think that all these abundant evidences of material\n\ngreatness of the present age are overestimated by multitudes of the best\npeople of America, who are living in a glamour of satisfaction that\noverlooks the grandeurs of the eternal elements of personality and of\nimmortality. The greatest duty of the present leadership is to think\nseriously concerning the greater problems of civilization and to emphasize a more useful and a more intelligent program than is now\n\n"}
{"page": 299, "printed_page": null, "text": "274\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nlargely dominating the spirit of this great period. If this Council has\nany one function more prominent than any other, it is that of realizing\nthe enlarging magnitude of the responsibility that has been accepted\nand the reasonableness of the expectation that is aroused to the end\nthat the reports here delivered will be so genuine in value and so important in direction as to make American education the best, the noblest,\n\nand the most productive that time has brought to mankind.\nThese men and women, in accepting membership, have responded\n\nto the challenge that demands from every one of them efforts and\ndeductions that are the very essence of educational philosophy and\nsensible practice. This recognized situation creates a condition of re-\n\nsponsibility that should be fully realized. What a residue of regrets\nand of mental penalties will be felt if these special and annual meetings\nare not unusual and unqualified as to merit, as to comprehension, and\nas to effectiveness. This admonition, if properly interpreted and absolutely met, implies that the contributions that are in the making will\nbe the safest and the latest word that necessity permits and that ingenuity originates. For this reason, if for no other, the reports that are\nbeing formulated, the conclusions that are being reached, and the expert\nadvice that is being given for public guidance should be masterly and\ndistinguished. America expects much of her educators, America has\ngreat claims upon her citizenry, America has great needs for unifying\nand harmonizing her peoples, and for this mission of service the members of this Council should think, should labor, and should contribute.\n\nTHE MOST IMPORTANT THING IN AMERICAN\nEDUCATION\nFRED M. HUNTER, SUPERINTENDENT OF SCHOOLS, OAKLAND, CALIF. ,\nAND PRESIDENT OF THE NATIONAL EDUCATION ASSOCIATION\n\nThe most important thing in American education is a constructive\nsocial program for all the public-school systems in the country. Our\nAmerican civilization depends for its continuance upon the level of\nintelligence of our citizenship. The level of intelligence is in turn\ndependent upon those agencies which beget a right civic attitude on\nthe part of our youth and prepare them for citizenship. The system\nof public education is our only hope for the future. A system which\n\nonly half does its work or which reaches only a small proportion of the\nyouth of the country is certainly not performing properly its function\nin citizenship-training. Our American ideals and institutions are not\nas safe as the American people as a whole imagine. They are threatened from various angles by attacking forces, the success of any one\nof which would jeopardize those standards of life which in the light\nof the traditions of America we hold most dear.\n\n"}
{"page": 300, "printed_page": null, "text": "Council]\n\nTHE MOST IMPORTANT THING\n\n275\n\nThe first of these attacking forces is the bolshevist invasion. This\nis not a military invasion, nor even an open revolutionary movement\n\nfrom within. It is rather an insidious propaganda of bolshevist ideals\nand of radical thinking. It is manifest in the increasing measure in\nwhich government is held in disrespect, the principles of representative institutions disregarded, and the will of the majority scoffed\nat. We are not wholly safe when an organization of three hundred\nand fifty thousand paid-up members can continue to spread propaganda\nto overthrow our government. Our security is only fancied when pictures of the representatives of the United States government clad in the\n\nuniform of the United States Army and carrying the American flag can\nbe jeered and hissed in one of the largest motion-pictures theatres in the\n\ncountry.\n\nThe work of this organization of three hundred and fifty\n\nthousand members and the jeering of the American troops are well\n\nauthenticated pieces of evidence.\nThe second danger is from the reactionaries.\n\nThe power and\n\nwealth that have come and will come to the United States due to the\n\nworld-war make the possibilities of a trend toward reaction and autocracy doubly dangerous. Already movements are on foot in various\nstates of the union to repeal the social legislation that has been enacted. Organizations are calling for the repeal of the child-labor\nlaws, the laws governing the working hours of women, the compulsory\neducation laws, and the like. The danger of the extreme of Bolshevism is equalled only by the danger of the reactionary extremist.\nAnother threat is to be found in our large percentage of illiteracy.\nIn testing the drafted men for illiteracy, the United States Army set\nup a very practical standard. It consisted of the ability to read an\nordinary newspaper and to write a letter home. The standard of\nliteracy held by the United States Army is certainly none too low\nfor the electorate which shapes the policies of our nation. Our ideals\nare not to be maintained if a large proportion of our population does\nnot have at least this very reasonable standard of citizenship preparation. Yet the data from the United States Army shows that 24.9 per\ncent, or one in four, of our citizens is by this test illiterate.\nThe foreign population of the United States, using the definition\nof the United States Census, amounts to some thirty-three million\n\npeople; that is, this number of our population is either foreign-born\nor born of parents, one or both of whom are foreign-born. This large\nnumber represents the large proportion of one in three in our population.\n\nWith one in four of our total population illiterate and one in\n\nthree from a foreign home, America's citizenship-training agencies\ncertainly ought to be efficiently organized and actively at work. But\nwhat do we find when we look for an efficient and universal application\n\n"}
{"page": 301, "printed_page": null, "text": "276\n\nNATIONAL EDUCATION AssociatioN\n\n[National\n\nof the citizenship-training process ? We find an under-financed and\nbadly crippled system of public education. The best state-school systems, according to the recognized standards of the most expert authorities, are training through the high school or to the age of eighteen\nonly about one in ten of our youthful population. More than twofifths of the teaching corps have no professional training and are\nwholly unfitted to carry the great responsibility of preparing America's\nfuture citizens. The salaries paid teachers have been wholly inadequate and even now do not represent an expenditure at all commensurate with the importance of the task the teaching profession undertakes\nto perform for the nation.\n\nMoreover, the progressive programs which the school systems\nin our various large cities are undertaking are constantly threatened\nby political attack. These attacks come largely from two sources :\nfirst, those who desire to keep all public expenditures at the lowest\npossible level ; and second, those who would use the school organizations\nfor the distribution of patronage through the appointment of officials,\nteachers, and employees, and the letting of contracts. That a real\ndanger to America exists in the crippled condition of our educational\nmachinery and the efforts of our political machines, petty politicans,\nand demagogues to control the educational machinery of our large\n\ncities cannot be doubted. Let us hold in mind, then, that our purposes\nas a nation are gravely threatenedby the following forces or conditions :\n\n(1) the bolshevist, (2) the reactionary, (3) the illiterate, (4) the unAmericanized resident, (5) a crippled system of citizenship-training,\n(6) the politician and demagogue.\nIf we think of the job to be done as that of training all of the\nnation's youth, some twenty-five million in number, to be good citizens,\nwe get some idea of the importance of the citizenship-training function.\nIn the light of this purpose, what kind of school system do we have ?\nAre we doing this thing as it ought to be done? The best measure\nof what the public schools of the United States are doing is that\nworked out by Dr. Leonard P. Ayres, using statistics collected by the\nUnited States Bureau of Education, in his monograph, An Index\nNumber for State School Systems.\n\nThe ten points upon which Dr. Ayres measures the effectiveness of\nthe school systems of the states are these: (1 ) One hundred per cent\nof the children of school age would attend school and all would have\n\nperfect attendance. (2) Each child would attend school 200 days\neach year. (3) The school term would be 200 days. (4) Thirtythree and one-third per cent of the pupils would be in high school.\n(5) The boys in high school would be equal to 100 per cent of the\ngirls. (6) The annual expenditure would average $100 for each child\n\nin average attendance. (7) The annual expenditure would average\n\n"}
{"page": 302, "printed_page": null, "text": "Council]\n\n277\n\nTHE MOST IMPORTANT Thing\n\n$100 for each child of school age. (8) The expenditure would amount\nto $200 per month for each teacher employed. (9) The expenditure\nfor purposes other than teaching would amount to $50 per year per\nchild attending. (10) Teachers' salaries would average $100 per\nmonth for twelve months in the year.\n\nThese standards are set up mainly in answer to two great questions\nwhich the public of the United States of America ought to learn to\nask of those responsible for the financing and management of our\npublic schools, namely : ( 1 ) How thoroughly does the school system\ncover its field, that is, reach all children of school age (which ought\nto be from seven to eighteen) with effective citizenship training ? and\n(2) To what degree is the school organization financed for the purpose\nof furnishing instruction of high quality adaptable to the varying\nneeds and capacities of the children reached?\n\nThe accompanying Table I shows how deficient is our American\n\nsystem of public education when measured by this practical, concrete,\nobjective, and authoritative standard.\nINDEX NUMBERS SHOWING RATING OF SCHOOL\n\nSYSTEMS OF THE\n\nUNITED STATES, 1918.\n1871 1880 1890 1900 1910 1918\n\nI. How thoroughly does the school system cover\nthe field, that is, reach all the children of all\n\nclasses of people with effective citizenship\ntraining?\n\n1. Percentage of school population attending\n37\n\n41\n\n44\n\n50\n\n53\n\n56\n\n24\nschool age\n3. Average number of days schools were kept\n\n27\n\n30\n\n36\n\n41\n\n45\n\n66\n\n65\n\n67\n\n72\n\n79\n\n80\n\n1\n\n2\n\n7\n\n15\n\n21\n\n32\n\n66\n\n66\n\n73\n\n71\n\n78\n\n76\n\n6. Average expenditure per child attending.. 15\n7. Average expenditure per child of school\n\n13\n\n17\n\n20\n\n33\n\n49\n29\n\nschool daily\n\n2. Average days attended by each child of\n\nopen.\n\n4. Percentage that high-school attendance was\nof total attendance.\n\n5. Percentage that boys were of girls in high\nschool.\n\nII. How completely does the school system furnish instruction of high quality, adaptable to\nthe varying needs and capacities of the children reached?\n\n6\n\n5\n\n8\n\n10\n\n17\n\n8. Average expenditure per teacher employed 13\n9. Expenditure per pupil for purposes other\n\n11\n\n16\n\n21\n\n34 48\n\n7\n\nage\n\nthan teachers' salaries\n\n12\n\n10. Expenditure per teacher for salaries..... 16\nAverage of ten items, index number ..... 26\n\n12\n\n15\n\n27\n\n44\n\n16 21\n\n27\n\n40\n\n52\n\n25\n\n34\n\n42\n\n52\n\n30\n\nThese facts show that fifty years ago, in 1871, the school system\nof the United States was little better than 25 per cent efficient.\n\nBy\n\n"}
{"page": 303, "printed_page": null, "text": "[National\n\nNATIONAL EDUCATION ASSOCIATION\n\n278\n\n1880 there had been no improvement. We were at an educational\nstandstill. In 1890 our educational system measured 30 per cent efficient, in 1900 34 per cent, in 1910 42 per cent. In 1918 we had a\nschool system measuring almost 52 per cent efficient. The only encouraging thing in this whole deplorable showing is the fact that in\n\nfifty years there has been a distinct improvement. In fact, some of\nthe states have shown very commendable zeal in bringing their publicschool systems up to a point of effective work. In all these states\nwhere marked progress has been made, education has been regarded\nas an investment rather than as a drain upon the public treasury. Note\nthe accompanying Table, II, showing the six states standing highest\nin rank in 1918.\nTABLE II.\n\nINDEX NUMBERS SHOWING RATING OF SIX SCHOOL SYSTEMS RANKING HIGHEST,\n1918\nMont. Cal. Ariz. N. J. Wash. Iowa\n\n1. How thoroughly does the school system cover\nthe field, that is, reach all the children of all\nclasses of people with effective citizenship\ntraining?\n\n1. Percentage of school population attending\n86\n\n71\n\n62\n\n57\n\n54\n\n68\n\n66\n\n61\n\n50\n\n53\n\n47\n\n61\n\n76\n\n86\n\n81\n\n92\n\n87\n\n90\n\n35\n\n59\n\n27\n\n36\n\n53\n\n42\n\n66\n\n78\n\n82\n\n86\n\n70\n\n69\n\n6. Average expenditure per child attending. 103\n7. Average expenditure per child of school\n\n79\n\n85\n\n71\n\n78\n\n74\n\n89\n\n56\n\n53\n\n41\n\n42 50\n\n8. Average expenditure per teacher employed. 65\n9. Expenditure per pupil for purposes other\n\n72\n\n69\n\n76\n\n65\n\n44\n\nschool daily\n\n2. Average days attended by each child of\nschool age.\n\n3. Average number of days schools were kept\nopen.\n\n.\n\n4. Percentage that high-school attendance was\nof total attendance.\n\n5. Percentage that boys were of girls in high\nschools.\n\n..\n\nII. How completely does the school system furnish instruction of high quality, adaptable to\nthe varying need and capacities of the children\nreached?\n\nage\n\n115\n\n62\n\n72\n\n71\n\n63\n\n79\n\n10. Expenditure per teacher for salaries..... 57\nAverage of ten items, index number .... 76\n\n88\n71\n\n80\n66\n\n76.\n66\n\n78\n64\n\n41\n62\n\nthan teachers ' salaries .\n\nYou will note the highest of these, Montana, has a school system\napproximately 76 per cent efficient. As we recognize the tremendous piece of work which public education must do, are we not\nastounded at the attempt to accomplish the essential social processes\nof democracy with machinery so inadequate ? As we face the future\nwith its vision of democracy and the possibilities that lie before\n\n"}
{"page": 304, "printed_page": null, "text": "Council]\n\n279\n\nTHE MOST IMPORTANT THING\n\nAmerica as the chief exponent of democratic institutions, are we\nsatisfied to go forward placing our hopes upon an institution which\ntrains for citizenship with little better than 50 per cent efficiency ?\nIf we are not satisfied with conditions as they are, it is for us\n\nto work out a social program for the public schools. A social program\nmeans the incorporation in a school system of those agencies which\nincrease the holding power of the schools, which adapt the schools\nto the needs and capacities of children, which throw aside useless\nacademic tradition, which hold the welfare of the child as the first\n\naim of teaching, and which recognize the responsibility of the school\nto all children, not merely to the normal or especially gifted. Such\nagencies are: (1) provision for vocational training; (2) provision\nfor special adaptation of school organization, curriculum, and methods\nto adolescents, such as the junior high school ; (3) provision for\nadaptation of the system of promotion and instruction to different\nchild abilities ; (4) provision for Americanization, such as home teachers, child-welfare centers, and the like.\nThe activities represented by these agencies bring new elements\ninto the educational system. They represent the efforts of the American\n\ncommunity to project its best ideals of citizenship down into the next\ngeneration by making good citizens out of all classes of its youth.\nThe movement is truly American and American life at its best depends\nupon the successful culmination of this program.\nBut you ask, \"Will this program bring results ?\" Let me call your\nattention to Tables III and IV.\nTABLE III .\n\nHUMAN VALUES SAVED BY THE PUBLIC SCHOOLS\nTHESE PUPILS ARE NOW SAVED FOR GOOD CITIZENSHIP TRAINING IN THE PUBLIC SCHOOLS\nTHEY FORMERLY DROPPED OUT OF SCHOOL AT FOURTEEN\nYEARS OF AGE\nGANGSTER GROUPS AND BANDS OF YOUTHFUL CRIMINALS ARE\nRECRUITED LARGELY FROM SCHOOL DROP - OUTS\nTHE RADICAL\n\nPROPAGANDIST\n\nAND\n\nSOAP- BOX\n\nORATOR\n\nGET\n\nTHEIR FOLLOWING FROM THOSE LEAVING SCHOOL\n\nEARLY WITHOUT ADEQUATE TRAINING IN AMERICAN IDEALS AND GOOD CITIZENSHIP\n\nThe following listed groups of pupils are kept in school by means of classes\nespecially adapted to their needs and capacities ( 1920-21). They would otherwise\nhave dropped out of school.\n4,216\nBy vocational classes in high school and junior high school ...\n603\nBy part-time school\n1,786\n\nBy special opportunity and atypical classes\nTotal\n\n..............\n\n.....\n\n...................\n\n..6,605\n\n"}
{"page": 305, "printed_page": null, "text": "[National\n\nNATIONAL EDUCATION ASSOCIATION\n\n280\n\nTHIS REPRESENTS A SALVAGE OF HUMAN ASSETS FOR THE\nCITY'S FUTURE PROSPERITY\n\nARE THESE PUPILS MORE EXPENSIVE TO THE COMMUNITY\nTRAINED THUS TO BE USEFUL PRODUCTIVE CITIZENS THAN\nTHEY WOULD BE AS MEMBERS OF A STREET GANG ?\nASK THE WARDEN OF A PENITENTIARY-THE PROBATION OFFI-\n\nCER-THE JUVENILE JUDGE-THE CRIMINOLOGY\nSTATISTICS OF THE STATE.\nTABLE IV.\nHOLDING POWER OF SCHOOLS ON ADOLESCENTS\n\nSHOWING PERCENTAGE OF INCREASE ADOLESCENT AND NON-ADOLESCENT GROUPS,\nFOR FIVE- YEAR PERIOD-1914-15 το 1919-20\n\nNeighborhood school\n82% Two-year increaseJan. 1918 to Jan. 1920\n\neighth grades\n\nGroups made up mainly of adolescents\nHigh-school graduates\n**\n\n141\n%\n\nElementary-school\ngraduates **\n\n82\n%\n\nHigh-school enrolment\n\n70%\n\nEighth-grade enrolment\n\n44%\n\nSeventh-grade enrol32\n%\n\nment\n\nGroups made up mainly of non-adolescents\nFirst-grade enrolment\n\n16%\n\nElementary-school\nenrolment\n\nCity population *\n\n24\n%\n\n20%\n\n11\n\n1\n\n1\n\n!\n\n% 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150\n•Estimated.\n\n** These figures are for the years 1913-14 to 1918-19, the 1914-15 to 1919-20 figures\non graduation not yet being complete.\nThe sixth school month is used as the basis for all enrolment figures.\n\nTable III represents the salvage of human values at present being\nmade by a school system in a city of some two hundred thousand\n\n"}
{"page": 306, "printed_page": null, "text": "Council]\n\n281\n\nTHE AMERICAN TEACHER\n\npeople. There are in the schools of that city more than sixty-six\nhundred pupils of junior high and high-school age which before the\nintroduction of the social agencies mentioned above have constituted\nthe school drop-outs. That the conservation of these human values\nmakes for the permanent prosperity of this city can hardly be doubted\nby any mind truly American in its attitude.\nTable IV shows the growth that has been made over a period of\nsome five years in the holding of adolescent groups in the school system\nof this same town. There can be no question but that a social program does answer the two great questions raised by Dr. Ayres' objective measuring stick. A social program does tend to hold the children\nin school for proper citizenship training and does tend to meet the\nvarying needs of different classes of children and different individual\nchildren.\n\nTo the teachers and friends of public education in America, then,\nthere can be but one answer to the question, what is the most important\n\nthing in public education? In view of the ideals of living and of\ncivilization which America holds, in view of the dangers which our\nAmerican democracy faces, in view of the necessity of a universally\ngood citizenship, there can be but one answer; namely, a social pro-\n\ngram for the public schools of America.\nTHE AMERICAN TEACHER\nJ. G. CRABBE, PRESIDENT, COLORADO STATE TEACHERS COLLEGE,\nGREELEY, COLORADO\n\nToday the American teacher holds the center of the stage.\n\nThe\n\ncrisis is appalling. It is a national calamity. Teachers of the public\nschools, of the colleges, and of the universities are leaving the profession. Next year there will be a quarter of a million shortage-actual\nvacancies and emergencies. There will be the closing of thousands\nof schools and the lowering of thousands in efficiency. The children\nmust have schooling, the schools must have teachers, the teachers are\n\nnot to be found; and few are preparing for teaching. No greater\nmenace ever faced the American Republic than the present shortage of\n\nteachers. The wreck of the American public-school system is imminent,\ntogether with the annihilation of our boasted democracy. Within a\ntwelve-month some cities have made a marked improvement in the\nlocal situation because of substantial increases in salaries, but as re-\n\nported by the National Education Association \"the general situation\n\nremains practically unchanged.\"\nThe choicest young men and women of the country must be attracted\nto the profession of teaching. But the crux of the matter is that among\nthe world's proffession and occupations education has the lowest\nmoney reward; and in the present crisis, not merely theoretically but\n\n"}
{"page": 307, "printed_page": null, "text": "282\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\npractically, the question is largely one of the teacher's salary. There\nare nearly 800,000 teachers in the United States. They are teaching\n25,000,000 pupils. The average wage of these teachers is less than\n$700; and thousands are receiving less than $350. The teacher is\nnotoriously and ridiculously underpaid. The cost of living has gone\nskyward; the value of the dollar to the teacher has been less than at\n\nany other time since the Civil War. Six months ago the employment\nbulletin boards displayed on our public streets : \"Men Wanted : Plumbers $1500-$3000, brick masons $1200-$2600, carpenters $1400$2900, teamsters $1200-$1800, schoolteachers $650-$1200,\" and\n\n\"Women Wanted : Bookkeepers $1000-$ 1600, stenographers $750$1400, clerks $900-$1200, nurses $1200-$2000, schoolteachers $250\n\n-$900.\" The most rigid official investigations show that in spite of\nincreases in salaries the average wage of the teacher has never been as\n\nhigh as wages paid to such artisans as blacksmiths, painters, and carpenters.\n\nAdequate salaries for trained teachers is the first need in teacher\n\nrecruiting; but this is not the only need, high-grade young men and\nwomen students of accredited secondary schools spend four years\nbuilding a forward-facing program. They purpose to have a lifecareer. An inferior program of preliminary training will not appeal\nto young men and women of caliber; they will examine with care the\n\nkind and amount and quality of the preparation required for the profession. If our teacher-producing schools are to attract these young\npeople, a real profession must be presented at the threshold. Preparedness for any profession is fundamental. If teachers are to be\nadequately paid they must be adequately prepared. The normal schools\nand teachers' colleges must have a conscious program and a forwardfacing and far-reaching policy. Entrance requirements must include\na general and liberal education represented by four years of highschool work, four-year courses of college grade must be maintained,\nfaculties must be enlarged and quickened, curricula must be enriched\n\nand extended, and students (prospective teachers) must be as liberally\nand dynamically educated as are prospective physicians and lawyers.\nUpon the completion of the college course the usual college diploma\nshould be issued and a standard collegiate degree should be conferred\n\nupon graduates. In the interest of teachers who have not had ample\npreparation, the professional schools of teaching should, as soon as\npracticable, be established on the \"quarter\" basis. Thus teachers in\nactive service may satisfactorily complete their professional training\nduring summer quarters.\n\nThe status of the teacher in the local community is of great importance inplanning our recruiting campaign. Social respect and public\n\n"}
{"page": 308, "printed_page": null, "text": "Council]\n\nTHE AMERICAN TEACHER\n\n283\n\nrecognition of the teacher must be secured. Beyond money compensation the rewards of the teacher are comparatively insignificant. Successful teaching, writing, and research bring no particular honor.\nComplacency is the general rule with the public. It will not be a small\ntask to reach the masses with the convincing message that competent\nteachers render invaluable service and that exceptional merit for effective service is discoverable and should be recognized. In its last analysis\nthe matter of the prestige of the teacher will not be materially altered\nuntil the teacher is free from the worry that comes from an insufficient\n\nincome. Only then can the teacher act his part in the social group as a\ncitizen-and the public will take notice. The doors of the best homes of\nevery community will swing wide open to the teachers, not because\nthe teachers are doing a species of altruistic service but because they\nare worthy. The trained married woman teacher can help to bridge the\n\nchasm between the teacher and the social groups of a community. I\nmake a plea for a definite campaign for the married woman teacher. All\nAmerica has been improvident and wasteful in her failure to utilize the\nenergies of the married woman teacher. It is silly to argue today that\nshe might keep some unmarried woman out of a job. A woman with a\nvery small child should be at home, but aside from this situation no real\nreason can be offered why the married woman should be deprived of the\n\nprivilege of teaching. Married women give stability to the school\nsystem and they add a valuable type of training that is needed especially\nin the lower grades. Normal schools and teachers' colleges can do\nno better thing than to insist that all laws, ordinances, and regulations\nprohibiting married women from teaching in public schools be repealed.\n\nA nation-wide program that will awaken the people in every state\nto the need of better schools and better teachers will inspire young\nmen and women and attract them to the opportunities offered in the\n\nfield. Such a national program for education is provided for by the\nSmith-Towner Bill. The enactment of this Bill into law will usher in\na new era in education.\n\nThe program as outlined above presents four objectives for the\nrehabilitation of the profession : ( 1 ) adequate salaries for competent\nteachers; (2) preparedness; (3) social respect for the teacher ; and\n(4) a national program for education. This conscious program consistently and persistently carried out will enable the American teacher\nto have a profession, not merely a beloved and consecrated occupation.\nBut this program would be incomplete and totally inadequate if\nthe more altruistic but dynamic rewards of the teacher were not stressed.\nGood pay is a first inducement to attract prospective teachers and to\nkeep them in active service. But there are rewards other than salary.\nThe American teachers form our second line of defense. Thousands of\n\nschoolteachers \"bucked the line\" during the war and during the period of\n\n"}
{"page": 309, "printed_page": null, "text": "284\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nNational\n\nreadjustment. They have been a bit disappointed at the injustice\nthat has been put upon them these years, yet their professional spirit\nis altogether one of consecration. They have loved the work for the\n\nwork's sake.\n\nSuch teachers cannot be \"commercialized.\" They deal\n\nwith the plastic natures of childhood and in an intangible way they\n\nare able to observe and measure the development of the soul-stuff of\nthe children. More than all, as they peer into the flashing eyes of their\nchildren they look across the oncoming years and obtain a vision of\nthe citizens that these boys and girls are destined to become. As the\nteacher goes on building character and training young men and women\n\nfor citizenship the joy of service ells up and satisfaction abides.\nThese are the thrills of the schoolroom that can never be duplicated in\nthe office or in the shop, in the department store or in the market place.\nPARTICIPATION OF TEACHERS IN SCHOOL\nMANAGEMENT\nHARLAN\n\nUPDEGRAFF,\n\nPROFESSOR\n\nOF\n\nEDUCATIONAL\n\nADMINISTRATION,\n\nUNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA.\n\nThe establishment of a committee on participation of teachers in\nschool management was authorized one year ago at the meeting of the\nNational Council in Cleveland. The committee was appointed at the\n\nJuly meeting held in Salt Lake City. The work entrusted to it is the\nscientific study of the participation of teachers in management. The\ncommittee on superintendent's problems had begun a study in this field\nas one of several problems in 1917. The report made to the Council in\nFebruary, 1919, by that committee on administrative co-operation in the\nmaking of courses of study constituted the most extensive scientific\nstudy in this subject up to the present time. It was because of the increasing importance of the subject that the Council decided a year ago\nto establish a special committee to continue the type of studies thus\nbegun.\nThe work of this committee during the past year has been entirely\n\npreliminary in character. While a plan for further study was proposed\nto the Council one year ago for its criticism, the Council by its action\nin creating a new committe virtually referred the proposed plan to this\ncommittee. But, inasmuch as the personnel of the committee was not\ndetermined until July and for the further reason that a committee\nmeeting seemed necessary in order to act upon the plan proposed, which\nmeeting was in the nature of the circumstances out of the question, it\nwas impossible to proceed with the study. At the meeting of the committee to be held here in Atlantic City during these sessions, it is hoped\nthat a plan for study may be adopted which will render substantial contribution to scientific knowledge and scientific management.\n\n"}
{"page": 310, "printed_page": null, "text": "Council]\n\nTEACHERS IN SCHOOL MANAGEMENT\n\n285\n\nInstead, therefore, of presenting a report at this time, the committee\ndecided to call a conference of those interested in the subject\norder\nthat through an informal exchange of views and experiences ,knowledge of all would be increased, the practices in the various cities in which\norgans have already been established would be improved, and other\ncities, which have not yet launched these institutions, would be profited\nfrom the experiences of cities having such organizations. It was the\nthought of the committee also that such a meeting would assist its mem-\n\nbers in the formulation of its program for the coming years by giving\nthem at first hand the questions that are just now uppermost in a large\nnumber of cities.\nW 5019\n\nThere are a few general considerations which the committee would\nlike to present to the Council at this time in order to make clear the\nnature of the problems with which the committee has to deal.\n\nThe demand for a new agency in administration, generally com-\n\nposed of teachers and commonly referred to as a teachers' council, has\nbeen quite widespread not only in the United States but in European\ncountries. It must not be thought, however, that the number of cities\nin which such bodies already exist is large. While it is true that they\nare being established from week to week without news of the fact\nreaching central sources, I believe that it may safely be said that there\nare not at the present time over fifty duly constituted organs in the\nUnited States. Naturally in this number a greater proportion of the\nlarger cities are represented than of the smaller because differentiation\nof functions and intergradation of new agencies to perform such functions have proceeded farther in the larger cities than in the smaller. In\nconsequence, it has been more difficult for the various organs in the\nlarger city school organizations to co-ordinate their work, with the result\nthat the teachers in these school systems have been more widely separated from the actual management of schools than have the teachers in\nthe smaller school systems.\n\nIn order that we may have a proper background for the consideration of our problems, it is necessary to have in mind the development of\nschool management and more particularly the part that teachers have\nplayed in it. We do not have to go back more than a century to find\nthat the only organs in the organization of the school aside from the\npupils were the school committee and the individual teacher. All grades\nof the school were in the same room and the pupil could thus receive his\nentire common school education under the direction of one teacher and\n\nhis secondary education under the direction of another teacher. Here\n\nthe teacher had the full responsibility for the determination of the work\nto be done, the methods of doing it, and the time in which it should be\ndone. He enjoyed the full freedom which the masters in various\ntrades formerly had and which the professional man in medicine and law\n\n"}
{"page": 311, "printed_page": null, "text": "286\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nNational\n\nhas today. While his responsibility did not extend to the repair of the\nbuilding, purchase of supplies, and the like, yet he had such close re-\n\nlationship with the school committee that he had direct influence upon\nthis source of authority without obstruction. In this form we have the\nmanagement of schools in its most simple stage. A teacher, who was\n\nreally a master teacher, had the opportunity to adapt the work of the\nschool to the needs of each pupil and have entire freedom in doing so.\nThis earliest stage of development of school administration brought most\njoy in teaching because it was the time when the largest responsibilities\nwere placed in the individual teacher.\nAs cities grew and as the various local school districts and the one-\n\nand two-room school houses were abolished, pupils were graded, children\nhad one teacher for a year or a half a year, and principal teachers to\ntake charge of the buildings, grounds, and of the major cases of discipline were introduced. While at the other end of the administrative\nscheme an executive officer of the board was employed. This officer\nwas called a superintendent. His duties gradually increased from those\n\nof a mere clerk without the power of exercising executive discretion to\ninclude the functions, first, of supervision of teaching, second, of advising the board of education as to the steps it should take, third, of\nformulating the educational plans of the school system, and fourth, of\nrecommending the financial expenditures necessary to the carrying out\nof those plans. Thus it is seen that at least two new organs, the superintendent and the principal, have intervened during the past century between the two original and fundamental organs, the school board and\nthe teacher. Indeed, in larger systems in addition to the superintendent\n\nand principal we have associate and district superintendents and a vast\nhost of supervisors. These new organs have assumed certain functions\nwhich were at one time performed by these two original organs. While\n\nit is true that owing to the increasing size of school systems, new functions were gradually developed growing out of a differentiation of the\noriginal functions as they existed in their simpler forms, nevertheless the\noriginal functions of teachers were narrowed. Naturally as the responsibilities and the freedom of action of the teachers were diminished\n\ntheir joy in creative work was lessened. Some of the ways in which the\nfield of activity of the teacher has been narrowed may be pointed out in\norder to give concreteness to some of these general statements.\n\nAt least four factors were prominent in this movement to narrow\nthe work of teachers-first, the appointment to the principalship and to\nthe superintendency of the best teachers who believed their views were\nsuperior to those of other teachers; second, the prevalent practice among\nmembers of all kinds of enterprises of each superior officer giving directions either in general or in minute detail to subordinate without con-\n\nsulting them about the actual conditions which they had to face; third,\n\n"}
{"page": 312, "printed_page": null, "text": "Council]\n\nTEACHERS IN SCHOOL MANAGEMENT\n\n287\n\nthe worship of system by managers in the belief that anything that was\nsystematic in form was efficient; fourth, a mistaken idea of the nature\nof educational processes which regarded the child as plastic material to\nbe shaped by the teacher rather than an actual dynamic force to be\nguided by him.\nAs a result of the operation of these factors courses of study were\n\noutlined by a single agency, usually the superintendent, and made uniform throughout the entire city. Sometimes they were described in\ndetail in some such general way as by pages of textbooks, from which\nteachers could not vary without explicit direction from the authority\n\nwhich issued it, and usually no variation was permitted. Similarly the\ntime in which each portion of the course of study was to be finished\n\nand the amount of time for each day of the week was designated by\nthe central office and sometimes even the exact hour of the day was\nfixed by the superintendent so that as he sat in his office he could take\n\nout his watch and say to his visitor, \"At this minute each class in the\nfourth grades throughout this city is reciting spelling and each class\nin the fifth grades is reciting arithmetic.\"\n\nSimilarly, methods of teaching have been prescribed to a degree by\ncentral authority although to a relatively small extent. Supplementary\nprescription in this field is made, however, by the suggestions of supervisors based upon actual visitation of the schoolrooms, which frequently\nhave been wrong prescriptions because the teacher's judgment of conditions was not taken into account. This operated to discourage initiative and consequently lessened the joy in teaching.\nThis does not mean that we should go back to the old organization\nof the school with the little one-room schools scattered over the state\n\nwith each teacher free to carry out his own plans and have direct re-\n\nlation to the board of education. Such an idea is preposterous upon the\nface of it. While there have been faults growing out of the development of school systems which should have been avoided there have at\nthe same time come many more benefits. What we should seek to do is\nso to organize the schools that they will retain the best that there is of\nthe old and at the same time secure the benefits which have come from\n\nthe rapidly developing sciences of education, and of management, and\nfrom our experiences in their application .\nBut we should consider still another aspect of the activity of teachers\nperformed in the earlier days outside of their regular duties as instruc-\n\ntors of children, namely, the voluntary teachers' organizations as they\nexisted in the fields of instruction in local, county, and state organiza-\n\ntions. In the earlier days, teachers met in such bodies on an equal\nplane. After they gathered together they selected the instructors from\ntheir own number who became virtually the leaders of the discussions\nof the various educational topics in which all participated and for the\n\n"}
{"page": 313, "printed_page": null, "text": "288\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nconsideration of which they were approximately equally well informed.\nThese institutions and associations were utilized also to create favorable\n\nsentiment among the people toward schools and to increase solidarity\n\namong teachers. They promulgated agitation for better school support\nand better school legislation. The position of the teacher in these agencies was similar to that of the lawyers and physicians today in their\nprofessional associations. In contrast with these earlier conditions, we\nhave at the present time teachers' institutes in which the teachers are\nhardly more than listeners and teachers' associations in which almost all\nof them are merely members contributing nothing other than their annual dues. These organizations are managed by superintendents and\nprincipals, and teachers do not feel that their influence actually functions in the conduct of the organization or that they as individuals make\n\nany impress upon the public in regard to school questions.\nAs a second general consideration mention may be made of the view\nthat the principles of management as they have been worked out in\nindustry and business may be applied in part at least to the school. This\nis true only so far as parallel situations permit of transfer. Just when\nthese parallelisms exist and just how far transfer may be made and to\nwhat extent modifications in principles must be introduced have not been\n\nagreed upon. This would furnish an interesting field of study for the\ncommittee. But tentatively it may be said that the science of management, or the science of efficiency as it is sometimes called, would require\nthat the teacher be allowed to play such a part in the management of the\nschool as his knowledge and experience make desirable. Just how impor-\n\ntant this is may be further emphasized by consideration of the nature of\nthe aim of the school. The science of school management recognizes as\none of its most fundamental tenets that the unit of educational endeavor\n\nis the individual child and that the purpose of the whole school is not to\nshape his powers into a prescribed mold as in the case of manufacturers\nstriving to create a material product but rather to guide his dynamic personality to the fullest realization of his innate capacity. The difference\nbetween the worker in the manufacturing establishment and a teacher in\nthe school is as marked as that between the worker and the foreman.\n\nTeachers cannot be regarded as workers but as guides of workers—\n\nthe pupils and, therefore, as foremen and should be reckoned with to\na marked degree in the consideration of problems in management.\nJust what part teachers should take, just what part technical experts\nshould take, and just what part the line officers, as principals, superin-\n\ntendents, and other administrative officers should take, are questions of\ngreat importance, and in determining them, it should not be overlooked\nthat the education of each child is always under the direct control of a\n\nteacher and that the practical aspects of the guidance of pupils are better known by teachers than by either the technical experts or the line\n\n"}
{"page": 314, "printed_page": null, "text": "Council]\n\nTEACHERS IN SCHOOL MANAGEMENT\n\n289\n\nofficers. Since a sound policy of management cannot be formulated\nwithout a careful consideration of the practical aspects of teaching, it\nfollows that teachers' views must be considered in the formulation of\n\npolicies in the field of instruction at least.\n\nIt may also be said that the science of management requires that all\npersons engaged in an enterprise should be happy and contented, satisfied that they have a position in which there are ample opportunities\nto satisfy their desires to create and to advance in pay and position as\ntheir efficiency increases. This is necessary not only for the sake of\nthe efficiency of the school but also in order that the school as one of\nthe institutions of society may contribute to the best upbuilding of a\ndemocratic state. As a corollary to this, it may be set down that when-\n\never groups of employes are so large in number and are so differentiated\nin interests from other employes that their rights in these economic and\n\npersonal matters cannot be gained through individual contact with superior officers, they should then be given the opportunity of having an\norganization through which their questions and needs can be adequately\nexpressed.\n\nStill another principle of management might be accepted tentatively ;\nnamely, that the school as every social enterprise must constantly strive\nto better conditions under which its work is carried on. The full par-\n\nticipation that the teachers formerly enjoyed in the old institute and\nteachers' associations in coming in contact with the outside world in\ntheir endeavor to improve the schools must be restored to them in order\n\nthat they may feel that they are having those contacts with life that are\nnecessary to their greatest enjoyment and consequently to their highest\nefficiency as teachers .\n\nAs the third general consideration it should be pointed out that all\nthat has been said thus far does not necessarily require the establishment\nof a new organ in the organism of the school in order to provide for the\n\nparticipation of teachers in the management of the school. Whether\nthere is need for a new organ depends upon a number of conditions\nwhich the committee should study and determine such as ( 1) the scope\n\nand effectiveness of participation with the present school organization ;\n(2) the desirability of increasing the scope and effectiveness of teacher\nparticipation ; (3) the practicability of using existing organs for this\npurpose.\n\nIt may be possible to secure full co-operation of teachers in management with the regular organization without special agencies for securing it. In such cities no change in the present organization would be\n\nneeded. Again, it may be possible for the need of co-operation to exist\nand at the same time, paradoxical as it may seem, for it to be undesirable\nto provide a special new organ for that purpose such as the teachers'\ncouncil. For teachers might not be disposed to assume this responsibil\n\n"}
{"page": 315, "printed_page": null, "text": "290\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nity, or they might be willing to assume the responsibility without performing the labor that the responsibility involves and thus make manage-\n\nment less efficient ; or it might be possible that differences of opinion\namong the various groups composing the council would lead to prolonged acrimonious discussions, would accentuate factions in the teaching corps and thus lower its morale and effectiveness. Under either of\nthese probable developments it might be better for the schools not to\nestablish new agencies, but to depend on those already in existence. In\nregard to the third point, it may be said that the practicability of extending the scope or increasing the effectiveness of teacher co-operation\nthrough existing agencies depends upon a number of factors such as the\nwillingness of superintendents and principals to conceive it as their duty\nto render every possible assistance to the teachers in their work and to\nadvance their economic and professional interests in every reasonable\nway, the amount of time they have to keep in close touch and to encourage co-operation with teachers, and the confidence and respect the\n\nteachers have for their principals and superintendents both professionally and personally. It is possible, moreover, that a voluntary teachers'\nassociation can easily be made to function in relation to certain types of\nquestions. In summarizing, it may be said that the committee will have\nto determine under which of such conditions and other similar condi-\n\ntions there is need for a new organ and under which the existing organ\nwill suffice.\n\nIn the fourth place, it may be pointed out that in the consideration\nof the question, \"In what functions in management should a teachers'\norganization participate when conditions warrant its establishment ?,\" it\nis necessary to have in mind on the one hand the entire scope of functions involved in the conduct of the school, and, on the other hand, the\n\npart that each organ other than teachers' council might properly fulfil,\nsuch as the board of education and more particularly the superintendent.\nSuch functions may be divided into policy-forming, policy-determining,\nand policy-executing. How far in each of these classes of functions do\nteachers already participate through teacher organizations ? How effective is such participation ? At what point should it be extended or rendered more effective? It is such questions as these that the committee\n\nmust carefully study in each local situation.\n\nIt is possible to conceive of a régime in which questions falling under\nall three of these heads would be considered by teachers. This would\nprovide popular democracy in management. Such a form of management is advocated, however, but by a relatively small number of persons.\nPractically all teachers recognize the necessity of having one person at\n\nthe head of the executive force who is held responsible for finally deciding upon all policies to be submitted to the board of education and for\nthe execution of such policies as are adopted by it. In giving such a\n\n"}
{"page": 316, "printed_page": null, "text": "Council]\n\nTEACHERS IN SCHOOL MANAGEMENT\n\n291\n\nplace to the superintendent, school administration is observing one of\nthe most important principles of the science of efficiency. It would\nseem that this is a good reason for the belief that whatever organ\nmay be chosen for the participation of teachers in management which\nis city-wide in scope should be directly connected with the superintendent of schools and not with the board of education, and that its\n\nfield of activity should be limited to the participation in the formulation of policies.\nIt is necessary also to consider upon what questions should teacher\norganizations act. Upon many questions teachers are not well informed\nand in some of them they are not as a body at all interested. Then,\ntoo, all of them require certain amounts of technical knowledge possessed by experts. Why should not the decision be left to these experts ?\nObviously, there is need for the adoption of principles which will guide\nin determining these questions.\n\nIn endeavoring to establish such principles, it is observed at the outset\nthat these functions in management are, from the standpoint of the\nteacher, divisible into two main groups. They are those in which she\nis interested as a person and also those in which she is interested in her\n\nofficial capacity as a teacher. The former may be determined for the\npresent as contractual ; they deal with question of pay, conditions of\nwork, and the like. The latter may be called educational, they may be\nsubdivided into questions of instruction and of business. Every teacher\n\nis interested alike in the first group of functions not only for herself, but\nfor others as well, because the pay of each is conditioned in part by the\npay received by all others. Questions in this group are the only ones in\nwhich all are interested, and in which all should have an equal part in\nthe determination. The principle of equality of representation should\ngovern here as in the performance of no other function.\nWhen it comes to educational questions, however, the aim is not the\n\nsatisfied teacher, but the best-educated pupil. The amount and kind of\nparticipation of teachers is determining policies in this field is dependent\nnot upon their rights as contractual persons, but upon their ability to\ncontribute to increasing the efficiency of the school. Obviously, there\n\nare great differences in the aptitudes of teachers ; some are strong in one\nquality and others in another. A few teachers are strong in several\ndirections, and a few are strong in none. Certain school systems may\nhave a large number of school teachers, others may have but few teachers. Management must strive to devise ways and means by which all\ncapable teachers may participate to the extent that their abilities warrant\n\nin the formulation of school policies.\nIn the fifth place, it should be pointed out that there are many different forms of organs that may be used for teacher participation in\nmanagement. The adaptability of each of them to a variety of different\n\n"}
{"page": 317, "printed_page": null, "text": "292\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\ntypes of situation in individual cities must be carefully studied.\n\nIt\n\nshould also be the object of the committee to consider whether one type\n\nof organ is best adapted to contractual questions and another type to\neducational questions.\n\nIt is probable on the one hand that a body for the efficient handling\nof contractual questions should be composed entirely of teachers, or of\nteachers and principals, should be chosen by teachers, should be permanent, and should have its conclusions presented to the board of edu-\n\ncation by the superintendent, together with his recommendations whenever it is the function of the board to determine the question involved,\n\nas in the case of salary schedules, tenure, and hours of work. It would\nin many cities be advantageous to have representatives of the teachers\npresent at board meetings to supplement their formal reports, and to\nanswer questions asked by the board. These representatives should\nalso be required to make a full report back to all the teachers.\nOn the other hand the organ best adapted to the participation of\n\nteachers in the determination of educational policies should differ from\nthat just described and mainly in the different position occupied by the\nsuperintendent in its operation. By the rules and regulations boards\nshould recognize the superintendent as the officer responsible for the\neducational policies; by the theory of management, he is expected to\nlead in the formulation of policies but to get all the help he can from\n\nevery worker who has anything to contribute. The organ should be\nframed in accordance with these ideas.\n\nThe superintendent should be\n\na member of and the leading spirit in the council. Probably in most\ncases he should be the presiding officer although this is not at all\nnecessary .\n\nStill another immediate question remains regarding those organs for\nteacher participation in management which field of activity is the determination of educational policies, namely, \"Will a single organ for the\nconsideration of all types of questions-such as, course of study, methods\nof teaching, choice of equipment and supplies, planning of school buildings, financial program-render the greatest service, or would it be\nbetter to have a separate organ, for the consideration of each of these\nquestions, each of which is composed of those teachers and principals\nin the school system who are most competent in the respective fields.\n\nThere is something to be in favor of each of these plans, the former\nwould secure for the benefit of the schools the best experience and\njudgment, while the latter would give to teachers upon the council a\nmore unified and complete conception of the problems involved in the\nadministration of schools and of the principles which should operate\nto secure their highest efficiency ; undoubtedly much of the difficulty that\nhas arisen in school administration from active opposition or lukewarmness of the teaching body has been due to the fact that they have not\n\n"}
{"page": 318, "printed_page": null, "text": "Council]\n\n293\n\nTEACHER COUNCILS\n\nunderstood the work and the difficulties that the superintendent and the\nboard of education have to face in the solution of their problems.\n\nIn this connection it may be pointed out that it is possible to work\nout a plan which will secure the advantages of both of these forms\nthrough a council which operates to a very large extent through the ap-\n\npointment of committees to study intensively various questions and the\nplacing upon these committees those from outside the membership of the\ncouncil who are especially qualified to assist.\n\nIn such cases it might\n\nusually be advisable for the members of the council to assume the\nchairmanships of each of these various committees.\nIn conclusion it is thus seen that the field which your committee has\nto investigate is a large and difficult one. We are limited by the lack\n\nof funds and the lack of time and opportunity for intensive study. The\ncommittee hopes, however, that it may be able to serve as a clearing\n\nhouse by means of which results of study and experience may be gathered together and disseminated.\nTEACHER counciILS\nE. J. ORTMAN, FISK UNIVERSITY, NASHVILLE, TENN .\n\nIt seems desirable, first, to go directly to the teacher council itself\n\nand note what the organization is and what it is attempting to do.\nLater, we may consider what relationships must be established in\ninstituting the organization in the schools. And, finally, it may be\nprofitable to note briefly the philosophy upon which the council is presumably built and to determine how nearly the present organization\n\nis an embodiment of that philosophy.\nThe somewhat generalized and common characteristics of the teacher\ncouncils now in existence are: First, they are made up of elected\n\nrepresentatives of all grades of teachers, supervisors, and principals in\nthe school system.\n\nSecond, they have an organization of their own\n\nwith elected officers who direct the councils in the conduct of their\n\nbusiness. Third, they are governed by a constitution and by-laws, and\ntheir activities are prescribed by a body of adopted rules and regulations. Fourth, they may or may not have the sanction of the superintendent and the board of education to whom they act in an advisory\ncapacity. Fifth, they may or may not have a guaranteed corporate\nexistence by the city's charter. And sixth, they have an organized\nmeans of registering their activities and of bringing their conclusions\nto the notice of the proper authorities for their consideration.\nThe median number of members in twenty-eight councils here con-\n\nsidered is eighteen, although Colorado Springs has as low as six members, and Buffalo, 130 members. We have no data as to the ideal\number for a council. If we take the judgments of organizers on this\npoint as expressed in the median number we should favor eighteen.\n\n"}
{"page": 319, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n294\n\n[National\n\nIf we apply the principles of organizations that they must not be too\nlarge and unwieldy so that they block action, and not too small that\ntheir action becomes prejudiced, we shall be inclined to favor a number\nas large as the median number of the councils already organized or\neven somewhat larger.\n\nLarge school systems do not necessarily have large councils and vice\nversa.\n\nNew York with 23,000 teachers has forty-five members ;\n\nMinneapolis with 1600 teachers also has forty-five. Ypsilanti with\nfifty teachers has eight in the council; Leavenworth with twice as\nmany teachers also has eight in the council; while Newark with thirtyeight times as many teachers, or 1900, has but eight. St. Paul with\n1000 teachers has twelve members in the council ; Kansas City with\nsomething over a thousand teachers has forty-eight members in the\ncouncil .\n\nThe numbers in the councils result from consideration other\n\nthan the size of the school systems.\n\nDr. Spaulding who organized\n\nthe councils at Minneapolis and at Cleveland refers to the numbers\nin the councils as resulting from a mathematical computation. How-\n\never, Boston uses about thirty members in the council because there\nare this number of teacher organizations in the schools each of which\n\nis represented by its president in the council.\nAmong the thirty councils reported here, there are forty-two different groups of school people or individuals represented in the councils. Almost every conceivable arrangement of persons in the school\nsystem is used. However, the median number of groups is eight.\nThese are kindergartners, primary, intermediate, junior high, senior\n\nhigh, and special teachers, principals, and supervisors. These eight\ngroups are represented in various ways in the councils more times\nthan all the others combined. Some of the other groups represented\nare the industrial teachers by Kansas City, assistant superintendents\nby New Britain, public-school activities by Chicago, teachers at large\nby New York, teachers' federation by Colorado Springs.\nThere are eight different and characteristic methods of securing\nmembers to the councils. I have designated these as follows : groups\nassembly, assembled groups, school-building groups, club groups, district groups, voluntary associations conference groups, and general\nelection group types.\n\nThe groups assembly type is illustrated by the New Britain Council.\nHere, each of four different groups assembles directly (except the\ngrade teachers who are too numerous for one assembly and who send\nrepresentatives to assembly) and elects from its own number the allotted\nnumber of representatives to the council.\n\nThe assembled groups type is illustrated by the Ironwood Council.\nHere, every professional worker in the schools one hundred strong\nbelongs to the Teachers' Assembly. At their second meeting in the\n\n"}
{"page": 320, "printed_page": null, "text": "Council]\n\nTEACHER councILS\n\n295\n\nfall, each of eight different groups elects one representative to the\ncouncil.\n\nThe school-building groups type is represented by the Cincinnati\nand the Oakland Councils. In this type each school building with four\nto fifteen teachers sends one representative to the council ; buildings\nwith more than fifteen teachers send two representatives to the council; while buildings with less than four teachers combine to send\nrepresentatives, one for each fifteen teachers or fraction thereof.\n\nThe club groups type is illustrated by the Kansas City (Kansas )\nCouncil. Here each of seven different clubs-grade teachers, high\nschool teachers, and principals elects the allotted numbers of representatives to the council.\n\nThe district groups type is illustrated by the Minneapolis Council.\nIn this type each of five high-school districts in the city elects six\ngrade teachers and one high-school teacher to the council. The electing bodies are made up of representatives from each of all the groups\nof teachers in the respective districts. In addition to these, each of\nthe four-kindergartners, junior high school teachers, senior high\nschool and grade principals-meets in groups and each elects from its\nown members the allotted number to the council .\n\nThe voluntary association conference groups type is illustrated by\nthe New York City Council. Here each of the voluntary associations\nof workers in the school system sends representatives to a conference\n\nof its own members, who in turn sends representatives of its own\nmembers to a second conference, and this second conference representing the entire city, elects the allotted number of members to the\ncouncil. In addition to these representatives the council at its first\nmeeting elects five members at large.\n\nThe general election group type is illustrated by the Cleveland\nCouncil. In this type the individual schools in each of four supervisory\ndistricts send representatives to conference where there is nominated\nmore than the allotted number of members allowed in the council to\n\nrepresent the fourteen groups. The chairmen of the four conferences\nprepare the ballot with all the names of the candidates on it and indicate\n\nthe number to be elected. The ballots are printed and distributed\nthrough the principals to the teachers who mark and return them\nthrough the principals to the four chairmen who act as a canvassing\ncommittee. The results of the election are announced through this\ncommittee.\n\nThe purposes for establishing teacher councils are set forth in their\nconstitutions and elsewhere. There are over two score of \"purposes\"\n\nstated in the constitutions of about fifty councils. By grouping these\nit is possible to reduce the number to the following: to act as advisory;\nto promote co-operation; to promote the welfare of the school ; to raise\n\n"}
{"page": 321, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n296\n\n[National\n\nthe standard of the teaching profession; to assist in financial readjustment; to develop the feeling of responsibility in teachers ; to offset the\nmove to affiliate with the American Federation of Labor ; to partici-\n\npate in community affairs ; to give teachers an organized means of expression; and to advise with the superintendent on school matters.\n\nMost of these purposes are not well stated. They are so general\nthat they are not helpful. Taken literally, \"to secure coöperation\"\nwould seem to imply that the founders of the council were seeking\nto originate a new quality which did not exist. In truth, no school\ncan exist without coöperation in a large measure.\n\nIf the statement\n\nmeans coöperation in more points than then existed or in higher\ndegrees, it would be more pertinent and helpful to include in the\nstatement of the purpose those points where coöperation was to be\n\nestablished or to be increased, as, establish coöperation in making a\nnew course of study in English, if teachers had not helped before ;\nor increased coöperation in classifying pupils more scientifically if\nthey had been doing something in classifying before. Purposes for\norganizing councils should be stated in terms of the tasks to be done\nrather than in terms of a hope that some desirable social quality will\ndevelop as a result of the activities of the council.\nThe real test of the teacher council comes in the tasks it undertakes\n\nand in the degree of success with which it accomplishes them.\n\nIf\n\nthese are trivial or useless, or are tasks clearly outside its province,\nthe council has failed as an institution in the schools. If for solutions\n\nto problems it adopts conclusions which conditions do not warrant or in\n\nwhich any reasonable right-thinking person cannot concur, it is a\nfailure.\n\nOr if it arrives at conclusions colored by prejudice it must be\n\nconceded it has failed.\n\nAmong the councils studied over fifty tasks have been undertaken.\nNone of these tasks is trivial, useless, or out of its province. For\nbrevity I shall summarize the different tasks which have been undertaken by councils under ten heads as follows : constructed or reorganized courses of study ; adopted textbooks and materials for teaching certain subjects; established methods of instruction for different\nsubjects and classes ; built up teacher-training requirements and courses ;\nconstructed teacher-rating systems ; reorganized the rules and regulations of the school ; modified building plans in some details so as to\nresult in better service ; built up a more comprehensive system of\nreports ; helped increase salaries and reconstructed the financial condi-\n\ntions in the district attending thereon; and coöperated in community\nwork.\n\nThe success with which these tasks have been undertaken is attested\n\nby many superintendents who have used the organization. Space permits the quotation of but one or two of these. Dr. Spaulding says:\n\n"}
{"page": 322, "printed_page": null, "text": "Council]\n\nTEACHER counciLS\n\n297\n\n\"My experience has confirmed me in my conference in coöperative\n\nadministration. \" Superintendent Dyer of Boston says : \"I desire especially to commend the constructive work of these councils and organi-\n\nzations. They are to this school system what the research and testing\nlaboratories are to the great manufacturing concerns.\"\nFrom this brief and hasty review of the teacher council let us\n\nconsider the relationships that must be established in organizing and\ninstituting the teacher council in the schools.\nWhat relationship shall be established between the teacher council\nand the board of education ? There are three possible and existent\nrelationships among teacher councils now established. These are : ( 1 )\n\nno recognition, legal or official. By far the largest number of councils\nstudied fall under this head. (2) Official recognition through the incorporation in the board's minutes or rules of a formal statement that\n\nthe teacher council is recognized in the schools.\n\nThe councils at\n\nBoston, Cincinnati, and New Britain have this form of recognition.\n\n(3) A legal recognition through the city's charter. St. Paul council\nand the proposed council for Washington, D. C. have this form of\nrecognition. New Hampshire has passed laws recognizing the teacher\ncouncil in the schools.\n\nTheorists advocate legislative recognition. Whether this will ever be\ngiven generally will depend upon the insistence of the demand for such\nrecognition. It is difficult to say what the value of recognition through\nthe city's charter is as no evidences are forthcoming as yet. Nonrecognition is diametrically opposed to the purposes for which the\ncouncil is established. Since the organization aims to be helpful in\nformulating desirable school policies the board must recognize its\nefforts and give it the advantage of an official hearing. Nothing less\ncould be just. Official recognition by the board is the type that seems\nmost desirable at the present time. When the state legislatures generally guarantee the existence of the councils in the schools its recognition\nmust be complete.\n\nGrowing out of the board's recognition of the teacher council there\nis another relationship to be established. What shall be the superintendent's relation to the teacher council ? At least three different types\nare in existence. These are: (1 ) the \"parallel type\" in which both\nthe superintendent and the teacher council work along parallel lines with\nas many interchanges as possible, each reporting to the board. The\nDallas Council used this type. It is not the best as it tends to create\ntwo heads in the school system. (2) The \"dominated type\" in which\nthe superintendent has complete control over the council, even to the\nextent of appointing and dismissing its members. In strict definition\nthese are not teacher councils whatever else they may be. It puts the\n\ncouncil so completely under one man that there is little hope that\n\n"}
{"page": 323, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n298\n\n[National\n\nit will do any effective work on its own initiative. (3) The \"responsible through the superintendent type\" in which the board recognizes\nthe teacher council in the schools assisting the superintendent in arriving at desirable policies for the schools . The superintendent embodies\nthe recommendations of the teacher council in his recommendations\nto the board.\n\nThere is always danger that the teacher council organization may\nassume a \"mob mind\" attitude and appeal to the board of education\ndirect without the intervention of the superintendent. If the idea gets\nabroad that the superintendent does not favor the policies advocated\nby the teacher council and is not trying to secure their adoption by the\nboard there is likely to be this direct appeal. Almost invariably this\nwill create dissension. Of course there is no way to stop this direct\nappeal, nor would it be advisable to do it if it could be done. It is\n\ndone sometimes without the teacher council, and perhaps it will be done\nwith it. Here is a relationship that must be worked out; it must be\nrecognized and dealt with in an open and above-board manner.\nSeveral plans are being tried by the organizers of councils to fore-\n\nstall this condition. The Newark Council provides for joint meetings\nwith the board of education. The Cincinnati Council provides for\nreporting to the board the action of the council.\n\nThe New Britain\n\nand the Republic Councils use the conference committee plan. The\nOakland Council uses a representative from the council to the board\nof superintendents which is the policy-making body for the schools.\nThe council advocates its policies to this body direct through its\nrepresentative.\n\nAnother relationship to be established is what power or authority\nis to be granted to the council ? Almost all councils now have the\n\nadvisory relationship established, and so long as everyone is acting\nin good faith this type will be satisfactory. As soon as confidence\nand good will are destroyed no organization can function desirably.\nIt is intended that the teacher council shall assist in building up these\nhigh qualities through the opportunity it affords for coöperative action\n\nin solving the problems that need solution in carrying on the schools.\nThe council may have to be given mandatory power in certain\nproblems as soon as we can discover what these are. By making\nthe council responsible for certain policies there can be developed\nin it the proper sense of regard for its actions. When the teacher\ncouncil must initiate what is to be done where teachers alone have the\n\nbest power to judge, then may we expect to develop a proper responsibility for action in the organization.\n\nAnother problem is what relation shall be established between the\nteacher council and the body of teachers, principals, and supervisors\nwhich it represents. The two phases of this problem are how shall\n\n"}
{"page": 324, "printed_page": null, "text": "Council]\n\nTEACHER COUNCILS\n\n299\n\nthe teacher council members be kept informed regarding the wishes of\ntheir constituency, and how shall the constituency be kept informed\nregarding the action of the teacher council group. Very little has yet\nbeen done by any council to solve these problems. As a result, this\nis one of the complaints against the council. It is complained that\nthe council voices the sentiment, not of the constituency, but of the\nindividual members. Also, the council members feel that the consti-\n\ntuency is doing nothing to instruct them.\nSome of the councils already established recognize these defects\nand have written into their constitutions a statement requiring the\ncouncil members to get the opinions of the constituency and making\nit imperative that the constituency be kept informed regarding the\naction of the group. But as it is, whenever a rule is promulgated\nwithout an efficient means of carrying it into effect the rule suffers.\nThis is a serious defect in the councils today, and must be remedied.\n\nThe solution of this problem requires nothing less than some organized\nand recognized means, simple and natural, through which the representatives can receive the consensus of opinion of the group electing\nthem, and whereby they may give to the constituency the results of the\naction of the council group.\nAnother problem that should receive some consideration in estab-\n\nlishing the teacher council is the matter of how expert opinion shall\nfunction most effectually in the scheme. It must be conceded that\nexpert opinion is a potent factor in the conduct of any organization\nand not to provide for its functioning is a defect that puts a severe\nhandicap upon the organization. We may have a most exalted opinion\nof the Jacksonian type of democracy and believe that the masses will\nalways guide their own destinies to proper ends if given enough freedom, but there is a vital thought in the Jeffersonian type of democracy\nin its provisions for the functioning of leaders of thought. Three\ndifferent plans suggest themselves : ( 1 ) expert opinion to be drafted by\nthe teacher council on its own volition ; (2) no important policy should\nbe adopted by the teacher council until expert opinion had given it a\nfair consideration; and (3) have the conclusions of the teacher council subjected to expert opinion after they had been adopted. There\nis a tendency to have the teacher council draft expert opinion in its\ndeliberations rather than to compel the council to do so, or to have\nits conclusions subjected to it after they had been drafted and before\nbeing adopted. This is a fair tendency and one much more in harmony\nwith the spirit that should be maintained in the organization.\nThe fundamental idea upon which the council rests is much older\n\nthan the organization itself, and perhaps has its roots in the soil\nthat nourished all democratic aspirations. However, Dr. Dewey's statement made in 1903 crystallized out of these aspirations the idea of the\n\n"}
{"page": 325, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n300\n\n[National\n\ncouncil. \"What does democracy mean,\" he asks, \"save that the individual shall have a share in determining the aims and conditions of his\nown work ? \"\n\nFrom this statement of his, two others follow as corol-\n\nlaries. The first, \"only by sharing some responsible task does there\ncome a fitness to share it,\" proclaims a conditioning principle of growth\nfor the individual in professional and intellectual betterment. The\nsecond, \"through the free and mutual harmonizing of different individuals the work of the world is done better than when directed by the\n\nfew, no matter how wise or of good intent that few\" proclaims a conditioning principle of growth in the well-being of institutions. The\nprinciple of \"learning by doing\" is not uncommonly used in our various\ntechnical and training institutions today. The principle of \"bettering\ninstitutions by having all workers in them assist in determining the\ngoverning policies\" is not so commonly recognized although we seem\nto accept the principle, governmentally.\nThus, the philosophy upon which the teacher council is presumably\nbuilt is relatively simple and hopeful. Its embodiment in an organization that permits its fullest operation is more difficult.\nIt must be conceded that the council idea is striking at a vital defect\n\nin the organization of our schools. Not that anyone has willed the\ndefect or its perpetuation. It isn't the defect that precipitated the\nstruggle that was waged to secure Magna Charta, the Bill of Rights,\nor the Ballot. The administrative and the teaching groups have no\nsuch diverse interests, or rather, self-interests. Both groups have a\ncommon interest- the betterment of our common heritage, the schools\n\nand education. It is primarily a matter of development that is sought .\nIt is a search for truth to guide us to higher values. There is no idea\nthat the one group shall inevitably lose when the other gains, but that\nboth groups shall gain when the work of the schools is done better.\nIt is a gain in the common consciousness that the children of our\ncommon country are receiving a heritage of a larger and a more vital\neducation.\n\nIn conclusion I wish to give a few observations that have been\n\ngathered from literature, from the words of organizers of the councils,\nor from some thinker on the problem of teacher participation. These\nwill be undiscussed propositions and each is intended to call attention\nto a defect in the organization of the teacher council at present.\nThe first and fundamentally important task of anyone who would\norganize a teacher council is instruction. One must not let himself be\n\"stampeded\" into forming teacher councils .\n\nOne very important fact to establish in the minds of all is that\nthe teacher council is not a concession to teachers, but that it is an\n\nobligation placed upon them to contribute all that they have in profes\n\n"}
{"page": 326, "printed_page": null, "text": "Council]\n\nELEMENTARY- SCHOOL COURSE MINUTES\n\n301\n\nsional knowledge, technical skill, or common sense to the betterment\nof the particular school of which they are a part, and of education\ngenerally.\n\nNo teacher council should be organized without first deciding what\ntasks it is to undertake.\n\nTo organize in anticipation that something\n\nwill suggest itself upon which the council can work is a very poor\nbeginning.\nAll the schools may not need a teacher council but every worker in\n\nthe schools does need the kind of help that may be given through a\nproperly organized and justly conducted teacher council organization.\n\nThere is always a big temptation in an organization of teachers\nto discuss too much .\n\nThe teacher council is a \" work\" institution as\n\nwell as a \"talk\" institution. To plan is necessary, but to execute a\n\npiece of work according to a formulated plan is equally desirable.\nSome teacher council meetings could be given over to work on some\nproject embodying a previously determined policy.\nThere is little trouble of getting a policy adopted if that policy is\nembodied in a piece of usable apparatus, device, or project. When an\n\nabstract theory of administration is discussed until some sections of\nthe teacher council become irreconcilable it is pretty well assured that\nsome one missed the point.\nWhen the teacher council is once organized let no one assume to\n\npredict its every act. If no one is ever surprised by its action it might\nbe well to study the organization to determine if it has the form only of\nthe teacher council and not the spirit that must animate it.\n\nCONFERENCE ON ELEMENTARY- SCHOOL COURSE\nMINUTES\n\nThe conference of the Committee on the Changes Needed in the ElementarySchool Course was held in Atlantic City on Saturday morning, February 26,\n1921. At the open meeting the chairman presented a report of the work done\nat the Summer Conference. Dr. Charles H. Judd, of Chicago University, made\nthe principal address. Miss Evelyn Dewey gave an interesting account of the\n\nwork done by Georgia Alexander, of Indianapolis, Ind. There are opportunity\nclasses organized for mental defectives, immigrants, poor whites much over age,\n\npupils with poor environment, and pupils absent for a long time on account of\nsickness. Over-age children are allowed extra time for recitation and are given\nextra home work. A large percentage of these children are thus enabled to be\npromoted more than once a term.\n\nVarious plans for breaking the lockstep were discussed. Several of those\npresent felt that departmental work in the seventh and eighth years was respon-\n\nsible for a large number of non-promotions, as the children of that age are not\nmature enough to do their work well under departmental conditions.\nOther subjects discussed were the changes needed to humanize geography\n\nand how far can living English be substituted for grammar in the upper grades ?\n\n"}
{"page": 327, "printed_page": null, "text": "302\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nA discussion of the duty of the schools toward the campaign for disarmament\nwas crystallized in the following resolution proposed by Superintendent John\nKeating, of Pueblo, Colo..\n\n\"Resolved, That it is the sense of this conference of the National Council\nof the National Education Association that it is the business of the teachers of\nAmerica to shape the thinking of the statesmen of tomorrow relative to the\n\nquestion of disarmament so that peace shall be quickly established among the\ncivilized nations of the world.\"\n\nKATHERINE D. BLAKE, Chairman.\n\nSURVEY FOR ARISTOCRACY or deMOCRACY\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASS.\n\nThe National Council of Education should only consider large and\nvital educational problems and the most vital of America's present\neducational problems is to eliminate all causes for a death grapple\nbetween aristocratic and democratic ambitions in American education.\n\nLet present tendencies continue to develop antagonism and there\nwill be at no distant day such a catastrophe as has not been in America\nsince the Civil War.\n\nThe stage is already set. He is wilfully blind who does not see it.\nIt is not a question of school men and women alone. It already\n\ninvolves capital and labor. Big business and big politics are organizing;\nit is already a race question and a religious question. It requires no\nconsiderable wit and no wisdom to see the classes that are arrayed with\n\naristocracy and the masses that are arrayed with democracy. The\nNational Council of Education should be big enough and broad enough\nto avoid being caught up by the fascinating charms of educational\nroyalty and too staunch and strong to be caught by the undertow that is\nso seductive when the cry of autocracy is raised.\n\nIf aristocracy ever rules and reigns the public will be mere slaves,\nbut if democracy becomes merely anti-aristocracy the world will go\nback to the autocracy of savagery.\nIf for twenty-four hours the Ten Commandments should be absolutely and completely ignored it would take a thousand years to get\nback to law and order. We must not be the slaves of aristocracy and\nwe must not be barbarians.\n\nTo avoid both, we must consider the tendency of the educational\nsurvey. If it is allowed to be an aristocratic scheme, if it becomes\nthe tool of aristocrats in big business, in finance and in scholasticism\nit will repeat the experiences of the Czar, the Kaiser, the Sultan, and\nBelshazzar.\n\nCreate educational rulers who through surveys can say : \"Whom\n\nthey will they can slay and whom they will they can keep alive and\nwhom they will they can set up and whom they will they can put\ndown\" and in that day will be written on the walls of their banquet\n\n"}
{"page": 328, "printed_page": null, "text": "Council]\n\nREORGANIZATION OF GRADES\n\n303\n\ning hall the words \"MENE, MENE, TEKEL, UPHARSIN,” weighed\nin the balances and found wanting.\nIf that day shall ever come the surveyors will be dancing at their\nown funeral.\n\nOn the other hand a wayfaring man, though a fool, can see the\nmassing of limitlesss forces-industrial, political and social ready for\nsome Lenine and Trotzky to lead them when Belshazzar's feast is the\nwake of the anti-common people.\nThe great hope of America industrially, financially, socially, and\nreligiously, is an educational survey in which there shall be equitably\n\nrepresented scholastics and industrialists, university and normal colleges,\nsuperintendents and principals, secondary and classroom teachers-a\n\nsurvey in which there shall be no monopoly of propagandists of any\ncolor, hue, or tint of professionalists.\nREORGANIZATION OF SEVENTH, EIGHTH, AND NINΤΗ\nGRADES\nCHARLES H. JUDD, CHAIRMAN, COMMITTEE ON REORGANIZATION OF\nSEVENTH , EIGHTH , AND NINTH GRADES\n\nThe present form of organization of American elementary and\nhigh schools was established at a time when the total amount of schooling of the individual citizen was comparatively meager. The Commissioner of Education estimates that in 1840 the average schooling\nof American citizens amounted to only 208 days. In 1870 this had\nincreased to 582 days, and now it is in the neighborhood of 1200 days.\nThese figures make it clear that more and more the children of the\nUnited States are continuing in school long enough to pass beyond the\nstage of rudimentary instruction.\n\nThe organization of schools has not kept pace with the rapid change\nin the average schooling of pupils. There has been in many quarters\na disposition to regard the elementary school as limited in its curriculum\nto rudimentary branches. Equally often those in control of the high\nschool have regarded the ninth grade as the beginning of a highly\nspecialized form of education intended only for a selected group of\nstudents.\n\nThese tendencies to keep the elementary curriculum at a rudimentary\nlevel and to keep the high school exclusive have been powerfully reinforced by such facts as the following : The ordinary elementary-school\nbuilding is not constructed or equipped in such a way as to encourage\nthe introduction of higher courses which require library and laboratory\nfacilities. The teachers in the upper grades of elementary schools\nare usually, in training and interests, different from the teachers in the\n\nfirst year of the high school. Elementary principals look on the upper\n\n"}
{"page": 329, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n304\n\n[National\n\ngrades in their buildings as a source of prestige and as most important\nto the life of the schools .\n\nIn the aggregate we find, therefore, strong tendencies in the school\nto keep the elementary and high schools apart. On the other hand,\nwe find in society at large an increasing tendency to put all pupils\nthrough an ever-lengthening period of training.\nCertain definite defects in the American educational system result\nfrom the conditions described.\n\nFirst, the lower school tolerates ex-\n\ncessive repetition of rudimentary work because there is reluctance to\nintroduce into the elementary curriculum subject-matter which tradi-\n\ntionally belongs exclusively to the upper school. Furthermore, the\nelementary school does not take responsibility, as it should, for guidance\nof its pupils in matters directly related to their individual plans for\nlater life.\n\nSome means should be devised to arouse superintendents, elementaryschool principals, and teachers to the need of radical reorganization\n\nof the work in elementary schools. We recommend that the National\nCouncil arrange for a special program on this general problem. If the\nCouncil approves, this committee will contribute to this program through\nits own investigations at least two reports, one on present repetitions\nin elementary curricula and one on new subject-matter suitable to the\ncurriculum of the seventh and eighth grades. It is recommended that,\nin addition to these reports which the committee can now guarantee, the\ncommittee be further authorized to prepare or secure a report on the\n\njunior high school building and one on readjusting the administration\nof the elementary school so as to make its basal program one of less\nthan eight years.\n\nIn order to bring out fully the needs of reorganization and to furnish the arguments which will break down present-day conservatism in\nthe high school, it is further recommended that a report be authorized\nat the time of this special program on the reconstruction of the ninth\ngrade.\n\nIt is further recommended that this special program be as widely\nas possible announced as an opportunity for full discussion by school\nofficers and that following the program a statement of principles be\nformulated and given wide publicity.\nThe present committee further submits as its conviction the state-\n\nment that the general direction in which the enriched elementary program should move is toward the liberal use of social science materials.\nPupils of the age of twelve years and more are in the stage of physical and mental development when it is highly important that they should\n\nbe led to a broad and intelligent conception of their relations to society.\nThe seventh grade and later grades should be employed for the purposes\nof self-conscious social adjustment.\n\n"}
{"page": 330, "printed_page": null, "text": "Council]\n\nMINUTES ON TEACHER PROGRESS\n\n305\n\nThere is a lack of suitable materials of instruction for the period\n\ndescribed in the foregoing paragraph. There is also a lack of suitable\nmethods of dealing with pupils in the early adolescent period. It is\nrecommended that the National Council organize two special committees\n\nto succeed the present committee, to deal with the problems thus suggested and to devise ways and means of collecting and distributing\nmaterials needed in the schools.\n\nThese committees would serve a double purpose. They would foster\napositive movement of creation of new material and they would coun-\n\nteract a serious danger. The danger arises from the fact that many\nschools are at the present time, in their enthusiasm for enlargement of\nthe curriculum, carrying back into lower grades without adequate\nrearrangement material which was prepared for upper grades. For\nexample, algebra of the type used for the ninth grade is being attempted\nin the eighth grade and sometimes even in the seventh. It should be\nthe duty of the committees proposed to show how material originally\nused in the upper school must be reworked in order to make it suitable\nfor the lower schools .\n\nBy way of summary, this report recommends a special program of\nthe Council on reconstruction with a view to getting the matter fully\ndiscussed. It recommends the organization of two special committees\nto succeed itself after it has executed the above-recommended special\nprogram. These two committees are to have as their purposes the\npreparation of materials and methods necessary to make reconstruction\npermanent.\n\nMINUTES OF OPEN FORUM ON TEACHER PROGRESS BY\nCOLLECTIVE ORGANIZATION\nChairman-OLIVE M. JONES,.\nSecretary AGNES S. WINN, ...\n\n..... New York, N. Y.\n\n.... Seattle, Wash .\n\nMiss Jones sketched briefly the important things a teachers' organization\nshould stand for. The points for discussion she grouped under the following\nheads:\n\n1. Tenure : Miss Jones thought tenure by far the most important question\nfor any organization to work out. She gave a brief history of the tenure\nlaw in New York City and its extension into a state-wide law so that the\n\nrural teacher in New York State has just as much protection now as the\ncity teacher. There can be no stability in the profession until this question is\nsolved.\n\n2. What is meant by collective organization ? There are many who feel\nthat each group should be organized separately, but if this idea is carried out\nthere must be some kind of central organization where all groups may come\ntogether and work for the best interests of all this seemed to be the opinion\nof many of those present, if class consciousness is to be avoided. Each\n\nlocality should decide then what should be the basis of organization. Equal\npay was touched upon.\n\n"}
{"page": 331, "printed_page": null, "text": "306\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\n3. The teacher's duty regarding teacher shortage is making the profession\nattractive to young people. The teacher can do much by making the public\nrespect the profession.\n4. How far should the organization co-operate and work with the school\n\nboard and superintendent? Owing to lack of time this was not discussed.\n5. Should dues be a fixed sum for each member or on a percentage basis\naccording to salary ?\n\nCornelia Adair was asked to give the Richmond,\n\nVirginia, plan. The Elementary Teachers' Association of Richmond has a\nbudget plan, each one paying a flat sum annually to cover all dues for the\nyear, for example, five per cent of their salary which puts it on a percentage\nbasis. Agnes S. Winn, of Seattle, spoke in favor of a fixed sum for\neach member, regardless of salary, telling how successful this plan had been\nin Seattle and many other places in the West. W. J. McAuliffe, of New York,\nthought that this matter was one for local consideration as it varied according\nto conditions and numbers. He told briefly the plan of organization among\nthe teachers of New York City. Mr. Shaw of Philadelphia, told of the many\ndifferent organizations in Philadelphia.\nA digression from the subject under discussion was made by Katherine D.\n\nBlake, of New York City, who spoke on the single salary schedule as adopted\nin Denver, asking if any other cities had adopted a similar plan. Miss Adair,\nof Richmond, replied that Richmond was about to do so. Spokane, Washington,\nhas a one-salary schedule also. Miss Fahey, of New York, gave some arguments against such a plan and Miss Winn, of Seattle, spoke in favor of it.\n6. Teachers' councils : Mr. Doty said we should make sure what a council\nis really for-whether to try to settle every problem connected with the schools\nor to make recommendations for the improvements of the schools, courses of\nstudy, etc.\n\nIt was moved and seconded that a committee be appointed by the Council\nto study teachers' organizations and report their findings at the Des Moines\nmeeting-the report to be published in the National Education Association\nJournal.\n\nMr. McAuliffe, of New York City, moved that it is the opinion of this\nmeeting that the first interest of teachers in coöperative work would be to\nsecure higher standards for the profession. All questions of tenure should be\n\nlinked with proper professional qualifications and where tenure in a general\nlaw is conferred on unqualified teachers they should be compelled properly to\nqualify in institutions provided for, the purpose. After which, the meeting\nadjourned.\n\nTHE HEALTH crisis in edUCATION\nTHOMAS D. WOOD, CHAIRMAN COMMITTEE ON HEALTH PROBLEMS IN\nEDUCATION, NEW YORK, N. Y.\n\nThe world-war revealed to this country no greater weaknesses than\nthe neglect of education and the neglect of health. Are the national\n\nlessons dependent upon this revelation to be learned or forgotten ?\nDuring the war when mobilization of Great Britain's armies revealed\nthe terrifying defects of English manhood the Prime Minister stated,\n\"Never again shall it be said that England neglected the welfare of her\nyoung men until they were needed for the grim business of war,\"\n\n"}
{"page": 332, "printed_page": null, "text": "Council]\n\nTHE HEALTH crisis in education\n\n307\n\nWhat percentage of improvement has been made during the past\nyear in the program of health care and health education of the army\nof 24,000,000 boys and girls in the schools of the United States ? It is\nabsurd and worse, that while many voluntary national organizations\nunselfishly devote effort, skill, and money in the effort to improve the\nhealth of the nation's children, our federal government so largely\nneglects this vital part of the nation's business. \"Nobody cares about\nany child except his or her own,\" is the pithy and more than 90 per\ncent truthful indictment, by the veteran principal of a large public\nschool. Scattered, partial, spasmodic efforts in the health work of the\nschools are hardly more than drops in the great ocean of a nation's\nneed for the real welfare of its children. It is impossible to estimate\nwith accuracy the loss to the Nation and to the world caused by this\nfailure to conduct a 100 per cent program in the field of child health.\nWhat are the most pressing needs in the health program of the\nschools?\n\n1. Health examination (physical and mental) of every school child\nin each year of school life.\n2. An efficient program of follow-up health work conducted by\nschool, home and community; by official and voluntary organizations, to\ninsure the correction of all remediable health defects in all the school\n\nchildren. Not 5 per cent of the needed program of health conservation,\ncorrection, and reconstruction in the forty-eight States is being accomplished at present.\n\n3. Daily health inspection of pupils by parents and teachers with\nthe help of doctors and nurses to minimize and prevent acute and communicable diseases. The present accomplishment in meeting this phase\nof the health crisis is pathetically inadequate.\n4. A great safety campaign for children of school and preschool\nage is a vital necessity. Deadly and ruthless warfare is constantly\n\nbeing waged against child life and health by unregulated traffic and\nindustry; and by failure to provide adequate space and safeguards for\nnormal activities of childhood. Accidents in one year in the United\nStates exact the tragic toll of 20,000 child lives, according to a report\njust issued by the Red Cross. Statistics for 1919 show more deaths of\nchildren ten to fourteen years of age from accidents than from epidemic\n\ndiseases. The need for a united campaign for safety by all the schools\nof the country is imperative.\n5. An efficient hygiene of school management must be applied to\nevery phase of the educational program to eliminate waste, and increase\nproduction in child health, child growth, and child development.\n6. The present-day plan of health education in schools, which starts\n\nwith simple practical health habits, is tremendously worth while. How\n\n"}
{"page": 333, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n308\n\n[\nNational\n\never, much thoughtful and painstaking attention will be needed to prevent a most unfortunate reaction or anticlimax in this part of the curriculum of our schools.\n\n7. No phase of the program for our men in the world-war produced\nmore significant benefits than the modernized and rational program of\nphysical education which the war training evolved and required. A\nsensible and universal program of physical education for all girls and\nboys, was never in the history of mankind more profoundly essential\nthan just now.\n\n8. No part of the whole health program of the schools is more\nimportant than the health, enthusiasm, and wisdom of the teachers.\nTheir welfare must be guarded and improved not only for themselves,\nbut even more for the sake of the children whose careers and destinies\n\nthey so profoundly influence.\nWho can determine which phase of the health campaign of education\ncan be more safely neglected?\nHerbert Hoover's words ring with increasing eloquence, \"If we\ncould grapple with the whole child situation for one generation, our\npublic health, our economic efficiency, the moral character, sanity, and\nstability of our people would advance three generations in one.\"\nDAYLIGHT IN THE SCHOOLROOM¹\nEDWARD JACKSON , M. D , CHAIRMAN , DENVER, COLO .\n\nThe eye has evolved to meet the conditions of daylight stimulus and\nis capable of its highest health and efficiency under its normal conditions.\nIt is well that the bulk of school work is done by daylight. But of late\nyears an immense amount of thought and labor have been expended on\nthe improvement of artificial illumination, while nothing has been done\nto improve the methods of using daylight. The result is that artificial\nlight is being used in many respects more intelligently than daylight,\nand only the innate superiority and cheapness of the latter have left it\nin general use in schoolrooms .\nUseful light falls on object looked at. So little has been done to\napply our knowledge of the physiology of vision to the requirements\n\nfor indoor use of daylight that it is necessary to begin with fundamentals. The light which is useful is that which falls upon the object\nlooked at, and is thence sent to the eye, where it enters the pupil and is\n\nfocused on the retina. The thing looked at includes both the thing we\nwish to see and the background which reveals it by contrast, or color\n\ndifference. We wish to see the letter, but we also look at the paper,\nwith which the letter is so contrasted as to reveal its form.\nReport of subcommittee on lighting and conservation of vision in schools to the joint\ncommittee on health problems in education of the National Council of Education and the\nCouncil on Health and Public Instruction, American Medical Association.\n\n"}
{"page": 334, "printed_page": null, "text": "Council]\n\nDAYLIGHT IN THE SCHOOLROOM\n\n309\n\nLight entering the eye directly from the source of illumination or\nin any way that does not assist in making distinct the thing we wish to\nsee is not a help but a hindrance to our seeing. For one thing, it causes\ncontraction of the pupil, and in that way actually diminishes the amount\nof useful light that enters the eye. For another, it wastefully uses up\n\nretinal energy accumulated for the purpose of vision without helping\nto see what we want to see. In the third place, it produces retinal impressions that compete with those that are useful, for the attention of\nthe recipient, increasing the effort needed to keep the consciousness\noccupied with the useful impression.\nLight must be neither excessive nor deficient. By variation in the\nsize of the pupil, which regulates the amount of light entering through\nit, and by the process of \"adaptation,\" which adjusts the sensitivity of\nthe retina to the intensity of the light reaching it, the eye is capable of\nservice with enormous variations in the brightness of illumination. But\nthere are limits of brightness beyond which we cannot safely go in either\ndirection. Excessive stimulation unduly exhausts the retina. Deficiency\nof light lowers the acuteness of vision and makes more difficult the\nrecognition of objects of a given size and distinctness .\nFor indoor seeing, the practical problem is largely to get enough\nlight on what we look at. The eye evolved largely for outdoor seeing,\nand the comparative deficiency of light indoors is enormous. Photography has emphasized this difference. The same film exposed through\nthe same stop will require a hundred times longer exposure with a good\nindoor light than it will require with the light generally available out of\ndoors in the daytime.\n\nThe first question to be answered is how to get enough daylight into\nthe schoolroom. The second is how to get it to fall in the right direction.\nThe arrangement to be worked out is one that shall secure the sufficient\n\nillumination of the aspect of things that we look at.\nIt has been customary to say that the room must have enough window space, and rules have been laid down to fix how much this must be.\n\nBut the amount of window space has very little significance until we\nknow what is to be seen in this window space and what is its position\nin relation to the scholar. No amount of window space will give a\ngood light from green foliage of trees, or from a wall, unless the wall\nis of light color and the sun is shining directly on it. A window to\nadmit enough light must open to the sky.\nThe test of sufficiency of illumination that can be applied to the\nplans for any schoolroom is how much open sky, measured in angular\nspace, can be seen from the darkest point in the room at which objects\nwill be placed to look at. In general, this will be not less than the\nequivalent of a square each side of which subtends an angle of 20\n\n"}
{"page": 335, "printed_page": null, "text": "310\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nNational\n\ndegrees for a north light in a cloudy, misty climate. This may be\nreduced by about 50 per cent area in a room with south light in a region\nwhere heavy clouds rarely diminish the daylight. To measure the light\nwith a photometer or a reading test after the room has been built is\n\neasy, and may be conclusive of its unfitness for school purposes ; but\nthis is generally too late to be of any practical use.\nLight from above. It has generally been recognized that the eyes are\nset in the front of the head and that objects looked at are held in front\nof us so that light should come from behind rather than from in front.\nBut it has generally been overlooked that the eye is particularly suited\n\nto looking down on its work and tousing illumination from above. This\nis the point in which modern arrangements for artificial lighting have\noutstripped the old plans-still in general use of admitting. daylight to\na room.\n\nIf one stands or sits with the head erect and the eyes looking forward\non a level the field of vision extends upward about 45 degrees to 50 degrees and downward about 60 degrees to 80 degrees from the horizontal\n\nplane passing through the eyes. If without changing the position of the\nhead the eyes are turned up and down, they can turn up about 40 degrees\nand down fully 60 degrees. If, now, the head is thrown forward and\nthen backward, it will be found easier to look directly downward than to\nlook 40 degrees above the horizon. If one wishes to watch the clouds\n\nin the sky, he will lie on his back on the ground to do it and then find\nit much easier to look toward his feet than in the opposite direction.\nOur eyes are fitted for use looking downward and all continuous use\nof them for the work is done with the work placed below them. The\neasy position for reading is with the work placed as much below the\neyes as in front of them. Very often the position assumed is one look-\n\ning almost directly down upon the work. The scholar in general has to\nbe admonished not to lean over. The teacher, to set an example, has\n\nto make some conscious effort to sit up straight. The great bulk of near\nwork of all kinds is done on desks and tables, with an upper surface\nhorizontal, so that it is best lighted from directly above, or inclined, as\nsome school desks are, to an angle of not often more than 20 degrees\nwith the horizon .\n\nThe fact is that we are so constructed that it is more important for\n\nthe light to come from above than from behind us. That is where it\ncomes from the open sky, as much from in front as behind, and from\nboth sides, but always from above. We know how unpleasant it is when\nlight is reflected from snow or water and comes nearly as much from\nbelow as from above. The great problem in school lighting is to get the\nlight to fall from above.\n\nThis has been solved for artificial lighting; it remains to be solved\nfor daylight. The first point is to have the windows go as high as\n\n"}
{"page": 336, "printed_page": null, "text": "Council]\n\nDAYLIGHT IN THE SCHOOLROOM\n\n311\n\npossible. It is often stated that a skylight is the ideal window for\n\nillumination, but is not practical. It can only be used in the highest\nstory or in one-story buildings, is hot in summer, and makes the room\nhard to heat in winter. Having stated these objections to it, it is usually\n\ndismissed and no attempt made to secure the best light possible through\nwindows, the resource that is admittedly practical.\nThe window should go all the way to the ceiling. The most important reason for having high ceilings is to get high window space.\nYet it is very common to sacrifice this by placing a foot or so of dead,\nuseless wall above the top of the window. This foot, if utilized to admit\nlight, would be worth more than 3 or 4 feet from the bottom of the\naverage window.\n\nThere are often mechanical difficulties about having the window\n\nbeginjust at the ceiling, because there must be something solid to carry\nthe joists of the floor above. But these difficulties are now readily overcomeby the use of a steel beam, with a flange at the bottom to carry the\n\njoists. In this way it becomes possible for the glass of the window to\ncome within 3 inches of the level of the ceiling instead of 15-18 inches\n\nbelow it, as has generally been done.\nUse of shades. But the most popular method of keeping the schoolrooms poorly lighted is the use of the shade placed at the top of a win-\n\ndow. If any shade is hung at the top of a window, it should be white,\nand of thin, translucent material, which will admit and diffuse all the\n\nlight possible when the sun is shining directly on it, and it should be\nrolled up completely when the sun is not shining on it. Windows not\nexposed to the direct sun should never have shades at the top.\n\nA dark shade may be placed at the bottom of a window, when some-\n\nbody has to face it, if the window is so low as to come down near to\nthe level of the eyes. Windows in the schoolroom should be made to\nadmit light ; this is their primary function, best performed if the bottom\nof the window is above the level of the eyes. This primary function\nshould not be sacrificed in making the window so that it can be used\nto look out of. It would be better to make distinct openings for the\ntwo purposes. If the window comes just below the level of the eyes, a\n\ndark shade can be placed a few inches above the bottom of the window,\npermitting an outlook below it, but pulled up so as to shut off any direct\n\nview of the sky from eyes in the usual position for study for a space\nof about 2 feet, or approximately 20 degrees, above the level of the eyes\n\nof those sitting farthest from the window. This is the only proper use\nfor a dark shade in connection with the daylight illumination of a schoolroom.\n\nIf the necessary fixtures are not available for \"hanging\" the shade\nat the bottom, and drawing it up instead of down, it may be hung in the\n\n"}
{"page": 337, "printed_page": null, "text": "312\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nNational\n\nusual way, near the middle of the window, if white shades are placed at\nthe top to diffuse direct sunlight.\n\nEven when nothing but the usual dark shade is available, it is generally practicable to set it from 6 to 18 inches below the top of the glass,\n\nleaving a space above it through which the light from the sky can always\nenter and which will premit direct sunlight to fall in the room only at\ncertain parts of the day and certain months in the year, when it may\n\ncome so obliquely as to reach the opposite wall and not fall on the floor.\nThe distance a curtain may be placed below the top of the window will\ndepend partly on the extension of the lintel outward from the plane in\nwhich the curtain hangs, partly on the width of the room, and partly on\nthe use made of that side of the room on which the sunshine, coming in\nabove the shade, will fall.\n\nLighting the ceiling.-The weakest point in utilizing daylight for the\nschoolroom is in the failure to light the ceiling, whence the light could be\ndiffused in the normal direction downward upon the scholar's work.\nThis can only be done by reflection. Occasionally reflectors placed outside the building have been used to illuminate rooms by reflecting the\nlight of the sky, obtained through a light well in the midst of closely\ncrowded buildings.\n\nSchoolrooms should never have such meager access to daylight, but\na highly polished inside shutter placed horizontally can be used to reflect\nlight on the ceiling and at the same time prevent it from falling on the\nfloor, where it tends to dazzle the eyes directed downward in performing school tasks. Such a shutter should be fastened in place with a\nhinge that will allow it to be inclined at different angles to meet the\n\ndifferences in the inclinations of the sun's rays at different times in the\nyear. It should extend beyond the sides of the window, so as to catch\n\nlight that would reach the floor when the sun falls obliquely from the\nright or left of the window. Where the light is admitted through a\nseries of windows placed close together the shutter should be continuous\n\nacross the whole series. It should generally be about as wide as the\ndistance it is placed below the top of the window-2 or 3 feet. More\nthan one shutter can be used, placed at different heights before the window, in which case the width should equal the interval between them.\nSuch horizontal shutters will be useful chiefly on windows that receive\n\nthe direct light from the sun during school hours, but sometimes a horizontal shutter that has a good reflecting surface will materially improve\nthe lighting of the dark parts of the room by reflecting on the ceiling\nonly the light of an unobscured north sky.\nReflecting shutters outside the windows. For those buildings so\n\nplaced that it is impossible to get sufficient clear sky space to furnish\nlight through a lateral window, a reflecting shutter, placed outside the\nwindow so as to reflect light from the sky above upon the ceiling, may\n\n"}
{"page": 338, "printed_page": null, "text": "Council]\n\nDAYLIGHT IN THE SCHOOLROOM\n\n313\n\nbe the only practical method of illumination. Such a reflector may be\nmade of milk glass or frosted or fluted glass. It should be hinged like\nan inside horizontal shutter to adjust to different angles especially if\nthe exposure is one where the direction of strong light will vary at\ndifferent hours of the day.\n\nLight from any quarter.-Much has been written with regard to\nhaving a north light, of having the light come from but one side of the\nroom, and of having it fall over the pupil's left shoulder. Sometimes\nthe south exposure of a school building has been left a blank wall, wasting the opportunity for flooding a room or series of rooms with the\nlight that was badly needed in them. Cohn declared his preference for\na southern exposure. Risely has done the same, and has given reasons\nfor his preference : \"My own preference is, nevertheless, for rooms\nhaving an eastern, southern, and western exposure, so that at some time\nduring each day they shall be bathed in a flood of sunshine. \" \" The\ngreater cheerfulness and warmth of sun-bathed rooms and their comparative healthfulness are not open to question.\" \"It should be remem-\n\nbered also that, other things being equal, the light is better on the south\nside.\"\n\nPractices of doubtful wisdom. When the windows are placed high\n\nenough and furnished with the proper arrangement of shades or horizontal shutters, the light may be admitted from north, east, south, or\nwest, or from all four quarters, and is better admitted on two or more\nsides of the room. Under the less suitable arrangements that are still\ncommon it has often been necessary, in order to save the scholars from\n\nfacing the light, to compel the teacher to face it a large part of the time.\nIn order that right-handed children should have the light coming over\nthe left shoulder, the direction favorable for their writing, the lefthanded children had the shadow of the hand thrown over the pen point,\n\nthe most unfavorable position for them, and the blackboard and wall\n\ncharts often had to be placed in unfavorable position or inconveniently\ncrowded on the only side of the room available for them.\nWhen the windows are placed high enough, they do not shine unpleasantly in the eyes of pupils or teacher facing that side of the room.\nThe natural arrangement of brows and lashes and the inclination of\nthe head effectively protect the eyes from unpleasant glare. Where\nthe light comes in on two or three sides of the room, blackboards and\ncharts may be placed below the window on sides opposite other windows\nand will receive an excellent illumination, while throwing all reflections\nfrom their polished surfaces down toward the floor instead of in the\neyes looking at them.\n\nOne further factor in the lighting of the room is the color and tint\n\nof its walls. The predominance of lighting from above is materially\n\n"}
{"page": 339, "printed_page": null, "text": "314\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nincreased by having everything above the level of the eyes in as light a\ntint as possible, either white or light yellowish or greenish in color.\nBelow the level of the eyes walls, floor, and seats should be relatively\ndark and the surfaces not so highly polished as to give regular reflections\nthat will be annoying.\nInstances of proper arrangement.-Where the room can be lighted\nfrom only one side it will always be best to have the length of the room\nparallel to the wall with the windows in it and its breadth limited accord-\n\ning to the height of the ceiling. Thus, with a 12-foot ceiling the room\nshould not be over 18 feet wide. The windows should begin at 6½ or\n7 feet from the floor and extend as near to the ceiling as possible,\nand should take up as nearly the whole length of one side of the\nroom as is compatible with the proper strength of the building.\nIt is assumed that through such windows nothing will be visible except the clear sky from every part of the room where anything is placed\nthat has to be looked at. If these windows open to the south, or to the\n\neast, or west, where the sun is liable to shine in during school hours,\nthey must be furnished with light shades that can be used to intercept\nand diffuse the direct sunlight and drawn up entirely out of the way\nwhen the sun is not shining on that window. The matter of dark shades,\n\nto be drawn up from the bottom, is less important. If the bottom of the\nwindow is as high from the floor as mentioned it will cause little annoyance even when entirely unshaded. A room with 15-foot ceiling may\nbe 20-25 feet wide and the bottom of the windows placed 7 or 8 feet\nfrom the floor.\n\nIdeal is diffuse sky light.If there are windows on both sides of\nthe room, all having the proper outlook, it may be wider-30 feet for the\n12-foot ceiling or 40 feet for the 15-foot ceiling. Light from one or\nboth ends of the room, through windows of the proper height, cuts out\nsome shadows and gives a more uniformly diffuse illumination, more\nnearly approaching the ideal of diffuse light from the sky.\nExcellent illumination can be secured by extremely simple means if\nonly the importance of having the light come from above is properly\nappreciated. In Pueblo, Colo., are two small one-room school buildings,\nbuilt upon a plan devised by Dr. R. W. Corwin, of that city, in which\nthe rooms are as well lighted as any schoolrooms we have ever seen.\nTeacher or scholar may stand in any part of the room and look in any\ndirection without encountering the slightest unpleasant glare and with\nadequate light on everything to be looked at. Except the door space\nand the small windows, placed low, to look out from, every foot of wall\nspace below the main windows is available for blackboards and charts,\nwhich are better lighted than is possible in most sehoolrooms. The upper\n4 feet of wall space on three sides is utilized for windows, each of which\n\n"}
{"page": 340, "printed_page": null, "text": "Council]\n\nTHRIFT EDUCATION\n\n315\n\nis hung like a transom so that it can be opened for ventilation. On the\ntwo sides where the direct sunlight can fall on the windows a part of\nthe day, the glass is \" frosted\" ; on the north side it is left clear. The\n\nfrosted glass cuts down the illumination somewhat on cloudy days, and\nto this extent is inferior to light shades that could be drawn out of the\nway when the sun is not shining. But in spite of this, the light secured\nis far superior to that available in most schoolrooms. A point that\n\nshould appeal to school authorities and taxpayers is that these \"unit\nschoolhouses\" cost, per scholar accommodated, less than half what such\nrooms cost in a grammar-school building built upon the usual plans in\nthe same city at practically the same time.\nEssentials are few and simple. The essentials for good daylight\nillumination of schoolrooms are few and simple.\n1. The selection of a site and plans such that neighboring trees or\nbuildings shall in no case rise more than 15 degrees above the horizontal\n\nplane of the bottom of the windows. Large trees, so close to the walls\nthat they can be trimmed up to clear an angle of 60 degrees with the\n\nhorizon, may be permitted in warm climates, where it is important to\nkeep down heat.\n\n2. Placing the windows high enough to permit light from them to\nfall at an angle of 15 degrees to 40 degrees in the part of the room most\ndistant from them, shutting off all glare of light below 15 degrees, and\nplacing such windows on all sides of the room available, and especially\nto the south, where the most light is obtainable.\n3. Controlling direct sunlight by light shades that will intercept\nand diffuse it, and drawn out of the way when not needed for this\n\npurpose. Placing all dark shades at the bottom of the window, and\ndrawing them up only as needed to raise the level below which glare is\nexcluded from the eyes. Using polished shutters that swing on a horizontal axis to reflect light on the ceiling when obstructions to clear sky\nrender this help necessary.\nTHRIFT EDUCATION\nARTHUR H. CHAMBERLAIN, CHAIRMAN, COMMITTEE ON THRIFT\n\nEDUCATION, NATIONAL COUNCIL OF EDUCATION\nThe Committee on Thrift Education of the National Education\n\nAssociation and National Council of Education has been studying the\nthrift problem since the formation of the committee in 1915. There\nhas, since July, 1915, been no meeting of the Council of Education,\nat which a program has not been presented or a report of progress\nmade. These reports and the papers, addresses, and discussions given\nat the various meetings have been published in the National Education\nAssociation Proceedings.\n\n"}
{"page": 341, "printed_page": null, "text": "316\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nDeparting somewhat from the generally established order, the 1920\nsummer meeting and the 1921 February meeting took the form of\nconferences or round tables. These open forums have not precluded\n\nthe studied paper or address. Especially valuable have they proved,\nhowever, in providing a place for the discussion of specific problems\nconnected with thrift and conservation.\n\nQuestions are asked and\n\nanswered. Those who have introduced any phase of thrift education\nin the programs of their schools or who have made any application of\nthrift through the course of study or school activities, find an eager\naudience at these round tables. The round table or open forum is the\nbest kind of clearing-house.\n\nNever was the need for thrift, practically applied, so great as at\nthe present time. In city and country, among rich and poor alike,\nemployers and employed, there is the most appalling carelessness and\nwaste. The lessons of the war period seem to have been forgotten. To\nsave and conserve is too often looked upon as indicating a miserly\ntendency ; to be free and open-handed, and wasteful even, indicate to\nthe unthinking a large-hearted beneficence. The one who in every\nway strives to eliminate waste is at foundation a good citizen. Thrift\nis a fundamental in citizenship.\n\nThe committee pleads for introduction into the course of study of\nthe elementary school, the junior high school, the school of secondary\ngrade, of the elements of such thriſt instruction as shall, through their\napplication and practice, produce thrift habits-habits that will last\nthrough life. And the form of this thrift instruction: save the pennies\nand later the dimes and dollars ? yes; earn and invest? yes ! But the\nmoney side constitutes only one phase (although a most important\nphase to be sure) of thrift. There must be attention to proper earning and saving and investing; and by all means to proper spending.\nTeach how wasted time may be used for profit and pleasure; how\nenergy now dissipated may be applied to personal and community\nprofit ; how observing the common laws of health and hygiene and\nmental and moral cleanliness means strong bodies and healthy minds ;\nhow human conservation results in a race physically fit; and how to\nconserve national resources so commonly wasted-water and timber\n\nand fuel and all the rest-how to save these instead of wasting them.\nThis is the field of thrift instruction .\n\nDISCUSSION\nconstructive thrIFT AND ITS PLACE IN HUMANITY'S\nPROBLEMS\n\nS. W. STRAUS, President American Society for Thrift, New York, N. Y.\nIt is indeed a great pleasure for me to appear again before this body of\neducators, for, as I look back over the last five years, I recall that the many\noccasions on which we have met for the discussion of plans for developing thrift\n\n"}
{"page": 342, "printed_page": null, "text": "Council]\n\nTHRIFT EDUCATION\n\n317\n\neducational work in America have proved sources of great happiness and inspiration to me. Many of you who are here today were present when the first\ndefinite steps were taken toward the introduction of thrift teaching in the public\nschools. This was in 1915 when the International Congress for Thrift was held\n\nin Festival Hall, Panama-Pacific Exposition Grounds, San Francisco. It was\nthen that a committee was appointed to enlist in this good work the co-operation\nand support of the National Education Association.\n\nAt that time I gave voice to my conviction that history was being made that\nday and that the meeting marked a new milestone in our national progress.\nToday I am as firmly of the conviction as I was then, that the beginning made\nthat day, will, in the fulfillment of time, prove to be a potent factor in human\nwelfare. Progress in thrift education since then has been most satisfactory. We\nhave not moved rapidly, but we have proceeded steadily for we have been\nmindful of the fact that we were blazing a new trail in educational endeavor\n\nand that in a matter of such vast importance it were better to move slowly and\ncorrectly than to proceed too hurriedly along lines that might prove to be false\nand incorrect.\n\nAlthough convinced from the beginning that the educational equipment of\nthe child could be made more complete by the addition of thrift to the curriculum, we have been aware of the countless dangers that might arise from the\n(ncouragement of unsound and illogical doctrines of thrift.\nWhat momentous events mankind has beheld since our committee took up\nthis work five years ago ! What tremedous emphasis these events have given\nto the need for broad, constructive, upbuilding thrift by all men in all the countries of the world ! History, with strong unerring hand, has written an indelible\ntestimonial of mankind's universal need of thrift.\n\nAnd so our committee and\n\nthose associated with us in this good work may feel that our labors and our\n\nexperiences and the lessons that we have learned from the epochal events of the\nlast half-decade have all served to impress upon us humanity's profound need of\nintelligent thrift education.\nToday we look out upon a different world from that which met our view\n\nfive years ago. Mighty nations have fallen and new ones have been created.\nThe map of the European continent has been redrawn. The sword of oppressive\nmilitarism has been broken forever. A new order of life has been established.\n\nBut it comes to us with many strange, unfamiliar, and perplexing aspects.\nThe most profound problems which humanity today is facing are those that\nspring from social unrest; and what the world most needs today is not only\neconomic stabilization but social stabilization. There is a human impulse as\nimmutable as the law of gravity which has ever driven mankind forward\ntoward better and higher standards of living. Humanity today is groping\ntoward those better standards. To some extent it is groping in the dark.\nBut the grave unrest that is felt around the world is a manifestation of these\n\nnatural and laudable impulses. Some of these manifestations are malignant\nand dangerous. Bolshevism has submerged Russia with its foul practices and\nunspeakable teachings. Its poison is spreading throughout the world and\neven in our own land so far away from the vortex of these sinister influ-\n\nences, we are confronted with dangerous forces that cannot be overlooked.\nBut I want to say, with all the emphasis at my command, that eventual\nand permanent good will come from all the discontent and social unrest that\nexists today around the world, for these grave problems of humanity will\nnever be solved until they are settled on the side of eternal right, truth, and\n\njustice to all. This has ever been the rule of human progress. Out of the\ngreat crises and the conflict of ideals, right has always prevailed, because right\n\n"}
{"page": 343, "printed_page": null, "text": "NATIONAL EDUCATION ASsociatioN\n\n318\n\n[National\n\nand all things that are right endure, while all things that are evil must of\ntheir very nature come to an end.\nI hold the belief that human discontent within itself is not a vice.\n\nBut\n\nits impelling influences must be directed along channels that are constructive\nrather than destructive. Ambition is the outgrowth of discontent, and education\n\nis but the expression of man's unwillingness to remain in the bondage of\nignorance and illiteracy. Success is discontent expressed in terms of accomplishment.\n\nIn the solution of these great problems there are duties which devolve\nboth on society and on the individual. First of all, society must give to the\nindividual the right to live a clean, wholesome life and advance in the world;\nthe individual must be willing to take advantage of these opportunities with\nall the power that lies within him.\nI know of no better way by which these guiding and stabilizing influences can be put into operation than through an application of the principles\nof thrift; and I know of no way by which all humanity can gain a complete\nunderstanding of the principles of thrift save through the processes of\neducation.\n\nWe have only to review the events of the last few months to become\nconvinced of the stabilizing influences of thrift. For example, in connection\nwith one of the gravest labor upheavals since the Armistice, led by leaders of\nthe utmost radicalism, the statement was made that not a single man who\nowned his own home was to be found among those who joined the ranks of\nthe strikers. Bear in mind I am not attempting here to discuss any phase of\nthe labor situation, except as it is affected by the stabilizing influences of\nthrift. What I have in mind is that the thrifty man is constructive in all his\ntendencies and activities. Thrift is a character tonic. Thrift brings contentment of mind and upbuilding, while thriftlessness not only causes extravagance\nand idleness, but it leads at times to lawlessness and vice.\n\nSince the organization of the Committee on Thrift Education five years\nago, we have been working continually with these two thoughts in mind:\nfirst, that humanity's gravest problems must be solved through thrift ; second,\nthat humanity's correct conception of thrift, to a very great extent, must come\nthrough the medium of the schools. Here can be given in correct manner\nthe all-important lessons of self-reliance and self-building.\nHeretofore, those who have practiced thrift have done so very largely\nas the result of inherited instincts. You who are engaged in educational work\nknow how some children manifest a natural disposition to be thrifty while\nothers show inherent characteristics of thriftlessness. But humanity's needs\ndemand that a practical understanding of the principles of thrift must be\nuniversal, not accidental.\n\nTo the end that those benefits shall be extended to an ever-widening\ncircle of contact and that their upbuilding influences shall be bestowed upon\nposterity, the educational forces of this day have a most imperative duty to\nperform. Our committee, by reason of priority, has taken the leadership in\nthis work and because of this we must continue these labors with redoubled\n\nefforts. With all the force and power at our command we must insist not\nonly on the teaching of thrift in the schools, but we must insist that these\nteachings shall constitute correct principles of thrift. We must ever bear in\nmind that humanity has progressed from its crude primordial state because\ncertain individuals of strong will and clear vision insisted on providing for\nthe future. Our great cities throbbing with industry, our tremendous manufacturing plants, our railroads, our steamship lines, and all the marvelous\n\n"}
{"page": 344, "printed_page": null, "text": "Council]\n\nTHRIFT EDUCATION\n\n319\n\nphysical equipment which mankind has wrought from the forests and fields\nand the treasures of the earth are the products of thrift and pay glorious\n\ntribute to the importance of the thrift principle in the scheme of civilization.\nNow, if we go down to the very root of these accomplishments we find\nthat they have been brought about through the slow and steady processes of\n\nindividual saving. Is it not of supreme importance then that these practices\nbe developed along the most intelligent lines possible and by the greatest\nnumber of individuals ?\n\nIt is the glorious opportunity as well as the solemn duty of our thrift\ncommittee and the good friends of the National Council of Education and\nthe National Education Association to share in the great work of bringing\nabout these things. We cannot get away from the fact that the world of\ntomorrow is sitting in the schoolroom of today. Manhood's deeds are mostly\nchildhood's ideals and ambitions grown up. If humanity is to have the material, physical, mental, and moral values that come from thrift, the foundation\nmust be laid in the schoolroom.\n\nAnd what is the thrift that must be taught? Unfortunately there has\nbeen a grave general misunderstanding of the true meaning of thrift. It\nhas been looked upon and even encouraged as being a mere function of hoarding money. Now, the careful saving of money is one of the manifestations\nof the thrift principle. Money saving is one of the good children of the thrift\nfamily, but there are many other children in the family equally as good.\nIt is to be remembered in this connection that one of the most practical\nvalues of true thrift lies in the fact that it gives to the individual the sense\n\nof correct money valuation. Money is a mere symbol of wealth, and its true\nworth is only to be measured by the power it contributes as a constructive\nforce in human welfare. Its correct value can be judged only by these standards. The possession of money, gained through thrift and rightful industry,\ngives the poise necessary to human happiness and success, but the gaining of\nmoney merely for the sake of possession, without thought of the good and\nrightful uses to which it can be applied, is not within the meaning of true thrift.\nThe most concise and comprehensive possible definition of true thrift\nmay be stated in two words :\n\nEliminate waste.\n\nThat always has been the\n\nbasis of all true thrift practice and must be the basis of all correct thrift\neducation. Eliminate waste ! The mind can travel very far before it reaches\nthe end of the possibilities for human betterment, both economic and social,\n\nwhich spring from the consistent practice of this simple rule. If we eliminate\nwaste of time and energy we shall have labor and capital sitting down at\nthe same table, and, in recognition of their complete mutual interdependence,\ndiscussing methods of harmonious industrial betterment. If we eliminate the\nwaste of human material we shall have the most humane and practical basis\nfor our philanthropies and charities. Eliminate the waste that springs from\nfalse pride and habits of extravagance and we shall have an end to much of\nthe vice that now rules the world. Eliminate the waste of ignorance of\ncommon business understanding and we shall have an end of the pitiful losses\nof those who are the victims of fraudulent investment. Eliminate the waste\nof false and unwholesome standards of living and we shall have the constructive benefits that come from well-regulated habits and clean morals.\n\nOne of the chief beneficial functions of thrift is that it imparts the power\nof decision through which the individual is able to hold true to the course he\nknows to be for his best interests. Another truth which must be made a funda-\n\nmental of education is that the man or woman who cannot save money under\nadverse circumstances will never save under advantageous ones. The experi\n\n"}
{"page": 345, "printed_page": null, "text": "320\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nences of countless persons have been that it is just as difficult to save money\nfrom a large income as it is from a small one. Many a man who began to\nsave in the midst of great hardships has been surprised at the rapidity with\nwhich good fortune began to smile upon him.\nTrue thrift is always constructive from the standpoint alike of the individual and of society. It is not narrow in its conception or miserly in its\nmanifestations for, just as thriftlessness leads to vice, so miserliness often leads\nto dishonesty.\n\nIn laying the foundation of thrift education it must be borne in mind\nalso that the individual owes unselfish duties to his fellowmen.\n\nOne must,\n\nthrough prudent and well-advised channels, do his share in eliminating the\nwaste which sometimes comes, as it does in America today, from unemployment, closed factories, and slackened business.\nWe must never be unmindful of the sacred duties of good citizenship,\nand, as far as our means permit, we must practice the greater thrift of giving\nencouragement to the fine and ennobling arts and the handicraft of the skilled\nartisan. Paintings, literature, music, superior types of mechanical construction, landscape gardening, fine roadways, beautiful buildings, and great citiesall have their rightful place in the scheme of human progress. It is within\nthe meaning of the greater thrift that those who can within their means give\nrightful encouragement to these things should do so. It is the broad, general\nunderstanding of all these truths that humanity must learn as a fundamental\npart of educational equipment. In brief, there must be taught the great truth\nthat those who do not practice thrift are out of step with the eternal march\nof humanity.\nIt seems strange that the substantial principles of thrift never have\nbeen taught in our schools. Washington, Franklin, Lincoln, and many others\nof the nation's immortals, counselled the teachings of this virtue. Washington\nsaid: \"Economy means happy homes and sound nations. Instil it deep.\"\nWhat Washington saw with clear vision was that the happiness of our people\nand the onward march of this nation depended very largely on thrift, which\nshould be taught correctly to the rising generations. History's page has ever\nrevealed that thrifty nations prosper and thriftless ones pass away, for thrift\nis but another name for economic self-preservation and if we question its\nnecessity as a fundamental of education, we must question the function of\nself-preservation as the first law of nature.\nAnd so my friends, it seems to me that the duty of our committee in\nthis matter is clear. You have heard today of some of the good things that\nare being accomplished, but we have only made a beginning. We must not\nbe satisfied with past accomplishments nor discouraged by the vastness of\n\nour task. We must press on with steadfast spirit, encouraged by the fact that\nmore and more the people of this great nation are coming to realize the\npriceless need of teaching thrift in the schools.\n\nLet us remember that it is\n\nnot a duty to be performed in a day or in a week or in a year. It is a great\n\nwork in which the slow processes of time must contribute their solidifying\ninfluence. If we keep truth and justice and right as our guiding principles\nwe may be safe in our assumption that we are adding at least a mite to the\nsum total of human welfare, and that in all the days that are to come the\nwork we are planning now shall redound to the glory of American education\n\nand to the everlasting benefit of all humanity.\n\n"}
{"page": 346, "printed_page": null, "text": "Council]\n\nTHRIFT EDUCATION\n\n321\n\nSCHOOL THRIFT ORGANIZATIONS\n\nJUSTIN F. KIMBALL, Superintendent of school, Dallas, Texas. It is a fundamental rule of practice in our schools that they are not to be used as a medium\n\nof publicity and propaganda by outside agencies, however praiseworthy and\npublic spirited.\n\nNeither the children nor the teachers are subjected to the in-\n\nterruption of various drives, save as the causes are a feature of the school\n\nplanned in, by, and for, the schools. During the war, even more than in times\n\nof peace, this practice proved a boon to both teachers and pupils, conserving\ntheir time and interest and preventing their exploitation in many ways.\nIn order to foster the various patriotic activities that were so vitally a part\n\nof our school life during the war, such as Red Cross, Liberty Bond, and\nThrift Drives, and also to prevent working at cross purposes, we evolved an\norganization among the schools known as the four-minute teachers. This\nconsisted of representatives chosen in each building by principals and teachers,\nthrough whom all drives, propaganda, and other interests found their way\nto pupils and by whom all organization and work along these lines were planned\nand carried out.\n\nAt the close of the war the Thrift Drive was the last \" hang-over.\"\n\nIn\n\nthe Brown school-an elementary school of about 900 pupils the four-minute\nteacher was Miss Nan Edmiston, the Senior departmental teacher of English,\na young woman of charm, personality, and organizing ability, and it is of her\n\nscheme that I shall tell, as it has become the type of our school thrift banks\nthroughout the city and the Eleventh Federal Reserve District.\nAccording to our regulations, no collections of any kind may be taken in\n\nthe schools for any cause, and a teacher may not require or ask a child to bring\nmoney to school for any purpose or receive money from children-and no outside\norganization, business or civic, may take a collection in school. We try to make\nour schools in the fullest sense \"public free schools.\" The only things sold\nat school are lunches and thrift stamps. The schools serve warm lunches\nat cost and the pupils maintain a depository for the sale of Thrift Stamps , out\n\nof which grew the so-called thrift banks, banks which do not accept deposits,\nmake loans, or cash checks.\nAs the basis of the thrift organization, Miss Edmiston divided her eighth-\n\nyear English pupils into committees, one for each room of the lower grades,\n\nand sent these pupils, two by two, as thrift messengers to preach the gospel\nof thrift to the smaller children. Each committee was assigned a special room\n\nas its charge, and visited this room once a week, being allowed ten minutes in\nwhich to speak, to get reports from the children of the room, and to give\nassistance and encouragement. Then these pupils came back to their own\nrooms to compare notes and to counsel with the thrift teacher. This device\nhas proved a powerful influence for knitting together the older and younger\nchildren, and has promoted mutual respect and interest, an influence felt on\nthe playground and outside the schools a big sister and big brother relationship. A small boy always feels he has a champion and counsellor in the big\nboy who is his room committeeman, while the feeling of civic responsibility\nis fine for the older children.\nThe first thrift bank was started with a \"revolving fund\" of ten dollars,\n\nwhich the parent-teachers organization later augmented. This fund is in the\ncustody of the cashier who exchanges thrift stamps. No teacher handles\n\neither money or stamps, but the teachers audits the books and cash box.\nThe teller enters on his books as credits to each pupil a memorandum of\n\nthe stamps as they are placed in the stampbook and likewise credits each pupil\nwith the amounts shown in his savings-bank passbook, or with amounts receipted\n\n"}
{"page": 347, "printed_page": null, "text": "322\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nas paid on an investment, such as a lot-for some of our newsboys have bought\nvacant lots since this began and are paying for them by monthly instalments.\nWe insist always that the saved penny is the earned penny, that begging\nfather for a quarter to buy a stamp is not thrift.\nThe thrift messengers take as much pride in the achievement of the\n\nsmaller pupils to whose room they go, as in their own personal record, and\nspread the news of any success, thus effectively helping to make public opinion\nfor thrift both in earning, saving, and investing. Many children of foreignborn parents have brought from their hiding places substantial sums, $40 or\n$50 in some instances, and have bought Thrift Stamps or made deposits in\nsaving banks usually the first contact of the family with American banking\ninstitutions.\n\nThe children who have savings listed in the school thrift bank are each\ngiven a button which entitles them to vote in their rooms at the election of\nbank directors.\n\nThese room directors choose the officials of the school thrift\n\nbank. Recently an eleven-year-old bank president and a nine-year-old teller\nappeared before a district congress of mothers and made thrift-bank talks\nand were later taken to the State Congress of Mothers at San Antonio where\n\nthey appeared on the mothers' program and where they also addressed the\nRotary Club and one of the high schools. These young officials were as\nanxious to \"sell the idea\" as any grown-up promoter organizing a big corporation.\n\nIn another school there is practically no sale for thrift stamps. The\npeople are necessitous and want their savings to be liquid assets immediately\navailable in the hour of need which comes all too often. The principal of\nthe school observing this fact discussed the wisdom of organizing a school\n\nsavings bank. This plan was objectionable for these reasons : (I) under\nour state law no one may set himself up to receive deposits without complying\nwith state banking regulations : (2) our teachers are not allowed to receive\nor to accept money from children for any purpose, nor would any city banking institution be permitted to establish a branch in the school; (3) a school\nsavings bank, however efficient it might be, could not extend its influence\nbeyond school days or outside the circle of school children. The fathers\nand mothers of the district had but scanty experience of banks and banking.\nThe pay-checks were usually cashed Saturday night by the corner grocery,\nand in time of need their loans were most often negotiated at the \"sign of\nthe three gilt balls;\" many of the parents had never been in a reputable banking institution, so a school savings bank would not meet the needs adequately.\nInstead, one school day each week the principal, or his clerk, and a committee\nof older children take all pupils kindergarten, primary or intermediate-that\nhave funds to deposit, to the four savings banks of the city, each child being\nhelped to make his deposit in a real bank of his personal choice. A group of\nforty or fifty poorly clad children on such an errand in the financial district\nalways attracts attention and invites comment, and some of the parents of\nthis school are beginning to find the way to the banks also.\n\nThe children\n\ntake great pride in these weekly pilgrimages and bring their passbooks back to\nhave the entries made in the books of the school thrift bank. This is a district,\ntoo, that is strong for the home school garden, and whatever a pupil sells\nfrom his garden may be credited on his school thrift account when he brings\nthe proper proofs. The whole community is coming to be proud of the\nchildren's gardens and of their accounts in the savings banks-a pride most\ndesirable in this particular part of the city.\n\n"}
{"page": 348, "printed_page": null, "text": "Council]\n\nTHRIFT EDUCATION\n\n323\n\nIn the high schools this thrift work is linked with a kind of clearinghouse for employment of pupils outside of school hours, and also with the\nwork of the vocational guidance counselors. We have many more calls for\npupils' services than we can supply and thus we find opportunity to guide our\nyouth away from blind-alley jobs. The weekly earnings of pupils in one of\nour high schools was recently laid on my desk and shows a total for the\n\nweek of $1838.00. Some of the employments are collector, salesman, automobile repairing, waiter, moving-picture operator, stenographer, and news reporter. Three out of every four of our white pupils enter high school, so\nthat through these allied thrift organizations in the high schools we hope\nto wield a vital and far-reaching influence on our coming citizenry.\nLast spring the pupils in the Brown School earned and saved nearly\n$10,000, as accounted for through their school thrift bank. More than 400 other\n\nelementary and high schools, rural and urban have followed this plan.\nIt would be easy to give figures running into millions as to the aggregate\nof the savings in Dallas and in the Eleventh Federal Reserve District, but\nthe value of such a movement as this does not depend upon spasmodic intensity,\n\nbut upon steadily nurtured and persistently developed public sentiment toward\nearning, saving, and investing.\nWHAT THRIFT TEAchings DEVELOP IN THE CHILD\n\nC. H. DEMPSEY, State Commissioner of Education, Montpelier, Vt. I have\nbeen interested in thrift ever since I sat with this Committee of the National\n\nCouncil in Detroit in 1916. Mr. Straus, I recall, addressed us at that time.\nSince then I have had the privilege of sitting at Washington with a National\nCommittee, whose task it was to draw up a practical course of study in thrift\n\nfor use in the public schools. Later, this course of study was taken in hand\nby a committee in New England, and worked over to fit with the work done\nin New England schools. It is interesting to note what the trend has been.\nWhen we teach arithmetic, for instance, we take up percentage, fractions,\nand so on, and see that they are thoroughly taught. We take up grammar\nand see that it is mastered. When we draw up a course of study with the\npurpose of training children to be good citizens, the fundamental things considered for the curriculum are arithmetic, English, history, geography, and the\n\nlike. We do this, not for the development of the subjects primarily, but for\nthe development of the children, that they may grow up to be good men and\nwomen. That is what has taken place in the course of thrift.\n\nIn Washington we tried to construct a course that would lead to a mastery\n\nof the art of saving and investing money, the conservation of time, the avoidance of waste of material resources, but we did not appreciate the fact that this\nwas another feature for the better education of children. We have finally come\n\nto see that thrift is one of the objectives of school work, permeating the whole\ngroup of our activities rather than a distinct subject.\n\nWe recognize this truth in\n\nMiss Harris' discussion of what is being done in Pittsburgh. That is exactly the\n\nhistory of the thing we are doing in New England, which is the home of thrift.\nI shall sketch briefly the development of the matter in New England, giving\nemphasis to four points.\nA definition. Out of our experience has come a definition of thrift. We\nhave come to realize that thrift means not only the saving and earning of the\n\nmedium of exchange-the material things. It has come also to mean the\nelimination of waste of all kinds, as so well brought out by Miss Harris-the\n\nwaste of materials, time, and resources-national, civic, and individual. It\n\n"}
{"page": 349, "printed_page": null, "text": "324\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nNational\n\nhas come to mean the avoidance of exploitation. It is both illuminating and\ndistressing to drive through New England and see how the forests have been\n\nexploited. We have a tremendous task there in the avoidance of exploitation,\ndestruction of resources. We have come to see that thrift means a large program of conservation, extending from toothpicks to national resources of material things. I have been glad, in traveling up and down Vermont, to find in\nthe forests that there are little trees growing.\nSometimes I wish thrift movements would strike our Congress.\n\nThere is\n\na chance for a great work there. Perhaps we will secure thrift appreciation\nthrough the children. Thrift has come to mean development of resources.\nWe must include wise spending and investment, not only of cash, but of all\nthings we have given to us in the way of wealth, considering wealth in a very\nbroad sense. Finally, we must include in our idea of thrift, not merely the\naccumulation of wealth for personal gain, but enriching service, the rendering of greater service to those about us.\n\nThat is my conception of thrift,\n\nso stated as to indicate progress toward a comprehensive definition.\nThe objectives. We have come to realize more fully than formerly that the\nreal objectives are not found merely in exploiting the subject. Objectives\nmust pass over into personal accomplishments. The objectives are the personal efficiency of the individual and good economic and social judgment. We\nhave had some strong examples on the negative side in the last few years,\nin inflated wages and high prices, but I doubt whether the savings of those\nwho were receiving enormous wages were as large as they should have been.\nGood economics we have had drilled into us, but there is much still to be\n\ndone in the developinent of our judgment. The object of thrift includes also\npersonal development toward which all education tends. For years we have\nconceived that the genius of American education is the development of the\nindividual, and it is not complete unless it goes over into one other objective,\nthat of making better citizens and members of society.\nThrift habits. Another object is the development of thrift habits. These\nhabits are emphasized by applying the sound principles of learning by doing.\nMost emphatically, such work in thrift as finds expression through the Junior\nRed Cross-the doing of health chores, avoidance of accidents-all look toward\nthe formation of thrift habits.\n\nWhat part shall thrift play in our school work ? We have, I believe, come\nto understand that thrift is not a separate subject but an integral part of our\nschool work, the modification of our general school activities. The purpose\nof our regular courses of study is not merely to teach the content of the textbooks and to provide for passing the examination. The purpose is somehow\nto put into the child's personality a new force and power, so that on going\nout from the school the boy or girl shall have reached a higher plane of efficiency.\nEvery course of study that we draw up must be so modified and developed\nas to emphasize clearly the value of thrift in its largest definition.\nMeans of attainment. The means of attainment must be clearly borne in\nmind. In thrift we must attain our ends largely through the performance of\nspecific tasks. The little pageant enacted yesterday morning at Young's Pier\nwas precisely a thing of this kind. It exemplified the vast amount of real\nwork going on in the schools of Atlantic City. All of this tends to develop\nstrong American citizens, instead of handicapped individuals. The work\nmade necessary during the war through home gardens and the raising of food\nof commercial value is in this line. Civic service, expressed through clean\npropaganda in the homes for hygiene, sanitation, observance of law, school\nlessons, is the direct responsibility that boys and girls have to bear. All of\n\n"}
{"page": 350, "printed_page": null, "text": "Council]\n\n325\n\nTHRIFT EDUCATION\n\nour work in school savings-purchase of thrift stamps, and so on-is admirable.\nBut we must save for some worthy object-a victrola to add to the musical life\n\nof the home, education, or some other laudable purpose. We see the application\nof thrift in actual practice in the industrial clubs, such as the \"Happy Jack\"\nClubs, where learning by doing finds a place. These are specific tasks through\nthe practice of which habit is acquired.\n\nHabits create character.\n\nWe attain\n\nthese things through practice in the schoolroom and by using the school as\na means for guiding and directing children at home.\n\nWe have come to see\n\nthat the fundamental genius of thrift is instruction in and through the schools.\nThis tends toward making us more practical, valuable, and more highly inspired\ncitizens.\n\nTHE BUSINESS OF LIVING\n\nBY FLORENCE BARNARD, Chairman Thrift Committee, Massachusetts Federa-\n\ntion of Teachers. It is very interesting to note the many different angles from\nwhich the subject of thrift is considered. These all seem, however, to focus\non one point and that is the making of life worth while.\nWe were having a little talk one day in one of our schoolrooms, the pupils\nranging in age from thirteen to seventeen. I asked them to frame their ideas\n\non what constitutes success. The following replies are typical as definitions of\nsuccess: (1) to earn and save enough in early life to be able to live without\nworking in later life; (2) to do for others ; (3) to live up to one's highest ideals.\n\nIt is today, of course, we live. Considered from this point of view I wish\nto call attention to the fact that many people of the present day are following the\nprinciple \"live today.\" This can be done with safety only when \"saving and giving\" have been attended to.\n\nThe day of haphazard living is passing. It has been responsible for incalculable waste.\n\nWe see it on every hand.\n\nBut in an age of scientific research,\n\nwhen the highest intelligence is being used for highest purposes, there is, and\nthere will be in the future, no excuse for it.\nWe are on the threshhold of an era when the business of living is to be a\nfoundation or background for real living-for life more free and more abundant.\n\nIn the business world it has been proved over and over again that clear\nthinking, strict adherence to sound principle, and system lead to success. The\nindividual in the management of his own personal affairs cannot do better\nthan adopt the same course.\n\nNow, no business can be conducted successfully without bookkeeping, and\nthere we encounter the first difficulty when applied to the individual. The\nmajority of people tell us they either can't, or can't be bothered to keep personal\naccounts . They are in about the same attitude of mind as the small boy who\ndoesn't bother to brush his teeth or clean his nails until mother gets after him .\nBut when mother does, and habit becomes established, it is as much a part of\n\neveryday living as dressing and eating. And when he arrives at the age of reason, he sees for himself that health, and his place in society depend upon such\nhabits. So mental health, and, in the long run, one's place in society, depend\nupon habits of management of economic affairs, and bookkeeping is a fundamenta! need for that.\n\nMoney may be saved, given, and spent. Saving should come first, for one\ncannot carry on business without capital. Saving systematically and investing\n\ncarefully means capital always on hand, and in emergency, capital prevents\nfailure.\n\n"}
{"page": 351, "printed_page": null, "text": "A PLAN FOR\nA WELL- ROUNDED LIFE\n\nSAVING ( 10-20%)\nGIVING\nTHRIF\n\nS\n\nU\nC\nC\nE\n\nE\n\nSPENDING (70-85 %)\n\nX\nN\n\nHousing\n\nI\n\nE\n\nS\n\nC\n\nOperating Board\nFood\nE\n\nT\nS\n\nClothing\n\nS\n\nLaundry\n\nE\nN\n\nI\n\nC\n\nT\n\nTransportation\n\nI\n\nHealth\n\nT\n\nS\n\n( 5-10 %)\n\nE\nE\n\nIncidentals\nS\n\nS\n\nNecessities\n\nComforts\n‫ד‬\n\nBETTERMENTS\n\nJi\n\nLuxuries\n\nReading\nRecreation\n\nSpiritual Uplift\n\nImprovement\n\n"}
{"page": 352, "printed_page": null, "text": "Council]\n\nTHRIFT EDUCATION\n\n327\n\nAssume that at the age when one is beginning to earn, say in the early\n\ntwenties, one begins to save systematically, not less than 10 per cent nor more\nthan 20 per cent of the earnings. By investing safely at compound interest\nuntil the age of sixty, one may have accumulated enough to retire and to be able\nto maintain the same standard of living after retirement as before. This\nstatement may easily be worked out mathematically.\nGiving generously is also good business. It is an investment of capital\nwhich yields highest returns, but in the joy of giving one forgets the returns .\nTo give not less than 5 per cent nor more than 10 per cent-the Biblical standard\n-is just to self and others.\n\nWhen the income is very small, 5 per cent is proportionate, and even this\nmay be turned homeward exclusively when there are dependents and actual\nneed. It is \"not what we give but what we share\" that counts. Through saving,\n\ngiving the more is made possible.\nThe remaining 70-85 per cent may then be spent without jeopardizing the\nfuture. To spread the spending portion over both \"necessities\" and \"betterments\" shows good business management. If one is not by nature a manager,\nthe ability may be acquired by watching or studying expenditures, and by comparison from month to month.\n\nThis formula suggests the development of character. A fair mind, a warm\nheart, and a strong will constitute the cardinal elements of character Saving\n\nrequires strength of will, giving springs from warmth of heart, and pending\nwisely indicates mental balance.\nOne must have \"betterments\" in order to live up to ideals.\n\nNot to have\n\n\"betterments\" leads to bankruptcy and poverty of soul.\n\"Betterments \" suggests an economic use of leisure time and the supreme\nvalue of today. 'Tis today we live.\nWith every rising of the sun,\nThink of your life as just begun.\nThe past has cancelled and buried\nDeep all yesterdays. There let them sleep.\nConcern yourself with but today.\nGrasp it, and teach it to obey\nYour will and plan. Since time began,\nToday has been the friend of man.\n\nTo read a little; to have refreshments from nature, art, music and travel,\n\nif may be; to seek spiritual help and grace through daily prayer and affiliation\nwith some church (the fact that 65 per cent of the population of οι : country\nare not affiliated with any church should furnish food for thought) ; to realize\nas early in life as possible that growth, mental and spiritual, shc ild never\ncease while life lasts-these are ideals which may become realities through the\nwise management of money and time. For these there is universal hunger,\nespecially when education whets the appetite.\n\"Betterments ,\" so-called, are in truth necessities for everyone, bu especially\nfor teachers, who, directly and indirectly, consciously and unconsciously, influence the lives of the citizens of the present and the future. I would that\nteachers might be the first to learn thoroughly the business of living as the\nmost direct route to its understanding by the masses. And the teacher of today\nwho does learn to make a success of the business of living-has a wonderful\nopportunity, in a world of materialism and extravagance, to demonstrate that\nit is not necessary to do business on a large scale in order to be successful and\nto be happy.\n\n"}
{"page": 353, "printed_page": null, "text": "328\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nTHRIFT-CIVICS\n\nADA VAN STONE HARRIS, Pittsburgh, Pa.-My treatment of this subject is a\nvery simple one, indeed. I am to tell you briefly what we are doing along the\nlines of thrift in Pittsburgh. Here, as well as in other cities of the United\nStates, we are applying the principles of thrift and have various committees\nat work. Last spring we spent much time in the review of our course of study\nin history and civics. We felt that such subjects as thrift, that have been\nthrown into our course by the pressure of war, should become a permanent part\nof it. Throughout the city teachers are taking in hand different phases of\nthese thrift activities. As the work develops, we shall modify it to meet exist-\n\ning needs. Our general aim is to show the true meaning of patriotism, to implant\nideas of a perfect citizenship to the end that the child may habitually have a\nright attitude of mind and of action toward his fellows and toward himself. \"We\n\nrecognize in laying out this course that in the idea lies the great historical\nforce; in the ideas are the great moral potencies.\"\nIn order to establish this idea in the minds of the children, we must begin\nto guide them early. It is well to commence before they begin school life. It is\n\ncertainly imperative that the work be taken up not later than entrance to school.\nFrom the very first we lay down the underlying principle of citizenship, gov-\n\nerned by good will, expressed in service-efficient democracy. \"For we are members one of another\"-this being strongly emphasized throughout the grades.\nThe central idea of the first year is promptness and carefulness in home\nand school. This is thrift of time. We encourage promptness in leaving home\nand in returning, and we believe in keeping after this from every angle.\nThen there is thrift of talent in the use of what would be waste materials.\n\nSome of the teachers have done remarkable work in this respect.\n\nDuring the\n\npast years the lack of materials has been a problem and many of the teachers\n\nhave shown unusual initiative in reclaiming waste.\n\nCharming furniture for\n\ndolls has been made out of empty match and candy boxes.\n\nThe children save\n\nalmost everything now, bon-bon paper wrappers, tin foil, button molds, empty\nspools. In fact, nothing is thrown away that could be put to any possible use.\nThis reclamation has developed ideas in both teachers and pupils, and has\nopened their eyes to the use of what ordinarily would be discarded.\nThen we have thrift of energy, and teach the pupils to obey directions and\nto be governed by self-control. On losing his temper, one of the little boys\nwas reminded that he was losing control, and thereby wasting. He turned ana\nwalked back to his seat. At the end of the day, on asking how many children\nhad done their very best, it was learned that three- fourths had not. It was\nthen pointed out that there was a lack of thrift in energy and material. We\nteach that thrift of effort means good work at home and at school.\n\nIt is very distressing to note the waste of material in public schools. The\nchildren will write a few words on a piece of paper and on making a mistake\nwill crumple it up and throw it away. The same waste is true of other supplies.\n\nNot only is encouragement given for thrift in materials and school supplies, but\nin the care of toys and of clothing and of personal effects.\nIn every succeeding grade we add one additional phase-one new point to\nbe emphasized to the points already brought out. In addition to thrift of time,\nof talent, of energy, of effort, of material, there is thrift of food, bringing to\nthe attention of the pupils the amount of food necessary and the kind best suited\nfor their growth.\n\nThen, there is thrift of health, which is of extreme importance. We caution\nchildren to avoid getting their feet wet and against running out without wraps\nin cold weather. They are taught to use the handkerchief when coughing or\n\n"}
{"page": 354, "printed_page": null, "text": "Council]\n\nTHRIFT EDUCATION\n\n329\n\nsneezing, and to go to bed early. These simple rules emphasized day after day\n\ncount for thrift in health, and undoubtedly bring good results.\nLast on our list we have thrift of money.\n\nWe have been encouraged here\n\nby Thrift Stamp sales. Part of one's earnings should be saved and invested, \"A\npenny saved is a penny earned.\" In order to establish the ideas and ideals in\nour daily work, we review briefly the matters we have taken up. The next year we\ndrill in the old things and add from time to time one new thing. In the second\n\nyear it is pleasing to note the improvement in the pupils; the development of\ncharacter; the added industry and perseverence of the children.\nI thoroughly believe that this training, simple as it is, is essentially helpful\nand necessary in training future citizens, and we are hopeful of results. This is\nthe story of what one city is trying to do toward thrift.\ngratifying.\n\nIts results are very\n\nOUTLINE of CIVICS-THRIFT\nGRADE\n\nCENTRAL IDEA :\n\nI\n\nPromptness and carefulness in home and school\n\n\"A penny saved is a penny earned.\"\nThrift of time\n\nPromptness in leaving home\nPromptness in returning home\nThrift of talent\nUse of waste material\n\nThrift of energy\nObey directions\nSelf-control\n\nThrift of effort\nGood work at home\nGood work at school\n\nThrift of material\nCare of clothing\nCare of toys\n\nCare of school supplies\nThrift of food\nAmount necessary\nKind best suited for growth\n\nThrift of health\nAvoid getting feet wet\nAvoid running out without wraps in cold weather\nUse handkerchief when coughing or sneezing\nGo to bed early\nThrift of money\nSave part of it\nBuy Thrift Stamps\nGRADE\n\nII\n\nCENTRAL IDEA: Promptness, carefulness, and perseverence in home and\nschool and neighborhood\n\"Waste not, want not.\"\n\nThrift of time\n\nPromptness in doing errands\nPromptness in leaving home\nPromptness in returning home\nThrift of talent\nSelecting waste material for constructive activities\n\n"}
{"page": 355, "printed_page": null, "text": "330\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nThrift of energy\nQuick response\nSelf-control\n\nObeying directions\nThrift of effort\nThoroughness in work\nGood work at school\n\nThrift of material\nCare of clothing\nCare of toys\n\nCare of school supplies\nThrift of food\nSource and freshness of food and water\n\nAmount necessary\nKind best suited for growth\n\nThrift of health\nCare of teeth\n\nUse of handkerchief when sneezing and coughing\nKeeping bodies and clothing clean\nAvoid getting feet wet\n\nAvoid running out without wraps in cold weather\nGo to bed early\nThrift of money\n\nUnnecessary expenditure for pencil, paper, chalk, etc.\nSave part of it\n\nBuy Thrift Stamps\nGRADE\n\nIII\n\nCENTRAL IDEA : Promptness, carefulness, perseverance, and generosity in\nhome, school, neighborhood, and community\n\"Habit is ten times nature.\"\n\nThrift of time\nPromptness in attendance and lessons\nPromptness in doing errands\nPromptness in leaving\nPromptness in returning home\nThrift of talent\nAdaptation of waste material\nSelection of waste material\nUse of waste material\n\nThrift of energy\nTo find and give the best\nQuick response\nObey directions\nThrift of effort\nThoroughness in work\nGood work at home\nGood work at school\n\nThrift of material\nCare of clothing\nCare of toys\nCare of school supplies\n\n"}
{"page": 356, "printed_page": null, "text": "Council)\n\nTHRIFT EDUCATION\n\n331\n\nThrift of food\nCare of food- value of cold storage\nSource and freshness of food and water\n\nAmount necessary\nKind best suited for growth\nThrift of health\n\nReport unsanitary conditions in the neighborhood\nBe careful of things we borrow and lend\nSleep with open windows\nCare of teeth\n\nUse handkerchief when sneezing and coughing\nKeep bodies and clothing clean\n\nAvoid running out without wraps in cold weather\nGo to bed early\n\nThrift of money\nCareful expenditure : quality rather than quantity\nUnnecessary expenditure for pencils, paper, chalk, etc.\nSave a part of it\nBuy Thrift Stamps\nShare with others who need it\n\nMRS. S. L. OBERHOLTZER.-The School Savings Plan, which is only a part of\nthe great thrift movement, was started about twenty-five years ago. We used\nlittle cards at that time, which are still in use even now in many of the schools.\nThis was the original School Savings System which Mr. Thiry brought over\nfrom Belgium and started in the schools of Long Island City, New York, in\n1895.\n\nMy idea of the object of \"thrift\" is to eliminate poverty and to a great\nextent, lessen crime. I advanced this work through organizations such as the\nWorld's and National Woman's Christian Temperance Union of which organizations I am president, by trying to eliminate the drinking habit and convincing\npeople they should not use liquor.\n\nHere in Atlantic City we have a School Savings Bank of the old system.\nMany of the boys of Atlantic City have sent themselves to the normal school\nin Trenton out of their thrift savings.\nI have a letter from Mr. Henderson, Commissioner of Education in\nAlaska, saying their schools are planning to take up this work. He had been\nthrough the general schools in the territory and he wants more of thrift literature to distribute.\n\nKATHERINE D. BLAKE, Principal Public School No. 6, New York, N. Y.I wish to emphasize the fact that it is not right to say, \"Let's get back to the\nold idea of economy.\" There was waste in the old days. The other day I was\nlooking in my grandmother's cookbook and could find not one recipe for a\ncake that called for less than a dozen eggs .\n\nI am glad that the work of this committee has resulted in placing emphasis\non thrift, not merely from the viewpoint of money. We now hear of thrift in\ntalent, thrift in health, thrift in energy, in food, in time, in strength.\n\n"}
{"page": 357, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n332\n\nSECRETARY'S\n\n[National\n\nMINUTES\n\nDES MOINES MEETING\nOFFICERS\n\nPresident-HOMER H. SEERLEY, president State Teachers' College .......... Cedar Falls, Iowa,\nVice-President-JOSEPHINE CORLISS PRESTON, state superintendent of public instruction ....\n......Olympia, Wash.\nSecretary-ADELAIDE STEELE BAYLOR, federal agent for home economics..Washington, D. C.\n\nFIRST SESSION-FRIDAY MORNING, JULY 1, 1921\nThe meeting was called to order by the president at 9:30 A. M. in the Ballroom of the Hotel Fort Des Moines .\n\nThe president gave a brief address on THE STRUGGLE FOR POWER IN THE\nAMERICAN EDUCATIONAL SYSTEM . This was followed by a preliminary\nreport from Milton Bennion, chairman of the Committee on CITIZENSHIP AND\nCHARACTER EDUCATION, outlining the plan and policy of the committee for the\nstudy of its problems. Mr. Bennion then took charge of the Round Table discussion on the proposed work of this committee inviting J. H. Phillips, a\nmember of his Committee to discuss the PLACE OF RELIGIOUS SANCTIONS IN\n\nCHARACTER TRAINING. In the general liscussion that followed John R. Kirk,\nCora Wilson Stewart, Mary C. C. Bradford, W. P. Evans, J. M. Gwinn, Olive\nJones, Adelaide S. Baylor, and T. A. Mott participated.\n\nThe chairman of the committee recommended that the committee topic be\nmade simply Character EDUCATION in order not to conflict with the study of\nanother committee dealing with CITIZENSHIP, and that the work be continued and\na permanent committee appointed.\n\nOn motion, these recommendations were approved, and the present committee continued.\n\nSECOND SESSION, FRIDAY AFTERNOON, JULY 1, 1921\nThe meeting was called to order by the president at 2:00 P. M., in the Ballroom of the Hotel Fort Des Moines.\n\nOn recommendation of President Seerley, the Council created a new type\nof membership to be known as active ex-officio membership and to apply to the\nU. S. Commissioner of Education who, because of the numerous demands\n\nupon his time at the N. E. A. and elsewhere, is unable to retain membership\nin the Council under the present ruling, which makes such membership expire\nby absence from meetings two successive years. By this action J. J. Tigert,\nrecently appointed U. S. Commissioner of Education, became a member of the\nCouncil.\n\nThe report of the membership committee was read by the Secretary and\nunanimously approved.\n\nThe report follows :\n\nYour committee on membership submits the following recommendation for filling vacancies in office and in membership in the Council and the disposition of requests for excused\nabsences.\n\nEXECUTIVE COMMITTEE ( 1 ) Anna Laura Force-term expiring in 1921, to succeed herself with term expiring in 1924.\nMEMBERSHIP COMMITTEE (1 ) Carroll G. Pearse-term expiring in 1921, to succeed\nhimself with term expiring in 1924. (2) J. Stanley Brown-term expiring in 1921, to\nsucceed himself with term expiring in 1924.\nMEMBERSHIP-\n\nClass of 1921-terms expiring in 1927, to succeed themselves-May Trumper, Helena, Mont.;\nGeorgia Alexander, Indianapolis, Ind.; W. A. Lewis, Hayes, Kans.; D. B. Waldo, Kalamazoo, Mich.; J. H. Wagner, Las Vegas, N. M.; I. I. Cammack, Kansas City, Mo.; N. C.\nMcDonald, Bismark, N Dak.; Annie Webb Blanton, Austin, Tex.; J. E. Burke, Boston,\nMass.; David B. Corson, Newark, N. J. to succeed L. L. Wright, (membership lapsed) .\nClass of 1916-terms expiring in 1922.\n\nMinnie Nielson, Bismark, N. Dak., to succeed J. Y. Joyner, (membership lapsed) .\n\n"}
{"page": 358, "printed_page": null, "text": "Council]\n\nDES MOINES MEETING\n\n333\n\nClass of 1918-terms expiring in 1924.\n\nP. E. McClenahan, Des Moines, Iowa, to succeed W. H. Elson, (membership lapsed) .\nClass of 1919-terms expiring 1925.\nMiss Anna Willson, Crawfordsville, Ind., to succeed Mrs. Una B. Herrick, resigned.\n\nThomas D. Wood, New York, N. Y., to succeed Thomas D. Miller, (membership\nlapsed) .\n\nClass of 1920-terms expiring 1926.\n\nFrank B. Gilbert, Albany, N. Y., to succeed P. P. Claxton, (membership lapsed).\nP. P. Claxton, J. Y. Joyner, Thomas C. Miller and W. H. Elson were placed on the\nHonorary Active list.\n\nEligibles to supply new vacancies in the Council membership of appointees by the Council\nare as follows:\n\nM. G. Clark, Sioux City, Iowa. Willou Gray, Columbia, S. C. Lida T. Tall,, Towson,\nMd. Emma T. Wilkins, Ft. Collins, Colo. E D. Dillinghurst, Reno, Nev. Elsie Toles,\nPhoenix, Ariz.\nThe Committee further recommends that the National Education Association be advised\n\nof vacancies in the Council membership to be supplied by that body and requested to supply such vacancies from the eligibles agreed upon the preceding year and prepare a new list\nof eligibles for new vacancies.\nLetters or telegrams came from fifteen members asking for their absences from this\nmeeting to be excused as important local matters would detain them until too late to attend\nthe Council meeting.\n\nThe committee reviewed and filed the correspondence and recommends that the absences\nbe excused as requested.\n\n(Signed) H. H. Seerley, chairman, ex-officio\nCora Wilson Stewart\nJohn R. Kirk\nCarroll G. Pearse\n\nA. S. Baylor, Secretary, ex officio.\n\nWith the approval of the Council the president appointed J. F. Sims and A. J.\nMatthews as a committee to join the secretary in presenting to the President of\nthe National Education Association, the recommendations of the Council for the\nfilling of vacancies in the Association list of membership in the Council.\nA request from Dr. Yocum, Chairman of the COMMITTEE ON DEMOCRACY\nAPPLIED TO EDUCATION, that the title of his committee be changed to THE COMMITTEE ON THE TEACHING OF DEMOCRACY was granted.\n\nThe program was then turned over to John F. Sims, chairman of the ComMITTE OF RURAL SCHOOLS.\n\nThis committee was scheduled to give at this time\n\nreports of progress in its work. These reports were presented as follows :\nTEACHER TRAINING AND DEMONSTRATION SCHOOLS-John F. Sims, chairman.\nCONSOLIDATION OF RURAL SCHOOLS-Adelaide S. Baylor ; J. C. Muerman.\nTHE CURRICULUM OF RURAL SCHOOLS- H. W. Foght.\n\nIMPROVING RURAL SCHOOLS BY STANDARDIZATION- Edith A. Lathrop.\n\nRURAL RECREATION AND SOCIAL LIFE-Macy Campbell.\nTESTS AND MEASUREMENTS IN RURAL SCHOOLS-Fred D. Cram.\nCAN ADFQUATE SUPPORT BE SECURED FOR RURAL SCHOOLS ?-George L. Towne.\n\nA general discussion followed these reports in which the following took\npart: John F. Sims, H. H. Seerley, A. E. Winship, Margaret McNaught,\nArthur Chamberlain, and C. P. Cary.\nTHIRD SESSION- SATURDAY MORNING, JULY 2, 1921\n\nThe meeting was called to order by the president at 9:30 A. M. in the Ballroom of the Fort Des Moines Hotel.\n\nThe program was opened by Fred M. Hunter, President, National Education\nAssociation, in a greeting to the members of the Council. In the symposium that\nfollowed, the progress of the year, in various phases of education, was given in\nbrief addresses by W. A. Jessup, W. A. Brandenburg, J. M. Gwinn, and Carroll\nG. Pearse.\n\nIn the absence of P. P. Claxton, former U. S. Commissioner of Education,\nwho was to speak on GENERAL PROGRESS IN EDUCATION FOR THE YEAR, J. J. Tigert,\nthe present U. S. Commissioner of Education, spoke on the organization of the\n\n"}
{"page": 359, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n334\n\n[National\n\nBureau of Education and his plans and policies for conducting the Bureau that it\n\nmight be of the largest service to the educators of the country.\nIn the absence of Helen C. Putman, chairman of the committee on RACIAL\nWELL-BEING, the report of that committee was read by the secretary.\nThe report of the committee on EXTENSION EDUCATION was presented by\nLewis H. Minkel, chairman of the committee.\n\nAt the request of Mr. Minkel, the following gave brief reports of extension\nwork with which they were identified or associated in their respective official\ncapacities ; Irving H. Hart, Cedar Falls, Iowa, director of extension education;\nJosephine Corliss Preston, state sperintendent of public instruction ; Cora Wilson\nStewart, chairman N. E. A. Committee on Illiteracy ; Charl O. Williams, county\nsuperintendent of schools, and Olive M. Jones, school principal, New York, N. Y.\nFOURTH SESSION- SATURDAY P. M., JULY 2, 1921\nThe meeting was called to order by the president at 2:00 P. M., in the Ballroom of the Hotel Fort Des Moines. At the suggestion of the president, it was\ndecided to notify those on the list of eligibles to supply new vacancies in the\nCouncil of their designation as such eligibles and invite them to attend meetings\nof the Council and participate in the discussion.\nThe Secretary read the following report of the executive committee which\n\nwas approved by the Council :\nThe executive committee of the National Council of Education met in the Ballroom of\n\nthe Hotel Fort Des Moines, at 8:30 A. M., Saturday, July 2nd, 1921.\nAt the request of the president, those in attendance suggested topics for research work\nin the Council. The topics agreed upon, and acceptances of chairmanships, at the request of\nthe president are as follows : GRADUATE EDUCATION, W. A. Jessup, chairman; VOCATIONAL\nEDUCATION, Adelaide S. Baylor, chairman; ADULT ILLITERACY, Mrs. Cora Wilson Stewart,\n\nchairman; STATUS OF THE AMERICAN WOMAN TEACHER, Anna Laura Force; CONTINUITY OF\nEDUCATION, J. M. Gwinn, chairman; STATE LEVIES AND OTHER STATE FUNDS FOR THE\nSUPPORT OF ELEMENTARY AND SECONDARY EDUCATION-A. J. Matthews, chairman.\n(Signed) Homer H. Seerley, chairman, ex- officio\nAnna Laura Force\nJ. M. Gwinn\n\nA. J. Matthews\nAdelaide S. Baylor, Secretary, ex-officio.\n\nBy invitation of the officers of the Council, the N. E. A. committee on pensions appeared before the Council in a round table, under the leadership of John\nW. Carr, a member of the committee, substituting for Joseph Swain, chairman,\nwho was unable to be present.\n\nIn the discussion of the subject of pensions, R. O. Clarida, secretary of the\nBoard of Trustees of the Illinois State Teachers Pension and Retirement Fund,\n\nOlive M. Jones, New York, N. Y.; A. J. Matthews, Tempe, Ariz.; Wm. McIntire,\nAthens, Ohio ; T. A. Mott, Seymour, Ind., and Nina O. Buchanan, Seattle, Wash.,\ndescribed the operation of the pension laws in their respective states or cities.\nNo conclusions were reached and no recommendations offered.\n\nC. P. Cary, chairman of the committee on STATE ADMINISTRATION OF SCHOOLS,\nreported for that committee. At the invitation of Mr. Cary, E. W. Butterfield\nspoke on FINANCIAL AND EDUCATIONAL EQUALIZATION.\n\nA. E. Winship, chairman of the committee on EDUCATIONAL SURVEYS, and\nArthur H. Chamberlain, chairman of the committee of THRIFT EDUCATION, presented the reports of their respective committees. In the general discussion that\nfollowed, Peyton Irving, Jr., of the Government Savings Division of the Federal\nReserve Bank, Dallas, Tex., described the work of his division on THRIFT\nEDUCATION.\n\nA motion by Arthur Chamberlain that a committee on TEACHER WELFARE\nbe organized with John W. Carr as chairman, was carried.\n\n"}
{"page": 360, "printed_page": null, "text": "Council]\n\nDES MOINES MEETING\n\n335\n\nOn motion, the president of the Council was requested to appoint a committee on appropriations whose business it would be to present to the Executive\nCommittee of the N. E. A., the financial needs of the committees doing research\nwork in the Council and request the necessary funds to carry on the work. The\nfollowing were named on the committee : Arthur Chamberlain, chairman, John\nW. Carr, A. E. Winship, Anna Laura Force, and Adelaide S. Baylor.\nThe president requested the research committees appointed at this meeting\n\nto endeavor to bring their studies and investigations to a focus within a year, or\nas soon as possible.\n\nFIFTH SESSION- TUESDAY A. M., JULY 5, 1921\nThis session was resolved into two open forums, one of which was a meet-\n\ning of the joint committee on HEALTH PROBLEMS in co-operation with the joint\nhealth commission of the Iowa Medical Society and the Iowa State Teachers\nAssociation.\n\nThis forum was held in the Ballroom of the Hotel Chamberlain\n\nwith the following program :\nBRIEF REPORT FOR THE JOINT HEALTH COMMITTEE OF THE NATIONAL EDUCA-\n\nTION ASSOCIATION AND THE AMERICAN MEDICAL ASSOCIATION-Thomas D. Wood,\nchairman, Columbia University New York, N. Y.\nReport of the session on HEALTH WORK IN THE PUBLIC SCHOOLS AT THE\n\nBOSTON MEETING OF THE AMERICAN MEDICAL ASSOCIATION-John M. Dodson,\nchairman, Committee on Health Problems in Education, American Medical Association, Rush Medical School, Chicago, Ill.\nINTEREST AND CO- OPERATION IN SCHOOL HEALTH WORK BY THE TEACHERS OF\n\nIOWA-Homer H. Seerley, president National Council of Education, State Teachers College, Cedar Falls, Iowa.\nWHAT THE PHYSICIANS OF IOWA HAVE DONE AND WILL DO FOR THE STATE\nPROGRAM OF HEALTH FOR SCHOOL CHILDREN-AIMS AND PLANS OF THE IOWA\n\nSCHOOL CHILDREN-Bird S. Baldwin, director Iowa Child Welfare Bureau, Iowa\nCity, Iowa.\nThe other forum was held in Parlor A of the Hotel Chamberlain for the\n\npurpose of hearing and discussing the report of the committee on CHANGES\nNEEDED IN THE ELEMENTARY SCHOOL CURRICULUM . Katherine D. Blake, chairman.\nADELAIDE STEELE BAYLOR, Secretary.\n\nOFFICERS FOR 1921-22\nOFFICERS, STANDING COMMITTEES, MEMBERS\nHOMER H. SEERLEY\n\nCedar Falls, Iowa.. President\n\nJOSEPHINE CORLISS PRESTON Olympia, Wash...\n\nADELAIDE STEELE BAYLOR .. Washington, D. C... Secretary\nEXECUTIVE\n\nANNA LAURA FORCE\nJ. M. GWINN\nA. J. MATTHEWS\n\n... Term expiring in 1922\n\nVice-President Term expiring in 1922\n... Term expiring in 1923-\n\nCOMMITTEE\n\nTHE PRESIDENT, ex officio, chairman\nDenver, Colo.........\nNew Orleans, La......\nTempe, Ariz .\n\nTerm expiring in 1924\n\n...... Term expiring in 1923\n.Term expiring in 1923\n\nCOMMITTEE ON MEMBERSHIP\n\nCORA WILSON STEWART\n\nOLIVE M. JONES..\nJOHN M. KIRK\nWILLIAM B. OWEN\nCARROLL G. PEARSE .....\n\nJ. STANLEY BROWN\n\nTHE PRESIDENT, ex officio, chairman\nFrankfort, Ky.\nNew York, N. Y.........\nKirksville, Mo.\nChicago, Ill.\nMilwaukee, Wis .\nDe Kalb, Ill.\n\nTerm expiring in 1922\nTerm expiring in 1922\nTerm expiring in 1923\nTerm expiring in 1923\nTerm expiring in 1924\nTerm expiring in 1924\n\n"}
{"page": 361, "printed_page": null, "text": "336\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nMEMBERS\nTERMS EXPIRE IN 1922\n\nElected by the Association\nJ. H. AMES, River Falls, Wis.\n\nLORENZO D. HARVEY, Menomonie, Wis .\nJ. M. GWINN, New Orleans, La.\nCARROLLG. PEARSE, Milwaukee, Wis.\nCALVIN N. KENDALL, Trenton, N. J.\nE. E. OBERHOLTZER, Tulsa, Okla.\n\nJ. W. BUTCHER, Emporia, Kansas.\nGEORGE D. STRAYER, New York, N. Y.\nELIZABETH M. SHERMAN, Oakland, Calif.\nW. A. BRANDENBURG, Pittsburg, Kans.\n\nElected by the Council\nL. R. ALDERMAN, Washington, D. C.\nW. A. JESSUP, Iowa City, Iowa.\nJAMES H. VAN SICKLE, Springfield, Mass.\nGRACE M. SHEPARD, New York, N. Y.\nMINNIE NIELSON, Bismark, N. D.\nROBERT J. ALEY, Orono, Maine.\nCHARLES E. CHADSEY, Urbana, Ill .\nE. M. BAINTER, Kansas City, Mo.\nJ. STANLEY BROWN, De Kalb, Ill .\nALBERT E. WINSHIP, Boston, Mass.\n\nTERMS EXPIRE\n\nElected by the Association\nR. G. JONES, Cleveland, Ohio.\nWILLIAM B. OWEN, Chicago, Ill.\nW. E. PEARSON, Kansas City, Kans.\nUEL W. LAMKIN, Maryville, Mo.\nA. J. MATTHEWS, Tempe, Ariz.\nS. A. BAKER, Jefferson City, Mo.\nWILLIAM P. BURRIS, Cincinnati, Ohio .\nJ. G. CRABBE, Greeley, Colo .\nMARGARET S. MCNAUGHT, Sacramento, Calif.\nELMER L. CAVE, Vallejo, Calif.\n\nIN 1923\n\nElected by the Council\nADA VAN STONE HARRIS, Pittsburgh, Pa.\nJOSEPH SWAIN , Swarthmore, Pa.\nSUSAN M. DORSEY, Los Angeles, Calif.\nE. E. BASS, Greenville, Miss .\nFREDERIC E. FARRINGTON, Washington, D. C.\nG. W. A. LUCKEY, Washington, D. С.\nGEORGE L. TOWNE, Lincoln, Neb .\nTHOMAS W. PALMER, Montevallo, Ala.\nT. E. JOHNSON, Lansing, Mich.\nJ. A. C. CHANDLER Williamsburg, Va.\n\nTERMS TO EXPIRE IN 1924\nElected by the Association\n\nTHOMAS A. Мотт, Seymour, Ind.\n*JOHN H. PHILLIPS , Birmingham, Ala.\nFRANCISG. BLAIR, Springfield, Ill.\nE. W. BUTTERFIELD Concord, N. Н.\nM. C. BRITTAIN , Atlanta, Ga.\n\nCHARLES S. MEEK, Toledo, Ohio.\nLINNAEUS N. HINES, Indianapolis, Ind.\nH. W. FOGHT, Aberdeen, S. D.\nC. E. BEACH, Olympia, Wash .\nHELEN C. PUTNAM, Providence, R. I.\n\nElected by the Council\n\nSARAH LOUISE ARNOLD, Boston, Mass.\nEDWIN S. MONROE, Hammond, Ind.\nP. E. MCCLENAHAN, Des Moines, Iowa.\nJ. W. K. DWYER, Anaconda, Mont.\nGRACE STRACHAN FORSYTH, Brooklyn, N. Y.\nADELAIDE STEELE BAYLOR, Washington, D. C.\nCARLETON B. GIBSON, Savannah, Ga.\nCORNELIA S. ADAIR, Richmond, Va.\nOSCAR T. CORSON, Columbus, Ohio.\nJOHN W. CARR, Frankfort, Ky..\n\nTERMS EXPIRE IN 1925\n\nElected by the Association\nTHOMAS E. FINEGAN, Harrisburg, Pa.\nMARY D. BRADFORD, Kenosha, Wis.\nMARIE GUGLE, Columbus, Ohio.\nJESSE NEWLON, Denver, Col.\nGEORGE REAVIS, Baltimore, Md.\nJ. G. COLLICOTT, Columbus, Ohio.\nGEORGE N. CHILD, Salt Lake City, Utah.\nPAYSON SMITH, Boston, Mass.\nFRED M. HUNTER, Oakland, Calif.\n\nCHARL O. WILLIAMS, Memphis, Tenn.\n\nElected by the Council\nFANNIE FERN ANDREWS, Boston, Mass.\n\nANNA WILLSON, Crawfordsville, Ind.\nCHARLES H. KEYES, Saratoga Springs, N. Y.\nJ. F. SIMS, Stevens Point, Wis .\nCHARLES H. JUDD, Chicago, Ill .\nR. O. STOOPS, Joliet, Ill.\nA. DUNCAN YOCUM, Philadelphia, Pa.\nJOSEPHINE C. PRESTON, Olympia, Wash.\nTHOMAS D. WOOD, New York, N. Y.\nE. C. BROOKs, Raleigh, N. C.\n\nTERMS EXPIRE\n\nElected by the Association\n\nIN 1926\n\nElected by the Council\n\nW. M. DAVIDSON, Pittsburg, Pa.\nEDWARD BUCHNER, Baltimore, Md.\nFRANK B. GILBERT, Albany, N. Y.\nHARLAN UPDEGRAFF, Philadelphia, Pa.\nCORA WILSON STEWART, Frankort, Ky.\nMARY C. C. BRADFORD Denver Colo.\nKATE DEVEREUX BLAKE, New York, N. Y.\nARTHUR CHAMBERLAIN San Francisco, Calif. OLIVE M. JONES, New York, N. Y.\nP. W. HORN, Houston, Texas .\nCAROLINE WOODRUFF, St. Johnsbury, Vt.\nH. L. SMITH, Bloomington, Ind.\nC. P. CARY, Madison, Wis.\nJAMES W. CRABTREE, Washington, D. C.\nH. H. SEERLEY, Cedar Falls, Iowa.\nCHARLS MCKENNEY, Ypsilanti, Mich .\nDAVID FELMLEY, Normal , Ill .\nJOHN R. KIRK, Kirksville, Mo.\nDAVID B. JOHNSON, Rock Hill, S. C.\nELIZABETH HALL, Minneapolis, Minn .\n\n"}
{"page": 362, "printed_page": null, "text": "Council]\n\nTHE STRUGGLE FOR POWER\n\n337\n\nTERMS EXPIRE IN 1927\nElected by the Association\n\nElected by Council\n\nMAY TRUMPER, Helena, Mont.\nJ. W. SEARSON, Lincoln, Neh.\nGEORGIA ALEXANDER, Indianapolis, Ind.\nH. B. WILSON, Berkeley, Calif.\nW. A. LEWIS, Hays, Kans.\nAGNES W. DOHERTY, St. Paul, Minn.\nD. B. WALDO, Kalamazoo, Mich.\nMILTON BENNION, Salt Lake City, Utah.\nJ. H. WAGNER, Las Vegas, N. М.\nROBERT H. WRIGHT, Greenville, N. C.\nDAVID B. CORSON, Newark, N. J.\nANNA LAURA FORCE, Denver, Colo.\nI. I. CAMMACK, Kansas City, Mo.\nWALTER R. SIDERS, Pocatello, Idaho.\nNEIL C. MCDONALD, New York, N. Y.\nL. H. MINKEL, Fort Dodge, Iowa.\nANNIE WEBB BLANTON, Austin, Tex.\nF. L. MCVEY, Lexington, Ky.\nJ. E. BURKE, Boston, Mass .\nW. C. BAGLEY, New York, N. Y.\n*Deceased since the Des Moines Meeting.\n\nTHE STRUGGLE FOR POWER IN AMERICAN\nEDUCATIONAL SYSTEMS\nHOMER H. SEERLEY, PRESIDENT IOWA STATE TEACHERS COLLEGE ,\nCEDAR FALLS, IOWA\n\nIn the United States of America supremacy in control of educational\norganization and management is attempted in indirect and influential\nways that are not provided by law or by government. This conforms\nto the system employed in politics and in party management existing in\nthe nation by substituting dictation and types of accrediting or recognizing that indirectly are more powerful and more effective than either\nnational or state law. This invisible government accomplishes results,\ndecides policies, and requires conformities that are among the most remarkable educational phenomena of American civilization and progress.\n\nThe capitalization of resources, of talent, and of influence is shown\nby the \"drives\" that have been projected to secure unprecedented sums\n\nof actual money as incomes for endowed institutions, for state organized and conducted institutions, for co-operation with popular government to develop conditions, impose ideals, and secure power. These\norganizations for human advancement and welfare are unable to be fully\nappreciated for their magnitude, and are unable to be fully understood\nbecause of their immensity of plan and immediateness of procedure and\nfor their greatness of aim through organized effort. The history of all\nthe past centuries does not show any equivalent organized plan for the\ndetermination, the formulation, and the control of the power of mind\nand of spirit to certain immense ends through invisible government.\nThe struggle going on in American democracy for all these varieties\nof supremacy, however benevolent in design and in object, is gradually\narraying against each other large combinations of classified citizens who,\nthrough organization of well-planned and well-organized propaganda,\n\nseek to dictate every standard of educational effort and proceed by very\npowerful presentations to assume the responsibility to introduce and to\n\nenforce their will and their judgments upon all others by a system of\nrejection, repudiation, and annihilation that is commonly overlooked or\nuncomprehended by the masses who pay the taxes, finance the enter\n\n"}
{"page": 363, "printed_page": null, "text": "338\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nprises, and admire the power of self-organized and self-determinative\ncivilization in its exhibitions of efficiency and enterprise.\nGraduate schools are assuming their part of this invisible government in education. The universities with which they are connected are\n\nappropriately and deservedly very powerful in all matters of higher\neducation. These graduate schools have gained in appreciation and distinction the last few years and some of them assume to hold the prestige\nof preparing the men and women that are eligible to admission as teachers in college and university work. Recently these graduate schools\nhave perfected an organization to conduct a plan of promotion to enlarge their quotas of students .\n\nThe developments thus formulating should be of unusual interest to\nthis National Council of Education because it is not yet established that\nthe graduate work offered and the methods of research employed are\n\nthe best for the preparation of college-grade teachers. In connection\nwith this suggestion it may also be said that the system of graduate work\nand the standards required for the doctor of philosophy degree are not\nyet as definite or as comprehensive as they ought to be. Many creditable students in graduate schools are of the opinion that the master's\n\ndegree is given so easily that it is of no importance to receive it and\nthat the doctor's degree is so exalted and so hedged about with impossible difficulties that it is a useless expenditure of time and effort to\n\nseek such assumed distinction. On this account they are beginning to\nquestion the good faith of the graduate schools in seeking the expansion\nof their enrolments when there is no assumed intention to allow a rea-\n\nsonable number of such candidates to graduate with the honors given\nby such recognition. In the meantime the growing colleges find immense\ndifficulty to get such graduates as new members of faculties and are\n\nobliged to fall back upon the supply of teachers who have attended\ngraduate schools but have not yet secured the doctor's degree.\n\nThis\n\nsituation is as critical and as much deserving of attention as is the supply\nof trained teachers for the service of the public schools.\n\nClass- consciousness has been making remarkable progress in America\nduring the past quarter of a century. There is growing promise that\nwith the ideals possessed and esteemed by Americans, there is developing\na separation of the intellectual, the authoritative, and the leadership\nelements from mass humanity so that democracy can easily pass by evolution into an oligarchy of attitude and of assumption that will eventually\ndegenerate into conditions that are not assurances of success or peace for\n\nthe American people. The genius of American institutions depends\nupon human rights, human justice, human opportunity, and human\nenlightenment of the many rather than of the few, of the possibility of\nthe universal human attainment of happiness and of remunerative occuцpational employment.\n\n"}
{"page": 364, "printed_page": null, "text": "Council]\n\nTHE STRUGGLE FOR POWER\n\n339\n\nHigher education is the most astute and the most productive in this\nstruggle for supremacy and control. This originates from the time accorded its propagandists for thinking, for planning, and for promoting.\n\nIt assumes that the province of higher education is so to work out the\nwhole scheme of education that it culminates directly and positively for\nthe support and the enlargement of the functions it possesses. It tries\nto dictate every standard in elementary, secondary, and collegiate education and thereby seeks to control public ideals and public efforts.\nThis attempt is so prominent that there is an accompanying peril of increasing extravagance in public expenditure until public patience is be\ncoming exhausted while an unprecedented remodeling of endeavors tha\nare so tentative and so uncertain that reasonable limits are forgotten to\nsuch extent that the burdens required can become impossible. It is here\n\nthat practicality should examine the findings of philosophy and that\nsuperiority should identify the importance of possibility.\nIn this category of investigation the annual legislation that is constantly projected by the states and by the nation is all evidence of dissatisfaction of the people with the systems of regulation, direction, and\nfinancing that exist, the attempt thus being made to restrain, restrict,\nand eliminate this invisible government which inspects, centralizes, dictates, and doininates without law or precedent or reason, the simple\npurpose being that of exercising power and of enjoying supremacy in\nthe field of indirection. This indefinable controversy is one of the elements of the struggle that tests democracy to the limit the same as is\n\nbeing done by economic revolutionary tactics and the unending strife\nbetween capital and labor.\nIt is of the highest importance that the National Education Asso-\n\nciation remember its allegiance to the everyday working American on\nwhose shoulders rests the burden for cumulative prosperity and in\nwhose heart lurks the real love of home and of community. The per-\n\npetuation of longevity, the resisting of decadence, the saving of humanity, the sustaining of society, the perfection of free government are all\nparts that are necessary in order to keep alive the traditions of democ-\n\nracy and the supremacy of pure idealism in every part of the United\nStates.\n\nThe historian says that it took Rome three hundred years to degenerate, to lose vitality, to absorb the elements of destruction, to possess\nthe fatal conditions of class contention and class ambition, and such\nexperience should admonish the educators of the youth of America that\n\nsuch destiny can only be postponed and prevented by a devotion of\nspirit, by a conscientiousness of purpose, and by a graciousness of aim\nthat refuses to accept any absolute conclusion except the amelioration\n\nand the uplift of all the people of every race, every degree, and every\n\n"}
{"page": 365, "printed_page": null, "text": "340\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nclass that live under the laws of the American Republic and honor its\n\nemblem of liberty and justice, the Stars and Stripes.\nEDUCATIONAL PROGRESS DURING THE YEAR\nJ. M. GWINN , SUPERINTENDENT OF SCHOOLS, NEW ORLEANS, LA .\n\nWe may have to go backward to go forward. Education went\nbackward, due to the world-war, but the recoil has come, resulting\nin little short of an educational revival.\n\nThe standards for teacher's qualifications have been greatly advanced.\nBy legislative or constitutional provisions normal schools are every-\n\nwhere becoming teachers' colleges and four years' of training are\nreplacing the two-year courses. Teachers are crowding into summer\nschools by the thousands, many thousands more than ever before, due\nto the raised standards.\n\nThe greatest advance in the South has been in teachers' salaries\n\nand more money for operating and building schools. The people have\nbeen stirred by the grave dangers threatening the nation due to shortage of teachers and inadequate facilities and have everywhere re-\n\nsponded by legislation, constitutional changes or by votes of the people\nlargely increasing financial support. The story for Louisiana and\nNew Orleans for the year is typical of other states and cities. During\nthe year the people voted a 60 per cent increase in the state school\ntax, a 100 per cent increase in the local school tax for New Orleans ;\na new severence tax on oil, gas, lumber, sulphur, salt, etc., was laid\nand $7,000,000 of this tax given to the state university for grounds,\nbuildings, and equipment and a mill tax provided for its maintenance.\nIn New Orleans the operating expenses of the schools were 43 per\ncent greater this year than last and teachers' salaries advanced 53 per\ncent during the year and the salaries paid elementary school teachers\nincreased 167 per cent since 1916.\n\nSchool buildings are bursting open with the greatly increased numbers of children attending school. A new attendence law in Kentucky\nhas practically doubled attendance in rural schools in one year ; a new\n\nlaw in Mississippi brought 60,000 more children into school this year\nthan last year.\n\nThe year has seen the extension of the county unit plan for school\nadministration, e. g., in Missouri and Kentucky, an increase in the\nsupport of schools from the state and county taxes, two vital elements\n\nin equalizing educational opportunities, for to do this, large units for\ntaxation and administration are necessary.\n\nThe year has been great in the development and molding of public\n\nsentiment in favor of more and better schools. Newspapers and magazines are printing more about schools and education than ever before.\n\nA large support has developed during the year among the lay public\n\n"}
{"page": 366, "printed_page": null, "text": "Council]\n\nU. S. COMMISSIONER OF EDUCATION\n\n341\n\nand non-educational organizations in favor of a Federal department\nof education and Federal aid to education .\n\nIn three elements we are where we were before the war.\n\nSchool\n\nteaching is harder due to the decreased home control and direction\nand because childhood has responded to the madness in modern amuse-\n\nments, dress, and other means of gratifying selfish desires. It is high\ntime that parents employ a firmer and more constant control over\ntheir children and for the school to guard against lowered standards\nof conduct and discipline.\nThe spirit of the times is against hard work ; the schools must not\nsubstitute entertainments for intellectual effort and must re-enthrone\n\nthe old maxim, \"No excellence without great labor.\"\nFinally, the teachers must not permit the bad treatment they have\n\nreceived, the lack of appreciation and rewards and the materialism\nof the day to cause them to discard the idealism which has always been\ntheir peculiar and most valuable contribution to the social weal and\nbecome a class of workers who magnify self and self-interests and\nminimize the service rendered.\n\nADDRESS BEFORE THE NATIONAL COUNCIL\nJ. J. TIGERT, U. S. COMMISSIONER OF EDUCATION , WASHINGTON , D. C.\n\nIt is a great honor and pleasure to have the opportunity of speaking\nfor only a few minutes to this important body. Let me express my\nappreciation for the election to membership upon your Council. I\nespecially appreciate this honor because I understand you have taken\nunusual measures in order to make it possible to admit me to membership.\n\nI am taking the place on your program of my distinguished predecessor, Dr. Claxton, but I trust that you will not expect from me\nsuch a complete survey of the progress of education during the past\nyear as he would be able to give you. I think that I may more\nprofitably discuss the nature and functions of the Federal Bureau of\nEducation. This Council is primarily interested, I believe, in research\nwork. As I conceive it, research must be at all times one of the most\n\nimportant functions, if not the chief function, of the Federal Bureau.\nI think that some explanation of the Bureau and my proposed policies\nwill be valuable because, if you understand these more clearly, it will\nresult in a more effective co-operation in our respective programs. I\nam sure that you desire, as I do, the most effective interrelation of\nout work.\n\nAmong the laity practically nothing is known about the Federal\nBureau of Education, and even among educators the uncertainty and\n\nignorance in regard to the Bureau is amazing. One of my tasks is to\n\n"}
{"page": 367, "printed_page": null, "text": "342\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\ncarry on some kind of campaign of publicity that will acquaint the\npublic and especially educators with what the United States Bureau of\n\nEducation is trying to do. Some people ask me if I am the only one\nin the Bureau. Others ask, \"Do you do anything besides collect\nstatistics ? \" Certainly the effectiveness of the Bureau could be greatly\nincreased if those interested in education were acquainted fully with\nthe activities of the Bureau so that they might use it more intelligently.\nThe Bureau has certain administrative functions, including the administration of education for the natives of Alaska and the administration of\n\nthe federal funds for land-grant colleges, but its chief functions are\n\nnon-administrative. I am sure everyone in this body realizes that the\nadminstration, control, and direction of education in this country is\nvested in the hands of the state authorities and not in the federal\n\ngovernment. With reference to education in the United States, therefore, our function is largely that of an advisory character. May I\ntake this opportunity to explain that the United States Commissioner\nof Education cannot properly support or favor legislation pending in\nthe Congress of the United States ? An injustice is done the commissioner by many who make the unwarranted assumption that the commissioner is favoring or opposing certain educational bills. Should the\ncommissioner of education favor or oppose a bill pending in Congress,\nit would be an act of gross discourtesy to the President of the United\nStates and the Congress of the United States. The commissioner may\nproperly express an opinion at the request of the President or of\nCongress. I am sure that members of this Council appreciate this fact\nbut a great many people interested in education do not seem to understand it.\n\nFor carrying on the work of the Bureau we have now in the offices\n\nat Washington eighty-seven people. Under the administration of my\npredecessor the activities of these people were very largely personally\ndirected by the commissioner of education. Let me say at this point\nthat Dr. Claxton and the present commissioner are good friends ; that\nI have no words of criticism or disparagement for his splendid administration.\n\nHe was a tireless worker.\n\nIt is said that as a boy he\n\nploughed horses to death. I am convinced that he ploughed himself\nalmost to death in the discharge of his duties and ploughed others\nunmercifully. His experience during the past ten years in the commissionership gave him a knowledge of education and its technic which\nperhaps no other man in America could have. In attempting to\nassume the duties which he had been discharging, I found it impossible\nto attempt to carry on the activities of the Bureau as he had done. It\n\nbecame necessary for me to affect some kind of reorganization. This\nI have done according to the following general lines : We have in the\n\nBureau two general types of activities-first, the activities of a more\n\n"}
{"page": 368, "printed_page": null, "text": "Council]\n\nU. S. COMMISSIONER OF EDUCATION\n\n343\n\nor less routine character which I have termed \"Stated or Continued\n\nActivities\"; secondly, the activities of highly trained experts in various\nfields of educational endeavor which I have designated as \"Technical\nActivities.\"\n\nThe organization which I have undertaken to effect is not unlike\n\nthat of the organization of an institution of higher learning. My entire\ncareer has been in the service of colleges and universities.\n\nPerhaps\n\nthat accounts for my leaning to this type of organization, yet I am\nunable to see how I could attempt to carry on the activities of the\nBureau in any other fashion. There are seven divisions of those\nactivities which I have termed \" Stated or Continued Activities.\" They\nhave all been placed under the general direction of the chief clerk.\nThe chief clerk, Mr. L. A. Kalbach, has served most efficiently for\nmore than thirty years in the Bureau. He is generally recognized as a\nman of exceptional ability and devotion to his duty. Under him are\nthe following departments : publications, library, Alaskan division,\nstenographic section, statistics, mails and files, messenger service.\nThe technical staff has been organized under the direction of\n\nWilliam T. Bawden, who has been designated as assistant to the commissioner. Dr. Bawden took his doctorate at Columbia University, and\n\nis exceptionally well qualified to organize and direct technical investigations. Most of you, I dare say, recognize his ability. Under him are\nthe Division of Higher Education, headed by Dr. Zook, the Rural\nSchool Division, headed by Mrs. Cook, the City School Division,\nheaded by Mr. Deffenbaugh. Certain individuals and smaller divisions\nhave been consolidated into one group which is termed the Service\nDivision.\n\nIn the past the members of the technical staff have worked very\nlargely as I have stated under the personal supervision of the Commissioner of Education. For a definite correlation of their activities,\n\nin order to bring about more efficiency through the Bureau by some\nplan for co-operation, it seemed advisable to bring all the various\nactivities of the Bureau and especially of the technical staff, under a\n\ngeneral advisory body corresponding roughly to the council of deans\nor similar advisory bodies which exist in colleges and universities.\n\nI\n\nhave appointed such an advisory council composed of the heads of the\nvarious divisions in the technical staff, and I have made Dr. Bawden\n\nchairman of this committee. We propose, furthermore, to bring the\ntechnical staff into conferences as often as possible so that their various\n\nactivities can be discussed and planned with a higher degree of cooperation than has existed in the past.\nThe administration of the activities of the Bureau and the ex-\n\necutive powers are exercised by the Commissioner of Education.\nNeither the assistant to the Commissioner, nor the Chief Clerk, nor the\n\n"}
{"page": 369, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n344\n\n[National\n\nadvisory council possess executive functions other than by way of\nsuggestion, recommendation, and advice. Matters for consideration\npass through the hands of the heads of the several departments up\nthrough the Assistant Commissioner or the Chief Clerk and are finally\npassed upon by the Commissioner of Education. We do not doubt\nthat we have made mistakes and will continue to make mistakes.\n\nCer-\n\ntainly there will be criticism of our organization. We have attempted\nto organize the Bureau in the only way that we can undertake to direct\nit. If there is any other way that it can be done, it does not occur\nto us now .\n\nIt is well for educators and others to realize the limitations under\n\nwhich the Bureau is operating. Our funds and personnel are entirely\ninadequate to meet the demands that are made upon us. It is obvious\nthat we have no provision for service in the field of secondary schools,\n\nnormal schools and teachers' colleges, junior colleges, and many other\nimportant fields that might be mentioned. It is necessary for us to\nconfine ourselves to those activities for which we have expert advice\n\nand for which we have funds provided. It will be one of the great\ntasks of the Commissioner of Education to secure more adequate\n\nprovision in the future for investigation in many of the important\nfields of education which we are now compelled to neglect.\nAllow me to thank you again for the privilege of addressing you\nand for the very patient and appreciative way in which you have\nlistened to me.\n\nPRELIMINARY REPORT OF THE COMMITTEE\nON\nCITIZENSHIP AND CHARACTER EDUCATION\nMILTON BENNION, UNIVERSITY OF UTAH , SALT LAKE CITY, UTAH ,\nCHAIRMAN .\n\nTraining for citizenship in the broad sense must include character\neducation and character education cannot be complete without training\n\nfor citizenship. Since, however, the committee on DEMOCRACY IN EDUCATION and The American School Citizenship League are dealing with\neducation for citizenship in the more technical sense, this report may\nbest deal with the general problem of CHARACTER EDUCATION.\nIn theory, at least, character education has long been one of the\nmost fundamental aims of the school. Yet the methods employed have\n\nnot been as well worked out as have the methods of teaching geography\nand arithmetic.\n\nThe common school virtues often cited as examples of the moral\n\ninfluence of the school are, for the most part, but secondary virtuesvirtues that may as well be directed toward selfish as toward unselfish\n\n"}
{"page": 370, "printed_page": null, "text": "Council]\n\nCITIZENSHIP AND CHARACTER\n\n345\n\nends, e.g., industry, perseverance, punctuality, accuracy, thrift, courtesy.\nNecessary as these qualities are to the complete development of character, unless the possessor of them is governed by intelligent and worthy\n\nideals, these qualities may have no moral worth at all. They may even\nadd to the efficiency for evil of the thoroughly bad man. This is not\nsaid to disparage the secondary virtues, but to emphasize the necessity\nof other and far more fundamental phases of character education.\nIn consideration of the great importance of character development\n\nin education and the fact that this subject is not fully covered by other\ncommittees of this Council, we recommend the appointment of a permanent committee on CHARACTER EDUCATION to work in close co-operation with the committee on DEMOCRACY IN EDUCATION and with the\n\nAmerican School Citizenship League with the understanding that all\nimportant phases of education for citizenship shall be included in the\nwork of these three organizations.\nFor the committee on CHARACTER EDUCATION we suggest the follow-\n\ning outline of topics for investigation :\n1. THE FOUNDATION OF CHARACTER EDUCATION.-The metaphysical and sociological bases of character education.\n\n(a) The religious sanctions of character education.\n(b) The meaning and place of conscience in character development.\n(c) The validity of the scientific sanctions.\n2. DETERMINATION OF THE OBJECTIVES OF CHARACTER EDUCATION.\n\n(a) The primary virtues-The nature of these virtues and their place in\neducation.\n\n(b) The secondary virtues-The dependence as virtues upon the primary\nvirtues.\n\n3. THE METHOD OF CHARACTER EDUCATION .\n\n(a) Character education through instruction.\n(1)\n\nHow to use the regular school subjects as a means of moral\n\n(2)\n\nTo what extent may discussion of problems of conduct be used\n\n(3)\n\nTo what extent and in what grades may ethics be taught as a\n\ninstruction.\n\nas content in classes in English ?\nseparate subject ?\n\n(4) The intellectual appeal in moral instruction.\n(5) The emotional appeal-its place and importance.\n(6) How to develop dynamic ideals.\n(b) Character education through training.\n(1) How may the methods of health education be applied to moral\ntraining?\n(2) How may various forms of recreation be utilized as means of\nmoral training?\n\n(3) How may the school co-operate with the home, the church and\nother educational agencies in directing the recreational and\nother leisure-time activities of children and youth ?\n\n(4) How secure moral training through the practice of thrift, including earning, wise spending, and saving ?\n\n"}
{"page": 371, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION AssociatioN\n\n346\n\n[National\n\n(5) How may wise selection of and thorough training in a vocation\nbe a means of moral training ?\n\n(6) How secure moral training through junior civic activities ?\n(7) How may youths best be trained in all matters pertaining to\nsex life ?\n\n(8)\n\nHow may the administrative and supervisory work of the public\nschools be so organized as best to carry out character education\nplans?\n\n4.\n\nTEACHER TRAINING FOR CHARACTER EDUCATION.\n\n(a)\n\nHow should the course of instruction and training in teachers' colleges be modified better to prepare teachers for efficient service in character education ? e. g. , Should courses in professional ethics, social\nethics, and character education methods be required? Should application of these methods be made part of the practice teaching ?\n\n(b)\n\nShould\n\ntraining include supervision of out-of-school activities of pupils ?\nWhat is the best method of providing this instruction and training\nfor teachers in the service ?\nDISCUSSION\n\nOLIVE M. JONES, PRINCIPAL OF PUBLIC SCHOOL 120, NEW YORK, N. Y.\n\nThe most interesting part of the discussion, it seems to me, is that relating\nto religious education.\n\nThe war, more particularly the general disturbance in\n\nsocial conditions incident to and subsequent to the war, has turned our thoughts\nto a consideration of religion. We are looking, whether we know it or not, for\n\nsome unshakable fundamental on which to base our human relationships so that\nconfidence will be restored. We feel that morality, ethics, social codes, do not\nprovide sufficient hold and do not suffice to govern practical life in the business\nor even the social world.\n\nThese things have failed and we have discarded the\n\nchurch. The old-fashioned fear of God, which made an oath binding, no longer\nmakes a man's sworn word sacred, and so many men have failed to keep their\nspoken or written word that our ideals of reliability and honesty sometimes seem\nalmost to be lost.\n\nBut all our relationships depend upon confidence in human honor, honesty,\nuprightness . Hence we are turning once again to religion as a means of controlling our acts according to our recognized ethical code. We are seeking that\nwhich alone can build up and sustain character, at least for the most of usbelief in God and adherence to religion.\nSince neither the church nor the home seemed able to supply a firm foun-\n\ndation for character and righteous conduct, people turned in blind trust to the\nschools. Inevitably, as we teachers give careful thinking to character-training,\nwe find ourselves seeking some means of religious education. I do not see how\n\nwe can give religious education in or by the use of the public schools, and I\nbelieve that the way must be found to secure it through the churches, to restore\nthe churches to their former interest for us and influence on our lives, even if we\nneed a Savonarola, a Luther, or a Wesley to do it.\nOur experience in New York during the past year makes me hesitant about\nusing the schools, ever so indirectly, for the promotion of religious education.\nThrough the activities of a group known as the Interdenominational Committee\non Religious Education, a resolution was introduced in the Board of Education,\nproviding that on one day a week, Wednesday being the day suggested, the children\nshould be dismissed at two o'clock and instructed to go to the classes for relig-\n\nious education to be organized in the churches or institutions of their own relig\n\n"}
{"page": 372, "printed_page": null, "text": "Council]\n\nRELIGION IN CHARACTER TRAINING\n\n347\n\nious faith. This resolution was referred to the Committee on By-Laws of the\nBoard of Education where, as yet, no final action has been taken.\nThe New York Principals Association discussed this resolution at two meetings, one a special meeting requested and called for the purpose. The Com-\n\nmittee on By-Laws held several public hearings for the consideration of the\nquestion. At all these meetings, feeling ran exceedingly high. Bitter speeches\nwere made and faces wore looks of unusual strain, fear, and anger. The leaders\n\nin the movement did their very best to preserve harmony and impartiality and\nto prove that it was not intended that any one faith should have an advantage.\nWhat might have happened or what may yet happen, no one knows . The\n\nplan was halted because several apparently insurmountable difficulties presented\nthemselves : ( 1 ) Who would see to it that the children did go to religious instruction during that hour ? (2) What should be done with children whose\nparents refused to permit any religious instruction ? (3) How make up the loss\nof that hour from a school week already greatly overcrowded ? (4) And, most\nimportant of all the churches were compelled to acknowledge their absolute\n\ninability to meet the demand in space accommodation, in teachers, or in a properly arranged course in religious study.\nThere is going on, however, in New York, an organized effort to give\nweek-day religious instruction in a large number of churches that have estab\nlished such classes. Roman Catholic and Protestant churches are using their\n\norganized lay workers, nuns, deaconesses, and so on, and there are now enlisted\nin the work several hundreds of public-school teachers who do it as a labor of\nlove outside of school hours.\n\nMore than a thousand each of Roman Catholic\n\nand Protestant public-school teachers have banded themselves together in two\nseparate organizations for the promotion of religious education. They occasionally hold open meetings at which members of both faiths participate. They may\n\nfind a way out and show us how to give our people a sorely needed religious\ninstruction and reliance upon a faith in God.\n\nTHE PLACE OF RELIGIOUS SANCTIONS IN CHARACTER\nTRAINING\n\nJOHN HERBERT PHILLIPS¹, SUPERINTENDENT of CITY SCHOOLS,\nBIRMINGHAM , ALA.\n\nWe may be permitted to assume that character-training should be\nthe supreme aim of American education, and that morality as a basis of\ncitizenship should be the chief objective of the school and its processes.\nThat this fact needs to be emphasized today as never before in our\nhistory is an obvious commonplace. As a nation, we are without any\nestablished moral character. We are leading an experimental life,\nwithout any basis of settled habits or definitely fixed moral convictions.\nAll the races and nationalities of the earth jostle each other here in a\nceaseless struggle for material existence. Each has brought with it its\nown language, history, traditions, and moral standards. Whatever\nunity of aim may have been established by the fathers of the Republic\n\nhas been submerged in this deluge of alien political theories and conflicting moral standards.\n\nWe have drifted far from our colonial\n\nDr. Phillips died July 21, only a short time after the delivery of this paper.\n\n"}
{"page": 373, "printed_page": null, "text": "348\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nmoorings, and the American public school is today demanding for the\ncitizenship of the future a safe moral anchorage. The American people\ntoday is a heterogeneous mass, without any common background or\ncommon outlook ; without common history, common standards, or common ideals. America is as yet a vast experimental laboratory in\neconomics, education, and morality. The iconoclasts have taken advantage of this state of educational fluidity and have sought to remove\nthe ancient moral landmarks. The old religious sanctions for moral\nconduct have been too generally ignored, and futile efforts have been\n\nmade to find adequate sanctions for morality in the fields of science or\nsociology. As a result, the social and economic heresies emanating from\n\nsome of our leading educational institutions are threatening the very\nlife of the state.\n\nHowever desirable or expedient scientific formulas and social con-\n\nventions may prove to be, there is urgent need today for their reenforcement by at least a frank avowal and recognition by our school\nauthorities of those old-fashioned religious sanctions that are still\nadmitted to be fundamental to all morality.\n\nThe complete separation of church and state does not necessarily\nmean an equally complete separation of religion and state. Religion\nunfortunately is too generally identified in the popular mind with some\none of the many historical forms of religious expression. Organized\nsects and formulated creeds are only so many forms designed for the\nexpression of the religious instinct of the race.\nAny education that ignores the religious instinct of the child to\nbe educated and the religious character of the state, of which the child\nis to be a citizen, neglects two important fundamental factors. Lest I\nbe misunderstood, let me state explicitly that I am not advocating the\nintroduction into the school of any formal religious instruction. Under\npresent conditions, the teaching of religious creeds and sectarian tenets\n\nshould be left to the people, very sensitive with reference to the introduction into the school of any form of sectarian teaching. We contend,\nhowever, that there are certain ultimate religious conceptions upon\nwhich all people of all creeds are practically agreed. The fundamental\nproblems of philosophy-God, immortality, freedom, and duty-are at\nthe same time the great theses of spiritual faith. These are the great\nquestions that any personal religious faith must answer in order to\nlay a foundation for moral conduct in the social life of man . These\n\nconceptions throughout human history have been regarded as sanctions\nof conduct and powerful incentives to personal and national morality.\nOne of our current mistakes for true educational theory, is the\nassumption that some truths are secular while others are sacred; that\n\neducation is an affair of this world only, to satisfy our hunger, pride,\nand ambition, while religion is for eternity, satisfying and saving the\n\n"}
{"page": 374, "printed_page": null, "text": "Council]\n\nReligion IN CHARACTER TRAINING\n\n349\n\nsoul. The universe of human life is organized and made intelligible\nby the law of moral order, just as the physical universe is held together\n\nby the law of gravity. While they are different laws, operating in\ndifferent planes, they are both equally God's laws, and therefore equally\nsacred. The violation of either is certain to bring punishment. The\nlaws of health should be as sacred as the Decalogue. All the subjects of\ninstruction prove their right to a place in the curriculum by contributing to ethical development and adding moral values to life, personal and\nsocial. Surely, the assertion of the sacredness of the common-school\nbranches in no way detracts from the sacredness of a class of truths\nusually regarded as sacred. It is a levelling-up process that gives a\nnew meaning to all education.\n\nWe would then insist upon the frank acceptance by the school of\nthese ultimate truths, common to both philosophy and faith. They\nshould be accepted, not merely as the sanctions of our morality, but\nas the common foundations of all education, whether it be called secular\nor sacred. If it be claimed that this is unscientific, that it introduces\ninto the school the method of faith and authority-the dogmatic method\nof theology and religious instruction-I would ask whether it be more\n\ndogmatic than the method of the scientist. Back of every science and\nunderneath all scientific theories there are certain fundamental truths\n\nwhich the scientists must accept on faith. Upon his acceptance of these\nmetaphysical facts rest all his theories and hypotheses. He has no\nabsolute knowledge of either mind or matter, but he accepts on faith\nthe reality of both. He cannot prove that the universe as a whole is an\nintelligible system, and that law is universal and invariable, but he\naccepts them, acts upon them, and leaves to the metaphysician the task\n\nof proving their validity. We may thus claim that the acceptance by\nthe school of certain ultimate metaphysical facts as religious truths and\nsanctions for moral conduct is entirely consonant with sound educa-\n\ntional theory and with the spirit and practice of science.\nThese fundamental principles already constitute the creed of the\nvast majority of the teachers of America, and are accepted by the\nadherents of all religious sects. When all the differences of our\n\ndivergent religious faiths are eliminated, when all the separating and\ndividing creeds of Jew, Protestant, and Catholic are excluded, with all\n\ntheir definitions, requirements, and accumulated human traditions, there\nwill still remain, as a common possession, a valuable residuum of creed\n\nembodied in these four fundamental theses of philosophy and religion,\nthe indestructible pillars of all stable human institutions.\nThe American public school has a right to assume without apology, these primary concepts, and it has the right to assume further\nthat the vast body of religious workers in this country has at least\none common end in view the training of a moral and loyal American\n\n"}
{"page": 375, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n350\n\n[\nNational\n\ncitizenship. It has a right also to assume the sincerity and efficiency\nof this great body of religious teachers, and to undertake the task of\ntransmuting their teachings into religious and moral citizenship. The\nreligious instruction of home, church, and Sunday school, if it has any\nvalue at all, should find its ripe fruitage in the expression of a genuine\nreligious spirit, the practice of the accepted moral virtues, and comformity to the highest moral standards of our civilization. The public\nschool must not only sympathize with the religious citizenship of our\n\ncountry, but must be in a position to co-operate actively in the attainment of the common aim. To attain this end, the school must adopt\nas its platform without quibble or apology those fundamental sanctions\n\nwhich constitute the common basis of religion, morality, and citizenship.\nI beg therefore to recommend to the committee the inclusion in\n\nits report to the National Council, of these fundamental religious\nsanctions as a basis for character-training and education for citizenship.\n\nTEACHER- TRAINING\n\nAND\n\nDEMONSTRATION SCHOOLS\n\nJOHN F. SIMS, PRESIDENT OF STATE NORMAL SCHOOL,\nSTEVENS POINT, WIS.\n\n1. No problem today bulks larger in the public consciousness than\nrural education. For the first time in our history the urban population\nexceeds the rural population, according to the census of 1920. Since\n\nthe adoption of the Constitution the drift cityward has been certain,\ngradual, until now 54 per cent are urban and 46 per cent rural.\n\n2. Over 50 per cent of the school population is housed in one-room\nschools.\n\n3. America has faith in education, believing that intelligence of all\nis the standing army which safeguards the liberty and promotes the progress of the Republic.\n\n4. Schools, urban as well as rural, must send out boys and girls\napproaching the threshold of manhood and womanhood who shall be\nvigorous in health, keen and resourceful in intellect, endowed with\nmoral stamina which shall \"render unto Caesar the things that be Caesar's and to God the things that be God's.\"\n\n5. All instruction is for the benefit of the physical, moral, and mental development of the child. There can be no development along\nthese lines except by the exercise of body, mind, and conscience, making for right thinking and right behavior.\n6.\n\nThe teacher is the soul of the school.\n\n7. In general, urban schools demand successful experience or its\nequivalent in training. Rural communities, as a whole, do not make\nsuch demands .\n\n8. What is given to rural schools is too often in the nature of an\n\n"}
{"page": 376, "printed_page": null, "text": "Council]\n\nDEMONSTRATION SCHOOLS\n\n351\n\nalms because the heart does not go with the offering. Ours is the duty\n\nto take up this task and make for equality of educational opportunity\nthrough better teacher training in the rural schools.\n\nSchool is not\n\nmere school but a section of life and we must make the most of it.\n\n9. Active agencies are normal schools, county training schools,\nand training courses in high schools.\n10.\n\nContents of courses :PROFESSIONAL\n\nACADEMIC\n\nENVIRONMENTAL\n\nPsychology\n\nCommon Branches\n\nCommunity Health\n\nPrinciples of Teaching\n\nAgriculture\n\nRecreation\n\nMethods\nObservation\n\nSeat Work\n\nProduction\n\nRural School Organization\nSchool Management\n\nSchool Supervision\nStudy of Manual\nEducational Tests and Measurements\nAppreciations\nSkills\nAll culminating in\n\nand\n\nFarm Mechanics\n\nMarketing\n\nCookery\nSewing\nMusicand Drawing\nParliamentary Law\nRural Economics\nRural Sociology\nPicture Study\n\nFarm\n\nSocial Amenities\n\nPublic Speaking\n\nIdeals\n\nNature Study\n\nof\n\nProducts\n\nConsumption\n\nof\n\nGoods needed on\nFarm\n\nCo-operation\n\nof\n\nFarm with other\n\nAgencies\nClub Work\n\nLiterature\n\nPlays and Games\nLibrary Work\n\n11. Length of courses-One, two, three, and four years beyond\nhigh school graduation as rapidly as public sentiment can be aroused\nto the necessity of better teacher training.\n12.\n\nObservation and demonstration schools-All institutions for\n\nthe training of rural teachers should maintain schools of this kind, in\norder that students may observe skillful work of exactly the same\n\nkind as those in which they will function as teachers. Following observation they will practice in them, or act as assistants to expert rural\nteachers in other districts. None but the best-qualified teachers should\n\nbe engaged for this highly important work.\n13.\n\nLeadership in rural education-Only those can lead who have\n\nsympathy for, and a knowledge of the conditions, needs, and aspirations\nof the people who live in rural communities. The divine faculty of\nimagination must be wedded to knowledge, skill, and industry. \"Where\nthere is no vision the people perish.\" The teacher must arouse the\ninterest latent in all communities so that communities themselves will\n\ndemand better teachers. People get what they want when they want it\nhard enough. America must have first-class schools in every community, rural as well as urban.\n\n14. Objective-Equality of educational opportunity is the consummation devoutly to be wished. Halfway, pitiable, temporizing\nmeasures will not answer. Let us organize a five- or ten-year program\nat the end of which time every rural teacher will have a minimum of\n\n"}
{"page": 377, "printed_page": null, "text": "352\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\ntwo years of professional training beyond high-school graduation.\nRural education must be more liberally financed and America is rich\n\nenough to finance it through adequate State and Federal aid. Education must be looked upon as an investment rather than an expenditure.\nREPORT OF SUB -COMMITTEE ON CONSOLIDATION OF\nSCHOOLS\nADELAIDE STEELE BAYLOR, FEDERAL AGENT FOR HOME ECONOMICS,\n\nWASHINGTON, D. C.\nTo one of the subcommittees of the National Council on Rural Edu-\n\ncation, appointed two years ago, was assigned the topic of CONSOLIDATION OF RURAL SCHOOLS .\n\nThe chairman of this subcommittee has\n\nmade three brief general studies of consolidation in parts of the country and presented reports of them to the National Council in 1913,\n\n1919, and 1920 respectively, the first report being made through membership in an earlier committee and the last two through membership\nin the present committee. Since a number of comprehensive studies\n\nhave been made from time to time on the general subject of consolidation, the subcommittee chairman decided to turn her attention to special phases of consolidation and sought advice from experts in the\nstudy of consolidation as to what the next step in such a study should\n\nbe. One very interesting topic was suggested, that is, a competitive\nstudy through tests and measurements of the advancement of pupils\nin the consolidated schools as compared with those in the one-room\nschool.\n\nSome attempt was made to do this, but the results were so\n\nindefinite the chairman was led to believe that such a study could not\nproperly be made at this stage in the progress of consolidation. Statistics are not available as to mortality and ranking of pupils in preceding\nyears and many conditions destroy the validity of tests that could now\nbe made.\n\nAt the last meeting of the full committee on RURAL EDUCATION\n(February, 1921 ) , it was decided to enlarge the committee and seek\nco-operation for further work outside the Council membership, among\nspecialists in rural education, a final report to be made in February, 1922 .\n\nJ. C. Muerman, of the U. S. Bureau of Education, kindly accepted\nthe invitation to work on the subcommittee on consolidation and in\n\nconference with him on the next step to be undertaken, it was\nmutually agreed that although there were many agencies that promoted\nconsolidation and many situations that hindered it, some were far\nmore crucial than others and that two especially would lend them-\n\nselves to the present service of consolidation and might with profit\nprecede the study of others :\n\n"}
{"page": 378, "printed_page": null, "text": "Council]\n\n1.\n\nCONSOLIDATION OF SCHOOLS\n\n353\n\nThe limits of the district within which consolidation can suc-\n\ncessfully be made cannot be fixed arbitrarily, but depend wholly on the\neconomic and geographical situation, and the site of the consolidated\nschool should always be the economic center of the community, if\nthere is one. How to determine the economic center, how to deter-\n\nmine the geographic center, where the two coincide, etc., would be a\nprofitable study.\n2. Conditions that hinder consolidation :\n\nWhat are they ? How\n\novercome them ? Some of these conditions are :\n\n(a) difficulties of\n\ntransportation ; (b) poor legislation ; ( c) lack of initiative on part of\ncounty superintendents ; (d) lack of information on part of people\nand teachers as to merits of consolidation ; (e) lack of administrative\nand social qualities on part of principal ; (f) inefficient teachers.\nThe sub-committee was not aware of any special study of trans-\n\nportation in itself having been made in relation to consolidation, and\nso it was decided to choose this one topic for investigation and include\n\nthis study in the final report.\nThe following outline prepared by J. C. Muerman will be used\nas a basis- for this study:\nIntroduction-\n\n1. State school laws on transportation(a) State aid for transportation.\n(b) The problem of transportation in cities.\n(c) The problem of transportation in rural districts.\n2. Types of transportation(a) The improved school wagon.\n(b) The motor bus or school truck.\n(c) The trolley, launch, and railroad.\n(d) Number of pupils transported.\n(e) Comparison of the best types of transportation.\n3. Cost of transportation by the school district(a) Conveyance owned and operated.\n(b) Driver's salary.\n(c)\n\nPrivate contract.\n\n(d) Total cost and per capita cost.\n4. Safeguards-\n\n(a) The garage and care of wagons.\n(b) The driver, his contract, and bond.\n(c) Daily schedule, rules, and reports.\n5. Present status of transportation(a) Difficulties encountered and overcome.\n\n(b) Types of schools offering transportation.\n(1) The Consolidated School in the Open Country.\n(2) The Consolidated School in the Village or Smaller Town.\n6. Summary of statistics.\n\n"}
{"page": 379, "printed_page": null, "text": "354\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nIMPROVING RURAL SCHOOLS BY STANDARDIZATION\nEDITH A. LATHROP, U. S. BUREAU OF EDUCATION, WASHINGTON, D. C.\n\n1. Definition of standardization. The setting up of certain minimum requirements without which a school is unable to do efficient work.\n2. Importance of the subject. There are in the United States\n194,500 one-teacher rural schools. Perhaps, in the course of time,\ntwo-thirds of these schools can be consolidated. Therefore, standard-\n\nization is important because for years to come the one-teacher school\nmust serve a large number of children. In some localities it will always be the only school possible.\n3. Present status of standardization. (a) What is being done :At present twenty-nine states are attempting to improve the one-teacher\n\nschool by standardization. In the following sixteen states the plan is\npromoted as a policy of the state department of education : Arkansas,\nColorado, Connecticut, Florida, Georgia, Idaho, Illinois, Maryland,\nMichigan, Missouri, Nebraska, New Jersey, Oregon, Pennsylvania,\nTennessee, and Washington. The thirteen states where standardization is specifically authorized by law are Delaware, Iowa, Kansas,\nMaine, Minnesota, North Dakota, Ohio, Oklahoma, South Dakota,\n\nTexas, West Virginia, Wisconsin, and Wyoming.\nMost of these states print the requirements on a score card. In\ntwelve states numerical values are assigned the items on the score\ncard.\n\nTwelve states do not differentiate the standard schools into\n\nclasses.\n\nA few states have three classes and the remainder two\n\nclasses. The term \"standard\" and \"superior\" are common. Seventeen\n\nstates give schools meeting requirements some sort of insignia such as\nbanners, tablets, and certificates. State aid is given in the following\nstates : Iowa, Minnesota, North Dakota, Pennsylvania, South Dakota,\nTexas, West Virginia, and Wisconsion.\nThe standardization movement has resulted in an improvement of\ngrounds and equipment. Better teachers have been secured and better\nsalaries have been paid.\ntionally.\n\nCommunities have been awakened educa-\n\n(b ) Inadequacies in the present systems :-Some states emphasize\nonly grounds and buildings and omit items pertaining to administration\nand organization. Some score cards are so complicated that a rigid\nenforcement of them would result in stultification.\n\nOthers are in-\n\ndefinite, vague, and liable to loose interpretation. A study of the\nmethods of administration of standardization in the various states\nindicates that the means now lacking for effective administration are\n\nan insufficient number of inspectors, and a general lack of time and\nmoney for the efficient promotion of the plan.\n\n4. Recommendations for improvement.- (a) The following items\nshould be considered in scoring a school for efficiency: grounds, build\n\n"}
{"page": 380, "printed_page": null, "text": "Council]\n\nRURAL RECREATION AND SOCIAL LIFE\n\n355\n\nings, physical and instructional equipment, qualifications, personality and\nsalary of the teacher, matters pertaining to the organization, administra-\n\ntion and supervision of the school, community interests and tangible\nresults.\n\n(b) Score cards should be definite but not complicated.\n(c) The committee on standardization should consist preferably\nof a member of the local school board, and rural representatives from\nthe state and county superintendents' offices .\n(d) Standardized schools should be checked frequently in order\nthat both state and county officers may know when a school \" falls from\ngrace.\"\n\n(e) A state or county should not undertake standardization with-\n\nout first being assured of the proper machinery for effectively promoting the plan. This involves added office and field helpers and money\nfor traveling.\n\n(f) Experience shows that state aid has a stimulating effect in\ninducing schools to measure up to requirements.\n5. Legislation involved in carrying out the foregoing recommendawns.-(a) In view of what has already been accomplished it is highly\nuesirable that states, which are not promoting standardization, enact\nsuch legislation as will authorize the state department to promote in an\nefective manner the standardization of one- two- and three-teacher rural\n\nschools. States already standardizing schools should make such improvements in existing plans as will result in a better administration of\nthe same.\n\n(b) To this end sufficient appropriation should be made in order\nthat the project may be efficiently administered in the office of the state\n\ndepartment of education. The same may be said for the office of the\ncounty superintendent.\n(c) The state aid plan of Iowa is commendable. Here the law\nprovides $6 a year for each pupil who has attended said school at least\n\nsix months in the previous year. One-half of this subsidy goes to the\nteacher as a bonus over and above her salary. The remainder is expended for local improvements.\nRURAL RECREATION AND SOCIAL LIFE-OUTLINE OF\nREPORT TO COMMITTEE ON RURAL EDUCATION OF\nTHE NATIONAL COUNCIL OF EDUCATION\n\nMACY CAMPBELL, HEAD OF THE DEPARTMENT OF RURAL EDUCATION,\nIOWA STATE TEACHERS COLLEGE, CEDAR FALLS, IOWA\n\n1. Scope of Field. This field includes : (a) The chief recreational and social (leisure time) activities of the men, women, and\nchildren who live on farms or in farm villages in the Unted States.\n\nAmong these are, reading, music, auto trips, visiting, playing games,\n\n"}
{"page": 381, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n356\n\n[National\n\nparticipation in competitive and mass athletics, movies, fairs, lyceums\nand entertainment courses, community meetings, picnics, parties, church\nsociables, dancing, hiking, camping, boating, swimming, skating, fishing,\nhunting, and various forms of excursions.\n\n(b)\n\nThe chief organizations for promoting rural recreation and\n\nsocial life, namely: consolidated schools, revitalized one-teacher rural\n\nschools, county-wide school organizations, county libraries, state departments of physical training, and bureaus of community service, rural\nchurches, and county Y. M. C. A., the Farm Bureau and other farm or-\n\nganizations, boys and girls clubs, athletic associations, Boy Scouts, and\nCampfire Girls. Each will be illustrated by examples of some of the\nmost successful results achieved.\n\n(c) The chief contributors to recreational and social activities are\nautomobiles, good roads, meeting places such as schools, rural churches,\nor community halls which are provided with auditoriums, gymnasiums,\ncooking and serving rooms, playgrounds, play apparatus, movingpicture projectors, film-library resources, and musical equipment. Dance\nfloors, bathing beaches, and amusement parks also contribute.\n2.\n\nPresent conditions. In exceptional communities some of which\n\nare to be described under the foregoing section, conditions are adequate\nand satisfactory. As a general rule conditions are very inadequate and\nunsatisfactory. Literally millions of country people are without proper\nrecreational and social opportunities. This is one reason that the most\ncompetent often leave the farm.\n\n3. Unsatisfactory conditions. Conditions are unsatisfactory in a\nlarge proportion of rural communities because of (a) Inadequate\nleadership ; ( b ) Inadequate organization ; ( c) Inadequate teaching in\nthe public schools ; (d) Inadequate earning power of part of the farm\npopulation.\n\n4. Measures recommended. The inculcating during school days of\nan appetite for good reading and an appreciation of the possible enrichment of life through proper use of leisure hours; the organization\nof consolidated schools providing buildings equipped with auditoriums,\n\ngymnasiums, rooms for preparing and serving meals, moving-picture\nmachines, film-library resources, playgrounds and play apparatus; the\nencouragement of pupils and teachers to participate actively in plays and\ngames at school ; the encouragement of mass athletics and competitive\nathletics between individuals, classes, and schools; the organization of\ncommunity activities around the consolidated school. In addition, encouragement should be given to community singing, county play days,\ndevelopment of social activities of the Farm Bureau and other social\norganizations named above, and the creation of state bureaus of physical\n\ntraining and community service. Especial emphasis should be put on\n\n"}
{"page": 382, "printed_page": null, "text": "Council]\n\n357\n\nTESTS IN RURAL SCHOOLS\n\nthe development of recreational leaders in the public schools, normal\nschools, and colleges.\n\n5. Helpful Legislation.-(a) Making it easier to consolidate\nschools.\n\n(b) Providing for organization and support of state bureaus of\nphysical training and community service along the line of those in\nMichigan and North Carolina.\n(c) More funds available for recreational purposes in community\nactivities centered about the public school.\n\nTESTS\n\nAND\n\nMEASUREMENTS\n\nIN\n\nRURAL\n\nSCHOOLS-\n\nTENTATIVE CONCLUSIONS FROM THE SPECIAL INVESTIGATION BEING CARRIED ON FOR THE\nCOMMITTEE ON RURAL EDUCATION\nFRED D. CRAM, EXAMINER, IOWA STATE TEACHERS COLLEGE,\nEXTENSION DIVISION\n\n1. Testing one-teacher rural schools is a time-consuming process,\nresults obtainable being out of all proportion in number to results to\nbe obtained in same length of time in graded schools. (a) schools are\nat least two miles apart ; ( b ) roads between are often bad, sometimes\nimpassable for automobiles ; (c) enrolment is small.\n2. The testing work interferes with all other activities within the\nschool. (a) Classes not taking test can do little but listen to procedure\nunless sent from the room, which is often not feasible. ( b ) Classes\nidle during test pick up ideas concerning procedure which give them an\nadvantage over those who take the test first. (c) There is danger that\nidle pupils may be a disturbing element.\n3. Therefore, tests which can be given to an entire school at one\noperation are especially recommended, excepting in case of such tests\n\nas are suitable for a limited group only, the other pupils not taking the\ntest at all (examples, Kirby's Grammar Test, Terman's Intelligence\nTest) . (a) For a concerted program covering the whole country the\nfollowing tests are recommended. (Tests not listed are either not suitable or have not been tried out by the examiner. )\n(1) Monroe Silent Reading\n(2) Courtis Silent Reading\n\n(3-8)\n(2-5)\n\n(3) Cleveland Survey Arith. (3-8)\n(4) Courtis Series-B Arith.\n(4-8)\n(5) Monroe Diag. Arith. Tests\n1-6\n\n(2-8)\n\n(6) Stone Reasoning\n\n(5-8)\n\n(7) Ayres Spelling Scale\n(8) Iowa-Ashbaugh Spelling\n\n(2-8)\n\nScale\n\n(2-8)\n\n(9) Hundred Spelling Demons (2-8 )\n(10) Ayers Gettysburg Penmanship Scale\n(11) Kirby Grammar Test\n(12) Charters Lang. Test\n\n(5-8)\n(7-8)\n(3-8)\n\n( 13) Willing Comp. Scale\n(6-8)\n(14) Courtis-Barnes Geog. Test\nU. S.\n\n(15) Harlan History\n(16) National Int. Test\n\n(5-8)\n(6-8)\n(3-8)\n\n"}
{"page": 383, "printed_page": null, "text": "358\n\nNATIONAL EDUCATION ASSOCIATION\n\n(b.)\n\n[National\n\nFrom the foregoing list we especially recommend the fol-\n\nlowing :\n(1) Monroe Silent Reading\n(2) Cleveland Arith.\n\n(3-8)\n(3-8)\n\n(4) Gettysburg Pen. Scale\n(5) Charters Lang.\n\n(3) Iowa-Ashbaugh Spell.\n\n(2-8)\n\n(6) National Int. Test\n\n(3-8)\n(3-8)\n(3-8)\n\n(c) The six tests above listed should be given in three visits.\n(1) reading, spelling, 1st half arithmetic ; (2) second half arithmetic,\nlanguage, writing ; (3) National Intelligence Tests.\n(d) If the foregoing program is not feasible, we recommend the\nIllinois Examination entire, as worthy of trial, as a substitute.\n4. Conclusions already reached from too meager data seem to make\n\nthe following statements verifiable: (a) Rural children are mentally as\n\nbright as town or city children. Exceptionally bright, average, and\nexceptionally dull children occur in about the same ratio everywhere.\n( b ) Rural children are as good readers in the lower grades ( 1-3 ) as are\ntown and city children. (c) Above fourth grade, rural pupils are not\nup to scholarship standards as set by measuring urban school systems.\n(d) The two or three children in any one grade in rural schools are\nfrequently on planes of attainment so different as to nullify, in effect,\nthe whole grading system. ( e) Children trained in one-teacher schools\n\nup to the middle grades and then transferred to graded systems rarely\novercome handicaps in full, particularly in drill subjects. (f) The\ntendency is toward higher I. Q. for the class median as we progress\nfrom year to year in the high school, and in consolidated schools, due\nto elimination of the low I. Q's .\nCAN ADEQUATE FINANCIAL SUPPORT BE SECURED\nFOR RURAL SCHOOLS?\n\nGEORGE L. TOWNE, EDITOR Nebraska Teacher, LINCOLN, NEBR.\nThe chief trouble with the rural school is its lack of financial support. It is being literally starved to death. It is manned by an ineffi-\n\ncient teacher, is housed in a hopelessly bad building, is criminal in its\nheating and ventilation, is inadequate to the last degree in its equipment,\nits textbooks, and its necessary supplies.\nHere are the facts as to the financial support given the rural school\n\nin typical counties in several states chosen at random. These figures\nindicate that about one-half of all our schools have less than $1000 a\nyear for all purposes.\nNEBRASKA\n\nTypical county in most prosperous section of state (York)\nTotal number of schools in county ...\n\n103\n\n70\nNumber spending less than $1000 a year\n..$ 310\nSmallest amount spent for nine months school of 18 pupils .\nLargest amount spent for one-teacher school giving 8 months schooling\n\nto 47 pupils\n\n..$1350\n\n"}
{"page": 384, "printed_page": null, "text": "Council]\n\nFINANCING RURAL SCHOOLS\n\n359\n\nOKLAHOMA\n\nTypical county in richest section of state (Cherokee)\nTotal number of schools in county ...\nNumber spending less than $1000 a year ....\nSmallest amount spent for school with 27 pupils.\nLargest amount spent for one-teacher school with 56 pupils\n\n.... 69\n... 38\n\n.$ 510\n$2138\n\nWASHINGTON\n\nTypical county in best section of state ( Lincoln)\nTotal number of schools in county ..\nNumber spending less than $1000 a year\nSmallest amount spent for school of 6 pupils\nLargest amount spent for one-teacher school of 35 pupils .\n\n..130\n53\n\n.$ 386\n.$2037\n\nWISCONSIN\n\nTypical county in best section of state (Outagamie)\n.117\nTotal number of schools in county\n76\nNumber spending less than $1000 a year\nSmallest amount spent for school of 9 pupils for 8 months ..\n........ $ 604\nLargest amount spent for one-teacher school giving 9 months schooling\nto 26 pupils\n\n.$4079\nΜΟΝΤΑΝΑ\n\nTypical county in rural section of state ( Broadwater )\nTotal number of schools in county .\nNumber spending less than $1000 a year ..\nSmallest amount spent for school, enrolment not given .\nLargest amount spent for one- teacher school of 23 pupils .\n\n.28\n..10\n\n. $ 396\n.$2709\n\nSPECIAL SURVEY OF ONE COUNTY\n\nHere is another way of stating the facts for a typical Nebraska\ncounty (Buffalo) . This is not one of the poor counties of the State,\nbut one of the richest .\n.118\nTotal number of schools in county ....\n80\nNumber running at total cost of less than $750 a year for 8 years .\n13\nNumber running at total cost of less than $500 for 8 years .....\n.5.85 mills\nLowest tax levy in county ..\n44.69 mills\nHighest tax levy in county\nLowest expenditure per $1000 of actual value of property in county ........ $0.88\nHighest expenditure per $1000 of actual value of property in county ........ $9.82\nTwo schools in this county did not graduate a single pupil from the eighth\n\ngrade in 8 years.\n\nThe medium number of graduates from all the rural schools in this county\nfor 8 years was 1.06 pupils.\n\nThese figures are taken from a special report on rural conditions in\nBuffalo County, by Professor H. C. Olson, of the State Teachers'\nCollege, Kearney, Nebr .\n\nAre these communities spending all they can afford for the education of their children ? Nearly all these districts that are spending less\nthan $1000 a year are levying less than ten mills on the assessed valuation of their property. There are a few exceptions but so few as to\nprove the rule. Does anyone think that a ten-mill tax represents the\n\nmaximum ability of any community ? Of course it does not, for many\n\n"}
{"page": 385, "printed_page": null, "text": "[National\n\nNATIONAL EDUCATION ASSOCIATION\n\n360\n\ncommunities are assessing themselves several times that much and are\nwilling to pay still more if necessary to secure good schools.\nHere is the range of assessments in the counties shown above with\none exception where the levy was not given :\nNEBRASKA\n\n3 mills\n\nLowest levy\nHighest levy\n\n..64 mills\nOKLAHOMA COUNTY\n\n2 mills\n15 mills\n\nLowest levy\nHighest levy\nWASHINGTON COUNTY\n\n2 mills\n\nLowest levy\nHighest levy\n\n20 mills\nΜΟΝΤΑΝA\n\nLowest levy\nHighest levy\n\nCOUNTY\n....\n\n2mills\n\n15½ mills\n\nThese low levies are not exceptions. There are many like them or\nonly slightly higher. Neither are the high levies exceptions. In the\nNebraska county there are 24 districts levying 20 or more mills.\nThere are two levying above 60, one above 50 and several above 40.\nThese are not the highest in the state. The city of Lincoln levies 80\nmills and several cities levy close to 100 mills, which is the maximum\nallowed by state law. These facts lead me to conclude that most rural\n\ndistricts are not paying anywhere near what they can afford to pay for\na good school .\n\nIs there any reason why country people cannot pay as high a taxrate as the people in the neighboring towns and cities ? Do farmers\nspend less on the average for other things ? On the average it would\nseem that their standard of living is higher than that of town and city\npeople. They also spend as much for luxuries, especially the automobile.\nWhat is the reason for the low amount spent for schools in the rural\ndistricts ? Is it not fair to assume that the reason lies in the school itself ?\n\nThe one-room rural school is a poor school. Country people are paying\nall it is worth. In some cases they are paying more than it is worthmuch more. Offer the farmer a better school and prove to him that it is\n\nbetter for his children and he willingly pays more money for it. The\nproof of this is shown by the consolidated schools already established.\nThese are usually good schools. They cost as much as good schools\nin towns. But they are paid for willingly. This is also evident where\nthe county and township unit school districts have been established.\nThe better schools that have followed have been willingly paid for.\nIt would seem fair then to conclude that adequate financial support\ncan be secured for rural schools. The way is a campaign of merciless\npublicity. The patron of the poor one-room school must be shown its\n\ninherent weakness. He must be shown what a good school is like and\n\n"}
{"page": 386, "printed_page": null, "text": "Council)\n\nFINANCING RURAL SCHOOLS\n\n361\n\nwhat a good school costs. He must see how little he is paying for the\neducation of his children and be made ashamed of his parsimony.\nFor instance a farmer in York County, Nebraska, owning 160 acres\nofthe best farm land in the world, worth approximately $32,000, is paying $30 each year for the education of his children, if the district levy is\n5 mills, and $60, if the levy is 10 mills. ( The assessed valuation in\nNebraska is 1/5 the real value.) In the county-seat of York County,\nthe man with property worth the same amount is paying $384 each\nyear for the education of his children.\nThe farmer must be made to face the facts :\n\n1. His rural one-room school is not a good school .\n2. The good school in the country, just as the good school in the\ntown, will cost very much more money.\n\n3. What the average farmer is now paying for the education of his\nchildren is shamefully inadequate.\n\n4. The farmer can have a good school for his children but he can\nget it only by paying what a good school costs.\nThe educators of the country must show their country clients these\nfacts about good schools and their cost. Wherever they make their case\nclear the farmer will choose the good school for his children at the\nhigher cost.\n\nWhat is this good school ? The one-room, ungraded, rural school can never be made a good school.\n\n1. There are too few pupils. The fair average teacher load is\nthirty pupils. The average attendance in Buffalo County for eight years\nwas thirteen pupils per school. The average for the nation is probably\nless than thirteen.\n\n2. Even if thirty could be provided there would be an average of\nless than four pupils to the grade. The actual average attendance of\nthirteen pupils in Buffalo County, Nebraska, provides 1½ pupils per\ngrade.\n\n3. There can be no adequate supervision of isolated schools where\nuntrained and inexperienced teachers need supervision more than elsewhere.\n\n4. The cost of even an average school under these conditions is\n\nprohibitive. Buffalo County, Nebraska, spent on an average for eight\nyears $88,185 a year to educate pupils not in school.\n\nThe good school can be secured for the rural community only by\nincreasing the size of the school unit. This means the consolidated\nschool, successful examples of which we have in almost every state ;\nor the township or county unit school system and successful examples\nof these schools are to be found also in all parts of this country.\nThe larger unit school provides :-( 1 ) An equalization of the local\ntax burden. (2) The proper number of pupils for a fair teacher load\n\n"}
{"page": 387, "printed_page": null, "text": "362\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nin a graded school. (3) Possibility of real supervision of instruction.\n(4) A community spirit and community leadership both of which are\nnecessary to the morale of the real school.\n\nBesides the larger school unit there must also be State and Federal\nresponsibility and financial aid. This is necessary to remove inequalities\nof burden that will remain even with the larger local unit. It is the\nduty of each State and of the Nation to see that all children, no matter\nwhere they may happen to live, are given approximately equal educational opportunities. It is our duty as citizens, and especially as educators, to see that the coming generation shall possess common American ideals, inspired by an efficient educational system.\nSECOND REPORT OF PROGRESS OF COMMITTEE\nON RACIAL WELL-BEING\n\nHELEN C. PUTNAM, PROVIDENCE, R. I.\n\nThe Committee on Racial Well-Being of the National Council of\nEducation during three years has offered honorariums of one thou-\n\nsand dollars for certain studies by groups of senior students preparing to teach.\n\nThe third series of studies is due in 1922.\n\nThe studies are on the proposition ; \" It is as much the duty of educators to assure through educational procedures that individuals shall\nbe well born as that they shall be well reared.\"\n\nThe committee suggests presentation of facts and statistics of history,\nwars, criminals, defectives, poverty, alcoholism, infant mortality, conservation and waste of natural resources. It invites co-operation by\ngroups in biologic sciences, civics, history, home economics psychology,\npedagogy.\n\nIt calls for examples of methods for developing racial ideals both in\nelementary grades, and in continuation, vocational, and extension classes\nfor adolescents and adults, to secure lessened rates of life-blunders\nand life failures as disclosed by Federal censuses .\nIt invites initiative from teachers in working out projects that are of\ndeep concern to the progress of civilization. It asks whether this ideal\n\nof personal responsibility for racial well-being should be one of the\navowed ideals to definitely motivate education in order to correct and\nto elevate individualism and nationalism .\n\nSTATE ADMINISTRATION OF SCHOOLS\nE. W. BUTTERFIELD, STATE COMMISSIONER OF EDUCATION, CONCORD, N. H.\n\n1.\n\nThe state has become the smallest unit for efficient and econo-\n\nmical school administration.-( a) American educational history has\nshown the inadequacy of the district or community, of the town or\ntownship and even of the county as a complete unit. (b) Changed con\n\n"}
{"page": 388, "printed_page": null, "text": "Council]\n\nSTATE ADMINISTRATION OF SCHOOLS\n\n363\n\nditions of civilization have enlarged our outlook and interest from the\n\nearlier parochial limitations. ( c) The varying degrees of wealth and\nthe relative school population of the cities and townships and of the\n\nseveral counties of a state make it increasingly difficult to provide\nequal educational opportunities for all. (d) We have a mobile population and the result of poor schools and of ignorance cannot be localized\nin the village or county of origin.\n2. To safeguard childhood and its own future the state should enact uniform educational standards with local application.-(a) By legal enactment these standards should be in general terms only. (b) This\nlaw should give to the state department of education large power to\nestablish binding regulations for administration. (c) The state department should be organized to explain, administer, and enforce the laws\nand regulations.\n\n3. There should be state supervision of the educational process,\nwith local responsibility.-( a) The superintendents should be well quali-\n\nfied and well paid, with units small enough to permit actual supervision\nand first-hand personal knowledge of local needs and ambitions. (b)\nSuperintendents should be employed by the state but nominated from\nqualified persons by the local boards. They should be directed by and\nresponsible to their school boards in order that local initiative and re-\n\nsponsibility may be cultivated. ( c) One of the chief duties of any\nstate department of education is to organize the body of superintendents to secure united action on essentials and the morale which comes\n\nfrom co-operation in leadership.\n4. In all states there must be financial equalization of state aid to\n\na greater degree. (a ) The child is the ward of the state. ( b) The rich\ntown must help the poor, not as charity but for its own future prosperity, and even for its safety. (c) Poverty and wealth can not be localized. (d) The proper distribution of state-aid funds is a most important duty. It demands a scientific study of needs, sympathetic aid to\ndistricts of low vision, and strict accounting that neither waste nor\npauperism may result.\n\n5. Necessary qualifications of a state department of education.These important duties demand administration at the hands of a department highly qualified and secure in tenure.\nA SURVEY OF THE SURVEY\n\nA. E. WINSHIP, EDITOR \"JOURNAL OF EDUCATION,\" BOSTON, MASS.\n\nThe next need in educational progress is an adequate professional\nsurvey of the survey. We should know where we are, how we came\n\nhere, and where we are going in the survey business. There should\nbe a faithful, adequate survey of every state survey, every city survey,\nevery county survey, and every special survey.\n\n"}
{"page": 389, "printed_page": null, "text": "364\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nNational\n\nThere should be an authoritative report on the origin of each, its\noriginators, their relation to the schools, what prejudices were involved,\nwhat politics involved. It should be known how the survey was car-\n\nried out, who made it, why selected, by whom paid, why paid. As to\ncost, it should be ascertained how much public money was spent, how\nmuch local money, and how much non-local money. If run by contributions, who contri uted and why should be made clear. Before analyzing the results, these general questions might be answered : How\nthorough was it ? How scientific was it ? How much professional\nsurveyism was in it ?\nThe value of a survey depends upon its results, hence in a state sur-\n\nvey, it would be well to emphasize the legislation achieved as well as\nthe legislation attempted. In a city survey the nature of the recommen-\n\ndations made should be understood, and the good actually achieved\nas well as any harmful consequences resulting from the survey must not\nbe overlooked. All sides of each controversy should be studied and\nopinions pro and con furnished.\nREPORT OF THE COMMITTEE ON CHANGES NEEDED IN\nTHE ELEMENTARY SCHOOL COURSE\n\nKATHERINE DEVEREUX BLAKE, PRINCIPAL OF PUBLIC SCHOOL NO. 6,\nNEW YORK, N. Y., Chairman.\nIn the last decade of the last century the National Education Asso-\n\nciation published the \"Report of the Committee of Ten\" and the \"Report\nof the Committee of Fifteen,\" and these two reports set the standards\nfor the course of study in the elementary and in the high schools of\nAmerica. There has been no important report on this subject since\n\nthat time, and courses of study in most places have not materially\nwandered from the standards then set. Yet a generation has come to\nmaturity since then; the world has learned to use the trolley, the auto-\n\nmobile, wireless telegraphy, the airplane, the phonograph, moving pictures, the submarine, and poison gas ; the world-war has destroyed\nthe old map of Europe and changed living conditions all over the world.\n\nThe child of today faces a new world, and should not be tied to the\ncourse of study of the world of 1895.\nENGLISH\n\nIn most courses of study the literature read and studied in school is\n\n\"classic. \" The real difficulty before the school is that we are training\nchildren who face not yesterday, but tomorrow.\n\nSome of the best\n\nmodern writing should be presented to the youth of America. In any\nevent, the literature of the schools should lead away from the superstitions and folk-lore follies of the days when our ancestors painted them-\n\nselves with woad, and so feared strangers that anyone painted differently\nwas killed as soon as seen.\n\n"}
{"page": 390, "printed_page": null, "text": "Council]\n\nTHE ELEMENTARY SCHOOL COURSE\n\n365\n\nNo fairy story should be told to children unless it has a real ethical\nvalue. The old-fashioned allegory trains imagination quite as well as\ndoes the fairy story, and has a moral value that lasts through life. Anyone with average intelligence and even a low order of imagination can\ntell fairy stories by the hour. Knowledge of life, reality, or verisimilitude are not required. That is why fairy-story telling is so popular.\n\nBut to invest with life and interest, real people Me have moved the\nworld requires study and a high order of imagination, as well as a certain dramatic ability. Yet such are the only stories worth telling to our\nchildren. Such are the tales that will kindle their imagination and lead\nthem to higher levels, and will fit them to take up the burden of life,\n\nknowing that each must give his share of work and self-sacrifice in order\nthat all may be happier.\nMost of the Mother Goose rhymes were originally lampoons, political or personal. As, for instance, \"London Bridge,\" which was a\nlampoon of the time of Charles II. When their history is taught, those\nwhich have a historic value may be taught with advantage ; the others\nmight better be omitted, and simple songs with equal rhythmic value,\nwritten by our great authors, be substituted for them. It is absurd to\nteach solemnly in school to children six or seven years old the foolish\n\nrhymes that we older people learned in the nursery at the age of two\nor three.\n\nThe task before us in all English work is to try to make it vivid to\nthe pupil. No child should ever be asked to write a composition on a\n\nsubject which is not clear and distinct to him as a personal experience.\nVague subjects and glittering generalities destroy a child's interest in the\ncomposition lesson. It is better for him to write bad English with a\npunch to it than to write good English that is dead.\nIn the conference of the Council held July 1, 1920, it was unani-\n\nmously voted to omit technical grammar from the first six years in\nschool. It was the concensus of opinion that the grammar studied in the\n\nseventh and eighth years should be simple in character.\nHISTORY\n\nAmerica thus far has been the greatest experiment in democracy\nthat the world has seen. The children of today face a new world and\n\nmust learn history in the light of present-day developments .\nWhile world-conditions of today must not be neglected, the best\ntraining for the child is a study of the laws and government of his\nown community, the things which he can readily understand.\nHistory, as taught in the past, has focused the pupils' attention upon\nmilitary greatness. Democracy demands that the pupils of today shall\nstudy the progress of nations and races rather than the story of kings\nand generals. To this end periods of history should be chosen and the\n\nlife of the people during these periods made real by means of research\n\n"}
{"page": 391, "printed_page": null, "text": "366\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nand project-teaching, culminating in pageants. The life of the mass of\nthe people in each period should be studied and the causes for their\nadvancement or retardation discussed and the far-reaching effect of\nnew discoveries, new inventions, and new ideas should be shown.\n\nEach period studied should be vividly contrasted with the everyday\nconditions of the present time. This will render interesting research\ninto our own life and community conditions, and these should be care-\n\nfully studied, defects noted, and the pupils taught that it is their duty\nto make the world better, and to bring nearer the brotherhood of men\nand the peace of the world.\n\nTeachers should be leaders in their community, not followers. Sir\nAuckland Geddes, British Ambassador to the United States, in his address last November, before the Annual Convention of the Minnesota\nEducation Association, stated that improved education would make\n\nfuture wars impossible and that the schoolroom is the hope of peace.\nHe said, \"An ambassador's duty is to promote the cause of peace.\"\n\nHow infinitely more it is the duty of the teacher. Continuing, he said,\n\" I have participated in two wars, and I have no desire to see another,\nnor for my children to see one. You and your companions in the\nteaching profession have an almost absolute control over the mental\nbias of the citizens of the future. That knowledge emboldens me to\n\nsay that if you are understandingly faithful to your trust there will be\nnew hope for mankind and for the peace of the world.”\nSPELLING\n\nThe N. E. A. should issue an authoritative list of the one thousand\n\nwords which form the vocabulary of the average human being who has\nnot had the benefit of a high-school education. This list should be made\n\nby a study of all the present lists of scientifically chosen words, as well\nas those taught in good business schools. It could be published either\nby the N. E. A. or the Bureau of Education .\nWith this could be arranged a simple compendium of the rules re-\n\nquired for punctuation in proofreading.\nTRAINING FOR PARENTHOOD\n\nBy scientific research and patient study we have learned the best\nmethods of feeding and environment for plants and animals. The\nflowers are infinitely more beautiful, the fruits larger and more perfect,\nthe farm animals more productive, than those of half a century ago.\n\nBut during this half-century we have done little to improve the human\nanimal. The training and environment of children have been forgotten\nwhile human beings struggled for a livelihood. As a rule, the most\nwasted years of life are those from birth to school age. Nevertheless,\nthe schools as a whole are not yet awake to their duty in preparing boys\nand girls for parenthood. This does not mean sex hygiene, but a con-\n\ntinuous training in the ideals and joys of parenthood, and a knowledge\n\n"}
{"page": 392, "printed_page": null, "text": "Council]\n\nTHE ELEMENTARY SCHOOL COURSE\n\n367\n\nof the self-sacrifice needed in order to win the crown of loving devotion\nthat children give to wise and affectionate parents. Such training must\nnot be left to the high schools but should be taught in the first six years\nof school life, for the majority of the school population leave school at\nthe end of the elementary school course or earlier.\n\nHumane education, care of babies, training for health of children of\npre-school age, and the training of their powers of observation, and\ngames that will help to develop either the body or the brain of the\nyounger brother or sister, or the child that may come to their arms later\n\nin life-all these should be taught in the schools, to both boys and girls .\nIn our factory-built world of today thousands of children are acting\nas little mothers or little fathers to younger brothers and sisters. Untutored in the care of children and in the joy of training them aright,\ntheir little charges are merely heavy burdens borne in silence, or with\ngrumbling, and sometimes with the abuse taught them by their illiterate\nparents. Such training as this would come to these little foster-parents\nas a revelation and a delight. It would help toward bringing to the\n\nschools in a short time better-trained, little kindergarten children, and,\nfor the future, would mean an infinitely better generation than the one\nwith which the teachers of today now struggle.\nSCIENCE AND MANUAL TRAINING\n\nThe world is calling for people who think, because the life of today\n\nis dependent on scientific research. Science, more than any other study,\ndemands thought; it is therefore imperative that our children should\nstudy at an early age the beginnings of science, both organic and inorganic.\n\nThe child of today faces a world that is dominated by machines.\nLife is made easier for him by machines, and a great majority of the\nchildren will earn their living by caring for machines. It is well, there-\n\nfore, that their training in the use of machines should begin early.\nThere is a toy typewriter that is not expensive that would train for\naccuracy in spelling as no amount of written work will do, and there\nare simple arithmetical calculating machines that are interesting and\nhelpful. These and similar little devices can be used for \"busy work,\"\nand will save the voice and the nerves of the teacher-and of the child\n\n-for the machine, like nature, is quietly inexorable.\nScience work, in so far as it relates to machines, should be spread\n\nthrough the child's school life and not left for the last two years of\nschool, as is frequently the case in courses of study. In the city and on\nthe farm, in its daily life, the child sees machines in use, and its toys\n\nfrequently contain applications of the lever, pulley, wedge, and the like.\nA seven-year old child can learn something of the force of gravi-\n\ntation when illustrated by its own bumps, and cohesion, when it glues\na picture to a piece of cardboard. As it progresses in the school the\n\n"}
{"page": 393, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n368\n\n[National\n\nchild should learn to watch for examples of the power of gravitation,\ncohesion, capillary attraction, light, heat, combustion, electricity, magne-\n\ntism, the lifting power of the screw, inclined plans, and other mechanical\ndevices. Our great inventors did not postpone their work until they\nwere ready for high school or college, but tinkered in their childhood,\ntrying to find new ways of doing the things their parents did more\nslowly.\n\nJust as inorganic science should be studied through the grades, so\nalso should simple organic science.\n\nThe fundamental difference be-\n\ntween living organisms and inorganic matter should be taught with\nspecial emphasis on feeding, breeding, and growth. In large cities this\nstudy must perforce focus on plant life and human life for dusty, dead\nspecimens from a museum do not train a child in true nature study.\nOnly in rural or semi-rural communities can the great panorama of\nnature really be studied. Nevertheless, school gardens, parks, and herbariums can do much for the city child, while corn clubs, calf clubs, and\n\nfarm culture, generally, will open the eyes of the rural child to the\nwonders possible of achievement in the plant and animal world through\nright feeding and environment. In all study of growth, the needs of\n\nplants and animals should be compared with those of growing children,\nand likenesses and differences studied to the end that the next genera-\n\ntion may be better equipped for the struggle of life than the present one.\n\nShop work and cooking should not be confined to the seventh and\neighth years, as at present because of expense, but should be taught\nthroughout the school life of the child, the younger children taking the\nplace of helpers to the older girls and boys. All manual training,\nscience, and art work should follow taste and ability lines, rather than\nsex lines . Boys should be free to learn cooking or sewing, and girls to\ndo shop work; for in the industrial world today thousands of men are\n\ncooking and sewing, while in thousands of homes women are doing\nupholstery and carpentry work.\n\n"}
{"page": 394, "printed_page": null, "text": "Department of Business Education\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-THOMAS A. BEAL, Director School of Commerce and Finance, University of\nUtah ........\n..... Salt Lake City, Utah.\n\nSecretary W. S. PETERSON, Commercial Department, Ogden High School....Ogden, Utah.\n\nThe annual meeting of the Department of Business Education was held\nWednesday afternoon, July 6, in the Courthouse, Des Moines, Iowa. In the\n\nabsence of the secretary, the chairman, Clay D. Slinker, appointed Chester M.\nJones, East High School, Des Moines, to act as secretary.\nARTICULATION OF UNIVERSITY AND HICH SHOOL BUSINESS COURSES-C. Ο .\n\nRuggles, University of Iowa, Iowa City, Iowa.\nQUALIFICATIONS FOR TEACHING COMMERCIAL SUBJECTS-G. F. Knipprath, Head\n\nof the Bookkeeping and Accounting Department, High School of Commerce, Omaha, Nebr.\nCO-OPERATION BETWEEN BUSINESS HOUSES AND BUSINESS SCHOOLS-R. L. Hamil-\n\nton, Assistant Superintendent of Schools, Sioux City, Iowa.\nA COMMERCIAL PROGRAM FOR JUNIOR HIGH SCHOOLS-C. A. Blake, Amos Hiatt\nJunior High School, Des Moines, Iowa.\nVALUES OF BOOKKEEPING AND PENMANSHIP FOR EVERYDAY LIFE-A. N. Palmer,\nNew York, N. Y.\nThe following officers were elected for 1921-22 : President-CLAY D.\nSLINKER, Director Business Education, Des Moines, Iowa. Secretary-G. F.\n\nKNIPPRATH, High School of Commerce, Omaha, Nebr.\nCHESTER M. JONES,\nSecretary Pro Tem.\n\nTHE ARTICULATION OF SECONDARY AND HIGHER EDUCATION IN BUSINESS\nC. O. RUGGLES, UNIVERSITY OF IOWA; IOWA CITY, IOWA\n\nThe proper co-ordination of secondary schools with collegiate schools\n\nof commerce will demand that the colleges and universities take a broad\nview of business education in the secondary schools and of the recent\nextension of the secondary schools to include the Freshman and Sophomore years of college work. If the secondary curricula in commerce\nare to be formed primarily with the large number in mind who will\nnever go to college this will mean a liberal choice of curricula in the\nsecondary schools which in turn will demand that colleges and uni-\n\nversities broaden the scope of units which will be accepted for entrance\nor for which they will give advanced credit. The college has much\nenriched its own curriculum and the exits through which a graduate may\n\npass with a degree have been multiplied. It would appear that the\n\nhigher educational institutions ought to expect the same thing in the\nsecondary schools and to recognize a variety of possible routes by which\n369\n\n"}
{"page": 395, "printed_page": null, "text": "370\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nBusiness\n\nstudents may approach college. \"College entrance,\" it would seem,\nmust be conceived as \"university entrance.\" That there is some ap-\n\npreciation of such a shift in emphasis in entrance requirements may be\nseen from the present provisions of some of our universities concerning entrance credit and advanced credit for commerce work in the\n\nsecondary schools. The University of Chicago, and the universities\nof Illinois, Nebraska, Michigan, and Wisconsin all give credit for all\ncommerce courses taken in the secondary schools. In Illinois, for ex-\n\nample, it is possible for a student to take certain advanced courses in\ncommerce built upon secondary-school courses. In fact, a student\nwho has had bookkeeping in certain secondary schools in Illinois is not\n\npermitted to repeat it in the university with credit. And in Wisconsin\nstudents may take certain advanced courses if the work they have taken\nin the same field in the high school was equivalent to the Freshman\nwork. In this institution, however, they give an examination in the\nsubject.\nWithout doubt the movement to extend secondary education upward\ntwo years is in the interest of general education. If two more years\n\nwere added to secondary schools, more persons would avail themselves\nof additional education. Moreover, it would offer an opportunity to col-\n\nleges and universities to do a much higher grade of work than is now\npossible with the presence of large first and second-year classes.\n\nIn\n\ncontent and character, the work of Freshmen and Sophomores is much\nmore closely related to secondary education than it is to college and\nuniversity work. It was President Jordan, I believe, who said that a\nbig university library is about as much an embarrassment to a Fresh-\n\nman class as a big Freshman class is to a library. This is certainly\nof vital interest to the universities and to the colleges that offer gradu-\n\nate work. We ought to face the fact squarely in this country that our\nuniversities cannot be universities in the true sense of the word\n\nuntil Freshman and Sophomore classes are greatly reduced, or what is\nbetter, where it is feasible, eliminated entirely. Already our higher\neducational institutions must bow to the American corporation in im-\n\nportant fields of research. The corporation, however efficient in its\ninvestigations, is interested in those phases which affect it most. It is\nthe university which must be expected to seek the truth for its own sake.\nThe field of business is much in need of thoroughgoing and scientific\nresearch.\n\nIf the higher educational institutions take a broad view of their\nrelations to the secondary-school system they will do three things which\nwill make for more effective correlation. First, they will modify their\nentrance requirements so as to give credit for work done in those subjects outside of the customary classical group, provided these courses\n\nare made worthy of credit ; second, they will give advanced credit for\n\n"}
{"page": 396, "printed_page": null, "text": "Department]\n\nEDUCATION IN BUSINESS\n\n371\n\nwork of standard grade which is taken in the secondary schools beyond the four-year high-school course; and third, they will give more\n\nattention to the training of teachers for work in commerce in the\nsecondary schools.\n\nModern psychology has not given much comfort to those theorists\nwho have maintained that only certain studies afford so-called mental\ndiscipline. It would appear that it is more important that a high standard should be set for the studies that are taken, and that enough work\n\nbe taken in certain lines to give the student opportunity to get a point\nof view in the field and to test his ability to do advanced work. At\npresent it is not necessary, with very few exceptions, that entrance\n\nunits required by colleges and universities represent both elementary\nand advanced courses in the same field. There has been some investi-\n\ngation in the universities of Minnesota and Michigan of the records\nof the students who entered these universities with secondary- school\n\ncredits made up almost entirely of elementary courses in the high\nschool. The records of these students in their university work has\n\nbeen compared with the standing of other university students who submitted for entrance credit many advanced courses; courses which were\nopen only to those high-school juniors and seniors who had taken cer-\n\ntain elementary prerequisite courses in the first two years of high\nschool. The evidence shows for the class of 1918 in the University\n\nof Minnesota, for example, that half of the students, who presented\nless than the average of advanced work for entrance credit, secured\ntwo-thirds of the failures in university courses. In other words, those\n\nwho avoided advanced studies in the high school showed a scholastic\ndeath rate about twice that of those who took advanced courses in\n\nhigh school. Of course, there is a process of selection here that must\nnot be overlooked for probably the weak students had a tendency to\n\nselect only elementary high-school subjects.\nThe second way in which the higher educational institutions can\noperate with the secondary schools is by allowing advanced credit for\nwork done in the so-called junior colleges. Any one who has witnessed\n\nfirst hand the enormous growth of our universities must have been convinced that either our university plants must be doubled in size, be duplicated in other parts of the state, or that additional facilities must be\nprovided in secondary schools for the first two years of college work.\nMost of our first-class high schools are better equipped to do the\nfirst and in some cases the second year of college work than are many\n\nof the small colleges of the country. Of 574 higher educational institutions reporting to the U. S. Bureau of Education in 1915-1916, 207\nhad incomes of less than $50,000. Yet these weak colleges are the ones\n\nthat attempt to compete with the universities by offering a variety of\ncourses. That the quality of their work is becoming well known is evi\n\n"}
{"page": 397, "printed_page": null, "text": "372\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Business\n\ndenced by the growth of those institutions that are well equipped to offer\na strong four-year course. If the weak colleges would center all their\nattention on the first two years they could hold some Freshmen and\n\nSophomores who are now crowding our universities and thus better\nprovision could be made by the strong institutions for the work for\nJuniors, Seniors, and graduates.\nFinally, the collegiate schools of commerce can co-operate very effectively with the secondary schools of commerce by giving more attention to the training of teachers for these schools. Without efficient\nteachers in this field the proper type of course cannot be given by the\n\nsecondary schools. If the higher educational institutions object to\ngiving entrance credit, or advanced credit for work done by the secondary schools, then it would appear that the secondary schools, especially\nthose that are a part of a State supposed educational system, can demand of the State universities that they make it possible for the second-\n\nary schools to offer work in commerce which is worthy of university\nrecognition. This can be done only where there are available competent\nteachers in this field for the secondary schools.\n\nSuch a correlated system of education is imperative in a country\nwhich has committed itself to government by majority rule. A complete educational program from elementary and secondary education\nthrough the colleges and universities ought to accomplish at least two\nthings. First, there should be every opportunity for the proper education of the masses, and second, adequate training of leaders. These\nin turn are dependent upon an efficient secondary-school system and\nits proper co-ordination with higher educational institutions in which\nthere is the opportunity to do graduate work and research of the highest order.\n\nOur public education ought to enable the great mass of young persons who now leave the school system somewhere between fourteen and\nsixteen years of age to obtain a training which will make them citizens\ncapable of self-support and self-respect ; it ought to provide a knowl-\n\nedge of our own institutions and government and inculcate some appreciation of the duties and privileges of citizenship. We speak of\nculture in connection with our educational programs. But we must not\noverlook the fact that it cannot come from homes that have not enough\neconomic independence to be self-supporting.\nIf our educational system would provide training for the great mass\n\nof boys and girls who now leave school in their early teens many more\nof them would possess sufficient skill to enable them to carry their own\nweight in society. From the mere basis of dollars and cents then,\n\nit would pay to give training to our youths through our public-school\nsystem.\n\n"}
{"page": 398, "printed_page": null, "text": "Department]\n\nTEACHING COMMERCIAL SUBJECTS\n\n373\n\nBut is is not enough for the secondary schools and colleges to give\ntechnical training in the field of business. Our educational system ought\nto embrace the opportunity which it has to raise the standards of business ethics. If our schools do their duty in this regard, the men who\n\nwould find themselves in business within a generation or two, would\nhave been accustomed to a very different \"business ozone,\" and the results would be registered in improved standards of business conduct.\n\n✓QUALIFICATIONS for teaching coMMERCIAL SUBJECTS IN SECONDARY SCHOOLS\nG. F. KNIPPRATH, HIGH SCHOOL OF COMMERCE, OMAHA, NEBR.\n\nThe idea that an experienced teacher of business subjects is qualified\nto teach almost all of the strictly commercial subjects listed in the curriculum is still prevalent among us. A recent study of the applications\nof teachers on file in our high school of commerce reveals the fact that\nteachers commonly consider themselves capable of teaching from five to\neight more or less unrelated subjects. Here is a list of subjects which an\nexperienced teacher claimed to be especially qualified to teach : (1)\ncommercial arithmetic, (2) rapid calculation, (3 ) bookkeeping, (4)\naccounting, ( 5 ) auditing, (6) commercial law, (7) commercial geography, (8) shorthand, (9) typewriting, ( 10) correspondence, ( 11 )\nbusiness English. This person, if called upon, could also teach penmanship. The absurdity of this would become apparent to all had the\nclaim been made that the teacher mentioned was particularly trained to\n\ngive instruction in some such groups of subjects as English, history,\nmathematics, and a language. It is quite the usual thing for teachers\nto say they are prepared to teach shorthand and typewriting, and arithmetic and bookkeeping, and one or two additional subjects.\nSome of the reasons for this view are suggested by the special preparation commonly considered adequate by teachers.\n1. According to one group a high-school course in bookkeeping\nor stenography, with or without business experience, prepares one to\ntrain bookkeepers or stenographers .\n\n2. A second group offers a business college course in these subjects\nas sufficient.\n\n3. A third group says practical experience as a salesman enables\none to teach salesmanship.\n\n4. A fourth group believes successful teaching in an academic sub-\n\nject will qualify one to give instruction in bookkeeping, business law,\nsalesmanship, and advertising .\n5. A fifth group, having a little higher notion of the requirements,\n\nwould add six weeks special study in a summer school as sufficient\npreparation.\n\n"}
{"page": 399, "printed_page": null, "text": "374\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nBusiness\n\nOne could enumerate still other groups who hold equally inadequate\nor narrow conceptions of the preparation required for training boys and\n\ngirls for the business world of today. Let us turn our thoughts, however, to an analysis of the qualifications a teacher must have if he is to\ngive efficient instruction in commercial subjects.\nIn this discussion keep in mind that we are considering the type\nof business training that may be given either in a high school of commerce or in a business department of an academic high school. We cannot escape the fact that we are training students both in the ways of\nmodern social life and modern business life.\n\nA broad outlook on life is\n\na first essential for all boys and girls. This conception at once forces\npractically all of the standard secondary school subjects into the curriculum of even a high school of commerce. Consequently teachers of\nbusiness subjects must possess the same culture demanded of other\n\nhigh-school teachers. A college education thus becomes a first requisite\nin the business teacher's preparation .\nThe second requisite, that of training students in the ways of modern\nbusiness life, makes it also necessary for the business teacher to have\nspecial training beyond his general college course. He is responsible\n\nfor giving the student an opportunity to acquire a thorough understanding of the principles that underlie all business. He must also make\nit possible for the student to obtain a knowledge of and a skill in efficient\n\nbusiness practice in some one field. To be able to meet these requirements, it is clear that the business teacher himself must be thoroughly\nacquainted with the principles upon which business is operated and that\nhe must have a first-hand knowledge of up-to-date business practice.\nPresent-day business, however, is so varied and so complex that\nthe teacher can no longer hope to be familiar with all phases of business\npractice. He must select for his effort some one type of business prac-\n\ntice such as is represented by retail selling or by record keeping. Moreover the teacher must keep up with the progress made in his field. From\npersonal experience with the record-keeping departments of Omaha\nbusiness houses, I have learned that observations are largely out of\ndate within five years from the time they were made. This progress\nimposes upon the business teacher the task of keeping abreast with his\nfield of business through personal observation and study and perhaps\nthrough some actual experience in business houses. Definite provision\nshould be made by school boards so that the teacher of business subjects\nmay be given both the time and the opportunity to keep himself qualified on this important but much neglected side of his instruction .\n\nOne\n\nmeans by which a business teacher may obtain business experience would\nbe to secure employment during the summer months. Another method\nwould be for the school board to grant a leave of absence for a semes-\n\nter and arrange with two or three business houses for temporary\n\n"}
{"page": 400, "printed_page": null, "text": "Department]\n\nTEACHING COMMERCIAL SUBJECTS\n\n375\n\nemployment in the teacher's special field, the school board to make up\nthe deficit in salary that would probably arise. A third plan, and perhaps one of the best plans, would be to relieve the teacher of one class\n\nfor a semester and arrange a regular plan of observation in a considerable number of representative business houses, the teacher being required to observe systematically and make written reports thereon.\nIf the analysis of our theme is at all correct thus far, we have come\nto the point where the business teacher is a specialist in some type of\nbusiness activity. This should mean that if he is qualified to teach\nretail selling, he cannot be expected to be qualified to teach\nstenography, or, if he is qualified to give instruction in bookkeeping,\nhe cannot be expected to be able to give instruction in stenography.\nFinally it should be noted that a business teacher who possesses all\nof the previously mentioned qualifications is not yet fully equipped to\nteach. The business teacher, no less than the regular high-school\nteacher, must be trained in the psychology and the pedagogy of his\nparticular subject. Fortunately it is now possible to take courses of\nthis type in a number of our universities. Methods of teaching stenography and typewriting and methods of teaching bookkeeping are\namong those regularly available.\n\nPerhaps we have sketched the equipment of the almost ideally prepared teacher. What shall be said of the less well-prepared teacher now\nin the service? For him the following program is suggested. We will\nassume, for the sake of concreteness, that he has a college education, but\n\nlittle business education, and that he is a bookkeeping teacher. It is\nto be hoped that such a teacher is willing to attend two or more sum-\n\nmer sessions at a university. Granting this, he should first make up\nany deficiency that may exist in his knowledge of economics. He then\nshould take a course covering the general principles of accounting,\nsome work in business organization and administraton, and business\nlaw, and a course in the methods of teaching bookkeeping. Further,\nthe school board should see to it that he has opportunity to secure\n\nsome business experience and to observe generally in his field of\nbusiness. By following this or an equivalent plan, he should become, in\ntime, an efficient teacher of his subject .\n\nIf teachers in the service and those entering the service will endeavor to acquire the qualifications outlined, it is the belief of the\nspeaker, that business education may be so given in the secondary school\nas to serve permanently a useful purpose in each community.\n\n"}
{"page": 401, "printed_page": null, "text": "376\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nBusiness\n\nCO- OPERATION BETWEEN Business Houses AND\nBUSINESS SCHOOLS\nROBIN LYNN HAMILTON, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nSIOUX CITY, IOWA\n\nCo-operation between business houses and business schools depends\nfirst upon acquaintanceship, mutual respect, and mutual understanding\nof the ends attainable and to be attained. Such acquaintanceship may\nbe brought about in various ways. One of these is active participation\nof school men in business and civic problems through membership in\nthe commercial clubs, advertising and salesmanship organizations,\nRotary, and other organizations of similar type.\nSome clear outline of business and educational needs should be\n\nmade, considered from the standpoints of ( 1) a national program\nwith its underlying educational and economic factors, (2) a state\nprogram showing the nature and business peculiar to a state, (3 ) a\nlocal program which takes into consideration the specific local factors\nand the predominant local industries .\nEmployers' associations should assume the responsibility for compiling the essential trade information in their businesses and industries.\n\nSome of them have already, through a national association, organized\nbureaus taking up common matters of research and service, cost\n\naccounting, advertising, technical features, and legal problems. Before\nthe business or other technical schools can do very effective work\n\namong the employers, the employers need to know the general problems\n\n✓affecting their industries. The managers of the separate businesses\nshould be conversant with these problems. They should pass on the\n✓ information through their department heads, co-operating. The employes will be truly benefited in the resultant schooling because the program is definitely worked out. Some of the specific means and methods\n\nof co-operation that can be employed locally are : ( 1) legislation, (2)\n\nmaterial for courses of study, (3) industrial surveys, (4) industrial\nexcursions, (5) talks by business men, (6) individual interviews. by\npupils with business men, (7) placement of pupils in the industry, for\nwhich the school assumes the responsibility for ability and achievement\n\ntests, character estimates, personality and school records, (8) conduct\nby schools of special classes or groups.\nOther special methods might be found adaptable to various communities, the committee on education of the chamber of commerce,\n\na junior chamber of commerce, and other formal organizations.\nIn conclusion, co-operation is quite imperative both for business\nand the school and it is the wise school department that takes the\n\ninitiative in promoting such co-operation.\n\n"}
{"page": 402, "printed_page": null, "text": "Department of Child Hygiene\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident O. B. NESBIT, director medical inspection...\nVice-President-MAUDE A. BROWN, supervisor of hygiene...\nSecretary WILLIAM A. HOWE, state medical inspector for New York ....\n\n.Gary, Ind.\nKansas City, Mo.\n\nAlbany, N. Y.\n\nFIRST SESSION TUESDAY MORNING, JULY 5, 1921\nThe Department of Child Hygiene convened in regular session on Tuesday\n\nmorning, July 5, at two o'clock, in the Court House at Des Moines, Iowa.\nThe meeting was called to order by the chairman, and the following program\nwas presented :\n\nAN EFFICIENT PLAN FOR CONTROL and Prevention of COMMUNICABLE DISEASES\n\nIN SCHOOL-Thomas D. Wood, Columbia University, New York, N. Y.\nHEALTH SUPERVISION OF SCHOOL CHILDREN ON A STATE- WIDE BASIS-C. P.\n\nKnight, P. A. Surgeon, U. S. Public Health Service, Washington, D. C.\nSCHOOL HEALTH SERVICE IN NEW YORK STATE-William A. Howe, State Medical\nInspector of Schools, Albany, N. Y.\nA SCHOOL TEACHER'S OPPORTUNITY FROM A HEALTH OFFICER'S STANDPOINT-\n\nH. O. Jones, M. D., Division of Child Hygiene, Health Department, Chicago, Ill.\n\nSECOND SESSION-WEDNESDAY AFTERNOON, JULY 6, 1921\nAt a luncheon of the department at 12:15 o'clock the following papers were\ngiven:\nNEW STANDARDS OF HEIGHT AND WEIGHT MEASUREMENTS AND THEIR USE AS AN\n\nINDEX TO NUTRITION-B. T. Baldwin, Iowa University, Iowa City, Iowa.\nCERTAIN FACTORS IN RESPIRATION AND CIRCULATION IN CHILDHOOD AND THEIR\n\nINTERCORRELATIONS-A. W. Bray, University of Iowa, Iowa City, Iowa.\nThe regular afternoon session was held at the Court House, and the following program was given :\nREDUCING THE COURSE OF STUDY IN HYGIENE TO ITS Lowest TERMS-Maude A.\n\nBrown, Supervisor of Hygiene, Kansas City, Mo.\n\nVITALIZED HYGIENE TEACHING-F. M. Gregg, Nebraska Wesleyan University,\nUniversity Place, Nebr.\nA CARD FOR SCORING THE BEHAVIOR DIFFICULTIES OF SCHOOL CHILDREN-W. A.\n\nEvans, M. D. , member of the Chicago Committee, Chicago, Ill.\nTEACHING FIRST AND SECOND GRADERS HEALTH HABITS-Florence A. Powell,\nObservation School, Cleveland, Ohio.\nPHYSICAL EXAMINATION OF CHILDREN OF PRE- SCHOOL AGE WITH NUTRITIONAL\n\nEXPERT IN ATTENDANCE- H. DeLamater, M. D., Director of Hygiene in\nPublic Schools, St. Joseph, Mo.\nREPORT ON METHOD USED IN WIPING TRACHOMA OUT OF LINCOLN PUBLIC\n\nSCHOOLS-Katherine H. K. Wolfe, Supervisor of Hygiene, Lincoln, Nebr.\nTHE CORRECTION OF STAMMERING AND COGNATE DEFECTS OF SPEECH-Frederick\n\nMartin, Director of Speech Improvement, New York, N. Y.\nTHIRD SESSION-THURSDAY MORNING, JULY 7, 1921\nAt the Court House a round table of medical inspection workers was held,\n\nwith C. P. Knight, U. S. Public Health Service, as leader.\n\n1\n\nFOURTH SESSION- THURSDAY AFTERNOON, JULY 7, 1921\nA second round table for medical inspection workers was held with W. A.\n\nHowe, M. D., Albany, N. Y. for leader. Many interesting subjects were discussed.\n377\n\n"}
{"page": 403, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n378\n\n[Child Hygiene\n\nAN EFFICIENT PLAN FOR CONTROL AND PREVENTION\nOF COMMUNICABLE DISEASES IN SCHOOLS\nTHOMAS\n\nD.\n\nWOOD,\n\nPROFESSOR\n\nOF\n\nPHYSICAL\n\nEDUCATION,\n\nCOLUMBIA\n\nUNIVERSITY, NEW YORK, N. Y., CHAIRMAN, JOINT COMMITTEE ON\nHEALTH PROBLEMS IN EDUCATION, NATIONAL EDUCATION\nASSOCIATION\n\nAND\n\nAMERICAN\n\nMEDICAL\n\nASSOCIATION\n\nThe public school is well fitted to act as a center for the distribution\nof children's diseases throughout the community. Frequently this is\n\njust what occurs. Crowded movies and street cars may act in a similar\nway as spreaders of disease among children.\n\nThe observation and action of conscientious, responsible parents\nand teachers, supplementing the service of school doctors and nurses,\nare necessary to make the school a health center and not a disease\ncenter.\n\nTo wait until the communicable diseases of children can be con-\n\nfidently diagnosed by the physicians is to defeat the success and efficiency of a plan to minimize and prevent communicable disease among\nschool children. Children should be kept at home or excluded from\nschool for the signs of health disorders and, if possible, before they\nhave developed the symptoms of active disease.\nThe child who has in the morning one or more of the following\n\nsigns should be kept at home by the parent : nausea; vomiting; chill\nor convulsions (fits) ; dizziness, faintness, or unusual pallor ; eruption\n(rash) of any kind; fever; running nose; red or running eyes ; sore\nor inflamed throat; acutely swollen glands in neck; cough; failure to\neat the usual breakfast ; any distinct change from usual appearance and\nconduct of child.\n\nThe foregoing signs should be used also by teachers as a basis for\nexcluding pupils from school for the day, or until signs have disappeared, of until the school doctor has authorized the return of the pupil\nto school.\n\nChildren may be taught (without disturbing fear or attempt to deceive) to notice the foregoing signs in themselves or their companions and thus contribute their part toward protecting the school from\ncontagious disease.\nThe catarrhal cold is communicable.\n\nMeasles is infectious two,\n\nthree, and sometimes four days before the rash appears.\nThe child \"coming down\" with measles should be excluded from\nschool because of the running nose, the red, inflamed eyes, the fever or\nthe loss of appetite, and well before the rash shows itself.\nOther diseases of childhood are communicable well before the\n\ncommonly known distinctive symptoms can be recognized. Many\n\n"}
{"page": 404, "printed_page": null, "text": "Department]\n\nSTATE - WIDE HEALTH SUPERVISION\n\n379\n\nof the serious diseases of children are conveyed by the droplets of\n\nmoisture (the spray) from the nose and mouth in coughing and sneezing.\nEvery school child should be trained to use the handkerchief to\ncover the nose and mouth in sneezing and coughing. It should be\n\nconsidered as bad manners and as unhygienic to sneeze or cough without covering the mouth and nose as to spit on the floor.\nHEALTH SUPERVISION OF SCHOOL CHILDREN\nON A STATE- WIDE BASIS\nC. P. KNIGHT, SURGEON , U. S. PUBLIC HEALTH SERVICE,\nWASHINGTON, D. C.\n\nChild hygiene is the foundation stone of public health. In all the\nfield of public-health activity school hygiene offers the greatest return in the way of health dividends if placed on a sane and sound\n\nbasis; and yet it may be stated that there is no program so promising\nin a prospectus and yet more disappointing in fulfillment than is the\nschool hygiene program.\nThere are several factors which account for this state of affairs .\n\nFirst, supervision is essentially a community problem or responsibility\nand as yet most communities have failed to take cognizance of this\nfact. Second, there is a lack of central control and lack of inauguration of standardized methods and uncertainty as to which authorityschool or health-should rightly assume the function of school hy-\n\ngiene. Third, lack of or ambiguously worded laws make health supervision from the state standpoint more or less a farce.\nHealth supervision or school hygiene, as some are wont to call\nit, may be stated to be the science of health preservation or life-extension as applied to the school child. We may now rightly consider\nwhat constitutes the fundamentals of state health supervision. We\nmust, first of all, have adequate laws under which to act, and secondly,\n\nwe must have appropriate funds in order to carry out the law. State\nstatutes may be of an optional or permissive nature, or they may be\nmandatory. It is under the former method that the state of Missouri\nis now working.\n\nBefore the year 1919 school hygiene in Missouri was practically\nan unknown quantity except perhaps in the two large cities of the\nstate. In that year the legislature enacted a law creating a division\nof child hygiene which authorized the Board of Health, through this\n\ndivision to promulgate rules and regulations for the physical inspection of school children. Nothing in the law compelled school boards\nor others to conduct such examinations nor was there any money\n\nappropriated for carrying out the purpose of the act. After the\nenactment of this law the State Board of Health requested the United\n\n"}
{"page": 405, "printed_page": null, "text": "380\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Child Hygiene\n\nStates Public Health Service to organize the division and carry on\nsurveys and investigations in order that communities might be stimu-\n\nlated and the needs ascertained. Accordingly, in November, 1919, the\nwriter was assigned to duty with the State Board of Health for the\n\npurpose of formulating a program and directing child hygiene activities throughout the state.\n\nA comprehensive program was mapped out with school-health\nsupervision as the predominating feature. It was realized that efficient results could be obtained only by co-ordinating all existing health\nagencies working in the conservation of child health with the staff\nof the Public Health Service.\n\nConferences were held with the various\n\nvolunteer organizations which resulted in outlining a policy which\ngave all organizations definite functions delimiting the field of their\nspecial activities and secured their agreement to co-operate through\nthe Public Health Service with the State Board of Health .\n\nDifferent organizations co-operating on a state-wide basis were the\n\nMissouri Tuberculosis Association, the American Red Cross, the Agriculture Extension Service of the Missouri State University, the ParentTeachers' Association, the W. C. T. U., and the medical and dental\nprofessions. The Public Health Service placed a staff of field work-\n\ners consisting of physicians, public-health nurses, and trained school\nworkers in various communities for the purpose of making demonstra-\n\ntions and standardizing methods for school hygiene. The American\nRed Cross furnished nurses for district clinics and health centers\n\nand also for the purpose of school inspection; the Missouri Tuberculosis\n\nAssociation detailed field agents for organization purposes and to\nassist in state-wide publicity. They also featured the Modern Health\nCrusade; the Agriculture Extension Service of the State University\n\ndetailed its home demonstration agents and nutrition specialists to\nconduct or assist in the conduct of nutrition clinics in the schools; the\n\nParent-Teachers' Associations lent valuable aid in assisting the school\nworkers ; the W. C. T. U. furnished the division with a multigraph\nfor publicity purposes ; and the medical and dental professions gave\nvaluable aid in conducting physical examinations and donated much\ntime to clinic and health center work.\n\nScope of workers. On request of the local school authorities a\nfield staff was detailed to make demonstrations and a survey in a given\n\ncity. This demonstration was usually started by weighing and measuring the children. This was an easy approach as it did not antagonize\nand served to interest the children and the parents in other form of\n\nhealth work. After this procedure, nutrition clinics were established\nfor the underweight children. Mothers were particularly invited to\nattend the lectures and informal conferences. In conjunction with the\nclinic the physical examination was then conducted to determine the\n\n"}
{"page": 406, "printed_page": null, "text": "Department]\n\nSTATE-WIDE HEALTH SUPERVISION\n\n381\n\npossible cause of malnutrition. Beside the special examination of underweights all children were examined and notices were sent to parents\nwith the suggestion that the physical defects be given attention by the\nfamily physician. Follow-up work was then instituted by the nurse\nin the homes explaining the necessity for having such physical defects\ncorrected.\n\nTo June 30, 1920, the end of the fiscal year, demonstrations were\nconducted in twenty-five cities and in four counties of the state. Complete tabulations were made on the children of eleven towns, comprising\na total of 17,561 children. The total number of defects were 34,823\nor an average of two defects to a child. Defects noted were the com-\n\nmoner gross defects, such as decayed teeth, defective vision and hearing,\n\nlarge tonsils, adenoids, and underweight. Besides the defective teeth\nthe most serious condition noted was that of malnutrition. About 50\n\nper cent of the school population were from 7 to 10 per cent underweight and these were suffering from two or more defects. Accordingly, nutrition clinics were established in nineteen towns of the state.\nThe results of this demonstration became known all over the state\n\nso that at the beginning of the school term of 1920, requests came from\nmany school districts and counties for similar demonstrations. Our\npolicy at this time was somewhat changed, and we proposed that the\ncommunities carry on their own work, the state giving such supervision\nas would be needed in order to procure standardization. The result of\n\nthis policy was that school-hygiene activities were carried on in fifty\ncounties and in seventy-five towns in these counties. Approximately\n100,000 school children are being examined this school term.\n\nAll of\n\nthe results of these examinations have not yet been tabulated but estimating on some districts taken at random, reports show about thirty\nper cent correction of defects.\nTabulations to date for 1920-1921 are as follows :\nSchool children examined in twenty-four towns....\n\n8,728\n\nSchool children examined in rural districts.\n\n6,486\n\nTotal in above schools--\n\n-15,214\n\nDefects found :\nVision\n\n-2,305\n\nHearing\nMouth breathing\n\n1,368\n\n662\n\nDefective teeth\nNasal\nThroat\n\n9,572\n\nSkin eruptions\n\n322\n\nTotal\n\n976\n\n7,408\n\n22,613\n\n"}
{"page": 407, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n382\n\n[Child Hygiene\n\nMiscellaneous :\nHeart Affections\n\n68\n\nOrthopedic\nSpinal\n\n54\n\nConjunctivitis\n\n583\n\n23\n\nTrachoma\n\n143\n\nSuspected trachoma\nBlepharitis\n\n136\n\nOthers\n\n167\n\nTotal\n\n173\n\n1,347\n\nLegislation. The success of this work had its reaction on the legislature and in March 1921 there was passed an act known as the Physical\nEducation Bill, patterned somewhat after the proposed Fess-Capper\nBill now before the National Congress.\n\nThis state bill provides for the physical education of school children\nincluding inculcation of health habits, the making of periodical physical\ntests, and the recording and reporting the finding of these tests and the\n\npromoting of the correction of physical defects in all children of the\npublic schools and in educational institutions supported in whole or in\n\npart by the state. The important features of the Act will be found\nin Section 4 which, by its wording, definitely co-ordinates the functions\nof the Board of Health with that of the Board of Education in health\n\nsupervision.\n\nSection 4 states that each county, city, or town school\n\nboard may employ a supervisor of physical education who shall participate in making periodical physical examinations to be conducted as\nprovided in Section 5775, Revised Statutes of Missouri 1919. Now,\nSection 5775 provides that the Board of Health through the Division\n\nof Child Hygiene shall make rules and regulations for conducting\nphysical examinations of school children.\nSection 6 of the Act states that all of the provisions of the act\ninsofar as they pertain to the Public Health shall be carried out with\nthe advice and co-operation of the state Commissioner of Health or\nauthorized executive officer of the State Board of Health.\n\nState guidance. Experience in Missouri has shown that progress\nof health supervision of school children will be slow unless under some\n\nform of state guidance. Community initiative and growth has been\npreserved but it has been necessary to give demonstrations and advice\nand standardize methods for the aid of the local school authorities. As\n\nmentioned above, the Physical Education Bill has had its effects in\nco-ordinating the two departments and will be the means of furnishing\nthe communities with proper state guidance. The funds appropriated\nare by no means sufficient for carrying on extensive work. It is, however, enough to allow for a certain amount of state guidance. For\nchild hygiene, the legislature appropriated $ 17,000 for salaries and\n\n"}
{"page": 408, "printed_page": null, "text": "Department]\n\nSTATE-WIDE HEALTH SUPERVISION\n\n383\n\nexhibits and an apportionate amount of $10,000 for travel and field\nworkers. There was also appropriated $20,000 for rural-health administration to be used on a co-operative basis with the outside agencies.\n\nOne predominating activity of this rural-health administration will be\nschool-health supervision.\nLocal Activities.----What has been said regarding the proper function\nof the state authorities likewise applies to local authorities. The local\n\nboard of education and the local health board each has its responsibility\nfor the welfare of the child of the public school. Although the employment of personnel for health supervision and medical inspection is practically in the hands of the local school boards, this does not preclude\nfree co-operation between the school board and the local health organization. Particularly in counties, best results have been obtained by the\n\nco-operation between the County Superintendent of Schools and the\nDeputy State Health Commissioners .\nPersonnel. Entire supervision of the school child requires a high\ndegree of skill on the part of the teacher, the medical inspector, and the\nnurse. The intelligent co-operation of the three is necessary for the best\n\nresults in health supervision. It is indeed necessary for the teacher\nto be familiar with the condition of the child in order to obtain the best\n\nresults in its studies.\n\nTraining and experience on the part of the\n\nmedical inspector and the nurse are essential for efficient school hygiene.\nStandardization. Standard rules and regulations and methods of\nexamination throughout the state are necessary for efficient health supervision. Accordingly, the State Board of Health has adopted rules and\ndevised standard forms for examination and follow-up work. These\nexaminations have been placed in two classes : that to be conducted by\nthe nurse and that to be conducted by the physician or medical inspector.\nThe nurse's examination comprises weighing, measuring, chest measurement, and detection of the more common defects, such as vision, teeth,\nand mouth breathing, and it is her duty to call to the attention of the\nmedical inspector those children who need a more intensive examination.\n\nThe function of the medical inspector comprises examination in\nactual eye and ear defects, heart lesions, orthopedical defects, pulmonary\ndiseases, nutritional disorders, etc. These examinations are expected to\nbe sufficiently thorough to detect any defect which would deprive the\nchild from getting the full benefit of his education. Each child is entitled to a thorough examination, but as a rule only those cases which\n\nthe nurse suspects of needing such an examination are given it.\n\n"}
{"page": 409, "printed_page": null, "text": "384\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Child Hygiene\n\nSCHOOL HEALTH SERVICE IN NEW YORK STATE\nWILLIAM A. HOWE, M. D., STATE MEDICAL INSPECTOR OF SCHOOLS,\nALBANY, N. Y.\n\n\"First health then wisdom\" is one of the mottoes of the State\n\nDepartment of Education. We believe that normal health is essential to\n\nnormal wisdom, that physical fitness and mental fitness should go hand\nin hand in our educational program, that in our school health service\nhealth training should articulate or correlate closely with mental training,\n\nthat as all knowledge is valuable only as it can be used in a practical and\nbeneficial manner, so must health knowledge be so applied to our daily\nlives that health habits will become automatic.\n\nExcept in the control of communicable diseases as a function of the\nhealth authorities, school health service should include all the activities\n\nin the public schools in the state having for their purpose the conservation and improvement of the physical fitness of all teachers, of all pupils\nand of all school attachés, and the establishment and maintenance of\n\nmodern sanitary conditions of school buildings and school premises.\nSchool health service is mostly a matter of education, a problem of\ntraining in practical or applied hygiene and in sanitation. It also involves school organization and school administration. Many activities\nmust of necessity unite in this proper organization and efficient administration. It must be made a daily part of the educational system of the\n\nstate and of the community. While central supervision is essential for\nits standardization and guidance every community must be made to\n\nrealize and assume its own responsibility of efficient administration. As\nbeing conducted at present our school health service in New York State\n\nmight well be classified as follows : school buildings and grounds, physical education, mental hygiene and diagnosis, oral hygiene, nutrition,\nschool nursing, medical inspection in schools, and health education and\nhealth training.\n\nThe general administration of all these health activities in the public\n\nschools in the state is under the State Commissioner of Education. The\n\nthird assistant commissioner of education for elementary schools is\ncharged by the State Commissioner of Education with the more direct\nsupervision of the work. Each subdivision of work is administered by\na specialist appointed for that purpose by the State Board of Regents\nupon recommendation by the Commissioner of Education. The specialist in each line is held responsible for the administration of the work\n\nintrusted to his or to her direction. There is no part of the health\n\nservice that does not come into co-operative articulation with every othe\npart of the general health program. This is true in our work in the\ndepartment and in the field.\n\nThe State Medical Library assisted by our staff of health directors\nhas recently compiled its second edition of a twenty-page bulletin o\n\n"}
{"page": 410, "printed_page": null, "text": "Department]\n\nSCHOOL HEALTH SERVICE\n\n385\n\nbibliography of books on health work in schools. This bibliography\ncovers every phase of our school health service. The books are furnished free to all people doing health work in the public schools in the\nstate. An excellent bulletin on \"Co-operation in the Control of Com-\n\nmunicable Diseases Among School Children,\" prepared by the State\nDepartment of Health, furnishes to the school authorities definite and\n\npractical instructions\nthat* are followed\nclosely\nand with good results.\n*\n*\n*\n*\n\n3.1 Mental hygiene and diagnosis. An important part of school\nhealth service is the work of the Division of Mental Hygiene and Diagnosis.\n\nThe advantages and in fact the necessity of determining individual\nmental differences and intelligence levels is gaining wide appreciation\nand support. No program of health education or medical service in the\n\nschools is complete without adequate psychiatric and psychologic examinations.\n\nThe early recognition of pathological deviating types in the schools is\nof supreme importance in preventive medicine. This, however, is only\npart of the work of mental hygiene and diagnosis. The examination of\nthe great group of retardations unfolds individual problems in single\nor combined disabilities or defects and points the way to educational\ntreatment and vocational guidance.\nThe work of this division is closely allied to that of the Division of\nEducational Measurements.\n\nThese two services often combine in\n\ngroup-testing surveys. The follow-up individual examinations of those\nobtaining low scores is carried on by the Division of Mental Hygiene\nand Diagnosis.\nThe organization and supervision of the special class for backward\nor mentally deficient children is a part of the work of the Division of\nMental Hygiene and Diagnosis. There are at present about 450 such\n\nclasses in the State enrolling about 7,000 pupils. About 275 of these\nclasses are in Greater New York while 175 are in other parts of the\nstate. A number of other cities are organizing special classes and within the next few years it is expected that all the larger localities will be\nequipped with special classes. It is a part of the system of the state\ndepartment to receive summaries of the examinations and findings of\n\neach child in a special class. These summaries followed up will furnish\nvaluable data concerning the children who find their way into the\nclasses and will guide the course of the work itself.\nThis work closely correlates with school medical inspection. In\nreality, the two cannot be separated, as subnormalties are very frequently associated with or resultant from physical defects.\n1 Dr. Howe's complete paper consisted of discussions of eight headings:\n\n(1) school\n\nbuildings and grounds, (2) physical education, (3) mental hygiene and diagnosis, (4) oral\nhygiene, (5) nutrition, (6) school nursing, (7) medical inspection in schools, (8) health\neducation and health training.\n\n"}
{"page": 411, "printed_page": null, "text": "386\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Child Hygiene\n\nThe central office personnel of the division consists of a psychiatrist,\na psychologist, and a supervisor of special classes. A larger personnel\nis needed to meet the demands made upon the services of this force.\nClose co-ordination with the traveling clinics of the State Commission\n\nfor Mental Defectives is effected, but the major portion of the work\nof mental measurements and diagnosis is necessarily done within the\nschool system.\nA much greater future awaits this branch of school health service\n\nnot only in further development along lines already indicated but in\n\nmental prophylaxis or individual and group mental hygiene in a more\ngeneral use of the term. The value to the commonwealth through this\nsociologic application of mental hygiene is far-reaching.\n\nA TEACHER'S OPPORTUNITY FROM A HEALTH OFFICER'S VIEWPOINT\nH. O. JONES, M. D., DIVISION OF CHILD HYGIENE, HEALTH DEPARTMENT,\nCHICAGO, ILL .\n\nPhysical examination of school children is by no means a new\nmovement. For hundreds of years the development of the physical as\nwell as the mental child has been advocated. The Greeks favored it as\n\na means of obtaining ideal citizenship. They regarded the training of\nthe body of equal value to the training of the mind. They sought to\ndevelop the entire child. England had strong advocates of school in-\n\nspection and physical education, notably Cohn, Locke, Edwin Chadarks, Archibald McLaren, and Doctors Francies, Warner, Beach, and\nShutteworth. As early as 1891 medical officers were appointed in\nLondon and Bradford for the purpose of examining children absent\n\nfrom school, presumably sick. France made special regulations for\nschool inspection in secondary schools as early as 1833 ; in primary\nschools in 1895. School medical inspection in Germany dates from\n\n1891, when it was started in Leipsic, followed by Wiesbaden. Brussels had medical school inspection as early as 1884.\n\nIn our own country medical inspection for contagious diseases was\nbegun in Boston in 1892. In 1896 Chicago recognized the need for\nmedical inspection of school children, and physicians were appointed to\nvisit schools when called by principals. Inspections were only made for\ncontagious diseases. In 1908 by co-operation with the Board of Education the work of the school physician in Chicago was enlarged to take\nin the examination of school children for physical defects, and the\nsame year a corps of nurses was employed for the necessary followup work to secure corrections of the physical defects found in school\nchildren.\n\n"}
{"page": 412, "printed_page": null, "text": "Department]\n\nA TEACHER'S OPPORTUNITY\n\n387\n\nCommunicable diseases. Let us first consider the control of com-\n\nmunicable diseases, the primary object of early medical inspection of\nschool children. A successful plan for this work must make use of the\n\nrecognized scientific measures known in the various diseases, and must\nhave the hearty co-operation of parents, educators, and public health\nworkers. The morbidity and mortality in children from contagious\ndiseases is entirely unnecessary and can be reduced by concerted effort\nand the application of the knowledge we now have.\nNo school has been closed in Chicago by the Department of Health\n\non account of contagious diseases since medical inspection was established.\n\n!\n\nThe progress of a child in school depends largely on the regularity\nof his attendance.\n\nPreventable sickness is accountable for much loss\n\nof time, and every effort should be made to eliminate this cause, and\nthus add to the efficiency of the school machinery, and help the progress\nof the child.\n\nPhysical defects. The experience of the United States Examining\nBoard for the selective draft during our recent war, showed that\nabout 30 per cent of the men examined had physical defects of sufficient degree of severity to warrant their rejection for army service.\nAll of these young men were school children a few years ago, and no\ndoubt were then suffering from the same physical defects.\nDr. Frederick Peterson asserts that 75 per cent of the 20,000,000\n\nschool children are physically defective to the extent that their defects\nare a serious handicap to both their physical and mental progress .\n*\n\n*\n\n*\n\n*\n\n*\n\nTruancy and delinquency. It is the educator's privilege and opportunity not only to supervise the child's development, physically and\nmentally, but also to be a factor in molding his character. A report of\nthe Parental School of Chicago, an institution conducted by the Board\nof Education, for truants says : \"Speaking generally the causes of truancy as of crime are physical and mental defects and environment.\"\nThis institution found that from 17 per cent to 18 per cent of the truant\nclass are made up of children decidedly below normal, both physically\nand mentally. Their defects cause them to fall behind their grades.\nThey become discouraged and as a result become truants, and soon\nlearn to become criminal by falling in with bad associates. Unfavorable\n\nhome and social conditions are probably the cause for the remaining\n80per cent of the children in the Parental School becoming truants.\nThe following cuts show the record of Chicago for the past ten\nyears in the communicable diseases of childhood :\n\n"}
{"page": 413, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n[Child Hygiene\n\nMEASLES\n\nWHOOPING COUGH\n\nMEASLES\n\nWHOOPINGCСолен\n100.000\nP\nMORBIDITY\nER\n\nMORBIDITY\n100.000\n-PER\n\n388\n\n200\n\n1000\n\n150\n\n-P100,000\nMORTALITY\nER\n\n100.000\n-P\nMORTALITY\nER\n\n50\n\n7\n\n6\n\n0\n\n0\nYEAR\n\nYEAR\n\nMorbidityStatistics\n\nMorbidity Statistics\nNoof\nCospa\n\n109.30 6520\n\n6764 15/32\n\n4972 2899\n\n2947 642.8 1821\n\n439\n\n18964\n\n10621\n\n75\n\n2683\n\n16075 9028\n\n7637 101.0\n\n800.0 3308\n\nCases\n\n2552\n\n95\n\n2462 1480\n\n5317\n\n106.9\n\n2235 561\n\n1334\n\n2853 5/56\n\n4345\n\n3404 4:54\n\nAnteper\n\n769.6 30LS\n\n162 423\n\nMortality Statistics\n100,000\n\n67\n\n129\n\n128\n\n57\n\n50\n\n292\n\n75\n\n240\n\n134\n\nJ\n\n63\n\n197\n\n125\n\n31\n\n3.8\n\n52\n\n95\n\n24\n\n74\n\nDeathe\nRateper\n33\n\n123\n\n94\n\n140\n\n130\n\n113.5\n\n2006 1687 1273 1523\n\n173\n\n55\n\n142\n\nfor\n\n230\n\n59\n\n721\n\nZer\n\n186\n\n140\n\nR\n\n79\n\n25\n\n62\n\n‫هب‬\n\n96\n\n24\n\n44\n\n82\n\n71\n\n52\n\n56\n\n135\n\n273\n\n125\n\n55\n\n22\n\nF00,000\n\nRound in Schools\n\nFound inSchool\nCosca\n\n629\n\nMortalityStatistics\n\n398\n\n449\n\n78\n\n191\n\n219\n\n77\n\nMa\nCases\n\n45\n\n143\n\n30\n\n275\n\n82\n\nCHART 3\n\nCHART 4\n\nCHICKEN POX\nCHICKEN\n\nSMALLPOX\n\nSMALLPOX\n\nPOX.\n\nMORBIDITY\n.\n100,000\n-PER\n\n200\n\ncon\n\n100.000\n-P\nMORBIDITY\nER\n\n170\n160\n\n150\n140\n130\n\n120\n\n110\n\n4\n\n60\n\n40\n\nIDQOOO\nPER\n\nMORTALITY\n\n1\n\n80\n\nPER\n100.000\n\nMORTALITY\n\nueo\n\n20\n\n100\n\nYEAR\n\n1910\n\n1911\n\n1912\n\nMorbid\n\n1913\n\n1914 1915 1916\n\n1917 1918 1919 1920\n\nYEAR\n\nO\n\nStatistics\n\nMorbidity Statistics\nNo d\n\n2456 2027\n\n71835 48.31\n\n4868 5192 3010\n\n2091\n\n3984\n\nCo\n\n106\n\n68\n\n47\n\n30\n\n197\n\n67\n\n35\n\n51\n\n58\n\n2.5\n\n14\n\n20\n\n336\n\n266\n\n154\n\nRate per\n\n6091215 1551 1956 1934 2020 115.1 1531 1460\nMortality Statistics\n2\n\nFound\n201\n\n2\n\n1\n\n10\n\n6\n\n14\n\n5\n\n000010\n0809039 011 022 018\nin Schools\n\n375 674 11.33 1726 1240 1184 720 807 347\n\nFOL\n\n37\n\n56\n\nMortalityStatistics\n0.04\n\n3\n\n7\n\nΟι\n\n03\n\n0.04\n\n004\n\n2\n\n4\n\n007\n\nOIS\n\n004\n\nVaccinations\nNo\n\n39559\n\n83934 57.302 70816 23960 96688 TISE B303 45744\nCHART 8\n\n"}
{"page": 414, "printed_page": null, "text": "Department]\n\nA\n\nTEACHER'S\n\nDIPHTHERIA CARRIERS\n\nTUBERCULOSIS\nTUBERCULOSIS(ALL)\n\n-P100.000\nMORBIDITY\nER\n\nDIPHTHERIA\n\nCARRIER\n\nMORBIDITY\n100,000\nP\n. ER\n\n210\n\n176\n\n159\n\n70\n\nPER\n100000\n\nMORTALITY\n\n389\n\nOPPORTUNITY\n\n60\n\n50\n40\n\n3\nYEAR\n\n117\n\n6\n\n20\n\n201\n\nMorbidityStatistics\n١٥\n\n121\n\n8:57\n\n7872\n\n95\n\n10009 12108 13726 14908 16587 15607 10747\nYEAR\n\n78736253203 3958 4132\n\n5158\n\n545.3\n\n500/6318\n\nMortality Statistics\n2900 3786 2763 3006 3908 4804 37.34 3800 3827 3844 2602\n780160919164\n\n1632\n\n1717 1494\n\n1911\n\n5815 3939\n\n1491\n\n1474 1213\n\n198\n\n50\n\n1312 1913\nMorbidity\n\n1:72\n22\n\nGames\nRate for\n\n972\n\nFound in School\nCaree\n\n39\n\n40\n\n40\n\n37\n\n23\n\n147\n\n4\n\n1934\n\n13/5 1916 1917 1918 1919 1320\n\nStatistics\n\nNo\n\n772 1030 2608 34:5 4302 6262 1719 2784 2950\n‫ کد‬137 1381 1367 1709 213 656 124.1 10:35\nFound\nin School\n454 1395 2320 2784\n\n0\n\n14\n\n296\n\n331\n\n336\n\nCHART 6\n\nGERMAN MEASLES\n\nMUMPS\nMumps\n\nGERMAN\n\nMEASLES\n\n१२२\n\n95\n\n‫ده‬\n\nMORBIDITY\n100.000\nP\nER\n\nMORBIDTY\n100.000\nPER\n-\n\n65\n\n60\n\n45\n10\n\n25\n\nYEAR\n\n1830 1411\n\n1912 1913 19\n:4\n\n1915 16\n\n17 1818 139\n\n1320\n\n5\nVEAR\n\nMorbidity Statistics\n2098 2469 2126 8676 3040 1427 1295 806 8\nNo of\n8311019\n\n8601055 1175\n\n544483\n\n756\n\n663 511\n\n426\n\n19:0\n\n1911\n1912\n194\n1315\n1947 1918 1919 1920\nStatis\nMorbidity\n167 136 317 141 302 124191 1455 219 174\n\nRate Per\n\nFound in\n\nSchools\n\n120699 1116 1020 1132 1347\n\n74\n\n59 160 141 122 483 858 555 81 64\nin Schocks\n\nFound\n12\n\n10\n\n‫ور‬\n\n74\n\n36 3/4\n\n346 215\n\n8\n\n"}
{"page": 415, "printed_page": null, "text": "[Child Hygiene\n\nNATIONAL EDUCATION ASSOCIATION\n\n390\n\nSCARLET FEVER\n\nPNEUMONIA (ALL)\n\nSCARLET FEVER\n\nMORBIDITY\n100,000\n-P\nER\n\nMORBIDITY\n-P100.000\nER\n\nPNEUMOΝΙΑ\n\n400\n\n100,000\n-PER\nMORTALITY\n\n500\n\n50\n\n300\n\nPER\n100,000\n\nMORTALITY\n\n190\n\n200\n\nFOXXO\n\n102\n\nYEAR\n\n198\n\n50\n\nTEAR\n\n1917\n\nMorbidity Statistics\nMorbidity Statistics\nN\nCasco\n\nRafeper\nπροόδο\n\n3286\n\n4929 4892 4871 6422\n\n240.8\n\n2195\n\n23\n/\n\n2018\n\n2664\n\nHa of\n\n7706\n\n9034\n\n377\n\n3588 3621\n\n9308\n\n23309\n\n10820\n\nCoses\n\n6427 7422\n\n8703 70,600 3518\n\n3366\n\n868\n\n(3444\n\n1809\n\n4550\n\n8557\n\nAateper\n\n2927 3300 3781 4502 1459\n\n866\n\n3449\n\n5232\n\n68.9\n\nпо\n\n337\n\n160\n\n623\n\n48\n\n64\n\n244\n\n18\n\n44\n\n66\n\n626\n\n501\n\n80\n\n244\n\n258\n\n4505\n\n8889 404.5 1651\n\nMortality Statistics\n\nMortality Statistics\n404\n1512\n\n2574 4077\n\n3560 3867\n\n5018\n\n7000 3355\n\n86.5\n\n657\n\n1093\n\n1576\n\n1970\n\n269.6 1254 1396\n\n620\n\n4\n\n000x\n\n1546\n\n22\n\n1703\n\n474\n\n906\n\n228\n\n386\n\n95\n\n39:5\noud\n\n1946\n\nLIB\n\nAateper\n673\n\nNo of\nCasca\n\n246\n\n31\n\nFoundinSchools\n281\n\n110\n\n192\n\n123\n\nCHART\n\nCHART 5\n\n100.000\nP\nMORBIDITY\nER\n\nMORTALITY\n-P100.000\nER\n\nON\n630\n\n2\n\n231\n\n161\n\n99\n\n90\n\n46\n\n229\n\n64\n\n139\n\n130\n\n67\n\n74\n\nCHART 2\n\n71\n\n292\n\n.\nBYAGES\n\n592\n\n277\n\nDISEASES\nOF\n\n720\n\n452\n\nPor\n\n1228\n\n8\n\n767\n\nCLASSIFICATION\n\n‫ית‬\n\nPo\n\n619\n\nSmall\nTuber\nLobar\nChoeken\nIntense\nFolioWhoop\nEp\nCer\nDipht\nScarlet\n-.\nMeesels\n\n764\n\n154\n30180\n10747\n3984\n4505\n78\n79\n\n952\n406\n\nFoundinSchools\n\nculosis\nan\nMenpha\nMyelitis\nCough\n\n940\n\n409\n\nheria\nFever\n\n877\n314\n\n1554\n2810\n626\n868\n35\n50\n\n2545\n\n5428\n3016\n2955\n2984\n\n2378\n\n20\n\nTTEI\n\n2177\n\n2150\n2656\n383\n3120\n16\n\n53086\n\n4005\n\nNO\n\n10290\n\n2713\n\n81-153\n\n237\n\n126\n272\n19997\n3496\n6759\n28\n\n538\n2191\n4567\n67\n\n2233\n\n2\n\n62\n\n649\n\nMortality Statistics\n\nNO\n\nNe6\n\nNo\n\n362.5 3409\n\n27\n\n10\n\n1940\n\n6980\n\nRecord\n797\n•\n\n7071\n\nNo\n\n6530\n\n2362\nRecord\nRecord\n\n•Recovered\n\n7268\n\n65\n\n0\n\n32\n\n1515\n\nMorbidity Statistics\n7667\n\nтрем\n\n1105\n3115\n3505\n4478\n\n30\n\n541\nRecord\n263\n151\n\n50\n\n40\n\n4154\n7761\n9025\nNo.\n8557\nCases\n\nSchool\n1240\n1124\n482\nAge\n\nHospitalized\n1874\n1531\n\n100\n\nYEAR\n\nCoece\n\nSecondary\n\nCases\n\nDIPHTHERIA\n\nAGE INCIDENCE\n\nNo.\nof\n\nSusceptible\nContacts\n15471\n6431\n1413\n4241\n127.\n\nDIPHTHERIA\n\n"}
{"page": 416, "printed_page": null, "text": "Department)\n\nNEW STANDARDS OF PHYSICAL GROWTH\n\n391\n\nNo doubt if teachers would interest themselves more in the physical\nphase of the child, the physical defects that lead indirectly to truancy\nand delinquency would receive attention early, and thus save the child\nfrom becoming a truant and possibly a criminal.\nNEW STANDARDS OF PHYSICAL GROWTH AND THEIR\nUSE IN NUTRITION CLASSES : ABSTRACT\nB. T. BALDWIN, M. D., IOWA UNIVERSITY, IOWA CITY, IOWA\n\nThe nine basic criteria for formulating standards of physical growth\nare that:\n\n1.\n\nGrowth standards be based on the results of consecutive meas-\n\nurements on the same individual children, since single measurements\ncannot furnish accurate data on how children grow.\n2. All measurements should be carefully made by trained anthropometrists.\n3. Measurements should include the exact date of birth and the\ndate of measurement .\n\n4. Standards should be based on measurements of nude children,\nand the weight of clothing added later according to sex, season, and age.\n5. The standards should be expressed in terms of half-year\nmeasurements .\n\n6. Other measurements other than weight and height should be\nincluded.\n\n7.\n\nThere should be different standards for tall and for short\n\nchildren.\n\n!\n\n8. There should be different norms for native and for foreignborn children .\n\n9. The standards should be based on selected children falling with-\n\nin a normal growth zone and the criteria for selection and the nationality\nof the children be definitely stated.\nNew standards are now being worked out by the writer for the National Health Council, with the co-operation of Dr. L. E. Holt, Dr.\n\nW. R. P. Emerson, Dr. F. A. Manny, Dr. W. T. Porter, representatives\nof the U. S. Department of Public Health, Federal Children's Bureau,\nTeachers College of Columbia University, the Elizabeth McCormick\nFoundation, and other agencies .\nThe lowa Child Welfare Research Station has just published a\n400-page volume on the Growth of Children, by Dr. Baldwin. Part I\nstates the problem under consideration, and discusses the anthropometric service of the Child Welfare Research Station, with some results\n\nfrom 5,772 Iowa children. Part II gives, as original data, 5,000 weight\nmeasurements on 400 infants ; the height and weight of 9,074 infants,\n\nwith comparative curves from other investigations; the height and\n\n"}
{"page": 417, "printed_page": null, "text": "392\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Child Hygiene\n\nweight of 27,912 preschool children ; 600 individual growth curves\nand 1,548 total and partial coefficient of correlation. Part III presents\nan analysis of original data in the anatomical and physiological ages\nfrom 6,500 boys and girls. Part IV includes a historical survey, in\nclassified and chronological order, of 911 investigations in physical\ngrowth in this country and abroad. Part V summarizes in 643 comparative tables of measurernents on infants, preschool children, school\nchildren, and adults under 30 years of age, data from all available authorities, comprising approximately 5,385,400 recorded cases in various\ncountries. Part VI is an annotated bibliography, in alphabetical order,\nof the 911 references on the problem of the growth of infants, children,\nand adults. Part VII furnishes in the form of a supplement the\nEnglish equivalents for the metric units of measurements, since all\ndata are given in the French system. A practical score card is also\ngiven in the English units of measure. Summaries, or conclusions\nare arranged in paragraph form at the end of each section or chapter.\n\nCERTAIN FACTORS IN THE RESPIRATION AND THE CIR-\n\nCULATION IN CHILDREN, AND THEIR INTERCORRELATIONS\nA. W. BRAY, RESEARCH ASSOCIATE IN CHILD WELFARE, UNIVERSITY OF\nIOWA, IOWA CITY, IOWA\n\nThe preliminary investigation, of which the following is a brief\nsummary, was undertaken with a view to obtaining if possible, some\ngeneral physiological criteria of health and physical efficiency. The\nfactors dealt with were the blood pressures, vital capacity, tidal air\nand the usual weight, height, stem-length, and chest measurements.\nOver eighty subjects were examined and every possible effort was\nmade to minimize the disturbing factors.\nThere appears to be a constant relation between the body weight\nunder normal conditions and the vital capacity which may be expressed\nby the formula, Wx/ V.C= C, where x equals .77 and C equals .134.\nIn a selected group of subjects from 8.5 to 35 years, the average deviation of the measured from the calculated vital capacity was 2.2 per\n'\ncent. In a non-selected group of subjects, elementary and high-school\nstudents, the average deviation was 6.4 per cent.\nThe claim that similar constant relation exists between the vital ca-\n\npacity and measurements of the stem-length and the chest circumference is not so well borne out. The relation between the stem-length\nand the vital capacity can be approximately expressed by the formula,\nWx/ V.C.=C, where x equals 2, C equals .235. The average deviation\nbetween the vital capacity as measured and that calculated in the selected group was 4.4 per cent, and the non-selected group 9 per cent. The\n\n"}
{"page": 418, "printed_page": null, "text": "Department]\n\nCOURSE OF STUDY IN HYGIENE\n\n393\n\ncorrelation between the positive and the negative deviations of the\nmeasured from the calculated values of the two formulae was .73 ,\nΡ.Ε. .011 .\n\nCorrelations between the various weight-height indexes of nutrition\nand such factors as the systolic blood pressure, the mean pressure, pulse\npressure, vital capacity, output of the left ventricle per minute, air\nbreathed per minute per kilogram of body weight, etc., were worked\nout on groups of the same chronological age. These correlations\nranged trom .28 to 72, with fairly low P.E. in each case. On the\nwhole the correlations were highest with the Davenport index, W/ H2 .\nIt is interesting to note that in a group of nineteen ten-year-old\nstudents, the correlation between the pulse pressure (within the normal)\nand the intelligence as measured by the Terman Scale, was .68, P. E.\n016. There appears to be no correlation between the vital capacity and\nintelligence in this group, but the more intelligent, as thus measured,\nwere the deeper breathers.\nThe cardio-vascular indices and the Crampton index were calculated\n\nfor different times of the day, and under different working conditions,\nbut no significant results have as yet been obtained.\nTHE COURSE OF STUDY IN HYGIENE ReduceD TO ITS\nLOWEST\n\nTERMS\n\nMAUD A. BROWN, SUPERVISOR OF HYGIENE, PUBLIC SCHOOLS, KANSAS\nCITY, MO.\n\nAim of the classroom teaching of hygiene-to make children healthy.\nUp to date this important subject has so signally failed to accomplish\n\nits purpose that one-third of the children of the country are in definitely\npoor health, while three-fourths fall below the lowest standard of\nefficiency. A record of one-third \" failure\" and more than one-third\nmore \"conditioned\" in arithmetic or spelling would cause the country\nto rise in protest against the inefficiency of our educational system.\nThe reason for this failure has been the lack of any standard by which\nthe teacher can measure health.\n\nThe criterion of success--At last by the application by the very simplest common sense the teachers have been given a means whereby they\n\ncan measure health. The business of childhood is growth. If a child\nstops growing, something is wrong.\nMethods ( 1 ) The periodical weighing, measuring, recording,\nand reporting of results to the parent. The wall-chart and the tag\nof the Child Health Organization leave little to be desired in method\nof procedure in this respect. (2) The wall-chart record of the child's\naccomplishment in observance of health essentials. This chart should\nhang beside the weight-chart, so that a glance from one to the other\n\nis a glance from cause to effect. (3) Informal discussions among\n\n"}
{"page": 419, "printed_page": null, "text": "394\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Child Hygiene\n\nteacher and pupils, emphasizing the causal relationship between the two\ncharts. (4) Laboratory application by the giving of mid-session milk and\nrest-periods to the underweight children of all grades and to all primary children.\n\nVITALIZING THE TEACHING OF HYGIENE\n\nF. M. GREGG, DEPT . OF PSYCHOLOGY, NEBRASKA WESLEYAN UNIVERSITY,\nUNIVERSITY PLACE, NEBRASKA\n\n\"Fumigation is purifying the blood.\"\n\"Mastication is the beating of the heart.\"\n\n\"A common disinfectant is smallpox. \"\n\"The diaphragm is the frame of the body.\"\n\"Respiration is the study about the voice.\"\n\"Pericardium is something that will put you to sleep.\"\nSo run the answers to eighth-grade examination questions in \"fizzology\" in one of the educationally progressive counties in an American commonwealth proud of its educational eminence.\nA fair survey of the physiology and hygiene teaching in the elementary grades reveals three errors in teaching a vital school sub-\n\nject, shortcomings incidental to pioneering for somewhat more than\na generation in one of the relatively modern subjects in the school curriculum.\nThe first of the errors is in the contents of the course. Anatomical\n\nfacts and physiological intricacies must give way to vital hygienic\nprinciples still kept above the level of mere health platitudes.\n\nThe second error is one of aim. Instead of seeking to equip our\npublic-school pupils with a scarcely understood technical phraseology,\nwe must seek to inform, motivate, and train in good health practices.\nThe third error is in the highly significant field of method. Words,\nbooks, and preachments, must give way to the pursuit of health projects, hygienic interests, and sanitary enthusiasms, made compellingly\n\nworthwhile through the use of psychological rather than logical procedure.\n\nNature-study lessons must be the means of approach to every\nmajor and even minor health topic. The use of books will thus naturally\ncome in as a keenly felt desideratum gratefully sought for by mentally\nawakened boys and girls eager to satisfy a worthy hunger for health information and ambitious to attain a high degree of physical fitness.\n\nHow shall we vitalize the teaching of hygiene in the grades ?\n(1) Aim at a vigorous physical boyhood and girlhood. (2) Select\ntopics at the center of the pupil's life interests and needs. (3) Employ the nature-study method as the Midas touch by which to transfer\n\nleaden teaching-practice into golden pedagogy.\n\n"}
{"page": 420, "printed_page": null, "text": "Department]\n\nPLAN FOR SCORING DIFFICULTIES\n\n395\n\nA PLAN FOR SCORING THE BEHAVIOR DIFFICULTIES\nOF SCHOOL CHILDREN\nW. A. EVANS, M. D., CHICAGO TRIBUNE, CHICAGO, ILL .\n\nWe submit for your criticism and advice an outline of the report\nwhich they (a committee of Chicago citizens ) plan to offer to Superintendent Mortenson with the request that it be tried in a few schools\nin the session of 1921-22 to determine its good and its weak points.\n\nThe method proposed is divisible into two parts.\nThe first part seeks to divorce those pupils whose behavior, personality, and conduct are such as will, if unchanged, seriously handicap\nthem in after life in the struggle to get on in the world, regardless of\ntheir intellectual capacity or training. A part of this plan contemplates\nsome training of such pupils to lessen their handicaps.\nThe second part we term vocational scoring since it forms an\neffort to evaluate the aptitudes and capacities of each student as a\nbasis for election of future school work and vocational guidance as\nwell.\n\ni\n\nFor the carrying out of part one there are two score cards. Score\ncard No. 1 is to be filled out by each school teacher for each child in\nhis or her room .\n\nA requisite for this card is that it must be simple ; must ask but few\nquestions, and those capable of being quickly and categorically answered\n-with replies based on easy observation and calling for a minimum\namount of opinion.\n\nThe card as proposed after the usual identifying questions calls for\nreplies to these four questions : ( 1 ) Does the child stand out because\nof bad behavior ? (2) Has the child been truant ? (3) Does the child\nfail to get on with other children ? (4) Is the child troublesome ?\nThe questions are to be answered \"yes\" or \"no.\" The degree of\nthe quality with a \"yes\" returned is indicated by one to four check\nmarks. These cards when filled in are returned to the principal.\nWith these cards as a guide, and in consultation with the teachers,\nthe principal will send some of the pupils to the Department of Child\n\nStudy, some to the Medical Inspector, some to the Department of\nCompulsory Education, some to special schoolrooms , and some to\nother agencies. Most of them will call for no special treatment.\nIt is figured that about two children in each schoolroom will be\nsent back to the teacher with instructions to score him, or her, on\nwhat is termed Score Card No. 2.\n\nScore Card No. 2 begins with usual data identifying the pupil, the\ntime, the schoolroom, and the teacher. It next asks fifty-one questions\nrelative to the family history, the social history, medical history, and\n\nother history of the child, bearing on behavior, personality, and con-\n\n"}
{"page": 421, "printed_page": null, "text": "396\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Child Hygiene\n\nduct. The answers to these questions are to be obtained by teachers,\nschool visitors, and others, and from the parents, as well as from the\nschool and the pupil.\nNext follows forty-two questions, the answers to which serve as a\nbasis for classification of the pupils into one of seven types, namely,\nseclusive type, egocentric type, overactive type, depressive type, neurotic type, unstable type, inadequate type.\nHere again the questions are to be answered by \"yes\" or \"no,\" and\nthe degree of the bad quality is indicated by one to five check marks.\nThe questions relate to rather easily observed characteristics. Technical matters are avoided. No abstract scientific points are raised.\nAn effort is made to call for simple observations as much as possible,\nand to keep away from opinion answers.\n*\n\n*\n\nTEACHING\n\nFIRST\n\n*\n\nAND\n\nSECOND\n\n*\n\n*\n\nGRADERS\n\nHEALTH\n\nHABITS\n\nFLORENCE A. POWELL, OBSERVATION SCHOOL, CLEVELAND SCHOOL OF\nEDUCATION, CLEVELAND, OHIO\n\nIn the first and second grades the main problem of the teacher is\nproperly initiating and teaching right habits. Establishing hygienic\nhabits is the most difficult and most important part of teaching hygiene\n\nWe as teachers must recognize the vast difference between instructing\na child about the principles pertaining to health and inducing him to\nput such principles into action. Health problems must be correlated\nwith the story hour, language, reading, dramatization, phonics, seat\nwork, art, story plays, games, music, supplementary reading and arithmetic. The subject of hygiene then becomes to the child a living subject. Health inspection by doctor, nurse, teacher, or pupils is important in establishing health habits as well as in checking and recording\nresults.\n\nThe credit given for desired results does much to establish\n\ncorrect health habits. Without added expense every elementary schoolroom may be converted into a fresh-air, rest, and nutrition room. The\nchild is the adult of tomorrow, and the type of health habits we teach\nhim determines his future usefulness in låter life.\n\nPHYSICAL EXAMINATION OF PRE- SCHOOL AGE CHILDREN WITH NUTRITIONAL EXPERT IN ATTENDANCE\nH. DE LAMATER, M. D., DIRECTOR OF HYGIENE, CITY SCHOOLS,\nST . JOSEPΗ , ΜΟ .\n\nDefects occurring in preschool children have their inception during\ninfancy. Economic conditions and ignorance on the part of the mother\nare responsible in a large majority of cases. Great stress should be\n\n"}
{"page": 422, "printed_page": null, "text": "Department]\n\nWIPING\n\nOUT\n\nTRACHOMA\n\n397\n\nlaid upon infant's feeding during first two years of life by physicians,\nbut none to any extent after that. Defects discovered upon entrance\nto school by physician and nurses consume time and money. Defective\nnutrition is largely responsible for subnormal, backward children.\nPhysical defects, viz.: rickets, clubfoot, bowlegs, heart trouble, anemia,\ncares of bone and spinal cord, etc., result from parental ignorance, environment, and economic conditions. Cardiac and pulmonary conditions following contagious troubles are caused by ignorance on part\nof both family physician and parent.\nNutritional experts connected with public schools should give in-\n\nstruction to parents on proper valuation of foods to nourish body and\nmind.\n\nNutritional and examination clinics should be held in school\n\nbuildings under auspices of parent-teacher association or other organizations. Clinic should be in charge of trained specialist in children's\ndiseases on full-time basis.\n\nThere should be frequent consultations in the home with mothers\n\nto note progress of feeding instructions and recommendations to all\nschool authorities, as far as practicable to establish clinics of their own,\nwith appointing staff.\nWIPING TRACHOMA OUT OF THE LINCOLN\nPUBLIC SCHOOLS\nKATHERINE H. K. WOLFE, SUPERVISOR OF HYGIENE, PUBLIC SCHOOLS,\nLINCOLN, NEBR .\n\nTrachoma is an ancient infectious eye disease, manifested by in-\n\nflammation, secretion, hypertrophy of the conjunctiva, and trachoma\nfollicles or granules.\n\nIt tends toward the formation of cicatricial\n\ntissue and results in more or less blindness when the cornea is involved.\n\nTrachoma is supposed to have a specific causal germ, but such a germ\nhas not been proved.\nThe Lincoln school health authorities are less concerned with the\n\npathology of trachoma and its differential diagnosis than they are in\neliminating both trachoma and its allied diseases from the schools.\nWhile the majority of cases found in the Lincoln schools are in children\nfrom German-Russian extraction, a number of well-developed cases are\nin American children who came to Lincoln from Florida, Kentucky,\nOhio, Colorado, Kansas, Iowa, Missouri, and Wyoming .\nLincoln has had a trachoma problem since 1908, when cases were\nfound in two school buildings attended by German-Russian-American\nchildren. In January, 1919, the school trachoma campaign received\na new impetus when cases of acute follicular conjunctivitis were\ndiagnosed by an experienced eye-specialist as possible trachoma. An\nemergency was declared to exist and a complete trachoma eye survey\n\n"}
{"page": 423, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n398\n\n(Child Hygiene\n\nfor the school system was recommended by the hygiene department.\nThe city was divided into five sections with a volunteer eye-specialist\n\nin charge of each section. The eyes of all the children were examined\nby the hygiene supervisor and those found to have trachoma or an\nallied disease were re-examined by the eye-specialist, who diagnosed the\ncase and recommended necessary treatment, which was recorded by the\nschool nurse .\n\nThe federal method of treating trachoma was studied at close range\n\nat a Middletown, Ohio, federal trachoma clinic.\n\nSimilar trachoma\n\nclinics were organized in Lincoln, with the difference that there was\ninstituted a follow-up supervision with treatment of each case operated\nupon. It was decided to hold these clinics in a series of three at\nmonthly intervals, the length of the intervals between the series to be\ndetermined later by the requirements of the work. This plan was\nfound to be impracticable and was changed to regular monthly clinics.\nEleven trachoma clinics were held from June, 1920, to June, 1921 .\nDr. John McMullen, the federal director of trachoma, who took\na personal interest in the trachoma activity in Lincoln, sent a federal\ntrachoma specialist to Lincoln to take charge of its first two-day clinic\nand to demonstrate to Dr. W. L. Curtis, the school specialist, the federal\nmethod of treating trachoma.\n\nThe results of this method of treatment have been most gratifying.\nMost of the 108 cases of trachoma or suspicious trachoma treated in\nthe clinic are entirely cured. Some cases are on home treatment under\n\nobservation, and only five cases require further operative treatment.\nLINCOLN EYE SURVEY\n\nTime\n\nNo. Children\n\nNo. Children\n\nPercentage\n\nExamined\n\nFol. Conjunc.\n\nFol. Conjunc.\n\nNo. Children\n\nTrachoma or\n\nPercentage\nTrachoma or\n\nSus. TrachomaSus. Trachoma\n\nSpring 1919 ....\n\n5611\n\n3740\n\n66.7\n\n163\n\n2.9\n\n1919-20 ........\n\n8620\n\n3373\n\n39.2\n、\n\n240\n\n2.8\n\n1920-21 ........\n\n10746\n\n347\n\n3.2\n\n37\n\n.34\n\nNOTE :-As a result of prompt vigorous follow-up work, most of these children\nreceived eye treatment in the office of the private specialists or in the school eye\nclinics which were in operation the year round.\n\n"}
{"page": 424, "printed_page": null, "text": "Department of Classroom Teachers\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident--SARA H. FAHEY, Teacher of Community Civics, Manual Training High School\n... New York, N. Y.\n.. Spokane, Wash.\nSecretary-MARGARET RICHARDSON, Grade Teacher .\n\nThe Department of Classroom Teachers held its annual meeting in Central\nPresbyterian Church, Des Moines, Iowa, Tuesday morning, July 5, 1921, at ten\no'clock.\n\nFIRST SESSION\n\nTUESDAY MORNING, JULY 5, 1921\n\nThe meeting was called to order by the vice-president, Ethel M. Gardner.\nMiss Flora Menzel, Milwaukee, was made secretary pro tem.\nMiss Sara H. Fahey's paper WHAT THE CLASSROOM TEACHERS' DEPARTMENT\nCAN DO TO PROMOTE THE N. E. A. PROGRAM OF EDUCATION was read by the secretary pro tem.\n\nAddresses were given as follows :\nPROFESSIONAL RESPONSIBILITY OF THE TEACHER TO THE BOARD OF EDUCATION-\n\nEdward A. Fitzpatrick, secretary state board of education, Madison, Wis .\nPROFESSIONAL RESPONSIBILITY OF THE TEACHER TO HER COLLEAGUES- Frank Cleve-\n\nland, Manager Bureau of Conventions and Publicity, Milwaukee Association\nof Commerce.\n\nThe nominating committee was appointed, and the meeting adjourned.\nSECOND SESSION-WEDNESDAY AFTERNOON, July 6, 1921\nThe second session of the Department met in Central Presbyterian Church,\n\nDes Moines, Iowa, at 2 o'clock, Wednesday afternoon, July 6, 1921. The president being absent, the meeting was presided over by the vice-president, Ethel M.\nGardner. In the absence of the secretary, Margaret Richardson, Alice J. Macy,\nof Spokane, Wash., acted as secretary pro tem.\nThe following program was given :\nHOW TO TEACH PATRIOTISM-Katherine D. Blake, Principal, New York, N. Y.\nRELATION OF PENSION SYSTEMS TO PERMANENCY OF TENURE-James Ferguson,\nChico, Calif.\n\nNEW PROBLEMS IN EDUCATION-Fred M. Hunter, president, National Education Association, Oakland, Calif.\nTHE NATIONAL LEAGUE OF TEACHERS' ASSOCIATIONS : ITS PLATFORM-Nina O.\n\nBuchanan, president National League of Teachers' Associations, Seattle, Wash.\nWORDS OF COMMENDATION FOR THE LEAGUE-Fred M. Hunter, Oakland, Cailf .\nDESIRABLE WORKING CONDITIONS MORE ATTRACTIVE THAN SALARY-Josephine\nColby, field secretary, American Federation of Teachers, Normal, Ill.\nPRACTICAL REMEDIES FOR TEACHER SHORTAGE-Delia R. Reilly, principal, De\nWitt High School, De Witt, Iowa.\nTHE SCHOOL BUILDING IN ITS REACTION ON THE TEACHER'S WORK-Ethel M.\n\nGardner, president, Milwaukee Teacher's Association, Milwaukee, Wis .\nA short business session followed the regular program. The nominating\ncommittee made the following report : for president, Ethel M. Gardner, president, Milwaukee Teachers' Association, Milwaukee, Wis.; for vice-president.\nSara H. Fahey, Manual Training High School, Brooklyn, N. Y.; for secretary,\nMary Dwyer, grade teacher, Chicago, Ill. Signed by the Committee.\nThe report of the committee was adopted and the secretary instructed to\ncast a ballot for the officers nominated.\n399\n\n"}
{"page": 425, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n400\n\n(Classroom Teachers'\n\nMargaret Haley, Chicago, moved that a committee be appointed by the president to draft a plan of organization in accordance with the suggested changes\nin the by-laws of the National Education Association. The motion was seconded and carried. Meeting adjourned.\n\nALICE J. MACY, Secretary Pro tem.\nTHE TEACHER'S RESPONSIBILITY TO THE\nBOARD OF EDUCATION\nEDWARD\n\nA.\n\nFITZPATRICK,\n\nSECRETARY\n\nWISCONSIN\n\nSTATE BOARD\n\nOF\n\nEDUCATION, MADISON, WIS.\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nThe great professional responsibility of the teacher to the board of\neducation relates to educational policy. It is frequently assumed that\nthis is a matter for the superintendent only and the board of education.\n\nIt is consequently assumed that the teacher has no business with educational policy. The practice in many school systems is to ignore\nentirely the teacher. This presumption leads to what I regard as one\nof the greatest wastes in public education ; the failure to utilize the\nday-to-day experience of the teacher in the formulation of educational\n\npolicies or the other constructive work of the school system a failure\nto utilize the experience of those who have the only direct contact with\nthe pupil. The vicarious experience of supervisors will never take the\n\nplace of this intimate experience. In this regard education lags far\nbehind industry. Even with unskilled workers and certainly with skilled\n\nworkers, industry is, more and more, organizing methods and devices\nto bring to bear upon the probleins of the company this experience, and\nindustry is, more and more, informing the employee of the progress of\nthe company, its problems, its outlook, its plans. And note that industry is not dealing with professional workers nor with public servants.\nIn spite of this difference of personnel, industry regards the co-operation of its workers as essential.\n\nAn important writer on business organization says :\nModern business had been learning rapidly prior to the War and during the\nWar with such amazing speed that for success of any organization the co-operation of the men forming it is essential. To enlist co-operation, these men must\nhave some part in forming the plans, some share in devising the systems. They\nmust be made to feel that the methods are their own. They must be consulted\n\nfrequently and thoroughly concerning the difficulties and encouraged to suggest\nways of overcoming them.\n\nIn education this co-operation must be sought because it is the\nnecessary condition of permanent educational advance. It matters not\nhow perfect or how superior or how finely co-ordinated a school program is unless it can be translated into the attitudes and habits of the\n\nclassroom teacher, it is futile. And the most effective way to make it\npossible to translate policies into classroom habits and technique is to\nhave the teachers assist and co-operate in the formulation of program\nor policy.\n\n"}
{"page": 426, "printed_page": null, "text": "Department]\n\nTHE\n\nTEACHER'S\n\nRESPONSIBILITY\n\n401\n\nIt should be said, therefore, that the enlistment of the active cooperation of all the classroom teachers in the formulation, improvement\nand administration of a comprehensive, progressive, educational policy\nin the community is the most important task of the superintendent.\nThe responsibility of the superintendent is not the responsibility of an\nindividual to the board of education, but it is the collective responsibility\nof the entire professional force to the board of education. Very obvious\nevidence of the fact that this point of view does not exist is that various\n\nforms of teachers' councils are being forced on school authorities, and\nvarious forms of teachers' organizations are necessary in order to get\n\nadequately before the board of education and the public the point of\nview and the valuable experience of the teachers, and the conditions\nthat make or mar her success in the classroom .\n\nThe primary professional responsibility of the teacher to the board\nof education is the responsibility of making available to the board of\neducation, ordinarily through the superintendent, the experience of the\nclassroom. Teachers, of course, should maintain toward their practice\nan attitude of constant effort to improve it. Any fresh material or new\ndevice or method on the technical side should of course be made available\n\nfor the next revision of the course of study or for supplements to the\ncourse of study. And so with all the other experiences of the classroom, in relation to all the professional problems of the school system.\nAn educational policy once determined upon by the board of education and ordered put into effect is not like a law of the Medes and Persians, unchanged and unchangeable. The teacher's attitude toward every\npolicy, however formulated, is one of conscientious effort to put it into\neffect, but with the professional attitude of actually recording experience\nand watching for methods of still further improvement. In educational\nprogram and educational policy there is no such thing as a law of the\nMedes and Persians as a matter of actual school administration and\n\norganization. So the teacher must always bring to bear upon the\npolicies as formulated and put into effect her ripest knowledge and\nparticularly her professional conscience.\nUnderlying this paper is the following conception of a school system :\non the one hand, a board of education made up of representative men\nof good judgment and common sense and sensitive to educational needs ;\n\non the other hand, all the professional workers in the school system\ncharged with a collective professional responsibility for rendering the\nbest service possible and for continuously working toward an improve-\n\nment of the educational service rendered to the community. All professional workers of whatever rank or position are mutually reinforcing everybody else's work, co-operating for the welfare of the whole\nand developing an esprit de corps that makes possible single-minded,\n\n"}
{"page": 427, "printed_page": null, "text": "402\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Classroom Teachers'\n\nwhole-hearted devotion of the professional officers of the school system\nto training of the children.\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nDESIRABLE WORKING CONDITIONS MORE\nATTRACTIVE THAN SALARY\nJOSEPHINE COLBY, FIELD SECRETARY OF THE AMERICAN FEDERATION\nOF TEACHERS, NORMAL, ILL.\n\nService is the highest compensation. Futility is the worst poverty.\n\nThomas Carlyle was asked why he had left the practice of law.\n\"Because money was the only pay I got,\" he said.\nProfessionally minded persons will always prefer satisfactory\nteaching conditions to inferior teaching conditions accompanied by\nhigh salary. Instructors in our universities have for decades preferred\ntheir pay reckoned in hundreds to the salaries of high-school men,\nsalaries which are sometimes reckoned in thousands-just a few\n\nthousands, to be sure, but still, thousands. What is it that they value\nabove money ? ( 1) Association with mature minds in their classes.\n(2) Opportunities for office consultations with students. (3 ) Comparative freedom to create courses of study and to administer them\nin an individual way. (4) More frequent freedom from petty supervision. ( 5) The incentive to continued self-development. (6) A\nlighter schedule in hours with the accompanying time for preparation\nof class work and original research. (7) Readers for papers. (8)\nThe sabbatical year. (9) Access to libraries and laboratories. ( 10)\nThe recognition and social distinction which attend intellectual achievement. ( 11 ) Contacts with the outer world of business and society.\n\n(12) Inter-relationships with other colleges-exchange professorships,\nand service in other summer schools . ( 13) The community life of a\ncollege faculty-often very beautiful in its atmosphere of culture and its\n\ncharming social contracts, \" ... not much bread, but plenty of hyacinths.\"\n(14) Better tenure, which makes this community life possible. ( 15)\nIn a few instances a more democratic organization of the faculty and\nadministrative officers. ( 16) Comparatively greater academic freedom .\nBut some of us do not care to live on Parnassus, and some of us\n\nprefer the contact with little children and with adolescent boys and\ngirls. Desirable working conditions in the elementary and secondary\nschools are conditions which interfere least with the effective contact\nof teachers and child. I have worked with two kinds of administration .\n\nI know the value of the right kind of principal. I knew a high school\n\nwhere in the office of the principal appeared this sign, conspicuously\nplaced: \"Do Right Because It Is Right To Do Right.\" Such was the\ninfluence of this principal that he made of his school a great co\n\n"}
{"page": 428, "printed_page": null, "text": "Department]\n\nDESIRABLE WORKING CONDITIONS\n\n403\n\noperative society, each finding his own in the others' good. On one day\nin each year the routine of the school was administered by the pupils\nof the school. Recitations were conducted, work was graded, reports\nof school work and attendance were turned in to the office by the\n\npupils. The pupils were the sole authority, for not a teacher remained\non the school grounds. The principal himself had put himself beyond\nthe reach of the telephone. The tradition of that school was such that\n\nfor several years the plan operated successfully in the direction of an\nincreasing sense of responsibility, especially among the older boys\nand girls-who in fact deserved the dignity of being called young men\nand young women and a teamwork which I have never known to be\nequaled. To work in that school was in itself a high form of compensation.\nPresident Gilman, of Johns Hopkins, once took Professor Gilder-\n\nsleeve into a room which was furnished chiefly with pupils, a bare\nroom, not a beautiful room, and said, \"Now radiate.\" We need work-\n\ning conditions which will enable more of our teachers to radiate. I\nknow of one teacher who let his light so shine that it penetrated the\nwalls of the classroom and reconstructed a whole nation.\n\nThe nation\n\nwas Denmark, the educator, Bishop Grundtvig. Nikolai Frederik\nSeverin Grundtvig is honored for the fact that he changed his country's\ndestiny as no other educator and few statesmen have done. He lived\n\nthrough a period when the people of Denmark were crushed by a\nsense of political and economic disaster and educational futility. He\nsaw no remedy for the ills of his country but education. Education to\n\nBishop Grundtvig meant rousing, awakening, and inspiring to activity.\nThe essential education was the education of the workers. He never\n\nsaw one of the schools he had called into being, but the Folks High\nSchools are now all over Denmark. Men and women from eighteen to\nforty attend these schools, Denmark has been roused, awakened, and\n\ninspired into activity. It is now a country of generally diffused prosperity, a country in which illiteracy has been reduced to one in fifty\nthousand. What were the desirable working conditions which enabled\nthe teachers of Denmark to be of such great service to their country ?\n\nBecause I must be brief, I shall say it in just three words, \"Freedom\nto radiate.\" The story of the schools of Denmark is, as Kipling would\nsay, another story.\n\nI cannot leave a discussion of desirable working conditions without\n\nmaking a plea for classification of children into ability groups, and\nabove all for smaller classes. But this paper has not attempted to be\nexhaustive. I have attempted to set before you desirable working conditions for the teacher in his threefold aspect: first, the teacher free\n\nto develop in his profession with all which that implies in scholarship\nand rich relations with other teachers ; second, the teacher freed from\n\n"}
{"page": 429, "printed_page": null, "text": "404\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Classroom Teachers\n\nconditions which interfere with effective contact with childhood; third,\n\nthe teacher free to become a leader in the community.\n\nDesirable\n\nworking conditions imply an interlocking directorate in which the\nteacher, the children, and the community consciously co-operate in working for a better civilization in which His will may be done upon earth.\n1\n\nTHE SCHOOL BUILDING IN ITS REACTION ON\nTHE TEACHER'S WORK\n\nETHEL M. GARDNER, PRESIDENT MILWAUKEE TEACHERS' ASSOCIATION,\nMILWAUKEE, WIS .\n\nEverybody knows that the suspension of building operations during\nthe war has intensified deplorable housing conditions throughout the\ncountry. Few people realize, however, that the school-building question, already serious enough on account of the negligence and indifference of the public, has become crucial.\nLack of sufficient school buildings has had the most important\nreaction on the teacher's work. The first result and perhaps the most\nfar- reaching in its effects on educational methods is the crowded class-\n\nroom. ( We should say \"massroom. \" Teachers no longer teach classes .\nThey try to teach masses.) The \"best\" teacher in the eyes of the\nmodern city principal or superintendent is she who can handle the\nlargest number with the least friction. Individuals are lost sight of\nin the mass. There is no time to consider them. Indeed any attempt\n\non the part of any individual to attract attention to his individuality is\nnecessarily repressed.\n\nThe so-called \"best\" teacher is she who can\n\nbring the greatest number up to a certain set standard by a certain\nfixed time and the more uniform the response of the multitude, the\ngreater the success of the teacher-the greatest goal being, of course,\n\n100 per cent . Under these circumstances it is impossible to apply the\nbest methods of teaching, to develop individuality, initiative or even\nmuch character.\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nThough the scarcity of school buildings has had the greatest effect\nupon modern educational ideas, it is nevertheless true that school build-\n\nings are from time to time being erected and in general the modern\ntype is a great improvement over the old from the standpoint of both\nbeauty and utility. At least it has less the appearance of a penal institution.\n\nIndeed, the modern tendency appears to be toward the other\n\nextreme. Skillful architects design imposing structures of cut stone\nand tile to which reluctant tax payers point with pride, and yet too\noften details of construction which are vitally connected with the\n\nteacher's work or convenience are lost sight of principally because the\nteachers who have to do the work in the building are not consulted.\n\n"}
{"page": 430, "printed_page": null, "text": "Department]\n\nTHE\n\nSCHOOL BUILDING\n\n405\n\nMany practical suggestions could be given by the teachers and their\nwork could be much more effectively and agreeably accomplished if\nthese suggestions were carried out. In Oakland, California, all plans\nfor school building must be \"O. K'ed\" by a committee of teachers and\n\nparents. This is a step in the right direction.\nIt is peculiar that in the majority of the graded schools throughout\nthe country so little provision has been made for the comfort and con-\n\nvenience of pupils and teachers outside of the classroom. The worker\nin the average factory, store or office would be horrified if she had to\nput up with the lack of lunchroom, toilet, or restroom facilities which\nmost teachers endure uncomplainingly. It is strange that in a profession, the results of which are so greatly affected by fatigue on\nthe part of either teacher or pupils, so little effort has been made to\nguard against it.\nIf business men find that it pays to build factories to conserve the\nhealth and strength of employees engaged in work of a mechanical\nnature, would it not be worth while to safeguard the health and\nstrength of teachers and pupils so that the delicate psychical process\nof education may be better accomplished ?\nThere is a third aspect of the reaction of the school building upon\nthe teacher's work and that is the care of the building-heating, ventilat-\n\ning, cleaning, and repairing. The improper administration of any of\nthese factors has an immediate and obvious effect upon the teacher's\n\nwork. Children cannot study in a room heated to a temperature of\n80 ° or undress for swimming or gymnastics in a temperature of 50 °\nand yet teachers frequently find themselves confronted with these\ndistressing conditions.\n\nInadequate ventilating systems under incompetent management too\noften serve merely as an excuse for depriving classrooms of the fresh\noutdoor air and for collecting and spreading disease geims. As for\n\ncleaning, office buildings and animal cages at the zoo are cleaned every\nevening, while schoolroom floors are washed twice a year if everything\ngoes well.\nIn an address on \" Minimum Health and Sanitation Standards in\n\nSchools\" Dr. Louis I. Harris, of New York, says, \"Fatigue is greatly\naggravated by any unsanitary condition which may obtain in the school\nor classroom. Excessive heat, poor ventilation, inadequate lighting,\ndust in the air-all of these, and many other environment factors tend\nto aggravate as well as induce fatigue.\"\n\nIn industry it has frequently been possible for experts who study\n\nfatigue to recognize its presence and to estimate its degree by the\namount of spoiled work which is produced by those who are suffering\n\nfrom this condition. Unfortunately, this test cannot be applied in\ndealing with that intangible product of a teacher's labors, namely,\n\n"}
{"page": 431, "printed_page": null, "text": "406\n\nNATIONAL EDUCATION ASSOCIATION\n\nknowledge and character development.\n\n[Classroom Teachers\n\nIt would be of inestimable\n\nvalue if the \"spoiled work\" of teachers as the result of the fatigue\n\nfrom which they may be suffering could be even approximately\nestimated. It would be most valuable to know how many children were\nunfavorably influenced with respect to the acquirements of character\nand knowledge, or were \"spoiled\" or marred in the process of their\n\nmaking as the result of fatigue in the teacher. Unfortunately, it has\nbeen found that workers themselves are not always conscious of\n\nfatigue, nor are their sensations a reliable guide as to its presence.\nFor these reasons too much stress cannot be laid upon the importance\nof having proper and sanitary environment, so that children who spend\na considerable part of their growing years in the school environment\nshall not be unfavorably affected by unsanitary conditions\n\nand teachers\n\nlikewise and so that conditions of work shall not be productive of\nfatigue which may cause a marked susceptibility to disease in both\npupil and teacher, or be reflected ultimately in the character of the\nchildren who come out of our schools .\n\nWhile it is true that no school building, however ideal it may be, can\never compensate for the lack of well-trained teachers, yet proper building conditions can vastly improve the work of a good teacher and\nmaterially lessen the harm which can be done by a poor one. It is the\nduty of educators everywhere to educate the public to build more\nschools and fewer prisons and reformatories; to build better, more\nsanitary schools and fewer hospitals and sanitariums ; to conserve the\n\nenergy of the teacher and reduce the number of attendance and probation officers .\n\n"}
{"page": 432, "printed_page": null, "text": "Department of Deans of Women\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-MINA KERR, dean Milwaukee-Downer College .\nMilwaukee, Wis.\nVice-President-GEORGIA L. WHITE, adviser of women, Cornell University ...... Ithaca , N. Y.\n\nSecretary-KATHERINE S. ALVORD, dean of women, DePauw University ..... Greencastle, Ind.\nTreasurer-FLORENCE L. RICHARDS, dean of women, Winona State Teachers College,\nWinona, Minn.\n\nFIRST SESSION- FRIDAY MORNING, February 25, 1921 .\nThe eighth annual meeting of the Department of Deans of Women opened\n\nFriday morning, February 25, at the St. Charles Hotel, Atlantic City, N. J.\nIn her opening words, the president of the Association, Dean Mina Kerr,\n\nMilwaukee-Downer College, struck the keynote of the meeting by saying that\nthe purpose of such a conference is to bring to the members of the Association\nnew cheer, hope, courage, and power to serve students .\nAfter the announcements of the general and sectional meetings, the president\nnamed the following committees : Nominations-Eva Johnston, University of\nMissouri ; Elizabeth Hamilton, Miami University ; Florence Purington, Mt.\nHolyoke College. Auditing-Pearl R. Wasson, University of Vermont ; Mattie\nC. Ellis, Normal School, Peru, Nebraska. Revision of the Constitution-Georgia\nWhite, Cornell University ; F. Louise Nardin, University of Wisconsin ; Florence\nRoot, Pennsylvania College for Women ; Edith Tuttle, Washington Irving High\nSchool , N. Y.; Anna V. Day, Milwaukee Normal, Milwaukee, Wis.\nFollowing the announcements, the program for the morning session was\ncarried out as published. The general subject was Health and the first speaker,\nDr. Kristine Mann, emphasized the price that must be paid for good health;\nthe reasons for lack of health among women ; the scanty attention that is paid\nto the preserving of health in our educational institutions ; and the need of\nmore dignity and more importance being given to the physical education departments which should have a physician at the head.\nThe next speaker, Miss Stoddard, of the Bureau of Scientific Temperance\nInvestigation, emphasized the health considerations in the enforcement of the\nEighteenth Amendment and presented results of investigations showing how\nalcohol lowers the level of health and effectiveness, together with charts show-\n\ning the decreasing death-rate from alcoholism since the Amendment has been\nin effect.\n\nDr. Welsh, of Goucher College, gave a most excellent address on HEALTH\nINSTRUCTION AND SUPERVISION. After making clear how closely connected are\n\nthe problems of personal and community life with hygienic problems, Dr Welsh\ndiscussed first, the need of adequate courses in health or hygiene in all schools ;\nsecond, that the teaching of health or hygiene must be standardized as is\nEnglish or history; third, that in teaching health, the approach must be normal,\nnot pathological; fourth, the necessity of examination for basis of work with\n\nthe individual; fifth, the individual contact with the girl in not only the care\nof the girl herself but in her relations to others in the community ; sixth, the\n\nnecessity of ample provision for supervised and regulated recreation in the\ninterests of health; seventh, that from high schools and colleges, there is mat\n407\n\n"}
{"page": 433, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n408\n\n(Deans of Women\n\nerial for physiological investigation of far-reaching importance. Dr. Welsh's\nplea was that this department be devoted to sending out through its doors\n\n\"an educated womanhood, able and willing to practice the ways of health.\"\nFollowing the program, Miss Anna Pierce, of the New York State College\n\nfor Teachers, gave a report of the January meeting of the Women's Foundation for Health .\n\nAt the close of the discussion of the general subject of health in colleges,\nit was moved and seconded that the Health Committee of the Association\n\nbring in resolutions at the business meeting regarding the matter of health\nin colleges.\n\nCarried and ordered.\n\nDr. Tracy, Women's Medical College of Philadelphia, presented the plan\nof hygiene in the medical college and spoke of the proposed Anna Howard\nShaw Memorial for Preventive Medicine.\n\nThereupon the meeting adjourned for the sectional luncheons that had\nbeen arranged by the chairmen of the sections.\nSECOND SESSION- FRIDAY EVENING, FEBRUARY 25, 1921 .\n\nAt the evening meeting, Mrs. Carrie Chapman Catt in her subject, THE\nNEW CALL TO WOMEN, presented the important and timely problem of women's\nnew responsibility as to suffrage. Because of the speaker's close association\nwith the struggle which ended with the Nineteenth Amendment and her clear-\n\nsighted vision of what is still to be done by women, Mrs. Catt's address made\na very real contribution to the program of the Association.\nThe informal reception which followed the address gave the audience an\nopportunity to greet Mrs. Catt.\n\nTHIRD SESSION- FEBRUARY 26, 1921 .\nThe business meeting was called to order by the president and the minutes\nof the seventh annual meeting were read and approved. The secretary reported\nthat to date there is a paid membership for this year of 139 as against 97 in\n1920, and that 190 have registered at this meeting.\n\nThe Committee on Nominations, Miss Johnston, Mo., chairman, reported\nthat the only vacancy for this year is that of vice-president. The Committee\nnominated Miss White, of Cornell, who was elected to succeed herself.\nThe Committee on the Foundation of Health, Miss Wells, Indiana University, chairman, presented the report of the representatives of the National\nAssociation of Deans of Women in the House of Delegates of the Women's\nFoundation for Health, together with the following resolution :\nWhereas, The National Association of Deans of Women indorses the fundamental belief of the Women's Foundation for Health as follows :\n\"The fundamental belief of the Women's Foundation for Health is that\n\nhealth is normal and realizable. It defines health as the condition of being\nwhich allows an individual the full development and mastery of herself, the\n\npower of her physical body, her mental processes, her emotional force, her\nspiritual expression. Fully recognizing the importance of proper treatment of\ndisease when it occurs, and of prevention, the Foundation purposes education in\nthe building of health.\n\nWhile recognizing the collective responsibilitiy for\n\nreceiving sanitary, hygienic, economic, and recreational conditions favorable to\n\nwell-being, it rregards the attainment of health as a matter of individual and\npersonal responsibility.\nTherefore, be it resolved, That the ideals of the Foundation for Health\n\nwhich are also our ideals, can best be realized by (1 ) The establishing and\nperfecting in our educational institutions, adequate departments of health or\nhygiene for all students, which shall be equal to other departments in recogni-\n\ntion, in budget, and in academic credit, and (2) That this department shall\ninclude instruction in individual and community hygiene, proper treatment of\ndisease when it occurs, prevention, and physical training and athletics.\n\n"}
{"page": 434, "printed_page": null, "text": "Department]\n\nSECRETARY'S MINUTES\n\n409\n\nThe Committee on Standing Relations, Miss Potter, Northwestern, Chairman. In addition to the report, the chairman spoke of the generous response\n\nof organizations in placing material before the Association which is available\nat the door of the conference room.\n\nA recommendation was made that a committee be appointed to take up the\nrelationship to state organizations of deans of women and the president appointed the following members on such a committee: Anna E. Pierce, chairman,\n\nNew York College for Teachers; Katherine W. Jameson, University of Arizona;\nMargaret Knight, Pennsylvania State College.\n\nThe Committee on Publications, Miss Doan, Earlham College, chairman.-The\nreport of last year's conference was sent to various educational journals and material has been collected relative to forward-looking work in colleges, which\n\nwill appear in the A. C. A. journal, as soon as it is organized. The committee\nrecommends that material of this type be given wider publicity through \" School\nand Society\" and other educational journals. Report accepted.\nThe report of the special committee on revision of the constitution, Miss\nWhite, Cornell, chairman. The committee reported that they were recommending no changes at this time but that a committee should be appointed to consider\nchanges in the present constitution and present a report next year. The report\nwas accepted and the following committee was appointed to report at the\nnext annual meeting : Thyrza Amos, University of Pittsburg, Chairman ; F.\nLouise Nardin, University of Wisconsin ; Florence Root, Pennsylvania College\nfor Women ; Anna V. Day, Milwaukee State Normal School ; Anna E. Pierce,\nNew York State College for Teachers ; Edith M. Tuttle, Washington Irving\nHigh School.\n\nMiss Florence Jackson, of the Women's Educational and Industrial Union,\nmade announcement of a list of graduate fellowships open to women, which\nwill appear the last of March, prepared by the Union and issued by the\nA. C. A.\n\nAt the suggestion of the president, a motion was made and carried that\nthis Association through the secretary send a message of greeting and good\nwishes to the former president and secretary.\n\nThen followed the appointment of standing committees for the next year :\nHealth-Agnes E. Wells, Indiana University, chairman (2 years ) ; Anna E.\nPierce, New York College for Teachers (4 years ) ; Jean C. Palmer, Vassar\nCollege (3 years ) ; Harriet Dalton, Lincoln High School (1 year ) . Relations\nto Other Organizations-Anna Klingenhagen, Oberlin, chairman ; Mary Ross\nPotter, Northwestern University ; Kathryn Sisson Phillips, 316 W. 94th St. ,\nNew York ; F. Louise Nardin, University of Wisconsin; Ada Comstock, Smith\nCollege. Publications-Pearl R. Wasson, University of Vermont, chairman ;\nMartha Doan, Earlham College; Irene Nye, Connecticut College for Women.\n\nSectional chairmen-State Universities, Agnes E. Wells, Indiana University;\nColleges, Florence Root, Pennsylvania College for Women ; Normal Schools,\nAnna V. Day, Milwaukee State Normal School ; High Schools, Mary C. Robinson, High School, Bangor, Me.\n\nMiss Pierce presented a plan for revision of the constitution and a copy\nwas filed for consideration.\n\nAt this time, Miss Kerr left the chair, and Miss White, the vice-president,\npresided for the remainder of the morning session.\n\nThe first speaker of the morning was Susan Miller Dorsey, superintendent\nof schools, Los Angeles, who discussed the POSITION AND RESPONSIBILITY OF\nWOMEN IN PUBLIC EDUCATION. The question was taken up from the point\n\n"}
{"page": 435, "printed_page": null, "text": "410\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Deans of Women\n\nof view of the public schools and the speaker made very clear the need of a\nsane progressive policy for women.\nSarah Louise Arnold, dean of Simmons College, presented A CIVIC OPPORTUNITY FOR WOMEN.\n\nAfter stressing the danger to the teacher or admini-\n\nstrator of living within the walls of the school and the obligation of the\nprofession to give, not receive, Miss Arnold emphasized two forms of service\nwhich should receive attention-the moonlight schools of Kentucky and the\nGirl Scouts.\n\nEmma Hirth, director of the Bureau of Vocational Information, presented\nin a brief but convincing way the present situation as to business and professional openings for women. At present there are not so many positions as\nsupposed because the workers are not ready for them. There is need of graduate\ntraining, of steady work rather than excitement, and of more complete understanding of the standards of the kinds of business women desire to enter. The\nplea was for more trained workers.\nAt twelve o'clock the meeting adjourned for the luncheon at which the\n\ngeneral subject of international relations among educated women was discussed,\nwith reports from two of the American representatives to the International\nFederation of University Women held in London, in the summer of 1920. Dean\n\nAda Comstock, Smith College, and President M. Carey Thomas , Bryn Mawr\nCollege, gave interesting and stimuating talks on the possibilities of friendliness,\ninterchange of students and of educational ideas among university women\n\nthrough the International Federation.\nKATHARINE SPRAGUE ALVORD, Secretary.\nHEALTH INSTRUCTION AND HEALTH SUPERVISION\nLILIAN WELSH , M. D., PROFESSOR OF PHYSIOLOGY AND HYGIENE, GOUCHER\nCOLLEGE, BALTIMORE, MD .\n\nToday we look to the high-school graduate, the normal-school graduate, and the college graduate for leadership in those movements which\nare destined permanently to improve the human stock and the environmental conditions of living. The most pressing problems of her personal life, and of her relations to the community life are fundamentally\nhygienic problems. Is it not, therefore, the duty of those who are\nparticularly charged with the study and observation of the results of\neducation and the needs of education in their practical bearings on\nhuman conduct and I take it that this is one of the great functions\nof women deans-to consider methods by which we shall see to it\n\nthat these educated women shall have during their later school years\nan entrance, at least, into the field of hygiene and an educated outlook\n\nupon its problems ? It is for us to see that the educated woman shall,\nin the process of her education, become acquainted with the newer\n\nknowledge of health and of the methods of its practical applications\nto her own well-being, to that of the family, of the community, and\nof the race .\n\nOn account of its fundamental importance to the welfare of the\nindividual, of the family, and of the race, every girl is entitled, in the\nprogress of her school education, to receive adequate health instruc\n\n"}
{"page": 436, "printed_page": null, "text": "Department]\n\nHEALTH INSTRUCTION AND SUPERVISION\n\n411\n\ntion adapted to her age and to her intelligence. Until our colleges\nprovide adequate courses in hygiene and public health we cannot expect\nadequate courses in secondary schools. While health propaganda by\nisolated lectures, moving pictures, and other popular methods may\nserve a useful purpose in presenting health problems to the general\npublic, if health education in the schools is to be placed on any permanent foundation it must have a place in the curriculum. That such\n\ncourses are not generally given in high schools or colleges is proved\nby the dearth of suitable texts, and, until very recently, the lack of\nhigh-grade journals devoted to hygiene and health.\nThat such courses on health and hygiene as are found in curricula\nof high schools, normal schools, and colleges are not standardized is\nproved by the fact that we have no associations of teachers of hygiene\nand health in colleges and secondary schools, such as we have for\nEnglish, for mathematics, or for history. That various associations\nexist which give consideration to the teaching of phases of health\neducation such as physical training does not invalidate the statement.\nBecause of the lack of any agreement as to the content of a course\n\nin hygiene for high schools and colleges, and because the occasional\nlecturer is apt to emphasize some special hobby it is extremely difficult\nfor the deans of women and girls who are often the sole advisers\non health matters, to discriminate between the essentials and the non-\n\nessentials. The inexperienced adviser is apt to overlook what is really\nharmful and emphasize what is only a source of irritation. After all,\nthe hygienic code is simple and we all stand on pretty firm ground when\nwe give advice on food, air, cleanliness, rest, sleep, and exercise, and\nthat is about as far as the layman can safely go. Nor does the student\nhave to come to high school or college to learn about fundamental\nhealth habits.\n\n\"She knows the right and yet the wrong pursues.\"\n\nWe urge the teaching of hygiene in high schools and colleges not in\norder to teach a student what to do and how to do it, but that she\n\nmay learn the why of the doing. Our teaching is building for the\nfuture. We must make these young people understand in how far\nheredity, environment, personal habits are the determining factors in\nthe health and happiness of the individual and their importance to the\nracial life.\n\nOver thirty years ago, the teaching of physiology was introduced\ninto public and private schools in the interests of the movement against\nthe use of alcohol and narcotics. Doubtless that teaching, poor as it\n\nwas and wrong as it was in scientific statement, had much to do with\nthe progress of the prohibition movement and its success in less than\na generation. Today a similar insistent demand comes in the interest\nof the movement known as social or sex hygiene. While the control\nof the venereal diseases and the suppression of prostitution form the\n\n"}
{"page": 437, "printed_page": null, "text": "412\n\nNATIONAL EDUCATION ASSOCIATION [ Deans of Women\n\ncore of the sex-hygiene movement from the standpoint of administrative public health-the more fundamental problem is that of chang-\n\ning the mental attitude of society toward questions of sex-to create,\nas it were, a healthy mindedness in regard to sex in its relation to\nhuman life.\n\nThis is the great task of sex education. I am confident that the\neasiest, if not the best, approach to sex education in any formal instruction is through well-organized courses in the general subject of hygiene;\nand if no other reason existed for such courses, this one alone would\n\nbe sufficient. But whatever formal instruction may be undertaken\nin sex hygiene in a school, it is of primary importance that those standing in an advisory or supervising relation to girls should themselves\nthink straight on questions of sex.\nWhatever the place health instruction may have, now or in the\n\nfuture, in the curricula of the higher schools, the ultimate problem of\nthe conservation of the health of the individual student is the super-\n\nvision of the individual. Methods of public-health administration are\nrapidly becoming intensely individualistic. The campaigns against\ntuberculosis and other infectious diseases, the infant-welfare movement,\n\nthe medical inspection of schools, the social-service work of hospitals\nand dispensaries all have demonstrated the necessity of \" follow-up\"\nwork if public-health work is to be effective.\n\nMedical and physical examinations in secondary schools, in colleges,\nand in universities originally undertaken to determine the fitness of\n\nstudents for engaging in gymnastics or athletics are now undertaken\nto fix a starting-point for the promotion of the health of each individual\n\nstudent. Effective health supervision, having ascertained the physical\nand mental condition of the student on entering the school, will see,\nfirst, that the school does the student no harm; and second, will endeavor to improve her health and her attitude toward health. It must\nprotect the student from the school and the school from the student.\n\nEffective supervision in girls' schools needs, whatever other provision\n\nmay be made, the services of a woman physician with special training\nin public health. That ample provision should be made for all those\n\nactivities which center around the college gymnasium and athletic\nfields and that all such activities should have adequate health supervision needs neither discussion nor defense. A department of health\nshould make provision for health investigation. A properly organized\ndepartment affords an opportunity to follow up for four years the\ndaily lives of hundreds of girls between the ages of fourteen and\ntwenty-two, and this opportunity should be improved to study certain\nphysiological problems of great importance and interest to women, for\n\nexample, to ascertain and fix standards of physical efficiency; and to\n\n"}
{"page": 438, "printed_page": null, "text": "Department]\n\nTRAINED\n\nWOMEN\n\nIN\n\nEDUCATION\n\n413\n\nscotch, as it were, the snake of tradition as to the functions and disabilities of the adolescent girl .\nPOSITION AND RESPONSIBILITY OF TRAINED WOMEN\nIN EDUCATION\nSUSAN M. DORSEY, SUPERINTENDENT OF CITY SCHOOLS,\nLOS ANGELES, CALIF .\n\nPresumably this subject contemplates primarily the position and\nresponsibility of trained women engaged in the actual work of publicschool instruction and administration.\n\nThe trained woman who is in\n\nthe home or engaged in some other occupation than that of teaching\nhas a responsibility to public education quite as significant as that of\nthe actual teacher. No citizen may escape responsibility for this distinctively American institution, since its prosperity depends upon the\nintelligent oversight and sympathetic support of trained men and women\noutside the group of professionals quite as much as upon teachers and\nsuperintendents, and it is the trained person whose help must be had.\nNothing is more dreaded by school people, and justly so, than estimates of school procedure and of the school product made by persons\nnot qualified to pass judgment. Such estimates often based on unwarranted assumptions and wholly insufficient evidence, though none\nthe less urged with insistent assurance, tend only to confuse the public\nmind and to create wrong impressions and convictions difficult to\nremove.\n\nThe trained woman outside the public school with her leisure, her\n\nknowledge of life, her ability to sense situations should in some way\nbe drawn into a closer, more interested, more helpful relation to that\n\ninstitution. Her constructive suggestions are needed and above all,\nher help in winning the support of the public for progressive measures.\nEspecially is there a place for trained women on boards of education\nand in centers of large population. Only trained women should attempt\nto serve in this capacity because of the varied, important, and difficult duties of the position. To refer to a few of these: the intricacies\nof school law, which even legal advisers often bungle to the infinite\ncost of the schools, need to be understood in their broad outlines by\nboard members; the business of a large city-school district is \"big\n\nbusiness \" it involves the purchasing of enormous quantities of supplies, the maintenance and repair of school plants, the financing of\nsalaries, the administering of bond moneys all of which call for experience and good judgment in matters of finance; even more than\nbusiness ability in board members is there a need for patience, poise,\nand discretion in dealing with the general public.\nTrained women with no aspiration except the service of children,\nsociety, and our loved land are needed, as well as fine men, to hold\n\n"}
{"page": 439, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n414\n\n[Deans of Women\n\nthings steady, straight, and true, to see that children have a fair chance\nin this land of boasted free public schools..\n\nIt sometimes seems as though trained women were still giving in\ntheir clubs and kindred organizations a disproportionate amount of time\nand energy to agitation for social and educational betterment while\nshunning somewhat those arduous and responsible positions where\ndecisions must be made and the measures initiated which bring results.\n\nListening to finished, well-conned lectures of theorists and propagandists\nwill not cause a reluctant public to tax itself for educational betterment\nmuch less secure the consummation by ceaseless effort of those advances\n\nwhich public education must make to meet the changing needs of a\nprogressive civilization.\nAs to the possibilities of creating or developing new positions for\nwomen in this field of endeavor, existing offices do not by any means\nexhaust the openings or complete the tale of service that may be rendered by trained women in the public schools. That they should seek\nto fill in the teaching profession only those higher positions now largely\noccupied by men is a great oversight. There are undeveloped possibilities of higher service much more to the liking of women than those\nalready existing which will prove as diversified, as desirable,\nas remunerative as the better ones already existing and which will be\nin a real sense the inalienable offices of women because none but\n\nwomen can suitably fill them. To illustrate my point : Twenty-five\nyears ago, in what was then a small Western city, a thoughtful woman\nin the one high school of those days became convinced that there was\nin the school a work which should be done by a woman, and that it\nwas of equal importance with that of the principal. She accordingly\nwent to the Board of Education and presented the case, pointing out\nthat girls at the adolescent age in high school, in the interests of good\ntaste and good morals, should be under the especial supervision of a\nwoman; she explained that delicate situations and perplexing home\nproblems often arose in a young girl's life with which a male principal\nshould not be made acquainted; that the finest sensibilities of a young\ngirl must be offended when obliged to report to a male principal for\nexcuses; that unscrupulous girls took advantage of the situation, knowing that explanations could not be insisted upon and that as a result\nloose habits of veracity and punctuality were engendered. The woman\nwas made vice-principal of that high school. Today there are thirty\nwomen in that city holding similar positions of trust and service because one woman had the vision of a new service that needed to be\nrendered.\n\nTo illustrate my point by another instance: A few years ago in\none of the Western cities another woman of social vision realized that\n\nmuch of the work done for foreign children in the public schools failed\n\n"}
{"page": 440, "printed_page": null, "text": "Department]\n\nTRAINED\n\nWOMEN\n\nIN\n\nEDUCATION\n\n415\n\nof its fullest realization because the parents, especially the mothers,\nremained utterly foreign and uncomprehending. This woman conceived the idea of a teacher who should be attached to the public schools\nand serve as a medium of understanding between the home and the\nschool.\n\nShe was to be called the home teacher and her duties were to\n\nbe as diversified as the needs though unified through the one aim of\n\nbringing the foreign parents within the range of the educational opportunities of the school. In a single city of that state, there are now\n\nthirty- four home teachers working daily in the foreign districts .\nThese two instances illustrate how unexplored fields of school ser-\n\nvice which are woman's very own may be developed into new positions\nof opportunity for trained women. New positions of trust and responsibility must evolve out of the broader conception of the public\nschool as the conservator and promoter of national well-being. To\ndevelop such openings for service is the responsibility of trained women\n\nwhile they must at the same time be watchful to advance present\nstandards of performance and to give a tone of dignity and reasonableness to the profession while insisting always on progressive policies.\nA consciousness of the responsibility to do well whatever they\nundertake acts as a deterrent many times when positions of importance\nare offered to women. Added to this is the overdrawn publicity whenever a woman is chosen for a position of more than ordinary educational prominence. Is it not time for trained women to accept respon-\n\nsibility as a matter of course, and for those in the more arduous positions to be spared the embarrassment of frequent references to their\nstatus as one of exalted singularity.\n\nWhatever else is expected of trained women in public education, it\nis incumbent upon them to see that they exalt the educational aspects\nof their work. The position of vice-principal or dean in a high school\nshould never degenerate into something akin to a matron's task. Principals of elementary schools, so many of whom are women, need to\nbe constantly exhorted to function educationally in the community and\nin the school, to be leaders and instructors of their teachers, not clerks\n\nand managers of detail. Surely trained women can be depended upon\n\nto find ways of apportioning the detail work so that time may be had\nfor the great business of education, for whatever else the public school\nmay be set to accomplish, its first and absorbing mission is the intellectual and spiritual training of children .\nTo establish in the minds of the people a conviction of the necessity\nof public education and the peril of any abatement in its activities seems\n\nto be peculiarly the responsibility of trained women inasmucn as the\npublic school with its compulsory education, its day nurseries, its clinic,\nits numberless humanizing activities is fast becoming the greatest single\n\n"}
{"page": 441, "printed_page": null, "text": "416\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Deans of Women\n\nfactor in the conservation of the child, and the child is woman's charge.\n\nSo critical is the situation at the present time that the American people\nunderstand the value and possibilities of their schools and the necessity\nof supporting them ungrudgingly that it forces an obligation upon\ntrained women to assume as their peculiar responsibility the interpretation of public education to the public.\nTHE INTERNATIONAL FEDERATION OF UNIVERSITY\nWOMEN\nADA COMSTOCK, DEAN SMITH COLLEGE, NORTHAMPTON, MASS.\n\nThe International Federation of University Women was organized\nlast July at a conference held at Bedford College, London.\n\nRepre-\n\nsentatives were in attendance from fifteen countries-England, Canada,\nthe United States, Czecho-Slovakia, France, Holland, Italy, Spain,\nAustralia, Belgium, Denmark, India, Norway, Sweden, and South\n\nAfrica-in eight of which countries organizations of university women\nalready exist. In spite of the diversity of its membership the con-\n\nference succeeded in performing three important tasks. It set up\nthe organization of the Federation, it defined the purposes to be achieved, and it named the methods first to be employed. Professor Caroline\n\nSpurgeon was made president of the Federation, a council was created,\nand the date of the next conference was set for the summer of 1922.\n\nThe International Federation of University Women is in no way\na propagandist organization. It has no theories of education, politics,\nor economics to disseminate, nor does it seek to enforce uniformity\n\nof any kind among its members. It is based on two beliefs.\n\nOne\n\nof these is that education the world over can be greatly enriched by\n\nthe free exchange, among the countries, of teachers and students. To\nthis end the Federation will do all that it can to promote such ex-\n\nchanges, and will coöperate gladly with all existing agencies engaged\nin such work. A plan of coöperation with the Institute of International\nEducation, the American Council of Education, and the American\nUniversities Union in Great Britain has already been worked out. But\n\nit is not only in colleges and universities that the Federation hopes to\nbring about some increase in international interchange and friendliness. By means of club houses and hostels in the centers which\n\nuniversity women visit, and by the organization of committees of\nhospitality, the Federation hopes to bring about personal friendliness\nand understanding among the college-bred women of the world. The\nInternational Federation of University Women will have served a\ngreat purpose if in times as unsettled as these it has been a means,\nhowever limited in scope, of promoting international comprehension\nand good will.\n\n"}
{"page": 442, "printed_page": null, "text": "Department]\n\nFUNDAMENTAL ETHICAL PROBLEMS\n\n417\n\nFUNDAMENTAL EThical problems OF TODAY\nPEARL R. WASSON, DEAN OF WOMEN, UNIVERSITY OF VERMONT,\nBURLINGTON, VT.\n\nIn any brief consideration of fundamental problems of today it is\nnecessary that we should differentiate between superficial tendencies\n\nwhich we may designate \"phases of youth\" and deep-lying conditions\nwhich form the basic root of modern problems. What is the relation-\n\nship of these more or less superficial outbursts of youthful activity to\nthose problems which voice fundamental reactions to life and which\n\nmay manifest themselves in more or less changing ways but which\nremain, under erratic outbursts, as the basic structure of our modern\n\ncivilization ? Broadly considered, then, what are the deep-seated ethical\ncharacteristics of this generation ? What is the prognosis for the social\nand ethical standard of the generation just ahead of us ?\nLet us briefly state some of the symptoms which cannot be explained\nas war by-products because they were beginning to be manifest before\nthe great world-conflict had cast a preliminary shadow. What is the\ncause for the tremendous restlessness, the intense individualism, the\nclamorous demand for a selfish, unrepressed personal freedom, the right\nof the individual to seek and demand gratification of his or her personal\nwill, regardless of tradition and oblivious to many ethical standards\nwhich we, perhaps conservatively, consider foundation stones of civilization.\n\nThe ever-present conflict between things as they are and a \"desire for\na change\" has been accelerated, during the past one hundred and fifty\nyears, by scientific discoveries and the steadily developing progress of\nindividual freedom. Psychological research has opened a new field, one\nwhich appeals to personal egoism. We have become accustomed to\nthe microscopic study of ourselves and have at times unduly emphasized\nour individual importance to the universe. There has been a more or\n\nless unconscious slogan that all the evils of the world may be attributed\nto repressed desires. This philosophy has permeated our art and our\nliterature.\n\nAt times the \"lid seems to be off\" all reticence.\n\nThe in-\n\nfluence of this \"probing and specifying of human emotion\" is showing\nin all fields of modern life.\n\nRadicalism of the most advanced kind\n\nis answering every criticism or mild protest with the modern catchword, \" repression.\" The danger from repressed desires has been\namplified but the conclusion added by trained neurologists seems, in\n\nmany instances, to be forgotten. The repressed energy must be released but no authority can be found to insist that the energy must\nbe released in the form of the original desire. A definite substitution\nof outlets for constructive energy following self-analysis may be the\n\nmeans of a progressive policy of real advancement. An insistence upon\n\n"}
{"page": 443, "printed_page": null, "text": "418\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Deans of Women\n\nthe right of the individual to realize his individual desire must inevitably\nlead to chaos .\n\nWhat is our modern ethical standard? Is it expressed in the movie\ncomedies, in the exaggerated dance, in the unrepressed magazine ? I be-\n\nlieve that these are manifestations of nothing more than superficial reaction, a lack of a blazed mental and spiritual trail. The law of substitution\n\nis the logical sequence of psycho-analysis. Let us turn to literature\nin our search for an expression of ideals. Modern prose may seek to\nspeak with ungoverned tongue concerning the great elemental passions\nof nature and of man, but in modern poetry we find the deep ethical\nfeelings, the triumphant chorus of the present generation that \"man\nis no longer the almost helpless sport of natural forces, but the inheritor of powers by which he may before long master and direct them.\"\nThe youthful mind is ready for conviction: the youthful soul will\nfind it; and the solution will be based upon fundamental law. The\nnew freedom and steady progress must rest upon a lesser emphasis of\n\nindividual desire and a greater emphasis upon individual responsibility.\nDOES THE COLLEGE EMPHASIZE SERVICE FOR OTHERS\nTO THE DETRIMENT of PERSONAL DEVELOPMENT\nFLORENCE PURINGTON, DEAN, MOUNT HOLYOKE COLLEGE,\nSOUTH HADLEY, MASS .\n\nWe all agree that there can be no true personal development apart\nfrom service for others, neither can there be efficient service except\nas it results from personal development of the best type. Our problem\nis to keep the proper balance between the two and to decide where\nand how the emphasis shall be put at different periods in the life of\nan individual.\n\nThe problem is a rather more difficult one for a college located\nin a city where students are very closely in contact with the currents\nof life in the outside world than for a country institution.\nThe public in its attitude toward the college, and the students themselves in their attitude toward their college work are likely to forget\nthat the main concern in the four short years of college life should be,\nnot the student's active service to the community, but the mental development of the student. Although filled with a desire to serve others, she\n\nshould somehow be made to feel that her chief business in college is\npersonal enrichment of mind and character and the training of her\npowers for what lies ahead-not active service at the moment.\nThe college then has two duties to perform: first, to convince its\nstudents that there is need of development, that it offers priceless\nthings that can be secured only by interested effort on their part; and\nsecond, to persuade the public that young women are not in college to\nbe exploited by every kind of organization outside.\n\n"}
{"page": 444, "printed_page": null, "text": "Department]\n\nTHE EMPHASIZING OF SERVICE\n\n419\n\nA limited amount of outside work-service for others may be a\nreal stimulant to the best intellectual development. It furnishes an\noutlet for the interests and enthusiasm of young people and keeps their\ncollege work from becoming irksome and stale. It may be to certain\ncourses in economics, history, or literature what the laboratory is to\ncourses in science, or the studio to the study of art. But if work in\n\nchurch, in settlement, in homes of the poor or unfortunate, or with study\nclasses of young people is to serve such a purpose, it must be a part\nof a carefully organized and intelligently supervised effort. Otherwise\nfalse standards of work are established, the student is satisfied with\n\nineffective efforts, and nothing is accomplished for others and worse\nthan nothing for herself. Much of the work undertaken by college\nstudents, so far as my experience goes, has been of the unsupervised,\nirregular, slipshod, ineffective kind.\nA healthy interest in civic and national matters creates a desire\nfor reading and is a stimulus to personal development. I believe such\nan interest should be encouraged, and certainly in a college located as\nMount Holyoke is there is little danger of overmuch active participation in these matters. If there were danger of giving much time\nto such activities I should think it wise to set a limit in some way. For\n\nexample, it would seem to me most undesirable to have students involved\nto any extent in so-called Americanization schemes until some more\ndefinite aim and plan has been evolved.\nIt has seemed to me that the organizations in college which are connected with those outside ought to be carried on more especially to\n\nserve the peculiar needs of the college community. Could the Christian\nand social organizations, for example, spend less time in organization\nand activity that has to do with the outside world and study college\nproblems, college ethics, college atmosphere, and college responsibility,\nthey would accomplish more that was worth while. The colleges need\nto emphasize good manners, morals, honor, love and appreciation of\nthe beautiful, refinement, culture in its best sense, character. The\n\nimportance of scholarly habits and scholarly interests should be often\nstressed.\n\nInstructors who can really interest the student in art, in\n\nliterature, in philosophy, in history are solving the problem to a large\ndegree. Much can also be done by the faculty outside the classroom by\ntalking with students unaffectedly as friend with friend, about subjects that are vital. There is too much talking down to the student,\n\ntoo little giving her credit for interest in serious, worth-while things.\nOnce she is expected to be interested and to have opinions she seldom fails to respond. Much more could be done also by choosing\nlecturers more carefully with a view to stressing personal development.\n\nA few lectures by Dr. Goldthwaite aroused groups of students to re\n\n"}
{"page": 445, "printed_page": null, "text": "420\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Deans of Women\n\nform in dress ; a lecture by Mr. Powis on the Bronté sisters stimulated\nreading of their work for many months.\n\nI am inclined to think that a large proportion of our students read\nas much as time will allow.\n\nOne difficulty is that so many of them\n\nread very slowly, so that they are barely able to cover their assignments. Professor Scott, head of our Department of Education, has\nbeen trying some interesting experiments with students with a view\nto increasing speed in reading and the results have been quite satis-\n\nfactory. If some method could be devised for giving such training\nto those who read very slowly it might be of great help in securing\na wider interest in reading. Those who do read outside what is required in their courses, too often confine their choice to the Woman's\n\nHome Companion, Ladies' Home Journal, Saturday Evening Post, and\na light quality of fiction. The cause generally goes back to the home\n\nand there seems little prospect of bettering things greatly unless in some\nway the home can be reformed. Some, probably most, who specialize\nin literature, history, or philosophy gradually develop a taste for good\nreading. If there were time for old-fashioned reading circles, they\nmight be of help. One member of cur English Department did a great\ndeal to arouse interest in reading by herself reading to her students\n\noccasionally on Sunday evening. She was very particular to have the\nsetting for these occasions just right-a harmonious room, an open\nfire, her gown just the proper color. The result was such an appeal to\nthe students' sense of the beautiful as to make a lasting impression\nupon them and to create a longing for beautiful things.\nI am aware that I have emphasized the importance of personal\ndevelopment at the expense of service to others. This is not because\nI underestimate the importance of service. An individual cannot be\nhappy in a life that does not include service for others, but the world\nhas held the idea of service before our students so constantly and we\nhave allowed it so to eclipse the real purpose of the college course that\nwe need to restore the balance.\n\nI would not ask then that service\n\nshould be less emphasized, but rather that culture as the true preparation\nfor life should be properly stressed.\n\n"}
{"page": 446, "printed_page": null, "text": "Department of Educational\nPublications\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-GEORGE L. TOWNE, president University Publishing Company ... Lincoln, Nebr.\nSecretary-C. W. TABER, western manager Lippincott & Company\n. Chicago, Ill.\n\nWEDNESDAY AFTERNOON, JULY 6, 1921\nThe meeting of the Department of Educational Publications was held at\n\nDes Moines, in the Chamberlin Hotel, Wednesday afternoon, July 6, at two\no'clock with George L. Towne, president, in the chair.\nThe following program was given :\n\n\"How TO IMPROVE TEXTBOока\"-Sensing the Demand-B . E. Dill, assistant\nmanager, University Publishing Company, Lincoln, Nebr.\n\"HOW TO RAISE STANDARDS OF AUTHORSHIPYARDSTICKS FOR MEASUREMENT\n\nOF AUTHOR'S PRODUCTION\"-Arthur H. Chamberlain, editor, Sierra Educational\nNews, San Francisco, Calif.\n\"ACQUAINTING THE PUBLIC WITH CLASSROOM NEEDS\"-J. W. Studebaker,\nsuperintendent of schools, Des Moines, Iowa.\n\"INFORMING THE PUBLIC OF RELATIVE COSTS OF CLASSROOM MATERIALS\"-\n\nE. L. Holton, director of Teacher Training State Agricultural College, Manhattan, Kans .\n\nMr. George L. Towne, president of The University Publishing Company,\nLincoln, Nebr., was unanimously elected president for the coming year, and Mr.\nC. W. Taber, western manager of The J. B. Lippincott Company, Chicago, was\nunanimously elected secretary for the same period.\nC. W. TABER, Secretary.\nHOW TO IMPROVE TEXTBOOKS—SENSING THE DEMAND\nB. E. DILL, ASSISTANT MANAGER UNIVERSITY PUBLISHING COMPANY,\nLINCOLN , NEBR .\n\nIn view of the fact that vast numbers of textbooks are being\n\npublished each year, it may be well to pause and to ask whether or not\nthese books are in response to a clear-cut demand, or whether they are\npublished for various other motives.\nThe term \"demand\" as here used means the sum total of all the\n\nevidence that certain types of books are indispensable to fundamental\neducational movements. That is, when the plays-and-games movement\nspread throughout the country, it soon became evident that teachers of\nplays and games could go only about so far unaided. The stronger\nworkers in this line set about preparing textbook guides to help all\nteachers in the country, and plays and games through definite guidance\nbecame a definite part in the educational system.\n421\n\n"}
{"page": 447, "printed_page": null, "text": "422\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Educational\n\nThe farsighted publisher, having sensed the demand for this help,\nco-operated with the outstanding leaders to develop and publish the\nnecessary texts and helps.\n\nClearly these demands are naturally divided into two classes, (A)\nthe demands for new texts and helps arising from new conditions ;\n(B) the demands for new or more broadly developed texts and helps\nin fields with which we are already familiar.\nA.- SOME OF THE AGENCIES OF NEW CONDITIONS WHICH\n\nHAVE GIVEN\n\nRISE TO DEMANDS FOR NEW TEXTS AND HELPS\n\nI. The opening and the settlement of new territory.\n\nII .\n\n1.\n\nThe Philippines.\n\n2.\n\nAlaska..\n\n3.\n4.\n\nPorto Rico.\nThe Canal Zone.\n\nNew nation-wide movements .\n\n1. The manual training movement.\n2.\n\nVocational education movement.\na\n\nDomestic science.\n\nb Agricuture.\nC\n\nCommerce.\n\n3. Musical study and appreciation movement.\n4.\n\nHealth and sanitation movement.\na\n\nHealth crusaders .\n\nb Personal hygiene and sanitation.\n5. Community center movements.\n6. Civic and citizenship movement.\n7. New modern language movement.\n8. Junior High School movement.\nEach of these movements has become so clearly defined as to form\na specific demand for texts and helps .\nIII . Special state-wide movements\n1.\n\nDelaware service citizens' movement .\n\n2.\n\nNebraska history movement.\n\n3. Iowa constitution and citizenship movement.\n4. Georgia parent-teacher movement.\nWhile some of these movements have not become strong enough as\n\nyet to demand texts and helps, they are strong enough to keep the wideawake publisher alert and ready to produce texts and helps as needed.\nIV. Specialized local movements.\n\nIn the effort to improve our public-school system, educators attempt\nto make the best in any locality apply to every other locality. Thereare local movements with real force tend to become nation-wide.\n\n"}
{"page": 448, "printed_page": null, "text": "Publications]\n\nHOW TO IMPROVE TEXT BOOKS\n\n423\n\nAmong these movements which have attracted attention in recent\nyears are :\n\n1.\n\nThe Gary system .\n\n2. The Batavia plan\n3. George Junior Republic and various local plans for student\nself government.\nThe keen publisher must watch such movements carefully.\nV.\n\nPublic Service Movements .\n\nSupplementing these local movements and standing somewhat in\ncontrast to them are the great public-service movements which affect\nthe course of study and consequently express themselves in demands\nfor new textbooks. Among these movements are :\n1.\n\nThe Gary system.\n\n2. The Batavia plan.\n3. Boy Scouts and Camp Fire Girls .\n4. The good-roads movement.\n\n1\n\n5. Junior Chamber of Commerce.\nWhile all of these movements have not become universal enough to\n\ncreate a demand for new books or changed subject-matter in books\n\nalready created, they are worthy of the keenest attention on the part of\nalert publishers.\n\nNow, how does the textbook publisher find out when the demand\nfor a book on any of these numerous movements justifies the making of\nsuch a book ? He will need to keep in close touch with educational\nthought and practices. He must know where any of these movements\nare being successfully worked out. Then, if he finds the movement\n\neducationally sound and becoming general, he gets in close touch with\nclassroom teachers, supervisors, and others responsible for the success\nof the movement, and together they make a book to fit a special situation,\nbut universal enough to fit any other similar situation.\nThe publisher who publishes a book at the request of an author or\nto secure the temporary advantage of an influential educator's name on\nthe title-page is not sensing the demand. That kind of publisher is\na prospector digging little holes in the ground and can never become\na real miner.\nB.-THE DEMANDS FOR NEW OF\nHELPS\n\nIN FIELDS WITH\n\nMORE BROADLY DEVELOPED TEXTS AND\n\nWHICH\n\nWE ARE ALREADY FAMILIAR\n\nNext to meeting the demands of these new movements the publisher,\nwith a broad vision, must seek to sense the demand and the need for\n\nnew and improved texts in the fields already covered. Naturally he\n\nthinks of these demands as dividing themselves into two classes, (1 )\nthe demands for new and modern subject-matter or content ; (2) the\ndemands for new and improved methods.\n\n"}
{"page": 449, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n424\n\n[Educational\n\n1. Subject-matter. There are certain industrial-life demands of\nevery community with which we must reckon. In other words, the\ncourse of study must reflect the fundamental industry of the community.\nAll communities expect that certain essential subjects, such as arithmetic,\nreading, writing, and so on, must be taught. In all of these subjects\nthe subject-matter or content is constantly changing to reflect the progressive life of the community.\n2. Method. In the field of method the publisher must have an\nespecially clear understanding. He must know that the methods of\nteaching these fundamentals remain relatively constant, while thousands\nof mechanical devices spring up as waves on the surface to attempt to\nhelp the mind of the learner to grasp the method and the subject-matter.\nThe publisher who senses the constant fundamental method can build\nbooks, with right content, which will last and become a real contribution\nto education .\n\nOn the other hand, publishers of mere devices are like the \"wildcatters\" of the oil fields who are often content with mere temporary\n\ngushers, but who overlook the long-term, steady flow upon which successful business is built.\n\nThe keen-visioned, conscientious publisher is the one who senses\nthese permanent demands, and who is consequently a real leader in\neducational thought. He is a pioneer in educational leadership.\nThe alert publisher who keeps in close touch with these ever widening new demands and produces textbooks to meet these demands is the\npublisher who not only is successful, from the standpoint of good\nbusiness, but who is also doing a real educational service.\n\nThe successful publisher, then, must keep in close touch with those\nmovements which will create a demand for new textbooks, also those\n\nmovements which express themselves in a demand for new subject-\n\nmatter and methods in already familiar fields. He must even anticipate\nand shape these demands. If all this is done in the right manner, the\npublisher will not be thought of merely as a commercial agent. It is to\nthe publisher that the teaching profession looks for educational leader-\n\nship in the production of the newest and best textbooks, books representing the latest development in both subject-matter and method.\nConclusions. From the foregoing it may safely be concluded :\n1. A reputable publisher is a distinctive educational leader.\n2. The publisher must keep in intimate touch with the trend of\nmodern educational thought and with actual educational practice.\n3. The publisher can hope to publish no book that will live unless\nsuch publisher can cultivate authors who are familiar with modern\neducational theories and in closest touch with the field of actual school-\n\nroom practice, and who have grown up with the work.\n\n"}
{"page": 450, "printed_page": null, "text": "Publications]\n\nINFORMATION ON\n\nTEXTBOOK COSTS\n\n425\n\n4. The book that is published in response to a real demand, a\ndemand founded upon the educational rock of sound pedagogical principles, will succeed and live. On the other hand, a book that is published\nin response to some other motive, in almost every case fails, and is like\nthe house builded upon the sands.\n5. Textbook-making is not a mere craft, but is a profession requiring the most refined professional skill exerted through a long period of\nthe study of educational movements .\n\n6. The publishing of textbooks standarized on this high professional\n\nplane is not only good educational practice, but in the long run is the\nbest business practice.\nINFORMING THE PUBLIC OF RELATIVE COST OF\nTEXTBOOKS\nE. L. HOLTON, DEAN OF EDUCATION , KANSAS STATE AGRICULTURE\nCOLLEGE, MANHATTAN, KANS.\n\nWhat I shall say on this subject is based upon two fundamental\npropositions, basic in American democracy : ( 1 ) all the children of\nall the people should have an equal educational opportunity to make\nthe most out of their God-given possibilities; (2) when the people have\nthe indisputable facts on what is the best for the all-round development\nof their children, they will demand the best, provided the cost is not\nprohibitive.\n\nA distinctive feature of public education in our country is the importance we place upon textbooks in building courses of study for our\npublic schools. No other country has given the classroom textbooks so\nimportant a place in the education of its boys and girls. In the language\nof H. G. Wells, the classroom textbooks make up the \"Bible of civilization\" for the children of America.\n\nIt is out of textbooks that our\n\nchildren get the common elements of democracy. Since this is true,\nit is highly important that we furnish our children with textbooks that\nrepresent the highest standards in mechanical make-up and artistic\nappearance, and that embody up-to-date hygienic principles. The content of this \"Bible of civilization\" must be the richest achievements of\n\nour social inheritance. When our children ask for bread, we should\nnot give them a stone.\n\nThere has been a vast amount of misinformation given out concerning the profits of publishers of textbooks. \"Cheap-John\" politicians,\noffice-seekers, \" friends of the taxpayers\", \"friends of the farmer,\"\nand sometimes agents of competitive publishers have put out this mis-\n\ninformation.\n\nI have the statement of high authority on textbook\n\npublication that every dollar the publishers of textbooks receive for\n\nbooks is distributed as follows : Fifty cents is paid out for illustrating,\n\n"}
{"page": 451, "printed_page": null, "text": "426\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nEducational\n\nplating, printing, and paper; twenty-one cents for editing, development,\nand revisions ; twenty-one cents for advertising, selling, and shipping;\neight cents for profit.\nEight per cent is not a profiteer's share of the returns. It is only\na reputable banker's rate of interest. These same dispensers of misin-\n\nformation have emphasized the vast sums of money the people pay out\nfor textbooks compared with other school expenses. On this subject\nthe United States Bureau of Education, in its bulletin Free Textbooks\n\nand State Uniformity, says :\nConfidential data have been obtained by the Bureau of Education from\nforty-three textbook publishers in the United States relative to their total sales\nfor 1913. The list of forty-three includes practically all of the textbook publishers in the United States whose business is more than purely local.\n\nThey\n\nhandle probably 99 per cent of the total textbooks business. These publishers submitted figures stating their total sales of textbooks for use in public schools and\ntheir total sales for both public and private schools for the year 1913. The\naggregate for public schools, elementary and high, amounted to $14,261,768.25.\nThe total enrolment in public, elementary, and high schools for the year was\napproximately 18,609,040. Excluding the elementary school enrolment of California, as California prints her own elementary books, the number becomes\n18,213,786. Therefore, for each child enrolled in the public schools in the United\nStates the total annual sale of textbooks is 78.3 cents. The total expenditure\nper child for textbooks is greater than this amount by from 10 to 15 per cent,\nas local dealers receive a commission on sales fixed in many States by legislation at the per cents given. The cost of textbooks is, therefore, but little more\nthan 2 per cent of the total cost of maintenance, support and equipment. The\n\nsale per child on the school population basis (5-18 years of age) is 56.6 cents :\nthe annual per capita sale of textbooks on the total population basis is less than\nfifteen cents.\n\nTo summarize these facts : (1) The average child enrolled in the\npublic schools of the United States pays about 92 cents a year for his\ntextbooks. (2) Out of every dollar the public pays for maintenance,\nsupport, and equipment for the public schools, 2 cents goes for textbooks.\n\nIt seems to me that the leaders in education, especially city and\ncounty superintendents, should get these facts out to the public in clearcut statements and understandable charts. It is highly important that the\npeople have the indisputable facts concerning textbooks, in order to\noffset the misinformation that has been spread abroad.\n\nThe leaders in education can get these facts to the public through\nthe press, the chambers of commerce, the Rotary clubs, the Kiwanis\nclubs, the women's clubs, and all other organizations that are interested\nin public education.\nWhen the people have the indisputable facts, and when they know\nthe cost of the highest grade of textbooks is not prohibitive, they will\ndemand and they will get the best textbooks for their boys and girls .\n\n"}
{"page": 452, "printed_page": null, "text": "Department of Elementary Education\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-P. W. L. Cox, Head Master of the Washington School .\nNew York, N. Y.\nSecretary-ANNIE E. LOGAN , assistant superintendent of schools ........... Cincinnati, Ohio\n\nFIRST SESSION\n\nTUESDAY MORNING, JULY 5, 1921\n\nThe Department of Elementary Education met in its first session, Tuesday\nmorning, July 5, 1921, at ten o'clock in the First Baptist Church, Des Moines,\nIowa, with Dr. P. W. L. Cox presiding.\nThe topic for the session was THE LIMITS OF THE PROJECT. In the absence\nof Dr. W. W. Charters, Carnegie Institute, Pittsburgh, Pa., his paper was read\nby the president. Florence Fox, primary specialist in the Bureau of Education,\nWashington, D. C., set forth that the limitations of the project correspond to the\nlimits of the teacher in her educational training and professional insight; that\nthere must be concentration and co-ordination between the content and tool sub-\n\njects according to their function.\nGrace Shields, primary supervisor in Cedar Rapids, Iowa, spoke on THE\nTRY OUT WITH THE PROJECT METHOD, emphasizing its value because of its concrete and objective values of presentation.\nJohn A. Long, district superintendent, Chicago, emphasized the value of\nA PROJECT BASIS FOR SOCIAL STUDY IN THE UPPER Grades.\n\nTheodore Linquist, Kansas City Normal School, Emporia, Kans., in the topic\nof MATHEMATICS, THE PROJECT INSTRUMENT showed that clear thinking demanded much real quantitative evaluation.\n\nA discussion of the topics of the morning by Ernest Horn, University of\nIowa, Iowa City, Iowa, closed the program of the first session.\nSECOND SESSION-WEDNESDAY AFTERNOON, JULY 6, 1921\nAt the second session of the department, held Wednesday afternoon, July 6,\nthe subject THE ELEMENTARY SCHOOL AND THE READJUSTMENTS OF THE NEXT\n\nTEN YEARS was discussed. The following speakers took part: Dr. George D.\nStrayer, Teachers College, Columbia University, New York, N. Y.; Leonard\nPower, Port Arthur, Tex.; Anna Baker, Ben Blewett Junior High School, St.\nLouis, Mo; Ide G. Sargeant, Paterson, N. J.; George C. Minard, superintendent of\nschools, Arlington, Mass.; Sara L. Rhodes, Brooklyn, N. Y.; and P. P. Claxton,\nex-commissioner of education, U. S. Bureau of Education, Washington, D. С.\nOn the recommendation of the president, a motion by Mr. Linquist was\npassed authorizing the president of the Department of Elementary Education to\nappoint a committee on continuity of policies, one person to serve for three\nyears, one for two years and one for one year, for the purpose of acting with\nthe retiring and incoming presidents of this department in order to institute and\nto aid in carrying out programs of continuous policies, to co-ordinate the work\nwith that of other departments, and to eliminate unnecessary duplications.\nThe president appointed the following nominating committee : Anna Logan,\n\nCincinnati, Ohio; Anna Baker, St. Louis, Mo.; and Ide Sargeant, Paterson, N. J.\n427\n\n"}
{"page": 453, "printed_page": null, "text": "428\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Elementary Education\n\nTHIRD SESSION- FRIDAY AFTERNOON, JULY 8, 1921\nThe third session of the department was held in the Plymouth Congregational Church, Friday afternoon, July 8, with P. W. L. Cox in the chair.\nThe subject of the afternoon was THE USE OF SCIENTIFIC MEASUREMENT\n\nAS A BASIS FOR IMPROVEMENT OF INSTRUCTION. Dr. J. Worth Osburn, director of\neducational measurements, Madison, Wis., used silent reading as the basis of his\ndiscussion; Carroll R. Reed, superintendent of schools, Akron, Ohio, through\ncharts and slides demonstrated the values of tests in the Akron schools; Bessie\nB. Goodrich, director of elementary education, Des Moines, Iowa, showed results\nof tests in spelling and diagnosing difficulties ; E. E. Chiles, Ben Blewett Junior\nHigh School, St. Louis, Mo., emphasized the close analysis of results of tests to\ndetermine strength and weakness of teachers, to correct weaknesses, and to retain\nand to refine methods giving best results ; Maude McBroom, Detroit Teachers\nCollege, Detroit, Mich., analyzing the complex reading abilities, chose for discussion THE TECHNIQUE OF WORKING WITH BOOKS to show the possibilities of\nimproving study habits through the diagnosis of the results from tests ; F. B.\nKnight, University of Iowa, Iowa City, Iowa, using illustrations, summarized\nthat educational tests stimulate competition, clarify the objective, combine with\nintelligence tests to show what to expect, arouse a vigorous analysis, thus revealing specific difficulties and through diagnosis determine problem of method.\nAt the close of this session, the following officers were elected : president,\nMary E. Lawler, principal, School No. 12, Paterson, N. J.; secretary, Bessie\nBacon Goodrich, director of elementary education, Des Moines, Iowa.\n\nTHE LIMITATIONS OF THE PROJECT\nW. W. CHARTERS, CARNEGIE INSTITUTE OF TECHNOLOGY, PITTSBURGH, PA.\n\nUnfortunately, when the project was brought into the non-vocational\nfield in the elementary school and high school, it lost one of the elements\nto which we have referred. By some means one of our colleagues, who\n\nhas formulated the definition of the project which has become current\nin the literature and is accepted by his many students, failed to take\naccount of the natural setting and laid stress upon motivation. To him,\nand currently to the educational world in general, the project is a purposeful act.\n\nBy this definition any act which is wholeheartedly purposeful becomes a project. This is true of \"the making of a dress, running a\nnewspaper, listening to a story, or working an original in geometry.\"\nIn short, I think it is fair to say that upon such a basis any school\nproblem, example, topic, drill, exercise, test, review, application, illustration, demonstration or practicum, becomes a project as soon as it\n\nbecomes genuinely and \"wholeheartedly\" motivated. Therefore, every\nschool activity may be a project-providing the learner prosecutes it\nwith a \"dominating purpose.\"\nBut as soon as we attempt to use this definition as a method of\n\ncollecting school activities we are completely at sea. We cannot possibly\nclaim beforehand that anything is a project. Is making a dress a project? We do not know until after we have watched the individual en\n\n"}
{"page": 454, "printed_page": null, "text": "Department]\n\nTHE LIMITATION OF THE PROJECT\n\n429\n\ngaged upon the operation. When we find that the activity is wholeheartedly purposeful, we call it a project, but rot till then.\nThe result of the incomplete definition has been naturally productive of chaos in the use of the term. We find, in essence, in the liter-\n\nature and in school courses of study, that anything, whether it be a drill,\ntopic, question, problem, exercise, is called the project, if the teacher\nthinks his pupils are pursuing it with a \"dominant purpose.\" The more\nsanguine the teacher, the larger the number of \"projects\" he thinks he\nuses, because in that case the larger is the proportion of the school ac-\n\ntivities which the children seem to study \"wholeheartedly.\"\nIf we take the project in its correct sense-an act carried to completion in its natural setting-there are two obvious limitations to which\n\nI wish to call attention. In the first place, a dominant purpose and\nwholehearted participation are not inherent in the project. While projects should be selected upon the basis of their alignment with the dominant purposes of children, any teacher of projects knows that in his\ncourses he has children who are not interested in corn projects, pig\nprojects, or dairy projects. The mortality in all voluntary project work,\nsuch as boys' agricultural clubs, is very high, and the eliminations from\nthe Smith-Hughes vocational schools are admittedly considerable.\nProjects clearly may not be interesting, but it is equally evident that\nwhen a project is interesting, it is very interesting. The boy who studies\nhow to raise potatoes from the book has interest perhaps in the grade\n\nwhich he may make, but if he raises potatoes as a project, he has in\naddition a large number of social incentives, such as pride in contesting\nwith his father, joy in providing potatoes for the table, pleasure in the\nprospect of selling them to purchase suits, ponies, or baseballs, and interest from many other sources. The project is like the notorious little\ngirl with the curl, who when she was good was very, very good. For\nwhen the project is interesting, it is very, very interesting, but when it\nis not interesting, it is decidedly not interesting.\nIn the second place, a great deal of subject-matter cannot be taught\nby the project method in the school. It is at present impossible to provide projects in school which will exactly parallel, with the proper proportions, the activities which a child will carry on outside the school .\nConsequently it cannot be expected that efficiency in carrying on the\nparticular projects taught in school will provide efficiency in carrying on\nall kinds of projects, and it is therefore the better part of wisdom, until\nwe know more definitely what should be the content of school work, to\n\nteach the fundamentals of school subjects, by projects where possible,\nbut also by means other than the project, such as drills, problems, and\nexercises. It is clearly apparent to anyone who looks over the project\n\ncurriculums which have been worked out, that we are completely at sea\n\n"}
{"page": 455, "printed_page": null, "text": "430\n\nNATIONAL education ASSOCIATION [Elementary Education\n\nas to the amount or kind of subject-matter which should be taken care\nof in the selection of the proper projects.\n\nTo one who follows the line of thought with care, it is obvious that\nI have been speaking about the project in relation to the curriculum\nrather than to methods of instruction, and I have done this consciously\nbecause of the fact that the current definition of the project has been\nworked out with methods of learning in mind, and has therefore, caused\nconfusion when it has been applied to problems of the curriculum.\nWith these limitations in mind, it is entirely desirable that courses of\nstudy should include as many projects as it is possible for the teacher to\nuse while giving due regard to all the objectives of school work. In all\nattempts to revise the course of study, the project becomes the adjusting\nmeans by which the content of the subjects may be applied to extra-\n\nschool activities. It makes the contacts with extra-school life, it provides abundant possibilities of motivation, and it offers the technique\nfor the maximum amount of intellectual thought and effort. Controlled\n\nwith accuracy, and used with good judgment, it is one of the most\npromising of our recent methods .\n\nHOW CAN THE PROJECT BE SAFEGUARDED ?\nGRACE M. SHIELDS, PRIMARY SUPERVISOR, CEDAR RAPIDS, IOWA\n\nThis is important because many projects that look well to the observer bring slight reaction in the mental and moral life of the child.\nThe true test of a project is what a child learns.\nIt may be well to come closer to the subject-matter of the school\nand consider the classification of the different types of projects.\nThe child is the center of school procedure and has a right to the\n\nquality of work that is consistent with, and congenial to, his age. Prior\nto his school life he has gained much intimate knowledge of the home\nassociations with which he is familiar, he is led through the work of the\nfather to community activities that provide him with the necessities of\nlife.\n\nBeginning with the immediate environment of the home conditions,\nactivities, industries, and occupations, the work of the first three grades\nshould gradually widen the horizon of the child's conscious life. The\nfamiliar experiences deal chiefly with the fundamental needs of manfood, clothing, and shelter-and parallel with the study of present-day\nproblems should begin a study of the primitive people. The children\ndo not find it difficult to pass from the immediate present to the remote\n\npast, and this widening circle of experience is the child's introduction\nto an appreciation of history. The aim is to make concrete the unfamiliar, and to use the known for the purpose of comparison.\n\n"}
{"page": 456, "printed_page": null, "text": "Department]\n\nSAFEGUARDING THE PROJECT\n\n431\n\nGood pictures used for the purpose of furnishing the child's mind\nwith the material whereby he may have a mental picture of a waving\nfield of wheat, \"hay cocks,\" farm activities, primitive Indian life and\nEskimo life, help the imagination to verify and realize the facts described.\n\nLantern slides have been found helpful in giving the child clear,\ndefinite, mental images and accurate ideas. Here the child has the\nopportunity to visit, through the medium of pictures, scenes otherwise\nimpossible. For example, during the month in which we study cotton,\nthe child may go with us to the cotton field, gain a clearer concept of\nthe growth and development of the plant, see the workers picking the\ncotton, follow it to the ginhouse, and see it baled and shipped to the\nfactory. Here he gains an understanding of the spinning of the thread\nand weaving of the cloth. He may follow it still farther to its final\ndestination, the department store, where it is sold to be made into garments. The value of this work lies in the fact that the essence of con-\n\ncreteness is accuracy. It is easy to give abstract ideas of how things\nare not.\n\nThe handwork should present two phases, (1) constructive activity\nin relation to the industrial problem, and (2) constructive work from\nthe standpoint of expression. The projects should always be in direct\nrelationship to the industrial situations, providing motive and meaning\nare in accord with the pedagogical principle that \"doing is essential to\nthe learning process.\"\n\nThe reading-lessons, which are solutions of the material summarized,\nare valuable because they embody the child's own experience. They\nare a great source of delight to him. He may have helped to form that\nsentence or he may have given to the class the thought it contains. They\n\nserve as a means of review and of organizing the discussions and\n\nactivities into a more definitely related whole. Any project that is\noccupying the children intensively will at some time need to find expression through the medium of the printed symbol used in reading.\nReading is as much a part of the entire scheme as nature study,\ngeography, or any other content-matter. The possibilities of teaching\nreading in these connections are great .\n\nProject-teaching can be effectively combined with any well-organized\ncourse of study and the regular work enriched and reinforced. There\nare some important tools of knowledge that needto be acquired through\ndrill. In reading, spelling, phonics, and arithmetic the forms and\n\nsymbols must be mastered as individual facts, but in geography and\nhistory it is a mistake to suppose that isolated facts have any significance. With attention to essential correlation of the subject-matter,\nthe elimination of waste in useless drill, and provisions for adequate\ndrill through perfectly and scientifically organized drill material, the\n\n"}
{"page": 457, "printed_page": null, "text": "432\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Elementary Education\n\ngoal can be reached quickly and efficiently and with less effort on the\npart of both pupils and teachers.\nIn conclusion, the presentation of subject-matter which results in\nactivity, in carrying out the act of completion as over against the passive\nacceptance of information, is one of the most significant contributions\nof the project method.\nA PROJECT BASIS FOR SOCIAL STUDY IN THE\nUPPER GRADES\nJOHN A. LONG, DISTRICT SUPERINTENDENT OF SCHOOLS,\nCHICAGO, ILLINOIS.\n\nWhen we are to discuss any method of teaching, the fundamental\nquestion is, does the method proposed conform to the natural movements\nof the mind ? Does the human mind work that way? If it does the\n\nmethod is correct. If it does not, nothing can save it from failure.\nIn the discussion of the topic we have before us, our first question is,\ndoes the human mind do its work by projecting vague ends, that is, projects, attempting to realize those ends, and adjusting its activities to\nwhatever obstacles it meets upon its way? Is the story of human progress the story of a succession of projects thrown out somewhat vaguely\ninto the future, or into new conditions, followed by the solution, or attempted solution, of the problems that are raised by the effort to realize\nthose projects. If so, we have the psychological basis for the project\nmethod, and we have only to analyze social progress and adapt our\nmethod to our material to get a program of procedure.\nLet us take a concrete example. In the year 1900, the Panama Canal\nwas a project ; the people had determined to build such a canal. But\nthey knew little of the meaning of that project. What the canal would\ncost in money, labor and sacrifice, what difficulties were likely to be encountered in the process of its construction, they could only in the\nvaguest way estimate, and estimates are vague things at best. Most of\nthe people did not stop even to estimate the cost. They wanted the\n\ncanal, believed the project feasible and insisted that it be undertaken.\nBut, as soon as those who had been intrusted with the execution of the\nproject began to act upon it, a series of problems arose ; problems of\nlocation, problems involving the kind of canal to be built, problems of\nconstruction, sanitation, finance, and a thousand others problems within\nproblems-and it is the stress and strain necessary to the successful\nsolution of these problems that has filled in the first vague project and\ngiven meaning to the concept, Panama Canal.\nIn other words, the canal began as a project, one of these large vague\npurposes projected by the human mind; it was constructed by the solution of a long list of problems which, as soon as men began to act upon\nthe purpose they had projected, arose within the project, all of them\n\n"}
{"page": 458, "printed_page": null, "text": "Department]\n\nSOCIAL STUDY IN THE UPPER GRADES\n\n433\n\nproject and problems-becoming essential elements in the final result,\nand all of them necessary to the full meaning of the final result. The\ncompleted canal is not original empty project, but that project modified,\nenriched, filled in, and given meaning by all the pains and pleasures,\n\nlosses and gains, failures and successes, disappointments and triumphs,\nthat entered into its construction. It is a human project built up by\nhuman experience.\n\nWhile the portion of human progress here given as an illustration is\na rather compacted one, compacted in both the short time required for\nits completion and in the definiteness with which the original project was\ngrasped, yet I think it could be shown to be typical. I believe that it\ncould be demonstrated that all social movements, every element of\nsocial progress, whether it be recorded in history, geography, or in\nsome governmental institution, is wrought out in this way. Sometimes,\nit is true, these projects are held and acted upon by a large number of\nindividuals without any conscious concert, and sometimes their completion requires generations instead of years but these facts do not affect\n\nthe validity of the fundamental idea as a project. Individuals are all\nthe time acting upon that idea; it is directing and controlling their\nmovements ; they are constantly striving and contriving to overcome\nthe difficulties that are found to be in the way of its achievement just\n\nas truly and as persistently as if the whole project had been conceived\nby a single individual and had been directed by a single mind. That a\ngroup acts in a certain way only proves that the individuals that make\nup that group think in that way. The large general project is only an\naggregation of a number of smaller individual projects.\nTrue, the relation between project and problem here indicated is only\nrelative. From one point of view, a thing may be a problem, while from\nanother point of view it becomes a project. The Gatun dam, for instance, or the Culebra Cut, when looked at from the point of view of\nthe canal as a whole, were problems. But each, taken as an individual\nenterprise, is a project, full of its own problems, whose solution is\nessential to its successful accomplishment, and whose understanding is\nessential to its complete meaning.\n\nTrue, also, since some of the problems that arise within the project\ncannot be forseen, it sometimes happens that the project as completed\ndiffers from the project as begun, and that some of the problems that\narise become projects of far greater significance and far wider scope\nthan the original. The discovery of America, for instance, looks like\nan accident, as in one sense it was. But Columbus was working on a\nproject, in the pursuit of which he came upon what was for him an insurmountable obstacle. The project of Columbus was worked out by\nothers, but the problem his voyage raised became one of the largest proj-\n\n"}
{"page": 459, "printed_page": null, "text": "434\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Elementary Education\n\nects in history-the settlement of a new world and the development of\na new civilization .\n\nOf course, the project of the Panama Canal, going back to our\noriginal illustration, grew out of other human experiences. It is equally\ntrue that its completion will lead to other projects whose completion will\ndepend upon the experiences gained in realizing this one. It is thus that\nthe continuance and the continuity of human progress is assured. Completed projects, rich with the experiences of their achievement, become\nstarting-points, building blocks, organized groups of experience, with\nwhich to conceive and work out still larger and more comprehensive\n\nprojects, the whole progressing along a definite line and constituting in\n\nthe end an achievement undreamed of in the beginning by anyone, but\nnevertheless somewhere conceived as a final project and wrought out on\nprecisely the same lines as are the simplest projects of our daily lives.\n\nThe British colonial empire, for example, was not, in the beginning, in\nthe mind of any man or set of men. But the germ of it was there, when\n\nafter the discovery of the New World, the English people decided to\nmake agricultural settlements in America. The working out of that\nproject brought them to Bermuda, to the West Indies and the Bahamas,\nand thus enlarged their original conception of colonial possessions. The\ntransformation of the British Isles from an agricultural to a sheepraising community, the discovery of coal and iron on the island, and the\ninvention of manufacturing machinery still further increased their dependence upon colonial lands as producers of raw materials and consumers of manufactured goods. All this was simply enlarging and enriching the original project of an island kingdom with colonial dependencies, until, in the Seven Years War, there burst upon the master\nmind of William Pitt the British colonial empire much as it stands today.\nHe prosecuted the war with that end in view, and England came out of\nthe war the master of Canada, India, the colonies of North America\nand the West Indies-a colonial domain that has been the admiration\n\nof the world. Each completed project becomes an organized body of\nexperience with which to solve the problems of new and greater projects\nin the endless onward march of human progress.\nIf the foregoing illustrations are sufficient to establish a principle,\nthis would seem to constitute the project basis for social studies in the\n\nupper grades. It is this upon which the method is based. Human progress has been achieved and is being achieved by projecting vague ends\nand then realizing them by working them out through the problems they\nraise. The human experience involved in the solution of these problems\n\nis what fills the projects with human meaning and human significance.\nAdult human beings think that way. If we are to teach children the\n\nmeaning of the completed projects which make up human progress,\nwe must build up in the minds of the children the concepts that consti\n\n"}
{"page": 460, "printed_page": null, "text": "Department]\n\nMATHEMATics, the project instrument\n\n435\n\ntute a knowledge of human progress in very much the same way as\nthe projects have been built up in the lives of those who wrought them\nout. The bare facts of human achievement have no more meaning for\nthe child, nay not so much, as had the original projects to those who\nconceived them. As the original projects had to be filled with experience, even with individual experience, before they had meaning, so\nthe children's concept must be filled with experience, even with their\nown experience, before they will have meaning. But the children cannot\nhave first-hand experience in solving the problems of the past or of\nremote conditions. What then shall we do ? Appeal to such experiences\nas the children have had, and arrange your geographical or historical\nconcepts to suit those experiences, rather than attempt to force upon the\nchildren some logical or chronological order of development which\nmeans little to them because they cannot bring their experiences to bear\nupon it.\n*\n\n*\n\n*\n\nThe fundamental concept in American society is democracy. It was\nconceived in a vague way by the early American settlers, but it has\ntaken three hundred years of American life to work it out even in its\npresent form. In the process of working it out, its advocates have met\nwith many obstacles and had to solve many problems. Incomplete as it\nstill is, American democracy of today is a very complex thing, so complex that children cannot understand it. Indeed, many adults never do\nunderstand it. But if it is presented to the children in simple and concrete forms, such forms as it assumed in the early periods of our history; if it is permitted to grow up in the minds of the children as it\ngrew up in the minds of the generations that have wrought it out, they\nwill understand it.\n\nI need go no farther. My time is exhausted. My plea is for a project teaching of history-a method that will build up in the minds of the\nchildren historical concepts which, originating in the experience of the\n\nchildren, will remain as organized bodies of experience to help the\nchildren to correct interpretation of the life that is about them. Such a\nmethod will be worked out when and only when the elementary-school\npeople, the people who understand children, undertake to say how history shall be taught in the elementary schools.\nMATHEMATICS, THE PROJECT INSTRUMENT\nTHEODORE LINDQUIST, HEAD, DEPARTMENT OF MATHEMATICS, KANSAS\nSTATE NORMAL SCHOOL, EMPORIA, KANS.\n\nIn the problem-project the child learns to carry to a successful\nconclusion an enterprise involving several different elements. One of\nthe purposes of this paper is to show how various phases of mathematics\naid in carrying projects to successful conclusions. In the progress\n\n"}
{"page": 461, "printed_page": null, "text": "436\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Elementary Education\n\nof the project the child is also learning the application of the various\neducational instruments studied, as reading, writing, measuring, and\ncomputing. A second purpose of this paper is to point out some values\nto mathematics through its application in the project. The third and\n\nlast purpose will be to consider the mathematical instruments in themselves which should be selected, how modified if necessary, and how\ndeveloped to produce the greatest usefulness .\nMathematics is one of the most useful as well as one of the most\n\nused of the project instruments. It arises first in all measurements.\nKindergarten and primary construction work, such as making the\nsimplest kind of box, or scrapbook, or doll's house, all require\nmeasuring.\n\nThe more accurate the measurements are the more\n\nmathematical the work has been carried on\n\nthe better will be the\n\nresult. Measurements are necessary in a great number of projects of\nthe intermediate grades and of the more advanced grades. They are\nnecessary in many descriptions, as of a house. To say that a house is\nlarge or small gives no definite conception of its size, for which a\nstatement of its length, width, and height are needed.\nMany projects require quantitative comparisons throughout while\nothers require the final result to be expressed as a definite quantity.\nTo be sure, some teachers may express such results in the loose way of\n\na qualitative statement in the place of the definite quantitative statement. But such qualitative statements lack force and power of\nconviction.\n\nFor instance, a number of years ago a teacher in a rural school\n\nin Illinois had a class working on the fertility of seeds. He asked\nhis pupils to bring to school samples of their fathers' seed corn to\ntest. Some of the children brought the samples while others brought\nword from their fathers that they \"did not need no teacher to tell them\nwhat was good seed corn.\" In due course of time the samples were\ntested and some found to rank very low in fertility. The teacher\nmight have told John, who brought corn that tested only thirty kernels\nseed out of fifty planted, to inform his father that he had very poor\nseed corn and that it should not be planted. That would, however,\nhave been too indefinite. What was actually done was that the children\nfirst computed what percentage of the corn was seed and then found\nhow much this was below a good average of 95 per cent. John\nbrought the further information that his father had raised 120 acres\n\nof corn the previous year which yielded twenty-six bushels per acre.\nFrom this data the children computed what the yield would have been\nper acre if 95 per cent seed corn had been planted in the place of the\n50 per cent seed; how many bushels were lost on the 120 acres ; how\nmuch it would have cost additionally to harvest and market these\n\nextra bushels, as that would have been only added expense; and finally,\n\n"}
{"page": 462, "printed_page": null, "text": "Department]\n\nLIMITS OF THE PROJECT\n\n437\n\nhow much John's father lost in money by planting corn that was only\n60 per cent seed in place of planting corn that was 95 per cent seed.\nNote that the quantitative statement gives the real force to the findings\n\nof the project which it would lack without mathematical computations .\nThe old-form arithmetics contained a very large number of ex-\n\nercises applying each principle and operation studied. Each set of\nsuch exercises, however, applied only the one principle or operation\njust studied and the exercises were formal in nature, lacked motivation,\nand were wholly unrelated to other things.\nIt is the application of principles and operations in the general\nsituations, where the pupils do not have a principle or an operation\nstated in bold-faced type on the page before them, which should be the\nmain contribution of the project to mathematics. Such applications\nfurther bring up considerable review which is a positive necessity in\ngood mathematics teaching.\nIn order to carry out this program of application of mathematics we\nmust recognize the necessity of teaching a kind of mathematics that is\nserviceable to such applications and the teaching of it in such a manner\n\nas to make it applicable. This will mean mathematical training and\nmuch of it. A woodchopper who takes time in the morning to sharpen\nhis axe will soon make up the time thus taken out. It is the same\n\nwith the mathematical instrument used in projects. Drills are necessary properly to equip the pupils with a mathematics for project applications. These project applications may serve as motives for the drills\nand the learning of principles and operations but cannot take the place\nof this intensive study. For the best results mathematical study and\nits application later in projects must be so arranged that each supplements the other.\n\n4\n\nLIMITS OF THE PROJECT\n\nFLORENCE C. FOX, SPECIALIST IN EDUCATIONAL SYSTEMS, U. S. BUREAU\nOF EDUCATION, WASHINGTON, D. C.\n\nOrganization of subject- matter a vital requisite ( 1 ) Concentration\nand co-ordination between the content subjects and the tool subjects\naccording to their function. ( 2) Analysis of the major projects, the\nhome, the farm, and the village expressed in terms of subject-matter.\nThe word \"limits\" in our topic, \"The Limits of the Project,\"\nsuggests a gauge by which to measure the efficiency of such a unit of\nstudy. How shall a project be organized so that the subjects in the\nschool program shall function properly and shall contribute to the\n\neffective working out of the central idea around which the project\nmust concentrate ? How shall an untrained teacher be able to formulate\n\nher projects in terms of subject-matter unless she understands the\n\n"}
{"page": 463, "printed_page": null, "text": "438\n\nNATIONAL EDUCATION ASSOCIATION [Elementary Education\n\nfunction of each? I wish to present in this connection the outline\nbefore you as the last word on this subject by the father of the projectmethod in America. It expresses the idea of the Herbartian philosophy\nof education, in a tangible, workable form and has stood the test of\npractical demonstration for twenty-five years in some of the best\nschools in this country.\nORGANIZATION OF SUBJECT MATTER\n(Observing\n(\nHistory\nEthnology\nAnthropology\nCentral Zoology\nHearingBotany\nModes Language\nPhysics SubMeteorology of\njects\nMatter\nAstronomy AttenLife\n\n(\nGesture\nMusic\n\nEnergy\n\nTHE\nCHILD\n\nGeography tion\nChem-\n\nistry\n\nGeology\nMineralogy\n\nReading\n(Silent)\n\nMaking\nModeling\nPainting\nof\nDrawing\nExpres- Specch\nsion\n(Oral Rd.)\nWriting\nModes\n\nForm\nModes\nof\n\nJudgment\nNumber\n\nWe hear much today regarding the child's interests and experiences\nas bases for our work. Just what does this mean, the child's experience,\nand how may it become the dominating idea in primary education ?\nWhat are the child's interests and experiences ? What are they before\n\nhe enters school, what are they now with the added school experience\nincreasing day by day, and what are they destined to become as we\nlook forward toward the future through the next year, and the next,\nand for many years to come ?\nA great educator has said :\nThe child's home is of paramount interest to him; he is interested in the\n\nbrute life about him; he loves the flowers ; the passing of the seasons and the\nchanging phases of nature affect him; pebbles and stones, the forces of nature,\nwind and rain and heat and cold, growth of plants in garden and field-all these\ncome within the realm of his daily observation and interest.\n\nThese interests and experiences are classified in our outline as the\n\ncentral subjects and include history, ethnology, anthropology, zoology,\nbotany, meteorology, astronomy, geography, geology, and mineralogy.\n\nHere stands the child surrounded by energy and matter, expressed\nthrough life, and physics, and chemistry, and touched on every side by\nthe central subjects, which being reduced to lower terms, are known as\nelementary science, history, myth, and geography.\nHere within these central subjects lies our opportunity for educative\n\nmaterial upon which to base our projects. Anything less than these is\nunworthy. The method of presentation is suggested in the remaining\nsections of the outline. Impressions received by the child through the\nmodes of attention, observation, hearing-language, and reading, and\nexpressed by him through the modes of expression, gesture, music,\n\nmaking, modeling, painting, drawing, speech, and writing. Finally\n\n"}
{"page": 464, "printed_page": null, "text": "Department]\n\nLIMITS OF THE PROJECT\n\n439\n\nthese impressions received through the central subjects and expressed\nthrough various media and methods are made definite and real to the\n\nchild through the modes of judgment. Their adequacy depends upon\nhis ability to visualize the elements of form and proportion in his\nmental picture.\n\nHere we have concentration and the unification of thought and expression. \"Each subject, means, mode, and method finds its absolute\nand relative educational value, its definite place in conditions for selfactivity and self-support.\" No teacher can wander far afield with a\nclassification of this kind in the back of her mind when she essays to\norganize her subject-matter and method into units of study, and to use\n\nthe project-method as a basis of her work. But unless she does build\naround a central subject, unless she knows that reading is a mode of\nattention and not a subject of study, unless she realizes that oral\nreading is a form of speech, not a subject of study, but a mode of\nexpression, unless, in other words, her subject matter functions, \"according to its relative and absolute educative values,\" she will find her\nproject falling about her ears like a house of cards and she will return\nto the beaten paths with which she is familiar and will continue to\nhinder the spontaneous growth of the child and to misuse and pervert\nthe educative function of the subjects in her daily program .\nHere, then is a measure by which to gauge the educative process\nand upon which to build our schoolroom procedure. Great minds have\ncontributed to this organization of subject-matter, Herbert, Ziller, Stoy,\nRein, and Froebel, and our own great reformer, Colonel Parker, of\nblessed memory. It remained for him to take the best from this\nsystem of educational philosophy and to found a school in which the\ntheory might be tried and tested by actual schoolroom practice. Some\nof us today who sat at the feet of the great master are surprised to\nfind a method we have used for twenty years which was taught in the\nold Cook County Normal School so heralded and paraded as a new\ndiscovery. Fortunate are the children who are entering school next\nyear that even a tardy recognition has been given the greatest educational movement of our times. That it requires study and preparation\non the part of the teacher and that its limits are expressed by her\n\neducation, training, and professional perspicuity there is no doubt. If\nwe wish to \"carry on\" this great movement we must understand the\n\nchild's attitude toward the life about him and in what particular way\nthe environment that surrounds him can be made to function in his\n\neducation.\n\nHere follow descriptions of the major projects : ( 1 ) real-the\nstudy of a mill village and an historical pageant, the May festival ; (2)\nplay projects-building a town on the sand table; the farm ; the home.\n\n"}
{"page": 465, "printed_page": null, "text": "440\n\nNATIONAL EDUCATION ASSOCIATION\n\nABSTRACT1\n\n[Elementary Education\n\nOF REPORT OF THE COMMITTEE ON ELEMENTARY SCHOOL ENGLISH\n\nEDWIN M. HOPKINS, UNIVERSITY OF KANSAS, LAWRENCE, KANS .,\nChairman .\n\nIn a limited time it is possible to state only the general character of\nthe report without going into detail. It has been in progress eleven\nyears, the time somewhat extended by illness ; and the complete report\nmay extend from 150 to 250 pages .\n\nThe survey was suggested by the unsatisfactory results of English\nteaching in all schools-unsatisfactory from the standpoint of the\nteacher and the public with intent to locate and identify the causes if\npossible. It began as a study of secondary-school English. It was then\nextended to include college English, and six years ago that of elementary\nschools ; and at the same time it was broadened in scope. At first it at-\n\ntempted to study only the comparative labor and the comparative cost of\nEnglish and other subjects; but when the elementary school was in-\n\ncluded the survey was made to include also administrative and pedagogical problems. In the study of elementary schools, larger cities were dis-\n\ntinguished from smaller, and departmental from non-departmental\ngrades.\n\nHence the final survey consisted of three parts, treating of three\n\nphases. The first is purely statistical, dealing with the comparative\nlabor and cost of English teaching in all schools. The general results of\nthis part of the survey are found to be the same for all schools. From\n\nkindergarten to college it is found that English is overweighted ; perhaps\nmost so in the college (this statement referring particularly to college\nEnglish composition) and least so in the grades, but in all cases the\n\nover-weighting exists. It is somewhat harder to explain why it should\nexist in the grades but in the final report it is probable that the cause\n\nmay be indicated. Overweighting, as here used, means assigning a\nfar larger proportion of pupils to the teacher than is to be found in\nany other subject in any school ; and with this appears the correlative\nfact that in comparison with other subjects English is underbudgeted ;\nthat is, because of the larger number of pupils in English as compared\nwith other subjects, the average budget cost for one pupil for one time\nunit is less for English than for any other subject.\nThe administrative part of the survey attempted to discover whether\na typical course of study was in existence in elementary schools and\n\nif so upon what principles it was based. The results of this part of\nthe work are largely negative; a typical course of study is not to be\nfound. That is perhaps not altogether surprising ; but it also seems\nto be true that there is no ascertainable agreement as to the basic\nprinciples upon which such a course of study should be founded. There\n\nseems to be no agreement as to what English itself is, or as to the\n\n"}
{"page": 466, "printed_page": null, "text": "Department]\n\nELEMENTARY SCHOOL ENGLISH\n\n441\n\nspecial English needs of the pupils in successive stages or grades ;\n\nthings that come first in one place may come last in another, without\ndiscoverable reason for the difference.\n\nIn elementary as in other schools, dissatisfaction exists and seems\n\nto increase in a fairly steady ratio from the first grade to the eighth.\nThe causes assigned for it are in general the overweighting already\nspoken of, the almost universally unfortunate home conditions, and\nto some extent the insufficient training of some teachers. In suggesting specific remedies there seems to be little agreement, and those that\n\nare suggested do not apparently go to the root of the matter, though\nthey include such points as the need of more time, more thorough correlation of subjects, and better organization of the English work itself. Some charge English troubles to the traditional attitude of some\nadministrators toward English and English teachers ; such administra-\n\ntors often making it impossible for a good English teacher to do the\ngood work that might otherwise be done.\n\nIn the pedagogic part of the survey an effort was made to ascertain\nhow far approved methods and standards are observed in the teaching\nof English and what those approved standards are. It appears that\n\ndefective methods are not so greatly at fault as was anticipated, though\na considerable proportion of teachers are still following outworn\ntraditions ; and in such cases the cause often lies with administrators\nrather than with the teachers themselves. But sometimes it is to be\n\nascribed to insufficient training on the part of teachers as well as of\n\nadministrators. The teaching of composition and grammar is least\neffective, and the underlying causes seems to be those already suggested; that is to say, teachers who have the best training and follow\napproved methods so far as they can find it still impossible to obtain\nsatisfactory results because of adverse conditions within the schools\nand unfortunate influences without.\n\nIn summary, it may be said that the survey seems to establish\n\nthat English is in no way on equal terms with any other school subject. To make it equal in budget and in teacher equipment would do\nmuch to improve the quality of English work ; but it is very doubtful\nif mere equality would be sufficient. Viewed in the simplest and most\npractical way, it seems that as a matter of course English should\nhave economic and financial recognition above other subjects , not alone\nbecause it is the mother-tongue, but because the demand made upon\n\nit is constant and very much greater than upon any other subject.\nA deficiency in mathematics or in science may not show itself in the\ndaily life of a pupil for a considerable time, but the quality of his\nEnglish is in evidence every moment. Again, no other subject has\nto counteract such invariably and excessively bad outside influences .\n\nNo one at home or on the street ever tries to make pupils think that\n\n"}
{"page": 467, "printed_page": null, "text": "442\n\nNATIONAL EDUCATION ASSOCIATION [Elementary Education\n\ntwo and two make five or that Paris is the capital of London; but the\npreponderance of outside influence upon English is directly opposed\nto the teaching of the schools in the proportion of perhaps ten to one.\nWhile this general statement because it's general must be largely\nnegative in character, the complete report will endeavor to show what\nand how much is needed to remove the present disabilities of English\nteaching; to present evidence that will aid in a scientific approach\nto a solution of the English problem; to show with some exactitude how\nmuch money is needed and what for, what kind of teachers and how\n:\n\nmany; and at least to suggest the direction that further study of\nproblems of system and method should take. It is possible that the\ndata of the complete report may specifically indicate what is the next\nstep to be taken. Whether this is enough to justify the more than\nten years of work on the part of the committee, the committee does\n\nnot undertake to say; but it hopes that its labors may contribute\nsomething of value toward establishing the foundation upon which\nefficiency in the teaching of English must eventually be based.\nTHE CONTRIBUTION OF THE ELEMENTARY SCHOOLS\nTOWARD BETTER WORLD-LIVING\nANNA BAKER, BEN BLEWETT JUNIOR HIGH SCHOOL, ST. LOUIS, MO .\n\nAn increase in the reach of life today has widened our relationships\nand added weight to our simplest acts. Our world is a big world, yet\nthe affairs of the men and women in it are so intimately related, that\nwhat one thinks, feels, and does become elements of powerful potentiality in the lives of all. One no longer can remain a member of an\nisolated group and indulge in the smug conceit that he is sufficient unto\nhimself or that he can remain indifferent to the claims of others.\n\nHe\n\nmust realize that his welfare is conditioned by that of his associates.\nThe problem of world-living remains to be solved. What an achievement it would be to eliminate from the minds of men every anti-social\n\nconcept and to establish instead ideas conducive to broader sympathy,\nwider understanding, and greater co-operation. This seems to be an\n\nimmense contract, one beyond the power of human endeavor, yet we\nknow it to be an accepted fact that ideas and ideals may be imparted and\nimpulses may be stimulated in definite directions.\nWe can never hope to build a more humane and just social order\nthrough coercion. Such a method is out of date. Nor is the cure for\n\nsocial ills to be found in legislation. The social order is based upon\npersonality, not law, and this must be developed through education. It\n\nis a task that demands the support of every agency through which attitudes, sentiments, and conduct might be modified. Society today needs\nmen and women who possess traits and dispositions essential for general\nwelfare.\n\n"}
{"page": 468, "printed_page": null, "text": "Department]\n\nBETTER WORLD -LIVING\n\n443\n\nThe elementary school through its organization and its relation to\nthe public possesses ideal conditions for making these elemental con-\n\ncepts familiar to the mind of the young citizens. The schools cut through\neveryphase of society, there are no class distinctions ; they reach directly\nor indirectly a large part of the population; they serve the individual at\nthat time of life when he is most susceptible mentally and morally to\ninfluence. Hence the matter of giving explicit and conscious training\nfor living harmoniously in the world community should become one of\nthe essential features of the school system. The material offered in the\ncurriculum should not only present the fundamental classes of knowledge\nnecessary to understand the world, but should be selected and treated\n\nso as to build up ideals that will bring conduct measurably into harmony with the larger social life. The history teacher without lessening\nthe emphasis on national ideals and duties, must aid the child in interpreting human relationships and interests in the broadest sense. He\nmust see the men and women behind events.\n\nHe must feel the current\n\nof life beneath the surface, in order to understand the hidden springs\nof action that control its ebb and flow. The time has come when these\n\nhidden springs of action must be consciously controlled for the welfare\n\nof all. Events must be seen in their relationships. The story of our\nnational life must not be told in a narrative separate and distinct from\nthat of the rest of the world.\n\nThe United States must be seen as one\n\nof the nations of the world with duties and responsibilities to the rest\n\nof the world. The ideals of America a longing for liberty, for a\nsquare deal, for genuine democracy-must be given a new force in a\nworld-setting. Sometimes the social background of the class will furnish\nvaluable material for setting a problem in its proper relationship. For\ninstance, the attitude toward the immigration problem may be materially\nmodified if an approach is made through the experiences that lie behind\nthe lives of the members of the class. Such an experiment was carried\n\nout with 163 pupils doing parallel work in the same school. These\nchildren were closely associated, they had many interests in common,\nand they had many opportunities of estimating at close range the worth\nof each individual as a member of the school group. A questionnaire\nwas arranged to secure data for obtaining the percentage of Americanborn parents, grandparents, and great grandparents. It was found that\n80 per cent of the fathers and mothers, 48 per cent of the grandparents,\nand 22 per cent of the great grandparents were born in the United\nStates. The family lines were traced back to England, Germany,\nRussia, Ireland, France, Denmark, Sweden, Holland, and Italy. Such\na study clarified this particular problem and afforded an unusual opportunity to break down barriers of isolation and exclusiveness and to\ndevelop a common social will which would carry over into the broader\nrelationships of life. Every problem should be presented with a view\n\n"}
{"page": 469, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n444\n\n[Elementary Education\n\nof promoting open-mindedness, and of arousing the spirit of \"I want to\nknow.\" An attitude of intelligent curiosity is needed today in order to\ntathom the complex conditions of the social order.\n\nThe school possesses ideal possibilities for educating the young citizen\nin habits of social co-operation and service. There should be deliberate\nplanning to use the school environment as a medium through which\ndefinite modes of action might be stimulated and the social capacities of\nthe child might be liberated and organized. Morning assemblies, clubs,\nsocieties, orchestra, athletic contests, pageants, etc., furnish opportunities through which each individual may contribute toward the associated\nactivity and feel that its success is his success, or its failure is his\nfailure.\n\nIt is an accepted fact that the range of work to be accomplished by\nthe schools cannot be determined by textbooks and curricula. The\n\nschools are recognized as a social agency and they must be judged by the\nsocial product. A community has a right to look to them for certain\nresults, such as the rousing of certain attitudes and the developing of\ncertain modes of behavior. These results are as useful socially as is the\npossession of fundamental bodies of knowledge. In the future, the\nschools must become an increasing influence in lessening friction and\ninstability and in bringing about an era of deeper sympathy and wider\nunderstanding.\nTHE ELEMENTARY SCHOOL AND THE READJUSTMENTS\nOF THE NEXT TEN YEARS\nIDE G. SARGEANT, PRINCIPAL OF PUBLIC SCHOOL NO . 10, PATERSON, N. J.\n\nThe great tragedy in American education has been the utter breakdown and failure of school boards to understand American institutions\n\nand to provide for the needs of their communities. In a number of our\n\ncommunities we are developing splendid groups of intelligent, highly\npatriotic citizens who are giving service of a high order as board\nmembers . They spare neither time nor effort in creating a strong public\n\nsentiment in favor of a full support of all educational needs. They have\nprovided proper housing and equipment for their schools, teachers of\n\nhigh ability and training, security of tenure, and adequate salary\nschedules. They understand that modern education has become a\nscience requiring a high degree of skill in its operation. For which\n\nreason they do not interfere with the professional side but give their\nsupervisors and teachers complete control in its management. But this\nis not true of school boards throughout the nation as a whole. They\nhave not acted as special guardians of the schools but rather as factors\n\nto scrimp the schools to the most abject parsimony. Their inefficiency\nin not providing good schools has been the main cause of the decline in\npopulation in the rural districts of the nation. A decent American will\n\n"}
{"page": 470, "printed_page": null, "text": "Department]\n\nELEMENTARY SCHOOL AND READJUSTMENTS\n\n445\n\nnot stay where his children cannot have good schools. The biggest\nproblem of readjustment in the immediate future is the replacing of\nthese inefficient boards by agencies which will measure up to the needs\nof our cominunities.\n\nCertain definite qualifications should be made\n\nmandatory by statute and determined by examination of a civil service\nnature. It is the height of absurdity to entrust the expenditure of vast\nsums of money, the control of great numbers of highly trained teachers\nand millions of children to a haphazard group thrown together by the\nvicissitudes of political partisanship. This policy in the past has led to\na waste of millions in school expenditures. To remedy this will require\nthe united effort of our best citizens and most progressive teachers.\nThe readjustment next in importance to securing competent school\nboards is providing adequate financial support for the schools. Salary\nschedules cannot be left to local adjustment but must be worked out on a\nstate- or nation-wide basis for various positions. This must be done with\n\nan eye single to securing for these positions the best ability and training\nin the land. This means that these schedules must provide equal\nfinancial returns with those received for like ability and like training in\n\nother professions and in commercial life. These schedules should be\nestablished by law as minimums and accompanying them definite\nqualifications for their attainment. No school should be allowed to exceed\n1,500 pupils ; one larger than that is impossible of proper supervision.\nClasses must be reduced in size.\n\nNo teacher should be allowed to\n\nattempt to instruct more than twenty-five pupils in any grade. Buildings and equipment must be largely increased, all of which calls for an\nadditional outlay of money. For this reason the raising of school funds\nshould be entirely divorced from other municipal taxation and all expenditures placed under the complete control of school boards.\n\nThe parents of this country will see that the schools have adequate\nfinancial support if we can show them clearly where it is needed and that\n\nit is honestly administered and goes to the purposes for which it was\nappropriated. What we teachers need to do is to go to the people fear-\n\nlessly, honestly, and clearly present our case. We need have no fear for\nthe outcome.\n\nThe third readjustment that must come before we can remedy our\neducational ills is the elimination of Kaiserism or autocracy in the office\nof the superintendent of schools. All of us recognize that there must be\ncentral authority-a co-ordinating head-and this is best vested in the\nsuperintendent. But because this central executive is necessary in ad-\n\nministration, it does not follow that a man placed at the head of a large\nbody of highly trained principals and teachers should dictate the educational policy of his city; determine courses of study; transfer teachers\nwithout consultation with the parties affected; feel resentful if a\n\nmember of his force expresses an opinion to the board or to the public\n\n"}
{"page": 471, "printed_page": null, "text": "446\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Elementary Education\n\nwithout using him as the mouthpiece; take upon himself the authority of\ndetermining what information coming to him shall be passed on to the\nschools and what the attitude of the teachers in his system shall be ; deny\nmembers of his force the right of individual action, or to initiate local\npolicies which experience has shown to be desirable; assume credit\nas his own for the good work done by his principals and teachers without\ngiving praise specifically where it belongs.\nWith the coming of larger salaries and greater freedom of individ-\n\nual initiative for principals and teachers there must follow, as the day\nfollows night, a greater feeling of responsibility for the full success\nof our work and a higher esprit de corps. There are many principals\nand teachers totally unfit for their work. This very fact is the best\n\nevidence of the weakness of the present system. With the coming of\nteacher councils and a wider participation in shaping school policies, the\nrank and file must clean house. The inert, the incompetent, the visionless, the misfits, must be eliminated entirely. We, the teaching body,\nmust do it, and we are the only agency by which it can be done. Merit\nalone must determine preferment.\nHOW A TEST MAY BE USED TO IMPROVE INSTRUCTION\nIN READING\nMAUDE MCBROOM , DETROIT TEACHERS COLLEGE, DETROIT, MICH .\n\nCommonly recognized among those doing research work in the\nfield of silent reading is the fact that there are certain definite abilities\ninvolved in all efficient reading. These are: remembrance, comprehension, speed, organization, and the ability to use books. Most teachers\nand supervisors have used tests in measuring the speed with which\ntheir students read, in measuring how much they remember of what\n\nis read, and how well the material read is comprehended; and acting\nupon the results of these tests, they have devised means of raising the\nstandard of accomplishment. But the measurement of the other two\n\nabilities, organization of subject-matter, and the ability to use books,\nhas not been so easy.\n\nAfter noting the difficulty with which children all through the\ngrades found material on a given topic in geography, history, or any\nsubject whatsoever, even in cases where the rate of reading was rapid\nand the comprehension score high, the following test was devised in\n- endeavor to analyze that difficulty. In purpose it was fourfold.\nWe wished to discover whether using an index and finding and organizing material suggested by that index presented any difficulties, if so,\nwhat they were, to what extent the ability to use an index increased\nthroughout the grades, and the variability in its use within grades.\nIf there is doubt that knowing how to use an index for finding\nmaterial in a book is necessary knowledge for children to have, one\n\n"}
{"page": 472, "printed_page": null, "text": "Department]\n\nIMPROVING READING INSTRUCTION\n\n447\n\nneed only think of some of the common school practices of today.\nThere is, in almost every school subject, the problematic handling of\ntopics, which involves the gathering of material from various sources ;\nor one might mention the present tendency toward project teaching,\nwith its accompanying requirements in the way of searching for data.\nTo go outside of school, occasions could be named, all the way from the\nuse of the telephone directory, to the most complicated research work\ndone by advanced students, where this same knowledge is needed.\nHowever, this investigation was conducted on the hypothesis that such\ntraining is valuable, and no attempt will be made here to prove it.\nThe test given was in two parts: the first testing only ability to\nuse the index, the second testing the ability to organize material, to\nuse the index, and then to find the material in a book. It was given\nto 261 children, in grades 4B to 7A inclusive, as well as to 66 college\nfreshmen. Resources and Industries of the United States, by\nElizabeth Fisher was the text used.\n\nIn the first test, the children were instructed to turn to the index\n\nof the book, find the item listed, and record the exact page on which\nmateria. concerning it could be found. A record of the time required\nior completing the test was made by the examiner.\nin the second test, the children were instructed to read the sentences,\n\nchoose the main topic discussed, find that in the index, and then turn\nto the page which contained the required material. If the statement\n\ngiven in the test was identical with the statement in the book, they\nwere to underline the word \"yes,\" if not, then to underline the word\n\n\"no.\" This last of course was to insure that children actually turned\nto the page and read the sentence given.\nThe results reveal several things: in the first place, the use of the\nindex evidently does present some difficulties all the way through the\ngrades; there is great variability within a grade; there is little improvement from grade to grade; and evidently the ability is not acquired incidentally, so it must be provided for in the course of study. They also\nsuggest several fields for investigation : Why should the record be so\nlow in some of the higher grades ? What are the methods used by\n\nteachers in grades where the scores are high ? In view of the fact that\nthe dictionary is introduced in grade five, and according to standard\n\ntests, the rate and comprehension scores in reading increase from grade\nto grade, why is there not a more marked advance in scores in the higher\ngrades ? All these are questions which might suggest administrative\naction to a supervisor.\nAs to the difficulties which arise in solving a test, a teacher is often\n\nable to make an analysis of these by going over the individual papers.\nThe chief problems which presented themselves in solving this test\nwere these: the location of the index, the use of an alphabetical arrange\n\n"}
{"page": 473, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION [Elementary Education\n\n48\n\nment, choosing main points in a topic, the analysis of subtopics in an index, punctuation, cross-reference work, and the organization of material. There were students in every grade, including college freshmen, who did not know the difference between the table of contents\nand the index in a book. Many more did not realize that words in an\nindex are arranged alphabetically beyond the first letter of the word.\nIn such topics, from test one, as \"Uses of flaxseed,\" or \"Scarcity of\nwool,\" children did not seem to be able to discern what the main\n\nthought was, but spent considerable time in looking for \"uses\" and\n\"scarcity\" and finally omitted the answers entirely. Analyzing the\nsubtopics in the index seemed to present one of the greatest difficulties.\nIn looking for such a subject as \"prevention of forest fires,\" children\nwould turn to the index and find the total pages on which the subject\nof \" forests \" was treated, but did not read under that main heading\nuntil the subtopic, \"prevention of forest fires\" was found. In the use\nof any cross-reference, children seemed to be all at sea. The topic\n\n\"kerosene\" was given in the test. Under \"kerosene\" in the index it\nsaid, \" see petroleum.\"\n\nThere were children all through the grades, and\n\neven a few college freshmen who, in place of turning to that topic\nin the index, wrote \" see petroleum\" opposite that item on the test, or\n\nomitted it entirely. There were many errors due to a poor understanding of punctuation as found in the index. The meaning of the dash\nbetween numbers, the difference between the comma and the semi-\n\ncolon, and the fact that the page number always followed the topic,\nwas the chief knowledge lacking. It is not that a record of these dif-\n\nficulties indicates exactly what to do next, but by showing up the errors they give the teacher a clue as to what the remedy should be.\nTHE USE OF SCIENTIFIC MEASUREMENTS AS A BASIS\nFOR INSTRUCTION\nCARROLL R. REED, SUPERINTENDENT OF SCHOOLS, AKRON, OHIO\n\nThis paper is not a theoretical discussion of educational tests.\n\nIt\n\ndoes not attempt to point out all possibilities back of their use. Itisa\nreport of what we have accomplished in our first year's experience with\nthem in Akron. During the year both intelligence tests and educational\ntests have been used. This paper reports just the work done with the\nlatter.\n\nThis report will be useful in showing what one city of 200,000 population accomplished in one year by the use of standard tests. Our school\n\nenrolment is 30,000. There are four high schools and twenty-seven\ngrade schools in the city. So the problem of supervision is a large one.\nStandardized educational tests had never been used in the system.\n\nThe\n\nprincipals and teachers had had no training in the use of these tests.\nNeither the City Normal School nor the Municipal University had ever\n\n"}
{"page": 474, "printed_page": null, "text": "Department]\n\nIMPROVING READING INSTRUCTION\n\n449\n\ngiven courses in educational measurements. There was abroad throughout the city the impression that the schools were doing exceptionally\ngood work in the fundamentals, without any good evidence to support\nthe belief.\n\nThis situation suggested a number of things that needed to be done.\nFirst, it seemed wise to determine just how Akron did measure up in\ncertain fundamental subjects when compared with the results secured\nin other city systems. It was felt that we ought to have all the facts\nthat were available which would tell us how well we were teaching cer-\n\ntain subjects. It seemed well worth while to give tests that would\nenable each to see wherein his school was weak and wherein strong.\nLikewise, he would know how his school compared with schools in other\ncities in these same subjects. Second, and we feel this to be the most\n\nimportant, the teacher needed all the help obtainable in meeting her\nclassroom problems. She had been getting but a minimum of supervision. Therefore something had to be done to assist her in her task.\n\nThird, Akron is distinctly a manufacturing town. Men are accustomed\nto talk in terms of production. They want to know what certain groups\nof men actually produce, what has been done. In school parlance, this\nmeans, \"What progress have your children made through the grades ;\nwhat percentage is the gain actually made of the gain that should have\nbeen made, that is, the standard gain?\"\n\nThis sort of thing had not\n\nbeen done before. Fourth, upon the part of the principals and the\nteachers, there was the need to acquaint them with the means available\nfor doing the work just suggested. They needed to know what we\nmean when the term \" standardized educational test\" is used\nthe difference between\n\nsuch\n\nan\n\neducational\n\nto know\n\ntest and an\n\nintelli-\n\ngence or mental test. They needed to understand clearly the method\nof giving these tests and the importance of adhering closely to all instructions listed for the giving of any such test. They needed instruction in the interpreting of the results of such tests and a knowledge of\n\nthe instruments used in helping make such interpretations. Most important of all, they needed to know how to use the results of these tests\nso as to help them do better teaching.\nIn the face of such a situation and such needs, a new department\n\nwas organized to take charge of this measurement work. In order that\nits work be not limited just to educational measurements, the term\n\"Bureau of Research\" was given the department. There were two people in the department-a director and an assistant. One clerk was\nprovided.\n\nEarly in the fall the following program in educational measurements\nwas decided upon. Tests were given first, during the last week in\nOctober and the first week of November, 1920. Similar tests were\n\ngiven again the latter part of May, 1921. The tests given were in the\n\n"}
{"page": 475, "printed_page": null, "text": "450\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Elementary Education\n\nfundamental operations of arithmetic, silent reading, spelling, and handwriting.\n*\n\n*\n\n*\n\n*\n\nACCOMPLISH\nACCOMPLISHMENTS\n\nFirst, we have made a study of just what gains have been made\nduring the year in arithmetic and silent reading.\n\nSecond, we have installed the Courtis Practice Tests in three schools\nand the Studebaker in two.\n\nIn all these schools their use has met with\n\nhearty approval and the teachers are more than pleased with them.\n\nThird, we have made an experiment endeavoring to determine the\nbetter methods for teaching the arithmetic drill.\n\nFourth, we are using the Courtis Supervisory Tests in seven schools.\nThe principals or their assistants give these tests, have the papers scored,\nand send the results, tabulated, to the office of the bureau.\n\nFifth, we have tried to acquaint the teachers of the system with the\neducational tests. This has been done : (a) by having them observe\ntesting work as it was throughout the city, (b) by having meetings with\nthe principals, who in turn carried certain facts to the teachers, (c) by\nmeeting from time to time with the teachers of different buildings and\ntalking with them concerning the meaning and use of the results of\n\nthese tests, (d) by training the twenty normal Seniors who are to teach\nin Akron next year.\n\nSixth, there has been a great increase in interest upon the part of\nthe teachers in educational testing. This is shown by the fact that large\nnumbers have already signed up for extension courses in educational\nmeasurements which will be given next year. It is also shown in the\ngreat number who are attending summer sessions at different universities. In Columbia University alone there are to be nearly fifty\nAkron teachers. Many of these are taking courses in measurements.\nTHE USE OF SCIENTIFIC MEASUREMENT AS A BASIS\n\nFOR THE IMPROVEMENT OF instruction.\nF. B. KNIGHT, DEPARTMENT OF EDUCATION , UNIVERSITY OF IOWA,\nIOWA CITY, IOWA.\nL\n\nFirst, scientific measurement makes possible comparisons between\ngrades and school systems. Second, scientific measurement makes possible more defensible classification of students. Third, scientific measurements are of genuine aid in diagnosing weaknesses in the schools\nand the capacities of individual students. Fourth, when it is uncertain\n\nwhether one method of instruction is superior to another, a determination of superiority on the basis of product is made possible\nthrough the use of scientific measurements. Fifth, scientific measurement allows for the creation of objectives in elementary school sub-\n\njects in terms of amounts rather than in terms of general description.\n\n"}
{"page": 476, "printed_page": null, "text": "Department]\n\nMEASUREMENT IN INSTRUCTION\n\n451\n\nTo the extent that a superintendent values the above five factors in\n\nsupervision, namely: comparing grade with grade, skillful grading of\npupils, diagnosis of individual weaknesses, experimental determination\nof the superiority of one method over another, and the creation of\nconcrete objectives-so far as these help in supervision-scientific\nmeasurement may be thought of as aiding in the improvement of instruction.\n\n"}
{"page": 477, "printed_page": null, "text": ""}
{"page": 478, "printed_page": null, "text": "Department of Elementary\nSchool Principals\nSECRETARY'S MINUTES\nThe Department of Elementary School Principals, was organized at Atlantic\nCity on February 28, 1921, as the National Association of Elementary School\nPrincipals with Leonard Power, principal of the Franklin School, Port Arthur,\nTex., as president.\nThe Association met at Des Moines with the following program :\nFIRST SESSION\n\nTUESDAY MORNING, JULY 5, 1921\n\nTHE STATUS OF THE ELEMENTARY SCHOOL PRINCIPAL\n\nTHE PRINCIPAL as an EDUCATIONAL EXPERT-Leonard Power, Principal High\nSchool, Port Arthur, Texas .\n\nTHE PRINCIPAL AS AN ECONOMIC EXPERT-Katherine D. Blake, Principal Public\nSchool No. 6, New York, N. Y.\nTHE PRINCIPAL AS A COMMUNITY FACTOR- Ide G. Sargeant, Principal School,\nPaterson, N. J.\n\nTHE STATUS OF THE ELEMENTARY SCHOOL PRINCIPAL, A STUDY-Worth McClure,\nPrincipal, Seattle, Wash.\nSECOND SESSION-WEDNESDAY AFTERNOON, JULY 6, 1921\nSYMPATHETIC\n\nCONSTRUCTIVE\n\nSUPERVISION\n\nEFFECTIVE SUPERVISION-J. H. Kneisley, Principal, Seattle, Wash .\nTHE RELATION OF THE PRINCIPAL TO THE TEACHER and Standards For JUDGING\nTHE EFFECTIVENESS OF TEACHING-Olive M. Jones, Principal Public School\nNo. 120, New York, N. Y.\n\nTHE PLACE OF TESTS IN SUPERVISION- Margaret P. Rae, Principal, New York,\nN. Y.\n\nTHIRD SESSION-FRIDAY AFTERNOON , JULY 8, 1921\nELEMENTARY SCHOOL ORGANIZATION\n\nBREAKING THE LOCK STEP IN THE ELEMEntary Schools ( Illustrated) -Georgia\nAlexander, Indianapolis, Ind.\nADVANTAGES OF THE INTENSIVE PLAN CO- ORDINATED WITH THE DEPARTMENTAL\n\nSYSTEM IN THE ELEMENTARY SCHOOLS-Frank Hanson, Principal, Newark,\nN. J.\nBUSINESS MEETING\n\nREPORTS OF STANDING COMMITTEES : Program Committee-Thomas Agnew, Jr.,\n\nchairman, Bayonne, N. J.; Publicity Committee-Florence Holbrook,\nchairman, Chicago, Ill.; Membership Committee-Courtland V. Davis ,\nchairman, Norfolk, Va.\nREPORT OF SPECIAL COMMITTEE ON CONSTITUTION AND BY- LAWS-Morris Magee,\nchairman, Tulsa, Okla.\nThe following officers were selected for 1921-22 : president, Leonard Power,\nPrincipal of the High School, Port Arthur, Texas ; corresponding secretary, J.\nBracken, Public Schools, Duluth, Minn.\nAt the meeting of the Representative Assembly in Des Moines, Friday, July\n8, 1921, the Association was by unanimous vote made a department of the\nNational Education Association.\n453\n\n"}
{"page": 479, "printed_page": null, "text": ""}
{"page": 480, "printed_page": null, "text": "Department of Higher Education\nSECRETARY'S MINUTES\nOFFICERS\n\n..Minneapolis, Minn.\nSecretary-J. J. PETTIJOHN, assistant to the president, University of Minnesota...\n..... Minneapolis, Minn.\n\nPresident-GuY STANTON FORD, University of Minnesota .\n\nFIRST SESSION TUESDAY MORNING, JULY 5, 1921\nThe Department of Higher Education convened in the House of Repre-\n\nsentatives, Chamber, State House. The following program was announced :\nMeeting opened by Dean Ford, University of Minnesota, Minneapolis, Minn .\nProfessor Bass, Chairman of Education Committee of the University of\nMinnesota, read a paper on AN ALL FRESHMAN YEAR.\nIn the absence of Professor Angier of Yale University, who was to lead the\ndiscussion, Professor O. B. Clark, of Drake University, read Professor Angier's\npaper at the meeting.\n\nDean Russell of the State University of Iowa read a paper upon WHAT\nSTANDARDS SHOULD DETERMINE LENGTH OF COLLEGE COURSE.\n\nProfessor Kelly of the University of Kansas introduced the discussion of\nthe paper by an address, without notes. Open discussion followed by Professor\nClark of Drake University, Mrs. Million, wife of President Million of Des\nMoines University, President Phillips, of Laurenceburg, Mo.\nAbout forty were in attendance.\n\nSECOND SESSION-WEDNESDAY AFTERNOON, JULY 6, 1921\nMeeting called to order by the president of the section. Mrs. Boyd, of Des\nMoines College, acted as secretary. About fifty were present.\nPrincipal R. T. Hargreaves of Central High School, Minneapolis, read the\n\nfirst paper of the session on To WHAT EXTENT SHOULD THE HIGH SCHOOL\nCOURSE BE MODIFIED TO PREPARE STUDENTS FOR COLLEGE. The discussion was\ngeneral and led by Ex-State Superintendent Knoepfler, of Iowa, Dean Kelly, of\n\nKansas, and President Amelia Henry Reinhardt, of Mills College, Oakland, Calif.\nThe paper by Dean Loeb of Missouri on WHAT SHOULD BE THE CHARACTER\nOF A REQUIRED COURSE IN CITIZENSHIP FOR COLLEGE STUDENTS was read by Pro-\n\nfessor Williams, one of his colleagues.\nAt the close of the discussion, the section elected the following officers for\nthe coming year : president, Dean F. J. Kelly, of University of Kansas ; secretary, Professor F. H. Hodder, of University of Kansas.\nIt was the sense of the meeting that the work of making a program would\nbe much simpler and more effective if the officers were so elected as to render\nco-operation easy.\nMeeting adjourned.\n\nMRS. JOHN J. BOYD, Des Moines University, Secretary, pro tem .\n455\n\n"}
{"page": 481, "printed_page": null, "text": "456\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Higher Education\n\nTHE ALL- UNIVERSITY FRESHMAN YEAR\nFREDERIC BASS, COLLEGE OF ENGINEERING, UNIVERSITY OF MINNESOTA\nMINNEAPOLIS, MINN.\n\nThe American university at present consists of a number of colleges\nor units each devoted to excellence in the training of students in the\nprofessions or major department of knowledge, either through formal\ninstruction or research or both. Its existence is justified by the belief\nthat the graduate, by reason of his university training, has added not\nonly to his own satisfactions and appreciations, but is in a position to\ncontribute to the wealth of the community, materially and otherwise.\nMatriculants are accepted and may go directly into the major work to\nwhich their instincts guide them. All, of whatever level of intelligence,\nare grouped quantitatively in classroom work, being graded according\nto their performances therein, and later lost in \"outer darkness\" or\ngraduated as the case may be.\n\nThe all-university Freshman year is proposed as a means of presenting at the beginning of each student's course, a survey of the university,\nthe nature and purposes of its various units of instruction and research\n\nand particularly the ideal of devotion to public service which is the bond\nof unity, the soul of the institution. It has the definite purpose of\nrecognizing the individuality of each freshman and of assisting him in\ndetermining the best means of developing his latent powers, either within or without the university. This selective process is of mutual advantage both to student and institution.\nIt is hoped by thus deferring a choice of life-work until after a year\n\nof liberal education a more intelligent choice of work may be made and\na more serious purpose be established. The Freshman year is predicated\nupon evidence of the coming demand for leaders with a liberal education\ncombined with professional ability beyond the present supply. With this\nobject in view the most able teachers are required for the task.\n\nA selected faculty with a special staff of student advisors, in close\ncontact with the university administration, is suggested.\nTHE REQUIRED COURSE IN CITIZENSHIP FOR\nCOLLEGE STUDENTS\nISIDOR LOEB, DEAN OF THE FACULTY OF BUSINESS AND PUBLIC ADMINIS-\n\nTRATION, UNIVERSITY OF MISSOURI, COLUMBIA, MO.\n\nThis paper has been prepared at the request of the secretary of the\n\nSection of Higher Education for the purpose of giving an account of\nthe experience at the University of Missouri of the required course in\ncitizenship.\n\nTo an understanding of this matter, some consideration\n\nof the evolution of the course is essential.\n\nThe study of the social sciences in the University of Missouri has\npassed through much of the same general course of development as in\n\n"}
{"page": 482, "printed_page": null, "text": "Department]\n\nTHE ALL- UNIVERSITY FRESHMAN YEAR\n\n457\n\nother institutions. The original curriculum leading to the degree of\nBachelor of Arts did not make adequate provision for the study of any\nsubjects except the classics and mathematics. In order to meet the de-\n\nmand of the natural sciences, a second curriculum with the degree of\nBachelor of Science was established and this was followed later by other\n\ncurricula leading to the degrees of Bachelor of Philosophy and Bachelor\nof Letters, respectively. In all of these curricula, the subjects were\nprescribed, though a tendency appeared in later years to introduce\nelective subjects for upperclassmen.\nThe social studies were late in the field, and little or no provision\nwas made for them in the prescribed subjects in any curriculum. As\nthe electives were concentrated in the upper year, it was impossible for\nthe student to pursue social studies in any regular sequence. These,\n\nand other conditions, led to the introduction in 1900 of the elective system, under which the student was unrestricted in the choice of nearly\none-half of his work, and given great latitude in the selection of a\nmajor and minors for the remainder. Moreover, while the courses open\nto a Freshman were naturally limited in number, he was entirely free\n\nin exercising his election among these. This extreme situation brought\nabout a natural reaction in a few years when, without abandoning the\nelective principle, it was required that the student, during his first two\nyears, should complete a fundamental course in English, in history, and\nin each of five other groups of subjects. While these requirements\nwere correlated with the student's work in the secondary school so that\none or more might be waived in case the student offered a certain number of entrance units in such subjects, no exception was permitted from\nthe requirements in Freshman English .\nThis was the situation when in 1918 the course in War Issues was\n\nintroduced with the Student Army Training Corps. The committee of\nthe War Department on education and special training, impressed with\nthe evidence of lack of knowledge on the part of college students of the\n\nfundamental social, economic, and political issues involved in the war,\nstrongly urged colleges and universities to make permanent provision\nfor the course in war issues, or for some similar course.\n\nAccordingly, shortly after the armistice, a conference of Missouri\ncollege teachers of history and the social sciences was held at the University of Missouri.\n\nThis conference decided to recommend that all\n\nMissouri colleges establish a course in problems of citizenship of from\nsix to twelve semester hours' credit, to be required of all underclassmen,\n\nwith the understanding that students who take one or more of fundamental courses in any of the social sciences will be exempt from the\ncorresponding portions of the required course . It was also recommended that where possible, the written work in this course should be\n\ncorrelated with the required work in English .\n\n"}
{"page": 483, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATIÓN [Higher Education\n\n458\n\nDuring the early months of 1919, the recommendation of the conference was considered by the departments of history, economics, political science, and sociology, and by the committee on educational policy of\n\nthe College of Arts and Science of the University of Missouri. According to the plan which was worked out, the first term's work would\nbe devoted to a discussion of historical background and the development\n\nof political institutions ; and the second term's work would include social\nand economic problems. It was proposed that the teaching staff of the\nfour departments co-operate in giving the course, but it was understood\nthat a section would be under the control of only one teacher during a\nterm. The new course was to take the place of the history requirement\nfor underclassmen which was to be abolished. The fundamental courses\n\nin the social sciences were to be modified so as to prevent duplication of\nwork, and there were to be no exemptions from the requirement, which\nwas to be a prerequisite for all courses in the social sciences.\nWhile the matter was still under discussion in committee, and before it had been formally presented to the faculty of arts and science,\nit was brought to the attention of the deans of the college of agriculture\nand the school of engineering, the only divisions of the university besides the college of arts and science, which do not require at least two\nyears of college work for admission. Each of these divisions had large\nnumbers of Freshmen and Sophomores for whom there existed a re-\n\nquirement in English, but no requirement and but slight opportunity for\nelection in history and the social sciences. On account of the interest\n\nof the deans of these divisions in the proposed course in citizenship, the\npresident of the university submitted the question to the university\nfaculty which has jurisdiction over matters affecting more than one\ndivision.\n\nThe university faculty decided to establish a course in citizenship\nfor five hours a term for two terms, and to require it of all Freshmen\nin all divisions of the university. It was provided that the work in\n\nEnglish composition and rhetoric should be combined with the course\nin citizenship, and the existing Freshman requirement in English was\n\nabolished, as was the underclassman requirement in European history\nin the college of arts and science. The details in the administration of\nthe new course were left to the determination of the president of the\nuniversity.\nThe first matter which required determination was the question\n\nwhether the course should be treated as a unit and given by one person\nor department, or divided among related departments. One of the chief\nobjections urged against the original plan by the committee on educational policy of the college of arts and science was the lack of unity\nwhich would result from the division of the work among different de-\n\npartments. It was accordingly decided that the determination of the\n\n"}
{"page": 484, "printed_page": null, "text": "Department]\n\nTHE ALL- universITY FRESHMAN YEAR\n\n459\n\ncontent of the course, the preparation of a syllabus, and the lectures to be\ngiven in the course, should be placed in charge of one man .\nThe most important problem was that of the proper content of the\ncourse. Fortunately, there was ample time for its consideration. As\nthe faculty action regarding the giving of the course came late in the\nsession of 1918-19, it was decided to postpone its introduction until the\nfall of 1920. As finally announced, the course opens with a brief discussion of the physical basis of society, including population with its\nproblems of race, migration, growth, etc., as well as land and its resources. The historical background is then presented in about twenty\nlectures with chief emphasis upon modern and recent developments.\nThis furnishes an introduction to the consideration of American political\ninstitutions. After a discussion of fundamental considerations, applicable to all divisions of American government, the organization and\nfunctions of the national government are studied more in detail. The\nfinal division of the subject deals with economic organization and\nproblems.\n\nIt was anticipated that the outline prepared would be only tentative\nin character. As a result of one year's experience, it is probable that\n\nsome changes will be introduced. One of the most important is a shift\nof the economic section to the earlier part of the course, as it is believed\nthat the subject-matter can be utilized to more advantage among\nfreshmen than some of the political material .\nThere are three lecture and three quiz periods weekly in the course.\n\nThe character of the quiz work, and the arrangements made for it,\nconstitute one of the unique features of the course. It was indicated\n\nabove that the conference of Missouri teachers held at the university in\nthe winter of 1918 recommended that where possible the written work\n\nin the proposed course in citizenship should be correlated with the required work in English. This problem had been under consideration\nfor many years. The written work of students in history, the social\nsciences, and other departments was frequently quite unsatisfactory.\nThe teachers in these subjects felt, as a rule, that their responsibility\nwas limited to the subject-matter of the paper, and the student was\n\nthus tacitly encouraged in his slipshod method. On the other hand,\nmany members of the faculty were not satisfied with the results of the\n\ninstruction in Freshman English, and maintained that this was due in\npart to the topics assigned for themes, which in many cases had no\nrelation to the interests or activities of the students.\n\nThe university faculty in establishing the course in citizenship went\nfarther than recommended by the conference. It provided that the\nFreshman work in English composition should be combined with the\nnew course, and abolished the separate requirement in that subject. In\nplanning for the course in citizenship, it was agreed from the outset\n\n"}
{"page": 485, "printed_page": null, "text": "460\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Higher Education\n\nthat the quiz work should be based upon the content of the lectures and\n\nrequired reading. At the same time, it was emphasized that the instructor in both oral and written quizzes should criticize and hold the\n\nstudent responsible for the form of his expression as well as for the\nsubject-matter. This decision necessarily involved the selection of instructors who had been trained in the social sciences as well as in\n\nEnglish. The selection of these instructors and the general supervision\nof their work was left to the department of English. It was understood, however, that appointments should not necessarily be restricted\nto specialists in English, and as a matter of fact, some of the instructors\nwere primarily interested in the social sciences.\nThe introduction of the new course was not received without mis-\n\ngivings on the part of some members of the faculty. Particularly in\nthe department of English it was felt that the student would not receive\nan adequate substitute for the required course in English composition.\nAs originally planned, there were only two quiz periods each week. As\na result of the attitude of the department of English, a third period was\nadded, in which instruction in formal English could be given.\nThe course in citizenship has made it possible to recast the fundamental course in European history, and to reduce the work in American government from five to three hours. It is probable that the course\n\nin general economics will also be modified by the elimination of matters\nwhich are dealt with in the new course.\n\nThe first year's experience with the course in citizenship has been\nsatisfactory. The students' interest has been stimulated and this has\nhad a favorable reaction upon the form of his expression. On account\n\nof certain difficulties, absences from the lectures were not recorded, but\nthis did not result in any serious decrease in attendance. A great part\nof the success of the course was due to the instructors in charge of the\nquiz sections. A special effort was made to secure persons who were\nnot only well qualified by training, but who were good teachers with\nreal interest in students and their problems. The course will continue\nto be modified from time to time, and it is anticipated that much benefit\ncan be derived from the experience of other institutions with similar\ncourses .\n\nDEPARTMENT OF IMMIGRANT EDUCATION\nThe Representative Assembly in session at Des Moines on July 8, 1921, on\nmotion of Miss Abby Porter Leland, of 60 West 10th St., New York, N. Y.,\nunanimously voted to establish a department of Immigrant Education. Officers\nwill be selected, and the department will hold its first meeting in 1922.\n\n"}
{"page": 486, "printed_page": null, "text": "Department of Kindergarten Education\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-MARION S. HANCKEL, kindergarden-primary supervisor .......... Richmond, Va.\nVice\n-President-BARBARA GREENWOOD, director of kindergarten department, Southern Branch\nLos Angeles, Calif.\nof University of California .\nSecretary-ANNA H. LITTELL, supervisor of kindergarten and primary grades .. Dayton, Ohio\n\nFIRST SESSION TUESDAY AFTERNOON, JULY 5, 1921\nThe meeting of the Department of Kindergarten Education of the National\nEducation Association was called to order by the president, Miss Hanckel, who\n\nannounced that, in the absence of the secretary, Miss Irene Hirsch would act as\nsecretary pro tem.\n\nThe following program was presented :\nREPORT OF THE SUPERINTENDENCE MEETING AT ATLANTIC CITY IN FEBRUARY\nAND OF THE MEETING OF THE INTERNATIONAL KINDERGARTEN UNION IN DETROIT\n\nIN MAY-Nina C. Vandewalker, Bureau of Education, Washington, D. C.\nAfter Miss Vandewalker's address a short business meeting for kindergartners was held.\n\nThe president submitted the following question : \"Shall we re-organize for\nmore definite purposes and plan of work in order to be more constructive and to\nwork in close co-operation with the programs and work of the I. K. U. and section\nmeetings held during the superintendence meeting ?\" A discussion from the floor\nfollowed, in regard to reorganization in such manner as to allow one or more\n\nofficers of the department to hold office more than one year.\nSection 5 of the original by-laws was read by the secretary. It was moved\nand seconded that arrangement be made to amend the article read to make\n\nprovision for automatic tenure of office for two or more years. Carried.\nThe nominating committee was appointed by the president as follows :\nIrene Hirsch, Des Moines, Iowa ; Grace Hemingway, Chicago, Ill.; Mrs. E.\nW. Jones, Los Angeles, Calif.\nMeeting adjourned.\nSECOND SESSION TUESDAY AFTERNOON, JULY 5, 1921\nAt five o'clock Tuesday afternoon, an hour of song and story was held\non the lawn at the Drake University elementary school.\nStories were told by Prudence Nicholas, Des Moines ; Stella L. Wood,\nMinneapolis, and Grace Hemingway of Chicago, Illinois. Mrs. George PolkHippee gave three groups of children's songs.\nTHIRD SESSION- WEDNESDAY AFTERNOON, JULY 6, 1921\n\nThe Department of Kindergarten Education convened, Wednesday, July 6 at\n2:30 in the Chamberlain Hotel Ballroom. The following program was presented.\nTHE UNITY IN AIMS AND PRINCIPLES OF THE KINDERGARTEN AND EARLY\n\nGRADES Stella Louise Wood, principal, Kindergarten and Primary Training\nSchool, Minneapolis, Minn.\n461\n\n"}
{"page": 487, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n462\n\n[\nKindergarten\n\nMETHOD AND EQUIPMENT WHICH WILL MAKE FOR CONTINUITY THROUGH\n\nKINDERGARTEN AND ELEMENTARY SCHOOLS-Ella Victoria Dobbs, assistant professor of industrial arts, University of Missouri, Columbia, Mo.\nSUGGESTIONS FOR DERIVING\n\nSTANDARDS OF\n\nMEASURING ACHIEVEMENTS OF\n\nKINDERGARTEN - Primary Children-Carl G. F. Franzen, professor of secondary\neducation, Drake University, Des Moines, Iowa.\n\nA short business meeting followed the program. The president called for\nthe report of the nominating committee. The chairman brought in the following\nreport: President, Marion Hanckel, Richmond, Va.; Vice-president, Mary\nDabney Davis, Duluth, Minn.; Secretary, Nina C. Vandewalker, Washington,\nD. C.\n\nA motion that the report be accepted was carried.\nThe meeting then adjourned.\nIRENE HIRSCH,\nSec. pro tem.\nREPORT ON TWO MEETINGS\nNINA C. VANDEWALKER, U. S. BUREAU OF EDUCATION, WASHINGTON, D. C.\n\nMiss Vandewalker's address was a report of the two kindergarten\nmeetings held during the year-the one-day program of the International Kindergarten Union and the National Council of Primary Education at Atlantic City in February and the meeting of the International\nKindergarten Union at Detroit, May 2-6. She showed the difference\nin the character of these two meetings, the latter dealing mainly with\nthe problems of the kindergarten in itself and the former with those of\nits adjustment to the school as a whole.\n\nThe Detroit meeting was unusually large and enthusiastic. In addition to delegates from twenty-six states there were over fifty from\nCanada, two each from China and from France, and one each from\n\nSouth America and Australia. The program had two main objectives,\nthe first of which was to give practical suggestions for the improvement\nof the work with the children. The importance of adequate attention\nto children's health during these years was stressed by two speakers,\nDr. Arnold L. Gesell, of Yale University, and Professor Patty S. Hill,\nof Teachers College. The newer methods and the materials best suited\nto these were illustrated and discussed at two conferences, one in charge\nof Frances M. Berry, of Baltimore, and the other of Louise M. Alder,\nof Milwaukee. In connection with the latter Patty S. Hill gave an address on the PROJECT METHOD. In view of the present interest in tests\nand measurements a most profitable exposition of their use in classifying children and measuring their progress was given by Detroit's three\nexperts, Stuart S. Courtis, Charles F. Berry, and Harry J. Baker.\nThe meeting on Kindergarten Extension was addressed by Mrs.\n\nMilton P. Higgins, president of the National Congress of Mothers and\nMrs. W. R. Alvord, president of the Michigan Federation of Women's\n\nClubs. They showed how their organizations had assisted in bringing\nabout a wider adoption of kindergartens.\n\n"}
{"page": 488, "printed_page": null, "text": "Department]\n\nUNITY IN AIMS AND PRINCIPLES\n\n463\n\nThe meeting at Atlantic City was of unusual value because the International Kindergarten Union and the National Council of Primary\nEducation agreed upon a common topic and met on the same day and in\nthe same place, the program of the one being given in the morning and\nthat of the other in the afternoon. The general topic was CONDITIONS\nTHAT MAKE FOR UNIFICATION OF THE KINDERGARTEN AND EARLY GRADES .\n\nThe sub-topics and speakers on the kindergarten side were : The cur-\n\nRICULUM, Luella A. Palmer, Assistant Supervisor of Kindergartens,\nand Annie E. Moore, Teachers College, New York, N. Y.; METHODS,\nMary E. Pennell, Supervisor of Kindergartens, Kansas City, and Superintendent E. H. Drake, Kalamazoo, Michigan ; EQUIPMENT, Julia\nWade Abbot, Bureau of Education, Washington, D. C. The subtopics\nand speakers on the Primary Council side were : REPORT OF COMMITTEE\n\nON SUBJECT MATTER AND METHODS, Mary J. Brady, Primary Supervisor, St. Louis ; TEACHING THE PRIMARY TEACHER TO USE FREE ACTIV-\n\nITIES, Marion S. Hanckel, Kindergarten-Primary Supervisor, Richmond, Virginia ; NEEDS OF THE PRIMARY SCHOOL FROM THE STAND-\n\nPOINT OF THE KINDERGARTEN, Kindergarten Primary Supervisor, Duluth.\nTHE UNITY IN AIMS AND PRINCIPLES OF THE KINDERGARTEN AND EARLY GRADES\nSTELLA LOUISE WOOD, PRINCIPAL, KINDERGARTEN AND PRIMARY\nTRAINING SCHOOL, MINNEAPOLIS, MINN .\n\nThis program differs pleasantly from many that have gone before,\nin that nowhere upon it can you find any paper entitled, \" How may we\nbridge the gap between the kindergarten and primary grades ? \", or,\n\"How may we unify the work of the kindergarten and first grades ?\"\nIn the first place, we have discovered that the \"gap\" as we called\nit, this chasm which gave us so much anxiety, was not in the children\nand their interests, but with us, our concepts and methods. The children's interests are related, connected, go on in logical development, and\nmay be charted with a fair amount of exactness, for with them, as\nwith all things in God's living, growing world,there is no break between\nstages of growth, just unfolding, \"unhasting,\" \"unresting,\" the flower\n\nand fruit following the leaf and bud in orderly fashion. So when we\nwere finally convinced of that fact, we began to bestir ourselves and adjust our concepts and methods.\nWe decided that the place to work most effectively for the unbroker\ncontinuity in the work of kindergarten and early grades was at the\ns urce of things, namely, in the teacher-training institutions. The hard\nand sharp line between students preparing for the kindergarten and\nthose preparing to teach in the lower grades was gradually eliminated,\nand today you will find in our best schools for teacher-training, the same\n\n"}
{"page": 489, "printed_page": null, "text": "464\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Kindergarten\n\ncourse given to all students who intend to teach the younger children.\nIn many city training schools, the primary students are taking lectures,\nobservation, and student-teaching in the kindergarten, while in many\nothers, the whole group specializing in elementary training take the\nsame courses and are thus entirely free from the consciousness of the\nchasm once supposed to exist. With student-teaching covering kindergarten, first and second grades, the prospective teacher has a grasp upon\nthe situation which will remove any sense of unfitness for any work\nwhich may come, involving the child from four to eight. This establishes\na common viewpoint, and the work in these grades can be organized so\nthat the relation is emphasized. Much reorganization of both kindergarten and the early grades has taken place, with great benefit to both.\nIn systems where teachers of the lower grades have not had the\n\nadvantage of this broader training, a better understanding has been\nbrought about by a definite statement of the aims, principles, and\nmethods of the kindergarten. The International Kindergarten Union\nthrough its bureau of education committee has published a pamphlet\ncalled \"The Kindergarten Curriculum,\" which sets forth in clear terms\n\nthe aims, principles, and methods of modern kindergartens. This\npamphlet has been found very valuable by those interested in making\nthe kindergarten an organic part of every school system. A superintendent who says, as many do, \"Alas ! I know very little about the kinder-\n\ngarten\" should have one of these pamphlets presented to him at once,\na promise secured from him that he will read it, and then a bit of\n\n\" follow-up\" work done to see that he fulfils this promise. In one of\nour large cities in the northwest, an assistant superintendent used\nthis pamphlet as the basis for a year's study with the principals of the\ncity schools, with the result that each kindergarten was the richer because of the more intelligent interest of the principal. The principals\nthemselves gained an added respect for the kindergarten because of\nthe clear, scholarly, and intelligible expression of the aims and methods\nof the kindergarten.\nWe would like to urge every member of the kindergarten force\n\nand all its lovers, to make their special bit of propaganda work the\nsending of this pamphlet to superintendents, board members, primary\nteachers, club members, supervisors, kindergartners, anyone whose\ngrasp of the kindergarten aims and accomplishments would thus be\nincreased. And do not forget the \" follow-up\" work for it is fatally\neasy to accept a pamphlet with thanks, and then consign it to a pigeon-\n\nhole from which it only emerges at house-cleaning time ! A genially persistent reminder is a great aid to the assimilation of necessary knowledge.\nThe methods and equipment of the kindergarten and early grades\nare becoming more and more similar, so that this oneness of the early\nperiod is every day making itself clearly seen.\n\n"}
{"page": 490, "printed_page": null, "text": "Department]\n\n465\n\nMETHODS AND EQUIPMENT\n\nThe practical working out of this recognition of the unity of\ninterest in the early grades shows itself in many ways. In the city\nwhich I know best of all, many new teachers now being engaged are signing contracts which read \"kindergarten or first grade.”\nIn these same schools the experiment has been tried of having the\n\nkindergarten teacher go on into IC with her class, and one teacher\nwhom I know well followed the same group through the second grade,\nreturning to the kindergarten at the end of this experience with a\n\ngreatly enriched appreciation of the work which the kindergarten may\ndo in laying the foundation for the structure with whose building\nshe had been concerned.\n\nOne teacher took her class through the kindergarten and into the\nIC, and now says\nMy experience of going on with my kindergarten class into the first\ngrade and my observation of children in the second leads me to agree with\nthe current educational opinion that the four- to eight-year period of childhood is one period psychologically and that the teacher's training should\ncomprehend the fundamentals of these first three grades ; for I found the\n\nchildren as intensely interested in handwork, building, games, and stories as\nwhen in the kindergarten, with the added interest of reading.\n\nIn the first\n\ngrade there was marked development in technique in handwork, a new interest in each other's work problems was evident, and there was the desire to\nwork and play together in larger groups than in the kindergarten ..\nThe experience was a distinct advantage to me for it showed me clearly\nthat our work in the kindergarten should be to enrich the little child's\nexperience that he may go into the first grade with clear concepts which\nshall furnish him with an adequate background for reading and which shall\nserve as a reservoir of inspiration for his handwork and building interests.\n\nIt would seem that one of the most hopeful things in these days of\nreadjustment, is the recognition of the means to satisfy the fundamental impulses of children, the fact that these impulses and desires\nmay be met by a broader curriculum for the grades, and that manual\nactivities, dramatic expression, experiences with nature and humanity\nin social relationships need not be sheared off when the child leaves the\ndoor of the kindergarten. The new interest which comes with the reading and writing relates itself perfectly to the activities so well begun\n\nin the first school experience in the kindergarten, and the child, a\nunity in interests and capacities, goes on to the work, which, without\n\n\"chasm\" or \"break\" develops logically and smoothly to meet his increasing power. This unity of aims and principles is showing itself\nin our modern school .\n\nMETHODS AND EQUIPMENT\nELLA VICTORIA DOBBS, ASSISTANT PROFESSOR INDUSTRIAL ARTS,\n\nUNI-\n\nVERSITY OF MISSOURI, COLUMΒΙΑ, ΜΟ .\n\nWe are learning only slowly what \"Come, let us live with our\nchildren\" really comprehends. At first it helped us to substitute for\n\n"}
{"page": 491, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n466\n\n[Kindergarten\n\nthe labored acquisition of abstract facts supposed to be useful, a process\nof gaining many of those same facts by a playful process which from\nour adult point of view suited the undeveloped but active minds of\nlittle children. This was a great step forward, but school was still\na very different place from home with a formal atmosphere and an\nautocratic method, albeit the autocrat was very kind and gentle and\nled the way in games and happy plays most of the time.\nOur latest and we believe our best interpretation is not only based\non more genuinely democratic ideals but seeks to break down the barrier which has separated home and school so that school shall be an extension of the best homes in which all children may share. Instead of\n\nimposing upon the children our ideas of what we think they should like\nto do, we have gone about with them to find out what they really do\n\nunder natural, happy conditions and we are bringing back into the\nschool our transforming discoveries not alone to the kindergarten, but,\nwhat is much more significant, into the primary schools as well.\nThe keynote therefore in up-to-date furnishings is suitability to the\nchild's needs and point of view and this is so true of primary as well\nas kindergarten rooms that it is hard in some cases to tell which is\nwhich.\n\nIn comparing old and new the writer is impressed with the bigness\nof things. Instead of tiny imitations for each individual child fullsized and real things are provided for co-operative use. There are big\nblocks with which to build houses large enough to play in. The toy\nstoves, tables, dressers and chairs are large enough for practical use.\nThe dolls have clothes that button and unbutton just like real folks\n\nand the dolls become real members of the social group demanding much\nthoughtful care.\n\nFrom time to time there are live rabbits and other\n\npets which need food and care . Real tools-hammers and saws-together with scraps of wood and plenty of nails tempt even timid ones\nto venture into the realm of mechanics.\n\nAnother striking feature is the supply of low shelves and cupboards where books, tools, and the most-used material as well as in-\n\ndividual belongings are conveniently kept. As a result the children\nearly develop a sense of individual responsibility for the care of materials. Under the old plan the teacher carried all the responsibility for\nall and the children were \" to do as they were told.\" The relative value\n\nof these two attitudes toward life in a government of, by, and for the\npeople is self evident. The work of early school years should lay the\nright- foundation and begin the cultivation of right habits.\nMethods in the accepted progressive school keep pace with the bigness of the furnishings. There is a growing tendency to deal with\nsubject-matter in larger units, with topics which bear a closer relation\n\nto everyday life, and to throw the maximum amount of responsibility\n\n"}
{"page": 492, "printed_page": null, "text": "Department]\n\nDERIVING STANDARDS OF MEASURING\n\n467\n\nupon the individual pupil while at the same time team work is developed\nas never before. These methods rightly emphasized must do much\ntoward the formation of good habits of citizenship, which, formed in\n\nthe small community of the school-room will carry over into the larger\ncommunity of life outside of school and promise better results in the\ndevelopment of citizenship which is always the chief business of the\npublic school.\nSUGGESTIons for derivinG STANDARDS of MEASURING ACHIEVEMENTS OF KINDERGARTEN-PRIMARY\nCHILDREN\n\nCARL G. F. FRANZEN, PROFESSOR OF SECONDARY EDUCATION, DRAKE\nUNIVERSITY, DES MOINES, IOWA\n\nBefore dealing with the actual attempt to measure the achievement\nof kindergarten-primary children, it will be well to discuss briefly the\ntheory of individual differences and its application to intelligence testing. According to the widely accepted theory of the original nature\nof man, every individual at birth is as different in the construction of\nthe cell combinations that make up the nervous system whose centers\nare in the brain, as he is in external bodily features and characteristics.\nJust as there are countless variations in the veining of leaves that\ngrow on the same tree, so there are similar variations in the possible\narrangement and myelinization of the neurons in different individuals.\nConsequently, it stands to reason that there are all kinds of possibilities and limitations in the development of any one brain. To the outward manifestation of this development we give the name, intelligence,\nbut to define intelligence in terms that will be agreed to by all is an\nimpossible task. In two recent numbers of EDUCATIONAL PSYCHOLOGY\nmore than a dozen psychologists have attempted to give as many inter-\n\npretations of this term. The speaker prefers to define intelligence as an\ninnate capacity to acquire knowledge-power. Since this possession belongs to the child from birth, it is extremely desirable that he be tested\n\nout before entering school in order that he may not be admitted unless\nhe has reached a grade of intelligence that will permit him to do the\nwork of the kindergarten or first grade. The problem of retardation,\nalways a serious one, can here be met and halted before ever the child\n\nenters school. The objection is at once made on the part of those of you\nwho teach in small systems that there is no place to send the child until\nhe is ready for his first year's school work. My only answer is that\n\nyou must, perforce, make the best of your situation as you have always\ndone ; but, where the school system is large enough and financially able,\nthese subnormal children should be immediately sent to a special school,\nthere to receive such training as will enable them within a year or two\nto enter the regular school.\n\n"}
{"page": 493, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n468\n\n[\nKindergarten\n\nThere are two ways of testing intelligence, one by the individual\nmethod, as exemplified by Terman's revision of the Binet test, and the\nother by the group method, employed by Dearborn, et al. The group\nmethod is much more economical of time and has the further advantage\n\nthat it does not demand as special training in its administration as does\nthe individual method.\n\nBut account must be taken of the fact that intelligence is not the\n\nsole criterion of future success, and that intelligence tests are not the\nonly tests to be given a child. Intelligence is but one of the many\nfactors whose product is called personality, and, before we can make\na safe and sure prognosis of an individual's possibilities, we must work\nalong such lines as the testing of his ability to originate, to concentrate,\nhis possession of grit, energy, and similar qualities .\nAfter the child has been admitted to school it will be necessary\nto test his achievement in order to have a basis on which to promote him .\n\nStandard achievement tests have been worked out for the elementary\nschool for grades III and up, but none of these tests can be used for\ngrades below the third for two reasons, one because they deal with sub-\n\njects of a content order, and second, because they depend much upon\nreading and writing. Consequently there is a necessity for a different\ntype of test for the primary grades which will be less difficult to administer.\n\nTests measuring the achievement of kindergarten children should be\nbased on the average achievement of several thousand children, because\n\nsatisfactory norms can be obtained only from the measurement of a\nlarge group. In literature and oral expression, standardized stories\nof equal value can be selected and administered in the same fashion\n\nas Gray's \" Tiny Tad,\" where the youngster reproduces the story orally\nand also answers a list of set questions to show his comprehension of\n\nthe story. In this way he is tested for his ability to remember, reproduce, and comprehend. The chief difficulty with this test is that it has\nto be administered individually and consequently consumes much time,\nbut it is the only means available at present .\n\nFor plays, games, and rhythms, a score card could be provided\nwhich would evaluate the child's ability to imitate and originate, and\nmeasure his degree of muscular control.\n\nIn the measurement of the manual activities of clay, sand, paper,\ndrawing, etc., standard models for reproduction or standard stories to be\n\nexpressed in various forms of handwork should be given to the children and a score card supplied to measure varying degrees of excellence\n\nof form, line, originality, faithfulness in adhering to the model, balance,\nand proportion.\nIn music the system of tests being worked out by Professor Fullerton, of Cedar Falls, Iowa, but modified to meet the needs of first-\n\n"}
{"page": 494, "printed_page": null, "text": "Department]\n\nDERIVING STANDARDS OF MEASURING\n\n469\n\ngrade boys and girls, can be used very effectively. Grade points for\neach type of test determine the individual's content progress .\nStandard block combinations or other mathematical arrangements\ncan be worked out to test the growth of mathematical knowledge.\n\nFor nature study that is concerned with the care of pets, yards,\nand gardens a score card is again the most effective means of judging\nwhere the individual stands. A model garden can be standardized and\npoints given for all the qualities that are combined to make this garden.\n\nSimilarly in hygiene a score card should indicate how close to the\nstandard the individual comes in his records that show the care he\n\ngives to his body and to the observance of general health rules.\nWhy these tests ? Because the subjective judgment of every teacher\nis faulty in estimating the true worth of the pupil. So long as there\nis promotion from one grade to the next, just so long will it be necessary\nto devise the most suitable bases for determining the grounds on which\nthis promotion is to be made. Mistakes will be made in the effort to\n\narrive at satisfactory norms, but, when these norms are obtained, the\nteacher will have a very important help in her judgment of the work\nof her pupils.\n\n"}
{"page": 495, "printed_page": null, "text": ""}
{"page": 496, "printed_page": null, "text": "Library Department\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-SHERMAN WILLIAMS, chief of School Libraries Division, Department of Educa\ncation\n......... Albany, N. Y.\n\nVice-President-M. WILFORD POULSON, Brigham Young University............. Provo, Utah\nSecretary-MARGARET ELY, Book Selection Department, Public Library........ Chicago, Ill.\n\nThe Library Department of the National Education Association held\nmeetings in the Des Moines Public Library on July 5, 6, and 8, 1921.\nmeeting on July 5, the following program was presented :\n\nAt the\n\nJOY READING IN ELEMENTARY SCHOOLS-Adeline B. Zachert, Director of\nSchool Libraries for the State of Pennsylvania, Department of Education, Harrisburg, Pa.\nTHE NORMAL SCHOOL LIBRARY AS A TEACHING INSTITUTION- W. H. Kerr,\n\nLibrarian, State Normal School, Emporia, Kans.\nTHE PRESIDENT'S ADDRESS-THE PURPOSE OF THE SCHOOL LIBRARY-Sherman\nWilliams.\nRELATION OF THE HIGH- SCHOOL LIBRARY TO THE OTHER DEPARTMENTS OF\n\nTHE SCHOOL- Ellen F. Chamberlayne, High-School Librarian, Binghamton, N. Y.\nThe meeting on Wednesday afternoon was a joint session with the National Council of Teachers of English. President Williams opened the meeting\nand recognized Mr. Johnson Brigham, Librarian of the Iowa State Historical\nLibrary who made the following announcement on the A. L. A. Booklist :\nThe American Library Association publishes the Booklist as its official book-buying\nguide. The new books included each month (October-July) are chosen by librarians as those\nmost suitable for general use. The book notes are short and to the point and represent in\nevery case a consensus rather than individual opinion. Classification number and catalog\ninformation are given for each title. All future numbers will contain a short list of books\nespecially useful for high-school libraries. The Booklist is published by the A. L. A., purely\nas an aid in book selection, for librarians and teachers. It is not a commercial venture;\n\nit is supported in part by an endowment fund. Will the library section of the N. E. A.\nformally endorse the Booklist as an aid to book selection for school libraries ?\n\nFollowing this announcement, a motion was made and carried, that the\nLibrary Department of the N. E. A. and the National Council of Teachers\nof English endorsed the Booklist of the A. L. A. and recommend its use as\nan aid in book selection for use on reading tables in all high schools and in\ncourses of English as a basis of current book evaluation.\nPresident Williams then turned the meeting over to Miss Julia Robinson,\n\nsecretary of the Iowa state Library Commission, who acted as chairman. The\nfollowing program was presented :\nSTEPPING STONES TO LITERARY TASTE-A. B. Noble, Department of English,\nIowa State College of Agriculture and Mechanic Arts, Ames, Iowa.\nRECENT LITERATURE FOR HIGH SCHOOLS-Margaret Skinner, Director of\nReading Stout Institute, Menomonie, Wis.\nTHE PART OF THE PUBLIC LIBRARY IN PUBLIC EDUCATION- Carl H. Milam,\n\nsecretary, American Library Association, Chicago, Ill.\nThe business session of the Department was held on Friday afternoon,\n471\n\n"}
{"page": 497, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n472\n\n[Library\n\nJuly 8. The by-laws of the Department were discussed and modified. In article\nVII, Section 1, the word \"president\" was changed to \"officers.\" It was voted\nto strike out Section 8, of article VII, making the new article VII read : \"All\nfunds shall be turned over to the National Education Association, and credited\n\nto the Library Department.\" Article IX was changed to read : \" These By-laws\nmay be amended at any annual meeting by a majority vote of those present and\nvoting, provided a written notice of proposed amendment or amendments\nhas been presented to members of the Department, thirty days before such action\nis taken.\"\n\nA motion was carried that the by-laws be adopted in their new form.\n*The following statement regarding libraries in education was adopted, and\nthe officers of the Department were instructed to give it the widest possible publicity:\n1. All pupils in both elementary and secondary schools should have ready access tu\nbooks to the end that they may be trained (a) to love to read that which is worth while ;\n\n(b) to supplement their school studies by the use of books other than text-books; (c) to\nuse reference books easily and effectively; (d) to use intelligently both the school library\nand the public library.\n2. Every secondary school should have a trained librarian, and every elementary school\nshould have trained library service.\n3. Trained librarians should have the same status as teachers or heads of departments\nof equal training and experience.\n4. Every school that provides training for teachers should require a course in the use\nof books and libraries and a course on the best literature for children.\n\n5.\n\nEvery state should provide for the supervision of school libraries and for the cer\n\ntification of school librarians.\n\n6. The public library should be recognized as a necessary part of public instruction\nand should be as liberally supported by tax as are the public schools, and for the same\nreasons.\n\n7.\n\nThe school system that does not make liberal provision for training in the use of\n\nlibraries fails to do its full duty in the way of revealing to all future citizens the opportunity\nto know and to use the resources of the public library as a means of education.\n\nMr. Willis Kerr, of the Emporia State Normal School, Emporia, Kansas,\nread the report of the survey of normal-school libraries, with the recommendation\nthat the committee on normal-school libraries be authorized :\n\n1. To proceed with the survey of normal-school and teachers-college libraries.\n\n2.\n\nTo present at the next annual meeting a formal report and statement\n\nof standards of organization and equipment for such libraries.\n3. To seek opportunity to present such report, such statement of standards,\nat least in preliminary form, before the Department of Normal Schools at the\nnext.mid-winter meeting.\nRecommended further that the Board of Directors of the National Education\nAssociation be requested to vote the sum of three hundred dollars to the com-\n\nmittee on normal-school libraries for the purposes of this survey and report\nduring the year 1921-22.\nA motion was made and carried to accept the recommendation.\n\nThe President reported that nothing had been heard from the Committee\non Home Reading Clubs .\n\nThe final report of the N. E. A. Elementary School Committee was presented in the form of a list of children's books for departmental library\nwork in elementary and junior high schools, with the hope that it would\n\nbe possible to have it printed.\n\nThe President declared that it would not be\n\npossible for the N. E. A. to have it printed. It was then moved and carried\nthat the report of the N. E. A. Elementary School Committee be transferred to\nthe A. L. Α.\necutive Board with the idea of their printing it.\n\nNo new committees were appointed at this meeting.\n\n"}
{"page": 498, "printed_page": null, "text": "Department]\n\n473\n\nBY-LAWS\n\nThe following officers were elected for next year : Sherman Williams, chief\nof School Libraries Division, Albany, New York, president. Grace Rose,\n\nLibrarian, Des Moines Public Library, vice-president. Margaret E. Ely, Book\nSelection Department, Chicago Public Library, secretary.\nA library luncheon was held at the Harris-Emery tea room on Wednesday,\n\nJuly 6. About one hundred fifty people interested in phases of library work\nwere present. Short talks were given by Fred M. Hunter, president of the\nN. E. A., Oakland, Calif.; M. Wilford Poulson, Provo, Utah ; Joy E. Morgan,\n\nWashington, D. C.; Cecilia M. Troy, Chicago, Ill.; C. W. Swain, Cedar Falls.\nIowa.\n\nA high school library exhibit was held at the Public Library and was very\nwell attended. Scrapbooks of high-school libraries throughout the country,\nshowing various library methods, pictures of equipment, and \"the library in\n\naction,\" were on display. The feature of the exhibit was a high- school-library\nmap, indicating, by means of colored pins, places having trained high-school\nlibrarians.\n\nMARGARET ELY, Secretary .\n\nBY- LAWS\n\n(Adopted at the meeting of the Library Department, Des Moines, Iowa,\nJuly 8, 1921) *\nARTICLE I - OBJECTS\n\nThe objects of the Library Department shall be:\n1. To promote the intelligent use of school libraries .\n\n2. To work for the appointment of trained librarians in all high schools.\n3. To urge the appointment of state supervisors of school libraries in all\nstates.\n\n4. To urge that all teachers, in order to be certified, shall give evidence of\n\ntheir ability to train pupils in the use of books and libraries and to develop good\nreading habits and tastes.\n5. To foster well-defined co-operation between school libraries and public\nlibraries.\nARTICLE II-MEMBERS\n\nSECTION 1.\n\nActive members of the National Education Association are en-\n\ntitled to become active members of the Library Department. Librarians and\nall others who are in any way interested in school library work, including\n\nsuperintendents, principals, teachers, and board members, will be welcomed at\nall meetings of the Department.\nSECTION 2. There shall be a class of registered members consisting of\n\nthose who contribute annually to the support of the Department and promotion\nof its objects, such annual contribution to be fifty cents in the case of members\nof the N. E. A., otherwise one dollar.\n\nSECTION 3. Registered members shall be entitled regularly to receive free\na separate copy of the proceedings of the Library Department and they shall be\nentitled to such other consideration as may be decided upon by the Department.\nFirst presented at the meeting of the Library Department, Salt Lake City, Utah, July 7,\n1920. Prepared by the following committee:\nSherman Williams, chief of School Libraries Division, Educational Department, State of\nNew York, Albany, N. Y.; Mary E. Downey, library secretary and organizer, State Department of Public Instruction, Salt Lake City, Utah; Harriet A. Wood, supervisor of school\n\nlibraries, State Department of Public Instruction, St. Paul, Minn.; and\n\nRice, super-\n\nvisor of school libraries, State Department of Public Instruction, Madison, Wis.\n\n"}
{"page": 499, "printed_page": null, "text": "474\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\nARTICLE III - MEETINGS AND SESSIONS\n\nSECTION 1. The annual meeting of the Department shall be held at the\nsame time and place as the annual meeting of the NΝ. Ε. Α.\n\nSECTION 2. At least two sessions shall be held at the annual meeting,\n(Round tables and library luncheons shall be provided for as circumstances and\nconditions may warrant and require.)\nARTICLE IV - PROGRAMS\n\nThe program of the meetings of the Department shall be prepared by the\npresident, after a conference with and under the general direction of the presi-\n\ndent of the department and with the members of the Advisory Committee.\nARTICLE V-OFFICERS\n\nSECTION 1. The officers of the Library Department shall consist of a\npresident, a vice-president, and a secretary-treasurer. They shall be elected\nannually at the last formal session of the department to serve for one year\nor until their successors are duly elected. No one shall be eligible to any office\nin the department who is not an active member of the National Education\nAssociation , and no person shall hold the same office in the department for\nmore than two terms in succession.\n\nSEC. 2. In case of a vacancy in the office of president of the department it\nshall be filled by appointment by the president of the N. E. A. A vacancy in\nany other office of the department shall be filled by appointment by the president of the department.\nARTICLE VI-ADVISORY BOARD\n\nSECTION 1. The Advisory Board shall consist of the president of the\nLibrary Department and one representative appointed by him from each State\nand the District of Columbia. Such appointments shall be made by the first of\nDecember each year.\n\nSEC. 2. Members of the Advisory Board shall be appointed for a term of\none year beginning December 1.\nSEC. 3. Only active members of the N. E. A. shall be eligible to membership on the Advisory Board.\nSEC. 4.\n\nTen members of the Board shall constitute a quorum.\n\nSEC. 5. The Advisory Board shall help to shape the policies of the Library\nDepartment. It shall appoint the members of the Advisory Committee with the\n\nexception of the ex-officio members, and its members shall be active in securing\nfrom their respective jurisdictions a good attendance at the meetings of the\nLibrary Department. In carrying out the policies of the Department the members\nof the Advisory Board so far as possible shall lead the associations and author-\n\nities in their respective jurisdictions to give adequate attention and support to\nschool libraries and what they stand for in education.\n\nSEC. 6. The Advisory Board shall hold its annual meeting in connection\nwith the annual meeting of the Library Department and before the first session\n\nof said Department, at such time and place in the city in which the Department\nmeets as shall be determined by the President of the Department, who shall give\nthe members of the Advisory Board at least one month's notice of the time and\n\nplace of the meeting. Special meetings may be called by the Advisory Board or\nby the advisory committee.\n\n"}
{"page": 500, "printed_page": null, "text": "Department]\n\nBY-LAWS\n\n475\n\nARTICLE VII-ADVISORY COMMITTEE\n\nSECTION 1. The Advisory Committee shall consist of the officers of the\ndepartment and four other members elected by the Advisory Board at its first\nmeeting in connection with the annual meeting of the Department.\n\nSEC. 2. The term of office of the appointive members of the Advisory Committee shall be two years, beginning with the final adjournment of the annual\nmeeting. But at the first election two shall be chosen for one year and two for\ntwo years, so that two shall go out of office each year.\nSEC. 3. All vacancies in the Committee shall be filled till the time of the\n\nnext annual meeting by appointment by the President of the Library Department.\nSEC. 4. The annual meeting of the Advisory Committee shall be held in\nthe city in which the N. E. A. meets at such hour and place as the President\nof the Library Department shall name.\n\nThe Advisory Committee shall hold a preliminary meeting immediately following the last session of the annual meeting of the Library Department.\nSpecial meetings may be called by the Committee itself. If thought best\nthe Committee may hold a meeting in connection with the Department of Superintendence. The Committee may, if found necessary, transact business by correspondence.\n\nSEC. 5. Three members of the Committee shall constitute a quorum.\nSEC. 6. Only active members of the National Education Association shall\nbe eligible to membership on the Advisory Committee, and no one may be\nelected to membership for more than two terms in succession.\nSEC. 7. The Advisory Committee shall nominate candidates for office in the\n\nLibrary Department, audit the books of the secretary-treasurer, make an annual\nreport to the Department giving counsel and advice to the president of the\ndepartment regarding programs, exhibits, meetings and such other matters relating\nto the Department as it deems wise.\nSEC. 8.\n\nAll funds shall be turned over to the National Education Associ-\n\nation and credited to the Library Department.\nARTICLE VIII- COMMITTEES\n\nSEC. 1.\n\nThe President of the department shall appoint all committees , ex-\n\ncept when otherwise ordered by the department.\nSEC. 2.\n\nNo committee shall be continued beyond the time of the meeting at\n\nwhich it was to report unless so, ordered by the department.\nARTICLE IX-AMENDMENTS\n\nThese by-laws may be amended at any annual meeting by a majority vote of\nthose present and voting, provided a written notice of the proposed amendment\nor amendments has been presented to members of the department thirty days\nbefore such action is taken.\n\nARTICLE X-ADOPTION\n\nThese by-laws shall go into effect when adopted by a majority vote of the\nmembers present and voting at the annual meeting of the department at which\nthey are presented, and when ratified by a like vote at the next annual meeting\nof the department.\n\n"}
{"page": 501, "printed_page": null, "text": "476\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\nJOY READING IN THE ELEMENTARY GRADES\nADELINE B. ZACHERT, DIRECTOR OF SCHOOL LIBRARIES FOR THE STATE OF\n\nPENNSYLVANIA, DEPARTMENT OF PUBLIC INSTRUCTION,\nHARRISBURG, PA .\n\nAfter visiting many schools, talking with teachers and giving library\nreading tests in classes in different cities, certain conclusions regarding\nschool libraries impress themselves as being typical of of the condition\nexisting quite generally throughout the country.\nThere is a certain sameness in the lack of provisions for school\nlibraries. It does not follow that because a school is an imposing\nmonument of architecture that one may therefore reasonably expect to\n\nfind a school library. The School Library Director with hopeful spirit\nhas approached many such buildings, feeling confident that surely in so\nmodern and expensive a structure either the architect or the Board of\n\nEducation has had recognition of the need of planning a library room.\nAgain and again disappointment awaited the visitor. The remarks of\n\nthe principals become monotonous, nearly always the director is told :\n\"No, we have no library. We have neither the room nor the money for\none. Yes, it would be very nice to have a library, but our pupils go to\nthe public library. We have some books in the principal's office. \" With\nhopeful steps we turn to this sanctum and find bookcases or cupboards\n\nusually locked or else so high and deep that it is difficult to get at the\nbooks. A heterogeneous collection of books and pamphlets is displayed.\nIt is usually an accumulation of the odds and ends that somehow find\nlodgment in a school building : gifts from publishers, imposing sets of\nbooks, usually still in their pristine freshness, just as they came after\nthe persuasive book agent left, an encyclopedia, often of old vintage, a\nmotley array of books bearing the marks of having lived in security and\n\npeace for many years in the home of some citizen who, upon removal\neither by death or by leaving town or in a moment of discouragement,\nhas bequeathed these antiquities to the school library in the hope that\n\nthey might do somebody some good. There are also the books, and\nthese are usually of the sternly informational kind, which were bought\nfrom the partial proceeds of a school entertainment. It is usually only\na partial appropriation since the purchase of a victrola or athletic paraphernalia makes the stronger appeal for these funds. It is a strongminded principal who can withstand the demands for basket balls, tennis\nnets, and victrolas and rescue at least some part of the little fund for the\nlibrary. But now and then there is evidence that someone on the teach-\n\ning force recognized the need of having live, up-to-date books for the use\nof the pupils. A zeal for the purchase of books is usually coupled with\nan intelligent idea of book selection, based on some reputable list and\nsupplemented by personal knowledge of books for young people.\n\n"}
{"page": 502, "printed_page": null, "text": "Department]\n\n477\n\nJOY READING IN THE ELEMENTARY GRADES\n\nOccasionally one find evidences that someone with a sense of order\nor with some little technical knowledge of the classifying and cataloging\nof books has attempted to classify them, but more often the books are\nsimply grouped roughly or not at all. In the collection one is sure to\nfind some dilapidated copies of popular fiction. The Alcott books, some\nHenty, a more modern Barbour or Tomlinson. It would seem that the\nPansy, Dinsmore, and Alger books would be entirely extinct in the\nschool library, but such is not the case. Dear remains of these books\n\ncan still be found, and evidently are still being read, to judge from their\nragged appearance. Mixed in with this collection are fresh, clean, professional books such as are recommended at teachers' institutes by the\nspeakers and in the first flush of enthusiasm are bought with school\nfunds. Why these are not read more is always a mystery for surely\n\nthey contain material which would lighten the labors of teachers and\nenrich their mental outlook.\n\nSuch is the average school library. It is not limited to any one\n\nstate. School people the country over are very much alike and the\nlibrary as a potent force in the school organization to the greater\nmajority of teachers has not yet reached their consciousness beyond\nbeing simply a collection of books stored in a more or less accessible\nplace, offering an opportunity to the aggressive, ambitious boy or girl,\nbut being practically beyond the reach of the average pupil.\n\nA school analyzed to its elements resolves itself into teacher, pupil,\nand book. During the years of their preparation, teachers have used\nbooks as tools. They still use them when they assume their duties in\nthe classroom. But the collection is usually so pitifully small, a dozen\n\nor more books on the teacher's desk usually comprises the extent of the\nworking library, and these are mostly of the purely textbook type.\nCourses of study are specific in their recommendations of textbooks.\nThe time for the classroom period is limited and the conscientious\nteacher is confronted with the difficulty of covering as much of the\ncourse of study as possible. Unless she be one of the comparatively\nrare teachers who by training and instinct turns for further informa-\n\ntion to books, she can manage to live up to the letter of the law quite\n\ncomfortably with only the little handful of books on her desk.\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\n*\n\nSome of us have invaded the classrooms, and because the testing of\npupils has in recent years become a popular practice, librarians also\nhave been given the opportunity to do some testing and to get the\nreturns on the effect of their reading directly from the pupils. If the\nperson who makes these tests is unknown to the pupils and knows how\nto word her questions carefully, it is possible to secure quite accurate\ndata. As the result of testing several thousand pupils in different cities,\nmy conclusions are these: that those of us who are responsible for the\n\n"}
{"page": 503, "printed_page": null, "text": "478\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\nreading habits of children have been too easily satisfied with the\npopular theories regarding children's reading; that the voluntary choice\n\nof books by children in general is not what we fondly believe it 15.\nBecause good books are on the shelves of children's rooms in public\nlibraries and enthusiastic children's librarians tell stories, make bulletins,\n\nconduct reading-clubs, and occasionally visit schools and urge children\nto come to libraries, it does not follow that the children of the community are reading the books in the library. Many do, as is evidenced\n\nby the worn copies of favorite books in every public library, but\nusually it is a comparatively small patronage when compared with the\ntotal child population of reading-age in the community.\nThere are too many competing agencies. Department stores have\nsales of children's books and, during the holiday season, have attractively\ndisplayed all the thrillers together with the usual \"harmless\" variety of\nthe mediocre juvenile output. These books are bought by parents and\nrelatives and often by the older children themselves, regardless of their\ncontent, so long as the cover is attractive and the name is alluring. The\nSunday-school library still flourishes, especially in the smaller communities, with its rows of \"Little Colonels,\" its \"Motor Boys,\" and\n\" Pony Riders,\" its endless series of sophisticated boy and girl heroines.\nThe results of the tests show that these are the books that apparently\nappeal most strongly to our young people. Quite naively, they confide\nthat these books are so \"exciting and adventurous and I like them kind\n\nof books.\" Recommendations of books are usually by a boy or girl\nfriend, only now and then do we see the result of required reading in\nschool and suggestions by teachers, or the efforts of children's librarians\nin public libraries. The movie, of course, is a very strong factor in\n\ndetermining the choice of books. Books such as Tarzan of the Apes\nbecome epidemic among pupils in schools near a moving-picture house\nwhere the filmed heroes take possession of the imagination of the\nyoungsters.\n\nIf all these gloomy accounts are true, and I assure you they are,\nthen what shall we do about it ? The public library is doing its best\nwith its usual meager funds, and its real desire to serve the young\npeople. But it is obvious that the public library cannot reach all the\nchildren of the community. It is, of course, desirable that the home\nshould exert its influence, but the average home does not. There are\nexceptions of course, and these are not always in the well-to-do-homes.\n\nThe Sunday school touches a small percentage of the children very\nlightly, and judging from the book selection in Sunday-school libraries,\nwe are glad that so few children read them. The school seems to be\n\nthe obvious solution. The public school has come to be the most powerful instrument for the launching of nearly all movements for the wel-\n\nfare of children. Is it then the duty of a school to direct the reading\n\n"}
{"page": 504, "printed_page": null, "text": "Department ]\n\nJOY Reading in the ELEMENTARY GRADES\n\n479\n\nof its pupils ? To those of us who have watched the program of library\nwork with children during the last decade or two, there is a strong conviction that the school is the solution.\n\nIt is true that the curriculum\n\nof the school is so crowded that teachers find it difficult to comply with\nall the demands made upon them, but it is also true that the day of\n\nteaching facts is giving way to the newer conception of teaching which\nemphasizes the training of the child to gather information, to classify\nit, to make his deductions, and to think for himself. The project or\nsocialized method of teaching is supplanting the inadequate factaccumulating method. This new method requires books as tools. Many\nbooks-as great a variety as possible.\n\nThe school that has not its\n\nbook laboratory cannot compete with present educational methods.\nSchool people are at last coming to a recognition of the value of\nbooks as tools. It is no longer so difficult to convince them of the\n\nneed of a school library. Classrooms are turned into library rooms in\nthe more progressive schools. In overcrowded buildings, halls, and\ncorners of study-rooms are being equipped as book laboratories.\nWe are at the beginning of an era when the school library is com-\n\ning into its own. This is a great step forward, but it still does not\ntouch the full need of pupils. Teachers are open to suggestions regarding informational books, but they still have to be awakened to the need\nof directing the reading of the habit-forming, character-making type of\nbook in the classroom, the books which children will read voluntarily\nand gladly, the joy-reading books.\nHigh schools have become more or less standardized. At any rate,\nwe have a carefully worked-out, generally accepted standardization\nwhich is beginning to make itself felt in the organization of the high\nschool. It provides for standards regarding the librarian, the room,\nthe books, the furnishings and equipment, and the money apportionment. It provides in addition to the required reference and informational books a carefully worked-out list of fiction which pupils will read\nwith enjoyment, but the elementary schools are still woefully behind in\nestablished standards for adequately providing for the book needs of\nthe pupils.\n\nThere should be in every elementary school having several classes\nof the upper grades a reference collection of a few of the most im-\n\nportant general-reference books and a carefully selected list of informational books relating directly to the subjects taught. These books\n\nshould be within the comprehension of the pupils, not the professional\ntype of book which is of interest mainly to teachers. Of equal importance are classroom libraries of general reading, small collections of\nfrom thirty to fifty worth-while, interesting books which will make\n\ntheir own appeal and which will be read with pleasure and profit-joyreading books in fact. It is possible for a book to be both wholesome\n\n"}
{"page": 505, "printed_page": null, "text": "480\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\nand yet interesting. As far as possible, the classroom library should\nappeal to a wide range of interest. There are stories the scenes of which\nare laid in distant times and foreign lands-not necessarily the sugarcoated informational books, but stories of vivid interest and yet giving\na background which will enlarge and develop the viewpoint of the reader;\nalso there are books that incidentally refer to allusions and incidents\nwhich stimulate a curiosity on the part of the reader to learn more\nalong the topics mentioned through the medium of other books.\nIn selecting the books for these classroom libraries, it is interesting\nto note that there are only about three hundred titles which, by common\nconsent of those who have given most thought to this matter, should\nbe included. By process of elimination, by careful winnowing, the best\nbooks for this particular use are left. Certain types of books have no\nplace in the ideal classroom library. Among them are textbooks,\nsupplementary readers, and purely informational books. Textbooks\nhave improved wonderfully in recent years in point of content, print\nillustration, and binding, so that a textbook may be a book furnishing\njoyful reading; but as a rule they are unmistakably textbooks supplying\na very needed place as supplementary readers, but not taking the place\nof real books. An ample supply of textbooks in sets should be available\n\nfor classroom use. Some of the more attractive ones may even as\nsingle copies be included in the classroom library, but as a rule the\nbooks for classroom libraries should be of the type that will make their\n\nown appeal as to subject-matter and general appearance. Another type\nof book which cannot qualify for inclusion in the classroom library is\nthe ordinary boys' and girls' story-book which has nothing special to\nrecommend it, which is neither good nor bad, which might possibly have\na place among the large collection of children's books in the public\nlibrary, but which has to be excluded from a small and choice collection.\n\nValuable as \" standards\" and classics in attractive editions may be, these\nalso are not for the classroom library. Children should have access to\n\nthem, preferably in the home or in the children's rooms of public\nlibraries, or if possible in the general school library, but these books\n\nare usually prohibitive in price. Moreover, they need special urging\nto popularize them with children. It is practically useless to buy such\nbooks for classroom libraries unless there is assurance that a book-\n\nloving teacher will make them function.\n\nOften books for classroom libraries are chosen because they appear\non lists prepared by other libraries or schools. The fact that a book\n\nappears on a list, even though issued by a responsible organization, does\nnot always insure its being a suitable book for classroom libraries. It\nmay be ever so full of information, and we may have very definite views\nas to the need of children somewhere before they reach the high school\nhaving access to those books which are considered standards or even\n\n"}
{"page": 506, "printed_page": null, "text": "Department]\n\nJOY READING IN THE ELEMENTARY GRADES\n\n481\n\nclassics, but if they remain idle on the shelves year in and year out for\nlack of someone who can make them attractive to children, is it not\n\na waste of money to buy these books ?\nIt should be remembered that in the making of books there is no\n\nend. Each year new books are issued, most of them of little value for\nour present purpose, but among the great many there are always a few\nthat do supersede the older books written before educational ideals and\n\nbetter understanding of the needs of children had advanced as far as\nthey have now. While it is well to be conservative in admitting new\ntitles to this carefully selected group of books, let us not be distrustful\nof a book just because it is new.\nThe matter of editions and revisions is often neglected in the\n\nselecting of books in the elementary schools. There are often several\neditions of some worth-while books, as for instance, Robinson Crusoe\nor Spyri's Heidi. Among these are one or two editions which are\n\nexactly right. It is important to make just the right choice.\nIt is important to keep in mind that the books must keep step with\n\nthe mental development of the pupil. No group of books can be successfully fixed in any one grade, since the intelligence of children varies,\nit is quite possible that a second-grade child may enjoy a book ordinarily\nplaced in a fourth-grade classroom and vice versa. But even so, it is\n\nwell to make a grouping which will quite adequately serve the purpose.\nIf a sufficient number of books are supplied for each grade, the element\nof choice on the part of the child will not be materially hindered.\nThe ideal elementary school has a classroom library in every grade\nfrom the first through to the eighth. A pupil entering the first\ngrade should be exposed, as it were, to the best books suitable for his\nneeds during his progress from the first through the eighth grade, finding in each succeeding grade a new store of ever widening vistas of\nenchantment.\n\nTo get the full value of certain phases of literature, such as myths,\nfolklore, and legends, the pupil must get these at the time when they are\nbest suited to his mental development, which is some time during the\nearly years of his school life.\nIt may be desirable that the books in classroom libraries correlate\nwith the school work, but it is not at all necessary that they do so. The\nimportant thing is that they be read willingly, gladly, with pleasure, and\nwith profit. The books must make their own appeal and then hold the attention of the readers if they are to be classed among joy-reading books.\nHow shall these classroom libraries be managed ?\n\nMost of the\n\npublic libraries in our larger cities supply schools with a set of from\nthirty to fifty different titles, often from a special school-library collection, at the request of teachers or principals. It is usually optional with\nthe teacher whether she has a classroom library or not. This means that\n\n"}
{"page": 507, "printed_page": null, "text": "482\n\nNATIONAL EDUCATION ASSOCIATION\n\n[\nLibrary\n\nthe pupils who have an interested, ambitious, or conscientious teacher\nare provided with joy reading and that the rest are not. In order to\ngive every child an equal opportunity, every grade from the third\nthrough the eighth grade should have access to a library of the choicest\nbooks in his classroom, so that the teacher who knows her pupils and who\nwill eventually know all the books in her collection can bring about the\nideal condition of fitting the right book to the right child at the right time.\nIn some of the larger cities the provision of all elementary schools\n\nwith classroom libraries has been brought about by an officially established\nco-operation between the library board and the board of education. In\nsuch cases the board of education defrays the expense of the initial\ninstalment of libraries and gives additional annual appropriations to\nsupply the replaced copies or worn-out books, the addition of a few\n\nnew titles, and the expense of binding, repairs, and transportation, while\nthe library gives the services of an expert in children's literature with\nusually several assistants to take care of the details of administration.\nIt is often difficult to persuade boards of education that an ex-\n\npenditure of money for general reading is a wise and a necessary thing,\nbut gradually even boards of education are beginning to realize that no\ninvestment of school funds will bring larger dividends in the actual\n\nenrichment and development of the minds of children and in laying\nthe foundation for a valuable reading-habit.\n\nDr. Sherman Williams has admirably summed up the reasons why\nbooks should be supplied to pupils in the grades as follows :\n1. All pupils are in the grades at some time.\n\n2. Only a small portion of the whole ever enter the high school.\n3. The pupils have more time for reading while in the grades than they\nwill have when in the high school.\n\n4. Reading-habits like other habits are more readily acquired early in life.\n5. A child who does not form the reading-habit while in the grades is not\nlikely ever to do so.\n\nWe who believe in the power of books to affect the soul of the\n\nchild, and who have the present happiness and the future welfare of\nchildren at heart, must not only theorize and hope, but must be convinced, and then use every means in our power to convince teachers,\nprincipals, and especially boards of education, of a realization of the\n\nneed of supplying all the children of the community with the proper\nbooks for the right kind of joy reading.\nTHE NORMAL-SCHOOL LIBRARY—AN EDUCATIONAL\nINSTITUTION\nWILLIS H. KERR, LIBRARIAN, KANSAS STATE NORMAL SCHOOL,\nEMPORIA, KANS.\n\nThe phrasing of this topic suggests that the normal-school library\nshould not only do library work, but should also be an effective teach\n\n"}
{"page": 508, "printed_page": null, "text": "Department]\n\nTHE NORMAL- SCHOOL LIBRARY\n\n483\n\ning department. It should have enough body and soul of its own to be\nan educational institution within and without its parent, the normal\nschool or the teachers' college.\n\nThe immediate, practical work of the normal-school library is to\nprovide material from the world of print as needed by the instructors\nand students. This is perhaps a simple statement of the body of its\nwork.\n\nThe soul of its work, without which in the end there can be\n\nno body, is to teach the knowledge of books, the use of books, and the\nlove of books to its clientèle within and without the campus. Body and\nsoul, it is always conscious that it is helping in the education of\nteachers, whether in training or at work.\nTo have such a body, to be such a soul, the normal-school library\n\nmust have books and equipment, definite service expected of it, a staff\nof book workers and book teachers, and a conscious educational purpose. If it is deficient in any one of these, it suffers in all its service.\nPer contra, the stronger its book and building equipment, the more\nimportant will be the service expected of it, the more skilled and devoted\nmust be its staff, and the more active an educational institution it must\n\nbe. Likewise, a skilled and adequate staff of librarians goes far to get\nor make its equipment, creates and satisfies and again creates the\ndemand for its service, and is always finding new ways to make the\nlife that is in the world of print serve teachers and their pupils, the\ngreat public. If you had to choose among the four foundation stones\nfor your teachers' college library-equipment, library workers, expectation, and vision--if you could have two, which would you take ? Give\nme a staff with vision. Somehow we will get our books and equipmentalthough God grant that we shall not long have to make bricks without\n\nstraw !-and we will soon be in the ever joyous cycle of creating and\nmeeting great expectations, the ever new problem of making and filling\ngreat expectations. Is not that the essence of teaching ?\nIf it is possible to think separately of the body and the soul of the\nnormal-school library, let us try to set forth what each should be, and\nhow and why they make an educational institution.\nThe demands of modern life from the school are so many and so\nvarious and so lively that the school must call heavily and confidently\nupon all its arms of instruction and administration. To its library\nthe modern school looks for dependable and accessible fact material,\n\nfor a satisfying record of the wisdom and beauty of the past, for wholesome recreation, and for inspiration for the work of the day and the\nwork of the world. All of this it must have for individual and collective use, for the modern school thinks and works not only as individuals\nbut collectively.\n\nTo do this, the normal-school library must have books, pictures,\nmaps, illustrative material ; equipment for displaying and handling and\n\n"}
{"page": 509, "printed_page": null, "text": "484\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\npreserving its stock in trade ; and a staff to see that student and book\nor teacher and the new idea get together.\n\nThe scope of stock will be as wide as our ideals for the modern\nteacher. We are not content that our teachers shall merely know\nmethods. We are insisting more and more that they shall also and\n\nequally know what to teach. You cannot circumscribe the field of the\nnormal-school library today. It cannot be just pedagogy and necessary\nclassics and reference books. As surely as you limit the field of your\nteachers' college library, you are limiting the possibilities for Johnnie\nJones and Susan Smith. So it must be a seasoned, rounded collection\nof the best the world has to offer from art to automobiles, from\n\nbiography to blueprinting, from consolidation of schools to the Covenant\nof the League of Nations, from dietetics to dramatics, from gas to the\ngods of Greece, from laundry work to law, from mechanics to Milton,\nfrom the Pole Star to the project method, from religion to Russian\nsoviet government, from Shakespeare to surveying, from tariff to\ntravel, from ventilation to vers libre, from zebras to zymotics. Amidst\n\nthe classroom, the training school, and the library, your modern normalschool student ought to get a liberal education.\nOur stock of books, periodicals, and pictures will have enough\nduplicates so that groups or classes may pursue a subject intensivelycollective study. We will have duplicates and single copies for another\npurpose (and here we get over into the active educational soul of our\nlibrary) , namely : to lend by mail beyond the bounds of the campus.\nFor having brought up a young teacher or superintendent to know and\nuse and love books in a library with a body and a soul, why not follow\nhim to the scene of his labor ? A teacher always follows his students.\nThe stock of our library body will be as various as the world of\n\nprint : books, periodicals, pictures, photographs, postcards, posters, maps,\natlases, lantern slides, clippings from magazines and newspapers,\npamphlets of every description, school reports, government documents,\nand even educational films and phonograph records. With all this, lest\nwe may have a confused mass of inaccessibilia, there must be simple,\naccurate, and understandable (by your users) apparatus for displaying,\nusing, filing, preserving, and again displaying and using, your materials\nfor service. Here again we are giving our normal-school library more\nthan a body, for it takes librarians with hearts and souls and lively\nminds to obtain and care for all this material so that it may be used\nand used again, or be used and be displaced by newer and fresher\nephemera from the world of print. Library soul rises above library red\ntape, just as true teaching rises above the artifice of method.\nAnother member of the body of our teachers' college library is\nthe children's library. It is quite the fashion in these latter days to\n\nlament that children are the exception who form the reading habit\n\n"}
{"page": 510, "printed_page": null, "text": "Department]\n\nTHE\n\nNORMAL- SCHOOL\n\nLIBRARY\n\n485\n\nin school or at home. Moreover, one of our magazines has carried\nseveral articles in the past few months on the general theme of what\nteachers read or do not read.\n\nThe teacher who does not read and\n\nnever has read is not likely to induce reading in her pupils. But more\nespecially, the teacher who knows only the books of her college years,\nand who alas ! too often depends upon her lecture notes from a\nuniversity professor for her book references, how can that teacher\nguide, much less stimulate, the reading of children? So, both for its\nbody and for its soul, the normal-school library which is doing educational work has its children's department of real children's books, not\nmerely supplementary reading (would that our schools had never\nhad that idea and used that term!) , and our teachers-in-training learn\nto know children's books, to love them for their own sakes, and to use\n\nthem inteaching. To get the full value of the children's library in the\ntraining of teachers, it should preferably be a separate room or rooms\nin the main library, under special library supervision, and not an\nadjunct of the training school. For the children's department is a\nmember of the body, but chiefly a part of the soul of the normal-school\nlibrary. It goes out after the young teacher, gives him a fact and story\nand culture basis for natural teaching, and shows him how school\nsubjects may be taught from a composite textbook.\nThe children's department of a normal-school library may prepare\nthe teacher to teach by the use of many books instead of one book; it\n\nmay prepare the teacher to guide and stimulate wide reading by children; it may introduce the teacher herself to some of the world's book\ntreasures; but it will not solve the whole problem of the teacher's\nown reading. How very much farther along we would be in the solution\nof a number of educational problems if more of our teachers had the\n\npoise, the charm of diction and thought, the reserves of information,\nthe treasures for the rainy day, and the recreative values which come\nfrom the enjoyment of books !\nWe are proposing another member of the library body in order\nthat the library soul may teach teachers to read. On the theory that an\nimportant way to get people to enjoy books is to have books around,\nwith such inviting surroundings that one just has to sit down and read\nand enjoy, our normal-school library might well afford such a room as\nthe Farnsworth Room in the Widener Library at Harvard ; a fireplace,\n\nbig leather chairs, rugs, pictures, books in a tempting range of subjects\nand bindings, an air of leisure. You gasp with me; but why not ? Why\nshould our teachers' colleges not take themselves seriously in this matter\nof the furniture of the minds which we strive so hard to teach how to\n\nmeasure, to motivate, to obtain purposive activity, to supervise study, to\n\nengineer consolidated schools, and to administer city schools ?\n\n"}
{"page": 511, "printed_page": null, "text": "486\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\nAs members of the body of our teachers' college library, necessary\nfor the soul of the library, which is its educational activity, and not\nalways being able to distinguish between body and soul, we have named\nand somewhat described an adequate stock of books and other printed\nmaterials, sufficient equipment to make these materials usable, a children's department, and a room calculated to inspire the reading of\nbooks. We have said little about building and general equipment ; their\ndetails are rather evident from our proposed articulation of the parts.\nWe have said little, but have suggested much, concerning the staff of\nlibrarians who take the body of the library and add soul to it. Certainly\nit should be understood that our normal-school libraries need staff\n\nenough in quantity and quality to keep the library body and soul together. It is my conviction, based upon considerable correspondence\nand opportunity to know the conditions, that many of our normal-\n\nschool libraries are pitifully staffed (in numbers) , often starved in book\nstock and equipment, sometimes assigned no particular field other than\npassively handing out books, and that the library is one of the greatest\nteaching opportunities in the normal school and teachers' college.\n\nThe educational work of the normal-school library has been suggested over and over again in describing its stock and equipment. It is\npartly a matter of attitude or vision in the acquirement, arrangement,\nand handling of library materials. It is also a matter of conscious\npurpose.\n\nAn example of educational attitude in the handling of library\nmaterials is the librarian at the loan desk or \"reserve\" desk when, at a\n\nbusy time, a request comes for a certain book on, let us say, the teaching of the common-school subjects. Because the book referred to by\nthe instructor is in use (perhaps eight or ten copies of it in use) , does\nthe desk attendant turn the student away ? Sometimes it is with\ndifficulty that the student is persuaded to use anything but the professor's\nreference, but the desk attendant gradually wins the confidence of the\nstudent and shows him how he may use many books for his purpose.\nAll this requires the teaching instinct and attitude on the part of the\nlibrarian.\n\nA further example is the practice of going to the shelves with\nstudents, particularly new students, to find material; of taking students\nto the catalogue or the magazine indexes and explaining their use and\npurpose.\n\nWith this teaching, showing, guiding attitude willingly and consciously assumed by the library staff, the problem of formal instruction\nin the use of the library is simplified. In three or four months, perhaps, the bright student would learn to use the library so disposed to\nhis convenience, by using it. But we save his time and make sure that\ncertain fundamentals are learned at once by a series of instruction and\n\n"}
{"page": 512, "printed_page": null, "text": "Department]\n\nTHE NORMAL-SCHOOL LIBRARY\n\n487\n\nlibrary-problem hours. Here is call for most skilled type of teaching.\nYou have only a few instruction periods in which to put simply and\nappealingly before inexperienced students how to use a complex bit of\nmachinery with its ever varying human characteristics. But it is being\nmore and more successfully done by our normal-school libraries. Perhaps it is within the province of this department to inquire into the\nreasons why it is not so frequently done by the larger teachers' college\nand university education department libraries .\nAnother educational contribution of the normal-school library, examples of which are becoming more frequent, is bibliographic research,\nthe preparation of class reading-lists, the digesting and annotating of\nmasses of material. It is a recognition of the educational attitude and\n\npractice of the library when your professors who write books ask for\nhelp in whole or in part on their bibliographies ; when your departments of instruction turn over an outline of the term topics, asking the\nlibrary to make a detailed topical reading-list, with citations to chapter\nand page, and to furnish mimeographed copies for class use and extension use in the state.\n\nWhy should not every normal school and\n\nteachers' college so equip and staff its mental service station that it\nmay co-operate confidently with its fellow teaching departments ?\nIn describing the book stock of our normal-school library, it was\nsaid that we should follow our students into the field, with service\n\nboth general and special. If the normal school is turning out educational\nleaders, supervisors, principals, and superintendents, why should not\nthe normal-school library within its territory issue usable information\n\nas to the best literature available on subjects like playground supervision, supervised study, project method, visual education, vocational\n\nguidance, the correlation of civics, economics, industries, and history in\nthe high school, silent reading, school hygiene, pageantry, and school\nconsolidation-to mention only a few of many ? To be valuable, information of this sort must be revised and reissued at frequent intervals.\n\nIt is an educational opportunity for the libraries of normal schools and\nteachers' colleges. It is my conviction that it is a form of service that\nbrings big returns, both from the campus and classroom and from the\n\nlarger campus in the state. It is good for education, good for the\nnormal school, good for the library.\nAll this body and soul and we have described only the high spotsfor the normal-school library is not more than it needs if it performs its\nproper educational service in the training of teachers for the great\nworld of today.\n\nThe ideal librarian for this library is: (1) broad in scholarship, so\nas to enter intelligently and tolerantly into many human interests ; (2)\nmaster of at least one branch of learning or skill, so as to understand\nthe zeal and needs of the specialist ; (3) unselfish, but not to the point\n\n"}
{"page": 513, "printed_page": null, "text": "488\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\nof loss of self-respect ; (4) persistent, but knows when to stop ; (5)\nsystematic, but not red-tapish ; (6) social-minded, which means that the\nlibrarian loves people as much as books, because books were made for\npeople to use ; (7) neat in person and dress, because the librarian is the\nambassador of the wisdom, the wit, the truth, and the beauty of the ages ;\n(8) human, which means that the librarian believes in his work, enjoys\nliving, understands the gravity of things, and can now and then enjoy a\nlaugh at himself and the rest of the world.\nTHE PURPOSE OF THE SCHOOL LIBRARY\nSHERMAN WILLIAMS, CHIEF OF SCHOOL- LIBRARIES DIVISION, EDUCATION\n\nDEPARTMENT, ALBANY, N. Y.\n\nJust what these purposes should be and how they may be accomplished are not, perhaps, as clear to the general public as they should be.\n\nThe great dominant purpose of the school library should be so to\ntrain the boys and girls that they will make use of the public library\nafter leaving school-use it not merely for pleasure, but as a means\nof continuing their education. This is of especial importance for pupils\nwho leave school too early, and for adults who are seeking an opportunity for self-education.\nIn this connection it may not be out of place to say that com-\n\nparatively few even of those who are trained librarians have a very\nbroad vision as to the possibilities of the public library. The public\nlibrary should to the fullest extent be an educational institution as much\nso as the public school. It should provide courses of reading in connection with every prominent industry in the community in which it is situated. It should also have courses in history, civics, biography, essays,,\ntravels, poetry, and every other subject in which any considerable number\nof people in the community are interested. Not only should there be a\nwell-chosen set of books for each subject, but there should be a leader\n\nfor each course who will meet with the readers for a purely informal\ntalk, say once a week. Something of this kind is very important as\ncomparatively few can be relied upon to continue a systematic course\nof reading if left wholly to themselves. To carry on such work, there\nis need of a stronger financial support than most libraries have, or ever\nwill have until libraries are regarded as educational institutions, and\nsupported by public tax as are the schools .\n\nIn many states we hear much of the dangers arising from adult\nilliteracy and in some states large sums of money are raised to combat\n\nthis evil, but illiterates are not the chief source of danger in this country.\nIt is the half-educated person, the man who can read, and who has\n\nconsiderable knowledge, but who has not been trained to think straight,\nwho is dangerous, who is the easy prey of the clever demagogue and\nsoap-box orator.\n\n"}
{"page": 514, "printed_page": null, "text": "Department]\n\nTHE PURPOSE OF THE SCHOOL LIBRARY\n\n489\n\nIf we call most of the pupils who leave our schools, even those who\nare high-school graduates, half-educated, we are quite liberal. They\nknow considerable, but they are not sufficiently mature to think clearly\nand accurately. Some of these go to higher institutions of learning,\nmany go into business and come into daily contact with bright people.\nMost of these will acquire a pretty good education, but what of the far\ngreater number who have neither of these opportunities-women who\nspend their lives in shirt factories making buttonholes, men who operate\n\nmachines that punch holes for eyelets in shoes, and for the millions\nof people who spend their lives in work of this character, work that is\ndrudgery pure and simple and can never be made anything else. There\nis little educative result from such work.\n\nThere cannot be.\n\nYet this\n\nwork must be done. What can be done for the people so occupied ?\nThe public library attempting the kind of work mentioned would at\nleast give them a chance.\nIn these days we hear much about the work of Americanization of\n\nour foreign-born citizens. It is sad to reflect that not very much can\nbe done to change the views of the adult except as he comes in daily\ncontact with such people as we would like him to become. The public\n\nlibrary offers more in this direction than does any other agency yet\nattempted. It not only gives information, but to some extent establishes\nsocial relations, or should do so. With this general idea of the work\n\nthat the public library should and could do, I wish to show the part\nthat the school library can play in this very important work.\nChildren must be led to read that which is worth while and to love\n\nsuch reading. This is a teaching-process and must be done at home\nor at school or not at all. Very few homes will or can undertake this\nwork. It is quite beyond the power of the public library to do much\nwork of this kind. Of course, something can be done through children's departments, but at best they can reach only a very small part\nof the children of the country. Not one-half of them ever enter a\n\nlibrary, but they all go to school and may be reached there. If the\nchildren were all persuaded to go to public libraries, the latter would\nbe literally swamped. In addition to this only a very few librarians are\nin any fair sense teachers, any more than teachers are librarians.\nWhat then should the schools do ? First, as has been said, they\nshould create the reading-habit. This will not be brought about through\nrequiring the pupils to read that which they do not like, no matter how\ngood the matter may be, or how well it is presented. It is well to\nbear in mind the fact that no one derives much benefit through doing\nanything that he does not want to do.\n\nThe problem of the teacher,\n\nwhether it be training the child to love to read, or whatever the work\nmay be, is not to compel the children to do that which they do not want\nto do, but so to train them that they will wish to do the things that they\n\n"}
{"page": 515, "printed_page": null, "text": "490\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\nought to do. Once a child has formed the reading-habit it is comparatively easy to direct its reading.\n\nIt would be an ideal condition if there were a fair library in every\nhome and the parents had the time and ability to direct the reading\nof their children, but there are comparatively few such cases ; therefore,\nthe burden must fall upon the school and the public library.\nThis work should be begun as soon as the child enters school. Before he can read the teacher can read to him, or, far better, tell him\nworth-while stories, stories that please, but do more than that, introduce him to the elements of good literature.\n\nThere are certain things in literature, certain writings, with which\nevery child should be made somewhat familiar as early as may be\npracticable, not merely because of the immediate pleasure that will be\nafforded, but because he will come to know something of character,\n\nincidents, and allusions to which he will find frequent references in his\ngeneral reading all through life, and if he is ignorant of them, his\nreading will to some extent be meaningless to him.\n\nThis reading should include the Mother Goose melodies, and such\nfairy stories, folk tales, allegories, legends, myths, and epic poems as are\nfrequently mentioned or referred to in literature. These include such\n\n\"children's classics\" as Cinderella, Red Riding Hood, Jack and the\nBeanstalk, Bluebeard, Beauty and the Beast, Puss in Boots, and similar\nstories. Of these Robert Collyer said :\nI pity the boy or the girl who must grow up without having made intimate\nacquaintance with Mother Goose, and the wonderful stories of Jack the Giant\nKiller, Bluebeard, and Cinderella, and those other strange tales as old as the race\nitself, and yet new to every succeeding generation. They are all a part of the\ninheritance of the English-speaking people, and belong as a kind of birthright to\nevery intelligent child.\n\nSo far as possible the children in school should read good literature\ninstead of schooi readers, with the exception of those that are made up\nof selections from standard literature.\n\nTo do well the work that has been suggested calls for a larger collection of books than is to be found in most schools. Therefore, the\npublic library should supplement the school library. There should be\nin each grade room a collection of suitable books to which the children\nmay have free access at all times when they are free to read. Chil-\n\ndren differ greatly in ability. Some will learn their lessons in much\nless time than others, and so have considerable spare time for reading.\nThese classroom collections may belong to the grade, or be a part of\nthe school library or the public library. They may be kept there permanently or changed from time to time. This is a matter of detail that\neach community may wisely be left to determine for itself. Someone\nhas said : \" Tell me what use one makes of his leisure time, and I can\ndetermine pretty accurately his chances of success in life. \" So reading\n\n"}
{"page": 516, "printed_page": null, "text": "Department]\n\nTHE PURPOSE OF THE SCHOOL LIBRARY\n\n491\n\nin spare moments, which would not be practicable without the use\n\nof grade-room libraries, may help to fix the habit of using one's leisure\nprofitably.\n\nAside from the works already mentioned, the children should be\nfairly familiar with such works as Pilgrim's Progress, Robin Hood,\nKing Arthur and Knights of the Round Table, the stories of the\nIliad and the Odyssey, and the more common Greek, Roman, and Norse\nmyths. This familiarity may be acquired through proper use of\nleisure moments .\n\nWhile the primary purpose of the school library is to lead the children to form the reading-habit, it has other purposes. One of these is\nto use the library to supplement the subjects taught in school. For\nthis purpose it is very desirable that there be a good collection of books\nin each grade room.\nA school textbook in geography, history, or any other descriptive\nsubject is in the main a mere skeleton, and any attempt to make it more\nthan that is likely to result in an uninteresting book, and a book that\nis not interesting is not likely to produce satisfactory results.\nAboy in describing a skeleton in a written examination said it was\n\"what there was left after the outside was taken off and the insides\n\ntaken out.\" Not a bad definition. A skeleton is not a very attractive\nobject, whether it be a set of bones or the dead outline of a subject to\nbe studied. Both need to be clothed, the one with flesh and blood, the\n\nother through well-selected supplemental reading.\nWhen the pupils are studying geography they are dealing with a\ntext far too large for them and lacking in interest. In connection with\nthis subject they need to read many interesting books of travel and\nbooks treating of industries and commerce-no course in reading, but\nas large a collection of such books in the grade-room library as possible,\nsupplemented with a list of such books as can be had from the public\nlibrary, and each pupil should read such as he may chance to fancy.\nThe teacher, and the librarian of the public library, if possible, should\ngive the pupils some idea of what each book has to offer.\nThe same thing is true in connection with the study of history. In\nthis connection the children should be led to read good and attractive\n\nbiographies, popular histories that are trustworthy, good historical\nnovels, and historical poems.\nThe same course of reasoning will apply to all descriptive subjects.\nIt must be apparent to everyone that in the study of English the school\n\nlibrary is practically indispensable, and that in this subject the school\nlibrary should be largely supplemented by the public library.\n\nWe need to bear in mind that mere knowledge is of no great value.\nWe all know much more than we make use of.\n\nYou know that it has\n\nbeen wisely said that \"knowledge comes, but wisdom lingers\" ; also, that\n\n"}
{"page": 517, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n492\n\n[\nLibrary\n\n\"knowledge and wisdom, far from being one, have ofttimes no connection.\" It might with equal truth be said that knowledge and education,\nfar from being one, have ofttimes no connection. Again, schooling and\neducation are very different things. Lincoln had very little schooling\nbut who would say that he was not educated.\n\nSo the school should do far inore than merely furnish information\nand a certain amount of mental activity. It is not so much what one\nknows as what he does that makes him of use in life either to himself\n\nor to others. Therefore, our children should be led to have a purpose\n\nin life. This may be brought about through their reading more readily\nthan in any other way. To accomplish this is not the easiest task.\nPupils should read stimulating books, but the book that will stimulate\none pupil may not have that effect upon another, and a book that would\n\nbe helpful at one period of life might not be of much value at another\ntime.\n\nPupils should early in life begin to read what, for the want of a\nbetter term, may be called inspirational books. But what books are\ninspirational ? That will be determined by the child, his present interests, his maturity of mind, his associates, and many other factors\nsome of which are not easy to determine.\n\nUnfortunately, not many of our teachers have had the training to\nenable them to do well the work outlined.\n\nAll schools of whatever\n\ngrade that are training teachers should fit their pupils, not to be trained\n\nlibrarians, but to know some good books for each grade and why they\nare good. Each large school should have some teacher who has had some\nlibrary training in order to help the teachers in the use of the school\n\nlibrary, to aid, but not to supersede the teacher. Large high schools\nhave well-trained librarians.\n\nChildren should be trained to use refer-\n\nence books to the best advantage, especially such as a dictionary, an\nencyclopedia, and the World Almanac. Probably the majority of our\nteachers have little idea of the wealth of information that may be had\nfrom an unabridged dictionary. Pupils should know some good newspapers and magazines and be taught to use them to good advantage.\nIt may seem as though I have outlined a pretty hard task for schools\nand teachers, but if it seems so it is apparent rather than real. If\nearnestly attempted, it will be found a delightful and attractive task\nand therefore not difficult.\n\nTHE RELATION OF THE HIGH-SCHOOL LIBRARY TO THE\nOTHER DEPARTMENTS OF THE SCHOOL\nELLEN F. CHAMBERLAYNE, LIBRARIAN, BINGHAMTON CENTRAL HIGH\nSCHOOL, BINGHAMTON, Ν. Υ.\n\nThe library should be the heart of the school the vital organ that\ngives life to the entire student body. It should send out its streams\n\n"}
{"page": 518, "printed_page": null, "text": "THE HIGH-SCHOOL LIBRARY\n\nDepartment]\n\n493\n\nof usefulness and inspiration through all the varied and various channels of school activity.\n\nJust as the planner of a garden must study the climate, soil, and\nposition of his plot before planting seeds and setting out shrubs, so we,\nas school librarians, must study our schools, (1 ) in relation to the community-Is yours the only high school in town? Is it near to and\naffiliated with the public library? (2) we must study the student bodyDo the pupils come from all classes of the population? What proportion of them are foreign-born ? How many of them are taking commercial work ? industrial work ?\n\nWe should make a thorough study of the curriculum, getting from\nthe head of each department an outline of the work planned for the\nyear. We should familiarize ourselves with the syllabus of the state\ndepartment of education, which is usually the basis of the different\ncourses. (I met a school librarian once who had never heard of the\nstate syllabus, who had no list of supplementary reading, and who had\nheld her position two months without meeting personally or learning\nthe names of several of the teachers of English .)\n\nWe will of course attend all general faculty meetings and the conferences of the English group of which we will be a member, and\n\nwe will get from each English teacher, at least a week in advance, a\nlist of her special topics. This gives time to look up references, assemble books and pictures, or go to the public library for additional\nmaterial.\n*\n\n*\n\n*\n\nIt is a good idea to invite each teacher to the library personally and\nshow her the books and magazines that cover her subject. One of the\ndisappointments of life is the apparent apathy and lack of interest in a\nlibrary of the average teacher. The average high-school teacher does\nnot read. \"It follows as the night the day,\" that the average high-school\npupil does not read. The gentle art of reading in the home is fast\nbecoming a lost art. It is in the school, if at all, that the future citizens\nof our Republic must gain through books and reading a knowledge of\nthis old earth we live on, with its marvels of animal and vegetable creation ; it is through reading and study alone that they can know anything\nof the myriads who preceded us here, of their toils, their struggles, their\nachievements ; it is through reading and study alone that they can know\n\nanything of the men and women of our time, of their inventions, their\nplans for the betterment of the race, their dreams for the future ; through\n\nreading and study alone they may be lifted above bodily discomfort, adverse social conditions, and everything that holds them back from the\nfulfilment of their higher destiny.\n\n"}
{"page": 519, "printed_page": null, "text": "494\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Library\n\n\"He ate and drank the precious words,\nHis spirit grew robust.\nHe knew no more that he was poor\nNor that his frame was dust.\n\nHe danced along the dingy days,\nAnd this bequest of wings\nWas but a book !\n\nWhat liberty a loosened spirit brings !\"\n\nWhat is it that we are trying to do in our schools today? Are we go-\n\ning to be satisfied if we insure our boys and girls healthy bodies and\ntrain them so that they can provide proper clothing and the right kind of\nfood for them ?\n\nUntil man found that he had a mind that needed\n\nnourishing, he was nothing but an animal. Many people are living in\nthe Stone Age today, entirely content if their bodily wants are satisfied.\nFrom their ranks come the criminals and ne'er-do-wells who are a bur-\n\nden to society and a menace to our so-called civilization.\nAll honor to the teachers who do read ! Who constantly bring\nsomething fresh and inspiring to their classes. Who believe, tremendously, with the librarian that no person is fitted for life, unless he has the\nbroadened and deepened outlook which can come alone from famil-\n\niarity with the best literature. It is these teachers who are fulfilling the\npurpose for which alone our school system is maintained. They \"hold\n\nthe bright torch high, and pass it triumphant on.\"\nIt requires courage and optimism of a high order to break through\nthe seeming indifference of the average teacher and establish a library\nrelation with each and every one of them. When we have convinced\na teacher that the intelligent use of the library will simplify her task\n\nand make her work easier, we have made the right beginning. We\nconvince her, I need hardly say, by suggesting a helpful book or magazine article or by assembling material for the use of her class or of\nherself that she would have difficulty in finding. I have a large easy\nchair, the gift of a departing class years ago, which I reserve for teachers in what I call the teacher's corner, and on a small revolving case I\nkeep a few of the latest professional magazines the Classical Journal,\nEnglish Journal, Education, School Review.\n*\n\n**\n*\n\n**\n\n*\n\n*\n\nA librarian is successful who can anticipate the possible needs of\nevery department, and can be on hand with the needed articles or books\n\nor pictures. We need to keep ahead of the game, to use a slang expression. Is there to be a prize speaking-contest, or a public debate, or\na Near East drive, with the whole school writing papers on it, let the\nlibrary have the material needed, reserved, and easily accessible.\nIf a teacher of civics comes in and wants to know who is the president of the local water board and you don't know, step to the telephone\nand find out. Never turn down any inquiry until you have exhausted\n\n"}
{"page": 520, "printed_page": null, "text": "Department]\n\nTHE HIGH- SCHOOL LIBRARY\n\n495\n\nthe resources of your own library, the public library, the earth, the sea,\nthe sky, and all that in them is. Get a reputation for knowing and\n\nteachers as well as pupils will come to you in ever increasing numbers.\nWhen you have the teachers intelligently using the library your problem is solved.\n\nIf you have a small annual appropriation for new books, still manage\nto add a few up-to-date books on science, civics, and history. Add a\nfew books of new poetry and a little of the best fiction. Feature these\nin your school paper, but don't be content with this. Waylay a teacher\nin the corridor and tell her \"I have a new book in the library I think\nyou would like to look over.\" Then when she comes in, hand her, perhaps, those beautiful volumes on The Wild Flowers of New York\n\nState. Then show her all you have on nature study, or show her Brewer's Vocational Guidance Movement, and if she is interested, show her\n\nall you have on vocational guidance.\nSometimes leave a book on a teacher's desk with a note, asking her\nkindly to look it over and tell you her opinion of it ; Comstock's Nature\n\nStudy, for instance, asking, \"Is this too young for our pupils ?\" or O.\nHenry's biography by Smith, asking, \"Is this too old for our Freshmen ?\nKeep your book collection alive. Retire to obscure corners, or to a\n\nseparate room if possible, all obsolete and dead material. A big collection of junk will dampen the ardor of the most enthusiastic booklover.\nFor example, I asked the head of our history department to look over\nour books on civics and to weed out everything that could not be used\nin this day and generation. I retired over a dozen books with his approval. Similar conferences with the heads of departments will help\nthem to realize that the library is theirs, and they will be glad to co-\n\noperate with you in giving it its widest usefulness.\nThree years ago a little twelve-year-old Slavic boy named Stephen\ncame to us from SS. Cyril and Methodius Parochial School. He was\nquite overwhelmed by the bigness of things, and one day he leaned\nover my desk and whispered: \"I don't understand English very well.\nIf I don't know what things mean and I come to you, will you tell\nme ?\" Of course I promised. Stephen's brother Joe was gassed while\nfighting in France, and I was shown the picture of the small brother\nthat was sent over to him while he was in the hospital. At last the day\ncame when Joe was coming home, and Stephen came in the library\nbeaming. Pointing to the rubber silencers on the bottom of our chair\nlegs, a makeshift till we can do better, he asked : \"How much do them\nthings cost ? Where can you buy them ? We've got a surprise on Joe\nwhen he comes home. We've got some new dining-room chairs for\na surprise on Joe, and I want some of them things on 'em.\" Friends,\nthat made me happy. I wonder-Do you feel as I do that places as well\nas people have an atmosphere of their own ? An aura, a something,\n\n"}
{"page": 521, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n496\n\n[\nLibrary\n\nthat emanates from them that is almost a tangible presence ? There\n\nwas something about that room that small boy wanted to take home\nwith him.\n\nThe Americanizing influence of our libraries and our schools is being exerted all the time on the children of our new Americans. It is\n\nfar-reaching and permanent. A boy or girl is more vitally influenced\nby what he does voluntarily than by what he is compelled to do. Here\nis the school librarians's unique opportunity. The library is one place\n\nwhere the pupil gets something more than just what he comes for. The\nbooks and magazines constantly appeal to him. Here is a place where\nhe can explore on his own initiative.\n\nI cannot make too strong my feeling that we should have very many\nattractively illustrated and attractively written books on American\nhistory, containing many personal narratives of historic happenings ;\nbooks that, as Superintendent Ettinger says, \"reveal the enduring\nAnglo-Saxon principle of personal liberty.\" The principle that founded and has maintained our Republic. It is all too easy to let our under-\n\ntakings trail off in glittering generalities or in spasmodic efforts that\nbarely touch the surface of our Americanization problem.\nW. Clark Hall says : \"Much has been done for the child, much is\nnow being done, but the best is not being done. It is toward the best\nthat all social endeavor should aim, and short of the best, neither the\nstate nor the individual should rest satisfied.\"\n\nIn conclusion I want to say that there is no such thing as perpetual\nmotion. Nothing that moves goes of itself. A clock has to be wound.\nIf the heart stands still, the body dies. If a library is a vital part of\na school organization, co-ordinating with all of its departments, it is\nbecause a live librarian manipulates it and makes it go. Library work\nmeans untiring service. It has its great rewards ; many of them are intangible and are seen clearest with the eyes of the spirit.\nSTEPPING-STONES TO CORRECT TASTE\nA. B. NOBLE, DEPARTMENT OF ENGLISH , IOWA STATE COLLEGE, AMES, IOWA\n\nHelping pupils to distinguish a good book from a poor book is an\nimportant service-one that comes directly to librarians and teachers\nof English. If pupils are interested in trash, how can we lead them to\nappreciate something better ? What test have we for determining what\nisbetter?\n\nThe test I propose is the classification made by Professor Brander\nMatthews,¹ who has pointed out four types of events in the chrono-\n\nlogical development of fiction: first, the impossible, as in The Arabian\nNights; second, the improbable, as in Cooper and Dumas ; third, the\nprobable, as in Balzac and Thackeray, and fourth, the inevitable, as in\n\nHawthorne and George Eliot. This classification is based on a single\nOn Pleasing the Taste of the Public, in Aspects of Fiction, pp. 63-64.\n\n"}
{"page": 522, "printed_page": null, "text": "Department]\n\nSTEPPPING-STONES TO CORRECT TASTE\n\n497\n\nfundamental principle-truth. For our immediate purpose this division\nis very suggestive and helpful. Dr. Holmes¹ said that while the child\nis at first attracted to the lie, he soon learns to prefer the truth. Few\n\nlessons are more important; the future of the youth depends in large\nmeasure upon his ability to perceive truth and to use it. On a percep-\n\ntion and knowledge of the truth he must base his future success ; without a knowledge of truth, there is no enduring progress for the individual or for a nation. We shall serve our pupils whenever we help\n\nthem to distinguish between falsehood and truth. The fundamental objection to most trashy fiction is that it is untrue.\n*\n\n*\n\n*\n\n*\n\n*\n\nTo be specific, let us consider one recent book, very popular with\nyoung people-Tarzan of the Apes. Published in 1914, it was continued\nby another Tarzan book each year for five years. On these books have\nbeen based three motion pictures, each a \"thriller.\" This paper concerns\nthe first book only.\n\nTarzan was born of English parents in a jungle of West Africa.\nAfter the death of his parents the day he was a year old, he was suckled\nand reared by a chimpanzee. With a devoted ape for a foster mother,\nTarzan of course developed into a superman, \" fully as strong as the aver-\n\nage man of thirty, and far more agile than the most practiced athlete ever\nHe could\nbecomes. And day by day his strength was increasing.\nspring twenty feet across space at the dizzy heights of the forest top and\n\ngrasp with unerring precision and without apparent jar a limb waving\nwildly in the path of an approaching tornado.\" Can anybody who stops\nto think believe such bosh? With a rope which he taught himself how\n\nto weave out of jungle grass, and which he taught himself how to cast\nas a lasso (what a genius he was !) he caught wild boars, panthers,\nlions, chimpanzees, black men, hung them from the limb of a tree, and\nwith his father's knife, stabbed his defenseless victims to the heart. Im-\n\nagine him stealing through the tree tops, dropping a noose over the head\nof an unsuspecting lion, standing on the precarious footing of a limb,\nand pulling a lion weighing from three to four hundred pounds into\nmid-air, tying one end of the rope about the trunk of the tree, and descending leisurely to the ground, to finish the poor beast with a single\nstab of a knife left by his father. Is it permitted to wonder what the\nlion was doing after the noose settled about his neck the lion with four\nfeet on the ground and Tarzan bracing himself for this unique pulling\n\ncontest on the limb of a tree? If the king of beasts should be strong\nenough to jerk the limb when he tugged on the rope, what would probably happen to Tarzan ? But as excited readers are supposed to gulp\nthe whole tale down without stopping to think or daring to ask a question, probability may of course be utterly disregarded. Once when a\nThe Autocrat of the Breakfast Table, p. 116.\n\n"}
{"page": 523, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n498\n\n[Library\n\nfierce lion was pushing in through the window of the hut built by\n\nTarzan's father, and just about to seize a beautiful young woman,\nTarzan, having neither lasso nor knife at hand, grabbed the huge beast\nby the tail, pulled him back through the window, jumped on his back,\nand-necessity being in Africa, also, the mother of invention-passed\nhis arms under the forelegs of the lion, clasped his hands on the back\nof the lion's neck, and so marvelous was Tarzan's strength or so weak\n\nthe lion's neck, slowly bent the head forward and broke the poor beast's\nneck.\n\nHow fortunate that Tarzan discovered the wrestler's \" full\n\nNelson\" just in the nick of time ! Would that impertinent fellow from\n\nMissouri dare to ask what the fool lion was doing all this time ?\nOnce, on a wager, Tarzan went, naked and alone at night, into an\nunfamiliar jungle, stalked his lion, lassoed and killed him, threw him\non his shoulder, climbed the nearest tree, raced through the treetops\n\nwith the lion on his back-lions are probably very light when one gets\nthem into treetops and won the wager, all in an hour. If Tarzan is\nto be left at large in Africa, the lions had better apply for cages in\nRingling's menagerie. No safety for a lion in a jungle when Tarzan\nis on the job!\n*\n\n*\n\n*\n\n*\n\n*\n\nFor librarians and teachers of English it is easy to see that Tarzan\nis utterly preposterous, mere bosh. But how can we make our pupils\n\nsee this ? Simply by asking them to think as they read. Suppose we\nask them to analyze it according to the classification made by Brander\nMatthews .\n\nWhat intelligent youngster could fail to see that it consists\n\nalmost solely of the improbable and the impossible ?\n\nWe are poor\n\nteachers if we cannot lead our pupils to see how utterly impossible are\nthe events, and how unreal the hero.\n\nWe might ask our pupils to consider the descriptive details, and\nreport whether they are clear or vague, definite or indefinite. Kipling's\nrhyme might help :\nI keep six honest serving men\n(They taught me all I knew) :\nTheir names are What and Why and When\nAnd How and Where and Who.\n\nConsider a few examples : \"He could drop twenty feet at a stretch\n\nfrom limb to limb in rapid descent to the ground, or he could gain the\nutmost pinnacle of the loftiest tropical giant with the ease and swiftness of a squirrel.\"\n\nBut how ? Being a man he does not have the\n\nfeet of a squirrel or of a monkey? Having dropped twenty feettwenty feet !-how does he secure himself on the new limb before he\n\ndrops again to the next? Do jungle trees have limbs conveniently\narranged in perpendicular succession, like the rungs of a ladder ? Are\nthere no intervening limbs, no gaps of more than twenty feet, which\neven Tarzan dare not attempt?\n\n"}
{"page": 524, "printed_page": null, "text": "Department]\n\nSTEPPPING - STONES\n\nTO\n\nCORRECT\n\nTASTE\n\n499\n\nWhen Kipling tells us about Rikki-Tikki-Tavi's attacking Nag, the\nbig black cobra, he describes just how Nag was lying, just where\nRikki struck him, and why he struck him there, and then what a furious\n\nshaking and battering Rikki received, how doggedly he held on, and\nhow dizzy, aching, and shaken-to-pieces he felt when it was all over.\nFrom that single short story in the Second Jungle Book students may\nget more real information about jungle animals than in all of Tarzan.\nAlthough in Kipling's stories there is a large imaginative element, the\n\nbasis is truth, fidelity to actual traits in the various animals, and the\npictures are definite, distinct, and clear. Again, we are poor teachers\nof English if we cannot make our pupils see how vastly superior is\nKipling.\n\nIf we can get them to read the Jungle Books and other\n\nanimal stories by Kipling, such as Mobi Guj-Mutineer and Plain\nTales and Mine Own People, there is little danger that they will ever\nagain care for Tarzan or any other book of that type.\nAs a composition exercise we might ask them after reading Mark\n\nTwain's Fenimore Cooper's Literary Offenses to satirize something\nin Tarzan after the same fashion. Bright youngsters with a gleam\nof humor would relish such an exercise. One could hardly find better\nopportunities for satire. Roosevelt's African Game Trails will furnish\n\ndetails about the actual killing of lions. Let them read that and then\nwhet their satirical dagger for Tarzan. The youngster that would\nnot enjoy such an exercise has either no imagination or no sense of\nhumor. Even the dullards ought to succeed at this task.\n\nPerhaps Afri-\n\ncan Game Trails might lead on to Hunting Trips of a Ranchman and The\nWinning of the West. If so, a taste that began with Tarzan would\nend in something worth while.\n*\n\n*\n\n*\n\n*\n\n*\n\nProbably, however, the attraction of Tarzan is not so much in\n\njungle conditions or in animal life, as in action, stirring events. If\nso, it may be compared with any one of many novels and romances\n\nthat abound in action. Every teacher in English knows dozens of\nsuch books, the poorest of which is doubtless far superior to Tarzan.\nIt would be idle to attempt to make a list. But let me name one which\nI happen to have read recently-The Patrol of the Sun Dance\n\nTrail by Ralph Connor. This book has stirring action, thrills, heroism,\nidealism. It also has suspense and climax, which Tarzan lacks. Its\n\nbackground is historical. The events are clearly possible, even probable, and the characters are consistent and natural.\n\nSuch a book is\n\ninstructive, and its influence elevating. As soon as pupils come to\nknow such books, Tarzan and books like it will cease to be attractive.\nIn the last analysis books of the Tarzan type are simply literary\n\ndramshops, intoxicating their readers while they linger there, and\nweakening their power to reflect and to reason. To accept as truth\n\n"}
{"page": 525, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n500\n\n[Library\n\nsuch bosh as Tarzan is to cease to think; and to cease to think is to\n\ncease to grow.\n\nOne who indulges frequently in such literary in-\n\ntoxicants is likely to consider the daily routine dull and uninteresting,\nlikely to neglect daily tasks and duties, likely to seek pleasure not in\n\nthe actual world about him, but rather in an imagined impossible\nworld of thrills and marvels.\n\nTarzan are harmless.\n\nLet no one consider that books like\n\nThey tend to make their admirers incapable\n\nof continuous mental effort.\n*\n\n*\n\n*\n\n*\n\n*\n\nAll life is developed from within. \"Out of the heart are the\nissues of life.\" Character grows from ideals; or, as some one has put\n\nit, \"Character is caught by contagion.\" One may catch this contagion\nfrom a friend; one may also catch it from a book-a biography, a\ndrama, a poem, a novel. A novel true to life may easily convey this\n\ncontagion of fine character and high ideals. To imbibe high ideals\nfrom books is therefore to prepare one's self for right conduct. If\nit be true that conduct is three-fourths of life, then books that nurture\n\nhigh ideals and prepare for right conduct are among our priceless\npossessions.\n\nBut no such benefit comes to any reader except as he\n\nthinks and discriminates.\n\nIf he loves Tarzan and dreams of Tarzan\n\nhis fate is sealed.\n\nWe are nourished, not by marvels and lies, which lead us nowhere,\n\nbut by realities the things that surround us daily, and which, if we\nare to succeed, we must understand. In the daily round of things\ncommonplace the thinker, the genius, develops his power. Darius\nGreen's dream of a flying machine, because it had no basis in physical\nlaws, ended in disillusionment and broken shins ; the Wright Brothers,\nby mastering certain laws of physics, developed a machine that really\nflies, and the world is benefited by their thinking.\nAfter years of incessant effort and such sacrifice by strong, devoted\nmen and women who understood better than did others the truth about\n\nintoxicating liquor, the world seems about to be freed from this evil.\nAre we librarians and teachers of English, who probably understand\nbetter than do others the truth about intoxicating books, nerved to\nwage unceasing warfare against the literary dramshops of today ?\nWhen we have led our pupils to prize truth, we may then lead\n\nthem on to works of constructive imagination and beauty. Tarzan\nhas imagination without truth, and hence leads to nothing. The\nfantastic career of Peer Gynt resulted from an overdeveloped imagination and an unwillingness to face facts. Although Peer realized\n\nat times that his imaginings were mere lies, he had played with them\nso long that he could not shake them off. In contrast with Peer's wild,\nfreakish imagination we might ask our pupils to consider a constructive imagination, anticipating and pointing the way to a real achieve\n\n"}
{"page": 526, "printed_page": null, "text": "Department]\n\nPUBLIC LIBRARY IN PUBLIC EDUCATION\n\n501\n\nment. For example, in the field of scientific invention, Jules Verne's\nTwenty Thousand Leagues under the Sea, once denounced as impossible,\nbut now realized in the submarine. In the realm of social welfare, Sir\n\nWalter Besant's All Sorts and Conditions of Men, a dream which\nArnold Toynbee declared to be too good not to be true, and which he\nset to work to realize in the People's Palace of Pleasure, erected in\nthe slums of London to serve the end imaginatively described by the\nnovelist. From this first People's Palace have come social settlements\n\nin all the great cities of Western Europe and America, and also in\nmany smaller cities, such as Des Moines. Such imaginings as Verne's and\nBesant's are constructive and prophetic because they are based on truth.\n\nForerunning every great accomplishment is a vision : a vision, then\na bridge, a steam engine, a telephone, a wireless telegraph; a vision\nof something better in government, then the Constitution of the United\nStates, preparing the way for a great nation.\n\nBut if a vision is ever\n\nto be realized it must have a solid foundation in truth and it must be\n\nworked out with mastery of detail.\nIf the pupils now under our guidance are to help solve the problems\nof the coming day they must be able not only to observe, to discrimi-\n\nnate, to compare and classify, but also to construct-to construct\nvisions of better machines, better schools, better churches, better social\nand industrial methods, better systems of government, better worldrelations. To this end the books that they read should be based on\n\ntruth, and should develop the imagination and direct it along constructive lines. Literature contains many books of this character.\nAs teachers we shall not have rendered the service we ought to render\nuntil we have trained our pupils to appreciate not Tarzan of the Apes,\n\nbut books of truth and of rich, imaginative power, such as those of\nHawthorne, George Eliot, and Shakespeare.\nWhen we have helped our pupils to plant their feet firmly, first on\nthe stepping-stone of truth, and then on the stepping-stone of imagination, they will find it easy to reach the stepping-stone of beauty ;\n\nfor insensibly a passion for truth and quick, constructive imagination\n\nlead on to beauty. And the trinity of truth, imagination, and beauty\nwill conduct them to the goal of correct taste, even though they started\nat Tarzanville.\nTHE PART OF THE PUBLIC LIBRARY IN PUBLIC educATION\nCARL H. MILAM, SECRETARY AMERICAN LIBRARY ASSOCIATION, CHICAGO,\nILL.\n\nIf we are to maintain our place among the educated nations of the\nworld we must provide for the education of adults as well as children.\nNo man is educated if he stops studying when he leaves school.\n\n"}
{"page": 527, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n502\n\n[Library\n\nUniversity-extension courses, correspondence schools, and the various reading-courses offered are reaching thousands, but are leaving\nmillions untouched.\n\nBooks and libraries are the simplest and best\n\nagencies for universal education. When adequately administered, the\nfree public library offers the means of education to every individual,\nliterally from the time that individual first begins to look at pictures\nuntil his days are ended.\nThose who believe in education should work for the establishment\n\nand development of libraries which will be available to every one of the\n\n105 million people in the United States, whether they live in towns\nor in the country. And they should work for the maintenance of those\nfree agencies of universal education on a more adequate basis than has\n\nbeen realized anywhere up to this time.\nThe county library is the best agency yet devised for bringing educational advantages within the reach of 60,000 Americans who are now\npractically beyond the influence of books.\n\nREPORT OF THE COMMITTEE ON NORMAL\nSCHOOL LIBRARIES\nWILLIS KERR, LIBRARIAN KELLOGG LIBRARY, KANSAS STATE\nNORMAL SCHOOL, EMPORIA, KANS.\n\nA measuring stick is needed for normal school and teachers' college\nlibraries. How large should be the staff of librarians in a normal\n\nschool of 750 students ? How large the library appropriation ? How\nmany books are needed in the library of a teachers' college of 1,200\nstudents ? How much floor space ? What library instruction should\nbe given?\nAdministrators, boards of regents, faculty committees, and librarians\nof normal schools and teachers' colleges are asking questions like these.\nThere ought to be an authoritative answer. For until the teacher-train-\n\ning institutions have adequate, satisfying library service, resulting in\nteachers trained to know the true value and use of libraries in\n\neducation, not only will all types of education be deficient, but all other\ntypes of libraries will fail of their highest usefulness.\n\nThe National Education Association ( Library Department) committee on normal school libraries has therefore set up the following\npreliminary statement of standards for libraries in normal schools and\nteachers' colleges. It invites comments of any sort. It is beginning\na survey of normal school and teachers' college libraries, and upon the\nbasis of the facts will prepare and publish a more comprehensive set\nof standards. Correspondence should be addressed to W. H. Kerr,\nLibrarian, Kellogg Library, Kansas State Normal School, Emporia,\nKansas.\n\n"}
{"page": 528, "printed_page": null, "text": "Department]\n\nREPORT ON NORMAL SCHOOL LIBRARIES\n\n503\n\nThe statement of standards is in two parts : (1) for two-year normal\nschools ; (2) for four-year teachers' colleges. The figures for each are\ngiven on a basis of a minimum average winter enrolment of 300 and\n500 students, respectively, with increments for each additional 300 or\n500 student enrolment or major fraction thereof, respectively. For\nexample, a normal school of 500 students should have a library appro-\n\npriation, other than salaries and building, of $3,500 per year-$2,500\nfor its first 300 students, and $1,000 increment for the additional 200\nstudents. Proper allowances should be made for enlarged personnel\nand facilities to serve large summer school enrolments.\nA.\n\nI.\n\nTWO- YEAR NORMAL SCHOOLS\nINITIAL ENROLMENT\n\nINCREMENT FOR EACH\n\n300 STUDENTS\n\nADDITIONAL 300 STUDENTS\n\nBuilding and Equipment :\n1. Rooms:\nNo.\n\nSq. ft.\n\nNo. of\nReaders\n\nNo.\n\nSq. ft.\n\n1\n\nReaders\n\naccom.\n\n(a) Reading\n(b) Reference\n\n1\n\n1875\n\n75\n\n1250\n\n50\n\n1\n\n500\n\n25\n\n500\n\n25\n\n(c) Periodical\n\n1\n\n500\n\n25\n\n400\n\n20\n\n1\n(d) Children's\n(e) Office, cataloguing,\n\n600\n\n25\n\n500\n\n20\n\nand work\n\n(f) Library classroom\n\n3\n\n600\n\n1\n\n600\n\n1\n\n50\n\n2. Book Stock :\nVols.\n\n-15,000\n(a) General\n(b) Reference, incl.\nbound periodicals 3,500\n1,500\n(c) Children's\nTotal\n\n-20,000\n\nVols.\n\n5,000\n\n1,500\n500\n\n7,000\n\n3. Equipment :\n\n(a) Stacks or shelving\n(b) Illustrative material\n(c) Furniture\n\n(d) Library apparatus\nII . Library Fund :\nAmount\n\nAmount\n\nper year\n\nper year\n\n$2,500\n\n$1,000\n\nNot including salar-\n\nies and building\nmaintenance\n\nIII . Librarian and Staff :\n\n1. Qualifications :\n- (a) Librarian :\n\nA. B. or A. M. degree,\n\nplus one year training in approved\nlibrary school, plus three years ' successful library or teaching experience, preferably both\n\n200\n\n"}
{"page": 529, "printed_page": null, "text": "[Library\n\nNATIONAL EDUCATION ASSOCIATION\n\n504\n\n(b) Staff members : A. B. degree, plus one\nyear library school training, plus one\nyear teaching experience\n2. Academic Status :\n\n(a) Librarian: full professor, with vote\n(b) Staff : rank as instructors\n3. Number :\n\n(a) Librarian\n\n1\n\n....\n\n3\n\n(b) Staff\n4. Salaries :\n\n(a) Librarian : same as the professor of\nEnglish, with increases on same basis.\n(b) Staff: same as instructors in English,\nwith increases on same basis.\n\nIV. Library Instruction :\n\n1. Required : At least 12 lessons, in the freshman year, given by member of library staff\n2. Elective : At least one other course, such as\n\nchildren's literature or library organization, 3\nsemester hours\n\nB.\n\nFOUR- YEAR TEACHERS' COLLEGES\nINITIAL ENROLMENT\n\nINCREMENT FOR EACH\n\n500 STUDENTS\n\nADDITIONAL 500 STUDENTS\n\nI. Building and Equipment:\n1. Library building with\nfollowing rooms :\nNo.\n\nNo.\n\nSq. ft.\n\n100\n\n1\n\n1500\n\n75\n\n1250\n\n50\n\n1\n\n1250\n\n50\n\n1000\n\n50\n\n400\n\n25\n\n1000\n\n50\n\n500\n\n25\n\n4\n\n1000\n\n(f) Library classroom 1\n\n750\n\nand work\n\nSeats\n\n1\n\n1\n60\n\n2. Book Stock:\nVols.\n\nVols .\n\n-20,000\n\n10,000\n\n(b) Reference, incl.\nbound periodicals 7,500\n2,500\n(c) Children's\n\n2,000\n\nTotal ................30,000\n\n13,000\n\n(a) General\n\n1,000\n\n3. Equipment :\n\n(c) Stacks and shelving\n(b) Illustrative material\n(c) Furniture\n(d) Library apparatus\nII . Library Fund :\nAmount\n\nAmount\n\nper year\n\nper year\n\nAtdisposal of librarian,\nnot incl . salaries and\n\nbuilding maintenance $6,000\n\nReaders\n\nSq.ft.\n2500\n\n1\n(a) Reading\n1\n(b) Reference\n1\n(c) Periodical\n2\n(d) Children's\n(e) Office, cataloguing,\n\n$3,000\n\n200\n\n"}
{"page": 530, "printed_page": null, "text": "Department]\n\nREPORT ON NORMAL SCHOOL LIBRARIES\n\nIII . Librarian and Staff :\n\n1. Qualifications :\n\n(a) Librarian : A. B. or A. M. degree ;\nplus one or two years training in approved library school, or five years\nconspicuously successful library experience; plus five years successful\nteaching or library experience, preferably both\nsuccessful teaching or library experience,\npreferably both\n(b) Staff members : A. B. degree, plus one\nor two years library school training,\nplus two years teaching experience\n2. Academic Status :\n\n(a) Librarian : Full professor, with vote\n(b) Staff : Rank as instructors\n3. Number :\n\n(a) Librarian\n(b) Staff.....\n\n1\n5\n\n4. Salaries:\n\n(a) Librarian : Same as the professor of\nEnglish or other important department\nheads, with increases on same basis\n\n(b) Staff : Same as instructors in English,\nwith increases on same basis\n\nIV. Library Instruction :\n1. Required :\n\nAt least 12 lessons, in the fresh-\n\nman year, given by a member of library staff\n2. Elective : At least two other courses, such\nas Children's literature, Bibliography and\nreference work, and Library organization\n\n505\n\n"}
{"page": 531, "printed_page": null, "text": ""}
{"page": 532, "printed_page": null, "text": "Department of Music Education\ni\n\nSECRETARY'S MINUTES\nOFFICER\n\nPresident C. A. FULLERTON, director of music, State Teachers College, Cedar Falls, Iowa\n\nFIRST SESSION TUESDAY MORNING, JULY 5, 1921\nThe department met at Hotel Savery, Chamber of Commerce Lounge.\n\nThe\n\nmeeting was called to order by the president at ten o'clock. The entire session\nwas devoted to discussion of the course of study for music supervisors which\nwas adopted by the National Conference of Music Supervisors at St. Joseph,\nMo. , April 8, 1921.\n\nOsbourne McConathy of the School of Music at Northwestern University,\nEvanston, Illinois, who is a member of the Council of the Supervisors ' Con-\n\nference that prepared the course under consideration, presented the course.\nThe discussion was opened by Ernest Horn of the Department of Education,\nUniversity of Iowa, Iowa City, Iowa. The next speaker was John R. Kirk,\npresident of Teachers College, Kirksville, Mo. So much interest was shown in\nthe subject that an extra session was called in the afternoon. It was voted\nunanimously that the Department of Music Education of the National Education\n\nAssociation express its approval of the course adopted at St. Joseph, Mo.¹\nThe following is an excerpt from the course for training supervisors :\n\"As a result of the findings of the committee in connection with the discus-\n\nsions of this same topic that took place at the December meeting of the entire\nEducational Council, and in accordance with the action of the Council at this\nmeeting, we make the following recommendations :\n\n1. The demands made upon the supervisor of music of today are so great\nand involve so much responsibility that a longer training course for supervisors\nthan has been required in the past is absolutely essential. It may not be possible\nfor all schools with short courses to change these immediately; but it is recom-\n\nmended that in general four years be considered the minimum time which the\nprospective supervisor of music should be expected to spend in preparing himself for his work.\n\nIt is understood of course that this is to be a professional\n\ncourse and presupposes as a prerequisite graduation from a standard four-year\nhigh-school course or its equivalent;\nivalent; and it is expected that the student's work in\nthe high school will include such courses in music as will insure that he shall\n\nbe able by the end of his high-school course to perform on the piano in at\nleast the difficulty of two grades ( M. T. N. A. grading ) ; to sing, at sight,\nmaterial at least of the difficulty of ordinary hymn and folk tunes ; and to take\ndown tonal dictation of moderate difficulty. It is understood also that only\npersons having an agreeable singing voice and a fairly quick sense of tone and\nrhythm will be admitted to supervisor's training courses.\n2. Since the supervisor's major preparation is to be in music, the degree\nwhich he receives in recognition of his four years of preparation should be a\nmusical degree, the Mus. B. , or if preferred Mus. B. in Education.\n3. The proportion of work in the Supervisor's Training Course should be\napproximately three- fourths professional and one-fourth academic or cultural.\nThe course adopted at St. Joseph, Mo., and a course in music for the eight grades\nin the public schools prepared by the same council may be secured from George Oscar\nBowen, 2 Geddes Heights, Ann Arbor, Mich., at 10 cents per copy.\n507\n\n"}
{"page": 533, "printed_page": null, "text": "508\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Music Education\n\n4. The ninety hours of professional work (on the basis of one hundred and\ntwenty hours required for graduation ) should\n\ninclude about sixty hours of\n\nmusic study, and approximately thirty hours of pedagogical requirements.\n5. The thirty hours of academic work required in the course should include\nsuch subjects as English, history, dramatic expression (speech) modern\nlanguage, and science.\n\n6.\n\nThe sixty hours of music study should include the following :\nPiano\n\n8hours\n\n(covering at least the third grade-M. T. N. A. grading)\nVoice\n\nTheory (harmony, form, and analysis) ......\nEar-training (melodic and harmonic) ...\nSight-singing and chorus practice .....\nHistory and appreciation.\nOrchestration and practical work on orchestral instruments .\nElective\n\n7.\n\n4hours\n.... 16 hours\n8hours\n4hours\n8hours\n8hours\n4hours\n\nThe pedagogical requirements are to include the following :\n....... 10 hours\nEducational psychology and principles of teaching .......\nConducting, methods for grades, high-school, orchestra, etc. , together with\npractice teaching\n\n..... 20 hours\n\nSECOND SESSION-WEDNESDAY AFTERNOON, JULY 6, 1921\nThe department met at Hotel Savery and was called to order by the\npresident at two o'clock.\nThe entire session was devoted to a discussion of standardization tests and\n\nmeasurements in music in one-room rural schools and in consolidated schools,\n\nand to a demonstration of the process of testing pupils with pupils from the\n-rural schools in the vicinity of Des Moines. Mr. Fullerton, who conducted the\ndemonstration with the pupils, in his introductory remarks made the following\nexplanations concerning the origin and purpose of the tests.\nIn attempting to assist in the music work in the rural schools in the vicinity\nof Cedar Falls, some phonograph records were made of children's songs, and\nvarious means were employed to use the phonograph in teaching children to\nsing and in cultivating a sense of rhythm. From the first the practicability of\nthe plan became more and more apparent. The phonograph not only demonstrated its usefulness to the teachers who cannot sing well but it proved to be\nof surprising benefit to the more musical teachers. With the co-operation of the\nrural teachers, participation, of the pupils with the phonograph in performing\nmusic developed gradually, and it was in an attempt to compare the results in\ndifferent schools that the standardization tests were formulated. The tests at\npresent are arranged in eight groups. They are all standardized by the phonograph. In these eight groups there are twenty distinct tests to be taken individually. The pupil gets 5 per cent if he succeeds with the exercise, nothing\nif he fails. The eight groups are :\n1. With a song record the pupil sings four songs with the instrument.\n2. With a march he passes four tests in rhythm.\n3.\n\nHe hums two melodies with violin record.\n\n4. He sings the syllables of two songs with the song record.\n5. He does his part accurately in two singing games with the phonograph.\n\n6. He commits to memory two national songs and sings them with a band accompaniment.\n7.\n\nWith a march record he makes notes and sharps at the black board.\n\n8. He sings, hums, or whistles two melodies with an instrumental record.\n\nThe tests sheets are to be placed in the teacher's hands in September, the\ngrades to be recorded from time to time during the year, and the reports\ncollected the following spring.\nThe tests for consolidated schools are similar in kind to those in the one-\n\nroom rural schools, but more elaborate. At present the tests are given in but\nthree grades, the third, the sixth, and the eighth.\n\n"}
{"page": 534, "printed_page": null, "text": "Department]\n\nPREPARATION OF MUSIC SUPERVISORS\n\n509\n\nThese tests do not constitute a complete course of study. The principal\npurpose is (1 ) to concentrate upon the phases of school music that are worthy\nof first consideration from the standpoint of present enjoyment and also for\npreparation for future musical growth ; (2) to standardize the singing in a\nschool and thus establish good habits; (3) to measure the success of the music\n\nteaching by showing definitely what each individual can do. These tests are\nthe initial step in working out a course of study in music for consolidated\nschools.\n\nAt the end of each school year when the records are collected, the\n\nteacher will be asked to suggest improvements in the tests and a new statement\nof the tests will be issued for the following year.\nThe following officers for 1922 are : President, Osbourne McConathy,\nDirector of the Department of School Music, Northwestern University, Evanston, Ill.; Vice-President, C. A. Fullerton, Director of Music, Iowa State\nTeachers College, Cedar Falls, Iowa; Secretary, Mary McKay, Supervisor of\nMusic, Elgin, Ill.\n\nPREPARATION OF MUSIC SUPERVISORS—SHALL THEY\nHAVE A BALANCED COLLEGE EDUCATION ?\nJOHN R. KIRK, PRESIDENT STATE TEACHERS COLLEGE, KIRKSVILLE, MO .\n\nIn the near future musical education is to be on a par with each\n\nof the twenty or thirty other essential studies in elementary schools,\nhigh schools, and colleges. It is to cost the individual child and student no more and no less than any other basic and substantial part\n\nof the curriculum. It is to be taught by persons having extended and\nthorough scholarship and also adequate professional preparation.\nIn every well-established branch of professional education there\n\nare certain essential preliminary studies. Well-regulated colleges do\nnot admit students to the study of medicine, law, engineering, etc.,\nwithout organized bases in elementary education, high-school education,\nand sixty or more semester hours in universally recognized college\nstudies.\n\nPreliminary preparation does not mean arrested development. It\nmeans effective specialization. It means maturity and strength, versatility and resiliency, in those who would teach. It goes deeper than\npersonal privilege. It means recognition of the rights of those that\nare to be taught. It means regard for the capability, the many-sidedness, the vastly varied inheritances and instincts in the child, the adolescent, and grownup.\n\nI come to you with a dream and a vision. I would have you see\n\nthe far-away sky line in all directions. Predominant talent of each\nyoung person undergoing education is to be distinctly recognized. Constant regard is to be had for that talent. I go further and plead for\npractical, and full-rounded development of every child in the Republic.\nMusical education is to be based on far-reaching physical education,\n\nfrequent expert inspection of eyes, ears, nose, throat, lungs, teeth, and\nskeletal conditions, with knowledge of diet, exercise, sleep, bathing, and\n\n"}
{"page": 535, "printed_page": null, "text": "510\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Music Education\n\nventilation.\n\nEssential conventionalities-reading, writing, arithmetic,\n\ngeography, spelling-all these and others are to have due recognition\nwhile we are always to bear in mind that no child can be equally capable\nin all the avenues of activity.\nI am anticipating provision for the music student through all the\n\ngrades and all the years, from kindergarten to graduate college inclusive.\nSight reading must become automatic at an early date. Use of the\nnomenclature of composers, authors, and printers is to become automatic.\nMusical appreciation is to characterize all school and college life. Music\nis part of universal education. It is to run parallel with other studies,\nand at no time to be in abatement. In middle and upper high-school\nclasses, if not earlier, it is to be of many varieties. This means regularity and sanity. It means credit for all music studies and all music exercises, along with English and mathematics and other studies for\ncredit. It considers and recognizes major and minor interests of every\nchild even in the elementary school.\n\nMusic is to be accredited in every phase of school life in precisely\nthe way, quantitatively and qualitatively, that study in other subjects is\naccredited. Music has educative value equaling, so far as anybody\nknows, that of any other study. It is capable of being woven into life\n\nand mental constitution just the same as any other study is.\nMusic, being part of the world, deserves place in consciousness with\n\nother parts of the world. Every educated person is to have glimpses\ninto the musical ideals and musical products of the world, and thereby\nbe better able to interpret the varied parts of the world for personal use.\nMusic is to be taught all the time and everywhere with view to the\nwidening horizon. The music supervisor and the music teacher are\nnot to be discriminated against and handicapped and short circuited as\nto the material out of which the world is to be built in their conscious-\n\nness. Literature, languages, and sciences are parts of the world. Nobody has built the world very well in consciousness without some of\n\neach of them. Nobody is a good teacher of any great subject without\nknowledge of the major parts of the world which may come into view\nthrough that subject.\nIn passing we may notice a painful fact : In our country a majority\nof the people have no musical education. Most of the college graduates\nare as ignorant of music as are the people at large. A majority of the\nmusic teachers have little or no college education. The major part of\nthe world is left out of their consciousness.\n\nIn fundamental world-\n\nknowledge very many of the music teachers are as ignorant as intelligent illiterates.\n\nThe music teacher is to thrill and energize and uplift young life,\nmiddle life, and all life. A good music teacher motivates and refines\nlife, but he or she does that no more than a good teacher of literature\n\n"}
{"page": 536, "printed_page": null, "text": "Department]\n\nor science.\n\nPREPARATION OF MUSIC SUPERVISORS\n\n511\n\nThe music teacher has audiences and therefore is furnished\n\npublicity. He deals with crowds more than other specialists, and is\ntempted to rely upon emotionalism and excitement. He or she is frequently trying to generate energy as a dynamo does, getting the energy\nfrom nobody knows where. Music is perhaps no more potent in generating insights and interest than any other great subject is. Deep study\nin music is like deep study in any other great science or art.\nMusic is both science and art. When we recognize this fact we\nmay think and build substantially. But music is more than science and\nart. It is a storehouse and an outlook of world-thought and world-\n\nsentiment. It is like history and literature in these respects, but not\ngreater than either of them, and not greater than any other great human\nstudy. One cannot imagine a great mind more self-exalted than Edison\nor Nicola Tesla or any other great student in laboratory or in library.\n\nMusic is simply one of the great, permanent, substantial, generative\nforces in world-consciousness and human growth. It commands our\nprofound consideration.\n\nWe all know there are some whimsical and superficial scientists.\n\nWe know equally well there are some pretentious, eccentric, sentimental,\nnarrow-gauge music masters. They sometimes talk about temperamentalism, as if that were something other than sheer mental distemper.\n\nBut great leaders, composers, teachers, and creators in music interpret\nthe world and its activities and organize their great ideals and express\ntheir great conceptions and hopes in their own great way, just as poets,\nauthors, and scientists do. These great ones in music are as dignified\nand as versatile and as well under self-control as other great people are.\nMusic is entirely natural. It is not sporadic. It is not merely an\nemotion. It stands for vast, sane idealism. It generates and develops\npower and poise and steadiness. It does these things when it is taken\ninto consciousness or produced or directed by well balanced persons\nhaving the high points in world-knowledge well worked into their own\n\noperative individuality. Music appeals to breadth and depth of judgment. It quickens intellect. It stirs emotions. But so do literature and\nmidnight victory in mastery of mathematics or electricity.\nThe high purpose of music is for purity and goodness. It makes\nchildren and men and women better, happier, more altruistic. Music\n\nis one of the universal languages. All intelligent, sane persons who are\nfree from physical defects and undamaged by arrested development are\n\nable to speak it and to hear it and to appreciate it. Certainly some of\nus lack rods and cones or other queer things in our nervous systems,\nin our eyes, or our ears, or other parts of our human electrical mechanism. Some are color blind ; some are otherwise physically defective. But\nthose who have defects in the item of music appreciation are more com-\n\nmonly in a state of arrested development through no fault of their own.\n\n"}
{"page": 537, "printed_page": null, "text": "512\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Music Education\n\nThe supervisor and director of music may get some aid or refinement in some of the conservatories of music, but the conservatories of\nmusic contribute comparatively little to music education in the universal\nscheme. Those who would teach and aid and uplift the crowd and\neducate all the members of the crowd must learn and know the ways\nof the crowd.\n\nAnd that can not be done in small inclosures.\n\nThere\n\nwas much waste in the days of the dominancy of the private music\nschool and the small private college. We cherish kind memories of the\nsmall, private nuclei that started many wholesome and beneficial refinements. But the vast machinery of the universal education scheme has\nto take over the preparation of the teachers and leaders in universal\n\neducation. Here and there highly endowed private institutions will become so many-sided and so useful that we will utilize them in substan-\n\ntially the same way as we do the various branches of the tax-supported\nuniversal education scheme. We find no fault with talented individuals\n\nand groups who make contributions of any kind to the common good\nbut the force of the music director and the music teacher for the masses\n\nnaturally and necessarily comes through long and fortunate elbow\ntouch with the crowd, the wholesome, hopeful crowd in public education\ninstitutions.\n\nWhen music comes into its own, the teachers of music will be as\nwell, as widely, and as systematically prepared to teach music as others\nare to teach arithmetic, spelling, and reading. But a majority of teachers cannot teach arithmetic. A majority of them cannot teach reading\nand geography. The new order will produce wholesome differentiation\nof function for all teachers in all schools. The teachers in the elemen-\n\ntary school above the second grade will not be teaching more subjects\n\nthan the teacher in the junior high school or in the senior high school.\nThen music will come into its own in all schools .\n\nSo will other studies.\n\nDo you see what we are trying to get at? Do you see that we\nrecognize music as fully susceptible of coming into universal utility,\nuniversal comprehension, and universal appreciation, along with other\nstudies in all the grades of all the schools and colleges ?\nWhen we bring music into full and complete recognition, something\nlike the following will be recognized as minimum essentials in the preparation of music teachers, supervisors, and directors : ( 1 ) A thorough\nelementary-school education in which music will run parallel with other\nstudies . (2) High-school education with opportunity to cover from\none to four high-school units in music. (3) College education of four\nyears in which at least sixty semester hours will be elected or selected\nfrom such studies as literature, history, science, mathematics, and other\nfundamental subjects serving as bases for specialization. These elected\nand selected undergraduate studies will be as well organized as those\n\n"}
{"page": 538, "printed_page": null, "text": "Department]\n\nPREPARATION OF MUSIC SUPERVISORS\n\n513\n\nnow required and hereafter to be required in preparation for law, medicine, or any other great field of specialized human activity. (4) Specialization will continue through graduate studies at various times as long\nсas the several individuals retain the elasticity and resiliency that characterize capable teachers in active service.\nFinally everywhere and all the time there is going to be full credit\nfor all music studies on a par with all other studies and at no greater\n\ncost to the individual child or student than any other study. Music is\ngoing to be an integral and permanent part of universal education, from\nlowest to highest inclusive. It is going to be taught everywhere and\nall the time by persons having as thorough and extensive academic education and as well-grounded professional preparation as those who\nteach other well-differentiated studies.\n\nFor the defense and promotion of music all the real music leaders\nand idealists and all the friends of music ought really to get themselves\n\ninto a somewhat militant attitude. The music leaders ought some day\nto free themselves from the just charge of seeming to temporize with a\ngreat fundamental force in education. They ought to lead the country\nin a relentless campaign to free music education from the blight of commercialism that affects and afflicts music instruction in so many of the\n\ncolleges, universities, and conservatories.\nThere is also grave need for open warfare on the exploitation of the\nmusic field by pseudo-artists but real pirates who manipulate and mislead public sentiment and who shrivel and dwarf themselves into species\nof performing acrobats on the musical stage. Many of these people\nbecome unconscionably mercenary. Many of them attain hypnotic\nplausibility in collecting fees and door receipts from the unsophisticated.\nSuch people should be put out of the game.\nProfessors and teachers of music in the colleges and universities\nshould rise to a higher appreciation of their responsibilities and their\nduties. They should have the courage to provide curriculums and to\norganize their great problems and to attack those problems with such\neffectiveness that the colleges of music everywhere could compel the\ndeans and the professors in all the other colleges to give just as much\ncredit for the courses and degrees in music as they give for the courses\nand the degrees in any other college or department.\n\n"}
{"page": 539, "printed_page": null, "text": ""}
{"page": 540, "printed_page": null, "text": "Department of Normal Schools\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-W. A. LEWIS, president state normal school...........\n\nHayes, Kans .\n\nSecretary-ANNA M. TIBBETS, head department of education, Fargo College.... Fargo, N. D.\n\nThe Department of Normal Schools met in the Chamber of Commerce\nLibrary, Hote! Savery, Des Moines, Iowa, at two o'clock, July 6, 1921. The\nmeeting was called to order by the president, W. A. Lewis, president of the\nState Normal School, Hayes, Kansas. It was moved and carried that a committee on nominations be appointed. The president appointed as members of\nthat committee : President Sims, of Stevens Point, Wis.; President Mathews, of\n\nTempe, Ariz.; and President Waldo, of Kalamazoo, Mich.\nThe subject for the afternoon's discussion was the question of greater\nrecognition of normal schools and the interrelation of normal schools and junior\n\ncolleges. The following took part in the discussion : President Brandenberg,\nPittsburg, Kans.; President Sims, Stevens Point, Wis.; President Dearmont,\n\nTeachers College, Cape Girardeau, Mo.; President McKenna, Teachers College,\nYpsilanti, Mich.; President Johnson, Normal College, Rock Hill, S. C.; President\nEvans, Normal College, San Marcos, Tex.; President Butcher, State Normal\n\nSchool, Emporia, Kans.; President Seerley, Teachers College, Cedar Falls, Iowa;\nW. H. Gemmell, secretary of State Board of Education, Iowa ; President\nMaxwell, State Teachers College, Winona, Minn.; Dean Ziegel, State Teachers\n\nCollege, Kirksville, Mo.; Mr. Brenton, of the Iowa State Board of Education ;\nand President Showalter, State Normal School , Cheney, Wash.\nThe committee on nominations reported the following : For president, W. P.\n\nMorgan, president, state normal school, Macomb, Ill.; for vice-president, A. J.\nMathews, president, State Normal School, Temple, Ariz.; for secretary, Robert\nE. Elliot, president, State Normal School, Chadron, Nebr. The report was\naccepted.\n\nIt was moved and carried that reports of the speeches be sent to the\nsecretary.\n\nANNA TIBBETS, Secretary .\n515\n\n"}
{"page": 541, "printed_page": null, "text": ""}
{"page": 542, "printed_page": null, "text": "Department of Physical Education\nSECRETARY'S MINUTES\n\nOFFICERS\n\nPresident-F. L. KLEEBERGER, professor physical education, University of California\n..\n... Berkeley, Calif.\n\nSecretary-MARGARET MCKEE, supervisor of physical education ............ Des Moines, Iowa\nFIRST SESSION\n\nTUESDAY MORNING, JULY 5, 1921.\n\nThe Department of Physical Education met in Plymouth Congregational\nChurch on July 5. In the absence of the president, the vice-president, Dr. Burdick, called the meeting to order.\n\nDr. Richard M. Bolt, of Baltimore, Md., gave a very interesting paper on\nLOGICAL CONTRIBUTIONS OF PHYSICAL EDUCATION TO HEALTH EDUCATION AND\nSUPERVISION IN THE SCHOOLS AND THE COMMUNITY. In the absence of the\n\nother speakers on the program, Dr. Burdick led an informal discussion on some\nof the problems of the physical director.\n\nThe meeting adjourned at 11:45 A. м.\nSECOND SESSION- WEDNESDAY AFTERNOON, JULY 6.\n\nDr. Burdick, vice-president of the department called the meeting to order\nat 2:15 P. М.\n\nA talk on MORAL ASPECTS OF PHYSICAL EDUCATION was given by Arthur\n\nHolmes , President of Drake University, Des Moines, Iowa, and was followed\nby the discussion : IS IT BETTER FOR A YOUNGSTER TO CRIPPLE HIMSELF PHYSICALLY OR BE A QUITTER ?\n\nJay B. Nash, superintendent of recreation, Oakland, California, spoke on\nTHE RELATION OF PLAYGROUND AND RECREATION CENTERS TO OUR NATIONAL\n\nIDEALS OF DEMOCRACY, followed by the discussion ARE HABITS AND CHARACTER\n.\n\nMORE FULLY DEVELOPED BEFORE PUBERTY OR AFTER ?\n\nDr. Thomas D. Wood, of Columbia University, talked on PHYSICAL EDUCATION AS A HEALTH MOVEMENT.\n\nE. Dana Caulkins, of Washington, D. C., spoke on THE NATIONAL PROGRAM\nFOR PHYSICAL EDUCATION.\n\nAn interesting discussion of Mr. Caulkins' paper\n\nfollowed.\n\nThe vice-president appointed the following nominating committee for 1922:\nSarah Given, Drake University, Des Moines, Iowa ; Doris White, Iowa State\nTeachers' College, Cedar Falls, Iowa; E. Dana Caulkins , Washington , D. C.\nThe report of the nominating committee was as follows : president, Ethel\nPerrin, supervisor of physical education, Detroit, Mich.; vice-president, J. B.\nNash, director of recreation, Oakland, Calif.; secretary, Dr. William Burdick,\ndirector of public school athletic league, Baltimore, Md.\nIt was moved, seconded, and carried unanimously that the report of the\nnominating committee be accepted and adopted.\nThe meeting adjourned at 4:50 р. м.\n517\n\n"}
{"page": 543, "printed_page": null, "text": "518\n\nNATIONAL EDUCATION ASSOCIATION (Physical Education\nMORAL ASPECTS OF PHYSICAL EDUCATION\n\nARTHUR HOLMES, PRESIDENT OF DRAKE UNIVERSITY, DES MOINES, IOWA\n\nIs there anything moral and spiritual in physical education ? Is\nthere anything physical in morality ? Can the gymnasium and the\nathletic field supplant moral instruction in public Sunday schools ?\nDoes football teach truth? and baseball honesty? and do strong muscles\nmake strong lives ?\n\nThese are some of the questions which come crowding in upon the\nannouncement of a topic like \"Moral Aspects of Physical Education. \"\nWithout answering all of them fully we may by a brief examination\nof modern physical training gain an insight into some of them.\nThose who know physiological psychology know it joins the soul\nand body in a parallelism so close that what touches one touches the\n\nother. Bloodless children are prone to lie; bad teeth may cause boyish\ndelinquency ; enlarged tonsils call for nicotine to allay the irritation.\nAll of these bodily ailments have their mental and moral sides. A\ndoctor or dentist, or surgeon, or corrective gymnastics may cure both.\n\nBut physical diseases are not the only causes of immoralities.\n\nPhysically healthy people may be moral imbeciles. Lombroso, the\ngreat Italian criminologist, insisted that there were criminals already\nmarked from childhood with physical signs or stigmata. Upon these\nunfortunates physical training is having its effects. The extension of\nexercises and games into our reformatories and prisons and dancing\ninto our asylums for the insane points the same way.\nBut students of athletics insist that with healthy, normal youths,\n\nsport makes for morals. The essence of moral training lies in living\nup to the moral standards of one's own nature. It is hopeless seriously\n\nto hold up angels as models for men, or women either. Equally\nhopeless is it to hold up a young lady Sunday-school teacher\nas a pattern to a freckle-faced boy of the motor type; or a placid,\ngray-haired gentleman as the paragon for a red blooded, effervescing\nadolescent; though it does now appear that sixty-year old ladies are\n\nhard to distinguish in dress and action from sixteen-year-olds. In\ngeneral, however, real moral training comes from the grindings and\npolishings in the world of one's peers.\n\nThe playworld is the real world of youth, his very own, self-made\nworld. Games are serious occupations to youth; their rules are sacred,\n\ntheir ideals final. A \"crooked, rotten, yellow\" player is the limit\nof human degradation, and his righteous punishment the seventh Inferno of Dante.\n\nOn the positive side, as Froebel said, \"Play is the purest and most\nspiritual activity of man.\" The moral values gained on the field of\nEton won a world-war. The athletes of our colleges were wonderfully\n\nsuccessful in securing commissions in the late war, for they had gained\n\n"}
{"page": 544, "printed_page": null, "text": "Department]\n\nPLAYGROUNDS AND RECREATION CENTERS\n\n519\n\nthe moral qualities of leadership in the discipline of the game. In fact,\nmany football coaches assert that the real value of their sport is not\nphysical but wholly moral.\nTHE RELATION OF PUBLIC PLAYGROUNDS AND\nRECREATION CENTERS TO OUR NATIONAL\nIDEALS OF DEMOCRACY\nJAY B. NASH, SUPERINTENDENT OF RECREATION AND DIRECTOR OF\nPHYSICAL EDUCATION, OAKLAND, CALIFORNIA\n\nHow does physical education relate itself to the general program of\neducation ? In answering this question, I will touch upon at least\ntwo of the basic ideals of education which are directly related to the\nphysical educational program: (1 ) physical efficiency, (2) citizenship\ntraining. This program would by no means discourage the teaching of\nhealth, the correction of growth handicaps, or the use of any method\nfor the correction or prevention of bad posture. A physical education\nprogram must be based upon play if it is to contribute to the two\nnational ideals of democracy above mentioned. If the teaching in the\nschool program is to be effective in any line, it must have a strong\n\"carry-over\" in the after school life of the child. The Cleveland\nsurvey reveals that the average city child spends 1,000 hours per year in\nschool and 1,800 hours per year on the street. ( By street is meant\ntime spent away from the home-in the playground, park, vacant lot,\nwater-front, or the actual street.)\n\nFindings of this survey show that in the past what the boy does\nduring these 1,800 hours is practically in no way affected by the teaching of the 1,000 hours in school. In other words, the school program\nis not carrying over.\nBy basing the physical educational program upon play, experience\nhas shown that it is entirely possible to carry over these two ideals in\nthe following manner :\n\nThe first objective of education which can carry over is physical\nefficiency. Exercise for the child, as well as the adult, may always be\nassumed to be the \"price of life\" in the present day. Few city children and probably no adults, are taking enough exercise to keep themselves in proper physical condition. Modern machinery has removed\nthe necessity of exercise; and because of the universal habit of laziness\n\nin all of us, we take just as little exercise as possible. Undoubtedly\nthis condition will continue unless we are driven to exercise under the\n\nstimulus of the play instinct.\n\nIn the child, large activity through play may be encouraged in the\nphysical education period and expressed in the play period. By \"play\nperiod\" is meant the time in the morning before school, recesses, noons,\n\n"}
{"page": 545, "printed_page": null, "text": "520\n\nNATIONAL EDUCATION ASSOCIATION [Physical Education\n\nafter school, Saturdays, Sundays, holidays, and vacations-in short,\nthe play period for the child may be assumed to be most of the 1,800\nhours outlined by the Cleveland survey. It is not, of course, assumed\nthat all of this time will be spent in play; but it is assumed that the\nopportunity of expression will be present during these hours.\nProper exercise during these play periods becomes to a large extent\nthe basis of health in the child; and at the same time it becomes not\nonly the basis of the recreation of the adult but of the work of the adult.\n\nThe second objective of education which can carry over is citizenship training. Through this citizenship training, the playground and\nthe recreation center becomes the great citizenship laboratory.\n\nWould you think of teaching chemistry without a laboratory, no\nchance being given to experiment or correct ? Of course not. But do\nwe not need just as much a citizenship laboratory of the school, or of\nthe community as a whole ?\nWe talk a great deal about training citizens. We debate about\ncitizenship. We write essays on the principles of democracy. We point\nto heroes of history, who stood for great principles. We hang mottoes\non our school walls. But where do we watch the young boy or girl\n\nexperiment with these principles ? Where do we correct, suggest, or\nadd to, and finally have reason to expect the proper reaction ? The\n\nanswer is the play yard-the school playground-whether this be in a\nbig city or in an isolated rural district.\nDo parents and teachers generally recognize the distinction between play on the one hand and idleness or mere amusement on the\nother ? Idleness is an inactive or unoccupied state of mind and body,\na condition which usually leads to mischief and often to maliciousness.\n\nAmusement, as usually understood, is entertainment received without\neffort a satisfaction of some passing fancy which leaves no constructive results. It is best exemplified by the concessions in the\namusement parks and to a certain extent by motion pictures. On the\nother hand, what is play ? Let your boy in the sixth grade play basketball for twenty minutes. At some other time let him chip kindling wood\nfor twenty minutes. At the end of each of these periods take his\ntemperature and pulse rate, and see which one of these activities means\n\nexercise to him. Which aroused his interest ?\nhimself into ? Why?\n\nWhich did he put\n\nPlay is one of the deep hungers of child life, universal with all\n\npeoples and ages. To the child it is life itself. Consider the play yard\nas a laboratory wherein this hunger is given expression. The restraint\nof the four walls of the schoolroom is off, the real self is unloosed, and\nthe opportunity for direction is given unlimited scope. Good citizen-\n\nship in children's games of the fourth grade contains the embryo of\nteam work. The high-school games of basketball and football call for\n\n"}
{"page": 546, "printed_page": null, "text": "Department]\n\nUNIVERSAL PHYSICAL EDUCATION\n\n521\n\nexactly the same qualities as good citizenship in the state. One may go\neven farther than this and say that from the time children begin to play\nwith one another at the age of two or three, the social standards of the\ngroup are in the making.\nThe golden opportunity of the elementary-grade teacher, and this\napplies most forcibly to the rural teacher, lies in the play period. Her\ninterest in the things closest to the children's hearts determines whether\nshe is to occupy the inner or outer circle of the child's life, whether\nshe is to be just the teacher or the leader. Let her enter into the golden\nheritage by acquainting herself with the technique of play activities.\nIf she can touch these unfathomed reservoirs of interest her problems\n\nof discipline will disappear, and the question, \"Where does my school\nstand in training for citizenship ?\" will be answered.\nThis whole problem of child engineering becomes, then, a problem\nof conservation of leisure time for physical efficiency and the training of\ncitizenship. It is a problem, not only of the child but also of the young\nman and woman in the late adolescent period. With the rapid growth\n\nof our cities' floating population, the question of where these young\npeople are to spend their leisure time is a burning question. The crime\nwave of the past winter may be partly attributed to commercial recreation. The problems of the school playground and recreation center is to\nconserve this leisure time for citizenship. Constructive use of leisure\ntime must be made as attractive as revenue-producing commercial\nrecreation .\n\nWe have been talking for years on problems of conservation-conservation of oil, coal, and timber. One of our Western cities is today\nspending $180,000,000 for the conservation of water in one of the\n\nrivers of the high mountains. This conservation of water and power\nis for the service of one single city; and it shows the emphasis which\nwe place upon the elements which serve the physical needs of a people.\nWill the time ever come when the conservation of the leisure time of\n\nthe child and adult for good citizenship assumes the same proportions\nthat the conservation of water, oil, and coal assumes in the satisfaction\nof physical needs ?\nUNIVERSAL PHYSICAL EDUCATION—A NATIONAL\nNECESSITY\nE. DANA CAULKINS, MANAGER NATIONAL PHYSICAL EDUCATION\nSERVICE , WASHINGTON , D. C.\n\nThe United States as a nation is doing less than Japan, France,\nEngland, Denmark, and Holland in the promotion of physical education\nof the youth. In spite of local and state progress our nation will within\na few years lose the present position of leadership in physical education.\n\n"}
{"page": 547, "printed_page": null, "text": "522\n\nNATIONAL EDUCATION ASSOCIATION (Physical Education\n\nJapan for thirty years has required two hours a week of physical\neducation for all school children and has required all school teachers\nto be trained as physical education instructors. Now Japan is sending\n\nto this country and to the nations of Europe representatives to study\nthe newest developments in physical education. She will continue the\n\npolicy of organizing her nation-wide physical education program as a\ncomposite of the best to be found in the national systems of Europe\nand America.\n\nFrance now has an under secretary of state for physical education ;\nEngland pays to local communities part of the expense of physical\neducation, thus giving the child born in the poor districts an opportunity\nfor health and normal development equal to that of a child born in a\n\nwealthy community. Hoiland has reduced her military training and\nincreased time given to physical education; Germany is continuing her\n\nlong-established program of physical, education, modified in the light\nof modern experience.\n\nThese poverty-stricken countries of Europe\n\nare pushing forward the physical education program as a fundamental\nfactor in national preservation. A vital question before our own\nRepublic is whether we shall allow local communities and states to\ndrift along giving physical education to one-tenth of the nation or\nwhether our federal government will be wise enough to provide national\nstimulation and aid to achieve universal physical education within the\nnext decade.\n\nWe have no guaranty that the physical superiority of our race will\npersist. The developments of modern civilization are driving hard to\nreduce the physical vigor and the vitality of the race. Civilizations\nhave died before, because unable to become adapted to changing environment. Never has an environment changed so rapidly as today.\nNational strength and progress, as well as individual liberty and happiness, require that every youngster in the land shall be given fundamental\ntraining for health and physical power.\nThe Republican party in its platform promised effective action for\nthe nation-wide extension of physical education. The FESS-CAPPER\nphysical education bill has been before Congress seventeen months .\n\nThe public is waiting for action. Foreign students are coming to us\nfrom every corner of the globe, learning the best we have demonstrated\n\nin physical education, in order that their home governments may extend\nphysical education on a national basis. Shall we be satisfied teaching\nother nations what to do and at the same time allow nine-tenths of our\n\nchildren to be deprived of the privilege of adequate physical education ?\n\n"}
{"page": 548, "printed_page": null, "text": "Department of Rural Education\nSECRETARY'S MINUTES\nATLANTIC CITY\n\nMEETING\n\nOFFICERS\n\nPresident-ELI M. RAPP, county superintendent of schools, Berks County, ...... Reading, Pa.\nVice-President- I. B. BALL, state supervisor of agricultural education, Salt Lake City, Utah.\nSecretary-MABEL CARNEY, Teachers College, Columbia University ........ New York, N. Y.\n\nFIRST SESSION- SATURDAY AFTERNOON, FEBRUARY 26, 1921\nThe first general session of the Department of Rural Education of the\nNational Education Association was devoted to a discussion of THE AMERICAN\n\nVILLAGE AND ITS SCHOOL as presented through the following program :\nTHE DEFINITION OF THE RURAL COMMUNITY AS SHOWN IN THE RELATION\n\nOF TOWN AND COUNTRY-C. J. Galpin, specialist in Farm Life Studies, Department of Agriculture, Washington, D. C.\nORGANIZING ONE - TEACHER AND VILLAGE SCHOOLS FOR COMMUNITY SERVICE\n\n-Thomas J. Smart, University of Kansas, Lawrence, Kans.\nTHE IMPROVEMENT OF VILLAGE SCHOOLS-W. S. Deffenbaugh, Bureau of\n\nEducation, Washington, D. C.\nA CONCRETE INSTANCE OF VILLAGE SCHOOL EFFICIENCY AND COMMUNITY\n\nDEVELOPMENT-Marion Dana, principal of the Junior-Senior High School,\nWaitsfield, Vt.\n\nSECOND SESSION TUESDAY FORENOON, MARCH 1, 1921\nThe general topic was : THE DEMOCRATIZED RURAL SCHOOL-ITS AIMS,\nCURRICULUM, AND METHOD. The following program was followed by questions\n\nand general discussion :\nTO WHAT EXTENT SHOULD RURAL\n\nTEACHERS\n\nPARTICIPATE IN\n\nMAKING\n\nCOURSES OF STUDY ?-W. J. Holloway, state rural supervisor, Baltimore, Md., and\nNettie E. Brogden, rural school supervisor, Montgomery County, Rockville, Md.\nTHE OBJECTIVES AND NEEDS OF RURAL Elementary EDUCATION-O . G. Brim,\nprofessor of rural education, Cornell College of Agriculture, Ithaca, N. Y.\nUNDERLYING PRINCIPLES OF THE RURAL ELEMENTARY CURRICULUM-Fannie\n\nW. Dunn, Teachers College, Columbia University, N. Y.\nTHIRD SESSION TUESDAY AFTERNOON, MARCH 1, 1921\nThe general topic was : THE DEMOCRATIZED RURAL SCHOOL ITS TEACHERPREPARATION, SUPERVISION, ADMINISTRATION, AND COMMUNITY SERVICE.\n\nThe\n\nfollowing program was given :\nTHE PREPARATION OF TEACHERS FOR THE DEMOCRATIZED RURAL SCHOOL-\n\nRosamond Root, State Teachers College, Kirksville, Mo.\n\nSUPERVISION FOR GROWTH-Cassie R. Spencer, Otero County, Alamogordo.\nΝ. Μ.\n\nRURAL SCHOOL DEMOCRACY THROUGH EFFICIENT ADMINISTRATION-Albert S.\n\nCook, state superintendent of education, Baltimore, Md.\nCOMMUNITY SERVICE OF THE DEMOCRATIZED RURAL SCHOOL- W. W. Evans,\n\nsuperintendent of schools, Columbia County, Bloomsburg, Pa.\nFOURTH SESSION- WEDNESDAY AFTERNOON, MARCH 2, 1921\nThe following was the program of the closing general meeting :\nTHE AMERICAN NEGRO IN Rural Education and COUNTRY LIFE-James H.\nDillard, director of the Jeanes and Slater Funds, Charlottesville, Va.\nPROBLEMS OF THE FUTURE FOR RURAL LEADERS-Payson Smith, commissioner\nof education for Massachusetts, Boston, Mass.\n523\n\n"}
{"page": 549, "printed_page": null, "text": "524\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\nAfter the program the general business meeting was held. The minutes are\nprinted following the account of the section meetings.\nSECTION MEETINGS\n\nOn Monday afternoon four sections of the Department of Rural Education\nof the National Education Association met simultaneously and presented the\nfollowing program, which were followed in each case by business meetings :\nSECTION I.-STATE RURAL SUPERVISORS AND INSPECTORS OF RURAL SCHOOLS.\n\nChairman-C. C. SWAIN, Iowa State Teachers College, Cedar Falls, Iowa.\nVice-Chairman-J. B. Brown, agent for rural education, Nashville, Tenn.\nSecretary-FLORENCE M. Hale, agent for rural education, Augusta, Maine.\nTHE TRAINING OF COUNTY SUPERINTENDENTS AND SUPERVISORS IN SERVICE-\n\nADELAIDE M. AYER, state rural supervisor, Department of Education, Helena,\nMont.\n\nTHE WORKING PROGRAM OF THE STATE RURAL SUPERVISOR-ITS VALUE,\nFORMULATION, AND ATTAINMENT-ANNIE REYNOLDS, Department of Education,\nMadison, Wis.\nREPORT OF THE SECTION COMMITTEE ON COMPARATIVE INSTRUCTION IN ONE-\n\nTEACHER AND CONSOLIDATED RURAL SCHOOLS-JOHN M. FOOTE, chairman, state\nagent for rural education, Baton Rouge, La.\nSECTION II .\n\nCOUNTY SUPERINTENDENTS AND RURAL SCHOOL SUPERVISORS\n\nChairman-C. G. COOPER, superintendent of schools, Baltimore County, Towson, Md.\nVice-Chairman-L. J. BENNETT, superintendent of schools, Miami County, Troy,\nOhio.\n\nSecretary-MARGARET MCLEAN, helping teacher, Burlington County, Mount\nHolly, N. J.\nREPORT OF THE SECTION COMMITTEE ON THE DISTINCTION BETWEEN SUPER-\n\nVISION AND ADMINISTRATION-FANNIE W. DUNN, chairman Teachers College,\nColumbia University, N. Y.\nSUPERVISION FOR GROWTH-MAUDE NEWBURY, helping teacher, Hunterdon\nCounty, Flemington, N. J.\nFINANCIAL SUPPORT FOR RURAL SCHOOLS-N. R. BAKER, superintendent of\nschools, Jefferson County, Birmingham, Ala.\nPRINCIPLES OF RURAL COMMUNITY ORGANIZATION-DWIGHT L. SANDERSON,\nCornell College of Agriculture, Ithaca, N. Y.\nSECTION III.\n\nPERSONS ENGAGED IN THE PREPARATION OF RURAL TEACHERS\n\nChairman-A. V. TEED, Normal School, Wayne, Neb.\n\nVice-Chairman-MRS. MARGARET Curran, Normal School, Dillon, Mont.\nSecretary- THURBA FIDDLER, Teachers College, Kirksville, Mo.\nTHE CONTINUED EMERGENCY IN RURAL TEACHER SUPPLY AND HOW TO MEET\n\nIT-EDITH A. LATHROP, Bureau of Education, Washington, D. C.\nINITIAL STEPS IN THE DEVELOPMENT OF RURAL EDUCATION DEPARTMENTS\n\nIN NORMAL SCHOOLS-MRS. HETTY S. BROWNE, Normal School, Bloomsburg, Pa.\nTHE AMOUNT AND CHARACTER OF DIFFERENTIATION DESIRABLE IN THE PREPARATION OF RURAL TEACHERS .\n\n(a) IN CURRICULA-CARTER ALEXANDER, Department of Education, Madison, Wis.\n(b) IN PRACTICE TEACHING C. J. BIERY, Normal School, Bowling Green,\nOhio.\nREPORT OF THE SECTION COMMITTEE ON PRACTICAL STANDARDS FOR THE PREPARATION OF RURAL TEACHERS IN HIGH SCHOOLS AND IN STATE NORMAL SCHOOLS-\n\nMABEL CARNEY, chairman, Teachers College, Columbia University, Ν. Υ.\nSECTION IV.\n\nAGRICULTURAL EDUCATORS AND RURAL EXTENSION WORKERS.\n\nChairman-J. B. LILLARD, state supervisor of agricultural education, Sacramento, Calif.\n\nVice-Chairman-NEALE KNOWLES, Department of Home Economics, College of\nAgriculture, Ames, Iowa.\n\n"}
{"page": 550, "printed_page": null, "text": "Department]\n\nRESOLUTIONS\n\n525\n\nSecretary-THOMAS A. Bock, superintendent of schools, Chester County, Westchester, Pa.\nSTIMULATING INTEREST IN VOCATIONAL AGRICULTURE THROUGH JUNIOR CLUB\n\nWORK-J . D. BLACKWELL, supervisor of Agricultural education, Austin, Tex.\nDISCUSSION BY : W. S. TAYLOR, Pa.; FRANCES H. CLARK, Md.; W. H.\nKENDRICK, W. Va.; E. C. LINDEMAN, N. C.; A. K. GETMAN, New York ; H. М.\n\nSKIDMORE, Washington, D. C.\nREPORT OF THE COMMITTEE ON THE RELATIONSHIP BETWEEN AGRICULTURAL\nEXTENSION WORK UNDER THE SMITH - LEVER ACT AND VOCATIONAL EDUCATION\n\nUNDER THE SMITH- HUGHES ACT-A. R. MANN, chairman, dean of the College of\n\nAgriculture, Cornell University, Ithaca, N. Y.\nGENERAL BUSINESS MEETING OF THE DEPARTMENT\n\nAt the general business meeting on Wednesday afternoon, March 2, two\n\ndevelopments of outstanding significance were realized.\nThe first of these was the complete reorganization of the Department and\nthe adoption of a new constitution. Under this reorganization rural-education\ninterests are now united in one department, which takes full rank with all the\n\nother divisions of the Association proper. Adequate provisions are also made\nin these new by-laws for the planning and development of constructive studies\nin the various fields of rural education and for a continuing committee on the\nco-operation of the Department with other organizations and agencies.\nThe second development of particular note was the adoption of the report\nof the Committee on the Journal of Rural Education as submitted by Ernest\nBurnham of Kalamazoo, Michigan. By this action the Department voted to\nundertake this project on a co-operative basis and to issue the first number of\n\nthe magazine if at all possible by June 1, of the present year.\nA resolution of appreciation for Dr. Kendall was also passed and a special\nreport received from E. C. Lindeman, of North Carolina, showing ways and\nmeans of effecting a still closer co-operation between the Department and other\norganizations and agencies, particularly the American Country Life Association,\nthe National Society for the Promotion of Vocational Education, and the various\ncommittees and departments of the National Education Association proper.\nResolutions were then adopted and the following officers elected for the\nyear 1921-22 :\n\nPresident-ERNEST BURNHAM, Normal School, Kalamazoo, Mich.\n\nVice-President J. C. MUERMAN, Bureau of Education, Washington, D. C.\nSecretary-MABEL CARNEY, Teachers College, Columbia University, New\nYork, N. Y.\n\nRESOLUTIONS OF THE DEPARTMENT OF RURAL\nEDUCATION\n\nATLANTIC CITY, NEW JERSEY, MARCH 2, 1921\nWHEREAS, One of the serious national problems is the acute and difficult\neducational problem of giving more than half the children of the United States\nwho live in rural communities, educational opportunities commensurate with the\nneeds of individuals and of society, and\n\nWHEREAS, The immediate emergency in education which falls most heavily\non our rural schools is only slightly abated, be it, therefore,\nResolved, That we state the following principles as fundamental in a national program for rural education.\n1. The obligation of society-Persons interested in rural education and in\nthe country's welfare are urged to continue the policy of keeping the public informed on the increasing seriousness of the rural-school situation, of setting\n\n"}
{"page": 551, "printed_page": null, "text": "526\n\nNATIONAL EDUCATION ASSOCIATION (Rural Education\n\nforth the obligation of society for the education of all children, and of standing\nunqualifiedly for national support of education as embodied in the Smith-Towner\nbill, the only means yet devised for giving an equality of educational opportunity\nto all the children of all the people.\n\n2. The function of the rural school-The purpose of rural elementary education does not differ from that of urban elementary education, namely to promote the growth of children.\n\nThe difference between rural and non-rural life is recognized, in so far as\nthe education of children is concerned as influencing the problem and procedure\nbut not the end of education.\n\nAny attempt to bias the rural elementary school in order to retain rural\nchildren in the country, or to promote vocational efficiency either on the part of\nthe rural child or the rural adult or to use the rural-school teacher primarily as\na servant of the local community is held to be inconsistent with its legitimate\npurpose.\n\nWe stress the importance of a rural-school curriculum, broad in its social\ncontent, rich in its cultural resources, adapted to the life of the child, and developed by a teacher whose professional insight and skill shall be the first requisites in her preparation.\nSince there is no place in the education of elementary-school children for\nvocational education as such we submit that all club activities, junior project\nwork, and other forms of extension effort for young children should have for\ntheir primary purpose the educational development of children. ,\n3. Preparation of teachers\n-It is essential that rural teachers be as well\nprepared academically and professionally as are the teachers in urban schools.\nTo accomplish this end we believe (a) That each state should formulate an\neducational policy which will insure to every rural child a teacher with a full\nfour-year high school education and a minimum of two years of professional\ntraining. (b ) That normal schools should more fully recognize their obligations to rural communities by developing adequate facilities for the thorough\npreparation of rural teachers and by adopting progressive entrance requirements\nbased on the educational policies of the state.\n4. The preparation of rural leaders-The preparation of rural educational\nleaders is essential to the realization of better rural schools. In order to secure\n\na high type of well qualified leaders we urge-(a) That the county superintendency be placed on a recognized professional plane by its removal from partisan politics and by the requirement of high professional qualifications for the\noffice. (b ) That higher institutions fulfill their obligation to rural communities\nby developing courses for the thorough training of supervisors and administrators in rural education.\n\n5. Improvement of all types of rural schools-Though we advocate increased efforts toward consolidation and recognize it as the ultimate solution of\nthe rural-school problem, we do not ignore the thousands of one-room schools\nthat cannot yet be consolidated. We therefore urge that in the zeal to give\nrural children better educational opportunities through consolidation the more\ndifficult problem of improving the one-teacher school shall not be neglected.\n\n6. The rural school not a practice school for city service-We strongly condemn the practice in city-school systems of requiring a certain amount of experience for urban-school service, thereby making the country school a training\nschool for city systems. We urge that superintendents of urban schools cooperate with rural-school educators in their effort to place country service on\na higher plane than it now stands.\n\n"}
{"page": 552, "printed_page": null, "text": "Department]\n\nCONSTITution AnD BY-LAWS\n\n527\n\n7. Rural high schools\n-In extending high-school training to all country districts the following principles should be supported : (a) That the needs of the\nschool population be the core around which these high schools are organized and\nadministered. (b) That in the greater number of cases these high schools be\nlocated in villages since villages are natural centers for education as well as for\ntrade and community relationships. (c) That the interests of both town and\ncountry be considered in the organization and support of these schools. (d) That\nsufficient school population be included in the organization to warrant a high\nschool; that the valuation be adequate to support a standard high school ; and\nthat every precaution be taken in the processes of organization and administration to engender and nurture a community spirit favoring the school. (e) That\ncurricula be developed offering vocational courses in home training for girls and\nin agriculture for boys along with a broad general high-school course.\n8. Illiteracy-Illiteracy which is largely a problem of rural districts is a\n\nnational disgrace and should be eradicated by state and federal aid. In\norder to prevent further illiteracy we commit ourselves to the policy of correcting the conditions that breed illiteracy. We further recommend that\na committee of men and women selected from those working among adult\n\nilliterates be appointed from this department to study and report upon the best\nmethods of dealing with adult illiteracy in rural districts.\n9. Be it further resolved, That this body express our deep appreciation to\nthe officers and speakers of this department for their invaluable service in completing the reorganization and upholding the standards of the Department and\nthat we heartily commend the action of the president of the Department of\nSuperintendence in placing the problems of rural education on the general program before the entire body of this convention.\nCommittee on Resolutions : Will Lou Gray,\nOrville G. Brim,\nThomas J. Smart,\n\nAdelaide M. Ayer, Chairman.\nconstitUTION AND BY-LAWS\nCONSTITUTION\nARTICLE I.-PREAMBLE\n\nThe Department of Rural Education of the National Education Association\n\nis maintained to facilitate discussion, make constructive studies, and disseminate\ninformation in the field of rural education ; to further the efforts and increase\nthe efficiency of persons engaged in rural education service; to correlate all rural\nactivities of the National Education Association ; and to promote the general\nadvancement of rural education and rural welfare throughout the United States.\nIn furthering these purposes it shall be the policy of this Department to\n\nconduct all its activities in strict accordance with the Act of Incorporation, bylaws, and general spirit of the National Education Association.\nARTICLE II.- MEMBERSHIP\n\nSECTION 1. Membership in the Department of Rural Education shall be of\ntwo types, Active and Associate.\nSEC. 2. All persons actively engaged in the rural phase of the profession\nof teaching or other educational work are eligible to active membership in this\nDepartment, provided that such persons are also active members of the National\nEducation Association.\n\nSEC. 3. Persons who are not actively engaged in rural education but who\n\nare interested in its promotion are eligible to associate membership in this De\n\n"}
{"page": 553, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION ( Rural Education\n\n528\n\npartment, provided that such persons are also active or associate members of the\nNational Education Association.\n\nSEC. 4. Active members only shall have the privilege of voting.\nARTICLE III.-ORGANIZATION.\n\nSECTION 1. This Department shall consist of a general organization of its\nactive and associate members and of several subdivisions or sections organized to\nmeet the needs of each special rural group.\nSEC. 2. All section activities shall be co-ordinated under the general De-\n\npartment and approved in advance by the Executive Committee of the Department.\nARTICLE IV. OFFICERS\n\nSECTION 1. The officers of the Department of Rural Education shall be\na President, a Vice-President, and a Secretary.\nSEC. 2. The President and Vice-President shall be elected annually following the report of the Committee on Nominations from among the active membership of the Department.\nSEC. 3. The President and Vice-President together with the chairmen of all\nsections, shall constitute the Executive Committee of the Department.\nSEC. 4. The Secretary of the Department shall be appointed annually by\nthe Executive Committee.\n\nSEC. 5. The officers of each section shall be a Chairman, a Vice-Chairman,\nand a Secretary, elected annually by the membership of the section concerned.\nProvided that, no person shall serve as an officer of a section who is not actively\nengaged in the work represented by the section, and also that no person shall\nhold office simultaneously both as an official of the Department and as an officer\nof a section, nor as an officer of two sections at the same time.\nARTICLE V.- MEETINGS\n\nSECTION 1. The Department of Rural Education, when so authorized by the\nRepresentative Assembly of the National Education Association, shall hold its\nannual meeting in February of each year or at such other time and place as may\nbe determined by its Executive Committee, subject to the approval of the Board\nof Directors of the National Education Association.\n\nSEC. 2. Once each year there shall be held a supplementary meeting\nof the Department for the further discussion of rural education problems. This\nmeeting shall occur in connection with the annual summer meeting of the National Education Association or at such other time and place as may be determined by the Executive Committee of the Department, subject to the approval\nof the Board of Directors of the National Education Association.\n\nSEC. 3. All business of the Department including the election of officers,\nshall be conducted at its annual meeting. Provided, that tentative action on\nbusiness matters may be taken at the supplementary meeting of the Department.\nSEC. 4. Section meetings of the Rural Department shall be held only once\na year at the time and place of its regular annual meeting. Provided, that not\nmore than two official sessions of any one section shall be held at a meeting.\nSEC. 5. The Executive Committee shall hold two regular meetings each\nyear; one for the formulation of future plans immediately after its election at\nthe annual business meeting of the Department, and the other for the com\npletion of arrangements shortly before the annual meeting. Provided, that\nspecial meetings of the committee may be called on other occasions at the discretion of the President or upon petition of three members of the committee.\nARTICLE VI. AMENDMENTS\n\nSECTION 1. This constitution and its by-laws may be amended by a majority\nvote of active members at any annual business meeting, provided all proposed\n\n"}
{"page": 554, "printed_page": null, "text": "Department]\n\nCONSTITUTION AND BY-LAWS\n\n529\n\nchanges shall first have been presented to the Executive Committee of the Department, read at the first session of the annual meeting, and approved in advance\nby the representative assembly of the National Education Association.\nBY- LAWS\nARTICLE I.- RECEIPT OF FUNDS\n\nSECTION 1. Members of the Department of Rural Education may contribute\n\na special fee of two dollars annually, which shall be received by the Secretary\nand used for the support of Departmental activities under the direction of the\nExecutive Committee. Provided, however, that the payment of this fee shall not\nbe essential to active membership nor grant any special privilege to members so\ncontributing.\nARTICLE II .-DUTIES OF OFFICERS\n\nSECTION 1. All officers, both department and section, shall perform the\nduties usually devolving upon their offices with the following special responsi!\n\nbilities:\n\nSEC. 2. The President shall plan the program for the general sessions of\nthe Department and preside at all general meetings of the organization. He\nshall also be chairman, ex-officio, of the Executive Committee and shall appoint\nall standing and special committees of the Department.\n\nSEC. 3. The Secretary shall be the executive officer of the Department.\nHe shall conduct the business of the organization as authorized by the Department or its Executive Committee, arrange for the annual meeting in co-operation\nwith the President, prepare reports, serve as the secretary ex-officio of all de-\n\npartmental committees, develop the membership, and otherwise further the interests and work of the Department. He shall promote and safeguard the finances\nof the organization and may be required at the discretion of the Executive\nCommittee to give bond sufficient to cover the deposits of the Department. He\nshall be responsible to the Executive Committee by whom he is chosen, and may\nreceive such compensation and be provided with such clerical and other assistance\nas the Executive Committee shall authorize.\n\nSEC. 4. The Executive Committee shall have power to act upon matters of\ngeneral policy, including the expenditure of funds and to co-ordinate and approve\nthe activities of all sections of the Department.\nSEC. 5. The chairman of each section shall prepare and preside over all\nprograms for his section, appoint all committees and conduct all business of\nthe section, and serve as a member of the Executive Committee of the Department.\n\nSEC. 6. The secretaries of the various sections shall be regarded as assistant secretaries of the Department and shall work under the general direction\nof the Secretary. It shall be a special duty of each section secretary to report\nthe program and business of his section to the Secretary and to secure two\ncopies of all papers read before the section and file one with the Secretary of\nthe National Education Association and the other with the Secretary of the\nDepartment.\nARTICLE III. VACANCIES\n\nSECTION 1. A vacancy in the office of the President of the Department,\nfor which the Vice-President is unable to substitute, shall be filled by an appointment made by the President of the National Education Association.\n\nAll other\n\nvacancies shall be filled by appointment by the President of the Department.\n\n"}
{"page": 555, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n530\n\n[Rural Education\n\nARTICLE IV.-SECTIONS\n\nSECTION 1.\n\nThe following sections of the Department of Rural Education\n\nare now (1920) in existence : (1) State Supervisors and Inspectors of Rural\nSchools , ( 2) County Superintendents and Rural-School Supervisors, (3) Persons Engaged in the Preparation of Rural Teachers, (4) Vocational Instructors\n\nand Rural Extension Workers, (5) Village and Consolidated School Principals.\nSEC. 2. New sections may be added from time to time at any regular\nbusiness meeting upon the recommendation of the Executive Committee and the\nmajority vote of the members of the Department. Provided that, each additional\nsection shall be petitioned for in writing by twenty-five active members of the\nDepartment and approved in advance by the Executive Committee of the\nNational Education Association .\nARTICLE V.-COMMITTEES\n\nSECTION 1.\n\nThe constructive work of this organization shall be conducted\n\nchiefly through general and section committees. The general committees of the\nDepartment shall be appointed annually by the President and shall include the\nfollowing committees and such others as may be authorized by a majority\nvote of the Department at a regular business session. (1) Committee on\nNomination, (2) Committee on Resolutions, (3) Committee on Co-operation\nwith other Organizations and Agencies, (4) Committee on Publications, (5)\nCommittee on Constructive Studies.\n\nSEC. 2. Each section of the Department may also maintain one or more\nworking committees appointed by the chairman to conduct investigations and\nmake constructive studies in its particular field.\nSEC. 3. The departmental Committee on Constructive Studies named above\nshall be charged with the general co-ordination and direction of all studies and\ninvestigations undertaken by the Department and its various sections. It shall\nbe composed of the chairmen of all section committees on constructive studies\nand of three other persons appointed by the President from the Department at\nlarge one of whom shall be designated as chairman.\nSEC. 4. Committees of an investigative or constructive nature of both the\ngeneral Department and the various sections, including the Committee on\nResolutions, shall be appointed by the newly-elected President one year before\nthe regular annual meeting at which they are to report. Routine and business\ncommittees shall be appointed at least one month before their reports are due.\nSEC. 5. All committees shall report at the first annual meeting of the\nDepartment or section following the date of their appointment, but any committee may be reappointed and continued in service until the project or study\nfor which it was named shall be completed. Vacancies in committee membership shall be filled by appointment by the President of the Department or the\nchairman of the section authorizing the committee.\nARTICLE VI.-RELATIONS WITH KINDRED ORGANIZATIONS\n\nSECTION 1. It shall be a recognized purpose of the Department of Rural\nEducation of the National Education Association to establish co-operative\nrelations with other kindred bodies.\n\nTo this end a general Committee on Co-\n\noperation with Other Organizations and Agencies shall be continuously maintained by the Department and shall report annually on its activities, either\nverbally before the general business meeting or to the Secretary in written\nform.\n\nARTICLE VII .\n\nQUORUM .\n\nThirty voting members shall constitute a quorum at any regularly called\nbusiness session.\n\n"}
{"page": 556, "printed_page": null, "text": "Department]\n\nIMPROVEMENT OF THE VILLAGE SCHOOL\n\n531\n\nIMPROVEMENT OF THE VILLAGE SCHOOL\nW. S. DEFFENBAUGH, SPECIALIST, CITY-SCHOOL SYSTEMS, UNITED\nSTATES BUREAU OF EDUCATION , WASHINGTON, D. C.\n\nCenterville grew up out of the soil. It was not set down made to\norder in the midst of the open country, but grew as the country\n\ngrew. Its prosperity has always depended upon the prosperity of the\nfarmer, and it would cease to exist if the farmers withdrew their\ntrade.\n\nBut Centerville has failed to recognize the fact that it is a\n\ncountry town, that its merchants and others are as much country\npeople as the farmers.\n\nWhen Centerville had grown to a town of several hundred population it began to think itself a little city and to have ambitions of\nbecoming a large one or, at least, as large as the county seat. In\norder not to be classed with the rural population it became incorporated,\n\nthereby shutting itself off politically and to a great extent socially\nfrom the farming community. Capitalists were invited to locate industrial plants in Centerville. There were lot sales, but capitalists would\nnot invest. The boom sale brought only a few inhabitants. Strive\nas it may, Centerville will never become a city. It has grown only as\nlarge as it is possible for the farmer to support and will become larger\nonly as the farmers become more prosperous and make larger demands\nupon the stores and deposit more money in the Centerville bank. As\nthe soil becomes more productive from improved methods of farming, Centerville will become richer and more prosperous. It invites\nthe farmer to trade but does not consider him a part of the town.\nTo shut the farmer off from the town that his trade had created was\na mistake.\n\nThis is what incorporation did to the Centerville community, it\n\nartificially separated the town from the country. This is especially\ntrue in regard to schools.\n\nThe boundaries of the school district of\n\nCenterville were made practically coterminous with those of the town\ncorporation, thus shutting out practically all the country children unless\nthey pay tuition. Even country children of high-school age must pay\ntuition or have it paid for them by their respective school districts.\nOne country school after another sprang up until there are now about\na half-dozen one-room schools within a few miles of Centerville, all\n\nwithin what Professor Galpin terms the village trade area.\nThe Centerville school, being a typical village school, scarcely needs\ndescription. It has looked toward the city instead of toward the\ncountry. The elementary courses of study are not based upon village\nlife.\n\nThe same facts and the same illustrations are used as in the\n\ncity schools. Arithmetic, for instance, is not given a rural application,\n\nmost of the problems being unrelated in any way to the farm or to\n\n"}
{"page": 557, "printed_page": null, "text": "532\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Rural Education\n\nthe simple trades of the village community. If there are a few minutes\nleft after the teaching of arithmetic and grammar they are given to\nsinging. The same is true of health instruction and physical training.\nCenterville has not learned what the fundamental subjects are. It\nis still pounding away on tools, trying to sharpen them but not\nattempting to use them.\n\nFormal as is the work of the elementary schools of Centerville, the\nhigh-school work is as formal or even more so and more out of touch\nwith the life of the farming community of which Centerville is a\npart economically. Thus I might continue to describe the Centerville\nschools. The question is, how may they be improved ?\nThe schools of Centerville will not be improved as long as the town\nholds itself aloof from the country that called it into existence. It\nmust face about and become a real vital part of the community. It\nmust be more than a mere trade center. It must develop community\nschools serving the farm child as well as the town child.\n\nIt must\n\nbe the school as well as the trade center. In brief it must become the\n\nconsolidation point for the weak one-room, one-teacher school of the\nsurrounding country. This will mean a broader vision for the country\nchild and for the town child. It will mean a new type of school for\n\nCenterville and a better school for the children in the rural community.\nBut before the schools of the entire community can be consolidated\nat or near Centerville there must be a change in the method of their\n\nadministration. Being a school district with its own board of education, the boundaries of the school district of Centerville must be ex-\n\ntended to include the whole community. This cannot be done unless\nthe people in the country vote to be included in the Centerville school\ndistrict, or unless the state legislature enacts a law making the county\nthe unit of school administration. If the county should be made the\nunit the county board of education could then district the county on\nnatural community lines.\nThe question is, Will Centerville develop a real village community\ntype of school? It can if it will, even if the surrounding country will\nnot consolidate with it. Centerville must show that it is going to face\ntoward the country and not toward the city. Being situated in the midst\nof a farming community and having simple industries of its own,\nits schools schould react to the work of the farmer, the artisan, the\n\ncraftsman, and the tradesman who together make up the Centerville\ncommunity.\n\nSince the town is supported by agriculture it should seek to develop\nthe agriculture of the region which it can best do by teaching agriculture in the schools. The subject can be taught in a practical way, for\nground suitable for demonstration purpose may be had just at the\nedge of the town.\n\n"}
{"page": 558, "printed_page": null, "text": "Department]\n\nIMPROVEMENT OF THE VILLAGE SCHOOL\n\n533\n\nNot only is there opportunity for the teaching of agriculture but\nalso for the teaching of manual training, most of which would grow\nout of the projects in agriculture, as the construction of poultry-houses,\ncorncribs, or pigsties. The simple industries of Centerville-the blacksmith shop, the carpenter shop, the garage, and the other industriescould also contribute to the work in manual training. In fact, no other\nplace offers more diversity and greater opportunity for the teacher\nof this subject. I am certain that the great industrial centers with\ntheir highly specialized shops do not. The manual-training instructor\nshould therefore work out a course of study based upon the farm\nand simple industrial life of Centerville.\n\nThen there is the subject of home economics. It is almost entirely\nneglected, yet Centerville offers the home-economics teacher a richer\n\nfield of work than a large city where the people room and board. The\npeople of Centerville still have kitchens and dining-rooms. They still\nhave homes, but few are managed as they should be. There is waste\nand lack of discrimination in the buying of foods, furniture, and other\nthings.\n\nOf course it is unnecessary to say that Centerville should add\n\nmusic, community civics, physical training, and other fundamental\nsubjects. To add these and to eliminate the useless topics that Centerville now considers fundamental would make its schools over so that\n\nthey would appeal to the boys and girls of the entire community.\nThe schools of Centerville must, however, go farther. They must\ndo more than teach boys and girls. They must reach the young men\nand young women, the older men and older women, even the oldest.\nThe Centerville schools should become the meeting place for the farmers and their wives to discuss farm and household problems, to hear\n\nlectures on topics of local, state, national, and international concern,\nand to take part in entertainments of various kinds, such as communitysinging and dramatics.\nCenterville has no public library. It has, however, a library supposedly for school children but they do not use it except when directed\nby teachers to look up facts in the reference books which constitute\n\nthe greater portion of the library. There are a few other books, it\nis true, but they have no appeal to children. If the Centerville school\n\nis to serve the community, if it is to enrich the lives of the children,\nit should set aside a room for a library which could be used not only\nby the school children but by their parents. It will, however, be no\neasy matter to provide one-especially one that grown-up people will\nuse for they have not formed the reading habit and they think that\nthe public should not be called upon to provide books for persons who\ndo not read, and those who do read should purchase their own books.\n\n"}
{"page": 559, "printed_page": null, "text": "534\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nCenterville does not need cyclopedias and atlases half so much as\nit needs a library of readable books, fairy stories, books of adventurejust real human books. Centerville already has some cyclopedias and\n\ncompendiums and should purchase no more of these until it has placed\non the library shelves several hundred books to be read and enjoyed.\nThus one might continue to enumerate what Centerville should\ndo to improve its schools. It is evident that better teachers are needed\n\nand that better salaries should be paid. There is, however, another\nway to improve the Centerville schools that should be mentioned, and\n\nthat is to employ a principal who knows village life and who is a\nleader. The Centerville schools and the whole community have been\ndead educationally, partly because of the lack of leadership on the\npart of the school principal. It is true that he is a college graduate\nbut the trouble with him is that he knows nothing of the general\n\neducational and social problems of Centerville. He is familiar enough\nwith the subjects taught in the elementary and high schools, familiar\nwith them just as subjects, but he does not know enough of the life\n\nof the village community to supervise his schools so that the teacher\nwill connect the school subjects with the wonderful experiences of the\n\nvillage child. The Centerville principal, it is true, studied psychology,\nsociology, history of education, and school administration in the school\n\nof education at his state university, but the sociology was that of the\ncity, the school administration related to city and state. He got\nnothing regarding a small town school or a small town community.\nThe college failed to point out the wonderful opportunity in the small\ntown. The Centerville schools would be much better if the college\nwould discuss the actual problems that its graduates, upon assuming\nthe principalship of Centerville, must meet .\nEven if the principal of the Centerville schools has had no training specifically for his position he could and should take more interest\nin the educational problems of the small town. Whenever he attends\na state or national educational meeting he is not found in the section\n\ndevoted to rural and village schools but in the city-school sections.\nThe Centerville schools are hopeless as long as the principal takes\nthis attitude toward his school problems. He is faced the wrong way.\nIn fact the city schoolmen do not want him. He is a sort of educa-\n\ntional climber but does not know how to climb. If he really wants\n\nto climb, the thing to do is to develop a village community school of\nsuch a type that educators will beat a pathway to Centerville.\nIn conclusion, the schools of Centerville will be improved only\n\nwhen the people of Centerville realize that it is not a city and that\nit never will be, that its existence and its prosperity depend not upon\nany city but upon the farming population trading at the village, that\n\n"}
{"page": 560, "printed_page": null, "text": "Department]\n\nTHE WAITSFIELD EXPERIMENT\n\n535\n\nit is only an outgrowth of the needs of the rural community and that\nit must work for and with the community of which it is a part.\nTHE WAITSFIELD EXPERIMENT\nMARION DANA, PRINCIPAL OF THE JUNIOR- SENIOR HIGH SCHOOL\nWAITSFIELD, VERMONT\n\nYou will not find Waitsfield on an ordinary-sized map of Vermont.\n\nYou will have to look at the big one in the back of the geography.\nFor it is a small town-not even on the line of the railroad.\n\nOne\n\nleaves the Central Vermont rather far up in the state and follows the\n\nMad River westward back a dozen miles or more, through the narrow\nvalley, in and out among the wooded hills, to the foot of Mt. Lincoln.\nHere lies the little white village, clear against the background of blue\nspruces : a prosperous little village, well kept and clean; simple colonial\n\nhouses, closely cropped lawns, Main Street with its overhanging\nmaples, a modern library building, given by a native son that had gone\n\naway and grown rich and reminiscent, a schoolhouse, built under the\ndirection of the state by a school board with vision-a building that\na New Jersey suburb would not be ashamed of. Beyond the town on\nboth sides of the river are level farms that boast of being unequalled\nin the state. Pure-bred Jerseys on the hillsides, automobiles\n\neverywhere in the streets, immaculate housewives sweeping their\ndoorsteps, girls in smart gingham dresses, copied from city styles. It\nis a comfortable little village with no poor ; not a story-book small\ntown, but more decent and better behaved.\n\nThere are few loiterers\n\nabout the neatly kept stores and the hotel steps. The village postmistress would scorn to read a postal card. It is considered poor\ntaste to gossip overmuch or to listen on the telephone. A town that\n\nboasts of reading many magazines, of sending its boys and girls away\nto college, a town that is proud of its history of the old families-a\n\nbig volume in the revolving bookcase just inside the library door.\nAnd yet as I went back to it-for it is my native town-after a\nspace of some years, I felt disappointment. There was something\nhollow to me in its culture ; its progress seemed borrowed, its advance-\n\nment largely external. There seemed to be no warm, living spirit\namong its people, no real creative impulse. Everywhere was cleanness\nand thrift and modern improvement, but nowhere was joy and song\nand play. I understood why the people grew old so early, why at\nthirty they laid aside their personal ambitions and merely kept house,\nand made the farms pay, and lived for the future generation. I\nunderstood their almost slavish devotion to their children.\n\nMost of\n\nthem felt in their hearts that they themselves were failures. They lived\n\nthat these younger ones could escape the limitations they had known,\n\n"}
{"page": 561, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n536\n\n[ Rural Education\n\ncould achieve a fuller measure of life, could make their dreams come\ntrue.\n\nThey reckoned without deep knowledge of youth. The one idea\nthat they would have concealed was the one they imparted. With swift\nintuitiveness, the children knew the secret discontent and dramatized it\n\nin their own lives; for they had not yet come into that inheritance of\npuritan pride that hides the emotions that are deepest. They had\nnot learned to stand erect when they felt like stooping. They were\nself-conscious and abashed. They shuffled and stammered and hung\ntheir heads. They spoke poor English, their manners were indifferent,\nthey were not happy. The material excellence of the village meant\nlittle to them. They were not interested in that. They were young.\nThey wanted life and adventure and self-expression and joy. They\nbelieved that they could find it if they were free. Like the pot\nof the rainbow, it was out there just beyond the mountain, or the\n\nwooded hills in Montpelier, in Burlington perhaps, at least in Boston.\nOut there in the world was fullness of life and power. But in the\nlittle white village was only barrenness. They hated it, they were\nashamed of it, ashamed because it was small and remote and cold,\n\nmost ashamed of all, because it had no railroad. They wanted only\nto get away.\n\nUp there in the school we spoke new words to them. We taught\nthem to revalue themselves and the community. We made them reverence their own powers. We showed them the true source of their\n\nstrength. We told them that the Kingdom of Heaven was not beyond\nthe horizon, but in their own hearts ; and with the glorious credulity\nof youth, they believed us. We released their creative energies, and\nwith the releasing came joy. This is the simple story of our work\nin Waitsfield.\n\nIt was wonderful to see how quickly the seeds sprang up. All at\nonce, it seemed, the whole school of a hundred children burst into\n\nexpression. Some worked with wood, some with cloth, some sang,\nsome made pictures, many wrote poems. They were real poems, too,\nembodying the life around them, and the beauty of the hills that had\ninvaded their consciousness since babyhood. They wrote of the owl\nthat calls from the swamp lands, of the foxes in the mountain\npastures, of the snow that falls like the cherry-blossoms in the springtime-I am using their own words of the swift flight of the sleds\n\nover the hard, shining knolls of the January slopes, of the smoke\nthat circles above the house roofs, and of the arbutus that finds its\n\nway through evergreens to cool, narrow streams. They made plays,\n\nreal native plays, and created their setting and interpretation. They\npublished an unusual school paper. They organized their thoughts and\n\ngave little speeches before their companions and the townspeople,\n\n"}
{"page": 562, "printed_page": null, "text": "Department]\n\nTHE WAITSFIELD EXPERIMENT\n\n537\n\ntalking straight-forwardly, for they had grown modest enough to be\nunafraid.\n\nBut there was executive work to be done, as well as creative. Το\n\ncarry it on, we instituted a little republic, having three branches of\ngovernment,based upon the state and national forms. The legislative\nbranch makes the laws of the school, subject to the veto of the student\nbody, the faculty, and the school board. There are twelve members,\ntwo chosen from each class. A number of special officers, and a\nstudent court make up the judicial department. The special officers\ntake charge of the study-hall during their free periods, deal with minor\noffenses themselves, and report more serious ones to the court. The\nofficers change from week to week, and are appointed by a committee\nfrom the legislative department. The court consists of six members,\nholding their office throughout the year. It is an efficient body. So\nwisely does it act, administering only such punishments as are purely\ncorrective, that its rulings have so far been accepted without question.\nThe executive department consists of the faculty and a sort of \"cabinet,\"\na system of committees, chosen from the older students to carry on\nthe detail of the administrative work of the school .\n\nThe duties of the officers of the various departments of the execu-\n\ntive branch are many and important. The house department attends\nto matters pertaining to the interior of the school building, to its decoration and repairs, and has general supervision of the care of the rooms.\nThe grounds department has similar duties in relation to the outside of\nthe building and the lawns. The clerical department attends to the\nschool records. The supply department looks after the matter of\nordering books and other supplies. A department of outside activities regulates the social life of the students. The department of information attends to the publicity work of the school, to seeing, for\nexample, that our progress is noted in the local papers. The department\nhas an employment bureau for students wishing work outside of school\nhours, and a board-and-room agency for those who come to us from\nout-of-town. The library and music departments have the duties\nthat are suggested by their names. Most important of all, there is a\ndepartment of special instruction. It has charge of all students needing\nspecial help in subjects studied, and of those whose education in the\nfundamentals has been neglected. Under its direction, classes are\nformed of all who require more assistance than can be given them in\nthe regular classrooms. These classes are taught by the older students,\nmostly seniors, who volunteer to take up the work, receive additional\ncredits for doing it, who follow a definite course of study and report\nregularly on progress made. The classes are made up only of students\nwho realize their weakness and volunteer to do the extra work.\n\nThe\n\npupils are discharged as soon as \"cured\" and the classes are discon\n\n"}
{"page": 563, "printed_page": null, "text": "538\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\ntinued. This department also provides assistants for the regular\nteachers, and works in every way to raise the standard of scholarship\nof the school.\n\nThe little republic has been singularly successful. It is rather\nmore than an extension of democracy to school life. It is an experiment in educational socialism. The students feel that they are share-\n\nholders in a common concern. They work for the good of the whole.\nThe older and the stronger give of their surplus to the younger and\nweaker and receive in return their loyalty and support. The aim of\nall is the development of each. Individual freedom is limited only by\nconsiderations of common welfare.\n\nThere are no laws that could be\n\ndispensed with. There is a fortunate blending of rivalry and coöperation. There is happiness because there is self-activity.\nThe creative spirit is magnetic. It was not long after our experiment was well under way that all Vermont became interested. The\nnewspapers of the state noticed our efforts ; Burlington and Montpelier,\nof whom we had so long been in awe, turned to look at us, and one\nday we found that we were known across the boundary line. One\n\ngreat day New York came a group of educators from Columbia, some\nof them gathered there from foreign lands. They came to inspect our\nsystem, to commend our work. I shall not forget the look in the\nchildren's eyes that day. It was the look of a new realization. The\nworld that they had worshipped from afar had started a beaten\n\npath to their door, to their despised little mountain village, to the town\nthat was not on the railroad.\n\nAll this time the people of the community watched us. There were\nthose that understood, who had been with us from the beginning. The\nothers wondered and finally believed.\n\nThey came to us after a little\n\nwith their good will and support. They formed a parents' association.\nThey joined in our activities. They became proud of us. They talked\nno longer of the schoolhouse, but of the school. They have not yet\nlearned the full lesson. They do not yet realize that while they should\nwork with us, they should not have their center in us, that they should\ncreate independently, and play, and find joy and youth in themselves.\nSome day they must learn that. Meanwhile we have given them new\n\nvalues. When they speak of the town today, it is not only of the\nfine farms and the smooth lawns and the blooded stock and the ranks\n\ntheir sons and daughters are achieving in distant activities; it is also\n\nof an intangible thing in their midst the spirit of the school.\nThere are a thousand towns like Waitsfield in our America-towns\n\nthat are clean and ambitious and externally prosperous, but which\nhave not true self-faith. They are towns that live vicariously the lives\nof the larger places, that do not express themselves, and so are unhappy.\n\nTheir sins, as Carl Sandburg says of those of Kalamazoo, are not\n\n"}
{"page": 564, "printed_page": null, "text": "Department] TRAINING SUPERINTENDENTS AND SUPERVISORS\n\n539\n\nscarlet; they are drab, the sins of heaviness of spirit and of unbelief.\nThey must be awakened to despise imitation, to respect themselves, the\ntrue source of their power.\n\nThe task of awakening this respect rests upon the village school.\nThe pioneer communities had a culture that was genuine. Their recreations and mental and spiritual activities were native and sincere.\nIn old New England, for example, we had the country dance, the\nsinging class, the spelling bee, the debating society-all true expressions\nof local thought and feeling. They have passed as the old district\nschool, around which they centered, has passed. They have not followed\nformal instruction into the village. The centralized high school must\n\nrecognize its social obligation and gather about itself the new creative\nand recreative life of the community.\n\nThis is the day of our special opportunity. It is the day of the\nsmall town. The prominence given to the rural departments in the\nprogram of this convention is very significant. It is in keeping with\nthe times. All America is watching the small town, studying it, interpreting it, seeking through it to discover the depths and intimacies\nof our national life. Some years ago, even New York forgot Broadway to listen to the broken silences of Spoon River, and the novels\nand dramas engaging the thought of the most serious of our metropolitan critics of today are those dealing with the problems of the\nMain-street village. The country community is no longer obscure.\nAmerica looks to us because she knows that it is we alone who can\n\ncreate a national culture. She looks to us to redeem her people from\nmaterialism and that country-wide nervousness that seeks inspiration\n\noutside the individual.\n\nIt is a spiritual work, religious even-one\n\nintrusted to the teachers rather than to the priests. For the message\nof the new order must first be given to the young. They are the\ntrue believers and can best teach to their communities the lesson of\nself-faith.\n\nTRAINING COUNTY SUPERINTENDENTS AND RURAL\nSUPERVISORS IN SERVICE\nADELAIDE M. AYER, DEPARTMENT OF EDUCATION, HELENA, MOΝΤΑΝΑ\n\nThat there is need in most states, at least, of training county superintendents and rural supervisors in service there can be little question\nin spite of the fact that this subject has scarcely been touched on in\n\nnational educational meetings and in our best educational journals.\nSurely the training of administrators and supervisors for our urban\nschools, to which much attention has recently been given, is child's play\nin comparison with training county superintendents. There is scarcely\nan administrative duty of the city superintendent which is not also the\nduty of the county superintendent. Added to these responsibilities is\n\n"}
{"page": 565, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n540\n\n[ Rural Education\n\nthe problem of keeping in touch with a large number of schools scattered over an area of many hundred and often many thousands of\nsquare miles ; of training in service a frequently changing group of\nimmature teachers, a large proportion of whom have not even completed high school ; of adapting for a short school term in a school of\nmany grades a curriculum intended for city schools of nine or ten\nmonths ; of constantly fighting rural child labor and non-attendance\nwhich statistics show in many states are much more serious in the\n\ncountry than in the city; of dealing with possibly several hundred\nschool-board members ; of settling innumerable legal disputes over district boundaries, location of school sites, etc.; of apportioning school\nfunds to both urban and rural districts ; and of constantly educating the\n\npublic to needed legislation in order to equalize educational opportunities. These are the lines of training a county superintendent needs\nover and above that given other administrators and supervisors. Is it\nnot time that the problem be attacked ?\nBefore we can determine what training is needed we must have\n\nsome idea of the previous education and experience of those who hold\nthe position of county superintendent. From the latest available data\nI have found that county superintendents are elected in twenty-nine\nstates and appointed in eleven states .\n\nA few months ago I asked through a personal letter to state departments what was being done to train in service county or district super-\n\nintendents and rural supervisors either by higher institutions or by\nstate departments. The replies from forty-two states may be classified\nas follows :,\n\nIn six states, state departments are giving close supervision of county or\nunion township superintendents and their assistants through frequent conferences, visits to counties for the purpose of assisting county superintendents,\ncircular letters, outlines, and stimulation to do extension work in state institutions.\n\nIn two states a large proportion last year attended the summer sessions of\nsome of our best-known higher institutions.\nIn seven states, institutions, usually under the direction of the state department, are giving definite courses for county superintendents lasting usually\nfrom two to six weeks .\n\nOne state has had a special six weeks' summer course for training helping teachers.\n\nFourteen states are doing nothing more than hold annual conferences\nlasting from one to five days.\n\nTwelve states are making no attempt whatever to train county superintendents and rural supervisors.\n\nIt is evident that so little has been done to counteract this great\n\nweakness in American education that almost any constructive program\nof training will be pioneer work. It seems to me to be peculiarly the\nduty of state departments as represented by their rural-school super\n\n"}
{"page": 566, "printed_page": null, "text": "Department] TRAINING SUPERINTENDENTS AND SUPERVISORS\n\n541\n\nvisors in states which have such officers to frame and to carry out a\ndefinite program of training in service of county superintendents and\ntheir assistants. There are at least six fundamental principles involved\nin such an undertaking :\n1. There should be a well-defined program of training. A precedent should\nbe set and either a minimum amount of legislation enacted or state-board\nrequirements made so that this training will be generally accepted as a part of\na bigger educational program rather than a spasmodic feature left to the\ncaprice of state departments and higher institutions.\n2. The state department of public instruction should be responsible for\nthis training. The courses should be carefully worked out with state institutions though certain courses may best be given by representatives of the state\ndepartment who know the needs of the state and of the county superintendents\nand supervisors better than university and normal-school faculties. This assumption presupposes that as well-trained people are to be found in state\ndepartments as in state institutions.\n3. Intensive courses for county superintendents and rural supervisors\nshould be planned specifically for them. Teachers and city superintendents\nand supervisors with different interests should not be allowed in the same\ncourses.\n\n4. There should be some differentiation in training of county superintendents and rural supervisors. The former should, for example, have a much\nmore detailed and intensive training in administration than the latter.\n5. The aim should be the development of growth rather than the standardization of practice. This involves the differentiation of problems for superintendents and supervisors of different counties.\n6. The training of county superintendents and supervisors should be along\nthree lines : (a) Definite courses at state institutions. (b) Frequent conferences of the entire group and smaller groups geographically located. One\nannual general conference should be at least two weeks in length. Attendance\nat this conference should be compulsory. (c) Field work including office visits,\nteachers' and trustees' meetings, school visitation, etc.\n\nIn many states in which county superintendents are elected they\ntake office the first of January following a November election. If it\ncan be arranged to hold a six weeks' course for newly elected county\nsuperintendents between those two dates many mistakes so common to\nnew superintendents will be avoided and a unity of interests developed\nbetween the various county superintendents and between the county\nsuperintendents and the state department. I would suggest that the\ncurriculum for this six weeks' term consist of the following intensive\ncourses: county administration ; supervision of rural and village schools ;\ncurriculum for rural schools, and technique of teaching.\n\nThe first two courses (county administration and supervision of\nrural and village schools) and, perhaps, the third (curriculum for rural\nschools) can, in many states, best be given by members of the state\n\ndepartment staff. The county administration course will naturally be\nbased on the duties of the county superintendent and on the school laws\nof the state.\n\n"}
{"page": 567, "printed_page": null, "text": "542\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Rural Education\n\nThe course in supervision of rural and village schools should make\nclear the difference between administration and supervision, between\nsupervision and inspection, and should emphasize the greater importance\nof supervision. A study of the following topics which might properly\ncome in this course are probably needed by most county superintendents\nentering office :\n1. Division of duties between the county superintendent and rural supervisors.\n\n2. Fundamental principles involved in the supervision of village and rural\nschools.\n\n3. Types of supervision including : (a) improvement of instruction through\nthe use of textbooks, course of study, reference and supplementary material,\ncombining and alternating classes in making daily and weekly program, making\nassignments, using standard tests and measurements, training children how to\nstudy, evaluating, making and using seat work, formulating good questions, using\nthe problem as an element in good teaching, and planning opening exercises\nand special-day programs ; (b ) school management, including the management\nof janitor work, routine classroom details, keeping a record of attendance, seating pupils, caring for lighting, heating, and ventilation, making reports, testing\nsight and hearing and planning and supervising recess and noon hours.\n4. Means of supervision, as : (a) through visitation which may include the\nplanning of visits for a school year, month, week, and day, what to look for\nin visiting schools, record blanks to use, demonstration teaching, technique and\ngood taste in offering criticism, judging the value of work observed, and\nfollow-up work; (b) teachers' meetings or institutes, the study of which should\nresult in building up principles and aims in planning programs so that county\nsuperintendents may be brought to see that every meeting must have a specific\naim and that that aim cannot be realized by allowing the various agencies that\n\nhave exploited the schools in the last few years to have a place on the program;\n\n(c)office conferences, circular letters, outlines, and reading-circle work.\n\nIn connection with this course in supervision I would have observation of one of two recitations in a city school followed by detailed\nanalysis of the lesson observed. How constructive criticism may be\noffered the teacher and what follow-up work would be needed may\nprofitably be given. If it could be arranged to take two or three trips\nto nearby county schools for the same purpose it would be worth while.\nThe course in rural-school curriculum would depend largely upon\nthe personnel and experience of the county superintendents represented.\nIf the majority in the group are men the emphasis should be largely\nplaced on primary and intermediate curricula and methods. If most of\nthe county superintendents have recently come from the ranks of elementary teachers the work should be distributed throughout the eight\ngrades with possibly more emphasis on beginning reading than on any\nother phase. Time may profitably be taken to weave in a little psychology on the laws of learning, habit formation, and individual differences, and the modifications in the traditional curriculum that are necessary to conform to these laws of psychology. If the state does not have\n\n"}
{"page": 568, "printed_page": null, "text": "Department] TRAINING superinTENDENTS AND SUPERVISORS\n\n543\n\na separate course of study for rural schools the adaptation of the\nelementary course to fit a school of many grades should be given.\nIn choosing technique of teaching as a fourth course of this school\n\nfor county superintendents I have tried to select a subject that would\nsuggest a closer relation to actual practices than is usually found in\nsimilar courses in general methods or principles of teaching.\n\nA specific course for the training of rural supervisors is needed in\nmost states as much as a course for training county superintendents.\nThis may best be given during the summer term at one of the state\n\ninstitutions by members of the state department staff and other specialists in elementary supervision and county-life problems. In most states\nrural supervisors who are appointed will usually be superior elementary\nteachers. They may need less of the technique of teaching but more of\nthe study of rural-life problems than do county superintendents. They\n\nwill need less school administration than do county superintendents but\nthey should be given a general survey of the public-school systems of\nthe country.\n\nI would recommend the following courses for the first\n\nsummer term for rural-school supervisors : supervision of rural and\nvillage schools; country-life problems ; rural-school curriculum ; and\npublic-school systems.\nA few states hold annual short courses or general conferences of\n\nabout two weeks for both county superintendents and rural supervisors.\nIn planning the program for this conference in Montana for the past\n\nfour years, an effort has been made to make this a school with a sequence\nof work running throughout the session, to reduce the number of\nindividual lectures and the number of speakers to a minimum, and to\n\nexclude from the program all propagandists either of a commercial or\npublic-welfare nature.\nAll of these courses advocated would be of little value if the work\n\nwere not followed up through frequent circular letters and outlines and\n\nespecially through group conferences and through visits to county\nsuperintendents. Probably the most important part of the work of\nstate rural supervisors or inspectors is field work, and the most important part of field work is the close contact it affords with the actual\n\ndaily problems which county superintendents and rural supervisors and\ntheir assistants have to meet. For a state supervisor to be able to go\ninto the poorest rural schools with the county superintendent and help\nteachers reorganize their programs, demonstrate how to give a history\nassignment, or show how beginners may be taught to read real stories is\nnot only an inspiration to teachers but is the most practical assistance in\ndeveloping supervisors out of county superintendents and their assistants .\nNext to visiting schools with county superintendents and their assistants, probably the greatest constructive aid that a state supervisor can\n\nbe is in helping to plan institutes and group teachers' meetings.\n\nSo\n\n"}
{"page": 569, "printed_page": null, "text": "544\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nlittle has been accomplished from institutes that we have, in Montana,\npractically done away with them. Experience for the last two or three\nyears has shown that group teachers' meetings are much more valuable.\nThe law of individual differences works among county superintendents as well as in other groups. Like other groups they will give\ntheir best, not by our trying to standardize their practices but by our\n\nobserving those differences. State supervisors or inspectors may well\nencourage a differentiation of work in different counties. One county\nmay best be served by the county superintendent's emphasis on Americanization work among the foreign population of rural districts, another\nby a coöperative effort of county superintendents and teachers in enriching the course of study or in developing a new curriculum, and\nanother by the education of patrons to the needs and importance of the\nschool. The only things which state supervisors or inspectors have a\nright to standardize are the principles of supervision and administration.\nSUPERVISION FOR GROWTH\nMAUDE NEWBURY, HELPING TEACHER, HUNTERDON CO.,\nFLEMINGTON, N. J.\n\nThe problem constantly confronting the rural supervisor is, \"How\ncan I help this young untrained boy or girl, probably away from home\nfor the first time, to acquire some degree of skill in doing types of\nwork which, in a graded school, six grade teachers, three or four teachers of special subjects, a principal and janitor are responsible for performing ?\" The rural teacher who is not young, untrained, and inexperienced is usually living at home, perhaps married, with children,\nand has many home responsibilities added to those already weighty.\nMore than they need anything else, such persons need a friend. If\nwe would help these young girls and boys and these overburdened\nmarried women to grow, we must be that friend.\nMost rural teachers are children of farmers. No people in America\nare more liberty-loving or more independent in spirit than farmers\nand the sons and daughters of farmers. The position of teacher tends\nto develop initiative, leadership, confidence in one's ability, independence. Anything that smacks of coercion has no place in a rural\nsupervision program. The business of the supervisor is to bring to the\nteacher a vision of modern methods, leaving her free to select anything that she believes will help her.\n\nHaving determined the spirit in which we shall work, other problems\nconfronting us are, \"How can we bring to rural teachers a vision of\nmodern methods of teaching and stimulate them to put forth enough\nenergy to realize this vision ? How can we lead rural communities to\n\nwant a progressively higher type of school ? How can we guarantee\n\n"}
{"page": 570, "printed_page": null, "text": "Department]\n\nSUPERVISION FOR GROWTH\n\n545\n\nfor ourselves that which we are so eager to bring about in others,\ngrowth in vision and in power to realize it ?\"\nThe answer to the problem concerning methods of teaching is found\nin the use of discriminating praise, of demonstration teaching by the\nsupervisor followed by discussion of the principles involved, demonstration teaching by the best teachers in the group followed by discussion, in the organization of Saturday extension courses in methods\nof teaching, and in encouraging attendance at summer schools.\nOn our visits to individual schools we may raise problems in the\n\nteachers' minds, problems relating to the organization of the school,\nthe making of programs and better methods of teaching. Demonstration teaching by the supervisor followed by discussion of the reasons\nfor the methods used is the best way of raising problems in the minds\nof untrained teachers.\n\nThe supervisor should work most with the most responsive teachers\nin her group, leading them to solve problems raised with a fair degree\nof skill.\n\nShe is then in a position to call all-day teachers' meetings\n\nwhich will give every teacher an opportunity to see a member of her\nown group solve the problem of the teaching of reading, oral English,\nand spelling in a reorganized one-room school.\nThis method by which the supervisor raises problems in the mind\nof every teacher, coöperates with very responsive teachers in working\n\nout solutions, and then calls teachers together for an all-day or afternoon meeting to see and discuss the solution is valuable for introducing\nand encouraging the use of new and better methods. We have used\nit in Hunterdon County in reorganizing schools, securing better programs, introducing the organization of Health and Better Language\nClubs, physical training programs, the serving of hot lunches, new\ncourses of study, and better methods of teaching.\nFor two years we conducted Saturday extension classes in Hunter-\n\ndon County for rural teachers and others who wished to join. The\n\nclasses were held in the high school at the county seat. The county\nsuperintendent, the two county helping teachers, the local music supervisor, the high-school head of the home economics departments, and\na teacher from the Trenton Normal School taught courses in supervision, methods of teaching handwork, hygiene, history, geography,\nEnglish, music, home economics, and nature study. The classes were\nheld on alternate Saturdays. Large groups attended.\nThe supervisor is only one of many important factors in the growth\nof teachers. In New Jersey where the people annually vote the money\nfor schools, where township boards of education have the power to\nbuild schoolhouses, select and purchase supplies, fix salaries, and appoint\nteachers, the community becomes a most important factor in teacher\ngrowth. The generosity shown by a community in paying salaries,\n\n"}
{"page": 571, "printed_page": null, "text": "546\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nfurnishing supplies, and expressing appreciation of good work is an\nimportant factor in securing and holding teachers capable of growing. If we are eager to work with teachers responsive to suggestions\n\nwe must stimulate parents to grow in interest in and enthusiasm for\nthe education of their children.\n\nParents and all influential members\n\nof communities must be led to see that the zealous, well-trained teacher\n\nis the most valuable member of any community. The supervisor\nshould leave no stone unturned in an attempt to arouse communities to\n\nan intelligent appreciation of good schools and enthusiasm in the\nsupport of movements for better schools. The means at her disposal\nare parent-teacher associations, evening community meetings, township-school festivals, county-school festivals, township and county childwelfare days and county conferences.\n\nRecently the county superintendent and helping teachers of Hunterdon County after discussing county problems decided that more enthusiasm should be awakened for the annual township school elections ;\nthat local parent-teacher associations should be organized into town-\n\nship units and made conscious of their opportunity to wield an important influence in shaping township school policies ; that such township\n\norganizations should be led to hold yearly meetings, with the object\nof formulating and putting into operation programs for progress. We\nwrote to officers of parent-teacher associations, saw leading officers\nand members and discussed plans with them and finally called afternoon and evening meetings at central places in various townships. For\n\nthese meetings we secured such speakers as Miss Carney, Miss Spohr,\nDoctor Dunn, and Doctor Wilson, of Columbia, and Captain Barr, of\nthe American Red Cross. However, much of the time ot these town-\n\nship meetings was given to the discussion of child-welfare problems\nby local people. With the idea of stimulating such discussion, the\nhelping teachers outlined under a child-welfare program, mental, physical, and moral, a list of suggestive questions, hektographed them, and\ndistributed them at the meeting.\n\nEveryone present was invited to\n\ndiscuss for a few minutes any question raised by speakers, or any\nquestion relating to the welfare of local children. Every group was\nresponsive. Several groups asked the head of the local high-school\nhome economics department to come to their school and talk to the\n\nmothers on the value and management of the hot lunch in the rural\nschool, a half-dozen communities asked Captain Barr to speak on\nPROBLEMS OF ADOLESCENCE.\n\nOne question raised related to better\n\neducational opportunities for the children of each township.\n\nFor\n\nweeks afterward, until the date of the school election, farmers sought\ntheir public forums, the grange halls, and the crossroad stores and\ndiscussed questions relating to the consolidation of schools. Where\nthree people or seven people voted at school elections in Hunterdon\n\n"}
{"page": 572, "printed_page": null, "text": "Department]\n\nFINANCIAL SUPPORT FOR RURAL SCHOOLS\n\n547\n\nCounty last year, ninety-eight or three hundred and sixty voted this\nyear. Each township group voted to have a similar meeting in midwinter next year and, at the suggestion of the helping teachers who\nhad presided at these first meetings, elected a township chairman from\ntheir own group to arrange for future gatherings and programs.\nIn all such movements it is desirable that the supervisor encourage teacher and community leadership. We have done this in Hunterdon County through parent-teacher organizations and by organizing\na rural-school council composed of a representative teacher from each\n\ntownship elected by the teachers of the township to serve for one year.\nThis council advises with the county superintendent and helping teach-\n\ners, and so helps to shape policies relating to rural-school progress.\nIt arranges the program for and the management of rural-school\n\nfestivals, held in May and June for the purpose of providing motivation\nfor school work and for the sake of advertising the schools.\nIt is natural to give much time to considering the need of improving\nothers and little to the need of improving ourselves. New Jersey\nhelping teachers are fortunate in receiving appointment and guidance\nfrom a great educational statesman, a man big in human sympathy,\n\ngreat in vision, generous in praise. Assistant commissioners and county\nsuperintendents, also appointed by him, reflect his spirit. The helping\nteachers in Warren and Hunterdon counties are fortunate in being\n\naffiliated with Teachers College, Columbia University.\n\nThis affilia-\n\ntion furnishes us contacts with enthusiasts and experts in education,\n\nwho keep us from slipping into deep ruts.\nThe use of group intelligence and other standardized tests will\nstimulate rural supervisors to grow in skill in analyzing and solving\nteaching problems. The use of these tests gives supervisors an opportunity to develop from the bungling into the skilled type of worker.\nWe need to grow in every way that will enable us to make richer\nthe lives of country children, but because of the complexities and discouragements of our task there is a fundamental need that we develop\na dogged type of perseverance. We must grow in willingness to \"keep\neternally at it\" until we make possible for every rural child a square\ndeal in education.\nFINANCIAL SUPPORT FOR RURAL SCHOOLS\nN. R. BAKER, COUNTY SuperintendENT, JEFFERSON COUNTY, ALABAMA\n\nJefferson County, Alabama, has a rural territory of eleven hundred\nsquare miles. It is divided into sixteen school districts for taxation\n\npurposes. The largest of these districts has about one hundred square\nmiles ; the smallest, twenty-five ; and the average, seventy square miles.\nThere is an average of fourteen schools in each district. Some districts contain as many as twenty schools. The districts are made\n\n"}
{"page": 573, "printed_page": null, "text": "548\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\nlarge in order that each district may contain railroads, ore land, manufacturing plants, or other corporations.\nThe rural population of the county is 105,000; the number of\nschools, 210 ; the number of teachers, 612; number of transported\npupils, 1272 ; number of vehicles used in transporting, 53.\nThe entire amount of tax possible to levy under the law in the\ndistrict is limited to three mills, the county to four and one-half mills,\nthe state to three mills and a direct appropriation amounting to about\nhalf a mill. This is not as it should be. I can see no valid reason why\n\nthe state constitution should inhibit the people of any community or\n\nin any county from taxing themselves, as they may see fit, for the\nsupport of the schools.\n\nOn the other hand, the plan of the state for the distribution of state\nfunds on the per capita basis by means of which about $200,000 is lost\nyearly by Jefferson County to the poorer counties of the state is as\nit should be. This county contains much of the mineral wealth of the\nstate. Railroads shops, taxes upon which are paid locally, serve lines\n\nthat cross the state like the spokes of a wheel and really belong to\nthe entire state and not to any one locality.\nIn a democracy, education must serve all the people and, therefore,\nthe unit should not be made so small that communities of little wealth\nare limited in school funds while richer communities can build school\n\nbuildings like palaces and pay handsome salaries with comparatively\nless taxation .\n\nThe uneducated child of a poor district is as surely a menace to\nthe state as the improperly educated child of a rich district.\n\nThe sources of revenue, therefore, in this country when computed\n\nupon a percentage basis show as follows : state, 21 per cent; county,\n47 per cent ; district, 32 per cent ; federal government, \"a trace.\"\nTheoretically, I believe that this could be improved only by increasing the amount to be provided by the states, making the proportion\nabout as follows : state, 40 per cent ; county, 35 per cent ; district, 25\nper cent ; federal government, \"2 traces.\"\n\nIn the interest of economy, efficiency, and celerity in school administration there should be no smaller unit than the county. The county\nboard of education should hold the district funds in trust. By making\npurchases in quantity, equipment and supplies can be furnished the\ndistricts at less expense than if done through local initiative. Not\nonly the course of study but the necessary equipment can be standard-\n\nized and installed along hygienic lines. Results may be obtained quickly,\njealousy is eliminated, contentions avoided, and standards adopted\nby the administration of the county system.\n\nI desire also to recommend the establishment of a large federal\nrevolving fund for the assistance of the less fortunate states and\n\n"}
{"page": 574, "printed_page": null, "text": "Department]\n\nRURAL COMMUNITY ORGANIZATION\n\n549\n\ncounties. This I believe to be in accord with the basic ideas of democ-\n\nracy as established by the makers of the Constitution.\nTo summarize : a rural-school system should be financed first,\n\nequally or nearly so by the state, county, and district ; second, the\nbasis for the distribution of state funds to the counties should be the\n\nnumber of children to be educated with the possible exception of a\n\nrevolving fund to meet extreme conditions ; third, the unit of administration of funds should be the county ; fourth, the agent of distribution\nshould be the county board of education ; fifth, the building fund should\nbe obtained from the sale of county or district bonds or warrants ;\nand sixth, district funds only should be used in the construction of\nteacherages or the unusual requirements of any purely local situation.\nSOME FUNDAMENTALS OF RURAL COMMUNITY\nORGANIZATION 1\n¹\nDWIGHT SANDERSON, CORNELL UNIVERSITY, ITHACA, N. Y.\n\nMy consideration of this topic will be confined to the rural community. A logical procedure would seem to demand, first, a determination of what the rural community is; second, what is the object\nor nature of community organization; third, what is the nature of\nassociation in a community, which will necessarily condition ; fourth,\nwhat methods may be desirable and, fifth, the mechanism of community\norganization.\n1. The rural community.\n-As I have elsewhere indicated, until\n\nwe have a clearer and common concept of just what the community is,\nwe are necessarily discussing different things and different problems.\nIf there be such a thing as a community and we are to deal with it as\na scientific term, let us have some common understanding of its mean-\n\ning. To this end I would advance the following definition. A rural\ncommunity consists of the people in a local area tributary to the\n\ncenter of their common interests. The community is the smallest\ngeographical unit of organized association of the chief human activities.\nThe community, however, is not an area, nor an aggregation nor association, but rather a corporate state of mind of those living in a local\narea.\n\nWith this concept of a community it is obvious that the center of\nthe community is that point in the community where its interests and\nactivities focus. Usually this is in a town or village, but the business\ncenter of a trade area may not necessarily be the center of the most\n\nimportant interests of the community, and the church, school, and\nThe complete address, of which this is an abstract, may be found in the Proceedings\nof the Third National Country Life Conference, American Country Life Association, 1921.\n\nPublications of the American Sociological Society, XIV, 84.\n*See \"Locating the Rural Community,\" Cornell Reading Course for the Farm, No. 158.\n\n"}
{"page": 575, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n550\n\n[Rural Education\n\ngrange hall of a rural hamlet several miles from its trading point\non the railroad, may form the community center.\nMost communities have within them several neighborhoods, where\na number of homes are clustered together, possibly around a school,\nchurch, or mill, but with only one-if any-center of interest. The\ncommunity is an area in which at least several of the more fundamental\nhuman interests find organized expression at, or nearby, a common\ncenter.\n\nThere cannot be a church community, a school community, a grange\ncommunity, or a farm-bureau community. The areas of influence of\nthese institutions may be different, and each of them should adopt\nwhatever local area is best adapted to its purposes, parish, school\ndistrict, or grange area, but the real community is a composite of the\nareas tributary to these institutions which have a common center.\nNo one of these institutions determines the community area and usually\n\nno one of them can command the support of all members of the community, so that it is undesirable that any one of them should seek\nto dominate the community organization.\n\n2. Object and nature of community organization. Community\norganization, as I conceive it, is that integration of the social forces\n' of a community which will best advance the socialization of the\nmembers of the community by furnishing a means for their unified\naction in the chief concerns of life, thus making possible a progressive\nrealization and attainment of the highest social values. It is but a\nmeans for the fullest socialization of the individual, but not an end\ninitself.\n\n3. Association in the community. Informally members of the\ncommunity associate as neighbors or playmates, in a \"social set,” as\nkinfolk. With an increasing number of desires resulting from larger\ncommunication and better education, voluntary associations become more\nnumerous in the social organization of the modern community. Two\nessentials of voluntary associations are common interest and effective\nleadership. People associate chiefly because they want to and not\nbecause they ought to. The procedure of community organization is\nconditioned by the habitual processes of human association, and its\nart consists in the discovery of means for inciting new desires and\ndeveloping new social habits which will give rise to a consciousness\nof the need of a new institution, the community organization.\n4. Methods of community organization. Community organization\ncan be affected only as institutions, associations, and individuals have\n\na common desire which cannot be fully satisfied without their united\nactivity. The allaying of antagonisms between special interests is not\nan objective for any of them until they are unable to achieve their\nends without joint action. Therefore, the primary consideration in\n\n"}
{"page": 576, "printed_page": null, "text": "Department]\n\nRURAL COMMUNITY ORGANIZATION\n\n1\n\n551\n\ncommunity organization is to determine what is the most important\nunmet need of the community and to enlist all elements in the common\nenterprise. The community activities undertaken first must be those\nwhich make the strongest appeal to the largest number and which\nwill involve the least antagonism and friction.\nThe community cannot be a pure democracy for all purposes. It is\n\nuseless to expect that all sorts and conditions of people will associate\nas effectively as a community unit as they will when coming together\naccording to their special interests and their personal likes and dislikes .\nThe importance of numerous associations of special interests must be\nrecognized, and desirable forms of association should be promoted to\n\nmeet the needs of all elements of the the community, but all should\nbe brought to realize their obligation to promote the well-being of\nthe community as a whole, and should be encouraged to unite in com-\n\nmunity enterprises in which joint action is necessary. The community\norganization should not attempt administrative functions, but should\npromote separate organizations for special purposes.\nThe collective mind of the community is more conservative than\nthat of its leaders and hence pure democracy in community control\nmay not of itself result in the greatest community progress. The rate\n\nand stability of the progress made will depend chiefly upon the efficiency\nand wisdom of the leadership, involving the loyalty of the groups to\ntheir leaders .\n\nOn the other hand, the fact that the collective mind of the com-\n\nmunity moves more slowly than that of its leaders, particularly if it\nhas a group of leaders who have had unusual advantages of education\n\nand contacts with the outside world, must be recognized by them, and\ntrue leaders will understand the unwisdom of forcing new ideas upon\nthe community before it is converted to them.\n\n5. The mechanism of community organization . Although the\nobject of community organization, i.e. the best socialization, should be\nconstantly kept in mind, and although it should be measured by the\ndegree with which it functions rather than by its structural organization, yet the very multiplicity of associations, agencies, and interests\nin the modern community will necessitate some formal machinery for\ntheir united action as soon as the community idea is accepted.\n\nNumerous forms of community organization have been devised. It\nis in the composition of the community council, executive committee,\nor board of directors of the community organization that the under-\n\nlying policy of these different types of community organization is\nmost clearly differentiated.\n\nIt seems evident that no community organization or federation can\ncontrol the existing organizations in a community; it can only provide\nthe best means for their voluntary coöperation. Obviously it is desir\n\n"}
{"page": 577, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n552\n\n( Rural Education\n\nable that they should be represented in the community council if their\ncoöperation is to be secured. Difficulty may arise where there are\na large number of organizations, which would make the council too\nlarge to be an effective working body, and from the fact that many\norganizations have certain activities which would entitle them to repre-\n\nsentation on the community council, but which otherwise might not be\neligible.\n\nThere can be no one best type of community organization adapted\nto the widely varying conditions of all sorts and sizes of rural communities. Certain principles may be suggested, and these principles\nshould receive careful consideration in the formation of a community\n\norganization. But after all, each community must receive an individual\ndiagnosis and the form of its organization must be adapted to it. The\nimportant thing is not the creating of another new organization in\nthe community, but to afford the means for the greater efficiency of\nthe existing organizations and agencies through united action and for\n\nthe creation of any others which may be needed. Community organization consists not in the mechanism but in the process of unification of interests resulting in community character.\n\nThe aim of a community organizer should be so to educate a\ncommunity that its people may achieve social consciousness, self-direction, and permanent growth in community character.\nThe supreme need of modern civilization for meeting its baffling\nproblems is the development of effective local units of democracy ; of\n\na democracy not only political, but concerning itself with all phases\nof human welfare.\n\nDemocratic ideals are an illusion and will succumb\n\nto the manipulation of the crowd by the power of the few, unless\nthey can be given expression in the local community.\nTHE CONTINUED EMERGENCY IN RURAL TEACHER\nSUPPLY AND HOW TO MEET IT\nEDITH A. LATHROP, SPECIALIST IN RURAL EDUCATION, U. S. BUREAU\n\nOF EDUCATION , WASHINGTON, D. C.\n\nThis subject divides itself into two parts and the discussion follows\nthat division-first, a diagnosis of the case and second, remedies for its\nimprovement.\nWe do not concentrate the mind upon a situation until it presents\n\nitself as a crisis. This is the essence of a statement made by Dr.\nAlbert Shaw, editor of the American Review of Reviews, before the\nNational Citizens' Conference on Education held in Washington last\nspring. When thousands of rural schools were either closed or taught\n\nby teachers holding emergency certificates, then we thought of the\nsituation as a crisis. However, there has always been an emergency\nin the rural teacher supply if we consider the minimum preparation\n\n"}
{"page": 578, "printed_page": null, "text": "Department]\n\nRURAL TEACHER SUPPLY\n\nに\n\n553\n\nof a rural teacher as six years beyond that of the elementary school.\nThis is the standard set by the cities and there is no reason to assume\nthat the preparation of rural teachers should be less.\nFour canvasses have been made in order to approximate the number\n\nof vacancies and schools taught by teachers holding emergency certificates-two by the Bureau of Education and two by the National\nEducation Association. The Bureau of Education estimate for January, 1920, was based upon replies from state superintendent. The\nremaining three are from returns of county and district superintendents.\nThe results of these studies are given in the tabulation following :\nEstimated\n\nAgency\nΝ. Ε. Α .\n\nTime\n\nEstimated\nVacancies\n\nEstimated\nVacancies\n\nEmergency\n\nand\n\nTeachers\n\nEmergencies\n\n....... Sept. 1919\n\n39,000\n\n69,000\n\n108,000\n\nBureau of Education..Jan. 1920\n\n18,279\n\n41,900\n\nΝ. Ε. Α.\n........... Sept. 1920\nBureau of Education.. Sept. 1920\n\n60,179\n92,949\n\n22,919\n\n27,588\n\n....\n\n50,507\n\nIn both years 1919 and 1920 the National Education Association\nfigures are nearly double those of the Bureau of Education. The\ndifference may be largely accounted for in the fact that the Bureau\n\nof Education requests restricted the replies to rural schools, while\nthose for the National Education Association did not.\n\nThe latter\n\nundoubtedly includes replies from towns within the jurisdiction of\nthe county superintendents. Two additional factors enter into the\ncanvasses made last year. First, the National Education Association\nrequests were mailed at the beginning of the school year, while those\nfor the Bureau of Education were mailed at the middle of the year.\n\nAn accounting made during the middle of the school year is probably\nnearer the truth for many rural schools do not open until October\nor November. This is especially true of the colored schools of the\nSouth. Second, the Bureau of Education replies were sent to state\n\nsuperintendents. Replies from county superintendents state the situation more exactly than do those from state superintendents. There\nis three weeks' difference in time in the accounting made by the two\nagencies of this year, for the National Education Association requests\nwere mailed September 1 while those for the Bureau of Education\nwere mailed the last week in September. This three weeks' difference\nin time accounts, somewhat, for the wide margin in the two sets of\nfigures. A comparison of the figures shows the situation less acute\n\nthan last year. Reports from field workers in the Bureau of Education seem to indicate that, so far as a real shortage is concerned,\n\nthe situation is much better than the figures for last September indicate.\nThe vital element in the rural-teacher situation, at present, is not so\nmuch closed schools as it is low-standard teachers .\n\nAn analysis of certification requirements in the various states\nfurnishes an index to the educational professional status of the rural\n\n"}
{"page": 579, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n554\n\n[Rural Education\n\nteacher population, for teachers holding the lowest grades of certificates are almost wholly found in the rural schools. In only eleven\nstates do the laws require graduation from a four-year high-school as\na prerequisite to the issuance of the lowest type of certificate. This\nmeans that there are thirty-seven states where, at least, the lowest\ngrade of certificates may be issued to candidates with less than the\ncompletion of a four-year high-school course. Where this condition\nexists there will always be a large per cent of mature teachers who\nare content to teach year after year without further academic or professional improvement.\nPractically all of the states issue temporary certificates. Generally,\n\nthere are regulations limiting the number of such temporary certificates\nto be issued to any one person, but in practice these regulations are\noften ignored. In the attempt to fill the schools during the present\nemergency there has been undue elasticity in the enforcement of the\nrules and regulations governing the issuance of low-grade and emergency certificates .\n\nThe survey proves to be the most effective method of determining\nthe actual status of the teaching population. There never has been\na comprehensive study of the actual academic and professional preparation of the rural teaching force for the entire country. The nearest\n\napproach to it was a study published by the Bureau of Education in\n1915.\n\nThis study was based on replies from 2,941 teachers represent-\n\ning 55 counties in the United States. These 55 counties were selected\nbecause they contained all the marked geographical and topographical\npeculiarities of the grand divisions into which the United States is\ndivided. The results showed that 45 per cent of the teachers had\ncompleted a four-year high-school course, and that practically one-third\nof all the teachers had no professional training, not even that which\ncan be had in a short-term summer school. Surveys made in a number\nof states within the past few years show the situation worse, in most\ninstances, than that reported for the nation.\nIn conclusion it may be said that when the vacancies and substandard teachers numbered 50,000 last September ; that when 37\n\nstates issue certificates to candidates without high-school preparation ;\nthat when the results of surveys, which were made before so many\nteachers left the profession, show such a lack of preparation it is most\n\nurgent that leaders in rural education should center their activities\nupon such measures as will result in legislative enactments that will\nmake it possible to secure an adequate number of trained teachers\nfor the country schools.\n\nIt is most fitting that the acute situation just described should be\nfollowed by some suggestions as to how the conditions may be remedied.\nHow to secure an adequate supply of trained teachers for the rural\n\n"}
{"page": 580, "printed_page": null, "text": "Department]\n\nRURAL TEACHER SUPPLY\n\n555\n\nschools is the most difficult question in rural education today. It is\ndifficult because there never has been even the semblance of a trained\n\nteaching force for the rural schools. It is further difficult because\npeople have grown up with the notion that rural teachers may have\nlower educational standards than city teachers. It is still further difficult because there are not enough prepared teachers to supply the\ncities of the country.\nThere are in the United States about 200,000 one-teacher rural\nschools. Oftentimes these schools have a daily enrolment of only ten\n\nor twelve pupils. Many of these schools are only two miles apart.\nIt is estimated that two-thirds of these schools should and could be\n\nconsolidated.\n\nIf this were done the number of rural teachers needed\n\nwould be reduced by several thousand.\n\nConsolidated rural schools\n\nattract a better class of teachers than do the one-teacher rural schools .\n\nAnother means of providing for an adequate supply of rural teachers is by raising standards. This may seem paradoxical in face of a\nshortage. But just so long as we employ eighth-grade teachers for\n\nsixth-grade children, just so long will there be an emergency in the\nrural-teacher situation. As soon as possible certification standards\nshould be gradually raised in the 37 states that issue teachers' certificates to candidates with less than a high-school preparation, by increasing the requirements a little each year so that at the end of a fiveor ten-year period high-school graduation and two years of professional\ntraining would be the minimum requirement for the issuance of a\nteacher's certificate. A raise in certificate requirements should provide\nfor the scaling of teachers' salaries to the grade of certificates held.\nIn this way a premium would be placed on special preparation .\nThe salary question is a factor of the qualification standard. To\n\nclamor for higher salaries without higher qualifications is an insult\nto the profession. The teacher shortage will be practically solved as\nsoon as salaries are at all commensurate with the time and money\n\nexpended in the preparation for teaching. High qualifications with\nthe assurance of high salaries will do more to attract worthy young\nmen and women into the teaching profession than any other one\nthing.\n\nTeacher-training scholarships are common in European countries.\nIt is not unusual to stipulate that recipients of such scholarships shall\nagree to remain in the profession for a period of ten years. Should\na teacher wish to be released from teaching before the end of the\nterm of years stipulated, arrangement is made whereby the teacher\nmust return to the government the unearned portion of the scholarship.\n\nSo far the United States government has not contributed funds\nfor teacher-training scholarships. The Smith-Towner Bill, now pending in Congress, provides that a portion of the $15,000,000 for the\n\n"}
{"page": 581, "printed_page": null, "text": "556\n\nNATIONAL EDUCATION ASsociatioN\n\n[ Rural Education\n\ntraining of rural teachers shall be used as scholarships. A number\nof the states are attempting to recruit and improve the teaching profession by means of scholarships.\n\nAt present the high schools of the country are training most of the\nrural teachers. In 1917 there were 16,626 graduates from the normaltraining courses of the 21 states preparing teachers through county\nnormal schools and high-school training departments. These are the\nlatest figures available. It is quite likely that a canvass made at the\npresent time would show considerable increase in the number of graduates, for there are now 25 states subsidizing normal training in\nsecondary schools ; and further, the high-school enrolment for the\nentire country has greatly increased since 1917.\nNormal training in secondary schools should be considered only a\ntemporary expedient. It is too early to begin professional training\nwith less academic background than a four-year high-school course or\n\nits equivalent. Normal training in high schools has greatly increased\nin favor since its beginning in the academics of New York state in\n1834. Its popularity is due in a large measure to the fact that it is\nprovincial. It is cheaper to meet the professional requirements of\ncertification in a local high school than it is to go away to a normal\nschool. Normal training courses increase the high-school enrolment by\nattracting country girls who are planning to teach. These girls usually\nteach a few years in the communities from which they came. Because of these reasons it will be difficult to supplant teacher training\n\nin high schools. Such a change will, of course, need to be done\ngradually. As soon as possible the number of high schools giving the\nwork should be limited. The teacher-training course should be added\n\nas a fifth year-making it a postgraduate course. There should be\na closer affiliation between the rural departments of the state normal\n\nschool and high schools giving teacher-training courses.\nThere should be special teachers for the normal-training subjects\nrather than parcel them out among the high-school faculty as is usually\ndone.\n\nOne teacher with training and experience should handle the\n\nmethod side of the course. Too often this work is done by high-school\nteachers who have never had a day's experience as an elementary\nteacher or as a rural teacher.\n\nThe second teacher in the normal-train-\n\ning course should handle the professional subjects. This teacher should\nhave broad training and experience in the administration of rural\nschools.\n\nThe training of rural teachers is the proper function of the normal\nschools .\n\nIn 1918 there were 177 state normal schools in the United\n\nStates. Burnham's study based on data collected in 1917 showed that\n\n140 of these schools were training probably 7,000 rural teachers, either\nin separate departments or in special courses. There are approxi\n\n"}
{"page": 582, "printed_page": null, "text": "Department]\n\nRURAL- EDUCATION DEPARTMENTS\n\n557\n\nmately 300,000 teachers needed to supply the open country and village\nschools. Seven thousand is only a little more than 2 per cent of this\nnumber.\n\nFrom these figures it is readily seen that the state normal\n\nschools are doing but little toward supplying trained teachers .\nAs fast as the qualifications of rural teachers can be raised, the\nnormal schools should relieve the high schools of teacher training.\nHigh schools can never do the work as well as normal schools. A\n\nportion of the money spent on teacher training in high schools could\nbe better expended as scholarships for rural teachers in normal schools\n\nwith strong rural-training departments. A rural-training department\nshould admit only such students as have completed a four-year highschool course or its equivalent; it should command the best of faculty\nsupport ; it should provide for practice teaching in rural districts ; and\nit should offer a course of study which emphasizes country life.\nTwo-thirds of the 20,000,000 school children in the United States\n\nare in the rural and village communities.\n\nThe 300,000 teachers in\n\ncharge of these schools are the most immature and the poorest pre-\n\npared of all the profession. Yet the teacher is the greatest factor\nof the school. The public-school system in this country is a living\nmonument dedicated to the principle that the stability of a republican\nform of government depends upon the intelligence of its people. But\njust so long as the children in the rural districts are taught by teachers\nwith training and experience inferior to those in the city districts we\nhave a long way to go in the realization of equality of opportunity\nfor all the children.\n\nINITIAL STEPS IN THE DEVELOPMENT OF RURALEDUCATION DEPARTMENTS IN NORMAL SCHOOLS\nHETTY S. BROWNE, BLOOMSBURG, PA.\n\nThis afternoon I am going to tell you of the steps we have taken\nto establish rural education in the State Normal School at Bloomsburg,\n\nPennsylvania. We do not claim to have made unusual progress in our\nwork; we do feel, however, that we have the proper ideals for the\nwork, a well-defined goal, and that we have set to work the right\nforces to make the work a success. Our only reason for telling about\n\nour initial steps is that the steps we are taking are the ones that will\nhave to be taken by the majority of those who attempt to establish\nsuch departments of rural education.\n\nIt would be difficult to say just when, where, and by whom the first\nstep toward the formation of this department was made. The idea\nof the need for special training of rural teachers has long been in the\nminds of the leading educators in Pennyslvania. The course of study\nnow being used by the Pennsylvania normal schools provides that\nrural education shall be one of the four fields for which students are\n\n"}
{"page": 583, "printed_page": null, "text": "558\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Rural Education\n\nspecially trained. The work of the two years is divided into four\nsemesters. During the first semester through the course in introduction to teaching, the Juniors are given an opportunity to become\nacquainted with the work being done in all the grades of the training\nschool as well as in the country schools under the care of the normal\nschool. At the end of this semester they are allowed to choose the\ngroup with which they wish to continue their work through the\nremaining three semesters of their course.\n\nA certificate is given to all graduates allowing them to teach in the\nelementary and junior high schools of the state and stating in which\nfield the student has received special training.\nThe teacher for the rural work, known as director of rural educa-\n\ntion, was chosen during the summer. She came to Bloomsburg Normal\na few days before the opening of school in order to become acquainted\nwith the county superintendent and to get in touch with the situation\nin the rural schools of the county.\n\nWhen school opened it was found that only four students had\nchosen the rural course of study when it had been presented to them\nthe spring before. Feeling that there should be more students who\nwished to take this work, the principal, Mr. C. H. Fisher, and the\nteacher met the Senior class, presented the subject of rural education\nand gave them an opportunity to alter their decision. Two more\njoined the four who had already chosen rural work and later another\nstudent entered and chose to work with this group, thus making seven\nin all. The small number has made it possible for teachers and students\nto come in close contact with each other, and to accomplish certain things\nwould have been impossible with a larger number.\n\nMeanwhile, the work in the county was being organized. The\ndirector of rural education met the teachers of the county in their\nregular monthly meeting on the third Saturday in September and has\nmet with them at their regular meetings ever since. She also took\npart in the county institute that met in November.\n\nThe most important work, however, was the choice of certain\ncounty schools to be used as a laboratory for the students taking rural\n\neducation. Superintendent W. W. Evans, of Columbia County, suggested that the schools in Montour Township be chosen. There are\nfour of these one-teacher schools with grades from one to eight.\nThree of them are easily accessible by trolley, but the one that is a\nmile from the trolley has been of very little service to the rural department. Having decided on these schools, Principal Fisher and the\nteacher met the teachers of these schools, together with Superintendent\nEvans and his assistant, and explained to them just what use would\nbe made of the schools in their charge. As soon as arrangements for\n\nusing these schools were completed, the students planned a visit to\n\n"}
{"page": 584, "printed_page": null, "text": "Department]\n\nthem.\n\nRURAL- EDUCATION DEPARTMENTS\n\n559\n\nWe timed our first visit so that we spent recess at each of\n\nthe schools. The students taught the children games and in this\nway they established a friendly relationship between themselves and\nthe children.\n\nOur next step was to assign each of the four schools to certain\nstudents.\n\nSince there were but seven students to four schools, this\n\nallowed two students to each of three schools and only one to the\n\nfourth. A notebook was purchased for each school and in it was\nentered the name and addresses of the teacher, the directors, and the\n\npupils by classes. An account of our first visit to the school was\nwritten and later the accounts of other visits were added.\n\nThe students\n\nalso have four roll books like the ones used by the teachers in charge\n\nof the schools. They keep these roll books just as the regular teachers\ndo, recording absence and tardiness at weekly intervals. At the end\nof each month they make out the regular reports on report cards and\ncompare them with those made out by the regular teachers.\n\nEach student felt the concrete problem before, her that of helping the\nschool to which she had been assigned. This help took the form of preparing, with a price and sign-marker, cards and charts for drill work in\narithmetic, and phrase slips for help in reading. They also collected\npictures from old magazines and helped the younger children to make a\n\nscrapbook, writing under each picture a little story for the child to read.\nChristmas gave much classroom opportunity. Each student chose\na story to tell, a song to teach, and some handwork for the pupils.\nAt one of the schools two of the students helped to dramatize the\n\npoem \"The Night before Christmas\" for the Christmas entertainment.\nI believe the assignment of certain schools to certain students is\n\nresponsible, to a great extent, for the interest the students take in the\nwork of the country schools. They are always anxious to get reports\nof what is being done from the director when she returns from her\nweekly visits to the schools. They ask about the progress of individual\nperils and are constantly on the alert for some way in which to help\nthem.\n\nAt present these students are doing group teaching in the regular\ntraining school in order to get some ability in the technique of teaching before going into the country schools.\n\nThe rural work, however, is not confined to the seven students\nwho are taking the special course in rural education. Rural sociology\nis offered as a Senior elective. Sixty-seven took the course during\n\nthe fall semester and at present there are thirty taking this course.\nThen, too, a rural club was organized early in the fall and its influence\nis felt in the life of the school.\n\nThere are nearly two hundred mem-\n\nbers. In addition to regular meetings every third week, the club\n\n"}
{"page": 585, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n560\n\n[Rural Education\n\nhas outings in the forms of picnics, walks in the open country, etc.\nThe Rural Club is interested in our four country schools and has\n\ndivided itself into four groups, each group selecting one school for\nits particular charge. Just before the Christmas holidays these groups\ngave entertainments for the different schools. One group gave a\ndramatization of Dickens, Christmas Carol, another a pageant, \"Christmas in Other Lands,\" another, \"Christmas in the United States and\n\nits possessions,\" while the fourth group gave a pageant which they\nhad composed and arranged themselves entitled, \"The Christmas Spirit.\"\nAll of these entertainments were enjoyed in the communities in which\nthey were given and there have been inquiries as to when the Rural\nClub is coming back to give another entertainment. For this reason,\neach of the four groups is planning a program to be presented in\nthe spring.\n\nSeventeen members of the present Junior class have chosen the\nrural group as the one in which they wish to do special work. In\none year our number has more than doubled. We value most highly\nthe sentiment for rural education that is growing among our students\nand the wholesome respect that our work is receiving, both from the\nstudent body and from the teachers of the surrounding country. In\ncreating the proper attitude toward and appreciation for this work\nwe feel that the most difficult part of our work has been done.\nSTIMULATING INTEREST IN VOCATIONAL AGRICULTURE THROUGH JUNIOR PROJECT WORK\nJ. D. BLACKWELL, ASSISTANT DIRECTOR VOCATIONAL EDUCATION,\nHARRISBURG, PA .\n\nBy the term \"junior project work in agriculture\" is meant the practical application of the principles of scientific agriculture, by pupils of\nelementary-school age. While junior project work may be an end in\nitself, it is recognized by leaders in agricultural education that the doing\n\nof such work is one of the principal means of stimulating interest in\nvocational agriculture. Some of the ways in which junior project work\nstimulates an interest in vocational agriculture are: ( 1) it introduces\nthe pupil to the subject; (2) it motivates the course in general agriculture; (3) it develops a keener appreciation for agriculture; (4) it\ncreates a desire for a detailed study of agriculture; and (5) it establishes\nconfidence in agricultural instruction.\nIn order to show how junior project work stimulates an interest in\nvocational agriculture, it will be necessary to discuss briefly junior\nprojects from the standpoint of aims, characteristics, types, organization\n\nand supervision, and immediate problems.\nWhile the aim of junior project work is both educational and\neconomic, the work should be developed largely from the educational\n\n"}
{"page": 586, "printed_page": null, "text": "Department]\n\nVOCATIONAL AGRICULTURE\n\n561\n\nstandpoint. Some of the aims from a purely educational standpoint are :\n\n(1) to provide work, the doing of which, may enable a pupil to discover his own aptitudes; (2) to develop a wider experience in the life of\nthe pupil; (3) to insure a wholesome outside activity ; (4) to develop a\nbetter understanding of and a keener appreciation for agriculture as a\n\nprofession ; ( 5) to stimulate school and community spirit through exhibits and contests ; (6) to correlate the home and school life ; (7) to\ndevelop social and recreational activities through county \" round-ups\"\n\nand local school and community meetings ; (8) to vitalize the curriculum of the school; (9) to give the individual an opportunity for\nindividual achievement .\n\nA worth-while junior project must have a definite end in view, and\nthere must be a workable plan whereby the aim may be accomplished.\n\nThe project must offer an opportunity for the individual development of\nthe pupil, and accordingly include both practical and theoretical work,\nwhich should be carried on voluntarily, and be adapted to the age of the\npupil.\nWhile there is great difference in opinion as to the size and scope\n\nof junior projects, the following are fairly typical: the production\nof an acre crop; the growing of a fourth-acre of vegetables ; the planting and care of the home garden; the raising of a pig or calf ; the\nkeeping of from twenty-five to fifty hens for egg production ; and the\nrearing of from twenty-five to fifty pure-bred chicks.\nIn the organization and supervision of junior project work the\nmost important considerations are : the grades into which the work\nshould be introduced or the ages best adapted to the work; the agency\n\nor agencies responsible for the organization and plan of supervision ;\nthe subject-matter to be offered; method of giving instruction ; and\nschool credit.\n\nThe junior project work is perhaps best adapted to pupils of from\nten to thirteen years of age. In states having compulsory-attendance\nlaws requiring all pupils up to the age of fourteen to attend school,\njunior project work may be most easily introduced into the sixth,\nseventh, and eighth grades. In states where the compulsory-attendance\nlaw does not include the pupil of from twelve to fourteen years of\nage there are boys and girls who would be interested in work of the\njunior project type. A democracy should provide educational opportunities for every child between the ages of six and eighteen.\nIn all states, especially those having compulsory attendance laws,\n\nrequiring school attendance on the part of pupils below fourteen years\nof age the school authorities are charged with the education of boys and\ngirls. While to many it is apparently evident that the organization of\njunior projects is the work of the school, there are others who consider\nit the work of outside agencies.\n\n"}
{"page": 587, "printed_page": null, "text": "562\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\nThe outstanding considerations in the supervision of junior projects\nare supervisors and their qualifications, the number of pupils to each\nsupervisor, and the frequency of supervision visits.\nIn school districts having teachers of vocational agriculture, junior\nprojects may, of course, be supervised to advantage by such teachers.\nIn districts having no teacher of vocational agriculture, local supervisors\nmay be obtained. Frequently the local teacher is capable of organizing\nand supervising the work.\nIf so, he should be employed on a twelve-month basis. Local\nsupervisors of junior projects should have an intimate and sympathetic\nunderstanding of rural life, ability as leaders of youth, and some\nspecial preparation in agriculture.\n\nThe number of pupils which may be given definite supervision will\nvary with local conditions, such as roads, means of transportation, and\ndistance. A supervisor should generally be able to give definite\nSome states plan to have\nsupervision to from forty to sixty pu\n\na local supervisor for each group of fifty pupils, and a county supervisor for each county.\n\nSince the success of junior project work will depend largely upon\nthe frequency and type of supervision, all projects should be given\ndefinite personal supervision weekly or at least twice each month,\nespecially during the summer months.\n\nOnly such subject-matter as will aid in the development of the project should be given. As is evident, the subject-matter should largely\nsupplement the project. For example, if the pupil selects a poultry\nproject, he should be given such instruction as will aid him in carrying out such a project. Junior project work in any given group should\nbe limited to three or four phases of agriculture such as poultry,\ndairying, or vegetable gardening.\n\nAll subject-matter should be adapted to the pupil.\n\nThe group\n\nshould meet for an hour weekly or at least twice each month for\n\ninstruction. Such instruction may best be given through an abundant\nuse of illustrative material, and through supervised project study. Project study outlines prepared by supervisors and pupils may be used\nto advantage. Pupils should be required to report on projects regularly and frequently.\nWhere practicable, school credit should be given for junior project\nwork, which when properly done, may supplement general agriculture,\nor the pupil may be given credit equivalent to one-half (subject ) unit.\nThe plan of adding a certain per cent to a pupil's grades in all other\nsubjects upon the completion of a junior project has been found\nsatisfactory in some states .\n\nWhile there are a number of problems to be solved before junior\nproject work may be said to be on a satisfactory basis, some of the\n\n"}
{"page": 588, "printed_page": null, "text": "Department]\n\nVOCATIONAL AGRICULTURE\n\n563\n\noutstanding problems are measuring its success (for the score-card\nmethod is not established as yet, and increased production is not a\nsatisfactory basis from an educational standpoint ) ; determining its\nrelation to senior projects ; the organization of pupils in outlying districts ; the means of adapting work to the individual pupil; financing\nsupervision; the obtaining of trained supervisors; and the placing of\nresponsibility for the organization and supervision of the work in the\npublic schools.\n‫ت‬\n\nSTIMULATING INTEREST IN VOCATIONAL AGRICULTURE THROUGH JUNIOR CLUB ACTIVITIES\nIN THE SCHOOLS\nFRANCES H. CLARK , EASTON , MARYLAND\n\nA survey of the work of the Extension Service of the United States\n\nDepartment of Agriculture in its division of boys' and girls' club\nwork as related to school acies in Maryland has led to the con-\n\nusions here presented. Data upon which these conclusions were\nbased were obtained from nearly all the counties of the state in which\nan attempt has been made to introduce junior club work into the school\nchool activity.\n\ncurriculum\n\nThe Extension Service through its club work desires earnestly to aid\nin the development of useful, efficient men and women from our rural\n\nboys and girls, and the present apparent lack of coöperation results\nsolely from a difference in the point of view. Existing conditions\nwhich inhibit the interest of teachers, children, and school patrons in\n\njunior club work as a part of the school curriculum are ( 1) lack of\ninterest manifested by the Extension Service in the intellectual develop-\n\nment of the child, attention being given in the accomplishment of a\ngiven project to the perfection of the product rather than to mind\ngrowth ; (2) insistence that all club work in agriculture and home\neconomics, when it comes under the direction of the county agents,\nremain a separate unit of work under the exclusive control and direction of the county agent ; (3) emphasis of county agents in all work\naccepted by the Extension Service from club members, upon the\nperfection of the finished product to the exclusion of sufficient consideration for the educational value of the activities involved : (4) a\nset of problems in the main arbitrary ; and (5) county agents unqualified for training children, and seeking only perfect results which may\nbe used for exhibition purposes, periodical write-ups for the newspapers, and reports to the Extension Service.\nThese influences render club work, as such, a disturbing and disorganizing factor in the schools, for the teacher feels it an unnecessary\n\nimposition; the pupils are unhappy and rebellious when club activities\nare suggested; and the parents feel that it is an undesirable addition\n\n"}
{"page": 589, "printed_page": null, "text": "564\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Rural Education\n\nto the regular school program. In order to stimulate the child's interest in junior club work as the teacher views the situation, motives\n\nwhich govern the choice of projects must be worked out by the child.\nThe child's purpose must be a personal desire to accomplish an end\nwhich satisfies his individual thoughts and feelings. The teacher's\npurpose must be to provide a situation consistent with the growth of\nthe communities or child's social needs, which will suggest to him a\nproblem in agriculture or home economics that concerns his daily\nthoughts and personal desires; to lead the child to consider only those\n\nproblems that will engage him in the happy and enthusiastic efforts\nto do his best work in securing the end that seems to him necessary\nfor his satisfaction and pleasure; to place the emphasis of approval\n\nupon this quality of effort and wholesome attitude of mind rather than\nupon the perfection of the product and upon a higher degree of skill\n\nin workmanship than an elementary-school child is capable of; to\ncorrelate the three r's with agriculture and home economics ; and to\nsecure the support and coöperation of the parents in the correlation\n\nof agriculture and home economics with the academic subjects through\nthe child's interest and pleasure in his school work as a whole.\nThis condition can only be brought about through a unity of ideals\nin the development of the child on the part of the school authorities\nand of the Extension Service, and necessitates that the Extension Ser-\n\nvice send out county agents who are thoroughly trained teachers, and\nwho are in the attitude of mind to direct the technical side of agriculture and home economics in sympathetic coöperation with the\ncounty supervisor of schools and to act with her under the direction\n\nof the county superintendent. To secure a unity of ideals in the minds\nof teachers and of county agents who go into the schools as directors of\n\nagriculture and home economics, the county agents should meet the\nscholastic and professional requirements made of teachers, and they\n\nshould receive their appointment only upon the recommendation or\napproval of the County Board of Education.\nBOYS' AND GIRLS” “FOUR H” CLUBS AND THE SCHOOL\nWILLIAM H. KENDRICK, DIRECTOR OF EXTENSION, MORGANTOWN, W. VA.\n\nExtension workers \"stand pat\" on the fact that club work is not a\nprerequisite nor an entrance requirement to vocational high-school work.\nIt might be thought of as a school substitute for the 95 per cent of those\nwho leave school before finishing. Club work is the first aid to the\ninjured. Its fundamental guiding principles are vision, progress, service, freedom, and leadership.\n\nCountry youngsters are confronted with stubborn realities. Every\nproblem connected with them demands not only brains but brawn,\n\nheart, and skill. Too many farm boys and girls are working the long\n\n"}
{"page": 590, "printed_page": null, "text": "Department]\n\n565\n\nFOUR \" H\" CLUBS AND THE SCHOOL\n\nrows that make nothing more than a \"hoe-man\" of them. The school\noffers little different. When they first enter school the social life\n\npresents opportunities, but soon -it settles down to a hard-and-fast\nschedule. When education becomes a stuffing process the boy or girl\ngets stuffed and no stuffed fellow can work.\nClub work offers immediate and satisfying results. A boy or girl\nwants to join in order to go to camp or to show that he or she measures\nup to the \"Four H\" standard and is entitled to wear all four of the H's\nin a pin or ring. The secret of the club's success is constant challenge\nand immediate results.\n\nKEY TO ACTIVITIES\nHealth\n\nHeart\n\nHand\n\nMENTAL PHYSICAL SOCIAL RELIGIOUS\nAY\n\nIR\n\nPL\n\nSTAY\nPOWE ING\nRS\n\nCOSENFRIIDTY\n\nER\n\nS\n\nTH\nGE\n\nGE\nUPT\n\nA\n\nTO\n\nIN\n\nFOR\nRIGHT\n\nOR\n\nDS\n\nDO\nOF\n\nNU\n\nTR\n\nS\n\nHIKE\n\nY\n\nALT\n\nLOY\n\nP\nTUOLGLET\nD\nHER\nYO\nOU\nBE R\nST\n\nS\nR'\n\nT\n\nSS\nITT\nPU\n\nRY\n\nOR\nJOY\n\nDGE\n\nS.S. CLASS\n\nEN\n\nRO\n\nTE\n\nN\n\nEM\n\nAG\n\nE\n\nCL\n\nFATIGUE\n\nAN\n\nDRU\n\nWA\n\nIO\n\nDG\n\nJ\n\nKE FIN\nEP E\n\nIT\n\nJU\n\nU\nES\n\nBASE BALL\n\nY\nA\nW\n\nTHANKS\nGIVING-\n\nT\n\nH\n\nS\n\nEN\n\nOU\n\nG\n\nID\n\nG\n\nR\nAC\n\nAM\n\nTRAINING\n\nIN\n\nIF\n\nST\n\nDECISION\n\nRV\n\nI\nFR ABLE\nT E\nKER\nMUAND T\nFEE ANG\n\nSE\n\nE\nIC\n\nFA\n\nS\nNDF\nHAOF\n\nOB\n\nEAT\n\nSWIM\n\nFIGHT\n\nWORK\nThe work of extension workers is to demonstrate.\n\nTo learn by\n\ndoing is the method. Such leaders must begin with a boy or girl in the\nhome. We have found out that there are several things that function\nat home that the school seemingly has forgotten how to use. We must\n\nteach our student in his natural environment.\n\nWe must provide for\n\nindividual instruction in addition to group instruction.\n\nThe spirit of\n\ndemocracy can be acquired only in such an atmosphere ; schoolroom\nprocedure is autocratic. Club work is the best form of organized work\nfor boys and girls. It has the advantage of all others because by being\nthe last to be thought out it has avoided many of the mistakes of similar\n\norganizations. In addition to \" Do a good turn daily,\" it says grow an\nacre of corn or beans or a calf or pig and do it this way, not because\n\n"}
{"page": 591, "printed_page": null, "text": "566\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nthe rules say so, but to further your \"Four H\" development. Merely\nto say \"Do a good turn daily\" is to excuse the leadership from the\nresponsibilities of helping choose wisely the turn to do and from giving\nspecific directions for its successful accomplishment.\n\nWhen the school can handle it so as not to spoil real work with its\nacademic garb then extension leaders will gladly turn their work over to\nthe school. More vocational guidance and some vocational agriculture\nwould be of vastly greater benefit to our boys and girls than the present\nschool curriculum.\n\nExtension work will move on to undeveloped fields. It offers the\nopportunities and the charm of pioneering. Since the war, men and\nwomen are turning to this field of education, because they like the pioneering kind of job. Like the life insurance agent, the extension leader\nsells a policy in face of the repeated \"I don't want it\" because he knows\nit is worth the money and will be good for the holder..\nTO WHAT EXTENT SHOULD RURAL TEACHERS\n\nPARTICIPATE IN MAKING COURSES OF STUDY?\nW. J. HOLLOWAY, STATE SUPERVISOR OF RURAL SCHOOLS, BALTIMORE,\nMARYLAND\n\nTrue democracy in supervision requires that all the teachers in\nservice be encouraged to participate freely and as fully as their abilities permit in all the activities that have to do with the improvement\nof classroom instruction .\n\nA means of supervision upon which too little emphasis has generally been placed is the course of study itself. Administrative coöperation in the making of courses of study for all types of schools is a\nmost effective means of securing professional growth of teachers in\n\nservice, a broader understanding and a deeper sympathy between\nsupervisors and the teaching force, and an exercise of initiative at\npresent too little in evidence.\nEvery teacher may be expected to make some contribution to the\n\ncurriculum, if only a unit of subject-matter, a lesson plan, or an\nintelligent criticism in a group of the offerings of others. The extent\nand character of her contribution are determined by her natural en-\n\ndowments, her professional training, her desire for service, and the\nencouragement extended by the supervisor.\n\nThe best curriculum is the one made by the teachers on their own\nlevel, with the advice and assistance of the expert.\n\nThe final meas-\n\nure of the efficiency of any administrative or supervisory instrument\nis the extent to which it benefits the children. A course of study\nprepared by so-called experts with only incidental and unorganized\nassistance of the general staff of teachers, however excellent it may\nbe from a theoretical standpoint, is a failure if it does not stimulate\n\n"}
{"page": 592, "printed_page": null, "text": "Department] COURSE OF STUDY IN MONTGOMERY COUNTY\n\n567\n\nthe intelligent and enthusiastic support of the average classroom teacher.\n\nThe course of study most likely to be administered successfully is the\none made through democratic coöperation between the superintendent\nand the supervisors and all the teachers working in the field under\nconsideration. A committee will be satisfactory, provided its members\n\nare not chosen primarily because of their abilities for this work; it\nis of major importance that all types of teachers and all districts be\nrepresented.\n\nA course of study made in accordance with the foregoing principles\nwill stand the test of scientific scrutiny, considering (a) choice of\nmaterial, ( b ) the best classroom procedure, and (c) the learning\nprocess.\n\nOn the whole, opinion based upon observation but not as yet verified by scientific measurements inclines to the belief that teacher participation in curricula-making tends to make such teachers more efficient\nas classroom instructors than if supervised in the \"usual way.\"\n\nTHE COURSE OF STUDY IN MONTGOMERY COUNTY\nNETTIE E. BROGDEN , ROCKVILLE, MARYLAND\n\nMr. Holloway has discussed ways of having teachers participate\nin the making of a course of study. I am to tell you something of the\nprocedure and development of the course of study in Montgomery\nCounty. A finished project is not the ultimate goal to be attained\nin its development, but the part that it plays in the life of a child\nis the thing that is of vital consequence. So it is with the development\nof the course of study.\n\nThe teacher may have in mind the preparation of a piece of work\nfor the course of study, but before her plans can materialize, she will\n\nfrom necessity have to learn the principles of good teaching. She\nnot only grows more professional, but at the same time she is doing\nbetter work in the classroom. This, unquestionably, seems true from\ngeneral observation of her classroom procedure, and, too, a comparison\nof standard test medians made in schools where the most work has\n\nbeen done on the course of study with the medians in schools where\nvery little work has been done shows a marked difference in favor\nof those schools where the most work has been done.\n\nThe course of study which is being worked out in this county will\ninclude the things which the school should accomplish; projects which\nhave their origin in life's experiences ; knowledge facts developed by\nothers which will be necessary for the child to know in order to realize\n\nlife in abundance, and the methods involved. Threaded through the\n\n"}
{"page": 593, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n568\n\n[ Rural Education\n\ncourse of study which makes up the life of the school, should run\nthose activities which help the pupils to realize, master, and habituate\nsuch acts of conduct as will result in the control of activities called\n\nfor by the needs of life.\n\nA teacher who works on this course of study will certainly get a\nnew vision of the business of a school.\n\nShe will be led to see that\n\nthe world is full of activities which need only to be organized and\nsystematized in order to make content for a course of study which\nwhen put into operation will make school life real and meaningful.\nThe teachers in this county are getting this vision and are growing\nenthusiastic over it. They are more interested in their own professional\ngrowth as is shown by the calls which come to the office for professional\nhelps.\n\nTwo one-room teachers whose schools are in the same locality are\nworking out plans for a course of study which will meet the life-needs\nof the pupils in their schools. In order to do this intelligently, they\nmade a survey of the homes and community from an economic, political,\nsocial, and moral standpoint. With this information as a basis for\nthe interpretation of the home and community needs they had available\nfirst-hand information needed in those activities which are of vital\n\nimportance in the life of the child. Knowing these needs, a course\nof study can be planned which when developed properly with the\nchildren will enable them to live better and more useful lives, as boys\nand girls, and will tend to make men and women who will react\n\nefficiently to life-situations.\nThe pupils themselves seem to be realizing that it is no criminal\n\noffense to come out of their shells which have been closed by a traditional course of study and take a look into the world where real people\nlive a natural life. They are beginning to interpret textbook knowledge in terms of life-activities and situations. The school nurse and\n\nhome demonstrator in their departments are helping to carry certain\nphases of the course of study where healthful living takes the place\nof formal instruction without life. The schools with the help of the\nschool nurse and home demonstrators are carrying out such projects\n\nas the drink-more-milk campaign, which was started last August at\nthe county fair, where the home demonstrator had a milk booth\n\nestablished where milk drinks were sold. This campaign will close\nnext May during the week in which the athletic meet is held.\n\nThis\n\nhas drawn into itself many activities which have resulted in the making\nof posters, the writing of stories and plays which develop the value\nof milk as food and show harmful effects of tea and coffee.\n\nIn con-\n\nnection with this project, the children were weighed and their weights\nwere compared with the standard weight. Two months later their\nweights were again compared with the standard weights and with those\n\n"}
{"page": 594, "printed_page": null, "text": "Department] COURSE OF STUDY IN MONTGOMERY COUNTY\n\n569\n\nfirst obtained. It is hoped that the knowledge of health, the knowledge of health habits, and the enjoyment which they afford will be\nso crystalized that lasting bonds will be formed which will mean much\n\nfor the future health of the children in Montgomery County.\nThe Montgomery County course of study was begun two years\nago and it is hoped that it will continue in the process of making from\n\nyear to year, each year taking on new projects and discarding those\nwhich do not relate to the lives of the pupils. In order for the teacher\nto do a piece of constructive work for the course of study, it was\nnecessary for her to make a study of project teaching which was\ndirected by means of conferences, principal's meetings, visiting days,\nindividual help, references and special courses which have been taken\n\nduring the summer, and through extension courses. At the conferences the meaning of project teaching, the types, the values, and other\ntopics which naturally grew out of the subject were studied.\n\nBefore\n\neach conference, an assignment was given. When the assignment was\nnot available mimeographed copies were sent to each teacher. After\n\neach conference a short report on the topics which were discussed was\nsent to the office. A principal's meeting is held each month, at which\nplans for the professional growth of the teachers are made.\n\nThese\n\naid directly in the making of the course of study. Several visiting\ndays have been held at which time a group of teachers with the superintendent or the supervisor spends the day with a teacher in her class-\n\nroom, observing her develop some project with her pupils. During the\nround-table discussion which is held at the end of the school day much\n\nindividual help is given through the study of the project under observation.\n\nDuring this study the teachers have kept in mind that the course\nof study should contain projects which have their origin in life-situations, which must be developed with their pupils before they become\na part of the course of study; that the course of study should not be\na finished project, but should change as the ways of realizing life\nchange. With this aim of a course of study well established, and the\nstudy of project teaching having been made, the teachers have contributed several pieces of work which have been mimeographed and a\ncopy given to each which makes the beginning of our course of study.\nThe development of this course of study through the teacher. initative makes it possible for life-activities, growing out of the pupils's own\nenvironment, to be brought into the schools at once ; it has served as\na dynamo for supervision. By doing this piece of work the teachers\nhave come to know better the function of a school; have learned prin-\n\nciples of good teaching, and have become better classroom teachers ;\n\nit has insured professional growth which is an aim of supervision.\n\n"}
{"page": 595, "printed_page": null, "text": "570\n\n{ NATIONAL education AssocIATION\n\n[ Rural Education\n\nPRINCIPLES UNDERLYING THE RURAL ELEMENTARYSCHOOL curricuLUM\nFANNIE W. DUNN, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N. Y.\n\nThe avowed purpose of elementary school education in America\nshould be general, the same for all, of whatever race, male or female,\ncountry or city, north or south. Its large ends should be the promotion\nof mutual understanding and sympathy, and equipment for the performance of those life activities in which all participate. Life-activities\nin which all participate include: the promotion of individual and community health ; selection and consumption of social products, as of food,\nclothing, shelter ; communication and co-operation by means of the social\ntools of number and oral, written, and printed language ; miscellaneous\ncivic and social duties ; and various forms of recreation. Hence health,\n\ngeneral practical efficiency, citizenship, and wise use of leisure are\n\njustifiable aims of any elementary-school curriculum.\nVocations are differentiated and specialized, instead of general ;\n\npsychological facts make it highly improbable that vocational selection\ncan be wisely made or genuine vocational efficiency developed in the\npreadolescent or early adolescent period; and time devoted to vocational\ntraining is at the expense of the general education which is of great\nand assured importance. Hence it should be no part of the end or\naim of the elementary school to prepare for a special vocation.\nIt is, however, a justifiable function of the elementary school to\nmake a beginning in developing such acquaintance with the range of\noccupations which lie before the individual as to promote intelligence of\nchoice among them. In fine, the objectives of elementary education\nare liberal and general, not vocational and specific.\nThe content of the elementary course of study should vary according\nto variation in pre-school equipment and in the experiences provided by\nhome and community during school years. There is no need to provide\nartificially, in or through the school, experiences looking toward the accomplishment of approved educational ends when experiences adequate\nto attain those ends are already afforded by the natural environment.\nThe task of the school is, first, to see that the contribution of the environ-\n\nment to desired ends is realized, brought into consciousness, assured of\nfunctioning ; and secondly, where approved ends require it, to supplement\nthe natural first-hand experience of the local environment with artificially devised first-hand experiences of other environments, or, if\nthis is not possible, with second-hand experience through reading, pictures, and the like.\n\nThe psychological rather than the logical order is generally accepted\nas desirable in approaching new subject-matter. This necessitates some\n\n"}
{"page": 596, "printed_page": null, "text": "Department]\n\nRURAL ELEMENTARY- SCHOOL CURRICULUM\n\n571\n\ndifferences in the point of approach of rural and urban schools to the\n\nsame content, i. e., in the selection of problems or projects whose outcome is designed to contribute to the realization of ends common to all\nelementary schools. Social ideals must be developed in a social setting\n\nand by social acts. Habits and knowledge that will function in life,\nwhich is a social phenomenon, must be acquired in relation to social\nsituations.\n\nNatural situations usable as a basis for educative social\n\nacts will vary in country and city, and varying situations must be artificially provided in city and country schools to supplement the social\ninadequacies of the local environment. Here, again, certain differences\nare necessitated in the problems and projects of rural and urban\nschools.\n\nSince most rural schools are of the one- and two-teacher type, and\nsince there seems no possibility of the entire elimination of this type of\nschool, it is highly important that curricula for use in such schools\n\nbe organized to fit their administrative peculiarity, i. e., the instruction\nof many grades in all subjects by one or two teachers. This administrative peculiarity necessitates organization of these schools by \"groups\"\nrather than grades. The curriculum should therefore be organized for\nthese schools by groups rather than grades.\nSumming up, the ends of elementary education are identical, country\nand city. The content of elementary education will vary to some ex-\n\ntent in country and city, owing to differences in the educational experiences afforded by their home and community environment, and to\ndifferences in the supplementary experiences which the school must con-\n\nsequently provide. This variation, however, represents but a small per\ncent of the total elementary educational content. Psychological and\nsocial factors necessitate numerous differences in the projects and problems about which rural and urban curricula should be organized. While\n\nthese differences are greater than those in curriculum content, they are\nstill probably less in number and degree than the likenesses.\n\nThe one- and two-teacher schools, at present the chief educational\nagency provided for rural children, receive an additional and unwarranted handicap from the necessity of using curricula made for the\ngraded-school organization. If and as long as one- and two-teacher\nschools exist, they should be provided with curricula organized by groups,\nto fit their practical necessities, and not by grades according to the convenience of the city graded school.\n\nAdditional provisions need to be made for differences among individuals within a class, individual classes within a school, or individual\n\nschools within a system. Such provisions are an essential part of an\nadequate curriculum, rural or urban.\n\n"}
{"page": 597, "printed_page": null, "text": "572\n\nNATIONAL educatION ASSOCIATION\n\n(Rural Education\n\nTHE PREPARATION OF TEACHERS FOR A DEMOCRATIZED RURAL SCHOOL.\nROSAMOND ROOT, STATE TEACHERS COLLEGE, KIRKSVILLE, MO .\n\nA democracy must offer equality of opportunity to all its members.\nIf the United States is to be a real democracy, it must offer to the half\nof its population classified as rural as good educational opportunities as\nit provides for the urban half. It must furnish its rural population\n\nwith schools operating on democratic principles, guided by teachers with\npreparation equal to that required of urban teachers. The attainment\n\nof this end presents administrative, instructional, economic, and social\nproblems.\n\nClosely allied propositions demanding parallel consideration in order\nto make possible adequate rural-teacher preparation are : (a) the odium\nmust be removed from this phase of teaching ; (b) rural communities\nmust appreciate prepared teachers ; and (c) salaries must be commensurate with the service rendered.\n\nThe prospective teacher must get an understanding of teaching as a\nmeans of socialization through transmission of the race inheritance. He\nmust master subject-matter in terms of individual and social controls\nselected to equip for teaching. In addition, the student-teacher must\n\ndevelop skill in the fine art of adapting subject-matter to individual\ncapacities and he must acquire a sense of responsibility for aiding in the\nsolution of community problems through the school.\nAdjustments are necessary within the school. Administrative officers must feel the responsibility of preparing teachers for this largest\nsingle division of service. Courses must be offered presenting all\ndivisions of public-school service that students may choose rural teach-\n\ning in the light of information. Specialized curricula must be designed to prepare rural teachers. The faculty must be sympathetic with\nnecessary program adjustments. The directors, supervisors, and teach- .\ners of the necessarily differentiated courses should be specially equipped\nfor their duties through experiences and study. There must be affiliation with typical rural and village schools to offer adequate demonstration and practice facilities. Methods of instruction, administration, and\nsupervision should be such as to develop the democratic attitude in\nteachers.\n\nSUPERVISION FOR GROWTH\nCASSIE R. SPENCER, Rural SUPERVISOR, ALAMOGORDO, N. Μ .\n\nThe speakers who have preceded me today have presented the\ndemocratized rural school from the standpoint of its objectives and\nneeds, its curriculum, and the preparation of its teachers. The dominant\ntheme of these papers has been that education is growth, that growth\ncomes about through children actually living social experiences in the\n\n"}
{"page": 598, "printed_page": null, "text": "Department]\n\nSUPERVISION FOR GROWTH\n\n573\n\nschoolroom. A child develops initiative and self-control by having to\nmeet emergencies and by exercising responsibility. He develops independence by being allowed to work on a project of his own choosing.\n\nHe appreciates the beautiful in music and literature only by constant\ncontact with good music and good reading. His aptitudes in various\nactivities will become apparent only as he actually engages in those\nactivities.\n\nThese democratic standards which measure classroom procedure\nought to govern the work of the supervisor. His ultimate goal and\nthe teacher's are the same, the development of children. The supervisor's field is broader and necessarily more scientific; but he must hold\n\nhimself to the same definite, carefully planned program of work as the\nteacher is expected to follow.\n\nAt the beginning of the year he carefully studies the environment\nof the various communities to learn what may be the needs of the\nchildren. He determines the qualifications of the teachers and estimates\n\ntheir abilities as nearly as possible, being careful not to underrate anyone. He notes the various agencies which may affect or be made to\naffect his work. He makes a list of books and other supplies which\n\nwill be available. He then outlines plans and policies to guide his work.\nThough his plans are made and the ends to be achieved are ever in\nmind, the supervisor does not force them upon the teachers. Instead,\nhe causes the teachers to discover their own needs and to ask for assist-\n\nance in solving their problems. And this is, perhaps, the all-inclusive\ntask of supervision, to cause teachers to realize their own needs-a\ngeneral need for growth and the more specific needs of improved\nmethods of work, better scholarship, and definite standards of achievement for the pupils.\nOne means for causing this realization is by carefully planned\nclassroom visits. No visit should be made by a rural supervisor solely\nfor the purpose of inspection. Instead, it should be so planned that the\nteacher is stimulated and given definite assistance. Not only should\nno visit be made solely for inspection. I believe that, if possible, no\nvisit should be made unannounced .\n\nEven teachers have protested to\n\nme that this enables a lazy teacher to prepare specially for the one day\nand then lapse into careless procedure until the next visit is announced.\nI admit that it gives the supervisor no opportunity to actually see every-\n\nday inefficiency. On the other hand, there are always indications of a\nteacher's regular practices. The attitude of the children toward the\nteacher and their work, their habits of study and recitation, and their\n\nability as shown in standard tests all indicate the nature of previous\nclassroom methods. However, the supervisor might be justified in\nmaking one or two unannounced visits to prove conclusively that a hopelessly inefficient teacher must not be re-employed.\n\n"}
{"page": 599, "printed_page": null, "text": "574\n\nNATIONAL Education ASSOCIATION\n\n[Rural Education\n\nA third factor in the efficient visit is the written record of the problems discussed. One supervisor I know keeps such a record with the\n\nremedies ( suggested either by the teacher or himself) , leaving a carbon\ncopy with the teacher. He explains that \"now we'll both remember\nexactly what we are working for and we will have this record at hand\nfor occasional reference.\"\n\nA second means for causing teachers to realize their needs is stand-\n\nard tests. The first visit of the schools in Otero County this year\nshowed the reading-work below standard. The Thorndike Alpha 2\nreading tests were given to all the schools. Later, each school received\na copy of the individual scores of its pupils, the standard scores for the\ncounty, and also a sheet containing the relative score and the rank of\neach school. Immediately the teachers began to ask for general help in\nraising the score of the schools or for a specific analysis of the weaknesses of individuals. Since the score sheets are posted where the\nchildren can see them, pupils as well as teachers are stimulated to\nhelp raise the rank of their school.\nSomewhat related to standard tests for children are score cards for\n\nteachers. I believe that score cards should be placed in the hands of\nthe teachers and that each point or standard should be carefully explained. Anyone has a right to know and understand the standards by\nwhich he is being rated. A score card is made much less personal and\nmore in accord with present tendencies in class technique if the children's work instead of the teacher's is emphasized. A few questions\n\nmight be: (1 ) To what extent do children assume responsibility for\ncare of school property ? (2) Are the children learning to work\nefficiently with appreciation of results ? (3) Are the children interested\nin their work? (4) If they are not, can you tell why? (5) Is the\nsubject-matter consistent with the present needs and interests of children ? When a score card has been in use for a year it should be\n\nrevised at a meeting of the teachers and the supervisor. By this time\nmuch helpful criticism can be made and consequently more interest\ncreated in self-scoring.\n\nAnother quite universal resource of supervision is a supply of professional books and papers. These are always most valuable when\nloaned in response to a definite felt need. A judicious use of outlines\nand descriptions of the work of other schools prepared by pupils or\nteachers is advisable in most localities.\n\nWe used another device in Otero County this year which was intended to help cause more efficient supervision. After the second round\nof visits the county superintendent sent to each teacher a request for\ncriticisms and suggestions on the supervision as it had been conducted.\nThe teachers were urged to be quite frank. The helpful replies revealed\n\n"}
{"page": 600, "printed_page": null, "text": "Department]\n\nRURAL SCHOOL DEMOCRACY\n\n575\n\nan understanding of the purposes of supervision and of the deficiencies\nin our policy.\n\nThere is one more phase of supervision for growth that I should\nlike to discuss. It is the inculcation of ideals and aims of work. Many\nteachers either do not have ideals of rural improvement or their ideals\nare vague and remote. No country teacher can do her work whole-\n\nheartedly unless she has a vision of the growth which can be brought\nabout in her pupils through her own efforts. It is the duty of the\nsupervisor to rouse the teachers to a realization of the great achieve-\n\nment which may be theirs. At a general meeting the supervisor should\npresent the ultimate goal of elementary education. When everyone\nunderstands clearly why the education received in the elementary school\nis ultimately the same everywhere, for all children, they will be able\nto show what the average country environment lacks. They will see that\ntheir goal is to bring to rural children those experiences which they\nneed to give them a socialized education.\n\nThere are, of course, other ways by which teachers may be caused\nto realize their needs and to develop through the solution of their own\nproblems. We must be alert to the various experiments that are being\nmade in the technique of supervision and incorporate whatever is usable\ninto our own plans.\n\nTeaching will be put upon a growing basis when supervisors and\nadministrators are thoroughly converted to the idea that teachers, as a\nclass, are capable of originality; that they have personalities which\ndevelop rightly with proper stimulation ; and that they are capable not\nonly of executing plans of work but of making these plans. It is our\nduty to stimulate, to give praise when it is due, and above all, to\npreserve an invincible faith in the potentialities of even the weakest\nteacher.\n\nRURAL SCHOOL DEMOCRACY THROUGH Efficient\nADMINISTRATION\nALBERT S. COOK, STATE SUPERINTENDENT, BALTIMORE, MARYLAND\n\nIn view of the small percentage of trained teachers in rural schools\nat present, and of the meager available supply in the near future, improving teachers in service is the most pressing administrative problem\nfor state- and county-school systems. Competent supervision is the\nbest known method for improving the quality of teaching, both before\nand after the teacher enters the service. Supervision is a teacher-\n\ntraining proposition; even normal schools and teacher-training schools\nbase their practice-school work on the foregoing principle.\nThe supervisor's chief function is to improve the quality of teaching.\nThis involves a very broad and thorough knowledge of subject-matter\nand method. The means of supervision used are the various types of\n\n"}
{"page": 601, "printed_page": null, "text": "576\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nteachers' meetings, the course of study, conferences with individual\nteachers, visiting schools in and out of the system, observation lessons\nand critiques, etc.; the extent of teacher participation in these activities\nis the final test of supervisory efficiency.\nThe superintendent's chief duty in relation to the supervisor is to\nsee that the conditions are right for the supervisor to do her best work.\n\nThis involves first-class administrative and executive ability, as well as a\nthorough knowledge of educational principles, methods, and aims. The\nsuperintendent and supervisor working together should determine\nmethods and aims in the large. The supervisor should then be held\nresponsible and be given a free hand in working out the details of subject-matter and method to accomplish these aims.\nAll administrative matters concerning teachers' meetings and the\norganization of the various supervisory activities should be referred to\nthe superintendent and have his approval. These matters should be\nworked out jointly by the supervisor and the superintendent. When a\ngeneral policy has been decided upon no change in that policy should be\nmade by the supervisor without consultation with the superintendent,\n\nbut all activities falling under that policy should be left with the supervisor to carry out with only occasional consultation with the superintendent.\n\nIt is the superintendent's function to know the attitude of the principals and teachers in reference to all of the supervisory activities, and\n\nto consult with the supervisor in working out these activities, so that\nthere may be as little friction as possible ; the superintendent, however,\nmust stand firm for supervision as an absolute necessity for improving\nthe quality of teaching and for professional progress in the teaching\ncorps. With this attitude on the part of the superintendent thoroughly\nestablished, modification in the supervisory plans can be made from time\nto time to meet, so far as possible, fair criticisms on the part of a\nteaching corps.\n\nThe superintendent, for his own professional growth and for maintaining a proper professional standing with his teachers and with the\n\npublic, should share in supervision by taking a definite assignment, and\nshould handle this assignment so as to set the pace for supervisory\nactivities in his county ; unless a superintendent has had experience in\nthis sort of educational leadership, he is not in a position to direct the\nprofessional activities of his supervisor or supervisors; his job becomes\nthat of a business manager for which a salary considerably less than\nthat required to secure real educational leadership is adequate. This\nstatement applies with equal force to a state superintendent and to his\nprofessional assistants.\n\nIn a school system under professional leadership of the quality and\ncharacter implied in the foregoing theses, many of the principals and\n\n"}
{"page": 602, "printed_page": null, "text": "Department]\n\nRURAL SCHOOL COMMUNITY SERVICE\n\n577\n\nteachers themselves become leaders. They receive recognition either by\npromotion to positions of greater responsibility or by the professional\nsatisfaction that coines to them by reason of their position of leadership\nThey take the initiative in developing, expanding and revising courses\n\nof study; in developing school practices and classroom procedure to\nconform with the best in educational experiment and research ; in promulgating throughout the teaching corps ideals of professional growth\nand progress. In brief, such a school system as a whole-pupils, teachers,\nsupervisors, and administrators becomes a unit not only consciously\nstriving to realize the aims of education in a democracy, but also automatically carrying the finest type of genuine democracy in education.\nCOMMUNITY SERVICE OF THE DEMOCRATIZED RURAL\nSCHOOL\nWILLIAM W. EVANS, COUNTY SUPERINTENDENT OF SCHOOLS, COLUMBIA\nCOUNTY, BLOOMSBURG, PA .\n\nThe rural school is the logical and natural social center for generating and developing the spirit of democracy in the minds and hearts\nof country people. We need to realize more fully that democracy\nprimarily is not a form of government, but a spiritual quality, and if\nit is as fundamentally important as recent events have led us to believe, then it behooves us as responsible school supervisors to consider\nways and means by which we may convert our people to this gospel\nof brotherly love in order that we may be saved as individuals, as communities, and as a nation.\nThere are many evidences just now that our educational system is\n\nfaulty, so far as the preparation for citizenship in a democracy is concerned. If the country schools of the past are to be measured by the\nnumber of adults in the various communities who act in accordance\n\nwith the spirit of democracy at the present time, they have but little\n\nto their credit. The few broad-minded, public-spirited men and women\nsparsely scattered here and there have probably developed these characteristics in spite of the schools. It is my desire in this discussion to\nsuggest a plan for community service through the democratized rural\nschool for the education of adults along those lines which will result\nin a spirit of coöperation, in projects for the common good, which is\nthe essence of democracy.\n\nI think it was Aristotle who said that if he could have his way\nhe would send the children home and have the parents go to school .\nHe lived at a time when democracy was being invented. He must have\n\nrealized the limitation of the school for children only, and although\nhe lived centuries ago, much that he said and taught is thoroughly\nup to date. We have had an over-faith in the efficacy of school education. We are gradually coming to realize that the sphere of education\n\n"}
{"page": 603, "printed_page": null, "text": "578\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nembraces the whole of life. We have done fairly well so far as the\n\nchildren are concerned, but we have done practically nothing to provide\nreliable educational facilities for those beyond the so-called school age.\nAdults as a rule are as they are, like Topsy, because they \"just growed. \"\n\nIn a democracy, the unit in country districts should consist of all\nthe people within sending-distance of their schoolhouse, whether it\nbe a consolidated school, a junior high school or a senior high school.\nThe schoolhouse should provide a meeting place for the adults within\nthis unit to afford them an opportunity to learn those things they\ndesire to know and to discuss together such problems as they desire\nto discuss.\n\nThis democratized school must he housed in an ideal building\nnot only for the education and training of the children but because it\nis the civic meeting place of the adults within the unit as well. Country\npeople learn most readily by example and because of this their school\nplant must be a model in sanitation, lighting, heating, and ventilation,\ncomfort, and beauty.\n\nA majority of the adults in every rural community would gladly\nembrace the opportunity to attend a school of their own, designed\nespecially to meet their specific needs. Farmers everywhere are anxious\nto learn more about new methods for keeping up soil fertility and the\neconomical production of farm crops; they are interested in new ideas\n\nconcerning dairy and animal husbandry, orchard improvement, poultry,\nhogs, plant diseases, and the like. Their wives desire to know more\nabout home-making subjects. Both men and women want to learn\nhow to protect their health and rear their children better.\nThere is a growing desire to become more familiar with current\n\ntopics and the political questions of the day. Besides, they want\nto know more about music, art, literature, recreation, and the pleasant\nthings of life. It has been demonstrated that the school with the\nchildren alone cannot be relied upon to change the nature of the com-\n\nmunity. Our present plan for producing citizens is inadequate. The\ncounterinfluence of the adults in the homes of our boys and girls is\ngenerally strong enough to overcome practically all the influence exerted\nin the schools so far as the spiritual elements underlying a democracy\nare concerned.\n\nThe theory so often stated that all the best people in the country\nhave been drawn into the city is not true. The country still has in it\n\ngreat souls who love to see the sun rise, to study the stars, to hear\nthe birds sing, and who delight in the open country. They love the\ngrowing things and enjoy the companionship of the cattle and the\nflowers. They may not make as much money, dress as finely, or act\n\nas politely as those who have gone to town, but they possess other\nessential qualities of true greatness which are more nearly the measure\n\n"}
{"page": 604, "printed_page": null, "text": "Department]\n\nRURAL SCHOOL COMMUNITY SERVICE\n\n579\n\nof real character. The average rural community has within it leaders,\nwho, if discovered and given a natural chance to develop, will be capable\nof rendering a better service than anyone from outside.\nThe call of the country is for help in the form of such assistance\n\nin organization as will best put its people in a position to help themselves in the quickest possible time. Some plan will have to be worked\nout to provide the initial leadership. We believe that the adaptation\nof the modern junior high school idea to the smaller rural communities\n\nwith senior high schools so located as to best serve those who have graduated from several junior high schools offers a very satisfactory solution\nof the problem of providing democratic educational institutions in\n\ncountry districts. The farm bureaus of our country have already\naccomplished a wonderful work. They have carried on practical\ndemonstrations along sensible lines in many communities. Local facts\nand data of great value and interest to all farmers have been secured.\nThe results of these demonstrations should be made the common prop-\n\nerty of all as soon as possible. Every community has a man who can\nteach these facts to his neighbor more effectively than the county agent\nhimself, because he is a local man and because the facts and data\n\nwere obtained on his farm through his work in their community within\nthe range of their observation. Only through such as institution as\nis here suggested can the farm bureau ever hope to reach all the people.\nThen there is the splendid corps of trained women which our state\n\ncolleges are sending out, helping the ladies in a most practical way\nto solve the problems of home-making and child-rearing.\n\nThey too\n\ncan hope to reach but comparatively few of the people under our\npresent hit-or-miss system.\nOur state health departments are undertaking wonderful campaigns\nof disease prevention and health conservation, which to be effective\nmust reach all the people.\norganization.\n\nOnly a few can be reached without local\n\nThe Red Cross is ready to give instruction in first-aid, home hygiene, and the care of the sick, the babies, and the child-bearing\nmothers. It is ready to inculcate the spirit of humanity into the Re-\n\npublic's junior citizens. If these schools for the home folks were\norganized, the spirit of the Red Cross alone would come very near\nto bringing about a democratic attitude among country people in a\nfew years.\n\nThen there are the Sage Foundation, the Rockefeller Foundation,\nthe Federal Bureau of Education, and hundreds of other public-welfare organizations that stand ready and anxious to help people who are\norganized to help themselves. A community rural school needs good\nequipment. Such a school should possess a typewriter and a mimeographing machine; a community letterhead should be provided, and\n\n"}
{"page": 605, "printed_page": null, "text": "NATIONAL EDUCATION ASsociatioN\n\n580\n\n[Rural Education\n\ncorrespondence concerning what the citizens have to sell and wish to\npurchase should be just as finely worded and just as businesslike as\npossible. All data developed in the discussions of the school that the\npeople desire to be preserved should be disseminated by means of\nmimeographed sheets. One of the best ways for the teachers of the\nday school to serve the community school would be to assist along these\nlines.\n\nIn every organized rural community there should be developed at\n\nleast one talented person to serve as its dressmaker, another as its\n\nmilliner, another as the music-teacher, another as community nurse,\nanother to be its scout-master, another to have charge of play festivals\nand recreation .\n\nThrough the democratized school we must invent a plan to draw the\n\ncountry people together that they may discover for themselves the\nutter hopelessness of continuing to live apart from each other as they\ndo now : We must help them to enter into and appreciate the joy of\nserving each other in a way that they may have as their constant reward\na feeling of having served their group unselfishly.\nWe believe that if the plan suggested here were given a fair trial\nit would eventually transform the non-social or anti-social attitude of\nparents and generate an attitude of brotherhood ; a group consciousness\nwould be developed through the exchange of ideas with the experience\nof planning and working together. This would affect the homes of\nthe community to the extent that they would be in sympathy with all\nthat takes place in the school.\n\nParents would then understand the\n\nschool ; they would know the teachers intimately and become actively\ninterested in all that they attempt to do for the children. Such a school\nfor the home folks would produce in a generation a people thoroughly\nimbued with the spirit of democracy-a people who know and trust each\n\nother, a people who are intelligent and successful in their home enterprises, a people who regard the welfare of all the institutions of their\ncommunity as of greater concern to them than their own individual\naffairs, and a people who would learn by experience that the individual\ncan only come into his own in proportion as he labors for the welfare\nof his community.\nTHE NEGRO IN RURAL EDUCATION And country Life\nJAMES H. DILLARD, PRESIDENT OF THE SLATER AND JEANES FUNDS,\nCHARLOTTESVILLE, VA .\n\nI am glad that the Department of Rural Education has given this\nopportunity of saying even a brief special word about the work among\nthe colored people. Since the census of 1910 showed that more than\nthree-quarters of cur colored population were still living in the open\ncountry, questions of rural schools are particularly important for this\n\n"}
{"page": 606, "printed_page": null, "text": "Department]\n\nTHE NEGRO IN RURAL EDUCATION\n\n581\n\nlarge element of our country life in the South. I cannot cover the\n\nwhole ground, so I shall confine myself to public schools and the\nagencies coöperating with the public-school authorities.\nLet me say first, that the conditions among the colored people living\n\nin the open country differ greatly in different sections. In neighborhoods, for example, where they have been able to buy land, the general\nconditions of living are of course much better than those of negroes\n\nwho are on large plantations. Colored people now own two million of\nacres of land and property values amounting to a billion and a quarter\ndollars. The least improvement is naturally found in the sections where\nthe large plantations prevail.\nBut in all sections there is the growing work of the public school.\n\nThis work may be going on in a poor building, with a short term and a\npoorly prepared teacher on a small salary; but the beginning of the\nwork is there. The country schools are helping to bring incentive and\nhope as well as knowledge. It is the school that must teach and encour-\n\nage the poor folk to cultivate a garden, to cook what they raise, to keep\nthe rooms clean, to trim the kerosene lamps, and to mend windows and\nclothes. And the country school has the job not only of teaching the\n\nchildren, but of helping the present generation through night schools.\nmothers' clubs, and various improvement leagues.\nIt is the purpose of the Jeanes Fund to assist the country teachers\nin work of this kind. The supervising teacher, from Fisk or Hampton\nor Tuskegee or some other good school, makes the round of the oneroom schools of the county to encourage and help the local teacher. It\n\nwas the express desire of Miss Jeanes when she made her gift twelve\nyears ago to help the small rural school. The results have been remark-\n\nable, and no less so the financial changes. Eight years ago only $6255\nwas spent for this work out of the public tax funds. In the present\nsession the counties are paying $ 120,897, which is more by $25,000 than\nis coming from the outside The workers whose salaries were paid in\npart through the Jeanes Fund raised last year among the colored people\nfor various kinds of school improvement $355,462. There are now a\nnumber of counties carrying on the work without any contributions\nthrough the Jeanes Fund, which is the best evidence of the value and\ngrowth of the work and is the consummation to be desired.\nEight years ago county superintendents began to see the need of\nhaving in their counties at least one good graded school that would go\nbeyond the work of the one-room schools. The John F. Slater Fund,\nwhich until this time had not helped in the rural work, agreed to contribute $500 a year for the establishment of such schools in counties on\ncondition that they be public schools, belonging to the county or district,\nthat the term be eight months, that there be at least eight grades, and\nthat the county or district board give $750 a year. Four schools were\n\n"}
{"page": 607, "printed_page": null, "text": "582\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nstarted the first year, 1912. There were twenty teachers in the four\nschools and for their salaries the public tax funds gave $3344 and the\nSlater Fund $2000. In 1913 there were again only four. Then the\nnumber began to increase steadily until this year there are 142 with 833\nteachers, and the counties are appropriating for establishment and support over half a million dollars. A total of $533,701 is paid for salaries,\nof which the counties pay $347,898, and the General Education Board\nis contributing $74,800 for making certain increases. In 1912 the\naverage salary was only $267, this year it is $642. I have not yet the\naccurate number for the present session, but last year the number of\npupils in the high-school grades was 1649. Those who go out from\nthese beginnings of high schools are helping to supply the superintendent with teachers for his smaller schools a makeshift perhaps, but\nstill a great improvement.\n\nAlong with these two lines of work is another important agency of\nimprovement through the splendid liberality of Mr. Julius Rosenwald.\nFrom September 1, 1920 to January 31, 1921 it is expected that 226\nschoolhouses will be built at a total cost of $1,071,036. Of this amount\n\nthe colored people will contribute $311,432; white people, $121,830;\npublic funds, $426,974 ; and the Rosenwald Fund, $210,800.\nBut more important than all these outside donations is the amount\nthat is being spent out of public tax funds for smaller public schools and\n\nfor the various state normal and industrial institutes and colleges. I\ncannot give the total amounts spent in the southern states for public\neducation in the negro schools. But the amount appropriated to the\nhigher state institutions for the present year is $1,267,170. The total\n\namount for public education for colored children in seven of the\nsouthern states for 1919-20 was $9,171,000, almost double the amount of\neight years ago .\nThese figures are enough to show that the work of education among\nthe colored people is going forward at least fairly well. We do not\n\nhear as much about all this activity as we hear about lynching, yet it is\nthere. In spite of prophets of evil, the educational condition of the\ncolored people as a whole is steadily improving year by year.\nAll that I have said so far indicates and betokens good. I could tell\n\nplenty of facts that are bad. In many, many sections the salaries of\nthe rural colored teachers are still very low, the terms short, the schoolhouses mere shacks. But all along the line there is notable improvement. The readiness and self-sacrifice of the colored people themselves\nto contribute to their schools will some day be recognized as one of the\nremarkable features of this period of educational development, and, all\nthings considered, the steady growth of white public sentiment in favor\nof a square deal for the colored people is little less remarkable. In\nspite of the drawbacks and the setbacks, the prejudices and the com\n\n"}
{"page": 608, "printed_page": null, "text": "Department]\n\nCOMPARATIVE INSTRUCTION\n\n583\n\nplainings, amazing progress has been made. And I look for continued\nadvance in all our school work, which will mean the slow but sure\n\nspread of intelligence and better ways of living, not only among the\npeople in the cities but among the rural residents as well.\nREPORT OF THE COMMITTEE ON COMPARATIVE INSTRUCTION IN ONE- TEACHER AND CONSOLIDATED RURAL SCHOOLS\nJOHN M. FOOTE, STATE AGENT FOR RURAL EDUCATION, BATON ROUGE, LA .\n\nThe committee appointed by the Department of Rural Education to\nstudy the results of instruction in one-teacher and consolidated schools\nwishes to report that progress has been made on the question assigned\nto us as herewith indicated.\n\nIt is well understood that it has been\n\nnecessary to plan carefully the details of the program of securing\nfield data over so large an area and from so many individual schools .\nThe accomplishments since the preceding meeting relate almost ex-\n\nclusively to this task.\nDirections and report forms. The committee has prepared and\npublished in quantity detailed directions for the guidance and information of all who are coöperating in gathering the field data.\n\nThese\n\ndirections state the question at issue, its origin, the scope of the study,\ntests to be used, defines the two types of schools and the conditions\nunder which they may be included, and give such other information as\nmay be necessary for doing the field work under carefully controlled\nconditions. Report forms include blanks for the essential administra-\n\ntive facts relative to each school participating and age-grade achievement distributions for the several tests that are given. The several\ntests were selected primarily upon the judgments of some twenty\nor more educators who are skilled and experienced in the field of edu-\n\ncational tests. Up to this time well over fifteen hundred copies of the\nreport forms have been printed and distributed to the various state\ndirectors.\n\nState directors and local co-operators. The committee has enlisted\n\nthe active coöperation of twenty-five directors in as many states. Others\nwere chosen but for one reason or another found it impossible to do\nthe work required. In selecting state directors great care has been\nexercised so as to secure the participation of those who are not only\ndeeply concerned with the problems of rural and elementary education\nand who have first-hand knowledge of educational tests but who occupy\n\nadministrative or supervisory positions which place them in direct contact with large numbers who are working in the field of rural education.\nAfter carefully reviewing the situation each director has chosen a\ngroup of local co-operators. They have also been chosen because of\ntheir positions in or connection with rural schools. They, together with\n\n"}
{"page": 609, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n584\n\n[Rural Education\n\nteachers and principals associated with them, are to do the detailed work\nof administering the tests, scoring the papers, and making out report\nforms.\n\nThe committee is confident that the state directors and local co-\n\nöperators who have enlisted for this study make up a competent, wellprepared, and deeply interested group of rural-school workers who can\nbe depended upon to do their part in securing the field data for the\ninvestigation that is now under way.\n\nOther states. The question of extending this study to eight or ten\nother states is now receiving attention. Doing so depends primarily\n\nupon securing additional funds to meet the cost of printing, distributing,\netc. The committee has taken the initial steps to determine whether\nor not funds for this purpose can be obtained.\n\nConclusion. The task of securing the field data has been carefully\nplanned and is now in the hands of competent associates and coworkers. We do not know definitely what results to expect. There\nis reason to believe, however, that much of the work will be done in a\n\nvery satisfactory manner. The committee is ready to say that if the\ntask is properly executed we can do the statistical and clerical work and,\n\nafter a reasonable length of time, submit a report to the Department of\nRural Education.\n\nCommittee : H. A. Allan, C. G. Cooper, L. J. Hanifan, Norman\nFrost, M. R. Staker, John M. Foote, Chairman.\n\nREPORT OF THE COMMITTEE ON THE DISTINCTION BETWEEN THE ADMINISTRATION AND SUPERVISION OF RURAL SCHOOLS\nFANNIE W. DUNN, TEACHERS COLLEGE, NEW YORK, N. Y.\nA.\n\nGENERAL PRINCIPLES\n\n1. The administrator is the general head of the educational system.\nHe is responsible for the plan of the whole, for the coördination of its\n\nparts, and for assurance of the efficiency of each part. He must\ndetermine, with the approval of his board of trustees, all general policies.\n2. Efficient instruction is the purpose of the whole school system. The\nsuperintendent, as the head of the school system, must promote or insure\nefficient instruction by four general means :\na. Determination of the large aims of instruction in his system.\nb. Determination of the general means and methods to be employed in his system in attaining these aims.\nc.\n\nEstablishment of the conditions of effective instruction.\n\nd. Organization of the system to further the efficiency of instruction,\n\n"}
{"page": 610, "printed_page": null, "text": "COMPARATIVE INSTRUCTION\n\nDepartment]\n\n585\n\n3. The administrator, like any other general, requires lieutenants, to\neach of whom is intrusted responsibility and authority for effecting a\ncertain part of the whole plan.\n4. The supervisor or helping teacher is the lieutenant whose specific\nfunction it is to lead, instruct, and inspire the teachers of the school system so that they may be kept alive and growing, and that the quality\nof instruction may constantly improve.\n5. The duty and responsibility of the superintendent which he cannot\ndelegate to any lieutenant is that of executive officer and expert adviser\nof the board of trustees. Although he may call in supervisors, teachers,\nor other agents to aid him in informing the board as to school conditions\nand needs, it is he alone who must take the responsibility of recommending to them new policies or advising as to old ones.\n6. In fine, whereas a large part of the administrator's time must be\ngiven to working with and through the school board and the community\n\ntoward the establishment of progressive policies and adequate provision\nfor education, the supervisor's effort should be concentrated on work-\n\ning with and through teachers for realization of policies and effective\nuse of all provisions that are made.\n7. The supervisor may and should suggest to the superintendent any\nchanges which seem to him necessary, in aim, in organization, or in\nconditions of instruction.\n\n8. The superintendent and supervisor in conference should consider\nall changes in policy affecting the supervisor's sphere of responsibility,\nwhether such changes are suggested by the one or the other. When\nany general policy is adopted which has to do with the development of\nteachers and the improvement of instruction, the supervisor should be\nheld responsible and be given free rein in working it out.\n\n9. The supervisor has no responsibility for providing the conditions\nfor effective teaching, and this responsibility should in no wise be laid\nupon him.\n10. The supervisor is not a clerical assistant to the superintendent.\nHe should be asked to assume no clerical duties not incident to the\n\nperformance of his own specific function in the system.\n\nMoreover, '\n\ntrue economy of administration demands that both superintendent and\nsupervisor be provided with clerical and secretarial assistance for all\nmatters of purely clerical and secretarial nature, and thus freed for\nconcentration on constructive educational work.\nB.\n\nSPECIFIC FUNCTIONS DISTINGUISHED\n\n1.\n\nTeachers' meetings.\n\n2.\n\nObservation and criticism of instruction.\n\n3.\n\nTyped and duplicated plans, suggestions, or instructions.\n\na. As agencies of supervision. In general, the relation of supervisor to teacher supervised is that of a college instructor to the members\n\n"}
{"page": 611, "printed_page": null, "text": "586\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\nof his class. The supervisor is essentially a teacher of teachers. As\ninstruction may be given face-to- face or by correspondence, individually\nor collectively, so it is with supervision. Means of face-to-face supervision are teacher's meetings for the group, or visits with observation,\ncriticism, and conference for the individual. Assistance and guidance\nmay be given from the office by means of letters and duplicated material,\nplans, instructions, or suggestions. In so far as these are means of\ndirect and specific supervision of instruction, they should be absolutely\nin the supervisor's hands to conduct. He should have entire authority\nin their management and should be held responsible for their results.\n\nOrdinarily the superintendent would be a welcome guest at any teacher's\nmeeting or on any supervisory visit. The supervisor should feel free,\nhowever, to request his non-attendance if conditions seem to make it\ndesirable.\n\nb. As features of administration. A knowledge of the teaching\n\npersonnel is as necessary to the superintendent's determination of policies as is a knowledge of the community. Democratic organization,\nmoreover, demands that the teachers be taken into his confidence and\nparticipate in the setting up of policies, for the system as a whole as\n\nwell as for their individual schools. It is therefore highly important\nthat provision be made for direct contact between administrator and\n\nteaching force. This provision may be afforded by the annual teachers'\ninstitute or county teachers' meeting, by visits of the superintendent to\nschools, and by the appointment of committees of teachers for conference with the superintendent. All of these will deal with general policies\nand programs, rather than with details of their working out. The\nteachers' institute should be used to get before the teacher the large\n\nplans for the year. Section meetings may be provided for the supervisors with their respective groups, but the institute in general should\nbe the superintendent's to plan and to conduct. The superintendent\nshould visit each school at least once annually, and should make such\nobservations as will guide him in formulating his plans for the future\n\nand in evaluating both his own leadership and that of his supervisory\nstaff . On these visits he should confine his comments to the teacher to\n\ngeneral suggestions, or to emphasis of ideas he knows the supervisor\nis attempting to communicate. Committees of teachers may properly be\ninvited by the superintendent to advise with him on any matters of\nschool policy. Ordinarily the supervisor would be invited to sit with\nsuch committees. Allowance of time for all teachers' meetings, the\nquestion of payment of teachers for attendance, and the requirement\nof such attendance are all matters of the general organization of\n\nthe educational program, and hence must be determined by the superintendent desirably in conference with the supervisor.\n\n"}
{"page": 612, "printed_page": null, "text": "Department]\n\nCOMPARATIVE INSTRUCTION\n\n587\n\n4. Course of study.\nThe course of study is both an important means of improving instruction and an important condition of efficient instruction. It is there-\n\nfore a coördinate responsibility of the superintendent and the supervisor.\nThis responsibility they should discharge coöperatively, the superintendent's responsibility being primarily in the matter of determining\nthe large plan and general organization, the supervisor's primarily in\n\nthe development with the teaching force of detailed units of subjectmatter. The superintendent, however, may well take a definite assignment in the detailed working out of the course, and supervisors and\nsuperintendent should confer freely on the matter of the general plan.\n5.\n\nStandard tests .\n\nStandard tests are both a teaching instrument and a means of information as to the effectiveness of the school system. They are therefore a tool both for the superintendent and for the supervisor. Either\n\nmay make use of this tool for the purpose of his own office alone, or\nboth may coöperate in a mutually helpful use of it. Responsibility for\ngiving and scoring the tests belong to the agent for whose purposes they\nare given. Both should share in their interpretation. Moreover, because of the twofold utility and bearing of standard tests, conference\nbetween supervisor and superintendent should always precede use of\nthem by either.\n6. Community relationships.\na. Supervisory phase.\n-Efficient in-school education must concern\nitself with and be largely based upon out-of-school experiences. Close\ncoördination of school and home is therefore essential. The preparation of programs to be presented to the parent-teacher association may\nbe a most valuable educational enterprise for children but only if properly handled.\nFor these reasons, the development and conduct of a parent-teacher\nassociation or similar organization is an aspect of the teacher's work\nwhich it is important that the supervisor stimulate, guide, and assist. It\nshould be noted, however, that here, as in teaching, the supervisor's\nfunction is not direct performance, but is rather effecting the desired\nresult through the agency of the teacher.\n\nb. Administrative phase. A large part of the administrator's work\nconsists in influencing the community to recognition of educational\nneeds, approval of good educational programs and provision of means\nfor their accomplishment. Publicity work is thus an important phase\nof the superintendent's function. The public press and private and\npublic conferences are means to this end. The parent-teacher associa-\n\ntion may well be utilized for this purpose. Wherever this is the purpose,\nthe superintendent should assume responsibility for effecting it. Obvi\n\n"}
{"page": 613, "printed_page": null, "text": "588\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\nously, the close relation of these administrative and supervisory aspects\nof community work necessitate thorough understanding and coöperation\nbetween superintendent and supervisor.\n\nA further administrative phase of community relationships arises\nfrom the present tendency to multiply public and private semi-educational agencies, as, for example, the Red Cross, agricultural extension\nwork, and women's clubs of various types. It is the superintendent's\nprovince to determine the relationship of each of these to the publicschool system, and to organize their contribution to his general program.\nWherever he admits them to active work in the school, however, it\n\nshould be with the supervisor's approval and under the supervisor's\ndirection and authority.\n\n7. Miscellaneous responsibilities, not covered above.\na. Belonging to the superintendent. School finances-general\nbudget-making, accounting for expenditure, purchase and accounting\nfor expenditure, purchase and accounting for supplies, etc.; buildings\nand equipment-building programs, inspection as to care and adequacy\nof buildings and supplies, provision for necessary repairs, purchase of\nsupplies, and delivery to schools; teachers-qualifications, salary, recommendations for election, promotion, transfer, or dismissal ; reports and\nrecords ; legislation-enforcing existing legislation and moving for advance legislation, where conditions require it :\n\nb. Belonging to the supervisor.\n-Report to the superintendent : On\nteacher efficiency; on pupil progress ; on defective conditions of instruction ; on supervisory activities ; recommendations as to transfer or promotion of teachers or pupils.\n\nc. Requiring co-operative action.-Selection of textbooks and equipment. Supervisor's approval and recommendation should be essential\nto adoption. The whole matter of selection may well be delegated to\nthe supervisor.\n\nReport approved by the following members of the committee: J. H.\n\nShriber, Department of Rural and Vocational Education, State Agricultural College, Fort Collins, Colo .; Dorothy Connelly, district superintendent, Stow, N. Y.; Mrs. Maude L. Blaney, county superintendent, Carrizozo, N. Mex.; H. E. McConnell, county superintendent, Mercer, Pa.; J. F. Dyer, county superintendent, Camden,\nMaine ; W. J. Avery, parish superintendent, Alexandria, La.; N. R.\nBaker, county superintendent, Birmingham, Ala.; B. A. Fowler,\n\ncounty superintendent, Ogden, Utah ; C. R. Maxwell, dean, College of\nEducation, University of Wyoming ; Fannie W. Dunn, Department of\nRural Education, Teachers College, Chairman.\n\n"}
{"page": 614, "printed_page": null, "text": "Department]\n\nTHE PREPARATION OF RURAL TEACHERS\n\n589\n\nREPORT OF THE COMMITTEE ON THE PREPARATION\nOF RURAL TEACHERS\nMABEL CARNEY, TEACHERS COLLEGE, NEW YORK, N. Y.\nPRACTICAL STANDARDS FOR THE PREPARATION OF RURAL TEACHERS\nIN NORMAL SCHOOLS\n\nUltimately every rural teacher in every state should have two years\nof professional preparation beyond a four-year high-school course. (In\nthe millenium four years. ) The realization of this ideal will mean the\nultimate abandonment of high-school training. It will also demand on\nthe one hand, additional normal schools with efficient rural departments,\nand on the other, many changes in rural-school and country-life standards including consolidation, better salaries, better living conditions, a\nricher social life, and a more plentiful and inspiring leadership for rural\neducation.\n\nWith these conclusions in mind the Committee believes that practical\nstandards for the preparation of rural teachers in state normal schools\n\nshould include the following as minimum essentials :\n1.\n\nStudents and department.-A separate, differentiated group of\n\nstudents intending to teach in rural schools, organized into an adequately\ndifferentiated, yet properly correlated, rural-school department.\n2. Teaching staff.-A special teaching staff, specifically prepared,\nand devoting full time and effort to rural work. At least two persons\nshould be employed on this staff, a director of the department and a\n\nsupervisor of rural-school practice. An assistant for rural-school extension is also desirable.\n\nExtreme care should be exercised in the\n\nchoice of these instructors as their efficiency is the chief determining\nfactor in the success of the work. Minimum requirements recommended :\n\nA stimulating personality and normal-school graduation, plus one or\ntwo years of university study in education (including some rural\ncourses) with five years of teaching experience, at least two of which\nhave been in one-teacher rural schools.\n\n-A one-year, differentiated curriculum entirely pro3. Curriculum.\nfessionalized, heading directly toward country-school teaching and open\nonly to students possessing three or four years of high-school back-\n\nground. The functional point of view should dominate throughout this\ncurriculum and in each of its individual courses. Also a two-year curriculum for high-school graduates which may well be a modification of\nthe two-year rural-school curriculum recommended by the Carnegie\nFoundation. ( See bulletin, Curricula Designed for the Professional\nPreparation of Teachers, p. 34 Carnegie Foundation, 576 Fifth Ave.,\nNew York) .\n\n4. Practice teaching. A minimum of 120 clock hours of practice\nteaching should be provided for each student. This practice should be\n\n"}
{"page": 615, "printed_page": null, "text": "NATIONAL education AssociATION\n\n590\n\n[Rural Education\n\ngraded and partially specialized. Six stages are recommended : ( 1 )\nobservation, (2) group teaching, (3 ) room teaching in a single grade,\n(4) rural-school practice under superior conditions, (5) rural-school\npractice under general or typical conditions, and (6) à spring primary\nclass. To provide this practice in sufficient amount for the average rural\n\ndepartment will require the maintenance of five or six rural-demonstration schools and an affiliation with one graded school of six grades\naveraging forty children per grade.\n5.\n\nExtension activities. These should be specialized for the rural\n\nfield and of two types : (a) investigative-including rural-school visiting, rural-school surveys, and the follow-up of graduates ; ( b ) service\n-including publications, extension courses, county-institute instruction,\nlectures for rural community meetings, summer-school courses, an\nannual rural-school conference, and the careful placing of graduates. A\ncountry life club maintained among normal-school students is also helpful.\n\n6. Quarters and equipment.\n-A good classroom and office, and\nadditional rooms or hall space for practice teaching, together with the\nfollowing teaching equipment, is needed in both high schools and normal\nschools : a special library, a hectograph, rubber printing type, sufficient\nindustrial material; and portable blackboards, tables, and chairs for\npractice teaching; a letter file, card index, mimeograph, and other\nessential office equipment ; and a portable stereopticon for rural community work.\n\n-For four-year high-school seniors the\n7. Credits and certificates.\ncompletion of this one-year rural curriculum should give full credit on\nthe Sophomore year of the normal-school course. For four-year highschool graduates it should give credit for the Junior year of the normal\ncourse. First-grade certificates should be granted without examination\nto all who complete the one-year curriculum recommended above. These\n\ncertificates should be good only in rural schools for a period of two\nyears, and renewable only through summer-school attendance or further preparation in normal schools. Students completing the advanced\ntwo-year rural curriculum should receive life-certificates without examination good only in rural schools for two years and then renewable\nupon successful experience and made valid in any elementary school.\n8. State aid and supervision.-The preparation of teachers is a\nstate function which cannot safely be intrusted to any other agency.\nAll normal schools should therefore be generously supported by the\n\nstate, governed under recognized state supervision, and required to\nfit their individual programs into a general state policy for teacher\ntraining.\n\n"}
{"page": 616, "printed_page": null, "text": "Department]\n\nTHE PREPARATION OF RURAL TEACHERS\n\nRECOMMENDED\n\nSTANDARDS\nIN\n\nFOR\nHIGH\n\nTEACHER- TRAINING\n\n591\n\nDEPARTMENTS\n\nSCHOOLS\n\nThe following practical standards for a state system of teachertraining in high schools are submitted :\n1. State aid.-The State aid should be high enough to meet practically the whole expense of maintenance and thus give the State almost\nfull control of the system. A minimum of $1500 a year for each\ndepartment is recommended.\n\n2. Supervision. The employment of a well-prepared full-time\nsupervisor, is fundamentally essential to the best development of any\nState system of teacher training in high schools. Under no other plan\ncan the State exercise the close inspection and constructive supervision\nnecessary.\n\n3. Quarters and equipment.\n-Quarters for training departments\nmay be provided by the local school but teaching equipment to be satisfactory and plentiful must be furnished by the state.\n4.\n\nStudents and entrance requirements.-Students should be care-\n\nfully selected for training classes on the basis of their potential teaching\nqualities. High-school seniors or graduates only should be admitted.\nAll students should be required to pass a medical examination before\nadmission.\n\n5. Curriculum and courses. The curriculum for training departments should be restricted in amount to one year of work.\n\nTwo-\n\nyear curricula should be discouraged as they tend to fix the secondary\npolicy of teacher training too firmly on a local basis and to make its\nfuture abandonment difficult. Three types of courses should be included in the curriculum : namely, professionalized subject-matter\n\ncourses in the common branches, purely professional courses in education, and industrial courses . To reduce the number of recitations in\n\nthe daily program this curriculum may be best organized on a threeterm plan.\n6. Teachers.-Teachers for normal-training departments in high\nschools should be indorsed by the state and selected with the greatest\ncare.\nAll else depends on this. Normal-school graduation plus one\n\nyear of university study in education and five years of teaching experience, at least two of which have been done in one-teacher rural schools\nis recommended as a minimum standard for this indorsement.\n\n7. Practice teaching.\n-Practice teaching should be regarded by all,\nincluding students, teachers, and state officials as the most important\nactivity of the department. At least one hundred and twenty clock hours\nshould be required with a minimum of two weeks in country schools\nunder typical conditions. Transportation for rural practice should be\npaid by the state and rural-demonstration schools should be encouraged\nthrough a small state bonus. The whole practice-teaching experience\n\n"}
{"page": 617, "printed_page": null, "text": "592\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nof each student should also be graded as far as possible from relatively\neasy to increasingly difficult stages.\n8. Extension activities. Enough extension work should be undertaken to keep the department in close contact with field needs and\nenough follow-up of former students to serve as a check upon current\nteaching. As a mimimum standard such efforts should include at least\none department alumni meeting a year, one annual visit by the training\nteacher to each member of her former class, and attendance by the\nteacher and class-in-training at about six rural community meetings\nor teachers' conferences, including the annual county institute for teachers and the county farmers' institute.\n9. Certificates.--First-grade certificates should be granted without\nexamination to all who complete the course satisfactorily. These certi-\n\nficates should be good only in rural schools for a period of two years\nand renewable only through summer school attendance or further\n\npreparation in State normal schools. Otherwise the graduates will be\nlargely absorbed by graded schools as is now the case in several states.\n\n10. Credit. When the high-school training course is offered in\nthe senior year full high-school credit for the work should be given.\n\nWhen it is made a graduate year and thoroughly standardized through\nskillful state supervision, one full year of credit should be granted\nfor the work in both the normal schools and the state college of\neducation. In this way the entire system can be properly adjusted to\na progressive state program for teacher training which looks ultimately\nto the preparation of rural teachers on a collegiate level and to giving\nevery country child in the commonwealth a share of the educational\n\ndemocracy to which he is justly entitled.\nREPORT OF THE COMMITTEE ON A WORKING PROGRAM\n\nFOR SMITH-LEVER EXTENSION AND VOCATIONAL\nEDUCATION FORCES IN THE VARIOUS STATES¹\nA. R. MANN, NEW YORK STATE COLLEGE OF AGRICULTURE, CORNELL\nUNIVERSITY, ITHACA, N. Y.\n\nYour committee has been requested to consider and report on the\nrelationships in agriculture and home economics that should be observed\n\nbetween the agencies in the several states charged with carrying out\nthe provisions of the Smith-Lever Act and the agencies charged with\ncarrying out the provisions of the Smith-Hughes Act. While in their\nmajor aspects the objects and methods provided for in these acts are\nclearly distinct and separate, there are other aspects in which the functions are less clearly distinguished, making possible parallelism and\noverlapping unless the respective spheres of activity are determined\n1This report deals only with vocational education, leaving for consideration the problems\ninvolved in the relations between prevocational education and club work.\n\n"}
{"page": 618, "printed_page": null, "text": "Department]\n\nPROGRAM FOR SMITH- LEVER EXTENSION\n\n593\n\nby agreement between the officers responsible for the administration\nof the two acts within the several states, and such agreement is faithfully observed in a spirit of mutual respect and helpfulness. The\nproblem is further complicated by the great diversity in state laws\nrespecting functions assigned to the land-grant colleges, on the one\nhand, and to the state boards or departments of education on the other\nhand, and to the variations in terminology applied to educational officers\nand courses of instruction in the states.\n\nThese latter complications\n\nmake it impossible to draw a general memorandum of understanding\nwhich shall apply fully in all the states. In the majority of states there\nwill need to be special agreements based on existing legislation in the\nstates.\n\nOn February 21, 1918, there was sent to the Directors of Extension\nand to the State Boards for Vocational Education a \" Memorandum\n\non Instruction in Vocational Schools and Extension Work in Agriculture,\" being a copy of an agreement \"approved February 15, 1918,\n\nby a joint Committee of the Department of Agriculture and the Federal Board for Vocational Education.\" Your committee accepts this\n\nagreement as a working basis. It is as follows :\nFebruary 21 , 1918\nMEMORANDUM\n\nON\n\nINSTRUCTION\n\nIN AGRICULTURE IN VOCATIONAL SCHOOLS AND\n\nEXTENSION WORK IN AGRICULTURE\n\nIn order that those who are concerned with the administration of agricultural extension work and those who are concerned with the administration of\n\nvocational agricultural instruction may co-operate for the purpose of assisting\nin securing for this country an effective system of agriculture, the following\nstatements are made :\nEXTENSION\n\nWORK\n\nIN\n\nAGRICULTURE\n\nThe United States Department of Agriculture, in co-operation with the\nland-grant colleges, has organized an agricultural extension system which extends throughout the United States. This has been done in accordance with a\n\nseries of acts of Congress authorizing the establishment of such work and\nmaking appropriations therefor. This extension work consists of practical\ndemonstrations, and the dissemination of information among men, women, and\nchildren through the personal work of county agents, home demonstration agents,\nboys' and girls' club workers, and others. This work covers the various\nbranches of agriculture and home economics, including marketing and rural\n\norganization. It is supplemented by the widespread distribution of publications\nof the United States Department of Agriculture, the experiment stations ,\nthe agricultural colleges, and state departments of agriculture. The instruction\nand information used in this system of popular education is based chiefly on\nthe work of the United States Department of Agriculture, the state agricultural colleges, and the experiment stations.\n\nThis extension work is not a systematic course of instruction but deals\nwith problems of practice and business on the farm, in the home, or in the rural\ncommunity. This is expressed in the following quotation from the Smith-Lever\nAct: \"to aid in diffusing among the people of the United States useful and\n\npractical information on subjects relating to agriculture and home economics\nand to encourage the application of the same.\"\n\n"}
{"page": 619, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n594\n\n[ Rural Education\n\nAs the extension system becomes general and settles down in any community, it deals more and more with special problems of the farm and rural\ncommunity rather than with the details of practice with which the farming\npeople are generally familiar. Backed by the research system of agricultural\ncolleges and the United States Department of Agriculture, it brings to the\npeople the new things which have been found worthy of broad trial in actual\npractice.\nVOCATIONAL AGRICULTURAL INSTRUCTION\n\nThe creation of the Federal Board for Vocational Education and a State\n\nBoard for Vocational Education in each state, under the provisions of an act\nof the Sixty- fourth Congress approved February 23, 1917, makes possible a\nnation-wide organization for the administration of vocational education. The\nact carries an appropriation for salaries of teachers, supervisors, and directors\nof agricultural subjects. The money so appropriated is to reimburse schools\nfor expenditures for salaries of teachers to carry on instruction in vocational\nagriculture or for the salaries of supervisors of such instruction.\nCertain standards must be set up by the state board and approved by the\nfederal board for schools in which these federal funds are to be used.\n\nThese\n\nstandards include qualifications of teachers, minimum amount for maintenance,\nthe minimum plant and equipment, and courses of study.\n\nIn case any of the\n\nfund is to be used for salaries of supervisors or directors, a plan of supervision\nfor the state must be set up by the state board with the approval of the\nfederal board.\n\nThis act makes provision then for a course of systematic instruction in\nagriculture carried on in schools and classes under a definite plan of co-operation between a state board and the federal board. This systematic instruction\nin agriculture, however, under the terms of the act must in every case include\nat least six months of supervised practical work.\nRELATIONSHIPS\n\nIn many counties of the various states there will be the co-operative agricultural extension system conducted by the state agricultural college in co-operation\nwith the United States Department of Agriculture and the county under the\nprovisions of the Smith-Lever Extension Act and under other federal and state\nlegislation. There will also be vocational agricultural instruction carried on\nby the State Board for Vocational Education in co-operation with the Federal\nBoard for Vocational Education and the county or the local school district\nunder the provisions of the Smith-Hughes Act: Both the extension service\nand the vocational instruction will deal with both adults and children.\n\nIn each state there is a state director of agricultural extension service and\nan executive officer of the state Board for Vocational Education. It is suggested that these two officials determine upon a plan of co-operation for the\nstate based upon the following general policies or principles :\n1. It is to be understood that all agricultural extension work should be\nadministered by those in charge of extension activities in the state and that\nall vocational education in agriculture should be administered by those in charge\nof the vocational schools of the state.\n\n2. That all extension work with adults done by teachers in vocational\n\nschools be in accordance with the plans of the extension system for the state,\nand in co-operation with the agent who is in charge of the administration of\nthe extension work in the county.\n\n3. That in counties having vocational schools of agriculture the extension\n\nservice will conduct its extension work in agriculture with children chiefly\n\n"}
{"page": 620, "printed_page": null, "text": "Department]\n\nPROGRAM FOR SMITH -LEVER EXTENSION\n\n595\n\nthrough the organization of clubs for the carrying on of definite pieces of work\nfor the improvement of agricultural practice. The practical agricultural work\nof the schools will chiefly consist of home project work by the students as a\npart of the systematic practical instruction provided for in the Smith-Hughes\nAct.\n\nIt is advised that in such counties a co-operative agreement be made\n\nbetween the extension authorities and the school authorities whereby it will\nbe arranged for the teachers of agriculture to take part in the extension\nactivities with the children within the territory of the school and that such\nterritory be set forth in the agreement.\n4. That in every case care be taken to see that work which is supported\n\nby federal funds under any of the aforementioned acts will not in any way\nduplicate or overlap work being carried on in that same community when that\nwork is supported in any part from another federal fund.\nApproved February 15, 1918 by joint Committee of Department of Agriculture and Federal Board for Vocational Education.\n\nYour committee is of the opinion that the faithful observance of\nthe principles and the spirit set forth in this agreement will make\npossible the development of harmonious state programs in the respective fields. Certain of these principles may be elaborated for the\nsake of clearness and understanding :\nI.\n\nExtension work. The term extension work shall be understood\n\nto include, aside from special duties assigned by state laws in the several\nstates, coöperative agricultural extension as defined and provided for\nin the Smith-Lever Act of May 8, 1914, accepted by the legislatures\nin the several states. The law provides that such extension work.\n\"shall consist of the giving of instruction and practical demonstrations\nin agriculture and home economics to persons not attending or resident\nat said colleges in the several communities and imparting to such persons useful and practical information on said subjects through field\ndemonstrations, publications, and otherwise,\" and \"to encourage the\napplication of the same.\"\n\na. Methods or types of extension teaching. The extension teaching is, as a rule, conducted by means of coöperative projects with the\ncounty farm bureaus and other local agencies. These projects are agreed\nupon between local members of the farmers' organizations and the\n\nspecialists in the extension service of the college of agriculture. They\nare chen carried into effect, usually by the following and other methods :\n1. Coöperative demonstrations given in fields and barns and other\nappropriate places.\n2. Lectures and addresses before public meetings, including community meetings, meetings of general groups, and meetings of special\ngroups.\n\n3. Extension schools, in which instruction in subject-matter of\nimmediate practical interest is given over a period usually from three\nto five days in length, and seldom exceeding two weeks, in the localities where the students reside.\n\nShort courses or schools held at the\n\n"}
{"page": 621, "printed_page": null, "text": "596\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Rural Education\n\nagricultural colleges may be of any length required by the work to be\ndone.\n\n4. Exhibits at fairs, expositions, and other local and state-wide\nmeetings, at which subject-matter is graphically presented.\n5. Junior extension, or boys' and girls' club work, which is the\ngiving of instruction in and the dissemination of useful and practical\n\ninformation concerning special problems of immediate economic importance to the agriculture and home-making of the several communities, to boys and girls who are not enrolled in vocational courses in\nagriculture and home-making, unless specifically requested or authorized\nby the responsible school authorities to include pupils so enrolled. This\nwork is done by means of definite projects, conducted so far as is\npossible at the workers' homes and under the supervision and direction of a competent leader, and by lectures, demonstrations, bulletins,\n\ncirculars, correspondence, and personal visits. It involves the actual\nselection of a definite project by the worker. It presupposes that the\nplanning, the keeping of an accurate cash and labor record, and, so\nfar as is possible, the manual labor shall be done by the project\nworker and that he shall pursue a definite line of reading and study\nin relation to the project.\n6. Aid in meeting special problems of individual farmers.\n7. Conferences with county officers and representatives to arrange,\norganize, and supervise demonstration and other work.\n\nb. The representatives of the extension service of the college of\nagriculture engaged in conducting the work defined and outlined above\nmay include the following :\n1. The state Director of Extension, who, as the joint representa-\n\ntive of the college, and the United States Department of Agriculture,\nhas administrative charge of all extension work.\n\n2. County agricultural agents, who are the coöperative representa-\n\ntives of the college of agriculture, the (State and) Federal Department ( s) of Agriculture, and the county farm bureaus, under the above\nagreements, together with the state county agent leaders.\n\n3. County home-demonstration agents, who are the coöperative\nrepresentatives of the college of agriculture, the (State and) Federal\nDepartment ( s) of Agriculture, and the county farm bureaus, under\nthe above agreements, together with the state home-demonstration agent\nleaders.\n\n4. County junior extension leaders and assistants, or boys' and\ngirls' club leaders, who are the coöperative representatives of the\n\ncollege of agriculture and the Federal Department of Agriculture,\ntogether with the state leaders of junior extension employed by the\ncollege.\n\n"}
{"page": 622, "printed_page": null, "text": "Department]\n\nPROGRAM FOR SMITH -LEVER EXTENSION\n\n597\n\n5. Specialists and other representatives of the subject-matter departments of the college, including administrative officers who have\nsupervision of and who teach any phases of agriculture and home\neconomics.\n\nThe State Extension Service at the college of agriculture is responsible for the organization and administration of all forms of effort defined herein under extension work.\n\nII.\n\nVocational Education .-(a) Vocational agricultural education\n\nshall mean that education of less than college grade designed to meet the\n\nneeds of pupils fourteen years of age or over who are regularly enrolled\nfor systematic instruction under the supervision of the schools and\nwho intend to follow agricultural pursuits, and which gives the knowledge and skill necessary to the control of plant and animal production\nto the end of economic profit, and which is to articulate with other\neducation so as to promote a desirable type of farm and community\nliving.\n\nThe organization for this work may include such provisions as the\nfollowing, given in high schools or special schools or classes.\n1. Four years' course. This course is designed for pupils regularly enrolled in the school who desire to pursue a four-year highschool course in agriculture.\n2. One-, two-, or three-year courses. Such courses are designed for\nboys and young men who wish to enter school to study agriculture\nfor a shorter period than the full high-school course.\n3. Short-unit courses. Such courses are designed to meet the needs of young men who have left school and who desire to enroll\n\nfor instruction in special phases of agricultural production during the\nseason when farm work is slack. These courses will normally extend\nover a period varying from two weeks to three months, and will be\noffered either at the school or in a community center tributary to the\nschool.\n\n4. Evening classes. Such classes may be organized to meet the\nneeds of persons engaged in farming who desire systematic instruction\nin special phases of their work. Instruction will be conducted by\nmeans of discussions, lectures, and demonstrations, and will usually\nbe given one or more evenings a week for a period of several weeks.\nb.\n\nVocational home-economics education is that education of less\n\nthan college grade conducted as a part of the public-school system of\nthe state and under the direction of the school authorities, which is\n\ndesigned to meet the needs of persons fourteen years of age or over\nwho are regularly enrolled for systematic training in the science of\nand practice in the activities connected with the vocation of homemaking.\n\n"}
{"page": 623, "printed_page": null, "text": "598\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural Education\n\nThe organization for this work may include such provisions as\nthe following :\n\n1. Four years' high-school course. This course is planned for\npersons who desire a thorough training in the science and practice of\nhome-making. Girls enrolled in the courses are required to conduct\nsupervised work, which is closely correlated with the class and laboratory instruction.\n\n2. One-, two-, and three-year home-making courses. Such courses\nare planned for girls who desire instruction in the science and practice\nof home-making of less than full high-school length.\n3. Part-time home-making courses. Such courses are designed\nprimarily for girls fourteen years of age or older who are not enrolled\nin the above courses, but who desire definite, systematic instruction.\n\n4. Evening home-making courses. Such courses are intended for\nwomen who are engaged in home-making activities or who are employed in any capacity during the day. They are planned to train\nwomen in the essential occupations connected with home-making. They\n\ninvolve systematic instruction in regular organized classes.\nc.\n\nThe representatives of the State Board for Vocational Educa-\n\ntion engaged in conducting the work defined and outlined above may\ninclude the following :\n\n1. The state Supervisor of Vocational Education, who is the\nadministrative officer in charge of all vocational educational activities.\n2. High-school and special-school directors and teachers of agriculture. These persons shall be responsible for the work done by the\npupils enrolled in the four years' and briefer courses, part-time, shortunit, and evening courses, and for the direction of pupils regularly\nenrolled for junior project work as a part of the school curriculum.\n3. Teachers of home-making. The work of the teachers of homemaking shall include the organization and administration of day, parttime, and evening courses in home-making.\n4. Superintendents and teachers. Superintendents and teachers\nworking under the direction of local boards of education or trustees in\n\nconducting vocational work in agriculture or home economics, as a\nphase of the systematic school program, shall be considered representatives of the State Board for Vocational Education .\n\nThe State Board for Vocational Education is finally responsible,\nsubject to approval by the Federal Board for Vocational Education, for\nthe organization and administration of all forms of effort defined herein\nunder Vocational Education .\n\nIII. Provision for agreements in common fields of work. It is\n\nrecognized that the functions, obligations, and responsibilities of the\nparties to the agreement as defined by law may be similar, with the\npossibility of overlapping, as in the fields of (1) the junior project\n\n"}
{"page": 624, "printed_page": null, "text": "Department]\n\nPROGRAM\n\nFOR SMITH- LEVER EXTENSION\n\n599\n\nwork of the schools and the junior extension (boys' and girls' club)\nwork of the college both in agriculture and home economics, and (2)\nthe home economics extension work of the college and the part-time\n\nand evening home-making courses of the State Board for Vocational\nEducation. In a spirit of fairness to both groups of interests, this\nreport seeks to present a basis for clear differentiation of the functions\n\nof the respective agencies in these closely related tasks. It is proposed\nthat the work in these common fields shall be made a matter of co-\n\nöperative agreement. Such coöperative agreement should recognize the\nfollowing facts and principles :\n1. It is the function, duty, and responsibility of the public school\nto provide education for all children, and to provide such adult education as is authorized by law.\n2. Under the law, it is the function and duty of the land grant\n\ncollege of agriculture to maintain extension service. The theory underlying extension service is that it is, first, to provide supplemental education for persons of whatever age engaged in agriculture and homemaking ; and, second, to enable the college and the Federal Department\nof Agriculture to bring their advances in knowledge to farmers and\ntheir families who can make the applications. Furthermore, by virtue\nof its staff of technical specialists and its responsibility for training\nvocational teachers, the college is in a position to furnish technical information and advice in the fields of agriculture and home economics\nto vocational workers on request. The extension work of the colleges\n\nhas helped to create a demand for more definitely organized vocational\nwork in the schools .\n\n3. Only a small part of the needs of the nation in vocational education is now met by the combined work of the public schools and the\nextension departments of the land grant colleges.\n4. There are three types of situation to be considered: (a) where\nvocational work is fully developed in the local school ; ( b ) where no\nvocational work has yet been undertaken by the local school ; ( c) where\nvocational work is in process of development in the local school.\n\na. Where the school provides a comprehensive, vocational program\nto meet the needs of all children and of adults, the extension service\n\nof the land grant college shall coöperate with the school by providing\non request subject-matter, special lectures, conferences, and other similar services. This shall not be interpreted to limit the freedom of the\n\nextension forces to prosecute their farm-bureau programs with adults\nand local organizations of farmers. Hearty coöperation between the\nrepresentatives of the two agencies is, of course, fundamental.\nb. Where the school does not provide such a vocational program,\nthe Extension Service of the college should organize extension work.\n\n"}
{"page": 625, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n600\n\n( Rural Education\n\nIn such localities, the school should give its fullest support and coöperation to the extension workers.\nc.\nIt is recognized that in some places schools will be in the process\nof providing such vocational programs. In these cases the following\nprinciples should apply : Extension workers should confine their work\nto persons whom the school will not enrol in systematic vocational\nproject work in any given year, it being recognized, however, that\nchildren who are not enrolled in Smith-Hughes vocational classes may\nproperly be regarded as available for Smith-Lever junior extension\n\nwork.\n\nThe school should offer its facilities to the extension worker\n\nwherever the school is not in a position to provide vocational project\nwork.\n\nMembers of the committee : Thomas E. Finegan, G. I. Christie,\nFrancis W. Kirkham, Anna Kloss, A. R. Mann, Chairman.\n\nDEPARTMENT OF RURAL EDUCATION .\n\nSECRETARY'S MINUTES\nDES MOINES MEETING\n\nOFFICERS\n\nPresident-ELI M. RAPP, Superintendent of Schools, Berks County ............. Reading, Pa.\nVice-President-I. B. BALL, State Supervisor of Agricultural Education .. Salt Lake City, Utah.\nSecretary- MABEL CARNEY, Teachers College, Columbia University .......... New York, N. Y.\n\nPresiding Officer-MACY CAMPBELL, Director of Rural Education, State Teachers College,\n...... Cedar Falls, Iowa.\n\nFIRST SESSION\n\nTUESDAY MORNING, JULY 5, 1921\n\nThe Department of Rural Education of the National Education Association\n\nopened its session on Tuesday morning, July 5, at ten o'clock, in the Hotel\nSavery.\n\nThe meeting was called together by the presiding officer, Mr. Macy Campbell\nwho officiated over all sessions of the department in the absence of the president.\nFor this session the special topic was A National Program for Rural Education\nand the following program was rendered :\nPLATFORM OF THE DEPARTMENT OF RURAL EDUCATION OF THE N. E. A.\n\nLee\n\nDriver, Department of Education, Harrisburg, Pa.\nTHE COUNTY UNIT AND HOW TO SECURE IT IN THE MIDDLE- WEST-Harold\n\nW. Foght, Normal School, Aberdeen, S. D.\nTHE VILLAGE IN RELATION TO RURAL- SCHOOL ADMINISTRATION AND THE\n\nCOUNTY UNIT-George A. Selke, Department of Education, St. Paul, Minn.\nBUSINESS MEETING .\n\nSECOND SESSION-WEDNESDAY AFTERNOON, JULY 6, 1921\nThe second session of the department was called to order on Wednesday\nafternoon, July 6, and covered the following discussions :\n\nTHE PROGRESS OF CONSOLIDATION IN THE MIDDLE- WEST-George S. Dick,\nDepartment of Education, Madison, Wis .\nDISTRICTING A COUNTY FOR CONSOLIDATION-B. C. Bittikofer, Superintendent\nof Crawford County Schools, Bucyrus, Ohio .\n\n"}
{"page": 626, "printed_page": null, "text": "1\n\nDepartment] PLATFORM RURAL EDUCATION DEPARTMENT\n\n601\n1\n\nTHE STANDARDIZATION OF CONSOLIDATED SCHOOLS-C. C. Swain, State\nTeachers College, Cedar Falls, Iowa.\nA NATIONAL PROGRAM FOR CONSOLIDATION-Macy Cambell, State Teachers\nCollege, Cedar Falls, Iowa. Discussed by U. J. Hoffman, Department of Education, Springfield, Ill.\nQUESTIONS AND GENERAL DISCUSSION.\n\nTHIRD SESSION-FRIDAY AFTERNOON, JULY 8, 1921\nAt the third and closing session special attention was given to the Preparation and Supervision of Rural Teachers as indicated by the following program :\nPRINCIPLES AND POLICIES IN THE PREPARATION OF RURAL TEACHERS\n\nNORMAL SCHOOLS-L. B. Sipple, Normal School, Aberdeen, S. D.\n\nIN\n\nDiscussion\n\nby G. E. Maxwell, State Teachers College, Winona, Minn.\n\nTHE SUPERVISION OF RURAL SCHOOLS-C. P. Cary, State Superintendent of\nPublic Schools, Madison Wis. Discussion by Minnie J. Neilsen, State Superintendent of Public Instruction, Bismarck, N. D., and Amalia Bengston, Superintendent of Renville County Schools, Olivia, Minn.\nBUSINESS\n\nMEETING\n\nAt the business meeting on Tuesday morning, July 5, the following business\nwas transacted:\n\n1. A platform of Rural Education was officially adopted.\n2. The publication and editorship of a Journal of Rural Education, to\nserve as an official organ for the Department, was approved and subscriptions\nwere taken.\n\n3. A resolution indorsing the work of the Bureau of Education was\nunanimously adopted, and,\n\n4. Two special committees, one on consolidation and the other on supervision of rural schools, were appointed by the presiding officer with instructions\nto report at the Chicago meeting in February, 1922.\nThe following officers were elected for the ensuing year-President, Ernest\n\nBurnham, Director of Rural Education, Normal School, Kalamazoo, Mich.;\nVice-President, J. C. Muerman, Bureau of Education, Washington, D. C.;\nSecretary, Mabel Carney, Teachers College, Columbia University, N. Y.\nMABEL CARNEY, Secretary.\n\nPLATFORM OF THE DEPARTMENT OF RURAL EDUCATION OF THE NATIONAL EDUCATION ASSOCIATION\nLEE L. DRIVER, STATE DEPARTMENT OF EDUCATION, HARRISBURG, PA .\n\n1.\n\nFunction of the school defined. The primary function of the\n\nrural school system is explicitly recognized to be the provision of a\nstandard education for rural childhood and youth, to which all its other\nefforts are to be subordinated.\n\nProvision of adequate educational opportunities for adults as well\nas children is an ultimate goal, to be set up when the proximate one is\nin process of being realized.\n2. Standard of educational product the same, country and city.\n\nThe general ends of public-school education are the same everywhere,\nwithout regard to population density. A double standard of quality\n\nfor rural and urban educational products is undemocratic and unAmerican.\n\n3. Accessible high school as well as elementary-school facilities of\nstandard quality for all rural children.\n\n"}
{"page": 627, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n602\n\n( Rural Education\n\n4. A curriculum whose aim is determined by the accepted functions.\nof American elementary and secondary education, and whose content\nand organization are adjusted to the environment and administrative\nconditions of rural schools .\n\nThe school is an educational institution, supplementing the natural\neducation provided by home experiences. Rural and urban schools, based\non different home experiences, will require some differentiation in content to meet their common ends.\n\nSchools of one or two teachers also\n\nneed a curriculum organized by groups rather than by grades, to assist\nthe teacher in economizing time and effort and achieving standard results.\n\nThe rural high school, besides liberal courses, should offer at least\n\ntwo vocational courses, home management and vocational agriculture,\nand such other vocational courses as the demand justifies and the\n\ncommunity resources permit.\n5. A school year of at least 180 days.\n\n6. Compulsory education laws which do not recognize child labor\nas an excuse for non-attendance, whether in form of paid employment\nor of farm and home demands, and which are thoroughly enforced.\n7. A school plant meeting modern demands for sanitation, health,\nand community interests, and equipped for education of modern type.\n8. Qualifications of teachers as high as those required for city\nschools of like grade.\n9. Remuneration of rural teachers at least as high as that of city\n\nteachers of like qualifications and grade. Any salary scale which fixes\nthe minimum remuneration for rural teachers lower than for urban\n\nteachers of the same preparation and grade of school work, penalizes\nteachers for serving in rural schools and is subversive to the interests\nof rural education. Since the rural school situation is an unusually difficult one, and since it is frequently deficient in other than money rewards, true equality of salary scale probably necessitates a larger\nmoney remuneration for teaching in rural schools.\n10. Continued and determined effort to develop the idea that a\nrural-school teacher is not necessarily promoted when she transfers\n\nto city schools ; that rural schools are a distinct division in the educational field, like the kindergarten, the trade school, or the high school,\nand that as a teacher changing from one of these to another merely\n\nchanges the nature of her work, without necessarily making any professional advancement, so does a rural teacher when she goes into\nurban work.\n\n11. Provision through teacherages or otherwise of homes for\nteachers with conditions of privacy, light, heat, food, material equip-\n\nment, and general hygiene such as are essential to study or professional\nwork.\n\n"}
{"page": 628, "printed_page": null, "text": "Department] PLATFORM RURAL EDUCATION DEPARTMENT\n\n12.\n\nConsolidation of rural schools wherever feasible.\n\n603\n\nConsolida-\n\ntion is urged as the best type of school organization for providing adequate educational opportunities for rural children in general.\n13. Increased expenditure sufficient to make efficient such one- and\ntwo-teacher schools as are retained. To render efficient service, oneor two-teacher schools must be provided with superior teachers and\n\nteaching equipment. As is true of small-scale production in general,\nthey are probably a most expensive means of attaining the end desired,\n\nbut if another means is not practicable, no expense must be spared to\nfurnish through them elementary education of standard quality.\n14. Adequate provision for rural teacher preparation, involving\nnot only the maintenance of departments of rural education in normal\nschools where there is a student demand for rural courses, but generous\n\nstate support of these departments over a period of years, during which\ntheir chief work will be the development of such a demand. Heads or\ndirectors of these departments left free to develop them, and not\nloaded down with miscellaneous classes to fill up a standard teaching\nschedule.\n\n15. County unit of local school administration wherever the county\nis the civil unit (unless geographical factors make some other unit more\neffective) with county boards of education and a professionalized county\nsuperintendency.\n16. State unit of education, with state boards of education and\n\na single executive head, a professional state commissioner of education.\n\n17.\n\nSupervision of adequate professional type for all rural schools.\n\nNew Jersey plan endorsed. County unit employed, but supervisors also\nunder the direction of the State office and appointed thereby. Geographical rather than grade or subject matter division of work recommended.\n\n18. Recognition of the principle that property, wherever it may\nbe, should be taxed for the education of children, wherever they may\nbe, to the end that the financial burden may be more nearly equalized.\nThis principle carried beyond the boundaries of county and state to the\nnation as a whole.\n\n19. A continued and thorough investigation of the problems of\nrural education as a basis for revised standards and methods.\n\nEx-\n\ntensive surveys are necessary to obtain as soon as possible the actual\nfacts as to present rural educational conditions and products. Such\nfacts are essential to any constructive program of development.\n20. A nation-wide campaign of publicity of rural-school conditions and needs. Thoroughgoing improvement of rural education can\n\ncome only through popular support.\n\nThat the people of city and\n\n"}
{"page": 629, "printed_page": null, "text": "604\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Rural Education\n\ncountry be informed and stirred is essential as a basis for any whole-\n\nhearted public program for rural education.\n\nTHE RELATION OF THE VILLAGE TO THE RURALSCHOOL ADMINISTRATION AND THe countY UNIT\nGEORGE A. SELKE, STATE DEPARTMENT OF EDUCATION, ST. PAUL, MINN.\n*\n\n*\n\n*\n\n*\n\n*\n\nNow let us take up the relation of the village to the rural schools.\n\nIf the county fails to administrate to the needs of the rural schools,\nwe shall find that other methods will be attempted to solve the rural\n\neducational problem. During the past twenty years in Minnesota three\ndifferent plans, each independent of the county organization, have been\nand are being tried to bring better school facilities to the country\nchildren. The first of the plans we shall discuss has been legally termed\n\"association.\"\n\nThis was an attempt to extend the influence of the\n\nvillage or central school to the contiguous territory. The boards of the\nrural-school districts retained their organization and duties, but affiliated\nwith the village school for purposes of supervision. The central school\nwas required to have special departments in agriculture, manual, and\nhome training. The teachers of these subjects spent half a day every\nmonth in each rural school to instruct in industrial work. The superin-\n\ntendent also was required to visit each associated school monthly to\nsupervise the work of the rural teacher. Where more than eight rural\nschools were associated, the central district was required to employ a\nrural supervisor. In this way the country children attended supervised\none-room schools where the curriculum was enriched with industrial\nwork. All required of the rural district was that a qualified teacher be\n\nemployed and that equipment be furnished for the elementary industrial\nwork. The state provided a liberal aid, $50 to each rural district and\n$200 to the central school for each associated rural school.\n\nWith this\n\nfinancial inducement as a stimulus one might well have expected a rapid\ngrowth of the movement. In a number of places the plan worked well\n\nand unquestionably improved the work of the country schools, especially\nwhere rural supervisors were employed. In some places it brought\nabout an educational renaissance. But after a few years associations\ndecreased Many village boards felt that it disrupted the work of the\ncentral school, but the real difficulty was that the supervisors had no\nauthority. The superintendent could only offer suggestions. The\nrural board did not always co-operate. As a state-wide policy it failed\nbecause of lack of centralization. The administration and teaching must\nnot be independent of the supervision, or the supervision is ineffective.\nThe last legislature realizing this prohibited the formation of new\nassociations.\n\n"}
{"page": 630, "printed_page": null, "text": "Department]\n\nVILLAGE AND SCHOOL ADMINISTRATION\n\n605\n\nAnother attempt to solve the rural-school problem is through consolidation of large units. Although county superintendents are strongly\nin favor of consolidation and work for it, in Minnesota at least, con-\n\nsolidation usually brings about a type of school that is beyond the\ndirection of the county superintendent. In association we tried to\ncarry the salient features of the better type of school to the children in\nthe rural schools, but in consolidation we bring the rural child to the\nlarger type of school.\n\nThe advantage need not be discussed here.\n\nIt is long past the experimental stage. In Minnesota by far the greater\nnumber of such schools are located in villages. It has meant an improvement and an extension of the village school through unified cooperation with the rural people to the advantage of both village and\ncountry children. The tendency of consolidated districts in Minnesota,\nlet me repeat, is to form independent local units. It will continue to be\nso as long as the better type of school employs administrators with\ntraining superior to that required of county superintendents. Although\nit will be some years, if ever, before we shall have consolidated schools\neverywhere--for topographical barriers are not easily overcome-it may\n\nbe that eventually the village and the open-country consolidated school\nwill eliminate the need of county administration and supervision.\nThe third plan being tried out is the extension of the village district\nfar beyond the limits of transportation. We have such a district with\nan area of over 2,000 square miles. The central school is maintained in\n\nthe village, pupils within reasonable distance are transported, one-room\nor larger schools are erected where needed, isolated children are boarded.\n\nThe rural work as well as that of the village is supervised. The entire\ndistrict is a unit for purposes of taxation, organization, administration,\nand supervision. There is a line of established authority from the\npeople through the board to the superintendent and from him to\n\nsupervisors, principals, and teachers. Responsibility can be definitely\nfixed. Small wonder that we have rural people petitioning to be set\ninto systems of that kind. In one county such a district now includes\nall but three of the rural schools . In another two such districts include\nall but twelve of over a hundred rural schools .\n\nThe local superintendents have taken over the work that we expect\n\nthe county superintendent to perform under the county-unit plan. I\ndo not believe that we shall eliminate the county superintendent ; but\nmovements of the kind I have described show that if we can't give\nbetter educational opportunities to the rural children through the county\n\nsuperintendent's office, the administration will come from some other\nsource. And we shall see that when the rural people recover from the\npresent economic depression the demand for better schools for their\nchildren will be irresistible. It is impossible to believe that half of the\n\nchildren of the nation, those of the cities and villages, will permanently\n\n"}
{"page": 631, "printed_page": null, "text": "606\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\nhave educational opportunities superior to those of their country cousins.\n\nThe tendency will be to raise the rural schools to the standards of\nefficiency of the village and city schools. Greater equality of educational\nopportunity is bound to come. It will come through the office of the\ncounty superintendent, if that office is given a force adequate to do the\nwork. The county superintendent of the future must be selected by a\n\ncounty board from the nation as the field. He will have qualifications\nthe same as those of city superintendents and will have equal authority.\n\nHe will be able to formulate educational policies and to direct a staff\nconsisting of supervisors, nurses, librarians, club-leaders, teachers, and\nclerks. Then the village schools as well as the rural will become, and\n\nwillingly so, a part of the county unit. But if the office does not develop\nin the future more than in the past, then the smaller unit will solve the\n\nrural problem perhaps less effectively and less efficiently. But let me\nemphasize that improved conditions in rural education are destined to\ncome, if not in one way then in another, because present conditions are\nneither just to the country boys and girls nor safe for the future stability\nand welfare of our nation.\n\nCONSOLIDATED SCHOOLS IN MIDDLE WESTERN STATES\nGEORGE S. DICK, STATE DEPARTMENT OF PUBLIC INSTRUCTION,\nMADISON, WIS.\n\n1. In recent years the Middle West has been alive to better things\nfor rural life. It has taken a prominent stand for the advancement of\n\nthe education of the rural child and his people through the better service of many well-organized, consolidated schools. Perhaps it would\nbe only fair to say that the states leading are Indiana, Iowa, Minnesota,\nand the Dakotas.\n\nIn these states it has been shown that where the\n\nreal service of such school organization has been well rendered, other\n\ngearby places ask for similar service, and thus consolidated schools\nhave increased most rapidly in numbers and influence where best known.\nIn these states the consolidated school is recognized as probably the best\nmeans of solving the great problein of poor service commonly found in\nthe weak one-room rural school.\n\nIn this section the aim of a consolidated school is to be a centralized\n\norganization where not only the children but the people come together in\na building that is not only a schoolhouse but also acommunity house, and\nthe service is rendered in keeping with the Leaning of these two terms,\nschool and community. In this building is found the latest and best\nof school architecture with complete equipment as to heat, light, ventilation, halls, rooms, libraries, laboratories, auditorium, gymnasium, rest-\n\nrooms, and toilets. The ground gives space for schoolhouse, teacherage,\nbarn for vehicles of transportation, and a classified and equipped playground for children large and small. If the ground is sufficient, a\n\n"}
{"page": 632, "printed_page": null, "text": "Department]\n\nMIDDLE-WEST CONSOLIDATED SCHOOLS\n\n607\n\npark of ornamental and fruit trees and small shrubbery may be made\nuseful for picnics and other gatherings and also as an object of study\nfor the school classes .\n\nThis school gives, or aims to give, full twelve years of school work\ncovering elementary and high-school grades of the highest standard for\nthe best interests of the rural child. It also aims to give the socialcenter service to the people of the entire community. This latter is\ngiven in form of courses of lectures, programs of entertainment and\namusement, health study, libraries, and short courses suited to the needs\nand wishes of the people.\n\n2. The following principles are recognized when a consolidated\nschool is to be organized.\n\n(a) In the proposed district there must be taxable property sufficient to support well this kind of school without overburdening the\npeople with taxation.\n\n(b) There must be population and school children enough to classify and grade into this kind of school.\n(c) The territory and the center must be wisely and justly selected.\nThe rights, advantages, and disadvantages, present and future, of all\nconcerned, those who are excluded as well as those included, must be\n\ncarefully considered. Nebraska two years ago enacted a wise law that\ndistricted the entire state for consolidation. In this way serious mistakes are avoided.\n\n3. Consolidation is favored for the following reasons :\n(a) The children of elementary grades receive better care and\nbetter instruction due to better material, equipment, and much better\nteaching.\n\n(b) It is the aim of strong consolidated schools to furnish a full,\nstandardized, and well-equipped high-school course to every rural child\nwhile he lives at home, eats two meals each day at the family tabl\nsleeps at night under the best of all protection-the home roof-whi\nhe continues under the advice, guidance, and inspiration of his safest,\ntruest, and best friends he will ever meet--the members of his own\n\nfamily. Home ties should not be so early broken as must be done when\nchildren must leave home to attend high school. This should be\nAmerica's slogan enlarged from the one \"A high-school education for\nevery American child.\"\n\nThe lack of this opportunity deprives a large percentage of rural\nchildren from this American privilege. Even those who can afford to\npay for it make a questionable sacrifice, not knowing the real result of\nfour years away from home during these tender years, and when it so\nfrequently occurs that after the child leaves home to go to high school\nhe is never again in the home excepting as a visitor. It is necessary\nthat these years be spent in the home if the child is to learn to serve\n\n"}
{"page": 633, "printed_page": null, "text": "608\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Rural Education\n\nthe home by good, hard work through which he will develop a love\nand devotion to the home which constitutes the first step in true pa-\n\ntriotism. How can a young man serve and love this great country\nabout which he knows so little when he has failed to serve and to be\n\ndevoted to the home which he knows has done so much for him?\n\nThrough the consolidated school the home continues its control of the\nyoung people and thus can more successfully guide to right citizenship\nby showing that work wins, that idleness results in failure, that honest\ntoil is an honor, that to eat the bread of idleness is a positive disgrace.\nBy aiding the home to retain this control and influence, the home, the\nunit of our democratic form of government, is strengthened in influence,\nand thus our government is exalted in power and efficiency.\nTwelve years of free public-school training being the recognized\nminimum right of education for every American child, it becomes the\nduty of nation, state, and county to see to it that this privilege be taken\nto every child, or that every child be brought to these school privileges,\nno matter where or under what conditions the child may be born.\n(c) The most effective service is rendered the community by building up in every possible way the individual home in the many ways\nwell known to social-service workers-lectures, programs of amusement\nand entertainment, short courses thus opening the doors and equipments\nof these expensive school buildings just as many days and evenings of\nthe 365 as will best serve the people who by right of paying taxes as\nAmerican citizens own the school plant. The legal school age should\nbe so changed as to read from five years to one hundred years, thus\nmaking the school a real continuous service to all the people.\n(d) In this section in a few places there is being done some real\nwork in teacher preparation by offering well-planned courses for the\ntraining of superintendents, principals, and special teachers for consolidated schools.\n\nThe most important step in this line of teacher-\n\ntraining is the proper selection of persons to be so trained. The quality\nof flour received from the mill is largely determined by the kind of\nwheat sent to the mill. So with the process of teacher preparation\nTeachers for these schools must have the right attitude toward country\ninterests and a clear, definite knowledge of rural life and its content.\nTo this must be added ability in leadership, not only of children in\n\nschool, but of the people. The consolidated school soon changes a\nneighborhood into a community which is not only a territory of square\nmiles, but a united people drawn together at a community center by\ncommon interests found in local market or trade interests, vocational,\n\nrecreational, social, religious, educational, and by equality of school\nprivileges.\n\nIn the environment of this community in this kind of school will\nbe found young people who will go on to higher institutions for educa\n\n"}
{"page": 634, "printed_page": null, "text": "Department)\n\nNATIONAL PROGRAM FOR CONSOLIDATION\n\n609\n\ntion and training, and then return again to take up the work as the\nstrongest teachers and leaders for the future, much more successful\nconsolidated school, because their hearts will be full of sympathy, not\nfor, but with, the rural child, his parents, and the home and farm life.\nUnder the influence of such leadership many more people will choose to\ncontinue a happy, successful life on a well-managed farm, the place\nof their most effective life- service.\n*\n\n*\n\n*\n\n*\n\n*\n\nA NATIONAL PROGRAM FOR CONSOLIDATION\n\nMACY CAMPBELL, STATE TEACHERS' COLLEGE, CEDAR FALLS, IOWA\nConsolidation defined.-Consolidation means co-operation. It means\n\nreorganization on a scale large enough to secure the benfits of\nthe principle that in union there is strength. It has as its goal the bringing together of the necessary factors to permit the organization of a\nfull twelve-year school along the most modern lines, backed by taxable\nvalues enough to give adequate financial support and centering the\neducational interests of people enough to make possible real rural com-\n\nmunity leadership and development.\nAdvancement through replacement.-Consolidation is the successful means of replacing with a more potent educational organization the pioneer one-teacher rural schools which each year show more\nunmistakably their fundamental inability to meet, in the new era, the\nadvancing needs of a population engaged in the science of production\nfrom the land and in the business of marketing their product by modern\n\nmethods. Consolidation is a frank and successful attempt to bring\nto the children of the farms and farm centers full equality of educational opportunity through organizations which develop the maximum\nof economic strength and conserve to the greatest possible extent that\nmost important natural resource, the supply of really superior teachers.\nEquality of opportunity.\n- Lincoln described our American experiment as a nation dedicated to the proposition that all men are\ncreated equal. Equality of opportunity is a basic American principle.\nThe most important opportunity to keep open to the rising generation\non an equal basis is the opportunity to get an education. Education\nopens the doors to all other opportunities. Equality of educational\nopportunity for the children who live on the farms and in the farm\ntrading-centers means full twelve years of school privileges provided\nin the home school district plus the encouragement, enthusiasm, and\nsocializing influences which come from numbers.\nThe small one-teacher rural school does not contain within itself\n\nthe possibilities of meeting this situation. The consolidated school of\n\nthe proper size does contain the possibilities of meeting the situation\nsquarely.\n\nBy way of illustration, two adjoining townships in Black\n\n"}
{"page": 635, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n610\n\n[Rural Education\n\nHawk County, Iowa, are equal in area and in agricultural conditions.\nOne township maintains one-teacher rural schools, the other maintains\na consolidated school.\n\nThe lack of encouragement and enthusiasm\n\nand the inferior teaching in the township maintaining one-teacher rural\n\nschools permitted a large number of the young people of the township\nto drop out of school without completing the eighth grade. At the\nclose of a recent school year, four girls had remained faithful and had\ncompleted the course offered by the eight-year schools of the township.\nDuring the same year, the encouragement and enthusiasm and the good\nteaching in the consolidated school in the adjoining township held practically all of the young people of the township in school to complete\nthe eighth grade. Thirty-four pupils, about equally divided between\nboys and girls, received their diplomas to enter the high school. The\ndifference in the number of pupils continuing through high school was\neven more markedly in favor of the consolidated school. Surely there\nwas not equality of educational opportunity in these adjoining townships.\n\nMaximum economic strength. While the world convalesces from\nthe Great War, we are passing through a period of economic weakness .\nThis is particularly true of communities engaged in the great basic\nindustry of agriculture. In endeavoring to set up and maintain the\n\nproper standard of educational opportunity for their children, agricultural communities are in sore need of the increased strength which results from a union of their forces. Lacking the increased economic\nstrength which comes from a union of forces, many communities feel\nunable to provide more than eight years of educational opportunity for\ntheir children. A reorganization of the educational forces of rural\ncommunities into consolidated schools of the proper size offers the\nmost direct and practicable means of developing their maximum economic strength for the purpose of providing full twelve years of educational opportunity. In addition to securing the maximum economic\n\nstrength, consolidation distributes the load equally over all taxable\nvalues in the reorganized district rather than permitting it to remain\n\nhigh on the backs of the people in the country towns and villages who\nhave been straining every nerve to provide a twelve-year school for\nthe children of the community.\n\nConserving teachers. Many educators will agree with H. G.\nWells that the number of persons having the necessary talents and disposition to make it possible to develop them into superior teachers is\nlimited. This number will be too few to supply the demand when twelve\nyears of educational opportunity shall have been provided for all chil-\n\ndren in the nation unless care be taken to conserve this important\nnatural resource by assigning to each teacher the maximum number\nof pupils compatible with good teaching. The one-teacher school with\n\n"}
{"page": 636, "printed_page": null, "text": "Department]\n\nNATIONAL PROGRAM FOR CONSOLIDATION\n\n611\n\nsmall attendance is very wasteful of teacher resources. For example,\n\nbefore consolidation at Tipton, Cedar County, Iowa, forty teachers\nwere required in the schools of the town and in the eighteen country\ndistricts concerned. These country districts provided but eight years\nof school privileges. After consolidation, thirty-two teachers were\nable to provide full twelve years of educational privilege for all of the\nchildren from the country and town alike. The consolidation effected a\n\nsaving of eight teachers, provided twelve years of school privileges for\nthe country children instead of eight years, and provided better teaching conditions for all those employed in the school.\nPurpose of national program. To secure equality of educational\nopportunity, to place the educational machinery of country communities\non the strongest economic foundation, to conserve the supply of capable\nteachers, and to provide all the other advantages that flow from the\nwell developed country community school, a national program should\nbe inaugurated looking to the consolidation as rapidly as feasible of\nall one-teacher rural schools so situated as to make consolidation practicable.\n\nConsolidation may reach 90 per cent farm population. Your\nspeaker estimates that with the gradual improvement in roads and\nvehicles now under way, and with the gradual improvement in the\neconomic strength of the farm population growing out of more scientific\nproduction and more thoroughly organized marketing, the time is not far\ndistant when it will be possible and desirable to include 90 per cent of\nthe people actively engaged in farming within consolidated school dis-\n\ntricts. In states fortunately situated, like Iowa, practically 100 per\ncent of the farm population may be successfully included within consolidated districts. In those states where population is sparse and production low because of semiarid, marshy, or mountainous conditions,\n\nsome one-teacher schools are so situated as not to permit of consolidation.\n\nThese schools, which serve but a small fraction of the\n\nfarm population of the United States, should be made as good as possible\nby the use of funds secured through state or national taxation.\nWhere there is a will there is a way.- When confronted with\na nation-wide program for consolidating rural schools, some will say,\n\"It can't be done.\" Others will say, \"Where there is a will there is a\n\nway.\" All who have had an opportunity to observe good, standard\nconsolidated schools in operation alongside of one-teacher rural schools\nfor the past few years have been convinced that the old rural school\ndoes not contain within itself the possibilities of meeting the needs of\nthe new day, and that the standard consolidated school does contain\nwithin itself all these possibilities. Hence, the consolidation of schools\nin the United States is bound to continue on a national scale. Where-\n\never the will exists a way will be found.\n\n"}
{"page": 637, "printed_page": null, "text": "612\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Rural Education\n\nChief obstacles. The chief obstacles to be overcome are poor\nroads, financial difficulties, and a state of mind on the part of many\nfarmers and some educators and lawmakers. Roads and motor vehicles\n\nare being improved a little every year. Some motor trucks used to transport children to school nowadays are so sturdy and dependable that they\n\nmake their way successfully through roads which a few years ago were\nconsidered impassible for motor vehicles.\n\nThere are now 385,089\n\nmiles of country road in the United States surfaced with pavement,\ngravel, or shale. From 21,000 to 25,000 additional miles of road are\nbeing surfaced yearly. In addition, hundreds of thousands of miles\nof country roads are now brought to permanent grade and properly\ndrained each year. In all agricultural communities which are reasonably populous and productive the consolidated district can be made\nlarge enough to meet its financial problems successfully. Patience and\ngood leadership will work out the problems of transportation and financial support. The chief obstacle remaining is a state of mind.\nRemoving the obstacle. A nation-wide effort should be made to\nremove the state of mind that withholds from farm children in Ameri-\n\nca their birthright-equality of educational opportunity. This effort\nshould be directed primarily to leading the farm people to understand\nthe advantages of consolidation. The farm people to a very large extent hold the purse strings and determine the course of action in their\n\neducational affairs. They often influence to a very large degree the attitude of legislators, county superintendents, members of state departments of public instruction, and school officers on the question of consolidation. These farm people are on the whole intelligent and discriminating. They want information. It should be carried to them\nby the following program :\n\n1. Encouraging rural people to visit some good consolidated\nschools in operation whenever possible, to see for themselves the educational advantages offered and to talk with patrons concerning cost and\ntransportation.\n\n2. Addresses, illustrated with lantern slides or motion pictures\nwhenever possible, showing what other communities are doing to improve school facilities for rural children through consolidation. These\naddresses to be given by members of state departments of public instruction, county superintendents, members of college faculties who are\ninterested in better rural schools, county farm agents, rural pastors,\nY.M.C.A. workers, and others interested in the improvement of rural\neducation.\n\n3. A continuous series of articles in all farm papers and school\njournals of the nation. These articles should be descriptive of the best\n\nthings being done in consolidated schools in other communities, they\nshould be illustrated with photographs whenever possible, and should\n\n"}
{"page": 638, "printed_page": null, "text": "Department)\n\nNATIONal progRAM FOR consoliDATION\n\n613\n\nappear at such intervals as not to grow tiresome, but rather to produce\na cumulative effect.\n\n4. Good bulletins on the consolidated school, such as those recently\npublished by the Department of Public Instruction of the state of Illinois, by the Iowa State Teachers Association, by the Firestone Ship,\n\nby Truck Bureau, by Iowa State Teachers College, should be given\nthe widest possible circulation among farm people.\n\n5.\n\nInspirational educational conferences for rural people, such as\n\nhave been conducted by J. L. McBrien of the United States Bureau\n\nof Education so successfully in the past, should be continued and increased in numbers.\n\n6. Co-operative contact should be established and maintained with\nthe American Farm Bureau Federation so that facts concerning con-\n\nsolidated schools gathered through educational channels may be distributed directly to farmers through farm-bureau channels .\n7. All institutions preparing persons to teach in rural schools should\ngive such full information concerning consolidation that the rural teacher may be able and disposed to carry the facts to the people of the rural\ndistrict served.\n\n8. Capable, well-prepared persons should be encouraged to go\ninto the service of rural children as superintendents and teachers of\nconsolidated schools. Nothing will build up the prestige of the consol-\n\nidated schools more quickly than first-class teaching.\n9.\n\nThe new National Journal of Rural Education should provide\n\na department for gathering, in co-operation with the United States\nBureau of Education, the facts about progress in consolidated schools\nthrough the United States, and for distributing these facts to the\nworkers in the cause of consolidation everywhere.\n\n10. This campaign should be conducted on a national scale with the\nsame courage, enthusiasm, and persistency with which Horace Mann\n•conducted his famous campaign for improved educational facilities for\nthe children of the state of Massachusetts.\n\nAs concrete examples of educational campaigns to reach the farmer\n\ndirectly with information about consolidation may be mentioned the\nexcellent series of articles in the Nebraska Farmer during the past two\n\nyears written by R. P. Crawford after a careful personal investigation\nof consolidated schools in a large number of states. A. B. Macdonald of\nthe Country Gentleman investigated a considerable number of consolidated schools and presented them to the readers of that farm journal.\nDuring the past two years your speaker has prepared fifteen articles\non consolidation, most of them illustrated, for Wallace's Farmer, Successful Farming, The Iowa Homestead, The Iowa Farmer, and the Country\n\nGentleman. No doubt many others have prepared informational articles\n\n"}
{"page": 639, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n614\n\n[Rural Education\n\non consolidation for farm papers which have not come under your\nspeaker's notice.\n\nAmong helpful bulletins issued recently on the consolidated school\nmay be mentioned one by the State Department of Public Instruction\nof Illinois which sets out very effectively consolidated school conditions in Ohio, Indiana, Iowa, and Illinois. A bulletin by County Superintendent E. B. Hodges, of Butler County, Iowa, giving the personal\nopinions of 1,400 farmers who had tried out consolidation, did excellent service. This may now be secured from the Iowa State Teachers\n\nAssociation, Des Moines. The demand for information along this\nline may be illustrated by the fact that an issue of 30,000 bulletins on\n\nconsolidation by the Iowa State Teachers College was exhausted in one\nyear's time.\n\n1\n\nLee L. Driver, formerly a county superintendent in Indiana, now\ndirector of the Bureau of Rural Education, Harrisburg, Pennsylvania ;\nC. G. Sargeant, of Colorado Agricultural College; E. A. Duke, of the\nState Department of Oklahoma, and many others have assisted greatly\nin spreading information about what others are doing in the matter\nof consolidation through illustrated lectures to farmers, school officers,\nand teachers. Your speaker has, during the past six years, delivered\n245 illustrated talks on the development of consolidated schools in\nIowa, reaching directly the farmers, school officers, or teachers in some\n\nninety of the ninety-nine counties of the state and in some adjoining\nstates. In addition, five other members of the department of rural\neducation of the State Teachers College have given numerous addresses\n\non this topic. For high-pressure work and continuous performance\nin spreading information about consolidation probably few have surpassed the record made by J. A. Woodruff, George S. Dick, and George\nA. Brown, during the periods they served as state inspectors of consolidated schools in Iowa.\n\nRural- school teachers who understand the advantages of consolida-\n\ntion can help greatly in a nation-wide campaign to spread information\nthrough rural communities of the United States.\n\nThe Iowa State\n\nTeachers College takes pains to see that the one thousand persons, approximately, who go out from the college each year for service in rural\nand consolidated schools have been given full and accurate information\non the development of consolidation in the state. Doubtless teacher\n\ntraining institutions in other states are doing the same thing with very\nhelpful results.\n\nNational program centered in \" Journal of Rural Education .\"-A\nnational program for consolidation should gather together into a united\nfront all the various and widely scattered efforts to spread information\n\nabout the advantages of school consolidation. New standards in consolidated schools are constantly being developed and new success achiev\n\n"}
{"page": 640, "printed_page": null, "text": "Department]\n\nNATIONAL PROGRAM FOR consolidATION\n\ni\n\n615\n\ned along the far-flung battle line. Why should not the Journal of Rural\nEducation sponsored by this department carry a section devoted to a national program for organizing and developing consolidated schools ?\nHere such helpful information as might be gleaned from the National\nBureau of Education, state departments of public instruction, successful\ncounty superintendents, departments of rural education in colleges and\nnormal schools, the American Farm Bureau and other farm organizations, and writers on consolidation, might be gathered together and distributed to workers in the cause of consolidation everywhere. Plans\nshould be laid to carry this information as directly as possible to the farm\npopulation. The farmers hold the key to the situation. We are all much\ninfluenced by the actions of others. When it becomes evident that every-\n\nbody is doing it, even those large landowners who have no children of\nschool age and who usually oppose school improvement will join in the\nmovement to consolidate the schools. When the farmers come to accept\nconsolidation as the solution of their school problems, school officers and\nmembers of the legislature will get in line.\n\nProper standards determined by experience. When the people\nhave been led to form a consolidated school district, the accumulated experience of the most successful consolidated schools should be set be-\n\nfore them as a guide in developing their school along the most modern\nlines and in such a manner that it will fit into a country-life setting.\nSuch states as Indiana, with 1,000 consolidated schools, Ohio with 950,\n\nIowa with 430, Minnesota with 255, Oklahoma with 184, South Dakota\nwith 150, Colorado with 79, Kansas, Utah, Washington, Nebraska,\nIllinois, Massachusetts, Louisiana, and others where good consolidated\nschools are developed should contribute out of their experience many\nvaluable suggestions. As the new consolidations being formed fix the\nschool organization of the community for fifty years or more, great care\nshould be exercised to avoid the small, weak consolidations and to organ-\n\nize wherever possible on a basis strong enough to meet efficiently the\ndemands of the future. Better make some sacrifice in the beginning on\nthe transportation routes that seem too long, than to fasten a small,\n\nweak school on the community for fifty years.\nThe district. The consolidated school placed before the people\nin a national program should require a school district sufficiently large\nto provide:\n\n1. Children enough to fill twelve grades ; to permit a well-organ-\n\nized teaching force; to make possible special student organizations ;\nto encourage good supervision and leadership.\n2. Taxable values enough to provide the proper teaching force,\nbuildings, equipment, grounds, and transportation without an excessively high tax rate.\n\n"}
{"page": 641, "printed_page": null, "text": "616\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Rural Education\n\n3. People enough to give the power and enthusiasm of numbers\nto community undertakings.\nThe teachers. Good leadership and good teaching are necessary\n\nto the proper development of consolidated schools after they have been\norganized. The teacher is the most important factor. The superintendent and high-school teachers employed should have four years of\npreparation beyond the high school. Teachers in the elementary grades\nshould have at least two years of preparation beyond the high school.\nThe superintendent and the teachers should be so schooled in rural-life\n\nleadership that they will have an intelligent and sympathetic understanding of the relation of their work to its country-life setting. De-\n\npartments of rural education in college and normal schools throughout\nthe nation should turn their attention to the preparation of superintendents and teachers for consolidated schools.\n\nThe Iowa State Teach-\n\ners College has now developed special courses for the preparation of\nteachers for consolidated schools. A well-patronized two-year course\n\nprovides teachers for the elementary grades, and a four-year course\ngranting the B.A. degree provides superintendents and high-school\nteachers for these rural-community schools. The rural-life setting of\nthese courses is worked out in four large consolidated schools associated\nwith the college .\n\n- Horace Mann developed a stateHorace Mann in Massachusetts.\nwide program of school improvement for the state of Massachus-\n\netts. Fearlessly and untiringly he drove it home to the people. By all\nthe means he could devise he led them to accept it by first leading\nthem to understand the need for it. Cubberley says of him :\nPublic men of all classes-lawyers, clergymen, college professors, literary\nmen, teachers were laid under tribute and sent forth over the State explaining\nto the people the need for a reawakening of educational interest in Massachusetts. Every year Mr. Mann organized a \"campaign.\" It resembled somewhat\nthe recent national campaign to explain to our people the meaning and moral\nsignificance of our participation in the world-war in Europe. So successful was\nhe, and so ripe was the time for such a movement, that he not only started a\ngreat common-school revival in Massachusetts which led to the regeneration of\nthe schools there, but one which was felt and which influenced development in\nevery Northern State.\n\nA national campaign in America.-America is now ready for a\ncampaign on a national scale, conducted on lines similiar to those used\nby Horace Mann in Massachusetts, and having as its goal the bringing of the home of every farm child within the confines of a consolidated-school district which provides a well-organized, well-administered, and well-taught modern twelve-vear school adapted to its countrylife setting. Let us be about it.\n\n"}
{"page": 642, "printed_page": null, "text": "Department of School Administration\nSECRETARY'S MINUTES\nATLANTIC CITY MEETING\n\nOFFICERS\n\nPresident-GEORGE W. GERWIG, secretary board of education .....\nPittsburgh, Pa.\nVice-President-H. A. SMITH, president board of education, Salt Lake City, Utah.\n\nSecretary-WILLIAM C. BRUCE, editor, Bruce Publishing Co.......Milwaukee, Wis.\n\nThe Department of School Administration met on Thursday morning,\nMarch 3, in the Rose Room of the Hotel Traymore. President George W.\nGerwig presided.\nA paper on GOVERNMENT SUPPORT FOR PUBLIC SCHOOLS was read by William\nC. Bagley, of Teachers College, Columbia University, New York, N. Y. A\n\npaper on EQUAL PARTNERS AND EQUAL CONTRIBUTIONS was read by Marcus\nAaron, member of the board of education of Harrisburg, Pennsylvania. The\nmeeting then adjourned.\nThe second session of the Department took the form of a round table, in\ncharge of the Committee on Standardization of Schoolhouse Planning and\nConstruction. The meeting was held at 2:30 o'clock in the afternoon, in the\n\nRose Room of the Traymore Hotel. The following speakers addressed the\nmeeting : T. Alfred Fleming, director of conservation, National Board of Fire\nUnderwriters, New York City; J. Albert Robinson, chairman of the committee\non Fire Prevention, American Society of Safety Engineers, Providence, R. I.;\nS. A. Challman, state inspector of school buildings and santitation of the Department of Education, St. Paul, Minn.; Frank Irving Cooper, architect, Boston,\nMass.; and John R. Healy, American Fire Prevention Bureau, New York, N. Y.\nThe chief topic discussed was safety to life in schoolhouse planning.\nThe second part of the meeting was devoted to a discussion of a comprehensive school building and was based on the plans for a new schoolhouse\n\nunder erection at Winchester, Va. The subject was introduced by Superintendent F. E. Clerk, of Winchester, Va. The discussion was continued by\nJames O. Betelle, architect, Newark, N. J.; Dwight H. Perkins, Chicago, Ill.;\nC. B. J. Snyder, architect, Board of Education, New York, N. Y. The subject was also discussed briefly by Stanley Macomber, of the National Steel\nFabricator's Association, and Allen P. Keith, superintendent of schools, New\nBedford, Mass.\n\nA paper on SCHOOL BUILDING COSTS was then read by William B. Ittner,\narchitect, St. Louis, Mo. The meeting was closed with a paper on ECONOMY IN\nLAYING OUT AND PLANNING ELEMENTARY AND INTERMEDIATE- SCHOOL BUILD-\n\nINGS, by Superintendent S. O. Hartwell, St. Paul, Minn.\nWILLIAM C. BRUCE, Secretary\n617\n\n"}
{"page": 643, "printed_page": null, "text": "618\n\nNATIONAL EDUCATION ASSOCIATION [ School Administration\n\nPAPERS AND DISCUSSIONS\nFEDERAL AID FOR PUBLIC SCHOOLS\nWILLIAM C. BAGLEY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N. Y.\n\nFederal aid for public schools is needed for several reasons. In the\n\nfirst place, local revenues are almost everywhere inadequate and in\nmany places the limits of local taxation have already been reached.\nState levies draw in general upon the same resources as do local levies\nin that they are based upon real estate and personal-property values.\nThe demands upon local and state taxes for worthy purposes other\nthan education are also heavy, and equitable economies are difficult to\neffect.\n\nThe federal government, on the other hand, through the income\nand excess-profits taxes, has access to sources of revenue that few\n\nof the states have tapped. In the federal government, too, certain\neconomies are possible and some are clearly predictable. An agree-\n\nment among the great nations to reduce naval expenditures would at\nonce set free in our country more than enough money to place our\npublic schools upon a sound economic basis. Such an agreement may\nbe made.\n\nEven if it should fail, there are economies that could be\n\neffected without taking money from existing federal enterprises that\nare positive and constructive in character.\nIn the second place, the federal government has a stake and an\ninterest in the public school that not only justifies but demands national\n\ncoöperation in the support of state and local education.\n\nIt cannot\n\nand should not control education within the states, but it can and should\n\npromote education in the only thoroughly effective way that the Constitution permits namely through leadership and financial aid.\n\nIt\n\nshould do this, not out of charity to the states, but primarily for its\nown collective welfare, safety, and progress. It has learned through\na costly lesson that illiteracy is not simply an individual handicap, or\na local handicap, or a state handicap. It is a national menace. Ithas\nlearned through a costly lesson that un-American ideals and standards\n\namong any portion of our people threaten the integrity of the nation\nas a whole. It has learned that poor health and physical deficiencies\nclearly and indisputably reduce the nation's strength.\nAll of these deficiencies in our national life can be corrected on a\n\nnation-wide scale in one way and one way only-and that is through\na nation-wide improvement and enlargement of public education.\nMore than two years have passed since the public became aroused\nby the findings of the military draft to the shortcomings of our educational system. Sporadic efforts have been made by the states and the\n\n"}
{"page": 644, "printed_page": null, "text": "Department]\n\nFEDERAL AID FOR PUBLIC SCHOOLS\n\n619\n\nlocal communities to correct the shortcomings, but these efforts have\nnot affected the country as a whole. Where the situation was worse\nfour years ago, it is still most deplorable. I have within five\nmonths visited American public schools taught by teachers who were\n\nlast year themselves only sixth-grade pupils. I have visited public\nschools in which the English language is heard only as a foreign\n\ntongue-schools in which all of the instruction is in a foreign language\n-and in which there are pupils whose parents and grandparents and\ngreat-grandparents were born within the territorial limits of the United\nStates and yet who will go from those schools unable to read, write, or\neven speak the language of our country.\nThe obligation of the nation is clear in this case. It is no less clear\nin the Americanization of immigrants who enter the country under\nfederal law and whom the states cannot exclude even if they would.\nIt is no less clear in the education of adult illiterates who may move\n\nfreely from one state to another and from the handicap of whom\nno state under the Constitution can now protect itself.\nAlienism and illiteracy are national problems just as fundamentally\nas they are state and local problems. And if this is true, the promotion\nof public education throughout the states is a national duty, for only\nthrough adequate public schools can alienism and illiteracy be permanently eradicated.\n\nAlienism beyond the first generation of immigrants is primarily an\nelementary-school problem. The cities in which the immigrants congregate have been bearing the burden in the past and many of their\npublic-school systems have accomplished a veritable miracle of trans-\n\nformation. And yet they are handicapped by foreign-language elementary schools over which neither the community nor the state has any\n\ncontrol. Many states have laws requiring the English language to be\nthe basic language of instruction in the elementary schools, whether\npublic or private. In no state, in so far as I can learn, can these laws\n\nbe effectively enforced for private schools. This again is a national\nmenace. To my certain knowledge some of these private foreignlanguage schools have deliberately inculcated a divided loyalty. I\nhave seen a foreign-language textbook extensively used in these schools,\nin which this doctrine was proclaimed to fourth-grade pupils : \"Your\nfirst loyalty is to the country of your fathers ; your second loyalty\nis to the United States.\"\n\nCan the nation as a nation protect itself against so insidious an\n\nattack upon its integrity ? It cannot as a nation require that the English\nlanguage be the basic language of instruction in the elementary schools.\nBut it can offer subventions to the states for public education on condition that the states themselves make this requirement.\n\n"}
{"page": 645, "printed_page": null, "text": "620\n\nNATIONAL EDUCATION ASSOCIATION [School Administration\n\nIf alienism is a problem chiefly of the urban schools, illiteracy is a\nproblem primarily of the rural schools. Five-sixths of all of the\nnative-born adult illiteracy is in the rural districts. It exists primarily\nbecause the rural school is grossly inadequate to its task. It will always\nbe inadequate to its task until the rural-teaching service has been placed\nupon a stable, recognized, and permanent basis. It will always be\n\ninadequate to its task until the ideal that the National Education\nAssociation has set before the people-a competent teacher for every\nclassroom in the land-has been measurably realized.\n\nWhat are the objections to federal aid for public education ? Taking\nthe Smith-Towner Bill as a text, it is well to review briefly the objections that have been urged against this measure.\nFirst, it is said that a law based on the provisions of this bill would\nbe unconstitutional. This objection can be disposed of very quickly.\nFederal aid for public education in the states is a policy that antedates\nthe Constitution.\n\nIt was embodied in the Land Ordinance of the\n\nContinental Congress of 1785. It has been embodied in a series of\nlaws extending in an unbroken series through the period of our\nnational life. Against these laws there has not been a single adverse\ncourt decision. If the Smith-Towner Bill is unconstitutional, the\nSmith-Hughes Act is unconstitutional ; the Smith-Lever Act is unconstitutional ; the Adams and Nelson Amendments to the Morrill Acts and\nthe Morrill Acts themselves are unconstitutional ; the acts donating\n\nswamp lands and salt lands to the states for educational purposes are\nunconstitutional ; and the enabling acts of two-thirds of the states are\nunconstitutional .\n\nIn the second place, it is urged that there is an injustice in levying\ntaxes in proportion to the wealth of the country and distributing the\nproceeds in proportion to educational needs. Federal funds for public\nschools would mean, of course, that the richer communities would pay\ninto the federal treasury more money than they would receive back\nthrough the subventions for the support of their own schools. It\nwould mean, also, that the poorer communities would receive more\nmoney than they paid.\nThis objection can be answered in two ways. In the first place,\nthe justice of equalizing educational opportunities can be demonstrated.\nIn the second place, it can be shown that it is to the distinct advantage\nof the richer districts to contribute to educational development in the\npoorer districts.\n\nThe justice of equalization need not long detain us. We may say\nto the rich centers : \"You draw your wealth from the rest of the\ncountry. Without the people to buy your manufactured goods and\n\nsupply your raw materials, you would not prosper-you could not even\n\n"}
{"page": 646, "printed_page": null, "text": "Department]\n\nFEDERAL AID FOR PUBLIC SCHOOLS\n\n621\n\nexist. In justice you should send some of your profits back to the\npeople who constitute your markets and your sources of supply.\"\nThis appeal is based on justice; but when a man is legally in posses-\n\nsion of wealth he is not likely to feel very severe qualms of conscience\nas to the source of that wealth.\n\n\" True,” he will say, \"we need the\n\nfood and the raw materials from the outlying districts, but we do\nnot admit an obligation to help these districts to educate their children.\n\nWe are spending a goodly sum on our own school system. We are\nnot neglecting our own children, and charity, you know, begins at home.\nWe are willing to pay taxes where we can expect to receive a benefit.\nWe do not agree that taxation should be merely a means of redistributing wealth.\"\n\nThe argument from justice, then, while morally sound and quite in\nharmony with accepted principles of taxation, is not likely to make\na strong appeal to the people who bear the heaviest burden of taxation.\n\nIt is important, I believe, to show that, while the richer districts will\npay more than they receive back in actual money, they do not pay more\nthan they will receive back in clear benefits .\nIn what way will the rich commercial and industrial centers of the\n\nnortheastern states, which pay so large a proportion of the income\nand excess-profits taxes, benefit by improved schools in the poorer sections of the country ?\n\nIn the first place, the prosperity of these favored centers is directly\ndependent upon the prosperity of their tributary areas their \"hinterland.\" It has been clearly demonstrated that the most important\nfactor in production is trained intelligence. The higher the level of\ntrained intelligence among the people of the \"hinterland,\" the greater\nwill be their prosperity and the greater the prosperity of the centers\nwhich constitute their outlet markets and their sources of manufactured\n\ngoods. For New York to contribute to the educational development\nof the South and the Middle West is just as sound a business proposition as for New York to contribute as it does now to the support of\nthe Department of Agriculture; it is just as sound a business proposition\nas for the International Harvester Company to spend part of its profits\nin supporting an educational department to instruct the farmers who\n\nbuy its implements. All this is neither charity nor confiscation ; it is\ngood business.\nIn the second place, the nation's laws are made by a Congress that\nrepresents the various sections not in proportion to their wealth, but\nin proportion chiefly to their population. Good laws depend upon\ngood legislators and good legislators depend upon intelligent electorates.\nThe representatives from the \"hinterland\" outnumber the representatives from the centers. It is a wise policy of self-protection on the\n\n"}
{"page": 647, "printed_page": null, "text": "622\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Administration\n\npart of the centers to stimulate the development of good schools\nthroughout the country as a whole. In precise proportion as the nation\nbecomes a unit politically, economically, industrially, it becomes a unit\neducationally ; and the failure to recognize the educational interdependence of the several states has operated and still operates to hinder the\nfull development of their political and industrial unity.\nIn the third place, the population is extremely mobile. Many of\nthe children of the \"hinterland\" who are now limited in their school\n\nfacilities will in another decade be residents of the centers. In Chicago\nin 1910, 40 per cent of the adult population represented persons born\nand reared in the rural districts. Again, it is a sound policy of selfprotection for these centers to contribute to the improvement of the\noutlying schools.\n\nThese three arguments for \"equalizing educational opportunities\"\nleave out of account the essential justice of giving to every American\nchild a fair chance by providing for him a good school and a good\nteacher. They are an appeal to the rich communities solely and simply\nfrom the standpoint of their own welfare. Add to these the basic\nargument of fair play to all of the nation's children, and the case for\nequalization is overwhelming.\n\nA third objection to federal aid for public schools is the fear that\nsuch aid may ultimately lead to the centralization of the support and\ncontrol of education in the federal government.\n\nThe control of local and state education by the federal government\nwould, of course, be unconstitutional. The Smith-Towner Bill goes\neven farther and explicitly inhibits any indirect control by a provision\nwhich states that the Secretary of Education shall not have the power\nto impose regulations of any kind upon the schools. There will even be\nno inspection such as that provided by the Smith-Hughes Act. The\nSmith-Towner Bill returns to the principle of good faith between the\nstates and the nation. It requires only for certain of its subventions\nthe provision of a minimum school year of twenty-four weeks and\nthe enactment of a law requiring the English language to be the basic\nlanguage of instruction in the elementary schools.\nThere are those who admit the virtue of the bill in thus guarding\n\nagainst centralization, but who still fear that federal aid will eventually\nlead to a centralized control. There is, of course, no way to predict\n\nthe future except through a study of the past. The federal government has with great success promoted many enterprises that lie outside\nof its sphere of direct control. In no one of these cases, whether it be\nagriculture or commerce or public health or child welfare, has it tended\ntoward direct control. The historic precedent is clear. There is a\nsharp division between the executive functions and the non-executive\n\n"}
{"page": 648, "printed_page": null, "text": "Department]\n\nSAFETY TO LIFE IN SCHOOLHOUSE PLANNING\n\nfunctions of the federal government.\n\n623\n\nThere is no evidence that func-\n\ntions of the latter type tend to merge into the former type. Every\nevidence indeed is quite to the contrary.\n\nThrough money appro-\n\npriations, through leadership, and through service of scientists and other\nspecialized workers, the federal government has promoted agriculture\nand commerce and industry in the several states. It has not controlled agriculture.\n\nThere has been a great deal of protest against the Smith-Hughes\nAct and its administration. Practically all of those in our profession\nwho object to the Smith-Towner Bill do so because of their irritation\nover the Smith-Hughes methods. It is recognized that these methods\nare not satisfactory to school people. They have been rigorously\nguarded against in the Smith-Towner Bill .\n\nIn our criticism of Smith-Hughes methods, however, we are likely\nto overlook the great good that has come from the other national acts\nin aid of education-from the Smith-Lever Act the wise provisions\n\nof which, through the county agents and other features of the States'\nRelations Service, are working a veritable transformation in our rural\nlife; from the Morrill Acts which gave us our magnificent system of\nland-grant colleges ; from the early public land appropriation which\nlaid the firm foundations of our public-school systems in the middle\n\nwestern and far western states. It is in the spirit and purpose of those\nbeneficent laws that the Smith-Towner Bill has been drawn .\n\nSAFETY TO LIFE IN SCHOOLHOUSE PLANNING\nT. ALFRED FLEMING, DIRECTOR OF CONSERVATION OF THE NATIONAL\nBOARD OF FIRE UNDERWRITERS, NEW YORK, N. Y.\n\nOnly those who have been called upon to pass through the harrowing\nexperiences of a school fire, with its attendant loss of life and personal\nand physical injury, have ever awakened to the real responsibility resting upon every leader in our school life. I recall the dreadful scenes of\n\nthe burning of the Collinwood school as a fearful nightmare. I can\nsee those bodies piled up like cordwood just as they had fallen at the\nrear entry\n\n...\n\n.Will America really learn this lesson ? One hundred\n\nseventy-three helpless and dependent children and three faithful teachers\nsacrificed on the altar of carelessness. Just a faulty installation of the\nheating system, not any worse than in many of our buildings today.\n\nJust a little polish (highly combustible) kept on the floor to make the\ncustodian's duties easier. This spread the fire and cut off the front exit .\n\nThe rear doors, which were hinged to swing inward, by forgetfulness\nwere left locked. What a price they paid for a lesson on proper construction and maintenance of educational property !\n\n"}
{"page": 649, "printed_page": null, "text": "624\n\nNATIONAL EDUCATION ASSOCIATION\n\n(School Administration\n\nHow soon we forget lessons like this. Today, by results recently\ntabulated, it is found that 90 per cent of our school buildings are in\nmore hazardous condition than the Collinwood School when it burned.\n\nReports from the Actuarial Bureau of the National Board of Fire\nUnderwriters, show that we are burning an average of over five schools\n*\n\n*\n\n*\n\n*\n\nfor every day of the year.\n\nThe proper place to eliminate this dreadful waste of life and property value is in the education of our children of the next generation,\n\nand by surrounding them, during such training period, with the best\nexample of proper building construction and maintenance.\nBoard of education. We should begin by selecting men for every\nboard of education who will assume the physical as well as the financial\nresponsibility. Too many such members have no children in the schools,\n\ntherefore no thought of their responsibility for public safety. The man\nwho allows his election to occur, who fails to use the opportunity\nafforded for improving physical conditions in supplying protection,\nought to be called upon to resign. He has gone so low in public service\nthat he has to reach up to touch bottom. Therefore, first secure a real\nboard who will standardize along safety lines.\nStructure. In new buildings there is no excuse for the absence of\ncorrect fireproof construction. The United States can boast of very\nfew architects who are really specialists in school construction from the\nstandpoint of safety and economic efficiency. Don't waste the people's\nmoney on the ordinary so-called home-builder, when it is possible to\nhave the experience of men who have spent their lives in the study of\nschool economy. The two most important items in planning a new\nbuilding are the exits and the heating plant. The installation of the\nfire and smoke-proof stairways eliminates the need of outside escapes.\nThese are located with proper relation to the rooms they serve, and are\nused daily as regular exits and also supply a maximum of safety in\nemergency. The heating plant should be placed outside the building,\nif necessary attached, but separated by satisfactory fireproof construction. Remove the heating plant, and you eliminate 80 per cent of the\nhazard in proper new construction.\n\nMaintenance. Our greatest problem comes with the antiquated\nstructures built years ago. Every possible hazard has apparently been\ninstalled and each grows worse by unsatisfactory maintenance. Custodians of school property should be required to take a rigid examination in \"safety work\" before being placed in charge of the property\nwhich endangers thousands of children's lives. The first hazard of old\nbuilding construction is in the location of the heating units and coal\nbins underneath the hallways or classrooms. The heating room should\n\n"}
{"page": 650, "printed_page": null, "text": "Department]\n\nSAFETY TO LIFE IN SCHOOLHOUSE PLANNING\n\n625\n\nat once be made fireproof, with a ceiling of at least fire resistive material\nsufficient to retard fire for one hour. This room should be cut off from\n\nthe rest of the building by standard fire doors. The next hazard is\ngenerally found in the custodian's room where you almost always find\nthe elements of spontaneous ignition in every oily rag or dustless mop\nused for cleaning purposes. Oils, varnishes, and gasoline frequently\nabound here. The electric current is found to be a much-misunderstood\n\ncause of disaster. Unauthorized extensions are made to the original\nwiring, overloading the circuits so that they heat and short circuit. In\na new up-to-date structure was found, a few days ago, seven pieces of\n\nlarge wire in place of a like number of fuses which had been blown\nout by overloaded currents. Never allow an extension unless it is\ninstalled by an expert electrician.\nEscapes. Only escapes easily accessible to all rooms should be allowed. These should be built so far away from the building that fire\n\nbursting from the windows will not endanger the descent of children.\nI once saw eleven persons picked up dead on a fire escape which was\nbuilt to cross two windows from which the fire protruded. Wire glass\nand metal sash on these would have held back the fire until all persons\nhad escaped to safety. I do not look with favor on the ordinary so-\n\ncalled escape built like an upturned boiler with a spiral slide inside.\nWith a twenty-eight room school in session, I found three of these\nlocked, with padlocks on the outside of the exit doors at the bottom\nand the keys lost for over four months. Can you imagine the horror\nof a fire in that structure only to roast the bodies in the escapes ? Yet\nthis is a frequent occurence, with this type of escape.\nSprinkler protection. It is my firm belief that the automatic sprinkler equipment supplies the best protection for the basement of all school\nproperty. Over 75 per cent of school fires originate in the basement.\nThese could be controlled and extinguished by a sprinkler system, without the loss of either property or life .\n\nFire protection education .--The great need of today is for a definite\ncourse of training in all public and high schools on fire prevention and\nprotection, construction, and conservation. The manual entitled Safeguarding the Home Against Fire; prepared by the National Board of\nFire Underwriters, for the Department of Education, is now being used\nin many states as a special aid to the general study. The results therefrom have been exceptionally good. Why not join in the great coöperative movement, involving all business and educational interests, which\nis now on in almost every state, so that the present and future generations may save the myriads of lives and millions of property which\n\nbring sorrow, heartaches, distress, loss, high living costs and which\ncontinually undermine our civilization.\n\n"}
{"page": 651, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n626\n\n( School Administration\n\nJ. ALBERT ROBINSON, SUPERINTENDENT OF THE INSPECTION AND SERVICE\nDEPARTMENT OF THE GRINNELL COMPANY, PROVIDENCE, R. I.\n\nThe value of good construction is universally recognized. We are\nall familiar with the more common types of construction and building\nmaterials in use. The several types of construction which are being\ndeveloped by the steel industry are not yet so well known. It is of very\ngreat interest, in view of the high cost of building, to learn that, at\nonly a slightly increased cost over that of ordinary construction, the\nmost hazardous portions of the school building may be segregated or\ncut off by the use of a steel lumber fire-safe first floor. In floors of this\n\ntype, light steel lumber joists are supported on roll steel beams, bridged\nlaterally with steel bands, the metal lath supporting the plaster of the\nceiling and the concrete fill of the floor above. Various methods are\n\nused for supporting steel lumber joists on structural beams. Steel lumber joists may support a wooden floor laid on nailing strips securely\nfastened to the joist with concrete fill, or concrete slab may constitute\nthe floor. ¹\n\nAutomatic fire detection . With the time at our disposal it will be\npossible to discuss only the modern method of automatic fire detection,\ntouching a moment upon the subject of exits and devoting the remainder of the time to the predominating method of fire extinguishment,\nautomatic sprinkler protection.\nProper fire drills in schools have been the means of preventing many\ncatastrophies. An approved alarm system, intelligently operated and\nfully understood, is an essential part of any arrangement of fire drills.\nUpon the prompt notification of fire depends the efficiency of the fire\ndrills. An automatic means of giving such notification may be had by\nthe use of a thermostat, or sentinel. 2\n\nAutomatic fire alarms and fire drills may have their value more or\nless nullified by poorly designed buildings as regards exits. Every\nschoolroom should have at least two independent means of exit, of\nample size to permit the entire school being emptied in two or three\n\nminutes at the most. The horizontal exit is the best arrangement and\ncan easily be provided in new buildings without great additional expense,\nand in many instances it may be readily built into old buildings.\n1Mr. Robinson illustrated this type of construction by showing slides giving details of\npressed steel joists, and stated that eleven-inch and twelve-inch joists of this type can be\n\nused for spans as great as twenty-six feet under ordinary schoolhouse loading, of forty to\nsixty pounds per square foot.\nA modern type of sensitive thermostat was illustrated by several views and discussed\nin detail by Mr. Robinson. He stated that an interesting feature of the sentinel shown was\nthat it gives visual indication when it has operated in the form of a small bulb of solder\n\nwhich appears in the center of the thermostat. He also cautioned his audience that only a\nsystem of thermostats wired on a closed circuit system should be considered in order that\n\nany derangement of the circuit may give a local or central station trouble alarm.\n\n"}
{"page": 652, "printed_page": null, "text": "Department]\n\nSAFETY TO LIFE IN SCHOOLHOUSE PLANNING\n\n627\n\nAll doors provided should be adequate for the number of occupants\nand, with the possible exception of individual classroom doors and doors\non fire walls, should swing with the travel. Doors should never be\nbolted during school hours except by means of approved panic bolts.\nAutomatic sprinklers. There is now a pretty generally understood\nmethod of protecting buildings of even wooden construction and render-\n\ning life reasonably safe. This is the automatic sprinkler. 3 It is especially suited to buildings already constructed and which could not be\nmade safe in any other way without costly changes. Also, contrary to\n\nthe notions of some people, automatic sprinklers can be installed in a\nschool without unfavorably affecting the appearance of the rooms.\n\nA sprinkler equipment should not provide the excuse for frail or\ncombustible construction. Every schoolhouse should, first, be properly\nbuilt, as nearly fireproof as possible, taking into consideration its size\nand the funds available for building purposes. An efficient automatic\n\nalarm device should be provided. And, finally, a complete automatic\nsprinkler system should be required by law, at least in all basements,\nworkshops, and other hazardous places.\nS. A. CHALLMAN, STATE INSPECTOR OF BUILDINGS AND SANITATION,\nST . PAUL, MINN .\n\nWe have two things to consider when we speak of safety to life in\nour school buildings ; first, how to obtain means for safety in old buildings, and second, how to plan buildings we are now constructing or\nabout to construct so as to make them safe. In the case of old build-\n\nings, we first of all need to consider how well the building is adapted to\nthe purposes it serves or might serve. It is a question whether a building already constructed is of such a character as to make it worth while\nto spend any great amount of money upon it, in order to protect it from\n\ndestruction by fire. I realize, that when I am saying this some of you\nare naturally thinking that life in a building poorly adapted to its pur-\n\nposes is just as valuable as life in a building well adapted to its purposes.\nI grant that this is true, but I contend that it is not advisable to take\nthe same precautions in all types of old buildings. If we are looking\nmainly to safety to life and not to destruction of property, we can\n\novercome the danger to life largely by putting in proper stairways. The\nMr. Robinson showed a number of colored diagrams and photographs which illustrated\nin a way readily grasped by the layman the manner in which automatic sprinklers operate.\nOne view was of a schoolhouse with a side removed, showing sprinkler heads installed in\n\nevery nook and cranny in what would otherwise be a veritable fire trap. He described in a\nsimple way the system of piping, and made clear to the school men the difference between\nwet-pipe and dry-pipe systems and the operation of automatic sprinkler alarm devices. The\nmost impressive views were those showing an actual fire test made in a Cleveland school\nwhich was equipped with automatic sprinklers. Kindling for a fire was prepared and a match\napplied. The first view showed a vigorous fire under way. The second view showed the\nautomatic sprinkler in operation and illustrated how the spray from each overlapped and\ndrenched the ceiling above and the floor below.\n\n"}
{"page": 653, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n628\n\n[School Administration\n\nfireproof stairway, or fireproof tower, as it was termed by one of the\npreceding speakers, located so that it can be readily reached, and duplicated as often as the enrolment demands, gives a reasonably certain\nguaranty of protection to life.\nThe old buildings that were constructed before our present standards\nwere adopted fail in so many particulars to meet the requirements of\nour educational program today that it is a serious question whether we\nought to try to continue their use much longer. Anywhere you go in\nthe United States you will find buildings that have served as school-\n\nhouses for fifty years or more. Even in our western states this is\ntrue. It is quite evident that we are still using buildings that have long\nsince rendered service commensurate with the investment and ought not\nto be continued in use much longer.\n\nWe need to agitate the construction of new buildings, buildings\nadapted to our modern needs and buildings so erected that human\nlife within them is safe. One important consideration is the height of\n\nbuildings.\n\nThe one-story building was planned in the first place, I\n\nthink, to insure safety of life. The one-story building, I anticipate has\n\nbeen built in almost every state of the Union just on this account. We\nhave a number of them in Minnesota. This type of building can be\n\nconstructed as cheaply today, and in some instances even more cheaply,\nthan a higher building. Just recently a contract for a one-story school\nwas let in a village just outside of Minneapolis where the cost per cubic\nfoot on the contracts let was twenty-five cents. The building is well\nplanned and is of fireproof construction throughout except that the\nroof is wood joist construction.\nI believe we ought to bring to the attention of the public the advantages of fireproof buildings. So often people have the idea that\nfireproof buildings are too expensive and cost much more than other\n\nconstruction. This is in reality an open question, when it is considered\nthat a schoolhouse must be a safe place in which to train our children.\n\nI doubt whether we have any data at the present time which show that\nfireproof construction is any higher than any other first-class construction.\n\nWe hear people advocate slow-burning construction, or semi-\n\nfireproof construction. Personally I am unable to define either of them,\nbut I feel certain that with fireproof construction we have done all that\ncan be reasonably expected to safeguard both life and property.\nThe tendency of late years to construct school buildings of not\nmore than two stories has much to commend it from the point of view\nof safety to life. With the second floor not over fifteen feet from the\n\nground, these buildings with ample stairways and exits ought to be\n\nperfectly safe. A fireproof building of this type has been designed\nlately for a school district in our state and bids received show that it\n\n"}
{"page": 654, "printed_page": null, "text": "Department)\n\nSAFETY TO LIFE IN SCHOOLHOUSE PLANNING\n\n629\n\ncan be built for about thirty cents a cubic foot. With such prices for\nfireproof construction, there seems to be little reason for talking about\nexorbitant costs. I feel that we have arrived far enough in our school\n\nstandards so that we may safely say to people to whom we recommend\nthese buildings, that they will be satisfactory for at least the next\ntwenty-five or thirty years, considering that buildings we erected thirty\nto forty years ago are still being used today.\nFRANK IRVING COOPER, ARCHITECT, BOSTON, MASS.\n\nThis meeting is one of tremendous importance. The Department\nof Administration of the National Educational Association, for the\nfirst time officially calls the attention of the Association to the ever-\n\nincreasing danger from fire and panic threatening the school children\nof America.\n\nTen years ago the Russell Sage Foundation authorized the first in-\n\nvestigation of state school-building regulations. That investigation\nfound Ohio and Connecticut the only states having regulations to safeguard school children against fires in schoolhouses.\n\nTen years ago the national insurance files recorded but one fire a\nday in school buildings. Today, after ten years of erecting more school\nbuildings, these same files record five fires a day in the school buildings\nof this country, and there is no telling how many more fires go unrecorded.\n\nThe loss of a school child's life has become so common that no\n\nrecord is kept. Only when the children are burned by the score, do the\nnewspapers outside of the immediate locality note the fact. This\ndestruction of life and treasure is preventable, yet the parents, public,\nand school officials do nothing.\nThe New York Journal of Commerce states that an advance in the\n\nfire insurance rates on schoolhouses is one of the early probabilities as\nthat class of insurance for the past five years has resulted in a steady\n\nloss. Changes are also taking place in the schoolhouse risk. From\nbeing a building of classrooms which was used five hours a day for\nfive days a week the modern schoolhouse has become a combination\n\nstructure ; used in many cases ninety hours a week. There are not only\nacademic classrooms, but machine shops, wood-working shops, kitchen,\nand moving-picture houses, these uses have brought an increased\nhazard.\n\nNo longer is there an excuse for putting this business off.\n\nIn-\n\nformation on these matters is available, it is free. Anyone, official\n\nor private citizen, for the asking may have the results of the experience of competent experts on every phase of the problem of fire\nprevention. The expenditure of but moderate sums would make these\n\n"}
{"page": 655, "printed_page": null, "text": "630\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Administration\n\ndaily fires practically impossible. Do not blame school officials, or\nlegislators. The blame rests on each one of us. We do not work\nto our utmost for safety regulations for schools. Let the points of\nthese remarks stay with you. Other important subjects, other interesting\nmatters will claim your attention, but there is no topic more vital than\nthe saving of a school child's life. Go home determined to start the\nwork in your own town. Legislation is needed. The public must be\ntaught the need of safety legislation. State school building regulations\nmust come. The task of bearing this message belongs to each of us.\nGo home and act before it is too late.\nJOHN R. HEALY, AMERICAN FIRE PREVENTION BUREAU, NEW YORK, N. Y.\n\nWhere the question of cost precludes the use of automatic sprinkler\nsystems there is no reason why school authorities should not consider\nthe installation of automatic fire alarms, which may be installed at from\none-third to one-quarter of the expense of automatic sprinklers. In\nmost communities the ordinances require that you have some sort of\nfire alarm in your buildings. In order to hold fire drills, which is the\nuniversal practice, you have to have a fire-alarm system. Almost\nuniversally the fire-alarm system that is installed to comply with this\nrequirement is the so-called manual system, which requires some human\nbeing to discover the fire and then find a fire-alarm box and pull the\nalarm. A fire may be going for a considerable time and attain considerable headway, such a headway as will endanger the inmates of\nthe building.\n\nThe development in fire prevention has brought to a commercial\nstage the automatic fire alarm. With an automatic fire alarm you have\nin all parts of the building, constantly on guard, fire sentinels who do\nnot require that a human being discover the fire. They detect the fire\nand transmit the alarm, in many cases long before the people in the\nbuilding know that there is a fire, and they summon the fire brigade\nor the persons in authority in sufficient time to extinguish the fire\nwith one or two pails or fire extinguishers.\nThere are one or two precautions necessary to be taken in securing\nautomatic fire alarms. They should be fire alarms that are under con-\n\nstant electrical supervision so that the authorities may be immediately\nwarned in the event of the system getting out of order. The system\nshould also be such as is not subject to false alarm, which results in\nundue excitement and the clearing of the buildings when not desired.\nTHE COMPREHENSIVE SCHOOL BuildING\nF. E. CLERK, SUPERINTENDENT SCHOOLS, WINCHESTER , VA.\n\nTo serve the purposes of education most adequately our schools\n\nmust be planned to meet the demands of teaching, learning, and living.\n\n"}
{"page": 656, "printed_page": null, "text": "Department]\n\nTHE COMPREHENSIVE SCHOOL BUILDING\n\n631\n\nIn the past the procedure seems to have been one of compromising\neducational necessity to meet the arbitrary building and construction\nstandards of the time. Our position now must be that of adapting the\n\nbuilding to its purposes-not the purposes to the building.\nThe comprehensive school is an attempt to adapt the building to its\npurposes accommodating all the grades from kindergarten through the\nhigh school in one building, using the principles of segregation according to age as far as it has any educational value or social justification.\nThe older and younger children in the homes are not segregated arbitrarily to the point of absolutely no contact; why, then, should it be so\nin the school ? The social and moral value of some contacts are indis-\n\nputable and should be safeguarded as essential to an all-round development. The plan of segregating pupils in primary, elementary, and\nsecondary schools without any contact with one another inhibits the\ndevelopment of some important elements of character and gains nothing\nthat is not possible in the comprehensive school .\n\nThe comprehensive school is planned to meet the demands of the\nteaching of, the learning of, and the exercise of, citizenship for all\nthe children and adults in the community ; in other words, an educa-\n\ntion in anything, for anybody, at any time.\nProvision then must be made for many activities. A dynamic organization sufficiently elastic to meet the changing needs and growth\nof the community must be provided.\nIn planning such a comprehensive school for the city of Winchester,\nVirginia, the following principles and provisions have controlled the\nplanning of the building: first ; inclosing the school in a building, the\narchitecture of which is consistent with good taste, and in harmony with\nthe best traditions of the community ; second , using the same space\nfor as many different activities as possible without sacrificing educational value ; third, planning elementary classrooms no larger than\ntwenty-four feet by twenty-eight feet to make it quite impossible to\nhave more pupils in a room than a teacher can effectively teach ; fourth ,\nusing all space possible for some educational purpose ; fifth , by using\nthe one-story plan making proper lighting of classrooms possible by use\nof overhead light; sixth , by converting corridor and stairway space\ninto a covered playcourt to provide recreation facilities during inclement weather; seventh , providing for the demands of elasticity in the\n\njunior and senior high-school departments by providing classrooms\nconvertible into larger or smaller rooms by the use of folding partitions ; eighth , meeting the needs of community activities indoors by\nplanning an auditorium with full stage equipment, and outdoors by\nproviding an athletic stadium, park, and childrens' playground.\n\n"}
{"page": 657, "printed_page": null, "text": "632\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Administration\n\nDWIGHT H. PERKINS, ARCHITECT, CHICAGO, ILL.\n\nIt is obvious that I am expected to add to this discussion of the\n\"Comprehensive School\" from the standpoint of the architect. Discussion from the teachers' and pupils' points of view will be from educators.\nIt is the educators who must determine the requirements, who\nmust fix the maximum and minimum limits and the number and kind\n\nof activities that a given school is to comprehend. These fixed, it is\nthe architect's function to plan a building or group of buildings to house\nthese activities in a manner combining the greatest educational effi-\n\nciency and completeness of supervision consistent with a due economy\nof construction and operation.\n\nTo the architect, the difference between a \"comprehensive\" school\nand one that is not \"comprehensive\" is a difference of program and\nof use and not of dimensions or of equipment, because no modern elementary or high school complete for five hundred or more pupils is\nproperly designed and furnished unless it has rooms of sufficient variety,\nsize, character, and facilities to meet each and every one of the needs\n\nshown to be required by the \"comprehensive\" idea. Such a building includes classrooms of various sizes, study rooms, laboratories,\nclub rooms and libraries, and the usual rooms for physical culture and\nvocational or industrial training as well as an auditorium.\nTherefore, the manner in which these things are arranged and the\nway in which our plans may be tested while they are still in sketch\nform interests us as architects and if we have any contribution to offer\nit is an exposition of such a test or series of comparative tests made\nin our office.\n\nAt their conclusion there was no room for doubt as to the condi-\n\ntions and facilities which would result from construction according to\nany one of the sketches considered. Each would develop a possible\ncomprehensive school, and this method-the tabulating of statistical information-we submit as our part of this discussion.\nOur statistical tables-made for one school project-show large and\nsmall developments of three separate and distinct plans, or six possible\nsolutions of the problem.\n\nThe first three slides show group or key plans of the three schemes,\nthe shaded portions indicating the minimum structures capable of use\nfor a very much restricted but temporary program.\nTables I, II, and III (the following three slides) show cubic con-\n\ntents-in grand and subtotals, educational facilities, by rooms and\nstations, and educational efficiency, by actual areas and by relative\npercentages.\n\nThese six diagrams enable us to compare the elements of each phase\nof each plan but they still leave the question of cost unanswered. The\n\n"}
{"page": 658, "printed_page": null, "text": "Department]\n\nTHE COMPREHENSIVE SCHOOL BUILDING\n\n633\n\nsketches have been influenced to such an extent in each case by the\nsuperintendents that we feel confident in presenting them as diagrams\nmade from plans any one of which would, if built, produce a modern\n\nhigh school. We assume that these sketches are graphic definitions of\nsuch a structure.\n\nOur seventh slide is our answer to the question of cost-based on\n\nthree assumed costs per cubic foot. The results are shown per pupil,\nper station, and for the whole building in each instance.\nWILLIAM B. ITTNER, ARCHITECT, ST. LOUIS, MO.\n\nThere is a school-building shortage in the country. In some states\nthe shortage is more acute than in others. Of course, there has always\nbeen a lack of school accommodations in our larger cities but now\nthere is an accumulated shortage of buildings and seats. It is estimated\nthat there is a shortage of three and one-half to five million seatings.\nConsequently, undesirable quarters are used for the housing of school\nchildren in many places. Large numbers of children have also become\nvictims of part-time devices.\nThe causes of the unusual building and seating shortage are not\ndifficult to find: ( 1) there was the temporary cessation of school\n\nbuilding during the war; (2) the continuation of excessive building\ncosts and the low market for school bonds; (3) increased enrollments\nduring recent years have added new problems in housing ; and (4)\nchanges in educational thought and practice have created new demands\nin school building. The two causes with which we are chiefly concerned are the continuation of excessive costs and the demand for new\n\nfacilities such as complete physical educational quarters, additional\nworkshops, libraries, and auditoriums.\nAn acceleration of school-building operations was naturally expected\nafter the war and after the removal of the building restriction. But such\na situation did not develop. Building operations have not been up to\nnormal. The reason, of course, has been the excessive costs of ma-\n\nterial and labor. It was possible during the pre-war period to erect\nschool buildings from fifteen to twenty cents a cubic foot in the central\nsection and from eighteen to twenty-five cents a cubic foot in the eastern\n\nsection of the country. These costs have risen steadily to the point\nwhere thirty-five to forty cents per cubic foot has been the average in\nthe central section, while fifty to sixty cents has not been uncommon in\nthe eastern section of the country. This meant that appropriations\nhad to be considerably increased to erect school buildings of a given\ncapacity over the pre-war prices. Therefore, until the last few months,\nthe tendency on the part of boards of education has been to postpone\nand delay school building.\n\n"}
{"page": 659, "printed_page": null, "text": "634\n\nNATIONAL EDUCATION ASSOCIATION\n\n(School Administration\n\nA careful study of the building situation throughout the country indicates that the crest of high prices has been reached and that by the middle of 1921 buildings costs will have reached the level which may be taken\nas the normal cost of buildings for some time to come. There is no as-\n\nsurance, however, that this new cost will reach a level approximating\nthat which prevailed under pre-war conditions. While there is unmistakable evidence that the present high cost cannot and will not be maintained, there is no reliable data upon which to base an estimate as to how\n\nfar prices will recede in establishing new levels of cost for the year 1921 .\nThe shifting of population from rural communities to urban centers\nduring recent years has added tremendously to the housing and seating problems of the city schools. Less than a half-century ago the\nratio of population between city and country was approximately forty\nto sixty. Now the urban population exceeds the rural.\nCurricular activities both in elementary and secondary schools are\n\nexpanding and becoming more diversified. Educational thought and\npractice are changing, owing to the realization of the inadequacy of\nthe traditional school to meet the demands of present-day society. For\ninstance, there is a greater demand for adequate physical education\nquarters than ever before. These quarters include gymnasiums, baths,\nclinics, and open-air play quarters. All of these naturally add to the\ncubical content and cost of school buildings. Demands for vocational\n\nand prevocational quarters are increasing. Shops are becoming more\nnumerous.\n\nThe recognition of the intimate connection between the\n\nbrain and the hand and the need for training in some form of manual\nskill have provided the necessary stimuli .\n\nUndoubtedly, workshops, auditoriums, and gymnasiums are necessary in schools that aim to give their students a balanced school life.\nBut unless these quarters can be used as continuously as classrooms,\nthey become very costly additions to school buildings. Auditoriums\nare desired for practically all schools. Visual instruction and community uses of schools have probably been strong factors in stimulating a demand for auditoriums. At any rate, auditoriums are\nwanted and these range in size from one-sixth to one-third of the\ncubical contents of the entire building.\n\nThe chief factor in a solution to the present school-building shortage\nas well as all other building shortage is a reduction of costs. Another\nfactor for increasing school accommodations is the elimination of waste\n\nspace in buildings, and another, the maximum and multiple use of all\ninstructional facilities. The report of the investigations by the Committee on Standardization reveal the tremendous waste in space, but\n\nstandardization of plans is not the only method of reducing waste. A\nschool building may measure up to standard requirements in instruc\n\n"}
{"page": 660, "printed_page": null, "text": "Department]\n\nTHE COMPREHENSIVE SCHOOL BuildING\n\n635\n\ntional floor space. Such a building, however, may be educationally\ninefficient on account of the lack of the proper balance between its various instructional quarters, making it impossible to organize the school's\nactivities to bring about maximum use of all space. A balanced rela-\n\ntionship of the various diversified quarters within the building is fully\nas important as the measurement of floor space. For instance, a definite\nrelationship should exist between traditional classrooms, recreational\n\nand physical-education quarters, auditoriums, shops, and laboratories.\nBut this relationship will naturally vary in different communities on\naccount of local school needs and desires.\n\nIn industrial centers there\n\nis usually a greater emphasis on prevocational and vocational activities than in aristocratic suburban cities, pleasure and health resorts, and\n\nother types of cities. In fact, vocational demands as well as other\ntypes of educational demands, will vary even within a single large city.\nThis is a matter which cannot be standardized. The relationship\nbetween academic rooms and special quarters is not a fixed quantity.\n\nIt will constitute an individual problem with every school.\nThe efficient planning of buildings so that maximum and multiple\nuse is made possible and non-instructional space reduced to a minimum is a matter for which the school planner is responsible. But\nthe administrative devices by means of which all space is utilized to the\nutmost is a matter for which the school administrator is responsible.\n\nTherefore, in the planning of schools there is urgent need for the\narchitect and the school administrator to work together. The architect\nis not responsible for all waste in school-building space. I have seen\n\nbuildings efficiently planned and constructed in which there has been\njust as much waste as in poorer planned buildings. Surely the school\narchitect could not be blamed for waste due to inefficient organization\nand operation of the school. The inability of the superintendent to\nsee the possibilities of this school plant is a common cause for waste\nin school-building space. It is my opinion that skillful administration\nwhich will eliminate all instructional waste space in school plants by\n\nskillful operation is as essential a factor in the school-housing solution as the reduction of non-instructional space by the architect.\nFinally, the matter of centralization affects building economies, a\nschool building in everybody's yard is scarcely possible now. Although\ndistances must be considered and reasonable ones established, this\n\nmatter should not carry the weight it usually does. If children, by\na longer walk, can work and study amid wholesome and pleasing environments and rich educational opportunities, then surely a small\nsacrifice is worth while. By far the most successful schools, as far\nas buildings are concerned, are the larger units. It is reasonable to\nbelieve that if a large number of small schools are to be provided with\n\n"}
{"page": 661, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n636\n\n[School Administration\n\nthe rich facilities desired for present-day education, desirable building\neconomies cannot be effected.\n\nIn large centralized schools, facilities can be planned and equipped\nfor their particular uses. For example, an auditorium should be an\n\nauditorium and serve the purposes for which it is built. It can then be\nconstructed with a sloping floor, balcony or amphitheater arrangement\nof seats, and equipped with stationary and permanent opera chairs.\nIt can have a proper stage with full stage equipment. The interior\nfinish, the lighting, the ventilation may all be adjusted to suit auditorium\npurposes.\n\nPermanent visual instruction with all the approved methods\n\nfor safety can be properly installed. It is far simpler for an architect\nto plan a real auditorium than one which is to serve also as a makeshift gymnasium. And in the end it is more economical. It is far\n\nbetter to plan gymnasiums for both boys and girls, than to try to make\none gymnasium do for both sexes, or to try to make an auditorium\nserve gymnasium purposes.\nEfficiency in school buildings, then, means the reduction of all\nnon-instructional space to a minimum. It also means the use of all\nwork, study, and recreational quarters all of the time. Architects\n\ncan plan buildings so that maximum use is made possible and multiple\nuse suggested. After that, however, school administrators must see\nto it that the building service approximates 100 per cent .\nSince the matter of cost reduction concerning both labor and construction material cannot be counted on with any degree of certainty\nthe immediate solution of the present school building situation must\n\nbe found in more efficiently planned buildings and in more skilful organization and administration of our schools .\n\nS. O. HARTWELL, SUPERINTENDENT CITY SCHOOLS, ST. PAUL, MINN.\n\nThe main factors of school architecture must remain virtually the\nsame from one period to another. Their interrelations in any individual structure are much better understood than formerly and for\nthe notable progress in the last few years the committee in charge\n\nof this program has been in no small degree responsible. At this\nstage in the discussion I shall assume agreement on certain fixed items\n\nsuch as : ( 1 ) an expense limitation reasonably within community possibilities; (2) location of buildings with due regard to a proper radius\nof pupil supply ; (3 ) unit construction and a standardized ratio of equip-\n\nment for required lines of work; (4) adjustment of buildings to curriculum and to essential needs of adult education.\n\nOn the basis of these factors we may agree on the so-called com-\n\nprehensive building as the desirable, in fact, the scientific application\nof these principles to present needs.\n\n"}
{"page": 662, "printed_page": null, "text": "Department]\n\nTHE COMPREHENSIVE SCHOOL BUILDING\n\n637\n\nMy single contention is that certain variables must be carefully\nconsidered.\n\nFailure to adjust them, with such anticipation of future\n\nneeds as we can make, will mean that the comprehensive building of\ntoday may within three decades be just as cramping for school growth,\nalmost as inconvenient in use as the box-like eight-room structures\nof forty and even twenty-five years ago. We can criticize the older\nfashion of construction as poor in plan, relatively inefficient for modern\nwork, and hence wasteful. If we are to avoid just the same criticism\na few years hence on present types, a criticism of increased weight\nbecause of the heavy additional cost involved in present buildings, we\nmust emphasize and work out the variables involved.\n\nThe factors just mentioned as fixed essentials do themselves contain\nvariables of wide range. Most important and uncertain of these is the\n\ncourse of study. It has been in flux for the past decade, and the outlook promises important readjustments in the near future. Flexibility\nof floor plan within construction units seems to me the most important\nfactor as yet unmet except in occasional instances.\n\nThe plan used\n\nin the new Milwaukee Trade School illustrates what I mean.\n\nare practically no transverse-bearing walls.\n\nThere\n\nOn the corridor side of\n\nthe rooms ranged along the front of the building, for instance, heating\nand ventilating openings were arranged on a half-unit basis, i.e. , every\nfifteen or sixteen feet. In the same way, openings were left for\ncarrying pipes and wires from basement to top story. Then light\n\ndivision walls were placed to make the present room arrangement.\nAt little expense, these may be taken out and rearranged for future\nneeds. It is factory construction applied to schools. I know that\nprogressive architects have applied the method to some extent. I believe\n\nits wide adoption will greatly increase flexibility and hence economy.\nLocation with regard to proper pupil radius involves a variable in the\ncommunity and another within the school. Proper radius for primary\npupils is of course different from the supply radius practicable for\n\nintermediate schools. Probably, also, there is no city of any size that\nhas not had a school practically abandoned by its constituents while\nsome new addition to the city was housing its school children in\nportables.\n\nFrom this is resulting a general arrangement of buildings of three\ntypes, the elementary comprehensive for present needs with a short\nradius ; the intermediate strategically placed, and the senior high schools\nin whose location transportation has been an acknowledged factor.\nThe Detroit, Michigan, building plan is a noteworthy example.\nI think we shall come in the cities to the acceptance of this third\nvariable--transportation as a factor in the arrangement of facilities\n\nfor the intermediate grades. Certainly in construction of any interme\n\n"}
{"page": 663, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n638\n\n(School Administration\n\ndiate building we should allow for its growth into a comprehensive\nbuilding as we at present use that word. But acceptance of an intermediate or Junior high-school program involves final accommodation\nof 25 per cent of the enrolment above the kindergarten. To give the\nfacilities for all courses in every intermediate building involves a cost\n\nthat almost no cities have faced and that few can compass within a\nreasonable term of years. I think we are likely to develop what we\n\nmay call departmental intermediate buildings within short transportation range of a comprehensive junior high school, and then equalize\neducational opportunity by transporation of various groups for special\nwork. At present building rates communities could pay that transportation more cheaply than to install all needed facilities at all needed\ncenters .\n\nI have emphasized three variables that seem to me present in every\nbuilding problem. Each location will have one or two more vital in\n\nits immediate situation. I revert to my single contention that for\neconomy and permanent efficiency in building we must watch these\nvariables.\n\nSTANLEY MACOMBER, NATIONAL STEEL FABRICATORS' ASSOCIATION,\nNEW YORK, N. Y.\n\nAs a representative of the steel-fabricating industry I have been\n\nmuch interested in the discussions on schoolhouse planning. It occurs\nto me, however, that one very important factor has been overlooked,\nthat is, the question of costs. You can plan on what you would like to\nhave, but in the final analysis the question of cost must be given every\nconsideration. The cost of the building must come within reach of\nfunds available. As a general rule when the contract is finally awarded\na number of changes have been made in the plans and specifications in\norder to meet the cost requirement. Something is left out here and\nchanges are made elsewhere. This is all done within a short time after\nthe bids have been submitted. You spend weeks and months in de-\n\nveloping the plans. They are then sent out for bids and the contractors\nare given hours or days to develop ideas tending to reduce the cost of\nthe building sufficiently to permit the structure being built at all.\nIs it out of line to suggest that this question of comparative costs be\ngiven your serious consideration in the earlier stages of the development of your plans. There are many factors affecting costs which can\nbe considered and decided upon when initially developing your building\nlayout. To illustrate, take the two questions which are often completely\noverlooked, that is, live loads and net spans.\nAnalyzing the live loads which actually are applied to schoolhouse\nfloors you will find that 10 pounds to the square foot is a high estimate.\n\n"}
{"page": 664, "printed_page": null, "text": "Department]\n\nTHE COMPREHENSIVE SCHOOL BUILDING\n\n639\n\nFurther consider that all structural designs are figured on ample safety\nfactors .\n\nRealize that in commercial work such as warehouse construc-\n\ntion the loads designed for are those actually applied and in many\ninstances greatly exceeded. In other words, in that type of building\nthe design is made for the actual loading condition using the same\nsafety factor in design that we use in developing the structural portions\nof school buildings. Working on the same basis, you would give us the\nactual load you wish to apply on a floor-in schoolhouses approximately\n10 pounds to the square foot-and we will design a floor for that condition and take care of overloads. Can you blame us for wondering at\nthe chaotic condition, when in the course of thirty days' time we ex-\n\namine the schoolhouse plans where the live load specifications run from\na minimum of 40 pounds per square foot to a maximum of 180 pounds\nper square foot ?\n\nThe cost of floor construction is very rapidly increased as the live\nloads specified are increased. A difference of 125 pounds in the live\nload means a difference in cost exceeding 50 cents per square foot of\n\nfloor area. The item of abnormally high live-load specifications on\n\nschoolhouse floors runs into thousands of dollars of useless expense\neach year. Certainly this committee could well adopt a standard liveload specification and endeavor to establish uniformity along this line.\nThen again consider the question of spans. The longer the net span\nof the floor the greater the cost per square foot of that floor. It is\n\nmore or less common in floor construction to specify long-span designs\nin order to secure a flat ceiling, it being claimed that flat ceilings give a\nmore uniform diffusion of light and better ventilation.\n\nI am treading on dangerous ground, particularly before this group\nof men, in questioning the established practice of flat-ceiling design.\nPermit me, however, to question : Why does a flat ceiling give better\nventilation than a beam ceiling and in what way does it provide a better\n\nand more uniform diffusion of light ? If there is a difference what does\nthe difference amount to ? Is it worth the extra cost ? Has the idea of\n\nflat ceilings been sold to you or will it stand the acid test of critical\nexamination ? Remember, it costs you money. A flat ceiling decorated\n\nin a light color certainly does reflect light in every direction. The direct\nlight rays from the windows come in from the pupils' left. The indirect light rays from the ceilings are reflected from every other direction. It is a question in my mind as to whether this very diffusion of\nlight is a desirable thing or not. In building a hotel you would not\nquestion the expenditure of money on the lobby ceiling. Look at the\nceiling about you, do you see anything but beauty in that beam effect ?\nAre there any shadows to bother you or cross currents of light to strain\nyour eyes ? In this room is a definite example of the commercial structure, where money is spent to produce as restful a light condition as\n\n"}
{"page": 665, "printed_page": null, "text": "640\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Administration\n\npossible. They desire to provide those conditions which will result in\nyour comfort. I do not claim to be versed on this subject but surely\nyou will realize that it is hard to reconcile these two conditions, you\noften spending money to secure a result which in the case of commercial buildings they spend money to eliminate. Possibly the idea of establishing standard recommendations would be worthy of your serious consideration .\n\nThere are many other factors affecting cost. The steel fabricator\nbelieves that most of these subjects could be taken up and threshed out\nat the beginning and then properly incorporated in the plans, this method\nresulting in a much better and more satisfactory arrangement than to\ntry under pressure to force the letting of a building after the bids have\n\nbeen received on a certain definite specification. The industry stands\nready to co-operate to the limit of its ability at any time.\n\n"}
{"page": 666, "printed_page": null, "text": "Department of School Administration\nSECRETARY'S MINUTES\nDES MOINES MEETING\nOFFICERS\n\nPresidentGEORGE W. GERWIG, Secretary Board of Education .....\nVice-President-H. A. SMITH, President Board of Education ...\n\n..Pittsburgh, Pa.\nSalt Lake City, Utah\n\nSecretary-WILLIAM C. BRUCE, Editor American School Board Journal .... Milwaukee, Wis.\n\nFIRST SESSSION\n\nTUESDAY MORNING, JULY 5, 1921\n\nIn the absence of President George W. Gerwig of Pittsburgh the meeting\nwas called to order by William George Bruce, of Milwaukee.\nThe first speaker was E. A. Winship, who dealt with the subject of ADEQUATE\nSTATE AND NATIONAL SUPPORT FOR THE SCHOOLS. He held that the problem of\n\nthe hour consisted of devising methods for securing better financial support for\nthe schools. He pointed out that many districts and states labored under the\ndisadvantage of inadequate support for the schools.\nThe scattered or sparsely settled districts where the tax yield is meagre and\nwhere the people are unable to meet their own school needs adequately constituted the more immediate problem.\n\nIt was his recommendation that these districts\n\nbe dealt with as separate units, and that outside aid be brought to them.\n\nThe\n\nstate of South Carolina, he pointed to as an illustration, was ambitious and well\n\nintentioned along educational lines but unable to provide the necessary means\nfor an efficient system of education.\nDr. Winship believed that special methods of taxation should be introduced.\nManufacturers and wholesalers, for instance, doing business in these districts\nshould be subjected to a special tax. All interests drawing patronage from\nchildren-the movies, candy makers, and dispensers of soft drinks-should be\ntaxed. He also believed that all families having six children or more should be\nexempt from taxation and that childless families should be doubly taxed.\nIn the discussion that followed, Mr. Bruce stated that taxation was the great\nunsolved problem in political economy and that all tax theorizing must be reduced to practical application. The rule of uniformity must be observed. Taxes\ncannot be exacted in one district without exacting a similar tax in all districts\n\nin the same state. To place a sales tax on the manufacturer and wholesaler,\nis to place another tax on the consumer. No tax device is worth anything unless\nit can be administered successfully, and no school tax will stand unless it is in\n\nproportion to other governmental needs and reasonably within the tax ability\nof the community.\n\nThe rule to exact a school tax on ability-to-pay principle and redistribute on\npupil per capita is sound. This will carry aid from the revenue from the wealthy\ndistricts with a small school population to the poorer districts with a large\nschool population.\n\nNEW SOURCES OF SCHOOL. REVENUE was the subject of an address by Hugh\nS. Magill, field secretary of the National Education Association. The burden of\nMr. Magill's argument was that since the education of the child was a duty of\nthe state, it logically followed that it was also the duty of the nation. Just as\n641\n\n"}
{"page": 667, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n642\n\n[School Administration\n\nevery state is responsible for the education of the children within its borders so\nthe states collectively are responsible for the training of the rising generation.\n\nState boundaries do not limit the responsibilities of American citizenship. Hence\nnational support is as logical as state support. The vote of the American citizen\nmust be as intelligent in dealing with national issues as it is in dealing with\nlocal questions.\n\nOn motion the chair appointed a nominating committee consisting of George\nB. Thomas, Portland, Ore., Frank Irving Cooper, Boston, and William B.\nIttner, St. Louis. Adjournment followed.\nSECOND SESSION-WEDNESDAY AETERNOON, 2 O'CLOCK, JULY 6, 1921.\nThe session was opened by a report from the Committee on Standardiza-\n\ntion of Schoolhouse Planning submitted by the chairman, Frank Irving Cooper,\nof Boston. The report dealt with three phases of the subject as follows : First,\nhow to determine the number of rooms required in a departmental school ;\n\nsecond, what orientation or layout must be observed in order to achieve\nthe highest measure of efficiency and economy; third, some approved methods\nin arriving at the per cubic foot cost of a proposed school building.\n\nBEST CURRENT PRACTICES IN SCHOOL ARCHITECTURE was a paper submitted\nby John J. Donovan, of Oakland, California. Owing to Mr. Donovan's inability\nto be present, the paper was read by William B. Ittner, of St. Louis, Mo. The\npaper was illustrated with lantern slides showing the modern types of school\nbuildings on the Pacific Coast.\n\nSCHOOL ORGANIZATION AND THE SCHOOL BUILDING was the subject of a\n\npaper by Marie Anderson, specialist in school organization, of Evanston, Ill.\nMiss Anderson demonstrated the maximum use of a school plant through the\nemployment of proper time schedules and a judicious apportionment of modern\nschoolroom activities. She illustrated her points by a series of charts.\nCharles A. Rice, school board member of Portland, Ore., then submitted the\nfollowing :\n\nResolved, that the Committee on Standardization of Schoolhouse Planning,\nheaded by Frank Irving Cooper, architect of Boston, Mass., be continued another year, and that its studies and findings be reported to the Department of\nSchool Administration next year.\nOn motion the resolution was adopted unanimously.\n\nEQUIPMENT FOR VOCATIONAL EDUCATION was the subject of an address by\nGeorge B. Thomas, Chairman, School Board, Portland, Ore.\nThe Committee on Nominations then reported the following names for\nofficers for the ensuing year : President, George B. Thomas, Chairman, School\n\nBoard, Portland, Ore.; vice-president, Ira B. Bush, Superintendent of Schools,\nErie, Pa.; secretary, William C. Bruce, Editor, American School Board Journal,\nMilwaukee, Wis.\nOn motion the officers were elected unanimously.\n\nAdjournment followed.\n\nBEST CURRENT PRACTICES IN SCHOOL ARCHITECTURE\nJOHN J. DONOVAN, ARCHITECT, A. I. A., OAKLAND, CALIF .\n\nNo other period has presented so many opportunities for a logically\neffective development in its architecture as the present. Statistics are\nnot at hand to state the vast sums of money which have been provided\nrecently for new school buildings, nor have we any idea of the amounts\n\n"}
{"page": 668, "printed_page": null, "text": "Department] CURRENT PRACTICE IN SCHOOL ARCHITECTURE\n\n643\n\nwhich will shortly and continuously follow during the next two decades; but their sums may be approximated into the billions of dollars. In addition to the assurance that these vast sums are to be spent\n\nwisely and profitably a natural question arises : Will the expenditure\nand effort be productive of an architecture appropriately in keeping\nwith the response and spirit of the people, with the expanding curriculum of the school, with the new traditions of the school resulting\nfrom the causes and effects of the war, and last but not least, with a\nfirmly fixed and long-felt desire to emerge from the thick-shelled\n\nchrysalis of hackneyed imitative work ?\nThat the American people are responsive to the needs of educa-\n\ntion, and that they will provide means to facilitate its progress, is unnecessary to discuss.\n\nHowever, it is also true that they must be\n\nfully and repeatedly informed as to the needs of education and of\nthose who serve education. The interest in education today is more\nkeenly felt than ever before. The recognition of the value of science,\n\neducational research, mechanics, language, and the parts they played\nin the great struggle for supremacy in the world are a stimulus to\n\neducation the equal of which it has never previously experienced.\nSurely the architect should sense this in his work, and if he does not\n\nhe has missed a most inspiring motive.\nNow as to the expanding curriculum and its influence, let me quote\nfrom Edwin R. Snyder, commissioner of industrial and vocational\neducation of California, who so well states :\nJust as a great University must study the professional needs of the state\nif it is to become proficient in meeting them, so must the secondary school\nstudy the needs of the local community in orden that it may establish and maintain courses of instruction that will meet the various needs of the youths of\nthe community.\n\nIt should also be remembered that the demands of society upon each of its\nunits of membership vary greatly. The same course of instruction for all persons can be justified only on the ground that all persons have the same obligations and will be called upon to perform the same duties in society. Insofar\nas society demands different service from different groups of persons the school\nmust provide for different courses of instruction preparing for these different\nsocial demands .\n\nHordes of youths that were not found there a few years ago are today\nentering our high schools. Additional hordes representing groups will be entering in the near future. Most of these will probably be neither fitted for nor\ndesirous of securing a higher education.\n\nIt is the problem of the high school of today and of tomorrow so to organize\nitself internally as to enable it to care for all of the interests of all of these\nchildren. Thus, and thus only, can we provide a fair chance for all.\n\nWhat does that mean to the architect? If it means anything it\nmust indicate a far different plant from the old boxlike structure.\n\nIt means groups of buildings attached or detached as the problem may\nbest be solved. It means, too, that we must think of the school in\n\n"}
{"page": 669, "printed_page": null, "text": "644\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Administration\n\nbroader terms and along broader lines. What great possibilities are\nbefore the architect in his solutions and studies, and what will it mean\nto the communities and to the nation to have school plants which will\n\nfunction not alone for the child and pupil, but for the adult, in extending his scope of knowledge and proving to be a place of attraction which he may always regard as his laboratory for experimenting\nin the theories and problems of industry, commerce, and citizenship !\nIs that not an impelling motive for a wonderful development in school\narchitecture and its practice ?\n\nWords are not adequate to describe the spiritual heights to be attained or the possibilities of their manifestations when one stops to\nthink of what may be accomplished in expressing in architecture, sculpture, painting, or landscape achievements, an expression of the war,\nits causes and effects. And nowhere is there a greater opportunity\n\nfor such expression than in American school architecture. The ancients never failed to record great martial achievements in the building of temples, triumphal arches, and monuments, which typified\npower, grandeur, and accomplishment. With us, today, there is no\nsuch desire to gloat over the vanquished by erecting vain-glorious monuments, regardless of their historic or architectural value ; but there is\n\na desire to perpetuate the heroism and patriotism of the men and\nwomen of this epoch by dedicating useful memorials which shall be\nsymbolic of the dignity of man and expressive of his right to peaceful pursuit of happiness. And where can this be memorialized more\neffectively than in the school and in its architecture ?\nNow as to the transition from imitative to real creative archi-\n\ntecture which should embody the scope of the school's activities and\n\nexpress the spirituality and the traditions of the people of this generation. That is the crux of this paper, and its purpose is to endeavor to\npoint the way. To begin with, let me say that before any man can\nlogically develop or create he must first of all learn much of what has\npreceded, and he should be thoroughly familiar with the organs and\nfunctions of that which he is to form anew. And this applies to school\narchitecture just as it is applicable to other sciences. By this I mean\n\nthat the architect should become thoroughly familiar with the pedagogical organization of the school before or during the development of\nany particular problem in school architecture. Without this fundamental understanding, the inevitable result is less than mediocrity. For\nit is by this knowledge that the well-trained architect is going to see\nthe way and light the path for others. I hesitate to bring or send\nmessages to my fellow-professionals, nor do I presume to guide or\nteach my confrères, but from experience I can safely state that there\nis no better way to acquire information of the school and its operation\nthan by placing one's self unreservedly in the hands of the experienced\n\n"}
{"page": 670, "printed_page": null, "text": "Department] CURRENT PRACTICE IN SCHOOL ARCHITECTURE\n\n645\n\nand progressive men and women of the teaching profession. And conversely, may I say that the schoolman should follow and not lead\nthe architect in architectural work .\n\nBut there are other elements entering into the successful practice\nof school architecture besides those of collaboration.\n\nInitiative should\n\nnot be overlooked or conditioned. For it is by initiative that we leave\nthe rut of decay. The sooner we throw off the restraints of building\n\nmeasurements before the problem is solved pedagogically and architecturally, the sooner we shall emerge from the state of dry rot.\n\nLet\n\nme repeat, so that there may be no misunderstanding. I am pleading\nfor a true pedagogical and architectural solution of the problem before\nthe economic, structural, or financial one.\n\nWhile progress has been made during the last ten years, yet the\nprogress in school architecture is not abreast of the progress in the\ncurriculum.\n\nThe old mossbacks and the croakers who are forever\n\ncomplaining about the new fandangles now attached to the publicschool system seldom, if ever, make inquiry as to what the school teaches or does, and their knowledge is limited to their recollection of what\nwas taught them forty years ago. Yet they complain without the aid\nof an analysis, or a diagnosis if you will, by those capable of making\na studious survey. This attitude seems to find expression in much\n\nof our school architecture. Many schools are being built today which\nmight have fitted the school plant of ten or fifteen years ago. A few\nfixed rules about lighting, orientation, sanitation, economical planning,\nand many others worn threadbare by much usage and overadherence\nseem to have obsessed the minds of those responsible for our school\narchitecture. To a great extent they have overlooked the opportunities\n\nof fine developments and of fine creations possible if they would only\nforget the rules and think in terms of school departments, functions,\nthe wider use of the school plant, and most of all the occupants. The\nrules should be ingrained and at the finger tips to apply unconsciously,\nso that the finer play may not be fumbled by the player continually re-\n\nlying on the rules of the game to make the play.\nAnd may I say in passing that if ever there was a time for real\nconstructive economies in school-building programs and school buildings, now is the acceptable time. For with the enrolments piling up,\nthe school ages being advanced, the demand for space and seating accommodations outstripping the supply, and the activities of the school\nbeing constantly extended, it is mandatory that every precaution be\ntaken to conserve space and materials and to avoid wastes.\n\nAll this and more too is a part of this program, and a very important\npart. And let it be said, further, that inexpensive but permanent\ntypes of construction are and should be the order of the day. This\ncomes under the head of good architectural engineering and building\n\n"}
{"page": 671, "printed_page": null, "text": "646\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Administration\n\nmanagement and really has little to do with the point of the case at\nhand. It follows or accomplishes the early composition. And just\nto show that this is not a defense of aimless planning of school work,\nit is of primary importance that the school authorities closely examine\nthe curriculum and the program of building requirements and see that\nduplication of subjects taught in the Junior and Senior high schools are\navoided, and unpopular elective courses quickly dropped, so that rooms\nand areas are not idle or sparsely occupied. There are many avenues\nleading to real constructive economies that have hardly been touched.\nBefore looking for the answer in the many prescriptions of building economies, let us think of the school problem as we would of any\nother problem in science or art. Let us think in terms of teaching,\nlearning, social development, and good architecture before we think\nof terms of building measurements. Kindly keep in mind a fundamental already established, namely, that the architect is obligated to a\nserious study of the school organization. And may I establish another\nfundamental by stating that the well-trained architect is prideful of his\ncapacity to plan and build economically. No other fundamentals for\nargument are necessary, but it is necessary that a greater effort be put\nforth to rise above the mediocrity of the pre-war period, with all that\nthere is to draw from in this later period. I am not decrying methods\nand efforts toward economy in school-planning and construction. As a\nmatter of fact, men who have contributed to such practices deserve a\nmost important rank in the annals of progress. But if the work of\nthe next decade or two is to have economy as its main motive, and if that\nshall express the architecture of this period, then the sooner these\nyears pass and the less done in these years, the better it will be for\nposterity.\n\nIt is most fortunate that attention has been vigorously focused on\nwasteful planning and poor engineering in schoolhouse construction.\nBut have we not swung the pendulum too far, to the extent of losing\nsight of the great possibilities of producing refined and inspiring school\narchitecture, which after all lives longer and has a wider influence than\nany clever ruse in economy which may produce poor architecture? And\n\nto drive a peg home, may I say that good architecture embraces the\nlogically sound plan as well as the delightful exterior ? In fact it embraces everything connected with the building and its grounds.\nWhat a peculiar people we are. With one breath we blow in millions in luxuries and do-dads, and with the next we preach drastic economies. For example, look down automobile or gasoline row, or observe\nmilady's bill for cosmetics, perfumery, chewing gum, or think, if possible, in terms of money spent for tobacco, cigars, sports, recreation,\nor the high cost of loving ! And then listen to the disheartening pleas\nfor greater economies in education and buildings for education ! And\n\n"}
{"page": 672, "printed_page": null, "text": "Department] CURRENT PRACTICE IN SCHOOL ARCHITECTURE\n\n647\n\nnote, too, how effective the damper has been in this direction ! And I\ndon't know of anybody more to blame for this condition than the school\nman himself.\n\nIn the first place, he has been the poorest-paid element of high society. It is only recently that he has had the courage to strike out for\n\na respectable living wage, and I don't believe he would have made that\neffort if it hadn't been for the fact that the shipworker, the plumber,\nand the other mechanics, shamed him into it. Now that he has made\na fair start, personally, I hope he will stay at it until he has placed the\n\nteaching profession on a respectable basis of salary and tenure of office,\nand has made it once again an incentive for the young man seeking a\nprofession.\n\nFrom this indigent state, what could be expected in the way of a\nbuilding to satisfy a man so poorly paid ? Naturally a building in\nkeeping with his salary. And I may say, further, that a man's vision\n\nis very often gauged by his indigence or affluence ! But this arraignment is not intended to reflect upon the teaching profession, but rather\nupon the conditions surrounding it, and as an observation on one of\nthe depressing influences in the development of American school architecture. The average schoolman is afraid to ask for what he wants\n\nand needs in plant and equipment, fearful that he may be adjudged extravagant. And the architect, supposing he knows, is greatly influenced\n\nby such fears and timidity in the solving of the larger problem and its\nmany contributary problems.\n\nConsequently I commend to you the spirit of freedom in the effort\nto first solve the plan of the new building by throwing off the restraints\nof technical rules as to efficiency, building laws, and traditions of a\npast with congested notions, and approach the new work with a desire\n\nto solve the problem so that the plans and building will first of all function to the fullest extent as a school and square with its needs ; compose\nits exterior not so much that it shall look like a school as we have\n\nknown it in the past, but rather that the composition shall express the\n\nlogic of the plan in form, material, and design. It may be that the final\ncomposition will not resemble what we have recognized as school architecture, in which case that might prove to be a godsend rather than a\ncalamity, judging from some examples which have been handed down\nfor posterity to endure apologetically.\n\nI can picture and almost hear the traditionalist and some of my fellow-specialists denounce this paper as iconoclastic. I'll grant it is, but\nsoundly so, because I have long felt the need of a full shot to help\nloosen the cordon of rules which have mistaken economy for efficiency\nand effectiveness.\n\nNow to return for a moment to the subject of collaboration. With\nsuch spirit and motive in the effort to create good school architecture\n\n"}
{"page": 673, "printed_page": null, "text": "648\n\nNATIONAL EDUCATION ASSOCIATION\n\n(School Administration\n\nand team-working with the members of the teaching profession, and\nwith an understanding of the pedagogical organization of the school,\nthere is much hope that the new decade will bring forth better schools\nthan we have ever had before. Furthermore, the well-trained architect\n\nwill always measure up his work or his solution of his problem with\nthe requirements of efficient and economical planning and building,\navoiding wastes and extravagances as he goes along in the development\nof his drawings. He will also see that his work will match up with all\nbuilding ordinances, because the good architect is proud of all phases\nof his solution and not of one alone. But what I do hope I have emphasized is that the better practice in school architecture is first of all\n\nto solve it as a school and an architectural problem, and not as a mere\ntask in economical building. The latter should follow, and not precede. And I fear that unless we keep this thought fixedly before us we\nshall fail in the great opportunities of today and tomorrow.\ncurriculuM ORGANIZATION AND THE SCHOOL PLANT\n\nMARIE ANDERSON, SPECIALIST SCHOOL ORGANIZATION, EVANSTON, ILL.\nThe school plant today both in its exterior and interior expression,\nin its entirety and its detail, should constitute a stimulus to the manysidedness of youthful interests as well as to the variableness of adult\ninterests. It should represent a combination of health facilities, social\n\nand recreational facilities, together with the traditional school.\nOld-time school presented no problem.\n-The purely traditional\n\nschool of the past presented no problem in schoolhouse-planning nor in\ncurriculum organization. Its curriculum consisted of the three R's\nalone. Matters of health, thrift, manual skill, and individual talents\n\nwere all cared for by the home.\nTimes have changed. There have been changes in society, in industry, and in the home. The home is unable to offer the educational\n\nopportunities of former years, industry has become centralized, and\nlife in general more complex. The educational demands, therefore, in-\n\nstead of diminishing, have become greater and more varied.\nChanges in the public school. The natural agency in meeting all\nthe demands is the public school ; and yet, perhaps no factor in development has so thoroughly resisted change as this natural agency,\nthe public school. In spite of this resistance, however, some new offer-\n\nings, such as certain forms of motor activities, physical education, and\nrecreation, did force their way into the old three-R curriculum. But\nnot even yet have these activities, or others added more recently, been\naccorded the recognition due them.\n\nCurriculum enrichment and the school building.\n-Th enrichment\nof the curriculum did create more interesting problems in schoolhouse\n\n"}
{"page": 674, "printed_page": null, "text": "Department]\n\nEQUIPMENT FOR VOCATIONAL EDUCATION\n\n649\n\nplanning. Immediately school architects found themselves confronted\nwith demands for gymnasiums, auditoriums, and the like in addition to\n\nclassrooms. But no material change developed in the organization of\ncurricular activities. The method pursued was that of merely grafting\nthe new on the old. No effort was made in balancing facilities in the\nschool because there was no \"balanced load\" in the curriculum organization. Naturally, such inefficiency caused marked increases in the costs\n\nof our school plants, without increasing their housing accommodations.\nAs long as the extra-curricular demands were not too numerous, however, as long as building costs were normal, and there was a normal\namount of building, year by year, the public accepted this waste as inevitable. But when the curricular demands expanded, when costs were\n\nincreased and building operations reduced, the problem became almost\ninsurmountable, and for the first time perhaps school administrators\nwere forced to consider the principle of the utilization of all space in\n\nschool buildings, and school architects, the application of science to\nschoolhouse-planning.\n\nFactors in the solution of the present-day problem.-Today, society demands a new education, a new school organization, and a new\nschool plant. With a few exceptions, our schools are meeting the demands of a changed society theoretically only. A few cities, however,\nhave demonstrated the feasibility of making our schools what they in\ntheory have become. This realization of ideals has been accomplished\nprincipally by a change in the organization of school activities. The\nfact that several cities stand as living demonstrations as to what may\nbe accomplished by the application of educational engineering to education ought to prove that it is possible for all schools to do the same.\nAll schools can meet the present-day demands in education, if the fac-\n\ntors of centralization, efficient curricular organization, and scientific\nschoolhouse-planning are put in practice.\nEQUIPMENT FOR VOCATIONAL EDUCATION\nGEORGE B. THOMAS, MEMBER PORTLAND SCHOOL BOARD, PORTLAND, ORE.\n\nThe School Board of Portland, Oregon, of which I am the unwilling representative, greatly appreciates the honor and privilege of addressing you today concerning our Benson Polytechnic School, of which\n\nwe are justly proud. I had planned to have C. E. Cleveland, principal\nof the Benson, take my place on this program, but on account of illness\nhe was unable to do so .\n\nI realize the handicap of not having had higher educational advantages in my earlier days. After I had entered industry, I found that\nit was very difficult indeed to make the educational preparation that I\ncould have had before entering the shops, because the employer is not\ninterested in the general education of a boy. His business is to get\n\n"}
{"page": 675, "printed_page": null, "text": "650\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Administration\n\nfinancial results, to turn out products. He is interested in the business\nfrom a commercial standpoint only. It is impossible to be a leader in\na vocation without the proper preparation.\nI will confine my remarks largely to the Benson School because the\nsuccess or failure of a school of this type depends largely upon the\nequipment, which, if well selected, will turn out workmen skilled in\nthe trades taught and who will be in great demand in the industries\nof the world.\n\nOur school first began in the old Atkinson building in the heart\nof the city in 1908 under the name \"The School of Trades.\" Then,\n\nowing to the generosity of Mr. Simon Benson, we were able to move\ninto our new building at East Twelfth and Hoyt streets in September,\n1917, adopting the name Benson Polytechnic School.\n\n\"Benson Tech\" offers three-year courses in printing, pattern-making, cabinet-making, carpentry, machine shop, sheet metal operating,\nsteam engineering, architectural drawing, machine blacksmithing, tool-\n\nmaking, electrical construction, plumbing, gas-fitting, molding and\nfoundry practice, gas engine and automobiles, and mechanical drawing.\nTo train workers for the trades that predominate in the locality assures\nmutual benefits to the boys and to the industries of the community.\nThe course of study for the four-year course includes English, mathematics, general science, mechanical drawing, foundry, pattern-making,\nphysics, blacksmithing, machine shop, industrial history, civics, and\nchemistry.\n\nThe students devote half their time to shop work and half to drawing and academic subjects. We started the school with an enrolment of\n127 students in the year 1908 and we were practically at a standstill\nas far as enrolments were concerned until 1917 when our enrolment\n\nreached 460. Then we began to equip from a productive standpoint.\nThe result was that we produced workmen who were in demand, and\nthe enrolment today on account of such equipment is 1,462. This encouraged our school board to procure more equipment, on which mission\nI am now on my way east.\n\nOur shops are equipped with up-to-date machines, large enough to\nenable the boys to turn out real work, such machines as they find in\nactual industry and very much in advance of the average shops, for we\n\nhave nothing but the most modern and highly developed machinery,\nwhich is the important factor that makes skilled workmen of our students, who are more and more in demand by employers. These conditions stimulate the interest of the boy in his work as he realizes that\n\nhe is working in a situation that approaches that of an actual shop,\nwith real machines to work with, and that the training which he is receiving will make him an efficient mechanic when he graduates. The efficient mechanic is not the man who makes the expensive mistakes by\n\n"}
{"page": 676, "printed_page": null, "text": "Department]\n\nEQUIPMENT FOR VOCATIONAL EDUCATION\n\n651\n\nusing the cut-and-try method. He gets it right the first time because he\nhas been scientifically trained. It is this kind of mechanic that we are\nattempting to turn out from the Benson School .\nToo often the mistake is made of equipping trade schools with small\n\ntools not much larger than toys. It is just as essential to teach production as it is to teach theory. Because of this mistake, the manufacturer\nis loath to give school graduates work until they have served an apprenticeship in real production plants. One can readily understand this\nbecause the enormous investments in plants require them to produce,\nas the essential object is profit.\nAnother object we should keep in mind is to fit students to make\na success of their trade from a financial standpoint, and to do so they\n\nmust be provided with the machinery and equipment of modern shops\nto learn to -operate and to have thorough knowledge of their construction. It is the practice of the Benson School to have the boys thoroughly familiar with each machine, the work it is designed for, and how\n\nmuch it should produce. We teach this by first having the boys dissemble the machines and reassemble them again, and sometimes even re-\n\nbuild them. Before starting a job, they make a careful estimate of the\ntime that will be required to finish it. They are trained to calculate the\ncost of the job in material and labor, plus a certain percentage for overhead expenses and profit. At every stage in the process a check is\ntaken to compare with the original estimate. This gives them a thorough knowledge as to the construction and capacity of each machine,\nenabling them to figure the actual cost of production. General shop\npractice should be thoroughly taught. Arrangement of equipment\nis another essential point, often enabling plants to outbid competing\nfirms.\n\nAll index tables, calculated by machine-builders, that are placed on\n\nmachinery pertaining to speed, feeds, and other mathematical calculations are removed and the boys taught to make their own calculations.\n\nFor example : On a lathe with an eight-thread-per-inch lead screw, to\nproduce a four-thread-per-inch screw, the cutting tool must travel twice\nas far at each revolution as the lead screw. To produce a sixteen-thread\nto the inch, the tool must travel half as far at each revolution as the\n\nlead screw. If you are chasing a thread the same pitch as the lead\nscrew, the work and the lead screw make the same number of revolutions. If you are chasing a thread any other pitch, you must gear ac-\n\ncordingly. The students are taught to make many other calculations\nalong these lines for milling machines, grinding machines, and machinery that produces finer grades of work.\n\nTo have a course in foundry practice in cast iron only is a mistake\nbecause cast steel is being specified more and more and fast taking the\nplace of drop forgings and cast iron. Our foundry is up-to-date and\n\n"}
{"page": 677, "printed_page": null, "text": "652\n\nNATIONAL EDUCATION ASSOCIATION\n\n(School Administration\n\nthe boys are taught metallurgy from the standpoint of foundry practice. They are shown that smelting is a chemical action of heat and\n\nfluxes that refine the iron, and they are taught to produce the different\ngrades of gray iron, cast steel, brass, bronze, and many of the alloys\nthat are used in the industries in a practical way.\nIn every lesson students start and finish each job, from the designing and drawing to the completed job, and pass thorough examinations.\nThey are fast finding openings at top wages in the best shops of Ameri-\n\nca. Two of our boys made the jigs and templates for the twelve-cylinder Liberty aeroplane motor, the latest production of gas motors. We\nhave one of these machines in our equipment and have turned out a\n\nnumber of boys who can operate them and who understand thoroughly\nevery detail. We believe that we should make a specialty of gas-motor\nconstruction and have a thoroughly equipped shop with real motors\nto experiment with and full-sized machinery for building same.\nWe have seen to it that our equipment includes all the standard\nmakes and several of each kind of slotters, milling machines, drill\n\npresses, screw-cutting machines, planers, boring machines, grinding\nmachinery, lathes, machinery for producing electrical apparatus, all up\nto date, especially those of the automatic type. Our school is not a\nrevenue producer. We must sooner or later find a way to overcome\nthis handicap.\n*\n\n*\n\n*\n\n*\n\n*\n\n"}
{"page": 678, "printed_page": null, "text": "Department of School Patrons\nSECRETARY'S MINUTES\nOFFICER\n\nPresident-MRS. GEORGE W. MCGATH ....\n\nPortland, Ore.\n\nThe Department of School Patrons held meetings Tuesday, July 5, at ten\nand two o'clock ; Wednesday, July 6, at ten and two o'clock. At these meetings Josephine Corliss Preston, Cecelia Razovsky, Mary E. Murphy, Mrs. Isaac\nLea Hillis, and Mrs. Phebe Mathews spoke.\nThe following officers were elected for 1921-22 : president, Mrs. George\nW. McMath, Portland, Ore.; vice-president, Mrs. Isaac Lea Hillis, Des Moines ,\nlowa.\n\nEDUCATIONAL SIDELIGHTS\nJOSEPHINE C. PRESTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, OLYMPIA, WASH .\n\nI bring you greetings from the State Department of Education of\nWashington and the National Education Association. I am pleased\nto bring you not only greetings but appreciation for the great service\nwhich your department is rendering to the schools and to the homes\nof the nation. Your organization is the one that can reach all patrons\nand parents from coast to coast through democratic service.\nIn order that a school patron's department may function effectively,\na concern in the substantial, vital interests of the community must be\nfelt. There is no limit beyond which these may not extend when you\nas leaders clear the way for a normal development from the simpler\n\nstate of things as they are to broader communistic and humanistic\ninterests.\n\nYour aim is to carry the parent-love and parent-thought into all\nthat concerns or touches childhood in home, school, church, or state ;\n\nto raise the standards of home life ; to develop wiser, better parenthood ;\nto bring into closer relation the home and the school, that parent and\nteacher may co-operate intelligently in the education of the child.\nYour work dovetails into the national movement of community service\nnow reaching from the Atlantic to the Pacific, which seeks to utilize\n\nthe intelligence that exists in every community; to direct the attention of the men and women in the community to their civic, social,\n\nrecreational, educational, industrial, and filial needs and by interchange\nof ideas to discover the means of meeting those needs.\n653\n\n"}
{"page": 679, "printed_page": null, "text": "654\n\nNATIONAL EDUCATION ASSOCIATION\n\n(School Patrons'\n\nWe have four units in the civic life of America; local community,\ncounty, state, and national. The problems after all that most vitally\nconcern us are to be found within the local unit as they bear directly\n\nupon the home and the school of our immediate neighborhood.\nThe patrons and parents of the local school neighborhoods whether\nthey be parents with no outside interest, or parents who participate in\noutside club and civic life are directly interested in the local school of\ntheir community, because their children and their neighbors' children\nattend this school. The neighborhood life of this local community\nneeds a common center and the school house is naturally the open\nforum. Here the children meet for their games and play in the gym-\n\nnasium or the local community play field. Here the parents and patrons come for their neighborhood exchange of ideas. When children\npass on to high school we find the high-school building the common\ncenter.\n\nAs school patrons you will study the plan of collection and distribution of taxes for the support of the schools for it is our greatest\nproblem in education. Compare the expenditure for schools with that\nfor roads, and for local, county and state government administration.\nCompulsory attendance laws and their enforcement give a live\nquestion for public discussions..\n\nDo you know what your community is doing socially for your\nteacher ? Next to the parents, our teachers wield the greatest influence\nover the youth of our land.\n\nShall we cultivate them and draw them\n\ninto our homes, or shall we leave them outside, aliens to the home and\nto the social atmosphere of our respective communities ?\nWhat are the provisions for vocational education in your state ?\nDo adults as well as boys and girls between the ages of fourteen to\neighteen have the opportunity to continue their neglected or interrupted\nelementary education, and to prepare for entrance into better oсcupations, or to supplement their knowledge and skill in their present\noccupations in part-time classes ?\nIs your community reaching its foreign-born ? Each community\nmust touch the soul of the foreign-born with the spirit and ideals of\nAmerica if we are to solve our Americanization problem.\nHas your community a part in the movement that is beginning to\nsweep our country-the emancipation of adult illiterates ? There are\nmore people enslaved in the bondage of illiteracy than were owned by\n\nthe slave-owners of the South before the emancipation proclamation\nof Lincoln. The slavery of the negro was physical bondage; the slavery\nof the adult illiterate is mental bondage. Is it not worthy that we\npledge ourselves to promote in every way this movement to educate\nthose who were denied opportunities in their youth ?\n\n"}
{"page": 680, "printed_page": null, "text": "Department]\n\nAPPROVED METHODS IN AMERICANIZATION\n\n655\n\nAnd so we might name other movements which we look to you as\nschool patrons to encourage and promote in your respective communities\n.\n\nA democratic community cannot endure without adequate provision for the training of all its citizenship in intelligence, in economics, in character, and in leadership.\n\nAPPROVED METHODS IN AMERICANIZATION WORK\nCECILA RAZOVSKI, EXECUTIVE SECRETARY, NATIONAL DEPARTMENT OF\nIMMIGRANT AID, COUNCIL OF JEWISH WOMEN, NEW YORK, N. Y.\n\nIt is a well recognized fact that the Great War has aroused in us\na conscious nationalism which has made us peculiarly aware of our\nresponsibility to those great masses of foreigners who though living\nwith us have never been a part of us. Hitherto we have permitted these\n\naliens in our midst to work out their own salvation ; if they succeeded,\nas did Mary Antin or Anzia Izierska, as did Carl Schurz and Jacob\n\nRiis, we applauded; if they failed, we spoke feelingly of the fact that\nthe opportunities offered in this land of ours were scorned or abused.\nIt is true that here and there a voice was raised in defense of the im-\n\nmigrant an educator would proclaim the teacher's joy in finding\nresponsive students in night-school classes, a settlement worker would\nattempt to play the part of interpreter between native and foreignborn, but for the most part the laissez-faire policy prevailed.\nAnd now the war which has clarified our vision with respect to\n\nmany matters has crystallized our thoughts regarding American standards and ideals, and we have evolved a doctrine of Americanization\n\nwhich in its largest aspect has come to mean, as Professor Draschler, of\nSmith College, so aptly expresses it, \"the incorporation of the alien\ninto the spiritual as well as the material life of the nation.\"\n\nOnce formulated, this theory of Americanization has developed\nuntil it now presents itself to the American public as a very vital postwar problem of reconstruction. Just as the American people grew into\nthe realization that a true democracy must include self-determination\n\nfor women since they too are human beings, so are we now awake to\nthe necessity of linking up the alien to community life as a whole,\nusing as a means to this end the school plant, industry, health centers,\nsettlements, and best of all, the alien's own community groups, his\nchurch, his union, his lodge, his recreational activities, and his home.\n\nAlive at last to the need of relating the immigrant to his American\nneighbor with a view to making American life and customs most attractive to the immigrant, we have reached the stage at this juncture\nof preparing ourselves for the task by studying the best methods of\n\n"}
{"page": 681, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n656\n\n(School Patrons'\n\napproach to this great problem. Because of the inferred superiority\nas well as the obvious superficiality which has characterized the litera-\n\nture on this subject in the past, the term Americanization, and, to a\ngreat extent, its connotations, have fallen into disrepute, more especially\nwith the foreign-born. For to the latter who have seen their children\nand their friend's children grow apart and away from them through\nwhat to them seemed Americanizing influences, the term has become\nsynonymous with estrangement and misunderstanding.\nWhat then are the approved methods of Americanization work?\nAs an educational body primarily interested in the educational and\ncultural aspects of this subject, we will limit our discussion to this\nparticular phase of Americanization, but there are a few general principles which cover every angle of the problem, and which must be\nutilized if we are to be at all successful in our work.\n\nOur first step, therefore, in preparing a definite program of work\nfor the foreign-born is to learn to know the foreign group in whom we\nare interested.\n\nWho are they? Where do they come from ?\n\nWhat\n\nwas their life in their former home? Their interests, their occupation, their background ? Their language, their history, their culture,\ntheir art, their music? Why did they come here?\nAnd the next step follows very logically. We must study ourselves, in relation to them. Who are we ? What have we to offer them\n\nin art and culture? And having analyzed them and ourselves, how can we\nbest effect an exchange, so that the old heritages which the immigrants\nhave brought here are not wasted and disregarded ? While we have\nbeen willing to admit that America has prospered materially through\nthe labor of the immigrant which has built up our economic civilization,\ntoo long have we assumed that culturally we have given all and secured\nnothing in return. Recognizing this fact our educators are now turning\nto the fundamental issues involved in this matter and we have scientists\n\nengaging in biological and anthropological studies with a view to ascertaining the best physical and mental characteristics of the primary\nand sub-races that have settled in this country. Almost every university\nand teachers college throughout the land is offering courses in some\nphase of Americanization work. The University of Minnesota announces a four-year course in Americanization. The Carnegie Foundation is publishing a series of studies touching upon such potent factors as the schooling of the immigrant, his Old World traits and attitudes, and his relation to the political and social life of the community\nas well as to the health of the neighborhood.\nBut it is not enough that educators and social workers should under-\n\nstand the immigrant and his psychology. We must mold public opinion\nand translate in terms of the average person of the little child as well\n\n"}
{"page": 682, "printed_page": null, "text": "Department]\n\nAPPROVED METHODS IN AMERICANIZATION\n\n657\n\nthe interpretation which we have made of the cultural backgrounds\nof the aliens. In a paper presented before the National Social Workers'\nConference held recently, Professor Draschler made the statement\nthat he would like to see incorporated in the curriculum of every high\n\nschool and college in this country, a course of comparative study of\nthe races comprising the new immigration to America. Better still would\nit be in our opinion if we began with the child in the primary grades,\nand in a simple manner gave him an insight into the lives of these\nstrange creatures from another world.\n\nA few months ago at the\n\nimmigration station at Boston, a number of newly arrived immigrants\nwere being placed in a large truck to be taken to a railroad station to go\non to their final destination. As the men and women and children in\n\ntheir queer costumes and their doubly queer beddings and baggage\nseated themselves in the truck, they were surrounded by a group of\nsome twenty boys and girls of the neighborhood who jeered and laughed at the strange spectacle. A little Czecho-Slovak girl-looking like\na little old lady in her native dress-began to weep as she saw fingers of\nscorn pointed at her. All the immigrants were deeply humiliated. It\nwas a simple matter to obtain the services of a policeman to put to rout\nthe American children-who were for the most part second and third\ngeneration themselves but we feel that a much better method of\nhandling this difficulty was devised when, upon consulting with the\nimmigration and education officials of that city, it was decided that a\ncourse of talks to the children on the subject of immigration be given\nin all the schools, for children like adults are kind when they understand. In one public school in Milwaukee, the children in the primary\ngrades are encouraged to bring interesting pictures or pieces of embroidery or quaint costumes from their homes, and lessons are given\nin the history and art of the country from which the articles have been\nbrought, so that the foreign-born child attains a self-respect which is\nvery necessary, and the American child in turn acquires respect for the\nstranger and his former country.\nAs a third step in our educational program, we must devise a system of adult immigrant education which will bring us the best results.\nBut right here we strike a serious snag, for before we can carry out\nsuch a system we must assure the immigrant worker sufficient leisure to enable him to avail himself of the opportunities we offer. And\nso long as the hours of labor, each day, are many, so long as the wage\nof the laborer is such that his mind is occupied with cares and worries\nto the exclusion of aught else, so long as we permit him to live in dis-\n\nease-breeding tenements, so long will our evening classes, organized at\ngreat expense and effort, gradually dwindle in attendance, even though\nthey may have started out with great promise and enthusiasm.\n\n"}
{"page": 683, "printed_page": null, "text": "658\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Patrons'\n\nIn spite of this lack of leisure which is so fatal to the rapid assimilation of the immigrant into the life of the community, our immigrant classes have been very successful in those cities and towns\nwhere properly trained teachers are engaged to do the work. No mat-\n\nter how tired the worker may be, no matter how busy the housewife\nmay be, both will attend the classes if they feel they are not wasting\ntime. This audience does not have to be told that the men and women\n\nare eager to learn, the teacher in their eyes is a superhuman being, but\nin order to overcome the handicaps of weariness and of worry, we must\nprovide our best equipment and our most adequately prepared teachers.\nCourses of study must be planned to meet the occupational and community needs of the adults. Most successful results have been achieved\n\nwith women through domestic science and first-aid classes. The pride\nwhich the foreign mother takes when she is called upon to teach the\nclass--including teacher--how to cook one of her native dishes, is only\nequalled by the pride she takes in placing before her more Americanized children, the American dish which she has learned to prepare.\nAnd in this connection, it might be well to say a few words about the\nsplendid service which private social agencies, especially women's organizations, are rendering in co-operation with the work of the public\nschools as regards adult immigrant education. The New York State\nBoard of Education has published a list of the methods by which private agencies may assist in public efforts to organize and carry on adult\nimmigrant classes. I quote this list because in the program of work\nwhich the organization I represent the Council of Jewish Womenis promulgating through its one hundred seventy-five branches, throughout the country, everyone of the suggestions mentioned has been utilized\nto a greater or less degree : Here then is the list :\n1.\n\nFinancial support.\n\n2.\n\nInformation centers .\n\n3. Legal aid bureaus.\n4. Arts and craft exhibits.\n\n5. Community sings, plays, pageants, searching out foreign- folk music, etc.\n6. Recognition meetings.\n\n7. Assisting the school superintendent in following up the census list.\n8. Helping to create intelligent public opinion.\n9. Furnishing material-books, notebooks, pencils, blackboards, etc., for\nhome classes .\n\n10. Following up absences. Caring for children while mothers are in class.\n\nIn several of the large cities, paid organizers have made surveys\nof the Jewish population and have taken the names of all the men and\nwomen who desire to join classes of any kind. In co-operation with\nthe boards of education, classrooms, teachers, and equipment have been\nprocured, circulars distributed and the Yiddish and English press called\ninto service. As soon as the public-school rooms are exhausted in\n\nthe neighborhoods where the work is going on, neighborhood centers,\n\n"}
{"page": 684, "printed_page": null, "text": "Department]\n\nAPPROVED METHODS IN AMERICANIZATION\n\n659\n\nunion halls, lodge rooms, etc., have been utilized, and that great bugbear of all evening schools, the attendance, is taken care of by the organizers who visit in the homes and establish friendly contacts which\nare so invaluable.\n\nWhat is true of the work of the organization mentioned is equally\ntrue of other women's organizations, as is evidenced by the following\nquotation from the July Atlantic Monthly.\nNASHVILLE, TENN.\nDEAR Atlantic :\n\nYou may be interested in an account of the welcome given sixteen new citizens last week in Nashville, Tennessee.\n\nThe social took place in the assembly hall of Watkin's Free Night School,\nwhere there was an audience of over 500, mostly foreign-born.\nAddresses were made by the judge, who had granted citizenship papers, the\nmayor of the city, an immigrant of many years standing, and one of the new\nAmericans .\n\nAfter the four addresses the band played the national airs of all the countries represented, while the audience visited the booths along the side of the\nwall, where French, Austrians, Roumanians, Italians , Russians, Swiss, Syrians,\nand Hungarians, all dressed in the national costumes, served their native dishes\nand grected us in their mother-tongue.\nThis unique gathering was the work of the local chapter of Colonial Dames,\nthe Council of Jewish Women, and the Bertha Fensterwald Settlement.\n\nThe work with immigrant mothers-so very important and so sadly\n\nneglected-is beginning to receive the attention it deserves, and here\nagain private women's organizations are initiating it in many cities\nwhere the public facilities are not yet available. In New York City in the\n\nCouncil House-a community center on the East Side-mother's classes\nare held four days a week, three classes a day, with paid teachers\nprovided by the Board of Education, and as a very necessary adjunct to\nthe classes, with large nurseries and kindergartens supervised by trained\nworkers to look after the children while the mothers are studying,\nmany of them to catch up with their children so that, as one mother\nexpressed it, \"I don't have to be ashamed when my little girl asks me\nto read to her from her story book.\"\n\nA most successful approach toward the immigrant mother has been\ndiscovered in the home-teacher plan. Begun as an experiment it is\nnow a definite part of every immigrant education program. The\nneighborly contact, and the feeling of ease in her own home which the\nwoman experiences when the teacher and a few neighbors call for an\nafternoon lesson, the self-respect which a visit from a real American\nengenders in the heart of the foreign-born woman when the teacher is\na sympathetic and understanding friend-all these tend to make the\nhome-teacher plan one of the most important methods of Americanization embodied in our educational programs.\n\nThat employers are also assuming their share of responsibility in\n\nthe making of better citizens is evidenced by the establishment of many\n\n"}
{"page": 685, "printed_page": null, "text": "660\n\nNATIONAL EDUCATION ASSOCIATION\n\n[School Patrons'\n\nfactory and corporation schools and classes. These day classes, according\nto the survey made by Mr. Thompson in his study The Schooling of the\nImmigrant are unusually satisfactory inasmuch as the workers are not\ntoo tired during the day to make the most of the opportunity afforded\nthem. The zeal with which some of the employers have pursued this\n\nplan, however, has caused them to use coercive measures to force attendance and this is likely to react in a most detrimental fashion if the\nemployers do not relax their methods. For coercion of any kind toward the alien who has behind him a background of compulsion and\nverboten , and who has come to this country serenely confident that he\nwill share in the joys of American freedom, is dangerous and may frustrate the very purpose it sets out to accomplish.\nThe United States Labor Bulletin for July contains a very interesting\naccount of the newly organized adult educational program for women\ninstituted by a number of labor unions in this country. Significant\ntoo, is the fact that Bryn Mawr is the scene of an experiment in the\neducation of factory workers, which will bear watching. In this famous\ncollege for women, a summer course is being given for a select group of\nyoung women from trade unions throughout the country. These students, many of whom are foreign born, do not intend changing their\nvocation, but hope to widen their influence in the industrial world, in\nwhich field many of them are leaders .\n\nAnd the immigrant child-what are we doing for him ? Standing as he does, between the old and the new, his position is a difficult\none and our juvenile court records testify full well to the fact that the\n\nfirst generation finds it very trying to adjust itself at times. Unfortunately the outside environment with its wicked housing, its improper\ncompanionship, outweighs the influence of the home, and it takes the\n\ncombined pressure of school, plus playground, plus family care, plus\nall the social agencies established for the purpose, to set the child into\n\nthe proper path toward future citizenship. The establishment of special\nungraded classes for those children who, because they are recent arrivals, are too old for the regular classes, has done much to make the\nchildren happy in their new environment, and after a few months of\npreparation in the English language they are able to take their places\nwith children of their own ages in the regular grades .\nTraveling recently on a train from New York to Chicago, there\n\nsat in the same Pullman coach with me an old Russian Jew, patriarchal in appearance, who, with his prayer shawl over his shoulders,\nhis little skull cap on his head, and his prayer book before him, was\nreciting his prayer before breaking bread. Opposite him at the table\n\nsat a boy of fifteen, who with his father, had just made the journey\nfrom Europe to this country. He too sat before a book, but his book\n\nwas a Yiddish and English vocabulary, and he was diligently studying\n\n"}
{"page": 686, "printed_page": null, "text": "Department]\n\nPARENT- TEACHER ASSOCIATIONS\n\n661\n\nthe language of his new country. Every once in a while he would glance\nup from his book to smile proudly at his father who looked like an\nold savant out of a painting. As I watched the two so intent on their\nwork, I wondered how soon it would be before the boy would be ashamed of the father whom he now regarded with respect and affection for\nhis learning and wisdom. And the thought came to me that the boy\nwas influenced by the opinion of those around him everyone in the\ncoach appreciated the value of the old scholar and it was apparent in\ntheir attitude-but when the environment was different, what then ?\nWould American life destroy this trait in the boy or strengthen it ?\n\nAnd now in conclusion, a word about leadership. When the foreigners arrive in America, they turn to their fellow-countryman who\nhas lived here for some time and is to some degree Americanized. He\nis their adviser-their mentor.\n\nWe too should turn to this man-as-\n\nsuming of course that he is a good citizen, for it is through him and his\ngroup that we can reach the newer arrivals. He understands them\nand we understand him. We desire for the foreigners in this country\n\nparticipation in the common life of the community. We are very proud\nof our traditions. We have certain American standards of living.\nUntil we share our traditions with these people, until we make certain\nthat there be only one standard of living in America, and that the\n\nhighest, shared by all alike, our efforts to reach the soul of the immigrant will be in vain. But if we understand, if we give as well as take,\nif we learn as well as teach, then will America be truly America, the\nBeautiful, and our good will be \"crowned with brotherhood from sea\nto shining sea.\"\n\nHOW MAY PARENT-TEACHER ASSOCIATIONS BEST COOPERATE WITH THE PUBLIC SCHOOLS?\nMRS . ISAAC LEA HILLIS, VICE- PRESIDENT, NATIONAL CONGRESS\nOF MOTHERS AND PARENT- TEACHERS ASSOCIATIONS,\nDES MOINES, IOWA\n\nSince leadership in the salvaging of civilization must be assumed by\nAmerica, the country least hurt by war, and since the manifold, complex problem of National Development and International Relationship\nmust be met and solved in the next thirty years by the boys and girls\nnow in the public schools, a new concept of responsibility must permeate the masses of our people.\nWhat better avenue for constructive propaganda than the public\nschool, and what more far-reaching agency to reach into the homes of\nall the people than the Parent-Teacher Association !\nThe measure of a nation's greatness is not its material resources,\n\ncommercial supremacy, nor geographical advantage-but the quality\n\n"}
{"page": 687, "printed_page": null, "text": "662\n\nNATIONAL EDUCATION ASSOCIATION\n\n(School Patrons'\n\nof its citizens. Children are the only source of supply of citizens.\nChildren, for the most part, are born normal, good, full of potential\nability. They are so plastic to the molding of environment that at six\nyears of age they are already highly differentiated individuals. Their\nphysical characteristics, health, and dominant tendencies of character\nand temperament are established. Parents do not know this. Parents\n\ngenerally lack training for child-rearing. And this parental inefficiency\nsends each year into the schools millions of children handicapped by\npreventable physical or mental defects.\nIn an analytic study of a primary class of fifty-two children made\nby the Iowa Child Welfare Research Station, it was startling to find\nthat every one showed need of some physical help; and that intensive\nstudy of many thousands of pre-school-age children showed that the\nbasis of physical defect and character defect that may result in school\nfailure and in life failure are already fixed when the child first enters\nschool. It is obvious, then, that on the American home rests the re-\n\nsponsibility for the quality of the American citizen of the future who\nmust stabilize our democracy, maintain our high ideals, our proud traditions, and our enduring worth.\n\nThe supreme need is for a dependable science of child-rearing and\nthe widely disseminated knowledge of such facts in applied science in\nchild conservation as are available.\n\nCareful studies of young children in many communities showed that\na majority of children have preventable defects upon entering school.\nAlso, that the child has more defects (though not always the same)\nwhen he leaves the school.\n\nIf educators succeed in developing the potential abilities of the next\ngeneration, they must work in closer relationship to the home. The\nParent-Teacher Associations must supplement their work in the schools\n\nby a broader service to young parents of the pre-school-age child, who\nmust be made to realize that unless their children eat, rest, play, and\nsleep rightly ; unless they see and hear clearly; breathe through their\nnoses ; have good teeth and good digestion ; sound nerves and a cheerful\ndisposition-all secured through desirable habits-they need not expect\nthem to succeed in school, in later life, or to maintain health and energy.\nApplied science has marvelously developed the products of the farm.\nApplied science in child-training in home and school can and will develop a finer citizenship . To this service is the Parent-Teacher Association dedicated !\n\n"}
{"page": 688, "printed_page": null, "text": "Department of Science Instruction\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-JOHN C. JOHNSON, Dean Coloralo State Normal School\nSecretary- LOUISE H. SEELEY, Dickinson High School.............\n\n. Gunnison, Colo .\nJersey City, N. J.\n\nThe Department of Science Instruction held two sessions in the Court\nHouse at Des Moines, Iowa, July 6 and 8 at two o'clock. The following program was given :\n\nWEDNESDAY AFTERNOON, JULY 6, 1921.\nSOCIAL HYGIENE AND SEX EDUCATION IN THE PUBLIC SCHOOLS-Benjamin C.\nGruenberg, U. S. Bureau of Education, Washington, D. C.\nDISCUSSION- W. S. Small, U. S. Interdepartmental Social Hygiene Board,\nWashington, D. C.\nFRIDAY AFTERNOON, JULY 8, 1921.\nSCIENCE IN THE ELEMENTARY SCHOOL-Eliot R. Downing, School of Education,\nUniversity of Chicago, Chicago, Ill.\nTHE CONTENT OF SCIENCE COURSES FOR THE ELEMENTARY GRADES-Gilbert H.\n\nTrafton, State Normal School, Mankato, Minn.\nAt the business meeting, Friday, July 8, the following statement was submitted and unanimously adopted : \" The chief purpose of the Department of\nScience Instruction of the National Education Association shall be to encourage\nand develop wider and better scientific instruction and investigation in all the\npublic schools of America to the end that more intelligent and more useful\ncitizens may be produced in this ever increasing scientific age.\"\nA Committee on Science for the Elementary Grades was appointed.\nOfficers for 1921-22 were elected as follows : Gilbert H. Trafton, State\nTeachers College, Mankato, Minn., for president ; Zelma Goldsworthy, West\nHigh School, Minneapolis, Minn., for secretary.\n\nSOCIAL HYGIENE IN THE PUBLIC SCHOOLS\nBENJAMIN\n\nC. GRUENBERG, ASSISTANT DIRECTOR EDUCATIONAL WORK,\nU. S. PUBLIC HEALTH SERVICE, WASHINGTON\n\n1. As teachers of science we should be interested in a scientific ap-\n\nproach to the problem of method and content in the teaching of children. There are two criteria of content-What children want to know,\nand What children need to know.\n\nAs to the former we have a con-\n\nsiderable body of definite information ; as to the latter we have a wide\nrange of opinion, and never can have more than opinion, since in the\nnature of the case \"needs\" show themselves only after a lack has re-\n\nsulted in some injury, and the nature of the lack is a matter of inference or interpretation.\n663\n\n"}
{"page": 689, "printed_page": null, "text": "664\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Science Instruction\n\nThrough the questionnaire method it has been possible to determine\nthat the children's interests in the surrounding world are graded, or\n\nchange with age. Dividing them into four groups of interests, we may\nsay that the earliest information wanted by children is in answer to the\nquestion \"What ?\" Names of things, living and non-living, names of\nthe parts, and then a functional designation, as \"What does it do ?\" will\nfor the most part satisfy the curiosity. At about nine or ten years of\nage there begins to emerge the question \"Why ?\" which appears to be\nrelated to a second phase of self-consciousness (the first having come\njust before the kindergarten age) . Why seems to mean something\nbearing on purpose, or utility, or ultimate cause, with man and his affairs\nas the center of the universe. Many children apparently never get beyond this stage, if we may judge by the questions asked by adults and\nby the kinds of answers that satisfy them. Later, at least with a large\nproportion of high-school boys and girls, the big questions are in terms\nof \" How ?\" although in formulating their problems they may in fact\nuse the word \"Why ?\" The interests here seem to center around the\nprocesses, the relationships, the cause-and-effect connections. Whereas\n\"Why ?\" at first may mean \"What's the use ?\" the same question later\nmeans \"What's the connection between what I do, or what happens, and\nthe desired or actual result ?\" Finally, a diminishing proportion will\nbe asking a question that means \"What of it?\" or in other words,\n\"What difference should the facts make in our practice?\" \" What is the\napplication to be made ?\"\n\nA word as to method in general. If science-teaching is to have a\npermanent value in the life of the individual and of the community,\nit must come in the spirit of science. The facts or the explanations or\nthe applications which we teach must come always as the tentative rather\nthan the final, as the hypothetical rather than the absolute. The first\nlesson of science is to be able to say \" I don't know.\" We must therefore avoid dogmatism and every attempt at indoctrination. However\nsure we may feel that certain diseases are infectious and specific, we\nmust be equally sure that our generalizations rest on limited data, and\nthat they are always subject to revision as new facts are revealed. The\nattitude of exhortation or preaching has no place in the teaching of\nscience, any more than has the appeal to fear or selfish advantage.\n2. The approach to social hygiene, in a specific sense, is not possible in the lower grades. In the history of the race and in the development of the individual the concept of health or well-being or happiness\nseems to come only after more or less experience with the painful and\nnegative aspects of existence. There is no appreciation of, nor desire\nfor, health or safety or full crops until there has been suffering from\ndisease or the collapse of a bridge or a destructive fire or an insect pest.\n\nBut by the age of thirteen years most normal boys and girls have already\n\n"}
{"page": 690, "printed_page": null, "text": "Department]\n\nSOCIAL HYGIENE IN THE PUBLIC SCHOOLS\n\n665\n\nhad enough direct and vicarious experience with the forces that obstruct\nhuman well-being and happiness to be able to think seriously and effectively of the mcehanism involved. Those who have the intelligence re-\n\nquired for eighth or ninth-grade work are able to pass beyond the fatalism that accepts catastrophe and suffering as ultimate and inescapable ;\n\nthey want to know, not \"Why do these disasters come upon us ?\" but\n\"What brings about these conditions ? \"-and this you will recognize as\ndistinctly a scientific attitude that should be cultivated. It is no longer\n\nsatisfying to tell these children that a theater collapsed because the\nowner was a wicked man-it is necessary to connect the collapse with\n\nstrength of materials and principles of sound construction. It is no\nlonger satisfying to tell them that a baby is blind because the father\nplayed cards it is necessary to connect the blindness with one or\nanother of the processes that cause blindness .\nIt would seem therefore that the teaching of hygiene involves some-\n\nthing of teaching pathology; yet that is true only in a slight degree,\nand one that has been very much exceeded in the past. It is necessary\n\nto present the factors that are basic in the normal, healthy organism,\nand the conditions that interfere with health, in just the same way as we\n\nteach fire prevention-not by scaring the children of possible destruction of life and property, but by assuming the desire to prevent and\nconsidering only the mechanism of fire causation and its control.\n\nOr\n\nas we may teach of insect and fungous pests affecting our orchard or\nfarm crops-without fear, without passion, without disgust. If scienceteaching means anything at all, we must be confident that the facts will\nspeak for themselves.\n\n3. Nevertheless we must not make the mistake of assuming that\nknowledge of itself insures right conduct. It does not. It has no\n\ndynamic force of its own. Given a purpose, knowledge will influence\nthe procedure in carrying it out ; but knowledge does not supply purpose.\nThat must come from emotions. But we reach the emotions through\nchannels that are so much like those through which we approach the\n\nintellect that we are apt to be confused. The spoken word, for example,\nor the picture may \"teach a lesson\" in the sense of imparting knowledge,\nor in the sense of stirring up desire or aversion; but the teacher at\nleast should be clear as to what he is seeking and as to what he is accomplishing.\n\nNow in the health of the community at the present time a great\ndeal depends upon a widespread consciousness of the elemental rela-\n\ntions, not because knowledge supplies motive, but because knowledge\nis essental to technique, to the way. We may assume the desire for\nhealth ; we must make clear that continuing in the traditional and conventional way of life, that letting \"nature take her course,\" spells not\nhealth but suffering and disaster. To be able to discuss the sources\n\n"}
{"page": 691, "printed_page": null, "text": "666\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Science Instruction\n\nand effects of the so-called social diseases, it is necessary, first, that\nthe children have sound information concerning reproduction and sex,\nand concerning the principles of communicable disease. They need such\nknowledge, living in a complex community, just as they need knowledge\nof turning on the light or dodging motor cars. This does not mean very\nprofound insight into molecular physics or kinematics or organic\nchemistry ; it means only a comparatively superficial rationalization of\nstandardized modes of action. It means, further, making clear to every\n\nchild that we depend upon accurate knowledge to guide us in standardizing action, even in such matters as have been vital to the race through\nthe ages, as in the matter of eating.\n4. The knowledge related to social health should include the outstanding facts of the venereal diseases, studied in connection with\n\nother communicable diseases, and called by name. What are the effects\nof syphilis, especially upon the nervous system and upon the offspring ?\nWhat are the effects of gonorrhea, especially upon babies' eyes and in\ncausing sterility? The \"innocent\" modes of transmission may be\ntaught at first; the more common modes after the facts of sexual repro-\n\nduction are known. For pupils in the ninth and tenth grades it is\npossible to add the elements of heredity, and something of the principles\n\nof modification of instincts, or the training of emotions or habit formation, as most teachers have learned to think of it. All these groups\nof facts are essential to an understanding of the connection between\nindividual conduct and community or racial health. The boys and girls\nwho are studying \"science\" today will be the men and women shortly\nwhose conduct will not only be the determinant of society's well-being,\nbut whose \"understanding\" of the basic facts of life will be the\ndeterminant of society's policies with respect to health and well-being.\nWe cannot, as the custodians of the guiding light of science, neglect our\nresponsibility where this knowledge is of such importance to the race.\n\n"}
{"page": 692, "printed_page": null, "text": "Department of Secondary Education\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-CLARENCE T. RICE, Principal, Kansas City, Kansas, High School ...\nKansas City,\n\nKans .\n\nVice-President Guy C. WILSON, Principal, Latter Day Saints High School\n..... Salt Lake City, Utah.\n\nSecretary-MINNIE J. OLIverson, Assistant Principal for Girls, Kansas City, Kansas, High\nSchool\n\n.Kansas City, Kans.\n\nFIRST SESSION TUESDAY FORENOON, JULY 5, 1921\nThe Department of Secondary Education of the National Education Asso-\n\nciation convened in regular session Tuesday forenoon, July 5, 1921, at 10:10\no'clock in the Central Church of Christ, Des Moines, Iowa. The meeting was\ncalled to order by the president.\nThe following program was presented:\nSOCIALIZATION OF THE SIX- YEAR HIGH SCHOOL THROUGH THE ORGANIZA-\n\nTION OF STUDENT ACTIVITIES- Burton P. Fowler, first assistant principal Central\nHigh School, Cleveland, Ohio.\nTHE PHYSICAL EFFICIENCY OF THE TEACHER-Dr. Charles E. Barker, repre-\n\nsentative of International Rotary, Chicago, Ill.\n\nThe system of exercises\n\nrecommended by Dr. Barker was demonstrated by the speaker.\n\nSECOND SESSION- WEDNESDAY AFTERNOON, JULY 6, 1921\nThe meeting was called to order at 2 o'clock. The minutes of the first\nsession were read and approved.\nAt call from the chair the secretary\n\npresented a tentative report from C. C. Certain, Northwestern High School,\nDetroit, Mich., chairman of the Committee on the Secondary School Problems.\nA motion was made and passed that the committee be continued to enable it\n\nto present at the next annual meeting two complete reports dealing respectively\nwith the (1 ) Problems of the Secondary School Library as a Problem in\nArchitectural Design and (2) Instruction in the Use of Books and Libraries .\nThe following program was presented :\nSEGREGATION IN ABILITY GROUPS AS A MEANS OF TAKING INTO ACCOUNT\nINDIVIDUAL DIFFERENCES-Ray H. Bracewell , principal, high school, Burlington,\nIowa.\n\nA SQUARE DEAL FOR THE BRILLIANT STUDENT-M. R. McDaniel, principal,\nOak Park and River Forest Township High School , Chicago, Il1.\nA PROGRAM OF SEX EDUCATION FOR SECONDARY SCHOOLS-Benjamin C.\n\nGruenberg, director of educational work, U. S. Public Health Service, Washington, D. C.\nDISCUSSION-C. H. Nowlin, Northeast High School, Kansas City, Mo.\nThe following officers were elected for the ensuing year :\n\nPRESIDENT-H. T. Steeper, principal, West High School, Des Moines,\nIowa.\n\nVICE-PRESIDENT-S. O. Rorem, principal, East Junior High School, Sioux\nCity, Iowa.\n\nSECRETARY--Olivia Pound, assistant principal, Lincoln High School, Lincoln, Nebr.\nTENTATIVE REPORT OF THE COMMITTEE ON\nSECONDARY SCHOOL LIBRARY PROBLEMS\nC. C. CERTAIN, NORTHWESTERN HIGH SCHOOL, DETROIT, MICH ., CHAIRMAN\n\nAt the time of the adoption by this department in 1918 of the report\n\non library standardization for secondary schools of different sizes, a\n667\n\n"}
{"page": 693, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n668\n\n[Secondary Education\n\ncommittee on Secondary School Library Problems was appointed with\nthe purpose of developing more in detail certain features relating to\nsecondary school library organization and administration.\n\nTwo outstanding problems have been systematically studied by the\ncommittee in this connection, namely ( 1 ) the problem of architectural\ndesign, and (2) that of instruction in the use of books in libraries.\nArchitects agree that the school library, although one of the most\n\nvaluable and important departments in the school, is one of the\nmost difficult to provide for properly in an architectural way. It is\na matter of history that during the past decade or two the attention of\nschool administrators has been given very largely to the problem of\ndeveloping and equipping in public secondary schools adequate laboratory facilities needed in the teaching of the sciences and the manual\n\nand domestic arts. The effort directed toward the solution of building\nproblems in this connection has been so intense as to lead to the temporary neglect of many other important problems in building construction.\nIt has so happened that on the structural side library rooms have been\nneglected with the result that they are being designed now in a way\nthat makes it extremely difficult to house in them libraries adapted to\nmodern educational requirements. The committee has practically completed a report on \"The Secondary School Library as a Problem in\nArchitectural Design.\" This report will be ready to submit to this\ndepartment at the next annual meeting of the National Education Asso-\n\nciation. In the meantime the report will be placed before experts for\ncriticism and will be thoroughly revised.\nIn the report on library standardization of secondary schools of\n\ndifferent sizes, adopted in 1918, the section dealing with instruction in\nthe use of books and libraries presents only general aspects of this\nproblem. Considerable discussion is needed relating to matters of\nmethod and to the materials of instruction. It is not deemed advisable,\nhowever, at this time to offer a final report in this connection. A more\n\nsatisfactory procedure seems to be to offer the accompanying tentative\noutline course of study on instruction in the use of books and libraries\n\nfor junior and senior high schools for publication in the proceedings of\nthe N. E. A. with a view to securing, during the year, constructive\ncriticisms on this outline which will influence the committee in its final\n\nrevision of the report. This tentative outline was developed in the city\nof Detroit ; and inasmuch as the same person is serving as chairman for\nthe Detroit committee and as the chairman of your committee the foregoing plan seems to be practicable. It is expected to enlarge upon the\nDetroit report especially from the standpoint of instruction of a charac-\n\nter that will be stimulating along the lines of general recreational\nreading.\n\n"}
{"page": 694, "printed_page": null, "text": "Department]\n\nSECONDARY SCHOOL LIBRARY PROBLEMS\n\n669\n\nThe chairman desires to move that the Committee on Secondary\n\nSchool Library Problems be continued with a view to presenting at the\nnext annual meeting two complete reports dealing respectively with the\n(1) problems of the secondary school library as a problem in architectural design. and (2) instruction in the use of books and libraries.\n\nCOURSE OF STUDY ON INSTRUCTION IN THE USE OF BOOKS\nAND LIBRARIES FOR JUNIOR AND SENIOR HIGH SCHOOLS\nGENERAL AIMS\n\n1. To introduce pupils to many kinds of books on many subjects in\norder to foster and stimulate a love of reading.\n\n2. To develop an appreciative use of libraries through voluntary reading\nfor (A) information, ( B) recreation, or ( C) inspiration ; to to give skill\nin the use of reference materials and library tools in achieving these ends.\n3. To give every pupil in the public schools such direct contacts with the\npublic-library service of the city that as a citizen he will both continue to make\nuse of that service and contribute gladly to its support and extension.\nGENERAL\n\nMETHOD\n\n1. The pupils should acquire familiarity with library resources, arrangements, and customs, through the use of an organized library collection of attractive, interesting literature of the best types in each subject of the curriculum in\na special library room suited to school purposes, under the direction of a school\nlibrarian.\n\n2. Th pupils should acquire an understanding of the organization, equipment, and reference material of the library through explanations by the school\nlibrarians as need arises, and skill in using the library through practice in free\n\nperiods in (A) finding materials needed in projects in other classes and subjects; (B) in voluntary reading for knowledge, pleasure, or inspiration ; and\n(C) in borrowing similar material for home reading.\n3. Each class in any subject utilizing library materials largely, should hold\n\"library hours \" at suitable intervals during each term in a library classroom\nadjacent to the library, when the librarian should introduce to the class the\nlibrary resources and attractive specimen readings for each of these curriculum\nsubjects.\n4. The pupils are to be introduced to many types of literature and their\nreading stimulated by informal talks on books and their writers, or by reading\naloud by the school librarians, school assistants of the public library, or by\nEnglish teachers either in assembly periods or library hours with English\nclasses.\n\n5. The pupils should receive training in judgment in evaluating material\nfor any particular given need through comparison of similar topics in various\nreference books of the same type.\n\n6. The school librarian shall work in close co-operation with the teachers\nof the school. She shall aim to assist in vitalizing the curriculum through\nmaking available in the library current material related to the topics being\nstudied in the various classroom, and by aiding teachers in securing material\nneeded for classroom work.\n\n"}
{"page": 695, "printed_page": null, "text": "670\n\nNATIONAL EDUCATION ASSOCIATION\nMINIMUM\n\nGrade\n\nESSENTIALS OF LIBRARY WORK\nJUNIOR HIGH SCHOOLS\n\nTime\nAllotment\n12\nHours\n1hr.\n\n(Secondary Education\n\nBY GRADES\n\nOutline of Course\nCard Catalogue\nComplete use:\nUse of analytical entries\n\nHelp in making reading lists\nReferences\n\n1hr.\n\nReference books:Atlases\nWorld Almanac\nWho's Who\n\n2 hrs.\n\nReader's Guide\n\n1hr.\n\nNote-taking: method and value; research: method (how to look up a\n\n1hr.\n\nReview in use of books and library tools here given on occasions\nof visits to public library and discussion on public library as voca-\n\n6hrs.\n\n*Reading: stories of scientists, artists, musicians\nstories of exploration, of pictures, of operas\n\nMichigan Manual\nVII.\n\nsubject\n\ntional aid.\n\nDiscussion of public library facilities and needs-visits to branch and\ncentral libraries\n3 hrs\n\nReference books:-\n\nPeriodical and newspaper indexes\n\nKinds available: e.g. agricultural, industrial, etc.\nNew York Times index\n\nReader's Guide-practice in use\n1hr.\n\nAtlas, Lippincott's Gazateer\nNote-taking continued\n\nResearch continued (how to look up a subject)\nMaking of simple bibliographies\nVIII\n\n8 hrs.\n\n*Reading:-Stories of different sections and races of our country, e. g,\nRamona, Uncle Remus , Little Shepherd of Kingdom Come, Understood Betsy, Rebecca of Sunnybrook Farm.\nDiscussion of public library facilities and needs-visits to branch and\ncentral libraries.\n\nReview of Grade VIII. Method of instruction to include continuation\nof\n:\n\nNote\n-taking,\nResearch (how to look up a subject)\n\nSimple bibliographies and how to use them\n1 hr .\n\nComparison of dictionaries:\nWebster's New International\n\nMurray (briefly)\nStandard\n\n1hr.\n\nCentury\nIX-B\n1hr.\n\nBriefdiscussion of dictionaries on special subjects, e. g., phrase and\n\nfable, classical dictionary musical dictionary, to show dictionary\nform of reference books .\n2 hrs.\n\n*\nReading\n\n1hr.\n\nComparison of encyclopedias:\nBritannica\nNew International\nNelson's\n\n1hr.\n\nAmericana\n\n1hr.\nIX-A\n\n1hr.\n\nBrief discussion of cyclopedias on special subjects, e. g., literature,\nhorticulture, American government, to show encyclopedia form of\n\n2 hrs.\n\n*\nReading\n\n1hr.\n\nDiscussion of public library facilities, with visits of inspection. Special\nattention to reference collection of special dictionaries and ency-\n\nreference books\n\nclopedias on special subjects\n*See footnote on Page 672.\n\n"}
{"page": 696, "printed_page": null, "text": "Department]\n\nSECONDARY SCHOOL LIBRARY PROBLEMS\n\n671\n\nMINIMUM ESSENTIALS OF LIBRARY WORK BY GRADES\nSENIOR HIGH SCHOOLS\nGrade\n\nTime\nAllotment\n\nOutline of Course\n\nComparison of magazines\n\n3 hrs .\n\nSpecial feature of\nWorld's Work\n1\n\nReview of Reviews\nCurrent Opinion\nLiterary Digest\n\nDiscussion of value, use and selection of magazines and magazine\nindexes\n\nX\n\n1hr.\n\nPreparation of material for debates: Clippings, value, use, care, and\n\n2 hrs.\n\n*\nReading\n\narrangement\n\nDiscussion of public library facilities, with visits of inspection\nX-A\n1hr.\n\nOrganization of library material in Dewey classification system . Ten\nmain classes . Subdivisions where commonly used, e. g.,973;973-2;973-3\n\n1hr.\n\nCard catalogue: value of information on given card, e. g. date, edition,\n\n1 hr.\n\nUse of reference books (review) :\n\nillustrator, contents, etc.\nAtlas\n\nWorld-almanacs\nGazetteers\nYearbook's\n\nMichigan Manual\n1 hr.\n\nNew reference booksStatesman's Year Book\nU. S. Census Abstracts\n\n2 hrs.\n\n*Reading\n\nDiscussion of public library facilities, with visits of inspection. Special\nattention to class arrangement of books, clippings, etc.\nHistory reference books:\nBiographical dictionaries\n\n2 hrs.\n\nYearbooks\n\nWho's Who\n\nLarned's Ready Reference History\nHayden's Book of Dates\nXI-B\n\nSpecial reference material :\n\n2 hrs.\n\nConcordances\nMusic reference books\n\nArt reference books\n2 hrs.\n\n*\nReading\n\n1hr.\n\nwith visits of inspection.\nDiscussion of public library facilities,\nbooks\nLiterature and civics reference\n\nCollections of literature, e. g. Warner library\nCyclopedia of Quotations\n2 hrs.\n\nCyclopedia of Social Reform\n\n2 hrs.\n\nReading\n\nCyclopedia of American Government\nXI-A\n\nDiscussion of museum, with visits of inspection, arranged for out of school time with\nspecial attention to exhibits of painting, sculpture, musical instruments , etc.\n1hr.\n\nGovernment publications:\nCity\nState\n\n1hr.\n\nFederal, with special application to civics\n\n3 hrs.\nXII-B\n\n童\n\nReview of library instruction of grades IX and X\nProblems on books included\nProblems on use of library\n\nProject: Selection of a library of reference books for home use\n2 hrs.\n\n*Reading\n\nDiscussion of public library facilities, with visits of inspection.\nSee footnote on Page 672.\n\n"}
{"page": 697, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n672\n\n[Secondary Education\n\nMINIMUM ESSENTIALS OF LIBRARY WORK BY GRADES\nSENIOR HIGH SCHOOLS-Continued\n1hr.\n\nSpecial features of reference material needed by particular school, e. g.,\n\n2 hrs.\n\nReview of library instruction of grades XI and XII\nProblems on books included\nProblems on use of library\n\n2 hrs.\n\nProject\n\ncommercial indexes and trade catalogues at Cass Technical School.\n\nXII -A\n\nBibliography of reading to be done after graduation\n\nValue of having a hobby\n*Reading\n\nDiscussion of public library facilities, with visits of inspection\n*The sections of the report on general reading are in the process of development. The committee\nwill be glad to receive suggestions from persons interested in this problem. Concrete lists would be\nvaluable, including fiction, biography, travel, general literature, etc., grouped about centers of interest\nstrongly appealing to the pupils of each year. These lists should be sent to C. C. Certain, Chairman\nofthe Committee on Library Instruction, Northwestern High School, Detroit, Michigan.\n\nSOCIALIZATION OF THE SIX-YEAR HIGH SCHOOL\nTHROUGH THE ORGANIZATION OF\nSTUDENT ACTIVITIES\n\nBURTON P. FOWLER, FIRST ASSISTANT PRINCIPAL OF CENTRAL HIGH\nSCHOOL, CLEVELAND, OHIO\n\nEducators everywhere and the general public are alike dissatisfied\n\nwith the traditional objectives of secondary education. Since the war,\nespecially, there has been an insistent demand for reorganization. The\nprinciple of Darwinism has dominated our courses of study and methods\nof instruction.\n\nTraining for work, play, health, character, and home\n\nmembership must be provided for all in the wide-awake high school.\nThe school group with its diverse activities of school citizenship\nserves as an excellent training field for this process of socialization.\nThere are five factors in the effective organization of student activities: First, teachers must be open-minded and sympathetic toward these\n\ncollateral activities. A place must be found in the teaching program of\nevery teacher to provide time for the right kind of leadership.\nSecond, similarly, the social agencies themselves should form a part\nof the pupil's regular program, so that the pupil who has to work outside\n\nof school shall not be debarred from full participation in the debate, the\norchestra, or his favorite club.\n\nThird, vastly greater opportunities than now exist for the expression\n\nof the social instincts of children should be provided. Every pupil\nshould have at least one or two major social interests. In a school of\ntwo thousand pupils there is room for one hundred clubs where ten now\nexist.\n\nSchool parties should be under the control of a social director who\n\nby means of games and dances will afford participation by all in school\nsocial hours. The \"formal\" high-school dances are too often a cheap\n\n"}
{"page": 698, "printed_page": null, "text": "Department]\n\nHOW TO LIVE A HUNDRED YEARS\n\n673\n\nimitation of the disportings of adults. Clique, décolleté, jazz, and toddle\nare doubtful educational objectives. School society, however, should\nnot be a leveling agency, but a democratic means of promoting good will\nand mutual trust among the members of its cosmopolitan group.\n\nFourth, pupils should have every chance to participate in the management and control of the school community. A student-body organization headed by a student council should have a large share in the supervision of the building and grounds, clubs, dramatics, athletics, school`\ncampaigns, etc.\nFifth, a written social record like that kept of scholarship should be\nmade for every pupil throughout his school career. I venture the assertion that such a record kept for four years would furnish more reliable\n\ninformation about the efficiency of Mary's school life, her chances of\nsuccess in college, in business, or as a housewife, than would the 93.6\n\nper cent that places her on the honor roll of the commencement program.\nHOW TO LIVE A HUNDRED YEARS—AN OUTLINE\nCHARLES E. BARKER, M. D., GRAND RAPIDS, MICH .\nBREATHING EXERCISES\n\n1. Bend body at hips, fists at knees, throw out backward as far as\npossible while inhaling and exhale while returning to original position.\n2. Rotate shoulders and arms, inhale, raising arms and vice-versa.\n3. Clasp hands behind back-throw chest out and upward, shoulders\nback and inhale, and vice-versa.\n4.\n\nBreathing run .\nFOR\n\nKIDNEYS\n\n1. Keeping knees stiff-lower hands to floor and return to chest.\nFOR SPINE\n\n1. Swing the arms in a circle in front of the body, keeping the\nknees stiff and stretching upwards as far as possible while raising arms.\nFOR LIVER\n\n1. Feet apart as far as possible-keeping knees stiff, bend body\nfrom side to side, raising arms alternately over the head.\n2.\n\nGladstonian exercise.\nLYING- DOWN EXERCISES\n\n1. Arms at side-raise chin to chest and push hands along the\nlimbs; vice-versa.\n\n2. Throw body to sitting position, keeping hips, knees and feet on\nfloor; vice-versa.\n3.\n\nDraw both knees back to chest and return to floor.\n\n4. Raise both legs from the floor at the same time, keeping knees\nstiff; vice-versa.\n\n"}
{"page": 699, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n674\n\n[Secondary Education\n\nIMPORTANT SUGGESTIONS\n\n1. Drink plenty of water with and between meals. Eight to ten\nglasses per day.\n2. Get into the habit of following the exercise with cool or cold\n\nbath. If one has plenty of blood a cold bath is best, otherwise only take\na cool bath after exercises.\n\n3. The best time to take these exercises is upon arising in the\nmorning. However, they can be taken the last thing before going to\nbed at night or during the day, but not immediately following any meal.\n4. If you have any suspicion that your heart is not in good condition, before taking these exercises you should be examined by your\nfamily physician and follow his advice as to the way in which these\nexercises should be taken.\n\n5.\n\nRemember that the only way to test the value of these exercises\n\nis to follow them regularly every day for about two months. By that\ntime you will see the great value in performing them daily.\nSEGREGATION IN ABILITY GROUPS AS A MEANS OF TAKING INTO ACCOUNT INDIVIDUAL DIFFERENCES\nRAY H. BRACEWELL, PRINCIPAL BURLINGTON HIGH SCHOOL,\nBURLINGTON, IOWA\n\nWe assume that students vary largely in three respects: their ability\nto learn, their will to learn, and their manner of learning. Although\nindividual instruction is the easiest way to take into account individual\n\ndifferences, it fails for two reasons. It is too expensive. It is unsocial .\nGroup recitation is essential. However, the unselected group assumes that there is a common standard of attainment and one accepted\nmethod of instruction. This assumption is contrary to our major thesis\n\nthat students differ widely. Segregating students into ability groups\nlessens the range of variability and makes it possible for the teacher to\nadjust himself more nearly to the individual needs of his students.\nThe treatment of segregated groups varies in three major respects :\nthe quantity of work required, the standards of excellence demanded,\nand the methods of instruction used. Segregation will cost more than it\nis worth unless two administrative difficulties are met. Students must\n\nbe transferred from section to section as the changing character of their\nwork demands. Students must be assigned at registration so that the\nneed for subsequent changes will be minimized. This suggests the use\n\nof intelligence tests and office records showing the character of previous\nwork done.\n\nSegregating classes into ability groups enables us to carry through\nour democratic school program. The small enrolment of our high\nschool of twenty-five years ago was due to two causes : a limited course\n\nof study that appealed to few students; a single standard of attainment\n\n"}
{"page": 700, "printed_page": null, "text": "Department]\n\nSEX EDUCATION FOR SECONDARY SCHOOLS\n\n675\n\nthat retarded the strong and eliminated the weak student. Our modern\nhigh school with its broadened course of study has removed the first\ncause. Segregating students into ability groups will remove the second.\nI cannot think of a more democratic school administration than one\n\nunder which a student may attend school for four years, follow his own\nbest method to attain his own highest standards of excellence and to\naccomplish his maximum progress.\nSEX EDUCATION FOR SECONDARY SCHOOLS\nBENJAMIN C. GRUENBERG, ASSISTANT DIRECTOR OF EDUCATIONAL WORK,\nU. S. PUBLIC HEALTH SERVICE, WASHINGTON, D. C.\n\nExperiments in sex education tried in the high schools of this country\nare either of the emergency type or of an integrated type.\nEmergency education takes the form of a lecture, an exhibit, a\npamphlet, or some other isolated presentation of information, and perhaps exhortation, intruded from without and unrelated to the other\nactivities of the school .\n\nThe second type assumes that education is much more than instruction, and deals with problems of sex as incidental to other functions of\nthe school. Four main aspects of educational activities can be made to\nbear upon sex :\n\n1. Instruction with regard to reproduction and sex comes normally\nas part of instruction in the various biological sciences, in nursing, or in\ndomestic science. Venereal diseases are treated in the same way as\n\nother communicable diseases usually taught in the high schools.\n2. The young people need an understanding of the place of sex in\nlife, or what we may call the interpretation of life on the sex side. The\nsocial studies (history, civics, economics, social problems) and literature\noffer the best opportunities in this connection.\nIf every teacher of English literature or of history or of homemaking could take it for granted that the pupils were already acquainted\nwith the basic facts of sex and could feel free to discuss human passions,\nhuman relations, human ideals, without prejudice and without embar-\n\nrassment, as occasions arise, there would be a tremendous gain for the\npupils and the teacher as well .\n3. While inspiration even more than the interpretation of life is\nlargely indirect in its effects and only slightly explicit in its form, there\nis nevertheless an opportunity for the school to be of real service by\nhaving the teachers themselves face more frankly social and individual\nproblems related to sex.\n\n4. For taking more direct hold of the emerging impulses of youth,\nnot only for preventing their destructive outbursts, but for turning them\ninto productive channels, there is first of all the provision of an abun\n\n"}
{"page": 701, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n676\n\n[Secondary Education\n\ndance of physical exercise as a direct release of the internal strains.\n\nBoys and girls need satisfying outlets for the emotions and for the\ncreative interests and capacities. This means a wide range of activities\n\nall the way from gymnastics and athletics and excursion, through shop\nwork, art, and music to oratory, dramatics, and community service. The\n\ndiversion both of the interest or attention, and of the surging energies\nnot yet under control constitutes the immediate aim of many activities\nof the school, some of them only recently introduced into the curriculum,\nmost of them still considered as fads or extras .\n\nWhether they take the form of supervised clubs, or systematic programs of recreation ; whether they are thought of primarily as contributing to \"health\" in the physical sense or as accessory to vocational guidance ; whether they are conceived as supplementary to classroom instruction in the sense in which a laboratory is thus supplementary or\nas training for leisure, all of these activities are potent instruments in\ndeveloping the ideals, the attitudes, and the conduct of boys and girls\nin respect to sex, so that the social health of the community in their\nmature years may be conditioned by what we do in the high school\ntoday.\nA SQUARE DEAL FOR THE BRILLIANT PUPIL\nM. R. MCDANIEL, PRINCIPAL, OAK PARK AND RIVER FOREST TOWNSHIP\nHIGH SCHOOL, CHICAGO, ILL.\n\nCivilization and progress depend upon two things, a high average of\nintelligence of all the people, and upon the leaders. Nations that have\n\nmade the most rapid development have had both. Spain and Russia\nhave had neither. The average intelligence of the people is low and they\nhave had no Washington or Franklin to guide them.\n\nOn the other\n\nhand, South America with her Bolivar, and Italy with her Garibaldi\nmade wonderful progress even though the average intelligence of the\npeople was low. America stands high in general intellectual attainment\nand we should stand equally high in leadership. It is true we have our\nEdison, our Rockefeller, and, in the opinion of some, our political genius,\nbut even he could not lead the people to see his vision of a League of\nNations. We have no great poet, no Martin Luther, no Lincoln. We\n\nhave been busy educating the mass, making men of average intelligence.\nWe of course should continue to educate the mass, but no average man\never discovered Pasteurization, painted a Sistine Madonna, or wrote the\nDeclaration of Independence or the Gettysburg Address.\n\nThe success of any business, or of any school, as well as of a nation\ndepends on leaders, yet we make no special effort to train them. If we\nlook back over the programs of various educational meetings for a\nperiod of years, we shall find that most of the topics for discussion have\nbeen, \"The Retarded Pupil,\" the \"Backward Child,\" the \"Submerged\n\n"}
{"page": 702, "printed_page": null, "text": "Department]\n\nA SQUARE DEAL FOR THE BRILLIANT PUPIL\n\n677\n\nTenth. \" It is time we should do more for the bright pupil, time that we\nshould invest more of our energies where there will be a larger return\non our investment. Not that we should do less for the backward pupil\nto be sure, but that we should do more for the brilliant one.\n\nOne of the basic principles of our educational system is that it is\nthe right of every pupil to have the highest development of which he\nis capable, and not the development of which his less brainy or more\noften less energetic fellow is capable. In training lower animals, more\nattention is paid to the most promising than to the slow, unspirited, and\nunpromising. In business and in most walks of life the most promising\nboy or girl, man or woman, receives most careful training, but in the\nschools it is too often different. In the school, to receive the maximum\n\nof attention the boy must be dull or lazy or be habitually tardy, or be\nespecially clever in misunderstanding assignments or in arranging his\nheadache or stomachache days to come when Babe Ruth is to play the\nhome team. While the brilliant boy too often gets only the thought,\n\"O, he will get along all right, I need not worry about him.\"\nSometimes we not only neglect the pupil who has promise of becoming a great leader but we even stifle his ambition and his initiative. Instead of holding up ideals of leadership before him we smile if he expresses any ambition to be different from the common run.\n\nIfhis\n\nparents want something better than the average we say \"fond parent,\nangel child.\" We, of course, as teachers do not commit such overt acts,\nbut we allow the spirit of our schools to be such that it is unpopular to\nbe a grind, to have ambition, to be different. In some schools the pupils\nhave the idea that it is much more honorable to get C than A.\n\nAmerica today is calling for leaders. It is a great challenge to our\nschools, and our schools must not fail. In many schools the promising\npupil is receiving attention, and leadership is being developed. Segregation into ability groups is just as important for the brilliant as for the\ndull pupil. One dull boy sets the intellectual pace for the whole class .\nAs another has expressed it, one dull boy can reduce the intellectual\ntemperature of a class so far below zero that a red-blooded gray-convoluted boy cries out with Hamlet \" Oh God ! Oh God ! How weary,\nstale, flat, and unprofitable seem to me all the uses of this world.\"\nIn order to receive wireless messages the receiving sets of apparatus\nmust be tuned up to the same number of vibrations as the sending\napparatus. It is the same in sending thought messages. The pupils ,\nin order to receive messages from and to send messages to the teacher\n\nand the other members of the class, must be tuned up to about the same\nnumber of vibrations. For the sake of the pupils as well as the teacher\n\nlet us put the brighter ones together and then let the teacher turn on the\ngas, put her in high, and with the pupils experience the joy of intellectual speeding.\n\n"}
{"page": 703, "printed_page": null, "text": "678\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Secondary Education\n\nBut in some schools it is hard to classify into groups of equal\nability. Even here the teacher, if she will give a fair proportion of her\nthought in planning her work to the needs of the bright pupil, can keep\nthe lines all taut-can keep the brightest in the class pulling on the bit.\nIf studying Macbeth, the bright ones in the class might debate the question, Resolved that Lady Macbeth was as guilty as Macbeth. It might\nadd interest to let the girls defend Lady Macbeth and the boys Macbeth.\nIf studying geometry, encourage the leaders to bring in a new demonstration or to work a few more originals. In science the field is so large\nthat it is not difficult to assign an extra experiment or to assign a piece\nof apparatus to be made by the pupil. Whatever the extra assignment,\nlet it be work that will require originality on the part of the pupil. This\nextra work must be something worth while and not just something to\noccupy the pupil's time. It is even better if it is something not directly\nconnected with the textbook, but connected more immediately with\npresent-day affairs. Urge pupils to read the newspapers and to have and\nbe able to express an intelligent opinion on life as it is. Remember that\nour pupils are living now and not merely preparing for life.\nPupils should not ordinarily be promoted to a more advanced class\nin order to keep them busy. No, they should be kept with pupils of\nabout the same physical age as well as with pupils of about the same\nmental ability. A bright boy who is promoted to a group of older boys\nhas very little chance to become a leader. The older boys will ignore\n\nhim in all their activities and simply will not allow him to be a leader in\ntheir group. As one of them expresses it in the June American Maga-\n\nzine, \" I was too young to be accepted by those in my own grade, even\nif they had not felt a sort of antagonism toward me for being there at\nall. Naturally the children resented me. Anyway I wasn't big enough\nto compete with them on the playground, so that settled my hash with\nthem- as for being one of the gang I was neither fish, flesh, nor fowl.\"\nHe goes on to tell how it was the same through college. He was not\n\nelected to any office, was appointed on no committees, in short was a\nmisfit and had no opportunity to exercise leadership.\nSome of the essential elements of leadership are initiative, originality, responsibility, poise, and especially ability to get along with others.\nOne of the best means of developing these qualities is through student\nactivities . I know that in many schools student activities are the source\nof much trouble. This is usually because there is either too much\n\nfaculty domination or no faculty supervision at all. Activities allowed\nto run themselves usually run amuck, but if each activity has as adviser\n\nsome member of the faculty who is sympathetic and who has kept the\nspirit of youth, who is willing to allow the pupils to do all of the work\nand most of the planning, and confine her own activities to those of\n\nadviser and guide, it will help to create a fine spirit in the school.\n\n"}
{"page": 704, "printed_page": null, "text": "Department of Superintendence\nATLANTIC CITY MEETING, FEBRUARY 24\n-MARCH 3, 1921\n\nSECRETARY'S\n\nMINUTES\n\nOFFICERS\n\nPresident-CALVIN N. KENDALL, commissioner of education ..\nTrenton, N. J.\n.Evanston, I11.\nFirst Vice-President-E. A. SMITH, superintendent city schools .\nSecond Vice-President J. M. GWINN, superintendent city schools ....... New Orleans, La.\n.... Omaha, Nebr.\nSecretary-BELLE M. RYAN, assistant superintendent city schools .\n\nMusic was conducted throughout the meetings by Albert E. Brown, of\n\nBoston, Mass ., with Mrs. Brown as accompanist. The meetings of the general\nprogram were held on the Million Dollar Pier.\nDr. Henry van Dyke, president Princeton University, Princeton, N. J., gave\nan address Sunday morning, February 27, on ART AND MORALS.\n\nFIRST DAY'S PROCEEDINGS\n\nFORENOON SESSION- MONDAY, FEBRUARY 28, 1921\nE. U. Graff , superintendent city schools, Indianapolis, Ind., president of the\nDepartment of Superintendence for the year 1920, called the meeting to order\nand paid a tribute to Calvin E. Kendall, president of the Department of Superintendence, who was too ill to be present. He then introduced E. A. Smith, first\nvice-president of the Department of Superintendence, who presided at the\nmeeting.\n\nSuperintendent Boyer, of the Atlantic City schools, presented the presiding\nofficer with a gavel which was made by the children of Atlantic City, to be\n\npresented to the Department of Superintendence.\nThe following resolution was introduced by H. B. Wilson, superintendent\ncity schools, Berkeley, Calif., and was unanimously adopted by the convention.\nBe it resolved, That in this our opening session we send greetings and\ngood cheer to the president of this department, the Honorable Calvin N. Kendall,\ncommissioner of education for New Jersey, and sincere expressions of regret\nover his absence from our sessions together with genuine hope that his full\nstrength and vigor of health may speedily return in order that his great ability\nand high professional ideals may again assert themselves in the advancement of\nthe cause of public education, for which cause no public-school administrator\nin America has done more than he.\n\nBe it further resolved, That our chairman be hereby directed to appoint\na committee of three members of this department to bear daily to Commissioner\nKendall appropriate tangible evidence of our thoughtfulness of him and that\nall expenses incident thereto, be defrayed from the funds appropriated for meeting the expenses of this convention.\nIn compliance with this resolution, Vice-President Smith named a committee,\nconsisting of H. B. Wilson, Belle M. Ryan, and E. U. Graff, to send flowers\n679\n\n"}
{"page": 705, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n680\n\n( Superintendence\n\nto Dr. Kendall and to forward to him a copy of the resolutions adopted.\n\nThe\n\nfollowing letter was sent by the committee to Dr. Kendall :\nHonorable Calvin N. Kendall,\n\nCommissioner of Education,\n\n:\n\nTrenton, N. J.\nDEAR DR. KENDALL :\n\nAt the opening hour of the convention this morning many thoughtful\nand inspiring sentiments were uttered in connection with the universal regret\n\nwhich we all felt at your enforced absence from the sessions of the Department\n\nof Superintendence. All of these expressions finally culminated in the unanim-\n\nous adoption by rising vote of the following resolutions :\n(See resolutions as given above)\nSincerely yours,\nH. B. WILSON, Chairman\nBELLE M. RYAN\n\nELLIS U. GRAFF, Committee\n\nThe following letter from Dr. Kendall was then read by the presiding\nofficer :\nTO THE MEMBERS OF THE DEPARTMENT\n\nFebruary 26, 1921\n\nOF SUPERINTENDENCE :\n\nIt is a matter of very great regret to me that on account of my health I\nam obliged to absent myself, under my physician's order, from the Atlantic\nCity meeting of the Department of Superintendence.\nI very greatly appreciated at the Cleveland meeting last year the courtesy\nof the members of the Department in electing me to the presidency. This honor\nwas a source of pleasure to me at the time, and it has been so ever since. I\nhave greatly enjoyed preparing the program, and, of course, I hope that the\nmeeting may be a great success and worthy of the best traditions of the\nDepartment of Superintendence.\nIt has been my earnest endeavor to secure a high order of merit in this\n\nprogram. I wish to express my appreciation of the willingness of the men and\nwomen of the Department to co-operate in making the meeting a success. A\nsurprisingly small number of refusals to serve on the program has been received.\n\nThe president wishes to express his appreciation of the splendid services\nand fine co-operation of the secretary of the Association, Mr. J. W. Crabtree.\nWithout his assistance, it would have been impossible for the president, under\nthe circumstances, to carry out the program to a successful issue.\n\nThe president wishes to call the attention of the Department to the very\ngreat embarrassment which the officials are experiencing each year in arranging for the meetings. The Department, with its allied organizations, has now\nbecome so large that it is well-nigh impossible to find a place which can take\ncare of the meetings. The officers last spring spent considerable time in investigating the merits of various cities for the meeting of 1921. Some seven or\neight cities were visited, and in only one or two were adequate hotel accommodations and meeting places found.\nThe time has come, in the judgment of your president, when some reorganization of the winter meeting is absolutely necessary in order that the\nnumbers attending the convention may be reduced.\n\nThe readjustment of this matter is of very serious import and will require\nearnest study on the part of the persons most deeply interested. The meeting\nhas, in a sense, become so great a success and so many people want to attend\nit that there are very few cities in the country that can take care of it; and\nthe difficulty is bound to grow greater rather than less.\n\nThe president therefore recommends either (1) that a committee be appointed\nto study the whole question and report at the next meeting of the Department\n\nof Superintendence; or ( 2) that the Department take action at this meeting\non the specific question as to whether or not other organizations and allied\nassociations shall be encouraged in the future to hold meetings at the time and\nplace of the annual meeting of the Department of Superintendence.\nThe president also recommends that since the National Education Association grants to each of the departments the privilege of electing its own officers\nand transacting its own business, the Department of Superintendence take action\n\n"}
{"page": 706, "printed_page": null, "text": "Department]\n\n681\n\nSECRETARY'S MINUTES\n\nto determine and define who shall be considered members of the Department\nin the election of officers and in the transaction of business.\nI am\n\nVery truly yours,\n\nC. N. Kendall, President\nThe following program was then given :\nTHE GREAT PROBLEM IN AMERICAN EDUCATION-THE RURAL SCHOOL.\n\nHAS BEEN ACCOMPLISHED ?\n\nWHAT\n\nWHAT IS THE SOLUTION ?\n\nWill C. Wood, state superintendent of public instruction, Sacramento, Calif.\nRalph Decker, superintendent Sussex County schools, N. J.\nW. L. Harding, ex-governor Iowa, Des Moines, Iowa.\nW. C. Bagley, professor of education, Teachers College, Columbia University,\nNew York, N. Y.\nGENERAL DISCUSSION LED BY H. Ernest Burnham, Normal School, Kalamazoo,\nMich.\n\nElizabeth Kelly, State Department of Education, Raleigh, N. C.\nAFTERNOON SESSION-MONDAY, FEBRUARY 28, 1921\nVice-President E. A. Smith presiding.\nSOME IDEALS AND ACCOMPLISHMENTS OF THE SCHOOL SYSTEM I REPRESENT\n\nH. S. Weet, superintendent city schools, Rochester, N. Y.\nDavid B. Corson, superintendent city schools, Newark, N. J.\nFrank B. Cooper, superintendent city schools, Seattle, Wash.\nRandall J. Condon, superintendent city schools, Cincinnati, Ohio.\nIn the absence of Frank B. Cooper, superintendent city schools , Seattle,\nWash., his paper was read by Frank E. Willard, assistant superintendent city\nschools , Seattle, Wash.\nEVENING SESSION-MONDAY, FEBRUARY 28, 1921\nTHEODORE ROOSEVELT, LOVER OF BOOKS-Mrs. Corinne Roosevelt Robinson,\nNew York, Ν. Υ.\n\nIDEALS OF THE TEACHER-Livingston Lord, principal state normal school,\nCharleston, I11.\nSUMMER MEETING OF THE NATIONAL EDUCATION ASSOCIATION .\n\nFred M. Hunter, president National Education Association, Oakland, Calif.\nJ. W. Studebaker, superintendent city schools, Des Moines, Iowa 1\nSECOND DAY'S PROCEEDINGS\n\nMORNING SESSION TUESDAY, MARCH 1, 1921\nVice-President E. A. Smith presiding.\nBEST USE OF THE SUPERINTENDENT'S TIME.\n\nJames H. Van Sickle, superintendent city schools, Springfield, Mass .\nCharles S. Meek, superintendent city schools, Madison, Wis., and professor\nof education, University of Wisconsin.\n\nH. B. Wilson, superintendent city schools, Berkeley, Calif.\nCharl O. Williams, superintendent Shelby County schools, Memphis Tenn.\nGENERAL DISCUSSION LED BY\n\nBennett B. Jackson, superintendent city schools, Minneapolis, Minn.\nJames O. Engleman, superintendent city schools, Decatur, Ill.\nREORGANIZATION COMMITTEE REPORT\n\nAt the business meeting at 11:30 the following report was presented by\nSuperintendent R. G. Jones, of Cleveland, for the committee appointed February,\n1920, to report on the best method of putting into effect the reorganization plan\nadopted at the 1920 meeting :\nYour committee, appointed one year ago to determine upon and recommend\naplan for the annual election of officers of the Department of Superintendence of\n*Superintendent L. H. Minkel, of Fort Dodge, N.E.A. state director for Iowa, took\nthe place of Superintendent J. W. Studebaker, who was unavoidably detained in Des Moines.\n\n"}
{"page": 707, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n682\n\n(Superintendence\n\nthe National Education Association, has assumed that the Association commissioned its committee to consult, so far as possible, members of the Association ;\nmake a careful analysis of the present status, in the light of which it might\npossibly discern whether the Association is accomplishing the definite purpose for\nwhich it was organized; and to recommend that such immediate steps be taken\n\nas will most effectively assure the future permanence, usefulness, professional\nideals, effective direction, and operation of this organization. With these ends\n\nin view, your committee respectfully submits the following report for your\nconsideration :\n\nOrganization and control-Membership in the Department of Superintendence shall be defined to include state, county, and city superintendents (1000\npopulation and above) , assistant superintendents and all state and national\nofficers of school administration who are members of the National Education\n\nAssociation. The Department of Superintendence shall provide its own system\nof financial support and shall be financially independent of the National Education Association.\n\nOfficers-their duties-The officers of the Department of Superintendence\nshall be a president, a first and a second vice-president, secretary, treasurer, and\nan executive committee consisting of four members. The president, vice-\n\npresidents, and treasurer shall hold office for a period of one year from the\ndate of election, including one full year's service in the promotion and operation\nof one meeting of the Department. The secretary shall be elected by the president and executive committee for an indefinite period subject to termination at\nthe close of the February meeting of each year. Members of the executive committee shall hold office for four years, one member retiring each year. At the\nfirst election the member receiving the largest number of votes in the initial\nelection shall serve for four years, and the others for three, two, and one years,\nrespectively, according to the number of votes received. The president shall\nbe an ex officio member and chairman of the executive committee.\n\nThe execu-\n\ntive committee shall be regarded as the administrative body of the department\nsubject to the call of the president, to supplement and assist him in the conduct\nof his office.\n\nElection of officers-The procedure for the election of officers shall be as\nfollows : Nominations shall be made from the floor on the morning of the\n\nfirst day's session at a time previously agreed upon by the executive committee\nand announced in the printed program of the meeting.\n1. Method of balloting : The tickets issued by the secretary of the Department to members of the Association shall be provided with a detachable stub\n\nto be used as a ballot.. Two places for balloting shall be provided, one at the\nsecretary's headquarters, the other at the entrance to the auditorium in which\nthe general sessions are held. The ballot boxes shall be open for voting from\n\n11:00 A. M. until 6:00 P. M. on the third day of the meeting. Those candidates\nreceiving the highest number of votes for the respective offices shall be con-\n\nsidered the choice of the Association and declared elected. The entire procedure\nof balloting shall be in charge of the executive committee and the secretary.\n\n2. Announcement of result of ballot : On Friday, at the regular business meeting, the president shall call for the report of the secretary, announcing\nthe result of the ballots cast for the several officers of the Association. It is\nthe recommendation of this committee that since its function is understood to\n\nbe to examine and determine the availability of the Springer plan, proposed last\nyear, or to propose an alternate plan, that the plan for reorganization herewith\nproposed be substituted for the tentative Springer plan and be set in operation\nat this session. It is further recommended that in this emergency the clause\nproviding for the nomination on the first day of the meeting be read the second\nday of the meeting of February, 1921.\n\nCommittee : A. E. Winship, editor Journal of Education, Boston, Mass.;\nE. C. Hartwell, superintendent city schools, Buffalo, N. Y.; H. S. Weet, superin-\n\ntendent city schools, Rochester N. Y.; J. W. Sexton, superintendent city schools,\nLansing Mich.; R. G. Jones, superintendent city schools, Cleveland, Ohio.\nThe report of the committee was unanimously adopted, nominations were\nmade, and the secretary was instructed to print the official ballot, which was to\nbe voted on from 11:00 A. M. to 6:00 P. M. on Wednesday, March 2.\n\n"}
{"page": 708, "printed_page": null, "text": "Department]\n\n683\n\nSECRETARY'S MINUTES\n\nAFTERNOON SESSION-TUESDAY, MARCH 1, 1921\n\nSecond Vice-President J. M. Gwinn presiding.\nTHE PROBABLE FUTURE OF EDUCATION IN THE UNITED STATES\n\nITS POLICIES AND\n\nPROGRAMS :\n\nHenry Snyder, superintendent city schools Jersey City, N. J.\nLotus D. Coffman, president University of Minnesota, Minneapolis, Minn.\nM. L. Burton, president University of Michigan, Ann Arbor, Mich.\nGENERAL DISCUSSION LED BY -John W. Withers , dean school of pedagogy, New\nYork University; formerly superintendent city schools, St. Louis, Mo.\nThe program was given as originally planned with the exception of the\npaper by Robert J. Aley, who was not able to be present at the meeting.\nJust following the music at the beginning of the program President Calvin\nN. Kendall talked over the phone to the members in convention assembled and\ngave them the following message :\n\nIf anything could relieve my regrets at not being able to be present at the\nmeeting it would be this opportunity to say a word of greeting to the convention\nto welcome its delegates to New Jersey. I greet you all with sincerity and with\ngood wishes.\n\nI hope you will not fail at your business meeting to make provision for\nfuture meetings of the Department so that your officers will not be embarrassed\nas to where future meetings are to be held. We can provide acceptable speakers,\n\nwho have talent enough, in the Department itself to provide programs that shall\nbe worth while, but our embarrassment lies in finding, under the present circumstances , acceptable and commodious meeting places, because of the largeness of\nour numbers ; to solve this problem is the duty, as I see it, of our immediate\nfuture.\n\nThe flowers which you were kind enough to send have just come. I thank\nyou from the bottom of my heart.\nEVENING SESSION-TUESDAY, MARCH 1, 1921\nSecond Vice-President J. M. Gwinn presiding.\n\nSCHOOLING OF THE IMMIGRANT-Frank V. Thompson, superintendent city\nschools, Boston, Mass.\nWHAT\n\nONE\n\nREPRESENTATIVE\n\nAMERICAN\n\nCITY IS DOING\n\nIN\n\nTEACHING\n\nAMERICANIZATION- Frank Cody, superintendent city schools, Detroit, Mich.\nPROGRESS IN THE CIVIC TRAINING OF YOUNG AMERICA-Arthur W. Dunn,\n\nspecialist in civic education, U. S. Bureau of Education and associate national\ndirector, Junior Red Cross.\nTHIRD DAY'S PROCEEDINGS\n\nMORNING SESSION-WEDNESDAY, MARCH 2, 1921\nFirst Vice- President E. A. Smith presiding.\nTHE GREAT NEED OF THE SCHOOLS-BETTER TEACHING.\n\nHOW SHALL WE GET Іт?\n\nSusan M. Dorsey, superintendent city schools, Los Angeles, Calif.\nZ. E. Scott, superintendent city schools, Louisville, Ky.\nWalter A. Jessup, president University of Iowa, Iowa City, Iowa 1\nCharles H. Judd, director School of Education, University of Chicago,\nChicago, Ill.\nAFTERNOON SESSION-WEDNESDAY, MARCH 2, 1921\n\nThis session was given over to departmental meetings, the minutes of which\nappear elsewhere.\n\nEVENING SESSION-WEDNESDAY, MARCH 2, 1921\nVice-President E. A. Smith presiding.\n\nNATIONAL AID FOR EDUCATION-Congressman H. M. Towner, Corning, Iowa.\nADDRESS-P. P. Claxton, U. S. Commissioner of Education, Washington,\nD. C.\n\nDr. Jessup was in Atlantic City, but on account of serious illness was not permitted\n\nby his physician to leave his room.\n\n"}
{"page": 709, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n684\n\n[ Superintendence\n\nFOURTH DAY'S PROCEEDINGS\n\nMORNING SESSION-THURSDAY, MARCH 3, 1921\nVice-President E. A. Smith presiding.\nCOMPARATIVE FAILURE IN THE ENFORCEMENT OF COMPULSORY EDUCATION\n\nLAWS-H. R. Bonner, specialist in educational statistics, U. S. Bureau of Educa-\n\ntion, Washington, D. C.\nHOW MAY THE PUBLIC UNDERSTAND WHAT SERVICE THE SCHOOL IS REN-\n\nDERING THE COMMUNITY-Thomas E. Finegan, commissioner of education, Harrisburg, Pa.\nLOCAL INFLUENCE OF THE RUSSELL SAGE FOUNDATION RANKING OF MON-\n\nTANA'S EDUCATIONAL SYSTEM--Edward C. Elliott, Chancellor of the University\nof Montana, Helena, Mont. 1\n\nThe report of the Canvassing Committee on the ballot under the reorganization plan adopted Wednesday, March 2, 1921, was read by Superintendent C. E.\nRose, of Tucson, Arizona, chairman of the Committee.\n\nIn accordance with the report of this Committee, Chairman Smith formally\nannounced the election of the following officers : president, R. G. Jones, superintendent city schools, Cleveland, Ohio ; first vice-president, Will C. Wood,\nstate commissioner of education, Sacramento, Calif.; second vice-president, E. C.\nBroome, superintendent city schools, Philadelphia, Pa.; treasurer, I. B. Bush,\nsuperintendent city schools, Erie, Pa.; secretary to be elected by the executive\ncommittee; executive committee : Randall J. Condon, superintendent city schools,\nCincinnati, Ohio, director for four years ; Frank Cody, superintendent city\nschools , Detroit, Mich., director for three years ; Jesse H. Newlon, superintendent\ncity schools, Denver, Colo ., director for two years ; J. H. Beveridge, superintendent city schools, Omaha, Nebr., director for one year.\nInvitations from various places which wished to entertain the Department\nof Superintendence in 1922 were next received. The following cities were considered : Nashville, Tenn.; Detroit, Mich.; Cleveland, Ohio ; Columbus, Ohio ;\nNew Orleans, La.; Chicago, Ill .; San Francisco, Calif.\nAfter some discussion as to whether the president and the Executive Committee or the Department should choose the meeting place, it was voted that the\n\nDepartment express its preference, but leave the president and Executive Committee free to make the final decision. In the preferential vote, New Orleans\nled with 220 votes, followed by Chicago, with 120 votes.\n\nSuperintendent H. S. Gruver, of Worcester, Mass., then moved that the\nExecutive Committee be instructed to take whatever steps are necessary to amend\nthe by-laws of this Department to make it possible for the executive officers to\ndetermine each year the place of meeting, but before the decision of the Exeси-\n\ntive Committee is rendered each year, the expression of the opinion of the\nDepartment is to be obtained as at this session.\nChairman Smith then introduced President-Elect R. G. Jones, of Cleveland,\nOhio, who thanked the Department for the honor conferred upon him.\nREPORT OF RESOLUTIONS COMMITTEE\n\nThe report of the Resolution Committee was then presented by its chairman and unanimously adopted as follows :\n\nPresident Kendall. To Commissioner Calvin N. Kendall, president of the\nDepartment, we extend our hearty congratulations on the complete success\nof this convention. The notable professional and inspirational character of the\nwhole program bespeaks the high ideals and the superb professional leadership\nof Dr. Kendall. His enforced absence from these meetings has occasioned\nextreme regret, but we most sincerely wish for him an early return to active\nduty.\n\nSupply of trained teachers. Recognizing the fact that half the children\nin the public schools are now being taught by teachers of limited education,\n1The program was given as scheduled with the exception of the paper by Edward C.\n\nElliott, who was absent from the meeting on account of important business in connection\nwith the legislature which prevented his coming.\n\n"}
{"page": 710, "printed_page": null, "text": "Department]\n\nSECRETARY'S MINUTES\n\n685\n\nwith little or no professional training, and without adequate educational vision\nand ideals, and recognizing the further fact that the value of the instruction\nand training of the children depends upon classroom teaching, we believe that\nit is of supreme importance to secure as speedily as possible for every schoolroom\n\nin the United States a competent, well-trained teacher in hearty sympathy with\nAmerican ideals. To this end we urge the following measures :\n\nFirst, that all possible means be provided and every legitimate encouragement be given to have teachers already in the service extend and improve their\n\neducational equipment and professional training.\nSecond, that colleges and universities be urged to devote particular attention\ntoward encouraging many of their abler students to enter professional courses in\n\neducationboth for the inherent value of these courses as preparatory for life and\nalso for the possibilities of such students being developed into teachers.\nThird, that in public high schools and in all other directions, teaching be\npresented as an opportunity for patriotic service in a time of crisis and that the\nmany desirable and laudable features of teaching as a vocation be clearly shown\nand properly emphasized in order that ambitious and gifted young men and\nwomen may elect teaching as a life career.\n\nWe hold that in this movement for the more adequate preparation both of\nstudents in training and of teachers already in service the minimum standard\n\nof preparation for the elementary-school teacher shall be two years beyond graduation from a standard secondary school and that the minimum standard of preparation for high-school teachers shall be four years of such preparation.\nWe further believe, in order to encourage and stimulate higher preparation and to give dignity and desirability to such advanced professional attainment, that preparation beyond the minimum requirement when coupled with\nsuperior teaching ability should be recognized with added increments of salary\nincrease.\n\nLengthened school year. We commend the growing tendency to lengthen\nthe school year by adding to the traditional nine to ten-months' term an extra\n\nsession or summer quarter of additional educational opportunities so as to produce in the aggregate an offering of forty-eight weeks of schooling. This\nplan facilitates the maintenance of a nation-wide school year of at least 180\nschool days with encouragement everywhere to lengthen the year to 240 school\ndays for those pupils who will find attendance through the extra quarter advantageous.\n\nControl of school funds. We insist that it is of paramount importance\nfor the successful administration of public education that all boards of education shall have independent and complete control of all their school finances.\nIncreased financial support for enlarged school programs. We observe with\n\nsatisfaction the increased financial support for public education in the past\nyear, especially in the form of additional state aid toward the state-wide\nequalization of educational opportunity so that rural communities may have\neducational advantages fairly comparable with those offered in the cities.\nNevertheless if the present program of public education is to be successfully\ndeveloped and if in addition a more nearly adequate program is to be provided,\nthen fully commensurate financial provisions for public education must be\nmade in all local and state budgets for the public schools.\n\nFederal education bill. We reindorse the principles of the Smith-Towner\neducation bill which has been reported favorably by both the House of\nRepresentatives and the Senate. We believe administrative procedure requires\nthat many of the educational agencies now unco-ordinated in the national\ngovernment be organized in a single executive department and we maintain\nthat the dignity of the profession be recognized by placing the head of that\ndepartment in the Cabinet of the President.\nWe hold that long-established practice of the federal government in providing aid to education within the states should be continued, and that the authorization of an appropriation by the Smith-Towner bill for the removal of\n\nilliteracy, for the Americanization of the foreign-born, and for the equalization\nof educational opportunities are not only necessary in the present crisis but are\nalso completely in accord with our most securely established American practice.\nWe call especial attention to the fact that the bill expressly provides that the\norganization, administration, and supervision of the schools, aided by the provision of the act, shall be exercised exclusively by the legally constituted state\nand local educational authorities.\n\n"}
{"page": 711, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n686\n\n( Superintendence\n\nCommittee on resolutions. The following are the members of the com-\n\nmittee : Henry S. West, superintendent city schools, Baltimore, Md., chairman ;\nFrank W. Ballou, superintendent city schools, Washington, D. C.; Ira I. Cam-\n\nmack, superintendent city schools, Kansas City, Mo.; Carleton B. Gibson, superintendent city schools, Savannah, Ga.; Milton C. Potter, superintendent city\nschools , Milwaukee, Wis.; George D. Strayer, professor of educational adminis-\n\ntration, Teachers College, Columbia University, New York, N. Y.\nA resolution was offered from the floor and unanimously adopted commending the Boy Scouts of Atlantic City for their courteous and continuous service\nto the Department of Superintendence.\nOn behalf of the Executive Committee, President Hunter of the National\nEducation Association made the following statement :\nThe Executive Committee of the National Education Association notes with\n\napproval the statement of R. G. Jones speaking for the reorganization committee of the Department of Superintendence on March 1 to the effect that\nthe Department of Superintendence has had and should have no thought of sep-\n\naration from the parent organization, and that the action taken in the adoption of the report presented by him at that time contemplated the full continuance\nof the Department of Superintendence as an integral part of the National\nEducation Association as heretofore. This is of especial importance at this\ntime because a united teaching profession is rallying rapidly and enthusiastically\nto the support of a great constructive national program in public education.\nFurthermore, any other action would have been entirely illegal and null and\nvoid under the Charter of the Association. The Executive Committee recognizes\n\nthe right of a department of the Association to define its own membership.\nThe Executive Committee announces that at the Des Moines meeting ample\nprovision will be made to take care of all departments and sections. The needs\n\nof all classes of membership in the National Association will be fully met.\nTo the end that we very fully know the needs and desires of all groups of\nour membership, a conference of representatives of all departments and sections is hereby called to meet at Des Moines the first week of July, 1921.\nDr. Charles E. Chadsey, University of Illinois, Urbana, Ill., then presented\nthe report of the Committee on the Status of the Superintendent, which he said\nwas still in tentative form and on which the Committee would like to receive\n\ncriticisms and suggestions. After the report was read, Superintendent Hartwell,\nof Buffalo, moved that the National Education Association be requested to print\nthe report, including the final results from questionnaires, and that the members\nof the Committee not actually members of the Department of Superintendence\nbe requested to continue on the Committee and to report to the Department of\nSuperintendence at its 1922 meeting. The motion was carried.\nSuperintendent Randall Condon, of Cincinnati, moved the following resolution, which was adopted:\nResolved, That, the Department of Superintendence reaffirms its full allegiance to the National Education Association and records its intention of\n\nremaining an essential and integral part of the National Association.\nThe 1921 meeting of the Department of Superintendence was then adjourned.\nSECRETARY'S MINUTES\nA.\n\nSUPERINTENDENTS OF CITIES LESS THAN 50,000.\nWEDNESDAY AFTERNOON, MARCH 2.\n\nChairman-H. M. Maxson, superintendent of city schools, Plainfield, N. J.\nSecretary-H. C. Krebs, superintendent of city schools, Somerville, N. J.\nThe Department of Superintendents of Cities less than 50,000 of the National\nEducation Association convened in regular session on Wednesday afternoon,\n\nMarch 2, at 2:30 o'clock, in the auditorium on the Million Dollar Pier, Atlantic\nCity, N. J.\n\n"}
{"page": 712, "printed_page": null, "text": "Department]\n\nSECRETARY'S MINUTES\n\n687\n\nThe following program was presented:\nFOUNDATION PRINCIPLES FOR GRADING SALARIES-E. S. Evenden, Teachers'\nCollege, Columbia University, New York, N. Y.\n\nA Michigan Plan-T. J. Knapp, superintendent of schools, Highland Park,\nMich..\n\nA Massachusetts Plan-U. G. Wheeler, superintendent of schools, Newton,\nMass.\n\nA Pennsylvania Plan-F. E. Downes, superintendent of schools, Harrisburg,\nPa.\n\nThis was followed by a general discussion, led by H. D. Hervey, superintendent schools, Auburn, N. Y. The meeting had a large attendance, and the\nprogram met with great approval and interest.\nB.\n\nSUPERINTENDENTS OF CITIES OF 50,000-250,000\nWEDNESDAY AFTERNOON, MARCH 2.\n\nChairman-Louis P. Benezet, superintendent of schools, Evansville, Ind.\nThe Department of Superintendents of Cities over 50,000 of the National\n\nEducation Association convened in regular session on Wednesday afternoon,\nMarch 2, at 2:30 o'clock, in St. Paul's Methodist Episcopal church, Atlantic\nCity, N. J.\nThe following program was presented :\nA PLAN FOR REPORTING TO PARENTS THE RESULTS OF EDUCATIONAL MEASURE-\n\nMENTS-I . M. Allen, superintendent of schools, Springfield, Ill.\nDebate : IS THE JUNIOR HIGH SCHOOL DELIVERING THE GOODS ?-Affirmative,\nBallard D. Remy, principal of Forest Park Junior High School, Springfield,\nMass.; negative, L. C. Ward, superintendent of schools, Fort Wayne, Ind.\nAn open discussion followed, the leaders being limited to five minutes. The\n\nfollowing superintendents spoke :\n\nM. G. Clark, of Sioux City, Iowa ; A. W.\n\nBeasley, of Peoria, Ill., and Lawton B. Evans , of Augusta, Ga. , Assistant Su-\n\nperintendent J. A. Starkweather, of Duluth, Minn., and Principal Pearson, of\nthe Junior High School, Kansas City, Kans., took part in the discussion.\nC.\n\nSUPERINTENDENTS OF CITIES 250,000-450,000.\nWEDNESDAY AFTERNOON, MARCH 2.\n\nChairman-J. M. Gwinn, superintendent of schools, New Orleans, La.\nThe Department of Cities over 250,000 of the National Education Association convened in regular session on Wednesday afternoon, March 2, at 2:30\no'clock, at Morris Guards Armory, Atlantic City, N. J.\nThe following program was presented :\nGENERAL THEMES : How MAY TEACHERS BE PAID ACCORDING TO WORTH\nOR MERIT RATHER THAN BY SOME SCHEDULE PAYING ALL ALIKE, GOOD, POOR,\nAND INDIFFERENT ?\n\nTHE MEANING OF MERIT ; THE QUALITIES AND ACHIEVEMENTS THAT SHOULD\n\nBE REWARDED BY MORE PAY-R. J. Condon, superintendent city schools, Cincinnati, Ohio.\nBY WHOM SHOULD THE MERIT OF A TEACHER BE MEASURED ?-D. A. Grout,\n\nsuperintendent of city schools, Portland, Ore.\nHOW SHOULD MERIT BE MEASURED ?-B. B. Jackson, superintendent of city\nschools, Minneapolis, Minn.; E. U. Graff, superintendent of city schools, Indianapolis, Ind.\n\n"}
{"page": 713, "printed_page": null, "text": "688\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nRELATION OF SCHOLARSHIP AND GROWTH IN SCHOLARSHIP TO MERIT AND\n\nPAY-David B. Corson, superintendent of city schools, Newark, N. J.\nRELATION OF YEARS' EXPERIENCE TO MERIT AND PAY-Frank B. Cooper,\nsuperintendent of city schools, Seattle, Wash.\nSALARY DIFFERENCES, IF ANY, Based on RANK OR CLASS OF THE TEACHER-\n\nF. W. Ballou, superintendent of city schools, Washington, D. C.; Jesse Newlon,\nsuperintendent of city schools, Denver, Colo.\nRELATION OF DIFFICULTY OF POSITION AND QUANTITY OF WORK TO PAY-\n\nH. S. Weet, superintendent of city schools, Rochester, N. Y.\nRELATION OF NEEDS OF THE CHILD AND THE SUPPLY OF TEACHERS TO PAY-\n\nHenry Snyder, superintendent of city schools, Jersey City, N. J.\nHow SHALL MERIT BE EXPRESSED IN THE SALARY SCHEDULE?-Ira I Cam-\n\nmack, superintendent of city schools, Kansas City, Mo.\nD.\n\nSUPERINTENDENTS OF CITIES OVER 450,000.\nWEDNESDAY AFTERNOON, MARCH 2.\n\nChairman-William M. Davidson, superintendent of city schools, Pittsburgh, Pa.\n\nThe Department of Superintendents of Cities over 450,000 of the National\nEducation Association convened in regular session on Wednesday afternoon,\nMarch 2, at 2:30 o'clock, in the Hotel Traymore Library, Atlantic City, N. J.\nThe following program was presented:\nTHE PLACE OF THE CITY SCHOOL SYSTEM IN THE NEW AMERICANIZATION\n\nMOVEMENT Frank V. Thompson, superintendent of city schools, Boston, Mass.;\nMrs. Susan M. Dorsey, superintendent of city schools, Los Angeles, Calif.; and\nHenry S. West, superintendent of city schools, Baltimore, Md.\nTHE PROPER RELATION OF MUNICIPAL CONTROL TO EDUCATIONAL CONTROL-\n\nW. L. Ettinger, superintendent of city schools, New York, N. Y.; Ernest C.\nHartwell, superintendent of city schools, Buffalo, N. Y.; and George Wheeler,\nassistant superintendent of schools, Philadelphia, Pa.\nTHE PARTICIPATION OF STATE AND NATION\n\nIN THE SUPPORT OF LOCAL\n\nSCHOOL : Frank Cody, superintendent of city schools, Detroit, Mich.; Milton C.\nPotter, superintendent of city schools, Milwaukee, Wis.; and John W. Withers,\nsuperintendent of city schools, St. Louis, Mo.\nREFINING SCHOOL STATISTICS-R. G. Jones, superintendent of city schools,\nCleveland, Ohio ; P. A. Mortenson, superintendent of city schools, Chicago,\nIll.; and Alfred Roncovieri, superintendent of city schools, San Francisco, Calif.\nTHE HELPING TEACHER IN NEW JERSEY\n\nRALPH DECKER, SUPERINTENDENT, SUSSEX COUNTY SCHOOLS,\nNEWTON, N. J.\n\nIn 1916 the legislature of New Jersey placed upon its statutes a\nlaw which reads like this :\nWhenever the commissioner of education shall in his opinion deem it advis-\n\nable he may appoint a helping teacher to aid and direct the work of the teachers\nin the schools of two or more districts, and shall fix the salary of such helping\nteacher at a sum not exceeding $1500 a year, which shall include all traveling\nexpenses ; provided that no such appointment shall be effective until it is approved\nby the State board of education.\n\nThe county superintendent shall apportion annually out of the state school\nmoney apportioned to his county the sum of $1500, to remain in the hands\n\n"}
{"page": 714, "printed_page": null, "text": "Department]\n\nTHE HELPING TEACHER IN NEW JERSEY\n\n689\n\nof the county collector for each helping teacher so appointed, subject to the\norder of the county superintendent of schools as hereinafter provided.\nThe salary of each helping teacher shall be paid in ten equal monthly installments by order issued by the county superintendent drawn on the county\ncollector, and paid out of money apportioned to him for that purpose.\n\nWhen the legislature passed that law, the most advanced step ever\nmade for rural schools in New Jersey was taken.\n\nThis statement is\n\nmade advisedly and in making it the sentiments of our co-workers in\nrural schools, as well as our own, are included.\nThe legislature of 1920 by a unanimous vote of both houses amended\n\nthe act of 1916 by placing the fixing of salaries entirely in the hands\nof the Commissioner of Education subject to the approval of the State\nBoard of Education .\n\nThis concerted action on the part of the legislature is proof that\nthe people of New Jersey have indorsed the helping-teacher movement,\nbecause as a rule legislators know the wishes of their constituents .\n\nThe helping teachers in New Jersey are a carefully selected group\nof generous-hearted, rural-minded, well-prepared, carefully trained, tactful women, with broad vision and considerable practical experience in\nteaching and in supervising, especially in rural schools-teachers who\ncan read human nature quickly, who know good work and good methods\nat sight, who know how to secure that kind of work from their teachers, and who are not afraid of long hours of tiresome work.\nThey are selected by the commissioner of education and not by\nboards of education and are responsible to and under the direction of\nthe county superintendent with whom they work. They are relieved\n\nof all administrative work and responsibility and their whole business\nis to help teachers, as their title suggests.\nThe number of helping teachers in a county varies from one to four\nand the number of teachers they have under their supervision varies\nfrom twenty to fifty.\n\nWith but very few and rare exceptions these helping teachers are\nwelcomed by all our teachers. Naturally we expected some opposition\nfrom our older teachers at the beginning. In my own county, for illustration, all the teachers responded heartily but two. One of these we\nhave passed on to another county, and the other still remains.\n\nWe\n\nyet have a ray of hope in her case, and if she lives long enough, and\nwe live long enough, she may be rescued from the rutted slough of contentment and self-satisfaction in which she is floundering at present.\nToday our oldest teachers are the loudest in their praises for the helping teacher and her work.\nThe children's reception of her is most gratifying. They look on\nher as a companion and friend, and hail her visits with delight. A few\n\n"}
{"page": 715, "printed_page": null, "text": "690\n\nNATIONAL educatION ASSOCIATION\n\n[Superintendence\n\nof our communities were slow to adopt her, but after seeing the results\nof her work, they, too, are enthusiastic in her support.\nThe helping teacher has brought inspiration to our teachers, our\nschools, and our communities. She has led them in one way or another\n\nto see the better things within their reach, and now all three are striving in hearty coöperation to accomplish those things. We have been\nconnecting the work of the helping teacher with three factors or\nagencies.\n\nSo close is their relation that her work with any one is\n\nreflected in the others .\n\nThe first factor is the teacher. The object of her work with the\nteacher is to improve her. This improvement must have three direct\nobjectives : ( 1 ) to improve the teacher herself; (2) to improve her\nwork ; ( 3 ) to improve her school.\nIn order to improve herself the teacher must be led to see the size\nof her job and the opportunities and possibilities it offers. She must\n\nbe led to realize that she is teaching children with the object of having them develop into the highest type of men and women, and that\nthe books and subjects which she teaches are only the tools with which\n\nshe works. She must be led to inventory her mental equipment and\ntraining to see if it fully measures up to the things required of her.\nShe must have a desire to improve herself and the helping teacher must\n\nlead the way to summer schools, extension courses, correspondence\ncourses, home study, reading, lectures, institutes, and other places where\nopportunities for improvement may be found.\n\nImprovement of her work will include daily plans and daily preparation. It will mean changes or improvement in methods. This may\nbe brought about by changing the viewpoint, by demonstration lessons\n\ngiven by the helping teacher, by demonstration lessons in group meetings or by the visitation of a classroom of some particularly strong\nteacher. Some of our best work along this line has been to gather up\nthe teachers of a community and take them for an afternoon in our\ncars to see the work of a strong teacher, and to follow their observation\nwork with an hour's round-table discussion. Better drills, better\ndevices, and worth-while busy work also have been fertile fields for\nhelping teacher helpfulness.\nWork with the teacher that will improve her school includes assis-\n\ntance in making her program for the day so that it is psychologically\narranged to get the best work from both teacher and pupil. It includes\norganization of the class so as to get the proper consolidation, thus\nsaving as much time and energy as possible. It means assistance in\n\nbetter housekeeping, in preservation of the health of the pupils, by\nmore attention to heating and ventilation and in placing the responsi-\n\nbility for this and many other things upon the pupils, all of which have\nbeen sadly neglected in the rural schools in the past.\n\n"}
{"page": 716, "printed_page": null, "text": "Department]\n\nTHE HELPING TEACHER IN NEW JERSEY\n\n691\n\nThe second factor is the schools. The results of the helping teacher's work in and for the school are manifold. She has brought to the\nschools as well as to the teacher a vision of the possibilities within\n\ntheir reach and as a result of the combined work of the helping teacher,\nthe teacher, and the pupils, schools have been transformed from dead,\ninanimate places where work is a compulsion, to live, animated, throbbing workshops where work is a pleasure.\n\nHer work has brought better equipment, which includes more and\nbetter textbooks and supplies, seatwork material, magazines, papers,\nand musical instruments. She has brought renewed interest in contests,\nboth academic and athletic. She has stimulated clubwork of all kinds,\n\nincluding civics, agricultural, bird, poultry, sewing, and others either\ncarried on under the direct auspices of the school or in connection\nwith some extension Y.M.C.A. or Y.W.C.A. leader.\n\nShe has helped in the teaching of the great lesson of thrift so greatly\nneeded by our American people, through assistance in thrift instruction, thrift clubs, and school savings banks. She has vitalized the\nhealth work by the formation of health clubs, health inspection, health\nchores, weight charts, hot lunches, and talks on nutrition.\n\nShe has\n\nhelped the attendance by making the school worth while-a school\nthat will appeal to the children. In connection with teachers and pupils\nschool censuses have been taken.\n\nShe has visited homes relative to\n\npoor attendance, and banners and pennants have been given for attendance and punctuality.\n\nStandard tests and, in a few instances, intelligence tests have been\ngiven, thus lielping teachers and pupils to know how their work ranked\nwith other schools and with recognized standards. Had we time,\nmention might be made of project teaching, socialized recitations,\nmotivation, and initiative which she has brought to our schools for the\nlasting benefit of our pupils.\nThe third factor is the community. It was here that the helping\nteacher was most needed. She has touched the people from two angles :\nindirectly through the children and directly by coming in close contact\nwith them.\n\nShe has brought the people of the different communities\n\ntogether and organized them into parent-teacher associations, homeand-school associations, or community groups. These groups study\nthe needs of the school and the community and learn the great lesson\nof coöperation. A whole volume would be necessary to tell of the many\nways in which they have made themselves useful and of the many\nfine things they have done.\nThe helping teacher has coöperated with churches, granges, farm\nbureaus, lodges, and other organizations wherever or whenever she\ncould get any interest or support for her work and the result is that\n\n"}
{"page": 717, "printed_page": null, "text": "692\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nrural communities are shaking off their conservatism and are responding in a most gratifying way.\nWe must not fail to speak of the play festivals, field days, get-\n\ntogether days, and pageants that have been given by local schools, by\nall the schools of a district, or by counties, bringing together crowds\nof people to enjoy a day of sports and other worth-while things.\nAnd now, in conclusion, the helping teacher movement has brought\nto the schools of New Jersey a democratic type of supervision ; a\nsimplified type of organization and management ; an opportunity to\nteachers for professional growth ; it has aroused communities to their\nduty and their opportunities ; it has brought better equipment into our\nschools ; it has changed the status of the teacher, making her a true\nleader in the community ; it has made her more useful to the school\nand to the community ; it offers a good connecting link between the\ncommissioner of education, the county superintendent, and the teacher\nand community; it has shown what coöperation of all the school forces\nof the state, county, and locality will do.\n\nWe do not offer the helping teacher as the whole solution of the\nrural- school problem, but her regenerating and revitalizing influence\non teachers, schools, and communities has made her a powerful factor,\nto which let us add all the consolidation and centralization we can, and\n\nthen to these add a more generous financial support on the part of states\nfor rural schools and our problem will be solved.\n\nTHE IMPORTANCE OF THE RURAL SCHOOL\nW. L. HARDING, EX- GOVERNOR OF IOWA, SIOUX CITY, IOWA\n\nThe largest, the most important, the most potential public institution\nin the country is that of education.\n\nThe attitude which the men and\n\nwomen of the state, ten and fifteen years from this date, are going to\nassume toward life is being shaped very largely today by the teachers in\nthe public schools. We can no longer boast that our education is just\nfree. The new slogan is, \"Education is necessary and compulsory.\"\nRecently there has been throughout the entire nation a great awakening on the subject of education for the masses. This awakening is\nlargely due to men and women in the teaching profession, who,\nalthough underpaid, have dedicated their lives to the cause of better\n\ncitizenship. The best conception of an educated person today is an\nindividual whose mind is trained to enjoy and appreciate the noble\nthings of life, whose hands are trained to do some useful labor well,\nwhose body is symmetrically developed, whose heart is attuned to the\nhighest impulses, and whose patriotism is grounded in the fundamentals\nof our form of government. The national education program should\nstrive to bring this standard to every citizen of the country.\n\n"}
{"page": 718, "printed_page": null, "text": "Department]\n\nTHE HELPING TEACHER IN NEW JERSEY\n\n693\n\nGenerally speaking, the schools in the rural districts have not kept\npace with the schools in the cities and towns. Country boys and girls\nare entitled to as good educational advantages as the boys and girls in\nany other locality. It is the duty of the public to furnish the best in\neducation to all boys and girls regardless of where they are located.\nMy interest in the rural school was first aroused when the state\n\nsuperintendent of public instruction came to me as governor of Iowa\nwith certain educational problems. I had taught a few terms of country school in the early nineties, when I was a young man. I had done\nthis, as has many another, as a stepping stone to another occupation.\nAs governor of Iowa I spent a week visiting one-room country schools.\nAnd what a revelation this visit was to me !\n\nI found wonderful im-\n\nprovement in the methods of farming and the methods of doing almost\n\neverything except education. There was the same old schoolhouse, the\nsame old broken-down steps, the same old dirty out-buildings, the same\nold rickety fence that I had seen twenty-five years before. I then\nmade a solemn vow that for the rest of my life I would devote some\n\nof my time to bettering the educational facilities of my community.\nIn my own state during the past year, two types of schools have\nhad special development. The consolidated school and the standard\none-room school. The consolidated school is not new, but it has had\n\nunusual development and growth during the past year. On July 1,\n1919, we had in Iowa 230 of these schools. From July 1, 1919, to\nJuly 1, 1920, we have voted at the rate of one for every school day.\nThese consolidations closed 2800 one-room rural schools and are trans-\n\nporting more than 50,000 children. More than 10,000 of these pupils\nare enrolled in high schools. Formerly these 50,000 pupils were without the privilege of the high school at home. Last year these consolidated schools graduated more than 1800 four-year high-school students.\nThe students in these consolidated schools take part in all the activities\n\nthat are found in any other school in the country. They have their\nfield meets, athletic contests, classes in corn-testing, stock-judging, and\ngardening.\nThe standard one-room school is new in most states. It, of course,\ndoes not take the place of the consolidated school, but it does an\n\nimmense amount of good for it develops better libraries, basement\nfurnaces for heating, community dining-rooms, adequate modern cloakroom facilities, and playground equipment, and it secures better teachers and better methods of teaching; makes better community spirit ;\nand stimulates coöperation of parents, teachers, and pupils in community\nimprovement.\n\nThe solution of the rural-school problem is adequate compensation\nfor the teacher and the county superintendent, making teaching a pro\n\n"}
{"page": 719, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n694\n\n[Superintendence\n\nfession, encouraging and authorizing the district wherever possible\nto provide housing for the teacher; hiring teachers for twelve months\nand paying them accordingly; promoting and encouraging the hiring\nof teachers for a period longer than one year; making the rural school\na center where all community activities may be carried on.\nThe American public-school system is the corner stone upon which\nrests the success of our form of government. It must be built on a\nsound economic basis.\n\nTHE AIMS OF RURAL EDUCATION\nWILLIAM C. BAGLEY, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\n\nIt is a mistake to set rural education over against urban education\n\nas if the two had quite separate and distinct aims. It is an even greater\nmistake to assume that the country child should have a narrow type\n\nof education pointed exclusively toward the occupation that he is expected to enter. The chief differences in the aims of rural and urban\neducation grow out of the fact that the educational influences of the\ntwo environments are so different ; the aims, so far as elementary\neducation is concerned, are not different because the objectives are different. No less than urban education, rural education must strive to\n\ndevelop the good citizen who can participate intelligently with his fellowcitizens both of the country and of the city in the solution of the\nproblems that the people as a whole must solve.\nThis is only another way of saying that a prime function of the\npublic school is to integrate the diverse elements that make up the nation.\nIt must integrate and not differentiate ; it must bring people together,\nnot separate them; it must strive to remove barriers and promote sympathy, not to create new barriers and multiply misunderstandings. The\nrural elementary school has been criticized because it does not keep\nchildren contented with farm life. A criticism put in this way carries\nwith it its own condemnation. It implies that the rural school should\nstrive to keep country children on the farm by a narrow curriculum\nbased on the principles of keeping country people in happy ignorance of\neverything except the details of their daily work. To employ education\nof any type for the mere purpose of keeping people contented with\ntheir lot is to make the mistake that Germany made. It can, of course,\nbe done ; Germany did it passing well with results that we need not\nrefer to here .\n\nThe chief business of the rural school then, is not to keep the\nchildren on the farm.\n\nThe rural school should make a distinct effort\n\nto acquaint its pupils with occupations other than agriculture ; with\ntheir advantages and their disadvantages ; and with the kind of life that\n\n"}
{"page": 720, "printed_page": null, "text": "Department]\n\nTHE AIMS OF RURAL EDUCATION\n\n695\n\nurban people live. It should do this in justice to the child himself. No\nhonest discussion of the relative advantages and disadvantages of urban\nand rural life would tend to depopulate the rural districts. But even if\nsome children should decide after such instruction to cast their lot in\n\nthe city, I should not think it a catastrophe at all comparable to the onus\n\nthat would rest upon us if we deliberately shut our eyes to the facts.\n\nThe city-folk may need food, but this need justifies no one in being a\nparty to a deliberate exploitation of country-folk-and to limit the\ncountry child to a narrow curriculum on the ground that he must be\nkept on the farm is about the last word in the deliberate exploitation\nof one class for the sake of another.\n\nOn the other hand, for the rural school to be blind to the rich\n\neducative materials that lie about it is equally inexcusable. While it\nshould not aim to keep children on the farm by providing a deliberately narrowed curriculum, it certainly should not go to the other\nextreme and imitate blindly the procedure of urban education. And\ncertainly no one could quarrel with a policy of rural education that\naimed to reveal and interpret to the country child the wealth of inter-\n\nesting things that surround him. There are infinite possibilities that\ndevoted rural-school teachers are beginning systematically to explore\nand to turn to educational advantage. There is a vast difference\nbetween deliberately narrowing the country child's horizon in the hope\n\nof keeping him contented with country life and broadening his knowledge of country life for the purpose of revealing its intrinsic wealth of\ninterest and meaning.\n\nOne is tempted to follow a little farther the underlying principle\nthat this position involves. It is a principle that applies to urban education as well as to rural education. It involves the real meaning of the\nword \" culture.\" This term has come to have a somewhat unsavory\n\nimplication.\n\nWe associate the \"cultured\" individual with the person\n\nwho has been freed from the necessity of routine work and who has\nbeen able to use his time in the acquisition of merely ornamental tastes\n\nand skills and knowledges-a person, too, who is likely to feel that he\nis superior to the common run of workaday men and women.\n\nThis conception of the cultured person is repugnant to Americans.\nIt harks back to the social organization of the Old World, where the\n\nculture of the Sons of Mary has in the past been based upon the labor\nof the Sons of Martha.\n\nImperfect as our democracy may be, it at least has supplanted this\ninjustice by a new and far better attitude toward work. And so far as\nI know, the ideal that lies back of this attitude is a quite new thing in\n\nlife. It has come primarily, our historians tell us, through the progressive conquest of the wilderness. It was kept fresh and vigorous\n\n"}
{"page": 721, "printed_page": null, "text": "696\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nthroughout the land by the backwash from the frontier as the tide of\npopulation swept westward. Today the frontier has all but disappeared.\nAmerican society is rapidly becoming an industrial society. Unless we\ntake steps to prevent the catastrophe it will become a stratified society.\nThe Old World cleavages between the Sons of Martha and the Sons of\nMary already threaten us. The factory system in our towns and cities\nand the tenant system on our farms already menace this most significant of our national ideals .\n\nIt is an important duty of the school to keep this ideal alive. This,\nindeed, is the great function always of institutionalized education-to\npreserve the worthy gains that the race has made when, under changed\nconditions, the influences that brought about these gains no longer\noperate to sustain them. And with respect to this particular gain, there\nis needed a new conception of culture-a conception that will apply\nwith equal force to the Sons of Martha and the Sons of Mary. Toward\nthe development of such a conception the efforts of the men and women\nwho are working and thinking about rural education are clearly tending. It is not in literature and art alone that the hopes, aspirations, and\nachievements of mankind have been caught and crystallized. A new\n\nmachine, a device for reducing human drudgery, an improved tool or\nutensil that makes the day's work less wearisome and more productive,\na new strain of live stock or an improved variety of fruit or grain\nperfected by long-continued selection and breeding each of these is as\ntruly a part of the human heritage as are the great poems and the great\npictures.\n\nI should say that a truly cultured person is one who sees through to\nthe deeper meaning of the common things of life, and who because of\n\nthis appreciates keenly the value of his heritage. He knows what the\ncomforts and amenities of life have cost in terms of human effort and\n\nhuman struggle. If he works chiefly with his head, he has a deeper\nrespect for those who work with their hands and the stimulus to do his\n\nshare of the routine drudgery; if he works with his hands, he has a\nkeener respect for his materials, a finer appreciation of the worth of his\nlabor, and the stimulus perhaps to put into his work the creative element\n\nthat may even make what would otherwise be drudgery a real art.\nOf all types of education rural education offers the greatest abund-\n\nance of opportunities for dealing in this broad and liberalizing way with\nthe common things of life.\n\nOne has learned a basic moral lesson\n\nwhen one finds that weeds will grow and insects devastate quite irrespective of human wishes, and that work must be done on time and\n\noccasionally over time if crops are to escape ruin an intense desire to\ngo a-fishing to the contrary notwithstanding. Nor are the materials of\ngardening themselves nearly so commonplace as they may seem at first\n\n"}
{"page": 722, "printed_page": null, "text": "Department]\n\nTHE AIMS OF RURAL EDUCATION\n\n697\n\nglance. The simplest implements-the spade, the hoe, and the trowelhave a long and honorable history. What iron has meant to the race\ncan be as clearly illustrated here as it can in the study of modern transportation-perhaps even more clearly, because of the very simplicity\nof the tools and the ease with which their advantage over wooden\n\nimplements can be shown. Practically every cultivated plant owes to\nhuman ingenuity its adaption to human needs. One may, of course,\ndo garden work in as listless and perfunctory a fashion as one may\nstudy a lesson out of a printed book; in either case, from the educa-\n\ntional point of view, listless and perfunctory work is valueless.\n\nIt\n\nis the subtle touch of the imagination that makes a book lesson tingle\nwith life; and there is a place for this wizard to work his magic even\nin so apparently prosaic a task as garden-making.\nBecause rural education should utilize the rich, educational material that its environment affords, it should not be inferred that what\nwe ordinarily term book learning is not also a part of its program. It is\nsafe to say indeed that the rural child needs certain school subjects even\nmore than does the city child. His contacts with people are likely to be\n\nrelatively few; hence there is a distinct need to introduce him to a group\nof people with whom he may continue a growing friendship throughout\nhis life; a group of people who never grow old ; and who, if they do\nbecome tiresome, can be placed on the shelf without hurting anyone's\nfeelings. These really great people of literature and history may indeed\ncompensate in a very large measure for the social isolation of the open\ncountry.\n\nAnd if country life is peculiarly conducive to provincialism as it\ndoubtless is, there is an antidote in geography-not, perhaps, in geography as it is too often taught but in real human geography in the\nstudy of which a competent teacher may take a group of boys and girls\nto every part of the globe, giving them in almost every lesson the feeling that they have actually \"been there\" ; that they know how the country\nlooks, and how the people live, and that what they do we might do ;\nintroducing them, too, to that wealth of fascinating literature of travel\nand exploration and government through the independent study of\nwhich even the isolated farmer may become in a very real sense a citizen\nof the world.\n\nThe possibility of realizing the broad purposes of rural education\ndepends first of all upon getting into the rural schools a group of\ndevoted, mature, and well-prepared teachers. The public-school service\nin the cities has become a relatively stable occupation. The average\ncity teacher now serves about nine years. The standards of preparation,\nwhile still too low, have made gratifying advances within the past few\ndecades, and the clear tendency now is to advance the training of city\n\n"}
{"page": 723, "printed_page": null, "text": "698\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nelementary-school teachers to a three-year and ultimately to a fouryear basis. But the rural and village teachers are still a transient group ;\ntheir average term of service, taking the country as a whole, is not\nmore than three years .\n\nThis is the type of teacher that personifies the educational opportunities to which the country child is commonly limited :-a girl seventeen,\n\neighteen, nineteen years old, with two, three, or four years of education\nin a small high school, in some cases with a little professional training\nnecessarily superficial but even then better than none at all; unfamiliar-\n\nsometimes unsympathetic--with country life; often going home every\nFriday night, and sometimes by trolley or automobile every night ; with\nno professional interests or enthusiasms ; and often quite without a\nserious purpose. Into the hands of some hundreds of thousands of\nsuch teachers is given the most serious of all our collective duties-the\n\npreparation of a clear majority of the voters of the oncoming generation for the responsible duties of American citizenship.\n\nAgainst this background of the existing type of rural teacher it is\nwell to project the type that the service needs ; a mature man or woman ;\nwell-grounded in the fundamentals of elementary and secondary education, and with the additional equipment provided by two, three, or,\nbetter, four years of a broadly conceived, specialized education pointed\ndirectly toward this important job ; fired with a love of country life,\nfamiliar with its problems, competent to the difficult task of making\nthe rich environment that lies all about the school yield up its valuable\n\nlessons ; competent as well to open to the country child the world that\nlies beyond his horizon; living in the community as a part of it, perhaps\nas its very soul and center; proud of his profession but humble with\na sense of its responsibilities; ambitious not to attain \"promotion\" in\nthe current meaning of that term, but finely ambitious to grow in a\nwork in which the possibilities of growth have no limit.\nIt goes without saying that the rural-school service must be made\nattractive ; to scold teachers for avoiding it under present conditions\ndoes not help in the least to solve the problem. We scold teachers too\nmuch as it is even we in the profession scold each other too much.\n\nWhat is needed is effort of another sort ; constructive effort to improve\nconditions, to convince the people as a whole that the rural school, of\nall our educational institutions is closest to what is formative and abid-\n\ning in our national life, and that the improvement of the rural school is\na responsibility which the city folk must share with the country people ;\nto convince the people of the small towns and cities that the outlying\nrural schools do not exist primarily for the purpose of supplying temporary jobs for the girls graduating from the local high schools, and\nthat to use them as unsupervised training stations from which to recruit\n\n"}
{"page": 724, "printed_page": null, "text": "Department]\n\nTHE RURAL SCHOOL PROBLEM\n\n699\n\nteachers for the town and city schools is a crime against the country\n\nchildren; to convince everyone everywhere that those who condone\nthe use of teaching positions in the weaker schools as stepping-stones\nto other occupations or even to teaching positions in the stronger schools\n\nimply thereby, as Mark Keppel has so clearly pointed out, a willingness\nto let little children be stepped on and trodden over.\nWe are here face to face with one of the most serious of the\n\nobstacles that stand in the way of social and civic progress in this great\ncountry of ours-namely the attitude of the people toward the rankand-file workers in the public service. Only the other day, a good\nfriend of mine expressed himself vigorously regarding the inefficiency\nof the public schools and in the next breath he said that he could not\n\nunderstand how any ambitious and red-blooded individual could ever\nwish to be a teacher. I have heard many high-minded citizens of our\nlarge cities complain of the inefficiency and corruption of the police\nservice ; I have yet to find one who has suggested to his high-minded\nson that he enter this service in order to make it better.\n\nThis is not\n\nin the least to justify either poor teaching or inadequate police protection. It is simply to recognize that the public stands in its own light\nwhen it permits its own service to be belittled. In time of war the\nattitude is different. One who would then imply that only failures\nentered the army would be very properly branded as a traitor. Is the\nattitude of disrespect any less culpable in respect to those branches of\nthe public service that are just as important in times of peace as is the\nservice of public defense in time of war ?\nAppreciation is not an expensive luxury for those who indulge in\nit. All that it costs is a little thoughtfulness and a little consideration.\nBut, slight though its cost, it may make all the difference between a\ndrab, soul-killing existence and a vigorous, buoyant, joyous life, replete\n\nwith satisfying experience and worth-while achievements.\nTHE RURAL SCHOOL—THE GREAT PROBLEM IN\nAMERICAN EDUCATION\nERNEST BURNHAM , DEPARTMENT OF RURAL EDUCATION , WESTERN\nSTATE NORMAL SCHOOL, KALAMAZOO, MICH .\n\nLong-continued decreases in population in wide agricultural areas,\nnew processes of production, the discovery of new sources of raw\npower, together with the invention of mechanisms for the application\nof this new power to the labor of home and farm, and the constant\npercolation of applied intelligence from the state colleges and experiment stations for more than half a century, with the quick acceleration\nin this process begotten by the world-war-these and many other causes\nhave made a new rural life. The time element in this transformation\n\n"}
{"page": 725, "printed_page": null, "text": "700\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nhas been too long to allow any one generation adequately to appreciate\nthe change. This fact and the prodigality with which the country has\n\nbestowed its wealth and its leadership upon the city may well be kept\nin mind in any attempt to appraise rural education.\nThe political task of rural education is the age-old national problem\nof maintaining a contented and efficient rural population. The solution sought is one that can be squared with every consideration of\n\nactual transparent democracy. Education is America's answer-not\na passive conclusion-but attack by the total impact of resources and\nleadership which a great national need challenges. The purpose of\nthis program is the uncovering of additional resources not already\nin use; the definite, permanent enlistment of a due proportion of\nAmerica's educational leadership; and the identification of immediate,\npresently obtainable objectives, as well as the more general aims to\nbe ultimately achieved in rural education.\nRural life does not lack an illustration of the significance of greatly\nincreased resources when applied to one of its problems. The great\nnational economic and social problem of the common roads has had\n\nassembled for its solution the financial means resulting from the\ncoöperation of the nation, the states, and the local communities.\n\nEn-\n\ngineers for this task are volunteering, and when public consciousness\nof this far-flung work has fully come, it will be known that here again\nthe United States keeps and quickens the pace set in national achievement by the transcontinental railroads and the Panama Canal.\n\nIntelligence which has become provincialized by location, vocation,\nprofession, and deep-set ossified habits of interest, is the chief obstacle\nto the successful handling of the great national problem of rural education. The farmer, who said that the chief benefit of good roads to\nhim was that he might get away from home, revealed by his remark\na philosophy of life which may well be seriously considered. The\nmiddle-aged mother, who having reared her family came to summer\nschool and on being asked if she would return home for the fourth\nof July holiday replied \"I have been 'holed-up' there too long already,\"\nhad the same idea.\n\nA quick glance at actual results in rural education achieved by one\nstate in the past thirty years shows : ( 1 ) The school year has been\nlengthened from six and seven-tenths to eight and three-tenths months;\nan actual gain of 25 per cent. (2) The enrolment advanced from 71\nper cent to 80 per cent of the school census, and the attendance of\n\nenrolled pupils rose from 68 per cent to 86 per cent.\n\n(3) At the\n\nbeginning of the period 17 per cent of rural schools had an organized\n4\n)\ncourse of study; at the end of the period all had such a course. (\n\nIn the last third of the thirty years the number of rural pupils going\n\n"}
{"page": 726, "printed_page": null, "text": "THE SCHOOL DERELICT\n\nDepartment]\n\n701\n\nto high school trebled. (5) In 1889, 3 per cent of the rural teachers\nhad normal-school certificates and in 1919, 46 per cent had such certifi-\n\ncates. (6) Within the last seven years 10 per cent of the rural schools\nof the state have modified school plants to meet a state standard. (7)\nFor the past five years building and heating equipments added have\nfulfilled a state requirement. (8) Consolidation is new in the state\nbut is gaining momentum. Best of all the state leadership realizes that\nthe pace set by this splendid past must now be quickened.\nRural education was first capitalized intellectually by the report\nof the Committee of Twelve on Rural Schools in 1897.\n\nOccasional\n\nflash-lights like that turned on the subject by the N. E. A. committee\nof 1905 on \"The Industrial Education of People Living in Village\nand Rural Communities\" have shown one outstanding idea, that the\nintroduction of industrial subjects. in rural schools must not outrun\nthe preparation of the teachers of such subjects.\nEducation is an introduction to life.\n\nLife is too rich and full to\n\npermit of total mastery, and the individual must, for the time being,\n\nmake himself master of differentiated segments of knowledge. The\nsafety of democratic government rests in the public aim to acquire in\neach individual citizen the largest possible total number of such segments\nbefore the preoccupations of adult life slow up further growth. This\npublic purpose should be pushed to the limit in rural life.\nTHE SCHOOL DERELICT\nELIZABETH KELLY, DIRECTOR OF COMMUNITY SCHOOLS FOR ADULTS\nSTATE DEPARTMENT OF EDUCATION, RALEIGH, N. C.\n\nIn the short time assigned for this discussion, I shall try to call\nattention to some outstanding conditions in the one- two- and threeteacher rural school which is still a part of the public-school system.\nI hold no brief for this derelict of the public-school system, and were\nit not for the fact that such a large percentage of today's school enrol-\n\nment is on the registers of these schools, I should not dare offend by\ndragging in a subject that among educators is universally unpopular,\nadmittedly not dead, but professedly forgotten and supposedly not\nto be discussed as a part of \"The Great Problem of American Education.\"\n\nThe general attitude has been to ignore any possibility of worth-\n\nwhile work being done in this type of school, and a constantly growing tendency toward a policy of absolute neglect has been pursued\nwith reference to buildings, equipment, teachers, and, I wish I might\n6\n\nadd \"course of study\"-here is where the powers that be have been\n\nextremely attentive to the point of overwhelming teacher and pupil\nwith fatal solicitude.\n\n"}
{"page": 727, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n702\n\n[ Superintendence\n\nThe general rule of procedure is to supply this type of school with\nteachers who are mental or physical culls from the professional scrapheap, or, at best, with teachers untrained or untried, or both. Have\nyou ever known one of these teachers assigned to a school while the\nassignor as a sort of self-justification remarked : \"They will not know\nthe difference over there, and, maybe if they do, it will make them\nconsolidate ?\"\n\nBut what of the boys and girls who must depend en-\n\ntirely upon this school for all they may ever have in the way of schooling ? And would it not be more reasonable to lead a community to\nbelieve in consolidation and an approved type of school if a good\n\nteacher were blazing the way, than if a poor teacher were marking\ntime ? I have often wondered what might be the result in the way\nof possible consolidation if the best teachers should be put in the\nneglected and almost-forgotten school sections for one year. Isit\npossible that the cart has been sometimes put before the horse in the\n\nconsolidation scheme ? Of course, this plan would call for big salaries\nfor rural teachers, and that has never as yet been considered wise\nor necessary in the present scheme of things. I would pay any capable\nteacher at least one-third more for her services in a rural school than\n\nin an urban system. This policy, and this alone, will result in attracting a sufficient number of qualified teachers to rural schools, and at\n\nthe same time will deprive the piratical urban superintendent of his\nmost powerful ally when he undertakes to recruit his crew from\n\noccasional \"bright\" teachers who are developing out in some country\nschool in spite of the system.\nAnd what of the course of study for these one- two- and three-\n\nteacher schools ? The course of study planned for a long-term, wellequipped school with all needed trained grade teachers and supervisors\nwould seem to be unsuited to a school and teachers such as are found\n\nin the \"derelict\" class. Yet that is precisely what has happened and\nis happening today. I purposely use \"happened\" because no wellthought-out plan could have resulted in permitting this thing, much\nless in intending it to be done. In making a study of native adult\nilliteracy I have found as one of its big contributing causes the smatter-\n\ning way in which inefficient teachers must teach such a quantity of\nmatter as outlined for the grades in the approved course of study.\nWould it be wise to decide upon a few essential things that Mr. Every\nMan's child must know in order to acquire knowledge for himself,\n\nand let these things be taught well ? I do not believe that the one- twoand three-teacher school is so much a predestined sinner as it is a\nprescribed sinner and an outlaw perforce.\nOf course, I would not have it understood that I am an advocate\n\nof any type of rural school other than the consolidated or other higher\n\n"}
{"page": 728, "printed_page": null, "text": "Department]\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\n703\n\ntype school where physical conditions will permit consolidation and\ntransportation. However, I have continually in mind the hundreds of\nboys and girls who are now depending upon the derelict school for\ntheir schooling. I am also remembering the several school generations\nthat must depend upon these same schools before possible consolidation\nmay be realized. The further fact is to be considered that there must\nremain some schools not able to be consolidated.\n\nI believe the tragedy of the rural situation today is that such a great\npercentage of our future citizenship is being sinned against by the\neducational system that denies the possibility of any good resulting\nfrom the one- two- and three-teacher school.\n\nWould it be wise to\n\ndiscontinue the use of the ox and the horse as a means of conveyance\nbecause the automobile and the airplane are more modern and more\n\neffective generally ? May I remind you that there is still a great need\nfor the ox and the horse and until that need is met, it will be foolish\n\nto talk only in terms of automobiles and airplanes ?\nSOME IDEALS AND ACCOMPLISHMENTS OF THE\nROCHESTER SCHOOL SYSTEM\nHERBERT S. WEET, SUPERINTENDENT CITY SCHOOLS, ROCHESTER, N. Y.\n\nThe complexity of any modern city-school system is such that its\nactivities seem almost innumerable, and yet, for each activity there is,\nor should be, a well-defined aim or ideal. Furthermore, each of these\n\nmanifold undertakings is designed to play an indispensable part in that\nall-comprehensive task of making intelligent, law-abiding, and responsibility-sensing citizens of the Republic.\n\nTo discuss isolated activities\n\nwithout relating them to this ultimate aim of all public-school work is\nto endanger perspective; and to dwell on ultimate aims, however worthy,\nis to lose ourselves in generalities. We shall, accordingly, attempt to\n\navoid these extremes by sketching, first, the larger units of school\norganization and the characteristic work which each has to perform ;\n\nand secondly, by discussing certain factors which are for the most part\ncommon to these units and essential to their success .\n\nOf these larger units of school organization there are six : the elementary, consisting of the kindergarten and grades one to six inclusive ;\nthe intermediate or junior high, Grades VII, VIII, and IX ; the secondary or senior high, Grades X, XI, and XII; the city normal of two\nyears; the continuation or part-time unit; and finally, the unit for adult\neducation.\n\nWe believe in the kindergarten because of its possibilities for beginning and effectively continuing the development of character qualities\n\nthrough social coöperation. To the kindergarten is intrusted the great\nresponsibility and the delicate work of so balancing self-expression and\n\n"}
{"page": 729, "printed_page": null, "text": "704\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nself- repression as to develop a human personality that is at the same\ntime self-sufficient, yet coöperative. All attempts to test the full value\nof the kindergarten in the later school work of the child have failed so\n\nfar as anything like scientific conclusions are concerned, and they will\ncontinue to fail in so far as the kindergarten realizes this ideal because\n\nthe kindergarten is essentially a thing of the spirit and not of the letter.\nWe are vastly more concerned with having the primary grades catch the\nspirit of the kindergarten and lead it on to its fulfilment than we are\nin having the kindergarten prepare for the first grade in the sense\nordinarily understood.\n\nIn Rochester there are forty-three elementary schools and with but\none exception kindergartens are provided in all. The one exception is\nin a school but recently annexed. The widespread establishment of\nthis unit is due to foresight that was manifested more than thirty years\nago, for it was in 1888 that kindergartens were permanently established\nin the public-school system of Rochester.\nThe dominant aim of education during the remainder of this ele-\n\nmentary-school period should be to lay the foundation in those common\nelements which are essential alike to the later progress of the individual\n\nand to the welfare of the country. A proper respect for the rights of\n\nthe child and the needs of the community dictates an education during\nthis period that will advance the child in his ability first, to read, write,\nand speak correctly the English language, and to know and use intelligently the elementary processes of arithmetic; second, to know and\n\nto observe the laws of health and well-being; third, to know and to\nappreciate the geography and history of his own community, state, and\nnation and of the world at large; to realize his share in the social, civic,\nand industrial order of a democracy, and to meet the obligations which\n\nsuch knowledge and appreciation should engender so that justice, sympathy, and loyalty may characterize his personal and community life ;\n\nfourth, to share intelligently and appreciatively the fine and useful arts\nthrough the pursuit of drawing, music, and literature and of manual\ntraining and the household arts as they are related to the three universal\n\nneeds-food, clothing, and shelter.\nSo far as our own community is concerned, we believe that the\n\nelementary-school period should cover the first six grades only, and\nthat then the junior high school unit should be introduced for the next\nthree grades.\n\nThe junior high school conceived of as anything short of varied\nfacilities and groupings primarily for purposes of general education is\nnot to be defended. The vocational elements loom larger in some cases\nthan in others, according as necessity requires an early departure from\n\nschool and consequently dictates an early though premature choice. For\n\n"}
{"page": 730, "printed_page": null, "text": "Department]\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\n705\n\nthe public schools to ignore the needs of this large and important group,\nby failing to provide facilities adapted to their needs, or to gage their\nneeds from the needs of what might be called the academic type to\n\nwhom the college is accessible and from whom the professions are to be\nrecruited, is the undemocratic course. And what shall be said concern-\n\ning those who may or may not remain in school beyond the time when\nthe law releases them ? Whether they remain or withdraw depends\n\nalmost wholly upon the ability of the public school to hold them .\nBut if the approach be from the angle of recognizing the changed\nand changing factors in education during these characterististic years\nfrom twelve to fifteen, then the same conclusion is reached ; namely,\nthat a wider range of facilities is required than can consistently be\nprovided for each elementary school. During these years of preadolescence and early adolescence the normal boy and girl are consciously trying to find themselves in terms of life's work. The great\nvocational highways through which youth hopes to reach its promised\nland are now natural and fitting subjects for serious consideration. The\none leading to college and professional life has ever been kept open and\nlighted by the secondary school, and it is vital to the welfare of all that\nit should be, but it is not the only highway. All the experiences of life\nbeyond the school and of failures and withdrawals within should have\ntaught us that lesson. Has the school no responsibility for lighting up\nthese other great highways of commercial and of industrial and of\nhome life, when we know that these are the highways which through\nchoice or necessity the great body of our boys and girls will take ?\nA third approach to this problem concerns the larger development\nof this responsibility-sensing process as related to civic duties. We\nmay teach civics and preach civics, but we shall not even approximate\nour possibilities for arriving at right civic conduct until definitely organized attempts are made to enable our boys and girls to live out in the\nschool community the true principles of civic conduct. Our work in\nhealth education and physical training today is actually influencing the\nphysical conduct of pupils. No one now questions it. But this did not\nbecome true until we clearly saw that not an examination in physiology\nbut right physical conduct was the only effective test of health education.\nThe same principles hold with reference to civics. The textbook study\nof civics plays no larger part in the civic conduct of boys and girls than\nthe study of the science of language, as we know it through formal\ngrammar, plays in the art of using correctly the English language. And\n\nthis is no sarcastic reference to the textbook study of these subjects.\nThey have their place, but at best they are only a means of reaching\none side of the kind of education they are designed to advance. We\nbelieve that the junior high school, as a separate unit, offers peculiar\nadvantages for the development of this art of living out the true princi\n\n"}
{"page": 731, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n706\n\n[ Superintendence\n\nples of civic life. It affords that kind of essential homogeneity which\nis so difficult, if not impossible, to secure under other conditions. We\nare now completing the sixth year of the first such school to be established and the second year of the second school. A third and fourth are\nnow in process of construction and their completion will fulfil the\noriginal plan of the board of education to provide one such central\nschool for each quarter of the city.\nThus far our development of the secondary unit has been toward\nthe cosmopolitan high school rather than toward the special school.\nDue largely to a local condition, these senior high schools have their\nlines of work restricted almost entirely to the general college prepar-\n\natory and to the commercial courses. This local condition is the presence of Mechanics Institute, an excellent institution for practical arts,\nwhich has stimulated an appreciation of the importance of these arts,\nand has quite naturally been regarded by many people in the city as\nproviding adequately such educational facilities of this type as the city\nrequires for the secondary school. Whether the development of these\ntechnical, industrial, and household arts courses in our junior high\nschools will ultimately point the way to special high schools of the\ntechnical order, or to provisions for doing these lines of work in the\npresent high schools, time alone can tell. In the light of the larger\naims of public education the contacts of the cosmopolitan high school\nare to be preferred to the comparative isolation of the specialized school.\nThe continuation or part-time unit was established last September\nand has thus far included boys and girls only who, born since September 1, 1905, have withdrawn from the regular day school and are now\nemployed. It is on the minimum basis of four hours each week. Four\n\nyears have been allowed by the state for bringing into this part-time\nschool all the boys and girls for whom it is designed.\nThe unit for adult education is essentially the same as that estab-\n\nlished in every city-school system of the land. It embraces the evening\nschools and the work among the adult non-English-speaking people.\nVery likely the only respect in which it might differ favorably from\ncorresponding units elsewhere is in its provision for health courses for\nadult women. For seven years now these courses have been given.\nTrained nurses and physicians have been provided as instructors by the\nBoard of Education. The attendance, on the other hand, has been\nguaranteed by the Chamber of Commerce with the result that during\nthese years more than two thousand adult women have been instructed\n\nin the fundamentals of health education from the prenatal period to\nadult life.\n\nNo discussion of the forces which affect child life, and through\nchild life community welfare, in Rochester would be complete without\n\n"}
{"page": 732, "printed_page": null, "text": "Department]\n\n707\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\nsome word of recognition of the public service of Mr. George Eastman .\nAbout three years ago the Rochester Dental Dispensary, primarily for\nthe benefit of the boys and girls of school age, was established and\nendowed by Mr. Eastman. With characteristic vision and sanity Mr.\nEastman conditioned this contribution in part, upon the willingness of\nthe city to contribute annually twenty thousand dollars for prophylactic\ntreatment for school children as well as for charting all oral conditions\nthat required attention. The Dispensary has done such corrective work\nas the willingness and the financial ability of parents warranted. Last\nsummer 1470 children had diseased tonsils and adenoids removed. This\n\naction intensified Mr. Eastman's interest and consequently the hearty\ncoöperation of every hospital in the city was secured and a public clinic\nwas established in which the best professional service of the city has\nbeen available. In harmony with Mr. Eastman's interest in advancing\n\na knowledge of and a respect for the laws of health is his recent\ncontribution of five million dollars for establishing a school of medicine\nat the University of Rochester, thereby duplicating a gift of five million\ndollars from the General Education Board to that institution.\n\nHe has\n\nnot confined his philanthropy to the field of health but has donated\n\nmore than twenty thousand dollars for the purchase of instruments for\nthe development of instrumental music in our public schools. He has,\nfurthermore, established the School of Music in connection with the\n\nUniversity of Rochester, at a cost of more than four and one-half\nmillion dollars. The recent announcement that the great Finnish com-\n\nposer, Sibelius, and the world-famed organist, Joseph Bonnet, will be\namong the teaching staff of this school for the coming year, is an ample\nguaranty of the quality of service which this institution will render.\nAccomplishments in terms of ideals are but relative and approximate\nat best. There is no greater challenge to idealism in our national life\nthan that made by our public schools. That person whose eyes are\nturned toward them to search out their faults and imperfections will be\n\nrewarded for his search quite as surely as he would be if he were likewise to search the home, the church, and individual character itself .\n\nBut no right-minded person can reflect upon the value of the public\nschools to this Republic during the crises of the past half-dozen years,\nor upon their share in the part America must play in the years ahead\nwith anything less than a renewed faith in their idealism and a renewed\ndetermination to enlarge their accomplishments.\nSOME IDEALS AND ACCOMPLISHMENTS OF THE\nNEWARK SCHOOL SYSTEM\nDAVID B. CORSON, SUPERINTENDENT OF SCHOOLS, NEWARK, N. J.\n\nThe belief which animates Newark is that its children constitute its\n\nchief asset and that there is a great civic obligation to provide in a liberal\n\n"}
{"page": 733, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n708\n\n( Superintendence\n\nmanner the inestimable privileges of education. The facilities of the\nschool system are available for community service and there is active\neffort to instruct not only the foreign adult but all who seek selfimprovement and advancement. The conviction which animates the\nmanagement and leadership of the schools is that education consists not\n\nonly in the attainment of knowledge but in the formation of right\nhabits, the acquisition of requisite manual and intellectual skill, and the\ndevelopment of personal power and worthy character.\nOne of the great ideals of the Newark school system is the conserva-\n\ntion of health. The aim is not only that individual personal improvement shall be made but that a nation of hardier men and women shall\n\nbe developed. The accomplishments include existing health clubs and\nhealth associations organized to form health habits based upon the\ninstruction given in hygiene. Most of the schools have well-equipped\ngymnasiums, and there is a large athletic field where competitive games\nand athletic contests are held. Much attention is given to mass athletics,\nthe theory being that the 'varsity teams have their place in fixing standards of athletic prowess and in creating loyalty to the several schools\n\nbut that all students must be trained for physical endurance and achievement.\n\nPlay is recognized as of great educational value. All but one of\nthe regular schools have well-equipped kindergartens. Games are\nplayed in the elementary grades, and organized play is substituted for\nthe old-time disorderly recess. The playground system comprises afterschool, summer, and all-year playgrounds. The Board of Education\nnow controls all municipal organized play activities. The program\nincludes social and recreational centers open at night, where clubs meet\nand games and dancing are encouraged under supervision.\nThe city is divided into medical inspection districts with a physician\nin charge of each, and with trained nurses assigned to the several\nschools. The medical department has its own building and its own\nclinics for dental, optical, and orthopedic cases. At first, specialists in\nthe city gave their services gratuitously, but there are now paid clinicians. There is an Advisory Board of three distinguished physicians\nwho serve without remuneration to aid the medical and physical-education departments in the corrective work in orthopedic, goiter, and\ncardiac cases. The psychological clinic has a specialist of broad training\nand extensive experience with two trained assistants, and a third specialist who assists in the mental examination of children.\n\nStill another ideal is preparation for a vocation, evidenced first in the\nprevocational work done in the special activities in the alternating\nschools. These activities are gardening, cobbling, printing, typewriting,\nwood-working, electrical wiring, mechanical drawing, sewing, cooking,\n\n"}
{"page": 734, "printed_page": null, "text": "Department]\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\n709\n\nand costume and other designing. In these schools daily recitations in\ndouble periods in some one of these activities is provided for both boys\nand girls.\n\nThe evening schools provide not only work of similar nature and\nabout the same scope for youth and adults, but some work more clearly\nvocational which appeals to those employed in the trades who desire to\nimprove themselves. We have a School of Industrial Arts with a large\nevening enrolment. The purpose of the school is to prepare students\nto unite the skill of the trained artisan with the knowledge and taste of\n\nthe artist so that utility and beauty may be combined in manufactured\nproducts.\nThe vocational work consists of continuation classes in factories,\n\ncontinuation schools of the prevocational type, and of vocational\nschools. The continuation schools were opened in September last and\n\nare for children between the ages of fourteen and sixteen to whom \"age\nand schooling certificates\" have been issued. There is a vocational\nschool for boys and one for girls. The range of their work is that\nusually found in schools of their type. The Board of Education is now\nconstructing a new building to accommodate eight hundred boys, at a\ncost of more than a million dollars.\n\nThere are other types of school work not generally called vocational\n-the art, the commercial, and the academic. We have in Newark high\nschools a curriculum which provides for music or art as majors, thus\npermitting gifted students in either of these fields to obtain a good,\ngeneral high-school education while studying the special vocational subject. The commercial curriculum provides, in addition to the special\ntechnical subjects of the bookkeeper, clerk, or stenographer, that cultural subjects shall also be studied.\n\nThe dominant educational ideal of the Newark school system is the\ndevelopment of sterling character. To achieve it the authorities seek\nto realize three subsidiary ideals ; namely, to make the instruction in the\n\nschools vital and not formal, to make the school organization flexible\nand comprehensive, and to make capable and successful teachers as\nhappy as possible.\nThe chief subsidiary ideal is that instruction shall be vital and pur-\n\nposeful, not merely formal. To accomplish this, courses of study have\nbeen simplified and modernized. The results of the instruction have\n\nbeen tested in a number of surveys of the essential subjects conducted\nby our own Department of Reference and Research. Two series of\n\neducational meetings are held each year by members of the superintendent's staff for guidance and inspiration of teachers .\nThe children of fortunate parents are well equipped to profit by\ninstruction when they enter school because of favorable environment\n\n"}
{"page": 735, "printed_page": null, "text": "NATIONAL education AssocIATION\n\n710\n\n[ Superintendence\n\nand association. There are many under-privileged children in the\nschools who lack this preparation. We have in the school system a\nsecondary means for providing this enriching experience in a department of visual education, well organized and well equipped with a\ncentral film library and with apparatus in many schools for showing the\npictures. This department provides the opportunity for privileged, as\nwell as under-priviledged children, to broaden their knowledge by observation in widely extended fields. Programs are arranged in the\nsuperintendent's office and are planned for instruction and not entertainment.\n\nTo make instruction function as vitally as possible an important\nexperiment in the classification of the children in the Newark schools\n\nis now well inaugurated. The standard size of classes is thirty pupils\nin grades above the seventh, and forty pupils in grades below the eighth,\nbut smaller classes are authorized in shops and special departments and\nin cases where the right grading requires it. The plan is to have classes\nof reasonable size and to make them as homogeneous as possible and to\nadjust the subject-matter of instruction in both quantity and quality to\nthe ability of the children. The scheme of classification is :\n\nA. The supernormal children, or those intellectually superior.\nB. The normal children, divided into three main groups.\nI. The ones, those intellectually bright and able to do work of\nthree five- months' terms in two\n\nII. The twos, those ordinarily capable and able to do the work of\na five-months' term in five months\n\nIII.\n\nThe threes, those slow, but able to do the work of a five-\n\nmonths' term in approximately seven months.\nC. The subnormal children, divided into three groups :\nI. The moral defectives, those incorrigible or chronically insubordinate\n\nII. The physical defectives, such as the deaf, or otherwise physically handicapped\n\nIII. The mental defectives, the morons and high-grade imbeciles.\n\nIt is estimated that about two per cent of the school population is\nof superior intelligence and that these children are deprived of their\nrights by hampering conditions in ordinary classes. The desirable plan\n\nis to segregate them, to afford them ample opportunity to gain time in\ntheir educational career, and to provide instructions fitted to their\n\ncapacities and needs. We have not yet fully developed our plan, but\nin due time there will be centers established for these children .\n\nTem-\n\nporarily the supernormal are classed with the ones of the normal\ndivision. We have restoration classes in elementary schools for those\nwho for any reason have fallen behind, and coaching or service classes\n\n"}
{"page": 736, "printed_page": null, "text": "Department]\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\n711\n\nin the high schools. During the summer elementary and high schools\nare maintained to assist pupils to improve their work and to gain time\nby extra study.\nIt is clear that we cannot use the same standard of accomplishment\nin these different classes. There must then be recognized three different\n\ntreatments of the same subject: that for the threes, limited in nature\nwith much formal drill; that for the twos, not so formal but broader in\n\nscope with more associations ; that for the ones, even broader in character, including more content and a study of relations, such as cause and\neffect. The three treatments may be termed the mechanical, the conventional, and the philosophical.\n\nThe moral defectives are transferred, when necessary, after full\ninvestigation by the department of compulsory attendance, to schools\ndistant from their homes, on the theory that a new environment and\n\nnew association may effect reform. If not successful, they are, after\nexamination by the psychologist, sent to special schools called ungraded\nschools. This is usually effective, but when it is not they are taken by\ncourt action from their ignorant parents and street associations and\ncommitted to the Newark City Home, an institution maintained in the\ncountry, where every possible provision is made for their welfare and\neducation.\n\nAnother plan in making instruction function as vitally as possible\nis the method of teaching the manual arts and some other subjects of\n\nthe curriculum. In Newark the manual arts were taught for many years\nby giving one lesson a week in all grades, with the exception of domestic\nscience in Grades VIIA and VIIIA in place of domestic art. The\none-lesson-a-week plan did not afford sufficient time for pupils to acquire the desirable skill. The interest was sporadic rather than cumulative, and much of the instruction needed repetition. We have introduced\nan \"intensive method\" of teaching the manual arts; that is, a lesson each\nday for boys in manual training and one each day for girls in domestic\nart or domestic science for a period of approximately five weeks, followed by the subjects, music, hygiene, and civics for an equal period of\ntime. Drawing every day is then substituted for another five weeks,\nand so the alternation continues.\n\nThe second subsidiary ideal is that the organization of the school\nsystem shall be elastic and comprehensive.\n\nNewark has an all-year system of schools within her traditional\nsystem. There are ten of these schools ranging in enrolment from\n\n1522 to 2568 pupils. There are elementary schools, two special schools,\na junior high school, a senior high school. There are four terms of\ntwelve weeks each, with vacations coincident with those of the regular\nschool system. It is possible for the capable children to cover the ele-\n\n"}
{"page": 737, "printed_page": null, "text": "712\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nmentary course in six years instead of eight and the secondary course\nin three years instead of four. Those capable of gaining time have the\nprivilege; those who should not gain time need not be retarded beyond\nthe period that they would have attended the traditional schools.\nThe traditional schools in Newark are being supplanted by the\nalternating or modified Gary schools. They begin at 8:30 in the\nmorning and close at 3:45 in the afternoon. The plan of organization\nis valuable because it primarily affords better educational opportunities.\nNewark is developing, too, a system of junior high schools consisting of the seventh, eighth, and ninth grades. At present all of these\nschools are in large elementary schools where the appeal of the new\nopportunity to begin secondary work early is an effective means of keeping the pupils in school for one more year. Since great numbers of\npupils do not survive the first year in the secondary schools, it is better\nto make the ninth year a goal from which pupils may depart accredited\nas graduates of the junior high schools, rather than have them withdraw from the senior high schools. More pupils stay to finish the\njunior high school course than formerly remained for the first year in\nthe senior high schools.\nThe Newark school system includes a junior college, established\ntwo and one-half years ago, giving Freshman and Sophomore work of\ndistinctly collegiate grade. While housed in a building with a high\nschool, the junior college is separate in aim, in methods of instruction,\nin texts used, in laboratory work, in recitations, and in customs and\nspirit. The faculty is composed of successful high-school and college\ninstructors holding graduate degrees. The courses are arranged for\n\nstudents desiring to obtain baccalaureate degrees and for those wishing\nto enter secretarial, journalistic, or medical courses in other colleges or\nin universities. Students must be graduates of a four-year high-school\ncourse, and must take college admission examinations if they expect to\nproceed to a degree. Seventy of the best institutions in the country\nhave agreed to admit the students on the same basis as students from\n\nother colleges. Fifteen of the seventeen graduates in June entered,\nwithout conditions, Rutgers, Brown, Princeton, the medical college of\nthe University of Maryland, and other institutions of equal rank, and\nare making satisfactory and creditable records.\n\nThe third subsidiary ideal is the selection of good teachers and the\nconservation of their happiness. The teachers are the most important\nfactors in education, because their insight and attainments and character\ninfluence the pupils powerfully.\n\nNewark has made provision for the selection of well-equipped and\ncompetent teachers by a system of competitive examinations conducted\n\nby a board of examiners composed of the superintendent and six pro-\n\n"}
{"page": 738, "printed_page": null, "text": "Department]\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\n713\n\nfessional associates. This board has the statutory right to license\nteachers. Its members must possess teachers' licenses or an education\nequivalent to that required to obtain them.\n\nThe effort is made to secure the happiness of teachers by making the\nconditions under which they work comfortable and attractive and by\nproviding adequate compensation for acceptable service. For years\nteachers have had permanent tenure after a probationary period. The\nteachers belong to a state disability and pension system. The salaries,\nthough less than metropolitan salaries, are good. There have been\nseveral new schedules adopted in successive years and another will be-\n\ncome operative in September, 1921. The minimum salary will be $1500\nin elementary schools and the maximum $4400 for heads of departments\nin high schools. The annual increment is $100 in the lower and $200\nin the higher schedules.\nThe Board of Education appointed a salary schedule committee\n\ncomposed of representatives of the board and of teachers' organizations,\ntogether with the superintendent and other officials to discuss and to\nformulate salary schedules and to prepare rules for their operation.\nSome years ago the superintendent developed a system of collegiate and\nprofessional training in coöperation with New York University for\ntraining teachers in service. To stimulate teachers to broaden their\nscholarship and to improve their professional equipment the board,\nfollowing the precedent, adopted a rule that permits teachers to be\nadvanced one additional step on the schedule every three years provided\nthey present certificates covering collegiate work, or an advanced degree,\nor research work of approved quality, and have made a record in the\nclassroom of at least good during the period for which recognition is\nsought. Furthermore, there is provision for granting of leaves of\nabsence of one year for study and observation to teachers of ten years'\n\nservice, and a year for rest and recreation after twenty years' service.\nThe great national ideal of educational effort is the making of worthy\nand loyal American citizens. For this we have an Americanization\nprogram for the adult foreign-born. It covers the maintenance of\nclasses in the evening schools where not only spoken and written English is taught but where the ideals of American life and character and\nthe responsibilities of American citizenship are stressed. This we seek\nto do in all schools for all Americans. It is a Newark ideal to perfect\n\nher schools to this end and as a helpful means to inaugurate a system\nof educational guidance founded upon psychological tests that shall\neventually help pupils select the type of work they are best able to do\nefficiently. There must be no blind lanes but rather open roads, broad\nand level, leading to the coveted goals of life-personal efficiency,\nworthy character, and thoughtful and loyal American citizenship.\n\n"}
{"page": 739, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n714\n\n( Superintendence\n\nTHE IDEALS AND ACCOMPLISHMENTS OF THE SEATTLE\nSCHOOL SYSTEM\n\nFRANK B. COOPER, SUPERINTENDENT OF SCHOOLS, SEATTLE, WASH.¹\n\nIn undertaking to prepare this paper I asked thirty or forty of my\nco-workers, assistant superintendents, supervisors, principals and teachers, to write a statement of what they conceived to be the ideals and\n\naccomplishments of the Seattle school system. The response showed\nthoughtful consideration of the question with a view to determining\n\nthe purposes and trend of the school organization and its measurable\nachievements. Therefore, this attempt of mine to answer the question is a composite. The following statement by an assistant superintendent lays out the ground clearly and well; \"The aim of the Seattle\nschools is to provide for each pupil the conditions most likely to\nstimulate the full development of his powers for service to himself\nand to society, and to create in him the will to render such service.\n\"To accomplish this aim several definite administrative policies have\nbeen consistently followed for a period of years. These are : First, the\ncreation of a favorable atmosphere for personal growth through ac-\n\nknowledging submission only to ideals of service, and consistently\ngiving expression to these in a sincerely generous attitude toward the\npersonal problems of teachers and pupils as well as toward the larger\nproblems of the school system.\n\n\"Second, the selection upon the most satisfactory competitive merit\nbasis that has been found, of the best teachers available to fill vacancies.\n\nThis is possible because elections of teachers are unhampered by local\nrestrictions.\n\n\"Third, the direction of the work of instruction through a corps\nof supervisors, who shall always give first consideration to the teachers,\nto the end that supervision may be adaptable and constructive, suggestive and stimulating, helpful and sympathetic, but never onerous or\ndepressing.\n\n\"Fourth, the limitation of the number of pupils per teacher to a\ngroup of efficient size and classification. In November when attendance\n\nis usually at its maximum for the year, out of 952 schoolrooms, only\n179 had more than forty pupils enrolled and only twenty-four of these\nhad forty-five or more. The average number of pupils per teacher\nin the first grade was thirty-four, the average number for the system\nabout thirty-six.\n\n\"Fifth, the development of courses of study based upon factual\nmaterial that will function, organized so as to afford opportunities for\nthe children to live pleasurably day by day, to work in harmony, and\n1 In the absence of Superintendent Cooper, his paper was read by Frank E. Willard,\nassistant superintendent of the Seattle schools.\n\n"}
{"page": 740, "printed_page": null, "text": "Department]\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\n715\n\nthrough a large measure of self-activity to develop naturally greater\nthoughtfulness.\n\n\"Sixth, the discovery of exceptional children of all kinds. The\nsegregation of those suffering from a physical or mental handicap,\nand the special encouragement of the exceptionally gifted by means of\nextra promotions with the help of auxiliary teachers or summer-vacation\nclasses.\"\n\nThe Seattle system depends upon spirit rather than upon machinery. Our idea is to keep the mechanical down and the spiritual up.\nThe elements making for \"atmosphere\" are given studied cultivation.\nIt has been steadily held that the teachers are the producers of school-\n\nroom effects and that all others-principals, supervisors, superintendents, janitors, and mechanics--are assistants of the teacher in educational production. The comfort and happiness of the teacher is considered an important factor in successful work. A sincere attempt is\n\nmade to have every teacher feel that she is necessary to the success\nof the working-out of purposes and plans. Twenty years ago last\nSeptember the superintendent suggested the appointment of advisory\ncommittees, one for each grade, and since that time there have been\nmany such committees selected from the nominees of the teachers.\nThis notable characteristic of the Seattle schools is shown in the\n\nlatitude given teachers and principals in working out educational problems. Spirit rather than form, and principles rather than rules are\nheld to be the vital elements in both instruction and management. Not\nmuch stress is placed upon the method so that one produces a satisfactory educational effect. Purposeful visitation by principals and\nteachers in different parts of the system tends toward diffusion of\n\nideas and convergence of professional objective.\nA visitor would discover several different forms of organization\nin the elementary schools and numerous differentiations of accepted\nplans and methods. Principals are not restricted in the selection of\ntypes of organization or of government. One principal some years ago\nwas permitted to attempt an organization by which classroom teachers\nwere freed from instructing in the special branches and which featured\nalso individual application and progress on the part of pupils. It\nworked well. There are now several modifications of the plan in use\n\nin different buildings while other principals are still holding to the\nconventional type of school organization. These differing types go\nsmoothly on in adjoining districts notwithstanding variation in practices. There are special-program schools and semi-departmental schools ;\nthere are schools having completely industrialized grammar grades,\nforerunners of the junior high or intermediate school for which we are\n\nnot ready until we have the buildings suited to that form of organiza\n\n"}
{"page": 741, "printed_page": null, "text": "716\n\nNATIONAL EDUCATION ASSOCIATION [Superintendence\n\ntion. There is one building in which the first grades are somewhat\ndepartmentalized, another in which the first grades have a single session\nclosing at one o'clock broken by a light lunch at eleven.\nIn school management, the principal sometimes determines the type,\nor principal and teachers together work out a form. Several varieties\nof school government obtain: the modified military, pupil-government,\nand modified pupil government, etc., the aim of all being to secure to\nthe pupils a chance to feel responsibility, to recognize obligations, and\nto exercise self-control and self-direction in the midst of duties and\n\namong co-workers and fellows. A pupil's \"citizenship\" is featured\nfrom the kindergarten up in every school.\nIn the classrooms the teacher is accorded freedom to use her knowl-\n\nedge and power in liberal measure. In organization some of our\nprimary classrooms are formal, others allow for some choice on the\npart of children, and still others are conducted with a large element of\nfreedom. The selection of schoolroom equipment, textbooks, school\nsupplies, particularly in the earlier grades, are subject to the choices\nand judgments of teachers. Preparation of courses of study is participated in by principals and teachers.\nOne means used in Seattle to promote good feeling and to minimize\nthe sense of pressure and discouragement incident to the entrance of\nnew teachers to the system is the reception given new teachers. For the\n\nlast several years about two hundred teachers new to the system have\nbeen inducted annually into the corps. On Friday afternoon preceding\nthe opening day of the school year the superintendent has for a number\nof years met the new teachers with welcoming words and has urged\nthem not to undertake too much at a time of what is new, to proceed\nnot too strenuously, to follow their own way until they find a better,\nto ask questions, and to seek aid and expect sympathetic response from\nthe official staff in time of need. On the day following, a general\nteachers' meeting is held where a welcome committee greets new teachers at the doors. A list of places to room and board is kept for the\nuse of newly arriving teachers. Last year the educational department\nof a daily paper advertised for places and assisted teachers in getting\nlocated.\n\nThe educational committee of the chamber of commerce ar-\n\nranged for a reception and dinner to the new teachers on the third\nweek after the opening of the schools.\n\nAcknowledgment is due to the considerate and increasingly helpful\nefforts of the parent-teachers' organizations. The backing of 6,000\nwomen working in an organized way to promote the best interests of\nthe schools is in itself a considerable element of influence quite apart\nfrom the direct benefit derived from the activities of these bodies . The\n\nschool management has welcomed this influence and encouraged its\ndevelopment.\n\n"}
{"page": 742, "printed_page": null, "text": "Department]\n\nSOME IDEALS AND ACCOMPLISHMENTS\n\n717\n\nA glance at the high schools of Seattle shows that the proportion\nof pupils in the Seattle high schools has grown steadily until today 21.4\nper cent, or more than one-fifth of all the pupils attending the public\nschools in Seattle, are enrolled in the high schools. The total number\nof graduates last year in the Seattle high school was 13 per cent of the\ntotal high-school enrolment, while the average number of graduates\nfor ten representative cities was 9 per cent.\n\nSix years ago Seattle adopted the supervised-study plan for the\nhigh schools. By lengthening the school day 70 minutes, we have been\nable to offer 70-minute periods for recitation and supervised study. The\nyear following the introduction of the supervised-study plan, reports\nfrom one of our largest high schools showed that pupils had carried\nmore subjects than under the old plan, and that the percentage of subject failures had decreased 16 per cent. We also found that the cost\nof offering science, manual arts, and general double-period subjects had\ndecreased over 30 per cent, and that there was no increase in the cost\nof the regular academic subjects. In other words, our high schools, by\nmeans of supervised study, are operating at a less expense and our\npupils carry more work with fewer failures than before.\nIn order to reach the individual pupils more effectively and give\nthem the proper moral and vocational guidance, advisers are appointed\nfor the boys and the girls. These advisers counsel with pupils concerning the subjects they should take, aid them in securing part-time\nwork, suggest vocational inquiry, and give careful attention to the moral\nand social conditions in and about the school.\n\nEach high-school library is in charge of a trained librarian,\nunder the guidance of a specially qualified library supervisor. The\nbooks have been catalogued according to the plan followed in the city\nlibrary. The budget system based upon pupil enrolment has been\nadopted as the basis for the purchase of books and magazines. Special\nlibrary lessons are given to all first-year pupils.\nTeachers in the different departments of the high school are this\nyear having demonstration lessons in \"How I Teach My Subject.\"\nThree hundred teachers are at present enrolled in a class to receive\n\ninstruction in present-day history. Many of the teachers are also taking\neducational courses at the university.\n\nThe public-school system of Seattle includes not only the kindergarten, elementary, and high schools, but it also includes the following\nschools and special classes which vary in their character as the needs\nvary which created a demand for them: (1) the parental schools-for\nboys and for girls who need guidance and training if they are to be\nsaved from becoming delinquents; (2) classes in the detention home\nfor children who are under the care of the juvenile court ; (3 ) special\n\n"}
{"page": 743, "printed_page": null, "text": "718\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nschools for children who are retarded mentally; (4) schools for the\ndeaf and the blind; (5) classes for overcoming speech defects; (6)\nclasses in the Orthopedic Hospital ; (7) part-time schools for workers\nunder eighteen, who attend classes four hours a week; (8) evening\nschools for both youthful and adult workers who are ambitious to\nadvance ; (9) Americanization classes (twelve months in the year) for\napplicants preparing for naturalization ; ( 10) Americanization classes\nfor foreign mothers who desire to learn English and to know American\ncustoms ; ( 11 ) vacation schools for both elementary and high-school\nstudents who want to earn advanced standing or to make up back work.\n\nInstruction is also provided in such classes as: (12) retail sellingwith actual training in the stores ; (13) office practice-with actual\nwork in school and business offices; (14) newspaper writing ; ( 15)\npublic speaking ; ( 16) poster making-as part of the training for commercial and business fields ; ( 17) design-in which the girls design\nand make their own dresses ; (18) household management-including\nsanitation ; ( 19) trade instruction-in day and evening schools; (20)\norchestra work-in both elementary and high schools; and (21 ) swimming-at the several beaches during the summer months.\nThe public schools supervise: (22) the social activities of boys and\ngirls in the high schools through the boys' and girls' advisers ; (23 ) the\nplay and athletic games on the school playfields; (24) the school gymnasiums which are open to day- and evening-school classes; and (25)\nthe athletic contests held among the different schools.\n\nThe public-school system maintains : (26) a garden department\nwhich provides for instruction in gardening and supervises the home\ngardens made by the children as well as several school gardens ; (27) a\nchild-study department for testing children to find natural ability and\nfitness for special kinds of work; (28) a corps of nurses who visit the\nschools regularly and the homes as needs arise; (29) school lunchrooms\nwhere wholesome food is sold to pupils at cost ; and (30) a vocational\nguidance and placement department with skilled experts who help\nstudents find work in the different trades and professions. These\nexperts help students to determine their fitness for entering different\nlines of work. They find work for those who must work part time in\norder to complete their school courses and for those who have com-\n\npleted their courses and want to find places in the business or industrial\nworld.\n\nSome achievements for betterment of conditions for teachers are:\n\na twelve-month instalment plan of payment was adopted in 1907;\ntwenty days' half-pay is allowed for absence on account of illness ; two\ndays' full pay for death in family; five days' full pay for absence on\naccount of quarantine; liberty to attend conventions and conferences of\n\n"}
{"page": 744, "printed_page": null, "text": "Department ]\n\nTHEODORE ROOSEVELT AS A BOOK LOVER\n\n719\n\nteachers without loss of pay; a mutual benefit association for the help\nof teachers absent from duty because of ill health; a retirement fund\nfor teachers; salary schedules with a minimum of $1,500 for elementary-school teachers and $1,800 for high-school teachers, the maximum\n\nbeing $2,100 for the elementary schools and $2,400 for the high schools ;\ndue consideration of residence and preferences of teachers in making\n\nassignments.\nTHEODORE ROOSEVELT AS A BOOK LOVER\n\nCORINNE ROOSEVELT ( DOUGLAS) ROBINSON\nMy earliest memories of my brother, Theodore Roosevelt, are in the\nnursery at 28 East 20th Street, New York, in the house which the\npatriotic women of America hope to rebuild and refurnish with all that\nis left of the old furniture, and thus visualize to his fellow-countrymen the simple environment in which Theodore Roosevelt grew to early\n\nboyhood. In that nursery, the little sufferer, for he was a fragile and\ndelicate boy almost always in the throes of severe asthma, was from\nthe very beginning, in spite of this suffering, an inspiration to his\nyounger brother and sister along literary lines. As a tiny boy of six,\nbefore I can remember him, my mother described him as never failing\nto have under his right arm, Wood's Natural History, and under his\nleft, Stanley's Life of Livingston in the Jungles of Africa. The delicate\nchild, from the moment that he could read the printed page, was able\nto concentrate himself with the extraordinary power which became\n\nlater such a factor in his assimilation of knowledge. He was always\nabsorbed in the marvelous interest of nature, and the exciting adventures of the great explorer. The child indeed, in Theodore Roosevelt's\ncase, was father to the man, for to the last days of his varied and busy\nlife, his interest in bird lore and in adventurous exploration was as\nkeen as when the fair, curly head used to be bent in absolute intensity\n\nof concentration over the pages of the Natural History, or African\nadventures.\n\nIn those days before I can remember, the story ran that he became\nabsorbed in reading about the wonderful habits and methods of the\n\nants. Turning the page of his huge volume, at the head of the following page, the narrative continued, \"The foregoing ant also has such\nunusual characteristics.\" The young naturalist not realizing that the\nword \"foregoing\" referred to the ants of whose habits he had already\n\nread, decided that the adjective in question was applied to a new species,\nand after ardent investigation of the habits of this supposedly new\nspecies of ant, he decided to write an article (remember this was at\nthe age of six) , entitled, \"The Foregoing Ant,\" and having accomplished\nthis feat in a large, painstaking, babyish hand, he then called the members of the household together to listen to this essay on this hitherto\n\n"}
{"page": 745, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n720\n\n[Superintendence\n\nunknown representative of the ant family. One can well imagine the\namused attitude of the \"grown people\" of 28 East 20th Street when\nthey listened to the earnest little author delivering his astute analysis\nof the ways of life of his new-found protégé. Those comprehending\n\"grown-up people\" of that old house, however, knew better than to\nridicule the budding genius of the small member of the household, and\nit was not until many years afterward that the boy, Theodore, discovered how much amused his parents had been at his first scientific and\nliterary effort.\n\nIn that same nursery, the little boy of eight wove for his younger\nbrother and sister many stories of bird and beast, such as Kipling\nhimself hardly surpassed in his jungle stories, and there was always\na boy in Theodore's stories, a boy very much like \"Mowgli\" of the\nKipling tales, a boy who understood with rare sympathy the habits\nand the language of his feathered and furry friends, and whose name\nin the particular case of which I write, I am sure in the boy's own\nmind, was Theodore Roosevelt.\n\nThese first literary inclinations grew apace with my brother's growth\nand always he was seen with large volumes under his arms.\n\nIn the\n\nmidst of family excitements, in the midst of rollicking gaiety, he could\nabsent himself in spirit so completely that I have seen him stand for\nhours on one foot, with a huge encyclopedia resting upon the knee, in\nentire oblivion of time, space, and environment. By the time he was\nthirteen years old, he was extraordinarily well informed both from an\nhistorical and a scientific standpoint, and the winter which we spent\n\nupon the Nile was one of constant study, by the young naturalist, of\nthe new species in that part of the world, so rich in endless varieties\n\nof birds. He had learned both perseverance and concentration, and\nthey were always to remain factors in the success of his achievements.\n\nHe writes from Dresden where my father had placed us to study\nGerman during the summer of 1873, following our winter on the Nile,\n\"I am asking Fraülein Anna to give us harder lessons for I do not\n\nthink we are learning enough.\" How rare a request on the part of a\nboy of fourteen, but the thirst for knowledge in the heart and mind of\nTheodore Roosevelt could never be slaked; German philosophy, German fiction, German scientific literature were devoured that summer\n\nwith equal avidity, and it was during that same period that he launched\ninto embryonic fiction himself, in a quaint little tale called, \"Mrs.\nMouse's Dinner Party,\" which was written for the Dresden Literary\nAmerican Club, formed by five little American children in Dresden\nduring those summer days of 1873 .\n\nPerhaps the most extraordinary thing connected with my brother's\nliterary attainments was the diversity of his intellectual interests. He\n\n"}
{"page": 746, "printed_page": null, "text": "Department]\n\nTHEODORE ROOSEVELT AS A BOOK LOVER\n\n721\n\nwas a very remarkable historian, not only having an accurate and allembracing knowledge of American history, but of every other history,\nof nearly every nation. During his much-heralded trip abroad in 190910 the inhabitants of the various countries which he visited were simply\nastounded at his knowledge of their great men and great historical\nevents. In Hungary he surpassed in accurate intimacy of Magyar lore\neven the most famous of Hungary's own scholars. In Egypt, his\nacquaintance with the travels of Egyptians, at the same period as the\ntime of Marco Polo, was equally astonishing; wherever he went, his\ninformation, political, historical, and literary, of the country which\nhe was visiting, proved a matter of perpetual wonder on the part of his\nhosts.\n\nOne reason for his unlimited information was that he never\n\nwasted a moment of time. He always knew the book he wanted to\n\nread, he always had that book where he could find it at a moment's\nnotice, and he also had the power of such unusual concentration that\nalthough hundreds of people might be talking about him he could detach\nhimself and become lost to the contemporary world in a moment of\ntime.\n\nBefore his trip into the African jungle, I asked him what farewell\n\ngift he would like to receive from me, and he answered unhesitatingly\nthat he would like what he called a \"Pigskin Library\" of the volumes\n\nwhich he intended to take with him. Asking him why pigskin, he said\nthat that type of cover would be the only type that could possibly stand\nsand and water, and the many possibilities of injury which books carried\non such an expedition would be likely to have to endure. The varied\nvolumes carried in that valise have been of interest to all who have\n\nheard their names. They were as follows : Bible ; Shelley's Poems;\nApocrypha ; Bacon's Essays; Borrow's The Bible in Spain, Zingali,\nL'Avengro, Wild Wales, The Romany Rye; Lowell's Literary Essays,\nBigelow Papers; Emerson's Poems; Shakespeare ; Longfellow ; Spencer's Faerie Queen; Tennyson; Marlowe; Poe's Tales, Poems; Mahan's\n\nSea Power; Keats; Macaulay's History, Essays, Poems; Milton's Paradise Lost ( Books I and II ) ; Homer's Iliad, Odyssey; Dante's Inferno\n(Carlyle's translation) ; La Chanson de Roland; Holmes' Autocrat,\nOver the Teacups; Nibelungenlied ; Bret Harte's Poems, Tales of the\nArgonauts, Luck of Roaring Camp; Carlyle's Frederick the Great;\nCrothers'\n\nGentle Reader; Browning's Selections; Mark Twain's\n\nHuckleberry Finn, Tom Sawyer; The Federalist; Bunyan's Pilgrim's\nProgress; Gregorovius' Rome; Percy's Reliques; Froissart ; Euripides'\n(Murray translation) Bacchae, Hippolytus; Scott's Legend of Montrose, Antiquary, Guy Mannering, Rob Roy, Waverley; Cooper's Two\nAdmirals, Pilot; Dickens' Pickwick Papers, Mutual Friends; Thackeray's Vanity Fair, Pendennis.\n\n"}
{"page": 747, "printed_page": null, "text": "722\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nHe was a great lover of poetry, especially of all poems which had in\nthem the lilt and swing of sonorous rhythm. He loved Swinburne and\n\nKipling, and was an ardent admirer of Longfellow's ballads, especially\nthe \"Saga of King Olaf.\" He always felt that Longfellow was not\nsufficiently admired in his own country, and once laughingly announced\nthat he meant to travel the breadth of our great country to inspire a\ndeeper love of Longfellow in the hearts of Americans.\nWhen M. Bergson, the great French philosopher, was in this country, he was most anxious to meet the Colonel, and I arranged that they\nshould take an evening meal together at my house. The philosopher\nhad expected to find an erudite historian, an accomplished scientist, and\nlover of general literature, but I shall never forget the expression on\n\nhis face when my brother turned and quoted not only many pages of\nM. Bergson's own works, but an equal number from the contemporary\nGerman philosophers. Later the surprised Frenchman said to me: \"I\nexpected knowledge, I expected culture, but I did not expect Colonel\nRoosevelt to beat me on my own ground.\"\nMr. John Burroughs, the well-known naturalist, always felt that\n\nmy brother was his peer in knowledge connected with his specialties,\nand in the same way, Professor Fairfield Osborne, President of the\n\nMuseum of Natural History, was perpetually more and more surprised by his knowledge of mammals. Every now and then as a relaxation he would get real pleasure from a detective story, or from some\nsimple story of human life which happened to touch his tenderness of\n\nheart or his rectitude of purpose.\nBook lover he was, indeed, in the truest and deepest sense of the\nword, and he not only loved books for their own value, for the value\nthey afforded in interpreting world-issues and world-evolution, but\n\nhe had the power of so assimilating the information which he gathered from a book that, in turn, he was able to give to others again that\ninformation touched by the spirit of his own wonderful personality.\nTHE AMERICAN PROGRAM IN EDUCATION AND THE\nDES MOINES MEETING\nFRED M. HUNTER, SUPERINTENDENT OF CITY SCHOOLS , OAKLAND ,\n\nCALIFORNIA, AND PRESIDENT OF THE N. E. Α.\n\nEverywhere today, there is a distinct trend toward civic organization.\nThis is especially true in our larger cities. Rotary Clubs, Kiwanis\n\nClubs, progressive business men's leagues and the like are springing up\nin every community. All these organizations have as a central thought\ncommunity interest. They are distinctly unselfish in their nature, and\nbring men to think in larger terms than merely the scope of their own\npersonal businesses or professions. Consequently, such organizations\n\n"}
{"page": 748, "printed_page": null, "text": "Department]\n\nPROGRAM AND DES MOINES MEETING\n\n723\n\nare a very wholesome influence in our American life. The success and\nperpetuity of our democratic institutions will be dependent in a large\ndegree upon the community consciousness aroused and sustained by\nthis movement and others similar to it.\n\nAccompanying this movement, and in a sense parallel to it, is a\ntendency on the part of the teaching profession to become conscious of\nof its power and responsibility. Teachers are no longer content to\nthink in terms of their immediate personal effort. A classroom teacher\n\nto fulfill her mission and live up to her ideals must be interested in\npeople and events outside of her classroom. She is now becoming\nconscious that she is a member of a great professional body, some seven\nhundred thousand in number, which in a large measure is accountable\nfor the intellectual life and the civic attitudes and ideals of the youth\nof the land. The school principal is no longer satisfied with properly\nmanaging a local unit of school organization. He, too, is conscious of\n\nmembership in this great professional body and is coming to have a\nfeeling of responsibility for the purposes and policies of the profession\nas a whole. The superintendent of schools is coming to be more than\na local official and community leader. The administration of a good\nschool system locally is not his only aim. He is a leader and shaper of\nAmerican ideals and American life. This consciousness of power and\nresponsibility that is coming to animate all ranks of the teaching profession is the compelling power behind its movement to organize. Voluntary teachers' organizations have sprung up in all parts of the country\nas if by magic. Every city has a classroom teachers' league or a school\nwoman's club or some crystallized nucleus of organization. Almost all\nstates have a state-wide teachers' organization embracing all ranks of\nthe profession. Many of these state associations are already organized\nupon a delegate basis.\nThe purposes of this movement are not selfish in the ultimate analysis.\nIt is true that there has been a great deal of talk about teachers' salaries,\nworking hours, conditions of living, and related matters. These are\nforemost because they are fundamental to the existence of teaching as a\nprofession. This discussion has been the means of arousing rapidly the\nprofessional consciousness I have just mentioned. But these points are\nnot the final aim and purpose of the profession. True professional\nconsciousness is unselfish just as the civic organizational movements in\nour great cities are unselfish. The tendency toward professional organization on the part of the teachers has as its aim the best interests of\nthe twenty-five million children of America. It aims toward the train-\n\ning of a universally high standard of citizenship. Its purposes are\ncoming to be clearly defined and well formulated. They are fundamental and vital to our national welfare.\n\nThe National Education\n\n"}
{"page": 749, "printed_page": null, "text": "724\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nAssociation is the outward manifestation upon a nation-wide scale of\nthis organizational trend. Our objectives as a national association are\nclearly defined. They may be said to be: ( 1 ) in every classroom of\nthe nation a well-qualified teacher who shall be an American citizen and\n\namply compensated ; (2) universal training for citizenship ; ( 3 )\nequality of educational opportunity for every boy and girl in every\npart of the United States ; (4) Americanization of every non-American\nelement ; ( 5 ) elimination of the 25 per cent of illiteracy revealed in the\nselective draft; (6) a leader of education in the highest councils of the\nnation, a seat in the Cabinet of the president of the United States.\nThe National Education Association has not been slow to take\n\ndefinite steps to realize its purposes and ideals. Definite and concrete\nmeasures have been undertaken to carry out the objectives mentioned\n\nabove. Among these, the following are most significant and outstanding : ( 1 ) The National Education Association has reorganized itself\nwith a republican form of government, to be governed by a representative assembly in which no member of the profession is denied a voice\nthrough his locally elected representative. (2) It has welded itself\ninto a unified coöperative organization with almost six hundred local\nassociations as affiliated branches, and with thirty-eight of the fortyeight state associations made an integral part of the organization. (3)\nIt has established a high-class periodical-The Journal of the National\nEducation Association-which is sent to every member of the Association as a means of intercommunication between the association and its\n\nmembership. (4) It has established a commission for bringing together\n\nand coördinating all the research agencies in the nation studying the\nproblems of education. (5)\n\nIt has undertaken a constructive national\n\nlegislative program.\n\nThe Des Moines meeting of the National Education Association\nwill be the first gathering of the reorganized association. Here the\n\nRepresentative Assembly will gather for the first time as the governing\nbody. The meeting will consequently be of great significance.\nAs members of this great profession of seven hundred thousand\nteachers we have every reason to look forward with feelings of optimism\nto this gathering. A united teaching profession organized around a\nconstructive program can and will have tremendous influence in shaping\nthe school policies of the country. We have wonderful evidence of\n\nwhat can be done in the work which state associations organized upon\nthe same plan have already accomplished. I know of one such association which through a period of fifteen years has rallied around its\nstandard a united and efficiently organized membership embracing the\nmajority of the teachers of all ranks in the state. This association has\nover this period of years proposed to the state legislature more than\nfifty measures affecting the school systems of the state. Of this whole\n\n"}
{"page": 750, "printed_page": null, "text": "Department]\n\nAN INVITATION TO DES MOINES\n\n725\n\nnumber only two major measures sponsored by the association have\nfailed of enactment. What can be done by a state association can be\n\ndoneupon anational scale, if we sanely and wisely prepare our program\nand use the forces at our disposal for its accomplishment.\nEvery member of the teaching profession should feel his share of\nthis great responsibility. Every member should unite with some local\nassociation and take part in the selection of delegates to the Des Moines\nconvention.\n\nEvery state association should reorganize itself upon a\n\ndelegate basis and affiliate with the national organization and work\ncoöperatively with it. All things are possible to the members of a profession who see the vision of what American education can do for our\n\nbeloved country and who gather unitedly around a single standard.\nLet us all go to the Des Moines convention, define and formulate\nour program and use every influence within our power, locally and\nnationally, to carry it to ultimate success.\n\nAN INVITATION TO DES MOINES\nL. H. MINKEL, SUPERINTENDENT OF SCHOOLS , FORT DODGE, IOWA .\n\nI am commissioned by the twenty-seven thousand teachers of the\ngreat State of Iowa, seventeen thousand of whom are members of the\nIowa State Teachers' Association, which in turn is affiliated with the\n\nNational Education Association. I bring you greetings and give you\na cordial invitation to attend the meeting of the National Education\nAssociation at Des Moines next July.\nIowa is not primarily a convention State. That is to say, entertaining conventions is not our only visible means of support. We make our\nliving by raising corn and hogs. As a side line we develop secretaries\nof agriculture. Des Moines rather specializes in this product. We\nhave not yet reached the stage in the matter of entertaining conven-\n\ntions where we no longer make extensive preparations for the benefit\nof our guests. Like the families of old, we still clean house, wash up\nall the linen, and fill our pantries in anticipation of the coming of a\ngreat convention.\n\nI hope you will not think, however, that because we do not make a\nbusiness of entertaining conventions that we are not able to take care\n\nof very large meetings successfully. Our capital city of Des Moines\nwithin the last few years has entertained such notable gatherings as,\nthe Biennial Convention of the Federation of Women's Clubs, the\nGeneral Conference of the Methodist Church and the International\nConvention of the Student Volunteer Movement. The hotel rates in\n\nIowa are ridiculously low when compared with those that we have at\ntimes been called upon to pay. A first-class room in a modern fire\n\n"}
{"page": 751, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n726\n\n( Superintendence\n\nproof hotel, can be secured at $2.50 per night per person, and one can\nsee as much of the Atlantic ocean from these rooms as may be seen\nfrom many of the rooms in Atlantic City. You remember that the Des\n\nMoines river which is an arm of the Atlantic, flows through the city of\nDes Moines.\n\nThis summer we are to enter upon a great new era in the affairs of\nthe National Education Association. For the first time, the business\n\nof the Association will be conducted by a delegated body representing\nthe state associations and local affiliated groups. Many of these smaller\n\ngroups are composed largely or entirely of classroom teachers.\nDuring the war we heard much, and talked much of teacher participation in the management of school affairs. We are to determine\nin these later days whether these fine phrases meant anything of a real\nabiding nature. If classroom teachers are to attend this great summer\nmeeting, some provision must be made for defraying their expenses.\n\nIt is hoped that eventually the National Education Association itself\nmay be able to provide sufficient revenue to pay at least a part of the\nexpenses of the delegates, but for the present this expense must be\nborne by the teachers themselves, by the local affiliated clubs, or by\nboards of education. I want to urge that superintendents use their\ninfluence with boards of education to have at least a part of the expenses of these delegates, elected by the teachers themselves, paid from\npublic funds. It is quite as important that these elected delegates go\nback to their various groups and make first-hand reports of the activities\nof the National Education Association, as it is that the superintendent\nreport to the board of education.\n\nIf there are not sufficient funds to pay the expenses of both the\nsuperintendent and the classroom teacher delegate from a local club,\n\nthen let the superintendent bear his own expenses. It should not be\nnecessary, however, for either to have to be put to this expense person-\n\nally. From our little city in Iowa, a great many merchants, dealers in\nshoes, ladies' dress goods, dry-goods, and so on, make as many as four\nor five trips to New York City during the year to get the latest bargains\nand the most up-to-date designs. Not only this, but these merchants\nsend their foremen and their leading salesladies on similar errands. We\nshould insist as teachers, that it is quite as important that our respective\ncommunities have the latest and best ideas along educational lines as it\nis that our ladies have the latest patterns in corsets, hats, and shoes.\nThe taxpayers pay the bills for both of these items whether they be in\nthe form of taxes or higher-priced dress goods. The only difference is\nthat they complain about the taxes while they rather boast of the pro-\n\ngressive spirit of the merchants who go to all of this expense to keep\nthe town up-to-date.\n\n"}
{"page": 752, "printed_page": null, "text": "Department]\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n727\n\nIn Iowa we have tackled the most perplexing problem in education\n-the rural school-in a way that will interest you all. During the past\nyear we have erected rural consolidated school buildings as fine as the\nschool buildings found in any city in the United States, and we have\nbeen completing these buildings at the rate of one a day. There is a\nreason why Iowa has jumped from the thirtieth place educationally\namong the states to seventh in the last decade. There is a reason why\nIowa is leading the world in the construction of rural consolidated\nschools and in the low percentage of illiteracy.\nYou will not see in our great state the silent majesty of the mountains, but you will see in July, what is vastly more interesting and fascinating-as far as the eye can reach in every direction, fields of growing grain, oats, corn, and wheat, prophetic of granaries filled to\nfeed the world.\n\nYou will not hear the unceasing music of barren\n\nwaves dashing themselves forever on a desolate shore, but in July in\n\nIowa, you will hear what is more beautiful-the song of the red-winged\nblackbird and the bobolink, and you will be charmed by the fragrance\nof the sweet William and the wild rose growing by every roadside and\nin every fence-corner.\n\nWe are waiting to meet you and greet you in Iowa, out \"where the\ntall corn grows.\"\nBEST USE OF THE SUPERINTENDENT'S TIME\nJAMES H. VAN SICKLE, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD,\nMASS.\n\nFirst in importance among the superintendent's duties is the selection of teachers. This should be his exclusive privilege. Applicants\nshould be visited in their own schoolrooms before employment. The\n\nsuperintendent must delegate much of this work to assistants or principals; in fact, the success of his work as a whole will depend upon his\nability to delegate responsibility. He will refrain from doing many\nthings that others can do as well, perhaps better.\nHis task is to assign duties and keep hands off, yet know what is\nbeing done. He must serve as the acting head of a great and intricate\nbusiness; he must serve as a clearing-house for all requests sane or\n\ninsane, pressed by supervisors, principals, teachers, and the public. He\nmust sift the \"likely\" requests and present them to the board clearly\nand convincingly. He must keep the school board informed regarding\nhis policies and plans, and also with regard to the progress and success\nor failure of such plans and policies. He must educate a constantly\nchanging board, a task that is likely to call for all the skill and tact that\nhe possesses. He must hold himself in readiness to supply any member\nof the board or the city government, on short notice, with such infor\n\n"}
{"page": 753, "printed_page": null, "text": "728\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nmation as may be desired. He must often interpret the board to the\n\nteaching force, and the teaching force to the board. He must serve\nas a court of appeal in cases of discipline. He must keep things smooth\nin his field.\n\nHe should not allow himself to be so engrossed in detail that he\nfails to visualize the big problems. He should give himself time for\nthought, for reading, and for reflection; he needs food for his own\nprofessional life.\n\nWhat are his resources for help? He can look to our present-day\nteachers' colleges for expert assistance in every field. He can look to\nhis department of reference and research to handle the matters of detail\n\nwhich in the past were the superintendent's nightmare.\nOf all the developments of the past two decades intended to improve\npublic education, I am inclined to place first the scientific training\navailable for men who are entering the superintendency. I place second\nthe incentive to professional improvement of teachers in service which\nmodern salary schedules furnish; and parallel with this instrumentality\nthe institutions which furnish the advanced professional courses that\ncount in salary advance.\nHOW SHALL THE SUPERINTENDENT SPEND his timE?\nCHARLES S. MEEK, SUPERINTENDENT OF SCHOOLS, MADISON, WIS.\n\nIn discussing this subject I have attempted to find some of its phases\nwhich my colleagues on this program may not have completely exploited.\nI am, therefore, in the mental attitude of the minister who divided his\n\nsermon into three parts. First, he announced his text ; second, he\ndeparted from it; third, he never returned to it. My first departure\nwill be in suggesting some ways in which he shall not spend his time.\nThere was once a superintendent who controlled the educational destin-\n\nies of a city for forty years. During all those four decades he spent\nhis time holding his job. He became such an expert in that field of\neducational endeavor that one of his patrons said, \"Nobody but the\nLord could ever displace Superintendent X, and the Lord could not\ndo it if He should give Superintendent X twenty-four hours' notice\nof His intention.\" A superintendent should devote no time to holding his job. Just as the only way to keep children from getting out\nof order is to have no order for them to get out of, so the best way.\nto hold a job is to forget that one has ajob to hold.\nThe school administrator should not waste his time.\n\nTherefore,\n\nhe should not attempt to harmonize that small percentage of teachers\nin his own corps who are, on principle, conscientious objectors. I have\nin mind a teacher who did all she could to humiliate her superintendent\n\n"}
{"page": 754, "printed_page": null, "text": "Department]\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n729\n\nand to interfere with his program. When he went to another city\nand was beyond her sphere of influence she proceeded at once to\n\nmake the life of his successor miserable by forever dinning into his ears\nthe story of the great educational vision and the lovable personal traits\nof him who had departed. I was the unhappy successor and she made\nit perfectly obvious to me and to everybody that I possessed none of\nthe rare abilities that were so distinctively characteristic of him who\nhad gone on to greater responsibilities and higher honors. This small\ncoterie of conscientious objectors may not be harmonized and won\nfor teamwork; but they may be rendered harmless by being left severely\n\nalone. Though they may not be counted upon for any constructive\nachievements, they do render a valuable professional service in always\nkeeping the heart of their chief humble and contrite.\nFurthermore, he who directs the public schools should allot no time\n\nto the political, the religious, and the reform movements which, from\ntime to time, divide the community into warring factions. Should he\nbecome a partisan in these controversies, which often become so bitter\nthat they disrupt life-long friendships, and even family ties, there is\ndanger that the same alignment for and against the schools shall come\nto exist as divides the people into pros and antis on the question at\nissue. Of course the leaders of these movements try to enlist the\nschools and the teachers. They would sacrifice the schools just as they\nwould devote all their own personal resources to the one great cause.\nThose who do not enter heartily into the conflict on their own side are\n\nfurnishing aid and comfort to the enemy. Those who join them are\nthe promoters of the good and the moral. When his patrons are thus\naroused the superintendent often finds himself in a difficult position.\nHe should then remember the policy of President Lincoln. No one\ncan doubt that Lincoln wanted to see the slaves free. In his youth\nwhen he saw a slave sold from the block in New Orleans he said, \" If\nI ever get a chance to strike that institution I will hit it hard.\" His\n\"House Divided against Itself\" speech was one of the strongest arguments ever made for the abolition of slavery.\nBut when the war between the states was in progress and Greeley\n\nwrote his prayer of twenty million, urging the president to free the\nslaves at once by executive proclamation, Lincoln replied : \"My paramount objective in this struggle is to save the Union and is not either\nto save or destroy slavery. Whatever I do about slavery and the colored\nrace I do because I believe it helps save the Union ; and whatever I\nforbear, I forbear because I believe it would help save the Nation.\"\n\nHistory has vindicated Lincoln's statesmanship.\nThe superintendent's chief business is to conduct the schools. What-\n\never he shall do on any other issue he shall do because of the probable\n\n"}
{"page": 755, "printed_page": null, "text": "730\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\neffect of his action on the welfare of the schools. He cannot be effec-\n\ntive both as an educator and a reformer.\n\nOn the positive side, how should the school administrator spend his\ntime ? He should of course keep abreast of modern educational investigations and experimentation. Experts, with carefully prepared graphs\nand tables, have presented scientific inventories of public-school achievements and derelictions. The superintendent should devote whatever\ntime is necessary to know what these experts are doing. He should\nbe in sympathy with their aims and accept their conclusions, but he\nmust not stop where they have stopped. The important and critical phase\nof his work begins where theirs ends. He has not done his duty\nwhen he has learned the elements of weakness and the factors of\n\nstrength in the schools that he directs. Neither has he discharged his\nobligation when he and others working with him have decided what\nshould be done to eliminate weakness and to substitute strength.\nTherefore, the standard by which a superintendent must ultimately\nbe judged is not the validity of the aims which he announces but the\nextent to which he is able to realize them.\n\nHe must have excellent\n\ndreams, but he must also know how to make those dreams come true.\n\nThe successful military leader constructs a fine system of strategy,\nbut he also knows how to use that strategy to defeat the enemy. His\ncompatriots are not particularly interested in his plan of battle, but\nthey are vitally concerned with the magnitude of the disaster he inflicts\n\nupon the enemy. For the superintendent the formulation of an adequate school policy is an academic project. To put that policy over is\nthe crucial test of leadership. The hazard is not in determining what\nto do but in deciding how to do it.\n\nPurely intellectual controversies\n\nare easily placated ; individual readjustments occasion friction; persuasive power of the highest order is required to induce men and women\nat the cost of much money, labor, and discomfort to make these readjustments.\n\nThe school executive, therefore, should not get too much absorbed\nin the purely intellectual aspects of his labor. Some of the time he\nshould offer and invite fellowship. He should not be too much obsessed\nwith the zeal to do everybody an immense amount of good. A part of\nthe time, he should seek from his own people guidance and inspiration.\nTo maintain such a relationship he must nurture all that is human\nwithin himself, even his sense of humor.\n\nIf the chief of a school\n\norganization does not take himself and what he has to bestow too\n\nseriously, he mingles freely with all groups and with all types of his\npatrons.\n\nThe superintendent who devotes some time to the Rotary\n\nClub, the Kiwanis Club, and other organizations for men will find the\nprofessional crustation within which he has insulated himself violently\n\n"}
{"page": 756, "printed_page": null, "text": "Department]\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n731\n\nperforated. His fellow-members are sure to get great joy, and he may\nget an immense amount of good from the process.\nA superintendent once went into a Western city with an earnest\ndesire to do there an unusual piece of constructive work.\n\nHe was\n\nfortunate upon his arrival in having his attention diverted from his\nown task. He became infatuated with the spirit of the West. He\njoined the chamber of commerce and became associated with a group\nof broad-minded men who profoundly believed in the wonderful possibilities of this undeveloped region. He learned to admire these empire\nbuilders whom no adversity could discourage, and whom no misfortune\ncould subdue. He hunted with them, fished with them, and became\ntheir friend and companion. When the time came to direct the schools\ninto some new and untried enterprise, these men threw their mighty\nenthusiasm into the project not because they were advocates of the\neducational principle upon which the experiment was based, but because\nthey wanted their friend to win.\nSome administrators devote little time to making personal friends.\nThey are prone to think that he who promotes school activities through\nthe aid of personal friends is a politician and not an educator. They\nforget that leadership depends largely upon the personality of the\nleader; that the technique he applies in seeking support is often more\nimportant than the validity of the cause he espouses. People, generally,\nhave neither time nor inclination to study the merits of the public interests for which they work. Popular support of any measure depends\nin a far greater degree upon public faith in him who advocates it than\nupon the abstract worth of the project. The executive who gets things\ndone develops an organization of loyal personal friends. Without this\n\norganization, he cannot be independent of politics and politicians ; with\nit, he has defenses which the politicians respect and fear.\nEvery superintendent wants to be the accepted leader of his own\n\norganization. He must, therefore, devote all his powers toward maintaining his position as educational leader of the professional force of\n\nwhich he is nominally the head. But teachers are not materially different from other people, and these same principles that are effective\nwith the public apply in securing their coöperation. They may no\nlonger be kept in orderly array by the exercise of mandatory authority.\nEverywhere they are asserting that they will no longer submit to the\ndomination of the past. The classroom instructor whom, a quarter of\na century ago, Professor James characterized as a \"a mite too docile\"\n\nhas departed with the old order of things. The board of education can\nno longer support the authority of its chosen chief. The people will\nnot approve such a policy, and the teachers will not endure it. The\nleader who depends upon the inclination of those who are to render that\n\nservice must possess patience and tact which amounts almost to genius.\n\n"}
{"page": 757, "printed_page": null, "text": "732\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nBut no good will come of complaining of the difficulties of the task.\nIt must be accepted without comment and without protest. The superintendent dare not hesitate and work out intricate curves of probable error in any procedure he may contemplate. Only educational\nexperts and professors of education have the academic leisure to indulge\nin such pastimes. The superintendent must do his work with assurance\nand with dispatch. If he can get no joy out of the program the teachers\nhave defined for him, he can, at least, with simulated cheerfulness make\n\nthe best of it. Instead of wailing because for him it is not better,\nhe should pray that it shall grow no worse. He need not waive all\n\nright to direct the organization which he is supposed to lead. The\nboard of education and the public still hold him, and only him, responsible for the efficient functioning of the schools. He must use a higher\ntype of professional training than the simpler problems of the past\never exacted ; he dare not even approach his difficult task with an\nacademic heart.\n\nHe must not be committed to any perfectly organized and thoroughly\nclassified series of educational devices the imps of special methods\nbegotten of pedantry. These minute prescribed details of special\nmethods must not be of more importance to him than the good will of\nthe people who are working with him.\nHe who must depend for his authority upon the good will of those\nwhom he is to lead should possess not only vision and constructive\n\nability, but he must also have a soul to which all that is human in the\ncorps will respond. His associates will be far more charitable in con-\n\ndoning his professional limitations than they will in forgiving his\nfailure to live up to the human demands of his position. As an educator\nhe may blunder, but as a man he dare not err. They do not want him\n\nto be too stimulating intellectually, they are in this day perfectly willing\nto participate in furnishing the brains of the organization, but as their\nfriend he must be sincere for they judge him not by any vague and\nintangible system of ethics but by the extent to which he appreciates\ntheir own aspirations and by the measure in which he alleviates their\nhardships. He must, therefore, devote time to creating within himself\nthat sympathetic imagination which will aid him in visualizing everything from the point of view of even the humblest of his assistants.\nHe must project himself into the various positions of his associates,\n\nbe thrilled by all their joys, bear all their burdens, and protest against\nall that arouses their ire .\n\nEffective leadership demands that the hearts of all be enlisted as\nwell as that the intelligence of all be mobilized. If the hearts of all are\nwon, then all will do not only everything that is expected of them, but\n\nmore, far more, than is hoped of them. The relationship which pro\n\n"}
{"page": 758, "printed_page": null, "text": "Department)\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n733\n\ncures this reaction is possible only when he who is in the position of\nauthority has great, deep, genuine zeal for service. If he be so consecrated he may stimulate the abilities of all his associates and infuse\ninto them his own faith and his own enthusiasm\n\nfaith in themselves,\n\nand enthusiasm for their professional labor. This power has been\ndesignated as personality or magnetism or other equally indefinite appelation. But no matter how designated, its motive force is selfeffacing devotion to education and loving fellowship with everyone\nassociated in this vocation.\n\nBEST USE OF THE SUPERINTENDENT'S TIME\nH. B. WILSON, SUPERINTENDENT CITY SCHOOLS, BERKELEY, CALIF .\n\nTo gather an estimate of the present practice, I sent out one hundred\n\ncircular inquiries to superintendents in the United States from which I\nhad a total of thirty-nine returns. This inquiry asked each superintendent how he used his time.\n\nIn the first column were to be listed in\n\nhis own terminology the various things he did. In the second column\neach was to indicate by a figure the order of importance, according to\nhis judgment, of the things he reported. In the third column he was\nto indicate the time per week devoted to each thing reported, and in the\nfourth column he was to indicate those things which, in his judgment.\noccupied too much of his time with the reasons therefore.\nI purposely avoided suggesting any headings or terminologies by\nwhich to guide those answering, as I felt the procedure used would\nresult in a more accurate picture of how superintendents analyze their\nduties and responsibilities and of how they apportion their time.\nAn analysis of these returns revealed two outstanding facts : first,\nthere is no standard terminology among superintendents by which to\nexpress what they do; second, there is no agreement among superintendents as to how to figure the time they devote to their duties, nor as\nto how the total time of each should be apportioned.\nIn reference to the things which superintendents do, after I had\nexercised a great deal of freedom in combining the headings used in the\n\nreplies received, I had thirty headings left, and no one heading was\nused by all, not even that of \"Visiting Schools.\"\nIt is rather a serious situation that but twenty-one out of thirty-nine\nindicated reading and study as one of the things done. This suggests\nthat it is not sufficiently a part of the superintendent's plans, else he\nwould list it. One superintendent emphasized that \"While I have no\ntime to read, I do plan.\"\nOne cannot help but note with interest the extent to which informing and leading the public is kept in mind. There is increasing evidence\n\n"}
{"page": 759, "printed_page": null, "text": "734\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nof the much greater attention given now to leading the public than was\nthought necessary ten years ago. Sixteen out of thirty-nine indicated\nby one term or another that this is one of the duties of the superintendent. Some used the term \"Participating in Civic Meetings,\" others\n\"Preparing Publicity Material\" and others \"Giving Lectures and Addresses. \" This duty was usually listed last or next to last in the estimates of its importance, whereas it probably belongs near the head of\nthe list. In actual practice it must occupy a leading place in all communities where there is enthusiastic public support of the schools. In\nmy returns, it occupied just one-tenth to one-eleventh of the week's\ntime-in other words, but a meager half-day per week. Such limited\nattention is clearly inadequate.\n\nThe total time devoted to their duties by superintendents varies\nfrom twenty-six to sixty-two hours per week, the larger percentage of\nthe total falling above forty-five hours. After listing sixty-two hours\nper week assigned to his various duties, the superintendent thus reporting indicated that, in addition to the sixty-two hours, his lunch time was\nall devoted to committee meetings. The superintendent next to the\ntop in number of hours per week devoted to his duties indicated fifty-\n\nnine hours. After tabulating these evidences of his strenuous life,\nhowever, he had a sufficient sense of humor left to indicate that he\nhad not counted the time spent in \"loafing and recreation.\" Another\nsuperintendent in reporting said \"I can't divide the time between my\nvarious duties, but 'I am on the job' from 8 A. M. to 10 р. м.\" But\n\nthirty of the thirty-nine superintendents reporting attempted to apportion their time. They assigned the major time to visiting schools, meetings, conferences, and office routine.\nIn view of the various pressures and demands put upon the superintendent's time, it is evident that it should be carefully apportioned on\nthe basis of a complete understanding of his duties and responsibilities\nas the executive and professional head of the school system in his community. That the superintendent of schools may not be a mere weathervane indicating by the use he makes of his time the demands made by\nothers, he must construct with approximate scientific accuracy a time\nschedule for his guidance. Against this theoretical schedule he should\nregularly check his record of the actual uses of his time. He would\nthus cease to be a weather-vane, and would become educationally a real\nrudder and guide in his community.\n\nCarefully constructed theoretical time schedules will vary with the\n\nsize of the city or other unit for which the superintendent is responsible.\nMany duties carried personally by the superintendent in a small or\n\nmedium-sized city are delegated in a larger system. This is particularly\ntrue in the largest systems.\n\n"}
{"page": 760, "printed_page": null, "text": "Department]\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n735\n\nUndoubtedly the superintendent's time schedule in a system of any\nsize should be determined by the objectives of public education in our\nAmerican democracy and in view of the administrative technique essential to the achievement of the results the intelligent public expects of\nthe public schools.\n\nThat these large objectives may be achieved, the superintendent\nmust adjust his time so as to give due attention to each of a large number of major lines of action. These lines of action may be variously\nstated, but every fundamental analysis of them must evidence that all of\nthe things done by the superintendent are for the purpose of establishing in each classroom of his system just two things : ( 1) the best opportunities and advantages for the education of the children that are possible with our present knowledge; (2) an attitude on the part of each\nteacher and every child toward their daily work such as will produce in\neach child from day to day the maximum of growth in all of the respects\nessential to the most complete democratization and socialization attainable by him. All that we may do and all the money that we may spend\n\nmust find its original excuse and final justification in what it promises\nand accomplishes in securing these two classroom essentials. By the\nsuccess and the economy with which we achieve each of these classroom\n\nobjectives must each of us be measured and judged as a practical, professional superintendent of schools.\n\nWhat then are the major things which a superintendent must do\nthat these two goals in classroom technique may be realized ? I propose\nthe following duties. The superintendent must, (1 ) gather information ;\n(2) study and plan; (3) determine educational programs and procedures for his city; (4) provide physical equipment ; (5) provide and\ndevelop his staff ; (6) finance the city's educational program; and (7)\npromote coöperation.\n\nIn doing these seven things one does a hundred included minor\nthings but these state adequately and functionally the large duties of\nthe superintendent.\n\nTime will permit us to note but briefly each of these lines of effort .\nFirst, information must be had as the basis for intelligent action.\nDefinite provision for gathering it in such form that its significant\nmeaning is apparent must be made. Most of it will pertain to conditions in the schools and in the city served by the schools. Some infor-\n\nmation, however, must be secured for comparative purposes regarding\nother cities and school systems. In a large system, such data is providedby the research department. In small systems this work must be\ndone by the superintendent and his stenographic help. However it may\nbe done and whether adequately or otherwise, it cannot be omitted. It\nis a fundamental prerequisite to any sort of rational action.\n\n"}
{"page": 761, "printed_page": null, "text": "736\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nSecond, studying and planning are evidently necessary to any type\nof action promising effective results. All data gathered must be discriminatingly studied and evaluated. The experiences of others elsewhere may be gathered in part through study. The great body of\nrapidly developing theoretical and experimental data must be studied\ncontinually if the superintendent's basis for action at any time is to be\nthoroughly up to date. As such study moves forward tentative plans\nformulate themselves. The superintendent's time schedule must make\ndefinite provision for studying and planning.\nThird, upon the basis of the data gathered and the studying and\nplanning done, the superintendent is ready to determine in conjunction\nwith the proper officials or associates the educational programs and procedures which should be extended or established in his city. The\ndetermining of these programs and procedures will require conferences\nand meetings with the supervisory and executive staff of the system,\nvarious groups of teachers, principals of schools, advisory citizens' committees, and the board of education.\nFourth, almost if not altogether more important than all of the\n\nother things he does is the task of selecting, assigning, and promoting\nthe growth and advancement of his official staff. It is important, first\nof all, in its effect upon child welfare, but it is almost as important in\nthe personal effects experienced by each teacher.\n\nIf this task alone\n\nwere always well done, good schools with resulting fine progress on the\n\npart of children would inevitably follow, even though the superintendent\ndid none of his other work well.\n\nFifth, in the light of the programs and procedures agreed upon, the\nphysical equipment required must be provided. Grounds must be purchased, buildings must be erected and furnished, and instructional\nequipment and supplies provided. All of these when rationally conceived\nare determined by the character of the school and school work projected.\nSixth, after programs have been determined and the equipment and\nstaff needs have been decided upon, the facts are available for settling\nthe financial needs of the system. The task of presenting in detail the\nfinancial needs of the schools belongs definitely to the superintendent's\nlist of duties. At this point the problem of making the necessary levies\nto raise the funds needed should be taken over by the board of edu-\n\ncation. As a matter of fact, however, most of us know how necessary\nit is for the superintendent of schools to give this board function his\ndefinite attention and stimulus.\n\nSeventh, both careful thought and much time must be given to\npromoting coöperation. This is best done through initiating, developing,\nand maintaining all policies and procedures, through democratic, cooperative counsel.\n\n"}
{"page": 762, "printed_page": null, "text": "Department]\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n737\n\nThe public must not only be kept informed, but ways of consulting\nit and using its helpful guidance must be employed, for the public is\nwilling and anxious to co-operate in any worthy educational program, but\nit is unwilling to have co-operation defined as giving its consent blindly\nto matters in which its wishes and welfare seem to have been ignored.\nThe attitude of the teaching staff and of the entire school officiary\n\nis similar to that of the public. There is no excuse for any school\nadministration which does not proceed in thoroughgoing coöperative\nfashion with all of the official family, of every rank or grade. Only\nby such a procedure is it possible for the entire official staff to participate\nin policy-making as well as in policy-executing.\nI believe that it may be assumed to be axiomatic that any use of\n\nthe superintendent's time which does not provide amply for working\ncoöperatively with the teaching staff is indefensible. Such coöperative procedure is necessary from at least three standpoints if the largest\neducational returns are to be made to the community served. In the\nfirst place, the combined thinking of the entire teaching staff insures\nthe adoption of better considered policies and of larger programs of\naction than could emanate from the superintendent alone or even from\n\nthe superintendent and a few supervisors. In the second place, it\ninsures the projecting of programs which all understand and for which,\ntherefore, they have more sympathy and enthusiasm. In the third\nplace, the growth experienced by the staff in helping to develop the\npolicies to be executed guarantees a more capable body of teachers to\ndo all the types of work the schools undertake.\n\nIf the spirit and method of the superintendent's administrative\nprocedure is democratically coöperative, it may definitely be expected\nthat this spirit and procedure will characterize the relationships of\nthe entire school system. This procedure is as necessary in each school\nbuilding and in each classroom as it is in the general relations in the\nsystem. It certainly possesses all of the values for the building and\nclassroom which it possesses for the system in general.\nAfter any superintendent has defined his tasks in the fashion most\nsatisfactory to himself and has apportioned his time theoretically as he\nfeels it should be spent in his city in view of his particular official\norganization, he must then frankly recognize that during any given\nperiod or year, \"best use\" means \"most needed use\" of his time. If he\nis new in the city he is serving, he will be compelled to assign much\n\ntime to getting acquainted. Just after the addition of a number of\nnew members to his board of education, practical expediency will\n\ndictate a temporary modification of the ideal definition of \"best use.\"\nIf a bond election is on, his theoretical schedule is certain to be badly\nskewed for a few weeks.\n\n"}
{"page": 763, "printed_page": null, "text": "738\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nThe important consideration that the \"best use\" may be made of\nhis time by the superintendent of schools under all circumstances is\nthat he and his immediate associates in his board and his staff shall\n\nkeep before them the two classroom essentials to be achieved through\nall of the manifold things undertaken and done in the name of public\neducation. To this end every possible opportunity should be taken\nto enable the public to realize what the superintendent of schools should\nbe able to do, and should be helped by them to do, that his time may\nbe spent with largest results to the city and schools he is serving.\n\nTHE BEST USE OF THE SUPERINTENDENT'S TIME\nCHARL O. WILLIAMS, SUPERINTENDENT SHELBY COUNTY SCHOOLS,\nMEMPHIS, TENN .\n\nI shall lay before you the workings of a county-school system in\na state that ranks forty-fourth in a recent nation-wide survey, and\nyou shall be the judges whether or not the superintendent has made\nthe best use of her time.\n\nMore or less time during the past six years has been spent in putting\nthe office on a business basis ; a filing system has been installed for\nthe safe-keeping of letters, deeds, applications, contracts, requisitions,\nbills paid and unpaid, etc., and after two changes have been made in\nthe books of the office a system of bookkeeping has been arrived at\nthat is adequate to the needs of the county. Sufficient clerical help\nhas been employed to keep this work always up to date and in ordera bookkeeper, two stenographers and a secretary to the superintendent.\nThe county covers 800 square miles of territory, has a scholastic\n\npopulation of 25,000-120 schools a monthly payroll of 600 employees,\nand spends $600,000 annually, exclusive of buildings.\nThe county is organized under the county unit system with a board\nof education for the elementary schools and one for the high schools,\nwhich system centralizes the work in the county superintendent's office\nand entails great responsibility, making her jointly responsible with\n\nthe chairman of both boards for the expenditure of this money and\nthe administration of school affairs.\n\nThe consolidation of white schools has been practically completed,\nthere being only two one-room schools left and eighty-five trucks and\n\nwagonettes transport these children daily to their respective centers.\nBuildings to the value of $1,250,000 have been erected and while more\nbuildings are needed and another bond issue is being asked of the\n\npresent legislature, the county is fairly well supplied. These buildings are equipped with steam heat, waterworks, electric lights, auditoriums, community rooms, home-economics kitchens, and sewing-rooms,\n\n"}
{"page": 764, "printed_page": null, "text": "Department]\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n739\n\nmanual-training departments and laboratories, all of which make possible many varied activities in the schools and in the communities.\nTo direct and encourage these activities and to keep them moving\n\nalways forward in the line of progress requires considerable help for\nthe superintendent. With that end in view a supervisory force of\nunusual capacity has been employed, consisting of a supervisor for\nelementary schools, one for home economics and science, one for high\nschools, and one for agriculture. The supervisor of 12 high schools is\nalso the supervisor of negro schools and has under her direction 3 negro\nwomen supervisors who aid her in looking after the interests of 16,000\n\nnegro children who are cared for, poorly in many cases, in 80 negro\nschools.\n\nThese supervisors bring to their work a wide range of experience,\nhaving actually taught in a number of states and in city and county\nschools, and having been trained in normal schools, the universities of\nTennessee, Chicago, Columbia, Cornell, and Peabody College. These\nhelping teachers are given a very free hand; they are there because\nthey are supposed to have ideas worthwhile and opportunity is given\nfor free expression of these aims. They are fully acquainted with the\ngeneral policies of the county and admonished to work in such a way\nas to help and not to hinder the work of the teacher, to stimulate and\nin no wise destroy initiative and originality on the part of the teaching\nforce.\n\nThis teaching force is the pride of the county and of the entire\nstate, and to them belongs a large share of the credit for having developed the county schools to the point they have now attained.\n\nThe\n\nloyalty and spirit of progress always in evidence in their ranks is a\nconstant source of inspiration to the superintendent and a stimulus to\nseek always the best in turn for them. For three years a high standard\nhas been maintained, the minimum requirement to teach anywhere in\nthe county being two years of normal school above the high school .\nThese teachers come from everywhere, and they go everywhere for\ntraining-101 out of 220 of them were to be found in the student\n\nbodies of 22 leading summer schools last year. A bonus of $50 to\n$100 paid on their expenses with the first month's salary after their\n\nreturn to the county brought back many of the best teachers and prevented that large turnover that is so detrimental to school progress.\nA salary campaign was waged last April, a result of which was this\nbonus for summer training and a 30 per cent increase in salaries to\nbe paid for ten months instead of nine.\n\nThe superintendent and supervisors meet the teaching force in a\npurely social way twice a year, in the beginning in a good old- fashioned\n\nparty with the principals as their guests at the home of the superinten\n\n"}
{"page": 765, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n740\n\n( Superintendence\n\ndent, and at the close of the year at the annual teachers' luncheon\nwith the entire body. This policy is pursued, first of all, because it\nis an exceedingly pleasant thing to do, for these teachers are men and\nwomen of culture and varied experience and quite worth knowing.\nWe usually do things readily for people we understand and likeand however egotistical it may sound, the superintendent and supervisors honestly believe that the teachers would like them if they only\nknew them, and that they would, because of that sincere friendship,\nwant to help them make the school system go.\nThe presidents of the parent-teacher associations are likewise the\n\nguests of the office force once a year, and it has been found that the\ntime has been well spent, for at such meetings barriers of mistrust\nand misunderstanding are cleared away and ties of confidence and\ncoöperation set up in their place.\nThe county superintendent being a woman, it is necessary that she\nkeep in touch with activities that are of interest to women. For this\n\nreason she keeps up her membership in a rural federated club, in the\nbusiness and professional women's club, and in one of the largest\nwomen's clubs in the South, and has charge of the Americanization\ndepartment in the State Federation of Women's Clubs. If she were\n\na man she would be found among the Rotarians, Kiwanians, Civitans,\nor some other organization that has for its object the promotion of\ncivic welfare.\n\nWhen the opportunity and call for service came, she\n\nspent three weeks at the legislature working for the ratification of\nthe Susan B. Anthony amendment and during her term of office she\nhas been a member of the Education Committee of the Chamber of\nCommerce.\n\nI cannot emphasize too strongly the great opportunity this participation in civic affairs offers to superintendents; the opportunity to keep\neducation in the front rank in the minds of the people is too great to\nbe neglected, and the opportunity to keep human and practical is not\nto be scoffed at.\n\nThe county is very well organized for purposes of social and community development, there being a parent-teacher association for each\nschool and a county council composed of their presidents which meets\nmonthly, and a county council of agriculture. It is a wise superintendent who keeps his hand on the pulse of such organizations so that\nhe may secure the maximum of coöperation from them in the pro-\n\nmotion of educational interests. The superintendent is always represented at these county councils by one or more supervisors who keep\nin the background, but ready at all times to come forward with suggestions. This is the great opportunity for clinching the work that is\nalready being done and for building up and educating public sentiment\n\n"}
{"page": 766, "printed_page": null, "text": "Department]\n\nUSE OF THE SUPERINTENDENT'S TIME\n\n741\n\nfor whatever new work is being contemplated. Then when a movement is launched in the county it usually has enough supporters to\ncarry it to success-at least, not one has failed so far.\n\nDoes this take time? Many days and nights the superintendent\nspends out in the county on missions of this nature, and though the\n\nphysical effort is exhausting, she always returns buoyed up with the\nfeeling that it was all worth while.\nTo be a little more specific, every Saturday morning is conference\nday for all of the teachers; every Tuesday morning the supervisors\nmeet; the third Thursday morning the council of parent-teacher associations meets ; and in the afternoon the county council of agriculture.\nThe first Saturday morning is set aside for the general teachers' meeting followed by departmental meetings in charge of the various supervisors; the third Saturday morning is reserved for the principals' meeting. On the second Saturday morning the supervisor of the negro\nschools conducts in a nearby school the negro teachers' meeting on the\nsame general plan as the white teachers' meeting. An effort is made by\nthe superintendent to attend for a short time, at least, all of these\nmeetings.\n\nThe best work, of course, is done in the supervisors' weekly conference when reports of the past week's work are given, plans of visiting\n\nand office work for the following week made out, and discussions of\nvital interest to the school work take place. The Saturday mornings\n\nare perhaps the most interesting of all the days for then it is that any\nteacher from any part of the county may come to discuss anything she\nmay have on her mind and sometimes the office force close their\ndesks at one o'clock, breathless from the variety and number of inter-\n\nviews which have taken place.\nThe teachers are asked to apply for their positions in March ; after\nthat the superintendent, supervisors, principals, and teachers themselves\nconfer about their return to the county. The work is assigned as early\n\nand as wisely as possible, suggestions are given for summer study, and\noff they go. The supervisors and principals recommend the teachers\nto the superintendent, and she in turn to the Board, though the law\n\nin this state gives that power exclusively to the Board.\nThe most difficult and, at the same time the most telling work, is\ndone in the superintendent's office during the summer months when the\n\nschools are not in session. The work of the next year is carefully\nplanned, the course of study revised, supplies ordered, vacancies filled,\nteachers' meetings planned in a general way, programs studied, visits\nmade to the various summer schools of the state which supply the\nteachers, and the conference of one week just before the schools open\nis planned in detail.\n\n"}
{"page": 767, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n742\n\n(Superintendence\n\nThis conference is the index to the year's work; new teachers are\nat once made acquainted with the county as a whole and cordial and\nhelpful relations are established between them and the supervisory\nforce.\n\nThe presidents of the parent-teacher associations meet one day\nwith this conference as do members of the Board.\n\nThe negro teachers are trained for six weeks before they begin\nwork in their schools.\n\nFive hundred attended the summer school last\n\nyear which was taught by a faculty of twenty leading teachers and\nsupervisors of the white schools in that section of the state.\n\nA meeting with the wagonette drivers is held and one with the\njanitors at which electrical and heating experts and plumbers instruct\nthem in the care of the buildings.\nThe boys' and girls' club luncheon, the oratorical contest, the athletic\ncontest, the Tri-State Fair with its twelve school and community ex-\n\nhibits, the community fairs, the graduating exercises, and school entertainments throughout the year demand a fair portion of the superintendent's time.\n\nThe work with the legislature and the county court in pursuit of\nfinances is the most tiring and time-consuming of all the tasks which\nlie before the superintendent.\n\nSchools are visited in company with the supervisors, one whole\nday being given to the large schools as often as it can be arranged and\na faculty meeting is always held at the close of school when interesting\nand helpful discussions take place. Service on the textbook commission\n\nand the child-welfare commission of the state seemed necessary and\nwas sandwiched in between other duties one midsummer.\n\nTo sum it all up this superintendent has attempted to be the whip\n\nall along the line, encouraging, stimulating, applauding, keeping in the\nbackground and letting those who do the actual work receive the credit\n\nfor it and to build up an esprit de corps based on mutual help and\nfriendship that would stand the shocks of time and hold together\nagainst the forces of discontent and disintegration incident to any\norganization.\nAndrew Carnegie is reputed to have said that he could not make\nsteel himself, but that he knew a steel-maker when he saw one. Obvi-\n\nously, the best use of a superintendent's time is to find out what needs\nto be done and then to select the men and women who can do most\n\nefficiently the things that he wants accomplished and to be the dynamo\nthat keeps his organization going like well-oiled machinery all the time.\nEvery superintendent should reserve for himself some time for\n\nthe social side of life, some time for light reading as well as for professional reading and research and should frequently reserve an evening\n\n"}
{"page": 768, "printed_page": null, "text": "Department]\n\nTHE PROBABLE FUTURE of EDUCATION\n\n743\n\nfor a lecture, a concert, or the opera. Educational journeys into other\ncities, counties, and states are worth while for the sake of measuring\none's own work and for the acquisition of new ideas.\n\nTime could not possibly be better spent than in attending the\nmeetings of the National Education Association and the Department\nof Superintendence. There is need for a great professional teachers'\norganization in the United States. Such an organization ought to\nexercise a wide influence in shaping the educational policies of the\ncountry both nationally and locally; it ought to include the major part\nof the teaching profession; it should eschew ultra class consciousness\nand seek to hold the respect of the thinking laity of the nation by the\nselection of wise, sane leaders. Such an organization ought to be\ndemocratic in its organization and government. If we can weld the\nprofession into a cohesive, coöperative organization with the interests\nof the children of our country fundamentally at heart, we will have\ngone a long way toward solving the problem of creating a public sentiment willing to finance a truly efficient system of public schools. The\nNational Education Association essays to be such an organization and\nit deserves the whole-hearted coöperation of every superintendent in\nthis country who has made this cause his own.\nTHE PROBABLE FUTURE of EDUCATION IN THE\nUnited STATES—ITS POLICIES AND PROGRAMS\nHENRY SNYDER, SUPERINTENDENT OF SCHOOLS, JERSEY CITY, N. J.\n\nThe past forty years have witnessed greater development, expansion,\n\nand extension of educational systems than the preceding centuries\nof educational effort. In believing this we cannot claim that the improvements made are more valuable or more important than those which\n\npreceded, for they are necessary consequences and must be regarded, so\nfar as they can be so regarded at the present time, as the opening of the\nflower and the ripening of the fruit of seed planted during centuries of\nstruggle for educational progress. We have seen a reversal in the attitude of the teacher toward the pupil, in the character of the control exercised, and in the notion of the purpose of the instruction given. Compulsory attendance laws have been enacted. Juvenile courts, separate\nfrom the criminal courts, and parental schools instead of prisons have\nbeen established for juvenile offenders. Plans for the more flexible\ngrading and the more logical classification of pupils have been adopted,\nand the need of regrouping the grades of the school has been recognized.\nThe subjects of study in the elementary schools have been simplified\nby elimination and correlation, and courses of instruction are varied\nand adapted to suit the needs of pupils. Reliable tests for the accurate\nmeasurement of scholastic attainment and of intelligence have been\nformulated. Increased emphasis has been placed on the professional\n\n"}
{"page": 769, "printed_page": null, "text": "744\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\ntraining of teachers and on the opportunities and facilities for giving it. The health of children has been provided for by improved\nbuildings, systematic physical training, medical inspection, and playgrounds. Special classes for the training of children who are delinquent, backward, anaemic, defective physically or mentally, or exceptionally gifted have been established. The development and expansion\nof the high school, with its many optional courses, has been phenomenal.\nA new field of education has been opened by the organization of vocational education and trade schools, and the period of instruction for\nthose who leave the regular schools has been extended by the establishment of continuation schools. School age has been extended. Evening\nschools, courses of evening lectures, and special schools of different\nkinds have been multiplied. Special attention has been given to persons\nof foreign birth and to illiterates. The organization of community\ncenters has made the schools more useful to the people. Universities\nhave given their valuable assistance to furthering the progress of education by the establishment of departments or schools of education.\nThese activities may be designated as accomplishments, or movements, or only as experiments or tendencies, but they all evidence the\n\nincreased interest and faith of the people in the schools, and reveal and\nillustrate the principles and policies which will direct the progress of\neducation in the future. Such is my faith in the devotion of the people\nto the schools, that I believe that these will be applied so rapidly and\nextensively that the benefits of their operation will soon be felt by the\nremotest child.\n\nOf primary importance is the conviction that the people are committed to the protection of childhood. This period must be preserved\n\nfor the child and must be freed entirely from mercenary exploitation,\nwhether by parent or employer, in order that it may keep healthy and\ngrow strong, and be able to profit by the facilities for education which\nare offered. Play has been recognized by the schools and in many\nforms of legislation as necessary to the full development of the child,\nand opportunities for participating in it, not only as a means of furnishing recreation and improving health, but as a method and stimulus of\n\ninstruction, must be greatly multiplied.\nEducation, in its most comprehensive sense, is fundamental to all\n\nlife's activities and is the most vital interest of the people. It is the\nsurest safeguard of a democratic nation and the most important function\nof government. General literature and the utterances of statesmen are\nfull of expressions of this sentiment. The revelations of the deficiencies\n\nof our young men, mental and physical, made by our national authorities in recruiting for war service, appeared startling, and showed, what\nevery well-informed person already knows, how far we have fallen\nshort of our pretensions; but they have also served to arouse the\n\n"}
{"page": 770, "printed_page": null, "text": "Department]\n\nTHE PROBABLE Future oF EDUCATION\n\n745\n\nnation in its crisis and to assure the constant practical exemplification\nof its faith in education for the future.\n\nThe future will enforce the policy of the conservation of human\nresources .\n\nIt must be the test and mission of advanced civilization to\n\ndevelop in the highest degree all the possibilities of every human life,\nto train it to be useful and to enable it to make what contribution it\n\ncan to human progress. /In our educational scheme we must inventory\nand classify all the life-forces of our country. We must train every\nlife effectively so that it may take its proper place in the social struc-\n\nture and may be counted as an asset to the country.\nEducation will be universal in every sense of the word. It will in-\n\nvolve all persons of all ages, will include all subjects of instruction desired by the people, and may be given at any time. It is universal,\nalso, in the interest which it arouses, in the appeal which it makes to all\nindividuals, whether in school or not. We are fast approaching the\ntime when, in considering problems of education, we shall, as a matter\nof course, consider the relation of every individual, young or old, to\nthe process of education, what he ought to receive, or what he ought to\ngive. We shall then assume that it is the duty of the state as well as\nof every individual to recognize this connection. The schools are in-\n\nevitably connected with every public or social problem, and instruction\nin the schools is usually demanded for assistance or preparation in\ntheir solution. The schools will be expected to respond readily to these\ndemands. Because of the wide difference in the needs of the people\n\nand in the hours of labor, we must be ready to offer instruction in any\nsubject, when requested by sufficient numbers, at any time of day or\nnight. As the hours of labor decrease-a tendency which is bound\nto continue-more attention must be given to the training of children\nfor the profitable enjoyment of their leisure time when adults. I like\nto recall the argument of Aristotle, who, if he were alive in these days\nof moving pictures and popular dramas, many of which are harmful,\nwould not allow the forces of evil to monopolize these most enticing instruments of attractive entertainment, nor would he rely only on censor-\n\nship, but, as a teacher, he would himself use them for inculcating correct taste.\n\nEqual opportunities for education ought to be offered to all.\nWhether it be considered from the standpoint of the benefit of\n\nthe individual, or the welfare of the state, all should be able to take\nadvantage of every approved educational privilege. As the state considers it necessary to remove illiteracy, it should offer education to all\n\nilliterates equally. Only by the application of this principle will the\ntroublesome problem of comprehensive, effective, rural education be\nsolved. Its solution will go far toward counteracting the movement of\npopulation to the cities, but, what is more important, will be of incal\n\n"}
{"page": 771, "printed_page": null, "text": "746\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nculable advantage to the children and to the state. Ordinarily we think\n\nmainly, and often only, of elementary education./ What is in my mind\nat this time is that all forms and varieties of instruction and training,\nwhich are or will be offered to children or adults in the most ad-\n\nvanced system of education, must be offered to all. The problem is\nextremely difficult of solution, but it can and will be solved.\nWe must modify the prevalent conception of the purposes and\nideals of education. Formerly education was mainly individualistic;\nthat is, it aimed at the good of the individual, at his success in the associations and transactions of everyday life-in other words, at his success in his occupation. He has been urged to believe that the tetter his\neducation, the greater his earning power. To the person of foreign\nbirth the only appeal is still, too often, that education enables him to\nget a better job. Spencer's definition of the purpose of education can be\naccepted now as only partially true if the individual is trained to live\n\nfor himself alone. He must be trained for complete living as an individual, as a member of society, and as a citizen. We must prepare him to\nunderstand not only his privileges and opportunities, but his obligations to his fellow-men and to the state. When we thus state the pur-\n\npose of education we must not think of it as a process applied to the\nindividual, but as a system, as an organized plan, applied to all individuals as related to each other, and to the state, and when we think\n\nof the individual we must keep in mind all the members of society,\nadults as well as juveniles.\nNext to moral character, health is the most valuable asset of a human\n\nbeing. Although much progress has been made by child-welfare agencies,\n- by physical training, and by medical inspection in the schools, thorough\nhealth training has received less attention than intellectual training.\nIt required a great war to arouse the American people to a determination to protect the health of the children. In view of the combination\n\nof the work done in the schools for this purpose with other co-operat-\n\ning agencies of government, it is probable that the first notable accomplishment in the education of the future will be the rapid improvement of the health and strength of children and of adults.\n\nThe\n\nmental characteristics, aptitudes, and inherent possibilities of children,\nand the effects and propriety of educational processes, methods, and\n\nmaterial can be determined accurately only by scientific study and investigation . The empiricism of the past must yield to the demand for\nscientific analysis and evaluation. It is more important that the educational laboratory of the future shall be able to discover and suggest a\nsure remedy for deficiencies in children than that an agricultural laboratory shall prescribe a remedy for the failure of crops or the disease\nof cattle, valuable though this be. As the broader aim in education is to\nsecure permanence of right impression or instruction and habit, means\n\n"}
{"page": 772, "printed_page": null, "text": "Department]\n\nTHE PROBABLE FUTURE OF EDUCATION\n\n747\n\nmust be found for ascertaining the permanent effects of educational\ncourses as they are found in adults. It is one of the serious difficulties\n\nin education that judgment of results, whether good or bad, is sure only\nafter the lapse of years, but the difficulty must and will be overcome.\nSuch investigations must lead to a revision and improvement in methods\nand changes in courses of instruction.\n\nStandard tests of proficiency and methods of measuring intelligence\nwill have a constantly increasing influence. Such tests should not, however, have the result of definitely and finally assigning a pupil to a course\nof training which will limit his possibilities or opportunities for improvement. History presents so many cases of individuals who were dull\n\nin childhood or whose peculiar capabilities had no opportunities for\nexercise, and who later were notable in many different fields, that finality of judgment in such cases, even after what seems to be decisive\ntests, is dangerous.\n\nVocational and trade training should be emphasized and extended.\nOpportunities should be given pupils of entering pre-vocational and\nvocational courses in order that they may become familiar with vocational processes, and that their adaptability to individual vocations may\n\nbe discovered. There will be developed in the future a plan for general\ntrade training in the schools by the coöperation of trade organizations\nwith school authorities. Experience and further study of the problems\ninvolved will undoubtedly remove present differences of view. Past\nevents, including the approval of trade training by labor authorities,\npoint to this result. Something of this kind must come to pass if apprentices in sufficient numbers are to be trained. General fundamental\ntraining must be provided for all. While we may give training for\nspecial occupations we must give such general training as will at the\nsame time enable the youth to participate satisfactorily in all the duties\nof the citizen. Too great specialization, which excludes general education, and narrowness of training lead to narrowness of view and are\ncontradictory and prejudicial to the social aim.\nSpecial pains must be taken to inculcate in pupils a belief in the\nworthiness and dignity of labor. Education has placed emphasis upon\nthe training which aims to improve the industrial and social conditions\nof the pupils. All labor cannot be called \"skilled\" as that word is usually\nunderstood. It is difficult to escape the conviction that if the impetus\nnow constantly given to the young to prepare themselves for skilled\noccupations continues as pressing and successful as it has been, if all\nthe other forces now at work and to be added in the future continue to\n\ninduce all to seek education, and if foreign laborers are excluded, the\ntime will come when there will not be sufficient workers who lack edu-\n\ncation. To deny this is to admit that efforts to make men seek education\nwill fail. Then, besides, there will be those who will be directed by\n\n"}
{"page": 773, "printed_page": null, "text": "748\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nexpert judgment to unskilled labor by reason of their fitness for it.\nTheir work should not be disparaged. Pupils should be taught that all\nhonest work is worthy and honorable to the educated man.\n\nMore\n\nample facilities for college education should be provided. Industrial,\ncommercial, and professional pursuits, as well as operations connected\nwith the war have emphasized the value of this kind of training, so that\nmore young people than ever before are ambitious to secure it. Facili-\n\nties for giving it have not, however, increased proportionately. The\nsplendid buildings and equipment of existing colleges discourage attempts to establish competing institutions. On the other hand, some\ncolleges cannot receive all applicants, or they are seeking to secure the\nmost brilliant students and are enforcing regulations which exclude\nthose who, from their viewpoint, are less desirable. I should like to see\nestablished throughout the country at the public expense many \"neighborhood colleges.\" The extension courses of the universities are now\ndoing much in this direction, but they cannot perform the functions of\ncomplete, well-organized institutions. The country will always need\ntrained leaders, and such institutions will increase the opportunities to\nthe youth to qualify for leadership.\nOfficial organization must be created for securing, testing, evaluating, and applying fruitful advice given by those interested in education\nor affected by educational processes, and for disseminating among the\npeople accurate information regarding the aims and results of educational work. Such a comprehensive agency might be established by\neach of the states because of their widely different special interests, but\nmultiplication of effort and waste of money would be avoided by its\nestablishment by the national government. The United States Bureau\nof Education, the National Education Association, and organizations\nof local establishment are doing much valuable work along this line.\nThe quick response of the schools to the conclusions of the investigations of agencies organized by private initiative and conducted by\nexperts not officially connected with the schools is proof of their notable\nservice, and demonstrates the value of a more comprehensive organization. Such a tribunal cannot prevent the expression of ill-considered\nopinions on educational matters, but it could effectively counteract their\ninjurious influence, especially when uttered by persons of prominence.\nI cannot refrain from citing a typical illustration. Secretary of State\nColby is quoted as saying recently, referring to our representatives in\nSouth America, \"I wish our schools would clean out the rubbish from\n\ntheir curricula with which they agitate the youthful mind without improving it. Better than a smattering of botany, biology, zoology, astronomy, trigonometry, plane, spherical, or anything else, the youth of\nAmerica should be schooled in languages,\" and more of similar irrational import. In saying this, Mr. Colby does not agree with Herbert\n\n"}
{"page": 774, "printed_page": null, "text": "Department]\n\nTHE PROBABLE FUTURE OF EDUCATION\n\n749\n\nSpencer or with the logic of the educational decisions of the past. If\nthe ex cathedra utterances of such a high official did no harm, we might\npardon him for throwing the spotlight on Spanish and Portuguese with\n\nsuch theatrical effect. Mr. Colby ought to know that just as soon as the\nSecretary of State or the President lets it be known that all our repre-\n\nsentatives in the consular service will be chosen solely because of their\nknowledge of the languages of the people to whom they are sent, and, in\nspite of what Mr. Colby says, of their scientific, industrial, and commercial training, and not for other more questionable reasons, he will\nhave more well-qualified applicants for such positions than he needs,\neven though all the students in our schools do not study only languages.\n\nThe schools admit readily that that is their job and they are only waiting\nfor the Secretary of State to give them a chance to perform it.\nAmong the great improvements and devices used in teaching may\nbe mentioned the extension of visual instruction and vocational guidance, which connects the scientific study and analysis of the pupil's\nattainments and mental and physical potentialities with his future career.\nState school legislative codes must be redrafted in order to reflect more\n\naccurately the newer and more comprehensive educational notions, to\ncombine school districts, and thus to increase the unit of administration,\n\nto improve all the schools, particularly those in rural sections, to improve\nthe professional status of the teacher, to increase his qualifications, to\nelevate the standard of professional training and make it more easily\nobtainable, to include the policy of giving him permanent tenure, to\nprovide greatly increased remuneration so that it will not be possible\nto classify him with those who are most poorly paid, to increase school\nrevenues, and devise effective methods of raising them, to provide adequate means for enforcing parental responsibility effectively, and for\nsecuring parental coöperation, and to secure the harmony and cooperation of all governmental agencies affecting the welfare of children.\nand the education of both children and adults, much of whose time\nis now wasted and much of whose work is rendered valueless or harmful\n\nby duplication or a conflict of authority.\nIn considering changes in education we must consider the consequences of events of national importance. Disarmament and general\nworld-peace, while not yet accomplished, must eventually come. With\nthese will finally disappear the demand for special training for war in\nour schools and colleges, and our courses of instruction must reflect\nour new relationships with other countries. As the prohibition of the\nliquor traffic becomes effective, the immediate results ought to be the reestablishment of parental authority and the closer coöperation of the\n\nfamily with the school. Universal woman suffrage means more than\nvoting. It means that women, hereafter, will participate in governmental affairs as much as men, and that instruction in civic matters\n\n"}
{"page": 775, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n750\n\n[ Superintendence\n\nmust be made to appeal to them equally strongly. We may confidently\nexpect that the advancement of education will reflect woman's influence.\n\nThe idol of German education has been suddenly shattered. Its aim,\nnot clearly seen before by democratic eyes, has been revealed as an\nagency for nourishing and fostering despotic autocracy in world-dominion, in world-commerce, and in world-industry. Its disgrace must\nbe a lesson and an inspiration to us. With constantly increasing fervor\nwe must hold fast to our determination that our youth, and in fact all\nour people, must know our country, must understand our institutions,\nmust constantly be guided by our national ideals, and must be ready\nalways to give \"the last full measure of devotion.\" But they must not\nbe misled into an egotistic assumption of national supremacy or worlddomination.\n\nRather should they seek to encourage the extension of\n\ndemocratic government and share with others the blessings of its rule.\nThe humanitarian impulse which has prompted our country to contribute\nuntold millions to the relief of the destitute of other countries should\n\nalways tincture our education.\nIf I interpret the history of our country accurately, from the miracle\n\nof Washington's successful leadership, through our dangerous crises to\nour present position of titanic power, punctuated at times by displays of\nirresistible might, at others by the exercise of unexampled international\nmagnanimity toward the weak, I must feel that the Almighty raised and\npreserved this nation to exhibit to the world the beneficence of the rule\n\nof the people. American education, while aiming in all ways to promote\nthe welfare of the people and to exalt the nation, must teach this lesson\n\nof our destiny. Appreciating the sincerity and unselfishness of our\nhistoric purposes, the world will not merely be safe for democracy, but\nwill yield in willing submission to the peaceful conquest of democracy\nand its educational ideals as it never did to the conquest of arms.\nTHE RECONSTRUCTION\n\nOF AMERICAN EDUCATION\n\nLOTUS D. COFFMAN, PRESIDENT, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\n\nThere are those who believe that American education is in a critical\n\nand perilous situation, because many communities are seriously questioning their ability to finance public education, either on the war or the\n\npre-war scale. These same communities are struggling with the difficult problem of securing sufficient revenue to keep the machinery of\ngovernment together. Two causes have contributed to this situation.\n\nOne is the war, which laid a heavy hand upon all kinds of property.\nThe burden of taxation is onerous and will remain so for many years\nto come. As a consequence, everyone is urging economy. All lines of\nbusiness are feeling the pressure and public officials everywhere are\nanxious to reduce taxes.\n\n"}
{"page": 776, "printed_page": null, "text": "Department] RECONSTRUCTION OF AMERICAN EDUCATION\n\n751\n\nA SECOND CAUSE OF DIFFICULTY\n\nThere is another cause more fundamental than the war that has\n\ncontributed to the difficulty of the present situation. It is the theory\nthat public education, from the very lowest to the very highest grade,\nincluding the university, should be free and equally open to all. We\nhave assumed for generations that the strength, the hope, and the perpetuity of democracy depends upon maintaining a high level of general\nintelligence among all the people. In early days, we preached the\ndoctrine that this ideal could be attained by graduation from the elementary school, but as life grew complex and more intricate, and the social,\npolitical, and economic problems more difficult of solution, we gradually\nextended the period of education. Private secondary schools became\npublic high schools. The compulsory attendance age was raised. We\nbegan talking about graduation from high school as the right of everyone\nand as the proper basis for the exercise of suffrage. Secondary education was popularized. It is still increasing in popularity. More than\ntwo million students were in private and public schools in this country\nlast year. More will be in high school next year. And with this\nincrease in registration the cost of education will increase. But this\nis not the end of the story. Our higher educational institutions are\nalso crowded with students.\n\nIt is clear that this aspect of the present situation cannot be con-\n\nsidered apart from the spirit and social philosophy of democracy. For\ncenturies the spirit and philosophy of democracy have rested not upon\nclass distinctions, but upon equality of rights and equality of privileges.\nThese are ideals that should not be given up hastily. When once\nabandoned, we have no sure foundation for the preservation of many\n\nof our most worthy traditions, such as the freedom of assemblage, the\n\nright of trial by jury, and freedom of speech. We have long known\nthat ability does not necessarily reside with the rich, and that it does\nnot necessarily reside with the poor. There are able and good men\nwho are rich, and able and good men who are poor. Leadership comes\n\nfrom both. The only true basis for class distinctions in a democracy\nshould be founded upon ability.\nDOCTRINE OF ALTERNATE LEADERSHIP\n\nThis theory has been recognized in the past and provision has been\nmade for it in our scheme of education. The merest tyro of a student\nof social progress is aware that all phases of life have been slowly but\nsurely transformed during the last generation, and that this transformation has expressed itself in differentiation of function. Every artisan\n\ntrade is highly specialized. So also are the professions. The doctor of\na generation ago was a general practitioner, but today he is a specialist\nupon some disease or some part of the human anatomy. The engineer\n\n"}
{"page": 777, "printed_page": null, "text": "752\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nof a generation ago had a general course in engineering, but today he\nis a specialist in mechanical engineering, in electrical engineering, hydraulic engineering, highway engineering, chemical engineering, or\nscientific management. Business, once a trade, is becoming a profession\nwith its lines of special service. Every large establishment has its\nexpert advertiser, buyer, credit man, sales chief, accountant, and business manager. Every large bank has its expert upon insurance, industrial loans, farm loans, foreign exchange, credits, income tax, inheritance, occupation, and profits tax. More and more, we are relying upon\nthe persons of unusual training, experience, and skill. This is what\nis called the doctrine of \"alternate leadership.\" A clear recognition\nof it and a willingness to subscribe to it is basic to the very existence\nof a democracy.\n\nBut can we rely upon alternate leadership entirely? If so, does\nit mean that only a few shall receive this training? Are there not many\ncommon problems which demand a high level of intelligent understanding for their solution ? What is the meaning of suffrage, anyway ?\nShall we always follow blindly after the leaders ? Shall we, when\ncommunity health, community safety, and community welfare are at\nstake? Should I, as an individual not have some intelligent opinions\nupon them ? Moreover, does not the safety and value of real leader-\n\nship depend upon an intelligent constituency? Will it not become\ndemagogic and untrustworthy under other conditions ?\nEDUCATION THE GREAT NEED\n\nToday we are facing the most momentous issue any generation ever\n\nconsidered. We are working, frequently with singular ineptitude, at\nthe solution of our labor problems, the rehabilitation of our currency,\nthe payment of the war debt, the reconstruction of our economic system,\nand the determination of our foreign policies. These are not matters\nto be left for settlement entirely to a sixth grade nation. These are\nnot matters for children to dispose of. They require maturity ; they\nrequire study. More training than American people have yet received\nmust be provided before they are ultimately disposed of. It would\nbe tragic for the destiny of the nation for all such matters-matters\nwhich depend for their final solution and administration upon mutual\nunderstanding-to be left to the social reformer and the professional\npolitician.\n\nShould the schools of the country not provide for this common\n\neducation of the people, what will happen? Exactly what has always\nhappened. The people will provide for it themselves. They will or-\n\nganize classes, groups, and societies for the study of such questions.\nThey will tax themselves voluntarily for the support of these classes,\n\ngroups, and societies. They will not be denied the opportunity to study\n\n"}
{"page": 778, "printed_page": null, "text": "Department ] RECONSTRUCTION OF AMERICAN EDUCATION\n\nand to learn.\n\n753\n\nThe history of public education shows that all matters\n\nand all problems fundamental to the life and welfare of the people\ngenerally are first considered in this way, and that later they become\na part of the instruction of the established school system.\nIf this is a correct analysis of the situation, then certain conclusions\nare obvious. Education will not go backward, it will not stagnate.\nOn the contrary, it will expand and become more universal. In becoming more universal, it will include many phases of adult education.\nThe necessity of providing for adult education has been emphasized\n\nby four things : (1) the appalling illiteracy revealed by the war ; (2)\nthe necessity for thorough-going constructive work in Americanization ;\n(3) the failure of Congress to place any limitation upon immigration ;\nand (4) the impelling desire of people of all ranks and stations to\nbecome familiar with the problems of the day.\n\nA public school may not be any more of a community center in the\nfuture than it has been in the past, but certainly classes in public education will be located in many parts of the city and country. Teachers\nwill continue to go, not merely with the spirit of missionaries to teach\nmen to read and write, but what their duties, their obligations, their\n\nresponsibilities are, and the money for this program will be found.\nThe demand to save is wise and should result in the introduction of\n\nevery conceivable internal economy that does not in any way impair\nthe efficiency of the educational product. But the savings thus made\n\nwill not be enough to finance the schools of the future. New sources\nof revenue may be uncovered. They may be found in taxing the extravagances of the people. Should a sales tax upon tobaccos, moving\npictures, soda water, and chewing gum prove impractical, it should not\nbe forgotten that with a revival of industry, increased production and\nincreased wealth may be adequate to supply all money actually needed\nfor the support of the schools .\nREVISING THE TAXING UNIT\n\nClosely associated with the problem of finding sufficient revenue\nis the problem of revising the taxing unit. Hitherto, education has\nbeen regarded as a community and a state function. These two have\nnot so correlated their burden, and the states have not always so administered the various phases of education that education has been\n\nequal, free, or democratic. Equality of educational privileges in the\nUnited States is still a dream.\n\nFree education does not exist for all\n\nchildren, and education in many respects is far from being democratic.\n\nThe first step in the reorganization of the taxing unit, in my judgement, would be the establishment of the county as a unit. A large\n\nshare of the school taxes should be levied in common upon all property\nwithin the county. A county board of education should be created\n\n"}
{"page": 779, "printed_page": null, "text": "'NATIONAL education ASSOCIATION\n\n754\n\n[ Superintendence\n\nwith power to choose a county superintendent of education. The board\nof education should also have power, within limits, to determine the\n\nlength of the school term. Many communities within a given county\nare so poverty stricken that they are unable to maintain schools a\nreasonable length of time during the year, or to pay teachers a reasonable salary. It is difficult to think of a more inefficient system than\nthe present local district system. It is the product of earlier days. It\nhas long since outlived its usefulness ; and yet with all of its weakness,\nit should not be entirely stifled. It has its virtues and strengths, but\nits partial abandonment would make it possible to raise more money\nand to distribute it better.\n\nIn addition to the money raised by the local community and the\ncounty, the state should continue to contribute its share. The share\nthat the state should contribute is a matter that remains to be deter-\n\nmined. While the state may assess a limited tax upon all the property,\nit will be possible for it to find other sources of revenue. There may\nbe a gross-earnings tax, an income tax, an inheritance tax, or a sales\ntax, in addition to the funds accruing from the permanent common\nschool fund .\n\nAnd finally, the federal government should and can raise additional\nfunds for the support of public education; it should grant special subsidies for all those phases of education that are essentially of national\ninterest. It will be difficult to determine exactly what these phases are.\n\nThere will necessarily be considerable overlapping, but certainly health,\nilliteracy, Americanization, and the training of teachers would fall\nwithin this category.\n\nEducation is not a local problem merely. It is a matter of state\nand national concern.\nSHORTENING\n\nTHE PROGRAM\n\nImportant as are the revision of the taxing units, the raising of\nsufficient revenue, and the inclusion of phases of adult education, there\nin another problem, perhaps even more important than these, that\ndeserves consideration. I refer to a shortening of the program of education and an adjustment of it to correspond more nearly to individual\ncapacities and to the occupational and professional choices of students.\n\nThe first of these propositions, the shortening of the program, frequently involves a discussion of administrative devices such as the\nestablishment of junior high schools and junior colleges. It can very\neasily be shown that most of the administrative adjustments, no matter\nhow much notoriety they may bring their authors and proponents, seldom result in improving teaching. The program of American education may not be materially shortened by such devices. It is far more\n\nlikely to be shortened and improved by such movements as that of\n\n"}
{"page": 780, "printed_page": null, "text": "Department] RECONSTRuction OF AMERICAN EDUCATION\n\n755\n\nunified mathematics, of general science, and of the reorganization of\nthe social sciences.\n\nThe time has come when more attention should\n\nbe given to the study of the materials of education. The whole field\nof knowledge has been divided so frequently for the purpose of creating separate subjects of study, that a genuinely wholesome point of\nview of any field is likely to be denied every student. The splitting\nof the materials of education into a multiplicity of subjects results in an\nover-emphasis upon the materials occurring within a given subject, and\nit necessarily leaves the student with a fragmentary conception of nearly\nevery field. A reorganization of the various phases of mathematics,\nnow taught in a high school, will enable the average student to complete\nthe Freshman and much of the Sophomore years of college mathematics\nbefore entering college. If a corresponding reorganization were made\n\nof other subjects within the high school, and both below and above\nit, much time could be saved.\nIt does not follow, however, from this statement that all students\n\nwould advance with equal rapidity. We know that students are as\nfar apart as the poles intellectually, and that we cannot expect them\nto advance at equal rates of speed, no matter how proficient the instruction may be, but those who are qualified by nature to work in the upper\nreaches and stretches of education will find their speed accelerated by\nthis reorganization. It will mean that advanced students will be able\nto begin their study of medical education at least two years earlier\n\nthan they do now. The same thing will be true of other lines of professional work. This will result in an enormous saving of time. There\nis, perhaps, a greater gain even than this, and that is that these students,\n\nbecause of the more advanced training which they take at an early\nage, will be able to devote more energy and time to investigations and\nresearch in their respective fields. Science suffers because many of its\ndevotees have not reached the point in their training where they can\nactually contribute to it until they have passed into the realms of\nmiddle life.\nIMPROVING\n\nINSTRUCTION\n\nThere is still another respect in which the reorganization of the\nmaterials of education will result in great gain, and that is in improving\nthe character of the instruction. No one can study diligently what he\nis teaching without becoming a better teacher. No one can study the\ncorrelation of the materials of a given field and the contacts which\nthat field has with reinforcing fields without becoming more scholarly\nhimself. If there is any one thing which American education needs\nmore than any other thing at the present moment, it is better classroom teaching, and that can be secured only by teachers themselves\n\nbecoming students of the art of teaching, and of the materials of in\n\n"}
{"page": 781, "printed_page": null, "text": "756\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nstruction. They have never seriously attempted to do this. This is not\na criticism upon their intelligence; it is a reflection upon their professional interest. No group of people can ever become professionally\nminded until its members become students of their own problems.\n\nThousands of teachers in America are more interested in discussing\nadministrative devices, ways of securing recognition in the administration of the schools, and the rules and politics of legislative procedure,\nthan they are in becoming better classroom workers. Relief from\nharassing conditions can be secured by agitation and by legislation,\nbut in the long run the best remedy is preparation for one's real work.\nJust so long as teachers are absorbed by indirect goals, the children\nwhom they have been appointed to serve will suffer. By this, I do\nnot mean to imply that teachers should not be intelligent with reference\nto political, social, and economic questions, that they should not be\ninformed concerning the management and administration of schools;\nI am talking in terms of emphasis, not in terms of exclusion. When\ncredits and hours and wages and recognition are the main themes of\na body of teachers, we may be certain that their idealism has been\nhighly colored and tinctured by the industrialism of the times, and not\nby the professionalism of their calling. Could they but direct their\nenergies to a consideration of the revision of the materials of education, with a view to their classroom use, could they become students of\nthe thing that constitutes the fundamental excuse for the existence of\nthe public school, the themes of our meetings would change and our\nattitudes would be transformed.\n\nWhat I am saying applies not merely to public-school teachers but\nto teachers in higher educational institutions as well. Just as teachers\nare disposed to emphasize many questions and problems that lie at\nthe periphery of their realms, so students think in terms of credits,\nhours', terms', semesters', and years' work, and the result is that\nthoroughness of scholarship instead of being a virtue, is neglected.\nDEFINING THE OBJECTIVES\n\nThe absurdity of many of the administrative devices can be admirably illustrated by the general tendency of many of the high schools\nand colleges to establish four-year courses for every type of work.\nPerhaps the colleges are more addicted to this than the high schools.\n\nApparently no matter what the occupation or profession is, it requires\nfour years to prepare for it, and it is assumed that when one has spent\nthe required four years, and acquired the necessary number of credits\nthat he is, therefore, qualified to practice his profession. These assumptions are frequently made without sufficient thought being given to\nthe subject-matter which the student is taught, or to his ability, or to\nthe speed at which he could progress. Clearly, no course is profes\n\n"}
{"page": 782, "printed_page": null, "text": "Department] RECONSTRUCTION OF AMERICAN EDUCATION\n\n757\n\nsional merely because it is four years in length. Some one should be\nwise enough to look beyond any given course, and to define the objectives for which that course is intended to prepare.\n\nAfter these\n\nobjectives have been clearly defined, then he should assemble and\norganize the materials, the mastery of which will prepare one for\nthe practice of the profession. A course two years in length, or even\none year in length, may be just as professional as another course four,\nfive, or six years in length. The difference is not a difference of length.\nIt is a difference in the type of service which one has to perform. As\n\nyet, we have not become students of types of service, and we have\nnot attempted to arrange the materials of education with the various\ntypes of service and objectives in mind.\nThe fundamental problem of American education is not the\n\nproblem of money, difficult as that problem seems to be at the present\ntime. That will be taken care of. The money will be provided. I do\nnot believe that the American people will give up the theory that the\ncommon school is the hope of the country, and that education should,\nwithin reasonable limits, remain free and equally open to all. Special\neducation the student will be expected to assist in paying for, but\ngeneral education for citizenship will remain free. There may be some\nhysteria at the present time. It is one of the aftermaths of the war.\nIt is true that, had there been no war, we should have been forced to\n\nface this same problem sooner or later, because of the increased registration in the schools, but we would have faced it just as courageously\nas now, because we recognize that the values of human life are dependent upon the type of education that we encourage and support.\nTHE VALUES OF LIFE\n\nIn earlier times, the values of life consisted largely of food, clothing,\nand ornaments-material things. Today the values of life consist of\n\nknowledge, of art, of associations, and of moral and spiritual contacts.\nThe values of earlier days were essentially local and provincial in\ncharacter. Those of today are essentially general and cosmopolitan\nin character.\n\nThose of earlier days were individual ; those of today,\n\nsocial. Those of earlier days were non-sharable; those of today are\nsharable. Food, ornaments, and things that minister to bodily comforts place definite limitations upon the individual. They prescribe\nboth him and his point of view. If carried to their logical extreme,\nthey isolate him, but knowledge, art, associations, and community and\nspiritual relationships broaden him, deepen his sense of responsibility,\nmake him a better citizen. The more knowledge one has, the higher his\nappreciation of art, the broader and the more intelligent his associations, the deeper and keener his sense of community and spiritual values,\nand the more he shares them the more are they increased. Educated\n\n"}
{"page": 783, "printed_page": null, "text": "* NATIONAL EDUCATION ASSOCIATION\n\n758\n\n( Superintendence\n\nmen may have no more property than illiterate men, but they have\naccess to more social values, and as a consequence, they are more genuinely free and more genuinely independent than the man with the\nprescribed vision.\n\nThe time has now come when the people of this country must\ndecide whether they want more of the earlier or more of the later\nvalues of life. Clearly, the problems of yesterday are not those of\ntoday. The moral ideals of the last generation will not serve as a basis\n\nfor the training of the new social puritans of the present generation.\nThe price one must pay for an intelligent government and a high conception of justice is that of a higher and better education. The questions for us to ask, therefore, are, shall we then have less education\nor more ?\n\nMust we remain still or advance ?\n\nShall we have more\n\nknowledge, or less knowledge? More art, or less art ? More human\n\ncontacts, or fewer associations ? Higher and finer moral and spiritual\nstandards, or lower moral and spiritual standards ? Are we willing to\npay the price of a better world in which to live? We can create this\nbetter world, but it will be expensive. The expense, however, is insignificant in comparison to the great returns that we shall receive and\nshare with each other. These are questions which no thoughtful students of human progress can ignore. Let citizen and teacher alike catch\nthe spirit and meaning of them, and every phase of the reconstruction\nof the school system will proceed along wholesome lines. Education\nwill not suffer, democracy will be safe, and the world will be better.\nSCHOOLING OF THE IMMIGRANT\nFRANK V. THOMPSON, SUPERINTENDENT OF PUBLIC SCHOOLS,\nBOSTON, MASS.\n\nAmerica has undertaken the problem of national unification or\nAmericanization in a fashion similar to that in which she undertook\n\nthe conduct of the war. An unsuspected situation was suddenly re\n\nvealed to us and we hastened to make amends for past negligence.\nWe wished to attack it wholesale, without large expenditure, and get\nthe troublesome task over with, so as to resume the normal tenor of\n\nexistence. But we are finding that the problem is more subtle than\nwe had supposed, and that our national genius for getting quick results\nis balked by this situation, strange to our habitual comprehensions.\nWe shall not be as quickly rid of this newer problem as we were of\nthe war, and our methods must be entirely different.\nThe war was a challenge to the efficacy of our material and spiritual forces and its carrying out meant the production of materials,\nequipment, guns, and machinery, as well as the development of the\nspirit of courage and sacrifice. National unification presents a more\n\n"}
{"page": 784, "printed_page": null, "text": "Department]\n\n759\n\nTEACHING AMERICANISM\n\ncomplex situation, and one that cannot be dealt with in a hurried fashion. The problem promises to be with us indefinitely, at least as long\nas aliens come to our shores. Even should immigration cease entirely\nwe should probably need to await a gradual evolution of feeling and\naction to bring about the condition which is sought by those who hope\nimmediately by the \"drive\" method to make all individuals 100 per cent\nAmericans. We may rightly proceed by emotional challenges to arouse\npublic attention to the seriousness of the situation, for the securing\nof funds, and for the establishment of instruments suitable for an\nenduring function. The process of national unification, however, is\nprimarily one of education and time; it is not to be undertaken impulsively, but systematically, persistently, and determinedly.\nThe act of the alien taking out his first papers means very little in\nrelation to national unification. Thousands of aliens are taking out\nfirst papers under the coercion of employers in order to retain their\nemployment, many others to avoid oppressive taxation. Nor does the\n\nprocess of naturalization mean much more in many instances. Thousands have been naturalized at the instigation of politicians who strive\nfor party control. Naturalization of late has come to mean much more\nthan formerly, and is, consequently, a greater guaranty of desirable\ncitizenship ; but it is a mistake to assume that naturalization of the\nindividual completes the process of unification, and that further concern about the attitudes of the naturalized citizen is unnecessary.\n\nThe problem before us, consequently, is practically permanent in\nso far as we can forecast the probabilities of the future.\n\nMushroom\n\norganizations, like councils of defense, citizens' organizations, and the\nlike, are not competent to undertake successfully the careful and persistent efforts necessary toward an effective solution. The organization\nto be chosen must have permanency like that of our school systems\nor our courts.\n\nThe difficulties before us should not deter us.\n\nThe\n\nchief business of a democracy is the making of citizens. The task\nis never done, but always in process ; each child is a candidate for\neducation for citizenship. We make the mistake of thinking that the\n\nproblem of citizenship for the foreign-born is essentially different\nfrom that of the native-born, whereas the two are fundamentally the\nsame.\n\nWHAT ONE REPRESENTATIVE AMERICAN CITY IS\nDOING IN TEACHING AMERICANISM\nFRANK CODY, SUPERINTENDENT OF CITY SCHOOLS, DETROIT, MICH .\n\nIn Detroit we put a broad interpretation upon Americanization. We\nay it is any process that will help to make a man or woman a good\nAmerican citizen. Americanism means \"a square deal.\" This ques\n\n"}
{"page": 785, "printed_page": null, "text": "760\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\ntion of Americanization is one of the oldest living questions in our\nhistory, varying each decade with the political conditions of the time\nand the concurrent volume of immigration. It was only in the present age that a combination of events and conditions made Americanism and Americanization the most vital of the problems confronting\nthe people of the United States. The event which brought it home\nwas the world- war.\n\nThe conditions were the resultant threatened\n\ndeluge of immigration and the alarming wave of bolshevism which\nfollowed the Russian revolution.\n\nThese conditions were the result of a careless immigration policy\nand an equally careless policy with respect to the alien after he was\nadmitted.\n\nImmigration vitalizes the question of Americanization today. Whatever we may believe is the true policy to be followed in immigration\nwe must admit that in it lies the whole responsibility for the existence\nof an Americanization question at all, and that the latter question will\nwax and wane in proportion to the volume and nature of immigration.\nWithout wishing to appear as an advocate of exclusion, I nevertheless\ndo not belong to that school which contends that as a matter of principle, America has no right to restrict immigration. This is assuredly\na case where self-preservation, as the first law of nature, is expedient.\nWhether self preservation requires at this time restriction or exclusion\nmay be a debatable matter. My experience with Americanization work,\nhas clearly demonstrated that there is a limit to our national powers\n\nof assimilation during any given period.\n\nWhat our yearly limit is,\n\nI cannot attempt to say. It should be determined from year to year\n\nor from month to month, not by guesswork, but by continuous study\nalong scientific lines by a permanent immigration commission similar\nin character to our Interstate Commerce Commission. Legislation\nregulating the volume of immigration, as well as legislation dealing\nwith the many domestic and international phases of the question, should\nbe based on the findings of this commission. What we need in this\nproblem first of all is a policy-an intelligent, scientific policy-and\nwhat we must positively get away from is our present method of alternate apathy and hysteria.\n\nThe Americanization of the American is a proposition which has\ncome amazingly to the fore of late. I think it is more vital than the\nAmericanization of the alien, important as that is. Our standard is\nand must continue to be the basis and measurement of the citizenship\n\nto which we expect our aliens to aspire. How ridiculous to expect\nthem to surpass us in devotion to American ideals. Americanization\n\nhas been aptly termed \"selling America to the foreigner.\" I think we\ncould more accurately term it \"making America stay sold,\" for I be-\n\nlieve America was sold to most immigrants before they left their native\n\n"}
{"page": 786, "printed_page": null, "text": "Department]\n\nTEACHING AMERICANISM\n\n761\n\nlands. That is why they come. Often they are oversold in that they\nexpect too much of America; they picture it as a land of easily-gotten\nwealth, and freedom from all restraint and so, in the inevitable disillusionment, they suffer a reaction which permanently embitters them\nagainst America and things American. The way to sell America or to\nmake it stay sold is to fit the alien as rapidly as possible for his new\nenvironment.\n\nWe know that the foreigner upon his arrival in America seeks\n\nshelter immediately with his countrymen and thus helps to perpetuate\nthe so-called foreign colonies of our cities.\n\nThese colonies present\n\nthe greatest obstacle to the rapid assimilation of the immigrant. But\nit is not an unmixed evil because it serves as a buffer, as it were, for\nthe foreigner in his sudden contact with the customs and language\n\nof an utterly strange land. It is a wise community which makes use\nof this colonizing tendency to promote Americanization from within.\nPlans for working it out must include more than school or recrea-\n\ntional activities. They must provide for the voluntary development\nunder proper leadership of a new community or group spirit and organization. We are slowly working toward that in Detroit, avoiding\nanything that savors of condescension or compulsion. A snobbish\nattitude of superiority-a failure to appreciate the culture and development of other peoples-has been too often the cause of failure in\nextensive Americanization campaigns. Let us acknowledge the excellence of the metal, flowing white hot to us from other great lands and\nraces, and seek by intelligent effort to direct it into the American mold.\nThe policy of compulsion is equally mischievous. You cannot force\n\nAmericanism upon an unwilling alien, and if you try it on a willing\none you are liable to antagonize him. I do not agree with the socalled Americanization policy of some manufacturer, which forces an\nemployee to become a citizen or forfeit his job and share of promotion. The evils of thus rushing hordes of unprepared and reluctant\naliens into the ranks of active, voting citizens are so apparent as to\nhave called for a resolution of condemnation from the National Conference of Industries of 1919.\n\nAs an example of the coöperative method of Americanizing, take\nour Americanization Committee of the Detroit Board of Commerce.\n\nOn this committee are a number of representative members of the\n\nforeign groups, leaders of influence and of proved devotion to American ideals. These meetings themiselves are a lesson in democracy. We\nhave judges, ministers, priests, newspaper-men, merchants, manufacturers, and schoolmen of all nationalities, creeds, and fortunes sitting\ndown together to see in what way each can help. We get the foreigner's counsel here ; we get his viewpoint; we get results.\n\n"}
{"page": 787, "printed_page": null, "text": "762\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nThe Detroit Board of Commerce has spent considerable money\n\nand energy in establishing and maintaining its central Alien Free Information Bureau and its Hungarian, Polish, and Italian branches.\nDuring the fiscal year just closed the central bureau alone helped nearly\ntwenty thousand alien folk out of their difficulties.\nTo promote naturalization through the industries of Detroit employing large numbers of foreign-born workmen, the Board of Commerce has an experienced Director of Naturalization, one who has\nhad years of experience as a United States examiner and who is\nschooled in every phase of the difficult processes of naturalization .\nProfessional and specialized advice on every angle of naturalization\nproblems is furnished the declarant at regular intervals at his place of\nemployment. Every naturalization in the courts of our city is attended\nby this representative of the Board's Americanization work. Much\nconstructive work has been done at these hearings with the petitioners\nwhose cases are ordered continued because of lack of knowledge of our\ngovernment or because of a technicality surrounding his witnesses, his\nresidence in the state, or for other reasons. Many a petitioner feels\nthat an injustice has been done him, and be leaves the courtroom, often\nwithout the judges even suspecting it, with a burning sense of injustice that long defers Americanization. It is here that the Board's\nrepresentative does his constructive work. He talks with each such\npetitioner who has met with any of the difficulties mentioned above,\n\nexplains the workings of the law, sympathizes with him, encourages\nhim to make another attempt and shows him the course to pursue to\nmeet all requirements for naturalization at the next hearing.\n\nThe Detroit Board of Commerce wages twice a year, before the\nopening of the September and January terms of night school, an intensive publicity campaign to make every foreign-born person know\nthat there are free classes in the public night schools where he or she\nmay learn the English language. The Committee secures the coöperation\nand working support of the ministers and priests of the foreign churches\nin the city, and the announcements from the pulpits are followed by\nstrong recommendation to attend. The announcements of the evening\nschools issued by the Committee are also distributed through the children in the various parochial schools, who receive instruction to take\n\nthem home to their parents and urge them personally to attend the\nclasses and learn the language that they, the children, are learning\n\nin the schools. The power of the foreign-language press has always\nbeen enlisted by the Committee. Editorial comment and space is de-\n\nvoted in the English press as well and a conspicuous position is given\nto all the releases of the Committee. Other mediums of publicity used\nin these campaigns are the public libraries, the banks and their bran\n\n"}
{"page": 788, "printed_page": null, "text": "Department]\n\nTEACHING AMERICANISM\n\n763\n\nches in the foreign sections, the Boy Scouts, and the county and city\nofficials.\n\nThe history of the schools and the history of Americanization\nin Detroit go hand in hand. For a long time the evening schools were\n\nthe only institutions that were definitely working along Americanization lines. Detroit, you know, since the days that Cadillac led a band\nof French immigrants to its site, has had a considerable alien population. The Indians were the first to attempt their Americanization on\na systematic scale by a determined effort to reduce with the tomahawk\nthe number of these aliens. The Indians then unanimously passed an\nimmigrant exclusion act but it failed, owing to the inadequacy of their\nnavy to give it force. The aborigines, being without a constructive\nAmericanization program, the resultant flood of aliens was extremely\ndisastrous to the American ideal of that day.\nToday, according to the census of 1910, no less than 33 per cent of\nDetroit's people were foreign born or of foreign parentage. The\nincrease in our population since then has been over 300,000. A recent\nnationality survey conducted in our schools showed that 45 per cent\nof the children had fathers of foreign birth.\nDetroit's experience with the influx was not different in kind\nfrom those of other growing cities but simply differed in degree. These\ncolonies presented their usual almost impenetrable front, but we did\nnot look upon them as a menace but rather as an inconvenience until\n\nthe breaking out of the world-war. We than woke up, with the rest\nof the country, to the gravity of the problem which the undigested\nproduct of immigration presented. We saw that something had to be\ndone and we turned to the evening schools as the only tool ready at\nhand. In the spring of 1915 a definite plan of action was formulated.\nThe Board of Education joined hands with the United States Govern-\n\nment, the Board of Commerce and the Detroit employers of foreign labor, and set out to bring the foreigner to the schools and the\nschool to the foreigner on so comprehensive a scale that the\nDetroit plan came to stand, in some respects, as a model for other\ncommunities. From that time until prior to the entry of the\nUnited States into the world-war, Americanization work flourished.\nIn the fall of 1916 it began to drop off and in 1917 and 1918 sank\nto almost nothing.\nIn our present system all adult Americanization work is bulked\n\nunder the evening elementary department with a supervisor in charge\nwho reports directly to the superintendent. He has complete charge of\norganization and administration. Under him is an assistant who trains\nteachers to teach the Americanization classes, supervises their teaching by frequent visits to the classrooms, and directs the afternoon classes\n\n"}
{"page": 789, "printed_page": null, "text": "764\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nfor mothers. The subjects stressed are English, citizenship, domestic\narts and sciences, and the usual grade subjects. The teaching force\nis especially trained for the work, and a uniform standard of instruction is maintained in all schools.\n\nThe class work is held as far as\n\npossible in our largest and finest high schools, the psychological effect\nof which policy is distinctly good.\nFor the benefit of the alien who feels that special coaching is neces-\n\nsary, the department maintains nine citizenship classes in five schools\nand one factory. The course is covered in fifteen lessons ; instruction\n\nand textbooks are free and pupils may enter at any time. The Manual\nof American Citizenship, published by the Detroit Board of Commerce\nthrough its Committee on Americanization, is used in these citizenship\nclasses. At regular intervals a naturalization official of the Government visits the school to examine the pupils and award official diplomas\nwhich are recognized by the courts. During the last year 418 diplomas\nwere issued and so far this year 234 have been issued. Over 300\npupils are now attending.\n\nThe present year in the Americanization department of the Detroit\npublic evening schools has been, so far, the most successful since the\ninception of Americanization in the city. An increase in the initial\nenrolment in excess of 100 per cent over the enrolment of last year\nhas been registered, while a steady and marked improvement in the\nmaterial and methods of presentation has served further to increase\n\nthe proportion as the term progressed, both by attracting new pupils\nand by retaining more of those who registered at the beginning of the\nterm.\n\nDuring the fall term in the Americanization department, we had\ntwenty-six centers open, employing 135 teachers with 135 distinct class\ngroups meeting two to three times per week. In our schools we enrolled 3318, in our factory classes 612, and in our mothers' classes 315,\na total of 4245 average enrolment. Our average attendance was 2663,\n\na percentage of 63. Of our enrolment 246 were taking citizenship;\n2758 English; and 1217 regular grade subjects. A nationality survey\nshowed 95 per cent of foreign birth, representing fifty-eight different\ncountries. The Jewish people led with 17 per cent, the Poles came\nnext with 15 per cent, and the Italians came next with 13 per cent.\nThe total cost of instruction was twelve cents per student hour.\nIf we have been progressing, I lay it to these features of our policy;\na trained teaching force, a standard method and course, large attractive buildings, and willingness to extend facilities where necessary.\nOur system is capable of ready expansion to meet any call made upon\nit. That its facilities may continue to be more and more widely made\nuse of is our constant aim.\n\n"}
{"page": 790, "printed_page": null, "text": "Department]\n\nTHE CIVIC TRAINING OF YOUNG AMERICA\n\n765\n\nTHE CIVIC TRAINING OF YOUNG AMERICA\nARTHUR W. DUNN, ASSOCIATE NATIONAL DIRECTOR JUNIOR RED CROSS,\nWASHINGTON, D. C.\n\nI invite your attention to what may be called the Americanization\nof Young America. * * * * * Certain mechanical adjustments are necessary-learning the common language, learning to be self-supporting, acquiring approved social habits, becoming familiar with business\nand political procedure. But all this avails little if the individual is\nnot made American in spirit, for Americanization is fundamentally\na spiritual process. The solemn responsibility of the schools of America\nat the present critical juncture of national and world-history is ample\nreason for the most intensive thought we can give to the purposeful\ntraining of a responsible, intelligent citizenship. Civic education has\nreceived a great impulse during the past five or six years. Since 1915\nmore than a third of the states have passed laws for its promotion.\nAs a result of such legislation in some states, and in others where\nthere has been no express legislation, state departments of education\nhave been revising their courses of study to meet the demand, and\nhundreds of local school systems have attacked the problem for themselves. Heretofore, the superintendent or principal or teacher who\nhas not had a decided opinion of his own on the subject has been\nmuch confused by the conflicting opinions and prescriptions of the\n\ndoctors as to what should constitute the program of studies designed\nto educate for citizenship. His inclination was, therefore, to do\nnothing in the way of reorganization. But nearly everybody now\n\nagrees that the civic education of Young America requires purposeful\ninstruction and training throughout the entire school career, from the\nfirst elementary grade to the end of the high school. We have come\nto this agreement only recently. One does not need to go far back\n\nto find the only provision for instruction of a definite civic character,\naside from the study of American history, a single course in civics\nor civil government, usually in the last year of the high school, and\noften as a mere appendage to a half-year course in American history.\nEven now this is true in some schools.\n\nBut most states and com-\n\nmunities that are revising their courses of study are making conspicuous\nprovision for continuous, unified, cumulative civic training throughout\nthe twelve years. There is closer agreement as to what this twelve-\n\nyear course of civic training should include. It is appropriate that I\nshould refer to the great influence of the report of the National Educa-\n\ntion Association Committee on Social Studies, published in 1916, in\nbringing about this desirable result. At least three committees, those\nof the National Education Association, the American Historical Asso-\n\nciation, and the American Sociological Society, are recommending as\n\n"}
{"page": 791, "printed_page": null, "text": "766\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\na minimum course of social studies in the high school, a course in\ncivics, of the \"community civics\" type, and with definite economic and\nsocial bearings, in the first year, European and American history in\nthe second and third years, and a course in the fourth year, for which\nthe name suggested by the National Education Association Committee\nhas been accepted, namely, \"Problems of Democracy.\" I do not want\nto minimize important differences that still exist, but it is important\nthat there should be agreement on the essentials. It means a simplification of the curriculum by a reduction in the number of subjects.\nIt means continuous emphasis upon education for citizenship as the\nmain objective. It means a serious attempt to adapt the material of\nthe social science to the requirements of secondary education.\nThe value of this high-school cycle of social study is largely contingent upon what is done in the two earlier cycles, the elementary\nand the grammar grade or junior high school cycles. Many of those\nwho are insistent, for example, that a special or separate course in\neconomics or in sociology, or some other social \" science,\" be offered\n\nin the high school are inclined, it seems to me, to overlook the rather\nremarkable amount of economic and sociological material that is woven\ninto the earlier cycles of study. The course proposed by the National\nEducation Association and American Historical Association committees\n\nprovide for more economic and sociological instruction without a separate course in either of these sciences in the high school, than the\nold-time course of study provided even with such separate subjects\nin the high school. One of the most significant features of the new\ncourse of civic training is its cumulative character. And yet we must\n\nsee to it that it is cumulative. One of the surprising things that I\nhave observed in many school systems is the complete ignorance of\nteachers in the higher grades of what is being done in the lower grades.\nIt is much more important that teachers in the higher schools should\n'be familiar with the work in the lower grades and build on it, than\nit is for the teachers of the lower grades to be familiar with the work\nof the higher schools.\n\nThe war period was favorable to the development of civic training\n\nfor two reasons. First, it led teachers to seek to make their subjects\nfunction immediately to meet the emergency. Early in the war, for\nexample, the historians organized in Washington a National Council\n\nfor Historical Service. It was principally made up of representative\ncollege-teachers of history, men who were prominent in the American\n\nHistorical Association. The Council had two purposes; first, by\nhistorical research to aid the government in meeting the many practical questions that arose during the war, and especially questions that\nwould inevitably arise when the time came to make peace; and, second,\n\n"}
{"page": 792, "printed_page": null, "text": "Department]\n\nTHE CIVIC traininG OF YOUNG AMERICA\n\n767\n\nto stimulate and aid the schools to teach history in its direct bearings\non the war. It sought to make history meet the immediate situation.\nThe teachers of the several social sciences did much the same thing.\n\nLive schools, everywhere, were laying aside the formal courses and\nreorganizing social study with an eye to making it function immediately.\nIt was a part of the general program of maintaining the national\nmorale and of securing intelligent response to the social situation.\nIn the second place, during the war Young America was actually\n\nparticipating in the national movement. We have pretty generally\naccepted, at least in theory, the doctrine that children \"learn to do by\n\ndoing.\" The other doctrine, equally important, that the subject-matter\nof instruction, if it is to function, must meet the needs of the child's\npresent growth rather than his supposed future needs ; or that his\nfuture needs can be guaranteed only by meeting his present needsthis doctrine we have been slow to accept..\nIn the introduction to her Lessons in Civics for the Six Elementary\n\nGrades of City Schools, published by the United States Bureau of\nEducation, Miss Hannah Margaret Harris says : \"We have repeatedly\nto remind ourselves that any material which has a legitimate place in\nthe course of study holds that place because it is related to some civic\nsituation in which a child is normally to be found, and his reaction\nto which is capable of being modified by a civics lesson.\" She has\nconsistently applied this principle throughout her Lessons. \"The\nDeclaration of Independence did not mention the questions of our\n\nday,\" says Mr. Wilson in The New Freedom. \"It is of no consequence\nto us unless we can translate its general terms into examples of the\npresent day and substitute them in some vital way for the examples it itself gives, so concrete, so intimately involved in the circumstances of the day in which it was conceived and written. Unless\nwe can translate it into the questions of our own day, we are not worthy\nofit\n\nIt is the highest function of community civics to establish a living\nconsciousness in Young America of the common purposes and interdependence of their community life, national as well as local, to cultivate a spirit and habit of mutual service and team work for the common\n\ngood, and to develop an immediate attitude toward government, local\nand national, as our service organization and our means of securing\nteam work. \"Making life educational\" rather than merely \"educating\nfor life\" will be the keynote of a functioning civic education. We\nare making progress in this direction. In the new civics syllabus\nfor the elementary grades of the state of New York, we find under\n\nevery topic in every grade a list of activities appropriate to the grade\nand topic. In the new course of study for Utah, we are told that,\n\n"}
{"page": 793, "printed_page": null, "text": "768\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\n\"before promotion from the junior high school the student must not\nonly be able to discuss intelligently any subject treated in the prescribed\ntext, but must also reach a high degree of achievement.\"\nIt is because of this necessity in civic education of \"making life\neducational\" and of giving Young America opportunity to \"live their\ncivics\" that the National Education Association adopted a resolution\nat Salt Lake City, recognizing the service to the schools of such organizations as the Boy Scouts and the Junior Red Cross, and urging\nthe schools of America to make wise use of them.\n\nIt is for the same\n\nreason, no doubt, that Detroit has provided for an official Scout Master\nresponsible to the school authorities. It is because of my own con-\n\nviction on this principle that I am gladly doing what I can to develop\nand promote the Junior Red Cross program of Civic Training Through\nService. Without doubt this program affords new and real incentive for\nmuch of the regular work of the school, and opportunity to enrich the\ncourse of study at almost every point. It promotes habits and ideals of\nservice for others. It expands the concept of \"our community\" to embrace the peoples of the world. It involves patriotic service to our nation\nas well as humanitarian service to the needy of the world. In short,\nit affords, at the present time, an unparalleled experience to some six\nmillion young Americans, in local, national, and world-wide team\nwork in service for patriotic and humanitarian ends.\nIf there is one idea that Americanization should implant firmly in\nthe mind and heart either of Young America or of the immigrant, it\nis that service-mutual exchange of service, team work in service for\nthe common good--is the very foundation of normal community life\nin a democracy, and the commanding ideal of true Americanism .\n\nIMPROVING PUBLIC SCHOOL TEACHING\nSUSAN M. DORSEY, SUPERINTENDENT OF SCHOOLS, LOS ANGELES, CALIF .\n\nPublic school teaching can be much improved by a more intelligent grouping of children according to their intellectual capabilities and\ntheir general conduct so that instruction may be adapted to their vary-\n\ning degrees of intelligence, and especially to the peculiar needs of the\nlarge group of overage children. To have good teaching there must\nbe a fair promise of successful performance measured in terms of profit to those taught. That there are those in the class doomed to failure\n\nparalyzes teacher effort. Emphasis has been placed, and rightly, upon\nthe necessity of segregating the educationally unfit, for the sake of\nother children. What I wish to urge is the necessity of such segregation in the interests of good teaching. The pall of idiocy, or something\nonly a little removed therefrom, has shadowed many a teacher's school\n\n"}
{"page": 794, "printed_page": null, "text": "Department ]\n\nIMPROVING PUBLIC SCHOOL TEACHING\n\n769\n\nroom life until work has become hateful, professional aspiration has\nwithered, and the springs of teacher helpfulness have gone dry.\nAge-grade tables show that about one-third, or 3313 per cent, of\nthe children in the public schools are one year or more behind grade.\n\nWhen we eliminate the 2 or 3 per cent that are actually feeble-minded,\nthere still remains the 30 per cent who could very well get back to\n\ngrade if they could be given attention according to their needs ; but if\ninstruction is not adapted to them, they are bound to become failures\nand remain repeaters. An experiment in the interest of the 30 per\ncent has recently come under my observation which promises much\nin the way of releasing the energies of these children and making real\nprogress possible. The significant thing is that the instruction is so\nadapted as actually to encourage and secure sustained effort, selfhelp, and self-measurement. The mechanics of the classroom procedure in this special group are simple. Each child has a portfolio containing a series of lesson exercises and questions increasing in difficulty\nbut expressed in plain, understandable language; each lesson in the\nseries forming a distinct unit which may require a longer or shorter\ntime for mastery. As soon as one unit is mastered, the child passes\n\non to the next. When a difficulty is met, the teacher's help is asked,\nit being understood that the help given shall be such that the child will\nreally solve the difficulty himself. This experiment undertaken in the\ninterest of misfits and overage children has resulted so helpfully that\nin many instances belated children have covered two and even three\n\nhalf-grades in a half-year and have been entered into their regular\ngrade quite able to move on with the sucessful pupils of their own age.\nA second means for securing better teaching is the application of\nvocational guidance to the vocation of teaching. It is a matter of regret\nthat recent exigencies in public-school education have made it necessary\nto stress the fact that teachers have at all times been underpaid ; as\na result the impression has gained strength that the profession is one\n\nfor the ambitious young person to avoid. Granting that the meager\ncompensation of teachers in the past has been a reproach, even with\nthis disability there are many intellectual and spiritual compensations\nwhich should make the vocation attractive, not to speak of those accompaniments of the profession commonly supposed to be advantages, such\nas association with the young, the hopeful, the buoyant ; moderate hours\nof service; and extended vacations.\n\nTo secure better teaching, it will be necessary to guide into the\nprofession those of good intelligence and good character. While we\n\nare guiding into other vocations, what prevents us from pointing the\nway into our own ? And a very good one it is, to which I mean to invite the promising young as to a life of privilege and magnificent\n\n"}
{"page": 795, "printed_page": null, "text": "770\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nopportunity. This must be one immediate way of improving teaching.\nGive us fresh young blood full of ambition and enthusiasm with the\nfar-off look toward the future which never sees the intervening years\nof work and worry but always the distant glory. How shall we im-\n\nprove teaching ? By believing in it ourselves, by stopping our dolorous\ntalk about its hardships, its penury, its limitations, and by seeing with\nthe clear vision of those who love its work and believe in its regenerating destinies the road that leads to supreme service, highest satisfaction, and most helpful accomplishment ; by inviting the best of those\nwhom we teach to enter a vocation second to none in the opportunity\nto live lives of contentment, of service, and of achievement-so shall\nwe have better teaching.\n\nA third measure that will contribute to good teaching is a somewhat better adjustment of teacher training given in departments of\neducation to the everyday needs of the child. I am not one to com-\n\nplain of the colleges or of the type of educated product issuing therefrom. The magnificent college-trained young manhood and womanhood of our country speak for themselves. In one particular, however,\nthere is need of a coming together of the departments of education\nand the public schools, since the greater number of those who graduate\nfrom the schools of education are to become the teachers of just boys\nand girls in the elementary or high schools. These young instructors\nneed to understand thoroughly two things: first, that the university\nmethods, attitudes, and even standards, cannot be carried into the teach-\n\ning of boys and girls ; and second, that the emphasis must be placed\nupon the development of children rather than upon the development\n\nof subject-matter. We are starting now a general movement for more\nextended training of teachers. This is desirable, even necessary, because as general intelligence increases, teacher intelligence must increase\napace. The mighty events of the last few years in which the youth\nof our nation played their part heroically and in which our entire\npeople participated have lifted the whole nation as on the crest of a\nmighty wave far above the grade of pre-war intelligence. Every\nfamily has gained knowledge of peoples, races, lands, customs ; of\nappliances, instruments, and modes of living of which formerly little\nwas known.\n\nAs from a mountain-top we have seen new worlds and\n\nthe sweep of intelligence has broadened with the vision. Teacher\nintelligence must be correspondingly enlarged so that there may be\nbetter teaching, more human teaching, teaching that takes cognizance\nof the way men actually live and which has a pre-vision of a better\n\nway. No cold, formal, intellectual, merely academic atmosphere can\npossibly meet the needs of the throbbing, almost feverish, living of\ntoday and tomorrow. Our departments of education must train men\n\n"}
{"page": 796, "printed_page": null, "text": "Department]\n\nIMPROVING public SCHOOL TEACHING\n\n771\n\nand women of sympathy and of understanding hearts who will care\nas much for the present life of the child and for his future fate as\nfor the last jot and tittle of a finished recitation in a favorite subject.\nThey must understand that the young have emotions as well as intellect\nand that unless these emotions are educated to right expression, they\nwill turn and rend society.\nNot less of classics, not less of science, of literature, and of art,\n\nbut more of a human understanding of the heart of the young, beset\nwith hard home conditions or imperiled by over-indulgent parents, or\nenthralled by social temptations, or galled by poverty, or humiliated\nby the consciousness of inferior capacity. For all such as these is the\nKingdom of Heaven and to that Kingdom the young must be led\nthrough the medium of classics, art, science, and vocation, but always\nwith the sympathetic help and guidance of teachers. In the better\nteaching of which I speak subjects shall become the humble servants\nof our children, and children shall not be sacrificed to subjects.\n\nBy\n\nall means give us more extended teacher training, better informed,\nmore intelligent teachers to measure up to the demands of the day.\nAt the same time let the humanities become human ; so shall they be\nglorified.\nTo have better teaching in the public schools there must be an en-\n\nlarged understanding of the aim of all teaching. Frankly, unhesitatingly, persistently, the young must be made to realize that public\neducation implies a social partnership, precludes the selfish individualism\nof the exclusive, and imposes inescapable social and civic obligations\nupon the recipient thereof. Herein lies the most important essential\nin the training of teachers for public-school service. No longer should\nit be left to chance that teachers shall possess sufficiently generous and\nhigh-minded natures to train the children of the nation into a comprehension of their obligations to society and to the state, and to inspire\n\na spirit of service. The first business of all schools of education\nshould be to insure an understanding on the part of those being trained\nof the place of public education in a republic. They must be definitely\ntaught that the state is not concerned with education as a means for\n\nincreasing the intelligence of the individual in order that he may the\n\nmore successfully exploit society for his own selfish advantage, that the\nwhole significance of education at the public expense lies in the mutual\n\nhelpfulness of the educated and the offering of their combined efforts\nfor the betterment of all.\n\nUnless teachers have themselves mastered\n\nthese fundamental principles of their craft, they are not fit candidates\nfor employment as teachers of present and prospective citizens.\n\nOther nations, through their systems of education, have been able\nto train up generations of men and women to become the slaves of\n\n"}
{"page": 797, "printed_page": null, "text": "772\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\neven a base national ideal. Surely, the educators of America can grasp\nand formulate the noble principles and ideals of our national life and\ngive that teacher training necessary to secure the transmission of them\nto the young. Certain it is that recent experiences should have taught\nus that teachers whose own notions of their responsibility to the nation\ngrowing out of their place in the public schools are vague, undefined,\nand even indifferent, cannot be relied upon to teach our children those\nfundamentals which are essential to the strengthening and perpetuity\nof our national life. An occasional reminder to prospective teachers\nby those intrusted with their training that loyalty to country and\nreverence for the flag should be taught, will not suffice. What we need\n\nis a rich body of informative material to illuminate the whole subject\nof the responsibility of the individual to society and to the state.\nEqually necessary is teacher training in the duty and the art of\n\ntransmitting to the young through instruction and through school activities a gripping sense of the obligations and relations of each to all\nand to that impersonal, yet, ever-present reality-our country. Sporadic attempts of individuals to write acceptable textbooks along the\nlines indicated will be abortive; courses of study skilfully adjusted to\nmeet the needs of the better teaching of patriotism will not suffice.\nThrough a unified, suitable, and adequate body of teaching material\nand through training, a new type of teaching and teacher must be\nproduced the teacher trained first of all to regard his work not as\nan individual, unrelated task, not as a group task in a single school,\nor in a system, but as a part of a great national program designed to\ninterpret for the whole people through specific instruction given in\nthe public schools the significance, the accomplishments, the possibilities.\nthe necessities of our particular nationalism. The teaching must be\nconsciously adapted to create in the young such dispositions and attitudes as will make them fit to live in a land such as ours as well as apt\nfor its service. The instruction given to teachers to prepare them for\nthis particular and supreme end in public education should be required\nof each normal school or department of education as a requisite for\nreceiving state and federal aid.\n\nIf France was able to stand fast with her word, \" They shall not\npass,\" it was because her children, grown to manhood, had been\n\neducated from their earliest years to a sense of the national danger\nand of the necessity of preparation and resistance to the death. So\nmust America interpret her national aims and ideals and through unified\ninstruction in the public schools establish in the hearts of her people\na national defense .\n\nThis is my offering to the solving of the problem of better teach-\n\ning: first, a better grouping of children in the public schools for\n\n"}
{"page": 798, "printed_page": null, "text": "IMPROVING TEACHERS IN SERVICE\n\nDepartment]\n\n773\n\ninstructional purposes ; second, the securing of better teachers by the\nbetter adaptation of teacher training in colleges and universities to the\nguiding of young persons of promise into the vocation; third, the\nscheme together with ability to give instruction which shall contribute\nreal needs of the public schools ; and lastly, an understanding on the\npart of teachers of the place of public-school education in the national\ndirectly, constantly, and designedly to the security, the advancement,\nand the perpetuity of the nation.\nIMPROVING TEACHERS IN SERVICE\nZENOS E. SCOTT , SUPERINTENDENT OF SCHOOLS, LOUISVILLE, KY.\n\nRather than discuss the type of normal training that teachers\nshould have or the minimum amount of academic and professional training high-school teachers should have, I shall discuss certain phases of the\nproposition-\" How can the teachers now teaching be trained to do\nbetter work ?\"\n\nBy way of introduction I want to say that we are doing \"better\nteaching\" in our public schools. Evidence of this better teaching is\nshown in the general tendency among teachers for more extensive\ntraining; in the greatly improved work and standards of our normal\nschools, and in the increase in speed with which children are regularly\nmaking grades in school. The curricula in elementary and high schools\nare being enriched. Important changes in method are coming each\nyear. The psychologists have contributed toward improved teaching.\nThe so-called measurement movement in education has doubled better\n\nteaching in many places. Experimentation in education is under way\nin public schools throughout the land. The teacher today has greater\nopportunities for initiative than ever before. Supervision, also, is less\nformal, more vital now.\n\nSchool administration which provides for better classification of\npupils, better programs and policies for boards of education, for a\nmore adequate system of teacher and pupil record, has insured better\nteaching. Aims are more clearly defined. Social needs are looked\nto as bases for organization of courses of study-vocational guidance,\ntraining in citizenship. Health education has become an important\nobjective. We have, throughout the past several years, been very\ncritical of what we are doing. Many belonging to the profession have\nbeen loudest in their criticisms. The public has looked on interestedly.\nWe have spoken discouragingly of our future outlook. In some cases\nwe have seemed to \"enjoy poor health in education.\" It is time for us\nto urge success, to urge improvement. It is time to find those things\nin which we excel and to make progress through the encouragement\nthat comes from viewing such success. The knocker in business has\n\n"}
{"page": 799, "printed_page": null, "text": "774\n\nNATIONAL educatioON ASSOCIATION\n\n[ Superintendence\n\nlong been taboo. Education can profit much by the attitude which\nbusiness has assumed. Let our motto be \"Success through encouragement.\"\n\nOur immediate task is to make success in teaching more important,\n\nfailure in teaching less important in our discussions. We must give\nto the teacher as many opportunities to improve her work, as many\nopportunities to try again, as many opportunities to succeed as does\ngeneral business to its salesmen, its clerks, and its stenographers. In\norder to have the best we must encourage success and make possible\nconstant improvement, not by discouragement but by giving stimulating, sincere encouragement to all members of the profession who are\nwilling to improve.\nAnother important step to improve teaching will come about through\na closer coöperation between so-called educational forces on the one\n\nhand, and community and business forces on the other. Men and\nwomen in education need to recognize the value of all the forces\n\nworking for better training. These forces must feel that they too have\na part to play in advancing education. Business has accepted the worth\nof education. The school, too, has accepted the contributions that business has made. The important tasks now are to see to it that good\n\nschools pattern after good business and that good business, on the other\nhand, looks with favor upon the success of good school work.\nAs superintendents and teachers we can deal too much in pedagogy,\ntoo little in the immediate application of genuine common sense in\n\neducation. If we are good scouts, let's permit the public to know it.\nCertain school systems realize that it pays to advertise, and have\nbegun to adopt this policy in the regular school work. The possibilities\nhere are very great in regard to increasing the efficiency of teaching\nin our schools. When school boards, administrators, supervisors, principals, and teachers make definite attempts through which the needs\nof the children at the present time are more adequately met, when we\nmake it possible for the public as a whole to feel a satisfaction in the\nwork of the schools, and when their good work is so well known that\nthe public underwrites it, we have advertised our schools and as a\nnecessary result we have improved teaching.\n\nThe children of the schools from the kindergarten to the high\nschool should be the best advertisers for the schools. When we outline\n\nour work and plan our procedure so that children believe in and uphold\ntheir schools, we have taken an advance step in securing better teaching. It is essential that opportunities be provided through the course\nof study for the children in the various grades to discuss what their\n\nschools are, what their schools do, why good schools are important,\nwhy they, as pupils, are important factors in a school, what the re\n\n"}
{"page": 800, "printed_page": null, "text": "Department]\n\nIMPROVING TEACHERS IN SERVICE\n\n775\n\nsponsibilities of pupils are in having good schools, and what the responsibilities of the public are to insure good schools. Thus is the curriculum enriched and direct contact made between the pupils and the\nadult members of the community.\n\nThe social position of teaching has rapidly improved during the\nlast few years. Whenever a community is encouraged to accept the\nwork of a teacher in the schoolroom and to give her an important place\nin the life of the community, it has made it possible for that teacher\n\nto do better work. The community that desires to get the best service\nout of its teachers is that community which will make it possible for its\n\nteachers to have social duties to perform in keeping with the positions\nwhich they hold.\nBetter teaching is closely correlated with better health and happiness\nupon the part of the teacher. Increase the health of the teaching force\n\nof a given community and you thereby increase the amount of energy\nto be harnessed. Increase the amount of health of a teaching com-\n\nmunity and you increase the amount of inspiration to be given. Increase the health of a teaching community and you increase the amount\nof potential leisure which, if utilized in recreation in the open, will yield\n\nrich returns to teachers and the community.\nOur teaching program in the future must provide through the training course, through provisions by boards of education for recreation\n\nand sick leave, and through better organization and system in the plans\nof supervisors for greater care of the teachers' health. One is old\nboth in spirit and possibilities if he is not fit physically and mentally.\nHe is not old so long as he is fit.\nThe learning process is dependent very much upon the attitude of\nmind in which the learner finds himself. The happier the surroundings\nthe greater are the opportunities for learning. Better teaching will come\n\nonly when all of us accept happiness in our work as an essential factor\nfor our improvement and for our professional success. When we increase our own happy attitude of mind from day to day we have thereby\nincreased our efficiency as teachers.\n\nIn order to do better teaching, the teacher must not only accept the\nopportunities that are hers; she must accept and discharge the obligations which rest upon her to teach, to cheer, to guide, and to stimulate\nher children in order that these children may be able to do the duties\nwhich they shall be called upon to do. There never was a time in education when greater opportunities were given for men and women to accept\n\nthe important obligations to be good examples for the young boys and\ngirls in their schools. Our ideals for better teaching will not be correct\nunless they embrace a program in which we set patterns of industry,\nhonesty, courage, simplicity, obedience, and high standards of patriotism\n\n"}
{"page": 801, "printed_page": null, "text": "776\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nand citizenship-the old-fashioned virtues we are to live out, with, and\nfor our children.\n\nHandicap in school progress has been brought about because of the\nfailure of teachers as teachers and supervisors as supervisors, to accept\nequal responsibility for the conditions which have obtained. Where\n\npoor teaching is done, supervisors sometimes have placed the blame\nupon teachers ; where poor supervision is done, teachers sometimes\nhave placed the blame upon supervisors. Supervision is here to stay;\nit is an established principle necessary to educational achievement. To\nmake the right sort of progress, teachers and supervisors must accept\nfailure or success as results for which the two groups of people are\nalmost reciprocally responsible.\nTo have better teaching, it is most essential that one accept the\nprinciple that teachers can continually improve while in service. When\n\na corps of teachers, supervisors, and administrators work on the theory\nthat all can continually improve, they have set a high mark of professional achievement .\n\nThe leaders in education should be the first ones to ask themselves\n\nthis question.\n\nThey will soon realize that however much skill, leader-\n\nship, and inspiration they can give, it will still be necessary for them,\ntoo, to go to school. They will know that better teaching is dependent\nto a large degree upon their attendance at the summer sessions of our\n\ngreat universities where they can meet for a common exchange of\nideas and for important stimulation from the great leaders in education.\nIt is possible for administrators and supervisors to work out plans\nby which a regular program in demonstration class work may be conducted each year in a given system of schools. A subject to be emphasized for the given year is the center around which demonstration\n\nlessons are to be taught. They ought to be worked out in a constructive way from the kindergarten throughout the high school and the\nbest teachers from a given system ought to be called upon to teach\nthem.\n\nThey should be open to all teachers to observe and should be\n\nfollowed by 99 per cent constructive criticism upon the specific lessons\ntaught.\n\nImprovement in teaching can come through the establishment of\nextension courses which may or may not parallel the courses in demonstration teaching. These extension courses should be taught by the\nmembers of the supervisory and teaching corps of a given city. The\ncourses should be so planned and worked out that, if possible, normal\n\nschool, college, and university credit might be given. Another plan\nmight be followed which would require attendance in such work for\na certain number of credit hours every third or fourth year for all\nDeople in a system of schools. The course should be made to fit the\n\n"}
{"page": 802, "printed_page": null, "text": "Department]\n\nIMPROVING TEACHERS IN SERVICE\n\n777\n\nwork being carried out in the schools. A part of it should be based\n\nupon the special supervisory problems of the system as a whole for\na given period.\n\nThrough the establishment of teacher study clubs, in coöperation\nwith public-spirited members of a community, great benefits may be\nderived. These study clubs, in the main, should be offered in order to\nprovide for the general information of the members.\nIn many school systems great progress has been made recently in\nproviding opportunities for pupil leadership, pupil initiative, and for\nthe acceptance of pupil responsibility. Better teaching has been the\nresult. We can increase our good teaching materially if we make it\npossible for still greater attention to be given to the development of\npupil initiative, leadership, and responsibility. What we need is the\ncontinued elimination of much of the formal procedure remaining in use\n\ntoday and the substitution of that type of administration which places\nemphasis upon the releasing of pupil initiative and leadership qualities.\nOne handicap to good teaching is that public-school administration\nhas not provided sufficiently for the rapid promotion of children through\nspecial grouping, opportunity, and connecting classes. We need not\nonly to find ways by which special groups of children with marked\nability will be able to finish the course in shorter time, but we must also\nprovide ways by which these boys and girls will be called upon to do\nmore than the middle 50 per cent of the boys and girls in our public\nschools. Children of marked abilities are the ones, for example, that\nare often \"marking time.\" When provisions are made by which pupils\nwith superior ability may have full opportunity to develop that ability,\nwe have really equalized opportunities.\nProgress in better teaching has come about recently through the\nso-called project method of teaching. This method has offered a dis-\n\ntinct contribution to education. The future holds greater possibilities\nif we can make the right balance between so-called project teaching\non the one hand and teaching for skills on the other. Project teaching\n\ndoes not necessarily strive for habit of mind versus the development of\nspecial skills, but rather, it provides situations through which will be\ndeveloped the right habits and attitudes of mind equal to the so-called\nskills which are to be developed. All teachers and supervisors should\nbe able to apply some of the important underlying principles of project\nteaching. All teachers and supervisors should be able to appreciate\nmore keenly the importance of the development of habits of study,\nattitudes of mind, purposeful acts, and controls in behavior as well as\nthe development of specific skills.\n\nThere is a tendency today to separate rather definitely school administration from school supervision. In some school systems, the super\n\n"}
{"page": 803, "printed_page": null, "text": "778\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nintendents are satisfied if they understand the administrative side of the\n\nwork at hand. Supervision, as taught and practiced in some places,\nhas reached a point where the workers in this field sometimes take pride\nin the fact that they are ignorant of the laws of school administration .\nBetter teaching will come when administration and supervision are so\nplanned and carried out that these two factors of school leadership\nhave reciprocal relations. The administrator must appreciate and be able\nto supervise ; the supervisor must appreciate and be able to assist in\n\nschool administration. The time has come, however, when these conditions must change, and a fusing of interest must dominate the situation.\nTeaching is always improved when love and service are guiding principles which are obeyed by teachers and learners. Sincerity in the\nteaching work is essential, not necessarily for the success of the teachers\nbut for the success of those taught. When we buy mere ability and\ntraining, skill, and technique without the qualities of love for and\nservice toward youth, we are undertaking to win a battle without morale.\nThe forces that work for and build morale in our teaching body are the\nmost significant forces in education. In any system of schools there\n\nis needed a spirit of work which gives tone and morale to the forces\nof that system. All the good agencies of that system must make their\ncontributions. The leader has great responsibilities and obligations to\ndischarge. As general manager and executive officer of the educational\narmy he must plan for and secure an educational morale in his coworkers. Through his office provisions must be made for selecting the\nspecial abilities and personalities that will likely succeed. Through his\noffice and the offices of the supervisors and principals must be provided\nways by which the newly selected teachers will be made to feel that they\n\"belong\" to a new system. Through his office there must come that\nearnest example of professional growth which makes teachers want to\nimprove while in service. His office must have such knowledge of the\n\nvacancies to be filled that the right teachers will be placed therein. He\nmust keep in close enough contact with this teaching body to combine\nthose forces which are potential in his system and make of these forces\n\na well-defined and clearly felt spirit, the morale of a teaching body\nwhich is intent upon doing an important piece of work in an enthusiastic\nand optimistic way. This type of work is of great importance to a\nsystem of schools. It will make for better teaching.\n\nAs a final suggestion in regard to securing better teaching, I think\nwe can make progress if we set a different standard of achievement\n\nfor ourselves as teachers, supervisors, and school administrators. By\nway of elimination, less time and energy should be spent upon the\nless efficient teacher, upon the less efficient supervisor, upon the less\nefficient administrator. By way of substitution more time and energy\n\n"}
{"page": 804, "printed_page": null, "text": "Department]\n\nTHE GREATEST NEED OF THE SCHOOLS\n\n779\n\nmust be spent with the more efficient teacher, the more efficient\nsupervisor and administrator. This shift of emphasis is asked for not\n\nbecause the less efficient teacher, the less efficient supervisor, the less\nefficient administrator do not need help. It is asked for because the\n\nstandard of achievements is lowered when, in any profession, those\nless efficient are the only ones upon which effort is placed. The less\nefficient make less exacting demands upon leaders, and the leaders lose\nthe necessity for preparation.\n\nTherefore, teachers should accept the challenge to compete with\nand lead the best teachers with whom they work. Supervisors should\naccept the challenge to compete with and lead the best teachers and\nsupervisors of their system. Administrators should accept the challenge\n\nto compete with and lead the best administrators with whom they come\nin contact. This is the one plan which will insure that leaders of the\n\nprofession will be able to give their contributions in an increasingly\nefficient manner and at the same time give the right standard of encouragement to those whom they lead.\n\nThe ideas presented in this address are given with the hope that\nthey will present a point of view, restate a faith-that they may lead to\n\nmore open-mindedness on our part as teachers and supervisors ; that\nthey may be of some help in pointing the way to better teaching ; that\nin addition, they may give us courage to strive for better performances\nfrom day to day with an increased joy in having a part to play in a task\nof such magnitude.\nTHE GREATEST NEED OF THE SCHOOLS\n-BETTER TEACHING\nWALTER A. JESSUP, PRESIDENT UNIVERSITY OF IOWA , IOWA CITY, IOWA\n\nPublic education today, as in every period of great readjustment,\n\noccupies a dominant place in the attention of the world. This is true\nnot only in the United States but in Europe, more especially in France,\nEngland, and Germany, where great educational revivals are being\nexperienced. Definite progress is being made in educational organiz-\n\nation in England as a result of policies proposed during the heat of the\ngreat conflict just passed. More than one hundred thousand students\nattended German universities last year. European research laboratories\nreport definite programs since the war. The universities of Oxford and\nCambridge are crowded to the limit.\nIn our own country, distinct educational progress has been made\n\nnot only in national organization as indicated by the passage of the\nSmith-Hughes law, the insistent agitation in favor of the Smith-Towner\nbill, but definite advances have been made within the past five years in\nalmost every state in the Union in so far as buildings, salary, equip\n\n"}
{"page": 805, "printed_page": null, "text": "780\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nment, and conditions of teaching are concerned. Periods of great\npolitical readjustment have been paralleled by marked changes in public\neducation. The period of the French Revolution was marked by an\neducational reorganization. The Franco-Prussian War was succeeded\n\nby an educational reorganization in France and Germany. During our\nown Civil War legislation was enacted which established in every state\nland-grant colleges.\n\nIndeed, this parallel is so close that it might have been possible for\nany student of educational history to prophesy safely that this great\nmilitary conflict would be followed by a new educational impetus. Each\nnew conception of citizenship has demanded a new interpretation of the\nmeans whereby this new idea of citizenship could be developed. Today as in no previous time in the history of this country, the public is\ndebating the issues of American citizenship and is setting up new\nstandards.\n\nIn a country such as ours, with its constitutional guarantees and its\nstatutory provisions, it is peculiarly necessary that the public realize its\nabsolute dependence upon a program of effective public education.\nNew queries are being raised in regard to the relationship of illiteracy to American achievement, of ignorance to national security, of\nphysical weakness to effective service, of moral training to safe conduct.\nIn no period in our country has there been such clear recognition of the\nneed of public education to safeguard our future. If we are to main-\n\ntain American civilization it can only be done through a policy of sound\npublic education, taking into account the end to be attained a wholesome American citizenry.\n\nThis emphasis upon the social import of an educational program involves the necessity for constant scrutiny of the effectiveness of the job.\n\nIn recent years this scrutiny and criticism has taken the form of\nendless surveys, constant attempts at standardization, elaborate develop-\n\nment of tests and scales of measuring efficiency, culminating in the examination of millions of men in the selective draft. It is no accident\nthat the so-called scientific movement in educational administration has\n\nmet with such great favor. The public has been interested in knowing\nthe effectiveness of the teaching job. The professional teacher has been\n\nespecially critical of the results of teaching. He has been demanding\nbetter teaching and seeking means to bring it about.\nhave complicated the issues and multiplied the task.\n\nNew demands\n\nWhereas formerly, students were from a highly selected group, now\nAmerica demands that we educate the whole group; whereas in earlier\ndays pupils represented a narrow economic, social, and intellectual level,\ntoday the public schools teach children from every economic level, from\nevery social status, from every intellectual level. It is a much more difficult problem to teach all of the children than to teach those who want to\n\n"}
{"page": 806, "printed_page": null, "text": "Department]\n\nTHE GREATEST NEED OF THE SCHOOLS\n\n781\n\nlearn. The earlier school could rest content with furnishing the selected\nstudent with an opportunity for learning by hearing classes : now it is\nnecessary to teach with consummate skill if all children are to be given\nthe modicum of training essential to American citizenship.\nIn the development of our schools we have emphasized different\n\nthings at different times. At certain periods, the emphasis has been on\nbuildings and equipment ; at other times on the curriculum and subjectmatter ; and again on the time devoted to certain types of educational\nactivity. Educational tests have revealed that results have not been\nthe direct outcome of specific type of buildings, of specific type of curricula, or the specific amount of time spent. Indeed, excellent results\nhave been secured with poor buildings, with poor equipment with a\nnarrow curriculum, and with a small amount of time. In other words,\n\nthe factors of education which are easily manipulated and even spectacular in form furnish by no means a reliable index of the outcome of\nteaching.\n\nWith the new emphasis upon universal citizenship paralleling suffrage for all, comes a renewed consciousness of the importance of reaching every child. Every child must remain in educational \"quarantine\"\nuntil there is evidence that the \"test is positive,\" evidence that education\nhas \"taken.\" This can only be done by effective teaching.\nWe have always been interested in the personality and character\nof the teacher ; we have even stood for a modicum of intellectual attain-\n\nment on the part of the teacher. However, too little emphasis has been\nplaced upon the technique of the teacher, the skill of the teacher, the\nfacility to get results from the difficult student.\n\nWe have had schools of method such as the Quincy method, the\ninductive method, and the like; yet modern analysis of the results of\n\nteaching, together with the analysis of the intellectual processes, are\nsuch as to indicate that there is little prospect of our being able to teach\nall the children of all the people by a single or even a small number of\nmethods .\n\nThe laboratories have shown that the one constant mental\n\nreaction is variation. An apparent single act is made up of a series of\nlesser acts. We do not have the capacity to remember in general ; rather\n\nthe capacity to remember certain things. The old-fashioned conception\nof \"a good head for mathematics\" is now interpreted to mean the con-\n\ntrol over a thousand intricate habits, skills, and relationships.\n\"A poor reader\" may be poor from a number of causes, such as\nbad \"eye habits,\" inability to \"phrase\" properly, lack of \"phonetic\"\nability ; vocalization, repetition, substitution, or accent. Diagnostic analysis of unsatisfactory results in arithmetic may reveal difficulties not\nin addition or subtraction, but in \"combination,\" \"carrying,\" \"borrowing,\" and the like.\n\n"}
{"page": 807, "printed_page": null, "text": "782\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nThe experimental work in the schools of education and in the\nprogressive school systems of the country furnishes great encouragement . The contribution recently made in diagnostic analysis of difficulties which occur in reading, arithmetic, spelling, writing, and the\nother fundamental subjects of the curriculum should become a part of\nthe equipment of every teacher in the land.\nSpecific treatments for specific educational ailments have produced\nstriking results. The earlier experiments of Brown to determine the\n\neffect of three-minute daily drill in arithmetic as a teaching device produced decided results. Kirby's experiments in a slight modification in\nthe teaching device in habit formation revealed a difference in results.\nPacker's experiments in Iowa City in geography for a period of six\n\nweeks produced a difference in results. Within the past year or two\nexperiments by O'Brien at Illinois, Gray in Chicago, Horn in Iowa,\nrevealed that the modification of teaching technique in the rate of reading produced different results not only in speed but in comprehension.\nThe experiments in Stoughton, Wisconsin with a diagnostic reading\nclinic produced remarkable results.\n\nIf we are to accept the present demands on the part of the public,\nnamely, that the schools are to function in a certain type of citizenship,\nif we are to recognize that these children come to us representing every\nvariation of social, economic, and intellectual quality, we must recognize\nthat our task centers down to the problem of meeting the child where\n\nhe is, diagnosing his specific status, and taking him by a process of\nspecific teaching a step toward the goal.\nThe effectiveness of our service will be determined by our ability to\nteach, our ability to teach will be conditioned by our skill in analyzing\nthe job to be accomplished-the status of the child and the end desired\n-and modifying our technique in such a way as to accomplish the end.\nModern medicine has come to place great emphasis upon the diagnostic clinic with facilities for analyzing each detail of the patient's\ncase. In a similar way education is developing the same attitude toward\nthe problem of ignorance. No teacher can afford to be ignorant of this\ngreat experimental movement of the present time in the schools of\neducation and progressive school systems throughout the country. Experimental education is making a direct contribution to the field of teaching. In current professional literature ample reports of many of these\nexperiments are available ; the recent year-books of the National Society\nfor the Study of Education furnish excellent material.\n\nThe greatest single need in public education is better teaching. This\ncan best be secured and the public faith in education justified only by\n\nrecognizing the importance of even slight variations in teaching technique.\n\n"}
{"page": 808, "printed_page": null, "text": "Department]\n\nANALYSIS OF LEARNING PROCESSES\n\n783\n\nANALYSIS OF LEARNING PROCESSES AND SPECIFIC\nTEACHING\nCHARLES H. JUDD, DIRECTOR OF THE SCHOOL OF EDUCATION,\nUNIVERSITY OF CHICAGO , CHICAGO, ILL .\n\nEverybody gives tests in all the fundamental subjects, but many\npeople regard the resulting scores as quite useless for practical purposes,\nWhat does one do when he finds a school or an individual pupil below\nstandard ? Many surveyors of schools have reported tables of figures\nshowing that this or that is not well done and have then left town\napparently deaf to the question : What is to be done to improve the\nsituation ?\n\nWe are mature enough in the application of scientific methods to\neducation to enter upon a second era, the era of constructive, positive\n\ncorrection of defects. This will be the era of analysis and of specific\nteaching. No longer content merely to measure results, we shall try to\n\nunderstand results and consciously produce better results by dealing\nwith causes .\n\nA few months ago President Brown of the Oshkosh (Wisconsin)\nNormal School published a monograph giving the results of extensive\ntests which he had made in the Latin classes of New Hampshire when\nhe was connected with the department of public education of that state.\nA striking fact from President Brown's tables is that pupils gain\n\npractically nothing in their power to read Latin during the third year of\ntheir study. Second-year Latin has meager results; third-year Latin\nis a conspicuous failure.\n\nThis is the unquestionable showing of the\n\ntests. When this showing is accepted, Latin teachers will begin to ask\nwhat is the reason for the failure of third-year Latin?\n\nLet us try a hand at the kind of analysis which should follow the\nLatin tests. The third-year pupil fails to make progress because he\nhas bad habits of dealing with the Latin text. He picks out his transla-\n\ntion word by word. He spends most of his time with his finger in the\nvocabulary hunting up a possible meaning to fit into the puzzle which he\ncalls an English sentence. This habit the pupil acquired during the\nfirst and second years of his study. We may defend the vocabulary\nhabit in the early stages, but there comes a time when, if the study of\nthis subject is to be of value, it must carry the pupil over a sentence at\na time, rather than a word at a time. There comes a period in the\npupil's development when reading ought to mean in Latin what it means\nwhen the learner is able to get from a page of the vernacular real ideas\nand coherent thoughts. The vocabulary method of translation bars the\npupil from this kind of free, intelligent reading.\nIf the analysis suggested is in any degree correct, it opens the way\nfor a series of experiments by Latin teachers which will be sure to be\n\n"}
{"page": 809, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n784\n\n( Superintendence\n\nproductive. The cycle of evolution will then be as follows : first, the\ntest to show the present condition; second, intensive analysis to explain ;\nthird, experimentation to improve the situation; fourth, more tests ;\nfifth, more analysis ; and so on.\nWhat modern science has meant in other spheres, educational science\nshould mean for our school work. Teachers of experience have always\nimproved their teaching by analyzing situations and by changing their\nmethods in the light of their analyses. Educational science is a refinement\nof what good teachers have always done. The testing movement, the\nfirst stage of this science, was a decided refinement of earlier methods.\nFurthermore, the science of education will have to improve along\n\nanother line which has characterized the progress of modern science in\nother fields. Science has added to human equipment for coöperation in\nanalysis and experimentation. No physicist or astronomer works today\nin isolation. The group coöperates in the development of what we call\nobjective analyses and objective results.\nSo must it be in the science of education. Many an excellent teacher\nhas carried to his grave insights which would have been of immense\n\nvalue to his fellow-teachers. We are just beginning in education to\nlearn how to pool our experiences. I believe the decade that has passed,\nwith its intense discussions, has been nothing but the training school for\na mature science in which observation will become as common and as\n\nobjective as in any sphere of investigation.\nIt is my profound faith in coöperative analysis of school situations\nwhich gives me courage to believe that the student of educational\n\nscience in his laboratory and the classroom teacher may both contribute\nto the development of better teaching. I look forward to the time when\nour educational literature will include in large measure statements by\nteachers of cases with which they have been able to deal. There ought\nto be a great many experiments on how to follow the vocabulary habit\nin Latin with something more productive. Such reports will foster the\nspirit of analysis among our teachers and increase the amount of specific\nteaching.\n\nThere will also be a greater taste for the kind of material that my\ncolleagues of the educational laboratory produce. Photographs of the\neye-movements of readers show that immature reading involves looking\n\nat each word as a unit. The eyes pause on each word long enough to\nmake recognition possible and in oral reading to allow for the slow reaction of pronunciation. The reading of a mature reader is of an en-\n\ntirely different type. The eye now takes in, not the single word, but a\nwhole phrase ; and in that highest form of reading, namely, silent read-\n\ning, its movements are more rapid because there is no delay in waiting\nfor pronunciation.\n\n"}
{"page": 810, "printed_page": null, "text": "Department]\n\nANALYSIS OF LEARNING PROCESSES\n\n785\n\nAs soon as we understand the character of silent reading and oral\n\nreading we are able to organize our classroom work on a sound scientific\nbasis. Enough analysis of these two kinds of reading has been made\nto revolutionize the school program in reading. Enough interest has\nbeen aroused to make this one of the richest and most influential fields\nof inquiry.\n\nThere are two reasons why such inquiry is delayed. The first\nreason why the distinction between oral and silent reading has been\nonly moderately useful to teachers is that the distinction has not been\nclearly understood. As a result, instead of being thought of as a detailed description of a difference between two stages of development,\nit has been treated as a kind of partisan issue. It has been scoffed at by\nsome and overworked by others. Some teachers having heard that the\n\ndistinction between oral reading and silent reading exists, forthwith\ndesire to throw away for all time the old. Let the first grade have only\nsilent reading, they say. They argue from the fact that adults read\nsilently and gain advantage therefrom to the conclusion that silent reading should be cultivated from the first.\n\nBoth of these groups-the\n\nscoffers and the exclusive silent readers are wrong. They delay the\nanalysis which will set the whole matter right by their violent partisan\nattitudes. They have not caught the spirit of true scientific procedure.\nThe second reason why the inquiry into the distinction between oral\nreading and silent reading progresses slowly is that the school system of\nthe United States is absorbed in routine. We give little or no energy\nto analysis of what we are doing.\nAt times I grow discouraged with some of the school situations in\nthis country where administrators and teachers are unwilling to spend\nthe time necessary to consider their fundamental problems. I grow\ndiscouraged when I find that the work done in our reading laboratory,\n\nfor example, reaches only a comparatively few people. I grow discouraged when I encounter people who think of a scientific laboratory\n\nas an institution located in the clouds, if not in a fog. We are a generation of busy, rushing routinists. We are not willing to absorb our-\n\nselves in careful analysis; too often we are not willing to absorb ourselves even in the study of analyses made by others.\nFor my part I shall go on advocating analysis of school situations\nas the most important need of the times. I shall say what I can to\nencourage the experienced teacher or administrator to pause for the\n\nstudy and comprehension of what is going on. I shall say to young\nmen and women who are looking forward to a career of teaching :\nTake time in your preparation to look into school situations and see\nwhat they involve. I shall try to pick out the most promising candidates and encourage them to carry on the long, arduous studies which\n\n"}
{"page": 811, "printed_page": null, "text": "786\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nin the long run will redound, as does all truly scientific thinking, to the\nadvantage of all.\nEspecially shall I seize every opportunity which presents itself to\nask administrative officers to see the importance of analyzing the situations with which they deal. People want to be given the results of\nscientific studies without giving themselves the pains to make any con-\n\ntribution. The only way one can understand scientific analyses is to\nmake some one's self. There is no room in the higher positions for a\nmere routinist. Analysis and reanalysis are the price of success.\nIf each of us in his own way would adopt some method of promoting\nanalysis, there is no reason why the new era of analysis and specific\n\nteaching should not come in with a rush. Let the school administrator\nencourage his teachers to study intensively a few cases each year and\nrecord the results. Let the superintendent show the principal that it is\nhis chief duty to throw light on school problems by making an intensive\nanalysis of them. Let boards of education be brought to understand\nthe importance of investing public funds in such analysis, even to the\nextent of supporting laboratory work. Let the teacher who shows skill\n\nand insight in such work be assigned to tasks which will most productively utilize his or her ability. New insights will come from better\nanalyses of pupils' learning processes. New analyses will focus teaching and make it specific.\n\nNATIONAL AID FOR EDUCATION\nHORACE MANN TOWNER, REPRESENTATIVE IN CONGRESS, CORNING, IOWA\n\nThe educational bill now pending in Congress has been for many\nyears in the minds of the educators of the United States. About three\nyears ago they selected a committee to formulate a bill which was introduced in the Sixty-fifth Congress. Later it was revised and reintroduced in the present Congress. Hearings were had and the bill was\nrecently favorably reported by the Committee on Education of the\nHouse and placed on the calendar, too late, however, to be considered\n\nduring the present Congress. Other considerations, particularly the\ncondition of our national finances, hindered progress. The bill will\nagain be introduced in the next Congress at the beginning of the extra\nsession and pressed vigorously for final action.\nIt is our hope and belief that the bill will be passed during the next\n\nCongress. It will certainly be our strenuous endeavor to accomplish\nthat result, which can be done only with the earnest and continuous\n\nwork of the friends of education throughout the country. The opposition is strong and determined and will not allow the bill to become a\n\nlaw if it can be prevented. I cannot but think that since it is so strongly\n\n"}
{"page": 812, "printed_page": null, "text": "Department]\n\nNATIONAL AID FOR EDUCATION\n\n787\n\nsupported by the millions that believe in the wisdom and necessity of its\nenactment that it will finally become a law; and I am sure that when it\n\ndoes, it will bring such blessings in its train to all the people of the\nnation as will amply justify whatever service and sacrifice is given in\nits support.\nA Department of Education. The bill consists of two parts and has\na twofold purpose. It creates a Department of Education with its\n\nsecretary a member of the President's Cabinet, and it provides for\nfederal aid to the states.\n\nThe justification for the provision creating a Department of Education lies primarily in the fact that education is of supreme importance\nunder our system of government and should receive the recognition that\nits importance merits. It has been a source of wonder to foreign observers of our institutions that the United States has so far failed to\n\ngive education such recognition. It is almost alone among the nations\nin that regard. As reported by the Bureau of Efficiency the national\ngovernment expended over $65,000,000 for the year 1920 for educational purposes. If to this be added appropriations under the proposed\nlegislation it will be essential that these various activities should be\nintegrated and coördinated, both for efficiency and economy. The\npresent Bureau has no authority outside its own limited range. A\nSecretary of Education would give to education a dignity and status as\na national interest that can be secured in no other way. In investigation, research, and reports regarding educational matters the secretary's\nwork would be of great influence and value.\nFederal Aid.\n-The second part of the bill contains provisions which\nauthorize appropriations from the national treasury to encourage the\n\nstates in the promotion and support of education. In order to do this\neffectively certain specific educational needs are selected which are\nbelieved to be the most important and pressing. Thus a specific amount\n\nis granted to encourage the states for the removal of illiteracy, for the\nAmericanization of immigrants, to equalize education, for the preparation of teachers, and to promote physical education. A state may accept the provisions of any one or more of the respective apportionments\nby meeting the statutory requirements and by providing for the expendi-\n\nture from state or local funds of a sum at least equal to the national\ngrant for the particular apportionment authorized.\n\nIt will be seen that these grants from the national treasury are not\ndependent upon executive discretion or favor, but are compulsory when\nthe states meet the conditions specifically stated in the act .\nThese requirements are minimum requirements and there can be no\nreasonable dissent as to their necessity or fairness. The national\n\ngovernment cannot make a grant without stating the purpose for which\n\n"}
{"page": 813, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n788\n\n(Superintendence\n\nthe grant is made, and in making a contingent grant it must state specifically the conditions necessary to be met in order to secure the grant.\nOn the other hand, the state is entitled to know just what constitutes\nthe requirements necessary to receive its part of the apportionment, so\nthat it can be assured that if it meets those requirements, it will not have\nto appeal for executive favor in order to receive its grant, and will not\nbe required to surrender control of its educational system to a central\nauthority.\n\nObjections Considered.\n--Many objections are urged against this bill.\n\nIt is said that the legislation is unnecessary. This objection is urged\nboth against the creation of a new Department of Education and\nagainst the proposal to aid the states by subventions from the national\ntreasury. There is always reluctance about creating a new department.\nOriginally there were but three-state, treasury, and war. An advisory\nattorney was selected, who afterward became a member of the Cabinet.\nThere came at intervals, navy, post-office, interior, agriculture, commerce\nand labor, and then separately, labor. Now we have ten departments,\nbut still our Cabinet is one of the smallest among the nations. The\npurpose of creating all these executive departments was to give recognition to and secure a more effective realization of our primary and essential national interests. Because the national government was not given\ncontrol of education and because the states have exercised that power\ndoes not disparage the fact that education has been throughout our\nhistory a primary, almost a paramount interest of the nation. In 1785\nthe national government made grants of its public lands for the \"maintenance of public schools.\" The Ordinance of 1787 creating the North-\n\nwest Territory provided that \"Schools and the means of education shall\nbe forever encouraged.\" From that time down to the present the national government has recognized education as an important interest of\nthe nation, and has aided it with grants both of lands and money. If it\nhas been and is a primary interest of the nation why should not full\nrecognition be given it by the national government ? It certainly is of\nequal importance with commerce, or agriculture, or labor.\nNational Control of Schools. It is asserted by some objectors that\nmerely to create a Department of Education and select a secretary will\ntransfer the control of the schools from the states to the nation; that\n\nin some mysterious manner there will thus be created an autocracy that\nwill reach out and absorb all the educational activities of the nation;\n\nthat for some undisclosed but malevolent purpose a conspiracy of the\neducators of the country has been formed to subvert the Constitution\nand destroy the liberties of the people. It is unnecessary to say that\nno effort is being made anywhere or by anybody to transfer the control\n\nof the schools from the states to the nation. Certainly there is no pro\n\n"}
{"page": 814, "printed_page": null, "text": "Department]\n\nNATIONAL AID FOR EDUCATION\n\n789\n\nvision of the bill which has such purpose. On the contrary, in most\n\nexplicit terms the secretary is forbidden to exercise any control over\nthe schools within the states, and that power is expressly reserved to\nthe states. The Department of Agriculture was created and a Secretary\n\nof Agriculture sits in the President's Cabinet, but no control of agriculture is given him, and the purpose of the Department is to foster agriculture and aid the farmers.\n\nSo with commerce and so with labor.\n\nIn like manner, with no greater power and with no other purpose it is\nbelieved we should give education a like recognition and a like opportunity to serve the people.\n\nThe objection is also urged that merely to grant appropriations from\nthe national treasury contingent upon conditions, in and of itself transfers control from the states to the nation; that the states in order to\nsecure the funds from the national government will surrender their\n\nconstitutional rights; in short, that the nation offers to buy from the\nstates the control of the schools and assume the power of directing and\n\nmanaging the education of the people. This objection, strange as it may\nappear, is the argument most strongly urged by the opponents of the\nlegislation for national aid. It must appear indeed remarkable that\nsuch a purpose could have actuated the educators of the country in the\n\nformation of their bill. It has not generally been supposed that the\nschoolmen of the nation were engaged in a conspiracy to subvert the\nConstitution and secure control of the government. It must appear to\nevery reasonable person that there is no desire nor can there be any\n\npurpose on the part of the representatives of the government to take\nover the control of the schools. The people of the states are not so\nstupid and submissive as to sell their right to control the education of\ntheir children for a money bribe.\n\nThe legislation is advocated because conditions are urgent and\ndemand action, and because some of the states are unable and others\n\nunwilling to meet the emergency without help. It is to stimulate the\nstates to greater activity in the education of their own people ; it is to\naid them in reducing the burden and danger because of the ignorance of\ntheir people that this legislation is urged. The government has an\nequal interest with the states in the character of its citizens.\n\nThe\n\ngovernment has no citizens nor interests within its territory outside the\nstates. Their people are its people, and their citizens are its citizens.\nIf the people of the states are ignorant, so are the people of the nation.\nIf to the states ignorance is a burden and a menace, so is it to the nation.\n\nIf the peace, prosperity, and security of the states must depend upon the\nintelligence of its citizens, so must it with the nation.\n\nIt may again be stated that all the conditions upon which aid is\ngranted are statutory and are specifically stated in the act. These re\n\n"}
{"page": 815, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n790\n\n( Superintendence\n\nquirements may be changed by Congress, but they cannot be changed\nby the secretary or any other officer. No additional requirements can\n\nbe added and no autocratic, bureaucratic, or centralized control imposed.\nIt should be further stated that before any state can receive the\nbenefits of the act such state must by legislative enactment accept its\nprovisions-there must be an agreement of the representatives of the\npeople of the nation with the representatives of the people of the state\nbefore the legislation can become effective. Under such circumstances\nit is not probable, it is not possible that the state will surrender its rights\nor that the nation will transcend its powers .\n\nAttention is called to the fact that by the provisions of the bill the\nadministration, the application and distribution of the funds within the\nstate are exclusively committed to the state authorities. I think I am\njustified in saying that in no other legislation of this character ever\nenacted have the rights of the states been so carefully guarded. Let\nme call your attention to this provision of the bill, found in Section 14 :\nPROVIDED, That courses of study, plans, and methods for carrying out the\npurposes and provisions of this act within a state, shall be determined by the\nstate and local educational authorities of said state, and this act shall not be\nconstrued to require uniformity of courses of study, plans, and methods in the\nseveral states in order to secure the benefits herein provided;\nPROVIDED FURTHER, That all the educational facilities encouraged by the\nprovisions of this act and accepted by a state shall be organized, supervised, and\nadministered exclusively by the legally constituted state and local educational\nauthorities of said state, and the Secretary of Education shall exercise no author-\n\nity in relation thereto except as herein provided to insure that all funds apportioned to said state shall be used for the purposes for which they are appropriated\nby Congress.\n\nIf any stronger or more explicit statement can be made thereby\nsaving to the states their right to control their own schools in their own\n\nway and prohibiting any interference on the part of the general government, the friends of the measure would be glad to accept it. It is said\n\nthat the subventions from the national treasury are unnecessary, for the\nstates will meet the emergency and provide the necessary means. If that\nwere true the objection would be good. But is it true?\nIlliteracy. Take illiteracy for example. The census of 1910 showed\n\nthat in the United States there were 5,500,000 over ten years of age who\ncould not read or write any language. In addition there were 3,500,000\nwho could not speak, or read, or write English. This placed us below\nthe standard of most of the civilized nations of the world.\n\nBut that\n\nwas not the worst. The examination of the draft registrants for service in the late war showed that of the men called between the ages of\n21 and 31 , nearly 25 per cent could not read a newspaper, could not\nwrite a letter home, and could not read the posted orders about the\ncamps.\n\n"}
{"page": 816, "printed_page": null, "text": "Department]\n\nNATIONAL AID FOR EDUCATION\n\n791\n\nThe nation's defense is thus doubly impaired; first, because onefourth of the sons of America called to the colors are incapacitated for\nefficient service because of their ignorance ; and second, because in a\n\nfree country its safety is jeopardized when a determining portion of its\nvoters cannot read the ballots they cast and can vote only as they are\ntold.\n\nConsider the economic loss which Secretary Lane estimates as at\nleast $825,000,000 each year.\n\nThe Director of the Bureau of Mines\n\nstates that of the 1,000,000 men engaged in mining in the United States\n620,000 are foreigners, and that of these 460,000 cannot speak English.\nHe states that the removal of illiteracy among the miners would\nsave annually 1,000 lives and 150,000 injuries. Investigation has shown\nthat one-half the industrial accidents are the result of ignorance, because the workers cannot read the danger warnings or understand the\norders given.\n\nIt has been said that illiteracy is a Southern problem. The facts\ndo not warrant that conclusion. Georgia has 389,000 illiterates, but\nNew York has 406,000. Alabama has 352,000, while Pennsylvania has\n\n354,000. Louisiana has 352,000, Mississippi 290,000, and Texas 282,000 ; but Illinois has 168,000, Ohio 124,000, and even Massachusetts\nhas 141,000. It is thought that illiteracy is a race problem. But it is\nmuch more than that. There are over 1,000,000 more white illiterates\nin the United States than illiterate negroes.\n\nAmericanization. Consider the condition of our immigrant population. We now have over 15,000,000 foreign-born people in the United\nStates.\n\nMore than 5,000,000 cannot speak, read, or write English.\n\nMore than 2,000,000 cannot read or write any language. Unfortunately,\nthese foreigners often group themselves into alien settlements or colonies, where our language is not spoken, where our journals are not read,\nand where the whole environment is alien and un-American.\n\nThese\n\nmasses of alien ignorance constitute a rich soil for the seeds of unrest\n\nand revolt. Revolutionary agitators who come to this country to advocate the destruction of our government find here their opportunity. To\n\nmake the immigrant understand America is the only way to make him\nlove America. He cannot love a country he does not understand. Edu-\n\ncation is the first requisite of Americanization. Education, first in our\nlanguage, and then in the nature of our institutions is the best defense\nagainst the bolshevik and the anarchist. This demand is not being met.\nWhen great states like Massachusetts and New York and Ohio have\n\nactually increased both their percentage and total of illiteracy within the\nlast decade because of their failure to educate their foreign-born, we\nrealize that even their enlightened commonwealths need stimulation and\naid.\n\n"}
{"page": 817, "printed_page": null, "text": "792\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nPhysical education.- Perhaps no disclosure of the draft examinations\ncarries more reproach to our intelligence than the fact that out of about\n2,400,000 young men examined for service 700,000, or nearly one-third\nwere found disqualified because of physical disability. Ninety per cent\nof these disabilities could have been prevented by a knowledge of the\nsimplest rules of hygiene and health. There is but one adequate remedy\nfor this disgraceful and distressing condition, to put into all our\nschools a system of physical education. Here again is the stimulation\nand help of the nation needed to remedy the existing unfortunate condition.\n\nEqualizing educational opportunities. That gross inequalities in\neducational opportunities exist within and among the states is well\nknown. In the South almost one-half of the negro children never see\nthe inside of a schoolroom. In the North there is hardly a city that has\nadequate school facilities for all its children. In some rural communities\n\nand factory districts the value of the property is so small that local taxation cannot support the schools. On an average the country boy has\n\ntwo months less school than the city boy. Unfortunately, it is found\nthat where the educational needs are greatest the schools are most inadequate. All over our land the poorest schools are in the poorest\n\ncommunities-just where the best schools are most needed. To equalize\n\neducational opportunities is a task the nation is especially qualified to\nundertake.\n\nTo encourage and aid the backward states to bring their\n\ndeficiencies up to a reasonable measure of efficiency and service is apparently a national duty. By such stimulation and coöperation we may\nbe able to give to every child in America the advantage of at least a\ncommon-school education.\n\nPreparation and pay of teachers. The most pressing educational\nproblem confronting the people of the United States at the present time\nis to obtain competent teachers for our schools. Thousands of schools\nhave been closed because no teachers of any kind could be secured. Tens\n\nof thousands of schools are now being taught by incompetent teachers ;\n300,000 are teaching who have no professional training whatever. The\n\nprinciple cause of this is that the teachers have been paid less wages than\nalmost any other class engaged in public or private service. The average\nsalary paid teachers in the United States last year was $640. This is\nless than the wages paid scrub-women or ditch-diggers. It is only a\nfraction of the amount paid mechanics. This condition has resulted in\ndriving thousands of self-respecting teachers from their work. It is\n\ncertainly the duty of our people to take speedy action to remedy this\ngrave defect. It will bring disgrace to our country and disaster to our\n\ninstitutions if we do not bring up to at least a scale of reason and justice\nthe salaries of the teachers of America .\n\n"}
{"page": 818, "printed_page": null, "text": "Department]\n\nNATIONAL AID FOR EDUCATION\n\n793\n\nAn equally imperative duty is that of providing means for the better\npreparation of teachers. We need about 700,000 teachers to teach our\nschools, and this requires about 120,000 new teachers each year to keep\nthe quota full. Our schools and colleges preparing for teaching are\nturning out but 24,000 each year. Nearly 100,000 must enter the pro-\n\nfession each year inadequately prepared. This condition is alarming and\nmust be remedied. We must see to it that every school in the land is\ntaught by a competent teacher. Nothing less than that is safe for\n\neither state or nation. If illiteracy is a national peril, if ignorance of\nour language and institutions is a source of danger, if unjustifiable inequalities exist in educational opportunities in our land, if our young\nmen called to the service of their country are incapacitated because of\nignorance of the ordinary rules of health, if schools are being closed\nfor want of teachers, and almost one-half are being taught by incompetent teachers, then it can fairly be claimed that national aid for\neducation is justified and necessary.\n\nMutual obligations. It is urged as an objection that it is unjust to\ncall upon the stronger states to aid the weaker to educate their children ;\nthat the money derived from general taxation which would fall heaviest\non the richer states should not be used to help the poorer states ; that\n\neach state should bear the burden and responsibility of educating its\nown people. This objection was urged from the beginning against the\nwhole system of public schools. It was argued that parents should have\nthe burden of educating their own children and that taxation to support\n\ncommon schools was unconstitutional and unjust. It was said the rich\nman was under no obligation to help educate the children of the poor.\nIt was especially urged that those having no children to educate must not\nbe taxed to help educate the children of others. But those objections\n\nwere disregarded, and now no one claims that it is unjust to tax the rich\nman to educate the poor man's children, and the bachelor must pay his\ntaxes to support the schools, whether he wants to or not. It is recognized that the welfare of a community or state depends upon the character of its citizens ; that the city or state is concerned for its own\n\nsafety and peace in the intelligence of all its citizens, and that each must\ncontribute his share for the common good.\nSo with the nation. We have seen how its safety may be jeopardized\nbecause of the illiteracy and physical incapacity of so many of its young\nmen. We have seen how the security and prosperity of a free government depends on the intelligence of its entire electorate. Neither illiter-\n\nates nor alien malcontents can be confined to any one state. And so it\nis a national problem as well as a state and local problem .\nCan the nation afford it ?-The cost to the government is urged as\nan objection to the legislation. To place this additional burden on the\n\n"}
{"page": 819, "printed_page": null, "text": "794\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\ngovernment at this time of extraordinary expenditures would be unwise,\nit is said. Our people already groaning under the weight of federal\ntaxes will not approve this addition to the load, it is argued. Granting\nthe full weight of this objection, it must be admitted that the nation\nmust make choice as to its expenditures. Wise action depends on\nselecting those objects for national appropriations which are most\nneeded and most important. There is nothing in our scheme of government more important than the education of the people. Whatever else\nmay be left out, education cannot safely be excluded. And this may be\nsaid to the credit of our people, the one thing that justifies a tax is that\nwhich strengthens and supports our public schools. There are many\nmillions annually appropriated which have much less justification than\nthe appropriations authorized by this bill. We might cut off a hundred\nmillion from either the army or the navy bills with less danger and\nmore profit than to omit this appropriation. We gave another hundred\nmillions the other day to the states for good roads. Are good roads of\nmore importance than good schools ? We are still spending millions to\n\nremove rocks from our harbors and snags from our rivers ; to remove\nhog cholera in Iowa and cattle ticks in Texas ; to remove boll weevil\n\nin Alabama and wheat rust in North Dakota. Are we justified in refusing to spend anything to remove illiteracy ? It is not that the things\nmentioned are not worthy of consideration, but certainly they are no\nmore worthy of consideration than is the education of our children.\n\nThose things are after all but economic ills, while ignorance imperils\nthe safety and endangers the perpetuity of the nation itself.\nThe largest appropriation ever made by Great Britain for education was made during the late war and in its darkest hour when the\nsoldiers were fighting \"with their backs against the wall\" and the people\nhad almost lost hope. But Great Britain had been shocked as the United\n\nStates was later by the disclosures of the examinations of her sons\nfor service because of the ignorance and physical defects of her defenders. In supporting his great education bill, Mr. Fisher, Minister\nof Education, said: \"We must ask not only whether we can afford to\nspend the money, but whether we can afford not to spend the money;\nand the supplementary question is more important and searching.\"\nFor four years, with her land invaded, in constant peril of entire\ndefeat with 30,000 of her teachers called to the colors for four years\nFrance managed to keep her elementary schools in full operation.\nWithin sound of the enemy's guns, and even under fire, their schools\nremained open and at work. And this is the message her educators sent\n\nto America : \"Conserve, endure taxation and privation, suffer and sacrifice to assure those whom you have brought into the world that hereafter it shall be not only a safe but a happy place for them to live.\"\n\n"}
{"page": 820, "printed_page": null, "text": "Department]\n\nWASTE IN EDUCATION\n\n795\n\nI cannot believe the men and women of America will be less wise\n\nor less patriotic than those of England or France. And so I bring to\nyou no discouraging word, no message of despair. I sincerely believe\nthat the great educational measure which you have sponsored and so\ngenerously aided will be finally approved by Congress and become\na law. To aid in this accomplishment you are called. That accomplishment will be one of the great forward steps in the educational progress\nof the nation. America has made notable contributions in the past\n\nto the educational progress of the world. May we unite in the endeavor to make our present and the future worthy of the past.\n\nWASTE IN EDUCATION\nH. R. BONNER, SPECIALIST IN EDUCATIONAL STATISTICS, U. S. BUREAU\nOF EDUCATION, WASHINGTON, D. C.\n\nIt behooves us to pause occasionally to locate and measure the waste\n\nin public education, to point out some of the factors that contribute to\nit, and to suggest methods by which the situation may be improved.\nI shall not attempt to analyze the problem for each individual state but\nonly to deal with the United States as a whole or with certain groups of\ncities.\n\nThe statistical report of the Commissioner of Education for 1918\nshows that the average person who completed his education in that\n\nyear had attended school for only 1076 days. This average includes\nattendance at all types of schools-elementary, secondary, and higher\ninstitutions. As the average length of the public-school term is about\n160 days, or 8 months, the average person now completing his education has attended school for 6.7 years of 160 days each. On the basis\nof a nine-months' term this average reduces to a little less than 6 years\n\nof schooling for the average person. Assuming that the average child\ncompletes nine-tenths of a grade a year, it follows that the average\nperson completes 5.4 grades during his lifetime. There is conclusive\nevidence, therefore, that we are a \"nation of sixth-graders.\" This is\nnot an accomplishment of which we should be proud. If this \"average\"\nperson had attended school continuously for 365 days each year, he\nwould have attended school for a little less than three years. As this\n\"average\" person is expected to live 57 years after he becomes old\nenough to enter school, i.e., 5 years of age, it is seen that he goes to\nschool for one-nineteenth of his lifetime. The number receiving a\ncollegiate education is so small that one would have to meet 61 adults\n\nover 23 years of age or 116 persons of all ages to find a single college\ngraduate. Although most states provide 12 years of public elementary\nand secondary schooling yet the average person takes advantage of\n\n"}
{"page": 821, "printed_page": null, "text": "NATIONAL EDUCATION AssocIATION\n\n796\n\n[Superintendence\n\nonly about one-half of the opportunity afforded him for securing an\neducation.\n\nLet us ascertain wherein the waste occurs and what remedies may\n\nbe applied to accomplish better results. Educational statistics show\nthat the average child enrolled in school attends for only three-fourths\nof the school term provided. Twenty-five per cent of the term is actually wasted by irregular attendance for which the states paid over\n$173,000,000 in 1918. The average annual cost of education for each\nchild attending daily is about $49, whereas if all the children enrolled\nattended each day the corresponding average would be only $36.\nRegular attendance, therefore, would decrease the per capita cost about\n\n$13 per child annually without changing the total amount spent. The\nloss due to irregular attendance in the most wasteful states is about\n4 times as great as it is in the better states where the children attend\nfairly regularly. Only one remedy seems applicable for this phase of\nthe problem a better compulsory attendance law, rigidly enforced.\nAssuming that children may be expected to be absent from school\n10 per cent of the time, we must still face the fact that 15 per cent of\nthe school term in the United States is inexcusably wasted. In 1870\nthe average child wasted 41 per cent of the short term of 132 days of\nschooling provided, while in 1918 he wasted by irregular attendance\nonly 25 per cent of the term. In about 48 years, absence from school\nhas been gradually reduced from 41 to 25 per cent, or a net reduction\nof 16 per cent. If it took the nation 48 years to learn to save 16 per\ncent of its expenditures for schools, it will take at least 45 years to\nreduce it to the reasonable expectation of 10 per cent.\nSome may contend that it does not cost the United States\n$ 173,000,000 annually to provide schooling for the children who daily\nstay out of school. It must be remembered that school buildings have\nbeen provided for the total enrolment. A. sufficient corps of teachers\n\nhas been employed to give instruction to all who are enrolled. Extra\nwork is entailed in making up the work of those who are absent. The\nwork of the others is necessarily delayed. The fuel and janitorial\ncosts are not minimized by absence. The cost of supervision does not\n\ndecrease. In fact, the major expenditures for our schools are determined very largely by the total number of children who choose to\nenter school and not so much by the average daily attendance. It is\nhighly probable that, if only three-fourths of the children in the United\nStates should attend regularly, the schools could be maintained at about\nthree- fourths of their present cost. Our problem, however, is not to\nreduce the cost but to utilize it to its maximum purchasing power. The\nfact that over 5,000,000 of children are out of school each day should\ncause school administrators to view this problem with alarm. Tax\n\n"}
{"page": 822, "printed_page": null, "text": "Department ]\n\nWASTE IN EDUCATION\n\n797\n\npayers will feel justified in complaining about high tax rates when\nthey learn that 23 cents out of every dollar spent on public education\nis as good as wasted. In short, this waste is so great that if it were\nfully utilized the average person who completed his education in 1918\nwould have had 1434 days of schooling instead of 1076 days, thereby\nincreasing the time that he has attended school from 6 years to almost\n8 years of 180 days each, and enabling him to reach the eighth grade\ninstead of the sixth .\n\nThe waste due to irregular attendance in the rural schools is greater\nthan it is in the city schools. The average city school term is 182 days\nand the children waste over 21 per cent of it. In the shorter rural\n\nschool term of 144 days, the children waste almost 29 per cent of it.\nBad legislation is largely responsible for this great waste of public\nmoney. It seems unpardonable for legislators to authorize the expenditure of public money and then not make provision for expending it\nwisely. Their action can scarcely be approved when they permit sixyear-olds to enter school without making provision for their regular\nattendance. Altogether 47 states permit children to attend school at\nthe age of six, or even younger. Only 2 states defer the age of entrance to seven years. Not a single state requires regularity of attend-\n\nance of pupils during the first year that they are permitted to attend.\nThis lack of coördination invites irregularity in school attendance. In\n\nonly 19 states are children required to attend school at the age of seven.\nIn 29 states the corresponding age is eight, while 1 state does not\nrequire attendance until children become nine years of age. Would\nit not be the part of wisdom to require all children to attend school reg-\n\nularly after they once enter ? Such a provision would eliminate much\nwaste especially in the lower grades. It is indeed surprising that this\nimportant provision has been so long overlooked by legislatures .\nFrom a study of the distribution of pupils by grades, in 23 states\nin 1918 it was found that there were more than twice as many pupils\n\nin the first grade as actually entered school for the first time. In the\nwhole nation about two million pupils are repeating the work of the\nfirst grade. About one-tenth of all the children enrolled in the public\nschools are repeating the work of the first grade. The repeaters in\nthe first grade throughout the United States outnumber our total highschool enrolment.\n\nIt is difficult, if not impossible, to make a precise analysis of this\nsituation. No other grade contains so large a percentage of \" repeaters.\"\n\nUndoubtedly some of these children are in this grade a second or\nthird time because of their inability to master the technique of our\nwritten language. The first grade may be the most difficult of all when\nthe mass of absolutely new material to be mastered is considered. The\n\n"}
{"page": 823, "printed_page": null, "text": "798\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nmost plausible explanation, however, of this high proportion of \"repeaters\" lies in the fact that children attend school very irregularly\nduring the first year. Under essentially similar conditions children in\nthe kindergarten waste 46 per cent of the school term. It is highly probable that first-grade children waste almost as high a proportion of the\nschool term. No compulsory attendance laws operate to keep them in\nschool. Their presence is optional. All of these factors taken collectively\nlargely explain the waste of school expenditures in the first grade.\nIn 80 cities enrolling over a million children in 1908 there were 66\nchildren repeating the work of the first grade for every 100 beginners.\nIn 1918, there were only 53 \"repeaters\" for each 100 beginners in these\ncities. It is seen, therefore, that cities are gradually solving this problem\nsince they now have only four-fifths as high a proportion of \" repeaters\"\nin the first grade as they had ten years ago. For the whole United\nStates, however, the proportion of \"repeaters\" in this grade has been\n\nreduced only 4 per cent since 1911. Undoubtedly a wisely administered compulsory attendance law applying to all children who desire\nto enrol in school and who have become 6 years of age would reduce\nthe \" overweight\" of the first grade.\n\nThe cost of the \"repeater\" in grades above the first, in my judgment,\nhas been somewhat overestimated. For 80 city-school systems in 1918\nit is found that 5.1 per cent of all pupils are repeating the work of the\nfirst grade. Assuming that none drop out before they have reached\nthe sixth grade, the proportion of new \"repeaters\" added to the list\neach year from the second to the sixth grades cannot exceed 3.2 per\ncent. It is seen, therefore, that not over 8.3 per cent of all the children enrolled in city schools are repeating the work of the first six\ngrades. A higher percentage than this may be overage for their\ngrade but they are not necessarily repeating the work of the grade\nin which they are enrolled. As 70.5 per cent of the pupils are enrolled\nin these six grades, it is not likely that more than 12 per cent of all\nthe pupils enrolled in city schools are repeating the work pursued.\nIt is highly probable that the correct percentage does not exceed 10,\nsince in the advanced grades no compulsory attendance law operates\nto keep \"repeaters\" in school. From the foregoing computations it\nfollows that about one-half of the repetition in all the grades occurs\nin the first. For the urban and rural schools combined, it is estimated\n\nthat the number of repeaters in all grades is not far from 20 per cent.\nHowever, the waste due to repetition is not necessarily additional to\nthat caused by irregular attendance, since much repetition is chargeable to irregularity in attendance.\nLet us analyze the other end of the age-grade scale to find out\n\nwhat happens. Of 1000 children entering the first grade in the United\n\n"}
{"page": 824, "printed_page": null, "text": "Department]\n\nWASTE IN EDUCATION\n\n799\n\nStates there will still be 1000 when they reach the fifth grade. Only\n830 will register in the sixth grade; 710, in the seventh ; and 634 in\nthe eighth. Of the original 1000 only 342 will enter high school ;\n246 will reach the second year; 181, the third year; 150, the fourth\nyear; and 139 will continue long enough to complete a four-year highschool course. Parenthetically it might be added that only 72 of the\noriginal 1000 will enter college; 52 will become Sophomores ; 39,\nJuniors ; 30, Seniors ; and 23 will graduate. These small survival percentages in the higher grades indicate in no unmistakable manner the\ninability of our schools to hold the young men and women for advanced work. In city schools higher survival percentages obtain.\nPractically none will drop out before the sixth grade. The seventh\ngrade will have 91 per cent of the number that began, and the eighth\ngrade, 75 per cent. Three-fourths of the beginners in city schools\nwill reach the eighth grade. Sixty per cent of the beginners will enter\nhigh school ; 38 per cent will enrol in the second year; 25 per cent\nin the third; and 20 per cent in the fourth year. In other words one-\n\nfifth of city school children will go as far as the fourth year of high\nschool, as compared with 15 per cent for the urban and rural schools\ncombined. It is highly probable that only about one child in eight in\nthe rural schools is now completing a four-year high-school course.\n\nIn view of the foregoing facts it may seem paradoxical, nevertheless it is true, that a smaller percentage of children in the rural schools\ndrop out during the ages thirteen to sixteen, than is found in city schools .\n\nThe census of 1910 shows that of the children thirteen years of age\nonly 89 per cent are in school, while for city schools in 1918 the\ncorresponding percentage in school is only 85. At fourteen years of\nage the percentages are reduced to 81 for the nation, and 65 for cities .\nAt fifteen they become 68 and 41 respectively, while at sixteen they\nhave been reduced to 51 and 24 respectively. These percentages indicate that there is a much greater tendency for the city child than for\nthe rural child to drop out of school. The rural school term is often\n\nso short that it takes a child a long time to complete even an elementary\ncourse. The average number of days attended in rural schools of\n16 states does not exceed 90 per year. To complete even a standard\n\nelementary course in such schools, the rural child would have to attend\nschool for at least 16 years. In such cases the pupil would be twentytwo years of age before he becomes eligible to enter high school. In\n14 states, urban and rural combined, it takes the average child until\nhe is twenty years of age to complete 8 grades of elementary-school\nwork. It has been found by the Bureau of Education that over 7 times\n\nas great a proportion of overage pupils in city schools drop out of\nschool between the fifth grade and the eighth as is found among chil\n\n"}
{"page": 825, "printed_page": null, "text": "800\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\ndren who are making satisfactory progress in these grades.\n\nThis\n\noccurs despite the fact that a few children who have hitherto made\n\nsatisfactory progress are added to the overage group in these grades\nand do not actually withdraw. This is the \"critical\" period in city\nschool attendance.\n\nIt would seem, therefore, that lack of success\n\nin school work very largely accounts for school mortality during this\n\"critical\" period.\n\nHow have school administrators dealt with this problem ? Many\nof them have adhered to the old academic course of study, regardless\nof the demand for an enriched curriculum. Many of the vocational\ncourses now offered are so \"ballasted\" with the wrecks of obsolete\n\nlanguages, the spoils of profitless wars, and other vestigial structures\nthat many children prefer to sail on a vessel loaded only with useful\ncargo. In organizing our programs of study, we often fail to take\naccount of the aptitudes and inclinations of the child, thereby virtually\ndriving him into academic ostracism. The youth of fourteen or fifteen\nyears of age should find a type of public-school work which is suited\nto his particular needs and which will contribute to his efficiency as a\ncitizen.\n\nUnless such vocational work is offered to those who desire\n\nto drop out of school at these ages the state does not seem justifiable\nin compelling them to continue in the academic work for which they\nare not fitted by nature. It is to be hoped that the junior high schools\nwill be keenly awake to this situation. When the schools offer a type\nof work suited to the needs of these children, the state can no longer\ncountenance withdrawal from school at these \"critical ages.\"\nWhat have state legislatures done in the matter ? In 8 states labor\npermits are granted under certain conditions to children who have\n\nreached the age of twelve. In only 4 states are labor permits not\ngranted to children under fifteen years of age. In all other states the\nage of exit is fourteen. With these low minimums it may be expected that large percentages of children, especially those who are not\nmaking satisfactory progress, will leave school at the ages of thirteen,\nfourteen, and fifteen.\n\nIt is to be deplored that only one-third of the children in the\nUnited States survive to the first year of high school. Are legislatures\njustified in compelling attendance throughout the high-school course ?\nIt is doubtful, unless the curriculum is so rich and varied that the\n\nchildren can find therein a type of work which will contribute to their\nvocational and social needs. Vocational efficiency should be the password for withdrawal from our public-school system and not some\n\nchronological criterion. Little legislation has yet been enacted on this\nlogical basis. It would not be wise, in my opinion, to extend the\ncompulsory attendance age very far upward unless educational\n\n"}
{"page": 826, "printed_page": null, "text": "Department]\n\nWASTE IN EDUCATION\n\n801\n\nemancipation is granted to the pupil and an enriched curriculum\nprovided.\n\nOnly 5 states have so far made any serious attempt to secure a\nuniform enforcement of its compulsory attendance laws in every nook\nand corner of the state under the supervision of a state attendance\n\nofficer chosen primarily for this purpose. Each of the other states\nleaves the matter entirely to the discretion of the local truant-officer\nto work out his own salvation or to shirk his responsibility. Often\nthe matter is left to the option of the child or its parents, as 7 states\ndo not have even local attendance officers in all the school districts.\n\nFrequently a school census is not taken and attendance officers have\n\nonly incidental means of ascertaining who should be in school. A\ncontinual census or registration of additions to and withdrawals from\nthe school district is probably the most efficient method of keeping a\nschool census. \"Absence without leave\" may thus be immediately detected. So far only 3 states have not seen fit to provide for a school census and most of the others take the census once a year. Some superintendents have made no use of the school census except as a means of\ndistributing school moneys.\nAttendance laws now operate with greater or less stringency in\n\npractically every school district in the nation. In only three states in\n1918 did local option attendance laws exist, i.e., laws which required\nadoption or ratification by the local unit of school administration before they become effective therein. The result of such optional ratification means that many counties in these states do not have attendance\n\nlaws. Regularity of attendance is not required in those counties which\nhave not taken favorable action on the local option law.\n\nIt seems strange indeed that attendance laws do not in many states\ncover the entire school term. Only 28 states require attendance for\nthe full school term provided. Two states require attendance for\nthree-fourths of the term; two states for two-thirds of the term; and\none state for seven-tenths of the term. The other states do even worse\n\nby requiring attendance for a specified number of days, regardless of\nthe length of the school term. Two states require attendance for 140\n\ndays; three states, for 120 days ; one state, for 100 days ; seven states, for\n80 days ; two states, for 60 days ; and one state, for only 40 days. If\na child attended school each year in this last state only for the minimum\nterm required he would be 60 years of age before he would complete\n\na standard high-school course. It is thus seen that many states provide\na longer school term than they think the children ought to attend.\nIn partial explanation of this paradoxical situation it may be said that\ncompulsory attendance laws are like trees they exhibit \"rings of\ngrowth,\" each succeeding ring being larger than the preceding. The\n\n"}
{"page": 827, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n802\n\n[Superintendence\n\ninitial law may require attendance for only 60 or 80 days. The next\nlegislation on the question may increase this minimum to 100 or 120\ndays. The next revision of the law may require attendance for the\nfull school term. It may take several years for a law to pass through\nthis metamorphosis from infancy to maturity.\nA further laxity in certain attendance laws appears in the number\n\nof days that pupils are permitted to be absent before they have violated\nthe law. In 9 states the law contains no provision regulating the\nmatter. In 28 states an inexcusable absence of 1 day constitutes an\noffense.\n\nIn all the other states at least 3 days' absence is permitted\n\nbefore legal prosecution can begin. There is no valid reason why children should be permitted to stay out of school for a single day unless\nsuch absence is unavoidable.\nLet us scrutinize the educational standards of the states to ascer-\n\ntain the minimum educational attainment which they expect of each\npupil who secures a labor permit and leaves school. Altogether 16\nstates have no educational criterion. Of the remaining states, 14 require that children be able to read and write; 4 require the completion\nof the fourth grade; 7, the fifth grade; 3, the sixth grade; and 5, the\ncompletion of all the elementary grades. It does not seem unreasonable that all children should be required to complete the elementary\n\ngrades, if proper courses are offered to overage and non-academic\npupils ; yet only 5 states provide for this meager minimum. With the\nrapid multiplication of public high schools-one each day for 28 yearsthe time is probably near at hand when all children who are not idiots,\n\nimbeciles, or feeble-minded will be obliged to complete a four-year\nhigh-school course. Although at present only 150 children out of 1000\ncontinue their education to the last year of high school, the public will\nnot long be willing to support its secondary schools for the benefit\n\nof the few who are inclined to take advantage of them-not that they\nwill be discontinued but that they must be better patronized.\nIn concluding these observations certain outstanding features need\nto be reiterated and re-emphasized and a reasonable prophecy proclaimed. As a nation we will not long continue to tolerate illiteracy.\nIt will soon be impossible for the ignorant to remain ignorant. Our\nattendance officers must be more vigilant than they have been in the\n\npast. We will not long be willing to see one-fourth of our school\nterm wasted, thereby curtailing the education of our children\nby 2 years. We will not long permit children to attend school and\nyet allow them to do so intermittently. It may take half a century\nor longer, but attendance laws based on the welfare of the child will\n\nsupersede those which now look so much to the interest of the farmer,\n\nthe miner, the merchant, and the manufacturer. Some day we shall\n\n"}
{"page": 828, "printed_page": null, "text": "Department]\n\nMAKING THE PUBLIC UNDERSTAND\n\n803\n\nreflect with disdain on our lop-sided compulsory attendance laws which\n\nwere shown recently in the School Board Journal to be only 54 per\ncent efficient as measured by 14 standard criteria.\n\nWe can no longer \"wink at the overweight\" of the first grade, involving as it does four million little children who are going to school\nonly about one-half of the year and struggling unsuccessfully year\nafter year in trying to master the rudiments of the English language.\nThe schools cannot long continue to \"assassinate\" and banish by degrees\n66 per cent of its children by the time they should enter high school,\n85 per cent of them by the time they should complete a high-school\ncourse, and 97 per cent of them by the time they should have completed a college course. The murderous hand of education must be\nstayed in the execution of such direful deeds.\n\nHOW MAY THE PUBLIC UNDERSTAND WHAT SERVICE\n\nTHE SCHOOL IS RENDERING THE COMMUNITY?\nTHOMAS E. FINEGAN, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nFOR PENNSYLVANIA, HARRISBURG, PA .\n\nWe shall have a better appreciation of the importance of the sub-\n\nject under consideration if we enumerate some of the chief problems\nwhich are now commanding the attention of superintendents, school\nboards, state departments, and others who bear responsibility in the administration of public education. Every person identified with the\nadministration of a progressive school system is compelled to devote\nmuch time and energy in devising means for the accomplishment of\nsome one or more of these problems. Some of these chief problems are :\nthe expansion of the kindergarten system; the construction of adequate\n\nschool buildings to afford every child of school age a sitting for every\nday in the year which such child is required to attend school ; the\ndevelopment of vocational school work which shall meet the great industrial problems of the day; the maintenance of such courses in our\nsecondary schools as shall meet the demands of the great social and\ndemocratic problems which confront us ; the establishment of a pro-\n\ngram of health education, which has become imperative in all parts of\nthe country ; the organization of a plan by which the thousands of\nilliterates in the country may be taught how to speak and write English ,\nthe maintenance of sufficient state normal schools to provide education\n\nand training for every classroom in our public schools ; the adoption of\na salary schedule which shall retain efficient and experienced teachers\n\nafter they have entered the service; the maintenance of proper social\nand recreational facilities to meet the intellectual and physical needs of\nthe children and young people of every community in the country; in\n\n"}
{"page": 829, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n804\n\n(Superintendence\n\nbrief, the organization and administration of the public-school system\non a broad, comprehensive basis, which recognizes the imperative need\nof the equalization of educational opportunity, not only between sections\nof the country, such as the rural and the urban population, but for\ndifferent types and classes of children living within the same community\nor administrative school unit.\n\nEvery superintendent recognizes that not one of these great problems may be properly solved until sufficient funds are provided therefor.\nIn other words, the one great fundamental question upon which the\ndetermination of all these problems rests is the question of adequate\nrevenues. To obtain adequate revenues, there must be a sound, modern\n\nsystem of taxation. May I inquire what state or city in this country\nhas such a system of taxation ? What city or state in America has yet\nadopted a sound system of educational finance which will provide\nadequate support for its educational needs for the next twenty-five\nyears?\n\nWe are undoubtedly in the throes of a great financial depression.\nWe are particularly obliged in such times to practice rigid economy, to\nsupply just the essential needs of an educational system, and not to\nenter upon experiments of doubtful value. In fact, those responsible\nfor the administration of a school system should always observe these\nfundamental principles of economy in administration. Nevertheless, we\nshould not permit a popular demand for economy in public places to\nimproperly influence our action in the demands which we make to\nsupply the essentials of a sound system of education for the benefit\n\nof the children of the present day. The children of this age are not to\nbe robbed of their inherent right to an education upon a plea for\neconomy. The country is financially able to provide the funds for the\nmaintenance of schools of proper standards. We should insist from\n\nfirst to last that sufficient public funds shall be provided for giving\nevery boy and girl his fair opportunity in obtaining an education that\nwill equip him for service in life when he leaves the public school.\nA superintendent should never go before his board, a legislative\nbody, or an appropriating committee and ask for funds unless he is\nable to justify the demand which he makes. If a superintendent cannot\npresent facts and arguments to sustain his position when funds are\n\nrequested for new enterprises or the expansion of present work, he\nought not to receive such funds.\n\nOf course, a public-school system should be conducted in such a\n\nway that the work done in the school commends itself to the public,\nappeals to it for support, and is in itself an argument for such funds\nand other support as the system demands. The pupils' discussion at\nhome of what takes place in the school should in itself be an argument\n\nfor proper support of the schools. Every person in any way identified\n\n"}
{"page": 830, "printed_page": null, "text": "Department]\n\nMAKING THE PUBlic undeRSTAND\n\n805\n\nwith the public-school system is just as much obligated to interpret to\nthe public the aims and purposes of the school system as such person\nis obligated to do his best work in the classroom .\nThe public press, the civic and industrial organizations of a community, can render great support to a school system. Those who are\n\nresponsible for administering a school system must seek the coöperation\nof the public and of every organization and agency in the community.\nThe work of a public-school system should be organized and administered so that the results achieved commend the system to such organ-\n\nizations as chambers of commerce, boards of trade, merchants' associations, labor unions, and other organizations in the community. When\nschools are organized on the right basis and are administering to the\n\nneeds of a community in the proper way, all of these organizations will\nusually be found giving proper support to the schools.\nThe value of education, or its effect, is not observed so readily as\nthe value or effect of certain public improvements. For instance, if\nthe public builds a macadam or concrete road of several miles, its value\n\nis appreciated at once by everyone who uses it. It is quite different with\neducation. Its power and influence is silent. It is not so quickly appreciated or readily observed as the value of an improved highway. We\nmust therefore lead the public in general to have a keen appreciation of\n\nthe effect which a public-school system has upon the life and power of\nthe community itself. I abhor the expression which has become common-of \"selling education.\" Education has a value upon which a\nprice cannot be placed. It is not marketable, to be bought or sold like\ncommodities. It has a superior value, and it is our obligation to make\nevery person have as clear a realization of this value and its effect upon\nproperty values as may be possible.\nThere is great value and power in proper advertising of the work\nwhich our schools are doing. Whatever is done along this line should\n\nbe legitimate advertising. We should be truthful. We should state\nfacts. We should not fool ourselves, and we should never fool the\npublic about the condition of our schools. If conditions are bad, admit\n\nit. State why they are bad. State how they are to be cured. Make a\ndirect appeal to the public for such help as may be needed to set conditions right. If this course is pursued, we may without hesitation\nspeak of the good features of our work. We are obligated to hold\nbefore the public our main accomplishments. Publicity based upon a\nspirit to promote the general welfare and not to promote selfish interests\nis proper and legitimate. We are not doing enough of this kind of\nadvertising. If we were doing one-half the advertising to acquaint the\npublic with educational needs that is being done by any automobile\ncompany, we would be getting the public support which the schools\nshould receive.\n\n"}
{"page": 831, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n806\n\n[ Superintendence\n\nThere are, of course, discouragements in our work, but whenever\nwe are unable to accomplish the improvements or make the advance-\n\nments which we feel are imperative, let us go back to the days of our\nforefathers and examine carefully into the history of the fight which\nthey were compelled to make to obtain the most rudimentary public-\n\nschool facilities in the days when the nation was taking form. No\ngreat improvement has ever been made in the development of any\nphase of the public-school system that was not made in the face of\nopposition of power and influence.\nWe should recognize at once that the basis of educational progress in\nthe years to come must rest upon the establishment of permanent peace\n\nthroughout the world. During the years of the world-war, the inventive and scientific energy, the educational and financial resources of the\nworld were organized as one great, vast engine of destruction. The\nresult was the death of more than seven and one-half million men and\n\nthe creation of a great debt amounting to more than two hundred and\neight billion dollars. It will take generations to discharge these monumental financial obligations .\nLeading educational workers of every nation involved in the war\n\nadvised and aided the government in many ways. The public-school\nsystems of these countries became organized agencies of great influence\nand power in creating public sentiment and aiding other essential work\nin the prosecution of the war. These agencies must be utilized by the\n\ngovernment in the establishment of permanent peace. What a power\nthe 800,000 teachers and the 22,000,000 enrolled children in the public\nschools of the nation may be made in the development of public sentiment in America to demand permanent peace between the civilized\nnations of the world ! The teachers and pupils of every other nation in\n\nthe world may be made a power of relative influence. I trust America\nmay lead in asking for a world-congress to be composed of leading\neducational workers of all civilized nations for the purpose of agreeing\nupon a plan to teach in the educational institutions of all civilized\n\nnations the philosophy and righteousness of peace among the nations\nof the world.\n\nLOCAL INFLUENCE OF THE RUSSELL SAGE FOUNDATION RANKING OF MONTANAʼS EDUCATIONAL SYSTEM\nEDWARD C. ELLIOTT, CHANCELLOR OF THE UNIVERSITY OF MONΤΑΝΑ,\n\nHELENA, MONT.\n\nThe state of Montana has the best all-round public-school system in the\nUnited States according to the results of a comparative study of State school\nsystems made public today by the Russell Sage Foundation-Associated Press\nDispatch , May 23, 1920.\n1 Not delivered, but printed on request of the president of the department.\n\n"}
{"page": 832, "printed_page": null, "text": "Department]\n\nMAKING THE PUBLIC UNDERSTAND\n\n807\n\nWith correct data, that state (Montana) would be several degrees removed\n\nfrom the top of the list- School Life, Official Publication of the United States\nBureau of Education-July 1, 1920.\nThe evidence indicates that with corrected data for Montana, the rank of\n\nthat state would remain unchanged-Dr. Ayres to Commissioner Claxton ,\nJuly 17, 1920.\n\nDr. Ayres' report has helped us not to think of ourselves more highly than\nwe ought to think-Dr. John H. Finley's statement, June 17, 1920.\n\nIt may be doubted whether you would indulge me any praise of my\nadopted state, or give willing attention to any word picture of that\nimperial domain of plain and mountain extending over an area exceeding that of the entire of New England, New York, New Jersey,\nDelaware, and Maryland combined, and containing but one-fortieth\nof the population of these states. Nevertheless, one cannot evaluate\n\neducation without, at the same time, probing the character and the\ncitizenship of the people behind this education. The half-million people\n\nof Montana contributed a larger proportion of volunteer enlistments\nfor the army and navy during the Great War than any other state in\nthe Union. The draft quota of Montana men for national service was\n\ncalculated on the basis of a population of a million. Montana filled\nthis double quota without complaint. This same people, after three\nyears of devastating drought, and in the face of direct losses to the\nfoundation agricultural interests of the state aggregating three hundred\nmillion dollars, courageously went to the polls last November, and, by\n\na conspicuous majority, voted funds for the university, equalling an\nendowment of twenty million dollars.\n\nDid I forget these things, I\n\nshould be guilty of forgetting the real Montana. Did I dwell upon\nthese things in any prideful way, I should be forgetting the professional\nproblem to which I am under obligation to address myself .\n\nIn May of last year the Russell Sage Foundation, through Dr.\nLeonard Ayres, the talented director of its Division of Education,\n\nannounced the results of an epochal study of certain foundation factors exhibiting the relative rank of the state common-school systems\nof the country. This study represented the climax of a career of\n\nconspicuous, practical service to American education, and of far-reaching influence upon the scientific methods for the more effective, intensive\n\ncultivation of the field of education. And here may I add a parenthetical\nparagraph ?\n\nIn the overwhelming mass of educational literature which our generation has produced there are, it may be submitted, but three books\nof classic worth to our thinking about education and our doing for\nchildren in the school: Dewey's School and Society, Hall's Adolescence, and Ayres' Laggards in Our Schools. Disagree with me if you\nwill in my selection. Yet there is not, I am sure, a single one of you\nwho possesses a professional pride in keeping pace with the develop\n\n"}
{"page": 833, "printed_page": null, "text": "808\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nment of our theories of education and in contributing to the refinement\n\nof our school practices who will fail to acknowledge his great obligation to the scientific services of Dr. Ayres, or to experience a genuine\nregret that American schools are no longer to be the benefactors of\nhis skill and constructive vision. It is a discouraging reflection that\ncommerce can lure such a man from education .\n\nOn the basis of a series of skilfully constructed index numbers\nthe Russell Sage Foundation concluded that the public-school system\nof the state of Montana ranked first among the fifty-two govern-\n\nmental units that make up the United States. Through the courteous\nand generous assistance of Dr. Ayres, I have been permitted to read\nsome five hundred press comments, from all parts of the continental\nand insular United States, occasioned by the publication of the state\neducational index numbers. In addition, I have been privileged to\nread a large number of individual criticisms, explanations, and interpretations. This material furnishes much interesting evidence of rejoicing, of regret, of resentment, with here and there a sound reflection\nregarding the real causes of assigned high or low rank.\nIt was not difficult to detect a certain incredulous surprise, in and\n\nout of Montana.\n\nThe skeptics appeared to. fall into four general\n\nclasses: those who were certain that Montana was the undeserved\n\nvictim of a chance statistical shot of an educational sportsman ; those\nwho protested the rather unfortunate and misleading phrase of the\nAssociated Press dispatch that Montana \"had the best all-round publicschool system in the United States ;\" those who were ready to contest\nthe methods by which Dr. Ayres reached his results; and those who\n\nsought defense in the charge that wrongful use had been made of their\nown inadequate or inaccurate state educational statistics.\n\nWhatever may be the faults and limitations of life on the farflung frontier, our people have one saving quality. The West may fool\nmany people, and be fooled by many people. Nevertheless these westerners do not deceive themselves. It would be mock modesty to say that\nMontana was not highly gratified that the state should receive the\n\nRussell Sage recognition for educational effort and achievement. Yet\nMontana was not misled by the possession of this index-number decoration. Even though our composite rank was first, the civic and educational leaders of the state were not unmindful of the painfully low\nrank in certain basic items. That we ranked thirty-third in the average\nnumber of days our common schools were kept open, fortieth in the\nratio of boys in high school, and fifteenth in teachers' salaries could\nnot but qualify our satisfaction. Neither was Montana misled into\n\nbelieving that her full duty had yet been done for the educational wel-\n\nfare of the thousands of children of the sparsely settled rural reaches\n\n"}
{"page": 834, "printed_page": null, "text": "Department]\n\nMAKING THE PUBLIC UNDERSTAND\n\n809\n\nof the state, or for the numerous ambitious and capable youth of the\n\nstate who aspired to leadership and service through a higher and professional education. It is a generally accepted opinion that the first\npositive, direct result of the Russell Sage findings regarding our common schools was the response of our people last November at the polls\non the question of adequate and increased support of the university.\nIt is no mere provincial loyalty that leads me to assert that in our\nrecent educational history no finer illustration can be found of the\n\nidealistic determination of a people to give reality to the principle of\nthe equality of educational opportunity; and, whatever be the sacrifice,\nto clear the path toward the highest education for the lowliest child\nin the state.\n\nOf all the critical and other observations provoked by the publication of the comparative index numbers none contains a more sympathetic appreciation than that of Dr. John Finley-\"Dr. Ayres' report\nhas helped us not to think of ourselves more highly than we ought to\nthink\n.... \" We, of Montana, in all sincerity have accepted this\nas a working philosophy for meeting our educational problem.\n•\n\nThe rank assigned to the state is serving to stimulate the leader-\n\nship of the schools to a maximum effort to retain the front position\namong the states. The index number has established a new goal\ntoward which a unified and energized State Teachers Association,\n\nwith a corrective and constructive program, will strive. The State\nSuperintendent of Public Instruction, the forceful leadership of whom\nduring the past four years has resulted in many forward steps, has\nbeen provided with a new device for concentrating public attention\nupon the weak spots of the educational organization and its operation.\nThe index number has told Montana that much remains to be ac-\n\ncomplished before there may be any relaxation of concerted effort.\nThe statistical marksman did not wound Montana; he wound up\nthe state for more rapid and intelligent progress.\nIn connection with this consideration of the local influence of the\n\nRussell Sage ranking of Montana's educational system, the follow-\n\ning questions were recently submitted to sixty of the leading county\nand city superintendents, and high-school principals of the state : (1)\nHave you read and studied Ayres' monograph, An Index number for\nState School Systems? (2) In your judgment is the index number a\nvalid and useful device for determining educational advancement and\n\nachievement ? (3) Have our Montana education index numbers been\ndiscussed to any extent in your (county) (city) especially by your\nboard of education ? (4) Has this country-wide comparison of\nschool systems helped or hindered the public schools in your (county)\n(city) by increasing or diminishing public interest ? (5) Has our\n\n"}
{"page": 835, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n810\n\n.\n\n(Superintendence\n\nfirst rank served in any appreciable way to cause the people or authorities to be self-satisfied with present conditions, especially as to school\nsupport?\n\nThe replies received to these questions were illuminating and encouraging. Our educational workers, schoolmen and laymen, had read\nand studied with profit Ayres' methods and conclusions. In general\nAyres' study had distinctly helped to increase public interest. It had\nnot produced any community self-complacency.\n\nTo the question of the validity and usefulness of the index number\nfor determining educational advancement and achievement, there was\n\na frank and discriminating reaction. Almost without exception, it was\nemphasized that the index number, in the form proposed by Dr. Ayres,\nomitted many of the vital factors of efficient education. The quality\nand method of instruction, the extent of supervision, the training and\ncompetency of teachers, the variety of educational opportunity, and the\nsuccess of teaching as determined by its measured results were most\nfrequently specified.\n\nThis is not the place to examine hypercritically the scientific technique by which the educational index numbers were produced. It has\nbeen assumed in practically all of the discussions and controversies that\nthe index was a measure of final educational efficiency. I do not\nbelieve that Dr. Ayres intended that such an interpretation should be\nplaced upon his index number save as school attendance and school\nexpenditure might be indirectly related to educational results.\nThese index numbers, in their present form and extent, are not, as\nthe public and many of our profession have concluded, complete\nmeasures of educational efficiency. On the contrary, they are objective units of value for assessing the faith of the people of the several\nstates in the public school when transformed into the realities of school\nchildren and educational expenditures. The relative standing of the\nstates comes not from a comparison of state schools, but from a com-\n\nparison of state energy and civic morality for education.\nIf our state educational administrators are wise they will not fail\nto detect the potential value of one important by-product of the index\nnumbers. That is, the necessity of simplifying and guaranteeing the\naccuracy of essential state and local educational statistics. It may be\nsafely asserted that under present conditions, too much of our educational counting rests upon certain superstitious regard for the volume\nrather than the precision of numbers. Too much energy and time and\n\nmoney are expended upon the gathering and the worshipful publication\nof \" salamander\" statistics.\n\nA dozen or more years ago one of our distinguished educational\nleaders raised the question: Are we an inventive people in education ?\n\n"}
{"page": 836, "printed_page": null, "text": "Department]\n\nMAKING THE PUBLIC UNDERSTAND\n\n811\n\nHe argued convincingly from the negative standpoint. Perhaps it\nmight be successfully contended that we have been clever imitators in\neducation rather than commanding inventors. Perhaps we have been\n\nindustrious adapters of the educational methods, material, motives, and\nmachinery produced in essence by other peoples. However, over against\nthe total of our proved borrowings is the colossal fact that the modern\nconception of the free universal school is a distinctly American social\ninvention. This school is our original contribution to human civilization even if we have not yet plumbed its possibilities for mankind.\nWhat we now need is to rid ourselves of the delusion that we are\n\npredestined to preserve our own democracy or to play the leader's\npart in the freedom of the world without a continuous checking and\ncorrecting of the organized free school, not according to narrow local\nadaptations but with the gauge of national needs.\n\nThe Russell Sage index numbers represent an adaptive invention\nwhich furnishes a starting-point for an invaluable national survey of\nAmerican common schools, and a key to the method for a continuous\nresurveying of these schools. Such a survey is a prime necessity of the\nnational government if it is to undertake to promote directly the improvement of the common school for common citizenship. The progressive faith of the people in education must be bulwarked by simple,\nfundamental facts even though these facts be disagreeable and disappointing.\n\nThe nation will not have effective public schools until the several\nstates have systems of equitable taxation that will yield supporting\nrevenues . The next decade will decide whether or not the people of\nour American states not only believe in free education for all, but\n\nalso that all should freely pay for it. We cannot hope to maintain cheap schools without at the same time producing a cheap civilization. The real truth of Jefferson's statement-\"If a nation expects to be ignorant and free, in a state of civilization, it expects what\nnever was and never will be\"-has been realized emotionally but not\nfinancially by America. American educational duty cannot be performed without American educational dollars.\n\nAfter a cautious study of the index number as a scientific instrument, I have reached the firm conviction that Dr. Ayres has given us\nthe results of our first national survey of education and, by this survey\nhas relocated for us, with accurate vision, the boundary lines of the\npath of our best educational effort and our most needed educational\n\nprogress. He has interpreted our old theory of educational opportunity\ninto the language of educational obligation.\n\n"}
{"page": 837, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n812\n\n(Superintendence\n\nTHE STATUS OF THE SUPERINTENDENT\nTENTATIVE REPORT OF THE COMMITTEE OF THE NATIONAL EDUCATION\n\nASSOCIATION ON THE STATUS OF THE SUPERINTENDENT,\nCHARLES E. CHADSEY, CHAIRMAN, UNIVERSITY\n\nOF ILLINOIS, URBANA, ILL.\n\nYour committee, appointed in accordance with the instructions of .\nthe Department of Superintendence at the Cleveland meeting, presents\nthe following tentative report :\nThe Department of Superintendence has in the past authorized the\n\nappointment of committees which have investigated and made reports\nrelative to the relationship between the superintendent and boards of\neducation and the formulation of specific rules of boards of education\nrelating to the powers and duties of superintendents. These reports\nhave been received and printed and to some extent have succeeded in\n\ncrystallizing the beliefs of those interested in the administrative aspects\nof city-school systems in favor of a more definite statement of the\nspecific powers appertaining to the office of city superintendent of\nschools .\n\nIn spite, however, of the existence of these reports, the situation in\nthe United States has not materially changed. Studies which have been\nmade as to actual conditions have in every case revealed astonishing\n\ndifferences in these conditions as well as corresponding differences in\nthe beliefs of both lay and professional observers as to the proper dispo-\n\nsition of powers between the executive and the board of control.\nIt was soon realized by the Committee that it was fundamentally necessary, before a report could be submitted which would carry great\nweight, that more specific and complete data be secured which would\n\nshow, in the first place, the training and experience of superintendents of\nschools in the United States now holding office, and, in the second place,\n\npresent accurate, up-to-date information concerning present conditions\nas to length of contract, salary paid, provisions for increase in salary,\nand other data relative to the financial aspects of the superintendent's\n\nposition. Also in order that there might be a real background as to the\ngeneral situation it seemed desirable to secure personal data concerning\nthe general financial and social conditions under which the superintendent is actually working. It also seemed worth while, although considerable data was already available, to attempt to secure more complete information concerning the actual authority exercised at the present time by\nthe individual superintendent of schools of the United States. This\ninformation as to authority exercised should ascertain whether the superintendent initiates, executes, or merely approves the various functions\n\nincident to school administration, and how the authority which is exercised, whether that of initiating, executing, or approving, is derived,\n\n"}
{"page": 838, "printed_page": null, "text": "Department]\n\nTHE STATUS OF THE SUPERINTENDENT\n\n813\n\nwhether by state law or charter, by rule or resolution of the board, or by\ncommon consent-namely, authority exercised after informal agreement with members of the board, or exercised because of custom, or\nauthority assumed for the sake of efficiency.\n\nAccordingly, a questionnaire calling for quite detailed information\nconcerning all of these matters was prepared and sent to all of the city\nsuperintendents of the United States. Unfortunately it did not prove\nto be possible to issue these questionnaires in time to have the returns\n\nproperly tabulated, digested, and conclusions, based upon these data,\ndrawn and submitted at this meeting. The superintendents of the\nUnited States are responding to this request apparently with great willingness and there is every reason to believe from the number of questionnaires already received that the analyses which will be prepared will\npresent information concerning actual conditions of the greatest interest\nand value to the superintending profession.\nIn the meantime, as a means of submitting to the members of the\nDepartment certain facts and conclusions based upon material already\n\navailable, although not of as recent date as the material now being received from the superintendents in the data sheet issued under, the\n\nauthority of the Committee, the following statement is submitted :\nIn the report of the Committee on the Relation between Superintendents and Boards of Education attention was called to the fact that the\n\npresent status of the superintendent varies greatly in different school\nsystems. A questionnaire sent out at that time showed that successful\nsuperintendents differ in their conception as to the effect of a more\n\nexact definition of responsibilities and authority. If the result of this\nexplicit definition were to encourage the conception of the superintendent\n\nas a man ruling autocratically a school system without giving proper\nconsideration or being influenced sufficiently by the educational sentiment\n\nof the community, the board of education and the teaching force, opposition to such a definition would be justified. On the other hand, the\nexistence of the most carefully devised legislation supporting the authority of the superintendent will not make successful the administration of\nthe superintendent whose main ambition is to try to conduct a school\nsystem along exactly the lines desired by the board of education and\nteachers without reference to the great problems which can be solved\nsuccessfully only through the constant development of the work of the\nschool system. The superintendent should stand as representative of\nthe best in modern school administration, he should be a man possessing\nconstructive ideas, plans, visions, and ideals, who desires to keep in\nclosest touch with the conceptions, the criticisms, and the suggestions\nof the public, the board and the school force; and who in his capacity as\n\nleader can secure the coöperation of all these forces to the end that the\neducational interests of the community may be best subserved. Such a\n\n"}
{"page": 839, "printed_page": null, "text": "814\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nsuperintendent will surely profit by the substitution for the present\nloosely organized and inconsistent mass of opinion concerning the duties\nappertaining to the superintendent's office of an exact legal definition of\nthe character and the limits of this authority.\n\nIt has become a commonplace, in discussions concerning educational\nadministration, to assume that education is a function of the state and\n\nthat, therefore, members of boards of education are, in legal sense, state\nofficials rather than municipal officials. The legal correctness of this\npoint of view has been sustained in numerous cases argued before supreme courts of various states in the Union.\n\nOn the other hand,\n\nthe fact that for purposes of administration the local unit in a large\nmajority of cases is identical with the municipal unit has resulted in\ncertain duties and responsibilities being assumed, often with statutory\nauthority, by municipal officials. These duties not infrequently are\nvery intimately associated with the levying of taxes and with the legal\n\nexpenditure of public moneys for school purposes, and sometimes\nby charter or by statute a municipal officer is given the responsibility of\nappointing the members of the board of education.\nThese facts have resulted in a considerable confusion in the public\nmind. The contention that education is a state matter, although sustained\n\nby numerous decisions, is in practice often questioned so that almosť\ncontinual controversy arises as to the exact relationship between\nschool authorities and other municipal authorities.\n\nThis difficulty is\n\napt to become more serious as the amount of money necessarily demanded for educational purposes increases. Without vitiating in any\nway the fundamentally true conception that education is a state and\n\nnot a local matter and, as such, must inevitably, in the last analysis,\ndepend upon the consent of the people as expressed either through\n\nthe constitution or through its legislature, it is desirable that a more\nclearly stated theory be formulated which will on the one hand recognize\n\nthe value of local initiative and local responsibility, and, on the other\nhand, recognize the necessity for definitely expressed power on the\npart of the state to establish educational standards below which no\nschool system can be expected to fall. It is quite obvious that in the\ndevelopment of a plan for securing the best educational results for\n\nthe state, no plan can be tolerated which will not definitely place the\nresponsibilty for school efficiency upon the superintendent and the\nboard of education. Part of the problem which presents itself to the\n\nCommittee, then, has to do with the specific division of these powers\nbetween these two outstanding centers of responsibility.\n\nA survey of school legislation under which the schools of the country\nare now operating shows that certain phases of responsibility have\nbeen vested sometimes directly with the electorate, sometimes with\n\n"}
{"page": 840, "printed_page": null, "text": "Department]\n\nTHE STATUS OF THE SUPERINTENDENT\n\n815\n\nthe civic authorities, and most frequently with the city board of\neducation.\n\nOccasionally the responsibility has been placed upon the\n\ncity superintendent independent of the city board of education, in other\ncases with the county authority and, as to many specific things, the\n\nstate educational organization has been given ultimate authority. The\ntendency on the part of legislatures is to eliminate just as far as\npossible municipal civil authority from any control over school affairs.\nThis tendency is wholly desirable and it is to be hoped that eventually\n\nthis separation of municipal from educational authority can be made\ncomplete.\n\nThe authority of the state should be enlisted in the securing of\nthese minimum standards, while the fullest opportunity for the develop-\n\nment of types of schools suitable to the particular communities should\nbe given to the superintendent and the board of education. It is\nfundamentally wise for the state by statutory enactment to specify\nby law the minimum requirements necessary for filling the office of\nsuperintendent, and these qualifications in the interest of efficiency\nshould be raised substantially so that our school systems may be assured\nof highly trained, competent executives. Legislatures should be urged to\nenact legislation specifying definitely the powers and duties which shall\nbe assumed by the city superintendent. No more certain method of\nincreasing the dignity and efficiency of the office of city superintendent\ncan be adopted.\n\nThe question as to the authority which should be exercised by the\ncity superintendent is naturally one concerning which the greatest differences of practice and opinion may be found. In general, as stated\nabove, his powers and duties would be recognized by the local board\nof control preferably through state legislation, but while such legislation is lacking, through specific statements in the local charter or the\nrules governing the board of education. As such, he should have the\nsole responsibility for the nomination of all educational employees\nunder his supervision, and his relations to the board of education as\nto the appointment of such employees should be similar to that of the\nPresident to the Senate in connection with the nomination of federal\n\njudges. While in the great majority of school systems a similar right\nof nomination should obtain as to all other employees of the board,\nthere are certain cities in the United States where at the present time\n\nthis particular responsibility may be questionable.\n\nThe authority of the superintendent in the transfer of all educational\nemployees within positions of the same rank and salary should be practically supreme. As to the transfer of the other employees, the same\n\nprinciples which determine the practice as the appointment of these employees should obtain. The superintendent should have the same author\n\n"}
{"page": 841, "printed_page": null, "text": "816\n\nNATIONAL EDUCATION Association\n\n( Superintendence\n\nity of initiative with reference to the termination of services of employees\nas he has in connection with their appointment. Legal questions which\nmay develop in connection with the dismissal of employees make it necessary that such action should be approved by the board of education.\nIn most cities a fundamental duty of the superintendent of schools\nis the preparation of the budget. This duty is one which preferably\nshould be assigned by the superintendent, who must justify it before\nthe board of education, which body naturally must accept the final responsibility. The duty of taking the school census and of enforcing\nthe compulsory attendance law is also one which should belong with\npropriety to the office of superintendent of schools.\nIt should be the duty of the superintendent to recommend to the\nboard of education suitable school sites and to approve all plans for\nthe construction of new buildings or additions to existing buildings.\nThe question of the general management of the maintenance of build-\n\nings, including repairs, is another one of the problems concerning which\nthere is at the present time much difference of opinion. In the majority\nof systems, especially in the smaller cities, the officials employed for this\n\nparticular duty should be responsible directly to the superintendent\nwho should represent them in connection with all matters that need to\n\ncome before the board of education. The superintendent should be\nheld responsible for the determination of all subjects having to do with\nthe curricula. On account of the greater familiarity of the superintendent with all that has to do with the routine matters of the school\n\nand of the administrative office he should formulate the rules and regulations which have to do with such routine matters.\n\nProbably the most important single matter that concerns the efficiency of a school system has to do with the determination and formula-\n\ntion of new policies which are established for the purpose of bringing\nabout educational advancement. The superintendent is employed as\nthe person presumably possessing the power to formulate such policies\nand one of his duties should be their presentation to the board of\neducation for its consideration and approval. The board of education as\n\nrespresenting the people must finally accept the responsibility for the\nadoption of any of these policies but not for their original formulation.\nThe authority of the superintendent in connection with the selection of\n\ntextbooks and other supplies should be that of initiating.\n\nThat the\n\nsuperintendent should assume the direction and supervision of all\nmatters which have to do with medical inspection, classroom inspection,\n\ncivic center activities, continuation schools, evening schools, etc., goes\nwithout saying.\n\nThe question as to how the authority for these various powers\nexercised by the superintendent should be derived constitutes a most\n\n"}
{"page": 842, "printed_page": null, "text": "Department]\n\nGRADING TEACHERS' SALARIES\n\n817\n\nserious one to nearly all of our states. In the past, in the great majority\nof cases, it has been secured mainly by board rule or by the informal\nconsent of the board of education or by the assumption of the power\nwithout even the consent of the board members or the board as a whole.\n\nIt is highly desirable that many of these duties should be assigned by\nstate laws to the office of the superintendent. They should specifically\nstate whether the authority of the superintendent is that of initiating, of\nexecuting, or of approving, although in the vast majority of cases\nthe authority if exercised by the superintendent must be exercised both\nin initiating and in executing. It is the hope of this Committee that\nit may be able to present a year from now a very complete statement\nas to the actual conditions obtaining in the office of the city superintendent in the United States, together with more definitely formulated\nrecommendations as to the specific forms of legislation which it believes, if enacted, would tend to secure a uniformity of school administration.\n\nCharles E. Chadsey, University of Illinois, Urbana, Ill., Chairman ;\nE. C. Broome, superintendent city schools, Philadelphia, Pa.; Nickolaus\nL. Engelhardt, Teachers College, Columbia University, New York City,\nN. Y.; James H. Harris, superintendent city schools, Dubuque, Iowa ;\nErnest C. Hartwell, superintendent city schools, Buffalo, N. Y.; Frank\nV. Thompson, superintendent city schools, Boston, Mass.; A. S.\nWhitney, 'head Department of Education, University of Michigan,\nAnn Arbor, Mich.; John W. Withers, dean, School Pedagogy, New\nYork University ; formerly superintendent city schools, St. Louis, Mo.\nFUNDAMENTAL PRINCIPLES\n\nOF GRADING TEACHERS'\n\nSALARIES\nEDWARD S. EVENDEN , TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N. Y.\n\nIn the discussion of any present-day administration problem in\nschool work it is necessary to keep our feet upon the ground of actual\nsituations, rather than to propose idealistic schemes of reform. There\n\nare certain very potent elements which most superintendents must consider in any proposal for grading salaries of teachers.\nThe first of these is the so-called \"teacher shortage.\" If in any\nstates or sections this no longer exists, as a shortage of actual individuals to \"keep school\" in each schoolroom, it certainly exists in the\nform of having many teachers at work in the schools who were admitted\n\nas emergency teachers, and who are hopelessly below the level of train-\n\ning and ability which prevailed before the war. Superintendents are\nconfronted by the actuality of this shortage; by the demands for even\nmore teachers to care for an increasing population, or to lessen the size\n\n"}
{"page": 843, "printed_page": null, "text": "818,\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nof classes ; and also by the diminished attendance at normal schools\nand other teacher-training institutions.\nThe second element is that teaching standards have been lowered at\na time when the United States needs the best teachers in its history.\nThe next quarter of a century is going to see this country called upon\nto decide by popular election some very troublesome and important\nquestions involving the relation of capital and labor; bolshevistic tendencies and principles, and social and economic policy, which will affect\nthe practices of this country and, through these, those of the civilized\nworld. The highest degree of educational efficiency is necessary to\ninsure intelligent votes on these issues when they arise. This efficiency\ninay not be hoped for under existing conditions.\nThe third element is the recognition that prices and wages are\nabnormal, and that a readjustment is already taking place. One phase\nof this appears in the unwillingness of communities to increase teachers'\nsalaries in the face of falling prices and tightened money conditions\nwithout at least a definite assurance that they are going to receive a\ngreater return in service for the increased expenditure. Up to a certain\n\npoint, teachers' salaries may be increased on the basis of the injustice\ndone by failure to increase them during the war in proportion to the\nincreased cost of living. Beyond that point the community wants to\nfeel that it is not paying more and receiving the same amount of service.\nIt is imperative today that standards of training and ability be\nraised ; that more and better students be secured for the teacher-training\nschools, and that the best service possible be obtained from the present\nteaching staff. The task of so administering salary schedules at this\n\ntime that these desirable changes may be effected is one of the most\ndifficult and, at the same time, most important problems facing school\nsuperintendents.\nThe methods of securing these ends are almost as varied as the\n\nnumber of cities attempting them, but it is my belief that, if the following ten principles concerning the payment of teachers' salaries are put\ninto practice, they will materially hasten the accomplishment.\n1. Minimum salaries for all teachers should be high enough to\nafford a living wage for twelve months at the standard of living\ndemanded of teachers.\n\nThe sooner this becomes $1200 or more for\n\nevery beginning teacher with normal-school training, the better for\nthe schools of the country.\n2. Minimum salaries should vary for different amounts of train-\n\ning secured by the beginning teacher.\n\n3. Maximum salaries should be high enough to justify looking\nupon teaching as a career, rather than as a temporary or \"steppingstone\" job.\n\n"}
{"page": 844, "printed_page": null, "text": "Department]\n\nGRADING TEACHERS' SALARIES\n\n819\n\n4. Maximum salaries should vary according to the preparation of\nteachers. The more time and money a teacher spends in preparation\nto teach, in other words, the more he invests in his training, the larger\nshould be his returns.\n\nTeachers with standard normal- school train-\n\ning should be able to attain a maximum salary of from $2000 to $3000,\ndepending on the size of the city, the cost of living, and the teacher's\nabilities, while teachers with college or university training under the\nsame conditions should be able to attain from $3600 to $5000 as teachers .\n\n5. Even though maximum salaries generally should serve the purposes just listed, it should also be common practice to pay teachers\nof unusual ability more than the scheduled maximum. Teachers should\nrealize that the \"top is open.\"\n\n6. There should be no salary distinctions between various school\ndivisions when training and experience are the same.\n7. Salary increases or annual increments should be of sufficient\n\nsize to be perceptible in the teacher's annual budget.\n\nThey should\n\napproximate 10 per cent of the salary.\n\n8. Increases should vary in number and amount for teachers with\nvarying amounts of training and experience. Six increases are recommended for two-year normal-school graduates, and ten or more for\ngraduates of colleges and universities representing four or more\nyears' work beyond the high school .\n\n9.\n\nSuccessful experience in other cities should be recognized, when\n\na teacher is employed in a city.\n10. Increases should not be given automatically to all teachers\nwho are retained in the system. Instead, they should serve as a constant incentive to growth and development during teaching.\nAll ten of these principles affect and should govern the grading\nof teachers' salaries. In a sense, most of them may be considered as\n\npaying teachers according to merit, for if training, experience, extra\nwork, and such elements are recognized in the salary, it will be, in most\ncases, the recognition of superior merit. It is the last of these ten\nprinciples, the one which recommends that salary increases and maxi-\n\nmums should as far as possible, be based upon teaching merit, which\nis the most difficult of all to put into practice. It immediately raises\nthe question: What is teaching merit ; how may it be measured ; and,\nwhen measured, what is its value in dollars and cents ?\nThe last ten years have seen numerous attempts to place the deter-\n\nmining of teaching efficiency upon a more quantitative basis, where the\nelements of individual judgment will have less influence.\nThe score-card method has been the most successful and several\n\nsuch cards have resulted from these investigations, and have done much\"\nto interest superintendents and teachers in the problem. The method\n\n"}
{"page": 845, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n820\n\n[Superintendence\n\nor the material of these cards has been modified to suit a great many\ncommunities where this plan has been tried, but up to the present time\nthere is very little practice to base predictions upon. As long as the\nrating a teacher received by means of the score-card did not affect him\nmore directly than to furnish the topic for half an hour's conference\nwith the superintendent or supervisor, it was accepted, but in the majority of cases in which it affected the teacher's salary, it has failed\nand in no uncertain manner. Two reasons for these failures are : (1)\nTeachers have been forced to teach on salaries so inadequate that the\n\ngetting of an increase in salary was magnified out of its true proportion. (2) None of the score cards thus far developed have analyzed\nteaching ability into elements which are quantitatively measurable with\nany degree of accuracy, nor are they mutually exclusive.\nIn the cities in which salaries were reported to be affected, it was\nfound, where the use of teacher ratings could be followed, that one of\ntwo conditions was apt to prevail; either the ratings affected very few\nteachers, or else almost all of the teachers were rated as \"excellent\" and\n\nreceived the increase, which practice is even worse in its deadening\neffects than the customary automatic increase for all who are retained.\nThe first essential to the successful operation of any method of\ngrading salaries, is to secure the interest, co-operation, and consent of\n\nthe teachers. This not only insures the plan a fair trial, but should it\nnot prove successful, the blame and criticism for its failure is mutually\nshared.\n\nTeachers should constantly keep before the public the fact that\nsalary schedules should be fixed and increases paid not merely for the\nsake of the individuals now teaching, but more for the three-fold purpose of raising the present standards of professional preparation for\nteachers, recruiting for the profession the strongest young men and\nwomen, and keeping these able, trained teachers in the work long enough\nthat the value of their richer experience may be given to the schoolsall to the end that American boys and girls may have better schools and\nthat the general level of intelligence for the citizens of this great democracy may be raised to the highest possible point.\nMERIT PROMOTION OF TEACHERS\nT. J. KNAPP, SUPERINTENDENT PUBLIC SCHOOLS, HIGHLAND PARK, MICH.\n\n-Teachers are of different value.\nSelf-evident.\n\nDifferent classes\n\nof workers receive unequal pay. Teachers of different value should\n\nreceive different pay. Difference in usual schedule between beginners\nand best older teachers much too small. Future high cost of education\n\nwill cause inquiry into our business methods and judgment. Can we\ndefend our salaries then ? Appropriations limited by taxing limitations.\n\n"}
{"page": 846, "printed_page": null, "text": "GRADING TEACHERS' SALARIES\n\nDepartment]\n\n821\n\nHigh minimum takes away from the total and decreases the maximum\notherwise possible. Cannot defend our salaries unless there is regard\n\nto comparative worth. If teachers' salaries were increased solely on\nbasis of rising prices, they must be lowered in times of lowered prices.\nStandards need to be raised. During lowering prices and depression,\nsupply of teachers improves. Before the supply surpasses the demand,\nsuperintendents must be prepared to distinguish between the fair, the\ngood, and the excellent. Tenure alone does not represent value.\nPerhaps not self-evident, but true, we believe.-Some phases of a\nteacher's value are facts ; some are matters of judgment. As we progress in scientific management more phases will be accepted as facts\n\nand fewer as matters of judgment. Better to try to measure teachers\nthan not to try. Minimum salary is controlled by market, and, since the\nvalue of the teacher at minimum is not known, no other justification is\npossible. Beyond competition (or the market ) we cannot greatly influence it. Most salaries now paid to all teachers would be justified if paid\nonly to average or fair, until competition crowds out the fair. Higher\nsalaries now paid and to be paid will not be justified unless there are\n\nSchool\n\nPosition\n\n2 уг. , $1000\n4 уг. , 1240,\n\n$120 4\n\nAngell\n\n1\n\n$1000\n\n5\n\n2\n\nSmith ...\n\nHigh\n\nLatin\n\n$1240\n\n3\n\n6\n\nBlank ...\n\nHigh\n\nReading\n\n$\n1000\n\n1\n\nFord\n\n5\n\n$1240\n\n10\n\nIncrease\n\nRemarks\n\n0Hrs.\nat\n$4\n\n5\n\nJones ...\n\ngate\n\nIncrease\n\nCred- 1 $240 Uniited 2 120 verX\n3 60 sity\n\nPresent\nSalary\n\nRank Cred- greit\n‡\n\n(\n4\n)\n\nBrown ..\n\nProbable\n(\nSalary\n)\n\nGraduate\nName\n\nFOR REAPPOINTMENTS\nAg-\n\nExperience*\n\nHere\n\nBase\n\nElsewhere\n\nPART OF PAGE OF RECOMMENDATIONS\n\nPercentage\nof\n\nreasons in each case.\n\n(2)\n\n(6)\n\n$480 $120\n\n$24 $1624 $1440 $184 13\n\n(\n6\n)\n$720\n\n(3)\n$60\n\n(15)\n\n(5)\n(1)\n432 $600 $240\n(7)\n(2)\n\n(30)\n\n2\n\n$60 $2080 $1920 $160\n\n8\n\n$120 $1960 $1690 $280 17\n\n$840 $120\n\n$2200 $1800 $400 22\n\nConvention\nCredit\n\n*Counting this year. Use nearest half or third, if fractional. As long as experience is of\nuncertain value, it shall be arrived at comparatively, as is rank.\nFor rank, see principal's record made four times a year. See No. 2. If a teacher\nis ranked \"5.\" she it not to be retained.\nSee files for teacher's extra credits, reduced to university hours or their equivalent.\nSee No. 3 and No. 4.\n\nSee plan for refunding convention expenses, No. 5.\nNo. 2.\n\nRATING OF TEACHERS\n\nPrincipals shall rank teachers four times a year, October 1, January 1, March\n1, and June 1. The last four ratings are to be used in arriving at the official\nrank for reappointment. The opinions of any supervisors or similarly informed\npersons are to be solicited by the individual principal.\nTeachers are expected to know their ranks, and principals are expected to\nnotify them of new or changed rating on the dates above.\n\nThe superintendent specializes in keeping the principals as nearly uniform\nas possible in respect to standards and strictness of rating, calling attention to\nspecific cases of what he considers over-rating or under-rating, but seldom if\never over-ruling.\n\n"}
{"page": 847, "printed_page": null, "text": "822\n\nNATIONAL Education AssociATION\n\n[ Superintendence\n\nTherefore, superintendent must lead in movement for merit promotion. Our plan is new and crude, to be sure, but is better than the\none used before. We recognize two lines of data: facts and judgments.\nFacts : ( 1 ) preparation, (2) extra credits, (3) advanced study, (4)\nConventions and travel, (5) actual years of experience. Judgments :(1) comparative value of experience, (2) rank.\nWe think it better to attempt to evaluate experience and rank than\n\nblindly to group all teachers in same class.\n\nOf course, an open method\n\nof rating gives teachers a chance to make intelligent efforts at improvement.\n\n[NOTE 1. Folder of information furnished on request. ]\nA MASSACHUSETTS PLAN OF GRADING TEACHERS'\nSALARIES\nU. G. WHEELER, SUPERINTENDENT OF SCHOOLS, NEWTON, MASS.\n\nThe Newton plan of grading salaries, inaugurated some years ago\n\nby Dr. Spaulding, is founded on the double and apparently self-evident\nproposition ; namely, that there is a considerable variation in the worth\nof different teachers, and that a teacher should be paid exactly what\nher services are worth. Said Dr. Spaulding, \"The only practicably\napplicable measure of any teacher's worth is the cost of such service\nas she renders. How much will it cost to fill the teacher's place ?\nFor how much can we secure a teacher as good, should the place\nbecome vacant ? Length of service is not merit. Faithfulness, conscientiousness, loyalty, and hard work are most commendable characteristics ; but alone, these characteristics cannot be made the basis of\nan increase in salary, for we demand all these qualities, and many\nmore like them of every teacher whom we employ, at any salary.\n\nUpon this creed was founded the much-discussed \"Merit System\"\nof Newton. Briefly, it was as follows. It had but one constant factor\n\nand that was a so-called \" regular\" salary. This was fixed at a figure\nabout equal to the salary necessary at that time, to secure and retain\n\na teacher of such recognized ability that she would unquestionably be\nplaced on the permanent list. All teachers then in service, who had\nbeen in the system three years or more, were given or promised this\nregular salary and no teacher was continued beyond the three-year\n\nlimit, who, in the judgment of principals, supervisors, and superintendent, was not worth this stated amount. Beyond this \"regular\" salary\nall teachers might hope to advance. No stated annual increment was\npromised and no final maximum was fixed. Every advance was granted\nstrictly on merit, and varied in amount according to the degree of\nefficiency the teacher was judged to possess. It is obvious that in time\n\nthere resulted considerable variation in the higher salaries paid, and\n\n"}
{"page": 848, "printed_page": null, "text": "Department]\n\nGRADING TEACHERS' SALARIES\n\n823\n\nmany teachers of long experience were not advanced beyond the regular fixed salary. New teachers were given an initial salary according to experience and estimated worth, but never in excess of the socalled \"regular\" salary. Their advance to the regular salary, or beyond,\nwas reasonably certain, for otherwise their places would be filled by\nmore promising teachers.\n\nThere is only one constant factor in the scheme-the so-called\n\"regular\" salary. Suppose we place this at $1600. All teachers in\n\nthe system are immediately given or promised this amount. New\nteachers begin at from $1200 to $1600 according to training, experience,\nand estimated worth, and none are permanently retained who, in three\nyears' time are not rated at $1600 teachers. All may aspire to an\nunnamed and unknown amount beyond the $1600, the rate of increase\nand ultimate salary in each case depending solely upon merit as judged\n\nby administrative and supervisory officers.\nFOUNDATION PRINCIPLES FOR GRADING SALARIES\nA PENNSYLVANIA PLAN\nF. E. DOWNES, SUPERIntendent OF SCHOOLS, HARRISBURG, PA.\n\nThe basic principles upon which the Harrisburg schedule is constructed are the following : ( 1 ) That positions to which both men and\nwomen are eligible should carry with them equal opportunities and\nbenefits as to salary schedule, irrespective of the sex of the holders.\n(2) That salaries should be dependent upon education, experience, and\nthe character of certification held, rather than upon mere grade of\nposition. (3 ) That special self-improvement in service should lead to\nprompt and substantial reward. (4) That retention in service or salary\nadvancement should be dependent upon the rendering of service that\nis at least \" satisfactory.\"\n\nEqual pay for equal work. The first of these principles will be generally conceded in this age as sound, and probably needs no further\nelaboration. The time has passed for the subtle argument of \" economic\nnecessity, \" or \"supply and demand,\" to be used as an excuse for paying\nmen more than women, when employed in the same class of service\nand when each group is equally well qualified to perform that service.\nWhile I regret to state that in our former schedules in Harrisburg\ncertain salary distinctions on the basis of sex existed, I am glad to\nannounce that our present schedule is entirely free from these distinctions.\n\nEqual pay for equal qualifications. The Harrisburg schedule is\nwhat has come to be commonly known as a single-salary schedule.\nThis probably is a misnomer, for we really have three general schedules\n-one for academic teachers, one for shop teachers, and a third for\n\n"}
{"page": 849, "printed_page": null, "text": "824\n\nNATIONAL EDUCATION ASSOCIATION\n\n( Superintendence\n\nall others requiring special state certification, such as certification in\nmusic, drawing, commercial branches, cooking, sewing, etc. The underlying principle in each schedule is that its provisions apply alike to\nall grades of the school system. It assumes that the work of teaching\n\nis of equal importance in any grade and that the fact of being assigned\nto the first year of the elementary schools, the second year of the\njunior high school, or the last year of the senior high school, is a mere\nincident, so far as salary remuneration is concerned.\nAcademic teachers are classified as follows in the application of the\n\nschedule : (a) holders of provisional, professional and normal certificates\n(all temporary certificates by law) ; (b) holders of state permanent\ncertificates and normal diplomas; (c) college graduates, with bachelor's\ndegree or equivalent ; (d) college graduates, with a master's degree in\ncursu; ( e) college graduates with doctor's degree in cursu. Shop\nteachers have three distinct classifications, according to the amount of\nprofessional training they have had beyond the minimum eligibility\nrequirements for employment. Other special teachers, likewise, are\ndivided into three groups, according to professional training.\nInducement to self-improvement. The third basic principle in the\nconstruction of a sound and just salary schedule, we believe, as previously stated, is that the schedule should provide substantial encouragement for continuous self-improvement.\n\nThe Harrisburg schedule\n\nattempts to apply this principle, through the application of the following\nrule:\n\nSec. 185. All teachers and elementary principals may be granted an immediate additional increase of $50 in salary, and the maximum for each teacher\nmay be increased $50, for each eight semester units of college credit, provided\nthat such increase in salary and maximum shall not exceed $300 and that all\ncredits for additional college work shall be filed with the City Superintendent\nprior to October 15, of each school year.\n\nThe increases for college credit are in no sense bonuses. They are\n\npermanent additions to salaries, continuing during the entire tenure\nof the teachers affected, and are given irrespective of whether the\n\ncredits have been obtained prior to or subsequent to employment in\nHarrisburg.\n\nPenalty for poor service. Our fourth basic principle is that the\nbenefit of the schedule should apply only to those whose services are\nsatisfactory, or at least give promise of being satisfactory.\n\nNo system of rating should be over-rigid in its provisions or in its\napplication. It must not induce a feeling of unrest or fear. It must\nbe applied with justice and sympathy and with due consideration of\nthe interests of the teaching profession. Many a teacher of limited\nexperience may not measure up to standard during the first year or\ntwo, but if she manifests a desire to succeed and shows continuous\n\n"}
{"page": 850, "printed_page": null, "text": "Department]\n\nTHE RATING OF TEACHERS\n\n825\n\nimprovement, even though at first slow, she should be given every encouragement and her services should not be rated as \"unsatisfactory.\"\n\nOn the other hand, an uninterested, unprogressive, and otherwise unpromising teacher should not be trifled with. At least it is upon this\n\nbasis that we are endeavoring to apply the merit system in Harrisburg.\nTHE RATING OF TEACHERS\nHENRY D. HERVEY, SUPERINTENDENT OF SCHOOLS, AUBURN , N. Y.\n\nWe all agree that one teacher differs from another teacher in merit,\nthat to reward teachers according to merit is a consummation devoutly to\nbe wished, and yet few practical schoolmen have made the attempt, and\nmost of those who have done so have lived to repent of their rashness.\n\nWhile the difficulties connected with this problem should not be\noveremphasized, they must, nevertheless, be faced fairly, if a satisfactory and permanent solution is to be found. Foremost among\nthe difficulties is that of attempting to measure the immaterial in terms\n\nof the material. How can such things as influence, stimulus, inspiration,\nprofessional zeal, character, in short, all of those subtle spiritual forces\nthat are vaguely grouped together under the term personality-the things\nthat determine a teacher's worth-how can these elusive, imponderable,\nand intangible things be measured ? We may measure scholarship,\nbut scholarship does not make a teacher. We may catalogue one by\none's isolated personal qualities and rate them in percentages, but a\ncatalogue of qualities does not make a personality, and it does not\nmake a teacher. We can tell that Miss A is more pleasing to us personally than Miss B, but we cannot always tell why; and the judgment of\nthe children taught by Miss A and Miss B may be wholly different from\nours. Furthermore, our immediate and superficial judgment might be\ncompletely reversed if we could read the future and could know what\npermanent impress upon the lives of children the influence of these\ntwo teachers would make. We may as well confess frankly that we\ndo not yet possess an instrument delicate enough or exact enough for\n\nthe measuring of a teacher's worth. The method of measuring one\nhuman being by another has not yet been standardized. The technique\nof measuring personality is yet to be evolved. We possess nothing\nwhich the great body of teachers is willing to accept as either just,\nreliable, or workable. To be successful a rating system must be raised\nout of the realm of mere guesswork and personal opinion and placed\nupon a genuinely scientific basis, which shall be recognized as such\nnot only by the teachers who are to be rated, but also by their friends\nand by the general public.\n\nIn order to test out in a limited area the prevailing sentiment on\nthis subject, a brief questionnaire was sent recently to twenty-five\n\n"}
{"page": 851, "printed_page": null, "text": "826\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\nsuperintendents in New York state. Of the twenty-three superintendents heard from, only two professed to have merit systems in actual\noperation. One of the two stated frankly that the administration of\nthe system resulted in friction and unrest. The other found no trouble,\nbut the reasons for this are as obvious as they are unusual. In the\nfirst place, two-thirds of all his teachers are on the merit list, but more\nimportant and more unusual still is the fact that the salaries fixed for\nteachers never come before the board for confirmation and are never\n\nmade public, so that there is little opportunity for one teacher to compare\nher salary with that of another teacher, the chief cause of personal\njealousy thereby being removed. All the other superintendents, however, stated in substance that with our present crude, unscientific,\n\nand superficial methods of estimating the worth of teachers and with\nthe present distrust of such methods felt by the teachers themselves,\n\nthe introduction of a merit system would lead to friction and unrest\nand would cause more trouble than it would cure.\n\nYet, notwithstanding all the difficulties in our path, we must not\ndespair. We must find a way by which genuine merit may be discovered, rated, and suitably rewarded. This must be done, if for no\n\nother reason than to enable us to finance our present salary schedules.\nThe people who recognize the necessity of adequate salaries for teachers will demand that salaries at the present high level shall not be\npaid indiscriminately to the best and to the worst teachers alike.\nIn conclusion, attention is called to certain fundamental conditions\n\nwhich must maintain as a prerequisite to the success of any merit\nsystem :\n\n1. A merit system will depend for its success upon the professional spirit of the teaching corps. If professional standards are to\nbe set up and maintained, the movement toward this end must come\n\nfrom the teachers themselves. Physicians set up and enforce their\nown professional standards ; so do lawyers ; so do other professional\nworkers .\n\nTeachers must do the same or the thing will not be done.\n\n2. The measuring of teachers, in the larger cities at least, should\nbe the sole function of a separate body or bureau. Principals, supervisors, and superintendents have not the time for this delicate and exacting work, but even if they had the time, the proper work of principal\nand supervisor is incompatible with that of judge of professional\nworth. If the supervisor has the power to determine the professional\nstatus of the teacher and to raise or lower her salary, a barrier is at\nonce erected between that teacher and that supervisor which renders\n\nthe best work of the supervisor vastly more difficult, if not impossible.\nFinally, difficult as is the problem before us, it is not insolvable.\nWhen teachers and the supervisory staff recognize the need of devis\n\n"}
{"page": 852, "printed_page": null, "text": "Department]\n\nREPORTING MEASUREMENTS TO PARENTS\n\n827\n\ning a fair and workable method of discovering and rewarding merit,\n\nwhen for this purpose the resources of our best pedagogical laboratories are used to the utmost, and when all work together with mutual\nconfidence, mutual forbearance, and mutual respect toward this common\nend the solution will be in sight.\nA PLAN OF REPORTING THE RESULTS OF EDUCATIONAL\nMEASUREMENTS TO PARENTS\nI. M. ALLEN , SUPERINTENDENT OF PUBLIC SCHOOLS, SPRINGFIELD, ILL.\n\nThe reason for attempting to report the results of standardized\n\neducational tests to parents is set forth in the following letter to parents\nwhich accompanied the report-card booklet subsequently described.\nSUPERINTENDENT'S LETTER TO PARENTS EXPLAINING A NEW\nREPORTING\nA NEW\n\nThe use of the familiar per cent marking\nsystem in reporting pupils' standing is supplemented for the year 1920-21 by a more\ninforming and scientific method of reporting the standing of pupils in the grades and\nis explained herewith.\nTHE PER\n\nCENT\n\nSYSTEM\n\nHOW ARE EDUCATIONAL STANDARDS OBTAINED ?\n\nDEPARTURE\n\nPLAN REPRESENTED\n\nHow is it possible to measure weight and\nheight? Through the acceptance of universal\nstandard units of measurements. The pound\n\nand the foot are universally and scientifically\nascertained units. Just so have educational\nunits of measurement for third grade reading, writing, and arithmetic been set up.\n\nOPINION\n\nThousands of children in the United States\nRATHER THAN\n\nFACTS\n\nhave been tested by grade and subject in the\nThe per cent plan gave teacher opinion in\nreference to a pupil's standing in any par-\n\nsame material and out of the statistics compiled a standard of achievement in these fun-\n\nticular subject rather than standard achieve-\n\ndamental subjects has been determined. It\nis important to note that these standards are\nnot based upon teacher opinion of what any\n\nment for particular grade and subject with\nwhich the pupil's score could be compared.\n\nIt is a well known fact that teacher opinion\nin reference to the same pupil varied, and\nthat grading a pupil was often personal\nrather than impersonal and standardized.\nReflect how unsatisfactory it would be to\nhave conflicting opinions in reference to a\nchild's height and weight. Is it not as dis-\n\nparticular achievement should be but rather\nupon what children over the United States\n\nactually do achieve.\n\nThe standard in any\n\ngrade and subject is the median achievement\nor that score which indicates that there are\n\nas many above the standard score as below.\nThe median is a more accurate form of av-\n\ntressing to have the child's mental weight\n\nerage with which we are all familiar.\nin reading in dispute?\nMEASUREMENT\nWHAT THE\n\nPARENT IS ENTITLED\n\nTO KNOW\n\nThe parent of a fourth grade child in reading is entitled to know whether his child is\nup to the standard of a fourth grade child in\nreading, and if not, what specific remedial\nmeasures may be suggested by the teacher\nto bring the child up to standard. Heretofore our report cards have said: \" Your child\nis below 60 per cent in reading, therefore he\nshould study harder.\" Suppose your physician\nwould advise: \"Your child is 60 per cent in\nhealth, therefore he should take better care of\nhis health.\" You certainly would demand\nmore specific advice in regard to your child's\nhealth, and just so has the time come when\nyou may require more definite advice in regard to your child's achievement and progress in the school subjects. This we hope\nto render through the new system of reporting.\n\nOF\n\nCLASSES\n\nAt the beginning of the semester all pupils\nin the elementary grades will be measured in\n\nall the fundamental subjects. A report of\nsuch measurements will be sent every parent\nthree times per year, viz : Oct. , Feb. and June.\nThe usual reporting system will probably be\nused at other periods of the school year.\nBy consulting the new reports the parent may\nknow where his child stands in reference to\nthe standards of achievement for like sub-\n\nject and grade obtained by thousands of children in the United States .\nDIAGNOSIS OF\n\nCLASS AND RESULTANT PROCEDURE\n\nAs soon as the class has been measured in\n\nany particular subject, the class, 'f necessary,\nwill be divided into two or more groups for\nthe purpose of adapting content and method\nmore carefully to the needs of the children.\nFor example, if it is discovered that the low\n\n"}
{"page": 853, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n828\n\nest group of a fifth-grade reading class reads\n\nwith the standard ability of a third-grade\nreading class, the pupils will not be demoted\nto third grade but rather third-grade reading\n\nmaterial will be provided for the lowest\ngroup of this particular fifth-grade class.\nThe use of educational measurements\n\nnot\n\nonly makes it possible to group the children\nand to discover the particular achievement of\neach child but it also affords the basis of an\n\nintelligent diagnosis.\nIf a child in reading is below standard in\ncomprehension and above in rate, a different\ntreatment is necessary than when the condi-\n\n(Superintendence\n\nmethods selected, the important step from\nthen on is to secure improvement and the\ngreatest possible amount of improvement\nfrom each member of the class. The report\ncard based on percentage rating did not stress\nimprovement as much as it stressed competition. Thorndyke says: \"The race of life is\nnot run to see who can run the fastest, but\nrather that each may run as fast as he may.\"\nThe new plan of reporting should stress beating one's own record, or improvement, rather\nthan surpassing another's record, or competition.\nTHE THREE ESSENTIALS\n\ntions are reversed.\n\nTeachers are instructed\n\nas to the diagnostic values of these measurements and are expected to apply them\naccordingly.\nMAXIMUM\nTHE\n\nSELF\n\nIMPROVEMENT\n\nDESIRED\n\nGOAL\n\nAfer a class has been measured, the individuals diagnosed and grouped, material and\n\nMeasurement or discovery of facts, diagnosis based on these facts, or the formulation\nof content and method to meet the particular needs of each child, and actual improvement or the maximum development of each\nchild are the three steps that the superintendent has atempted to outline in this explanatory letter.\n\nAn examination of the following pages of the report-card booklet\nwill enable the reader to determine how the results of these standard-\n\nized educational tests are brought home to the parent.\nINTERPRETATION OF READING REPORT\n\nRate of Reading.\n-Standard rate signifies the number of words of standard\n\nmaterial the pupil should read per minute. This is important as experimentation\nhas shown that speed in reading is an aid to clear comprehension. Encourage\nthe pupil to read silently and rapidly.\n\nComprehension.\n-Standard comprehension signifies the ability the pupil\nshould have in understanding the printed page. This is indicated by the pupil's\nability to answer correctly questions concerning the material read. Encourage\nthe pupil to read to get the point. Read silently, rapidly and with a determination to get the thought of the author.\n*Standard\n\nPupil's\n\nScore\n\nScore\n\nRemarks\n\nRate\nOct.\nFeb.\n\nJune\n\nComprehension\nOct.\nFeb.\n\nJune\n*If the standard score is underlined the report indicates the standard the pupil should\nobtain on the completion of the A class in this particular subject.\n\nIfthe standard score is not underlined the report indicates the standard the pupil should\nhave obtained at the date of issue.\n\n"}
{"page": 854, "printed_page": null, "text": "Department]\n\nREPORTING MEASUREMENTS TO PARENTS\n\n829\n\nINTERPRETATION OF SPELLING REPORT\n\nStandard. Standard in spelling signifies the per cent of correctly spelled\nwords that should be expected in a particular grade. Generally twenty words\nare selected from a column containing words of equal difficulty. These columns\nincrease in difficulty by equal steps from A to Z. A third grade child should\n\nobtain a higher per cent on columns H than column J. Spelling in Springfield\nschools is taught by the recall method and the objective of every teacher is to\nget 100 per cent spelling each day.\nStandard\n\nPupil's\n\nScore\n\nScore\n\nRemarks\n\nColumn\n\n(Oct.)\n\nColumn\n\n(Feb.)\n\nColumn\n\n(June)\n\n"}
{"page": 855, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n830\n\n( Superintendence\n\nINTERPRETATION OF WRITING REPORT\n\nRate. Standard rate in writing signifies the number of letters per minute\nof standard material a pupil of a particular grade should write in one minute.\nEncourage the pupil to acquire standard rate as this will aid him in obtaining\nproper movement in writing .\n\nQuality. Standard in quality is a particular sample of writing that a child\nof any particular grade should equal. These samples are always on exhibition.\nIf below standard, encourage the pupil to acquire the standard through practice.\nThe pupil's teacher will be able to analyze his hand writing and point out what\nparticular drills are necessary to improve the quality.\nStandard\n\nPupil's\n\nScore\n\nScore\n\nRemarks\n\nRate\nOct.\n\nFeb.\n\nJune\n\nQuality\nOct.\n\nFeb.\n\nJune\n\n-\n\n"}
{"page": 856, "printed_page": null, "text": "Department]\n\nREPORTING MEASUREMENTS TO PARENTS\n\n831\n\nINTERPRETATION OF ARITHMETIC REPORT\n\nFundamentals.\n-Standard ability in fundamentals signifies the number of\nexamples in addition, subtraction, multiplication, and division-the pupil in any\n\nparticular grade should work correctly in a given time.\nAddition .\n\nSets A, E, J, M\n\nSubtraction .\n\nSets B , F\n\nMultiplication .\nDivision ..\n\n... Sets C, G, L\n.. Sets D, I, K, N\n... Sets H, Ο\n\nFractions .\n\nIf the pupil's score is below standard he should practice until such ability\nis brought to standard. Drill problems for the particular grade will be furnished parents on request.\n\nReasoning. Standard reasoning ability signifies the ability of the child to\ndetermine what steps are necessary in the solving of problems adapted to his\nparticular grade.\nFEBRUARY\n\nOCTOBER\nFUNDA-\n\nMENTALS Standard\nScore\n\nPupil's\n\nStandard\n\nPupil's\n\nScore\n\nScore\n\nScore\n\nSet A\nSet B\nSet C\nSet D\nSetE\nSet F\nSet G\nSetH\nSet I\n\nSet J\nSet K\nSet L\nSet M\nSet N\n\nPrinciples\n\nCorrect\n\nSet O\n\nREASONING\nост.\n\nAnswers\n\nCorrect\n\nFEB .\n\nJUNE\nОст.\nFEB .\n\nJUNE\n\nJUNE\nStandard\nPupils'\nScore\n\nSeorc\n\n"}
{"page": 857, "printed_page": null, "text": "832\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nAs to what parents thought of the value of this kind of information\n\nis indicated by the following summary of a questionnaire sent to about\none hundred parents of whom forty-four responded\nSpringfield, Ill., February 18, 1921\nMY DEAR PARENT :\n\nI am interested in securing your answers to the following questions regardless of whether your answers are favorable or unfavorable to the\nuse of the new report-card booklet.\n\nYou may use your own pleasure about signing your name as I am interested\nprimarily in the answers to the questions proposed. A prompt answer to this\nquestionnaire will be appreciated and should reach my office in the enclosed\nenvelope not later than\n\nSuperintendent of Schools\nQUESTIONNAIRE\n\nYou will please answer \"Yes\" or \"No\" to the following questions, striking out\n\"No\" if you wish \"Yes\" to be the answer and vice versa.\n\n1. Is it advantageous to receive definite information as to rate, accuracy, and\nquality of reading, writing, and arithmetic? Yes-No. (Strike out Yes or No.)\nYes-41 ; No-3.\n\n2. Is it advantageous to compare your child's score with that of the average\nchild in the United States in the same grade who has taken the same test in the\n\nsame manner ? Yes-No .\n\n( Strike out Yes or No.) Yes-37; No-6; Indiffer-\n\nent 1.\n\n3. Does the new report stimulate your child more than the old report to attempt\nimprovement on his own score ? Yes-No. (Strike out Yes or No.) Yes-24;\nNo-18 ; No difference-3.\n\n4. Is it an advantage to have the report card render an impersonal score rather\nthan personal opinion ? Yes-No. (Strike out Yes or No.) Yes-35 ; No-6;\nIndifferent-3.\n\n5. Do you agree that the card theoretically possesses the above-named advantages,\nand still is not desirable for other reasons ? Yes-No. (Strike out Yes or No.)\nYes-14; No-22; Not answered-8.\n\n6. If you say \"Yes\" to Question 5, will you kindly state below what your objections are ? Too complicated for Parents to understand-12; Too much stress is\nplaced on tests-teacher better able to judge-1 ; Too discouraging for the\nchild below standard-1 ; Does not get away from personal opinion of teacher-1 ;\nPromotions should not be made on tests, but should be made on daily work-2;\nThinks personal opinion does make up report-1 ; Not answered-26.\n7. Would you prefer to see the report-card booklet abandoned another year or\nwould you prefer to see it continued next year with or without modifications ?\n(a) Rejected\n(b) Continued\n(c) Continued with modifications\n\n(Cross out two above and leave the remaining one as your answer.) Rejected\n-7; Continued-24; Continued with modifications-11, Not answered-2.\n8. If your answer to Question 7 is-\"Continued with modifications,\" please\nstate below what the modifications should be, understanding that the report-card\nbooklet would remain as a supplementary report to the teacher's estimate card.\nIn lower grades better to give an exact grade on teacher's estimate card instead\n\n"}
{"page": 858, "printed_page": null, "text": "Department]\n\nTHE JUNIOR HIGH SCHOOL\n\n833\n\nof A, B, C, etc., and teacher's estimate card should be given monthly ; booklet\nnot definite enough to stimulate improvement in child-1. Should have some\nway of crediting daily work-especially in arithmetic-1. Should be more than\none test each term, also daily recitations should be of more value\n-1. Should be\n\ncontinued another year so that teachers may become more familiar with grading\n-1. Should use old method in conjunction with present report card-1 . Should\nbe modified to such an extent that they are made clearer both to student and\nparent-1 . Should change terms \" Standard score\" and \"Pupil's score\" to make\nreport clearer to parent-1. Should be made clearer for understanding of the\nparent-2. Supplement booklet with ordinary report so more concrete advance\nof child may be understood-1 .\n\nIS THE JUNIOR HIGH SCHOOL “DELIVERING THE\nGOODS\" ?—AFFIRMATIVE\nBALLARD D. REMY, PRINCIPAL, FOREST PARK JUNIOR HIGH SCHOOL,\n\nSPRINGFIELD, MASS.\n\nThe junior high school is an attempt to establish a new ideal in edu-\n\ncation. This new ideal is that a public-school system shall fit the needs\nof all of the children as nearly as can be done, according to their\nseveral capacities, their educational intentions, and their life-purposes.\nSince the studies, surveys, and investigations made revealed this needed\n\nadjustment to be most pressing in the early adolescent period, we\nfaced the possibility of best approaching the new ideal by a reorganization of the intermediate portion of the school system.\n\nMost of us, I think, agree that a junior high school is a school\ncovering the two or three years of early adolescence commonly covered by our seventh and eighth ; or seventh, eighth, and ninth grades;\nproviding through its organization, equipment, and curriculums for\nwider range of educational opportunities, better adapted to the\ncapacities, educational needs, and vocational intentions of its pupils.\n\na\n\nLet us then consider the data available on some of the main func-\n\ntions of the junior high school. Briggs¹ discusses most of them under\nthree main headings : departmental teaching, promotions, and indivi-\n\ndual differences, and I shall add for this discussion, power to hold\npupils in school. Under provisions for individual differences, he includes such\n, items as \"differentiated curricula,\" \"ability grouping,\"\n\"vocational and educational guidance,\" and \"sex differentiation.\"\nWhat do the records show relative to departmental teaching ? The\nstudy made by Briggs shows that the median percentage of teachers\nteaching one subject only was between 41 and 50 in the 196 junior\nhigh schools reporting; those teaching two subjects only, between 31\nand 40; and those teaching three subjects or more, between 31 and\n40 per cent.\nDr. Thomas H. Briggs, The Junior High School.\n\n"}
{"page": 859, "printed_page": null, "text": "834\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nA second item for consideration is that of promotions. This\ninvolves the acceptance of pupils from lower school grades as well\nas transferring to higher grades as they accomplish certain curriculum\nrequirements. Briggs reports, in answer to the question, \"Under what\nconditions, if any, do you admit pupils who have not completed grade\nVI ?\" that 40 per cent said they required the sixth grade to be completed; 60 per cent said \"other considerations,\" such as \"maturity of\npupil,\" \"overage,\" \"oversize,\" \"dull and overage,\" \"according to individual need,\" \"on recommendation of principal, or superintendent,\"\n\"probable ability to do the work,\" and \"on condition.\"\nRelative to the promotion within the school, the Springfield¹ study\nfound as follows : Of the 87 schools answering this question 19\nper cent reported promotion on credit point basis; 48 per cent promoted entirely by subject ; 11 per cent promoted by general average\nof subjects; 20 per cent promoted by major subjects. Koos² reports\nthat \"subject promotion is almost as common a feature of reorganization as is departmentalization.\" In a group of 46 reorganized schools,\ndistributed in 12 states in the Middle West, 34 were promoting by\nsubject. Childs said, \"a well-nigh universal practice with junior high\nschools\" in Indiana. Brigg's report shows that of 248 schools reporting, 76.6 per cent promoted by subject. This evidence shows con-\n\nclusively that this feature of the junior high school is not only coming\ninto usage, but is already operating in a large measure.\n\nBriggs reports 19 different ways in which irregularly promoted\npupils are given assistance as reported by 161 junior high schools.\nSome of the ways are \" special room and teacher,\" \"work depending\n\non ability,\" \"vocational (industrial) work,\" \"fewer subjects,\" \"pupils\nelect programs,\" etc.\n\nIndividual differences are met by the junior high school through\ndifferentiated curriculums. Various schools reported opportunity rooms\nor ungraded rooms to care for variations in ability. Not only have\ngreat changes been made in the subjects of study included in the various curriculums offered by junior high schools, but the internal structure of courses has undergone and is undergoing decided changes in\nthe direction of much better materials for study suited to the age of\njunior high school pupils.\nOf the 182 schools reporting to Briggs, 116, or 63.7 per cent, offer\nan academic curriculum ; 94, or 51.6 per cent, offer a commercial\n\ncurriculum ; 94, or 51.6 per cent, a practical arts curriculum; and 23,\n\nor 12.6 per cent, a special trade curriculum. Again, he found a large\nvariety of industrial subjects or topics listed by 173 junior high schools\n1The Report of the Springfield (Mass. ) Educational Club on the Junior High School.\nL. V. Koos, The Junior High School.\n\nChilds, Reorganization Movement in the Grammar Grades of Indiana Schools.\n\n"}
{"page": 860, "printed_page": null, "text": "Department]\n\nTHE JUNIOR HIGH SCHOOL\n\n835\n\nreporting. Eight topics or subjects were listed under agricultural.\nNineteen schools reported agriculture, and 7 reported gardening. Under industrial, we find woodwork in 77 schools; carpentry in 48;\n\nmanual training in 23; pattern-making in 11; painting in 13 ; cementwork in 11 ; applied drawing in 33; bricklaying in 11 ; machine shop\nin 15 ; metal-work in 26; electrical work in 15; cooking in 11 ; and\nprinting in 37. Twenty-seven other types of work were reported.\nWhat is the showing the junior high school is making on its power\nto hold pupils in school ? I believe it is too early in the history of this\ntype of school to reach a satisfactory conclusion as to holding power.\nIn the first place, not enough schools have been in operation for a\n\nsufficient period to furnish adequate statistics. In the second place,\nindustrial and educational conditions during and since the war make\nit an abnormal period for computing statistics. Should the records\n\nfinally show that no more pupils continued their education than before,\nmany of these same pupils, nevertheless, will have received a much\nbetter education for them than under the more limited and restricted\n\nopportunities necessary to the old type of organization .\nThis paper quite conclusively proves that the junior high school\nis \"delivering the goods\" since it has shown that these schools are\n\nsucceeding in the following important functions : departmental teaching; subject promotion and promotion according to need; caring for\nindividual differences by differentiated curriculums and revision of\ninternal structure of subjects; and power to hold pupils in school. No\nother movement in education, requiring the constructive work, the\nbattering of traditions, the expenditure of large sums of money for\nbuildings and equipment, and the securing of the right sort of personnel\nfor leaders and teachers without proper previous training for the task,\nhas ever accomplished so much in such a short period of time.\nIS THE JUNIOR HIGH SCHOOL “ DELIVERING THE\nGOODS\" ?—NEGATIVE\nL. C. WARD, SUPERINTENDENT CITY SCHOOLS, FT. WAYNE, IND .\n\nThe business of the elementary school is to give the child a\n\nmastery of the tools of learning. We may fairly assume that a child\nhas successfully completed the elementary curriculum when he has\nlearned to read understandingly, to express his thoughts clearly, to\nperform the ordinary operations of arithmetic with accuracy and\nreasonable speed, and when he has laid broadly the foundation for\ndecent citizenship through some knowledge of history and geography.\nWith these accomplishments, he is ready for the high school, where\nhe will use those accomplishments to acquire his real education. The\nelementary school is a school for drill, and the high school a school\n\n"}
{"page": 861, "printed_page": null, "text": "836\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nfor use. What then is a junior high school? High school confessedly\n\nit is not, or there is no need for the \"junior.\" Elementary school it\ncannot be, for its organization apes too closely the plan of the high\nschool to leave any doubt upon that point.\nEssentially then, the question before us is the proper use of the\n\nseventh and eighth grades, possibly even the ninth. Ought we use\nthese years for more and better drill, or ought we assume the drill\nphase complete with the sixth year, and so proceed with real education ?\nI assert that most failures in the high school, not alone in English, but\nin algebra, geometry, languages, history, and science, are due to simple\ninability to read understandingly, with some little inaccuracy in the\n\nmanipulations of arithmetic. Any teacher of algebra or geometry will\ntell you that most failures in those subjects are due to the written\n\nproblems which involve close and accurate reading. So will teachers\nof most other high-school subjects say that their failures are chiefly\ndue to the child's inability to understand what he reads.\nThe proponents of the junior high school have been fond of saying\n\nthat their invention \"bridged the gap\" between the last year of the\njunior high school and the first year of the high school. It is perhaps\nsufficient to say that there has never been a serious gap between the\neighth and ninth grades, in any community where high schools exist.\nThe real gaps are between the sixth and seventh years, when the overage dullard is permitted by law to go to work, and between the ninth\nand tenth grades where the child mentally or physically unfit leaves the\nhigh school. Does anybody here believe that the placing of a natural\ndivision of the school at this point-beginning at one gap and ending\nat the other-will tend to increase the number of pupils in the last\nthree years of the high school ?\n\nA second point often urged for the junior high school is that it\noffers a fuller and richer curriculum. No man dares remove from the\n\nseventh and eighth grades, mathematics, English, history, or geography\nand these subjects offer as much fullness and richness as the average\ntwelve-year-old digestion can assimilate.\nEven more ridiculous is the third objective of the junior high school,\nthat of enabling the youth, by means of the \"full and rich\" curriculum\nto \"find himself.\" How can honest men believe that any possible\nschool organization will enable children of twelve, thirteen, or fourteen\nto find themselves ? Any scheme of education which seeks to persuade\nany eighth-grade boy into any occupation or profession is unfair to the\nboy to choose for himself in his maturity what course he shall follow.\nNot only that, but it is impossible for schools so to do.\n\nFurthermore I wish to assert that the junior high-school ideal is\nutterly destructive of the fundamental basis for the existence of the\n\n"}
{"page": 862, "printed_page": null, "text": "Department]\n\nRELATION OF SCHOLARSHIP TO PAY\n\n837\n\npublic school, namely-training for citizenship in a democracy. At\nleast eight years should be devoted to a common school, a school in\nwhich all children receive a common training in those subjects which\nare essential to decent citizenship.\n\nThe junior high school ideals of differentiation of courses and election of subjects must infallibly lead to the formation of classes and\ncastes years before a sane judgment of values can be possible. Any\ninfluences which make for caste exclusiveness among little children\nwe must suppress for the common good. Can anyone believe that the\nfoundations can be laid too broad, or that a common training should\nperish with the sixth grade? I am not fully convinced that our freedom of election in the high school or in the early years of college is a\ngood thing, but I am absolutely convinced that a similar freedom in\nthe grades can work only untold harm.\nFinally, that of money. The most moderate estimates place the\ncost of junior high school instruction at $25 per pupil over instruction\nof the older type. Perhaps it is worth more.\n\nI do not wish to oppose the organization of early adolescents into\nschools of their own. I do not wish anything but the best teachers, in\npoint of training and experience, to be had for these children. I do\nnot believe that the failure of the junior-high-school movement has\ncome from any such fault. Its failure lies in our failure of broad\nvision. We have failed to remember that back of all special trades,\noccupations, and professions there must be a great body of common\nknowledge and common learning. This common possession cannot be\nacquired in six years of school. Our intermediate grades must still be\nschools for drill in the fundamentals ; and I do firmly believe that our\ncountry would be greatly the gainer if this period of drill in the common foundations of citizenship were carried through even the ninth\ngrade.\n\nRELATION OF SCHOLARSHIP AND GROWTH IN\nSCHOLARSHIP TO MERIT AND PAY\nDAVID B. CORSON, SUPERINTENDENT OF SCHOOLS, NEWARK, N. J.\n\nSome educators hold that four years of cultural work should be\nrequired as a preparation for the profession of education. This is\n\nimpractical because the general conditions and remuneration of teachers\nthroughout the country are not attractive enough to cause candidates\nto make such preparation. In view of the teacher shortage and the\ngeneral state of public education the standard of four years' high and\ntwo years' normal for kindergarten and elementary teachers and col-\n\nlege graduation for secondary teachers is high enough.\n\n"}
{"page": 863, "printed_page": null, "text": "838\n\nNATIONAL EducatiON ASSOCIATION\n\n[ Superintendence\n\nThere can be no doubt of the fact that normal graduates should\npossess greater scholarship. There is overemphasis in normal training\nupon methodology. The acquisition of skill in the art of teaching and\nschool management is considered the great desideratum. Such skill is\nsurely very acceptable, but it should be founded upon a better codification of the science of education and upon better general scholarship.\nA large part of the instruction given in schools lower than the\n\nnormal is not persistent. The range of scholarship in elementary and\nhigh schools is sufficiently broad, but its depth is too shallow for\nadequate preparation to teach. Students in the law school, the theo-\n\nlogical school, the medical school, devote time to the acquisition\nof knowledge upon which to base the technical skill of the several professions, so it should be in the school of education.\nThere should be opportunities for teachers in service to improve\n\ntheir scholarship. In many of the great cities of the country the colleges and universities afford these opportunities. In my own city of\nNewark there is no university, but one in New York City meets the\nneed by sending her professors and instructors to Newark. Some\nyears ago, however, the present superintendent of schools instituted in\ncoöperation with New York University, collegiate and professional\ncourses in Newark. These courses are credited toward a degree. The\nvalue of this work in stimulating the teachers to improve their scholarship has been great.\n\nThe recognition of scholarship in salary advantage is important,\nbut there are other factors in a teacher's success that should not be\n\nignored. Demonstrated personal power combined with scholarship constitute the right basis for salary reward. The college graduate is not\n\nmore valuable in the schoolroom at the beginning of his career than the\nnormal-school graduate, hence the theory that he should be paid a\nlarger initial salary has justification only in the fact that his education\nhas cost more.\n\nTime may demonstrate that his better scholarship\n\nmakes him more valuable, but at first it is a mere assumption. Newark\nwill introduce a plan next September to reward teachers for improved\nscholarship. For a minimum of ninety hours' collegiate or professional\nstudy, combined with a record of good through a period of every three\nyears, teachers may be advanced one step on the schedule. This will\ntend to keep teachers studying, but not so strenuously as to interfere\nwith the classroom work, for that should be first. The great rewards\n\nof life come to people for what they are and what they do, not for what\ntheydid when preparing to do. Scholarship, although important, should\nnot be magnified unduly. With the teacher it is a means to the great\nend of educating children, and he who possesses it should also possess\nthe personal power to make it function. Scholarship should not count\nfor more than half in any plan to recognize the work of teachers .\n\n"}
{"page": 864, "printed_page": null, "text": "Department]\n\nRELATION OF YEARS OF EXPERIENCE\n\n839\n\nRELATION OF YEARS OF EXPERIENCE TO MERIT AND\nPAY\nF. E. WILLARD, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nSEATTLE, WASH.\n\nDoubtless all school systems at present recognize years of experience as a factor in determining the pay of teachers. Doubtless, also,\nall will agree that \"years of experience\" alone is a very poor measure\nof efficiency or professional growth. However, in spite of its limitations\nit has one decided advantage ; it can be accurately measured beyond the\npoint of dispute. It has strength where other standards are weak.\nNevertheless, an analysis of efficiency in teaching shows there are at\n\nleast two important elements in it that come only with years of\nexperience. One of these is technique-skill, expertness in giving instruction and in making assignments. Some teachers acquire technique\nvery rapidly. A girl of superior ability with good preparation, who is a\nstudent of her problems, may in a very few years after graduating from\nthe training school take a high rank in this respect.\nThe other element is represented by stability-wisdom, sureness\nof judgment in the presence of a crisis. This element is acquired more\nslowly than the other. It depends upon experience both in the schoolroom and outside the schoolroom; it comes from knowledge of life ; it is\nthe product of maturity.\nI do not know that anyone has attempted to draw a curve to represent the median tendency of the rise, the span, and the decline of\nindividual teaching power. If such a curve could be drawn, I imagine\nthat it would rise sharply for a number of years at the beginning while\ntechnique and wisdom were acquired with experience ; that it would\n\nthen flatten out to a position nearly horizontal but still inclining\nupward, and so continue until the decline of physical health and\nstrength. Just how many years should be covered by the initial upward curve would be a matter of opinion. Doubtless there would be\ndisagreement on this point. It seems reasonable to assume, however,\n\nthat it might cover ten or twelve years, and these are the years to which\nan automatic salary schedule properly applies.\nHowever, when salary schedules are being made, practical considerations may modify theoretical considerations. The minimum and the\n\nmaximum salaries may be determined by what a district thinks it can\npay or will have to pay, rather than by a scientific appraisement of\nthe value of the services for which payment is rendered. When\nmaximum and minimum salaries are determined, the difference may be\ndivided into as many steps as there are years in the theoretical period\nduring which a teacher is reaching her maximum power.\nIn Seattle the minimum salary was fixed at the price that it seemed\n\nnecessary to offer in order to attract the type of teachers that was\n\n"}
{"page": 865, "printed_page": null, "text": "840\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Superintendence\n\ndesired. The maximum salary represented an appreciative attitude\ntoward teaching, a desire for the most efficient service obtainable, and\na willingness to pay as much as it was thought the district could afford.\nThe difference was divided into ten parts representing ten yearly salary\nincrements in recognition of years of service. As two years' successful\nexperience are required before a teacher is eligible to election at the\nminimum salary, this schedule in effect provides an automatic rising\nscale for the first twelve years of experience. This arrangement is not\nperfect, but as it stands, in the light of our present experience, it does\nnot seem unreasonable. Seattle, I believe, would be glad to pay teachers in accordance with their real merit, if this could be determined and\nsome merit system could be found that would not create more problems\n\nthan it would solve. When such a system is found, it is not likely to\ndisplace the automatic salary schedule but will be supplementary to it.\nSALARY DIFFERENCES, IF ANY, BASED ON THE RANK\nOR CLASS OF THE TEACHER\nFRANK W. BALLOU, SUPERINTENDENT OF SCHOOLS, WASHINGTON, D. C.\n\nMy discussion of the above subject must be somewhat theoretical since I have not been associated with any school system\nwhere the uniform salary schedule exists for all ranks of teachers in\n\nthe service. I have been associated, however, with a school system\nwhere teachers in the first two grades have received less pay than\nteachers in the third and fourth grades and where this same condition\n\ncontinues through the eighth grade. I can, therefore, speak from\npersonal observation concerning the undesirability of such differences\n\nin salaries among teachers within the elementary schools. Such a provision is unsatisfactory educationally because it places all inexperienced\nteachers in the lower grades and all experienced teachers in the upper\ngrades. It is bad administratively since, whenever a vacancy occurs in\nGrade VIII, four promotions in the preceding grades are necessary. It\nis my belief that the profession may in time come to look upon our\npresent salary differences between kindergarten, elementary-school, and\nhigh-school teachers as unnecessary and undesirable.\nI shall undertake to state a few fundamental principles as a basis\nfor our discussion of this subject. At the outset I think we will agree\nwith the principle that one pupil in the school system is entitled to as\nefficient a teacher as any other pupil. A kindergarten pupil or a firstgrade pupil has a right to as efficient a teacher as a senior in the high\nschool.\n\nThe second principle which seems to me to be involved in this discussion is that different ranks of teachers require different types of\nprofessional preparation. Kindergartners are for the most part uniformly trained professionally. At the other extreme of the school\n\n"}
{"page": 866, "printed_page": null, "text": "Department]\n\nSALARY DIFFERENCES BASED ON RANK\n\n841\n\nsystem, namely, in the high school there is a much larger amount of\nacademic training required, but still many teachers are being appointed\nto the high school without any professional training. In the working\nout of a uniform salary schedule for the school system it would appear\nnecessary, therefore, to classify positions in terms of equivalents in\nthe amounts of training and experience.\n\nThe fundamental principle which covers my own convictions with\nregard to the matter under discussion may be stated as follows : Salary\nschedules should be based on the amount, character, and quality of\nacademic and professional preparation and teaching experience. I see\nno justification for a lower salary for a college graduate in Grade\nVII or VIII than for a college graduate in the first or second year of\nhigh school .\nIn the application of a uniform salary schedule which shall recognize\nthe amount, character, and quality of academic and professional training, provision should be made whereby such training will really function in the service of the teacher.\n\nWe are all familiar with the teacher\n\nwho undertakes to accumulate a large amount of college credit but\nwhose service does not improve accordingly, and, indeed, in some cases\ndeteriorates. It should be a fundamental consideration that the amount,\n\nquality, and character of the professional and academic preparation\nshould result in improved teaching service.\nWith a uniform salary schedule based on the foregoing general\nprinciples superior teachers would not frequently be tempted to accept\npromotion to supervisory and administrative positions for financial\nreasons. Under present conditions, in order to secure higher compensation it frequently happens that an A-1 teacher in a given grade of\nthe school service is promoted to a higher grade or to an administrative\nposition with the result that the school system loses an A- 1 teacher\nand secures a second-rate principal or supervisor .\n\nSALARY DIFFERENCES, IF ANY, BASED. ON THE RANK\nOR CLASS OF THE TEACHER\nJESSE H. NEWLON, SUPERINTENDENT OF SCHOOLS, DENVER, COLORADO\n\nIt has been the custom to pay the elementary and the high-school\nteachers in our city-school systems on different salary schedules. The\ndifferential has ranged from two or three hundred dollars to as high\nas ten or twelve hundred dollars in some instances.\n\nThere can be only one justification for such a practice and that is\nthe assumption that well-trained teachers are not as necessary in the\nelementary schools as in the high schools.\nThe college and the university have set the standard for the high\n\n"}
{"page": 867, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n842\n\n( Superintendence\n\nschools. They have demanded that high-school pupils be instructed by\nteachers who are graduates of standard colleges and universities or have\nequivalent training. There has been no agency for the standardization\nof teaching qualification in the elementary schools and the tacit assumption has been that four years of preparation was not necessary. We\nhave accepted two years as a desirable standard, while, as a matter of\n\nfact, even in the best city-school systems in the country we have, in\nrecent years even, employed teachers of little or no professional training above the high school .\n\nAll the children of America are taught in the elementary schools.\nUnfortunately, many of them will receive no education except that\nprovided in the elementary and junior high schools. This being the\ncase, the preparation of the teachers in the elementary schools is a\nmatter of utmost importance to the citizen who pays the bill.\n\nThe mortality in the elementary and junior high schools is highly\nexcessive. The lack of preparation of the teachers in these schools is\nlargely responsible for this mortality rate.\n\nFor my part, I have become thoroughly convinced that four years\nof preparation is the minimum that we should demand of the teacher\nin any grade of the public schools. For those who are to teach in the\n\nelementary schools, especial emphasis should be placed upon the principles of education, psychology, methods of teaching, and upon child\nstudy. In the junior and senior high school, more emphasis must be\nplaced necessarily upon subject-matter, but even here we need far\nmore strictly professional training than we have demanded in the past.\nIf we are to have well-trained teachers in the elementary schools,\nwe must pay them fair salaries. The salary schedule should provide\nthat teachers of equivalent preparation and ability will be paid on the\nsame schedule, regardless of the grade in which they teach. In Denver\nwe have put this belief into actual operation, and under the new\n\nsalary schedule the college graduate will be paid on the same basis,\nwhether he teaches in the elementary school, junior high school or\nthe senior high school, and we are not doing this at the expense of the\nsalary of the high-school teacher. Our salaries for high-school teachers will compare favorably with those paid in any city in the country.\nAt the same time, we are demanding that all teachers have strictly\nprofessional training, and the college graduate who comes to us with\nless than the training which we are demanding will be required to make\nup the deficiency within a specified number of years if he remains in\nthe system.\n\nAll that I have said has referred only to the classroom teacher. So\nfar as the classroom teacher is concerned, there should be only one\nrank, except that we must in the near future work out a practicable\nplan of paying teachers on the basis of merit. Up to the present time,\n\n"}
{"page": 868, "printed_page": null, "text": "Department]\n\nRELATION OF POSITION TO PAY\n\n843\n\nwe have not solved that problem. Of course, those who assume greater\nresponsibilities and fill more difficult positions, such as principals, directors, and assistant superintendents, should be paid in proportion\nto their responsibilities.\n\nRELATION OF DIFFICULTY OF POSITION AND\n\nQUANTITY OF WORK TO PAY\nH. S. WEET, SUPERINTENDENT OF CITY SCHOOLS, ROCHESTER, N. Y.\n\nThe subject assigned to me obviously raises two questions : ( 1 )\nAre there certain types of teaching positions which are more difficult\nthan others and which consequently hour for hour, require a greater\nexpenditure of energy ? (2) If there are, should teachers holding\nsuch positions be granted greater compensation purely because of this\none factor ?\n\nIt seems to me that we must answer the first question in the affir-\n\nmative. The teacher, for example, who has the eighth-grade work\nof the grammar school and the greater part of whose pupils, accordingly, are going directly into the high school, has a more exacting\nposition than does the teacher of the kindergarten. When I ask myself why this is true, however, I am compelled to find the answer in\nthe fact that this eighth-grade teacher has made upon her a more\nimmediate and a more rigid demand for an accounting of her stewardship than is the case with the kindergarten teacher. I am not attempting\nto justify this condition but rather to state it as a present day fact.\nThe second question must be answered in the negative. I shall\ntry to state with the briefest possible comment my two reasons for\n\nthis judgment. In the first place, the public school has a right to\nexpect from a teacher all the time and strength and energy that may\nfairly be required of a person who is in a normal healthy condition\nphysically. To require less is gross neglect and to require more is\ncriminally shortsighted. If the standard of such a normal day's work\nis to be that which is required of the teacher in the more difficult\nposition, then we are expecting of the other less than we have a right\nto demand. If, on the other hand, the normal standard is to be that\n\nrequired of the teacher in the less exacting position, then we are\nmaking demands upon the other in excess of physical strength and\nconsequently lowering effective teaching through undermining health.\nIt is bad enough to do this latter thing unconsciously, but it is infinitely\nworse to put a premium upon it by writing higher pay into the salary\nschedule. In the second place, I know of no possible way, from an\nadministrative point of view, of determining the extent to which in\nall the possible ramifications of a public-school system the various\nlines of work can be graded according to relative difficulty and con\n\n"}
{"page": 869, "printed_page": null, "text": "844\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nsequent demands upon physical strength. In our own system we have\na single salary schedule from the kindergarten through the eighth\ngrade. We diminish the time demands of the eighth-grade teacher\nby having certain subjects taught by other teachers. This is particularly true, for example, in manual training and domestic science\nwhere special-subject teachers are employed. We do not expect a\nspecial-subject teacher of music to teach the same number of hours\nthat a teacher of manual training, for example, or even a teacher\n\nof grade subjects would teach. Hour by hour, we recognize the physical-energy demand as greater in the case of the teacher of music.\nWe consequently try to make the adjustment so far as possible through\ndiminishing the time rather than increasing the compensation.\nIt does seem to me that in all this we must not confuse the diffi-\n\nculty of a given position with the inherent failure of that position to\ngrant anything like normal professional compensation to the teacher.\n\nWe do provide a somewhat higher maximum salary for our specialclass teachers of subnormal pupils, for example, than for teachers of\nnormal pupils. It is difficult to defend the statement that a teacher of\nsubnormal children is called upon to work harder or that she faces\n\ngreater difficulty. On the other hand, all the things aside from mere\nsalary returns that go to compensate the teacher are at low ebb in\nthis type of position.\n\nHOW SHALL MERIT BE EXPRESSED IN SALARY\nSCHEDULES?\nIRA I. CAMMACK, SUPERINTENDENT OF CITY SCHOOLS, KANSAS CITY, MO.\n\nBelieving that financial recognition of the character and quality of\nservice rendered by the teacher is essential to the growth and development of teaching as a profession and necessary to secure the highest\ntype of service, the salary schedule adopted in the Kansas City schools\nlast year was framed with this idea as its determining factor. The\nrecognition of merit by increased compensation was believed to be\njustified by the following : ( 1) That it is in accordance with the\nuniversally accepted idea of justice. (2) That it recognizes in principle and practice conditions now prevailing in commercial and industrial activities and in professions other than that of teaching. (3)\nThat its general acceptance and incorporation in salary schedules will\nmake strong appeal to ambitious, gifted young men and women to elect\nteaching as a life-career. (4) That it furnishes a powerful, human,\nand legitimate motive to stimulate effort on the part of teachers already\nin the service to reach the highest possible plane of professional achievement . ( 5 ) That it will stimulate and serve as a justification for making\n\n"}
{"page": 870, "printed_page": null, "text": "Department]\n\nRELATION OF POsition TO PAY\n\n845\n\nmore adequate preparation on the part of those who are preparing to\nteach. (6) That it will be a powerful factor in dignifying the profession and giving it a standing in the public mind which it has never\npossessed.\n\nIf quality of service could be fully, accurately, and justly measured,\n\nI believe it should be the chief, if not the only factor in determining\nsalary schedules. Until such time, however, when adequate methods\nand standards of rating teachers shall be developed, the prominent factors which contribute to the professional preparation and improvement of teaching should be recognized and incorporated along with\nquality of service in the formation of salary schedules.\nWhile the missionary spirit and altruistic ideals and motives must\ncontinue to be powerful factors in the professional life of the true\nteacher, recognition by advanced salaries to those who reach the higher\nplanes of professional achievement will give teaching not only among\nthose who practice it, but in the mind of the public at large, a new\ninterest, a new dignity, and a new life.\n\nIn accordance with the foregoing, the Kansas City schedule provides supersalaries beyond the regular schedule provided for teachers\npossessing only the minimum qualifications in preparation and rendering service which is rated as \"good\" and \"satisfactory.\" These salaries\nare based upon the four following factors : (1 ) Professional preparation beyond the minimum requirements. (2) Extended successful\nexperience, or length of service. (3) Continued study and professional\n\ngrowth . (4) A superior quality of service rendered.\nBriefly described, our regular schedule for all elementary teachers\nbegins with the minimum of $1200 and progresses by successive steps\nto $ 1800 as the maximum. This may be reached regularly in nine\nyears, which time, however, may be shortened to five years by addi-\n\ntional preparation beyond the minimum, coupled with successful experience and superior teaching.\nThe supersalaries for elementary teachers above the regular maximum extend to $2300. These salaries are paid under the following\nconditions :\n\n1. Teachers of eight years' or more successful experience, of\nwhich three must be in Kansas City, and whose additional preparation\ncovers forty semester hours of normal, college, or university credit\nin academic and professional subjects, or its equivalent, in excess of\nthe minimum requirements and who possess superior qualities as teachers and who secure superior results in the classroom, may receive salaries of $2000 reached by $100 advances.\n\n2. Teachers with ten years' experience, at least four in the Kansas\nCity schools, and with one hundred and twenty semester hours' credit\nof a character specified for the class just mentioned, and rendering a\n\n"}
{"page": 871, "printed_page": null, "text": "846\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Superintendence\n\nquality of service more distinctly superior than those in the first class,\nwill receive salaries of $2200 in advances of $ 100 each.\nThese advances are permanent and are extended year by year as\nlong as the quality of service indicated is maintained. An additional\n$100 for attendance at summer schools is granted when specified quality\nand quantity of work is done. This advance, however, holds only for\nthe year following such attendance.\nThe schedule also provides that distinguished service may be accepted on recommendation of the superintendents and approval of the\nboard, for part of the educational requirements just mentioned. It\nalso provides that for the preparation last described and for distinguished service, special salaries beyond the maximum of $2300 may\nbe given.\nOf the more than 1000 teachers in our elementary schools, there\nwere 89 who received advances toward the $2000 maximum and 19 who\nreceived advances toward the $2200 maximum, or a total of 108 teachers\n\nwho received permanent advances because of superior work and extended preparation. Twenty-five elementary teachers below the regular\nmaximum of $1800 received special advances because of superior work\nand additional preparation. This gives a total of 133 elementary\nteachers, or more than 13 per cent, who received advances in which\nthe quality of work was a determining factor.\nFourteen elementary teachers with the specified educational requirement failed to receive the advances because the quality of service rendered did not measure up to the required standard. One appealed from\nthe ratings of the superintendents and carried her cause to the board of\n\neducation, where the ratings of the superintendents were sustained.\nThe salary schedule for the high-school teachers and supervisors\nprovides for advances beyond the regular schedule, as follows :\nFor superior teaching when accompanied by a master's degree or its\nequivalent, in academic or professional subjects, $100 in addition to the\nregular schedule is given.\nIf this additional preparation contains twenty-four semester hours\nin strictly professional work in education, with at least eleven hours\n\nmade in resident graduate work, an additional $100 is granted. These\nincreases in salary continue from year to year as long as the high quality of service required is maintained.\n\nFor attendance at summer\n\nschool, $ 100 additional is paid for the year following such attendance,\ngiving a total of $300 above the regular schedule.\nThirty-seven high-school teachers and supervisors are now receiving\n\nan advance of $100, and 29 an advance of $200 under the provision just\nmentioned, or 66 out of a total of 354, or 19 per cent of the total number.\nThe additional salaries for attendance at summer school, continued only\nfor the year following such attendance, are now being received by 108\n\n"}
{"page": 872, "printed_page": null, "text": "Department]\n\nSUPPORT OF LOCAL SCHOOLS\n\n847\n\nhigh-school teachers and 389 elementary teachers, or a total of 507. This\npayment for attendance at summer school is justified by the general requirement for continued professional growth and improvement.\nAs an evidence of the interest created and the unanimity with which\n\nthe ideas of merit and professional standing have been accepted, there\nwere enrolled in our extension classes and in our summer school main-\n\ntained by our teacher-training department and in college and university summer school, 917 teachers, or more than 60 per cent of the\nentire number.\n\nThe great number of inquiries from our teachers concerning supersalaries for next year, and the general interest created by their payment\n\nthis year, justify us in the belief that what had already been accomplished is small compared to the ultimate benefit that will result to the\nschools of our city by the incorporation of provisions for additional\ncompensation for superior merit and extended professional preparation.\nTHE PARTICIPATION OF STATE AND NATION IN THE\nSUPPORT OF LOCAL SCHOOLS\nM. C. POTTER, SUPERINTENDENT OF CITY SCHOOLS, MILWAUKEE, WIS .\n\nThe per capita rural tax returns in relation to per capita urban tax\n\nreturns stand approximately as one to four. The idea of the isolated\ncommunity, of the medieval city state, of eighteenth-century localism in\nAmerica, has slowly given way in most social and economic particulars\nto a larger community consciousness. The American \"State\" is come\nto be in many respects practically the community unit. A regard for all\nthe children of the community has brought to pass a fairly general\ndistribution of urban school tax returns for rural purposes. These\nsums are in many states comparatively insignificant in contrast to the\namounts raised by rural local taxation. In such states the amounts\nthus raised directly by the rural people, tend to insignificance compared\nwith local funds raised in those states where general distributive funds\napproach an equality with the purely local levies.\nSo much for the indubitable necessity for an enlarged conception\nof the community and the unquestioned quickening power of capitoline\nsubsidies in the promotion of any provincial activity. There is, moreover, a special tendency in school activities for their blessings to run\naway or slop over so as to inure to the benefit of neighboring or distant\ncommunities quite as much as to the local community which most\ngenerously taxes itself. The equalization of general financial responsi-\n\nbility for benefits enjoyed in general seems entirely reasonable. On\nthe other hand, the moral and economic sterilization incident to ignorance and unhandiness in one community, while apt to remain at home\n\nrather more closely than the fructifying forces of enlightenment and\n\n"}
{"page": 873, "printed_page": null, "text": "848\n\nNATIONAL EDUCATION ASSOCIATION\n\n[ Superintendence\n\nskill, are by no means susceptible to strict quarantine against their\nadmission into more enlightened neighboring communities. The equalization of educational opportunity is not a mere sentimental catchphrase.\nIt presents an economic aspect quite as appealing to the thrifty communities which now tax themselves heavily for school purposes as to\nthe most thriftless community. The mere act of paying into poor\nCommunity B a sum equal to that spent for schooling by enlightened\nCommunity A would not alone guarantee any sort of educational equalization. But the interest with which intelligent men are wont to follow\nup their investments may be counted upon to follow these funds into\nCommunity B. The considerable intelligence in the national government might be counted upon to exercise some sort of influence in B\ncommunities on behalf of the various communities whose investments\n\nthey would naturally be bound to guard in behalf of the very purposes\nfor which they are made.\nBut there has been considerable experience with federal distributive\n\naid recently in the field of industrial education. Indeed, some of our\ncritics have hilariously explained that the successful raid on the proceeds of federal taxation by the industrial education people explains the\n\npresent attempt by the friends of education.\nConcerning our securing funds as provided by the federal government under what is popularly called the Smith-Hughes Law, our distinguished supervisor Charles F. Perry expresses the opinion :\nIt is questionable whether the benefits received would merit the amount\n\nof routine necessary to obtain funds for the evening classes of this school.\nIf the Board of School Directors wished to accept federal vocational aid, making\nuse of the opportunity offered by the federal government, it would be against the\nadvice of all visitors to us from cities which have accepted such aid.\n\nThe dis-\n\ntant, irresponsible, vague control, inseparably connected with the acceptance of\nsuch aid, would seriously handicap us in making our distinctive local contribution to a fuller national life.\n\nI believe that thoroughgoing sincerity is preferable to compromised\nvictory in arguing for a national educational secretariat. I recognize\nthat variation from type has been the measure of civilization in America.\n\nI fear a nationalistic Kultur imposed from afar as much as anyone. If\nthe bill provides that the national government will match dollar for\ndollar the money provided for education within a state by the legislature thereof, I also wonder what is to prevent the Minnesota legis-\n\nlature (for instance) from providing all the revenues raised for the\nlocal schools within that commonwealth. If money so provided will be\nduplicated by the National Treasury, I foresee created a very considerable inducement in the hearts of local electors to favor the surrender of\n\nlocal autonomy. I know that a locality which derives the major portion\nof its funds from sources other than local taxation must ultimately\n\n"}
{"page": 874, "printed_page": null, "text": "Department]\n\nSUPPORT OF LOCAL SCHOOLS\n\n849\n\nlose its local autonomy as and when the distribution of general funds\nbecomes the province of vigorous personalities. I recognize that no\n\nmatter how kindly or inoffensive the gentlemen who may initiate the\nprogram, it will sooner or later come into \"stronger hands. \" Then,\nthough the pristine prophets and legislators may have been extreme\nadvocates of local particularism, increased control from afar is bound\nto result.\n\nBut, admitting that the total general aid received by any locality\nfrom both state and nation should never exceed the amounts raised by\n\ndirect local levy (as Minnesota, with her tremendous general state\n⚫school resources, has long recognized) , I nevertheless assert the principle of proper, proportional, and moderately controlled general aid in\nbehalf of the equalization of educational opportunities and of the financial burdens incident thereto.\n\nThe application of this principle so\n\nmodified can be accomplished without penalizing thrift and industry in\ncertain sections for the sake of aiding wastefulness and laziness in\nother sections.\n\n"}
{"page": 875, "printed_page": null, "text": ""}
{"page": 876, "printed_page": null, "text": "Department of Vocational Education\nand Practical Arts\n7\n\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-W. G. HUMMEL, state director for vocational education ..\nSeattle, Wash.\nSecretary-MARION S. VAN LIEW, state supervisor of home economics, State Department\nofEducation...\n\n....... Albany, N. Y.\n\nFIRST SESSION-WEDNESDAY AFTERNOON, MARCH 2, 1921.\nThe Department of Vocational Education and Practical Arts of the National Education Association met at Atlantic City, Wednesday afternoon, March\n2, at two o'clock in the Casino of the Brighton Hotel. In the absence of the\n\npresident, Charles Carroll, state director of vocational education, Providence,\nR. I., presided. C. A. Prosser, director Dunwoody Industrial Institute and\nJ. C. Collicott, superintendent of schools, Columbus, Ohio, whose names were\non the program were unable to be present. Will C. Wood, state superintendent\nof schools, Sacramento, Calif., delivered a paper on WHY SHOULD A STATE\nSUPERINTENDENT OF PUBLIC INSTRUCTION SUPPORT AND PROMOTE A VOCATIONAL\nEDUCATION PROGRAM ?\n\nTreva E. Kauffman, specialist in vocational education for girls, State De-\n\npartment of Education, Albany, N. Y., gave a report of the meeting of the\ndepartment at Salt Lake City. In the general business meeting which followed,\nAdelaide Steele Baylor, federal agent for home economics, Washington, D. C.,\nsuggested that a committee be appointed to urge the officers of the Association\nto give a place to vocational education on its general program. The suggestion\nwas put in the form of a motion and carried.\nIt was moved that the department recommend to the officers of the National\n\nEducation Association that they consider a winter meeting of the Department\nof Vocational Education to be held in connection with the general meetings\nwhich occur at that time.\n\nMARION S. VAN LIEW, Secretary .\nこ\n\nSECRETARY'S MINUTES\nDES MOINES MEETING\nOFFICERS\n\nPresident-W. G. HUMMEL, state director for vocational education ......... Olympia, Wash.\nSecretary-MARION S. VAN LIEW, state supervisor of home economics .\nAlbany, N. Y.\n\nFIRST SESSION\n\nTUESDAY FORENOON, JULY 5, 1921 .\n\nOn the morning of July 5, 1921, at the Polk County Court House, the\n\nDepartment of Vocational Education and Practical Arts was called to order\nby the chairman, W. G. Hummell, director of vocational education, Olympia,\nWashington.\n\nIn the absence of the secretary, Miss Van Liew, state supervisor of vocational homemaking, Albany, New York, Alma Merwin, of Iowa, acted.\n851\n\n"}
{"page": 877, "printed_page": null, "text": "NATIONAL EDUCATION AssociatioN\n\n852\n\n[Vocational\n\nThe following program was given :\n\nAdelaide Steele Baylor, federal agent in home economics, substituted for\nMr. Monroe of the Federal Board, and spoke upon the subject, \"The History\nof the Vocational Educational Movement in the United States.\"\n\nK. G. Smith, supervisor of part-time education, Lansing, Michigan, read\na paper on \"Establishing a State Program of Part-Time Education.\"\nJohn Callahan, state superintendent of public instruction, Madison, Wisconsin, led in a discussion on part-time education.\nWilbur Bender, director vocational education, Des Moines, Iowa, second\n\nspeaker in the discussion, asked to have his speech deferred until the next meeting on Wednesday.\nMeeting adjourned.\nSECOND SESSION-WEDNESDAY AFTERNOON, JULY 6, 1921.\n\nOn Wednesday afternoon, July 6, the second meeting of the Department of\nVocational Education and Practical Arts was called to order by the chairman,\nMr. Hummell.\n\nThe following program was given :\nVOCATIONAL EDUCATION\n\nAS A PERMANENT FACTOR IN\n\nPUBLIC\n\nEDUCATION-\n\nN. D. Showalter, president, Washington State Normal School, Cheney,\nWash.\nWAGE EARNING A FACTOR IN DETERMINING THE FUTURE EDUCATIONAL PROGRAM\n\nFOR GIRLS-Mrs. Anna L. Burdick, Special Agent, Industrial Education for\n\nGirls and Women, Federal Board for Vocational Education, Washington,\nD. C.\n\nPART-TIME EDUCATION IN AGRICULTURE-Discussion led by Wilbur H. Bender.\nBUSINESS SESSION\n\nReport of committee on resolutions.\n\nMiss Baylor moved and seconded that resolutions be read as 'a whole.\nCarried.\n\nMr. Bender, chairman of the resolutions committee, presented the following resolutions :\nIn view of the small federal appropriations for vocational education in\nhome economics and the growing importance of this type of work not only\nin the full-time schools, but in the part-time and evening schools, as shown by\n\nthe rapid increase in the number of schools established for this purpose and the\nnumerous applications now on file in the various states awaiting funds for\nsupport:\n\nBe it resolved, That the Vocational Section of the National Education Association re-endorse the Fess Amendment (H. B. 21) , which provides for additional appropriations for vocational education in home economics, thereby equalizing such appropriations with those now available for vocational education in\n\nagriculture and trade and industry.\n\nContinued educational progress must be\n\nbased on consistent and united efforts, therefore,\nBe it resolved, That the Vocational Section of the National Education Asso-\n\nciation pledge its support to the newly appointed commissioner of education in\nhis efforts to continue and expand the service which the United States Bureau\nof Education has always rendered the public schools of the country.\nMotion made by Miss Baylor that the resolutions be adopted as read.\nSeconded and carried.\n\nMoved by Miss Baylor that the secretary be instructed to send copies of\nthe resolutions in regard to the Fess Bill to members of the House Educational\n\nCommittee at Washington, also directors and supervisors of vocational homemaking of each state.\n\nSeconded and carried.\n\n"}
{"page": 878, "printed_page": null, "text": "Department]\n\nNOTES ON DES MOINES ADDRESSES\n\n853\n\nSuggested that each state have several copies of the resolution to be sent\nthrough the Vocational Educational Department to their representatives at\nWashington.\nMiss Baylor moved that the United States Commissioner of Education\nhave a copy of the resolutions. Seconded and carried.\nReport of Committee on Nominations.\nPresident-Wilbur H. Bender, director vocational education, Des Moines,\nIowa.\n\nSecretary- Frankie Connell, director part-time school, Hannibal, Mo.\nThe president-elect took the chair.\n\nMr. Hummell, in his closing remarks, made a report on a resolution which\nwas passed last year. This resolution was to the effect that the Executive Board\nof the National Education Association make an appropriation of possibly $500\nfor research for vocational education.\n\nMr. Hummell's report was to the effect\n\nthat the resolution had not been acted upon by the Executive Board, and it was\nhis wish that the matter be pushed rather than dropped.\nMiss Baylor moved that the officers be instructed by this section to work\n\nwith the committee from the Council of Education to co-operate with this committee to work with and to secure funds for research work.\n\nSeconded and\n\ncarried.\nMr. Hummell moved that the chairman be instructed to use his discretion\n\nas to whether or not the Department of Vocational Education and Practical\nArts meet with the Department of Superintendence. Seconded and carried.\nAdjourned.\n\nALMA MERWIN, Secretary, pro tem.\n\nNOTES ON THE ADDRESSES GIVEN AT DES MOINES\n\nSubject HISTORY OF THE VOCATIONAL EDUCATIONAL MOVEMENT IN\nTHE UNITED STATES-Miss Baylor, Substitute for Mr. Monroe of\nFederal Board.\n\nVocational Education has been successful in communities, in the\nstates, and in the nation. Wisconsin was the first state to establish a\nlaw for vocational education-then Indiana improved over Wisconsin\n\nby unifying and having a board and advisory committee. Indiana has\nhad a part-time law since 1913. Wisconsin has excellent part-time laws.\nOther states followed.\n\nIn 1917 half a dozen states had a vocational\n\neducational program. Then a national feeling was born, with the idea\nof backing these states and communities in their endeavor. This meant\n\na study in order to do this, a commission was created with the result\nthat the Smith-Hughes law was enacted which was by far the most important act to promote vocational education. The sum for promotional\nwork and for stimulating vocational education was small but the national sanction gave it great impetus.\nFor four years the Smith-Hughes Law has been in effect. The\nnumber of schools in the year 1920 double 1918 and 1919, also more\npupils and better interest. Progress is not measured by schools nor\npupils but a growth in comprehension of what vocational education\n\n"}
{"page": 879, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n854\n\n[Vocational\n\nmeans .\n\nState plans show this development. In 1919 every state had\n\na law.\n\nSeventeen states have directors, seven state superintendents\n\nact as directors and delegate the work to supervisors. Each state has\n\nan agricultural supervisor, trades and industrial supervisor, and a\nhome economics supervisor. Six have home economics supervisors with\nfull - time assistants .\n\nHome economics has gone ahead by leaps and bounds. States have\nmade appropriations to meet vocational homemaking education. Vocational education makes people think. We are asking the questions :\nwhere are we heading ? what are we trying to do ? who are the people\n\nin the classes ? how are we meeting this need ? Progress is shown by\nour type of thinking. We have turned our attention to the analyses of\n\nthe job of homemaking-with the storekeeper, with the manufacturer\nand the homemaker. Therefore, it gives us contact, which is a contribution in making vocational education function.\n\nThe program of home economics has been enlarged by project\nmethod. In the past we have not interested the people outside the schoolroom in education. Part-time laws aid with this, and evening school\nwork also. This is done because we do not encourage young people to\nwork all day, then study at night. One and one-half million girls and\nboys drop out before they finish high school. Some provision should be\nmade for their education after they leave school.\nNo small part of the success of the vocational educational movement\n\ndepends upon training the teacher. Sympathy, good common sense,\ntact are qualities of the vocational educational teacher. Success de-\n\npends upon the teacher. Selection of the teacher should be especially\nemphasized.\n\nA large part of the vocational educational plan for each state should\nbe devoted to lectures, short courses, correspondence courses, institutions\navailable to enlarge the training and experience of these teachers.\nThe future depends upon the now. The care with which we decide\nupon our policies is in proportion to the returns we are able to make.\nSubject : SCHOOLING VERSUS EDUCATION-Mr. Callahan, State Superintendent, Wisconsin.\n\nMen are educated who leave school when young. Schooling has been\nimproperly sold.\n\nWhat would conditions be if matters existed as we\n\nsay that we should like them to be. Example, if every boy and every\ngirl were to finish high school what would conditions be? The situation\nwould not be a good one. We must feed industry, and these people\nshould be trained to do this job. Business men are alive to the needs of\neducation. We must give education to people to have them fit the jobs\ninto which they are to go. Train the individual to fit the job. When\nyou begin part-time education there is a job ahead. The great need is\ntrained people.\n\n"}
{"page": 880, "printed_page": null, "text": "Department]\n\nNOTES ON DES MOINES ADDRESSES .\n\n855\n\nThere is no tendency on the part of the legislature or anyone to restrain action ; rather the tendency is to drive faster than the machinery\nof vocational education is able to conduct the work. The laws of Wiscon-\n\nsin are very stringent in regard to part-time education. New laws this\nyear push the State Board for Vocational Education to keep up with it.\nMr. Showalter,\nVocational education is at a critical stage; therefore, we should\n\nknow the direction in which we are going. We should know the tendencies. A historical setting of states' rights in education shows us that\n\n1802 is the time the national government began to subsidize education\nwhereby a person should find his place because his training was such\nthat he would immediately fit in. A change has come. Man must earn\nhis living by the sweat of his brow. Therefore a person must have\ntraining.\n\nSenator Marrow established the act where A. & M.\n\ncolleges were possible.\n\nThe purpose is to train individuals for\n\nchoice and become trained and find adaptation, but all the time there has\n\nbeen no subsidy for classical schooling.\nThe high schools were established to bridge the gap between the\ngrades and college and the university. We have made several applications for education, the justification for mental discipline, subject-matter, character-building, etc.\nUniversity professors are now saying that too many students are\nin the university who are not fit to be there. They had better be at\n\nhome. Do people apply tests and assign students to this grade or this\nfield ? Valuable as these things are, personal and individual contacts\nmake a difference. Abstract thinking has always given us our new\nlearning, but how many deal in that field. America is trying a new\njob-that putting all the children through the same education would not\nmeet the needs.\n\nWe believe that each individual is new.\n\nThen we\n\nmust have adaptations in education to suit all these individuals. The\nschool must give opportunity for children to find themselves .\n\nIs it less education because it makes a person find himself ? What\nis the public school established for to make better citizens-successful\n\nvocational education must be a permanent feature in education. It must\ngrow; it must enlarge-government continually subsidizing this practical type of education-a multiplicity of production makes possible a\ngreat range for choice. The school must multiply opportunities for\nadaptation through curricula.\n\nSchool gives a certain amount of fundamentals. Suppose then the\nschools give first, six years to fundamentals, reading, arithmetic ; then\n\ndifferentiate (prevocation) to junior high ;-where he finds himself-in\nthe senior high school ; then into a school of specialization, down through\nvocational education. It must be financial. The idea must be sold,\nwhich then will be thoroughly financed.\n\n"}
{"page": 881, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n856\n\n[Vocational\n\nIs knowledge worth anything that cannot be applied? It is the application of knowledge that counts. Research which diagnoses and after\ndiagnoses does not apply the remedy is not worth one's while. It is the\n\ndoing of things which count. Vocational education is a permanent\nfactor to stay today, tomorrow, and always.\n\nMrs. Burdick wished to present the problem of the wage-earning\nphase of women's work and their influence on an educational program.\nFrom the standpoint of number, of types, of occupation, of wages, of\ngeography, this distribution is sufficient to merit consideration. The\nnumber of women wage-earners previous to present stringency-includ-\n\ning teaching-is 14,000,000. The following has to do with girls, geographically.\n(Age groups prior to child labor law)\n\nProportion at work\n\n10\n\n13 ...\n14 15.\n16- 20.\n\n1 out of 12\n.1 out of 5\n.2 out of 5\n.1 out of 4\n.1 out of 7\n\n21- 44\n*.\n44\n\nThe tendency to work continues from the age of sixteen on up to\ntwenty-four; then women go into the home.\nIn Massachusetts 60 per cent of the women from the ages of ten to\ntwenty are in occupation.\n\nIn California 35 per cent of the women from the ages of ten to\ntwenty are in occupation.\nIn Georgia 40 per cent of the women from the ages of ten to twenty\nare in occupation.\n\nThis shows the chance of employment for women. Twenty-five\nper cent of all the women in the United States are in gainful occupations.\nWage\n\nSchool\n\nIntelligence\n\n68 per cent less than\n\n67 per cent do not\nfinish the 8th grade.\n\n70 per cent below 15\nyears of age according\n\n$15 per month.\n\nto mental tests.\n\nWhat is the significance of the foregoing figures ?\n\nWomen in collegiate employment offices have a different angle from\nwhich they view employment. The war did not help women much. College girls have a very erroneous idea of work, wage, and economic value.\n\nDuring the war period the girls exhausted the dramatic side of the jobs\nwithout any idea of appreciation of the value of the work which\nshould be done, aside from the pay.\nHowever, the colleges are making opportunity for experience in\nindustry which leads girls themselves to think of work problems. The\n\ncollege girl, therefore, finds herself a competitor with the job which the\n*21 to 44. Women do double duty, work both in the home and in industry. This is\ndone largely to get funds to educate the children so that the children may have better advantages and opportunities in the world than the parents have had.\nDecline in this period, figures for men and women similar.\n\n"}
{"page": 882, "printed_page": null, "text": "Department]\n\nNOTES ON DES MOINES ADDRESSES\n\n857\n\nhigh-school girl makes, and a competitor with the high-school girl\nherself.\n\nThe accent on certain college courses in vocational education is the\nstudy of psychology. Girls are then sent to juvenile court without experience. Some college courses are being arranged to dovetail work and\n\npractice, especially in Ohio.\n\nCalifornia established junior collegiate\n\nopportunity for vocational courses because of a great need for assistance\nin dental and hygiene work.\n\nHigh-school changes are coming. Detroit now keeps school open all\nday, offering work in trade dress-making, nursing, millinery, dentists'\nassistants, and dietitians. The hospitals have turned the training in\ndietetics and chemistry over to the high school.\n\nIn Colorado there was need for chemists in the sugar factories.\nWomen trained in high school are filling these positions.\nIn Florida the training of nurses has undergone a complete change\nthrough the courses offered in the high school. The courses almost\n\ncompletely revolutionized drudgery. Industries are taking over the education of employees. Akron, Connecticut, and Indianapolis are looking\ntoward meeting needs in the high school. Nation, state, and local communities are interested in getting leaders to teach employees .\n\n"}
{"page": 883, "printed_page": null, "text": "1\n\n"}
{"page": 884, "printed_page": null, "text": "1\n\nDepartment of the Wider Use of\nSchoolhouses\nSECRETARY'S MINUTES\nOFFICERS\n\nPresident-RAYMOND F. CRIST, Department of Labor .\nSecretary-MARGARITA SPAULDING GERRY ......\n\n.....Washington, D. C.\nWashington, D. C.\n\nTUESDAY MORNING, JULY 9, 1921\n\nAt the meeting of the Department of the Wider Use of Schoolhouses held\nTuesday morning, July 5, at the Central Christian Church in Des Moines, Iowa,\nI. B. Morgan, of Kansas City, Kans ., acted as chairman in the absence of the\npresident.\n\nA motion was made by Frank L. Dykema, of Grand Rapids, Mich., that the\nplan presented by Donald F. Stewart, president and editor of the American\nViewpoint Society, Incorporated, of New York City, for the publication of a\nseries of books covering the story of America-its history, its government, its\ninstitutions, its opportunities, and its ideals-be indorsed, and further, it is the\nintent of those present, personally and as members of the National Education\nAssociation, in co-operation with the Naturalization Department of the United\nStates Department of Labor and the Federal Bureau of Education of the Department of the Interior, to stimulate in every way possible the nation-wide distribution of these most needed books. The motion was seconded by Edward L.\nBurchard, associate editor of The Community Center, Chicago, Ill., and was\nunanimously carried.\nThree papers were given :\n\"The Plan Whereby the People Shall Have the Means of Knowing the\n\nTruth about Our Country\"-Donald F. Stewart, president, The American Viewpoint Society, New York, N. Y.\n\"The Schoolhouse and the Immigrant\"-I. B. Morgan, director of continuation schools and vocation bureau, Kansas City, Kans.\n\n\"Wider Use of Schools \"-Frank L. Dykema, Grand Rapids, Mich.\nThe following officers were elected for 1921-22 : President, Mrs. Josephine\nCorliss Preston, state superintendent of public instruction, Olympia, Wash.;\nvice-president, I. B. Morgan, director of continuation schools and vocation\nbureau, Kansas City, Kans .; secretary, Eugene C. Gibney, director of community\n\ncenters, Board of Education, New York, N. Y.\nMARGARITA SPAULDING GERRY, Secretary.\n\nPAPERS AND DISCUSSIONS\nTHE PLAN WHEREBY THE PEOPLE SHALL HAVE THE\nMEANS OF KNOWING THE TRUTH ABOUT\nOUR COUNTRY\nDONALD F. STEWART, PRESIDENT AND EDITOR OF THE AMERICAN\nVIEWPOINT SOCIETY, NEW YORK, N. Y.\n\nMany are greatly concerned today about the safety of this country.\nIndeed, some believe that the civilization of the world is threatened.\n859\n\n"}
{"page": 885, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n860\n\n[Wider Use of\n\nAccordingly, many plans are advanced that have for their purpose the\nsaving of the United States. Of all the plans advanced for this purpose\n\nthe one stated by Abraham Lincoln, fifty-seven years ago, seems to be\nthe most logical. It is this: \"Let the people know the truth and the\ncountry is safe.\" By the adoption of this plan Lincoln brought the\nShip of State through a most tempestuous voyage safely to port. The\npresent troubled sea can be weathered if we, too, follow the same course\ntaken by this master pilot.\n\nLincoln knew that a democracy cannot survive unless the people, in\nthe performance of their duties as citizens, act with intelligence. The\nenjoyment of the privileges of American citizenship is the reward which\ncomes to those who intelligently perform their duties. If the majority\nof citizens so perform these duties, and thus enjoy the privileges, then\nthe country is safe, for no man knowingly endangers that which gives\nhim enjoyment.\nIn order adequately to perform the duties of citizenship, America\nrequires of its citizens a very high degree of intelligence on all matters\nthat concern its political, industrial, economic, civil, and social life.\nIt has always required this. But today America requires it to a\ngreater degree than ever, for the problems that press are greater in\nnumber and far more complex in character than at any time in the\n\nhistory of the country. Unfortunately, America assumes that the\npeople, generally, have a working knowledge of questions that have\nconcerned and that do now concern the nation. It takes for granted\nthat the average citizen has learned the truth about its history, its\ngovernment, and its laws; that he knows of its vast wealth and infinite resources; that he appreciates the opportunities that it offers,\n\nand is proud of the successes of those of his fellow-citizens who have\nmade the most of them. America assumes that its flag is respected,\nthat its ideals are honored, and that its commands will be obeyed\nby all.\n:\n\nAmerica assumes this. Is its assumption justified ?\nThe painful fact is that the average native-born American knows\n\nlittle about his country. Because scant attention has been given to\nthe instruction of the naturalized American his knowledge of the\n\ncountry is naturally less. Lacking such knowledge, how, then, can\nthe voter-native or foreign-born-intelligently perform the duties\nof citizenship ? How can he appreciate or enjoy the privileges of\ndemocracy ?\n\nHow can he even be sincerely loyal to his country ?\n\nThis lack of understanding is, we believe, the major cause of the prevailing unrest which threatens the safety of the country. Remove this\ncause. \"Let the people know the truth and the country is safe.\"\n\nIf Lincoln's admonition is sound, and if the prevailing unrest is\na menace to the safety of the country, are we then to conclude that\n\n"}
{"page": 886, "printed_page": null, "text": "Schoolhouses]\n\nTHE TRUTH ABOUT OUR COUNTRY\n\n861\n\nthe people have not been or are not being told the truth? Are those\nin control of the sources of information-the schools, the press, and\nthe screen-not telling the truth ?\n\nThe public school operates almost exclusively for children.\n\n( The\n\nenrolment of adults in the evening classes throughout the country\n\nis so small, when compared with the total population, as to make the\ninfluence of this splendid work, nationally speaking, almost negligible.) The average child leaves school at the age of twelve, a \"graduate\" of the sixth grade. It has been rightly said that we are a nation of sixth-graders.\n\nUpon leaving school, the youth, with his sixth-grade education,\nbegins at once the struggle of existence. This struggle, for a long\nperiod-sometimes for life-absorbs, to the exclusion of all else, his\nphysical and mental energies. If by fortune or natural ability this\neconomic struggle should lessen, the young man rarely accepts this\n\nas an opportunity to continue his studies, for a sixth-grade education\ndoes not develop in one the habit of study nor the knowledge of\nhow to study.\n\nRecently a leading American university sent a questionnaire to\nover 30,000 men and women over twenty-five years of age, who had\nleft school at about the age of twelve. One of the questions asked\nwas: \"Do you feel the need of more education?\" When the answers were received and examined, it was found that less than 2 per\ncent felt the need or desire of more education.\n\nDoes the fault lie, as the New York Sun, editorially, has suggested, with our textbooks ? It would seem so, at least to a large degree. Apparently the average \"sixth-grader\" upon leaving school\nseems only too glad to put everything that pertains to the classroom forever behind him.\n\nIn the course of time the youth becomes a citizen. In the performance of the duties of citizenship, he at first automatically does\nas he is told, or neglects these duties altogether. If, in time, a crisis\narises in the affairs of the country and conditions become not to his\nlikingly, he strikes-blindly, unintelligently perhaps, but nevertheless\nnone the less effectively.\n\nThis man is typical. He is the average American. Because he\nis a representative of the great majority, periodicals of every description-the greater number, in fact-are edited and printed for the\nsole purpose of winning his patronage. Pictures are thrown on the\nscreen and are counted successful if he applauds.\n\nTrue, some individuals, and not a few organizations, have at intervals made an attempt to provide the average American with the\nmeans whereby he could learn the fundamentals of citizenship. But\n\nnever yet have these local publishing efforts borne the marks of pro\n\n"}
{"page": 887, "printed_page": null, "text": "862\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Wider Use of\n\ngressive journalism; even those who are responsible for them feel\nthat they will not be accepted. Their rejection is made doubly sure\nby giving them a form so unattractive that no one would want them,\neven as a gift. Never yet, for example, has the story of this country's\nmarvelous development an inspiring theme-been featured in print\nas attractively as the average news story of the moment,-featured,\nprinted, and sold for him, the average American.\nAnd this is just what must be done can be done. Every subject\nthat concerns the nation must be placed within the reach of the average American and presented in form so attractive that he will reach\nfor it. Thus must be published and popularized the complete story\nof this country. It must be made as interest-compelling as a serial\nin a magazine or in the movies. It must be edited and \"dressed\nup\" especially for him.\nThe American Viewpoint Society, a department of Boni & Liverright, Publishers, New York City, has perfected plans to do this\nwork. The society will publish periodically a unit of a series of\nprofusely illustrated sixty-four-page brochures-thirty in all on\nsubjects that relate to the political, industrial, economic, social, and\ncivil life of the nation. These brochures will be of standard size,\n\nquality, and design. Each will contain more than one hundred photographic illustrations ; and, to permit their proper reproduction both as\nto size and detail, the best quality of coated paper stock will be used,\ncut to size 8½ by 11/4 inches.\n\nUpon the date of publication of a brochure of the series, an educational film based upon the text of the book will be released. The same\neffort that will be made to have the text of each book pedagogically accurate will be employed in the production of the film. In this tremen-\n\ndously important contribution to visual education, the society will have\nthe co-operation of the leading educational film-producing organizations\nin the country.\n\nBecause of the care that will be taken in the making of the screen\nproduction of the text, approximately one hundred and fifty selected\npictures from each film will be used in the illustration of a book. In\n\nfact, more than half of the contents of each book will be given over\nto illustrations. The society cannot emphasize too much the care that\nwill be taken in the selection of illustrations .\n\nBy this method, the society will endeavor to popularize the textbook\nso that the boy or girl, who, because of economic necessity may have\nhad to leave school all too soon, will have become so interested in the\n\nsubjects introduced in classroom-especially those pertaining to citizenship-that he will naturally seek to continue the studies. This he will\ndo if his textbooks have, in their attractiveness, impressed him with the\nresponsibilities of citizenship.\n\n"}
{"page": 888, "printed_page": null, "text": "Schoolhouses ]\n\nSCHOOLHOUSE AND THE IMMIGRANT\n\n863\n\nTruth is an established principle. Therefore, to do this work effectively, to let the people know the truth,\" the editorial department of\nthe society will be careful to see that no bias, opinion, prejudice, nor\npropaganda enters into the telling of it. The greatest care will be taken\nto have the text of each book pedagogically accurate, honest, sincere,\nloyal-in a word, truthful. This is guaranteed. An editorial board\ncomposed of those actively engaged in educational work has been formed\nto co-operate with the editorial department of the society in the selection of writers, preparation of text, and in the selection of illustrations.\nThe American Viewpoint Society begins this important enterprise\nfully recognizing the obstacles in the path. At present, there is no\npopular demand for its product, for the reason that matter of this\n“\n\ncharacter has never before been published and sold. It must create the\n\ndemand. It is confident that it can, assuredly, if it will but receive the\npractical co-operation of those who have so emphatically and enthusiastically indorsed its work.\nTo all such, the society makes the same guaranty that it made to\n\nthe Naturalization Department of the federal government, to the Federal Bureau of Education, and to the school authorities : ( 1 ) That no\npropaganda will enter into any of the pages of the brochures of the\nwhole series ; (2) that the text-matter will be written by experts and\nchecked by authorities, for this was the editorial board chosen ; (3)\nthat each brochure will be fully illustrated; and (4) that the price of\neach will permit of but the smallest profit .\n\nThis, briefly, is the plan. Thus it is hoped that the admonition of\nAbraham Lincoln, to \"let the people know the truth,\" will be translated\ninto action.\n\nTHE SCHOOLHOUSE AND THE IMMIGRANT\nI. B. MORGAN , DIRECTOR CONTINUATION SCHOOLS AND VOCATION BUREAU,\nKANSAS CITY, KANS .\n\nIt was a beautiful story among the ancient Greeks that there was\none spot sacred to all the leading nations where hatred, envy, and\nmalice did not flourish, where both friend and foe might meet on\n\nfriendly terms to worship the same god, pour libations upon the same\naltar, and make costly offerings to the object of their adoration. This\nsacred spot was the small island of Delos which, as the story goes, was\nonce a floating island, but was attached to the bottom of the sea by\nZeus that it might become the birthplace of Apollo, in whose honor\na beautiful temple was erected, and the entire island was dedicated and\nconsecrated to the worship of the god of poetry and music.\nWe have in our own country a temple or temples far more beautiful,\n\nin one sense, and far more useful than the temple of Apollo.\n\n"}
{"page": 889, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n864\n\n[Wider Use of\n\nIt is the Temple of Learning dedicated to the highest interests of\nhumanity, in which are erected altars to Liberty, Justice, Equality,\nFraternity, and Patriotism. At these altars the youth of our land are\n\nbeing educated in the great lessons and purposes of life, and into this\nsacred temple and to these altars the immigrant is brought representing\nnearly all the nations, tongues, and creeds of the earth.\nAs he is a prospective citizen of the United States he approaches\nthe altar of Liberty and thus speaks : \" O Liberty, this is the land of\nfreedom and opportunity and I long for that which every human heart\ndesires, that liberty which brings contentment, happiness, initiative,\nand aggressiveness, that which adds greatly to the value of life and all\nearthly possessions, without which life is a burden and death is welcome.\"\n\nLiberty answers the petitioner thus : \"Thou art a stranger within our\n\ngates and in this sacred abode. We welcome thee into this Temple of\nLearning and will gladly grant thee liberty which thou seekest. Bear\nin mind, however, that liberty in the highest sense of the word is the\n\npossession of the honest, law-abiding citizen, that liberty is not license.\nIt means greater responsibility, greater enlightenment, ability to choose\nthe right and reject the wrong, observation of the Golden Rule, and\naggressiveness in all things for the betterment of the community-in\nshort, it means intelligent self-direction and self-control. Liberty does\nnot imply the right to undermine the government which gives thee protection or to do any injury whatever to thy fellow-man.\"\nThe immigrant now advances to the altar of Justice and thus addresses himself : \" O Justice, I have been oppressed in the land of my\n\nnativity and I appear before thee seeking justice. I left my native\nland on account of injustice and I have already seen indications of injustice and unfair discrimination since I have been here, and I humbly\nbeseech thee that justice shall prevail both in public and private relations.\"\n\nJustice responds as follows : \" Indications of injustice are found in\nmany directions, but as we advance in the science of government and\nthe people become more enlightened and more conscious of their\n\nresponsibilities, the causes of injustice shall be removed and justice\nshall prevail publicly and privately.\n\"Thou shalt remember that he who seeks justice must himself be\njust. If thou art an employer of men, justice demands that each em-\n\nployee be paid a living wage and that the home and working environments are conducive to health, morals, and happiness, and that each\n\nemployee who proves himself faithful and efficient be given an opportunity to become a shareholder and a partner in the industry. If thou\n\nart an employee, justice demands that thou shalt be genuinely interested in the success of thy employer as well as thy own. Note carefully that the interests of employer and employee are mutual and that\n\n"}
{"page": 890, "printed_page": null, "text": "Schoolhouses ]\n\nSCHOOLHOUSE AND THE IMMIGRANT\n\n865\n\nthe remuneration of the employee must be derived from the output of\nthe industry, that if the output is meager and of poor quality owing to\nthe unfaithfulness of the employees the amount to be divided among the\nemployees is correspondingly meager, but if the output of the concern\nis large and of good quality as the result of faithful and efficient work\ndone by men who do not shirk their tasks and are not destructive of the\n\nproperty of the employer, the sum to be divided among the employees is\ncorrespondingly large. To pay the labor out of the capital of the concern means immediate closing of the doors of the industry.\"\nThe stranget is now guided to the altar of Equality where he speaks\nas follows : \"I have come from the land of kings and nobles where\nequality does not exist, where royalty, nobility, and the clergy are\nprivileged classes and the masses are almost in a state of serfdom. I\nbeseech thee, therefore, O Equality, give me that which I shall prize\nabove all others. Let me stand by the side of my fellow-man and say\nand feel that I am his equal.\"\n\nEquality from her sacred altar, with becoming modesty, accosts him\nthus : \"Equality is a subject that is not very well understood and is\nfrequently misconstrued. In the economy of nature there are no two\nplants or two animals that are exactly alike, no two brothers can\nbe found that are alike in every respect. We have the one-talent, two-,\n\nfive-, and ten-talent individuals ; but equality thou shalt have in this\nsense. Thou shalt be equal to any other person before the law and thou\nshalt have equal opportunities and equal political rights after citizenship is conferred upon thee. All persons in this country have certain\ninalienable rights, among them are life, liberty, and the pursuit of\nhappiness.\n\nWhen thou castest thy vote at any national election, thy\n\nvote will count as much as the vote of the richest or the most influential\n\nman in the country. Do not place thy light under a bushel or hide\nthy talents in the earth. Each one fulfils his mission in life when he\nlets his light shine and uses his talents to the best of his ability for the\ngood of others as well as for himself. Do thy duty to thy family, thy\n\nneighbors, thy city, state, and nation and live an honest, upright life and\nsee that thy children are educated and imbued with the ideals which\n\nthou art receiving here, and thou wilt be an honored and respected\ncitizen of a great republic.\"\nThe immigrant is now led to the altar of Fraternity and petitions\nthus : \" O Fraternity, I long for the love and association of my fellowman. Man is a social being and as a rule dislikes a life of isolation. I\n\npray thee, give me that fraternity which is a sweetener of life and\nsolderer of society. As iron sharpeneth iron, so a man sharpeneth the\ncountenance of his friend .\"\n\nFraternity replies to his petition in the following manner : \"Ο\nstranger, I hear thy petition and recognize thy needs. Selfishness and\n\n"}
{"page": 891, "printed_page": null, "text": "866\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Wider Use of\n\navarice are abroad in the land and fraternity flourishes not as it should.\nThis condition has existed from the earliest history, but better days are\ncoming. 'And the Lord said unto Cain, Where is Abel thy brother ?\nAnd Cain answered, I know not. Am I my brother's keeper ?\" This\nis a question asked today by many individuals and societies who wish\nto shirk their responsibilities. To feed the hungry, to clothe the naked,\nto shelter the homeless, and to lift up the erring are fraternal and\ncharitable deeds that are worthy of great praise and commendation, but\nto lead an individual into a self-supporting, self-controlling, self-respecting situation and to direct him along the path of duty, success, and\npatriotism are by far a higher type of fraternity. Fraternity is a much\nabused term and greatly misunderstood. Fraternity thou shalt have,\nbut seek that fraternity which will inspire thee to a better life and\nhigher patriotism, remembering also the words of the wise, 'A man that\nhath friends must show himself friendly.\" Thou hast a duty toward\nthy brother as well as thy brother has a duty toward thee. The national,\nstate, and local governments are interested in thy education and natur-\n\nalization.\n\nThere is a great need for the co-operation of all uplifting\n\norganizations and instrumentalities to welcome and educate the newcomer and to exemplify the doctrine of the fatherhood of God and the\nbrotherhood of man .\n\n\"The need of co-operation is paramount when we consider that\n33,000,000 have immigrated to this country in a century and 79 per cent\n\nof these came the last fifty years and 30 per cent the ten years preceding\nthe world-war. In June, 1919, the foreign population numbered\n17,000,000. Seventy-five per cent are located in 18 per cent of our\nterritory, 72 per cent are in the cities, and the illiterate adults in the\nUnited States number 7,000,000.\"\nOur petitioner now is guided to the altar of Patriotism and makes\nthe following requests : \"O Patriotism, I desire to become a citizen of\n\nthis Republic. I have lived here a period of years. My children were\nborn here and it is my wish to live here the remainder of my days. In\n\nmy native land the right of franchise is very much restricted, the poor\nhave very few privileges. The voting power of the subjects is in proportion to their wealth, and legislation, in the main, is class legislation.\n\nI desire to swear allegiance to the Constitution and the flag of my\nchildren's country, and to renounce my allegiance to the government of\nmy native land. \"\n\nPatriotism replies with zest and inspiration : \"We congratulate thee\nupon thy desire to become a citizen of the foremost country upon the\nface of the earth. Thou art seeking great honor and I trust that thou\n\nwilt prove thyself worthy of this great distinction. Citizenship carries\nwith it the right of voting, and the right of voting implies that the voter\n\n"}
{"page": 892, "printed_page": null, "text": "Schoolhouses ]\n\nSCHOOLHOUSE AND THE IMMIGRANT\n\n867\n\nshould have a knowledge of the English language, the Constitution of\nthe United States, the history of his adopted country, the operation of\nthe government, national, state, and local, and an understanding of the\npolitical questions of the hour. It is thy duty to exercise the right of\nfranchise honestly, independently, and intelligently as often as the opportunity legally presents itself. Remember at all times that the\nefficiency and perpetuity of our government are absolutely dependent on\nthe honesty, intelligence, and faithfulness of the voters. Every honest,\nindependent, intelligent voter is an uncrowned king who does not permit\nhimself to be led hither and thither by unsound annd unpatriotic doctrines, but at all times keeps cherished in his heart the highest good of\nhis country, the honor and good name of his flag, and stands ready at\nall times defend it even with his life. Depart in peace and do your duty\nas becomes a man and a citizen of a free and enlightened nation.\"\n\nIt is proper at this point to call your attention to the guide which\nthe stranger had in the Temple of Learning. This guide is the guardian\nangel of the stranger as he passes from altar to altar. This is a tireless,\nfaithful guide with boundless love for humanity, always helping, directing, and inspiring the immigrant to a higher life and better citizenship,\nEach day under the instruction of this guide the immigrant acquires a\nbetter knowledge of the English language, clearer ideas of the government, and a keener insight into the true meaning of citizenship. Every\nimmigrant under this guidance becomes a genuine convert to true\nAmericanism, and each one contributes to the efficiency and perpetuity\nof the government.\n\nIf you have not seen this guide at work, visit the night schools where\nthese classes for immigrants are being conducted, and you will become\nconscious of the altars herein described and the indefatigable effort put\nforth to direct the prospective citizens along the path of duty.\n\nThis guide has the simple appellation of \"teacher,\" whose name leads\namong those who love their fellow-men. This teacher wears the crown\nof work well done to humanity and to the Republic. Visible and\ntangible recognition this teacher should receive from state and national\ngovernments. The teachers and the temples of learning in all parts of\nour land are the most effective naturalization agents we have and are the\nchief and cheapest defense of the nation. May we guard these sacred\n\ninstitutions with jealous care. May the people in their annual pilgrimages to these temples of learning take with them their free-will offering\n\nin the form of liberal taxation to support these institutions, and should\nanyone act or speak against this sacred institution, the public schools of\nour land, let his offending hand wither and his tongue cleave to the roof\nof his mouth for the heinous crime committed against the shrine of\nLiberty, Justice, Equality, Fraternity, and Patriotism .\n\n"}
{"page": 893, "printed_page": null, "text": ""}
{"page": 894, "printed_page": null, "text": "INDEX\n\n"}
{"page": 895, "printed_page": null, "text": "1\nC\n\n"}
{"page": 896, "printed_page": null, "text": "General Index\n[Names of authors are set in SMALL CAPITALS .]\nAbility Groups,\nroups, Segregation in, as a Means\nof Taking into Account Individual Dif-\n\nAmerican Program in Education, What\nShall Be the Program in Education for\nCity School Systems in View of the\nObjectives of the ? (RANDALL J. CON-\n\nferences (RAY H. BRACEWELL) , 674\nAccounts, Summary of, 240\nAct of Incorporation, I\nAddress before the National Council (J. J.\nTIGERT) , 341\n\nDON) , 108 ;\n\nAddress of Welcome (N. E. KENDALL) , 31 ;\n(P. E. MCCLENAHAN), 33\nAddresses Given at Des Moines on the\n\n\"History of the Vocational Educational\nMovement in the United States,\" Notes\non the, 853\n\nAdministration, Rural School Democracy\nthrough Efficient (ALBERT S. Соок) , 575\nAdministration of Schools, State (E. W.\nBUTTERFIELD), 362\nAims and Principles of the Kindergarten\nand Early Grades, The Unity in (STELLA\nLOUISE WOOD) , 463\n\nAims of Rural Education, The (WILLIAM C.\nBAGLEY), 694\n\nAll-University\n\nFreshman\n\nYear,\n\nThe\n\n(FREDERIC BASS) , 456\nALLEN, I. M.-A Plan of Reporting the\nResults of Educational Measurements to\nParents , 827\n\n(J. W. GOWANS) , 115 ;\n\n(J. M. GWINN) , 109\nAmerican Program of Education, What\nPart Shall the Colleges and Universities\nPlay in the ? ( L. D. COFFMAN) , 99 ;\n(IRVING S. CUTTER) , 104\n\nAmerican Teacher, The (J. G. CRABBE) ,\n281\n\nAmericanism, What One Representative\nAmerican City Is Doing in Teaching\n(FRANK CODY) , 759\n\nAmericanization, Education and (HENRY\nJ. RYAN) , 38\n\nAmericanization Work, Approved Methods\nin ( CECILA RAZOVSKI) , 655\nAnalysis of Learning Processes and Specific\n\nTeaching (CHARLES H. JUDD), 783\nANDERSON, MARIE-Curriculum Organization and the School Plant, 648\nAuditor, Report of, 246\nAYER, ADELAIDE M.-Training County\nSuperintendents and Rural Supervisors\nin Service, 539\n\nAmerican Education, The Most Important\n\nBAGLEY, WILLIAM C.-The Aims of Rural\n\nThing in (FRED M. HUNTER), 274\nAmerican Education, The Reconstruction\nof ( LOTUS D. COFFMAN) , 750\nAmerican Education, The Rural SchoolThe Great Problem in (ERNEST BURNHAM) , 699\nAmerican Educational Systems, The Struggle for Power in (HOMER H. SEERLEY) ,\n\nEducation, 694; Federal Aid for Public\nSchools, 618\nBAKER, ANNA-The Contribution of the\nElementary Schools toward BetterWorldLiving, 442\n\n337\n\nAmerican Program in Education, The, and\nthe Des Moines Meeting (FRED M.\nHUNTER) , 722\n\nBAKER, N. R.-Financial Support for\nRural Schools, 547\nBALDWIN, B. T.-New Standards of\nPhysical Growth and Their Use in\nNutrition Classes; Abstract, 391\n\nBALLOU, FRANK W.-Salary Differences, if\n\nIt Is Related to the Classroom Teacher\n\nAny, Based on the Rank or Class of the\nTeacher, 840\nBARKER, CHARLES E.-How to Live a\n\n(EFFIE MACGREGOR) , 84\nAmerican Program, The, in Education as\n\nHundred Years-An Outline, 673 ; Social\nHygiene in the Schools, 54\n\nAmerican Program, The, in Education as\n\nIt Is Related to the Work of the Class-\n\nroom Teacher (PHEBE MATHEWS) , 83 ;\n(AGNES S. WINN), 73\nAmerican Program, The, in Education as\nIt Is Related to the Work of the Normal\n\nSchools and Teacher-Training Institu-\n\nBARNARD, FLORENCE-Discussion :\nBusiness of Living, 325\n\nBasis for the Improvement of Instruction,\nThe Use of Scientific Measurement as a\n\n(F. B. KNIGHT), 450\nBasis for Instruction, The Use of Scientific\n\ntions (JOHN A. H. KEITH), 93; (F. J.\nKELLY), 89; (JOHN R. KIRK), 96;\n(ROBERT H. WRIGHT) , 87\nAmerican Program, The, in Education as\nIt Is Related to the Work of the Principal\n(JOHN A. SEXSON), 77 ; (J. J. ZMRHAL),\n\nThe\n\nMeasurements as a (CARROLL R. REED),\n448\n\nBASS,\nFREDERIC-The All-University\nFreshman Year, 456\nBAYLOR, ADELAIDE STEELE-Report of\nSub- Committee\n\nSchools, 352\n\n74\n\n871\n\non\n\nConsolidation\n\nof\n\n"}
{"page": 897, "printed_page": null, "text": "872\n\nNATIONAL EDUCATION ASSOCIATION\n\nBENNION, MILTON-Preliminary Report of\n\nCHADSEY, CHARLES E.-The Status of the\n\nthe Committee on Citizenship and\n\nSuperintendent (Tentative Report of\n\nCharacter Education, 344\nBetter Teaching-The Greatest Need of\nthe Schools (WALTER A. JESSUP) , 779\nBLACKWELL, J. D.--Stimulating Interest in\n\nthe Committee on the Status of the\n\nCHALLMAN, S. A.\n-Safety to Life in Schoolhouse Planning, 627\n\nVocational Agriculture through Junior\n\nCHAMBERLAIN,ARTHURH.-How to Secure\n\nProject Work, 560\nBLAKE, KATHERINE DEVEREUX-Report of\nthe Committee on Changes Needed in\n\nResults through Professional Organization, 55; Report of Committee on Thrift\n\nthe Elementary School Course, 364\nBONNER, H. R.-Waste in Education, 795\nBRACEWELL, RAY H.-Segregation in\nAbility Groups as a Means of Taking into\n\nCHAMBERLAYNE, ELLEN F.-The Relation\nof the High-School Library to the Other\n\nAccount Individual Differences, 674\n\nCharacter Training, The Place of Religious\n\nBRAY, A. W.-Certain Factors in the\n\nSanctions in(Jo\n(JOHN HERBERT PHILLIPS),\n\nRespiration and the\n\nCirculation in\n\nChildren, and Their Intercorrelations,\n392\n\nBrilliant Pupil, A Square Deal for the\n(M. R. MCDANIEL), 676\n\nSuperintendent) , 812\n\nEducation, 167; Thrift Education, 315\nDepartments of the School, 492\nCHANDLER, J. A. C.-Response to Addresses of Welcome, 34\n\n347\n\nCHARTERS, W. W.--The Limitations of the\nProject, 428\n\nStudy in Montgomery County, 567\nBROWN, MAUD A.-The Course of Study in\n\nChildHygiene, Department of, Secretary's\nMinutes, 377\nCirculation in Children, Certain Factors in\nthe Respiration and the, and Their\nIntercorrelations (A. W. BRAY), 392\n\nHygiene Reduced to Its Lowest Terms,\n\nCitizenship for College Students, The\n\n393\n\nRequired Course in (ISIDOR LOEB) , 456\nCity School System, What Shall Be the\n\nBROGDON, NETTIE E.-The Course of\n\nBROWNE, HETTY S.-Initial Steps in the\nDevelopment of Rural-Education Departments in Normal Schools, 557\nBURNHAM, ERNEST-The Rural SchoolThe Great Problem in American Educa-\n\ntion, 699\nBusiness Education, Department of, Sec-\n\nretary's Minutes, 369\nBusiness Houses and Business Schools,\n\nCo-operation between (ROBIN LYNN\nHAMILTON) , 376\nBusiness Schools, Co-operation between\nBusiness Houses and (ROBIN LYNN\nHAMILTON) , 376\nBUTTERFIELD, E. W.-State Administra-\n\ntion of Schools, 362\nBy-Laws, 6\n\nBy-Laws of the Library Department, 473\nCalendar of Meetings, 16\n\nCAMMACK, IRA I. How Shall Merit Be\nExpressed in Salary Schedules ? 844\nCAMPBELL, MACY-A National Program\nfor Consolidation, 609; Rural Recreation and Social Life-Outline of Report\n\nto Committee on Rural Education of the\nNational Council of Education, 355\nCanvassing Committee, Report of the, 684\n\nCARNEY, MABEL-Report of the Committee on the Preparation of Rural\nTeachers, 589\nCARR, JOHN W.-Preliminary Report of\nCommittee on Pensions, 155\nCAULKINS, E. DANA-Universal Physical\nEducation-A National Necessity, 521\nCERTAIN, C. C.-Tentative Report of the\n\nCommittee on Secondary School Library\nProblems, 667\nCertificate, 15\n\nProgram in Education for ? (PETER A.\nMORTENSON), III\nCivic Training of Young America, The\n\n(ARTHUR W. DUNN) , 765\nCLARK, FRANCES H.-Stimulating Interest\nin Vocational Agriculture through Junior\n\nClub Activities in the Schools, 563\nClassroom Teachers, Department of, Secretary's Minutes, 399\n\nCLERK, F. E.-The Comprehensive School\nBuilding, 630\n\nCODY, FRANK-What One Representative\n\nAmerican City Is Doing in Teaching\nericanism, 759\nCOFFMAN, LOTUS D.-The Reconstruction\nof American Education, 750; What Part\nShall the Colleges and Universities Play\nin the American Program of Education ?\n99\n\nCOLBY, JOSEPHINE-Desirable Working\nConditions More Attractive than Salary,\n402\n\nCollective Organization, Minutes of Open\nForum on Teacher Progress by, 305\n\nCommercial Subjects in Secondary Schools,\nQualifications for Teaching (G. F.\nKNIPPRATH), 373\n\nCommission on Co-ordination of Research\nAgencies , Report of the, 169\nCommission on Reorganization of Ele-\n\nmentary Education (OLIVE M. JONES) ,\n135; (MARGARET S. MCNAUGHT) , 131\nCommission on the Reorganization of\n\nSecondary Education, Report of the\n(WILLIAM B. OWEN) , 163\nCommittee on Changes Needed in the\nElementary School Course, Report of\n\nthe (KATHERINE DEVEREUX BLAKE), 364\n\n"}
{"page": 898, "printed_page": null, "text": "873\n\nINDEX\n\nCommittee on Citizenship and Character\nEducation, Preliminary Report of the\n\nCommunity Service of the Democratized\n\n(MILTON BENNION), 344\nCommittee on Comparative Instruction in\n\nComprehensive School Building, The (F. E.\n\nOne-Teacher and Consolidated Rural\n\nSchools, Report of the (JOHN M. FOOTE) ,\n583\nCommittee on the Distinction between the\n\nAdministration and Supervision of Rural\n\nSchools, Report of the (FANNIE W.\nDUNN) , 584\nCommittee on Elementary School English,\n\nAbstract of Report of the (EDWIN M.\nHOPKINS) , 440\nCommittee on Expenses of Delegates,\nReport of the, 182\nCommittee on Foreign Relations, Reports\nof, 176\nCommittee on Health Problems in Educa-\n\ntion, Report of (THOMAS D. WOOD) , 157\nCommittee on Illiteracy, 159\n\nCommittee on Normal School Libraries,\nReport of the (WILLIS KERR), 502\nCommittee on Pensions, Preliminary Re-\n\nport of (JOHN W. CARR) , 155\nCommittee on the Preparation of Rural\nTeachers, Report of the (MABEL CARNEY) , 589\n\nCommittee on Racial Well Being, Second\nReport of Progress of (HELEN C.\nPUTNAM), 362\n\nCommittee on Resolutions, Report of the,\n26\n\nCommittee on Rural Education of the\n\nNational Council, Rural Recreation and\nSocial Life-Outline of Report to (MACY\nCAMPBELL), 355\nCommittee on Rural Education, Tests and\n\nRural School (WILLIAM W. EVANS), 577\nCLERK), 630; (S. O. HARTWELL), 636 ;\n(WILLIAM B. ITTNER), 633 ; ( STANLEY\nMACOMBER) , 638; (DWIGHT H. PERKINS), 632\n\nCOMSTOCK, ADA-The International Federation of University Women, 416\nCONDON, RANDALL J.-What Shall Be the\nProgram in Education for City School\nSystems in View of the Objectives of the\nAmerican Program in Education ? 108\nConference on Elementary-School Course\nMinutes, 301\nConsolidated Schools in Middle Western\nStates (GEORGE S. DICK) , 606\n\nConsolidation, A National Program for\n(MACY CAMPBELL) , 609\nConstitution and By-Laws of the Department of Rural Education, 527\nContribution, The, of the Elementary\nSchools toward Better World-Living\n(ANNA BAKER), 442\nCOOK, ALBERT S.-Rural School Democ-\n\nracy through Efficient Administration,\n575\n\nCOOPER, FRANK B.-The Ideals and\nAccomplishments of the Seattle School\nSystem, 714\n\nCOOPER, FRANK IRVING-Safety to Life in\nSchoolhouse Planning, 629\nCo-operation between Business Houses and\nBusiness Schools (ROBIN LYNN HAMILΤΟΝ), 376\n\nMeasurements in Rural Schools-Tenta-\n\nCo-ordination of Research Agencies, Report of the Commission on, 169\nCorrect Taste, Stepping-Stones to (A. B.\n\ntive Conclusions from the Special\nInvestigation Being Carried on for the\n\nNOBLE), 496\nCORSON, DAVID B.-Relation of Scholar-\n\n(FRED D. CRAM) , 357\nCommittee on Salaries, Report of the\n\nship and Growth in Scholarship to Merit\nand Pay, 837; Some Ideals and Accomplishments of the Newark School\n\n(D. B. WALDO), 140\n\nCommittee on Secondary School Library\nProblems, Tentative Report of the\n(C. C. CERTAIN) , 667\n\nCommittee on Sources of Revenue, Report\nof the (OWEN B. WILLIAMS) , 138\nCommittee on Tenure, Report of the\n\n(CHARL O. WILLIAMS) , 145\n\nSystem, 707\n\nCost of Textbooks, Informing the Public\nof Relative (E. L. HOLTON) , 425\n\nCounty Superintendents and Rural Supervisors, Training, in Service (ADELAIDE\nM. AYER) , 539\n\nCounty Unit, The Relation of the Village\n\nCommittee on Thrift Education, Report of\n(ARTHUR H. CHAMBERLAIN) , 167\n\nto the Rural-School Administration and\n\nCommittee on Visual Education, Pre-\n\nCourse in Citizenship for College Students,\n\nliminary Report of the, 139\nCommittee on a Working Program for\nSmith-Lever Extension and Vocational\n\nThe Required (ISIDOR LOEB), 456\nCourse of Study in Hygiene, The, Reduced\nto Its Lowest Terms (MAUD A. BROWN),\n\nEducation Forces in the Various States,\nReport of the (A. R. MANN), 592\nCommunicable Diseases in Schools, An\nEfficient Plan for Control and Preven-\n\ntion of (THOMAS D. WOOD), 378\nCommunity Organization, Some Fundamentals of Rural (DWIGHT SANDERSON) ,\n\nthe (GEORGE A. SELKE) , 604\n\n393\n\nCourse of Study in Montgomery County,\nThe (NETTIE E. BROGDON), 567\nCourses of Study, To What Extent Should\nRural Teachers Participate in Making ?\n(W. J. HOLLOWAY) , 566\nCRABBE, J. G.-The American Teacher,\n281\n\n549\n\n"}
{"page": 899, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n874\nCRAM,\n\nFRED D.-Tests and Measure-\n\nDiscussion : What Thrift Teachings De-\n\nSchools-Tentative\n\nvelop in the Child (C. H. DEMPSEY) , 323\n\nConclusions from the Special Investiga-\n\nDiseases in Schools, An Efficient Plan for\n\nments\n\nin\n\nRural\n\ntion Being Carried on for the Committee\non Rural Education, 357\n\nControl and Prevention of Communi-\n\ncable (THOMAS D. WOOD), 378\n\nCurrent Practice in School Architecture,\n\nDoBBS, ELLA VICTORIA-Methods and\n\nBest (JOHN J. DONOVAN), 642\nCurriculum Organization and the School\n\nDONOVAN, JOHN J.-Best Current Practice\n\nPlant ( MARIE ANDERSON) , 648\n\nCUTTER, IRVING S.-What Part Shall the\nColleges and Universities Play in the\nAmerican Program in Education ? 104\nDANA, MARION-The Waitsfield Experi-\n\nEquipment, 465\nin School Architecture, 642\nDORSEY, SUSAN M.-Improving Public\n\nSchool Teaching, 768; Position and\nResponsibility of Trained Women in\nEducation, 413\n\nment, 535 .\n\nDaylight in the Schoolroom (EDWARD DOWNES,\nF. E.-Foundation Principles for\nGrading Salaries-A Pennsylvania Plan,\nJACKSON) , 308\n\nDeans of Women, Department of, Secre-\n\n823\n\ntary's Minutes, 407\nDECKER, RALPH-The Helping Teacher in\nNew Jersey\nJersey,, 688\n\nDRIVER, LEE L.-Platform of the Depart-\n\nDEFFENBAUGH, W. S.-Improvement of\n\nDUNN, ARTHUR W.-The Civic Training of\n\nthe Village School, 531\nDELAMATER, H.-Physical Examination of\nPre-School Age Children with Nutri-\n\nDUNN FANNIE W.-Principles Underlying\n\ntional Expert in Attendance, 396\n\nment of Rural Education of the National\n\nEducation Association, 601\nYoung America, 765\nThe Rural Elementary-School Curriculum, 570; Report of the Committee on\n\nDemocratized Rural School, Community\n\nthe Distinction between the Administra-\n\nService of the ( WILLIAM W. EVANS) , 577\nDemocratized Rural School, The Prepara-\n\ntion and Supervision of Rural Schools,\n584\n\ntion of Teachers for a (ROSAMOND ROOT) ,\n\nEditorial Council, The, 129\n\n572\n\nEditorial Council, The, of the Journal of\n\nDemonstration Schools, Teacher-Training\n\nand (JOHN F. SIMS) , 350\nDEMPSEY, C. H.-Discussion : What Thrift\nTeachings Develop in the Child, 323\nDepartment : of Business Education, 369;\nof Classroom Teachers, 399; of Deans of\n\nWomen, 407; of Educational Publications, 421 ; of Elementary Education,\n427; of Higher Education, 455; of\nKindergarten Education, 461 ; Library,\n471; of Music Education, 507; of\nNormal Schools, 515 ; of Physical Educa-\n\nthe National Education Association, 128\nEditorial Department, Report of, September, 1920-July, 1921 , 235\nEducating the Other Half (HOMER C.\nCHANDLER) , 37\n\nEducation, The American Program in, and\nthe Des Moines Meeting (FRED M.\nHUNTER) , 722\n\nEducation and Americanization (HENRY J.\nRYAN) , 38\n\nEducation, The Expansion of (HOMER H.\nSEERLEY), 272\n\ntion, 517; of Rural Education, 523; of Education, Health Crisis in (THOMAS D.\nSchool Administration, 617; of School\nPatrons, 653; of Science Instruction,\n\n663; of Secondary Education, 667; of\nVocational Education and Practical Arts,\n851 ; of Wider Use of Schoolhouses, 859\nDepartment of Records and Accounts for\nYear June 1, 1920-May 31, 1921,\nReport of, 221\n\nDevelopment of Rural-Education Depart-\n\nments in Normal Schools, Initial Steps\nin the (HETTY S. BROWNE), 557\nDICK, GEORGE S.-Consolidated Schools in\nMiddle Western States , 606\n\nDILL, B. E.-How to Improve Textbooks\n-Sensing the Demand, 421\n\nWOOD) , 306\nEducation as It Is Related to the Class-\n\nroom Teacher, The American Program\nin (EFFIE MACGREGOR), 84\nEducation as It Is Related to the Work of\n\nthe Classroom Teacher, The American\nProgram in (PHEBE MATHEWS) , 83 ;\n(AGNES S. WINN) , 78\n\nEducation as It Is Related to the Work of\nthe\n\nNormal\n\nSchools\n\nand\n\nTeacher-\n\nTraining Institutions, The American\nProgram in (JOHN A. H. ΚΕΙΤΗ), 93;\n(F. J. KELLY) , 89 ; (JOHN R. KIRK), 96 ;\n(ROBERT H. WRIGHT), 87\nEducation as It Is Related to the Work of\n\nDILLARD, JAMES H.-The Negro in Rural\n\nthe Principal, The American Program in\n\nEducation and Country Life, 580\nDiscussion: The Business of Living\n\n(JOHN A. SEXSON), 77 ; (J. J. ZMRHAL) , 74\nEducation, The Most Important Thing in\n\n(FLORENCE BARNARD), 325\n\nAmerican (FRED M. HUNTER), 274\n\nDiscussion: School Thrift Organizations\n\nEducation, National Aid for (HORACE\n\n(JUSTIN F. KIMBALL) , 321\nDiscussion: Thrift-Civics (ADA VAN\nSTONE HARRIS) , 328\n\nEducation, Thrift (ARTHUR H. CHAMBER-\n\nMANN TOWNER) , 786\nLAIN) , 315\n\n"}
{"page": 900, "printed_page": null, "text": "INDEX\n\nEducation in the United States, The\nProbable Future of\n\nIts Policies and\n\nPrograms (HENRY SNYDER) , 743\n\n875\nand Its Bearing upon the National\nProgram, 116\n\nFirst Representative Assembly of the\n\nEducation, Waste in (H. R. BONNER) , 795\nEducation, What Part Shall the Colleges\n\nNational Education Association, 1921 ,\n\nand Universities Play in the American\n\nFITZPATRICK, EDWARD A.-The Teacher's\nResponsibility to the Board of Education, 400\nFLEMING, T. ALFRED-Safety to Life in\n\nProgram of ? (L. D. COFFMAN) , 99 ;\n(IRVING S. CUTTER) , 104\nEducation of the Women of the United\n\nStates (AURELIA HENRY REINHARDT) , 65\nEducational Measurements, A Plan of\nReporting the Results of, to Parents\n(I. M. ALLEN) , 827\nEducational Progress during the Year\n(J. M. GWINN) , 340\n\nEducational Publications, Department of,\nSecretary's Minutes, 421\n\nEducational Sidelights\n\n(JOSEPHINE C.\n\nPRESTON), 653\nElementary Education, Department of,\nSecretary's Minutes, 427\n\nElementary Grades, Joy Reading in the\n(A. B. ZACHERT) , 476\nElementary-School Course Minutes, Conference on, 301\n\nElementary School Principals, Department\nof, Secretary's Minutes, 453\nElementary School, The, and the Readjustments of the Next Ten Years (IDE G.\nSARGEANT) , 444\n\nElementary Schools, The Contribution of\nthe, toward Better World-Living (ANNA\nBAKER), 442\n\nELLIOTT, EDWARD C.-Local Influence of\nthe Russell Sage Foundation Ranking of\n\nMontana's Educational System, 806\nEquipment, Methods and (ELLA VICTORIA\nDOBBS), 465\n\nEquipment for Vocational Education\n(GEORGE B. THOMAS), 649\nEthical Problems of Today, Fundamental\n(PEARL R. WASSON) , 417\n\nEVANS, WILLIAM W.-Community Service\nof the Democratized Rural School, 577\nEVENDEN, EDWARD S.-Fundamental Principles of Grading Teachers' Salaries, 817\n\nExecutive Committee, Reports of, 249, 686\n\nxpansion of Education, The (HOMER H.\nSEERLEY), 272\nExpenses of Delegates, Report of the\nCommittee on, 182\nExperience, Relation of Years of, to Merit\nand Pay (F. E. WILLARD), 839\nFederal Aid for Public Schools (WILLIAM\nC. BAGLEY) , 618\n\nField Secretary Department, Report of\nthe, 223\n\nFinancial Support, Can Adequate, Be\nSecured for Rural Schools ? (GEORGE\nL. TOWNE) , 358\n\nFinancial Support for Rural Schools\n(N. R. BAKER) , 547\n\nFINEGAN, THOMAS E. How May the\nPublic Understand What Service the\n\nSchool Is Rendering the Community ?\n803; The State Program in Education\n\n26\n\nSchoolhouse Planning, 623\nFOOTE, JOHN M.-Report of the Committee on Comparative Instruction in\nOne-Teacher and Consolidated Rural\n\nSchools, 583\n\nForeign Relations, Reports of Committee\non, 176\n\n\" Four H\" Clubs and the School, Boys' and\nGirls' (WILLIAM H. KENDRICK) , 564\nFOWLER, BURTON P.-Socialization of the\nSix-Year High School through theOrganization of Student Activities, 672\n\nFOX, FLORENCE C.-Limits of the Project,\n437\n\nFRANZEEN, CARL G. F.-Suggestions for\nDeriving Standards of Measuring\nAchievements of Kindergarten-Primary\nChildren, 467\n\nFreshman Year, The All-University (FREDERIC BASS), 456\n\nFundamental Ethical Problems of Today\n(PEARL R. WASSON) , 417\n\nFuture of Education in the United States,\n-Its Policies and Program\nThe Probable\n(HENRY SNYDER) , 743\n\nGARDNER, ETHEL M.-The School Building\nin Its Reaction on the Teacher's Work,\n404\n\nGeneral Sessions of the Association, 31\nGOWANS, J. W.-What Shall Be the Program in Education for City School\nSystems in View of the Objectives of the\nAmerican Program in Education ? 115\n\nGrading Salaries, Foundation Principles\nfor-A Pennsylvania Plan (F. E.\nDOWNES), 823\nGrading Teachers' Salaries, Fundamental\n\nPrinciples of (EDWARD S. EVENDEN) , 817\nGrading Teachers' Salaries, A Massachusetts Plan of (U. G. WHEELER), 822\nGREGG, F. M.-Vitalizing the Teaching of\nHygiene, 394\n\nGrowth, Supervision for (MAUDE NEWBURY) , 544; (CASSIE R. SPENCER) , 572\nGRUENBERG, BENJAMIN C.-Sex Education\nfor Secondary Schools, 675; Social\nHygiene in the Public Schools, 663\nGWINN, J. M.-Educational Progress during the Year, 340; What Shall Be the\nProgram in Education for City School\nSystems in View of the Objectives of the\nAmerican Program in Education ? 109\nHAMILTON, ROBIN LYNN-Co- operation\nbetween Business Houses and Business\n\nSchools, 376\nHARDING, W. L.-The Importance of the\nRural School, 692\n\n"}
{"page": 901, "printed_page": null, "text": "876\n\nNATIONAL EDUCATION ASSOCIATION\n\nHARRIS, ADA VAN STONE-Discussion: Immigrant Education, Department of, 460\nThrift-Civics, 328\nHARTWELL, S. O.-The Comprehensive\nSchool Building, 636\n\nHealth Crisis in Education, The (THOMAS\nD. WOOD), 306\nHealth Habits, Teaching First and Second\nGraders (FLORENCE A. POWELL), 396\n\nHealth Instruction and Health Supervision\n(LILIAN WELSH, 410\nHealth Problems in Education, Report of\nCommittee on (THOMAS D. WOOD) , 157\n\nHealth Service in New York State, School\n\nImmigrant, The Schoolhouse and the\n(I. B. MORGAN), 862\nImmigrant, Schooling of the (FRANK V.\nTHOMPSON) , 758\nImportance of the Rural School, The\n(W. L. HARDING), 692\nImprovement of the Village School (W. S.\n\nDEFFENBAUGH) , 531\nImproving Public School Teaching (SUSAN\n\nM. DORSEY) , 768\nImproving Rural Schools by Standardization (EDITH A. LATHROP), 354\n\n(WILLIAM A. HOWE), 384\n\nHealth Supervision, Health Instruction and\n(LILIAN WELSH), 410\nHealth Supervision of School Children on a\nState-Wide Basis (C. P. KNIGHT), 379\nHelping Teacher in New Jersey, The\n\n(RALPH DECKER), 688\nHERVEY, HENRY D.-The Rating of\nTeachers, 825\n\nHigh-School Library, The Relation of the,\nto the Other Departments of the School\n(ELLEN F. CHAMBERLAYNE ), 492\nHigher Education, Department of, Secretary's Minutes, 455\n\nHigher Education in Business, The Articulation of Secondary and (C. O. RUGGLES),\n369\n\nImproving Teachers in Service (ZENOS E.\nSCOTT), 773\n\nInstruction in Reading, How a Test\nMay Be Used to Improve (MAUDE\nMCBROOM), 446\nInternational Federation of University\nWomen, The (ADA COMSTOCK) , 416\n\nInvitation to Des Moines, An (L. H.\nMINKEL), 725\nITTNER, WILLIAM B.-The Comprehensive\nSchool Building, 633\nJACKSON, EDWARD-Daylight in the Schoolroom, 308\nJESSUP, WALTERA.-The Greatest Need of\n\nthe Schools-Better Teaching, 779\n\nHILLIS, MRS. ISAAC LEA-How May JOHNSON,\nT. E.-State Program inEducation and Its Bearing upon the National\nParent-Teacher Associations Best Co-\n\noperate with the Public Schools ? 661\nHOLLOWAY, W. J.-To What Extent\n\nProgram, 125\n\nShould Rural Teachers Participate in\n\nJONES, H. O.-A Teacher's Opportunity\nfrom a Health Officer's Viewpoint, 386\n\nMaking Courses of Study ? 566\n\nJONES, OLIVE M.-Commission on Re-\n\nHOLMES, ARTHUR-Moral Aspects of Physi-\n\norganization of Elementary Education,\n135\n\ncal Education, 518\n\nHOLTON, E. L.-Informing the Public of\nRelative Cost of Textbooks, 425\nHOPKINS, EDWIN M.-Abstract of Report\nof the Committee on Elementary School\nEnglish, 440\n\nHOWE, WILLIAM A.-School Health Service\nin New York State, 384\n\nJournal of Proceedings, 23\nJUDD, CHARLES H.-Analysis of Learning\nProcesses and Specific Teaching, 783 ;\nReorganization of Seventh, Eighth, and\nNinth Grades, 303\nJunior Club Activities in the Schools,\nStimulating Interest in Vocational Agri-\n\nHundred Years, How to Live-An Outline\n(CHARLES E. BARKER), 673\nHUNTER, FRED M.-The American Program in Education and the Des Moines\n\nMeeting, 722; The Most Important\n\nculture through (FRANCES H. CLARK),\n563\n\nJunior High School, Is the, \" Delivering\nthe Goods\" ? Affirmative (BALLARD D.\nREMY), 833; Negative (L. C. WARD), 835\n\nThing in American Education, 274;\nReport of the President on the Program\n\nJunior Project Work, Stimulating Interest\n\nand the Development of the AssociaHygiene, The Course of Study in, Reduced\n\nBLACKWELL) , 560\nKEITH, JOHN A. H. The American Program in Education as It Is Related to\n\nto Its Lowest Terms (MAUD A. BROWN),\n\nthe Work of the Normal Schools and\n\ntion, 184\n\nin Vocational Agriculture through (J. D.\n\nTeacher-Training Institutions, 93\n\n393\n\nHygiene in the Schools, Social (CHARLES\n\nKELLY, ELIZABETH-The School Derelict,\n\nE. BARKER), 54\nHygiene, Vitalizing the Teaching of (F. M.\nGREGG), 394\n\nKELLY, F. J.-The American Program in\n\nIdeals of Democracy, The Relation of\nPublic Playgrounds\n\nand\n\nRecreation -\n\nCenters to Our National (JAY B. NASH),\n519\n\nIlliteracy, Committee on, 159\n\n701\n\nEducation as It Is Related to the Work\nof the Normal Schools and Teacher-\n\nTraining Institutions, 89\nKENDALL, N. E.-Address of Welcome, 31\nKENDRICK, WILLIAM H.-Boys' and Girls'\n\" Four H\" Clubs and the School, 564\n\n"}
{"page": 902, "printed_page": null, "text": "877\n\nINDEX\n\nKERR, WILLIS H.-The Normal-School\nLibrary-An Educational Institution,\n\nMCCLENAHAN, P. E.-Address of Welcome,\n\n482; Report of the Committee on\nNormal School Libraries, 502\nKIMBALL, JUSTIN F.-Discussion: School\n\nMCDANIEL, M. R.-A Square Deal for the\nBrilliant Pupil, 676\nMACGREGOR, EFFIE-The American Program in Education as It Is Related to\n\nThrift Organizations, 321\nKindergarten and Early Grades, The\nUnity in Aims and Principles of the\n(STELLA LOUISE WOOD), 463\nKindergarten Education, Department of,\nSecretary's Minutes, 461\nKindergarten-Primary Children, Suggestions for Deriving Standards of Measuring Achievements of (CARL G. F.\nFRANZEEN) , 467\nKIRK, JOHN R.-The American Program in\nEducation as It Is Related to Work of\nthe Normal Schools and Teacher-\n\nTraining Institutions, 96 ; Preparation\n\nofMusic Supervisors-Shall They Have\nT.\n\nJ.-Merit\n\nPromotion\n\nthe Classroom Teacher, 84,\nMCNAUGHT, MARGARET S.-Commission\non Reorganization of Elementary Education, 131\n\nMACOMBER, STANLEY-The Comprehensive School Building, 638\nMANN, A. R. Report of the Committee\non a Working Program for Smith-Lever\nExtension and Vocational Education\n\nForces in the Various States, 592\n\nMathematics, the Project Instrument\n(THEODORE LINDQUIST) , 435\n\nMATHEWS, PHEBE-The American Program in Education as It Is Related to\n\na Balanced College Education ? 509\nKNAPP,\n\n33\n\nof\n\nTeachers, 820\n\nKNIGHT, C. P.-Health Supervision of\nSchool Children on a State-Wide Basis,\n379\n\nKNIGHT, F. B. The Use of Scientific\nMeasurement as a Basis for the Improvement of Instruction, 450\nKNIPPRATH, G. F.-Qualifications for Teach-\n\nthe Work of the Classroom Teacher, 83\nMEEK, CHARLES S.-How Shall the Superintendent Spend His Time ? 728\n\nMethods in Americanization Work, Approved (CECILA RAZOVSKI) , 655\nMethods and Equipment (ELLA VICTORIA\nDOBBS), 465\nMILAM, CARL H.-The Part of the Public\n\ning Commercial Subjects in Secondary\n\nLibrary in Public Education, 501\nMINKEL, L. H.-An Invitation to Des\n\nSchools, 373\nLATHROP, EDITH A.-The Continued\nEmergency in Rural Teacher Supply and\n\nMoines, 725\nMinutes of Open Forum on Teacher Prog-\n\nHow to Meet It, 552 ; Improving Rural\nSchools by Standardization, 354\nLearning Processes and Specific Teaching,\nAnalysis of (CHARLES H. JUDD), 783\nLegislative\n\nCommission,\n\nReport\n\nof\n\n(GEORGE D. STRAYER) , 159\nLibrary Department, Secretary's Minutes,\n471\n\nLimitations , The, of the Project (W. W.\nCHARTERS) , 428\n\nLimits of the Project (FLORENCE C. FOX) ,\n437\n\nress by Collective Organization, 305\nMontana's Educational System, Local Influence of the Russell Sage Foundation\nRanking of (Edward C. ELLIOTT) , 806\nMoral Aspects of Physical Education\n(ARTHUR HOLMES) , 518\nMORGAN, I. B.-The Schoolhouse and the\nImmigrant, 862\nMORTENSON, PETER A.-What Shall Be\n\nthe Program in Education for City\nSchool Systems ? III\n\nMusic Education, Department of, Secretary's Minutes , 507\n\nLINDQUIST, THEODORE-Mathematics, the\n\nMusic Supervisors, Preparation of Shall\n\nProject\nProject Instrument, 435\nLINDSEY, BEN B.-The Parenthood of the\nState, 42\nLocal Associations, State and, Affiliated\n\nThey Have a Balanced College Education ? (JOHN R. KIRK), 509\n\nwith the National Education Associa-\n\nNASH, JAY B.-The Relation of Public\nPlaygrounds and Recreation Centers to\nOur National Ideals of Democracy, 519\n\ntion-Charter Members, Including Those\n\nNational Aid for Education (HORACE\n\nWhich Affiliated before the First Meeting\nof the Representative Assembly at Des\nMoines, 251\n\nNational Council of Education, Secretary's\nMinutes: Atlantic City Meeting, 269;\n\nLocal Schools, The Participation of State\n\nMANN TOWNER) , 786\nDes Moines Meeting, 332\n\nand Nation in the Support of (M. C.\n\nNational Program for Consolidation, A\n\nPOTTER), 847\n\n(MACY CAMPBELL) , 609\nNational Program, The State Program in\n\nLOEB, ISIDOR-The Required Course in\nCitizenship for College Students, 456\n\nEducation and Its Bearing upon the\n\nLONG, JOHN A.-A Project Basis for Social\nStudy in the Upper Grades, 432\nMCBROOM, MAUDE-How a Test May Be\n\n(THOMAS E. FINEGAN) , 116; (T. E.\nJOHNSON) , 125; (GEORGE H. REAVIS),\n\nUsed to Improve Instructionin Reading,\n\nNeed of the Schools, The Greatest-Better\n\n446\n\n122\n\nTeaching (WALTER A. JESSUP) , 779\n\n"}
{"page": 903, "printed_page": null, "text": "878\n\nNATIONAL EDUCATION ASSOCIATION\n\nNegro in Rural Education and Country\nLife, The (JAMES H. DILLARD) , 580\nNewark School System, Some Ideals and\n\nPreparation of Music Supervisors-Shall\nThey Have a Balanced College Education ? (JOHN R. KIRK) , 509\n\nAccomplishments of the (DAVID B.\n\nPreparation, The, of Teachers for\n\nCORSON), 707\n\nDemocratized Rural School (ROSAMOND\nROOT) , 572\nPRESTON, JOSEPHINE C.-Educational Sidelights, 653\n\nNEWBURY, MAUDE-Supervision for\nGrowth, 544\nNEWLON, JESSE H.-Salary Differences, if\nAny, Based on the Rank or Class of the\nTeacher, 841\nNOBLE, A. B.-Stepping-Stones to Correct\n\na\n\nPrinciples Underlying the Rural Elementary-School Curriculum (FANNIE W.\nDUNN) , 570\n\nTaste, 496\n\nNormal- School Library, The-an Educa-\n\nProfessional Organization, How to Secure\n\ntional Institution (WILLIS H. KERR), 482\n\nResults through (ARTHUR H. CHAMBERLAIN) , 55\nProgram and the Development of the\nAssociation , Report of the President on\nthe (FRED M. HUNTER) , 184\nProgram in Education for the City School\n\nNormal Schools, Department of, Secretary's Minutes, 515\nOfficers for 1920-21 , 19\nOrganization, How to Secure Results\nthrough Professional (ARTHUR H. CHAMBERLAIN), 55\nORTMAN, E. J.-Teacher Councils, 293\n\nSystem, What Shall Be the ? (PETER A.\nMORTENSON) , 111\n\nOWEN, WILLIAM B.-Report of the Com-\n\nProgram in Education for City School\n\nmission on the Reorganization of Secondary Education, 163 ; Report of the\nCommittee on Sources of Revenue, 138\nParent-Teacher Associations, How May,\nBest Co- operate with the Public Schools ?\n(MRS. ISAAC LEA HILLIS) , 661\nParenthood of the State\nState,, The (BEN B.\nLINDSEY), 42\nParticipation of Teachers in School\n\nSystems , What Shall Be the, in View of\nthe Objectives of the American Program\n\nManagement (HARLAN UPDEGRAFF), 284\nPensions, Preliminary Report of Committee on (JOHN W. CARR) , 155\nPERKINS, DWIGHT H.-The Comprehensive School Building, 632\nPersonal Development, Does the College\nEmphasize Service for Others to the\nDetriment of ? (FLORENCE PURINGTON) ,\n418\n\nPHILLIPS, JOHN HERBERT-The Place of\nReligious Sanctions in Character Training, 347\n\nPhysical Education, Department of, Secretary's Minutes, 517\n\nPhysical Education, Moral Aspects of\n(ARTHUR HOLMES) , 518\nPhysical Education, Universal-A National\nNecessity (E. DANA CAULKINS) , 521\nPhysical Examination of Pre-School Age\nChildren with Nutritional Expert in\nAttendance ( H. DELAMATER) , 396\n\nPhysical Growth, New Standards of, and\nTheir Use in Nutrition Classes: Abstract\n(B. T. BALDWIN) , 391\n\nin Education ? (RANDALL J. CONDON),\n108 ; (J. W. GOWANS) , 115 ; (J. M.\nGWINN), 109\n\nProgress during the Year, Educational\n(J. M. GWINN) , 340\nProject Basis , A, for Social Study in the\nUpper Grades (JOHN A. LONG) , 432\n\nProject, How Can the, Be Safeguarded ?\n(GRACE M. SHIELDS), 430\nProject Instrument, Mathematics, the\n(THEODORE LINDQUIST) , 435\n\nProject, The Limitations of the (W. W.\nCHARTERS), 428\nProject, Limits of the (FLORENCE C. FOX) ,\n437\n\nPromotion of Teachers, Merit (T. J.\nKNAPP), 820\n\nPublic Library, The Part of the, in Public\nEducation (CARL H. MILAM) , 501\nPublic Playgrounds and Recreation Centers, The Relation of, to Our National\n\nIdeals of Democracy (JAY B. NASH), 519\nPublic School Teaching, Improving (SUSAN\nM. DORSEY) , 768\nPublic Schools, Federal Aid for (WILLIAM\nC. BAGLEY) , 618\nPublic Schools, How May Parent-Teacher\nAssociations Best Co-operate with the ?\n\n(MRS. ISAAC LEA HILLIS) , 661\nPublic Schools, Social Hygiene in the\n\n(BENJAMIN C. GRUENBERG), 663\n\nPlatform of the Department of Rural\n\nPURINGTON, FLORENCE-Does the College\n\nEducation of the National Education\n\nEmphasize Service for Others to the\nDetriment of Personal Development ?\n\nAssociation (LEE L. DRIVER) , 601\nPOTTER, M. C.-The Participation of\nState and Nation in the Support of\nLocal Schools, 847\nPOWELL, FLORENCE A.-Teaching First\nand Second Graders Health Habits, 396\nPower in American Educational Systems,\n\nThe Struggle for (HOMER H. SEERLEY),\n337\n\n418\n\nPurpose of the School Library, The\n(SHERMAN WILLIAMS) , 488\nPUTNAM, HELEN C.-Second Report of\nProgress of Committee on Racial WellBeing, 362\n\nRating of Teachers, The (HENRY D.\nHERVEY) , 825\n\n"}
{"page": 904, "printed_page": null, "text": "879\n\nINDEX\n\nRAZOVSKI, CECILA-Approved Methods in\nAmericanization Work , 655\nReading in the Elementary Grades, Joy\n(A. B. ZACHERT) , 476\nReading, How a Test May Be Used to\n\nReport of the Committee on Elementary\nSchool English, Abstract of (EDWIN M.\nHOPKINS) , 440\nReport of the Committee on Expenses of\nDelegates, 182\n\nImprove Instruction in (MAUDE MC-\n\nReports of Committee on Foreign Rela-\n\nBROOM), 446\nReadjustments of the Next Ten Years,\nThe Elementary School and the (IDE G.\n\ntions, 176\nReport of Committee on Health Problems\nin Education (THOMAS D. WOOD) , 157\n\nSARGEANT) , 444\n\nREAVIS, GEORGE H.-The State Program\nin Education and Its Bearing upon the\nNational Program, 122\nReconstruction of American Education,\nThe (LOTUS D. COFFMAN), 750\nRecreation Centers, The Relation of Public\n\nReport of the Committee on Normal School\n\nLibraries (WILLIS KERR), 502\nReport of the Committee on the Preparation ofRural Teachers (MABEL CARNEY) ,\n589\n\nReport of the Committee on Resolutions,\n26\n\nPlaygrounds and, to Our National Ideals\nof Democracy (JAY B. NASH) , 519\nREED, CARROLL R.-The Use of Scientific\nMeasurements as a Basis for Instruction,\n\nReport of Committee on Salaries (D. B.\n\nof the Women of the United States, 65\nRelation of Difficulty of Position and\n\nWALDO) , 140\nReport of the Committee on Secondary\nSchool Library Problems, Tentative\n(C. C. CERTAIN), 667\nReport of the Committee on Sources of\nRevenue (WILLIAM B. OWEN) , 138\n\nQuantity of Work to Pay (H. S. WEET),\n\nReport of the Committee on Tenure\n\n843\n\n(CHARL O. WILLIAMS) , 145\nReport of Committee on Thrift Education\n\n448\n\nREINHARDT, AURELIA HENRY-Education\n\nRelation, The, of the High-School Library\nto the Other Departments of the School\n\n(ELLEN F. CHAMBERLAYNE), 492\nRelation of Scholarship and Growth in\nScholarship to Merit and Pay ( DAVID B.\nCORSON), 837\nRelation of Years of Experience to Merit\nand Pay ( F. E. WILLARD), 839\n\nReligious Sanctions in Character Training,\nThe Place of (JOHN HERBERT PHILLIPS),\n347\n\nREMY, BALLARD D.-Is the Junior High\nSchool \" Delivering the Goods \" ?Affirmative, 833\n\n(ARTHUR H. CHAMBERLAIN) , 167\nReport of the Committee on a Working\nProgram for Smith-Lever Extension and\nVocational Education\n\nForces in the\n\nVarious States (A. R. MANN) , 592\nReport of Department of Records and\nAccounts for Year June 1, 1920-May\n31, 1921, 221\n\nReport of Editorial Department, September, 1920-July, 1921 , 235\nReport of Executive Committee, 249\nReport of the Field Secretary Department,\n223\n\nREORGANIZATION COMMITTEE REPORT, 681\n\nReport of Legislative Commission ( GEORGE\n\nReorganization of Elementary Education,\nCommission on (OLIVE M. JONES) , 135;\n\nD. STRAYER), 159\nReport, Preliminary, of the Committee on\n\n(MARGARET S. MCNAUGHT) , 131\n\nCitizenship and Character Education\n\nReorganization of Secondary Education,\nReport of the Commission on (WILLIAM\nB. OWEN), 163\n\n(MILTON BENNION), 344\nReport, Preliminary, of Committee on\nPensions (JOHN W. CARR) , 155\n\nReorganization of Seventh, Eighth, and\n\nPreliminary, of the Committee on\nReport,\nVisual Education ,\n\nNinth Grades (CHARLES H. JUDD), 303\nReport of Auditor, 246\nReport of the Canvassing Committee 684\nReport of the Commission on Co-ordination\nof Research Agencies, 169\nReport of the Commission on the Re-\n\norganization of Secondary Education\n(WILLIAM B. OWEN) , 163\nReport of the Committee on Changes\nNeeded in the Elementary School Course\n\n(KATHERINE DEVEREUX BLAKE) , 364\nReport of the Committee on Comparative\nInstruction in One-Teacher and Consoli-\n\ndated Rural Schools (JOHN M. FOOTE),\n583\n\nReport of the Committee on the Distinction\n\nbetween the Administration and Supervision of Rural Schools (FANNIE W.\nDUNN), 584\n\nVisual Education, 139\n\nReport of the President on the Program\nand the Development of the Association\n(FRED M. HUNTER), 184\nReport of Reorganization Committee, 681\nReport of Resolutions Committee, 684\nReport, Second, of Progress of Committee\n\non Racial Well- Being (HELEN C. PUTNAM) , 362\nReport of the Secretary, 208\nReport of Sub-Committee on Consolidation\nof Schools (ADELAIDE STEELE BAYLOR),\n352\n\nReport, Thirty-fifth Annual, of the Board\nofTrustees on the Permanent Fund from\n\nJune 1 , 1920, to May 31, 1921, 243\n\nReport of the Treasurer of the National\nEducation Association, June 1, 1920, to\nMay 31, 1921, 239\n\n"}
{"page": 905, "printed_page": null, "text": "880\n\nNATIONAL EDUCATION ASSOCIATION\n\nReport on Two Meetings (NINA C. VANDEWALKER), 462\n\nRural Supervisors, Training County Superintendents and, in Service (ADELAIDE M.\nAYER), 539\n\nResolutions Committee, Report of, 684\n\nResolutions of the Department of Rural Rural Teacher Supply, The Continued\nEducation, 525\nRespiration and the Circulation in Children, Certain Factors in the, and Their\n\nIntercorrelations (A. W. BRAY), 392\nResponses to Addresses of Welcome (J. A.\nC. CHANDLER), 34\nROBINSON, CORINNE ROOSEVELT (DOUGLAS)-Theodore Roosevelt as a Book\nLover, 719\n\nROBINSON, J. ALBERT-Safety to Life in\nSchoolhouse Planning, 626\n\nRochester School System, Some Ideals and\nAccomplishments of the (HERBERT S.\n\nEmergency in, and How to Meet It\n(EDITH A. LATHROP) , 552\nRural Teachers, To What Extent Should,\nParticipate in Making Courses of Study ?\n\n(W. J. HOLLOWAY) , 566\nRussell Sage Foundation Ranking ofMon-\n\ntana's Educational System, Local Influence of the (EDWARD C. ELLIOTT), 806\nRYAN, HENRY J.-Education and Americanization, 38\nSafety to Life in Schoolhouse Planning\n\n(S. A. CHALLMAN), 627; (FRANK IRVING\nCOOPER) , 629; (T. ALFRED FLEMING),\n623; (J. ALBERT ROBINSON), 626\n\nWEET) , 703\nRoosevelt, Theodore, as a Book Lover\n(CORINNE ROOSEVELT [ DOUGLAS] ROBINSON), 719\n\nSalaries, Foundation Principles for Grad-\n\nROOT, ROSAMOND-The Preparation of\n\n(D. B. WALDO) , 140\nSalary Differences, if Any, Based on the\n\nTeachers\n\nfor a Democratized Rural\n\nSchool, 572\n\ning-A Pennsylvania Plan (F. E.\nDOWNES), 823\nSalaries, Report of the Committee on\n\nRank or Class of the Teacher (FRANK W.\n\nRUGGLES, C. O.-The Articulation of\nSecondary and Higher Education in\nBusiness, 369\n\nBALLOU) , 840; (JESSE H. NEWLON) , 841\nSalary Schedules, How Shall Merit Be\nExpressed in ? (IRA I. CAMMАСК) , 844\n\nRules oftheFirstRepresentativeAssembly\nof the National EducationAssociation,\n1921, 26\n\nRural Community Organization, Some\nFundamentals of (DWIGHT SANDERSON),\n\nSANDERSON, DWIGHT-Some Fundamentals\nof Rural Community Organization, 549\nSARGEANT, IDE G.-The Elementary School\nand the Readjustments of the Next Ten\nYears, 444\n\nScholarship and Growth in Scholarship,\n\n549\n\nRural Education, The Aims of (WILLIAM\nC. BAGLEY) , 694\n\nRelation of, to Merit and Pay (DAVID B.\nCORSON) , 837\n\nRural Education, Department of: Secre-\n\nSchool Administration, Department of,\n\ntary's Minutes : Atlantic City Meeting,\n\nSecretary's Minutes : Atlantic City\nMeeting, 617; Des Moines Meeting, 641\nSchool Architecture, Best Current Practice\n\n523 ; Des Moines Meeting, 600; Resolutions, 525; Constitution and By-Laws,\n527\n\nRural-Education Departments in Normal\nSchools, Initial Steps in the Development\nof (HETTY S. BROWNE) , 557\nElementary-School Curriculum,\nRural\n\nPrinciples Underlying the (FANNIE W.\nDUNN) , 570\nRural Recreation and Social Life Outline\n\nofReport to Committee on Rural Education of the National Council of Education\n\nthe Teacher's Work (ETHEL M. GARD-\n\nNER), 404\n\nSchool Children, Health Supervision of,\non a State-Wide Basis (C. P. KNIGHT),\n\n(MACY CAMPBELL) , 355\nRural-School\n\nin (JOHN J. DONOVAN), 642\nSchool Building, The Comprehensive (F. Ε.\nCLERK) , 630; (S. O. HARTWELL) , 636 ;\n(WILLIAM B. ITTNER), 633 ; (STANLEY\nMACOMBER) , 638; (DWIGHT H. PERKINS), 632\nSchool Building, The, in Its Reaction on\n\nAdministration\n\nand\n\nthe\n\n379\n\nCounty Unit, The Relation of the Village\nto the (GEORGE A. SELKE), 604\n\nSchool Derelict, The (ELIZABETH KELLY),\n\nRural School Democracy\nemocracy through Efficient\nAdministration (ALBERT S. COOK)\nСоок), 575\n\nSchool Health Service in New York State\n(WILLIAM A. HOWE), 384\n\nRural School, The-The Great Problem in\n\nSchool Library, The Purpose of the\n\nAmerican Education ( ERNEST BURNHAM) , 699\n\nRural School, The Importance of the (W.\nL. HARDING), 692\n\nRural Schools, Can Adequate Financial\n\n701\n\n(SHERMAN WILLIAMS), 488\n\nSchool Management, Participation of\nTeachers in (HARLAN UPDEGRAFF) , 284\nSchool Patrons, Department of, Secretary's\nMinutes, 653\n\n(GEORGE L.\n\nSchool Plant, Curriculum Organization and\n\nRural Schools, Financial Support for (N.\n\nSchoolhouse and the Immigrant, The\n(I. B. MORGAN) , 862\n\nSupport Be Secured for ?\nTOWNE) , 358\nR. BAKER), 547\n\nthe (MARIE ANDERSON) , 648\n\n"}
{"page": 906, "printed_page": null, "text": "INDEX\n\nSchoolhouse Planning, Safety to Life in\n\n(S. A. CHALLMAN), 627 ; (FRANK IRVING\nCOOPER) , 629; (T. ALFRED FLEMING),\n623; (J. ALBERT ROBINSON), 626\n\nSchooling of the Immigrant (FRANK V.\nTHOMPSON), 758\nScience Instruction, Department of, Secretary's Minutes, 663\nScientific Measurement as a Basis for the\n\nImprovement of Instruction, The Use of\n(F. B. KNIGHT) , 450\nScientific Measurements as a Basis for\n\n881\n\nSocial Study in the Upper Grades, A Project Basis for (JOHN A. LONG) , 432\nSocialization of the Six-Year High School\nthrough the Organization of Student\nActivities (BURTON P. FOWLER) , 672\nSources of Revenue, Report of the Committee on (WILLIAM B. OWEN) , 138\n\nSpecific Teaching, Analysis of Learning\nProcesses and (CHARLES H. JUDD), 783\n\nSPENCER, CASSIE R.-Supervision for\nGrowth, 572\nStandardization, Improving Rural Schools\nby (EDITH A. LATHROP) , 354\nStandards of Measuring Achievements of\nKindergarten-Primary Children, Sug-\n\nInstruction, The Use of (CARROLL R.\nREED), 448\nSCOTT, ZENOS E.-Improving Teachers in\nService, 773\nSeattle School System, The Ideals and\n\nStandards of Physical Growth, New, and\n\nAccomplishments of the (FRANK B.\n\nTheir Use in Nutrition Classes: Abstract\n\nCOOPER), 714\nSecondary Education, Department of,\nSecretary's Minutes, 667\nSecondary and Higher Education in Busi-\n\ngestions for Deriving (CARL G.\nFRANZEEN) , 467\n\nF.\n\n(B. T. BALDWIN) , 391\nState Administration of Schools (E. W.\nBUTTERFIELD) , 362\n\nState and Local Associations Affiliated with\n\nness, The Articulation of (C. O. RUG-\n\nthe National Education Association-\n\nGLES), 369\n\nCharter Members, Including Those\n\nSecondary\n\nSchools,\n\nQualifications\n\nfor\n\nTeaching Commercial Subjects in (G. F.\nKNIPPRATH) , 373\n\nSecondary Schools, Sex Education for\n(BENJAMIN C. GRUENBERG), 675\nSecretary, Report of the, 208\n\nSEERLEY, HOMER H.-The Expansion of\nEducation, 272 ; The Struggle for Power\nin American Educational Systems, 337\nSegregation in Ability Groups as a Means\nof Taking into Account Individual\nDifferences (RAY H. BRACEWELL) , 674\nSELKE, GEORGE A.-The Relation of the\nVillage to the Rural-School Administration and the County Unit, 604\nService for Others, Does the College\n\nEmphasize, to the Detriment of Personal\nDevelopment ? (FLORENCE PURINGTON),\n418\n\nService the School Is Rendering the Com-\n\nmunity, How May the Public Understand What ? (THOMAS E. FINEGAN) , 803\nSex Education for Secondary Schools\n\n(BENJAMIN C. GRUENBERG) , 675\nSEXSON, JOHN A.-The American Program\nin Education as It Is Related to the\n\nWork of the Principal, 77\n\nSHIELDS, GRACE M.-How Can the Project\nBe Safeguarded ? 430\n\nSIMS, JOHN F.-Teacher-Training and\nDemonstration Schools, 350\nSix-Year High School, Socialization of the,\n\nthrough\ngh the Organization of Student\nActivities (BURTON P. FOWLER) , 672\nSNYDER, HENRY- The Probable Future of\nEducation in the United States-Its\n\nPolicies and Programs, 743\n\nSocial Hygiene in the Public Schools\n(BENJAMIN C. GRUENBERG), 663\n\nSocial Hygiene in the Schools (CHARLES E.\nBARKER), 54\n\nWhich Affiliated before the First Meet-\n\ning of the Representative Assembly at\nDes Moines, 251\n\nState Program, The, in Education and Its\nBearing upon the National Program\n(THOMAS E. FINEGAN), 116; (Τ. Ε.\nJOHNSON) , 125 ; (GEORGE H. REAVIS),\n122\n\nStatus of the Superintendent, The (Tentative Report\neport of the Committee on the\nStatus of the Superintendent) (CHARLES\nE. CHADSEY) , 812\n\nSTEWART, DONALD F.- The Plan Whereby\nthe People Shall Have the Means of\n\nKnowing the Truth about Our Country,\n859\n\nSTRAYER, GEORGE D.-Report of Legislative Commission, 159\nSTUNTZ, HOMER C.-Educating the Other\nHalf, 37\n\nSub-Committee on Consolidation of\nSchools, Report of (ADELAIDE STEELE\nBAYLOR), 352\nSummary of Accounts, 240\n\nSuperintendence, Department of, Secretary's Minutes: Atlantic City Meeting, 679\n\nSuperintendent, How Shall the, Spend His\nTime ? (CHARLES S. MEEK) , 728\n\nSuperintendent, The Status of the (Tentative Report of the Committee on the\n\nStatus of the Superintendent) (CHARLES\nE. CHADSEY) , 812\n\nSuperintendent's Time, Best Use of the\n(JAMES H. VAN SICKLE) , 727 ; (CHARL\n\nO. WILLIAMS), 738; (H. B. WILSON), 733\nSupervision for Growth (MAUDE NEWBURY), 544; (CASSIE R. SPENCER), 572\nSupport of Local Schools, The Participation of State and Nation in the (M. C.\nPOTTER) , 847\n\n"}
{"page": 907, "printed_page": null, "text": "882\n\nNATIONAL EDUCATION ASSOCIATION\n\nSurvey for Aristocracy or Democracy\n(A. E. WINSHIP), 302\n\nSurvey of the Survey, A (A. E. WINSHIP) ,\n363\n\nTeacher Councils (E. J. ORTMAN) , 293\n\nTeacher Progress by Collective Organiza-\n\nTrained Women in Education, Position and\n\nResponsibility of (SUSAN M. DORSEY),\n413\n\nTraining County Superintendents and\nRural Supervisors in Service (ADELAIDE\nM. AYER), 539\n\ntion, Minutes of Open Forum on, 305\nTeacher-Training and Demonstration\nSchools (JOHN F. SIMS) , 350\n\nTreasurer\n\nTeacher's Opportunity, A, from a Health\nOfficer's Viewpoint (H. O. JONES) , 386\nTeachers, Merit Promotion of (KNAPP) , 820\nTeachers, The Rating of (HENRY D.\n\nTruth about Our Country, The Plan\nWhereby the People Shall Have the\nMeans of Knowing the (DONALD F.\n\nHERVEY) , 825\n\nTeacher's Responsibility, The, to the Board\nof Education (EDWARD A. FITZPATRICK) ,\n400\n\nTeachers' Salaries, Fundamental Principles\nof Grading (EDWARD S. EVENDEN), 817\nTeachers' Salaries, A Massachusetts Plan\nof Grading ( U. G. WHEELER) , 822\n\nTeachers in Service, Improving (ZENOS E.\nScott) , 773\n\nTeacher's Work, The School Building in\nIts Reaction on the (ETHEL M. GARDNER), 404\n\nTeaching Americanism, What One Representative City Is Doing in Teaching\nAmericanism (FRANK CODY) , 759\nTeaching Commercial Subjects in Second-\n\nary Schools, Qualifications\nQualifications for (G. F.\nKNIPPRATH) , 373\nTeaching First and Second Graders Health\nHabits (FLORENCE A. POWELL) , 396\nTenure, Report of the Committee on\n(CHARL O. WILLIAMS) , 145\nTests and Measurements in Rural Schools\n\n-Tentative Conclusions from the Special\nInvestigation Being Carried on for the\nCommittee on Rural Education (FRED\nD. CRAM) , 357\n\nof the National\n\nEducation\n\nAssociation, Report of the, June 1, 1920\n-May 31 , 1921, 239\n\nSTEWART) , 859\n\nUniversity Women, The International\nFederation of (ADA COMSTOCK), 416\nUPDEGRAFF, HARLAN-Participation of\nTeachers in School Management, 284\n\nUse of the Superintendent's Time, Best\n(JAMES H. VAN SICKLE), 727 ; (CHARLO.\nWILLIAMS), 738 ; (H. B. WILSON) , 733\nVANDEWALKER, NINA C.-Report on Two\nMeetings, 462\n\nVAN SICKLE, James H.-Best Use of the\nSuperintendent's Time, 727\nVillage School, Improvement of the (W. S.\nDEFFENBAUGH) , 531\n\nVisual Education, Preliminary Report of\nthe Committee on, 139\n\nVitalizing the Teaching of Hygiene (F. M.\nGREGG), 394\n\nVocational Agriculture, Stimulating Interest in, through Junior Club Activities\n\nin the Schools (FRANCES H. CLARK), 563\nVocational Agriculture, Stimulating Interest in, through Junior Project Work\n(J. D. BLACKWELL) , 560\n\nVocational Education, Equipment for\n(GEORGE B. THOMAS), 649\nVocational Education and Practical Arts,\nDepartment of, Secretary's Minutes :\n\nTextbooks, How to Improve-Sensing the\n\nAtlantic City Meeting, 851 ; Des Moines\n\nDemand (B. E. DILL), 421\nTextbooks, Informing the Public of Rela-\n\nWaitsfield Experiment, The (MARION\n\ntive Cost of (E. L. HOLTON), 425\n\nThirty-fifth Annual Report of the Board of\nTrustees on the Permanent Fund from\n\nMeeting, 851\nDANA), 535\n\nWALDO, D. B.-Report of Committee on\nSalaries, 140\n\nJune 1, 1920 to May 31, 1921 , 243\nTHOMAS, GEORGE B.-Equipment for\nVocational Education, 649\n\nWARD, L. C.-Is the Junior High School\n\"Delivering the Goods \" ?-Negative,\n\nTHOMPSON, FRANK V.-Schooling of the\n\nWASSON, PEARL R.-Fundamental Ethical\n\nImmigrant, 758\n\n835\n\nProblems of Today, 417\n\nThrift Education (ARTHUR H. CHAMBER-\n\nWaste in Education (H. R. BONNER) , 795\n\nLAIN), 315\nThrift Education, Report of Committee on\n\nWEET, HERBERT S.--Relation of Difficulty\nof Position and Quantity of Work to\n\n(ARTHUR H. CHAMBERLAIN), 167\nTIGERT, J. J.-Address before the National\nCouncil, 341\nTOWNE, GEORGE L.-Can Adequate Finan-\n\ncial Support Be Secured for Rural\nSchools ? 358\nTOWNER, HORACE MANN-National Aid\nfor Education, 786\nTrachoma, Wiping, Out of the Lincoln\nPublic Schools (KATHERINE H. K.\nWOLFE), 397\n\nPay, 843 ; Some Ideals and Accomplishments of the Rochester School System,\n703\n\nWELSH, LILIAN-Health Instruction and\nHealth Supervision, 410\nWHEELER, U. G.-A Massachusetts Plan\n\nof Grading Teachers' Salaries, 822\nWider Use of Schoolhouses, Department of\nthe, Secretary's Minutes, 859\nWILLARD, F. E.-Relation of Years of\n\nExperience to Merit and Pay, 839\n\n"}
{"page": 908, "printed_page": null, "text": "INDEX\n\nWILLIAMS, CHARL O.-The Best Use of the\n\nSuperintendent's Time, 738 ; Report of\nthe Committee on Tenure, 145\nWILLIAMS, SHERMAN-The Purpose of the\nSchool Library, 488\nWILSON, H. B.-Best Use of the Super-\n\nintendent's Time, 733\nWINN, AGNES S.-The American Program\nin Education as It Is Related to the\n\nWork of the Classroom Teacher, 78\nWINSHIP, A. E.-Survey for Aristocracy or\n\nDemocracy, 302; A Survey of the\nSurvey, 363\nWOLFE, KATHERINE H. K.-Wiping Trachoma Out of the Lincoln Public Schools,\n397\n\nWomen\n\nin\n\nEducation\n,\n\nPosition\n\nand\n\nResponsibility of Trained (SUSAN M.\nDORSEY) , 413\nWomen of the United States, Education of\nthe (AURELIA HENRY REINHARDT) , 65\nWOOD, STELLA LOUISE-The Unity in\n\nAims and Principles of the Kindergarten\nand Early Grades , 463\nWOOD, THOMAS D.-An Efficient Plan for\n\n883\n\nof Committee on Health Problems in\nEducation, 157\nWork of the Classroom Teacher, The\nAmerican Program in Education as It Is\n\nRelated to the (PHEBE MATHEWS) , 83 ;\n(AGNES S. WINN) , 78\nWork of the Normal Schools and TeacherTraining Institutions, The American\nProgram in Education as It Is Related\n\nto the (JOHN A. H. KEITH), 93 ; (F. J.\nKELLY) , 89; (JOHN R. KIRK), 96;\n(ROBERT H. WRIGHT) , 87\nWork of the Principal, The American Program in Education as It Is Related to\nthe (JOHN A. SEXSON), 77; (J. J.\nZMRHAL), 74\nWorking Conditions, Desirable, More\nAttractive than Salary (JOSEPHINE\nCOLBY), 402\nWRIGHT, ROBERT H.-The American Program in Education as It Is Related to\nthe Work of the Normal Schools and\n\nTeacher-Training Institutions, 87\nZACHERT, A. B.-Joy Reading in the\nElementary Grades, 476\n\nControl and Prevention of Communic-\n\nZMRHAL, J. J.-The American Program in\n\nable Diseases in Schools, 378; The\nHealth Crisis in Education, 306; Report\n\nEducation as It Is Related to the Work\n\nof the Principal, 74\n\n"}
{"page": 909, "printed_page": null, "text": ":\n\n"}
{"page": 910, "printed_page": null, "text": ""}
{"page": 911, "printed_page": null, "text": "Date Loaned\n\n14063\n\n28MY 64\n\nMR 185\nMY 200\n\nDemco 292-5\n\n89008768962\n\n689008768962a\n\n"}