{"page": 1, "printed_page": null, "text": "cete\nesac\nie pe\nPees\n\nere sts\n\nihe\n\nChota\n\nSeach\n\nHA Mets\n<ott\n\n:\n\nae\nSipeoriatreaert\nnina\n\npe bes\n\nRng\n\noats\nbeats\nEthan!\n\n"}
{"page": 2, "printed_page": null, "text": "ONIN\n30300 01020 b231 |\n[/ a\n\n—S\n\nSe\n\n— SS\n\nSe\n\nThe Library\nmenue State College\nARCATA, CALIFORNIA\n\nD SCARDED-:“Libya:\nCAL POLY HUMBOLT\n\n"}
{"page": 3, "printed_page": null, "text": "VIESTN\nHIN\ni\nDate Due\n\nAPR\n\n30\n\nBayi\n\n=\n\nha\n\niL\n\n=\n\n~~\ni\n\nace0\n\n"}
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{"page": 5, "printed_page": null, "text": "Digitized by the Internet Archive\nin 2025\n\nhttps://archive.org/details/bwb_S0-AWI-732_60\n\n"}
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{"page": 9, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nAddresses and Proceedings\nOF THE\nSIXTIETH\n\nANNUAL\n\nMEETING\n\nHELD AT\nBOSTON,\n\nMASSACHUSETTS\n\nJULY 3-8, 1922\n\nVOLUME\n\nLX\n\n1922\n\nPublished by the National Education Association\n\n1201 Sixteenth Street N. W.\nWashington, D. C.\n\n"}
{"page": 10, "printed_page": null, "text": "* ei\n\nvil\n\nbs\n\nie\n\n2\n\n}\nas\n\n~\n‘\n\n~\n\n.\nts,\n\n,\n\nst\n‘\n\n‘\nra\n\na\n\n«\n\n—\n\nan\n\n‘\n\n*\n\na\n\n,\n\n+\n» »\n\n’\ny\n\noe\n.\n\nf\n\n_\n\nee\nod\n\n"}
{"page": 11, "printed_page": null, "text": "jal\n\n\\@g\n\n;\n\nhay\nf\n\nTHE\n\nHUMBOLET\n\nLIBRARY\n\nSTATE\n\nAND\n\nTEACHERS\n\nJUNIOR\n\nARCATA,\n\nCOLLEGE\n\nCOLLEGE\n\nCALIFORNIA\n\nEDITORIAL NOTE\nThis volume follows essentially the arrangement described in the editorial note in the Proceedings for 1921. The material relating directly\nto the activities of the Association itself has been collected in the front of\nthe book, which in a measure takes the place of the Association’s Yearbook\nwhere formerly was gathered official information of permanent value.\nHere appear the lists of affliated associations and of members of the Representative Assembly.\n\nThis volume\n\nis the largest the Association\n\nhas issued.\n\n‘The increased\n\nsize is due to the addition of two new departments—Immigrant\n\nand Elementary School Principals—and to the full\nof the older departments at Chicago and at Boston.\nThe current publications of the Association\nvolume\n\n(1) occasional\n\nbulletins, programs,\n\nprograms\n\nEducation\n\nof some\n\ninclude in addition to this\n\nand\n\nreports;\n\n(2) the Legis-\n\nlative Commission series; (3) bulletins of the Research Division; and (4)\nTHE JouRNAL.\n\nAmong the publications issued by the departments of the\n\nAssociation are\n\n(1) The Journal of Rural Education; (2) The Bulletin\nof the Department of Elementary School Principals; and (3) bulletins of\nthe Department of Superintendence.\nThe publications of the respective\ndepartments are sent only to members of these departments and to such\nothers as subscribe for them.\n‘They are not included in the regular $5\nN. E. A. membership.\n\nResponsibility for seeing this volume through the press has been largely\nassumed by the assistant editor, Miss Jessie M. Robbins.\nThe printing\nhas been done by Messrs. Judd and Detweiler, of Washington, the printers\n\nof THE JourRNAL.\n‘The volumes from 1896 to 1921 were printed by the\nUniversity of Chicago Press, to which the Association owes a debt of\ngratitude for its excellent work.\n“The change was made in order to have\nthe Association’s printing within immediate reach.of its permanent headquarters.\nJoy Etmer Morcan\nDirector of the Division of Publications\n\nGI49\n\n"}
{"page": 12, "printed_page": null, "text": "F\n\naae\n\nae\n\nce\n\nPALAa\n\nA\n\nven\n\n=\n\nat\n¢\n\npyarf\n\nTeriye\n\nTRIAS\n\n;\n\n=\n\n--s\n\nan\n\nLiha\n\nye\nut\n\nro\n\nay 6)\n\n-\n\nya\n\n.\n\nsiti\n\n-\n\nf\n\n.\n\n(TESA\n\n<\n\n=\n\n:\n\na\n\n-\n\nTed,\n\n“ad\n\n‘\n\n'\n\n;\n\noa\n\na\n\nCe\n\nOAL\n\ntee\n\n:\n\ni\nf\n\nj\n\nies\n\nA\n\nscl\n\nMi\n\nF\n\nSHO\n\n;\n\n4\n\nbe\n\n.\n\nF\n\nabies\n\nBESTE\n\n;\n\nhis\n\n,\n\n\\\n\nt\n\n5\n\nc\n\nbe\n\n=~\n\n4\n\ntH)\n\n‘ ‘tial\n\n:\n\ns\n\n3\n\nrerrharaaan\n\n19g\n\nSAS\n\nvio taSe\n\nRt\n\n‘see\n\n!\n\n7\nte.\n\n.\n\n:\n\nt\n\n‘\n\n;\n\n;\nahs\n\n:\n\n.\n\n}\n\nf\n\nBy\n\n2\"\n\n;\n\n2\n\n1)\n\n1\n\n.\n\nad\n\nI {\n\nae\n\n¢\n\nae\n>\n\nlust:\n\n{¥OTe\n\n‘\n\n‘\n\néagh‘ Lb :\n\nal tS,\n\n.\n‘\n\n’\n\n,\n\n‘'\n\nit\n\noe\n\n-\n\ni\n\nagyol:\nerie?\n\nie\nPR\n\nbears\n\n; ony\n\n-\\\n\n|\n\nis\n\nban dat?\na.\n\nbe|\n\ni\n\n:\n\noe\n\nJ\n\na\n\neee\n\nsaa’ y » Anahi izeg,\n‘i .\n\n‘\n\n.\n\n[2\n\nh\n\n:\n\neh4t\non sya\n\n‘\n\n;\n\n- A}\n\n7\n\nHit\n\n.\n\nx\n\n:\n\nan\n|}\n\ney\n\nt\ned\n\na\n\n=\n\nwet\n\na\n\n4\n\ners\ner\n7\n‘\n\n«4\n\nGhee\n\nt\n\n:\n\n,\n\n‘\n‘+\n\n‘Te\n\n/—}\n\ni\n\nbys\n\n‘\n\ni\n\n*\n\na,\n\n:\n\n;\n!\n\noT\n\n:\n\n>\n\n,\n\n’\n\ny\na\n\nt\n\n:\n\n!\n\nwpe ty\nA\n\nsd\n\n>\ni\n\nr\n\n;\n\n.\n\n3N-1\nri\n\n;\n\na\n\n;\n\nwre / Teerae Horas 2\n,\n\n:\n\n“dane,\n\nee\ntoLoe\ni:\n\nEE\n\n.\n\nn\n\n|\n\n;\n\n%\n\nso\ntn\n\n:\n\n~\n\n¥\n\nee,\nay\n\ni\n\n,\n\nLae ty\n\na,\n\nee\nhae Jk\nw\n\nree\n\n}\n\net =\n\nsy\n\n\"\n\n.\n\n7\n\n:\n\n:\n\n——\n=»\n\n:\n\nhe,\n\n4\n\n“\n\n:\n\n«\n.\n\nrs\n\n1g\n\nbe\n\nme\n\n"}
{"page": 13, "printed_page": null, "text": "Contents\nINTRODUCTORY\n\nMATTER\n\nFAC MOLE IOCOLPOL atlOl cre carne ttre pate eitets acute hci\nee eee eee ee\neee\nLEAP SILER AS sitprSl IA cesAO Seti SiSLc HENS 1S OHS8 Cr cy re ieee ore iereR aca ces tieRe\n\n(Conterive\nley an AN Ware SUEYeRTeaco oleae ites eel\nSS ppiP le\nch PN\nta a cae\nRg\nWincersmeiQrel 92-22...\nVee eters Taser ee sac\nter soa tee\nee te hen\nOR COLOMMOGG 2229 a Was AS ee\nMee Scone ee ceasepeee ieee oe\nIe\neine\nLLESR @ie (CHOTNEUT\nRS Sa CORI\ned iaBy clit nc inst\nee Rise\nRoo rammOtm GreHe tal SESSIONS osed cy wee eres ease cae eee\nee\ni en\nee poten ieCOMmMMmittcerOn UR esOlUEONS 00 te tiejece con se ce aol\ncoher\nees oo.\nMinutes or oecond sRepresentative Assembly. -!).\"..0 022... 0eccccecuc\nsees ecse\nReport of Executive Committee for Board of Directors......................\n\nPATIOS\n\nRCDOLtEP\n\nireasurems\n\nEEE\n\nere\n\ncer\n\nvice ike.\n\ntae saath cue eab\n\ntoes oe\n\nKepore june i. 192ieto Way, 31, 1922. ...0.21.\nseco cenecee uae\n\nREDO\nDOAN OMOLALUSLCeS tsetse eter cc ces cect ces ce baba e nl ey oe bsg\nMVitnmtesnoie xecutivier Committee: cm yom escciciccwiece 0d ota\nene ccarse sets eos\nSecretary’s Report:\n\nHielGmD\n\nepartinent.eoe\n\nee yee eee sete\n\naoe Ilene a niashoob dtavape © onesses ous\n\nBusinesses Depantinentamcsas\niri ote ey See aa\ntte\non elpaver oeaeto ie oc é ne oe\nEditonae Departments.\nC1a seme ot ocr oc ee\ncee ete cc 8 cee dacenrce okt\nDepartmentiors Records ald, -Accounts..ssenc eine ecien eo cee eee eee\nPASSISCAlIEOECLECALY AE fc5s het shakes 8 | CAPR e ee CE teers oeuem wtore\nIRESEALCH MLICPALEMEN ten wiersrs dis cre!siciscera\"s ite! in vdieravele allots, aie)w)euouereisByenca ers)6 Cheam\nStatemandwLocal Alnliations. . . cm eee act, Mote nud ad A852 acevo cerca oe eos terees\n\nGENERAL\nBoston\n\nSESSIONS\nADDRESSES\n\nMiherNiews ducatlon=—COVeM\ns. cocise tect est ss cbt scene)? celeidieis iewis m suereaie st oue ung\nThe Far-Reaching Results of the Washington Conference—Libby............\n\n183\n\nEdueationals Message for’ 1922—Winship? > oes...\nwoe ee cece ep eeeJe eae 4\nProfessional Training for Teachers of City Schools—Jones.................\nImprovement and Preparation of Teachers While in Service—Mortenson.\nProfessional Standards for Classroom Teachers—Skinner..........0.0...05.\n201\nPresent-Day Objectives of American Education—Tigert....................\nThe Profession Appreciates Foundations Early Established in Massachusetts\nand Her Present Interest in Education—Dorsey...........0\n00sec cence eaes 205\nThe Democratic Awakening and Professional Organization—Williams......\nDemocracy, im the -Classroom—MacGregor. 2.2. se6 sess saees tee oes esac\nFEIN Ve Onrel\nOOK =I IRE. (tam Meee eter eralelete e ccs oieaateis cise aetels «6 «(6 0 laralane eee ace\nThe Women of America and the Democratic Awakening—Park.............\nMessage from Honorable Charles Evans Hughes, Secretary of State—West..\nThe Peace-time Program of the American Legion—Owsley..............0..\n\nOutstanding Needs of Rural Life Today—Works.................00\ncece eee\nConsolidation, Supervision, and Administration of a County System of\nSChoolsS=—S Ginulel SOs mare Ab eh aisiesiaele = JG SERIE SN ehh Se ARM aah Fae ake\nState- Aid| for Teacher's\n\nSalaries—K elleyianasitem | ae oftids ocls. Na sfeststled wie ae\n\nNational Responsibility for the Improvement of Rural Schools—Carney......\nA New Type of Leadership to Carry Out the New Policies—McSkimmon....\nThe Responsibility of the College and the University in a Democracy—\nJEUMHTOGS. oSso.<1 Stagbttoe Bed BE S0ec GOES ODreas Nea PO HORA THORS, ERT er ARN Ro\nOe\n\n"}
{"page": 14, "printed_page": null, "text": "Vill.\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\neee sees\n.+-.eee\ncece\nImprovement of Moving Pictures—Hays.............\n....\n0.0.0 see eee\nOur Need of an Intelligent Electorate—Russell......\neeeeees\neeens\nThe Education of Our Illiterates—Finegan......... see ee eee ee cere\nREPORTS\n\nOF\n\n2522\n258\n264\n\nCOMMITTEES\n\nReport of the Committee of the Salaries Division—Snow............++0.-05\nReport of the Sub-Committee on Tenure—Updegraff SEIS Aetna\noe ee\nReport of the Sub-Committee on Pensions—Carlson..............e0e\neeeeeee\nReport of Committee on) Rural) Bducation—Stms 7... «ei eterno\neet ake\nReport of the Committee on the County Superintendents’ Problems—Driver. »\nReport of Joint Advisory Committee of the National Education Association\nand The American. Legion—Ryatt... cia: 2h coms ne oivivie as oe Ce\nnee\nReport of Legislative Commission—Strayer..\n~~ .2..0. 2. 0-7-9.\neee eee\nReport of Committee on Foreign Relations—Thomas........... beeen eens\nReport of the Commission on the Coérdination of Research Agencies—Newlon.\nReport of Committee on Sources of Revenue—Owen.............-20eeceeeee\nReport of Committee on Health Problems in Education—Wood..............\nReport of the» Editorial Council—-Bagleys).-ae\n-.4-cieencee\naeeee\nReport of the Advisory Committee of Superintendents—Bradford............\n\n275\n279\n287\n289\n1298\n\nProblems\n\nand\n\n334\n\nReport\n\nof the\n\nStandards\n\nof Employment\n\nCommission\n\non\n\nthe\n\nCertificate\n\nRevision\n\nIssuance—Matthews....\n\nof Elementary\n\nEducation—\n\nMeN atight.. 2 si 5h3 S826 50's) 6150.415 da sivib ue oars\nEE\nee\nee\nOutline of Report on Education of the Immigrant—Woodward....\nOutline of Report on Education of the Juvenile Delinquents—\nJONES eno F os 0 on owe celnis Had dee\nOe\nEEE IES\nReport of the Committee on Financing Delegates to the Representative\n\nAssembly—A\ndatr . davis 5..\\.).c4 ws soncaie ereete ee seeee alorig oie\n\nReport on Social Hygiene—Lathrop\n\n303\n305\n312\n317\n323\n325\n329\n333\n\nee\n\nand Vandewalker.......... it\n\n338\n341\n343\n\n344\ndee eee\n\n345\n\nSecretary’s! Minutes >seeccya secant each ates caters oars artree\nThe Elimination of Educational Waste—Seerley...........................\n\n349\n351\n\nNATIONAL\n\nCOUNCIL\n\nOF EDUCATION\n\nCuicaco MEETING\n\nSemi-final Report of the Committee on Rural Education—Sims..............\nFinal Report of the Committee on State Administration of Schools—Cary....\nReport of the Committee on American Teachers’ Colleges—McKenny........\nRecent Educational Progress in the United States—Tigert..................\nThe Hope and the Result of American Education—Williams................\nGreat\n\nEducational\n\nAccomplishments—Jones.............00.00c0-00--\n\nThe Junior High-School Program of Studies—Glass.......................\nJunior High-School \"Buildings—Beméley)....tiy 026 «2. «jsnjamnec\niaatie\nonta\nAV\nReport of the Committee on Participation of Teachers in School Managemen\n—U pd\nt\negrayy <a. ss see as cle zeus Thay eras tredu,Ses> eae:\nThe Coordination of the Community Agencies in Effecting Character\nEdupatio\n—S HIS\nn\nes cies ss 010cago OCR ALE\nef aecreaiare- pepe\nThe Bearing of Sex-Education upon Character—Galloway......\n...........\nJustice and Equality for Child Health—Wood.....................\n........\nContribution of Physicians in Forty-T'wo States to the Health\nWork in the\nSchools—Dodsor yi... «sn: ineanpsewar dere ee tee teat ane ere\nene\nWhat the Women Are Doing to Promote Health in Schools\n—Wood..........\nReport of the Committee on Teaching of Democra\ncy—Yocum...........\nThe Teaching of Demo\nndrewst\ncr\nvase).\nac\nSl y—\neee, A\neee ee\nEnglish—Its Relation to the “Ten Essentials”—Barnes.\nReese\ntent eee\nReport of Progress of the Committee on Vocation\nal Education—Baylor. .\n'\nReport of Committee on Adult Illiteracy—Stewa\nrt........................\nReport of Progress of Committee on Educational Surveys\n—Winship..... ter:\nReport of Progress Committee on Character\nEducation—The Sanctions of\nMorality=Beanion\n8\net\nOS, 1)\nia\nne\nThe\n\nContinuity\n\nof Education—Guwinn.-...\n\n7\n\neee\n\nee\n\n353\n359\n363\n373\n378\n381\n\n386\n400\n404\n\n409\n416\n421\n424\n425\n430\n446\n448\n451\n453\n\n456\n457\n\n"}
{"page": 15, "printed_page": null, "text": "CoNnTENTS\n;\n\nBoston\n\nix\n\nMEETING\n\nSCCLeLAliyasm VUMULES maetee teihe eb i iat cRY:(0,oesGiese)Siess ofersie eke. s «,5,chose ateusyoettvdieie here\nGers anidag Vem Dersi. uzin eerie bad RES ctctsve, cunyeles Misescdersis ance eidsido ceare cue horeuarenek c\nPAnnualmReportiok EhenSeeretaby——\nBay lose. ciscn csr ste ieyed elu nists hve che oso\nThe Outstanding Issue in American Education—Seerley................000-\n\n460\n467\n470\n473\n\nThe Activities of the United States Bureau of Education—Tigert............\n\n475\n\nPACHAl pivesUlts® Ola th peje Ai I4 1 LAC t7Seu,a echt ars spasnauctue ashes respesus teleolearcvs 0G\nThe Most Effective Administration and Taxing Unit—Hines................\n\n482\n487\n\nThe Arousal\nIDEA?\n\nof Interest on the Part of the People in Their Own\n\n2 ng eS LSE Geter\n\nCEO\n\nee\n\n489\n\n493\n495\n497\n\nSeiabOteStAntism Vand LD.eMmOcracy—A thar. 22s spayee wus wre shoious.scaici neyardieh vio orahenagdicls\nPresent Contributions of Catholicism to Democracy—Hickey................\nReport of the Committee of the National Council on Changes Needed in the\n\n517\n522\n\nMlenientanyesca0ols Gourse—=BLake. . .. sere © os + eroreyere vexed tyesysro evarsiq.weno sisheistars\nramming stor barenthQod—WOCAwWArd oi. . wf s. 5% oo aside 8 +o,5» sitslontie Wlouas\nFinal Report of Committee on Health Problems in Education—Keyes........\n\n525\n533\n535\n\nPealthandethes SChool——\nDiy BA it. a\\s dewey Reaeene heRSet AS ETS vo so ehevg aiawor\nReport of Committee on Participation of Teachers in School ManageTSE\n2 IGA Bs eee Be Me oon 6 GOO Eee DD ONOIN OL OOOO PASO TOC nsesaca\nr\nSub-Committee Report on the Course of Study—Felmley...............0004.\nReport of Progress of Committee on Problems of Vocational Education—\nLOVIN at,5 3 COTS 5 HAPS OO DOO\nODO REO RCIOr TG,Ore hn DeMaria der erase\nContributions of Part-Time Education in Los Angeles—Dorsey.............\nRecent Accomplishments in the Continuation Schools in Massachusetts—\nEG)\nOSSp gctcy She) sass sect ta Oto3 avers G4 aisas « Blarelajereterniete 4.0 aiekds Makealvokiwites o SE etter\nReport of the Committee on Racial Well-Being—Putnam...............0005.\nPreliminary Report of Committee on the Status of the American Woman\nBea CH CI——PORCE eoae.e is.ays,5 oa leis Diaciusrd ishdo cde fom @ ob ste dlygyefehorsi dds ie remaesene ee\nReport of the Committee on the Status of the Classroom Teacher, A SubCommittee of the National Council of Education Committee on the Status\n\n539\n\nto\n\nyearn\n\nPreliminary Report of Committee\nDEPARTMENT\n\nen\n\nche wie dese\n\non Teacher\nOF\n\nee\n\nOE ee\n\nSchools—\n\nReport of Sub-Committee on Consolidation of Rural Schools—Baylor........\nTransportation of School Children at Public Expense—Muerman............\nTests and Measurements in Rural Schools—Cram.............0.0.cce0eeees\nEvidences of Progress in Education as Indicated in Better Provision for the\nPhysical Welfare of the Child—Beveridge...\nccc u. cere saree cs sescees\nReport of the Committee on the Teaching of Democracy—Yocum............\nubesRelationiot Judaism to Democracy—Mann..\n2.2... 5252s s« okt on stots oe one\n\nOtel CacChers——A\ndat\n\neee Be TE Oe Oe\n\neae\n\nHoe ahh ayes SOS\n\n546\n548\n\n555\n558\n560\n562\n\n564\n\nee\n\n570\n\nWelfare—Carr...............\n\n52,\n\nBUSINESS\n\neA eee\n\n499\n505\n511\n\nEDUCATION\n\nSCGHUHIB7D. INDIES. -o6 tot.0 6 Joe in ae SA\na DD COO Ao Oe iS Dei nae Peer EC\nlnc eMentmeenODleMS—O(DILETI MARAE -cicve. We accel ote siese sie« coesees essautivun ole ame Ae\n\n575\n576\n\nPutting the Short in, Shorthand—Campbell.............\nccc cece eee en eee\nIntensive Draining for Business—Hoffacker..........00\n0. cccc sees sc ccvenes\n\n581\n585\n\nCorrelation\n\nOffered\n\nof Commercial\n\nin Collegiate\n\nCourses\n\nof Secondary\n\nDEPARTMENT\nSeeasmray’S:\n\nIMMNNIGS»\n\nSchools\n\nwith\n\nCourses\n\nSchools of Business—Rittenhouse...........0..\n0000.\n\nos bodes\n\nOF\n\nSoe hne.d58 0\n\nCHILD\nandor\n\n589\n\nHYGIENE\naes\n\nOop Cou orate\n\nMoonad\n\n591\n\nThe Preparation of Teachers in Health Education—Turner...............-.\n\n593\n\nThe Prevention\n\nDefects—Martin.................\n\n594\n\nTeaching the Deaf Child—Adams................. Seer\nsea eeee\nThe Awakening of Latent Hearing by Means of Musical Sounds and VibraHOC AIA\ncocoacma sds OOb 68S S00 Asso SUED OOS peeeees sic gil ele a oni\nThe Importance of Subject Content in Health Education—Winslow.........\nPhysical Fitness for School Admission—Jensen and Gowans...............4\nThe Responsibility of Public Schools in Health Supervision—Keene.........\nThe Relation of Nutrition to Dental Conditions—Howe.....................\n\n598\n\nA Practical\n\nand Correction\n\nSchool\n\nProgram\n\nof Speech\n\nin Nutrition—McCormick............-.0..0005\n\nFresh Air, Diet, and Rest for Selected\n\nPupils—Reed......................\n\n604\n606\n611\n615\n624\n625\n\n626\n\n"}
{"page": 16, "printed_page": null, "text": "NATIONAL\n\nx\n\nEDUCATION\n\nASSOCIATION\n\nof the Follow-up Work of 197 Open-Air Class Children in the\ne eee eee e en ees\nWashington School—Callaghan .....0cce eve e cece nent\nPar oroo cu\nAn Effective Rural-school Health Service—Turnbull....... nce\nCommunity Coéperation in School Health Work—Dinwiddie............-..\nImproved Medical Inspection of Schools—Wilkes......0-0+0-0seeesececeeee\nHow to Reduce the Morbidity from Communicable Diseases in Schools—\neee\natte\nnn Ont oto aleoveagate orpte ea\nGodfrey eco 50 eT\nReport\n\nThe Mental Hygiene of the School Beginner—Burnham.............++-+++:\nA Compensatory Mechanism in Status Thymico-Lymphaticus—Timme.......\n0.0.22 cee cee cence teen ees\nTonsils and Adenoids in Children—Greene.......\nEarly Recognition and Proper Care of Heart Disease Among School Children— Halsey Wooo\nee mee ess ogee ta oe teats > ate oan\neee\nConservation of the Eyes of School Children—Derby......:.........++++-5:\nOhio’s Effort to Bring Children Up to a Normal Health Standard—Wiunters..\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\nSecretary's Minutes <15..c.eiatemssatesiort\nree tere eae iets eltreretele oleate\nns eee\nNew Ideals: in’ Education—Ktl patrick\nero\noa aiekeloe as nee\nThe Improvement of the Teaching Profession Through Tenure Legislation\nV7 111i ams ee\neen eck cteacct oto ere\nCooperation Between Classroom Teachers of Large and Small CommuniBLES\nVA 0OF Cs iesioidiah dich cata A'sfo\"=to She ade ou\neee ee\nene ates ee ete\nee\n\nDEPARTMENT\n\nOF DEANS\n\nOF WOMEN\n\nSecretary's. Minutes) <x fase once «ct noleaseteistpieloboie Ravetel oreo allen okNee icterseaeeea\nVocation and the College of the Liberal Arts—Husband....................\nThe Psychological Aspect of Vocational Work in Colleges—Rogers..........\nWomen in: Industry—Anderson. 52.4. sc cadagne ate eel)\nie ree\nBryn Mawr Summer School for Women Workers in Industry—Smith........\n\nThe Planning of Dormitories and Social Buildings—Lowe..................\nConsiderations\n\nGoverning\n\nthe\n\nPreparation\n\nDormitories—Geary «<<. S29 SN aor ae earl\nA» Dormitory? Phat istaHome—\n\nWells\n\n2B\n\nof\n\nFloor\n\nte ee\nee cise\n\nPlans\n\nee ne\na\n\nee\n\nfor\n\nWomen’s\n\nee ee ee\n\nrel. toe ae oe\n\nee\neee\n\nOrganization of the Work of Heads of Halls—Tufts.....................4.\nMethod of Obtaining Legislative Appropriation for Women’s Dormitories\nat Kansas ‘Institutions==Corbintvesge\nceo eee\nee oon oe\nHow to Obtain Money for Dormitories by Private Gifts—Greenwood\nRecreation and the University-Mixer—Ladd. 22 = sees) oo. eee\nDoes the College Curriculum Promote Scholarship—Salmon.................\nMethods of Promoting Ideals of Scholarship Among Average Students—\nWT ASSO > sn RPTL E ETE ROTO\nHOS OOS POP\ntoes ME\nema Sato cfoc\nThe Special Honors Plan at Smith College—Wright\nRegulation of Extra-curricula Activities—Grote...............0s..+-eecees\nThe Relation of the College Women to the General Federation of Women’s\nClubs—Plum\nmien, soc diate « pda pete ee SOR\nSOCCER\neee\nNational Aspects of the American\nAssociation of University\nWomen—\nReinhardt ooo ee ere ave yo\nas Te\nere\n\nRelations to Other Organizations—McWilliams...........\n000. ceecev veces\nConsideration to be Taken into Account in the Stimulation of Graduate Work\nfor: Womtn—Pound \\>- 300 ho sao ce\nee\nSome Results of Graduate Work by Women—Talbot...........<...........\nRetirement Systems for Women Members of College Faculties—Stayt........\nHow May the Dean Best Apportion Her Time Among the Academic, Advisory, and Social Side of College?—Tannahill.........................\nExtra-curricula Activities—What Ones Do You Consider of Sufficient Importance to Justify Their Existence and How May We Keep Them in a\nSubordinate Position ?—Kingsland\nStudent -Leadership—W\nrt... 46, ....2t tia eee\nRelation of the Dean of Women to the Professional Life of the Student—\n\nPriddy\n\n"}
{"page": 17, "printed_page": null, "text": "CoNnTENTS\nDEPARTMENT\n\nxi\n\nOF EDUCATIONAL\n\nPUBLICATIONS\n\nDSECKEHALgS y UMUC SEER germ icrsi rshgoverns cto ve 6)ouekANS 15008) oetorenogs. efarekitts Os gone te ene\nAfter-war Recovery in the Textbook Publishing Business—Seaver...........\nKeeping Pace with the Nation-wide Demand for Reorganization of EleMentanyanC OULSE SOL! StUdV=——DItGGS ta aiy oe ss kice wi eters owas sicaSure Rieu e Ea ahs\nDiscussion of Mr. Driggs’ ‘Talk on Keeping Pace with the Reorganization\nDime ementaryey PAC atsOn——— 0/1091 0S sch vatsye SET ate shotsesusiclioyp dijeuriors. Sle 0,00sayeo.0.5\nSafe Economies Consistent with Improved Standards of Textbook Making—\n(UNG Sn SAS ae co ee ate\nb Polos SBA Ioe Nae AAS Nene,\neee\n\nDEPARTMENT\n\nOF\n\nELEMENTARY\n\n795\n795\n\n800\n802\n804\n\nEDUCATION\neee\n\n809\n\nThe Mental Health of Young Children—Andress.........\n00.00 ccc cee eee\nPresent-day Tendencies in Education and Their Relation to the KinderBatter poder rimary Departments —Smith oe. ioe soos oe ols teks ys ene ence\n\nSKSCREGHUET SMITARO Co atealee semen autae ePene coche RENO\n\ncan\n\nCNR\n\nnana\n\n810\n\nThe Adjustment of Elementary Education to the Project Method—Hosic......\nThe sate 8ion of Young Children in Rural Communities—Cook............\nThe Work of the National Education Association as Viewed from the\nStand pomit ota. Classtooml P eachel— Wants.\nvets\nees chee ee cess\nMeasuring’ Capacity of Pupils and the Efficiency of Schools by Means of\n“OSS\nOMOL, «1x2, 50505 gt ale CorytI AS GTO SMCS CLE) ERO ne\nRating Students on the Basis of Native Capacity and Accomplishment—\n\nINEFEEOP\n\nsm 3 05 @O008 0.0,S OGG OS.OMENS\nDEPARTMENT\n\nOF\n\nSSG Ol i\n\nRO\n\nELEMENTARY\nCuicaco\n\n6\n\nORE\n\nSCHOOL\n\nae\n\nee\n\nBoston\n\nSep\n\nDEPARTMENT\n\nOF\n\nDEPARTMENT\n\nOF\n\n835\n\n839\n\nPRINCIPALS\n\n851\n852\n852\n860\n864\n869\n874\n\n880\n\nMEETING\n\nOss. EROG wen hae\nHIGHER\n\nie ng Aman anes\n\n884\n\nEDUCATION\n\nSACLE\nUAI SmMUL ESM tui. cin aaa mils e os eons eran Soe names fe sac es ee seeeee\nThe Principals Underlying the Relations Between Faculty and Administrative\nOfficers in College and University Control—Smith......... DoW ei pas see\nAdvantages Involved in Extending the Scope of Faculty Participation—LeighBLE) 5 SS Bb e BOS Atte EOS CTE\nae me ROMP CE (AS\nOr Gato\nticigs nekii aeek\ni\n\n834\n\nMEETING\n\nRao cram or Gnicaro pVLeetiNpgsa54s.20 Sen Gone ARs\neen Lo lores ols yates AR\nSome Objectives of the Department of Elementary-school Principals—Power.\nThe Elementafy-school Principal from the Viewpoint of the Superintendent—\nOO RSO\nEMCO« Se\n4 Sha Sea MCN GE.Ry5\nNER, ct,\na ae, AO\nRD\noe\nDeveloping thé, Elementary School as a Social Unit—Sargeant..............\nsbherSpectate Teacher: im the Grad es—WV altersvina <2 bl pacleln jloelle aso Sheela\nJuvenile Delinquency as a Social Factor in the Elementary Schools—Jones...\nSocializing the Elementary-school Course of Study—Agnew.................\nThe Elementary’ Principal as a Professional Leader—Marston..............\n\nSOEGURIBSIM SORE) dpSees Sees\n\n819\n824\n828\n\nIMMIGRANT\n\nB87\n\n887\n896\n\nEDUCATION\n\nProgram ‘of Mectingsic so. oie o2 Whe awit a ieWieves ce oleoleeel Dew e e e eee neletinns\nAmericanization—Wise and Unwise—Hoban....... Ei Seca\nscne\nSocializing the Method, Content, and Procedure—Richardson..... e inane\nHow Shall the Problem of the Immigrant Mother be Solved—Springsteed...\neels vietpte dante cei\nEducation for Citizenship—Shiels.......... be wvig.s lene\n\n905\n\nof the State—Deming.......\n\n906\n914\n928\n934\n940\n942\n\nfrom the Viewpoint of the Superintendent—\nOutstanding Achievements\n2A 7.2) Mae re cre Grape toa Oe soe fos St he JL esa AR eae eee eens nee beeen\nWVEGA\nOutstanding Achievements and Present Difficulties from the Viewpoint of the\n\n943\na8\n\nThe Democratic\n\nAwakening\n\nOutstanding Achievements\n\nCity, Director—Stone\n\nin Adult Education—An\n\nfrom the Viewpoint\n\nOpportunity—Graves..\n\new oete ae eee ee\nta\nas ate\nkM\nWi evis\n\n"}
{"page": 18, "printed_page": null, "text": "NATIONAL\n\nxil\n\nASSOCIATION\n\nEDUCATION\n\nOutstanding Achievements and Present Difficulties from the Viewpoint of the\neens tees sete enees\nCity Director—Downey........++-++++5 oe beeen eee\nOutstanding Achievements and Present Difficulties from the Viewpoint of the\nee le Sess Tete eten RR Teme Notts Keene totes eeans ane\norber sc snc ore ore\nTeacher—-P\nOutstanding Achievements and Present Difficulties from the Teacher’s Viewtases Ten\nPOUNt— Clark. acces siers cielo cvensicher «eke event oe)sieotehlett) ea\neee eete.ccce\neee\nOpening Remarks—Clark\n........\neeee eeee fe os kee\nDeveloping of Factory Classes in Massachusetts up to Date—Quimby.......\nReport of Investigation into Factory Class Programs in New Bedford, Massaook notion 3\nchusetts—Bruyn and Mason............ ooh\nReport on Factory Classes in Southbridge, Massachusetts—Power............\nRemarks\n\non) Factory\n\nClasses—Cody.\n\nDEPARTMENT\n\n0 0 ic\n\ntee «e+ cite em cheer te\n\nOF KINDERGARTEN\n\nterete\n\n...........+++- oS\n\nMa a apeteeae! piss\n\nhaa a olaalene tie Ui\n\nChanging Conceptions of Kindergarten Supervision—Boyce..............+.Changing Conceptions of the Kindergarten in Teacher Training—Palmer....\nThe Nursery, Schools of England—Owe7\na5 tae\nci 4h\n\nLIBRARY\n\nae,\n\n948\n949\n951\n958\n963\n967\n\nEDUCATION\n\nSecretary’s Minutes) 2. .cee = sete ctttee elie aieoleOletans etude ers rte eee\nChanging Conceptions of the Kindergarten as the Outgrowth of New In-\n\nsight—Watkins\n\n945\n\n969\n\n970\n974\n977\n982\n\nDEPARTMENT\n\nSecretary’s Minutes: vie oot ies are cscinieie seer sheleee iol leten Marra Renee ae ee hee\n987\nHow Shall Adequate Public Library Service be Established Where None\nNow Exists in’ the Nation—Morganz..\n..0. oe 9-7 one net eee\nee\n988\nLibraries. and: Rural Schools—Hale. aii) jaca\nects\nieee\neee\n992,\n‘The Consolidated Rural School Library—D rakes\neee eee\n995\nLibraries and Librarians—Williams...........2+..:. Sct.\nea\nee\n998\nHow the Public Library Helps the Foreigner Make His American ContributlON— ROSE 5.656152 4.5 wre S arelete Se acho\nOe Do eEE ED ea\n1001\nEffective Codperation Between the Public Library and the Public School—\nIM COOMRGY esos\nse VR eR Nase Bok he De aeRte Aas A CPP «en ae\n1002\nThe Daily Newspaper in the School—Rice..................000008- Serreati: 1006\n‘Lhe SpiritJot Dibrary: Service—Carteran.\nsone cepa 8. ee eee\neee\neee 1011\nStory Telling: Its Relation to Literary Appreciation—Parker............... 1016\nThe Pupils’ Contribution to the Success of the School Library—Hall........ 1018\nBooks: for: Boys—dé Milles SS20NSseh ee eee\neee\n1018\nOpportunities in Junior High-School Libraries—Smith..................++- 1027\nThe Stimulation of Outside Reading Among High-School Pupils—Cosgrove.. 1032\n‘Eraining for Schools librarians\nWop eyaei steerer\ntet eee\n1037\nadhe. Child's: Own Readine—Mel\ncherancen. son care\neo\nee\n1039\nLibrary Work in Normal Schools to Fit Students for Their Work as TeachCTS—Richardson. sios.scxians donee\nea\neee\n1043\nDEPARTMENT\n\nOF MUSIC\n\nEDUCATION\n\nSecretary's Minutes: 755. eisce sia. © oc:esr le EET\nRIOR Seo\nen\nee\nMusic in’ thesRurallSchools—G7bso7 es «ee\neee eee\nMusic: in the) Rural School——Perry. seen\nee eee tis Sa cine cera\nSchool Music and the Community—McConathy................00000cceeeee\n\n1047\n1047\n1055\n1056\n\nA Modern\n\n1058\n\nViewpoint\n\nof Music\n\nEducation—Smith...2............1-----0--\n\nDEPARTMENT\nSecretary's\n\nMinutes:\n\nOF\n\nNORMAL\n\n025 ea0. «cls Sore x0 Sone\n\nSCHOOLS\n\nore\n\nWhat Should the Geography of the Grades Include—Atawood...............\nObjectives in the Teaching of Geography—Brown...............ceeceseeee\nGeography) for Rural Schools—Ridgelyay.\neee . eee ee\nThe Elementary Curriculum as. Presented in Normal Schools—Wright......\n\nSubject Matter in the Teachers’\n\nThe Practical Nature\n\nCollege Curriculum—Shafer...............\n\nof an Education\n\nfor Teaching—Alger................\n\n1053\n\n1064\n1065\n1070\n1074\n\n1081\n1084\n\n"}
{"page": 19, "printed_page": null, "text": "CoNTENTS\nDEPARTMENT\n\nXiil\n\nOF PHYSICAL EDUCATION\n\nSecretaryeseMinutesn s. tracer ttt .1-ceeeeo oe ateutha eb visb xe ag ¥ ees Ge va ele\nRural: Group Athletics and What It Means—Chase..............sene0ccees\nThe Place of Physical in the Country School Program—Broome.............\nThe Relation of Physical Education to Social Hygiene—Gruenberg..........\nPurposes of the Committee on Women’s Athletics of the American Physical\nEducation Association and Its Progress up to the Present—Wesson........\nDEPARTMENT\n\nSesreinrny’s IMUM\n\nOF\n\nRURAL\n\nCuHrIcaco\n\nMEETING\n\ncoerce caso aom | ene\n\n1085\n1085\n1088\n1091\n\n1095\n\nEDUCATION\n\n|\n\n1099\n\nPresident’s Address—Resources in Rural Education—Burnham..............\nSome Unsolved Problems of Rural Education from the Viewpoint of Sociol-\n\nRE tm le OTR Rt ee en\n\n1102>\n\nOy SWIM OTIOT, .oa) ee\nCn\nee\n\nRee\n\nee\n\nee\n\n1110\n\nObyectivesmoumsccondany Education —Br7GG9)y. <,<.c..ec « spore's) ss.4 0 s:cyp10 ir bre ole oinlls 12H\nbhewsmallsCommunity Haigh School—Pillips..........0e0ccecesnssceneenonn 1124\n\nProblems and Methods in the Organization of Rural\nSOROS\nONA GO occlsta's ah olsclea Oe te ORI Cieeeae ce\n\nCommunity\neee ene\n\nHigh\n1126\n\nConsolidated Schools of the Mountains, Valleys, and Plains of Colorado—\nSOTATIL. oa Géian Soins 8 Aga Ga ea\nSES Oa\nI PIECE Ge\nee ea\ner\n\nEducation in Its Proper Enyironment—Sabin.f....\nwRuba ledeachers: Plattsoulo—PHOMAS tides\n\n1135\n\n0... eect\neet enaan 1137\nsae bee a ss owe ate ch meee 1140\n\nThe Teachers’ Institute as an Agency for Training Teachers in Service—\nELDER GO Le 25 eck Sh ee oS AOD os A CEPI\nSOs RCD aeRO ROCCE RRR\nOT\nA State Program of Instructional Supervision—Foote..............0..00005\nTraining Supervisors for Rural Schools—Dakin..............2.06eeeeeeeee\nThe Use of Test and Measurements in Rural Schools—Bennett.............\nReal Supervision for Rural Schools—Hoffmam....ccsceccceccseccceecceunes\nThe Curse and Cure of the County Superintendency—McDonald............\nThe County Unit of High School Consolidation—Harman...............0405\nThe Output of Professional Schools for Teachers That Enter the Rural\n\n1141\n1149\n1154\n1158\n1167\n1169\n1171\n\nTAN\nCa TSCIRO IE a satel eile cina gochev es shentials haw\nBeameke Denes: ies abe, ae\nJunior Extension Work as Developed Through the Public Schools—Wright..\nJunior Extension Work as Developed Through the Public School—Smith....\nSome Contributions of the New York Rural School Survey—Butterworth....\n\n1173\n1177\n1182\n1186\n\nBoston\n\nMEETING\n\nSECE Otay: SENN ULES memrnmeterta gat sieteceuh > dra ee core(oreval certs arescoscePaye asvele Gustave, « eke OOS\n\n1197\n\nThesidelping-eacher in New Jersey—Fuller.....0...62\nv0 2s c5s.6 0 9vine 50 thes 1198\nCommunity Leagues of Virginia and Their Contribution to Rural Education—\n(GD inc. 668-5 BO TS SSA\nMODS CE ERS RE OT\nee oe ee\nER aT ae\nfilvemCousolidation uot Rural SCHOOLS —D77Vere peice or o.cis ce si+,08see + t= 4) te lonebieks\nThe Need of High-School Opportunity for Country Children—Robinson......\nThe Extent and Control of Rural Child Labor—Gibbons....................\n\nDEPARTMENT\n\nOF\n\nSCHOOL\n\n1203\n1207\n1214\n27\n\nADMINISTRATION\n\nWCCUEL AME SMEVLINIITES Bact tcseetet Rete somes It ee ca SIS te alee eA odo itera elewtereens 1223\nC@onsolidationsote Rural, Schools=—Sny\nderen « scikaeeo ccllslets pole oie ole oe cetenels 1224\nof Education—Strayer...\n\n1229\n\nAcademic, Vocational, and Personal Guidance of Boys and Girls in Our High\nCONGO\nSVOZO “Sa 5 0.0 og lato Po.ciy-clea o_O iteG clOli ena\nae\n\nThe Relation\n\nof Administrative\n\n1235\n\nDEPARTMENT\n\nOfficers to Boards\n\nOF\n\nSCIENCE\n\nINSTRUCTION\n\nSECLELAT\nVAS. VIIMUCES Herat nee foleree us)Sein caer a oto fb OS ORNS Fe\ntee cho oS\n1239\nEv Suen ma same ant MOM BIOLO\nSV——IV CES site cate eytre aie 8 Ge ise os e150,» ticleve coage chau 1240\nits Seis OF Oiielor INGQencrh\nGi\niol coe foc oeeua ee SORE OOO OROE Ob\n1244\nWidnagins samoctence ClUD—\nM1 CISt eI.\none Neat cfereaie) ais os)ve 65.2 one.028:01f)qgeuauertliens 1246\nThe Teaching of High-Schoo] Chemistry—Stone..............0200e+eeeeeee 1247\nContents of a Course in Physics for Girlsk—Whitman............000000000- 1255\n\ney SCS MEGTE DOV S11 UICWERE GHG\n\ncts s gil tcc i pices eee ess ce ste see teen\n\neees\n\n1260\n\n"}
{"page": 20, "printed_page": "XIV", "text": "NaTIONAL\n\nXIV\n\nDEPARTMENT\nMinutes...\n\nSecretary's\n\nEpucaATION ASSOCIATION\nSECONDARY\n\nOF\n\nEDUCATION\n\ncece scence owls emsiscie tiesini\n\n0... 0.0\n\nctiin -ireieteesa sishene 1267\n\nenter teseeee 1268\ncence cettecccer\n.0....\ncece ene\nCharacter Training—Smith....\nStudent Organizations and the Development of Character—Paul Pe Pees oe 1273\nReport of Committee on Library Problems—The School Library as a Problem\n\noa sates 1280\n+12eas\nDesign—Certain........... soe a + nol imaielar\n\nin Architectural\n\nThe Professionally Trained\n\nHigh-School\n\nDEPARTMENT\nSecretary's\n\nMinutes...\nProposed\n\nCommercial\n\nOutlook\n\nfor\n\nThe\n\nOutlook\n\nfor Cultural\n\nExtent\n\n1286\n\nOF SUPERINTENDENCE\n\niiss\n22. ...0.25 0b ssecs soe cee tec eee cee ee twee map\neteneeeeccs\nsee erences0-.....\nConstitution. .....sees\n\nThe\n\nTo What\n\nPrincipal—Briggs.........+.+-++++-\n\n1295\n1298\n\nSac so 6 1306\nEducation—WNichols..... PIG\n\nene eeeee\ncee eee...\nEducation—A ydelotte.. 2.1.0.0\n\nare we Warranted\n\nin Purchasing Education\n\n1317\n\n:\n\nfor Adults from\n\nFunds Levied for the Training of Children of School Age—Graves......\nThe Need of National Organization for Educational Service:\nTagish, Sect waleiar epeerions eth teaepeste ne eat ys rey een tee ete ee!\n\n1318\n1322\n\nbiome Loe Cea anmoremocouerocosonGaosdaccosuoscon\n\n1330\n\neee\nWOInSTAD Bo4 os motte heey. 3 caste SheSega gol scons haha oye ne\nSooo eOO Sortio tice Cuma UO DOO djocoDOO Loo OTS\n\n1334\n1335\n\ntee te Nealon nee eta te ee ee\nBHO O11 6Sas 255 ice eo ace 0070 Rsk oa a alolook oO\n8 OY 1\nOOS\nIOC\nST\nSU POOH OUOCOON OC OoQOwoD DOT Hoc’\nIOC\neae\nSTESSIUDP .acatecle Weeysoretohs s-0+ Wlale hes wheter teen tsa Papeete tee aie ee\nImportant Elements in the Development of a School-Building Program—\nOe OO Oo one bO OGAU OUR AboosOOC OU:\nALE\nCEE\nCL ee\nAdapting the School Plant to the Curriculum—Spain................+..44.\n\n1337\n1339\n1344\n\nAY14/5 ae\n\nOI\n\n(OL7 petite PanCICInintS MINIS\n\nSolving the Problem—The Architect and the Superintendent—Garber.......\nThe Advantages of the One-Story School Plan—Perkins.................+The Problems before the Commission in Charge of the Educational Finance\nay er ses iia stares are oibrele Med ehecleateror negate ahsascot ciate: ass aca elle5 a cere\nUriquiry—Str\n:\nFinancial Needs of Rural Education—Hydetm\noe oeanciacia\nice see eee\n\nFinancial Needs\n\nof Education\n\nin Cities—Thomsen...........2....000ce00s\n\nFinancial Needs of Higher Education—Davenfport.............00ceeceecees\nHow May the Necessary Funds for Public Education be Provided—Seligman.\nWhat Has This Country Reason to Expect by Way of Culture, Efficiency, and\nGood Citizenship in Return for the Cost of Operating Public Education—\nTROmMPSOn eine as 20s. ok = ehigesicas olin us ae Mueen fone\nTe\nWhat Has This Country Reason to Expect by Way of Culture, Efficiency, and\nGood Citizenship in Return for the Cost of Operating Public Education—\nSipauldingre se. oa oes oe slo\nteeta oe eee eo: Pe\neee\nWhat Has This Country Reason to Expect by Way of Culture, Efficiency, and\nGood Citizenship in Return for the Cost of Operating Public Education—\nLAG ETE Caeser ane win, oO\nSia oe OLRM DER Eat epee\nWhat Has This Country Reason to Expect by Way of Culture, Efficiency, and\nee Citizenship in Return for the Cost of Operating Public Education—\n\n1346\n1352\n1353\n\n1359\n1362\n1367\n\n1372\n1380\n1386\n1393\n1400\n1403\n\ntate ensuelsUMMepSeais co© vias iu 'diotal’ate foiolSLere SReLeENGrmeeeTeSie)Seer Te CRETE ace ee\n00\nVirginia’s Building Program, its Aims and Vocational Work—Duffield.....\ndikes One-Storyvasscuool——M\ncl onald saa sent\nae\nee een\n\n14\nTee\n\nService—Ittner......................\n\n1425\n\nMooted\n\nThe\nThe\n\nQuestions\n\nSuperintendent\nSuperintendent\n\nin School-Building\n\n1423\n\nand Standardized Tests—Bliss............000c0000-0-- 1428\nand the Course of Study—Bruner.........0..0cc00-00- 1431\nBibs ilonscertte, otatate suger stementetnee 1434\n\nSelling the Schools to the Publio—Wil0220\nion.....0\nET dae\n\nYour Most Perplexing Problem—Fisher. .. : idle\neee\n1452\nProblems of Financing Education—How They are Being Solved in My City—\nElarian\ncll Petra\n\nOtt\n\nOe sme <u a\n\n«ais nce,oe eed\n\neae\n\nEee\n\nHow We Are Selling the Public School Program to Our City—Gwinn. seta\nReport of the Executive Committee of the Department of Superintendence—\nBeDerthge ooo.a's 4s a CAMS Ay aches ye Ce ee\n.\n\n1453\n\n1454\n\n1458\n\n"}
{"page": 21, "printed_page": "XV", "text": "CoNnTENTS\nDEPARTMENT\n\nOF VOCATIONAL\n\nXV\n\nEDUCATION\n\nCuicaco\n\nAND\n\nPRACTICAL\n\nARTS\n\nMEETING\n\nProptame Lorn eicdcoedMCC eed. et vaptbests fate)< so sieiiersia Tisniches oo aieree Sveaee eae\nFundamental Problems of Home Making in the High School—Richardson..\nIs Expenditure of City School Funds for Adult Education Justifiable—\nINQUGRATC epseagioisva to dkée o'tnisSaco ORT AUER OID Gene aE\neee\n\n1465\n1465\n\n1466\n\nSEH\nCA ESM VIL ULE Savatitteeia cnefenerse eters cieceer tovcke aveva Siete a alesie:evasion dveSabyerets erases pacics 1471\n\nVocational\n\nEducation\n\nan\n\nEconomic\n\nNecessity—Filbey........0..20.02000005\n\nDEPARTMENT\n\nOF THE\n\nWIDER\n\nUSE\n\nOF\n\n1472\n\nSCHOOLHOUSES\n\nHeTG Para\nTMILCOLTHOS 0522 Sosvorchao n,o alsoasas tausllevorare slobent’s na S ack areAeieim 8 Syeinaiel > erat 1483\nSchool Architecture that Encourages Wider Use—Ittner................005 1484\nWider Wscrot the School Plant—Co0\nper... sees vs neds baie cee wine oe slinoeeec 1486\nDifficulties in the Dual Direction of After-School Activities—Bachelor...... 1488\nThe Virginia Coédperative Education Association—Its Influence on the Community\n\nThrough\n\nthe Wider\n\nUse\n\nof School\n\nPlants—Heath................\n\n1491\n\n"}
{"page": 22, "printed_page": null, "text": "{\n\n;\n\nres\n\nae fat\n\ni\n\nar\n\npence gee\nae\ny\n\n¥\n\n——\nfy r\n\nTULL\n\nWA OA Ar Fury\nmites\n\nxe a\n\n-\n\nte\n\n©\n\nie\n\n"}
{"page": 23, "printed_page": null, "text": "National\n\nEducation Association of the\nUnited States\n1857—1870\n\nTHE NATIONAL TEACHERS ASSOCIATION\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPurposE—To elevate the character and advance the interests of the profession of teaching, and to promote\n\nthe cause\n\nof popular education\n\nthe United States.\nThe name of the association was changed at Cleveland,\nAugust 15, 1870, to the “National Educational Association.”\n\nOhio,\n\nin\n\non\n\n1870—1907 |\n\nNATIONAL EDUCATIONAL ASSOCIATION\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, “National Education Association,” which was\nchanged to ‘National Educational Association,” by certificate filed\nNovember 6, 1886.\n\n1907—\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the ‘“‘National Educational Association.” ‘The charter was\naccepted and by-laws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California.\n\nACT OF INCORPORATION\nAN\n\nACT\n\nTO\n\nINCORPORATE\nTHE NATIONAL EDUCATION\nTION OF THE UNITED STATES\n\nBe it enacted by the Senate and House\nAmerica in Congress assembled:\n\nof Representatives\n\nASSOCIA-\n\nof the United States of\n\nSecTION 1. That the following-named persons, who are now officers and directors\nand\n\ntrustees\n\nof the National\n\nthe year eighteen hundred\n\nof the Revised\n\nEducational\n\nAssociation,\n\na corporation\n\norganized\n\nin\n\nand eighty-six, under the Act of General\n\nIncorporation\n\nStatutes of the District of Columbia, viz.: *Nathan\n\nC. Schaeffer,\n\n*Eliphalet Oram Lyte, *John W. Lansinger, of Pennsylvania; Isaac W. Hill, of\nWashington, D. C.; Arthur J. Matthews, of Arizona; John H. Hinemon, *George B.\nCook, of Arkansas; Joseph O’Connor, *Josiah L. Pickard, Arthur H. Chamberlain, of California; *Aaron Gove, *Ezekiel H. Cook, Lewis C. Greenlee, of\nColorado; Charles H. Keyes, of New York; *George W. Twitmyer, of Delaware;\n*J. Ormond Wilson, *William T. Harris, Alexander T. Stuart, of the District of\n* Deceased.\n\n[1]\n\n"}
{"page": 24, "printed_page": "2", "text": "NATIONAL\n\n2\n\nEpucaATION\n\nASSOCIATION\n\nColumbia; Clem Hampton, of Florida; *William M. Slaton, of Georgia; *Frances\nMann, of Idaho; J. Stanley Brown, *Albert G, Lane, *Charles I. Parker, *John W.\nCook, *Joshua Pike, Albert R. Taylor, *Joseph A. Mercer, of Ilinois ; *Nebraska\nCropsey, Thomas A. Mott, of Indiana; John D. Benedict, of Indian Territory ;\nJohn F. Riggs, Ashley V. Storm, of Iowa; John W. Spindler, Jasper N. Wilkinson,\n\n*A. V. Jewett, *Luther\n\nD. Whittemore,\n\nof Kansas;\n\nWilliam\n\nHenry Bartholomew,\n\nof Kentucky; *Warren Easton, of Louisiana; *John S. Locke, of Maine; M. Bates\nStephens, of Maryland; Charles W. Eliot, *Mary H. Hunt, Henry Di Bailey, of\nMassachusetts; Hugh A. Graham, Charles G. White, William H. Elson, of Michigan; *William F. Phelps, *Irwin Shepard, John A. Cranston, of Minnesota ;\n\nRobert B. Fulton, of Mississippi; *F. Louis Soldan, *James M. Greenwood, William\nJ. Hawkins, of Missouri; *Oscar J. Craig, of Montana; George L. Towne, of\nNebraska; *Joseph E. Stubbs, of Nevada; James E. Klock, of New Hampshire;\n*James M. Green, John Enright, of New Jersey; *Charles M. Light, of New\nMexico; *James H. Canfield, Nicholas Murray Butler, *William H. Maxwell,\nCharles R. Skinner, *Albert P. Marble, James C. Byrnes, of New York; James Y.\nJoyner, Julius Isaac Foust, of North Carolina; *Pitt Gordon Knowlton, of North\nDakota; Oscar T. Corson, Jacob A. Shawan, Wells L. Griswold, of Ohio; Edgar\nS. Vaught, Andrew R. Hickham, of Oklahoma; *Charles Carroll Stratton, Edwin\nD. Ressler, of Oregon; Thomas W. Bicknell, Walter Ballou Jacobs, of Rhode\nIsland; David B. Johnson, Robert P. Pell, of South Carolina; Moritz Adelbert\nLange, of South Dakota; *Eugene F. Turner, of Tennessee; Lloyd E. Wolfe, of\nTexas; David H. Christensen, of Utah; *Henry O. Wheeler, Isaac Thomas, of\nVermont; Joseph L. Jarman, of Virginia; Edward T. Mathes, of Washington;\nT. Marcellus Marshall, Lucy Robinson, of West Virginia; *Lorenzo D. Harvey,\nof Wisconsin; *Thomas T. Tynan, of Wyoming; Cassia Patton, of Alaska; Frank\nH. Ball, of Porto Rico; Arthur F. Griffiths, of Hawaii, C. H. Maxson, of the\nPhilippine Islands, and such other persons as now are or may hereafter be\nassociated with them as officers or members of said Association, are hereby incorporated and declared to be a body corporate of the District of Columbia by\nthe name of the “National Education Association of the United States,” and by that\nname shall be known and have perpetual succession with the powers, limitations,\nand restrictions herein contained.\nSec. 2. That the purpose and object of the said corporation shall be to elevate\nthe character and advance the interests of the profession of teaching and to promote the cause of education in the United States. This corporation shall include\nthe National Council of Education and the following departments, and such others\nas may hereafter be created by organization or consolidation, to wit: The Departments, first, of Superintendence; second, of Normal Schools; third, of Elementary\nEducation; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education;\nninth, of Secondary Education; tenth, of Business Education; eleventh,\nof Child\nStudy; twelfth, of Physical Education; thirteenth, of Natural Science\nInstruction;\nfourteenth, of School Administration; fifteenth, the Library Department;\nsixteenth, of Special Education; seventeenth, of Indian Education; the\npowers and\nduties and the number and names of these departments and of the\nNational Council\nof Education may be changed or abolished at the pleasure of\nthe corporation, as\nprovided in its by-laws.\noie ta de Sat said corporation shall further have power to have\nand to\n‘\n, and to alter and change the same at its pleasure; to\nsue or\n\ndish? ahd Giitr! oilon eeat\n\ner\n\nConstitution of the United eels 50 ey oe Rinne ean nae See\ndevise,\nor purchase,\nnalestate,\ncatate and\npeel bequest,\nGate\netox ae\nhoy grant, convey,\nae a any\nae real 7 ase\npersonal\nto hold,\n\n,\n\n* Deceased.\n\npurpose\n\nof its incorporation;\n\nand to accept\n\nand\n\n"}
{"page": 25, "printed_page": "3", "text": "Act OF INCORPORATION\n\n3\n\nadminister any trust of real or personal estate for any educational purpose within\nthe objects of the corporation.\nSec. 4. That all real property of the corporation within the District of Columbia,\nwhich shall be used by the corporation for the educational or other purposes of\nthe corporation as aforesaid, other than the purposes of producing income, and\nall personal property and funds of the corporation held, used, or invested for\neducational purposes aforesaid, or to produce income to be used for such purposes,\nshall be exempt from taxation; provided, however, That this exemption shall not\napply to any property of the corporation which shall not be used for, or the income of which shall not be applied to, the educational purposes of the corporation;\nand, provided further, That the corporation shall annually file, with the Commissioner of Education of the United States, a report in writing, stating in detail\nthe property, real and personal, held by the corporation, and the expenditure or\nother use or disposition of the same, or the income thereof, during the preceding\nyear.\nSec. 5. That the membership of the said corporation shall consist of three classes\nof members—viz., active, associate, and corresponding—whose qualifications, terms\nof membership, rights, and obligations shall be prescribed by the by-laws of the\n\ncorporation.\nSec. 6. That\n\nthe officers\n\nof the said corporation\n\nVice-Presidents, a Secretary, a Treasurer,\nCommittee, and a Board of Trustees.\n\na Board\n\nshall\nof\n\nbe a President,\nDirectors,\n\nan\n\ntwelve\n\nExecutive\n\nThe Board of Directors shall consist of the President, the First Vice-President,\nthe Secretary, the Treasurer, the chairman of the Board of Trustees, and one\nadditional 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,\nand of all life directors of the National Education Association.\nThe United States\nCommissioner of Education, and all former Presidents of the said Association\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\nof Directors for life. The Board of Directors shall have power to fill all vacancies in 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 Committée shall consist of five members, as follows: the President of the Association, the First Vice-President, the Treasurer, the Chairman of\nthe Board of Trustees, and a member of the Association, to be chosen annually\nby the Board of Directors, to serve one year.\nThe said committee shall have\nauthority to represent, and to act for the Board of Directors in the intervals\nbetween the meetings of that body, to the extent of carrying out the legislation\nadopted by the Board of Directors under general directions as may be given by\nsaid board.\nThe Board of Trustees shall consist of four members, elected by the Board of\nDirectors for the term of four years, and the President of the Association, of the _\n\nBoard of Directors, held during the annual meeting of the Association who shall be\na member ex officio during his term of office. At the first meeting at which they\nwere elected, they shall elect one trustee for the term of four years. All vacancies\n\noccurring in said Board of Trustees, whether by resignation or otherwise, shall\nbe filled by the Board of Directors for the unexpired term; and the absence of a\ntrustee from two successive annual meetings of the board shall forfeit his membership.\n:\ncot 7. That the invested fund now known as the “Permanent Fund of the\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 investment of such fund, and of all other funds which the corporation may receive\n\n"}
{"page": 26, "printed_page": "4", "text": "NatIOoNAL EpucaTION\n\n4\n\nASSOCIATION\n\nprincipal of such Permanent Fund\nby donation, bequest, or devise. No part of the\na two-thirds vote of the active\nby\nexcept\nd,\nexpende\nbe\nor its accretions shall\nupon the recommendamembers of the Association present at any annual meeting,\nndation has been approved by\ntion of the Board of Trustees, after such recomme\nof the proposed expenditure\nvote of the Board of Directors, and after printed notice\ntion. The income of the\nAssocia\nthe\nof\ns\nmember\nhas been mailed to all active\n\nning the organizaPermanent Fund shall be used only to meet the cost of maintai\nings, unless\ntion of the Association and of publishing its annual volume of Proceed\nthe Board\nor\nspecify,\nse\notherwi\nshall\ndevise\nor\n,\nbequest,\ndonation\nthe terms of the\nBoard of\nof Directors shall otherwise order. It shall also be the duty of the\nd\nTrustees to issue orders on the Treasurer for the payment of all bills approve\ntion\nAssocia\nthe\nof\nry\nSecreta\nnt\nand\nPreside\nthe\nby\ns,\nor\nDirector\nof\nBoard\nthe\nby\nacting under the authority of the Board of Directors. When practicable, the\nBoard of Trustees shall invest, as part of the Permanent Fund; all surplus funds\nexceeding five hundred dollars that shall remain in the hands of the Treasurer\nafter paying the expenses of the Association for the previous year, and providing\nfor the fixed expenses and for all appropriations made by the Board of Directors\nfor the ensuing year.\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 and\nthe term of his office for a period not to exceed four years.\n\nSec. 8. That the principal office of the said corporation shall be in the city of\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.\nSrc. 9. That the charter, constitution, and by-laws of the National Educational\nAssociation shall continue in full force and effect until the charter granted by\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new by-laws shall be adopted; and that the present officers,\ndirectors, and trustees of said Association shall continue to hold office and perform their respective duties as such until the expiration of terms for which they\nwere severally elected or appointed, and until their successors are elected. That\nat such annual meeting the active members of the National Educational\n\nAssociation,\n\nthen present, may organize and proceed to accept the charter granted by this act\nand\n\nadopt by-laws,\n\nto elect officers to succeed\n\nthose whose\n\nterms\n\nhave\n\nexpired or\n\nare about to expire, and generally to organize the “National Education Association of the United States”; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\nreceive, take over, and enter into possession, custody, and management of all\nProperty, real and personal, of the corporation heretofore known as the National\n\nEducational Association incorporated as aforesaid, under the Revised Statutes of\nthe District of Columbia and all its rights, contracts, claims, and property of\nevery kind and nature whatsoever, and the several\n\nofficers, directors,\n\nand trustees\n\nsecurities, funds,\n\nor\n\non\n\nof such last-named Association, or any other person having charge of any\nof the\nae\n\nae\n\nbooks,\n\nor property\n\nthereof,\n\nreal\n\npersonal,\n\nshall\n\ndemand\n\ndirectors, or trustees of the corporation\n.\nif\nverified certificate executed by the presiding\nofficer and secretary of such annual meeting, showing the acceptance\nof the charter\ngranted by this act by the National Education al Association,\nshall be legal evidence\nof the fact, when filed with the Recorder 0 f Deeds of the\nDistrict of Columbia;\nand, provided further, That in the event of the failure\nof the Association to accept\nthe charter granted by this act at said a nnual meeting\nthen the charter of the\nNational Educational Association and its incorporate\nexistence shall be and are\nhereby extended until the thirty-first day o f July,\nnineteen hundred and eight, and\n\n"}
{"page": 27, "printed_page": "5", "text": "Act oF INCORPORATION\n\n5\n\nat any time before said date its charter may be extended in the manner and form\nprovided by the general corporation law of the District of Columbia.\nSec. 10. That the rights of creditors of the said existing corporation, known as\nthe 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\ndue, or any claim or demand, in any manner, or for any cause existing against\nthe said 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\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 abated\nor 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.\nSec. 12. That said corporation may provide, by amendment to its by-laws,\nthat the powers of the active members exercised at the annual meeting in the\nelection of officers and the transaction of business shall be vested in and exercised\nby a representative assembly composed of delegates apportioned, elected, and\ngoverned in accordance with the provisions of the by-laws adopted by said corpo-\n\nration.\nSections\n\n1-11 were\n\npassed by Congress\n\nand\n\napproved\n\nby the President June 30,\n\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\nEducation Association in annual session at Los Angeles, California, July 10, 1907.\nSection\n\n12 was passed by Congress\n\nand approved by the President of the United\n\nStates May 13, 1920, as an amendment to the original act of Incorporation.\nIt\nwas accepted and adopted as an amendment to the Constitution of the National\nEducation Association of the United States by the active members thereof in\nannual session at Salt Lake City, Utah, July 9, 1920.\n\nBY-LAWS\n(Complete\n\nas\n\namended at the Annual Business Meeting of the\n_ Assembly, Boston, Massachusetts, July 7, 1922.)\n\nARTICLE\n\nRepresentative\n\nI—MEMBERSHIP\n\nSecTioN 1. The membership of the National Education Association of the United\nStates shall consist of three classes, Active, Associate, and Corresponding, whose\n\nqualifications, rights, and obligations shall be as hereinafter prescribed.\nSec. 2. Active members of the Association shall be those actively engaged in the\nprofession of teaching or other educational work at the time of their becoming\nmembers.\nSec. 3. The\n\nannual dues of an active member\n\nshall be $2.00, which\n\nhim to\n\nattend\n\nall meetings\n\nand\n\nreceive\n\nThe Journal free, and, on application, to secure all publications of the As-\n\nof the Association\n\nsociation\n\nat a price fixed by the Publication\n\nproximate\n\ncost.\n\nBy the payment\n\nof annual\n\nits several\n\nCommittee,\n\nwhich\n\nshall entitle\n\ndepartments,\n\nto\n\nshall be the ap-\n\ndues of $5.00 an active member\nother\n\nshall\n\nreceive,\n\nin addition\n\nto\n\nThe\n\nJournal,\n\nwithout\n\napplication\n\nor\n\ncondition,\n\nthe\n\nvolume\n\nof Proceedings\n\nand\n\nall other\n\nregular\n\npublications\n\nof the Association,\n\nin-\n\n"}
{"page": 28, "printed_page": "6", "text": "EDUCATION\n\nNaTIONAL\n\n6\n\nASSOCIATION\n\nand all special bulletins\n\ncluding reports of committees\n\nand\n\njoe\n\n:\n\nissued.\n\nwhen\n\nannouncements\n\nrights and privileges\nSrc. 4. All life members and life directors shall have all the\nand shall receive free\nof active members without the payment of annual dues,\non.\nwithout application or condition the publications of the Associati\nwho are not\npersons\nbe\nshall\nn\nAssociatio\nthe\nof\nmembers\nSrc. 5. Associate\nof\nactively engaged in the profession of teaching, but interested in the promotion\nThe annual dues of an associate member shall be the same as the\neducation.\nexdues of an active member, and he shall have the same rights and privileges\noffice.\nhold\nand\nvote\nto\ncepting the right\nSec. 6. Eminent educators not residing in America may be elected by the Board\nThe number of corresponding members\nof Directors as corresponding members.\nshall not at any time exceed fifty. They shall pay no dues and may receive free\nthe publications of the Association.\nSec. 7. The annual dues of all members shall be paid at the time of the annual\nmeeting of the Association or shall be sent to the Secretary on or before November\n1. An active member failing to pay his dues as herein provided shall forfeit\nthe privileges of membership and after being in arrears one year shall be dropped\nfrom the list of members.\nSec. 8. The membership year shall be the same as the fiscal year of the Association, from June 1 to May 31, inclusive.\nNew members may join at any time,\nand the membership of those joining between March 1 and June 1 shall extend\nto 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.\nSec. 9. The Secretary of the Association shall furnish each member of the Association 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.\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\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\nwhose dues are paid. Each active member shall have one vote.\nARTICLE\n\nII—ELECTION\nAND\n\nOF\n\nOFFICERS,\n\nAFFILIATED\n\nREPRESENTATIVE\n\nASSEMBLY,\n\nASSOCIATIONS\n\nSECTION 1. The election of officers and transaction of business at the annual\nbusiness meeting shall be by a Representative Assembly composed of delegates\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 vctes cast being necessary for a choice.\nThey\n\nshall continue in office until the close of the annual meeting subsequent to\ntheir\nelection, and until their successors are chosen, except as herein provided.\nThe\nSecretary and the Treasurer shall enter upon their duties at a date\nwhich shall be\ndetermined\n\nby the Board\n\nof October\n\nand\n\nof Trustees\n\nshall continue\n\nseparately chosen\n\nin\n\nand\n\noffice\n\nand until. their successors\n\nwhich\n\nshall not be later than\n\nduring\n\nthe first\n\nthe\n\nthey\n\nterms\n\nfor which\n\nare\n\nare duly elected.\nor Ed ucational Associatio n of a State,\n:\nterritory, or district, may become affiliated with the National\nEducation Association\nand shall be designated an Affiliated State Associat\nion.\nEach Affiliated State\nAssociation shall be a State unit in the organization\nof th e National Education\nAssociation and as such shall be entitled to\nrepresentation in the Representative\nAssembly as hereinafter provided.\nThe annual dues of an Affiliated State AssociaSec.\n\n3. The\n\nState\n\nTeachers\n\nAssociation\n\n"}
{"page": 29, "printed_page": "7", "text": "By-Laws\ntion shall be $10.00 for each delegate to which\n\n7\nsaid State shall be entitled, with\n\na maximum of $100.00.\nSaid Association shall receive without application, or\nother condition, all regular publications of the National Education Association,\nincluding the Volume of Proceedings, reports of committees, and all special bulletins\n\nand announcements when issued.\nSec. 4. A local educational association or teachers’\n\norganization within a State,\nterritory, or district may afhliate with the National Education Association and shall\nbe designated an Affiliated Local Association.\nEach Affiliated Local Association\n\nshall be a local unit in the organization of the National Education Association and\nas such shall be entitled to representation in the Representative Assembly as\nhereinafter provided.\nThe annual dues of an Afhliated Local Association shall\nbe $5.00, which shall entitle said Association to receive without application, or\nother condition, all regular publications of the National Education Association, including the Volume of Proceedings, reports of committees, and all special bulletins\nand announcements when issued.\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\nand object of the National Education Association as set forth in its Charter.\nThe\nSecretary of the National Education Association shall, with the advice and approval of the Executive Committee, make such arrangements for mutual codperation\n\nbetween the National Education Association and the State and Local Afhliated\nAssociations as will promote the welfare of all and advance the interests of the\nteaching 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\nmembers, or major fraction thereof, who are active members of the National\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\n\nthereof,\n\nwho\n\nare\n\nactive\n\nmembers\n\nof the\n\nNational\n\nEducation\n\nAssociation.\n\nSuch delegates shall be designated State Delegates.\nSec. 7. Each Affiliated Local Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly for each one hundred of its\nmembers, or major fraction thereof, who are active members of the National\nEducation Association.\nSuch delegates shall be designated Local Delegates.\nSec. 8. Only active members of the National Education Association shall be\neligible to be delegates to the Representative Assembly, and to vote in the election\nof delegates in a State or Local Affiliated Association.\nAn active member shall\nbe permitted to vote for the election of delegates in but one Affiliated Local Association.\nSec. 9. The officers of the National Education Association as named in the\nCharter and the State Superintendent or Commissioner of Education of each State,\nterritory, and district, shall be ex officio delegates to the Representative Assembly.\nThe President of the Association shall preside at the annual meeting of the Representative Assembly, and the Secretary of the Association shall keep the records\nthereof.\nIn case of a tie the President shall cast the deciding vote.\nSec. 10. Delegates shall file their credentials with the Secretary of the Association on blanks furnished by him for that purpose not later than ten days before\nthe beginning of the annual meeting.\nThe Secretary shall turn over such credentials to the Credential Committee, when appointed, with such information\nthereon as may be obtained from the records of the Association.\nThe Representative Assembly shall be the final judge of the qualifications of delegates.\nThe\ndelegates shall have equal rights and each shall have one vote. Meetings of the\nRepresentative Assembly shall be open to the active members of the Association\nwho shall be privileged to address the Assembly on subjects pertaining to the\nAssociation.\nThe Representative Assembly shall adopt rules of procedure which\n\n"}
{"page": 30, "printed_page": "8", "text": "NaTIONAL EpucATION ASSOCIATION\nMAMET BORED: ALENT SCR LREL Mot se\n\n8\n\nf=\n\nIt shall recomAssociation.\nshall not conflict with the Charter and by-laws of the\ndelegates to the annual busiof\nexpenses\nthe\npaying\nfor\nplan\nequitable\nan\nmend\nness meeting of the Association.\n\nthan for business\nSrc. 11. The officers shall be permitted to hold meetings other\n\npurposes\n\nand expenses therefor shall be provided.\n\nARTICLE\n\nIII—DUTIES\n\nOF\n\nOFFICERS\n\nn, and\nSrcTion 1. The President shall preside at all meetings of the Associatio\nan\nshall perform the duties usually devolving upon the chief executive of such\npreshall\npresent\nis\nwho\ndent\nVice-Presi\nranking\nthe\nabsence,\nhis\nIn\nassociation.\nbe\nside; and in the absence of all Vice-Presidents a chairman pro tempore shall\nelected. The President shall prepare the program for the general sessions of the\nannual meeting of the Association, and, with the approval of the Executive Committee, shall determine the time and place of the general meeting of the Association and of the various departments not definitely fixed by these by-laws, and shall\nhave the power to require such changes to be made in the programs of the Council\nThe\nand the departments as will promote the interest of the annual meeting.\nPresident shall be a member ex officio of the Board of Trustees and chairman of\nthe Board of Directors and of the Executive Committee.\nHe shall sign all bills\napproved for payment by the Board of Directors, and all bills approved or\nauthorized by the Executive Committee between the meetings of the Board of Directors. On the expiration of his term of office as President, he shall become first\nVice-President for the ensuing year, and shall be chairman ex officio of the Committee on Publication.\n\nSrc. 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 Association 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,\nshall be under the direction of the President, and shall receive or collect all moneys\ndue the Association and pay the same each month to the Treasurer, shall countersign all bills approved for payment by the Board of Directors, or by the Executive\nCommittee in the interval between the meetings of the Board of Directors, or on\nthe approval of the President acting under authority of the Board of Directors, or\nExecutive Committee.\nThe Secretary shall have his records present at all meetings\nof the Association, of the Board of Directors, and of the Executive Committee.\nHe\nshall keep a list of members and shall revise said list annually.\nHe shall be secretary of the Board of Directors, and a member of the Committee on Publication.\nHe shall be the custodian of all the property of the Association not in charge of\nthe Treasurer and the Board of Trustees.\nHe shall give such bond for the faithful\nperformance of his duties as may be required by the Board of Trustees.\nHe shall\nsubmit his annual report to the Executive Committee not later than July 1 prior\nto the annual meeting of the Association, which report shall be transmitted to\nthe\nBoard of Directors at its annual meeting.\nAt the expiration of his term of office,\nhe shall transfer to his successor all money, books, and other property in his\npossession belonging to the Association.\nThe Secretary shall not print, publish, nor\ndistribute any official report or other document without the approval\nof the Publication Committee.\nSec. 3. The Treasurer shall receive from the Secretary and\nunder the direction\nof the Board of Trustees shall hold in safekeeping all moneys\npaid to the Association; shall pay the same only upon the order of the Board\nof Trustees; shall notify\nthe President\nf\n:of the Associati\nociati on and the\n: chairman of the Board of Tr ustees whenever the surplus funds in his possession exceed five\nhundred dollars; shall keep\nan exact account of his receipts and expenditures,\nwith vouchers for the latter; and\nsaid accounts, ending on the thirty-first day of\nMay of each year, he shall render\n\n"}
{"page": 31, "printed_page": "9", "text": "By-Laws\nto the Executive Committee\n\n9\n\nnot later than July 1, and when\n\napproved by said com-\n\nmittee they shall be transmitted by the committee to the Board of Directors at the\nfirst regular meeting of the board held during the week of the annual meeting and\n\nto the Representative Assembly at the annual business meeting.\nThe Treasurer\nshall give such bond for the faithful performance of his duties as may be required\nAt the expiration of his term of office, he shall transfer\nby the Board of Trustees.\nto his successor\n\nall moneys,\n\nbooks,\n\nand\n\nother property\n\nin his possession\n\nbelonging\n\nto the Association.\nSec. 4. The Board of Directors shall elect corresponding members as prescribed\nby Section 6 of Article I of these by-laws, shall elect members of the National\nCouncil of Education as provided in Section 3 of Article IV of these by-laws, shall\nhave power to fill all vacancies in its own body and in the Board of Trustees;\nshall recommend to the Executive Committee the place for holding the annual\nmeeting of the Association, the Council of Education, and the departments.\n‘The\nBoard of Directors shall approve all bills incurred under authority of the Board\nof Directors, the Executive Committee, or the President and Secretary acting under\nthe authority of the Board of Directors or Executive Committee, shall appropriate\nfrom the current funds of the year the amounts of money ordered by the Representative Assembly at the annual business meeting for the work of all special committees of research and investigation authorized and provided for at the annual\nbusiness meetings, shall make a full report of the financial condition of the Association (including the reports of the Secretary, the Treasurer, and the Board of\nTrustees) to the Representative Assembly at the annual business meeting, ‘and\nshall do all in its power to make the Association a useful and honorable institution.\n\nSec. 5, The Executive Committee shall assist the presiding officer in arranging\nfor the time and place of the annual meeting of the Association, of the National\nCouncil 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\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\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 meeting.\nAll such special committees shall be appointed by the President of the National\nEducation Association.\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\n\nTrustees, and the office of Secretary.\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\nto the Board of Directors at the first regular meeting of the board held during\nthe week of the annual meeting of the Association. It shall choose annually its\nown chairman and secretary.\nARTICLE\n\nIV—THE\n\nNATIONAL\n\nCOUNCIL\n\nOF EDUCATION\n\nSection 1. The National Council of Education shall discuss educational questions\nof public and professional interest; propose to the Executive Committee, from\n\n"}
{"page": 32, "printed_page": "10", "text": "10\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\na report made\ntime to time, suitable subjects for investigation and research; have\nand in\nYear;\nPast\nthe\nduring\nProgress\nl\nEducationa\non\nat its annual meeting\nn and to pro-'\nother ways use its best efforts to further the objects of the Associatio\nmote the cause of education in general.\nand\nSec. 2. The National Council of Education shall consist of one hundred\ntwenty regular members, selected from the active membership of the National\nAny active member of the Association is eligible to\nEducation Association.\nmembership in the Council and each member shall be elected for six years and\nuntil his successor is elected.\nSrc. 3. The annual election of members of the Council shall be held at the\nThe Board of Directors of the\ntime of the annual meeting of the Association.\nAssociation shall annually elect ten members and the Council ten members, and\nNo State, territory,\neach body shall fill all vacancies in its quota of members.\nnor district in the United States shall have at one time more than seven regular\n\nmembers in the Council.\nSec. 4. The annual meeting of the Council\n\nshall 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 denominated 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.\nA member who discontinues\nor forfeits his active membership in the Association forfeits his membership in\nthe Council.\nSec. 6. The officers of the Council shall consist of a president, a vice-president,\na secretary, and such standing committees as may be prescribed by its by-laws, all\nof whom shall be regular members of the Council.\nThe Secretary of the Council\nshall, in addition to performing the duties pertaining to his office, furnish the\nSecretary of the Association a copy of the proceedings of the Council for publication.\nSec. 7. The National Council of Education is hereby authorized to adopt by-laws\nfor its government not inconsistent with the act of incorporation or the by-laws\nof the Association; provided, That such by-laws be submitted to, and approved\nby, the Board of Directors of the Association before they shall become operative.\nSec. 8. The powers and duties of the Council may be changed or the Council\nabolished upon a two-thirds vote of the Representative Assembly taken at the\nannual meeting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\nARTICLE\n\nV—DEPARTMENTS\n\nSection 1. The following departments are now\n(1921) in existence, to wit:\nThe departments, first, of Superintendence; second, of Normal Schools; third, of\nElementary Education; fourth, of Higher Education; fifth, of Vocational Education and Practical Arts; sixth, of Kindergarten Education; seventh, of\nMusic\nEducation; eighth, of Secondary Education; ninth, of Business Education;\ntenth\nof Child Hygiene; eleventh, of Physical Education; twelfth, of Science\nTaseruceene\nthirteenth, of School Administration; fourteenth, the Library Department;\nff.\nteenth, of Rural Education; sixteenth, of Classroom Teachers;\nseventeenth foe the\nPromotion of the Wider\n\nUse\n\nof Schoolhouses ; eighteenth,\n\nof Educational\n\nPublica!\n\ntions ; nineteenth, Deans of Women; twentieth, Department\nof Elementary School\nPrincipals; twenty-first, Department of Immigrant Education.\n:\nSec. 2. Each department shall have the right to fix\nthe qualifications of its\nmembers for the purpose of electing officers and\ntransacting the other business\nof the department; provided active members of the\nAssociation, and no Behcrs,\n\n"}
{"page": 33, "printed_page": "11", "text": "By-Laws\n\n11\n\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\nand discussions of any department.\nSec. 3. Each department shall hold its annual meeting at the time and place\nof the annual meeting of the Association, except the Department of Superintendence,\nwhich may hold its annual meeting in February of each year, or at such other\ntime as may be determined by said department, subject to the approval of the\nBoard of Directors of the Association.\nSrc. 4. The object of the meetings of the departments shall be the discussion\nof questions pertaining to their respective fields of educational work. The programs of these meetings shall be prepared by the respective presidents in conference with, and under the general direction of, the President of the Association.\nEach department shall be limited to two sessions, with formal programs, unless\notherwise ordered by the President of the Association, except that a third session\nof business or informal round-table conference may be held at the discretion of\nthe department officers.\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,\n\nit shall\n\nbe filled by an\n\nappointment\n\nmade\n\nby the President\n\nof the Association.\n\nAny other departmental vacancy shall be filled by appointment made by the\npresident of the department.\nAny department may provide for the creation of\nan executive committee and assign to it any duties consistent with the purposes\nof the department, and the Charter and By-Laws of the Association.\n\nSec. 6. The secretary of each department shall, in addition to performing the\nduties usually pertaining to his office, furnish the Secretary of the Association a\ncopy of the proceedings of the meetings of the department for publication. Provided, no department shall establish an office outside of the general headquarters\nof the Association without the consent of the Executive Committee of the Asso-\n\nciation.\nSec. 7. All departments shall have equal rights and privileges, with the exception\nstated in Section 3 of this article. ‘They shall be named in Section 1 of this\narticle in the order of their establishment and shall be dropped from the list when\ndiscontinued.\nEach department may be governed by its own regulations in so\nfar as they are not inconsistent with the act of incorporation or these by-laws.\nSec. 8. A new department may be established by a two-thirds vote of the Board\not Directors taken at a regular meeting of the board, or by a two-thirds vote of\nthe Representative Assembly at any annual business meeting; provided, That a\nwritten application for said department, with title and purpose of the same, shall\nhave been made at the regular meeting of the board next preceding the one at\nwhich action is taken, or at the preceding annual business meeting, by at’ least\ntwenty-five members engaged or interested in the field of labor in the interest\nof which the department is purposed to be established.\nA department already\nestablished may be discontinued by the Board of Directors upon a two-thirds\nvote taken at a regular meeting, or by a two-thirds vote of the Representative\nAssembly at any business meeting of the Association; provided, That announcement has been made of the proposed action at a regular meeting of the board the\npreceding year, or at the preceding annual business meeting. A department shall\nbe discontinued when it fails to hold a regular meeting for two succéssive years,\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:\nSuch membership fees shall be paid to the secretary of the\nthe Association.\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\n\n"}
{"page": 34, "printed_page": "12", "text": "NATIONAL\n\n12\n\nEpuCATION\n\nASSOCIATION\n\nand shall be used for the work of said department\n\nupon the recommendation\nmanner\n\nas other funds of the Association\n\nARTICLE\n\nSection\nthe annual\n\nonly, and\n\nshall be disbursed\n\nof the executive officers of the department\n\nin the same\n\nare disbursed.\n\nVI—COMMITTEES\n\nof\n1. At the regular meeting of the Board of Directors on the first day\nmeeting,\n\nthe President\n\nshall\n\nappoint\n\nan\n\nAuditing\n\nCommittee\n\nconsist-\n\ning of three active members of the Association, no one of whom shall be either\na trustee or a director; to this committee shall be referred the report of the expert\naccountant, together with the communication of the President transmitting the\nsame, as provided in Section 6 of this article; and the committee shall report its\n,\nfindings at the meeting of the Representative Assembly.\nSrc. 2. On the first day of the annual meeting of the Association, at such time\nand places as shall be designated on the annual program by the President of the\nAssociation, the State and local delegates from each State shall select one member\nfor each of the following committees: Credentials, Nominations, Resolutions, and\nNecrology. The Committee on Credentials shall receive the official list of the\n\ndelegates from the Secretary and report thereon to the Representative\n\nAssembly.\n\nSrc. 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 President of the Association, and shall nominate persons, for the following offices in the Association to\nwit: one person for President, eleven persons for Vice-Presidents, one person for\nTreasurer, and one person from each State, territory, and district in the United\nStates as a member of the Board of Directors. It shall report to the Representative\nAssembly at the annual business meeting.\nSec. 4. The Committee on Resolutions shall report at the annual business meeting of Representative Assembly, and except by unanimous consent, all resolutions\nshall be referred to said committee without discussion. ‘This committee shall\nreceive and consider all resolutions proposed by active members, or referred to\nit by the President; some time during the second day of the annual meeting of\nthe Association the committee shall hold a meeting, at a place and time to be\nannounced in the printed program, for the purpose of receiving proposed resolutions and hearing those who may wish to advocate them.\nSec. 5. The Committee on Necrology shall prepare for the published Proceedings\na list of the active and corresponding members that have died during the year\naccompanied by memorial sketches whenever practicable.\nSec. 6. Within thirty days prior to the time of the annual meeting of the Association, the President shall appoint a competent person, firm, or corporation licensed\nto do business. as expert accountants; the accountants so appointed shall examine the\naccounts, papers, and vouchers of the Secretary, the Treasurer, and the Board\nof Trustees, and compare the same, and shall also examine the securities of the\nPermanent Fund held by the Board of Trustees.\nThe report of said accountants\nshall be filed with the President before the opening day of the annual meeting of\nthe Association, and shall be by him submitted with such comments as he may think\nProper, to the Board of, Directors, at their meeting held on the first day of the\nannual meeting of the Association.\n\nARTICLE\n\nVII—MEETINGS\n\nSecTion 1. A stated meeting of the Association, of the Council of Education\nand\nof each department shall be held annually at such time and place as\nshall bE determined by the Board of Directors or the Executive Committee\nacting for the\nboard in accordance with these by-laws. An annual meeting\nof the Association\nand its subordinate bodies may be omitted for an extraordin\nary\nwritten consent of two thirds of the directors of the Associati\non,\nExecutive Committee.\n\ncause, upon the\nobtained by the\n\n"}
{"page": 35, "printed_page": "13", "text": "By-Laws\n\n13\n\nSec. 2. The annual business meeting of the Representative Assembly shall begin\non the second day of the annual meeting at 9:00 a. mM. A regular meeting of the\nBoard of Directors shall be held on the first day of the annual meeting at 10:30\nA.M.\nThe first regular meeting of the new Board of Directors shall be held as\nsoon as practicable and within twenty-four hours after the close of the last session\nof the annual meeting, the place and time of the meeting to be announced in the\nprinted program.\nThe Board of Trustees shall hold its annual meeting at some\nconvenient time and immediately following the meeting of the new Board of Directors referred to above in this section.\nSpecial meetings of the trustees may be\ncalled by the chairman, and shall be called on request of the majority of the Board\nof Trustees.\nDue notice of all meetings of the Board of Trustees shall be given\nto every member of the board by the secretary thereof.\nARTICLE\n\nVIII—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.\nEach member of the Association shall be entitled to a copy of\nthe Proceedings.\nSec. 2. No paper, lecture, nor address shall be read before the Association or\nany of the departments in the absence of the author, without the approval of the\nPresident of the Association or of the departments interested, nor shall any such\npaper, lecture, or address be published in the Proceedings without the approval\nof the Publication Committee.\n\nARTICLE\n\nIX—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 Board\nof Directors.\nARTICLE X—APPROPRIATIONS\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\n\nXI—AMENDMENTS\n\nSEecTION 1. These by-laws may be altered or amended at the annual meeting\nof the Representative Assembly by unanimous vote, 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": 36, "printed_page": "14", "text": "NATIONAL\n\nNOW KNOWN\nNATIONAL\n\nASSOCIATION\n\nEDUCATIONAL\n\nEDUCATION\n\nAS THE\nOF\n\nASSOCIATION\n\nTHE\n\nSTATES\n\nUNITED\n\nCERTIFICATE\nof Congress apof Acceptance of Charter and Adoption of By-Laws under Act\nproved June 30, 1906.\nIrwin ShepWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and\nn held at\nAssociatio\nl\nEducationa\nNational\nthe\nof\nmeeting\nthe\nof\nard, the Secretary\nLos Angeles, California, on the 10th day of July, 1907, said meeting being the\nannual meeting of the Association held next after the passage of an act of Con-\n\ngress entitled “An Act to Incorporate\n\nthe National\n\nEducation\n\nAssociation\n\nof the\n\nUnited States,”\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\n\nprovided in said act and elected officers; and the undersigned pursuant to said\nresolutions\nDo hereby certify that the National Education. Association of the United States\nhas duly accepted said charter granted by said act of Congress, and adopted bylaws, and is the lawfu! successor to the National Educational Association.\nIn witness whereof, we have hereunto signed our names this 20th day of August,\n1907.\n\nNATHAN\nIRWIN\n\nC. SCHAEFFER,\n\nPresiding Officer\n\nSHEPARD,\n\nSecretary\n\nMEMBERS,\n\nJULY\n\nVERIFICATION\nRESOLUTIONS\n\nADOPTED\n\nBY THE\n\nACTIVE\n\n10, 1907\n\n1. Resolved, That the National Educational Association hereby accepts the\ncharter granted by an act of Congress entitled “An Act to Incorporate the National\nEducation Association of the United States,” passed June 30, 1906, and that the\nPresident and Secretary of this meeting be authorized and directed to execute and\nfile with the Recorder of Deeds of the District of Columbia a verified certificate\nshowing the acceptance by the Association of the charter granted by said act.\n2s Resolved, That the proposed by-laws of which notice was given at the\nannual\nmeeting of the Association held on July 6, 1905, which are printed\nin full in the\nJournal of said meeting, be and the same\ndiately.\n\nare hereby adopted to take effect imme-\n\nlved That the Association adopt as its corporate seal a\n3. Resolved,\ncircle containing\nthe title “National Education Association of the United\nStates,” and the dates “1857\nL9O7e\n\n4. Resolved, That the Association do now\n\n;\n\nproceed to elect officers,\n\nunder the charter granted by the act of Con gress.\n\nfata\nFiled in the office of the e R Recorder\nrd\nof Deeds\n\n[14]\n\nand to organi\ncone\n\nistri\nof the District\ni\nof Columbia,\n\nSeptem-\n\n"}
{"page": 37, "printed_page": "15", "text": "CALENDAR\nNATIONAL\n\nOF MEETINGS\n\nTEACHERS\n\nASSOCIATION,\n\n1857—PHILADELPHIA,\nPA. (Organized)\nJames L. Enos, Chairman.\nWK.\nSHELDON, Secretary.\n1858—CINCINNATI, OHIO\n. RicHarps,\n\n1859\n\n1865—HARRISBURG,\nS. S. GreENE,\n\nPA.\nPresident.\nW. E. SHELDON, Secretary.\nZ. RicHarps, Treasurer.\n1866—INDIANAPOLIS,\nIND.\nJ. P. WickrersHaM, President.\nS. H. Wuire, Secretary.\nS. P. Bates, Treasurer.\n1867—No session.\n\nPresident.\n\nJ. W. BULKLEY, Secretary.\nJ. Rickorr, Treasurer.\nWASHINGTON, D G\nJ. RickorF,\n\nPresident.\n\ntTW. BULKLEY, Secretary.\nC. §. PENNELL, Treasurer.\n1860—BUFFALO, N. Y.\nJ. W. BuLxtey, President.\nZ. RicHarps, Secretary.\nO. C. Wicut, Treasurer.\n1861, 1862—No session.\n\n1868—NASHVILLE, TENN.\nJ. M. Grecory, President.\nI, Van BoxKELEN, Secretary.\nJAMES CRUIKSHANK,\n1869>—TRENTON, N. J.\n\n1863—- CHICAGO, ILL.\nJoun D, Puivsrick, President.\nMe CruIKSHANK, Secretary.\nWicut, Treasurer.\nO.\n1864—OGDENSBURG, NEA YE\n\nL. Van\n\nW.\n\nZ. RicHarps, Treasurer.\n\nEDUCATIONAL\n\nSecretary.\nTreasurer.\n\nHancock,\n\n1871-1907\n\nN. A. Carxins, Treasurer.\nMADISON, WIS.\nTHomas\n\nW.\n\nN. A.\n\nCauxins,\n\nH.\n\nBicKNELL,\n\nS. Tarsevy,\n\n1885—SARATOGA\n\nPresident.\n\nSecretary.\n\nTreasurer.\n\nSPRINGS,\n\nN.\n\nTreasurer.\n\naug\n\na\n\nKANS.\n\nN. A. CALKINS, President.\nEW 8 ES: SHELDON, Secretary.\n\nE. C. Hewert, Treasurer.\n1887—CHICAGO, ILL.\n\nM.\n\nR. Apgsort,\n\nSecretary.\n\nW. E. SHELDON, President.\nJ. H. Canrieup, Secretary.\nKk. C. Hewerr, Treasurer.\n1888—SAN FRANCISCO, CALIF.\n\nW.\n\nF. PueEtps,\n\nPresident.\n\nAaron Gove, President.\nJ. H. CanFietp, Secretary.\nE. C. Hewert, Treasurer.\n\nA. P. Marais, Treasurer.\n1876—BALTIMORE, MD.\n\nW. D. HENKLE, Secretary.\nA. P. Marsie, Treasurer.\n\nhae”\n\nRN\n\na\n\nA.\n\nNEWELL,\n\nPresident.\n\nW. D.\n\nHENKLE,\n\nSecretary.\n\n1889 NASHVILLE,\n\ney\n\nD.\n\nHENKLE,\n\nJ. H. Canrietp,\nW. R. Garrett,\n\nSecretary.\n\nJ. Ormonp Witson, President.\nW. D. HENKLE, Secretary.\nBE. T. Tappan, Treasurer.\n\nATLANTA, GA.\nJames H. Smart, President.\nW. D. HeNn«KLE, Secretary.\n\npeae eek RALOGS\n\netd ks GREEN Woop, Treasurer.\n1893—CHICAGO,\nILL.\n\nTreasurer.\n\nSPRINGS,\n\nPresident.\n\nSecretary.\nBE. C. Hewerr, Treasurer.\n1891—TORONTO, ONT.\nW. R. Garrett, President.\nE. H. Coox, Secretary.\nJ. M. Greenwoop, Treasurer.\n1892—S: pRa roe. SPRINGS, N. Y.\nE.\nCook, President.\nR. W. STEVENSON, Secretary.\n\nJ. Ormond Wi1son, Treasurer.\n1880—_CHAUTAUQUDA, N. Y.\n\nE. T. Tappan,\n\nTENN.\n\nALBERT P. MARBLE, President.\nJ. H. CanFretp, Secretary.\nBE. C. Hewert, Treasurer.\n1890—ST. PAUL, MINN.\n\nJ. Ormond Wison, Treasurer.\n1878—No session.\n1879—PHILADELPHIA, PA.\nJoun Hancock, President.\nW.\n\nY.\n\nLouis Soupan, President.\nW. E. SHELDON, Secretary.\nN. A. Cavxins, Treasurer.\n\n1874—DETROIT, MICH.\nS. H. Wurre, President.\nA. P. Marsie, Secretary.\nJoun Hancock, Treasurer.\n1875—MINNEAPOLIS,\nMINN.\nW. T. Harris, President.\n\n1881\n\nASSOCIATION,\n\n1884—\n\n1872—BOSTON, MASS.\nE. E. Wuire, President.\nS. H. Wurtte, Secretary.\nJoun Hancock, Treasurer.\n1873—ELMIRA, N. Y.\nB. G. Norturop, President.\nS. H. Wuire, Secretary.\nJoun\n\nPresident.\n\nSecretary.\n\n1883—SARATOGA SPRINGS, N. Y.\nE. T. Tappan, President.\nW. E. SHeEtpon, Secretary.\n\n1871—ST. LOUIS, MO.\nJ. L. Picxarp, President.\nW. E. Crossy,\nJoun Hancock,\n\nBoxKKeE.en,\n\nE. Crospy,\n\nTreasurer.\n\nA, L. Barser, Treasurer.\n1870o—_CLEVELAND,\nOHIO\nDanieEL B. Hacar, President.\nA. P. Marae, Secretary.\nW. E. Crossy, Treasurer.\n\nW. H. WELLS, President.\nDavin N. Camp, Secretary.\n\nNATIONAL\n\n1857-1870\n\n(International Congress of\nEducation)\nALBERT G. LANE, President.\nIRwin SHEPARD, Secretary.\n\nN. Y.\n\nJ. Orr, President.\nW. E. SHELDON, Secretary.\nH. S. Tarseit, Treasurer.\n\nJ. M.\n\n[15]\n\nGreenwoop,\n\nTreasurer.\n\n9\n\n"}
{"page": 38, "printed_page": "16", "text": "16\nRoe\n\nSO\n\n1894—ASBURY\n\nEpucCATION\n\nNATIONAL\nae i\nPARK,\n\nNicHoLas Murray\n\nIrw1N\n\nSHEPARD,\n\n:\n\nBur.erR, President.\n\nSecretary.\n\nI. C. McNeitu, Treasurer.\n1896—BUFFALO, N. Y.\n:\nNewton C. DoucHerty, President.\nIRwIN SHEPARD, Secretary.\nI. C. McNertx, Treasurer.\n\n1897—MILWAUKEE,\n\nWIS.\n\n;\n\nCuartes R. SKINNER, President.\nIRWIN SHEPARD, Secretary.\nI. C. McNer1u, Treasurer.\n\n1898—WASHINGTON, D.C.\n|\nJ. M. Greenwoop, President.\nIRw1In SHEPARD, Secretary.\nI. C. McNerLi, Treasurer.\n\n1899—_LOS\n\nANGELES,\n\nee\n\neee\n\n1901 —DETROIT, MICH.\nq\nJames M. Green, President.\nIRWIN SHEPARD, Secretary.\nLL, C. GREENLEE, Treasurer.\n\nN. J.\n\nApert G. Lane, President.\nIrwin SHEPARD, Secretary.\n. M. GreeNwoop, Treasurer.\n1895 —DENVER, COLO.\n\nASSOCIATION\n\nCALIF.\n\nE. Oram Lyre, President.\nIRw1In SHEPARD, Secretary.\nI. C. McNett, Treasurer.\n1900—CHARLESTON, S. C.°\nOscar T. Corson, President.\nIRWIN SHEPARD, Secretary.\nCarrot, G. Parse, Treasurer.\n\n19022—MINNEAPOLIS,\n\nf\n\nMINN.\n\nWiitiam M. BEarDSHEAR, President.\nIRWIN SHEPARD, Secretary.\nCuartes H. Keyes, Treasurer.\n1903--BOSTON, MASS.\n1\nCuartes W. Extot, President.\nIrwin SHEPARD, Secretary.\nW. M. Davipson, Treasurer.\n1904—ST. LOUIS, MO.\njf\nJoun W. Cook, President.\nIRWIN SHEPARD, Secretary.\nMcHenry Ruoaps, Treasurer.\n190s—ASBURY PARK ann OCEAN\nGROVE, _N. J.\n7\nWiriam H. MaxweE -t, President.\nIRwin SHEPARD, Secretary.\nJames W. CRrasTREE, Treasurer.\n1906—No session.\n1907—LOS ANGELES, CALIF.\n;\nNaruan C. SCHAEFFER, President.\nIrwin SHEPARD, Secretary.\nCes\nJ. N.\n\nWitxrnson,\n\nTreasurer.\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES, 1908—\n1908—CLEVELAND,\nOHIO\nEpwin G. Cooney, President.\nIRWIN SHEPARD, Secretary.\nArtTHUR H, CHAMBERLAIN, Treasurer.\n1909— DENVER, COLO.\nLorenzo D. Harvey, President.\n\nIrnwIN SHEPARD, Secretary.\nArtTHuUR H. CHAMBERLAIN, Treasurer.\n1910—BOSTON, MASS.\nJames Y. Joyner, President.\nIrwin SHEPARD, Secretary.\nArtHuR H. CHAMBERLAIN, Treasurer.\nt911—SAN FRANCISCO, CALIF.\nEiia Fracc Younc, President.\n\nIRWIN\n\nSHEPARD,\n\nSecretary.\n\nDuranp W. SPRINGER, Treasurer.\n1912—CHICAGO, ILL.\nCarroLt G, Prarsk, President.\nIrwin SHEPARD, Secretary.\nKaTHERINE D. Brake, Treasurer.\n1913—SALT LAKE CITY, UTAH.\nEpwarp T. FarrcHILp, President.\nDuranp W. SprRInGER, Secretary.\nGrace M. SHEPHERD, Treasurer.\n1914—ST. PAUL, MINN.\nJosEPH SwaIin, President.\nDuranp W. Sprincer, Secretary.\nGrac— M. SHEPHERD, Treasurer.\n1915 OAKLAND,\nCALIF.\n(International Congress of\nEducation)\n\nDavip\n\nSTARR JoRDAN,\n\nPresident.\n\nDuranp W. SPRINGER, Secretary.\nGrace M. SHEPHERD, Treasurer.\n1916—NEW YORK, N. Y.\nDavip B. Jounson, President.\n\nDuranp W. SPRINGER, Secretary.\nGrace M. SHEPHERD, Treasurer.\n1917—PORTLAND, ORE.\nRopert\n\nJ. Arey,\n\nPresident.\n\nDuranp W. SprRINGER, Secretary.\n. Tuomas E, Finecan, Treasurer.\n1918—PITTSBURGH, PA.\nMary\n\nC. C. Braprorp,\n\nJ. W. Crastree,\n\nPresident.\n\nSecretary.\n\nA. J. Marruews, Treasurer.\n1919 MILWAUKEE,\nWIS.\nGrorcr D. StRAYER, President.\n\nJ. W. Crastree, Secretary.\nA. J, MarrHews, Treasurer.\n1920—SALT LAKE CITY, UTAH.\nJOSEPHINE CorLiss PRESTON,\nJ. W. Crastree, Secretary.\nA. J. MarrHews, Treasurer.\n\nPres.\n\n192I—DES MOINES, IOWA\nFrep M. Hunvrer, President.\n\nJ. W. Craprrex, Secretary.\nCornEtia S. Aparr, Treasurer.\n\n1922—BOSTON,\n\nMASS.\n\nCuarLt OrmMonp WILLIAMs, President.\nJ. W. Craptree, Secretary.\nCornetia S. Aparr, ‘Treasurer.\n\n"}
{"page": 39, "printed_page": "17", "text": "National\n\nEducation\n\nAssociation\n\nUnited\nOFFICERS\n\nStates\n\nFOR\n\nGENERAL\n\nof the\n\n1921-1922\n\nASSOCIATION\n\nCHaARL ORMOND WILLIAMS............ PFENIEMU\nSSR VV GIRGRABER Denese, cele tuniales oleae\nHere. SCHEELE\nCornutt\n\nA Tae ees\nae Omni Memphis, Tenn.\nee area deci\nceitee Washington, D. C.\nS. OADATR |. acccces\ncede cect. LVEOSUPEN Fe oC OOeee Richmond, Va.\n\nFrep\n\nHunrer,\n\nVICE-PRESIDENTS\nM.\n\nSuperintendent\n\nE. BE. OseRHoutzER,\n\nof Schools,.......5.ce0.ececeececveee\n\nSuperintendent\n\nof Schools.......6.00.0:ceeece0ee\n\nOakland, Calif.\n\nTulsa, Okla.\n\nPP. ZIMMERS wouperintendent, OF Schools...\n..0,0 0.0000 scnwcee seen oe Boise, Idaho\nJ. A. C. CHANDLER, President of the College of William and Mary...... Williamsburg, Va.\nCora Witson Stewart, Chairman National Illiteracy Commission...... Frankfort, Ky.\nMiG. LEMLeR,) Superintendent Of OCHOOlSis\n5 «..6ciser6 sing seer aie + sue0-200 Lincoln, Nebr.\nCaartes B. Bover, Superintendent of Schools.......\nwc sce eee scenes -Atlantic City, N. J.\n\nOrayE MVE ONES, (Pranctpal EDUC SCHOOL E2O stem ceicly gietsisiele's\n+ayare-0 o1e.eie«6 New York, N. Y.\nJ. 'O; ENGLEMAN, Superintendent of Schoolsicc\n«resi sieinjsie sos shares sess Joliet, Ill.\nWILHELMINA VAN DE GoorBERG, Elementary Teacher...........0-.2000% Los Angeles, Calif.\nANNIE Wess Branton, State Superintendent of Public Instruction..... Austin, Texas\nL. D. Corrman, President of the University of Minnesota.............. Minneapolis, Minn.\n\nBOARD\nCHar~t\n\nOrmonp\n\nOF\n\nTRUSTEES\n\nWit iams, President..\n\nSuperintendent of Shelby County\n(Sfol Nore) oe ie tat potions\nSACs\nGAGROLE GG PEARSE. ..: cs ccs 5c sles President State Normal School..\nNVATUER Rs MOLDERS « sls'e a's ole cs c's te ele & Superintendent of Schools......\nANGNE SUES DOBERTY.s cieisteteicis\nsteve oe ccs eee Central’ High ‘School? ......:..5.\nOuiveE M. Jonrs Baste siciateha tenets tenons erste Principal Public School 120.....\n\nEXECUTIVE\nCHARL\n\nORMOND\n\nWILLIAMS......++-++5\n\nMemphis, Tenn.\nMilwaukee, Wis.\nPocatello, Idaho\n\nSt. Paul, Minn.\nNew York, N. Y.\n\nCOMMITTEE\n\n(RIESiA en\n\nradsls@>\noe euhbieidabhe its Memphis, Tenn.\n\nERED NOGARO TERS. 310,20 yeioio 0.9)5c talomieers Vice-Presidentircls wctoles\ndora sislelers:6 Oakland, Calif.\nCARROLL. GAUPEARSE telecine\naelelele acehee Chairman Board of Trustees.... Milwaukee, Wis.\nCorweEra, S. ADATRiie\ntole cleteteteiale\nleo bieede SRAT Le AAT DOOODBLIAO\nCO Oee Richmond, Va.\n\nEBay Fv\n\nBOARD\n\nOF\n\nDirectors\n\nCyart\n\nby Election.......++.+.\n\njenssaie seus Member\nEST:N ENCOUN Stalsls) eususleiosialaioveue\n\nOrmonp\n\nWittiams,\n\nphis, Tenn.\nFrep M. Hunrer,\nland, Calif.\n\nFirst\n\nPresident,\n\nVice-President,\n\nHarrisburg, Pa.\n\nDIRECTORS\nEx\n\nOfficio\n\nS. Apair,\n\nTreasurer,\n\nRichmond\n\nCornetia\n\nOak-\n\nCarrott G. Pearse, Chairman of the Board\nof Trustees, Milwaukee, Wis.\nJ. W. Crasrrer, Secretary, Washington, D. C.\n\nLife\n\nDirectors\n\nIndianapolis, Ind.\nee\nenee reee reeees\neseseeee\nArey, Ropert J., Butler College.....--0+eee\nsceee\neeeeee Denver, Colo.\nseer\nBraprorp, Mary C. C., 1735 Bellaire Street..........ee\n\nBrcxnELt, THomas W., 207 Boyle Avenue.....-+e+eeeeeeeeeeecersceres\nc\nesecrercens\necve\nccc erests eeteeereeeresr\nBoaRD OF EDUCATION. .ccecccc\nBrown, Ermer ExiswortH, President of New York University........\nBurtrer,\n\nNrcnoras\n\nMurray,\n\nPresident\n\nVa.\n\nMem-\n\nof Columbia\n\n[17]\n\nUniversity.........\n\nProvidence, R. I.\nNashville, Tenn.\nNew York, N. Y.\n\nNew York, N. Y.\n\n"}
{"page": 40, "printed_page": "18", "text": "EpuCATION\n\nNatIoONAL\n\n18\n\nASSOCIATION\n\nWashington, D. C.\n3-40 Oty © oh sees eees\nCraxton, P. P., 1717 Lamont Street, IN Oe Baro olgo\nORD Dekalb, Ill.\nNOMb>\nondcG\noonogD\n(Caveya4 fosz0a \\ peepee oodesen sao osacbbdurmmocsd\ntoler eae age?ataneVal oie) eleke Chicago, Ill.\nCooter, Epwin G., Union League Club sare:n jest eetoere\n0 BOR Are gene tnrereie Oxford, Ohio\nBn\nCorson, Oscar T., R. F. D. No. 2..-.-.- SE\ny........ Cambridge, Mass.\nEviot, Cuartes W., President Emeritus of Harvard Universit\nMt. Pleasant, Mich.\nuae anor aaa\nste\n!o%> casein\n1siete *lsinieyou=\nGRAH AMS Elan Av rim edo oreptereerointaiele\nMenominee, Wis.\nsieietesialetele\nHarvey, Lorenzo D., President of Stout Tristitiitek «jo cic cimeiceic\n. Rock Hill, S. C.\nJounson, Davin B., President Winthrop Normal and Industrial College.\n. California\nJorpan, Davin Starr, President Emeritus, Leland Stanford University.\nies La Grange, N.C.\nloiel~\n21ge(-) eset\natlo\\e(lele) slate ebeyei=!alalelslelniivieie\nOMNERN JAMES |Volele rorelerstolers\nStouts Mill, W. Va.\ncece eee cess eee een eres er esse ccsens\nMARSHALL, T, MARCELLUS.......ce\nOlympia, Wash.\nPreston, JosEpHINE Corviss, State Superintendent of Public Instruction\nMilwaukee, Wis.\nParse, Carrott G., President of State Normal School....++-.++see0+\nSkinner, Cuartes R., Legislative Reference Library, Capitol Building. . Albany, N. Y.\nSrare TEacHERS’ AssocraTIon oF Intinois, Robert C. Moore, Secretary. Carlinville, Ill.\nSrrayer, Georcr D., Teachers College, Columbia Wintyersity: opie aioe New York, N. Y.\nSwarthmore, Penna.\n.eeeee\neee cece rece tere\n.......\nSwain, JosepH, Swarthmore Collegesees\nUW)\nWeed\nSea onannonosn noedtodods cocuuns codEodosar ocnocuocis aot Decatur, Ill.\nTHACHERS® SUNSHUEC ULE ci1c 11> noleiche stebelele sieimioininnsieeyele\nlelanerels svale elevevsheverapener\ntenet Philadelphia, Penna.\nTicert, Joun J., U. S. Commissioner of Education, Bureau of Education Washington, D. C.\nMenominee, Wis.\nWHITE; CHAREES Gye 2 )eoie 0 5 o-01ciyere aneis #lnininietoieteiolatele! sisleronalersioial arelste!sioiateys\nState\n\nDirectors\n\nAdabamia ane cctiele\nseis P. W. Honcks, Secretary of Certification and Placement, State Department of Education........... Birmingham\nINES\nSEA cee Lester’ D. HENDERSON. <1 sroielelsisetehrcetsineiate\nenters Juneau\nIATIZON ATE ee «asics . Joun D. Loper, Superintendent of Schools........ Phenix\nPATCADSAS wscinelersieieteneie\nCaliforniaccieioeeleversie\n\nANNIE GriFFEY, Primary Supervisor..............\nMary F. Mooney, Vice-Principal, Washington School.\n\nGoloradomencrccleeste\n\nH. B. SmirH,\n\nSecretary\n\nASSOCIATION,\n\nConnecticut........\n\nLevi\n\nof the Colorado\n\nEducation\n\n5.0.00, ersie cake alelvele repieiocste ery rare ererete\n\nT. Garrison,\n\nPresident\n\nGeorgia............\nTahoe ictesicsevexe «+e.\nIllinois )yts eteesi sis «\nIndianasaa\nte eeee\nLowa Sse caesine ...-.\nKansasieacaistee ments\nKentucky... 40.25\nEowisianas eee:\nMainey.2taneen eae\nMaryland ieee\naiee\n\nK. T. Atrrignp, President of Military College....\nT. B. ScHANK, Superintendent of Schools........\nMrs: Saran, tomas, Teachers. o.acucncen\neeee o.\nH. Lester Smitu, Dean of the School of Education.\nL. H. MInKEL, Superintendent of Schools........\nM. E. Pearson, Superintendent of Schools.......\nJ. H. Ristey, Superintendent of Schools.........\nJ. M. Gwinn, Superintendent of Schools.........\nH. A. Atian, Rural Schools Inspector, State House.\nWixiiam Burpick, Superintendent of Physical Edu-\n\nMassachusetts......\n\nCAELORM es sarseet etats «5/0 x Sle maeiae cick PRO ee eee Ee\nMary McSkimmown, Principal of Pierce School....\n\nMichiganves searee Tuomas E. JoHnson, State Superintendent of Schools.\n\nNevada vag eee\nNew Hampshire....\n\nJ. C. Brown, President of the State Normal School.\nE. E. Bass, Superintendent of Schools...........\nI, McCartney, Superintendent of Schools........\nD. S. WitiiaMs, Superintendent of Schools......\nA. H. STAey, Superintendent of Schools........\nCrauncry W. Smiru, Superintendent of Schools. .\nDanie. W. MacLean, Headmaster, High School..\n\nNew\n\nJersey........\n\nNew\n\nMexico.......\n\nJoHN\n\nNew\n\nYorcaeen sees\n\nAMBROSE\n\nNorth\n\nCort,\n\nCarolina.....\n\nRosert\n\nH.\n\nhon\nbie aCe SOO\nSE\nOklakhoma’......08ee\nOregon Be\nRc\n\nTHomas\n\nAcNneEw,\n\nMILNE,\n\nPrincipal\n\nof Horace\n\nSuperintendent\n\nPrincipal\n\nWricut,\n\nDenver\n\nof the State Teachers’\n\nASSOCIALL\nONS. %5,Stn.c.sie svete roenererblecsne ayvertiee etnies see leans\nDelaware........ ., H. E. Srautr, Director of Research in Education...\nEloridattccstecnaisetae . F. A. Haraway, County Superintendent of Schools.\n\nMinnesota..........\nMississippi.........\nMESS OLE sae sei\nMontana*).y...cceee\nNebraska............\n\nLittle Rock\nSan Francisco\n\nMann\n\nSchool.\n\nof Schools\n\nof Public\n\nPresident\nSchool\n\nSchool\nof\n\n73\n\nCarolina\nTeachers’ Training\nNELson SAUVAIN, Superintendent of Schools\nW. W. McIntyre, Dean of the School of Eddeaton.\nKE. E. Operwoutzer, Superintendent of Schools...\nCuartes A. Rice, Assistant Superintendent of Schools\n;\n\nWillimantic\nDover\nJacksonville\nMilledgeville\nCeeur d’Alene\nRockford\nBloomington\nFort Dodge\nKansas City\nOwensburg\nNew Orleans\nAugusta\nBaltimore\nBrookline\nLansing\n\nSt. Cloud\nHadleyburg\nHannibal\nGlascow\nHastings\n\nElko\nBerlin\nBayonne\nAlbuquerque\nBrooklyn\n\nEast\n\nGreenville\nDevil’s Lake\nAthens\nTulsa\nPortland\nt\n\n"}
{"page": 41, "printed_page": "19", "text": "OFFICERS\n\nOF DEPARTMENTS\n\n19\n\nPennsylvania.......\nRhodepisland rgd\nSouth Carolina.....\nSouth Dakota..... .\nTennessee..........\nWexas\\ eicoteccan\ness -\n\nWirt1am M. Davinson, Superintendent of Schools.\nWATHERINE Ul, PIERCE.\nclots saii's.c 4's0 s..¢.0ciaeie.o\novecave .\nGrorce H. Wenger, Superintendent of Schools.....\nM. M. Guutin, Director of Americanization........\nR. L. Jones, President of the Normal School......\nMamie §. Bastian, President of the State Grade\nTeachers #Assocmtion™ satire Pee\ntee de winless\nWSitale wrench onepnuey ssasi L. Joun Nurratr, Jr., Superintendent of Schools...\nWermonti)s:ci<. sie1s,+ ©« Carotine S. WoOoDRUFE. . 0.00.\n05s nacnoone\nog eters .\nVirginia........... Nanni—E W. THompson, 130 Second Avenue.......\nWashingten......«. Mrs. JENNIE. M. FRENCH.......-.00cc0.. Ab oes\nWest Virginia...... FLORENCE J. Parker, Principal of the High School..\nWisconsin..........\nWyoming..........\nDistrict of Columbia.\n\nJ. F. Srms, President of the State Normal School..\nA. A. Stang, Superintendent of Schools...........\nHarry\nEncrisH,\nMathematics\nDepartment,\nHigh\n\nPittsburgh\nProvidence\nBeaufort\nPierre\nMurfreesboro\n\nHouston\nSpanish Fork\nSt. Johnsbury\nRichmond\nTacoma\nNew Haven\nStevens Point\nCasper\n\nSCHOO lamers e us femnieiey sisseysre atetesistsse/eue,4 tie areisie goto. Oreseteis Washington\nFla waail oe secs Tense JOSEPHING DEYou Halo WmioneSchools....-....+..* een Lilo\nPhilippine Islands.... LurHer B. Brewery, Director of Education....... - Manila\nPorto-Rico.2... .... RatpH §S. Garwoop, University of Porto Rico...... Mayagues\nHEADQUARTERS’\n1201\n\nJ. W. Crastree, Secretary\nRay S. ErLanpson, Assistant\nHELEN\n\nT.\n\nHixson,\n\nSixteenth\n\nSecretary\n\nNATIONAL\nors tista\n\nVice-President......\n\nErmer\n\nSTAFF\n\nW., Washington,\n\nRecorder\n\nJoy\n\nPresidents\n\nSt. N.\n\n§. Maciir, Field Secretary\nS. WINN, Assistant Secretary\n\nJoun\n\nK.\n\nMorcan,\n\nCOUNCIL\n\nD. C.\n\nHucu\nAcnes\n\nNorton,\n\nDirector\n\nof Research\n\nDept.\n\nEditor\n\nOF\n\nEDUCATION\n\nHomer H. Seerrey, President of Iowa State TeachersuCollege Ba. Moai ela kre «Sete kh- Raton» arte me\nCedar Falls, Iowa\nJosEPHINE CorLiss Preston, State Superintendent of\nPiablic\n\nMINStPictionl\n\nssa sae ec esr tieticie ste lelaigteterets Olympia, Wash.\n\nNECK ELAN Goria oie ciate\nss ADELAIDE STEELE Baytor, Federal Agent tor Home\nESCOMOMINCS Bee trae\nothe tances foie aussi cuualegsicielsisqsocacierese\n\nOFFICERS\n\nWashington, D. C.\n\nOF DEPARTMENTS\n\nBusiness\n\nEducation\n\nPrESIECHE. 20.408 « Cray D. StinxeEr, Director of Business Education.. Des Moines, lowa\nWECKEEAVG) fare citieie.cie-« G. F. Kwnippratu, Head of the Bookkeeping and\nAccounting Department, High School of Commerce. Omaha, Nebraska\n\n_ Child Hygiene\nPresident...\n\n00+\n\nO. B. Nessit, Director of Medical Inspection......\nVice-President...... Maupg A. Brown, Supervisor of Hygiene-.........\nols xcists Wiiitram A. Howe, State Medical Inspector.......\nISEGHEVOTVelcisio\n\nClassroom\nPHESUACIie « v0.5 0.00\n\nErne,\n\nM.\n\nGarpner,\n\nGary, Ind.\nKansas City, Mo.\nAlbany, N. Y.\n\nTeachers\n\nPresident\n\nof\n\nthe\n\nMilwaukee\n\nMeachers MASSOCIATION Scie cipeistsiels\ntsslere esi © art =sq Milwaukee, Wis.\nESVempia nga alololayay als chaJo)o(al ejaiisiestate! «eke ishLevee 3rooklyn, N. Y.\nVice-President....+. SAT AM EAgmIEN ATED\nWSC EHEL OY Yoinllloleloieleiets = Mary Dwyer, Grade Teacher..........+sseseeeeee Chicago, Ill.\n\nDeans of Women\nPresident... 0.2...\nVice-President......\n\nSecretary...esee+--\n\n1 Departments\n\nMina Kerr, Dean of Women, Wheaton College....\nGrorcra L. Wuire, Adviser to Women in Cornell\not Huts te pibpcracid r rcp\nWniversity. «..-.<>- af\nAnne Duptey Buitz, Dean of William Smith College.\n\nare arranged\n\nalphabetically\n\nfor convenient\n\nreference.\n\nNorton, Mass.\n\nIthaca, N. Y.\nGeneva, N. Y.\n\n"}
{"page": 42, "printed_page": "20", "text": "EpUCATION\n\nNATIONAL\n\n20\n\nEducational\n\nASSOCIATION\n\nPublications\n\nGrorce I, Towne, President University Publishing\nPresident. .«-+.0+\nNebr.\nCom panyarysaeleciing sie) dyalidinsustata eae Srebeeay easyer ...-- Lincoln,\n& Co.. Chicago, Til.\nSECVELATY. 0+ os iecere C. W. Taser, Western Mecater Lippincott\n\nElementary\nPresident.......++.\nSecretary.....s.0--\n\nEducation\n\nJ.\nMary E. Lawter, School No. 12......---- Dee cree . Paterson, N.\nGoopricu, Director of Elementary\nBrssix Brown\nROUNDS eistetersta\\cis oils ....++ Des Moines, Iowa\ndoUN\n[Hekiecallien auopwoOYO\n\nElementary\n\nSchool Principals\n\nPresident... cise . Leonarp Powrr, Principal of the Franklin\nCorresponding Sec’y Joun I, Bracken, Principal U. S. Grant\n\nSchool...\nSchool...\n\nPort Arthur, Texas\nDuluth, Minn,\n\nHigher Education\nPresident. ...sss00\nSecretary..vesescae\n\nF.\n\nJ. Ketry, Dean of the School of Education, UniWeing toe IEE\nGo oiconsccaueduc atetel\nsin eeishenene ..- Lawrence, Kans.\nF. H. Hopper, Head of the Deparkiient of ike\nand Political Science, University of Kansas..... Lawrence, Kans.\n\nImmigrant\n\nEducation\n\nPresident.......00. W. C. SmitH, Supervisor of Immigrant Education.\nSSCCKEEAIV. «a stale alals«\\s Grack\nM. SHEPHERD..... ab ddtghetaner\naieateNeTe Sister ....\n\nKindergarten\n\nAlbany, N. Y.\nWarrensburg, Mo.\n\nEducation\n\nPLESUGEN Es oss a31.05018\n\nMarion\nS. Hancxet, Supervisor of Kindergarten\nand Primary Grades........ says tevacatevaney? epeteretote ...\n\nRichmond, Va.\n\nVice-President.....:\n\nMaryvi\n\nDuluth, Minn.\n\nDABNEY)\n\nDAVIS Sericicmielate <jatelelaletarate<)ele 6 ein ateds\n\nSECKELATVsclee «ciaielah Nina C. VANDEWALKER, Specialist in Kindergarten\nEducation, Bureau of Education................\n\nWashington, D. C.\n\nLibrary Department\nPrestdent-anietetics\n\nSHERMAN WitttAms, Chief of the School Libraries\nDivision, State Department of Education........ Albany, N. Y.\n\nVice-President......\n\nGrace D. Ross, Librarian of the Public Library....\n\nDes Moines, Iowa\n\nSECT CLAN a action aislela Marcaret KE. Ery, Book Selection Department, ChicagosPublacmibtaty acim sveteretere cto eie etcietals isre <pates Chicago, Ill.\n\nMusic\nPRESIDEN Eric\n\nse.\n\nVice-President......\n\nSecrerarvic. ansecee\n\nOssournge McConatuy, Director of the Department\nof School Music, Northwestern University....... Evanston, Ill.\nC. A. FuLrerton, Director of Music, Iowa State\nTeachers College..... ag ahora sterere cheeialere SSE AIOE one Cedar Falls, Iowa\nMary McKay, Supervisor of Music..............-. Elgin, Il.\n\nNormal\ney estdenty. «intnine\n‘\ni\nVice-President.....\n\nW.\n\nPresident, Cex\n\nETHEL\n\nSchools\n\nP. Morcan,\nPresident of the State Normal\nSCHOOL ~cress:svercea Ane eT\neee\nee .... Macomb, II.\nA. J. Martuews,\nPresident of the State Normal\nSCHOOL Ps che ais oreen oe re ON\nenc ee\nTempe, Ariz.\nWECHELGY Niele sistsiste)«16 Rosert EK, Evxior, President of ise Nebraska State\nTeachers, Collegest. npery\nscans\ntae\neee\nChadron, Nebr.\n\nPhysical Education\ntat\n\nPerrin,\n\nVice-President......\n\nJ. B. Nasu,\n\nWEELELATY.« ene\n\nWitit1AM\nleticn\n\nSupervisor\n\nDirector\n\nBuroicx,\n\nLeague...\n\nof Physical\n\nEducation...\n\nof Reereationienctes,-\n\nDirector\n\nof Public\n\nJ...0 iansacaiee cece\n\npeti\n\neee\n\nSchool\n\nDetroit, Mich.\nOakland,\n\nCalif.\n\nAth-\n\neee\n\nBaltimore, Md.\n\n"}
{"page": 43, "printed_page": "21", "text": "OFFICERS\n\nOF\n\nDEPARTMENTS\n\n21\n\nRural Education\nrest\n\nenters ctype\n\nVice-President.....\nSecretary....0.....\n\nErnest Burnuam, State Normal School........... Kalamazoo, Mich.\nJ. C. Murray, Specialist in Rural Education, Us S.\nBureau of Education....... Rirsvarictalatcis\nete verano ae tre Washington, D. C.\nMaseL\nCarney,\nProfessor\nof Rural\nEducation,\nTeachers College, Columbia University.......... New York, N. Y.\n\nSchool\n\nAdministration\n\nIra B. Busu, Superintendent of Schools.......... Erie, Pa.\nWititam C, Bruce, Editor of the America School\nPBOOIE medOUTMAL ooo ainve tenet\n\nSchool\nPresidenticmnenn.s8 Mis.)\n\n(GuoRGE\n\nH.\n\n\"Wij McMATH. flac\naes cece eles corae Portland, Ore.\n\nTrarron,\n\nInstruction\nState\n\nSecondary\nPrestdent.o ae. ca cu\nVice-President.....\n\nSECKELAI errs o\\sinys are\n\nMilwaukee, Wis.\n\nPatrons\n\nScience\nPYESIGEWE he «tga > Gitpert\n\nce oh oe eine ates cieneeie\n\nTeachers\n\nCollege......\n\nMankato, Minn.\n\nEducation\n\nH. T. Sreeper, Principal of the West High School. Des Moines, Iowa\nS. O. Rorem, Principal of the East Junior High\nSCHOO Um sro eto eee eeecateteniche teleLtder oientOsis the Dashade an Sioux City, Iowa\nOxivia Pounp, Assistant Principal of the T,incoln\nHigh: sSchootl} wuss sys a oes pete alates sauteed\naa ns Lincoln, Nebr.\n\nSuperintendence\nPHEStA\nCN Eo i00, 00s os\nIst Vice-President...\n2d Vice-President...\nTreaSureticscecessss\nBCT ETAT S oisioucseus\\aeuy\n\nMembers of the\nExecutive\nCommittee.......\n\nJoun H. Beveripcr, Superintendent of Schools.....\nRozinson G, Jones, Superintendent of Schools.....\nF. W. Battovu, Superintendent of Schools..... so.¢\n\nOmaha, Nebr.\nCleveland, Ohio\nWashington, D.C\n\nIra B. Busu,\n\nErie, Pa.\n\nSuperintendent\n\nof Schools...........\n\nS. D. SHANKLAND, Superintendent of Andrews InstiEGLO OE Soto stoncachete soils ofvanelchedattpestu ve cistaledouse Suickabints iets Willoughby, Ohio\n\nPayson\n\nSmitH,\n\nState Commissioner\nTerm expires 1926\n\nof Education..\n\nJ, Conpon, Superintendent of Schools....\nTerm expires 1925\nCopy, Superintendent of Schools...........\n\nRanpvaLtL\n\nCincinnati, Ohio\n\nFrank\n\nDetroit,\n\nTerm expires 1925\nJesst H. Newton, Superintendent of Schools......\nTerm expires 1923\n\nVocational\n\nEducation\n\nWirsur H. Benner, State\nEducation\nS2CreELaryen sate)\n«coe FRANKIE CoNNELL, Director\nPresidents...\n\n0.6\n\nWider\nPresidentec.\n\n08.2%:\n\nVice-President.....\nSecretaryoccatina.\n\nBoston, Mass.\n\nUse\n\nand Practical\nDirector\n\nArts\n\nof\n\nVocational\n\nof Part Time\n\nSchool...\n\nState Superintendent\n\nDirector of Community\n\nOL me OU Gatton\n\nDes Moines, Iowa\nHannibal, Mo,\n\nof\n\nPublic? Instruction\n3...\n+... A Gio OY eRe\nI. B. Morcan, Director of Vocational Schools......\nBoard\n\nDenver, Colo,\n\nof Schoolhouses\n\nJoserHrnké Cortiss Preston,\n\niSucené C. Gisney,\n\nMich.\n\nOlympia, Wash.\nKansas City, Kans.\n\nCenters,\n\ntak tediateuele\nversus clealchdaie exeyer New York, N. Y. ,\n\n"}
{"page": 44, "printed_page": "22", "text": "National\n\nOFFICERS -FOR\nGENERAL,\nWiarnram\n\nAssociation\n\nEducation\n\nBy OWEN 66 c.05 510 eases ines\n\n1922-1923\n\nASSOCIATION\n\nPP OSNG CHE stshal-Valsfoleyotelelecnuctertenteneee\n\nChicago, Ill.\n\nPare CRAB PRET occ areiaisiaystson'e\nGeis vyelsyers SE CVELOTY a. se useyd shoiaisoy oreager\nWashington, D. C.\nCORNELIA\nSADA SR 6 ajute sige-clc\nits ois crete PV EUSUTET o6 wiatetesa ok aces eee ent enee Richmond, Va.\n\nEXECUTIVE\n\nCOMMITTEE\n\nWrarttam\nBo OWEN 66 66 ccc-tr:\nun ewtette PPCSACHT Metals\ncreas.««+p alts.cucesatene\nCart ORMOND WILLIAMS,............ VAGe\nPBreSvd ent amortsus\naxe cuca\nWide SERS |“SOLDERS sicrsioiels eucrateriaiete nyee iehe Chairman Board of Trustees....\n\nChicago, Ill.\nMemphis, Tenn.\nPocatello, Idaho.\n\nGORNEETAS\n\nOs MADALR yettersiacias -ieistaiara ciate TP COSUMET caavereleheioiclatstate!\nsiees eeeRoerere Richmond, Va.\n\nBORED\n\nMig\n\nEL UNTER ayeroic s+ eis creis ov her tee\n\nWater\nWHAM\n\nR. Sripers, Chairman.........\nBB: (OWEN occ sascre o/scereseichetenstonere\n\nMember by Blection............\n\nBOARD\n\nAGNESP\n@rrnvEr\n\nOakland, Calif.\n\nOF TRUSTEES\nSuperintendent of Schools......\nPres., Chicago Normal College...\n\nPocatello, Idaho\nChicago, Hl.\n\nEH. DOHERTY cis sisis seein\ncee Teacher, Central High School...\nIMs JONES fac «crctetes erortoerytedelsreye Principal, Public School 120....\n\nSt. Paul, Minn.\nNew York, N. Y.\n\nCARROLE\n\nGS\n\nPEARSE,\n\n<<icin viere.cree rere\n\nPresident, State Normal\n\nSchool..\n\nMilwaukee,\n\nWis.\n\nVICE-PRESIDENTS\nCuHart OrmMonpd WILLIAMS, Superintendent Shelby County Schools.....\nMinnie J. Nietson, State Superintendent Public Instruction..........\nJoHn W. ABERCROMBIE, State Superintendent of Education.............\nCLARENCE H. Dempsey, State Commissioner of Education.............\nHe Wis Dono superintendent mora Schools-ee\nep eerier creteienh neers\n\nMemphis, Tenn.\nBismarck, N. Dak.\nMontgomery, Ala.\nMontpelier, Vt.\nAllentown, Pa.\n\nWak? Gricrr. Superintendent of “Schoolss: -eeiaemacnd\ncee aon ace\nTacoma, Wash.\nC. N. JENSEN, State Superintendent of Public Instruction..............\nSalt Lake City, Utah\nUrt W. Lamkin, President, Northwest State Teachers Collese.cnnac Marysville, Mo.\n\nMary McSxrimmon, Principal of Pierce School.............-...-+s.-.\nMany Ha AwLer seacher SchoolsNow ins\n44 ecmeereee\ncee ion aera\nH. Lester Smitru, Dean of School of Education, Indiana University..\nRosert H. Wricut, President of East Carolina Teachers Colleges.\n-. 25.\n\nBOARD\n\nOF\n\nDirectors\n\nWi1iam\n\nB. Owen,\n\nPresident, Chicago, Ill.\nCuart Ormonp WiiraMs, First Vice-President, Memphis, Tenn.\n\nJ. W.\n\nCrastree,\n\nBrookline, Mass.\nPaterson, N. J.\nBloomington, Ind.\nGreenville, N. C.\n\nDIRECTORS\nEx\n\nOfficio\n\nCornELia\n\nS. Aparr,\n\nTreasurer,\n\nWALTER R. SipErs, Chairman\nTrustees, Pocatello, Idaho,\nSecretary, Washington, D. C.\n\nLife\n\nRichmond,\n\nVa.\n\nof the Board\n\nof\n\nDirectors\n\nRosert J, Arey, President of Butler College shots dkage’\nsteuecefe Gs os iereee waeceteteete\nMary C. C. Braprorp, 1735 Bellaire Street............\n.......000.....\nTuomas W, BICKNELL, 207 Boyle Avenue......\nPRA\nPe\nera p le eke An\nBOARD OE RDUCATION. ..Sopuee sites seus or\ncee rete\nee\n+\nELMER ErtswortH Brown, President of New\nYork University.........\n\n[22]\n\nIndianapolis, Ind,\nDenver, Colo.\nProvidence, R. I.\nNashville, Tenn.\nNew York, N. Y.\n\n"}
{"page": 45, "printed_page": "23", "text": "OFFICERS OF DEPARTMENTS\nNicHotas\n\nMurray\n\nP. P. Craxton,\n\nBut er,\n\nPresident\n\nof Columbia\n\nUniversity\n\nNew York, N. Y.\nUniversity, Ala.\nIeaguien@lith jmstitielemeictsvs)\ncvaccieds «cha dlele 8five wietele Chicago, Il.\n\nProvost of the University of Alabama\n\nBpwiniG. CoorexgiUniom,\nOSCAR BT (CORSON GeRa Poe set NORMA\n\nia\n\na ao eke SERS ocus.d baal Eosiortierevectore § Oxford, Ohio\n\nCuHarLes W. E ior, President Emeritus of Harvard University........ Cambridge, Mass.\nEl ese GRA EAN Gan. 64.\ntree ERR\nSeca\nSeve Gisele. Sata eaesen nw Mt. Pleasant Mich.\nFrep M. Hunter, Superintendent of Schools...............2cceeceeees Oakland, Calif.\nDavin B. Jounson, President, Winthrop Normal and Industrial College. Rock Hill, S. C.\nDavip Starr JorDAN, President Emeritus, Leland Stanford University. . California\n\nWANTS SHNes CONN RU Mf wiaimyoxstersvousi the tettaee «7c RIRIS SIE AtMEAS) SA. AI RAO\nSAT CRUEL US MUNPARSELAIL,.. selahe tants ove ale sateie oS ENS Bian oarOE ws MOR\nJosgPpHINE\n\nCoRLIss\n\nPreston,\n\nState\n\nSuperintendent\n\nof Public\n\nances La Grange, N. C.\nonl Stouts Mill, W.Va.\n\nInstruction.\n\nOlympia, Wash.\n\nCarroLt G, PEARSE, President of State Normal School..............0. Milwaukee, Wis.\nCuartes R. Skinner, Librarian, Legislative Library, Capitol Building. . Albany, N. Y.\nState TEACHERS’ AssocIaTION oF ILLtnors, Robert C. Moore, Secretary. Carlinville, Il,\nGrorce D. StrayEr, Teachers College, Columbia University............ New York, N. Y.\nHOSE Has SIVGACN I tious pete Re tte perere nee ise iets Sica. aa atl StAe wabetonele-ditohialle Swarthmore, Pa.\nNAAN ee YA els ORIMMIMOP AE orausnnntewapewskctonhereecas\noareonerekatonevery\n\nake Oe Mears Mele ak anteeetens\n\nWP ACEIORS aekis\nTachOrr Ey eee Gey = ter neta eae a iialera) ao Se die aide dub ea o'slelees\nJoun J. Ticert, U. S. Commissioner of Education, Bureau of Education.\n(CHARTERS GMAW EMD eeeCpr. ie yetarme A atetatetl dtee el icerascreie s oe eudsersSi emai bs\nCHARL OrMonDd WILLIAMS, Superintendent of Shelby County Schools...\nState\n\nDecatur, Ill.\n\nPhiladelphia, Pa.\nWashington, D.C.\nMenominee, Wis.\nMemphis, Tenn.\n\nDirectors\n\nENla Daina yells\n\nC. B. Grenn, Superintendent of Schools............+...\n\nBirmingham\n\nAlaska\n\nLester\n\nJuneau\n\n..,0..\n\nD. Henperson,\n\nCommissioner\n\nof Education......\n\nPATIZ OTA p.\\eeae\nArkansas ....\n\nH. E. Henprrx, Superintendent of Schools.............\nAnnie G. Grirrgy, Primary Supervisor.............0+\n\nMesa\nLittle Rock\n\nCalifornia\nColorado .....\n\nMary F. Mooney, Vice-Principal, Washington School....\nH. B. Smiru, Secretary Colorado Education Association.\nLevi T. Garrison, Regional Supervisor, Willimantic Nor-\n\nSan Francisco\nDenver\n\nConnecticut\n\n..\n\nRAMS\nDelaware\n\n....\n\nCMO OL cma a tterarsla sisistones meraatociske say araieratcheyaxoreverd\n\nWillimantic\n\nH.\n\nFlorida\nGeorgia\n\n......\n\nV. Hottoway,\nState Superintendent of Public InS Lis EOIN a cayonaliol onePol RetsN 555)Sai 8 secohsilouedholSecs Golpslete foreteterete ot Dover\nHarry Encrisu, Head of Department of Mathematics in\nHighSschools., Mranklin\nBiilding:..)-0,<.-.«\nsire ses arsine Washington\nF, A. Hatuaway, Superintendent of Duval County Schools Jacksonville\n\n.....\n\nKk. T. ArrienD,\n\nHawaii\n\n......\n\nVaucHan\n\n‘Tdahow\n\nsos eas\n\nSUL WCPLON ors,6)oo Seis ce AUTH TID BLM NTsASIA < RENE o.0.0r9 8:0 scgu8t 5.0 Honolulu\nTurEoporeE B. SHANK, Superintendent of Schools........ Coeur d’Alene\n\nMRO:\n\n6k os 2\n\nSaraH\n\nIndiana\n\n.....\n\nH.\n\nLester Smitu, Dean of the School of Kducation,\nIidianamWantver Sits tate. cateeree are tia lem a citi st ates tele Bloomington\n\neee\n\nL.\n\nH.\n\nDistrict of Col.\n\nVaan\n\nee\n\nPE NOCEIS co an M.\nKentucky\n\n.\n\nPresident\n\nMacCaucuery,\n\nL,. THomas,\n\n401\n\nGeorgia\n\nMilitary\n\nSuperintendent\n\nKishwaukee\n\nof\n\nCollege.....\n\nPublic\n\nMilledgeville\n\nIn-\n\nStreet............+-\n\nRockford\n\nMinxer,\n\nSuperintendent\n\nof Schools.............\n\nFort Dodge\n\nE. Pearson,\n\nSuperintendent\n\nof Schools.............\n\nKansas City\n\nRk. E. WitriiaMs, Secretary, Kentucky Education AssociaBion. 4508 southern Parkway 2. o.s «5 esietseielesrt\nato 0s Louisville\nW. S. Lararcuk, Superintendent of Lafouche Parish.... Thibodaux\n\nLouisiana\n\nMaitie’ ese\nMaryland\n\nH. A. Atzan, State Agent for Rural Education........ Augusta\nWiit1am\nBurpicx,\nGeneral\nDirector,\nPublic\nAthletic\nLeague, Children’s Playground Association........... Baltimore\n\nMassachusetts\n\nMary\n\nMichigan\n\nTuomas\n\nMinnesota\n\nMcSximmon,\nE.\n\nPrincipal of Pierce School..........\n\nJoHnson,\n\nState\n\nSuperintendent\n\nof\n\nTBaiefagh\n(ey tig Meee ee\nOe ckake O cach ROG che cn\neee a\nee\n. J. C. Brown, President of the State Normal School.....\n\nMississippi...\nMissouri\no.\nMontana\n....\nNebraska\n.\n\nBrookline\n\nPublic\nLansing\n\nSt. Cloud\n\nE. E. Bass, Superintendent of Schools................. Greenville\nDHOMAS Jo WALKER, 7) Academy: Pall nn... cissicipee\neines siyare Columbia\nJ. M. Hamivton, Dean of State College of Agriculture... Bozeman\nA. J. Stoppaxp, Superintendent of Schools.............. Beatrice\n\n"}
{"page": 46, "printed_page": "24", "text": "ASSOCIATION\nNATIONAL EpUCATION\n24\nee\neee\nNevada\n\n.....+---\n\nW.\n\nJ. Huntine,\n\ntruction\n\nNew Hampshire...\nNew Jersey...-.-New Mexico......\nNew York.......+\nNorth Carolina...\n\nCiirton\n\nIn-\n\nof Public\n\nState Superintendent\n\neee\n\nb Foeletarenane,\nbam tase\n\n.\n\nTow,\n\nSuperintendent of Schools.......--\n\nCarson City\nExeter\n\nTuomas AGNEW, JR., Principal, Horace Mann School. Bayonne\nAlbuquerque\ne ee eene\nJoun Mine, Superintendent of Schools. . eee\nAweprose Cort, Principal of Public School No. 73-.-- Brooklyn\nRogert H. Wricut, President of East Carolina ‘TeachGreenville\ners College\nNorth Dakota..... A. C. Berc, State Rural School Inspector.....-+.-.- ‘Towner\n(O)\n0%(oy area rcrarerion F. E. Reynoxps, Superintendent of Schools......--. West Park\nE, E. OserHortzer, Superintendent of Schools..... : Tulsa\n.E. H. Wuirnny, Assistant Superintendent of Schools Portland\nOregon\n\n.... J. H. Kerrey, Secretary, State Teachers’ Association,\nseer\neer enews\n10 South Market Square.........- J\n.\nPhilippine Islands. Lururer B. Bewixy, Commissioner of Bilucesonm\nPorto Rico...° << ‘ Juan B. Huyxr, Commissioner of Education........\nO. Horven, Head of Commercial DepartRhode Island..... Wru1am\nment, High School....\nae .\nSouth Carolina... Grorce Harris Wesser, Superintendent of Schools..\nSouth Dakota.... » Haron W. Focu?, President of the Northern Normal and Industrial School......... cach siete cations\nS. 1. Smiru, General Field Agent for Rural Schosls,\nTennessee\nPennsylvania\n\nCommercial\n\nClub\n\nBuilding........ aystemetede eee\n\nSenoer\nM. D. CuirrenveNn, State Board of Education.......\nVermont ..\nNanniz W. THompson, 120 Second Avenue.........\nVirginia\nWashington ...... Jennie M. Frencu, Principal of Point Defiance School\nWest Virginia.... FLORENCE J. PARKER, Principal High School.........\nJ. F. Sims, President of State Normal School.......\nWisconsin\nWyoming\nA. A. Stave, Superintendent of Schools... eee\nee eene\nYoung\n\nUniversity..\n\nHEADQUARTERS’\n1201\n\nSixteenth\n\nNATIONAL\n\nAberdeen\n\nProvo\nMontpelier\nRichmond\n\nTacoma\nNew Haven\n\nStevens Point\nCasper\n\nSTAFF\n\nStreet N. W., Washington,\n\nJ. W. Craptree, Secretary\nRay S. Eruanpson, Assistant Secretary\nAcnes S. Winn, Assistant Secretary\nHerren T. Hrxson, Assistant Treasurer\nJoy Eimer\n\nPawtucket\nBeaufort\n\nNashville\nEl Paso\n\neernne\n\nCATHERINE Gorzsutt, 2 Wallace Annex..\nIL, Joun Nuvrtatu, J8., Director of means\nBrigham\n\nHarrisburg\nManila\nSan Juan\n\nJoun\n\nK.\n\nD. C.\n\nNorron,\n\nDirector\n\nof Research\n\nSHERwoop D, SHanxxanp,\nment of Superintendence\nMorcan, Editor\n\nCOUNCIL\n\nSecretary, Depart-\n\nOF EDUCATION\n\nJ. M. Gwyn, Superintendent of City Schools... - New Orleans, La.\nApa Van Stone Harris, Principal City Normal\nSchool\n:....eroaasactere\ne alSysva\nteers Risetainte\nte ah cocina Pittsburgh, Pa.\n.. ADELAIDE STEELE Baytor, Federal Agent for Home\nEconomics\n\nA.\nExecutive\n\nCommittee......\n\n{%..).\n«oe\n.-\\«:<\nate ee\n.sereee\n\nJ. Marruews,\nSchool\n\nAnna\n\nDavip\n\nPresident,\n\nTempe\n\n- Washington, D.C,\n\nNormal\n\nTempe, Ariz.\n(Term expires 1923)\nForce, Principal, Lincoln School.. . Denver, Colo.\n(Term expires 1924)\nB, Corson, Superintendent of City Schools.\nNewark, N. J.\n(Term expires 1925)\n\nLavra\n\nDe-\n\npartment\n\n"}
{"page": 47, "printed_page": "25", "text": "OFFICERS OF DEPARTMENTS\nOFFICERS\n\n25\n\nOF DEPARTMENTS\n\nBusiness Education\nPresident jin. o.oo\n\nSetretaryies\n\n..\n\nvets ssce\n\nE. W. Barnuart, Chief of Commercial Education\nService, Federal Board for Vocational EducaHOMES\naloe asian setsree Son! ood GAN e ain oboe eI OD Washington, D. C,\nMrs.\nLuzrmrta\nErickson,\nState\nSupervisor\nof\nCommercial WHayeatiom hat see ty oe sidvlciels occ aches Boise, Idaho\n\nChild Hygiene\nPresident:\n«i saetins s Dr. Wittram A, Howe, State Medical Inspector\nOf OCHOONS) aehseoaieies kiss Es NOeia Phas alle oe tase Albany, N. Y.\nVice-President....... Dr. E. A. Pererson, Public Schools............ Cleveland, Ohio\nSecretary-Treasurery,. Dr.\nCHartes H. Keene,\nDirector,\nBureau\nof\nHealth Education,\nDepartment\nof Public InSEQUCHON\n6 cee seca eiceseecesesseveneceens .-. Harrisburg, Pa.\n\nClassroom\nMacGrecor,\n\nTeachers\n\nPYCSUGENE + cizie disianessra\n\nErriz\n\nVice-President.......\n\nIpa C. Iversen,\n\nSecretary-Treasurer..\n\nFLORA MrnzEL, Milwaukee Teachers’ Association.. Milwaukee, Wis.\nETA Eee SUC\nLVAN a araste <Leisue Rin usteuslelae ee-> verre ea:4 Boston, Mass.\n\nphe\nath\nea\n)\n¥\nies Se\nCommittee......\n\nSS SUE MON ANS avetaseun (orelich oteyt sfeieheions.cr celeus'e.: 9.6)e821 5)'6s01% Little Rock, Ark,\nZ\nJutta Spooner, President, Grade Teachers’ Assooe\nCALAN sercna eters. osc ibs 075(eer tetave.pslouaceW Sictioreiisyeve by000.8 Portland, Ore.\n\n:\n\nMinneapolis\n\nPresident,\n\nTeachers’\n\nLeague..\n\nMinneapolis, Minn.\n\nCity Teachers’\n\nClub...\n\nLos Angeles, Calif.\n\nDeans of Women\n\nPHeSIdENE. o. 000s\nFirst Vice-President..\nSecondVice-President\n\nMary\n\nRoss\n\nDean\n\nof Women,\n\nNorthwest-\n\nerm Universitye, «cai <t-iela sicslates, Sao OOhATIOD\nMina Kerr, Dean of Women, Wheaton College..\n\nEvanston, Ill.\nNorton, Mass.\n\nGkorcia Wuitrt, Dean of Women, Cornell UniVEGRIEA ioc coc aubdooc anna\naaron oo ae Ithaca, N.Y,\n\nCETELON MNsoci\n== 3)01s Frorence\n\nMOTB OSUN EV« ageai\n+0160:9\n\nPorter,\n\nRoot,\n\nDean\n\nof\n\nWomen,\n\nCollege for Women..... Greve\nFiorence IL. RicHarps, Dean\nStatewiNormal\n\niCollegen.;\n\nPennsylvania\n\ne or odds ono bons\nof Women, Winona\n\nPittsburgh, Pa.\n\niets terere ole sharere olfora eae’\n\nWinona, Minn,\n\nEducational Publications\nPrestdent. ..+0«\n\n....\n\nSe fae Ava ool eeOoee\n\nGrorce L. Towne, Manager University Publishing\nCompany ancivstetre i cteyeetert oat ae leeibheibi fonsreniess |e 0 Lincoln, Nebr.\nC. W. Taser, Western Manager of Lippincott &\nGompatiy: Grapers eats Jo HEROD\n| COO OCI\nChicago, Ill.\n\nElementary Education\nPESTO CME iaerticrstecs\nas, Myra I,. Snow, Seattle Grade Teachers’ Club....\nSCRELGTD ete cites o0 Marcaret H, Smitu, Principal, 61st Street School,\nMember of Commitoe\nPurtie W. I,. Cox, Headmaster of Washington\ntee on Continuity\nSchool!\non. ati\ndane ee ewes\nAiotd20\nOf POliCteSs cin.«0\n\nSeattle, Wash.\nLos Angeles, Calif.\nNew York, N. Y.\n\nElementary School Principals\nPresident. ..0cces0s\nFirst Vice-President...\n\nWortH McCrure, Gatewood School.......... +..\nANNA I,Aura Force, Lincoln School............\n\nseattle, Wash.\nDenver, Colo,\n\nSecond Vice-President\n\nTHomAas\n\nSchool....... ...\n\nBayonne, N. J.\n\nThird Vice-President.\n\nEvizasetH\n\nRecording Secretary.\nCorresponding Sec’y.\n\nAcnEW,\n\nHorace\n\nARLETT,\n\nMann\n\nAlexander\n\nHamilton\n\nJunior\n\niste SSiow kwon senso aac coke idope oeerope Oakland, Calif.\nJussty Finx, Palmer School............ «+++... Grand Rapids, Mich.\nW. T. LoncsHore, Morse School...... PPePtisiuannisansas City, Mo.\n\n6os 0 Courtianp\nTYVEQSWIEb o. 065\n\nV, Davis, J. E. B. Stuart\n\nSchool.....\n\nNorfolk, Va.\n\n"}
{"page": 48, "printed_page": "26", "text": "ASSOCIATION\n\nNATIONAL EDUCATION\n\n26\n\nOutve\n\nexpires\n\n(Term\n\nJorn’\nEwecutive\nCommittee...:..\n\nMary\n\nexpires\n\n(Term\n\nSecretary. ..c.ceeees\n\nPort Arthur, Texas\n\n1926)\n\nEducation\n\nnt Hood College,\nCuarires E. WEHLER, Vice-Preside\ntional SociolWater R. SMITH, Professor .Educa\nccee\nccencei\nvsc\nces\nogy, University of KansaS..s\n\nFrederick, Md.\nTawrence, Kans.\n\nEducation\n\nImmigrant\n\nVice-President....-+.\n\nBrookline, Mass.\n\n(Term expires 1925)\n.-+++++++9\nPOWER, Franklin School....\n\nHigher\n\nPresident....++++0+-\n\nPittsburgh, Pa.\n\n(Term expires 1924)\nPierce School...--+++++-++:\nMcSKimMMon,\n\nLEONARD\n\nPresident.....-+++0+\n“Saeretargyt «\\teaedornet\n\n1923)\n\nacer in Neier\n\nRT\n\nANTRONTO\n\nWs\n\nNew York, N. Y.\n\n120..+-++-+eee2e°?\n\nSchool\n\nM. Jonxs, Public\n\nant EducaW. C. Smits, Supervisor of Immigr\nces etare ease Albany, N. Y.\ntion, State Department of diac atom\ntendErne: Rricwarpson, Assistant State Superin\n..- Sacramento, Calif.\nent in charge of Immigrant Education.....\nImmigrant\nSupervisor\nJ. BURNETT,\nMarcarEt\nse Wilmington, Del.\nGLASSES ok csr ei ctnele crteteherel intone(aleteleenslsnezevrinccese\nP. Crark,\n\n_Treasurer....++++++-\n\nTattian\n\nPresident... 262.0%\n\nAtma\n\nBinzEL,\n\ning,\n\nCornell\n\nState Department\n\nKindergarten\n\nVice-President......+.\nce tee\nSECretany were\n\nUniversity,\n\nof Child\n\nMi\n\nIthaca,\n\nSchool)\n\nWestern\n\nEducation,\n\nOhio\n\nTrain-\n\nMog\n\nExetel\n\nUniversity of Minnesota......+++++++++-+> ...\nJuria WabE AsporT, Specialist in Kindergarten\nEducation, Bureau of Education.........-+--+-++\nFrances Kern, Principal of Department of Early\n\nElementary\n\nColumbus,\n\nEducation\n\nProfessor\n\nAssistant\n\nof Education,\n\nState\n\nMinneapolis,\n\nMinn.\n\nWashington, D. C.\n\nNormal\n\nVerictatette piatanctoteleteto cite sever Netisce aeRoleienen heen abana Kalamazoo,\n\nMich.\n\nLibrary Department\nSupervising Instructor\n\nC. Prrresarp,\n\nfor\n\nss\nPresident. ca.0\n\nMartua\n\n;\na\nVice-President,......\n\nSchool Libraries, Department of Education....\nArthur\nPort\nLibrarian,\nCarter,\nEpwarp\nMrs.\n\n:\nSeeretary-Treasurer..\n\nDetroit, Mich.\n’\n\nAG ooocesaoososunddvondnecoweres Port Arthur, Texas\nSkt) Sool\nof\nSupervisor\nDELLA\nFrances\nState\nNorruery,\nreis\nSchool: ibrariesi sss erlcretene\nener orsieiereusieleiaisieiispe\nIndianapolis, Ind.\n\nEducation\n\nMusic\n\nWoops,\nH.\nDirector\nPublic\nof Music,\nBa CStA GHB are <'s'01s:0:,055 Grenn\nz,\n&\nScCHOOMS:, souj-s:3: agiteusan esate Peeters Peenr spe enero nena Oakland, Calif.\nChicago, Ill\n“ce-President Seva/ayater TERESA ARMITAGE, Author and Lecturer.........\nSCCTEPAEM ere cites talelete MaseL_te GLENN, Supervisor, Public School Music, Kansas City, Mo\n\nNormal\n\nSchools\n\nTeachers’\n\nCollege............\n\nSt. Cloud,\n\nNormal\n\nSchool............\n\niulinGat W.Vv,\n\nState Normal\n\nSchool............\n\nPlymouth;\n\nPresident. SPae, stare\n\nJ. C. Brown,\n\nVice-President.......\n\nJOSEPH\n\nRosier,\n\nState\n\nSecretary). .ose.sn0e\n\nERNEST\n\nSILVER,\n\nPresident\n\nETHEL\n\nPerrin,\n\nState\n\nMi\n\nNo HL.\n\nPhysical Education\n.si< caters\n\nile\ner\n:\nesident.......\nSecretarvemers osc ce\n\nAssistant\n\nDirector\n\nof Health\n\nEdu-\n\nsiers,ev0\ne\nCecetayers\nee\nPn\ni CABOTA”Pe\noycE R. Lone, Colorado Teachers College.....\nState Supervisor of Physical\nWitttiaM\nBurpicx,\nEducation\n\ni Mich.\nDetroit,\n\nGreeley,\nCol\n.\n7\nae\n\nBaltimore, Md.\n\n"}
{"page": 49, "printed_page": "27", "text": "OFFICERS OF DEPARTMENTS\nRural\nEVOSUCOWE. (ele) otetetoteotis..<\nVice-President.......\nDECTETUPYS\n\n=. ketene\n\nHOT ee Bate tae e bore\n\nEducation\n\nC. G. Sarcent, Agricultural College............. Fort Collins, Colo.\nAmaia M. Beneston, Superintendent of Schools,\nAVE AEM OUMIMUEVE Tosaye ence lave bis.sieis ie ereisteysiel ceec ies Olivia, Minn.\nMaset Carnety, Teachers College, Columbia UniNASERSNILNY? E23 3.508) tte CaeRCR RC tu) oh6 Rae\nNew York, N. Y.\n\nLT EGSBKEN ac as we oa « Wririam\n\nExecutive Committee—Members-at-\n\n27\n\nMcKrniey\n\nPrincipal\n\nRosinson,\n\nHigh\n\nok eee\nOrleans, Vt.\nSchooleae uj so otEre: DEON\nErnest BurnuamM, Western State Normal School, Kalamazoo, Mich.\nCuart O. WILLIAMS, Superintendent of Schools,\neae eA eR ne\ntebe oi Memphis, Tenn.\nShelby MCOGHty: os<.a51ee\nLee L. Driver, Department of Education....... Harrisburg, Pa.\na)50\\<10) Aberdeen, S. D.\nae -ceske@la)s\\0\nNornal SCMOOlly.\nSOG EU\nFV)\n\nSecondary\n\nEducation\n\nFalls High\nPrincipal,\nIdaho\nE. Crawrorp,\nSVEN) WNW, nin 5 etait SERIO © OG BRS nia Cotten oe mero\nVice-President...... . R. R. Coox, Principal, Topeka High School......\nGirls’ Adviser,\nSawyer,\nHigh\nBrookline\nWIGEE LOT asceitalctsysic~ « Mary\nare\nee\nSS\nSAS A\nSMOG\n\nPHESUUEME\n\nsae eels aie. E.\n\nIdaho Falls, Idaho\n\nTopeka, Kans.\n:\nBoston, Mass.\n\nSchool Administration\nPUESUU CHT\nagi stete D MEAN WES Mint WGElia oe cts ahaya.'2ve a.eceneaerste @ iete Wee oaes steovarerd\nSORT AMD Em eS ROE\nW.\nC. Bruce,\nEditor American\nSchool Board\nDETR SU\nODO oc: SO\nERASED. OO eG ORD ENTER ee TORT\n\nScience\nVAHEStDE\nIE «is ohn los ete\n\nVice-President.......\nSVAGAC\nLAO AOC\n\nOe\n\nCharleston, W. Va.\nMilwaukee, Wis.\n\nInstruction\n\nLestig O. Jounson, Head of Chemistry Department, |Aiigh SSchool.....\n..aatemehisreci<te-y- istorii\nAuten C, Hutcuinson, Science Teacher, SouthGiles, seh tdumnstslteo amore ee Joo. ood an Moons\nArtuur H. Frencu, Head of Science Department,\nibrances: Wee iParkers SCHOOM. sis o:nisters:)s/syeleuepererace\n\nNew Haven, Conn.\nNewark, N. J.\nSan Diego, Calif.\n\nSuperintendence\nPE ESUCEIUE vies aetle.\n1eierohe\nFirst Vice-President..\n\nJoun H. Bevertpce, Superintendent of Schools...\nR. G. Jones, Superintendent of Schools.........\n\nOmaha, Nebr.\nCleveland, Ohio\n\nSecond Vice-President\n\nF.\n\nW.\n\nBatxtou,\n\nWashington,\n\nGES\nWT EI. 05= 10)2415%e\n40)5 TRA\n\nRSs\n\nGEIST\n\nSuperintendent\n\nCCTETOLM tee + elec\n+<ys S. D. SHANKLAND,\n\nWashington,\n\nCopy,\n\nSuperintendent of Schools.........\n(Term expires 1925)\nJ. Connon, Superintendent of Schools...\n(Term expires 1925)\n\nRanpvaLL\n\nSitu,\n\nVocational\nH.\n\nBenjamin\n\nState\n\nCommissioner\n\n(Term\n\nexpires\n\nEducation\n\nDennis,\n\nHaters Cita Mi\n\nVice-President.......\n\nEducation\n\nD. C.\n\nCharleston, W. Va.\nDenver, Colo.\n\nL.\n\nNational\n\nhera etetstoetee\nAssociation,\n\nPayson\n\nPHESIGENE a «seis oe\n\nSchools.......\n\n\" Jesse’H. NEwton, Superintendent of Schools....\n(Term expires 1923)\nFrank\nExecutive\nCommittee......\n\nof\n\ncic tienes ifeivieverctsi\neve©5/2\". eta\n\nState\n\nof\n\nEducation,\n\nDetroit, Mich.\n\nCincinnati, Ohio\nBoston, Mass.\n\n1926)\n\nand Practical Arts\n\nDepartment\n\nof\n\nPublic\n\nIn-\n\nOech sttebes.c tales’ < voyatenelees atelersnetebeysrasaukiauave)\nspare Harrisburg,\n\nW.\n\nJounson,\n\nD.C.\n\nUniversity\n\nState Department\n\nPa.\n\nof California,\n\nBerkeley, Calif.\n\nof Education....\n\nSpringfield, Ill.\n\nRecording Secretary..\n\nC. C. Corvin,\n\nCorresponding Sec’y.\n\nLe1cu J. Ropcrrs, Head of Department of Machine\nWork,\nWentworth\nInstitute..........--..+.--\n\nBoston, Mass.\n\nWider Use of Schoolhouses\nPHESUDENE.\n\nic. sieves oo\n\nVice-President.......\n\nDIEOUELATI or cle clerelsictere\n\nJosEPHINE\n\nCorLiss\n\nPreston,\n\nState\n\nSuperintendent\n\noe EXER NIE: SOM CKO Ci amore ae. cud cotn o cold GO OOO\nJames T. Murroy, Director of the Extended\n\nG5\nUse\n\nOlympia, Wash,\n\nloan 0 Boston, Mass.\nof Public (Schools ep yrryaeneissyer-geticerateieteis\nEucrnr C. Grsnty, Director, Extension Activities,\nBionine: ie IrelnoeKoul nA oeanotooce\noo menuo macs New York, N. Y.\n\n"}
{"page": 50, "printed_page": "28", "text": "IONAL EDUCATION\nCOMMITTEES OF THE NAT\nASSOCIA TION—1921-22 *\nLegislative\nGrorce\n\nNicxoLtAus\n\nCommission\n\nD. STRAYER,\n\nProfessor\n\nof Edu-\n\ntor\ncational Administration and Direc\nthe\nof the Division of Field Studies of\nResearch,\nof Educational\nInstitute\n\nthe\nJ. A. C. CHANDLER, President of\nCollege of William and Mary, Williamsburg, Virginia.\nRANDALL J. CONDON, Superintendent of\nCity Schools, Cincinnati, Ohio.\nWittiaM M. Davipson, Superintendent\nPennsylvania.\n\nof Schools,\nTuomas E. Finecan, State Superintend-\n\nMichigan.\nMarcaret Noonan, 32 Waverly Place,\nYork\nNew\nUniversity,\nYork\nNew\nCity.\nOurvia Pounv, High School, Lincoln,\nNebraska.\n\nS. D. SHANKLAND, Superintendent of the\nAndrews Institute for Girls, Willoughby, Ohio.\n\nW.\n\nSTUDEBAKER,\n\nSuperintendent\n\nof City Schools, Des Moines, lowa.\nH. WATERHOUSE, SuperinArcHIBALD\ntendent of City Schools, Fremont,\nbraska.\n\nWitarp E. Given, Principal of the\nGarfield School, Oakland, California.\nTuomas E. Jounson, State Superintendent of Public Instruction, Lansing,\n\nCommittee\n\nAucustus\ntendent\n\nMichigan.\nCHaRL ORMOND WILLIAMS, Superintendent of Shelby County Schools, Mem-\n\nCAROLINE ARMITAGE, 57 Madison\nSomerville, Massachusetts.\n\nO. Tuomas, State\nof Public Schools,\nMaine, Chairman.\n\nSecretary of\nAssociation,\n\nDistrict of Columbia.\n\nWitt C. Woop, State Superintendent of\nPublic Instruction, Sacramento, California.\nCommittee\n\non Sources\n\nof Revenue\n\nWILLIAM B. OweEN, President of Chicago Normal College, Chicago, Illinois, Chairman.\n\nJoun\n\nH. Beveriwce,\n\nSuperintendent\n\nCity Schools, Omaha,\n\nof\n\nNebraska.\n\nC. P. Cary, 529 West Washington\n\nnue, Madison, Wisconsin.\n\nAve-\n\nNe-\n\non Foreign Relations\n\nMichigan.\nD. B. Watpo, President of the Western\nKalamazoo,\nSchool,\nNormal\nState\n\nWashington,\n\nof\n\nWatrer R. SipERS, Superintendent\nCity Schools, Pocatello, Idaho.\nJoun\n\nent of Public Instruction, Harrisburg,\nPennsylvania.\n\nphis, Tennessee.\nAcnes S. Winn, Assistant\nthe National Education\n\nNew\n\nUniversity,\n\nTHomas E. JoHNnson, State Superintendent of Public Instruction, Lansing,\n\nrTeachers College, Columbia Unive\nsity, New York City, Chairman,\nire\nMary C. C. Braprorp, 1735 Bella\nStreet, Denver, Colorado.\n\nPittsburgh,\n\nTeachers\n\nENGELHARDT,\n\nL.\n\nCollege, Columbia\nYork City.\n\nSuperinAugusta,\nStreet,\n\nPHILANDER P. CLaxton, Provost of the\nUniversity of Alabama, University,\nAlabama.\nAspe L. Day,\n\nTeachers\n\nCollege,\n\nCo-\n\nlumbia University, New York City.\nW. K. Dwyer, Superintendent of City\nSchools, Anaconda,\n\nMontana.\n\nJaMes W. Gowans, Superintendent of\nCity Schools, Winfield, Kansas.\nJames F. Hosic, Professor of Education,\nTeachers College, Columbia University, New York City.\nDavip B. JoHNson, President of Winthrop Normal and Industrial College,\nRock Hill, South Carolina.\nNe W. STUDEBAKER, Superintendent of —\nCity Schools, Des Moines, Lowa.\n\n1JIn order to bring the work ‘ of all committees\n1\nannually before the Repr\ni\nbly that body at the Des Moines meeting in July, 1921, adopted a sanding\nel go Ne\nprovides that the life of all committees automatically terminates with the\nna\nf he\nae\nappointed except as continued by vote of the Assembly.\nyee\na\n\n[28]\n\n"}
{"page": 51, "printed_page": "29", "text": "CoMMITTEES\nH. Witirams, University of Maissouri, Columbia, Missouri.\nANNIE\nC. Woopwarn,\nHigh School,\nSomerville, Massachusetts.\n\nFor 1921-22\n\n29\n\nC,\n\nCommittee\n\nCommittee\n\nLee L. Driver, Director of the Bureau\nof Rural Education, Department of\nPublic Instruction, Harrisburg, Pennsylvania, Chairman.\nMInNiIE D. Bean, Superintendent of\nPierce County Schools, Tacoma, Wash-\n\non Salaries, Tenure, and\nPensions\n\nD. B. WaAtpo,\nNormal\n\nPresident\n\nCollege,\n\nof the State\n\nKalamazoo,\n\nMichi-\n\non County Superintendents’ Problems\n\nington.\n\nJ. L. Bonp, State Superintendent of\nPublic Instruction, Little Rock, Ar-\n\ngan, Chairman.\nSalaries\n\nDivision\n\nkansas.\n\nMyra L. Snow, 4043 8th Street N. E.,\nSeattle, Washington, Chairman.\n\nMary Brab ey, Superintendent of Scott\n\nE. C.\n\nof\n\nF. L. BRownino, Superintendent of Gib-\n\nRaleigh,\n\nNorth\n\nson County Schools, Trenton, Tennes-\n\nSuperintendent\n\nof City\n\nBrooks,\n\nState\n\nSuperintendent\n\nPublic Instruction,\nCarolina.\n\nJ. M.\n\nGwinn,\n\nCounty Schools, Georgetown, Kentucky.\n\nsee,\nMasel\n\nCarney,\n\nTeachers\n\nCollege,\n\nCo-\n\nSchools, New Orleans, Louisiana.\nMarcaretT Hatey, 127 North Dearborn\nStreet, Chicago, Illinois.\n\nlumbia University, New York City.\nH. B. Ciirrorp, Superintendent of Somer-\n\nErrig MacGrecor,\nThe Leamington,\nMinneapolis, Minnesota.\nSara L. Ruopes, Principal Elementary\n\nALBERT S. Cook, State Superintendent\nof Schools, Baltimore, Maryland.\nA. F. HarMAN, Superintendent of Montgomery County Schools, Montgomery,\nAlabama.\n\nSchool, Brooklyn,\nTenure\n\nNew\n\nYork.\n\nDivision\n\nMarre\n\nHarian Uppecrarr, Professor of Educational Administration,\nUniversity\nof Pennsylvania, Philadelphia, Pennsylvania, Chairman.\nEmma L. Dacre, 333 Kearny Street, San\nFrancisco, California.\nGrace S. ForsyTHE, 20 West 72d Street,\nNew York City.\nSaLLty Hit, 1364 St. Paul Street, Den-\n\nDavin B. JoHNnson, President of the\nWinthrop\nNormal\nand\nIndustria\nCollege, Rock\n\nHill, South Carolina.\n\nPensions\n\nDivision\n\nPuitie E. Carson, 2524 11th Avenue\nSouth,\nMinneapolis,\nMinnesota,\n\nChairman.\nFrancis G. Brair, State Superintendent\nof Public Instruction, Springfield, Illi:\n\nJoun W. Carr, Director of Physical\nTraining, Frankfort, Kentucky.\nAuice M. Cusack, Supervisor of Kindergarten\n\nand\n\nPrimary,\n\nSchools, Lincoln,\n\nNebraska.\n\nPublic\n\nJames Fercuson, Principal of the High\nSchool,\n\nChico,\n\nTurNeR\n\nHarvey,\n\nPorter\n\nMaine.\n\nRural\n\nSchool, Kirksville, Missouri.\nF.\n\nA.\n\nHatuaway,\n\nSuperintendent\n\nof\n\nDuval County Schools, Jacksonville,\nFlorida.\nSapte W. Hickey, Superintendent of\nTodd County Schools, Sioux Falls,\nSouth Dakota.\nMrs, A. H. HorrMan, Superintendent\n\nof Polk\n\nCounty Schools, Des Moines,\n\nIowa.\n\nver, Colorado.\n\nnois.\n\nset County Schools, Hartland,\n\nCalifornia.\n\nN. A. HouseL, Superintendent of Madison County Schools, Madison, Nebraska.\n\nD. E. Martin, Superintendent of Alameda County Schools, Oakland, California.\nEpcar C. Pruirr, Superintendent of\nSangamon\nCounty Schools, Springfield, Illinois.\nErHet E. ReEpFIELD,\n\nState\n\nSuperintend-\n\nent of Public Instruction, Boise, Idaho.\nAGNES SAMUELSON, Superintendent of\nPage County Schools, Clarinda, Iowa.\nMary Suipp SANDERS, Superintendent of\n\nWilliamson\n\nCounty Schools, George-\n\ntown, Texas.\n\nErste\n\nTours,\n\nPublic\n\nState\n\nInstruction,\n\nSuperintendent\nPhoenix,\n\nof\n\nArizona.\n\n"}
{"page": 52, "printed_page": "30", "text": "ION\nNATIONAL EDUCATION ASSOCIAT\n\n30\n\nof\n\ndent\nMay TRuUMPER, State Superinten\n\nana.\nPublic Instruction, Helena, Mont\nrCumbe\nof\ndent\ninten\nSuper\n,\nUNGER\nJ. J.\nNew\nland County Schools, Bridgeton,\nJersey.\n\nof\nSuperintendent\nVEDDER,\nBRENTON\nn\nClackamas County Schools, Orego\nCity, Oregon.\n\non\n\nCommittee\n\nEducation\n\nCharacter\n\nMitton BeENNION, Dean of the School\nUniversity of Utah,\nof Education,\n\nSalt Lake City, Utah, Chairman.\nFannie Fern ANprews, Secretary of\nCitizenship\nSchool\nAmerican\nthe\nLeague, 405 Marlborough Street, Boston, Massachusetts.\nSaraH Louise ARNOLD, Newton Center,\nMassachusetts.\n\nFrancis G. Biair, State Superintendent\nSpringfield,\nInstruction,\nof Public\nIllinois.\nD.\nMary\n\nFranklin\n\n2603\n\nBraprorp,\n\nH. B. Witson, Superintendent of City\nSchools, Berkeley, California.\nA. Duncan Yocum, Professor of Educational Research and Practice, UniPhiladelversity of Pennsylvania,\nphia, Pennsylvania.\n\nJoint Advisory Committee of National Education Association\nand American Legion\nJ. M. Gwinn, Superintendent of City\nLouisiana,\nOrleans,\nNew\nSchools,\nChairman for the N. E. A.\nHenry J. Ryan, Indianapolis, Indiana,\nChairman for the American Legion.\nLinpsEy BLAYNEY, Rice Institute, Houston, Texas.\n\nAmprose\nSchool\n\nCort, Principal\nNo. 73, Brooklyn,\n\nWituiamM\n\nM.\n\nSuperintendent\n\nDavipson,\n\nof City Schools,\n\nof Public\nNew York.\n\nPittsburgh,\n\nPennsyl-\n\nvania.\n\nMary McSxtmmon, Principal of Pierce\nStreet, Wilmington, Delaware.\nSchool, Brookline, Massachusetts.\nW. A. BraNnvENBURG, President of the\nState Normal School, Pittsburg, Kan- _ Hanrorp Macniper, Commander of the\nAmerican Legion, Indianapolis, Insas,\ndiana.\nJereMIAH E. Burke, Superintendent of\nCity\n\nSchools,\n\nBoston,\n\nMassachusetts.\n\nIra I. CAMMACK, Superintendent of City\nSchools, Kansas\n\nCuartes\nSchool\n\nCity, Missouri.\n\nE. Cuapsey,\nof Education,\n\nIllinois, Urbana,\n\nDean\nof the\nUniversity of\n\nIllinois.\n\nHigh\nAcnes\nE.\nDouerty,\nCentral\nSchool, St. Paul, Minnesota.\n*LorENzO D. Harvey, Principal of Stout\nInstitute, Menominee, Wisconsin.\nOutve M. Jones, Principal of Public\nSchool No. 120, New York City.\n\nJoun\n\nR. Kirk,\n\nPresident\nCollege,\n\nState\nTeachers\nMissouri.\n\nT.\n\nof Missouri,\nKirksville,\n\nA. Mort, Superintendent\nSchools, Seymour, Indiana.\n\nCARROLL\nState\n\nof City\n\nRobert\n\nPresident\n\nof East\n\nCarolina Teachers Training\nGreenville, North Carolina.\n\nH.\n\nWricut,\n\nSchool,\n\nCommittee\n\nican\n\nto Codperate with AmerSchool Citizenship League\n\nFLORENCE Case, President of the Indiana\nState Federation\nof Public School\nMarion,\n\nIndiana,\n\nChair-\n\nman.\nJ. Frep\n\nANDERSON,\n\n3917\n\nCafion\n\nStreet,\n\nOakiand, California.\nProfessor\n\nof English,\n\nUniversity of Nebraska,\n\nLincoln, Ne-\n\nJ. B. Brown, State Superintendent of\nPublic Instruction, Nashville, Tennessee.\n\nof the\n\nGrace\n\nbraska.\n\nD.\n\nCHARL ORMOND WILLIAMS, President of\nthe National Education Association,\nMemphis, Tennessee.\n\nTeachers,\n\nG. PEARSE, President of the\nNormal\nSchool,\nMilwaukee,\n\nWisconsin.\nJ. W. Searson,\n\nF. O. Norton, Drake University, Des\nMoines, lowa.\nCollege,\nAnNA\nM.\n‘Trssets,\nFargo\nFargo, North Dakota.\n\nB. Watpo,\nNormal\n\nPresident\n\nState\n\nKalamazoo,\n\nMichi-\n\ngan.\nANNA WILLSON, Superintendent\n\nof City\n\nSchools,\n* Deceased.\n\nSchool,\n\nCrawfordsville,\n\nIndiana.\n\nA. Davis, 33 Jiroch Street, Mus-\n\nkegon, Michigan.\nETHEL M. GarpbNeErR, President of the\nMilwaukee\nTeachers’\nAssociation,\nMilwaukee,\n\nWisconsin.\n\n"}
{"page": 53, "printed_page": "31", "text": "CoMMITTEES\nSTELLA HERRON, 1933 Elysian Fields,\nNew Orleans, Louisiana.\nMarcareT P. Rag, Principal of Public\nSchool 108, New\n\nYork City.\n\nCommittee of National Education\nAssociation to Coéperate with\nChildren’s Bureau\n\nMary\nD. Braprorp,\n2603\nFranklin\nStreet, Wilmington, Delaware, Chairman.\nSusan M. Dorsey, Superintendent of\nCity Schools, Los Angeles, California.\nTuomas\n\nJunia\n\nSchools,\n\nWILLIAM\n\nScranton,\n\nPennsylvania.\n\nEditorial\n\nCouncil\n\nC. Baciey,\n\nTeachers\n\nColumbia\n\nUniversity, New York City.\n\nSarAH LoutsE ARNOLD,\nMassachusetts.\n\nNewton\n\nCenter,\n\nC. W. BarneEn, formerly Editor of the\n“School\nBulletin,’\nSyracuse,\nNew\n\nYork.\nKaTHeErINnE D. BLAke, Principal of Public School No. 6, New\nWesBB\n\ntendent\n\nBLANTON,\n\nYork City.\nState\n\nSuperin-\n\nof Public Instruction,\n\nAustin,\n\nTexas.\n\nB. R. BuckINGHAM, Department of Research, University of Illinois, Urbana,\nIllinois.\nKenyon L.\n\nBUTTERFIELD,\n\nFuiscn,\n\nPresident\n\nof\n\nTeacher,\n\nTubman\n\nHigh\n\nSchools,\n\nCarLTon H. Gipson, Superintendent\nCity Schools, Savannah, Georgia.\nFRANK\n\nP.\n\nGraves,\n\nState\n\nof\n\nCommissioner\n\nof Education, Albany, New York.\nJoun A. H. Kerru, President of the\nState\n\nNormal\n\nsylvania.\nJamMses H.\n\nSchool,\n\nKetey,\n\nIndiana,\n\nSecretary\n\nPennsylvania\n\nTeachers’\n\nHarrisburg,\n\nPennsylvania.\n\nVAUGHAN MAcCaucHEy,\nof Public Instruction,\n\nPenn-\n\nof\n\nthe\n\nA ssoctation,\n\nSuperintendent\nHonolulu, Ha-\n\nwail.\nT. J. McCorMack, Principal of La SallePeru High School, La Salle, Illinois.\nJosrpa G. Masters, Principal of the\nHigh School, Omaha, Nebraska.\nL. H. MINKEL, Superintendent of City\nSchools,\n\nCollege,\n\n34\n\nSchool, Augusta, Georgia.\nMary\nL. Furkerson, Public\nSalem, Oregon.\n\nE. JoHNsON, State Superintend-\n\nent of Public Instruction, Lansing,\nMichigan.\nPeter A. Mortenson, Superintendent of\nCity Schools, Chicago, Illinois.\nSAMUEL J. SLAWSON, Superintendent of\nSchools, Bridgeport, Connecticut.\nS. E. WEBER, Superintendent of City\n\nANNIE\n\nFOR 1921-22\n\nJesse\n\nFort Dodge,\n\nH.\n\nNewton,\n\nCity Schools, Denver,\n\nM.\n\nIowa.\n\nSuperintendent\n\nof\n\nColorado.\n\nV. O’SHEA, Department of Education, State University, Madison, Wisconsin.\n\nJ. J. PertijoHn,\n\ndent,\n\nAssistant\n\nUniversity\n\nto the Presi-\n\nof Minnesota,\n\nMin-\n\nneapolis, Minnesota.\n\nCuHarLes\nState\n\nF. Pye, Secretary\nTeachers’\n\nof the Iowa\n\nAssociation,\n\nDes\n\nMoines, Iowa.\nH. W. Rockwett,\nPresident\nof the\nState Normal School, Buffalo, New\nYork.\n\nW. Carson RYAN, Jr., Associate Editor\nof “School and Society’ and Profes-\n\nof\n\nsor of Education, Swarthmore\nCollege, Swarthmore, Pennsylvania.\nJ. W. Searson, Professor of English,\n\n“Sierra\nEducational\nNews,’\nSan\nFrancisco, California.\nLoretra M. Cuester, Public School No.\n3, New York City.\nLotus D. CorFMAN, President of the\nUniversity\nof Minnesota,\nMinne-\n\nNina C. VANDEWALKER, U. S. Bureau of\nEducation, Washington,\nDistrict of\n\nMassachusetts\nAmherst,\n\nArtHurR\n\nAgricultural\n\nCollege,\n\nMassachusetts.\n\nH.\n\nCHAMBERLAIN,\n\nEditor\n\napolis, Minnesota.\nSusan M. Dorsey, Superintendent of\nCity Schools, Los Angeles, California.\nLee\n\nL. Driver,\n\nspector,\n\nState\n\nPennsylvania.\n\nState\n\nRural\n\nHouse,\n\nSchool\n\nIn-\n\nHarrisburg,\n\nUniversity of Nebraska, Lincoln, Nebraska.\nGeorceE L. Towne, President of the Uni-\n\nversity Publishing Co., Lincoln, Neb.\n\nColumbia.\n\nCHARL ORMOND WILLIAMS, Superintendent of Shelby County Schools, Memphis, Tennessee.\nH. G. WituiaMs, Editor of the “Ohio\nTeacher,’\n\nColumbus,\n\nOhio.\n\n"}
{"page": 54, "printed_page": "32", "text": "ASSOCIATION\nNatTIONAL EDUCATION\nee SS\n\n32\n\nee\nee\n\nLS\n\n,\nSarAH LouIsE ARNOLD, Newton Center\nMassachusetts.\ne,\nMamie S. BASTIAN, 812 Bell Avenu\nHouston, Texas.\n\netary of\nAcnes S. WINN, Assistant Secr\nciation,\nAsso\nn\natio\nEduc\nthe National\nmbia.\nWashington, District of Colu\nSchool\nJoHn W. WITHERS, Dean of the\nrsity,\nof Education, New York Unive\n\nMrs. J. D. Brown, Member of Board of\nEducation, City Schools, Memphis,\n\nNew York City.\n\n‘Tennessee.\n\nS.\n\nMarcaret\n\nMcNAucuHt,\n\nState\n\n520\n\nNorth\n\nAnnie\n\nof\n\nCommission on the Revision\nElementary Education\n\nmary\n\nALEXANDER,\n\nAudu-\n\nbon Road, Indianapolis, Indiana.\nRusye A. Batre, Principal of the Mer25\n\nSchool,\n\nrick\n\nNorth\n\nForce,\n\nLaura\n\nAnna\n\nStreet, Denver,\n\nH.\n\nHarpen,\n\n1543\n\nHeTHERINGTON,\n\nW.\n\nCLARK\n\nPlace,\n\nNormal\n\nSherwin\n\nChicago, Illinois.\n\nAvenue,\n\n415\n\nWest\n\n118th Street, New York City.\nOttve M. Jones, Principal of Public\nSchool No. 120, 105 East 17th Street,\nNew York City.\nAppy E. LANE, 6215 University Avenue,\nChicago, Illinois.\nCulture\nGhild\nMarcu,\nMarianna\nSchool, Pine Street, Memphis, Ten-\n\nnessee.\nG. PrEarsE, President of the\nMilwaukee,\nSchool,\nNormal\n\nCarroLL\nState\n\nWisconsin.\nSmitH,\n\nPayson\n\nState\n\nof\n\nCommissioner\n\nEducation, Boston, Massachusetts.\nLipa Lez Tatu, President of the State\nNormal\n\nSchool, Towson,\n\nMaryland.\n\nLewis M. TERMAN, Stanford University, California.\nEvizaseTH A. Woopwarb, University of\nState of New York, Albany, New\nYork.\n\nto Codperate\n\nwith\n\neration of Women’s\n\nClubs\n\nCommittee\n\nRock,\n\nof Pri-\n\nArkansas.\n\nof the\n\nS. Apair,\n\nTreasurer\n\nEducation\n\nAssociation,\n\nBox\n\n24, Williamsburg, Virginia, Chairman.\nE. C. Brooks, State Superintendent of\nPublic Instruction, Raleigh, North\nCarolina.\n\nState\n\nSchool, Winona, Minnesota.\n\nFrances\n\nNational\n\nColorado.\n\nGILDEMEISTER,\n\nTuepa\n\nCorneLiA\n\nStreet,\n\nSherman\n\n216\n\nSupervisor\n\nLittle\n\nCommittee on Financing Delegates\nto the Representative Assembly\n\nBelvidere,\n\nMemphis, Tennessee.\nAppie L. Day, 525 West 120th\nNew York City.\nSara H. Fauey, 191 Lincoln\nBrooklyn, New York.\n\nSchools,\n\nBeLte M. RAN, Assistant Superintendent of Schools, Omaha, Nebraska.\nMaup ScHWALMEYER, Florida State College for Women, Tallahassee, Florida.\n\nCom-\n\nSchools,\nof Elementary\nmissioner\nman.\nChair\n,\nornia\nCalif\n,\nmento\nSacra\n\nGrorciA\n\nL. GriFrey,\n\nFed-\n\nMary C. C. BraprorD, 1735 Bellaire\nStreet, Denver, Colorado, Chairman,\n\nJ. W. Crastree, Secretary of the National Education\nAssociation,\n1201\n16th Street, Washington, District of\nColumbia.\nHigh\nAcnes\nE.\nDouerty,\nCentral\nSchool, St. Paul, Minnesota.\nHarriet GAyMAN, 1015 West Colorado\nAvenue, Colorado Springs, Colorado.\n\nOutve M. Jones, Principal of Public\nSchool No. 120, New York City.\nEste\n\nMaxaM,\n\nTacoma,\nJosEPHINE\n\n1132 North\n\nOakes\n\nStreet,\n\nWashington.\nC.\n\nPreston,\n\nState\n\nSuperin-\n\ntendent of Public Instruction,\nOlympia, Washington.\nCuartes F. Pye, Secretary of the Iowa\nState\nTeachers\nAssociation,\n407\nYoungerman Building, Des Moines,\nlowa.\n\nJoint Committee on Health Problems\nin Education\nTuomas D. Woop, Columbia University, 525 West 120th Street, New York\nCity, Chairman.\n\nRopert J. Arey, President of Butler\nCollege, Indizuapolis, Indiana.\nKATHERINE D. BLake, Principal of Public School No. 6, New York City.\nMary C. C. Braprorp, 1735 Bellaire\nStreet, Denver, Colorado.\n\n"}
{"page": 55, "printed_page": "33", "text": "CoMMITTEES FoR 1921-22\n\n33\n\n——\n\nWitiiAM H. BurnuamM, Clark University, Worcester, Massachusetts.\nFLETCHER B. DressLar, George Peabody\nCollege\nfor\nTeachers,\nNashville,\nTennessee.\nApa VAN STONE Harris, Principal of the\nCity Training\nSchool, Pittsburgh,\nPennsylvania.\n\n‘CLARK W. HetTHerincron, State Supervisor\n\nof Physical\n\nEducation,\n\nSacra-\n\nmento, California.\nJoun P. KeEatinc, Superintendent\nCity Schools, Pueblo, Colorado.\n\nof\n\nCuaries H. Keygs, President of Skidmore College, Saratoga Springs, New\nYork.\nMarcareT S. McNaucut, State Com-\n\nmissioner of Elementary Schools, Sacramento,\n\nCalifornia.\n\nWi1tam B. OWEN, President of the\nChicago Normal\nCollege, Chicago,\n\n- Minois.\n\nJosEPHINE CorLiss PRESTON, State Superintendent\nof Public\nInstruction,\nOlympia, Washington.\nJouN. J. TicEert, United States Commissioner\nof Education,\nWashington,\nDistrict of Columbia.\nALBERT. E. Wiwnsuip, Editor of the\n“Journal of Education,” Boston, Massachusetts.\nIra CoucH Woon, Director of the Eliza-\n\nbeth\n\nMcCormick\nIllinois.\n\nMemorial\n\nFund,\n\nChicago,\n\nCommittee on Problems of High\nSchool Libraries\nC. C. Certain, Assistant Principal of\nNorthwestern\nHigh School, 7450\nWoodward Avenue, Detroit, Michigan, Chairman.\nW. W. BisHop, Librarian of the University of Michigan, Ann Arbor, Michigan.\nEmma J. Breck, Head of Department\nof English, University High School,\nOakland, California.\nFrank\n\nIrvinc\n\nCooper, National\n\nEduca-\n\ntion Association Committee on Schoolhouse\nPlanning\nand\nConstruction,\nBoston, Massachusetts.\nJesse B. Davis, College\nYale University, New\nnecticut.\n\nof Education,\nHaven, Con-\n\nLucy E. Fay, Carnegie Library School,\n\nPittsburgh, Pennsylvania.\nR. T. Harcreaves, Central High School,\nSt. Paul, Minnesota.\nH. A. Ho.wister, State High School\nVisitor, University of Illinois, Urbana, Illinois.\nWattTeR G. Hoop, Principal of Gilbert\nHigh School, Winsted, Connecticut.\nFLORENCE Hopkins, Librarian of the\nCentral High School, Detroit, Michigan.\nJames F. Hostc, Professor of Education,\nTeachers College, Columbia University, New York City.\nWiis H. Kerr, Librarian of the Kansas State Normal School, Emporia,\nKansas.\n\nCLARENCE D. KINGSLEY, State Supervisor\nof Secondary Education, Boston, Massachusetts.\n\nELIzABETH Knapp, Head of Children’s\nDepariment, Public Library, Detroit,\nMichigan.\nHannauH Locasa, Librarian of School\nof Education, University of Chicago,\nChicago, Illinois.\nEtta Morecan, Librarian of the Lincoln\nHigh School, Los Angeles, California.\nEpna Pratt, Librarian of the Public\nLibrary, Passaic, New Jersey.\nH. O. Severance, Librarian of the University of Missouri, Columbia, Missouri.\nBessie SARGEANT SMITH, Supervisor of\nBranches,\nOhio.\n\nPublic\n\nLibrary,\n\nCleveland,\n\nMary SULLIVAN, Department of English, Schenley High School, Pittsburgh, Pennsylvania.\nFrank K. Watter, Librarian of the\nUniversity\nof Minnesota,\nMinneapolis, Minnesota.\nMartua Witson, Librarian of the Public Library, Springfield, Iilinois.\nHarriet A. Woon, State Supervisor of\nLibraries, Department of Education,\nSt. Paul, Minnesota.\n\nIlliteracy Commission\nCora WILson Stewart, Frankfort, Kentucky, Chairman.\nMary\n\nC.\n\nStreet,\n\nC.\n\nBraprorp,\n\nDenver,\n\n1735\n\nColorado.\n\nBellaire\n\n"}
{"page": 56, "printed_page": "34", "text": "NationaL EpucATION ASSOCIATION\n\n34\n\nM. L. Brirrain, State Superintendent of\n\nPublic Instruction, Atlanta, Georgia.\nArtuur H. CHAMBERLAIN, Editor of the\nSan\nNews,’\nEducational\n“Sierra\nFrancisco, California.\n\nJoun V. Conway, State Superintendent\nof Public Instruction, Santa Fe, New\nMexico.\nE. FINEGAN, State Superintend-\n\nTHomas\n\nent of Public Instruction, Harrisburg,\nPennsylvania.\nJoun H. Fintey, “New York Times,”\nNew York City.\nWit Lou Gray, Supervisor of Adult\nColumbia,\n\nSchools,\n\nCarolina.\n\nSouth\n\nTuomas E. JouHNsoNn, State Superintendent of Public Instruction, Lansing,\nMichigan.\nJ. Nievson,\n\nMinniz\n\nent\n\nof Public\n\nNorth\n\nState\n\nSuperintend-\n\nBismarck,\n\nInstruction,\n\nDakota.\n\nJosEPpHINE\n\nC. Preston,\n\nState\n\nSuperin-\n\ntendent\nof Public Instruction,\nOlympia, Washington.\n\nAucustus\n\nO.\n\nTHomas,\n\nState\n\nSuperin-\n\ntendent\n\nof\n\nPublic\n\nInstruction,\n\nAu-\n\ngusta, Maine.\n\nCommittee\nferences\n\nto Codperate\n\nwith\n\nCon-\n\non the Limitation\n.Armaments\n\nof\n\nKATHERINE D. BLAKE, Principal of Public School No. 6, 101 West 85th Street,\nNew York City.\nJ. A. C. CHANDLER, President of the\nCollege of William and Mary, Williamsburg, Virginia.\non\n\nCoérdination\n\nof\n\nResearch Agencies\n\nJesse H. NEWLON, Superintendent of City\nSchools,\n\nDenver,\n\nColorado,\n\n—Chair-\n\nman.\nWituiaM C. Bacey, Professor of Education, Teachers College, Columbia\nUniversity, New York City.\nANNIE\n\nWexsB\n\ntendent\nTexas.\n\nBLANTON,\n\nState\n\nof Public Instruction,\n\nSuperin-\n\nAustin,\n\nFranklin\n\n2603\n\nBraprorp,\n\nD.\n\nMary\n\nStreet, Wilmington, Delaware.\nTuomas H. Briccs, Professor of EducaColumbia\n\nCollege,\n\nTeachers\n\ntion,\n\nUniversity, New York City.\nof Bureau\n\nDirector\n\nB. R. BuckiNGHAM,\n\nof Educational Research, University\nof Illinois, Urbana, Illinois.\nC. P. Cary, 529 West Washington Avenue, Madison, Wisconsin.\nCorrMaAN,\n\nD.\n\nLorus\n\nof the\n\nPresident\n\nMinneof Minnesota,\nUniversity\napolis, Minnesota.\nJesstr E. Corpurn, Principal of Public\nSchool No. 61, New York City.\nApert §. Cook, State Superintendent\nof Schools, Baltimore, Maryland.\nStuart A. Courtis, Director of Instruc-\n\ntion and\n\nTeacher\n\nTraining, Detroit\n\nPublic Schools, Detroit, Michigan.\nJ. G.\n\nCraspe,\n\nPresident\n\nof the\n\nState\n\nTeachers College, Greeley, Colorado.\nVircit E. Dickson, Director of Research\nand Guidance, City Schools, Oakland,\nCalifornia.\nJames W. Gowans, Superintendent of\nCity Schools, Winfield,\n\nHucu S. Mactu, Field Secretary of the\nNational Education\nAssociation,\nWashington,\nDistrict of Columbia,\nChairman.\n\nCommission\n\nFRANKLIN Bospitt, Professor of School\nAdministration, University of Chicago, Chicago, Illinois.\n\nKansas.\n\nWatrer A. Jessup, President of the\nState University of Iowa, lowa City,\nlowa.\n\nPuese\n\nE. Maruews,\n\nHigh\n\nSchool, Som-\n\nerville, Massachusetts.\nGerorce\n\nMeEtcHErR,\n\nAssistant\n\nSuperin-\n\ntendent of Schools, in Charge\n\nof Re-\n\nsearch, Kansas City, Missouri.\nFRANK G. PIcKELL, Assistant Superin-\n\ntendent\nOhio.\n\nEpwin\n\nof City\n\nL.\n\nSchools,\n\nSchools,\n\nRouse,\n\nCleveland,\n\nSuperintendent\n\nof\n\nScottsbluff, Nebraska.\n\nCuHarves E. RucuH, Professor of Education, University\nof California,\nBerkeley, California.\nW.\n\nF. RusseLt,\n\nDean,\n\ncation,\n\nState\n\nIowa\n\nCity, Iowa.\n\nSchool\n\nUniversity\n\nof Edu-\n\nof\n\nIowa,\n\nJ. W. SrupEBAKER, Superintendent of\nCity Schools, Des Moines, Iowa.\nW. W. Tueisen, Director of Reference\nand Research,\nland, Ohio.\n\nPublic\n\nSchools,\n\nCleve-\n\n"}
{"page": 57, "printed_page": "35", "text": "CoMMITTEES\nJoHN\n\nW. WirHers, Dean of the School\nof Education, New York University,\nNew York City.\nMary L. FULKERSON, Superintendent of\nMarion County Schools, Salem, Oregon.\n\nCommittee\n\non\n\nRacial\n\nWell-Being\n\nHELEN C. PurnaM, M. D., Providence,\nRhode Island, Chairman.\n\nMary\n\nC.\n\nC. Braprorp,\n\nStreet, Denver,\nSusAN\n\nMILLER\n\n1735\n\nBellaire\n\nFOR 1921-22\n\nFrep D. Cram, State Teachers College,\nCedar Falls, Iowa, is working on\nTests and Measurements.\nLee L. Driver, Director of the Bureau\n\nof Rural\n\nSchool,\n\nSuperintendent\n\nof Schools, Los Angeles, California.\nCaRROLL G. PEARSE, President of the\nState\nNormal\nSchool,\nMilwaukee,\nWisconsin.\nFLETCHER\nB. Dress“ar, Professor of\nSchool Hygiene, George Peabody College for Teachers, Nashville, Ten-\n\nF. Sims,\n\nNormal\n\nPresident\n\nState\n\nSchool,\n\nStevens\n\nPoint,\n\nWis-\n\nColumbia University, New York City,\nis working on Arousing Sentiment for\nBetter Rural Schools.\nSam A. Baker, State Superintendent of\nPublic\nInstruction,\nJefferson\nCity,\nMissouri, is working on Certification.\nADELAIDE STEELE BAyYLor, Federal Agent\nHome\n\nEconomics,\n\nWashington,\n\nDistrict of Columbia, is working on\nConsolidation.\nAMALIA M. BENGTSON, Superintendent of\nRenville County Schools, Olivia, Minnesota, is working on Rural Health\nand Sanitation.\nS. Brooks, District Superintend-\n\nent of Schools, Silver Lake, New\nHampshire, is working on Tests and\nMacy\n\nNormal\n\nSouth\n\nDakota,\n\nCAMPBELL,\n\nState\n\nTeachers\n\nCol-\n\nlege, Cedar Falls, Iowa, is working\non Rural Community Recreation and\nSocial Life.\nKATHERINE Cook, U. S. Bureau of Education, Washington, District of Columbia, is working on Rural School\nSurveys.\n\nis\n\nSchool,\n\nVerre\n\nHaute,\n\nEpirH A. Laturop, U. S. Bureau\nEducation, Washington,\nDistrict\n\nJAsPpeR L. McBrien,\nState\n\nNormal\n\nof\nof\nStandard-\n\nRural Department,\n\nSchool,\n\nTerre\n\nHaute,\n\nIndiana,\nis working\non Arousing\nSentiment for Better Rural Schools.\nN.\n\nC.\n\nMcDonatp,\n\nOhio\n\nState\n\nUniver-\n\nsity, Columbus, Ohio, is working on\nStandardization of Rural Schools.\nJoun C. MuerMan, Bureau of Education, Washington,\n\nbia, is working\nO.\n\nW.\n\nNEALE,\n\nStevens\n\nDistrict\n\non\nState\n\nPoint,\n\nof Colum-\n\nConsolidation.\nNormal\n\nWisconsin,\n\nSchool,\n\nis working\n\non Rural Community Recreation and\nSocial Life.\nJosEPHINE C. Preston, State Superintendent of Public Instruction,\nOlympia,\n\nWashington,\n\nis working\n\non\n\nRural Health and Sanitation.\nGrace\n\nM.\n\nSHEPHERD,\n\nState\n\nTeachers\n\nCollege, Warrensburg, Missouri, is\nworking on Grounds and Buildings.\n\nReviewing\n\nCommittee\n\nof the\n\nCom-\n\nmission on the Reorganization of\n\nSecondary Education\nCLarence\n\nState\n\nSuper-\n\nof Secondary\n\nEducation,\n\nBos-\n\nMassachusetts,\n\nChairman.\n\nvisor\n\nMeasurements.\n\nDepart-\n\nIndiana, is working on A More Effective Administration and Taxing\nUnit.\n\nof the State\n\nconsin,\nChairman,\nis working\non\nTeacher Training and Rural Demonstration Schools.\nCARTER ALEXANDER, Teachers College,\n\nSAMUEL\n\nAberdeen,\n\nColumbia, is working on\nization of Rural Schools.\n\nRural School Committee of the National Council of Education\n\nfor\n\nState\n\nworking on Rural School Curriculum.\nLinn&us N. Hines, President of the\n\nnessee.\n\nJoun\n\nEducation,\n\nment of Public Instruction, Harrisburg, Pennsylvania, is working on\nGrounds and Buildings.\nHarotp W. Focut, President of the\nNorthern\nNormal\nand _ Industrial\n\nColorado.\nDorsey,\n\n35\n\nton,\n\nD.\n\nKinesiey,\n\nTuomas H. Brices, Professor of Secondary Education, Teachers College, Co-\n\nlumbia\n\nUniversity, New York City.\n\nOris W. CALDWELL, Director of Lincoln\nSchool, and Professor of Education,\nTeachers College, Columbia Univer-\n\nsity, New York City.\n\n"}
{"page": 58, "printed_page": "36", "text": "ION\nNATIONAL EDUCATION ASSOCIAT\n\n36\n\nStates\n\nBu-\n\nWashington,\n\nDis-\n\nProvost\n\nof the\n\nUnited\n\nHENRIETTA\n\nCALVIN,\n\nPHILANDER\n\nP. CLAXTON,\n\nreau of Education,\ntrict of Columbia.\n\n-JosepH S. STEWART, Professor of Secof\nUniversity\nEducation,\nondary\nGeorgia, Athens, Georgia.\nA. V. Stor, Professor of Agricultural\nEducation, University of Minnesota,\nSt. Paul, Minnesota.\nof the\nMito. H. Stuart, Principal\nInSchool,\nHigh\ncal\nTechni\nl\nArsena\ndianapolis, Indiana.\nH. L. Terry, State Supervisor of Secondary Education, Madison, Wisconsin.\n\n,\nUniversity of Alabama, University\nAlabama.\ndJesse B. Davis, Supervisor of Secon\nctiary Education, Hartford, Conne\ncut.\ndary\nJ. J. Dicoct, Professor. of Secon\nge\nColle\ndy\nPeabo\ne\nGeorg\nEducation,\nfor Teachers, Nashville, Tennessee.\nof Music,\nDirector\nEaruart,\nWitt\nPittsburgh, Pennsylvania.\nRoyaL B. FARNUM, Principal of Massa\nchusetts Normal\nMassachusetts.\n\nBoston,\n?\n\nSchool,\n\nArt\n\nWar\n\nStates Army.\nA.\nCHEESMAN\n\nUnited\n\nDepartment,\n\nHERRICK,\n\nPresident\n\nof\n\nGirard College, Philadelphia, Pennsylvania.\nJames F. Hosic, Professor of Education,\nCollege,\n\nTeachers\n\nUniver-\n\nColumbia\n\nsity, New York City.\nALEXANDER INGLIS, Professor of Secondary Education, Harvard University,\nCambridge, Massachusetts.\n\nTomas\n\nJ. Jones,\n\nPhelps-\n\nDirector,\n\nStokes Foundation, New York City.\nWituam H. Kivpatrick, Professor of\nEducation,\n\nTeachers\n\nCollege,\n\nColum-\n\nbia University, New York City.\nFrank M. Lzavirr, Associate Superintendent of Schools, Pittsburgh, Pennsylvania.\nJames H. McCurpy, Director of Normal Courses of Physical Education,\nInternational Young Men’s Christian\nSpringfield,\nCollege,\nAssociation\nMassachusetts.\nMantery, Englewood High\nEpwarp\nSchool, Chicago, Illinois.\nEthical\nHenry Neumann,\n\nCulture\n\nSchool, New York City.\n\nWILLtAM\nretary\n\nOrr, Senior Educational Secof the International Young\n\nMen’s\n\nChristian\n\nChicago\n\nNormal\n\nAssociation,\n\n347\n\nMadison Avenue, New York City.\nWituam B. OweEN, Principal of the\nI}linois.\n\nCollege,\n\nChicago,\n/\n\nIrvine\n\nCooper,\n\nArchitect,\n\nBos-\n\nton, Massachusetts, Chairman.\nJames O. BETELLE, Architect, Guilbert\n& Betelle, Newark, New Jersey.\n\nMajor, Sanitary\n\nH. HENDERSON,\n\nCorps,\n\nFrank\n\nHigh\n\nWatrer E. Foster, Stuyvesant\nSchool, New York City.\nWitson\n\nof\nStandardization\non\nCommittee\nSchoolhouse Planning and.\nConstruction\n\nCyarues E. Cuapsey, Dean of the School\nof Education, University of Illinois,\nUrbana, Illinois.\nS. A. CHALLMAN, State Commissioner of\nof\nDepartment\nBuildings,\nSchool\nEducation, St. Paul, Minnesota.\nArchitect, Oakland,\nJ. J. Donovan,\nioe\nSoria\ncarton\nCalifornia.\nClevethe\nof\nor\nDirect\nRowLanp Hayes,\nland Recreation Council, Cleveland,\n:\n3\n;\nOhio.\nCrarENce D. Kuinosiey, State Supervisor of Secondary Education, Boston.\nMassachusetts.\n\nW. R. McCormack, Architect, Board of\nEducation, Cleveland, Ohio.\nJames H. McCurpy, Director of International Young Men’s Christian Association College, Springfield, Massachusetts.\nFF. A. Naramore, Architect, Board of\nEducation, Seattle, Washington.\nDwicut H. Perkins, Architect, Perkins,\nFellows @ Hamilton, Chicago, Illi;\nnois.\n\nSs. L. SmitH, Chamber of Commerce,\nNashville, Tennessee.\nC. B. J. SNYDER, Architect, Board of\nEducation, New York City.\n\nGrorcr D. STRAYER, Professor of EduTeachers\nAdministration,\ncational\nCollege, Columbia University, New\nYork City.\n\n"}
{"page": 59, "printed_page": "37", "text": "CoMMITTEES\nCommittee\n\nArTHUR\n\nH.\n\nR.\n\nJOSEPHINE\n\nCHAMBERLAIN,\n\ntendent of Public Instruction,\nOlympia, Washington.\nHomer H. SEERLEY, President of the\n\nALDERMAN,\n\nExecutive\n\nSenior\n\nEducational\n\nAdvisor, U. S. Navy,\nDistrict of Columbia.\n\nWashington,\n\nj. A. BexeELt, Dean, School of Commerce, Oregon Agricultural College,\n716 Jefferson Street, Corvallis, Oregon.\n\nKaTHERINE D. BLAKE, Principal of Public School No. 6, New York City.\nHarry R. DANIEL,\n\nStraus Building,\n\n565\n\n5th Avenue, New York City.\nCLARENCE\n\nH.\n\nDempsey,\n\nState\n\nCommis-\n\nsioner of Education, Montpelier, Vermont.\nEpwarp C. Exuiott, Chancellor of State\nUniversity,\nState\nCapitol, Helena,\nMontana.\n\nApA\n\nVAN\n\nSTONE\n\nElementary\n\nHarris,\n\nPractice\n\nDirector\n\nTeaching,\n\nof\n\nPub-\n\nlic Schools, Pittsburgh, Pennsylvania.\nFrep M. Hunter, Superintendent of\nCity Schools, Oakland, California.\nCuarLes H. Keyes, President Skidmore\nCollege, Saratoga, New York.\nWitiiam B. Owen, President of the\nChicago Normal\nCollege, Chicago,\nTllinois.\n\n37\n\non Thrift Education\n\nSecretary of the California Teachers’\nAssociation, Flood Building, San Francisco, California, Chairman.\nL.\n\nFoR 1921-22\nC.\n\nPreston,\n\nState\n\nIowa State Teachers’\nFalls, Iowa..-\n\nSuperin-\n\nCollege, Cedar\n\nS. W. Straus, Straus Building,\nAvenue,\n\nNew\n\nYork\n\n565 5th\n\nCity.\n\nALBERT E. Winsuip, Editor of the\n“Journal of Education,” Boston, Massachusetts.\nCommittee\nIra\n\nB.\n\non\n\nBusH,\n\nVisual\n\nEducation\n\nCharlestown,\n\nWest\n\nVir-\n\nginia, Chairman.\nELIZABETH\n\nBRECKINRIDGE,\n\nLouisville\n\nNormal School, Louisville, Kentucky.\nMAyBELL G. BusH, Supervisor of City\nGrades,\n\nErnest\n\nMadison,\n\nWisconsin.\n\nL. Cranpati,\n\nDirector\n\ntures, Board\nCity.\n\nof Lec-\n\nof Education, New\n\nYork\n\nCHARLOTTE KouHN, 1426 State Street, La\nCrosse, Wisconsin.\n\nHersert S. Weet, Superintendent of\nCity Schools, Rochester, New York.\nHowarp O. WELTY, Principal of Fruitvale School, Oakland, California.\nIpA Lez Woopy,\n\nPrincipal of Hamilton\n\nSchool, St. Louis, Missouri.\n\n"}
{"page": 60, "printed_page": "38", "text": "SIXTIETH\n\nOF THE\n\nPROGRAM\n\nMEETING\n\nANNUAL\n\nOF THE\n\nation of the\nNational Education Associ\nUnited States\nBOSTON,\n\nMASSACHUSETTS,\n\nGENERAL\nTheme—Education\n\n3-8, 1922\n\nJULY\n\nPROGRAM\n\nand the Democratic\n\nAwakening\n\nram were held, unless otherwise\nThe meetings of the general prog\nanics Hall.\nMech\nin\n:\n\nSunday\nMusic was furnished\nJohn A. O'Shea.\n\nEvening,\n\nindicated,\n\nJuly 2, 8:00 o’clock\n\nby a special orchestra\n\nand\n\nchorus\n\na New\nThe Democratic Awakening Presents\n\nunder\n\nWorld\n\nthe direction\n\nof\n\nOutlook\n\nof Teachers\nPresident of the National Union\nNew EpucaTion—W. G. Cove,\n.\nWales\nof England and Wales, Rhondda,\nARMAMENTS—\nCONFERENCE ON LIMITATION OF\nFAR-REACHING RESULTS OF THE\nNational Council for Reduction\nthe\nof\ntary\nSecre\ntive\nExecu\n,\nFrederick J. Libby\nC.\nof Armaments, Washington, D.\nof EducaE. Winship, Editor of the Journal\nA.\n1922—\nFOR\nGE\nMESSA\naL\nEpucatTion\n\nTue\n\ntion, Boston,\n\nMass.\n\nFirst Day’s Proceedings\n_ Note—The\n\nwee\ned as in the official program, sowith\nheaded.\nproceedings here given are arrang\nve Assembly are\nBusiness sessions of the Representati\n\naddi-\n\ntions and corrections.\n\nck\nMonday Morning, July 3, 9:30 o’clo\nClass,\nQuartet from the Music Supervisors’\nMusic was furnished by the Ladies’\nDamon.\nunder the direction of Inez Field\nMass.,\n,\nLowell\n,\nSchool\nl\nNorma\nState\nGrace\nby children from the grades, Miss\nThis was followed by Folk dancing\n.\ncharge\nin\nLennon being\n\nthe Importance\nThe Democratic Awakening Emphasizes\ners\nTeach\nfor\ning\nTrain\nal\nssion\nProfe\n\nof\n\nCiry ScHoors—Olive M. Jones, Principal\nPROFESSIONAL ‘TRAINING FOR TEACHERS OF\nWG\nWho\nWea\nNew\n120,\nof Public School No.\nn,\noF RuraL ScHoots—Minnie J. Nielso\ners\nTracH\nFOR\nING\nTRAIN\nSIONAL\nPROFES\nBismarck, N. D.\nction,\nInstru\nPublic\nof\nnt\nntende\nSuperi\nState\ndge, President of the Department of\nPRESENTATION OF GaveL by John H. Beveri\nSuperintendence, Omaha, Nebr.\nRS\nIMPROVEMENT AND PREPARATION OF TEACHE\n\nWHILE\n\nIN SERVICE—Peter\n\nA. Morten-\n\nIII.\nson, Superintendent of Schools, Chicago,\nrs—Jessie A. Skinner, President\nPROFESSIONAL STANDARDS FOR CLASSROOM TEacuE\nd, Oregon.\nof High School Teachers’ Association, Portlan\nion—John J. Tigert, U. S$. ComPRESENT-DAY OBJECTIVES OF AMERICAN Epucat\nmissioner of Education, Washington, D. C.\n\n[38]\n\n"}
{"page": 61, "printed_page": "39", "text": "ProGRAM OF Boston MEETING\n\n39\n\nMonday Afternoon, July 3, 2:00 o’clock\n_ This afternoon was given over to programs\ntion and of allied organizations.\n\nof the departments of the Associa-\n\nMonday Evening, July 3, 7:30 o’clock\nA delightful musical program\n\nThe Democratic\n\npreceded the addresses.\n\nAwakening Shapes Educational\nthe Future\n\nPolicies for\n\nMAssACHUSETTS WELCOMES THE LEADERS IN DEMOCRACY AND EpucATION—Jeremiah\nE. Burke, Superintendent of Schools, Boston, Mass.; Channing H. Cox, Governor of Massachusetts, Boston, Mass.; and Mr. Smith, representing James M.\n\n_Curley, Mayor of Boston.\n‘THE PROFESSION APPRECIATES FOUNDATIONS EARLY ESTABLISHED IN\nAND HER PRESENT INTEREST IN EpucAaTioN—Susan M. Dorsey,\n\nMASSACHUSETTS\nSuperintendent\n\nof Schools, Los Angeles, Calif.\nTHE DEMOCRATIC AWAKENING AND PROFESSIONAL\nWilliams, President of the National Education\n\nORGANIZATION—Charl\nAssociation, Memphis,\n\nOrmond\nTenn.\n\nGeneral Reception\nFollowing the program in Mechanics Hall a general reception and dance was\nheld in the ballroom of the Copley Plaza Hotel. This reception, which was arranged by the local committee, was known as the President’s Reception.\n\nSecond Day’s Proceedings\nTuesday\n\nMorning, July 4\n\nThe official celebration of the City of Boston for the 4th of July was as follows:\n9.30 a. M. Boston Common.\nFlag Raising by Mayor James M. Curley.\n10 a. M.. Old State House.\nAccording to a time-honored custom, a member\nof the graduating class of the English High School read the Declaration of Independence from the balcony of the Old State House.\nThe reader appeared dressed\nin the uniform of a Colonial officer.\n10.30 a. M. Patriotic Exercises at Faneuil Hall, Mayor James M. Curley presiding. As orator for these exercises Dr. Jeremiah E. Burke, Superintendent of\nthe Boston Public Schools, was chosen.\n3 p.M.\nBoston Common.\nPageant entitled Child Lore of America, participated\nin by 900 children from the various settlement houses of Boston, superintended\nby the Boston Social Union. The pageant was held on a specially constructed plat-\n\nform in the centre of the historic Frog Pond on the Beacon Street side of the\nCommon.\n8 p. M. Boston Common.\nCustomary Fourth of July International Pageant\non the platform in the Frog Pond.\n10 p. M. Fireworks on Boston Common.\nTuesday Evening, July 4, 8:00 o’clock\nA musical\n\nprogram\n\nwas\n\nfurnished\n\nby the Meistersingers\n\nof Boston.\n\nThe Democratic Awakening Promotes Progress Towards\nRealization of Early American Ideals\n\nthe\n\nDeEMocRACY JN THE CLAssRooM—Effie MacGregor, Minneapolis Teachers’ League,\nMinneapolis, Minn.\nTue New Ovutitook—Katherine D. Blake, Principal of Public School No. 6, New\nYork, N. Y.\n\n"}
{"page": 62, "printed_page": "40", "text": "OCIATION\nNATIONAL EDUCATION ASS\n\n40\n\nOF AMERICA\n\nAND THE DEMOCRATIC\n\nMESSAGE FROM\n\nHONORABLE\n\nCuarLes EvANS HUGHES,\n\nLeague\nPresident of the National\n\nof the\n\nDean\n\nby Andrew F. West,\nPrinceton, N. J.\n\nof Women\n\nPark,\n\nWood\n\nAwakeninc—Maud\n\nTre WoMEN\n\nD. C.\n\nVoters, Washington,\n\nsented\nSECRETARY OF STATE—Pre\n\nSchool,\n\nGraduate\n\nPrinceton\n\nUniversity,\n\nM. Owsley, National DiAMERICAN Lecion—Alvin\n,\nPEACE-TIME PROGRAM OF THEission, American Legion Headquarters, Indianapolis\n:\nrector Americanism Comm\nInd.\n\nThird Day’s Proceedings\nWednesday\n\nock\nMorning, July 5, 9:00 o’cl\n\nRepresentative Assembly\nFirst Business Session of the\n\nions—Salaries Division—\nSALARIES, TENURE, AND Pens\nREpoRT OF COMMITTEE ON\nSeattle, Wash., Chairman;\nClub,\n’\nhers\nTeac\ne\nGrad\nnal Administration,\nMyra L. Snow, Ex-President\ngraff, Professor of Educatio\nTenure Division—Harlan Upde adelphia, Pa., Chairman; Pensions Division—\nPhil\nUniversity of Pennsylvania,\nciation, Minneapolis,\nof Minnesota Education Asso\nF\nPhilip E. Carlson, President\nMinn., Chairman.\nState Normal\n\nirree—John\nReport oF RURAL SCHOOL Comm\nChairman.\nWis.,\n,\nPoint\nns\nSteve\nSchool,\nReporT\n\nOF\n\nCOMMITTEE\n\nON\n\nDirector of the Bureau\n\nCouUNTY\n\nF. Sims, President of the\n\nSUPERINTENDENTS\n\nProsteMs—Lee\n\nL. Driver,\n\nEpucaTION\n\nASSOCIATION\n\nPa., Chairman.\nof Rural Education, Harrisburg,\nTHE\n\nNATIONAL\n\nr\n\nADVISORY CoMMITTEE OF\nSchools, New\nM. Gwinn, Superintendent of\nrman of the\nAND THE AMERICAN LEciIon—J.\nChai\nRyan,\nyoJHeur\nNi EB. VAS;\nrman for\nOrleans, La., Chairman forsthes\nChai\nInd.,\nis,\nnapol\nIndia\nEducation,\nAmerican Legion Committee on\nthe Legion.\n\nReport\n\noF JOINT\n\no’clock\nWednesday Afternoon, July 5, 2:00\nMECHANICS\n\nHALL\n\nthe Associaprograms of the departments of\nThis afternoon was given over to\nons.\nizati\ntion and of allied organ\n8:00 o’clock\nWednesday Evening, July 5,\n\nby the Gallo Symphony Band.\nA musical program was furnished\n\nImprovement in Rural Life\nThe Democratic Awakening Demands\nand Education\n\nEducation\nTopay—George A. Works, Rural\nOurTsTANDING NEEDS FoR Rurat LIFE\nulture at Cornell University,\nAgric\nof\nge\nColle\nState\nY.\nN.\npepernent of\nthaca, N. Y.\nCONSOLIDATION,\n\nogee\n\nSUPERVISION,\n\ntc.\n\nowa.\nSTaTE AID\n\nFOR\nPennsylvania\n\nSamuelson,\n\nAND\n\nADMINISTRATION\n\nOF\n\nA\n\nCounty\n\nSuperintendent of Page County\n\nKelley,\nTEACHERS’ SALARIES—James Herbert\nPa.\nState Teachers Association, Harrisburg,\n\nSYSTEM\n\nOF\n\nof\n\nthe\n\nSchools, Clarinda,\nSecretary\n\n,\nVEMENT OF RuraL ScHoots—Mabel Carney\nNarTIonaL RESPONSIBILITY FOR THE IMPRO\nsity, New\nUniver\nbia\nColum\ne,\nColleg\ners\nTeach\nDepartment of Rural Education,\n\nYork, N. Y.\n\nn,\nTRACHER-TRAINING—Thomas, E. Finega\nSraTe AND NATIONAL RESPONSIBILITY FOR\nPa.\nburg,\nHarris\nState Superintendent of Public Instruction,\n\n"}
{"page": 63, "printed_page": "41", "text": "PROGRAM OF Boston MEETING\n\n\"\n\n4i\n\nFourth Day’s Proceedings .\n- Thursday\n\nMorning,\n\nJuly 6, 9:00 oclock\n\nSecond Business Session of the Representative Assembly\nREPORT\n\nOF COMMISSION\n\nON\n\nRESEARCH\n\nAGENCIES—Jesse\n\nH. Newlon,\n\nSuperintendent\n\nof Schools, Denver, Colo., Chairman.\nREPORT OF COMMITTEE ON FoREIGN RELATIONS—Augustus O. Thomas,\nintendent of Public Schools, Augusta, Maine, Chairman.\nREPORT OF COMMITTEE ON SourRcES OF REVENUE—William B. Owen,\nthe Chicago Normal College, Chicago, IIl., Chairman.\nREPORT\n\nOF COMMITTEE\n\nON\n\nHEALTH\n\nProBLEMS—Thomas\n\nD. Wood,\n\nState Super-\n\n‘\nPresident\n\nColumbia\n\nof\n\nUni-\n\nversity, New York, N. Y., Chairman.\nREPORT OF LEGISLATIVE COMMISSION—George D. Strayer, Professor of Educational\nAdministration, Teachers College, Columbia University, New York, N. Y.,\n\n_ Chairman.\n\nThursday Afternoon, July 6, 2:00 o’clock\nThis afternoon was given over to programs of the departments of the Association and of the allied organizations.\n\n4:00—5:00\n\no’clock\n\n‘Honorable Channing H. Cox, the Governor of the Commonwealth, held a\nreception for visitors to Boston in connection with the National Education Association in the Hall of Flags at the State House.\n\nThursday\n\nEvening,\nBOSTON\n\nMusic was furnished\nJohn A. O’Shea.\n\nJuly 6, 8:00 oclock\n\nOPERA\n\nHOUSE\n\nby a special orchestra\n\nand chorus under the direction of\n\nThe Democratic Awakening Requires Intelligent Citizenship\nand the Highest Quality of Leadership\nA New Type oF LEADERSHIP TO CARRY OUT THE New Poticirss—Mary McSkimmon,\nPresident of the Massachusetts Teachers’ Federation, Brookline, Mass.\nReporT OF EpiTroriAL Councit—William C. Bagley, Teachers College, Columbia\nUniversity, New York, N. Y., Chairman.\n\nImpromptu Appress—Hugh S. Magill, Field Secretary, National Education Associa* tion, Washington, D. C.\nTue RESPONSIBILITY OF THE COLLEGE AND THE UNiversiry—Henry W. Holmes,\nGraduate School of Education, Harvard University, Boston, Mass.\nIMPROVEMENT OF Movinc Picrures—Will H. Hays, President of the National Association of Motion Picture Producers\n\nand Distributors of America,\n\nNew\n\nYork\n\nCity.\nOur NEED OF AN INTELLIGENT ELEcTORATE—James E. Russell, Dean of the Teachers College, Columbia University, New York, N. Y.\n\nFifth Day’s Proceedings\nFriday Morning, July 7, 9:00 o’clock\n\nLOEW’S STATE THEATER\n\nThird Business Session of the Representative Assembly\nMINUTES\n\nOF THE\n\nDes Mornes\n\nMEETING.\n\n"}
{"page": 64, "printed_page": "42", "text": "Le\ngn on MS\n\nee\n\nOCIATION\nNatrioNAL EDUCATION ASS\nee\n\nation\nr of the National Educ\nlia S. Adair, Treasure\norne\nrt—C\nRepo\nER’S\nASUR\n‘TRE\nAssociation, Richmond, Va.\nident of the State Normal\n—Carroll G. Pearse, Pres\nReporT OF BOARD OF Trusters\nrman.\nthe\nSchool, Milwaukee, Wis., Chai\ner, Vice-President of\nCommirrre—Fred M. Hunt\nE\nUTIV\nEXEC\nTHE\nOF\nls, Oakland, Calif.,\nReporT\nSchoo\nof\nnt\nende\nrint\nSupe\nion,\nNational Education Associat\nChairman.\nonal Education AssociaCrabtree, Secretary of the Nati\nSECRETARY'S REPORT—J. W.\n(Gi;\ntion, Washington, D.\nOTHER COMMITTEE REPORTS\nUNFINISHED BUSINESS\nNew BUuSINESS\nRESOLUTIONS\nELECTION OF OFFICERS\n\noclock\nFriday Afternoon, July 7, 2:00\nof the Associato programs of the departments\n: This afternoon was given over\nons.\ntion and of the allied organizati\n\n"}
{"page": 65, "printed_page": "43", "text": "REPORT\nGUY\n\nE.\n\nOF COMMITTEE\n\nMAXWELL,\n\nPRESIDENT\n\nWINONA,\n\nON RESOLUTIONS\n\nSTATE\n\nMINNESOTA,\n\nTEACHERS\n\nCOLLEGE,\n\nCHAIRMAN\n\nThe National Education Association, of 116,000 American teachers, in\nits Sixtieth Annual Convention, declares its profound faith in the principles of our democracy and in the indispensable character of public education as the vital force in that democracy; we here devote ourselves anew\nto the patriotic duty of developing intelligence, honor, and loyalty in the\nlives of American boys and girls.\nFor the teachers of the United States to come to New England is not\na journey but a pilgrimage.\nIt was here that the American public school\nwas born.\nIt was here that the principle of the free school, taxed, supported, and controlled by the people, had its first clear and substantial expression.\nIt was here that the first public high school was established.\nIt\nwas here that Horace Mann lived and labored.\n‘To this birthplace of the\nAmerican public school it is the privilege of our Association to return.\nFrom this vantage ground of a splendid tradition, it is fitting that we should\nproclaim anew our faith in the American public school. Here, in the\nnursery of American freedom, it is fitting that we should pledge again\nour unswerving loyalty and devotion to the American ideal of universal\npublic education as the basic safeguard, guarantee, and bulwark of civil\nand religious liberty.\nIt is especially fitting that we bespeak here, in\nbehalf of twenty million boys and girls who must soon bear the full responsibilities of American citizenship the continued and increased interest\nof the American people in the welfare and progress of their most fundamental institution.\nIt is especially appropriate in this place and at this time to reassert a\nprinciple that has been irrevocably established in our National life—the\n\nprinciple, namely, that public education is more than a matter of local or\neven State concern; that it is in truth a matter of the deepest National\nconcern; and that the Nation as a nation has a stake and interest in the\nwelfare and development of every child in the land.\nIt is appropriate in this place and at this time to reassert this principle\n\nbecause its establishment was due primarily to men from New\n\nEngland.\n\nIt was Rufus Putnam, of Massachusetts, who secured in the Land\n\nOrdi-\n\nnance of 1785 that far-reaching provision which has set aside for “the support and maintenance of public schools” the sixteenth section of every town-\n\nship in every State that has been since carved from the National domain.\n\nIt was Nathan Bane, of Massachusetts, who drafted the Ordinance of 1787,\nwhich placed religion, morality, and education as the foundation of the\nIt was Manasseh Cutler\nStates formed from the Northwest Territory.\n\nof Massachusetts who stood first and foremost in 1787 for the Federal\nland grants which made possible the State universities of our Middle West.\nIt was a senator from Vermont,\n\nJustin S. Morrill, who\n[43]\n\nfought through\n\n"}
{"page": 66, "printed_page": "44", "text": "44\n\nOCIATION\nNATIONAL EDUCATION ASS\n\na decade after\nthe legislation which, within\nthree sessions of Congress for\nblishment in\nesta\nthe\nred\nsecu\noln in 1862,\nits approval by President Linc\nhanic Arts,”\n“College of Agriculture and Mec\nevery State of the Union of a\nwas a sunIt\nwith complete State control.\nunder National support but\nin the Senered\nCharles Sumner, who fath\ncrowned son of Massachussetts,\nA. Gares\nJam\nby\nves\nHouse of Representati\nate the bill introduced in the\nIt was\nn.\natio\nEduc\nof\nt\nmen\nFederal Depart\nfield in 1867, establishing a\nplace\nld\nwou\nhe\nway,\nhis\nhave\nd\n, ‘+f he coul\nCharles Sumner who said that\nIt\nnet.\nEducation in the President’s Cabi\nthe head of the Department of\nin\nwho\n,\nHoar\nF.\nMassachusetts, George\nwas another great Senator from\nate\nopri\nappr\nto\ne\nforc\nress with cogent\nsession after session urged Cong\nfunds\nughout the country the National\nthro\nols\nscho\nic\nfor the support of publ\nored\nhon\nand\ne\nrabl\nvene\nthe\nwas\ns. It\narising from the sale of public land\nd\necte\nconn\nVermont, whose name was first\nSenator Carroll 8. Page, of\nalso\nand\nact,\ner\nLev\nwn today as the Smithavith the legislation which is kno\nwith the\nSmith-Hughes act which, passed\nthe\nas\nwith the bill now known\nthe\nbeen\nhas\nes,\nStat\nd\nlan\nthe New Eng\ncomplete and cordial support of\nal\ntion\nvoca\nof\nm\nble\npro\nthe\nof\ntion\nthe solu\nNation’s first great step toward\neducation.\nnobly wrought, there are unfinished\nNotwithstanding all that has been so\nNo\nbe educationally self-sufficient.\ntasks before us. No State today can\nwhat\nor\n,\nation\noccup\nhis\nwhat\nhis color,\nAmerican citizen,no matter what\nds\ny to our social order, be merely “han\nsafet\nwith\ncan,\n,\nbirth\nhis\nthe land of\nn\nknow\nHuman destiny, to an extent never\nand feet to fetch and carry.’\nafund\nThe\ne.\nmasses of the peopl\nbefore, is now in the hands of the great\nto raise the common man, not so\nis\nus\nonts\nconfr\nnow\nmental problem that\nindustrial efficiency as to those high\nmuch to a greater degree of skill and\naction which the complexity and\nl\nplanes of thinking, feeling, and socia\ninterdependence of life demand.\nteachings, we pledge our support\nIn full accord with these ideals and\nand invite good citizens everywhere\nto the following principles and policies\nghout the Nation.\nto join us in making them effective throu\nunqualified support of Federal\nWe reaffirm our sincere, devoted, and\ntion, without Federal intereduca\nc\npubli\naid and Federal recognition of\nl, as they are embodied in\nference in any way with State and local contro\nthe 67th Congress.\nthe Towner-Sterling bill now pending in\none of the most pressing\nThe question of adequate school revenues is\ntime. The wealth of\nthis\nat\nand important problems facing the country\nWe ask that Conneeds.\nional\neducat\nthe Nation is sufficient for all its\ntance of pubimpor\nme\nsupre\nthe\nize\nrecogn\ngress and the State legislatures\nof providing adequate\nlic education and that they set themselves to the task\nthere may be equality of\nfunds for its support. We believe, in order that\n\nthe State should assume a\neducational opportunity for all children, that\nial support of schools\nfinanc\nte\nmuch larger responsibility for the adequa\n\nshould be derived from\nand that at least one half of the school revenues\nState income.\na full\nbe served by\nWe believe that the best interests of education will\n\n"}
{"page": 67, "printed_page": "45", "text": "COMMITTEE ON RESOLUTIONS\n\n45\n\nrecognition of the principles that education is a State function, and that\n\nlocal boards of education are in this sense officers of the State; and that\nthey should be free to determine and administer their own financial budgets,\n\nsubject to general State control but unhampered by municipal authorities.\nThe safety of the Republic rests in a large degree with the teachers of\nthe Nation.\nWe call upon teachers everywhere to teach respect for law\nand order and for constituted authority; to impress alike upon young and\nold the importance of obedience to the Constitution and to all State and\nNational laws and to local ordinances; to teach the children that the laws\nare made by the majority and may be changed by the majority; but that\nthey must be obeyed by all; and that he who disobeys the Constitution or\nlaws is an enemy of the Republic.\nWe approve training in American citizenship and urge that the principles of this Government as embodied in the State and National Constitutions be made an integral part of the training of every student in every\nschool. We also urge in the interest of true Americanism that no person,\nunwilling to submit to these principles, be employed in the education of\nyouth,\nWe declare our unqualified approval of permanent tenure for teachers\nduring efficiency and good behavior following a reasonable probationary\nperiod; of the establishment of permanent, safe, and adequate teachers’\nretirement funds; of raising educational standards and attracting the finest\nability to the teaching profession by an increase in teachers’ salaries; and\nwe stand unalterably opposed to a lowering of salary schedules for competent teachers in any part of the country.\n‘To these ends we urge continued\nactivity of the National Education Association to secure the legislation in\nvarious States which will bring about these results.\nWe declare that the fundamental need in public education is an adequate\nsupply of well-trained teachers; and we urge the support of every agency\nand policy that will increase and improve the facilities for the preparation\nof teachers. We urge that salaries be based upon professional preparation,\nthe skill attained, and the quality of service rendered, irrespective of the\ngrade or age of the children to be taught.\nWe call attention to the failure to provide an adequate program of\neducation for the children living in the rural areas of our country, and we\nurge that the educational opportunities provided for children in rural\nAmerica be made equivalent to those offered to children in the most favored\nurban communities.\nWe look to the City of Washington for leadership in matters of school\nadministration, supervision, teaching, business management, and for the\ndevelopment of a sane, well-balanced and progressive educational program\nin city schools. In a special sense the schools of the capital city belong to\nIn behalf of the Nation we ask Congress to create a board of\nthe Nation.\n\neducation for the City of Washington which shall be entirely free from\nparty control, to have direct charge of its own financial budget, and which\nshall have a secure financial income sufficient to make these schools worthy\nof the capital city of the Nation.\n\n"}
{"page": 68, "printed_page": "46", "text": "46\n\nNATIONAL EDUCATION ASSOCIATION\n\ni and other territories from\nWe declare that the exclusion of Hawai\nand indefensible; and we int\nunjus\nbenefits of Federal appropriations is\nnal Education Association\nNatio\nthe\nof\nstruct the Legislative Commission\nFederal aid for education to\nto urge Congress in all acts providing for\nthe States.\nplace these territories on the same basis as\non bill now pending in ConJohns\nthe\nto\ned\noppos\nrably\nunalte\nare\nWe\nwould be placed in charge\nn-born\ngress whereby the education of the foreig\ns to the Department of\nbelong\nwork\n‘This\n.\nof the Naturalization Bureau\nEducation and should be placed there.\nzations of teachers in\nWe send fraternal greetings to all national organi\nto join them in the\ness\nreadin\nforeign lands, expressing our desire and\nand of international\ntruth\nof\ncause\nthe\nleadership which shall promote\nof the Association’s\nwork\nthe\nnd\ncomme\nwe\nend\nTo this\nunderstanding.\na world conference on\nCommittee on Foreign Relations in preparing for\neducation in 1923.\naccomplished.\nWe rejoice in the reduction of world armaments already\nby mutual\nabout\nt\nbrough\nll,\ngood-wi\nand\npeace\nWe believe that international\neducation\nby\nd\nrealize\ny\nspeedil\nmore\nbe\nwill\nnce,\nconfide\nunderstanding and\nreleased\ns\nrevenue\nWe therefore recommend that\nthan by any other means.\non.\neducati\nof\nion\npromot\nby the reduction of armaments be used in the\nwhich has\nWe express our sincere appreciation of the fine hospitality\norganizaees,\ncommitt\nthe\nby\nion\nAssociat\nthe\nof\nbeen shown the members\nevidence\nbeen\nhas\nThere\nvicinity.\nand\nBoston\nof\ncitizens\nand\ntions, press,\nscores\nof\npart\nthe\non\neverywhere of careful foresight and of untiring effort\nSixtieth\nthe\nof\nsuccess\nthe\nto\nof volunteer workers who have contributed\nAnnual Convention of the Association.\n\n"}
{"page": 69, "printed_page": "47", "text": "MINUuTES OF REPRESENTATIVE\n\nASSEMBLY\n\n47\n\nMINUTES\n\nOF BOSTON MEETING OF THE\nREPRESENTATIVE ASSEMBLY !\nBoston, Juty 5, 6, AND 7\n\nFirst Business Session—The First Business Session of the Boston meeting was called to order by the Secretary, Wednesday morning, July 5,\n1922, at Mechanics Hall at 9 o’clock, and after making a few announcements he requested the audience to remain at ease until a larger number of\ndelegates had arrived.\nA few minutes later the President, Miss Charl\nOrmond Williams, on being assured that a quorum was present, took\ncharge of the meeting and announced that the first order of business would\nbe a report of the Committee on Credentials, and called on Miss Middleton,\nof Arkansas, chairman of the sub-committee, to make the report.\nMiss Middleton reported as follows:\nWe, the Sub-committee on Credentials, beg leave to report that we have examined the list of names as filed in the Secretary's office and find that there are\n806 properly accredited delegates, and we recommend that they be seated in the\nAssembly.\nWe further recommend that those delegates who have not yet submitted credentials be accepted and seated on presentation of the delegate’s\ncredential card furnished by the Secretary and endorsed by the committee.\nWe\nfurther recommend that the Credentials Committee be continued in office until\nits successor is elected at the next regular meeting of the Association.\n\nA motion was passed to adopt the report of the Committee.\nThe Chairman stated that she desired to appoint a Committee on Rules\nif there were no objections, and hearing no objections she appointed the\nfollowing on the Committee: Mr. Owen, Illinois, Chairman; Mr. Beach,\nWashington; Mr. Doudna, Wisconsin; Miss McSkimmon, Massachusetts ;\nand Miss France, Tennessee.\n\n.\n\nThe Chairman of the Committee, Dr. Owen, was then recognized and\nmoved that the Rules of Procedure of this Representative Assembly be the\nsame as those of the Des Moines meeting until a new report of rules should\nbe submitted by the Committee and adopted by the Assembly.\nThe motion\nwas seconded.\nOn request of the President, Dr. Owen then read the\nrules for the information of the Assembly.\n‘The rules are as follows:\n1. Seating and Organization of Delegates: The delegates from the several\nStates, Territories, and Districts shall be seated in a body. Each State delegation\nshall elect a Chairman of the delegation to serve through the annual meeting.\n2. Delegates’ and Alternates: In the absence of a delegate from any meeting\nof the Representative Assembly the alternate shall have the right to vote in his\nstead.\n\nIn the\n\nabsence\n\nof a delegate\n\nand\n\nhis alternate\n\nno\n\nother\n\nperson\n\nshall\n\nbe\n\nauthorized to votein their stead. Where a State or local affiliated association is\nrepresented by more than one delegate or alternate, in the absence of any delegate from the meeting of the Representative Assembly, the delegates from that\nState or local affiliated association shal] select the alternate to act.\n3. Debates: In debate on any motion each speaker shall be limited to five minutes unless his time be extended either (1) by unanimous consent or (2) by vote of\nthe Representative Assembly.\n\n1This is a brief statement of the proceedings of the three business sessions of\nThe complete copy of the notes taken by the\nthe Representative Assembly.\n\nreporter is in the Secretary’s office.\n\n"}
{"page": 70, "printed_page": "48", "text": "NATIONAL EpucATION ASSOCIATION\n\n48\n\nof the\nthan one vote in the proceedings\n4. Voting: No person may cast more\nbe done by States ;\nshall\nit\ncall\nroll\na\nof\ng\ntakin\nRepresentative Assembly. In the\non the\nshall announce the ayes and noes\nthe Chairman of each State delegation\nquestion.\nthe authors’ Rules of Order is adopted as\n5. Parliamentary Procedure: Robert\nity on parliamentary procedure.\n\nThe motion was unanimously carried.\norder of business would be the\nThe Chairman stated that the next\nittee on Salaries, Tenure, and\npresentation of the report of the Comm\nington, acting Chairman of the\nPensions and that Miss Snow, of Wash\nCommittee would make the report.\nthe Committee it was decided\nMiss Snow stated that at a meeting of\nshould present a report. She\nthat the Chairman of each sub-committee\nChairman of the Sub-committee\ncalled upon Mr. Carlson, of Minnesota,\non Pensions who reported as follows:\n\nthe Committee on Salaries, Tenure,\nMadam President, you have heard that\nunanimously adopted the following\nand\ng\nmornin\nday\nand Pensions met yester\nve Assembly for its endorsement.\nentati\nresolution which we submit to the Repres\nthe Association at this time is more\nbefore\ncoming\nsubject\nno\nthat\nbelieve\nWe\nAmerican education and the legitimate\nvital to the progress and advancement of\nperma-\n\nestablishment of satisfactory\nprofessional interest of the teachers than the\nfunds do not now exist. We urge\nnent teachers’ retirement funds where such\nAssociation in each State to take such\nthe membership of the National Education\ntion providing such funds where they\nlegisla\nof\nent\nenactm\nthe\nsteps as will secure\nes the burden of superannuation\nincreas\ndelay\nof\ndo not now exist. Every year\n, and causes privation to hunschools\nand the resultant inefficiency in our public\n\ndreds and anxiety to thousands of teachers.\nwith the greatest expedition\nWe believe that satisfactory results can be secured\nwhich it has begun and\nwork\nthe\ns\ncontinue\ntion\nand certainty if the Associa\nall persons interested\nhear\nto\nee\nauthorizes and directs the appropriate committ\nand complete its report with\nprepare\nto\nee\ncommitt\nthe\ndirects\nand\nproblem\nin the\nof the next annual meetconclusions and recommendations sufficiently in advance\nmonth before the annual\none\nleast\nat\nJournal\nthe\ning to permit it to be printed in\nntative Assembly in such\nmeeting, and that such report be submitted to the Represe\nDated at Boston, Mass.,\nmanner as the Representative Assembly shall decide.\nfor its\n\ny July 5, 1922,\nJuly 4, 1922, and submitted to the Representative Assembl\nendorsement.\nDivision of that comMadam President, I wish as Chairman of the Pensions\nreport.\nthat\nto\nmittee to speak\n\nwhy\nAfter giving a history of the pension movement and giving reasons\n,\nquestion\nt\nimportan\nthis\nto\nn\nthe Association should give special attentio\ns\nndation\nrecomme\nthe\nof\nadoption\nand\nce\nacceptan\nMr. Catlson moved the\nS\nof the committee. The motion was seconded and carried.\nSubthe\nof\nMiss Sally Hill.was then called upon to present the report\nf,\nUpdegraf\nDr.\n,\nChairman\ncommittee on Tenure, and in the absence of the\na\nreported as follows:\n\non\nMadam President, and members of the Delegate Body: The Committee\nin your\nhas very little to report. What there is has been printed and is\na whole for\nhands, but the following resolution was adopted by the committee as\nthe resoluis\nthis\nand\nCommittee,\nResolutions\nthe\nto\nyour endorsement to be handed\nTenure\n\ntion as drawn up by the Committee on Salaries, Tenure, and Pensions:\nWhereas, the tenure situation in most States is deplorable, the boards\n\ncation having absolute right to dismiss or decline to re-employ teachers\n\nof edu-\n\nfor any\n\n"}
{"page": 71, "printed_page": "49", "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\n49\n\nreason or no reason whatever; and whereas, certain boards have used this arbitrary power to the detriment of the schools;\nBe it therefore resolved: That the Representative Assembly of the National\nEducation Association go on record opposing this practice and urge its membership in each State to take such steps as will secure the enactment of legislation\nby their respective State legislatures that will guarantee permanency of tenure\nduring efficiency and good behavior following a reasonable probationary period.\n\nMiss Hill said that she did not think it necessary for any one to speak\non the need of a tenure bill and moved the approval of the report to be\npresented as a part of the resolutions.\nIt was announced by the Chair that the convention endorsed the report\nand that it would be reported to the Resolutions Committee to become a\npart of the report on Resolutions.\nMiss Snow, Chairman of the Sub-division on Salaries, then called attention to the Report on Salaries which was in the hands of delegates in\nprinted form. After pointing out important items in the report Miss\nSnow stated that at a meeting of the full committee on Salaries, Tenure,\nand Pensions yesterday, the following recommendation was adopted to be\nsubmitted for the consideration of the Representative Assembly.\nThat the Committee on Salaries, Tenure, and Pensions as a standing committee\nof the National Education Association be discontinued, and that three committees,\none on salaries, one on tenure, and one on pensions be established by the delegate\nassembly.\n\nShe moved the adoption of the report and recommendations.\nThe motion was seconded.\nMiss Haley, of Chicago, spoke against separating the committee into\nthree distinct parts and criticised the work of the Committee on Salaries,\nTenure, and Pensions since the time of the Salt Lake City meeting.\nMiss Snow again spoke in support of her motion.\nMr. Marshall, of West Virginia, moved to table the motion. The\nmotion was seconded and lost.\nThe motion made by Miss Snow was then put and carried.\nMiss Williams, the President, then called on Dr. Driver, of Pennsylvania, Chairman of the Committee on County Superintendents’ Problems,\nto present the report for his committee.\nHe presented an able report\nwhich will appear in full in this volume of Proceedings.\nA motion was\npassed to receive the report.\nThe presiding officer, at this point in the program, announced the winners of the banners, one banner having been offered to the State having\nthe greatest percentage of its teachers as members of the State Association,\nand one banner to the State having the greatest percentage of its teachers\nfor membership in the National Education Association.\nIt was announced\nthat Utah had secured the largest percentage of teachers for membership\nin the National Education Association and that Wyoming had secured the\nlargest percentage of teachers for membership in the State Association.\nIt was explained that the enrolment of members in the National Association from the Hawaiian Islands was on a par with that of the highest\nStates, and hence the Executive Committee had decided to award a special\n\n"}
{"page": 72, "printed_page": "50", "text": "50\n\nNATIONAL EDUCATION ASSOCIATION\n\nOn the request of the Chairman the\nbanner to the Hawaiian Islands.\nHawaiian Islands came to the\ndelegates from Utah, Wyoming, and the\n“There was great applause as the\nplatform and received their banners.\nrs on the platform singing\ndelegates stood beside their respective banne\ni, of Hawaii, sang “Aloha\nHoopi\nMr.\n“For He’s A Jolly Good Fellow.”\nan ovation from the audience.\nOe” in the Hawaiian language, receiving\nof business would be the\nThe Chairman announced that the next order\ncalled on John F. Sims, of\nreport of the Rural School Committee, and\n(This rethe report.\nmake\nto\nWisconsin, chairman of the committee,\n)\ns.\neding\nProce\nport is published in this volume of\nH. Seerley, of lowa, to\nAt this point Miss Williams called Dr. Homer\nthe chair.\nwas received as read by\nOn motion the report of the Rural Committee\n\nMr. Sims.\nchairman of the ComThe Chairman then called on Henry J. Ryan,\nthe report for the\nmake\nto\nLegion\ncan\nAmeri\nmittee on Education of the\nthe National Education\nJoint Committee of the American Legion and\nof Proceedings. )\nvolume\n(This report is published in this\nAssociation.\nand on motion\nce,\naudien\nthe\nby\nThe report was enthusiastically received\nve Assembly.\nentati\nRepres\nthe\nby\nd\nadopte\nwas unanimously accepted and\n“Now\nsaying,\ned\naccept\nwas\nreport\nthe\nthat\nced\nThe Chairman announ\nion\nEducat\nduring\nd\nlet us go out and see that the thing that we have adopte\nmost\nthe\nabout\nbring\nto\nas\nWeek be given such harmonious cooperation\nmarvelous success.”\nHe then announced\nadjourned.\n\nthat the first business session of the Assembly was\n\nSECOND\n\nBUSINESS\n\nSESSION\n\nTrurspay\n\nForENoon,\n\nJULY 6, 1922\n\nof the RepresentaSecond Business Session—The second business session\nforenoon, July\nay\nThursd\ng,\nBuildin\nics\nMechan\nin\ntive Assembly was held\nB. Owen, of\nm\nWillia\nby\no'clock\n9\nat\norder\nto\n6, 1922, being called\nthe audience\nIllinois, who announced that a quorum not being present\nA few\narrived.\nhad\nwould be at ease until a larger number of delegates\ndeleall\nasked\ntion,\nminutes later Miss Williams, President of the Associa\nwas\nquorum\na\nthat\ncing\nannoun\ngates to be seated as quickly as possible,\nthe\nof.\nreport\nthe\nbe\nwould\ns\nbusines\npresent, and that the first order of\no,\nColorad\nof\n,\nNewlon\nH.\nJesse\nMr.\nby\ns\nCommission on Research Agencie\nthe\nof\nreport\nthe\ngave\nthen\nNewlon\nMr.\nee.\nchairman of the committ\n)\n(This report is published in this volume of Proceedings.\nCommittee.\ny.\nAssembl\nOn motion the report was received by the Representative\nof the\nThe Chairman announced as the next order of business the report\nof\nThomas,\nO.\nA.\nDr.\non\ncalled\nCommittee on Foreign Relations, and\nreport.\nthe\npresent\nto\ne,\nMaine, chairman of the committe\nThe\nAfter presenting. the report Dr. Thomas moved that it be accepted.\n\n"}
{"page": 73, "printed_page": "51", "text": "MINUTES\n\nOF REPRESENTATIVE\n\nASSEMBLY\n\na\n\nmotion was seconded and carried by unanimous vote.\n(The report. is\npublished in full in this volume of Proceedings. )\nAfter announcements by the Secretary the Chairman announced as the\nnext order of business the report of the Committee on Sources of Revenue\nby Dr. William B. Owen, of Illinois, chairman of the committee.\nAfter presenting the report, which is published in full in the Journal and\nthe. Volume of Proceedings, Dr. Owen moved that it be accepted.\nHis\nmotion was seconded and carried.\nThe Chairman announced the next order of business to be the report\nof the Committee on Health Problems by Dr. Thomas D. Wood, of New\nYork, Chairman of the Committee, in whose absence Miss Ada Van Stone\nHarris was called upon to present the report.\nAfter the report was read\nby Miss Harris a motion was made to accept the report but on the suggestion of Miss Haley the word “receive” was substituted for the word\n“accept.” The motion was then seconded and carried to receive the report\nof the committee.\nA motion was then made by Miss Haley, of Chicago, that it be the sense\nof this body that the copyright of any publication relating to that report\nbe held in the name of the National Education Association and that no\nindividual or association has any right to any royalties from it. The\nmotion was seconded.\nAfter discussion it was suggested that the matter be referred to the\nExecutive Committee, and with the permission of Miss Haley a motion\nwas made to refer the question to the Executive\n\nCommittee\n\nfor decision.\n\nThis motion was carried by unanimous vote.\nThe next order of business as announced by the Chairman was the report\nof the Legislative Commission by its Chairman, George D. Strayer, of\nNew York.\n‘The report was enthusiastically received by the Representative\nAssembly, and after the Chairman had finished reading it, Dr. Payson\nSmith, of Massachusetts, made the following motion: “I want to move\nthat this really great report be accepted and that it be referred to the\nExecutive Committee with the recommendation from this Assembly that\nthe report be ptinted for wide-spread distribution.”\nThe motion was\nseconded.\nA delegate inquired whether the acceptance of this report\nmeant the endorsement of the Towner-Sterling bill, and was informed\nby the Chairman that it did. ‘Then this delegate announced that she was\nopposed to.the Towner-Sterling bill. At this point Dr. Owen, of Chicago,\nwas called to the chair. He stated that the motion was before the house\nand open for discussion.\n‘There being no discussion he called for all in favor\nof the motion to say aye.\n(There were many ayes.)\nHe then called for\nthose opposed to say no. There was one no.\nThe\n\nChairman\n\nmaking a number\nwas adjourned.\n\nthen announced\n\nthat the motion\n\nof announcements\n\nwas\n\ncarried, and after\n\nhe stated that the morning: session\n\n"}
{"page": 74, "printed_page": "52", "text": "52\n\nNatioNAL EpUCATION ASSOCIATION\nee\n\nTHIRD\n\nSSS\n\nBUSINESS\n\nSESSION\n\nBoston, JuLy 7, 1922\n\nntative\nThird Business Session—The third business session of the Represe\n1922,\n7,\nJuly\non\nAssembly was held in Loew’s State Theater, Boston,\n\ncalled to order\nFriday forenoon, beginning at 9 o'clock. The meeting was\nwould wait\nshe\nthat\nsaid\nShe\ns.\nWilliam\nby the President, Miss Charl O.\nminutes\nfew\nA\nday.\nthe\nof\nbusiness\nthe\nup\ntaking\na few moments before\nMoines\nDes\nthe\nof\nminutes\nthe\nread\nto\nry\nSecreta\nthe\non\nlater she called\nmeeting.\nmeeting\nThe Secretary explained that the minutes of the Des Moines\nbeen\nhad\nwhich\nt\npamphle\na\nhad been printed in the Journal and also in\nand\nby-laws,\ncharter,\nthe\nng\ncontaini\nplaced in the hands of every delegate,\nthe\nunder\nwhether,\nasked\nHe\nmeeting.\nthe minutes of the Des Moines\nminutes.\nthe\nof\nreading\nthe\nhear\nto\nwanted\nion\nAssociat\ncircumstances, the\nA motion was made, seconded, and carried that the minutes of the Des\nMoines meeting be adopted as presented in the report to the delegates. °\nThe President stated that the next order of business would be the presentation of the Treasurer’s report by Miss Cornelia S. Adair, of Virginia,\nMiss Adair called attention to the growth\nTreasurer of the Association.\nin income from membership dues, and\nincrease\nthe\nand\nn\nof the Associatio\ng and from commercial exhibits.\nadvertisin\nfrom\nincome\nincreased\nthe\nalso\nShe believed that the idea of having a budget plan for the payment of dues\nhad commended itself to members, and urged that affiliated associations\nand schools give further attention to the plan during the coming year.\nShe recommended that an effort be made to secure a number of life memShe then called attention to the printed report which was in the\nberships.\ndelegates and moved that the Treasurer’s report be adopted.\nthe\nof\nhands\nThe financial\nThe motion was seconded, put, and unanimously carried.\nstatement of the Treasurer is printed under the general heading Complete\nReport of the Auditors following the minutes of the business sessions in the\nVolume of Proceedings (p. 66).\nThe President then called on the Secretary to present his annual report.\nThe Secretary called attention to the fact that the report was in printed\nform and in the hands of the delegates. He called attention to the reports\nof the heads of departments of the central office as well as to the part of\nHe then moved that\nthe report which had been prepared by himself.\n(This\nand carried.\nseconded\nwas\nmotion\nthe report be received. The\nreport is printed in full in this volume of Proceedings. )\nMr. Springer at this point made the suggestion that in making charts\nshowing the growth in membership that the associate members should be\ncounted during the years when there were both active and associate members. The Chairman expressed approval and referred the matter to the\nSecretary.\nThe President announced that the next order of business would be the report\nof the Board of Trustees by the Chairman, Mr. Pearse, of Wisconsin.\n\n"}
{"page": 75, "printed_page": "53", "text": "MINUvuTES OF REPRESENTATIVE ASSEMBLY\n\n53\n\nIn presenting the report of the Board of ‘Trustees Chairman Pearse\nexplained the main items in the printed report, and called attention to the\nexcellent condition of the funds of the Association.\nHe said that although\n\n$98,000 represented the purchase price of the headquarters’ property, it\ncould be sold at the present time for more than $135,000.\nHe then moved\nthat the report be received and approved.\n‘The motion was seconded and\ncarried.\n_ The report as approved by the auditor is printed under the heading The\nComplete Report of the Auditors following the minutes of the business\nsessions.\nThe Secretary explained that he had the complete minutes at hand for all\nmeetings of the Association for a period of five years.\nHe stated that\nMiss Chase was present with the original credentials of all delegates of\n\nthe Representative Assembly.\nThe Secretary then read the report of the Auditing Committee which\nwas signed by M. C. Lefler, A. J. Matthews, and F. L. Schlagle, which is\nas follows:\nYour Auditing Committee begs leave to state that it has examined the report\nof the Board of Trustees and the report of the Treasurer of the National Education Association, together with the report of the Secretary's office showing the\ncash receipts and disbursements for the year ending May 31, 1922, as prepared\nand audited by Marwick, Mitchell & Company, New York, N. Y., certified accountants and auditors, and found them in order, and to the best knowledge and\nbelief of the Committee, true and correct.\n\nIt was then moved, seconded, and carried that the report be received.\nAfter calling on the Secretary for announcements the Chairman called\nfor a report of the Committee on Necrology and asked Mr. Green, of\nMissouri, Chairman of the Committee, to make the report. The following\nis the report which was presented by Mr. Green:\nLadies and Gentlemen of this Association: It is apparent that the Committee\non Necrology in the past, because of its dealing with the dead, has been conHowever, thirteen States met at the appointed time\nsidered a dead committee.\nand place, as indicated in this program, and appointed a sub-committee and em~ powered the members to act to provide some sort of report to make at this time.\nLast evening after the evening’s program was over we had a short session, hearing\nfrom this sub-committee.\nThe report in substance is simply this: They have divided the country, geographically speaking, into three parts, each of the three members of this subcommittee having in charge a geographical division. They are therefore to\ncommunicate with the Directors recently elected for their respective States to\nsecure from them and through them any notices of deaths within their boundaries\n\nof members of this Association, and these in turn will be reported to Secretary\nCrabtree, who will very likely report them through the columns of the Journal.\nThat is all the report we have to make, and I trust that it is a movement in\nthe right direction to have more attention given to our distinguished members who\nhave passed to the Great Beyond.\n\nThe President then stated that if these were no objections she would\nconsider that the report had been received and that its recommendations\nHearing no objections she announced that that\nwere to be followed.\nwould be considered as the action of the Representative Assembly.\n\n"}
{"page": 76, "printed_page": "54", "text": "54\n\nNATIONAL EpucATION ASSOCIATION\n\nAt this point Mr. Nusbaum, of Pennsylvania, addressed the chair and\nwas given the privilege of presenting an invitation to a representative for\nholding the annual meeting of the Association four years hence in Philadelphia, at the time of the Sesqui-Centennial Anniversary of the Independence of America.\nHe stated that this event would be celebrated by\na great international exposition in Philadelphia.\nHe read a number of\nstatements from organizations in Philadelphia.\nMiss Williams, the President, gave assurance that the invitation would\nhave consideration in 1925 and that she hoped it might be favorable.\nThe Chairman next called on Mr. Hunter, of California, Vice-President, to present the report of the Executive Committee.\nAfter speaking\nbriefly, Mr. Hunter presented the following report:\nREPORT\n\nOF EXECUTIVE COMMITTEE FOR THE BOARD\nTO THE REPRESENTATIVE ASSEMBLY\nMEMBERS\n\nOF THE\n\nOF DIRECTORS\n\nCOMMITTEE\n\nGrArn OrmMonn: Wiliams) Presidents cieleriisielaterstsrsiercctetelstereravareeeiensvetats Memphis, Tenn.\nFRrep? Mo “Hunter?\n\"Vice-President.(17:.iicte\nie «tls ccispettrele ofepa dick oetcmsinntensieveletersie\nletsOakland, Calif.\nCArroxt, G) Pxrarss, ‘Chairnian “Board of) (ixtistees tenn -1aat oareeke reer cratel ately ateMilwaukee, Wis.\nCornetra) 'S.Avatr, ‘Treasuretsas....(5)<.5.<\n2 hatter fale.« anh <)eile aieratecis ternspee yptataa eras Richmond, Va.\nTobe Pinecan,) Member by: Blection sy. 5 sare:-tepie teeneh- tdapleietcueva ste Eyer eierte Harrisburg, Pa.\n\nThe Executive Committee\nand recommendations:\n\nsubmits\n\nfor your\n\nI. GENERAL\n\nconsideration\n\nthe following\n\nreport\n\nBUDGET\n\nThe Executive Committee recommends the following general budget for the\nyear 1922-23.\nThis budget is based on the expenditures for the past year, a\ncareful estimate of the receipts from all sources for the ensuing year and a\nthorough survey of the program and needs of the Association.\nEXPENDITURES\n\nFOR\n\n1921-22\n\nAND\n\nESTIMATED\n\nEXPENDITURES\n\nFOR\n\n1922-23\n\nEstimated\n\nPaid out,\n1921-22\n\nexpense\nfor 1922-23\n\neee oer\n\n$1,111.79\n\n$1,000\n\nExecutiviem Comimittecacmpr actinic\nticks eee eee\nGeneral @Secretary seoiicesn\ni -tsa ere neyo\nExpressjand streioht qeemes., scn:< oi sa pacar\naoerrees\nBEUNtim to cttac eyepse Re eae eteseae & sun, > & is) ake oar eT RT\nAppropriations: core committees. .4). yee ee\nAUGITING SACCOUNtGe Eien eae <:.oh)as,Joma\nmentee\nUnclassifiediiexpenseswmmmtn...0\nana acc eice oebm oe\nOfhicesfixturesmandmennnnitube sy...)\noo eee\nee\nAnna laeconiy. ctl 0 lemrmnemrercs-ices,\nbic eet ere\n\n4,186.03\n53,853.00\n1,120.33\n111,310.54\n7,827.02\n592.35\n461.16\n844.50\n5,439.99\n\n4,000\n76,100\n1,500\n150,900\n16,600\n600\n500\n3,000\n6,000\n\n8,366.62\n\n17,500\n\nBoard\n\nBotte lirusteeswe\n\nwisn cae aki\n\nDepartments iacpesreer meee tina: «o's obama\n\naces\n\nOther-exp énses:-caeewriestt\nccs sk 64ss ach met te te ee\nee\n‘To. .\nmeet ehcit eeepc\ncls dicate aeeenee anes\n10;877.69\n“Total\n\nSurplus.\n\nrand\n\nWeis taectie\n\neae stole.\n\nDerek, Le Ae\n\nRemolyane\n\nilundises.\n\n1. sa\n\nSaupe: 0\n\n=\n\n8,000\nearner\n\n$205,991.02\n\n$285,700\n\naeee oe\n\n27,877.67\n\n24,300\n\nCente cre eee ae or) 2. Oe\n\n$233,868.69\n\n$310,000\n\n6.\n\n"}
{"page": 77, "printed_page": "55", "text": "MINUTES OF REPRESENTATIVE\nIl, EXPENSES\n\nOF THE\n\nGENERAL\n\nASSEMBLY\n\n55)\n\nOFFICES\n\nThe estimates for the expenses of the general offices of the Association\n\nas con-\n\ntained in the budget recommended above is $76,100.\nUpon recommendation of\nthe Executive Secretary, the following itemization of this expenditure is approved\nby the Executive Committee.\nWe recommend its adoption as the budget for the\n\nexecutive offices for 1922-23.\nBudget Estimate for the Secretary’s Office\nPaid out,\n\nEstimated\nexpense\n\n1921-22\n\nfor 1922-23\n\nSaale SECLECALV ER gt Hck, ota tice + aisrels Slawielo evel «ers\nPG tel CMe Petey eytras ais.wnonmnehe reer n hay 218 Sina lene's, ayapeyt a's\nMelecraphwandsetelep honey creck mitosis aueieiSacsreesie paren\nEXPE esSsmands LLei ghia tings «s)he, ctktod See ie\nake\nWl eriCalMeSeLyi CES whee aeiek se s9s Sri Solsevaune coeds as 5 3\nRenCwlight. eat, power janitors 2+. sess eecoe\nse\nStationery andfofiice supplies: 64.0.0\n30s\nSe.\n\n$7,125.00\n5,110.58\n1,290.35\n300.50\n11,535.22\n6,471.89\n1,145.84\n\n$7,500\n5,500\n1,500\n300\n15,900\n8,000\n1,500\n\nEREAV ELIE\n\nrete hale sea clecieiaectas ses\n\n1,393.56\n\n1,500\n\nMiscellaneousmexpensers accuse\nscat celtic ck:\nField) Secretary's “Department.:)). 0.05.0\n6%. 006.0%\n\nShe ee tien\n\n738.23\n13,727.56\n\n500\n15,000\n\nRestarche\n\ni epartmentecdaics\n\nInsurance\n\nper\n\n4,138.76\n\n18,000\n\nohooh teks.\n\n125.40\n\n200\n\nSurety MVONGS Saree ha dere b ee Nusd\nOn Peele\nTRCETESt PANG MU ISCOUNL nce te acta See ee ees eee\n\n180.00\n570.11\n\n100\n600\n\n$53,853.00\n\n$76,100\n\notal\n\nete\n\neasier ects ena cars es\n\nae oe\n\nMen cee\n\neins\n\naeceieee cists cle\nIII.\n\nBUDGET\n\nFOR\n\nenon\n\nee\n\nSPECIAL\n\nCOMMITTEES\n\nMuch work of the Association is done through the operation of the special\ncommittees appointed by the Association and its departments and affiliated bodies.\nIn fact the accomplishment of the program to which the National Education Association has pledged itself is to be brought about by the success of the work thus\ndelegated to these special bodies. The Executive Committee recommends appropriations for the work of these committees as follows:\nAppropriation\n\nAppropriation\n\n1921-22\n\n1922-23\n\nWegislativies Commission mip cists pictcsicleleisiee\nisrt -p2icoie)-hsie\nRa\nSANA\nBEL OTN ae ccs aME0)ohacc Psycaca nt he be tyenls. exeie cnn roe 8\nHealthier ducationiras\nacyrekeicucseke denudopaseinyer ack cots *\n\n$1,000\n600\n1,000\n\n$2,500\n800\n1,000\n\nSalaries\n\nMenure, aPENSIONS \\s ies slpicoialholdiea\n»2-0felshaicl lae\n\n1,000\n\n2,000\n\n(To be divided into three committees)\nIieeaaih ava efor ey ue aen cobs Moone toner sone coors\nReorganization of Elementary Education.............\nWaswaleiod ucation tsi, termes cclleude <lapostteuhe tates statlgys> re\n\n100\n\n500\n\n1,200\n100\n\nLARD\n200\n\nCoérdination\n\nSoticae\ndn\n\n2,500\n\n2,500\n\nCharacteragnde Citizenship.\ncides oephureseelntie itachi\nTAKE LACKS TELINE on oo Gb eee choos volume Ae\nTllitevacvamnmeriaic\nAP res ERATE hs- Paes oo.ts3)- Ses»\n\n250\n250\n2,000\n\n250\n1,000\n1,800\n\n:\n\n1,500*\n\nof Research\n\nAgencies...... QS\n\n700°\n\n100\n\nom ye ret\n.clea. ctr acl crcesiccete\nPinancing Of Delegatesse\nStandardization of Schoolhouse Planning and Constructions...\nSPOUT\n\n2 anwmeree dew: Apadtuc)\nE\n\nERM\n\nMette Medk titre Pirate aman\n\nwaco erstateis tended eileen ene Mensa\n\nie\n\n500\n\n$10,900\n\n$16,600\n\n1 For publication of series of Health Curriculum Bulletins.\n2 For reorganized committee as recommended below.\nees\n3 Not to exceed $1800 may be spent on not more than three illiteracy conferences,\nmay be spent on printing the report of the committee.\n\nand $700\n\n"}
{"page": 78, "printed_page": "56", "text": "NATIONAL EpuUCATION ASSOCIATION\n\n56\n\nOw\nee\neee\nSe\n\nIV.\n\nThe\n\nFOR DEPARTMENTS\n\nAPPROPRIATIONS.\n\nOF\n\nactivity of some of the larger’ departments\n\nASSOCIATION\n\nTHE\n\nn been\nof the Associatiohas\n\na prime factor in achieving the present accomplishments of the reorganized Association. Many of these departments have had entailed upon them, on account\nof the necessity for this activity, a considerable amount of very necessary expense.\n\nTo meet the expenses of these important activities as carried on by these departments, the Executive Committee recommends the following appropriations:\nSuperintendence (appropriation amounting to one half the net profit from\n\ncommercial exhibits held at Department meeting)............. Senet . $5,000\n2,900\nUnd bn Ou: LESR ian\nElementary Principals.:..)......... AS ate RO TIO OE ii’\ntae . 5,000*\nee\nsce. peau\nClassroom ‘Teachers esate cg... con ddseccdcedses\nV. APPROPRIATIONS\n\nFOR\n\nWORK\n\nOF\n\nSTATE\n\nDIRECTORS\n\nThe great increase in the membership of the Association occurring during the\npast year has been due, in no small part, to the splendid campaigns carried on\nunder the leadership of the State directors of the Association in their respective\nstates. ‘The small appropriation heretofore allowed by the Association for the\nwork of the directors has in no wise met this expense.\nThe committee believes\nthat a policy of meeting the expenses of these directors within a limit to be determined by the Executive Committee is one of the best investments which the\nAssociation can possibly make. We, therefore, recommend that the following\nappropriation be set aside to defray the necessary expenses of the respective State\ndirectors in conducting their membership campaigns and other necessary work\nof the office:\n\nSummary\n\nof Special Appropriations\n\nSpecial Committees... 25 5 «cigs sine ouusls cece eleChen\nake\neee eerie\nDepartments.of the Association:\n.....% a. reecraecoihiie neice eae tier\nState\n\nDirectorships...\nos\n-.s..-.. Scie\n\nVI. COMMITTEES\n\n$16,600\n12,500\n\nise etNelsitelanene Pe eee\noe aa ee\n\nFOR\n\nTHE\n\nENSUING\n\n2,500\n\nYEAR\n\nThe Executive Committee recommends the continuance of the following as\nactive committees of the Association for the year 1922-23:\nLegislative Commission; Character and Citizenship; Foreign Relations; Salaries, Tenure, and Pensions (To be reorganized into three committees—action of\nRepresentative Assembly); Expenses of Delegates; Codrdination of Research\nAgencies; Reorganization of Elementary Education (to be reorganized as shown\nin statement 1x); Illiteracy; Health Problems; Thrift Education; Racial WellBeing; Rural Education; High School Libraries; Schoolhouse Planning and Construction; Codperation with American Legion; Codperation with Federation of\nWomen’s Clubs; Codperation with American School Citizenship) League; Cooperation with Conference on Limitation of Armaments; County Superintendents’\nProblems;\nVII.\n\nEditorial Council; Visual Education;\nSECRETARIAL\n\nHELP\n\nFOR DEPARTMENTS,\n\nand Sources\nCOMMITTEES,\n\nof Revenue,\nSTATE\n\nHint\n\nDIRECTORS\n\na -\n\nThe Executive Committee recommends that the policy outlined by the Executive\nSecretary to render much-needed assistance to departments and “special committees carrying a heavy burden of work as a part of the program of the Association be the recognized policy of the Association and that the Secretary be\nauthorized to render such assistance as he and the Executive Committee deem\nnecessary and to make such special assignments of heads of executive departments\ntAppropriation\n\nto pay\n\npenses of executive\n\nexpenses\n\nofficer assigned\n\nfor\nfrom\n\nregional\n\nconferences\n\nexecutive\n\nheld\n\nby this\n\noffice to this work.\n\ndepartment\ndei\n\n3\n\nand\n‘\n\nex.\n\n"}
{"page": 79, "printed_page": "57", "text": "MINUTES OF REPRESENTATIVE ASSEMBLY\n\nS/,\n\nor special secretaries of the Headquarters’ \\staff for ‘this:“purpose as the work may,\nin his judgment, demand.\nVIII.\n\nRECOMMENDATIONS\n\nFOR\n\nCOOPERATION\n\nWITH\n\nTHE\n\nAMERICAN\n\nLEGION\n\nThe Executive Committee recommends that the Americanism and Education\nprogram of the smenicas Legion in copeceanon qvith oe Association be approved.\nIX.\n\nREORGANIZATION\n\nOF\n\nCOMMITTEE\n\nON\n\nELEMENTARY\n\nEDUCATION\n\nThe Executive Committee recommends as follows:\n1, That the completed reports of the Commission on the\nElementary Education be accepted and published immediately.\n2. That the present committee\n\nReorganization\n\nof\n\nbe discontinued.\n\n3. That instead of one commission, four separate committees with clearly\ndefined fields of work be constituted, the president to indicate the scope of the\nwork of each at the time of polnement,\n4. That these separate committees be as follows: (a) A committee to coordinate and supervise reports in fields of special education already completed\nand ready to be issued; (4) A committee on course of study in English in the\nelementary schools; (c) A committee on course of study in arithmetic in the elementary schools; and (d) A committee on the social studies in the elementary\nschools including geography, history, and civics.\n5. That the budget of $1250 recommended above for this reorganization com-\n\nmittee be itemized as follows:\n\n(a) $500;\n\nX. CHANGING\n\nDATE\n\nOF\n\n(b) $250;\n\n(c) $250;\n\nANNUAL\n\nMEETING\n\n(d) $250.\n\nThe Committee ‘was instructed to report on the question of changing the date\nof the annual meeting.\nIt has not however been able to reach a decision on the\nquestion and therefore requests: an extension of time.\n\nMr. Hunter then moved the adoption of the report of the Executive\nCommittee.\n“The motion was seconded and the Chairman stated that it\nwas open for general discussion.\nIn the discussion which followed, and\nwhich was participated in by Miss Buchanan, Mr. McKenny, Mr. Hunter,\nand others, there seemed to be the feeling that further attention should be\ngiven to the matter of financing delegates to the convention, but no definite\naction was taken and the report was adopted by a unanimous vote.\nThe President next called on Miss Cornelia $. Adair, Chairman of\nthe Committee on the Financing of Delegates for the Representative\nAssembly, to present the report of the Committee.\nShe discussed briefly\nthe printed report which was in the hands of the delegates and then moved\nits adoption.\n(The report is printed in the volume of Proceedings. )\nMiss Buchanan moved that it was the sense of this body that $25,000\nbe appropriated for the purpose of paying the expenses of delegates on a\n\npercentage of mileage basis, to be used as far as it will go.\nwas seconded.\n\nA point of order was\n\nThe motion\n\nraised to the effect that there was\n\nalready a motion before the house. ‘The Chairman therefore ruled Miss\nBuchanan’s motion out of order but announced that she would recognize\nMiss Buchanan at a later time. Miss Buchanan changed her motion to\nthe form of an amendment, and the question was discussed from that\nIt was\nstandpoint. A. motion was then made to table the amendment.\nseconded and carried.\n\n"}
{"page": 80, "printed_page": "58", "text": "NATIONAL EDUCATION ASSOCIATION\n\n58\n\nwas then voted\nThe question of receiving the report of the Committee\nupon and the report adopted.\nrecognized by the\nMr. T. Marcelius Marshall, of West Virginia, was\nng impressive\nChairman, and stepping to the platform made the followi\nstatement:\nIf you\n\nhave\n\nin your\n\nhands\n\nthe\n\n“Charter,\n\nBy-laws,\n\nOfficers,\n\nCommittees,”\n\netc.,\n\nhave before you the basis\nthat was given to you, and will turn to page 3 you will\nI wish to speak upon.\na special act of Congress\nThe second Act of Incorporation of this body was by\nand in that bill and act\npassing a bill, that a committee from this body prepared,\ndirectors, etc., of this\nannual\nthe\ndirectors,\nlife\nthe\nofficers,\nthe\nnamed\nwere\nthere\nreport on Obituary,\ne’s\ncommitte\nthe\nof\nclose\nthe\nat\nthis\nbody. I was to present\nbut in the rush of business it was passed over.\nare preIn looking at that you will see that a large number of those names\nBicknell,\nW.\nThomas\nfor\nExcept\ndead.\nare\nthey\nthat\nshowing\nstar,\nceded by a\nthere remains a\nwho I believe now resides in Rhode Island, I don’t remember that\nyear in this\nsingle one of the old guard with whom I used to meet year after\nAssociation.\nover this\nMy attention was called to this about two days ago when I went\nI think out of the list thirty-six are starred, whereas fifty-nine are probreport.\nhave\nably not alive, though the Secretary, Mr. Crabtree, tells me that a number\ndied since this report was\n\nwritten.\n\nMy purpose in appearing here is this: You have a very great organization in\nwhich you rejoice, and of which you are proud, and in which you believe you\nhave great force for making educational progress, and these pioneers are responsible for having brought you to this great estate of influence and wealth.\nWhy, when [ first belonged to this body, we didn’t have money enough to print\na copy of our annual report without having to raise a special fund for it. You\ndon’t know the struggles through which we came to bring you to your estate today;\nand I think it would be well, Madam President, if we should all stand for a\nminute in honor of otir pioneers who have brought us to where we are today.\n\nMiss Williams, the president, spoke as follows:\n\n“This National Association of more than 114,000 members will always\nremember with affection and reverence the vision and courage of those\nIt is most\npioneers who started the educational progress of this country.\nWill you not stand?”\nfitting to stand for one minute in their memory.\nIt was an impressive scene.\nThe entire assembly stood as directed.\n\nThe Chairman then made the following announcement :\nIn accordance with Article 5, Section 4 of the By-laws, the Chair will order\na meeting of the Classroom section this afternoon at 2 o’clock at the Boston Trades\nSchool, and all classroom teachers whether delegates or not are entitled to attend\nthat meeting and are urged to do so. The Chair will read Section 4: “The\nobject of the meetings of the departments shall be the discussion of questions pertaining to their respective fields of educational work.\nThe programs of these\nmeetings shall be prepared by the respective presidents in conference with and\nunder the general direction of the President of the Association.\nEach department\nshall be limited to two sessions, with formal programs, unless otherwise ordered\nby the President of the Association, except that a third session of business or in-\n\nformal\n\nround-table\n\nconference\n\nmay\n\nbe held\n\nofficers.”\nA meeting was held by that section\njourned without the election of officers.\n\nat the discretion\n\nof the department\n\nof the classroom teachers and they adAt the request of many members of that\n\n"}
{"page": 81, "printed_page": "59", "text": "MINUTES OF REPRESENTATIVE\n\nASSEMBLY\n\n59\n\ndepartment, the Chair is ordering this meeting for 2 o’clock at the Boston Trades\nSchool at which the incoming President will preside and all classroom teachers\nare urged to be present.\n\nMiss Buchanan, of Washington, spoke as follows:\n“Madam President, would it not be possible to have that meeting at\nanother time? The National League of Teachers Association has its\nmeeting at that time, and there are so many classroom teachers who are\naffliated with the National League of Teachers that it would certainly\nmake a great interference.\nCould we not have that at some other time—\nat the close of this meeting, for instance?”\nMiss Haley, of Chicago, in rising to a point of order, spoke as follows:\nI wish\n\nto state that such\n\nan\n\norder\n\nis out of order\n\nat this time, for the reason\n\nthat the classroom teachers department at its session yesterday had before it a\nmotion properly moved and seconded that when they adjourned it was to an\nadjourned session, the time and place being made, and that motion was voted\ndown.\nA second motion was made to adjourn and another time and place named,\nand that motion was voted down.\nA third motion was made to adjourn without\n\nany qualification\n\nfor fixing the time or the place, which\n\nmeans\n\na sine die ad-\n\njournment for this session of the N. E. A., and that motion was carried.\nNow I submit, Madam President, that under the By-laws, when a body on its\nown vote closes a session that this section of the By-laws prevails,—that officers\nelected at the last formal session of the Association shall serve one year and\nuntil their successors are elected.\nI submit that the President, Vice-President,\nand Secretary of the Association elected according to those by-laws at the last\nformal session, in 1921, at Des Moines, hold over until their successors are elected\nand qualified; and I am doing this simply for the record, Madam President.\nI want the record to show that I have made this point of order, that a meeting\ncalled by the President at this time will not have the authority under this constitution and by-laws to conduct the meeting, to conduct the election and to place\nproperly qualified officers in command.\nI submit that no meeting in that department that will cause this kind of confusion should be held at this time without\nlegally electing officers. It has legally elected officers now and I submit, Madam\nPresident, to you further that the wording of the constitution under which you\nare making this call is as follows: ‘Each department shall be limited to two sessions, with formal programs, unless otherwise ordered by the President of the\nAssociation.’\nNow, I submit that that does not give the President of this Association the power to call a meeting.\nIt gives the President power to order a meeting; and if the President of this Association is acting under the authority conferred by this by-law in issuing a call, I submit, Madam President, you are\nexceeding your authority and that a call for this meeting cannot be made at this\ntime in this way.\nIf the President of this Association wishes to exercise her\nprerogative and order a meeting she may, and then the call must issue to the\nmembers of this Association, and I submit the members of this Association are\nnot necessarily members of this body. This is a delegate body and they are all\nthe members of the N. E. A. Many classroom teachers who attended that meeting yesterday went away from that meeting knowing that two motions to adjourn\nto a certain time and place were voted down.\nI submit that you are taking from\nthose members rights which they have, and if officers are elected they will be\nelected illegally.\n\nI want to submit further that I don’t believe the President of this Association\nwould go over the heads of the Department of Superintendence if they had adjourned in the way that body adjourned yesterday after voting down twice a\nmotion to hold an adjourned session.\n\n"}
{"page": 82, "printed_page": "60", "text": "ION\nNATIONAL EDUCATION ASSOCIAT\n\n60\n\neffect that Miss Haley had spoken\nA point of order was raised to the\nsustained, and the Chairman said\nfive minutes. The point of order was\nin the minutes of this meeting,\nded\nrecor\nthat Miss Haley’s protest would be\nthe wording of Secticn 4 of Article\nand that the Chair, in accordance with\nrtment immediately at the close of\n5 would order a meeting of that depa\ners, whether delegates or not, were\nthis session, and that all classroom teach\ninvited to remain for the meeting.\norder of business to be the conThe President then announced the next\nyear’s meeting. The Secretary\nlast\n.\nat\nosed\nsideration of amendments prop\ncalled attentionto the fact that\nwas asked to read the amendments. He\nlets in the hands of the delethese amendments were printed in the pamph\nwhich they would be found.\ngates, and called attention to the pages on\nand stated-that any delegate\nHe mentioned the nature of each amendment\nto have considered. © Mr.\ned\ndesir\nhe\ncould call up any amendment that\nof the first amendment\nion\nderat\nconsi\nthat\nShaw, of Pennsylvania, moved\nded and carried.\nbe postponed for one year. The motion was secon\nthe amendment: found at\nMr. Stanton, of Ohio, moved the adoption of\nthe amendments.\nthe bottom of page 66 of the pamphlet containing\n2”\nment.\namend\nThe Secretary was called upon to read the\n, who\nmotion\nthe\nof\nmaker\nn,\nStanto\nThe Chairman then recognized Mr.\nNewMr.\n,\nIllinois\nof\nan,\nEnglem\nMr.\nargued in favor of the amendment.\nit.\nagainst\nspoke\n,\nIllinois\nof\nMoore,\nlon, of Colorado, and Mr.\nprinciple of the\nMr. Rosier, of West Virginia, spoke in favor of the\nmoved that the\nHe\namendment but thought it did not go far enough.\ned and. carried.\nsecond\nwas\nwhole matter be laid on the table. .The motion\nMr. Springer,\nby\nd\npropose\ntime\nthis\nat\nThe following amendment was\n:\nmeeting\nannual\nnext\nthe\nat\nration\nof Michigan, for conside\nof Article 6 to read:\nMadam Chairman, it is proposed to amend Section 3\nfor member of the\nperson\none\nand\ntrustee\nfor\nperson\none\nnominate\n“Jt shall also\nof\n\nExecutive\n\nDirectors\n\nnominations\n\nto the new\n\nat the first meeting held after said nominations\n\nare made.”\n\nCommittee,\n\nand\n\nshall\n\nreport\n\nsaid\n\nBoard\n\nnt:\nMr. Stapleton, of Minnesota, proposed the following amendme\ning\ndetermin\n‘For\nwords,\nthe\nadding\nby\n8\nSection\n2,\nArticle\n“To amend\ntwo\nin\ned\nthe apportionment of delegates, an active member may be-count\nState\nthe\nbe\nshall\nthese\naffiliated associations, and no more; and that one of\n\n:\nAssociation.’ ”\nfollowing suggestion which the\nthe\nmade\nMiss Blake, of New York,\namendment:\nan\nfor\nnotice\nas\nserve\nChairman said would\nI would like at this moment, while we are discussing the nominations, to make\na suggestion.\n\nI would\n\nlike to suggest to the consideration\n\nof this body a change.\n\nAt present the President automatically becomes the first Vice-President.\nwords, the President\n\nis put into the Executive\n\nCommittee\n\nwithout\n\nan\n\nIn other\napprentice-\n\nship and serves the apprenticeship after the office is taken. I would like to\nsuggest that in any reconsideration of the By-laws the arrangement be reversed,\n\neee\n\nfirst Vice-President we elect should automatically become President\n\ng served as Vice-President and become acquainted with the duties of\nthe organization. It is really a suggestion. If the delegates choose to do so\nthey can amend when they have unanimous consent.\n\n"}
{"page": 83, "printed_page": "61", "text": "MINUTES\n\nOF REPRESENTATIVE\n\nASSEMBLY\n\n61\n\nThe Secretary read the following proposed amendments which had been\nhanded to him:\nArticle 2, Section 7 to be amended to read as follows: “Each affiliated local Association shall be entitled to elect one delegate and one alternate to the Representative\nAssembly for each one hundred of its members, or major fraction thereof, who are\nactive\n\nmembers\n\nof the National\n\nEducation\n\nAssociation\n\nup to five hundred\n\nsuch\n\nactive members and thereafter one delegate and one alternate for each five hundred\nof its members, or major fraction thereof, who are active members of the National\nEducation Association.\nSuch delegates shall be designated Local Delegates.”\nAnother proposed amendment is to establish a department of Visual Instruction.\nThis request contains the required number of signatures, and will come up for\nconsideration another year.\n\nAt this point Dr. Chandler, of the College of William and Mary, of Virginia, presented the following suggestion for the consideration of the\nAssociation :\n“T am very much interested in vocational education, and as I am desirous\nthat all the societies interested in vocational education be brought together\nI offer this motion: That the Executive Committee be requested to confer\nwith the National Society for Vocational Education and the Vocational\nEducation Association, and other vocational associations, and if practicable\nto invite them to become a department of this Association.\n‘The Executive\nCommittee is hereby given full power to act. I ask for the adoption of that\nmotion.”\nHis motion was seconded and unanimously carried.\nMiss Haley called attention to certain amendments which had been\nproposed and had not been presented by the Secretary.\n‘The Chairman,\nhowever, ruled that these amendments had been presented properly by the\nSecretary, but she indicated a willingness for them to be further considered,\nif desirable.\nThe Secretary read the amendment to which Miss Haley referred in the\nthree forms in which it had been presented. A motion was then made by\nMr. Hunter that the amendment be indefinitely postponed.\nIt was seconded and carried.\nSeparate action was taken on each of the three forms\nthat have been read. A motion was then made to postpone indefinitely\nproposed amendment 8 which reads as follows:\nArticle XI.:These By-laws may be altered or amended at the annual meeting\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\n\nbeen made in the official publication of the Association.\n\nThe motion was seconded\n\nand carried, and the Chairman\n\nannounced\n\nthat\n\nthe amendment had been indefinitely postponed.\nMiss Haley took the floor in order to enter a protest against the way in\nThe Chairman stated that her protest —\nwhich amendments were handled.\nMiss Haley’s statement was as follows:\nwould be entered in the minutes.\nNow, Madam President, I shall simply ask that my protest be recorded, and |\nthis is my protest: On the. question of the interpretation of this section of the\n\n"}
{"page": 84, "printed_page": "62", "text": "NATIONAL EpuUCATION ASSOCIATION\n\n62\nBy-laws,\n\nthe President\n\nof this Association\n\nmade\n\na ruling—Mr.\n\nHunter,\n\nlast year,\n\nhis ruling\nat the close of the session in a discussion on that ruling admitted that\nIllinois\nwas wrong, but he ruled that way because he thought that was the way\n\namendment\nwanted it. Now, Illinois wants no wrong rulings, and we have an\namendment\nany\nfor\nvote\nbody.to\nthis\nfor\nimpossible\nit\nmakes\nto this by-law that\nthis Assoto amend its by-laws except by unanimous consent, and the President of\nThat is not the way it was\nciation at the close of the session made that admission.\nthat\nruled on the floor, and I submitted then, Madam President, and I submit now\nIt was confusion then and there\nthis Assembly should not be left in this situation.\nis confusion now, and I submit, Madam President, that opportunity should have\nbeen given here today for a ruling as to what this amendment means—whether it\n\nmeans that if you want to bring an amendment to the by-laws before this house that\nyou must get unanimous consent to bring the amendment if no notice has been given,\n\nor whether you must have a unanimous vote to adopt the by-law; and I submit,\nMadam President, that with confusion and no ruling on that question and uncertainty about it, this body is not in a position to do business intelligently. That is\nmy protest, and I\n\nMiss Haley stated further that she wished to give notice that she would\nre-submit the amendment that was submitted last year on the point of\nThe Chairman stated that the amendment would\namending the by-laws.\nbe re-submitted at the next meeting.\nMr. Stapleton gave notice that he would re-submit amendments 6 and 7\nas found in the pamphlet to be voted upon next year.\nMr.\n\nPearse, of Wisconsin,\n\nthen called attention\n\nto amendment\n\n4 sub-\n\nmitted by Miss Haley last year and moved that it be adopted.\nThe proposed amendment was as follows: “To amend Article XI, Section 1 by striking out the word “consent” and inserting, in lieu thereof, the\nThe motion to adopt the amendment was seconded and\nword “vote.”\ncarried.\nMiss Blake, of New York, made the following suggestion:\nMadam President, | was deputed by the Editorial Council to bring a certain\nmatter before this body. I think you all heard what Dr. Bagley said the other\nday about the wonderful work done by Mr. Morgan, the editor\nI have been\ndeputed to voice the feeling of the Editorial Council and of Mr. Morgan as to\nthe wonderful work done by Dr. Bagley, and to offer as a suggestion to the incoming President that we will be happy—for the Council, I believe, goes out of\nexistence each year—if the incoming President would consider Dr. Bagley again\nas Chairman of the Council.\nWe are moved to ask that by the extremely helpful\nwork Dr, Bagley has done and by the modesty with which it has been done.\nHis\nwork has been of a character that words cannot be too strong to speak of.\n\nI offer\n\nthis\n\nsuggestion,\n\nMadam\n\nPresident,\n\nat\n\nthe\n\nrequest\n\nof the\n\nEditorial\n\nCouncil.\nI don’t like to hamper the incoming President, but I would like to\nreport that it was the sense of the Editorial Council that we would be very happy\nif Dr. Bagley would be continued as Chairman of that Council.\n\nA motion was made and seconded to adopt this suggestion as the action\nof the Representative Assembly.\nThe Chair asked all to stand who were\nin favor of the motion, and then announced that the suggestion was adopted\nunanimously and that the incoming President would govern himself accordingly.\nDr. Bagley then moved that the following message of greeting, confidence,\nand good-will be sent to the Belgian teachers through Mr. Cove:\n\n"}
{"page": 85, "printed_page": "63", "text": "MINUTES\n\nOF REPRESENTATIVE\n\nASSEMBLY\n\n63\n\nThe National Education Association of the United States to the Teachers of\nBelgium, Greeting: Through the courtesy of Mr. W. G. Cove, President of the\nNational Union of Teachers of England and Wales, it is the great privilege’\nof the National Education Association of the United States to send to the teachers\nof Belgium a message of fraternal affection and regard. While nothing that we\ncould say would be commensurate with the supreme honor in which a democratic\nworld will always hold the Belgian people, we wish to tell you that the American\nteachers are proud that it is their responsibility to —pass on to the children of our\nRepublic that great lesson of heroic sacrifice for a great ideal with which the name\nof Belgium is forever linked.\nTo the Belgian schools and the Belgian teachers,\nwe are confident, a large share of the credit must be given for the development\nof the superb spirit and morale which made that lesson possible.\nIt is our hope\nand prayer that peace and prosperity may always rest upon you and your people\nas a partial reward for the matchless service that you have rendered to humanity.\nWe ask Mr. Cove to convey to you our cordial greetings and our heartiest\ngood wishes.\n\nThis motion was seconded and carried unanimously.\nThe President then called on Professor Balys Zygelis, of Lithuania, who\nexpressed the good wishes of his country to the National Education Association.\nHe gave assurance that his country would join in making the\nWorld conference on education a success in 1923.\nMr. Carlson, of Minneapolis, called attention to the excellent reports\nof the convention by the Minneapolis Journal.\nOther delegates called\nattention to the excellent reports in the New York papers, the Globe, the\nEvening Mail, the Evening Post, and others called attention to the complete reports of other papers.\nMention was also made of the full and\naccurate reports of the Boston papers.\nThe Chairman then put the question to the audience, asking all in favor\nof giving an expression of appreciation and thanks to these papers to say\n“aye.”\n‘The action taken was unanimous.\nMr. Jose M. Galvez, of the University of Chile, was then called upon\nand expressed to the Association the best wishes of the educators and public\nofficials of Chile.\nHe presented suggestions concerning the World conference on education.\n“The Chairman expressed appreciation and _ stated\nthat the Committee on Foreign Relations would have power to act upon\nthe suggestions.\nThe Chairman then called upon Mr. Maxwell, of Minnesota, Chairman\nof the Committee on Resolutions, who presented the report.\n(It is printed\non page 43.)\nMr. Maxwell then moved the adoption of the report.\n‘The motion\nwas seconded, and those in favor were asked to stand. Almost all of the\ndelegates stood.\nThe President then called on those who were opposed to\nthe adoption of the resolutions to stand.\n‘The President stated that there\nwere only three or four standing in opposition to the motion and that it\nhad been almost unanimously carried.\nThe Chairman requested all seated with delegates who did not hold\ncredentials to take seats in other parts of the hall. She stated that only\ndelegates could vote and that it might become necessary in voting to poll\ndelegations.\n\n"}
{"page": 86, "printed_page": "64", "text": "NATIONAL EpUCATION ASSOCIATION\n\n64\n\nee\n\nee\n\nSS\n\nThe Chairman next recognized Miss Snow, of Washington,\n\nwho pre-\n\nsented the following resolution:\na committee\nBe it resolved, that the National Education Association establish\nwith their\nsystems,\nrating\nof\nstudy\nscientific\nand\nthorough\na\nwhich shall make\nat its next\npossibilities or their inadequacy, and shall report to this Association\n\nmay\nassembly the result of such study with any recommendations such committees\nbe\nshall\ncommittee\nsuch\nof\nations\nrecommend\nand\nfindings\nhe\nmake.\nto\nsee fit\nin the hands of the Association at least one month prior to the date of the annual\nmeeting.\n\nIt was then moved, seconded, and carried that this resolution be adopted.\n\nThe President announced that the next order of business would be the\nelection of officers, and called upon the Nominating Committee to report,\nbut at that moment Dr. Finegan asked for the floor and made the following\nstatement and motion:\nBefore this convention adjourns I think we should express our appreciation of\nthe eminent service which has been rendered it for several years through the\nField Secretary, who will soon retire. I, therefore, move that this Association\nin appreciation of the service he\nextend a rising vote of thanks to Mr. Magill\nin America.\neducation\npublic\nand\nAssociation\nthe\nrendered\nhas\n\nThe motion was seconded and, the entire audience voting on the affirmative, it was declared carried by the Chairman.\nMr. Pearse, of Wisconsin, gained recognition to make the following\nHis motion was seconded and carried by unanimous\nstatement and motion.\nvote.\n\nIt seems to me this is a good time to make a beginning on something the Association may from time to time be called upon to do. There has been a report\nfreely circulated that in the city of Elgin a number of teachers were dismissed\nfrom service, the reason assigned being that they were affliated with an organization other than their own local teachers’ organization, and as a matter of fact\nthe organization to which objection. was made is the National Education Association.\nI wish to move that the Field Secretary and our Director of Research be\nauthorized to inquire into the facts in this particular case and report to the\nExecutive\n\nCommittee,\n\nand\n\nthat if the Executive\n\nCommittee\n\nthink wise the report\n\nbe printed in the Journal.\n\nThe Chairman again called for the report of the Nominating Committee\nto be presented by the Chairman, Dr. Chandler, of Virginia.\nHe presented\nthe report of the committee.\n(The list of officers is printed in the Journal\nand in the Volume of Proceedings. )\nAfter presenting the report Dr. Chandler moved that the Secretary be\nauthorized to cast the ballot of the Association for these officers. ‘The\nmotion was seconded and unanimously carried. ‘The Secretary said, “I\nhereby cast the ballot for each of the persons named in the report.”\n‘The\nChairman announced that each of those nominated by the committee have\nbeen duly elected.\nThe Chairman, Miss Williams, spoke as follows:\nWe have about three minutes more that we may remain in this hall and so,\nsince the incoming President is already on the stage, we shall not have to appoint\n\na committee\n\nto bring him here.\n\n"}
{"page": 87, "printed_page": "65", "text": ".\n\n‘Minutes or Representative ASsEMBLY\n\nsa\n\n65\n\nI want to express my personal appreciation to every single member of the\nNational Education Association for the whole-hearted support and coéperation\nyou have given me in the past twelve months.\nIt has in every sense of the word\nbeen a successful year.\nIt has been a rare privilege to serve you.\nI can only\npledge my support to the incoming President, and try to measure up to the splendid\nsupport which was given to me, as promised by the then outgoing president, Mr.\nHunter, of California, on the platform at Des Moines last year. If I canbe as good a\nfirst Vice-President as Mr. Hunter has been I shall be very happy at the ciose\n;\nPresident, because nothing would induce me to part with it, but I will use it as a symbol of authority\nin passing over to this member of the Association, who has been longer identified\n\n:\nof the next convention.\nNow, I cannot use this gavel as a gift to the incoming\n\nwith the Association than I have been, the office I have held for the past year.\nHe needs no introduction to this body of educators.\nIt gives me very great pleasure to present to this house of delegates and the\nactive members gathered here this morning the incoming President of our Association, Dr. Owen.\nI wish him the same spirit of service and codperation which\nyou have shown to me.\n\nDr. Owen, coming to the platform, was given an ovation and spoke as\nfollows:\nMadam President, and Members of the Representative Assembly and of the\nNational Education Association:\nI should like first to recognize the very gracious introduction of the retiring\nPresident and to say to her that I shall utilize her services to the limit.\nI should like to say just one word or two. It ’certainly would be ungracious\nfor me if I did not say a personal word about the satisfaction that I feel in having\nbeen elected President of the National Education Association.\nThe fact is that\nby a peculiar set of circumstances I have been called the President of the National\nEducation Association for the last two or three days so many times that I almost\nfeel as if I were closing my year of service instead of beginning it.\nBut, seriously, I would rather be President of the National Education Association than to hold any other position in public education in America. I believe in\n\nthis Association and its power to do good. I think it is our business to recognize\nthe good that we can do, and I want to say to you officially that I will do all I\ncan, with this thought in view, to build up the organization as such.\n\nI hope we will not go out from this Association underestimating the significance\n. of what has happened here.\nIt is easy to come together and review certain things\nand then overlook the fact that the power of this Association continues and abides\nthrough the year; and I hope that every one of us goes away from this meeting\nwith this thought—that if there is any weakness here we will make up our minds\n\nthat we will try to remedy it instead of making capital out of it against the Association.\nWe haven’t begun to find out what this Association could do if it made up its\nmind to do it, but I hope we recognize that unless this Association leads in the\nNational recognition of the American public schools there is no other existing\nagency to do it. I think the hope of the American public schools, not the only hope\nbut the most fundamental hope, is a National organization of the teachers of\nAmerica.\nThey aren’t above law, they are the servants of the law; but they cannot\nact very effectively individually.\nIt is a challenge to us to see whether we collectively have the intelligence and the patriotism and the self-sacrifice to learn\nhow to act effectively.\nAnd so I want to ask just one thing—that you will forget the idea of a National\nEducation Association being something different from the State and local associations,\nand you will think of the National Association, all of you, as being every one of you\nacting together. That means that every State Association ought to feel that that\nassociation is a tremendous factor in building up this great National Association.\n\n"}
{"page": 88, "printed_page": "66", "text": "NaTIoNAL EpucaTIoNn ASSOCIATION\n\n66\n\nI will stop. I am in favor of the\nNow, I want to say one other word and\n, in all that it embodies of the\npolicies\nental\nfundam\nits\nTowner-Sterling bill in\nI am for anybody that is for it.\ntion.\nAssocia\nprogram of the National Education\nng this year to help put as good a man\nI want to assure you that if I can do anythi\nconsider myself a very happy man.\nshall\nI\nlost\njust\nhave\nwe\nas\nin to: lead that fight\nEducation Association as we have\nal\nNation\nthe\nof\ns\nI am in favor of all the policie\nwith the hearty request, the\nclose\nto\nembodied them in our program, and I want\nme make my year a success,\nhelp\nto\nyou\nof\nall\nto\nion\ninvitat\nan\nand\n,\nurgent demand\nsuccess.\na\nit\nmake\nbecause without you I cannot\n\ntion coming to consciousness\nI don’t believe in the National Education Associa\nthink we ought to be self-conscious\nfor a week in some section of this country; |\nWe should be\ncan accomplish.\nall the time, and that is one of the things that we\ns.\nagencie\nand\nofficers\nelected\nour\nall\nthrough\nalive, militant, and aggressive\nI do\ngiven me to serve you.\nAnd so I thank you for the opportunity you have\nsors, but 1 am not going to\npredeces\nmy\nof\nthat\nto\nequal\nas\nability\nmy\nassess\nnot\nties\n\nin belief in the possibili\nyield to anyone and not even to them in devotion to and\nof this great Association.\n\nion stood for\nMiss Hall, of Massachusetts, asked whether the Associat\nn that the\nChairma\nthe\nby\nd\nanswere\nwas\nand\nsalaries regardless of sex,\nfor equal\nsquarely\nstands\nion\nAssociat\non\nEducati\nl\nNationa\nplatform of the\nsex.\nto\nregard\nwithout\nservice\nequal\npay for\nt:\nDr. Owen was then recognized and made the following statemen\nCom“T would like the authority of the Association that the Executive\nin\non\nmittee of the Association may have the approval of the Associati\nthe\nas\nnight\nlast\nHays\nmaking such response to the offer made by Mr.\nI mean by that simply that you\nExecutive Committee will find desirable.\ne.”\nCommitte\nthe\nput it into the hands of\nA motion was made, seconded, and carried to put the matter in the hands\nof the Executive Committee for action-in accordance with Dr. Owen’s\nsuggestion.\nThe President then announced that the Sixtieth Annual Session of the\nNational Education Association had come to a close and declared the meeting adjourned.\nJ. W. CRABTREE,\nSecretary.\nCHARL ORMOND WILLIAMS,\nPresident.\n\nREPORT\n\nCOMPLETE\n\nOF\n\nFiscat YEAR JunE 1, 1921, ro May\nREPORT\n\n;\n\nMiss\n\nCOVERS\n\nTHE\nOF\n\nee\n\nSECRETARY,\n\n31, 1922\nTREASURER,\n\nAND\n\nTRUSTEES\n\nJune\n\n;\n\nCharl Ormond Williams, President\nNational Education Association of the United\n\nWashington,\nDear\n\nOF\n\nBOARD\n\nBOOKS\n\nAUDITORS\n\nTHE\n\n26,\n\n1922\n\nStates\n\nD. C.\n\nMADAM:\n\nIn accordance\n\nwith\n\ninstructions\n\nreceived,\n\nwe\n\nhave\n\nmade\n\nan\n\nexamination\n\nof the\n\ncash receipts and disbursements of the National Education Association of the\nUnited States for the year ended May 31, 1922, and now submit our report thereon\n\n"}
{"page": 89, "printed_page": "67", "text": "AupiTors’ REportT\nSECRETARY’S\n\nJ. W.\n\nCRastrez,\n\nINCOME\n\nThe\n\nfollowing is a summarized\n\nperiod under\n\n67\n\nOFFICE\n\nSecretary\n\nAND EXPENSES\n\nstatement\n\nof the income\n\nand\n\nexpenses\n\nfor the\n\nreview:\n\nINCOME\nNMiembershipss from<Sectetaty:spOmGe 4. ay. sq sijne de asda aye. wicie que wants\nMembershipsmaicom eannuak si ceting Banas nao anew ets ieilten Gls, Atos\nMemberships\n\nDepartment.....................\n\n2,830.00\n\nMemberships from Department of Elementary School Principals......\nSubscriptions to N..E. A. Journal (Part of Membership Dues)........\nWolumes@obisProceedings: .AMeihs . sien. s. PS. ROSS\nOG. LES\nSPECIAMER. CD OLS rpsEee Tate Boasgc opalisie.51sys.) ofc: aysl«veptyaie see Rabe eleee ere eet\nomencha MeMTC Seger te mhopegy heros Vays eisys ionatenei® alstareioycleifoe et ansbas RUE toon\nRN VIE TEAST)Om erates egCe nyEbates © Pgs olaisicy=e paycasonscete.s..e sfnacyetare ocauangnaionshalSaheke A\n\n1,035.28\nT2y1 93.12\n1,696.50\n361.07\n11,303.67\n41,489.12\n7,629.20\n\nNet Income\n\nfrom\n\nSuperintendent’s\n\n$91,443.00\n3,755.00\n\nTransferred\n\nMuscellancouss\n\nIncome:\n\nfrom Permanent\n\nFund......................\n\ninc tms etl tkcape rieytait> cleaylotae lala’ tla\n\nTotal gett COM Carmeeke aby Lest\n\nMc\n\nRhoda\n\ndl 2ay Mek\n\n82.71\n\neb lolslectsvanecgtiiel). sitlansed. oki\n\n$234,418.67\n\nBoard of Drustees—Expensesiace\nstes,- acacia\noe oss oe\nExecutive Committee—Expenses\n..............0005\nGeneral Secretary’s Office:\nSalaryeok, Secretaryacte.cceicos\nees ee: $7,125.00\nGCleticall® Services ese si00 0 a. eee\n11,535.22\nPOSt Aer erpyassjaticrsns\noe)ssa 2aleaid. chars apsiaialle\n5,110.58\nRent, Light, Heat and Janitor.........\nStationery and Office Supplies.........\nMetephone and? Pelegraph.............\nEra yelin\nPMAeKPCLSE cielo jsisiecedere\nores soseves\nTNterest were ete a ctatocate\nete aticaa ae ee\nMIS\nUT ANCE meee erent shovetel cise sis cataye! sivas\nBxpnessmande\nrer chit, 21-1. csc ess610 eds eles\n\n6,471.89\n1,148.24\n1,290.35\n1,393.56\n570.11\n125.40\n300.50\n\nSurety, Bonds (Premiums)).(....-0.......\nRepairs and Depreciation—Office FurMitre: aN, sHIXeULES).|.\nspepaparcbeyehes« chester\n\n180.00\n\nMiscellancotieprs\n\n-Faacttect ccyooeasnmet\n\nField Secretary's Expenses............%%\nResearch Department mr. tau ckwii 0002 6\nExpress\nand\nFreight\n(Distribution\nof\nVi INITTES Meyers c,akeoie cuctRete MOE: + 08-6 ese orevopens\n\n$1,111.79\n4,186.03\n\n1,444.50\n\n738.23\n\nie\n\n37,433.58\nPANS\n4,138.76\n1,120.33\n\nPrigdn pte eca Me PeadcGuihyt?..\n50.0\n\n111,310.54\n\nSpecial PApproprlatlons ea. ci silatee\nDepartment of Elementary School PrinCipals) ca epee\nss coe\naI esas\nAuditing Accounts of Association........\nAnnual sConventioni.so.s.r. haere oe\nDepartment of Superintendence..........\nUnelassified| Pxcpensesaeiy\ndec saeciitaciss«1\n\n7,827.02\n\nDRI\n\nS GANGES\n\nSurplus\n\ncoum\n\n649.98\n592.35\n5,439.99\n8,366.62\n461.16\n\n-ooausooemancocnghoop\ncomer dss coed asuatogan ad\n\nthemyedintent\n\nstaal\n\nrer cyterls nec cvercomye Oe sierele ne 2 «\n\n196,365.71\n\n$38,052.96\n\n"}
{"page": 90, "printed_page": "68", "text": "ASSOCIATION\n\nNATIONAL EDUCATION\n\n68\n\nnet\nntial improvement over last year in\nThe net financial results show a substa\nrevenue,\nof\ns\nsource\nall\nfrom\nses\nincrea\nlarge\nincome of $37,221.72. This is due to\nthe\ns, $50,302.12 from subscriptions to\nincluding $13,816.28 from membership\nonly small increases\nwith\nts,\nisemen\nadvert\nfrom\n8.29\n$36,30\nN. E. A. Journal and\nWhile a different met hod of allocating\nin expenses except in the case of printing.\ns\nOffice produces expense figure which if\nthe expenses of the General Secretary's\nsome size, they cannot be fairly comof\nions\nvariat\nshow\nwould\ndetail\nin\ncompared\npared except in total.\n1, 1921, was $2,815.73, which added\nThe balance in the Surplus Account on June\nin a balance as of May 31, 1922, of\nresults\nyear\ncurrent\nthe\nfor\nincome\nnet\nthe\nto\n$40,868.69.\nRECEIPTS AND DISBURSEMENTS\n\nreceipts and disbursements\nThe following is a summary of the cash\nyear:\nthe\nTreasurer’s Account for\nCash Balance, June 1, 1921:\nRevolving Fund:\nSpecial Account (InOn Deposit with Continental Trust Co.,\ncluding $81.00 Trust Fund for Special Donations)\neiawite. Onsuel ener ener senene! © cusicie eno: wore\n\nwhere. 8:i aikuy aio, Oia) ©)4)08a\n\npte\n\ner ensee\n\nLess Overdraft\n\nat Continental\n\n(Regular\n\nCo.\n\n$226.36\n23.09\n\n4,831.55\n\n> 08,\nAah eke 6-6; 6 Je/'e16 (evelou separ eyelena. Alien ence, Sassen 8\n\nTrust\n\nof the\n\nAccount)...\n\n5,081.00\n157317053\n3,343.47\n\nRECEIPTS\n\nIncome as per Income and Expense Statement......\nLess Accounts Uncollected...........+--sseeeeeees\n\nLoans\n\nfrom\n\nContinental\n\nTrust\n\nCo soe\n\nreece\n\n$234,418.67\n\neeereesee\n\n11,615.69\n\n222,802.98\n6,000.00\n\n228,802.98\n232,146.45\n\nDISBURSEMENTS\n\nExpenses as per Income and Expense\n1921 Bills Paid during Current Year\n\nStatement....\n\n196,365.71\n10,848.50\n207,214.21\n\nLess:\n\nBills Unpaid—May 31, 1922........... $20,807.83\nDepreciation\n\nReserved\n\n...............\n\n596.95\n21,404.78\n\nPayment of Loans from Continental Trust Co\nMUEnitur em andesbaxtules:./--.).tctousrtetelstenel\nstotreverent sfere oe\nTrust Fund for Special Donations Repaid\n\nPeCMC RCO\n\nCK\n\nat rT\n\ntt)\n\nON\n\n185,809.43\n6,000.00\n6,962.15\n$1.00\n\nCCC) CnC HCE erie? 0) CesTico ot jars\n\n198,852.58\n$33,293.87\n$33,293.87\n\n"}
{"page": 91, "printed_page": "69", "text": "AvupDIToRS’ REPORT\n\n69\n\nAccounted for as follows:\nRevolving Fund:\nTransfer from Continental Trust Co., Regular Account, to rePMD UTS BNO een ceee Yo ote Meleyyi nierers.cince:-9858% siphtatylahte dekh web anc\n\n$10,567.69\n\nOnis Hand wehiriab)-dopsrssier tte. cretintrciste « Biciaiev ie eAenaeeer ds stntlle afate aiepeivio chs\n\n28.93\n10,596.62\n\nOverdraft\n\nat Continental\n\nTrust\n\nCo., Special Account............\n\n596.62\n\nCovpRepular)\n\nAccount sian cee silane telecaster\n\n23,293.87\n\nAoe..ot gies Rierns... boatenic .cattikhe 08 cork ede\n\n$33,293.87\n\n10,000.00\nContinentalarust\n\nPCDrAliee\nA thorough\n\nexamination\n\nwas\n\nmade\n\nof the cash\n\nreceived,\n\nand\n\nso far as the\n\nsystem in use permitted, we have satisfied ourselves that all the funds received\nhave been properly accounted for. No interest is being received on bank balances,\nwhich matter we have brought to the attention of your General Secretary.\nVouchers in support of all cash disbursements were examined and found in order.\nThe\n\nbalances\n\nof the two\n\naccounts\n\nwith the Continental\n\nTrust\n\nCo. were\n\ncertified\n\nto by the bank, and the cash on hand was verified by count.\nASSETS\n\nAND\n\nLIABILITIES\n\nThe following is a statement of the assets and liabilities as at May\nshown by the books:\nBALANCE\n\n31, 1922, as\n\nSHEET\n\nASSETS\nCash:\nSecretary’s Fund—In Bank, On Hand and to be Reimbursed from\nthe Resulars Account.\n.inas saaueds « eek > krMnsee Pe eeto ate\nReptlar. ACCOUNC s.0 5,ci-+ a6 4,0,tye. 5104 0/0,0f2,.45ous'nigs DRE siete ee\neee\nPeri aes teeMUM Mt ctstere ierlorsieve)eon soo a siboo 1s-euslodalos shohaicneent Rane een\n\n$10,000.00\n23,293.87\n20.51\n\n33,314.38\nPNCCOUDLSMINECELVIAD] Cay) ite cicies oelei vas aaletalot sacl ell temas\nae\nSecuiitiesmat book. Value (Schedule) 07g oh oc ruahanbeotun akeunegouis\nReal Estate:\n\n11,615.69\n130,936.00\n\nCOUR «seca co caesar\nSee Mit Ree eee a ane ne\n$98,000.00\nVat eas CRE AV ADO pensnetes onetese aticensisiennutetre\ntoa xoiie 31,500.00\n\nWessm\n\n_—\n\nFurniture and Fixtures:\nExPeEnditures tO! May..5 1, L9QE vinci. cctele o 6 «cio Nar siagsiaeas\nExpenditures during Year ended May 31, 1922......\n\n66,500.00\n\n11,939.04\n6,962.15\n18,901.19\n\nOldmVolumesrote\n\nProceedings:\n\noe mrs.cis sel eres aievinlowenelernra c/ocho eamaelsussbiars\n\n500.00\n$261,767.26\n\nLIABILITIES\nAccountsisbayablemsmncdtaeGmnacisaai\ntise ho saee nies tioaeyed,\n20,807.83\nReserve for Depreciation on Furniture and Fixtures..............\n2,634.23\nrust) Hund—Permanents Investment. 5.1. rermsenire«olricsleseltlne ©« 197,456.51\nSTRUTS “nis tea0 Co obaneoc9 con onn ath oon. Dk Ua Geogdts G mcadaar\n40,868.69\n$261,767.26\n\n"}
{"page": 92, "printed_page": "70", "text": "NaTIoNAL EpucATION\n\n70\n\nASSOCIATION\n\nbe examined\nWe recommend that the accounts receivable\noff.\ncounts, ascertained to be uncollectible, be charged\n\nand\n\nthat all old\n\nac-\n\nowing on mortgage have been\nThe real estate is carried at cost and the amounts\ncertified to us by the holder.\nduring the year were\nThe additions to the Furniture and Fixtures Account\nexamined and found in order.\ny value of $500. We\nThe old volumes of proceedings are carried at an arbitrar\nion some 23,000\nAssociat\nthe\nof\non\npossessi\nthe\nin\nare informed that there are\npublish. As these publivolumes which cost between $.85 and $1.10 per volume to\nhigher than that shown\ncations appear to be in demand, the value is considerably\non the books.\nliabilities are shown\nWe made a sufficient check to satisfy ourselves that all the\nsigned by the\non the books, and in addition obtained a certificate to that effect\nAssistant ‘Treasurer.\nSpecial Account\nWe again recommend that a sufficient balance be carried in the\nmay be strictly\nso that the proper use of the “Regular” and “Revolving Fund”\nyears to\nadhered to, and that all income and expenses be allocated between the\nfunds rewhich they apply. As instructed, no detail audit was made of the\nPrincipals.\nceived by the Departments of Superintendence and Elementary School\nThese records are not kept at the Washington Office and the Association books\nrecord the receipts as reported to them by these departments.\n\nTREASURER’S\nCorNeELIA\n\nFrom\n\nJune\n\nS. ADAIR,\n\nREPORT\nTreasurer\n\n1, 1921, Tro May\n\n31, 1922\n\nbrought forward from Treasurer’s Report for year\nended. Miays 31)< 192 leanne metate 1 atcet\neictetctele tener rerio\n\nDeficit\n\n$1,737.53\n\nRECEIPTS\nBrom\nFrom\nFrom\nFrom\n\nAnnual Meeting) sacs\n36 elser Gein cia\nlacs ee debe eit\nDepartment of Superintendence...............---.--------++-08\nDepartment of Elementary School Principals..................\nSecretary’s Office during the Year:\n\nIMembersitipmneces seer\nSubSCHIptiOMs) COV. cio\n\n3,755.00\n2,830.00\n1,035.28\n\nriieutet: irate seersteenarrtercteretor $91,443.00\nOWT IAL astelel atentetotetereleleleneicls\n72,793.12\n\nSale’ of= Volumes of) Proceedings e.. ---mpiasoieie\nSales of. Special Reports mts ce) ieee eee ieee tots\nSpecial ™Contributvouses.\ns.r\ne re cieriere eens\n\n1,352.00\n271.02\n20.00\n\n165,879.14\nProm income on bermanent) Mundin\nmre cite\nBrom, Commercial exhibits (Net) eneeeetaeiee creel:\nFrom Advertising in N. E. A. Journal (Net)........\nFrom Loan from Continental Trust Company......\nFrom Miscellaneous Income (Exchange, etc.)......\n\n7,629.20\n10,558.17\n\n31,084.28\n6,000.00\n61.91\n\n221,212.70\n$228,832.98\n\n"}
{"page": 93, "printed_page": "71", "text": "‘TREASURER’S REPORT\n\n71\n\nEXPENSES\nBoardsoim bcustees=—byxpensessaeerayssiciau:\nsac sei son oo ssc ee SONIA\nExecutive Committee:\nPresident\nfMreHunte\nn2ats Boome: . $446.98 }\n2,519.89\n\nUMass) Walliams\n\n$1,111.79\n\nree: cscscse ses 2,072.91§\n\nBirst@ Vice-President) &ftucescac\ncc22-05.0 1H ee...0\nPLE ASUE ECEMeera ie cgi al-rotarmstasttee\nter. Pe ee TY\nChairman; Boards of*-Drusteessas:taccassteeedt\nete\nMember byiBlection. casas s2ts4 scene cc cS Ree.\n\n577.36\n396.37\n376.96\n\n315.45\n4,186.03\n\nGeneral\n\nSecretary’s\n\nOffice:\n\nSalat ARO LMISCCLOLATY mere tetas eres) sclejacnie 0-4 aye.e eae\nROSES.\nola oip:o, doatdia OLOkN NT ERREAE ECR OlRRA ROTC\nga aaa\n\n‘Melephonesmanwim LelegramS a... ccs. sc ol) soe + ae tein\nEEPHCSSMAUDCMPLINCLOUE MN Saeed ac seses teks ses eee ote\nOTN ICA MO CL y ACCS mete Pmt ereese cleus: aos)> sreegonayenty e.g one\nRent; Light,sPower, teats and Janitor...) 00.002...\nStationexymand Office Supplies...\n2.2.2.2... 5.0000\nBE naive\niin wear ta Vomit: Sesto\nhe wR MelePoty o's‘alsleae Glee een\nInstinanheced «Gericom craw See te ous s Das eleke alo leis Gees\nRepairs—Office Furniture and Fixtures............\nSULEL ODS, oo 5c. eins PI hina och totter tiitelets iss Toh laGh ever\nInterest and. Discounts:-allowed......\n00... 20:%.04%+\nMiscellaneous, Expense¥.Gh....0%% 5.080. nears\n\n7,125.00\n5,110.58\n1,290.35\n300.50\n11,535.22\n6,471.89\n1,148.24\n15399756\n125.40\n847.55\n180.00\n570.11\n738.23\n36,836.63\n\nField Secretary's Office:\nSalarye ofeuieldmSechetatyarieer\n«5 ser dan: $7,200.00\nASSIStANt Oe SCCRCCALY igs 5 tieterko ears «oy ©\n1,860.00\nTraveling; Clerical Services, etc.........\n4,667.56\n——___\n\nResearch\n\nSalary of Head of Department.......:...\nClenicalmSerydCes,= ClGiy ere cio crore ss ss mass\nMiscellaneous—Supplies, etc. ............\n\n1,225.00\n2,307.05\n606.71\n—\n\nExpress\n\n13,727.56\n\nDepartment:\n\n4,138.76\n\n54,702.95\n\nPMY ON UITILE Siig tian, 0501/512 ceceova foie 1 dusiispale.t°<i.0 4,oyynest aunyonacenens\n\n1,120.33\n\nand Freight:\n\nDTS\nEIU UbLOMMO\nPrinting:\n\nProceedings (1921):\nCompilation mands Printing.\nClericalServices, Supplies)\n\npenis aan «ee eene acne\n*ete..222c:a.000202\n005 -«\n\n7819759\n9,706.99\n\n17,526.58\nREP Eins, Petes eters. tore era oa\nSpecial’ Reports—BulletintNio:\n\nare ek Se Oe Gis hee Side es\n195.50.\nois. eet ae\n\n118.45\n526.15\n\nN. E. A. Journal:\n\nCompilationgand BPrinting seek\nee eeu\nClerical Services, Supplies, etc...........Miscellaneous—Pamphlets,\n\n(GQarried: fOLW ALC\n\nMembership\n\n62,253.22\n27,889.76\n\n==\n\n90,142.98\n\nBlanks, etc..\n\n3,026.38\n\neer eas cle ctnnistace te asateieie Ol ila blorecsl ore\n\n111,340.54\n$172,461.64\n\n"}
{"page": 94, "printed_page": "72", "text": "NaTIONAL EpucaTION ASSOCIATION eae\nfz\nene\nsemen\nBrought forward <).. 000-5 s.4stnerrn ens Tse\n\nas og\n\nSpecial Appropriations:\nDepartment of Superintendence....--+++++s.s+++00+\ns\nCommission on Coérdination of Research Agencie\ne%\n++++e0\n.-+-.+\ny.....\nInquir\nRevenue\non\nee\nCommitt\nCommittee on Foreign Relations.........+.+++++::\nCharacter and Citizenship Committee..........+--Conference of State Secretaries......--..+++ee+ee>\nCommittee on Health Problems........---++++++++++\nCommittee on Organization of Elementary Education.\nLegislative Commission .........-+-- Ae A ete ont\nIlliteracy Commission ..........+--+seereeeeeeeees\nIlliteracy Commission (1920-21) ......--..+sesesees\nCommittee on Teachers’ Salaries (1920-21).......-Committee on Rural Education (1920-21)........--\n\nae\n\n$172,461.64\n\n7,827.02\n\nAuditing Accounts of the Association.......+.++++++++:\nUnclassified Expenses:\n\nPress) Clippingsie..\nConference\n\non\n\n+l\n\nfeeds eater ttr sae cere $139.82\n\nDisarmament.........-.--++:\n\nPurchase of Volumes..........-++++eee+s>Subscriptions to Journals.........-..-++++++\nMaps and Colored Slides..............-+::\nFertilizing Lawn at Association Bldg.......\nIdentification Certificates, Boston...........\nMiscellaneous Expense ..........--++--+--0-\n\n40.62\n\n15.00\n12.00\n86.52\n20.00\n95.00\n52.20\n461.16\n1,053.51\n\nAnnual Convention:\nDepartment Expenses (2.5.2 4.0006 -- «0s ae aye eiel\n(Vries IDMdanGpa 6 poon ed oUmeeo saben abocaucsococecon\n\n429.25\n701.77\n\nClerical Services:\neee ee\neae $459.65\nRepistrations buneaueee\ne\ncies\ndete\n335.21\ntere tre\nStenographicm Ser viceumaPub licitypeaasstte enter er here aeaete Kes ootecn eon opsloaverereea\n\n794.86\n1,141.46\n\nPrinting:\nets $525.74\nPrograms @aise. sania ora icyersiiorsys\nMuscellancotsetasts\n\nsas tr\n\nce = ocusierci\ncee\n\n‘helephoneswandmalielep Rams emetic)\nMiscellaneous:\n\nSpeakersonmeropram::\nMapssand!\n\nSlidesiiv..\n\n553.05\noielaitelact\n\n1,078.79\n30.57\n\nyeas ssmeeritass $746.24\ncrac «ras osetia\n\n56.75\n\nWhi tay coe o aia eigen OOO camaene Gdode tor\n150.00\nSipnsyuetc.gp.\n< Heinerih\noe tsps ater:\n67.90\ndeste iste\ne = 41.00\nacst\ntat ie\nBadgesie\nwriac «.e stniektp\ncieie cele\n126.00\nIdentification Certificates ..............\nMiscellaneous\n\nExpense\n\n................\n\n73.40\n5,439.99\n\nCarried\n\nforward\n\n$186,782.16\n\n"}
{"page": 95, "printed_page": "73", "text": "‘TREASURER’S REPORT\nBrought.\n\nDepartment\n\nLorw.ard\n\n73\n\nseas\nee SMM\ndss. See wia cee\n\nof Superintendence:\n\nExpensess\nExpenses\n\nrat asimisw ole sobre bi «shoxejoeys\nOffice...............00e00.\n\n$161.60\n1,238.89\n\nTraveling Expenses of Secretary...................\nHonorarium paid to Secretary...\n.. 0.652.000\ncues\n\n476.69\n500.00\n\nClerical\n\nof presidents\nof Secretary’s\n\nServices\n\nat Convention:\n\nRegistration Department ..............\nStenocraphic Service scares\nsc cms\n\nPATER\n\nx soma\n\nea\n\n$196.19\n164.75\n————\n\nbese\n\n360.94\n\nren eee\n\n1,211.19\n\nPrinting:\nHELOG LAIN Seay slevencteyans\nsai aioeterstsaa.aysre axons) $840.25\nMiscellaneouss oc, Miee'Masiensicct\ncrete corte ob $88.65\n\nee\n\ndielephoness and wl clegramsisjas\nMiscellaneous:\n:\n\nMusic\n\nMUrsiCasnerd-\n\n192590\n\n«505 co s.s.08s cline ess\n\n(Cleveland Meeting,\n\n1920)......\n\n57.80\n\n$132.60\n131525\n\nBadges (Chicago Meeting, 1922).......\nSpeakersyon, Programe stiri ocps (ger francs\n\n857.84\n\nPERE oidenrtict idan pistads io oshae\n\n258.50\n\nConference of Executive Committee.....\nDriGondon!suExhibitin./xtcoewierrs«aie\n\n317.83\n932.59\n—\n\nDepartment of Elementary School Principals.................6....\nPayments on Loans from Continental Trust Co..................5.\nPutchase_\n\n$186,782.16\n\nof; Office. Furniture\n\nDepreciationgon’\n\nFurniture\n\nand) Fixtures..0.o.\n\nc.0 40.05 syineee\nneaels\n\nand) Pixturesaq..4.).mc\na) ad-sesn ess. - eerie\n\n8,366.62\n\n649.98\n6,000.00\n6,962.15\n596.95\n$209,357.86\n\nSUMMARY\n\nOF\n\nEXPENDITURES\n\nExpenditures made during Year for Current Expenses, Repayment\non Loans, and. Purchase) of Equipments...\no..Wie ei. ee\nDepreciation Reserved, ters Gu slates craks hs Salat Ableta Has Sala aisles Se\nExpenses of Current Year unpaid on May 31, 1922.................\n\n$187,953.08\n596.95\n20,807.83\n$209,357.86\n\nCASH\n\nPeceiptn foreveeriended May 21) 1922.2,\n(Oxeanelaarte oowtaleny: Gly Mikes\n\nSUMMARY\n\nofeoe: cscev.. tee.\n\n555 oid Nowa bo oo vaspeadoneDoude\nido coat\n\n$228,832.98\n1,737.53\n\n227,095.45\nDisbursements for the Current Year’s Operations.......\nDisbursements for Bills for Previous Year’s Operations..\nTransferred to Increase Revolving Fund...............\n\n$187,953.08\n10,848.50\n5,000.00\n203,801.58\n\nBalance on hand May 31, 1922............. Sect\noe TE\n\n$23,293.87\n\n"}
{"page": 96, "printed_page": "74", "text": "ASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n74\n\nCERTIFICATE\n\nor\n\nee\n\nAUDITORS\n\nonal Education Association:\nTo the President of the Nati\nAssociation, and of the\nof the National Education\nunts\nacco\nthe\nWe have audited\n31, 1922, and certify\nMay\netary, for the year ended\nTreasurer, and of the Secr\nct, and is in accordcorre\nis\nnses\nExpe\nand\nme\nt of Inco\nFund of\nthat the foregoing statemen\nThe Secretary’s Working\nthe Association.\nance with the books of\nied by us.\n$10,000.00 has also been verif\n\n40 Exchange Place, New\nJune 26, 1922.\n\nMITCHELL\n\nMarwick,\n\n&\n\nCo.\n\nYork,\n\nBOARD\n\nOF TRUSTEES\n\nCarRROLL G. PEARSE, Chairman\n\nPERMANENT\n\nFUND\n\nt Fund and\ndisbursements of the Permanen\nof the Continental\nr\nOffice\nTrust\nthe\nof\ndy\ncusto\nthe\nhave inspected the securities in\nin Schedule “1,”\nDetails of the securities are given\nTrust Co., Washington, D. C.\ntained.\nascer\nbeen\ng\nhavin\nmarket value not\nshowing par value and cost, the\n1, 1921, was $420.51. The\nJune\nat\nFund\nt\nanen\nPerm\nThe cash on hand in the\nyear and was\nDist. Bond became due during the\n414 per cent Los Angeles School\n, making a\nrship\nmembe\nlife\none\nreceived for\npaid ($1,000.00), and $100.00 was\nded in reducing the mortexpen\nwas\n0.00\n$1,50\nt\namoun\ntotal of $1,520.51. Of this\nof $20.51.\nng a cash balance at May 31, 1922,\ngage on the real estate owned, leavi\nwas added\nwhich\nto\n25.80,\n$197,4\n1, 1921, was\nThe permanent investment at June\nwas deducted $69.29 for the\nwhich\nfrom\nand\nfee\nrship\n$100.00 for the life membe\nce in\nes School Bond, thus leaving a balan\nloss sustained in retiring the Los Angel\nthe fund at May 31, 1922, of $197,456.51.\nby the depository.\nThe cash balance has been certified to\ndisbursements for the period may be\nThe income from investments and the\nsummarized as follows:\nWe\n\nhave\n\naudited\n\nthe receipts\n\nRECEIPTS\n\nAND\n\nand\n\nDISBURSEMENTS—PERMANENT\n\nFUND\n\n:\n“1”) .....+¥+eseeseeeees $5,580.00\nInterest from Securities Owned (Schedule\n22.50\ng Year.......+---durin\nPaid\nand\ned\nInterest from Securities Retir\n.00\n5,875\noe\ns\ntS\nak\ns\nr\ns\nRentals Received from Real Estate Owhed\n\nReceipts:\n\n11,477.50\n\n;\n\nDisbursements:\n\nTaterestuon\n\nWlarteages.«\n\n<6 uo eo\n\neure\n\na\n\nee\n\nes\n\nS\nSiar\nAare\n++++> pn BE\nRepairs to Building.......---++++++\n-Byos\np i+\n-.-«Si-m-.\nTimstees’ Commissions ~.....> S8eh\n\n$2,310.00\n1,078.27\n460.03\n3,848.30\n\nSurplus Transferred\n\nto Treasurer’s\n\nAccount........-+-+++++5\n\n7,629.20\n$11,477.50\n\nvouchers were produced in supThe receipts were properly accounted for, and\nements.\ndisburs\nthe\nport of\nnot specifically covered in\nCommissions paid on rental receipts, etc., which are\nTrustees of the Associathe\nby\nd\nthe contract with the Trustee, should be approve\n\nwith the Trustees, covering\ntion. We recommend that a new contract be drawn up\nservices.\nall remuneration for its\n\n"}
{"page": 97, "printed_page": "75", "text": "‘TREA\n\nSURER’S REPORT\nee\nea\n\nes\n\n75\n\nPRINCIPAL AccouNT\n\n(As prepared by the Trust Officer)\nCash balance on hand as per last account.......\n.........\n. $1000 4% per cent Los Angeles School Dist. Bond\npaid...\nW.\n\nA. Cook, Life Membership\n\n. National\nDur\n\nCash\n\nar aryi warn\n\nSavings & Trust Co. on Account\n\niwG to.ot\n\nbalance\n\nSecurities\n\non\n\n(Ota\n\nVU...\n\nge hoes\n\nA\n\na\n\n$420.51\n\n1,000.00\n100.00\n$1,520.51\n\nof loan secured\n\ntie hee. aldgvan .-seessaal\not\n\n$1,500.00\n\non hand............. 31dex\n30.\nan’. 606)\n\n$20.51\n\nhand:\n\nTen $1000 4% per cent Salt Lake City 20 year\n\nWater Bonds, Series “F” due July 1, 1934,\nNos. 310 to 319 inclusive.\nInterest payable\nJanuaryee\nsande july 1.70.\n8 Serer ys\n\n$10,000.00\n\ninclusive, 3133, 3135, 3136, 3190, 3191, 3192,\n3200. Interest payable January 1 and July 1\n\n10,000.00\n\nFifteen\n\n$1000\n\n4 per\n\ncent Terminal\n\nR. R. As-\n\nSt. Louis\n\nFrancisco\n\nsociation of St. Louis, Gen. Mtg. Ref. Sinking fund bonds maturing January 1, 1953,\nNos. 16311 to 16325 inclusive.\nInterest payablepjanmany 2 and»July 1) .597,900\\.......\n\nFive\n\n$1000 4 per cent\n\nSan\n\n15,000.00\n\nRwy.\nPrior Lien Mtg. Series “A” bonds\nmaturing July 1, 1950, Nos. M56051 to 56055\ninclusive.\nInterest payable January 1 and\n\nWathyayMegat Peete\nOne\n\n$250 Same\n\nTen\n\n$1000\n\nNow\n\n4 per\n\nINE Eoin os cysisedersarccceseg\n\n5,000.00\n\nMal 52s. oikettiose «tenes\n\n250.00\n\ncent\n\nChicago,\n\nIndiana\n\n&\n\nSouthern R. R. Co. 50 year bonds of 1906,\nmaturing January 1, 1956, Nos. 11386 to\n11394 inclusive and 13786.\nInterest payable\nJanuaryad sand July 1... ... esdaswalt\nbas.\n\n10,000.00\n\nand 572, maturing July 1, 1922.\nInterest\nPayable -Januaryalsand! Julyalent aes\n\n2,000.00\n\nTwo $1000 4% per cent Los Angeles City\nSchool Dist. Election 1914 bonds Nos. 571\nOne $1000 5 per cent city of Clearwater\nPublic Utilities Sedgwick Co., Kansas bond,\ndated August 1, 1912, No. 18.\nable February 1 and August\n\nPNUS US\n\nTwo\nINOS\n\nClO\n\nSame,\n\n$1000\nLe\n\nreed\n\nCOR\n\nmaturing\n\nSate) eth RAMA\n\nInterest pay1, maturing\n\nei\n\nwy\n\nAugust\nAnd\n\nak,\n\neae Sonica oe4\n\nThree $1000 Same, maturing Aug. 1, 1932, Nos.\n\nAWE Ik OG,\n\n1,000.00\n\n1, 1931,\n2,000.00\n\nSy geen cane ceed dahil\n\n3,000.00\n\nTwo $1000 5 per cent Maine Real Estate Title\nCo. First Mortgage bonds, maturing August\n1, 1932, No. 151 and 152. Interest payable\nHebitiaryaleand eausistada sen renee\n\n2,000.00\n\noe eats\n(Canpnial saya ipa\n\ni cic Gare ceo Aeeee\n\n60,250.00\n$60,270.51\n\n"}
{"page": 98, "printed_page": "76", "text": "ION\nNatIOoNAL EDUCATION AssOCIAT\n\n76\n\nene\ns\n\n-Menectae- egesta\nBrought! forward ef. = sy\nSeattle School Dist.\nTen $1000 4% per cent\nh 1, 1931, Nos. 586\nMarc\nring\nmatu\n11,\nSeries\npayable March 1\nest\nInter\nto 595 inclusive.\n\nsiemens\nand September Ii. .ee- esis 008 ss\nLine R. R.\nCoast\ntic\nAtlan\ncent\nper\n4\n$1000\nTen\ns maturbond\nyear\n50\nMtg.\nCons.\nCo. 1st\nJuly\n\ning\n\n5130,\n\nNos.\n\n1, 1952,\n\n11638,\n\n17579,\n\n14339,\n\n14335,\n\n6494,\n\n24601,\n\n$10,000.00\n\n11639,\n\n37565,\n\n1. and\nMarch\npayable\nInterest\n50251.\nUGaS Or\nEDDC\nOcdOD\ny\nR\n-++.\n.--+\n..-.\n1\nr\nSeptembe\ncisco\nFran\nSan\nLouis\nSt.\nOne $1000 6 per cent\nmaturing\nRwy. Adj. Mtg. Series “A” bond,\nInterest payable\nJuly 1, 1955, No. M-14552.\n+-++++-ee*\n..+-+\n1....\nr\nOctobe\nand\nApril 1\neereres\nOne $500 Same, No. D845....-+-++ss\n\n10,000.00\n\n>\n\n1,000.00\n500.00\n250.00\n\n++++e0'*\nOne $250 Same, No. Y1033....+.--+s\nRwy. Co.\nttan\nManha\ncent\nper\n4\n$1000\nFour\n\nMtg.\n\nbonds,\n\n2843,\n\n6522,\n\nmaturing\n\nApril\n\n1, 1990,\n\nNos.\n\nand\n\n16087.\n\nInterest\n\npay-\n\n16083\n\n4,000.00\n\n1.....---++++++->\nmore& Ohio R. R.\nBalti\ncent\nper\n4\n$1000\ny\nTwent\n)\nCo. (Pittsburgh, Lake Erie & W. Va. System\nto\nRef. Mtg., maturing 1941, Nos. 13496\nable April 1 and October\n\nand 21236 to 21250 inInterest payable May 1 and Novem-\n\ninclusive,\n\n13500\n\nclusive.\n\n[er 4) GA oeoO\n\nPernt\n\n$60,270.51\n\nicK LOS\n\nDOU\n\nHao. GIs\n\n20,000.00\n\n10,000.00\n\nnie ole\n4eieleln e\nacc\nsie sitiele\n“sone chisew\n\nDecember:\n\nEight $1000 44 per cent certificate of corporation Stock of the city of New York to provide for supply of water (issue of February\n\n1, 1957, Nos.\nmaturing November\ninclusive. Interest\nto 561/W-6\n554/W-6\n\n1908)\n\n1 and\n\npayable\n\nMay\n\n1908),\n\nmaturing\n\n8,000.00\n\n1.........-\n\nNovember\n\nNine $1000 4% per cent certificates of corporation stock of New York (issue of February\n26816/V-7\npayable\n\nMay\n\n1,\n\nNovember\n\nto 26824/V-7\n1 and\n\n1957,\n\ninclusive.\n\nNovember\n\nNos.\n\nInterest\n\n1......-.--\n\n.\n\n9,000.00\n\nTotal principal on hand.......-..-ess+eseeeeeeees\nReal Estate—1201 16th Street, N. W., Wash$98,000.00\nington, D. C., carried at purchase price....\n31,590.00\nnine\n<0. 05-5901\nSubject) toy trusts...\n(This\n\nproperty\n\nnow\n\nIncome\n\nfrom\n\n66,500.00\n\nneighborhood\n\nworth\n\nin\n\nINcoME\n\nAccOUNT\n\nof $150,000.)\n\n$10,000\n\n72,750.00\n$133,020.51\n\n$199,520.51\n\nSecurities:\n\nSalt Lake City 4% per cent:\nTnterestudues July wdyel921)...)..).\nInterest due January\n\n.orvste ckrerta terete\n\n$225.00\n\n1, 1922...............2.+.00s\n\n225.00\n\n$450.00\n\n"}
{"page": 99, "printed_page": "77", "text": "TREASURER’S\n\nREPORT\n\n77\n\n$10,000\n\nSchool District of Kansas City 314 per cent:\nInteresteduemy uly =1,92 [ep cee nears eee etek Rene\n$175.00\nInterest udwelfpanuarvelel922- cei\nee ny.) ee 175.00\n\n$15,000\n\n:\nTerminal R. R. Assoc. of St. Louis 4’s:\n300.00\nEnteresteduewmeuly latoZee een nee See ee\neen ete ae 300.00\nInteccstra wen andar yee 922 nme meena\n\n$5,250\n\nSt. Louis San Francisco R’w’y 4’s Prior Lien:\ntes ws eet e te cee.\nInferestedtre syulyausy 192iereenta\nsc. cst kee 5. cht. 3\nInterestadue. januaryel e19220.7\n\n$350.00\n\n600.00\n\n105.00\n105.00\n210.00\n\n$10,000\n\nChicago, Indiana & Southern R. R. 4’s:\n\nTRETIG, Ree Ke |\nInterest due July 1, 1921...... ae\n«sco tietowot\nanferestmauem| ANWAT YelMIO 22.4, <1)ss .sc.+\n\n200.00\n200.00\n400.00\n\n$1,000\n\n$2,000\n\nLos Angeles City Sch. Dist. 414 per cent:\na.\nkes\nInterest#iduesfuly sed 921A Ree\nLos Angeles Sch. Dist. 434 per cent:\nSehie oh. ic n.c dso. 0.0atthbhes\nInterestudiiem |alyaelsn 1921b,.\nbhrtels\neeerets Ze\nInterest duey) ANUATY ll L922 i nvery-srstor\n\n22.50\n45.00\n45.00\n:\n\n$1,000\n\nCity of Clearwater Pub. Util. 5 per cent:\nee eee\nImterest*due; August-1 p19 2ieq-ee ena\nkak\nInterestidueshebruary<l, 1922.0 yin\nSeee ee\n\n25.00\n25.00\n\n50.00\n\noe\n$3,000\n\n90.00\n\nCity of Clearwater Pub. Util. 5 per cent:\nInterestadue eae usta ig Lo Oi tr eit, «cle nea cee ition.\nOe\n«2.40\n1922). oiere.c/0,0,\n0,0.+,\n\nInterest-duesFebruaryaly\n\n50.00\n50.00\n100.00\n\n$3,000\n\nCity of Clearwater Pub. Util. 5 per cent:\nMnterestyduewAUSUStMl e192 Vers tam: sc -,-aearietantena\nly «\ni. «cusrayaeeeeo\nInterestaduestebruanygelse 1922...\n\n75.00\n75.00\n150.00\n\n$2,000\n\nMine Real Estate Title Co. 5 per cent:\n.saci:\nTiiterestaduerAugustals 1921 2 wns. < wacyaemmemel\ns\n\n50.00\n\n«aa\n1, 1922). - <cc.,,-.ayraeeista\nevorm\n\n50.00\n\ninterest, due Februany\n\n100.00\n\n$10,000\n\nSeattle School Dist. 4% per cent:\n«ced\noa wasiaie\nInterestudue september 1, 1921.%0..2\ninterest sduel, March gle) 1922 cha. cos ccstreron eros te aera\n\n225.00\n225.00\n450.00\n\n$10,000\n\nAtlantic Coast Line R. R. 4 per cent:\nInterestedue\nInterestadues\n\ne= a vss\nen. eer\nwSeptemben M1920\nMareh wl, y1922 x4) or.vet.jccs paleeeter ehetate pens os\n\n200.00\n200.00\n400.00\n\n$1,750\n\nSt. Louis San Francisco R. R. 6 per cent:\n«eis\nInterest due-Octoberel, 1921 2. )..5.. mamomiuees\nthts\nInterest) dues Aprile W922 oo. ices oo .ghetawudetineyecy\n\n52.50\n52.50\n105.00\n\n$4,000\n\nManhattan R’w’y Co. 4 per cent:\nJat. ot\nae. ine «cuits.\nInterest: duceOctober 1, 1921eee\n09227 specaspe aise cteleele ciessiks1 sil-:0oft\nwe Aprile\nInterested\n\n80.00\n80.00\n160.00\n\n$20,000\n\nB. & O. R. R. Co. 4's:\nInterests due November.\n\n1 LOZ Men crac cs weir win «m6 =\n\narerestediio Nise oly 892 2\n\niced.\n\nhe ects ve eos oO\n\n400.00\n\n400.00\n800.00\n\n"}
{"page": 100, "printed_page": "78", "text": "Nationa EpucaTion ASSsocIATION\n\n78\n\nShort Line R. R. 4's:\nsieom $200.00\n-.\nsep tees\n...\n++ 0+2e\nInterest due June 1, 1921..\n200.00\n\nOregon\n\n$10,000\n\nDecember\n\nInterest due\n\n1, 1921......--+++eeeees0s _\n\ncent:\nCity of New York (Water Sup.) 41% per\n\n$8,000\n\n+++seeserees\nInterest due November 1, 1921......-seeenerncne\n++++-e\n....-.\n1922..\n1,\nMay\ndue\nInterest\n\nCity of New York:\n\n$9,000\n\n-seeeeeeeees\nInterest due November 1, 1921.......eser\ncrane\nInterest due May 1, 1922.........csseeer\n\n$400.00\n180.00\n180.00\n360.00\n202.50\n202.50\n\n405.00\n\n2.0.02 seve ence ce cieiteesians\nTotal income aACCOunt....\nRea. Estate—1201 Sixteenth Street N. W.,\nWashington, D. C.:\nSwedish Legation:\n\nee\nRent for 1 month to June 30, 1921.......--+eeeeres\n(Since which time this portion of building has been\noccupied by N. E. A.)\nNational Congress of Mothers:\nRent for 13 months to May 31, 1922..........-++++++:\nJoy E. Morgan:\nRent for 12 months to May 31, 1922........-+++++++0>\n\nNational Education Association:\nRent for 12 months to May\n\n31, 1922........+-.-++-->\n\n$5,602.50\n\n$325.00\n\n1,170.00\n\n780.00\n3,600.00\n\n$5,875.00\n\nRepairs and Interest:\n1921.\n\nJune 27. F. P. Gilliam, elevator.......-..++++++6. Nat’l Sav. & Tr., 6 mos. int. on $33,000\nJuly\nELUSED\n\nAug.\nAug.\nSept.\nSept.\nOct.\nOct.\nNov.\n\nceetehucdo eh Liens tetera Otero\n\ntate ets sttehtonets 1,155.00\n\n17. Henry F. Allen, plumbing..........-.-.\n17. F. P. Gilliam, elevator..........-..++\n15. F. P. Gilliam, elevator..........-.+-+5\n16. Henry J. Allen, plumbing..............\n16. W. F. & E. L. Smith, decorating.........\n27. Frank Elec. Shop, electrician...........\n12. Julius T. Becker, plumbing............\n\n12. W. F. & E. L. Smith, decorating........\n12. A. S. Johnson Co., furnace...........-Nov. 29. Frank Elec. Shop, electrician...........\n\nNov.\nNov.\n\n1922.\n\nJan.\n\n5. Nat’l Sav. & Tr., 6 mos.\n\n10.30\n21.20\n30.00\n23.80\n24.00\n19.70\n78.00\n40.70\n150.00\n15.00\n\nint. on $33,000\n\nSoc Ba wis aiavet titiote oitehorholenereneyons\n\n1,155.00\n\n9. W. L. Cary Co., plumbing...........-.\n13. Frank Elec. Shop, electrician...........\n24. Nat’l Sav. & Tr., insurance............\n24. Frank Elec. Shop, electrician...........\n14. Frank Elec. Shop, electrician...........\n17. Henry J. Allen, plumbing..............\n12. Henry J. Allen, plumbing..............\n\n161.00\n61.30\n137.20\n133.03\n103.44\n24.10\n30.50\n\ntr.\n\nJan.\nJan.\nJan.\nFeb.\nMar.\nMar.\nApr.\n\n$15.00\n\nMN\n\nMay 31. Commission at 5 per\nrents collected\n\ncent\n\non\n\n$5,875.00\n3,682.02\n\n2,192.98\n\n$7,795.48\n\n"}
{"page": 101, "printed_page": "79", "text": "TREASURER’S\n\nREPORT\n\nSCHEDULE “T”\nON HAND AS ON\n\nSECURITIES\n\nMUNICIPAL\n\nAND\n\nSCHOOL\n\nof New York 4% per cent Corporate\ny\ntock due 1957, Nos. 554 to 561.......\nCit® of New York 4% per cent Corporate\nhy Stock due 1957, Nos. 26816 to 26824.\n\n79\n\nJUNE\n\n12, 1922\n\nBONDS\n\nPar value\n\nBook value\n\nIncome\n\n$8,000.00\n\n$8,510.00\n\n$360.00\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\nCity\n\nKansas\n\nCity,\n\n0.,\n\nSchool\n\nDistrict\n\n3%\n\nper\n\ncent Bonds due 1925, Nos, 3127 to 31209,\n3133, 3135, 3136, 3190 to 3192, 3200....\nClearwater,\nKansas,\nWater\nWorks\nBonds\n5 per cent due 1930, Nos. 18 to 23.....\n\nClearwater,\nKansas, Water\nWorks Bonds\n5 per cent due 1931, Nos. 18 to 23.....\nClearwater,\nKansas, Water\nWorks\nBonds\n5 per cent due 1932, Nos. 18 to 23.....\nSalt Lake City, Utah, Water Bonds 4%\nper cent due 1934, Nos. 310 to 319.....\nSeattle, Washington, School Bonds 4% per\ncent due 1931, Nos. 586 to 595........\nLos Angeles,\nCalifornia,\nSchool\nDistrict\nBonds 4%\nper cent due\n1922, Nos.\nBBG72 weave <tebauas\ntatea ete: aseeiatte eae tate alate\n\n3,000.00\n\n3,000.00\n\n150.00\n\n* 10,000.00\n\n10,000.00\n\n450.00\n\n10,000.00\n\n10,266.30\n\n450.00\n\n2,000.00\n\n2,187.20\n\n90.00\n\n$5,250.00\n\n$4,331.25\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\n20,600.00\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\n3,900.00\n\n160.00\n\n9,600.00\n\n400.00\n\nRAILROAD\n\nBONDS\n\nSt. Louis & San Francisco R. R. Co. Tempo-\n\nrary Prior Lien Mortgage Bonds 4 per\ncent due 1950, Nos. M 56055, Y lies\n\nSt. Louis & San Francisco R. R. Co.\n\nTempo-\n\nrary Adjustment Bonds 6 per cent\ndue\nios5, Nos. Mitasse, 1) 645, Y £033.. .6.\nTerminal R. R. Association of St. Louis,\nGen. Ref. Sink. Fund Gold Bonds 4 per\ncent due 1953, Nos. 16311 to 16325....\nBaltimore & Ohio R. R. Co. (Pittsburgh,\nLake Erie & West Virginia System)\nRef. Gold Bonds 4 per cent due 1941,\nNos. 13496 to 13500, 21236 to 21250...\n\nOregon\n\nShort\n\nBonds\n\nLine\n\n4 per\n\ncent\n\nR\n\ndue\n\n. Co.\n\n1929,\n\nRef.\n\nNos.\n\nGold\n4013\n\nto 4017, 4025 to 4027, 4976, 13810.....\nChicago, Indiana & Southern Ry. Co. 4 per\ncent due 1956, Nos. 11386 to 11394,\nELE, OOS\nAO CIS ee IO ONES Cinisiale\nManhattan\nRailway Co. Cons. Mtge. Gold\n\nBonds 4 per cent due 1990, Nos. 2843,\n6522, THOB3, T6087 suet\ncw 8 a stots ietets\nAtlantic Coast Line\nR. R. Co. 1st Cons.\nMtge. Bonds A ree ere due 1952, Nos.\n\n130, 6494, 11638,\n\neee\n\nBAOOTS\n\nG7505,\n\n11639,\n\nSO25U.\n\n14335,\n\n4,000.00\n\n14339;\n\n+ vcleleleon\n=cle\n\n10,000.00\n\nCORPORATION\n\nMaine\n\nReal Estate Title Company\n\nGold\n\n5 per cent\n\ndue\n\n1932,\n\n1st Mtge.\n\nNos.\n\n151-152\n\ndopa lnramiwcr rds Ope aso Dero 5\n\nBONDS\n\n$2,000.00\n\n$2,000.00\n\n$100.00\n\n$133,000.00\n\n$130,936.00\n\n$5,580.00\n\n"}
{"page": 102, "printed_page": "80", "text": "NATIONAL EDUCATION\n\n80\n\nASSOCIATION\n\n:\nof cash and\n1% per cent on $133,020.51, par value\nninthee ofa nara\nSECUTIELES linicc « eeebee 00 pe Spores ah\n\nContinental Trust Co.:\nNovember\n\nMay\n\n30, 1921. To National Education\n\n31, 1922. To\n\nNational\n\nEducation\n\nAss’n.....\n\nAss’n......++++++\n\n$166.28\n4,300.00\n\n3,329.20\n\n$7,795.48\n\nWashington, D. C.,\nMay 31, 1922.\nof the National\nts\naccoun\nand\nfunds\nthe\nof\nent\nThe foregoing is a correct statem\n31, 1922, as\nMay\nended\nyear\nthe\nfor\nEducation Association of the United States,\ny.\ncompan\nthis\nof\nbooks\nsame appear on the\nCoNTINENTAL TRUST\nERSKINE GORDON,\n\nCOMPANY,\n\nTrust Officer.\n\ntion:\nTo the President of the National Education Associa\nthe Board of Trustees of the\nWe have examined the books and reports of\nin our opinion, the foregoing\nthat,\ncertify\nand\nion,\nAssociat\non\nEducati\nNational\nnt funds and the securities\npermane\nthe\nof\nn\nconditio\nthe\nstatement correctly shows\nin custody of the Continental\n\nNew\n\nTrust Company,\n\nWashington,\n\nMarwick,\n\nD. C.\n\nMITcHELL\n\n& COMPANY,\n\nCertified Public Accountants.\n\nYork, N. Y., June 22, 1922.\n\nMeetinc or Executive Committee, Boston, Jury 1, 1922\nWilliams,\nThe meeting was called to order by the Chairman, Miss\nMr.\nAdair,\nMiss\ncall:\nroll\nto\nng\nansweri\ng\nfollowin\nthe\nPresident, with\nand\nJones\nMiss\nHunter, Mr. Pearse, and Miss Williams (in the chair).\nthe\nof\nFinegan,\nDr.\nMr. Siders, of the Board of Trustees, were present.\na\nof\ndeath\nthe\nby\ndetained\nbeen\nExecutive Committee, was absent having\nbrother.\nThe minutes of the last meeting were presented, and on motion adopted.\nThe members of the committee expressed approval of the Secretary’s\na\nreport. A motion was passed authorizing the Chairman to appoint\nthe\nin\ndations\nrecommen\nthe\nlist\nsubcommittee to prepare a budget and to\nSecretary’s report to be placed before the Board of Directors and the\nThe Chairman appointed on this committee\nRepresentative Assembly.\nMr. Crabtree.\nand\nAdair,\nMiss\nHunter,\nMr.\nA motion was passed directing the Secretary to inform members of the\nheadquarters staff that they are not to participate in the political and\npartisan movements of the Association. This action was taken on the\nrecommendation of the Secretary to safeguard the future of the Association\nand to put the Association behind a policy which is already being observed\nat the Central Office.\nThere was a discussion of the disposal of the balance in the treasury.\nIt was thought that the balance would disappear during the summer, but\na motion was passed asking the Board of Trustees to consider the advisability of adding possibly ten thousand dollars to the permanent fund\n\nshould that sum be available in November or December.\n\n"}
{"page": 103, "printed_page": "81", "text": "Minutes oF Executive CoMMITTEE\n\n81\n\nThe treasurer’s report was read and accepted.\nThe meeting of the Board of Trustees had been called for two o’clock,\nbut since it conflicted with that of the Executive Committee, the Chairman\ncould make no report at this time.\nIt was explained, however, that a meeting would immediately follow the meeting of the Executive Committee\nand a report would be made at the next meeting of the Executive Committee.\n\nMr. Magill presented the following resignation:\nTo the Executive Committee,\nNational Education Association:\n\nI beg to submit my resignation as Field Secretary of the National Education Association, to take effect September 1, 1922.\nIn accordance with the terms of my contract, it may be terminated by\nmutual agreement between the Executive Committee and myself. When\nI was asked to accept the position of General Secretary of the International\nCouncil of Religious Education, I refused to consider the offer until the\nmembers of the Executive Committee gave me permission to take such\naction as I might decide I should take under the circumstances.\nAfter serious consideration, I came to the conclusion that I could not\nconscientiously decline to undertake the leadership of the new merged\norganization, representing practically the united forces of the Protestant\nChristian Churches of North America, in support of an enlarged, codperative program of religious education.\nIn taking this step I very deeply regret to sever my connections with the\nheadquarters staff of the National Education Association.\nI have been\nmost happy in my work and have enjoyed the very generous and sympathetic codperation of the officers and members of the Association. I shall\ncontinue a member of the Association and shall always have a deep interest\nin the promotion of its great educational program.\nI sever my official relations with the kindliest feeling for all with whom\nI have been associated, and with sincere wishes for the continued success\nand prosperity of the Association and of the great profession which it\nrepresents.\nRespectfully submitted,\n\nHucu S. Masi.\nMr. Hunterin making a motion to accept the resignation spoke as follows: With a great deal of regret and whole-hearted appreciation of what\nHugh S. Magill has done for the National Education Association, I move\nthe acceptance of the resignation, provided the information for the Representative Assembly shall be a carefully worded statement setting forth the\nexact reasons for the severance of the relations in a very few words, and\nalso making clear the future relationship.\nIn seconding the motion Mr. Pearse stated that it was with regret and\ngenuine good wishes for the future that the Association was willing to\nlet Mr. Magill go to the new position. Similar sentiments were expressed\nby other members of the Executive Committee and Board of Trustees.\nThe motion was carried,\n\n"}
{"page": 104, "printed_page": "82", "text": "Nationat\n\n82\n\nMr.\n\nHunter\n\nEpucation\n\nASsociATION\n\nto hold its\nstated that he would invite the Association\n\neducators and civic organizaannual meeting in Oakland, in behalf of the\ntions of that city.\nauthority to serve as ChairA motion was passed giving Miss Jones full\na permanent chairman\nuntil\nssion\nman of the Elementary Education Commi\nis appointed, by the President.\ntime on the call of the\nThe committee adjourned to meet again in a short\nChairman.\nJ. W. CraBTREE,\nSecretary.\nCHarRL Ormond WILLIAMS,\nPresident.\nMEETING OF EXECUTIVE\n\nCOMMITTEE,\n\nBoston, Juty 3, 1922\n\nive Committee was\nOn call of the Chairman, a meeting of the Execut\nin Room 633, Copley\nheld Wednesday afternoon, July 5 at 3:30 o’clock,\nPlaza Hotel.\nnt, Mr. Hunter,\nThe meeting was called to order by the Vice Preside\nFinegan, Mr.\nMr.\nAdair,\nMiss\ncall:\nwith the following answering to roll\nwas absent\nms\nWillia\nMiss\nchair).\nthe\n(in\nPearse, and Mr. Hunter\nment.\nengage\ng\nspeakin\na\nof\nbecause\nmeeting\nthe\nof\nhalf\nduring the first\nion\ninvitat\ng\nstandin\nMembers of the Board of Trustees were present on the\nof the President.\non Education\nMiss Blake presented a report of the National Council\nreport.\nthe\nprint\nto\ned\ninstruct\nand the Secretary was\nom Teachers,\nMiss Gardner, President of the Department of Classro\nthe approval\nfor\npresented the Constitution and By-laws of the Department\nto go over\ned\ninstruct\nwas\nThe Secretary\nof the Executive Committee.\nit was in\nwhether\nr\nGardne\nMiss\nto\nthe report carefully and to report\nSecretary\nThe\nion.\nAssociat\nthe\nof\nBy-laws\nand\nharmony with the Charter\nof the\nBy-laws\nand\nution\nConstit\nthe\nthat\nnt\njudgme\nhis\nas\nlater gave it\nlegal.\nDepartment of Classroom Teachers was satisfactory and\n,\nMr. Carlson, Chairman of the Committee on Pensions for Teachers\n\ninwas present and requested an appropriation of $5000 to be used in an\na\nout\nworking\nin\nand\ncountry\nthe\nof\nsystems\nvestigation of the pension\n\nHe expressed a\nplan for the States and for the Federal Government.\ndesire to hold at least three meetings during the year.\nChairman Pearse presented the report of the Board of Trustees, which\nwas adopted as read.\nMr. Hunter, Chairman of the Subcommittee to prepare the report of\nthe Executive Committee, presented the report which had been prepared,\n[This report was\nand on motion the report was adopted without change.\nlater accepted by the Board of Directors and by the Representative AsIt is printed in the Minutes of the Business Session. ]\nsembly.\n-On motion an adjournment was taken until 10 o’clock and at 10 o’clock\nin the evening all members of the committee met in Room 633 of the\nCopley Plaza Hotel with Mr. Hunter again in the chair.\n\n"}
{"page": 105, "printed_page": "83", "text": "Minutes\n\nor Executive\n\nComMITTrEE\n\n83\n\nA motion was passed approving of the American Legion program on\nAmericanism and Education.\nMr. Hunter presented a set of resolutions\nwhich had been passed by the American Institute of Homeopathy and the\nSecretary was instructed to acknowledge receipt of the same.\nA motion was passed instructing the Secretary to credit the Department of Superintendence with half of the net proceeds of the Commercial\nThe other half of the proceeds is to\nExhibits at the midwinter meeting.\napply on the expenses of the meeting.\nThe Secretary was instructed to charge to committee allowances for\nwork which is done in the Research Department under the direction of\ncommittees.\nJ. W. Crasrree,\nCHARL\n\nORMOND\n\nWILLIAMS,\n\nSecretary.\n\nPresident.\nMEETING oF EXECUTIVE\n\nCOMMITTEE,\n\nBoston, JULy 7, 1922\n\nA meeting of the Executive Committee was held Friday afternoon,\nJuly 7, 1922, 4:30 o’clock, in the Swiss Room, Copley Plaza Hotel as\nannounced in the official program with President Owen in the chair and\nthe following answering to roll call: Miss Adair, Mr. Hunter, Mr.\nSiders, and Mr. Owen.\n‘The following members of the Board of Trustees\nwere present: Mr. Pearse, Miss Doherty, and Miss Jones.\nThe Secretary was instructed to ask for preliminary propositions from\ncities which have extended invitations for the next annual meeting of the\nAssociation.\nA motion was passed instructing President Owen to visit the cities\nhaving extended invitations and to report at the next meeting of the Executive Committee.\nA motion was passed authorizing the Secretary to provide Secretary\nShankland, of the Department of Superintendence, with clerical and\nsecretarial help and in compliance with the request of the Department of\nSuperintendence to assign him such work of the general association as he\ncan do in addition to the work of the Department of Superintendence. ‘The\nSecretary explained that the Executive Committee of the Department of\nSuperintendence and its secretary had expressed a desire for Mr. Shankland to work under his direction just as heads of departments at the Central\nOffice are now doing.\nThe Secretary recommended that a meeting of the Executive Committee\nbe held as early as possible in the school year to readjust salaries of the office\nforce and pass on other matters of importance in connection with the work\nof the Central Office.\nA motion was passed authorizing the chairman to call a meeting soon\nafter the middle of September or at such other time as he might think\nproper.\nJ. W. CRABTREE,\nSecretary.\nOwen,\nW. B.\nPresident.\n\n"}
{"page": 106, "printed_page": "84", "text": "84\n\nNationaL EpucATION ASSOCIATION\n\nBoston, JuLy 3, 1922\nMEETING OF THE Boarb oF DIRECTORS,\nMonday forenoon, July\nA meeting of the Board of Directors was held\nof the Boston meeting\nam\nprogr\nthe\nin\n3, at 10:30 o'clock as announced\nent, Miss Wibllianis,\nPresid\nThe\nchair.\nthe\nin\nwith Vice-President Hunter\nwas presiding at a general session.\n\nLester D. Henderson,\nThe following directors answered to roll call:\nCalifornia; isiemee\ny,\nMoone\nAlaska; Annie Griffey, Arkansas; Mary F.\nnd, Georgia;\nAlfrie\nT.\nK.\na;\nFlorid\nSmith, Colorado; F. A. Hathaway,\nSmith,\nLester\nH.\ns;\nIllinoi\ns,\nThoma\nSarah\nT. B. Shank, Idaho; Mrs.\nAllan,\nA.\nKansas; H.\nIndiana; L. H. Minkel, lowa; M. E. Pearson,\nand ;\nMaryl\nk,\nBurdic\nam\nMaine; Mary McSkimmon, Massachusetts; Willi\nNew\n,\nAgnew\ns\nThoma\nsippi;\nJ. C. Brown, Minnesota; E. E. Bass, Missis\nna ;\nCaroli\nNorth\nt,\nWrigh\nH.\nRobert\nJersey; Ambrose Cort, New York;\nna;\nCaroli\nSouth\nr,\nWebbe\nH.\ne\nGeorg\noma;\nE. E. Oberholtzer, Oklah\nuff,\nWoodr\nne S.\nMamie S. Bastian, Texas; L. John Nuttall, Utah; Caroli\nJ. Parker, West\nce\nFloren\nia;\nVirgin\nson,\nThomp\nW.\nNannie\nnt;\nVermo\nct of Columbia ;\nVirginia; J. F. Sims, Wisconsin; Harry English, Distri\nYork; Marshall\nNew\nr,\nStraye\nD.\ne\nGeorg\nCarroll G. Pearse, Wisconsin;\nYork.\nNew\nr,\nSkinne\nR.\ns\nCharle\nia;\nT. Marcellus, West Virgin\nfollowing\nThe resignations of absent members were accepted and the\ne,\nLafargu\nS.\nW.\nseated in their places: A. J. Matthews, Arizona;\nJ.\nA.\ni;\nMissour\nCarter,\nM.\nLouisiana; W. L. Coffey, Michigan; E.\nC.\nA.\nre;\nHampshi\nNew\nKnapp,\ne\nFlorenc\nStoddard, Nebraska; Mrs. M.\nPennsylBurt, North Dakota; E. H. Whitney, Oregon; Louis Nusbaum,\nton.\nWashing\nMaxam,\nElsie\nee;\nTenness\nSmith,\nL.\nS.\nvania;\nOn motion the minutes of the last meeting were approved as presented\nby the Secretary.\nThe report of the Treasurer by the Treasurer, Miss Adair, was adopted\nby a unanimous vote of the directors.\nThe report of the Board of Trustees was presented by Chairman Pearse\nand adopted by a unanimous vote.\nThe Secretary submitted his annual report which on motion was received.\nOn the suggestion of Mr. Owen the Secretary was instructed to rearrange\nthe items in the budget pertaining to the surplus and revolving fund.\nThe Chairman stated that it would be necessary to hold another meeting\nto consider the report of the Executive Committee for the Representative\nAssembly.\nMr. Pearse cautioned against large appropriations, just at the time that\nthe deficit is changed to a surplus.\nThe Chairman announced the appointment of the Auditing Committee\nas follows: M. F. Lefler, Nebraska; A. J. Mathews, Arizona; and F. L.\n\nSchlagle, Missouri.\nOn motion, W. G. Cove, President of the National Union of Teachers\nof England, was elected Corresponding Member of the Association.\nA motion was passed to appoint a committee to report names to the\nnew Board of Directors to fill vacancies in the Educational Council.\nDirector Sims and Wright were appointed on the Committee.\n\n"}
{"page": 107, "printed_page": "85", "text": "MINUTES OF EXECUTIVE COMMITTEE\n\n85\n\nApproval was expressed of the business transacted during the year by\nthe Executive Committee and by the Staff at the central office.\nOn motion the meeting adjourned to 2:00 o’clock Thursday afternoon,\nJuly 6.\nJ. W. CrapTREE,\nFrep M. Hunter,\nSecretary.\nActing Chairman.\nMeetinc\n\nBoarp oF Directors,\n\nBoston, Jury 6, 1922\n\nAn adjourned meeting of the Board of Directors was held Thursday\nafternoon, July 6, 1922, at 2:30 o’clock in the Swiss room at the Copley\nPlaza Hotel, with Vice-President Hunter in the chair.\nIt was announced\nthat Miss Williams, President, was filling a speaking engagement in one of\nthe departments.\nThe following directors were present: Lester D. Henderson, Alaska;\nA. J. Matthews, Arizona; Annie Griffey, Arkansas; Mary F. Mooney,\nCalifornia; H. B. Smith, Colorado; F. A. Hathaway, Florida; K. T.\nAlfriend, Georgia; H. M. Wells, Hawaii; T. B. Shank, Idaho; Mrs.\nSarah Thomas, Illinois; H. Lester Smith, Indiana; L. H. Minkel, Iowa;\nM. E. Pearson, Kansas; W. S. Lafargue, Louisiana; H. A. Allan, Maine;\nWilliam Burdick, Maryland; Mary McSkimmon, Massachusetts; W. L.\nCoffey, Michigan; J. C. Brown, Minnesota; E. E. Bass, Mississippi;\nE. M. Carter, Missouri; A. J. Stoddard, Nebraska; Mrs. M. Florence\nKnapp, New Hampshire; Thomas Agnew, New Jersey; Ambrose Cort,\nNew York; Robert H. Wright, North Carolina; A. C. Burt, North\nDakota; E. E. Oberholtzer, Oklahoma; E. H. Whitney, Oregon; Louis\nNusbaum, Pennsylvania; George H. Webber, South Carolina; Silas\nSmith, Tennessee; Mamie S. Bastian, Texas; L. John Nuttall, Jr., Utah;\nCaroline S. Woodruff, Vermont; Nannie W. Thompson, Virginia;\nFlorence J. Parker, West Virginia; Elsie Maxam, Washington; J. F.\nSims, Wisconsin; Harry English, District of Columbia ; Carroll G. Pearse, °\nWisconsin; George D. Strayer, New York; Marcellus T. Marshall, West\nVirginia; Charles R. Skinner, New York.\nThe Secretary presented the report which the Executive Committee\n\nhad prepared for the Representative Assembly. ‘The report was considered\nitem by item. ‘There was prolonged discussion on items IV and V. Item\n\nIV which appropriates large sums to departments was approved after the\nmatter had been fully explained by members of the Executive Committee.\nItem V was adopted with the understanding that it would be the policy\nhave\nto increase the appropriation each year until the State Director could\nmotion\nA\ncampaigns.\np\nmembershi\nconducting\nin\nsupport\nbetter financial\nwas passed doing away with the limit of $20 for the expenses of each\nfor\ndirector and authorizing the Executive Committee to fix the amount\n$2500.\nof\nion\nappropriat\nthe\nof\neach State director keeping within the limits\nNearly all of the directors participated in the discussion.\n\n"}
{"page": 108, "printed_page": "86", "text": "NATIONAL EpucaTION\n\n§\n\nASSOCIATION\n\nits secretary\nThe Secretary asked whether the State association through\nsuggestion\nthis\nbut\nmight not be authorized to handle membership drives,\nof the\nive\nprerogat\na\nas\nthis\nwas not acted upon, members looking upon\nassociaState\nthe\nof\nofficers\nthe\nof\nhelp\nthe\nState Director who could secure\nion would\ntions. It was the belief that the Secretary of the State Associat\nState.\neach\nin\nce\nassistan\neffective\nrender\nAfter each item had been adopted the report as a whole was adopted\nand the Executive Committee authorized to submit it to the Representative\n[This report was adopted without change and is printed as\nAssembly.\npart of the minutes of the Business Session. ]\nThe Secretary explained that the Executive Committee had worked out\na plan for having the membership year coincide with the calendar year\nso as to remove the confusion which had resulted from the use of double\nfigures to represent the membership year, but when it was found that the\nsecretaries of State Associations preferred not to make the change the plan\nwas dropped and would not be presented to the Board of Directors and\nRepresentative Assembly for action, The membership year should be the\nsame in the local, State, and National associations if the budget system is\nto be generally adopted.\nJ. W. CRABTREE,\n\nSecretary.\n\nFrep M. Hunter,\nActing Chairman.\n\n-Meetinc\n\nNew\n\nBoarp oF Directors,\n\nBoston, Juty 7, 1922\n\nA meeting of the new Board of Directors was held in the Swiss room\nof the Copley Plaza Hotel as announced in the official program Friday\nafternoon, July 7, 1922, at 2:00 o’clock. “The Secretary called the meeting to order explaining that the new president, Mr. Owen, was presiding\nover a meeting of the classroom teachers which had been ordered by Miss\nHe advised that a\nWilliams at the business session in the morning.\nelecting Director\npassed\nwas\nmotion\nA\ntemporary chairman be elected.\nStrayer as Chairman.\nThe following members were present: A. J. Matthews, Arizona; Annie\nGriffey, Arkansas; Lester D. Henderson, Alaska; Mary F. Mooney, California; H. B. Smith, Colorado; Levi T. Garrison, Connecticut ;David\nA. Ward, Delaware; F.-A. Hathaway, Florida; K. T. Alfriend, Georgia;\nT. B. Shank, Idaho; Mrs. Sarah Thomas, Illinois; H. Lester Smith,\nIndiana; L. H. Minkel, lowa; M. E. Pearson, Kansas; R. E. Williams,\nKentucky; W. S. Lafargue, Louisiana; H. A. Allan, Maine; William\nBurdick, Maryland; Mary McSkimmon, Massachusetts; W. D. Coffey,\nMichigan; J. C. Brown, Minnesota; E. E. Bass, Mississippi; A. J.\nStoddard, Nebraska; Chauncey W. Smith, Nevada; Mrs. M. F. Knapp,\nNew Hampshire; Thomas Agnew, New Jersey; Ambrose Cort, New\nYork; Robert H. Wright, North Carolina; A. C. Berg, North Dakota;\nF. E. Reynolds, Ohio; E. E. Oberholtzer, Oklahoma; E. H. Whitney,\nOregon; J. H. Kelley, Pennsylvania; George H. Webber, South Carolina;\n\n"}
{"page": 109, "printed_page": "87", "text": "MINUTES\n\noF EXECUTIVE\n\nCOMMITTEE\n\n87\n\nLida Williams, South Dakota; S. L. Smith, Tennessee ;Catherine Gorbutt,\nTexas; L. John Nuttall, Jr., Utah; M. D. Chittenden, Vermont; Nannie\nW. Thompson, Virginia; Elsie Maxam, Washington; Mrs. Florence J.\nParker, West Virginia; J. F. Sims, Wisconsin; Mrs. J. C. Liston,\nWyoming; Harry English, District of Columbia; H. M. Wells, Hawaii;\nC. G. Pearse, Wisconsin; George D. Strayer, Wisconsin; and T. Marcellus Marshall, West Virginia.\nThe Chairman stated that it would be in order to consider invitations\nfor the next meeting of the Association.\nInvitations were extended as\nfollows: for Oakland by Mr. Hunter, for San Francisco by Miss Dacre,\nfor Seattle by Mr. Adams, for Indianapolis by Mr. Smith. ‘The Secretary\nstated that he had received cordial invitations from Chicago, Detroit, and\nIt was explained by Mr. Hunter and Miss Dacre that\nJacksonville.\ntheir invitations were for holding the next meeting at Oakland-San FranThey stated\ncisco, the cities working together in making arrangements.\nthat a plan would be worked out satisfactory to the Association.\nA standing vote resulted as follows: Detroit 3, Indianapclis 6, Jacksonville 1, Oakland-San Francisco 20, and Seattle 11. It was explained that\nthe Executive Committee had full authority in locating the next meeting\nand that this vote of preference on the part of the State directors would\nnot control the action of the committee but that it would indicate in a\ngeneral way the wishes of the Board of Directors.\nAn invitation was extended by Mr. Wells to hold some future meeting\nof the Association in Honolulu.\nThe following report presented by Mr. Sims was adopted:\nYour committee appointed to nominate candidates for vacancies in the\nNational Council of Education beg leave to report as follows:\nJ. M. Gwinn, Superintendent of Schools, New Orleans, Louisiana.\nE. E. Oberholtzer, Superintendent of Schools, Tulsa, Oklahoma.\nGeorge D. Strayer, Columbia University, New York City, New York.\nW. A. Brandenburg, President, State Manual Training Normal College,\nPittsburg, Kansas.\nCarroll G. Pearse, President, State Normal School, Milwaukee, Wis-\n\nconsin.\nJ. W. Butcher, State Normal School, Emporia, Kansas.\n\n.\nE. G. Doudna, Superintendent of Schools, Wisconsin Rapids, Wisconsin\nJohn Callahan, State Superintendent of Public Schools, Madison,\n\nWisconsin.\nMay Wade, Elementary Teacher, Berkeley, California.\nCarolina.\nS. B. Underwood, Superintendent of Schools, Raleigh, North\n.\nAlabama\nham,\nBirming\nSchools,\nof\nendent\nC. B. Glenn, Superint\n(Term expiring in 1924.)\n(Term\nMary McSkimmon, Principal, Pierce School, Brookline, Mass.\nexpires in 1923.)\nRespectfully submitted,\nJ. F. Sms, Chairman.\n\nRosert\n\nH. WRIGHT.\n\n"}
{"page": 110, "printed_page": "88", "text": "NATIONAL EpucATION ASSOCIATION\n\n88\n\nThe work of\nA motion was passed to drop the Patrons Department.\ntwo or three\npast\nthe\nduring\ntory\nthe Department has not been satisfac\nment was\nDepart\nthe\nwhich\nfor\nwork\nthe\nthat\nyears, and it was the belief\ns and\nMother\nof\ns\nCongres\nl\nNationa\nthe\nby\nfor\ncared\ncreated was being\nions.\nassociat\nParent-Teachers Association, one of the active codperating\nof Directors\nA motion was passed expressing the approval of the Board\nthe Associaof\nrters\nheadqua\nthe\nfor\nfor the purchase of additional property\ns considers\nTrustee\nof\nBoard\nthe\nation\ninvestig\nafter\nif\ntion at Washington,\nit wise to make the purchase.\nMr.\nChairman Strayer having to leave to attend another conference\nbusiness\nof\norder\nnext\nthe\nd\nSims was called to the chair, who announce\nto be the election of a member of the Board of Trustees, Mr. Pearse’s\nterm having expired.\nMr. Pearse on being nominated to succeed himself gave reasons why\nhe should not accept a reélection and suggested that the honor be passed\nHe proposed the name of Dr. Payson Smith. It was stated that\naround.\nMr. Pearse’s reasons for declining were not satisfactory and that Dr.\nSmith and all the others wanted him to remain on the Board of ‘Trustees.\nOn a rising vote Mr. Pearse was declared the unanimous choice for trustee\nand the Secretary was instructed to cast the ballot of the Board of Directors for him. He cast the ballot and the Chairman announced that\nMr. Pearse was duly elected and would succeed himself on the Board of\nTrustees.\nAt this point President Owen appeared and on Mr. Sims’ request took\nthe chair. He expressed regret that he was late. He stated that the next\norder of business was the election of a member of the Executive Committee.\nA motion was passed instructing the SecreMr. Hunter was nominated.\nof Directors for Mr. Hunter, and the\nBoard\nthe\nof\nballot\nthe\ntary to cast\nballot being cast, the Chairman announced that Mr. Hunter had been\nMembers\nduly elected as member elect of the Executive Committee.\nof the\npossibility\nthe\nof\nview\nin\nng\nrestrained Mr. Hunter from withdrawi\nFrancisco.\nan\nOakland-S\nat\nheld\nn\nbeing\nnext meeting of the Associatio\nThe resignations of the following State directors were accepted and the\none recommended by each elected as State director for the ensuing year.\nJessie C. Liston, Wyoming, recommending A. A. Slade.\nElsie Maxam, Washington, recommending Jennie M. French.\nLida Williams, South Dakota, recommending Harold W. Focht.\nMrs. M. Florence Knapp, New Hampshire, recommending Clifton A.\n\nTowle.\n\n)\n\nDavid A. Ward, Delaware, recommending H. V. Holloway.\nA. J. Matthews, Arizona, recommending H. E. Hendriz.\nW. L. Coffey, Michigan, recommending Thomas E. Johnson.\nH. M. Wells, Hawaii, recommending Vaughan MacCaughey.\nIt was the sense of the meeting that each State Director should work\nto secure as many life memberships as possible in his State.\nBoard of Directors adjourned to meet on the call of the President.\n\nWitutaM B. Owen, President.\n\nJ. W. Crastree, Secretary.\n\n"}
{"page": 111, "printed_page": "89", "text": "Pie\n\nMInutTEs oF Boarp or TRUSTEES\ner ee a\na aia\nMINUTES\n\nOF THE\n\nBoard\n\n89\n;\n\noF TRUSTEES\n\nBoston, Mass., Jury 1, 1922\n\nA meeting of the Board of Trustees of the National Education Association was held in room 633 of the Copley-Plaza Hotel, Boston,\nMass.,\nSaturday afternoon at 4:50 o'clock, July 1, 1922, with the followin\ng\nanswering to roll call: Miss Williams, and the Chairman, Mr.\nPearse,\nMiss Doherty, Miss Jones, Mr. Siders.\nThe minutes of the meeting of March 2, 1922, were read and approved.\nThe report of the auditors, Marwick, Mitchell & Co., on the financial\naffairs of the N. E. A. was read and filed.\nIt was moved by Trustee Jones and seconded by Trustee Doherty\nthat the Chairman and Secretary of the Board of Trustees secure competent legal opinion of the exact status of the Board of Trustees of the\nNational Education Association with regard to their powers and duties.\nThe motion was carried.\nThe Board adjourned subject to the call of the Chairman.\nWa ter R. Supers, Secretary.\n\nC. G. Pearse, Chairman.\nMINUTES\n\nOF THE\n\nBoston,\n\nBoarD\n\nMass.,\n\nJuty\n\nOF TRUSTEES\n6, 1922\n\nThe Board of Trustees met in Room 633, Copley-Plaza Hotel, Boston,\nMass., Thursday afternoon, at 1:00 o’clock.\nPresent: ‘Trustees Pearse,\nDoherty, Jones, and Siders.\nThe Secretary was requested to notify the General Secretary to have\nthe Auditor’s Report printed with the reports of the Treasurer and the\nBoard of Trustees.\nMoved by Trustee Doherty and seconded by Trustee Jones that the\nChairman of this Board notify the Continental Trust Company, of Washington, D. C., that this Board wishes a new contract covering all remuneration that this Board is to pay them, and also to cover the amount of interest\nMotion carried.\nwe are to receive on deposits.\nMoved by Trustee Jones and seconded by Trustee Doherty that the\nTrustees appoint some competent person to investigate and report back to\nthe Trustees as soon as practicable on accounts receivable.\nThe motion was\ncarried.\nMoved by Trustee Siders and seconded by Trustee Jones that the re-\n\nvolving fund in the hands of the General Secretary be increased by adding\n$5000, making the sum total of said fund $15,000. The motion was\n;\ncarried.\n\nMoved by Trustee Doherty and seconded by Trustee Jones that we fix\nthe rent of the N. E. A. Headquarters at 1201 16th St. N. W., Washington, D, C., at $10,000 per annum to be paid to the Continental Trust\nCo. of aforesaid city as rentals with the understanding that the said\n\n"}
{"page": 112, "printed_page": "90", "text": "NATIONAL EDUCATION\n\n- 90\nSs\n\nA\n\nee\n\nee\n\nASSOCIATION\n\nee\n\nneeded for\nions of the building as are not\nN. E. A. may sublet such port\ncarried.\nits own work. The motion was\nof\ninstructed to notify the Chairman\nwas\nd\nBoar\nthis\nof\ny\nThe Secretar\nmotion immediately preceding.\nthe Executive Committee of the\nthis\nnded by Trustee Doherty that\nMoved by Trustee Jones and seco\nof\nhase\npurc\nthe\nt\nd of Directors abou\nBoard seek the advice of the Boar\nthe\nof\non\ndati\nmmen\nreco\nper\nD. C., as\nadditional property at Washington,\nMotion\nd for the Boston meeting.\nishe\npubl\nt\nrepor\nhis\nin\ntary\nGeneral Secre\nwas carried.\n7, 1922, at 8 A.M. in this hotel.\nThe Board adjourned to meet July\nWatrer R. Siwers, Secretary.\nC. G. PEARSE, Chairman.\n\nJury 7, 1922\nand adjourned to meet again\nBoard met as per preceding adjournment\ntors on the question referred\nawaiting the action of the Board of Direc\nto them.\nWa rer R. Smwers, Secretary.\n\nC. G. Pearse, Chairman.\nMINUTES\n\nOF\n\nTHE\n\nBOARD\n\nOF\n\n‘TRUSTEES\n\nBoston, Mass., Jury 7, 1922\nthe Swiss Room,\nA meeting of the Board of Trustees was held in\non, July 7,\nafterno\nFriday\nusetts,\nMassach\nCopley-Plaza Hotel, Boston,\nnt Owen,\nPreside\n:\npresent\nwere\nng\nfollowi\n‘The\n1922, at 4:00 o’clock.\nSiders.\nChairman Pearse, and Trustees Doherty, Jones, and\nng that\nChairman Pearse called the meeting to order, and after explaini\ned\nnominat\nofficers\nof\nelection\nthe\nthe first order of business would be\nby\nd\nseconde\nwas\nion\nnominat\nThe\nnship.\nTrustee Siders for the Chairma\nto\nly\nvigorous\nobjected\ntrustees\nother\nthe\nand\nSiders\nMr.\nTrustee Owen.\nhis dein\nfirm\nwas\nhe\nbut\nPearse,\nn\nChairma\nof\nwal\nwithdra\nd\npropose\nthe\ns\ntermination and Mr. Siders was elected Chairman of the Board of Trustee\nfor the ensuing year.\nNominations for Secretary were then in order and Miss Doherty nomiMiss Doherty was then nominated\nnated Miss Jones, who declined.\non her part. The newly elected\nion\nprotestat\nvigorous\ndespite\nelected\nand\nofficers then took charge of the meeting.\nTrustee Pearse reported that the Board of Directors would approve of\npurchasing additional Washington property if after investigation the Board\nof Trustees considered it wise to make the purchase.\nIt was moved by Chairman Pearse and seconded by Miss Jones that\n‘Trustees Siders and Owen be authorized to investigate the property, have\nit appraised by experts, and report to the Board of Trustees at its September\nor October meeting, but if haste should be necessary, to report in writing\nMotion carried.\nor to ask for an earlier meeting of the trustees.\n\n"}
{"page": 113, "printed_page": "91", "text": "Minutes\n\nor Boarp or TRUSTEES\n\n91\n\nThe Secretary was instructed to see that the officers of the Headquarters\nstaff are bonded for the amounts decided upon by the Board of Trustees\nat the Des Moines meeting.\nIt was decided that a statement for The Journal should be prepared,\nsetting forth the duties of the Executive Committee and Board of Trustees\nand to submit the same for approyal before publication to the Chairman\nof the Board of Trustees and to the Chairman of the Executive Committe\ne.\nMiss Jones moved that a committee consisting of T’rustees Doherty and\nPearse be appointed to secure additional legal opinion as to the powers\nand duties of the Board of Directors, the Executive Committee, and Board\nof Trustees before completing the statement for publication.\nMotion\npassed.\nOn motion the Board of Trustees adjourned to meet on the call of the\nChairman.\n:\nAcneEs E. Douerty, Secretary.\nWALTER R. Sipers, Chairman.\n\n"}
{"page": 114, "printed_page": "92", "text": "ms es ==\n\ney\nay al Tabtoaptle Scan\n\nwore\nee faut bate Aas Tine rid)%\nhe Ub\n\n:\n\ntee auntie’: vig Werohgh:\n\nTe oa 5U 1924 it aa\n\npero\n\nte gh\n\nfe),\n\nQUE\n\ni\n\n+i re! wit on,baw\n\nte yn sels a\n\nserine: cig\n\ns: 3\nAar'gt a Mcaniga fousl tna obit\n79HCh 30 |\nzat\noils\nayer\nU's\npT\nsiekae\nhorns\nsain\nott\nworeda ee Sunistase?,\n\n"}
{"page": 115, "printed_page": "93", "text": "THE SECRETARY’S ANNUAL\nTo\n\nthe Executive\nAssembly:\n\nCommittee,\n\nREPORT, BOSTON\n1922\n\nBoard\n\nMEETING,\n\nof Directors,\nand Representative\n\nIt again becomes my pleasure to make a report on the growth, activities,\nand ideals of the National Education Association and to present policies\nand plans for its continued growth and improvement. I am including, as\na part of the report, carefully prepared statements of the heads of departments.\n\nThe report attempts to give the causes for the phenomenal growth in\nmembership during the past few years.\nIt discusses such matters as the\nall-inclusive Association, the relation of the Associafion to its departments,\nto its committees, to its affiliated associations, and to codperating National\nassociations. It contains special reports from members of the Headquarters\nStaff showing the work actually done during the year and suggesting improvement in plans and policies for the future. ‘Tables, charts, and diagrams present facts in concrete form. It attempts to outline the policies of\nthe Association on the method of electing members of the Headquarters\nStaff and on the rules of tenure to be observed. It shows that teachers are\ngrowing more and more professionally-minded.\nIt points out the need of\na big forward-looking program carrying out the principles embodied in the\nplatform of the Association.\nAmong the recommendations in the report are the following: The continuation of the present plan of codperation with the American Legion and\nother organizations; the purchase of additional property east of the headquarters building; the enlargement of the permanent fund; provision to do\nthe secretarial work of departments of the Association by the Headquarters\nStaff; the wider use of the budget system for local, State, and National\nassociations; the continuance of the $2 membership fee; arrangements for\na more extensive use of the Research Department by the committees and\naffiliated associations; and an adequate budget allowance for next year.\nGROWTH\n\nAND\n\nEFFICIENCY\n\nThe State associations of all States, except Rhode Island, are now affliated with the National Association. The number of local affiliated associations has been increased from 578, at the time of the Des Moines meeting,\nto 1001. On July 1, 1921, there were 850 one-hundred-per-cent schools.\nThere are now over 1530. A year ago there were 75,000 members.\n‘This\nnumber has been increased to more than 110,000.\nThe following shows the active membership of the Association on December 31 of each year mentioned: 2321 in 1900; 5261 in 1905; 6909 in\n1910; 7441 in 1915; 7873 in 1916;.8557 in 1917; 10,104 in 1918; 24,025\nin 1919; 52,350 in 1920; and 87,414 in 1921. The records show the enrolment on June 15, 1922, to be 110,000, which number will be greatly in-\n\ncreased by the end of the calendar year.\n[93]\n\n"}
{"page": 116, "printed_page": "94", "text": "NATIONAL EDUCATION ASSOCIATION\n\nO+\n\nnumber of causes. Changing the\nThis phenomenal growth is due to a\nCapital added to the prestige of\nNational Headquarters to the Nation’s\nThe appointment of the\ngrowth.\nthe Association and contributed to its\nCommission’s forwardthe\nand\nEmergency Legislative Commission in 1918\nthe rank and file of\nto\nl\nappea\ng\nlooking program of service made stron\nThe part which the Association had\nteachers throughout the country.\n\njamax_INATIONAL EDUCATION ASSOCIATION |———\n\n[|_| | /\n\nsusie— ENROLMENT oF ACTIVE MEMBERS\nMADE\n\nR000\n\nCOUNT\n\n70000\n\nSe\n\n|\n|\na\n\n= >\n\n7\n\n-1922\nj9l0\n\n*\n\nass)\n\nAT\n\nEND\n\nOF EACH\n\nCALENDAR\n\nHele\nFisFy\nnerasEG\n\niia 1\n\nYEAR\n\ni\n\n2 a N “i 4 ueam\na\n\n>\n\nfe fees |epee eae\n1910\n\nis\n\n192\n\n1913\n\nFigure 1. GRowTH\n\n(914\n\n195\n\n196\n\n=\n\ntae\n\n9\n\n1917\n\nte\n\n198\n\nIN Active MEMBERSHIP,\n\n199\n\n1920\n\n1924\n\n1922\n\n1910-1922\n\nin securing increased salaries for teachers and in promoting the interests\nof the profession established it more certainly in the affections of teachers\neverywhere.\nThe field work, the office correspondence, THE JOURNAL, and the general publicity, which supply teachers and the public with reliable information concerning the schools, have impressed the teachers of the Nation with\nthe Association’s great mission and with the high type of its service to the\nprofession. The reorganization, on the representative basis in 1920, provided a method of selecting delegates from all sections of the country and\nfrom all ranks of the profession to transact the Association’s business. It\nprovided an adequate scheme of organization for growth and expansion.\nThe membership is practically three times what it was when the new plan\nof organization was adopted.\nThe need of a high type of teamTeachers are professionally-minded\nwork has been felt more strongly year by year in every vocation and profession. There has been an exceptionally marked awakening among teach-\n\n"}
{"page": 117, "printed_page": "95", "text": "REPORT OF THE SECRETARY\n\n95\n\ners as to the need of effective organization, not only in this country but in\nother countries as well. In America the growth in numbers and in the\nextent and quality of service is as striking in State and local associations as\nin the National Association itself.\nThere has thus grown up during recent years a new sense of obligation\nto the profession and hence to the Association which promotes the interests\nof the profession. ‘There has been developed a greater pride than ever\nbefore in the best professional standards and ideals. As teachers have become more and more professionally minded, they have naturally had a\ngreater desire to become members of their professional association and to\nlend their support to its growth and success. While the new professional\nspirit is in part due to the work and influence of the Association, it also has\nbeen a leading factor in the unprecedented growth in membership.\nThe all-inclusive National Association—Formerly teachers did not appreciate the advantages of team-work in a large way. They sought to do\nbig things working separately. More recently came the idea of working\ntogether in classes in various lines of work—or in local organizations, each\nhaving worthy ends in view and making honest efforts for needed improvement.\nWe are now in a period when classes and groups as well as individuals realize the wisdom and value of codperation through the all-inclu‘The ties in each of the associations—the local, the\nsive organizations.\nState, and the special or departmental—have become stronger as the bond\nwhich holds them in the all-inclusive group has become more effective.\nIt might have been possible earlier to destroy the all-inclusive character\nof the Association, but since the need of team-work is so well understood\nand the desire for it so firmly established, it would require much more than\npersonal grievances or differences on small issues to break the unity of\neffort which now operates through the National Education Association and\nwhich gives size and permanency to the enrolment.\nThe Association is entrenched in the confidence of the public. It has the\ngoodwill and support of professional and other organizations. It uses its\ngood offices to establish a more cordial cooperative feeling between teachers\nand community.\nIt helps the public to appreciate the work of the schools.\nThis is the greatest service which it can render to the profession and is no\ndoubt the real underlying cause of recent growth and development.\nThe appeal that wins—lIn soliciting memberships, the Headquarters\nStaff has kept in mind the high standards and ideals of the Association. It\nhas not made appeal to the selfish interests of teachers by promising personal\nbenefits of various kinds, but instead has appealed to the professional pride\nof teachers, promising only such personal rewards as come from the elevation of the profession as a whole and from the general educational uplift\nwhich combined effort alone can give. “This type of appeal has met with a\n\nresponse which indicates that the teachers of the United States are willing\nto give their support to the cause of the profession from the broader point\nof view.\n\n"}
{"page": 118, "printed_page": "96", "text": "NATIONAL EpucATION ASSOCIATION\n\n96\n\nsixty-eight page JOURNAL, which\nWhile each member receives in the\nvalue than the amount which he pays\nreaches his desk each month, more in\nmembership is not strongly urged,\nin membership dues, this advantage of\nand more to the individual member\nbecause it means more to the Association\nmember professional rather than\nto have the incentive for becoming a\npersonal.\nCOMPARATIVE\n\nGROWTH\n\nOF\n\nTWO\n\nNATIONAL\n\nASSOCIATIONS\n\nmaking a careful study of the\nA member of the Headquarters’ Staff is\nies with the idea of profiting\ncountr\nnational teachers’ associations of other\nthe results of the study in the\ngive\nto\nis\nfrom their experiences. The plan\nn and use of members and\nSecretary’s Report for 1923 for the informatio\nPermit me,\non Education.\ndelegates at the time of the World Conference\nhas been\nwhich\nn\nmatio\nhowever, to present at this time some of the infor\n\nto show the comparacollected concerning one of the associations. I wish\nBritain and our\nGreat\nof\ners\nTeach\nof\ntive growth of the National Union\nences in the\ndiffer\nand\nrities\nsimila\nfew\na\nout\npoint\nown Association, and to\nzations.\npolicies and methods of these two leading organi\n\nSs a\n\nSG\n\nSs\neee)\nfate\n1)Se\n1910 [19li [1912 [1913 [1914 [isis] 1916 [1917 [1918 [1919 [1920 [1924 o » eS\nFigure\n\n2. COMPARATIVE\n\nGROWTH OF THE NATIONAL UNION\nNATIONAL EDUCATION ASSOCIATION\n\noF TEACHERS\n\nAND\n\nTHE\n\nThe National Union of Teachers of Great Britain is recognized as the\nlargest all-inclusive association in the world and as one of the most demo‘The accompanying chart shows\ncratic in organization and management.\nthe comparative growth of this and our own National Association since\n1910. It is of interest to know that the purposes and platforms of these\n\n"}
{"page": 119, "printed_page": "97", "text": "REPORT OF THE SECRETARY\n\n97\n\nassociations are strikingly similar, that the National Education Association\n\nwas organized in 1857 and the Union in 1870, and that each has had an\nenviable record of achievement in its own country.\nIdeals and differences—Although alike in certain high standards and\nideals, the two organizations are unlike in the way in which some of their\nideals are carried out. “The Union calls special attention to what it does\nfor the individual member, while the National Education Association takes\npride in what it accomplishes for the profession as a whole.\n‘The difference\nin the conditions under which teachers work in the two countries accounts,\nin part, for the difference in methods of work.\n\nThere is little demand in this country for legal help,for teachers. The\nUnion paid approximately $50,000 in 1920 for legal assistance to members.\nThe Union supports members who suffer in defense of their professional\nrights. The sustentation grants in 1919 amounted to over $250,000. The\nUnion has given much attention to questions of unfair dismissal of teachers,\nwhile our Association has laid more stress on strengthening the ties between\nthe public and its schools.\nLeadership in legislation—Both associations assume leadership in important educational movements and give time and attention to national\nlegislation for education.\n‘The National Union promoted the passage of\nthe Fisher Bill which became a law in 1918. Having a membership of\n\nover 100,000 when the Bill was before Parliament, the Union exerted a\npowerful influence for its passage.\n“This law does for England what, in a\ngeneral way, the Towner-Sterling Bill, if enacted into law, would do for\nthe United States. “The recent growth of the National Education Association now gives it power similar to that of the Union at an earlier date, and\ngives tremendous force to its legislative program.\nCivic organizations in\nEngland fought for the passage of the Fisher Bill as civic, fraternal, and\npatriotic organizations are now working for the passage of the TownerSterling Bill.\nCOOPERATION\n\nWITH\n\nAFFILIATED\n\nAND\n\nOTHER\n\nAGENCIES\n\nAffiliated agencies—TVhe following plan has been started and will be\ncontinued with greater success with the aid of the new Research Department: (1) to present to each affiliated State and local association and to\neach codperating agency at the beginning of the school year, a list of problems for investigation and study and to ascertain the items and problems\nto which each will give special attention; (2) to keep all associations which\nare studying the same problems in touch with each other; (3) to gather\nand summarize results or have this done by some other agency and to give\nout the summary to all codperating associations and to the members of the\nAssociation; (4) to submit questions pertaining to the work of committees\nfor the consideration of these agencies; (5) to submit in a similar manner\nemergency problems on the request of affiliated associations; and (6) to\ncall on all these organizations for help on important matters of legislation\nand to extend help to them as needed in the solution of their local problems.\n\n"}
{"page": 120, "printed_page": "98", "text": "Nationa\n\n98\n\nEpucaTion ASSOCIATION,\n\nation Association has the codperaOther agencies—The National Educ\norganizapatriotic, fraternal, and religious\ntion of leading National civic,\n. The\nform\nplat\nits\nof\ns\nplank\namental\ntions in carrying out the fund\nafhliaas\ning\nite, and though not so bind\nrelationship of codperation is defin\nes\npledg\ntion\nniza\norga\nIn affiliating, the\ntion it is perhaps equally effective.\n\naie\nFigure\n\n3. NATIONAL\n\nORGANIZATIONS\n\nCoOPERATING\nASSOCIATION\n\nWITH\n\nTHE\n\nNATIONAL\n\nEDUCATION\n\nitself in advance to give support, because in affiliating it becomes an integral\npart of the Association itself. “The connection through codperation secures\nIt means that the Associasupport only as the cause is worthy of support.\nit puts into its platform.\nwhich\ntion must tise care in deciding on the planks\nstronger help because\ngive\nwill\nion\norganizat\nng\nIt means that the codperati\ninterest. The\ngenuine\nand\nn\nconvictio\nof\nt\nstandpoin\nthe\nfrom\nit\nof giving\npresent plan is highly satisfactory to codperating organizations and should\n\nbe continued indefinitely.\nCoéperation with the American Legion—A joint program of work was\noutlined a year ago by the Committee on Education of the American Legion\nand the Board of Directors of the National Education Association and was\nIt\nadopted by the Representative Assembly at the Des Moines Meeting.\n\n"}
{"page": 121, "printed_page": "99", "text": "REPORT OF THE SECRETARY\n\n99\n\nplaced the American Legion squarely behind a few essential education\nal\npolicies and pledged the fullest codperation of both organizations in the\npromotion of the interests of the public schools.\nAmerican Education Week, December 4 to 10, which was observed\nthroughout the Nation, was an important part of the program.\nCivic,\nfraternal, and religious organizations participated in calling the attention\nof the public to the needs of the schools and urging that these needs be met.\nThe Association can hardly fail to see the importance of the movement\nwhich has been started.\nIt is significant that practically all great National\nand local organizations and agencies have centered their interest in the\npublic schools and that they are now codperating with the National Education Association to acquaint the public with both the work and needs of the\nschools.\nNever before in the history of the Nation has such importance\nbeen attached to the public schools by leading social agencies.\nA low estimate of the results of the efforts of the American Legion and\nthe Association to secure the observance of American Education Week\nthroughout the Nation were in brief: The codperation of 200,000 merchants, 20,000 moving-picture theaters, 9000 Legion Posts, 1500 Chambers\nof Commerce, 14,500 newspapers, 2000 women’s clubs, and 50,000 local\nfraternal, civic, commercial, and religious organizations; this vast undertaking reached directly and indirectly more than 25,000,000 people.\nIna\nfew States, exercises were held in practically every school district. In many\nStates, over half of the cities, villages, and community centers carried out\ndefinite plans and programs.\nMr. Alvin M. Owsley, of the Americanism Commission of the Legion,\nin speaking of the first American Education Week said: “The policy of\nholding American Education Week annually has been adopted, and this acceptance marks a step forward in the educational world for America.\nWe\nshall work unceasingly until within our borders every tongue shall speak\nthe English language, until every intellect shall know something of our\ninstitutions and history, and until every heart shall grow to love and respect\nour flag.”\nRELATION\n\nOF\n\nDEPARTMENTS\n\nTO\n\nTHE\n\nASSOCIATION\n\nThe relation of the departments to the Association has not been fully\ndetermined.\n“The amendments to the By-Laws, which were adopted at the\nDes Moines meeting, giving broader powers and responsibilities to the departments are considered adequate, but the departments have not yet worked\nout satisfactory plans and regulations under the new code.\nThe Department of Superintendence has gone farthest in its plans. It\nadopted a constitution and by-laws and provided for an executive committee\nand other officers including a full-time secretary.\nIt decided upon a fee of\n\n$5 to be paid by its members in addition to the regular N. E. A. membership dues. One meeting has been held under the new plan.\nMembers of staff as department secretaries—lIt is believed that few, if\nany, of the departments will be able permanently to support a full-time\nsecretary and also do enough research work to satisfy its members.\nThe\n\n"}
{"page": 122, "printed_page": "100", "text": "100\n\nASSOCIATION\nNATIONAL EDUCATION\n\nwhich could hope\nnce is perhaps the only one\nDepartment of Superintende\nfor a member of\nbe\n. A feasible plan would\nto do so at the present time\netary of each\nsecr\nt\nstan\nassi\nserve as secretary or\nall\nthe Headquarters Staff to\none department will require\nInasmuch as the work of no\ny\netar\ndepartment.\nsecr\ne as the\nsame person might easily serv\nAsthe\nthe time of a secretary, the\nfor\nk\nr wor\nts and also do much othe\nof two or more departmen\nsociation.\nAssistant\nmade Mrs. Helen T. Hixson\nThe Board of Trustees has\nShe is a\nr.\nsure\nTrea\nthe\nof\nk\nthe routine wor\nTreasurer, assigning to her\nunt of other\nters Staff and does a large amo\nregular member of the Headquar\nis Secretary\nCentral Office. Mr. Magill\nwork for the Association at the\nthe work\nof\nh\nmuc\nMr. Norton is doing\nof the Legislative Commission.\nBoston\nthe\nfor\nrts\nrepo\npreparation of\nof important committees in the\nmeeting.\nits regular officers—president, viceA department might similarly have\na memsecretary—and have in addition\npresident, executive committee and\ntary.\nsecre\ntant\ngned to it to serve as assis\nber of the Headquarters’ Staff assi\nat the\n\nthe work which should be done\nThe assistant secretary would do\nmade\nthe Headquarters’ Staff might be\nCentral Office. One member of\nng\nacti\ngh\nthou\neven\nnt\nrtme\ndepa\nof the\nthe secretary or assistant secretary\nrtments.\nin the same capacity for other depa\ntime secretary, it must also have\nfulla\nWhen a department has\n‘The expense for this office help\nstenographers, typists, and other help.\nthe secretary. “There ‘are more than\ncould not’ be less than the salary of\nof the departThe combined salaries of secretaries\ntwenty departments.\nthan $60,000\nless\nnot\nbe\nd\nwoul\ns,\nments, if all should have paid secretarie\noffice force including the salaries of\na year and the total expense of the\na year.\nsecretaries would be not less than $120,000\nand done by the general office\nher\ntoget\nht\nbroug\nwork\nthis\nBy having all\nn of work caused by departments\nforce, thus avoiding the wide duplicatio\ng of at least $50,000 a year.\nsavin\nworking separately, there would be a\nimportant investigational and\nfor\ntage\nThis saving could be used to advan\nAn outstanding\nfor meetings.\nresearch work and for special attractions\ns the saving\nbeside\n,\nal Office\nadvantage of having this work in the Centr\nwork of the\nthe\nwith\ns\ntment\nin funds, would be the contact of the depar\nAssociation as a whole.\nttee and RepresentaI, ‘therefore, recommend that the Executive Commi\nnecessary secretarial\nthe\ne\nprovid\nto\nary\nSecret\ntive Assembly authorize the\nng such help, and to do\nhelp at the Central Office for each department desiri\nthe recommendation\nso at the expense of the general Association. I make\nI make it\nments.\nin the interest of economy and efficiency in the depart\nwork and\nch\nresear\nl\nspecia\nfor\nfees\nbecause the department needs its own\ny to the\nproperl\nbelongs\nwork\nof\nphase\nthis\nbecause I believe the expense of\ngeneral Association.\n\n"}
{"page": 123, "printed_page": "101", "text": "REPORT OF THE SECRETARY\n\n| fete IMI] F\nbas ES\n\nu\n\n2\n\n=a=e\n\n|vowunes |\n\n101\n\nVOLUMES\n\nsaan 2= ===\n\n|\n\n‘|\n\nVOLUMES\n\nllJANITOR'S\n==)\n\n=|\n\nBULLE TIN\n\nAPARTNEN\n\nco\n\n|\n\nCOAL\n\n!\n\nFURN ACE\n\n=\n\n-— ———————\n_—\n__|yournats\n\n=A.\n\nVOLUMES\n\nBASEMENT\nFigure 4. BASEMENT\n\nPLAN\n\nOF THE\n\nHEADQUARTERS\n\nHEADQUARTERS\n\nBUILDING\n\nBUILDING\n\nThe headquarters building was purchased in 1919 and occupied by the\nAssociation in 1920. The purchase price was $98,000.\nIt would sell now\nfor $150,000. At first, space was leased to the Swedish Legation and the\nNational Congress of Mothers and Parent-Teacher Associations.\nIn 1921,\nthe Swedish Legation purchased a building of its own and gave up its lease\non space in our building.\nOwing to growth in membership, it was necessary to use this additional space for the work of new departments and divisions.\nIt is generally understood that the National Congress of Mothers\nand Parent-Teacher Associations will be permitted to retain its headquarters in this building as long as possible because of the relation of its\npolicies and purposes to those of our own Association.\nAdditional space needed—By examining the charts which show the uses\nmade of the various rooms, and by taking into account the rapid growth in\nmembership, it will be seen that not only the rooms now occupied by the\nNational Congress of Mothers but additional space will soon be necessary\nto meet the growing needs of the Central Office.\nNow is the time to\nhouse built north\napartment\nlarge\na\nbe\nwill\n‘There\nspace.\nthis\nfor\nprovide\nof our building and an immense hotel just across Sixteenth street. All\nproperty on Sixteenth street has increased greatly in price during the past\nyear. Although property lying just back of this building can yet be purchased for a reasonable sum, this is the last chance to secure adjacent\nground.\nAlthough the buildings on this adjacent property are old, they would\nserve for a few years for the storage of volumes, for mailing and shipping,\nfor multigraphing and printing, and for other similar purposes, leaving the\n\nTHE LISRARY\nSTATE TEACHERS COLLEGE\n@LDY\nHUMB\nAMD JUNIOR COLLEGE\n\n"}
{"page": 124, "printed_page": "102", "text": "NATIONAL\n\n102\n\n5\n\nEpUCATION ASSOCIATION\n\n| __\n\n| cu oni coon] | p |\nee ferfeevme!_ TITEL Pash\nate\n\n-——1 | CONFERENCE ROOM\n=\n\nz\n\na\n\nTOILE\n\nAND\n\n=<\nae!\n\n4)\n|\n\nLIBRARY\n\nFOMAILING2 ii\nREIL\n\nRECEPTION\n\nLi\n\nFOLDING\n\nASST. TO SEC.\n\nMISS CHASE\n\nHALL\n\nDIVISION\n\n‘\n|\n\n:\n\nMRS. THATCHER\n\n=\n\n|\n\n= MAILING — [lASsisTA a\n\nfaa\n\n=\n\niran\n\nSECRETAR\nSHIPPING — |{MISS WINN\n\neae\n\n||\n\nMR.CRABTREE\nSS\n\n—a\n\nFIRST\nFigure 5. First-FLoork PLAN\n\nFLOOR\n\nOF THE HEADQUARTERS\n\nBUILDING\n\nWithin five or\npresent building for the main offices of the Association.\non this site\nbuilding\nfine\na\nten years there will be the need of constructing\nof the best\none\nas\nrated\nis\nwhich\nor an enlargement of the present building,\nwise to\nand\nal\neconomic\nboth\nbe\nwould\nIt\noffice buildings in Washington.\nearliest\nthe\nat\ntaken\nbe\nsteps\nthat\nnd\nrecomme\nI\nand\n,\nmake this purchase\nmoment to contract for it.\nHEADQUARTERS\n\nORGANIZATION\n\nPlan of organization—There are now five well-organized departments in\nthe headquarters organization: Records and Accounts, established in 1917;\nField Work, established in 1918; Business, established in 1919; Publica‘There are\ntions, established in 1920; and Research, established in 1922.\nts: One\ndepartmen\nof\nheads\nas\nrank\nsame\nthe\nwith\ntwo assistant secretaries\ndirection\nthe\nunder\nn\nAssociatio\nthe\nof\ninterests\nbusiness\nthe\nof\ncharge\nhas\nof the Secretary and the other assists in the general correspondence and\nhas special charge of important phases of the work with affiliated associations.\nIn the larger departments, the one next to the head or director has the\nIn the department of Records and Accounts, the position\nrank of assistant.\nis Assistant Recorder, in the Department of Publications, the position is\nAssistant Editor, and in the Secretary’s Office, the position is Assistant to the\nSecretary. As other departments develop and the number of employees\nincreases, the rank of assistant will be given to others. The larger departments are divided into divisions, the head of the division holding a place\nof responsibility. With the growth in membership, the number of these\ndivisions will increase. Division heads rank next to head assistants.\n\narte?\nue,\n\nCM\n\n"}
{"page": 125, "printed_page": "103", "text": "REPORT OF THE SECRETARY\n\n103\n\nThe present plan of organization is economical and effective.\nIt groups\nthe work in five departments with the necessary subdivisions and enables\na comparatively small force to do an enormous amount of work.\nIt requires only a few men and women on high salaries, thus making it possible\non the limited income of the Association to provide adequate clerical help.\nAppointment and tenure—There are now in the central office a secretary, five heads of departments, two assistant secretaries, three chief assistants, three heads of divisions, ten expert stenographers, and twenty-five\nor more typists and clerks. At times during the year, additional help is\nneeded.\nThe number of typists and clerks will be increased to forty or\nmore for next year in order to care for the additional work due to increasing membership.\nThe Secretary is elected by the Board of Trustees for a term of not to\nexceed four years as provided in the Charter and By-laws.\nThe Field\nSecretary is elected by the Executive Committee for a period of four years\nalso. All other members of the staff are elected for one year and then reelected without specifying the time for which elected. ‘They are subject\nto the ordinary tenure regulations.\nJust as boards of education elect principals and teachers on the recommendation of superintendents, so the Executive Committee elects members\nof the Headquarters’ Staff on the recommendation of the Secretary. Were\nthe Executive Committee to elect on its own initiative, responsibility for\nweaknesses in the office force would not be definitely fixed. ‘The present\nplan places the responsibility for results on the Secretary, where it properly\nbelongs. The tenure ideals of the Association are essentially the same as\nthose of the best public-school systems.\nAlthough formal rules have not\nbeen adopted, the practice of electing employees on the recommendation of\n\nSera\nDIVISION\n\ntes tS\n0\n\n5\n\n|\n\n|\n\n=\n\nRESEARCH DEPT,\n\n—\n\nMR. NORTON\n\nracial eaaa\n\nACCOUNTS\n\nMRS. HIXSON\nMISS WRIGHT\n\n|\n\nman\n\nRECORDS\n\nDEPT.\n\nSUPERINTEN DENCE\n\nHALE\n\nAND\n\nll\n\nWZ\n\nmaa\n\n«me\n\nMR. SHANKLAND\n\nlear RTS\nMR. MAGILL\n\nSECOND FLOOF\n\n~Tfosistant\nee\n\nCON~\nFERENCE\n\nSe\n\nCOM. EXHIBITS\n\nROOM ||MR ERLANDSON\n\n;\n\nFigure 6. SEcoND-FLOoR PLAN OF THE HEADQUARTERS BUILDING\n\nil\n\n"}
{"page": 126, "printed_page": "104", "text": "NationaL EpucaTION ASSOCIATION\n\n104\n\nregulations has become an\nthe Secretary and of observing proper tenure\nestablished policy of the Association.\nation has in a short time\nThe staff and election of officers—The Associ\nIts income has increased until it now\ngrown to remarkable proportions.\nHerein lies the danger of the immediate\nreceives a large amount annually.\nof the Association cannot\nfuture. The offices, the resources, the power\ns of designing persons.\nobject\nthe\ne\nbecom\nescape notice and might easily\nof the Association.\ns\nfriend\ntless\nthough\nby\neven\nThey may be exploited\n, the help of the\ndemand\nin\nmore\nand\nmore\nbecome\nhonor\nof\nAs positions\ncontests for office,\nthe\nin\nHeadquarters Staff will be sought more insistently\ns will members\nstance\ncircum\nno\nunless it is clearly understood that under\nThe\nation.\nAssoci\nthe\nof\nofficers\nof\non\nof the staff participate in the selecti\ncallby\nary\nSecret\nthe\nassed\nembarr\npast\nthe\nin\nnot\nfact that candidates have\nwomen\nand\nmen\ning\ndesign\nthat\nmean\nnot\ndoes\noffice,\nthe\nof\ning for the help\nIt is well known that members of the staff\nmay not do so in the future.\nEthically, the staff\nare in a position to give special help to candidates.\ncannot give such help.\nto interestMembers of the staff as now constituted are decidedly opposed\nof\nmembers\nthe\nof\nt\nsentimen\nThe\nofficers.\nof\nelection\nthe\nin\ning themselves\nthe\non\naction\nNo\nthe Association is strongly against such participation.\ntative\nquestion has been taken by the Executive Committee or the Represen\nhas\naction\nOffice\nCentral\nthe\nof\nAssembly ;owing to the well-known policy\n.\nnot been considered necessary\nThe jdeals and standards of teachers are high. Teachers are not innal\nclined to use questionable campaign methods or to use their professio\nthis\nfor\nmay,\non\nassociation to promote personal ends. Our Associati\nions.\norganizat\nother\nof\nes\nreason, escape from some of the usual experienc\n\neae\n\nADDRESSOGR\nAPH\nDIVISION\n\nNATIONAL\n\nCONGRESS\n\nMOTHERS\nOFFICE\n\nCLOSET ||TOILET\n\ni EDITORIAL\n\nDEPARTMENT\n\nMISS ROBBINS\n\nMR. MORGAN\n: oe\n\nASST,\nSs\n\nMOTHERS\n\nRECEPTION\n-\n\na\n\nTHIRD\nFigure 7. THIrRD-FLooR\n\nL}\n\nNATIONAL CONGRESS\nOF\n\nPLAN\n\na\n\nFLOOR\n\nOF THE HEADQUARTERS\n\nROOM\n\nMRS. WATKINS\n\nBUILDING\n\nll\n\n"}
{"page": 127, "printed_page": "105", "text": "REPORT OF THE SECRETARY\n\n(FTELEVATOR\n\nMULTIGRAPH\n\nDIVISION\n=\n\n105\n\na\n\ntt|\ne!\n\n|\n\nIeee\n\n|\n==\n\nTa\n\n=\n\ni\n\npats|\n\nont\n\nee\n\nLU\n\nHHT.\n\nRees,\nHALL\n\n|\n\nTYPEWRITING\nAND\nFOLDING\nCLOSET\n\nribet\n\n]\n\n|| APARTM\n|\n\n:\n\nr—{\n\nsl TYPEWRITING\n\nSECRETARY'S\n\n:\n\nll\n\nPRIVATE\n\nCOE\n\n—\n\nDIVISION\n\nose SO\n\nFOURTH\nFigure\n\n=\n\nbial\n\nA\n\nEd\n\n' OFFICE\nU\n\nMISS\n\n|\n\n8. FourTH-FLoor\n\nPLAN\n\naes\n\nFLOOR\n\nOF THE\n\nHEADQUARTERS\n\nBUILDING\n\nTo prevent the Association from being injured by designing people, and\nto keep it on a sound basis under sane leadership is the paramount duty\nof officers and members.\n‘Therefore, in order to establish permanently a\nwise administrative policy for the Central Office, and to further safeguard\nthe future of the Association, would it not be well for the Representative\nAssembly to take formal action on this point? Formal action by the Assembly would put the Association as well as the Secretary’s office behind the\npolicy. The observance of such a policy very properly goes hand in hand\nwith the observance of wise tenure regulations.\nThe new Research Department—The U. S. Bureau of Education, the\nGovernment’s agency for supplying statistical information on education, has\nnot been able to publish current information to meet emergency demands.\nIts staff includes the Commissioner and specialists of recognized ability, but\nalthough much good work has been done, funds have not been provided\nfor extensive investigations by these experts. Even more discouraging is\nthe fact that the printing fund is so meagre that comparatively few of the\nimportant reports can be published.\nMany of them lose their current\nvalue in the long delay in their publication.\n\nThis neglect of education on the part of the Government is most regrettable. It results from having the Bureau hidden away in the Department of the Interior. The Secretary of this Department having no special\nconnection with education and having many other bureaus and divisions in\nwhich he is interested can hardly give more than passing attention to the\nneeds of the Bureau of Education.\nBecause of this situation, it became necessary for the National Education\nAssociation to establish a Research Department of its own to furnish edu-\n\n"}
{"page": 128, "printed_page": "106", "text": "106\n\nOCIATION\nNatTIONAL EDUCATION ASS\n\nbe secured from\ny ‘nformation which could\ncational agencies with necessar\nno other source.\nIt has been in operation\nhed in March.\nThis department was establis\nhead of the deby reading the report of the\nonly a third of a year, yet\nit is rendering\nthat\nseen\nthis report, it will be\npartment which is a part of\nIt has\ntry.\ncoun\nthe\nof\ns\nrest\neducational inte\na most valuable service to the\nthis\nfor\ns\ninctive current value. The fund\nalready issued information of dist\nries\nsala\ne\nmembership fees of teachers whos\nservice come largely from the\nAll feel, however, that\nmake ends meet.\nly\nare so low that they can hard\ndoing this emergency\nin\ncan be made than\nno wiser use of membership dues\nresearch work.\nORGANIZATION\n\nOF\n\nCOMMITTEE\n\nWORK\n\nplan of having committee work\nSpecial attention is called to the new\nThe plan came as a result\nrtment.\nfunction through the Research Depa\nOwen and adopted by the\nB.\niam\nof a resolution introduced by Dr. Will\nDefinite recomMoines meeting.\nRepresentative Assembly at the Des\ne chairmen to encourage all commendations will be made by committe\nional and research work, to adopt\nmittees, whose reports require investigat\nwill thus be done by the Research\nthis plan. The investigational work\nof the committee.\nDepartment under the advice and direction\nr committees and in holding\nThis plan will probably result in smalle\nthe general meetings of the\nof\nmeetings of committees only at the time\nthrough correspondence.\ndone\nbe\ncan\nOther committee work\nAssociation.\nand might well apply\nmical\necono\nand\nive\nThis arrangement will be effect\nto nearly all committees.\nmeetings at the expense\nCommittees have often felt it necessary to hold\nrs of any large commembe\nthe\nof\nes\nexpens\nthe\nBut\nof the Association.\nThe total would\nmittee for one meeting amounts to more than $1000.\nions of the curcondit\nOwing to the\nsoon reach high into the thousands.\nce of not allowpracti\nthe\nrent funds, the Executive Committee has formed\nA\nexpenses.\ning\ntravel\npaying\nfor\ning committee appropriations to be used\nexing\ntravel\npay\nto\ns\nreason\ngood\nfor\nted\nfew committees have been permit\nIf one committee, however, is. given\npenses out of committee allowances.\nto use their appropriathat privilege, other committees can claim the right\nr\nBecause of the large numbe of committees and the\ntions in the same way.\nexpenses would:\nlarge membership in each, the practice of bearing traveling\nation.\nin a short time bankrupt the Associ\npaid\nIt is proper for certain committees to have their traveling expenses\nthe\nneither\nbut\nwork,\ntheir\nof\nby the Association because of the nature\nthe:\ndeciding\nof\nbility\nresponsi\nthe\nhave\nSecretary nor the committee should\nations,\nappropri\nfor\nasking\nin\nthat\nnding\nrecomme\ne,\nquestion. I am, therefor\nand that\ncommittees state definitely the purpose for which funds are desired\nReprethe\nby\nthese purposes be named in the statements to be acted upon\nmade.\nsentative Assembly when the appropriations are\n\n"}
{"page": 129, "printed_page": "107", "text": "Report OF THE SECRETARY\nNEED\n\nOF INCREASING\n\nTHE\n\n107\n\nPERMANENT\n\nFUND\n\nThe successful development of the Association depends not only\nupon\nthe character of its professional ideals and educational standards, but\nalso\nupon the efficiency of its business management and the certainty of\nits\nfinancial resources.\nThe Association has had for many years two main sources of income,\none from membership dues and the other from the interest on the Permanent Fund. When there were only 7000 to 8000 active members, the in-\n\n40000\n36000\n\nNATIONAL EDUCATION ASSOCIATION\nCHART SHOWING RECEIPTS BY MONTHS\n[920\nI 7tges\n921-1922\n\n32000\n\n28000\n24000\n20000\n\n16000\n12000\n8000\n4000\n\n0\nJUNE JULY AUC. SEPT OCT NOV\n——\n==\n\nLe]m(sx ce> =\n\n= DQ== =>vora) =<=>=\n\n7MmBD\n\n1920-1921\n{PN\n\nFigure 9. ReEcEIPTs OF THE ASSOCIATION\n\ncome\n\nfrom\n\nthe Permanent\n\nFund\n\nof $200,000\n\npart of the total income of the Association.\n\nBY MONTHS\n\nconstituted\n\nNow\n\nan\n\nimportant\n\nthat there is an active\n\nmembership of over 100,000, the interest from the Permanent Fund covers\na much smaller fraction of the operating expenses.\nIt would require a\n\npermanent fund of more than $2,000,000 to serve the larger Association\nas well as the Permanent Fund of $200,000 served the smaller Association.\n\nThis fund formerly provided income to tide over the years when annual\n\nmeetings were not held and when the receipts from membership dues had\ndropped very low. It made it possible to put the annual membership dues\non a $2 basis. It gave business standing and enabled the Executive Committee to borrow money at the time when the epidemic of influenza had\ncut off practically all receipts from membership dues for a period of six\nmonths.\n\nIt made a permanent\n\nhome possible and carried\n\nthe Association\n\n"}
{"page": 130, "printed_page": "108", "text": "ION\nNATIONAL EDUCATION ASSOCIAT\n\n108\n\n43a\n\nere\npe929!\n\n'\n\neA\ngLeol\n\nWS\none hice A a oD\n\n8999\n\n90d\n\n(111 aded ‘Tt a] qB 1, 298 ‘gyep 10q)\n\nBf\nGeol\n\n!\n\n‘\n\na)\ni)\nH\n\n.\n\nabe\n\noa\n\nasa\n\ngl\n\n|\n\n:\n\nueer\n\na=\n\nYAO!\n\neee\n\niveceer scams Soe\n\n\\\n\n=)\n\nSrl\n\n'\n\nft\n\nOSsrIS,\nTaNorde\n\nee\n\nSNOILVIOOSSY IVNOLLYN\n\nee\n\n206\n\neqee\n\nv\n\nOS\n\nSIONITIL |\n\net\n\nrd\n\nerey\n\nNISNOOSIM;*\n\nSe\n\na\n\n\\\n\navW\n\nCUTHL\n\n‘OL 21nd\n\n—UIOWNN\n\nONIMOHS\n\nOL\n§31V93130\n:\n\n:\n\n'\n\nee\n\n‘STOOHIS mand\nme\n\nee\n\n4\n928,\n\nSeana\n\nOdvuOT0D\n\nI\ndae\n\nbsg\n\nAree\n\nOOIXIN MIN\n\nGo ee\n\nNI SUIHOVIL - UISWNN 1suld\n\nUIGWAN GNOIIS\nySANNP TLS NI SyIgWIW VIN-\n\ndO dIHsuasWaYy\n\n’\n\nfb\n\nseswar:\n\nseer\n\nIMLVINISIUdIY\n\nPEE eae Sh eae\n\nYISVYS IAN\n\n6\n\nCea\n\n’\n\nANY dLVLG\n= bee\n\nBEN\n\nSYSNSNYY\n\n2\n\n\\\n\\ATEH3SS¥\n\n=o\n\n1€9\n\niSee\n\nId\n7\n\nz0/\n\n9Ll\n\nVSVIV\n\n9\n\nee!\nHIVMVH\n\n"}
{"page": 131, "printed_page": "109", "text": "REPORT OF THE SECRETARY\n\n109\n\nover many bad places, but owing to the recent growth in membership it can\nno longer meet these emergency needs.\nContributions and life memberships—Steps were taken at the Des\nMoines meeting to increase the Permanent Fund through a plan of life\nmemberships.\nIt was arranged for active members to take out life memberships on the payment of $100. Owing to the business depression during\nthe present year, the Secretary’s office did not promote the plan. It is\nintended to give time and attention to this item during the coming school\nyear. It is believed that a large number of teachers will annually take\nadvantage of this opportunity to help the Association.\nAmong other means which might be used for increasing the Permanent\nFund are the following: (1) To retain all interest from invested funds\nin the Permanent Fund instead of using it to pay current expenses; and\n(2) to extend to men and women of means who are interested in education\nLooking far ahead, the suggestion\nthe opportunity of making donations.\ncomes to encourage our own members and the friends of the cause of education to arrange in their wills for gifts to the Association.\nIf these suggestions were adopted, the interest on the permanent fund\nwould add $8000 to $12,000 a year.\nLife memberships might add from\n$5000 to $15,000 annually. The amount from donations would likely\nnot be large at first, because donations cannot be accepted from agencies\ndesiring to control the policies of the public schools.\nThe time must never\ncome when the Association will accept donations with strings to them. Its\nmembers must never be dominated by organized moneyed interests.\nIt is\nbelieved, however, that men and women may be found who will make\ndonations, trusting to the Association to use the income for the promotion\nof the best in education.\n\nWould\n\nit not be wise to authorize the Executive Committee and the\n\nBoard of Trustees to make an effort to add as large an amount as possible\neach year to the Permanent Fund?\nAMOUNT\n\nOF\n\nTHE\n\nMEMBERSHIP\n\nFEE\n\nPermit me again to remonstrate against increasing the membership dues\nand to give reasons for so doing.\n,\nThe membership fee of $2 appeals to teachers as being reasonable.\nThere is now the opportunity of paying $5 annually and receiving the\nvolume of proceedings and all publications of the Association, yet few\nsuperintendents and college presidents and practically no teachers pay the\nhigher fee. A fee of $4 for enrolment and membership was tried out for\nyears without apparent success. ‘Teachers on low salaries manage to spare\n$2 a year for membership dues, and yet those on higher salaries are slow to\npay more than that amount.\nIt must be remembered that this $2 is in\naddition to local, district, and State membership dues. It must be remembered also that departments are now adding a departmental fee of\nfrom $1 to $5.\n\n"}
{"page": 132, "printed_page": "110", "text": "NationaL EpucaAtion ASSOCIATION\n\n110\n\nwill be small. If the fee is small\nIf the fee is too large the membership\nthe enrolment will be high. The\nand yet large enough to be respectable,\nIt has been successful. It is in$2 fee has proved to be a popular sum.\nIt purchases office supplies,\nn.\niatio\ncreasing the membership of the Assoc\nses of committees, provides for\npays for THE JOURNAL, covers the expen\nIt is the goose that\nble services.\nresearch work and pays for other valua\nlays the golden egg.\ndelegates to annual meetings.\nThe $2 fee will not cover the expenses of\nthis purpose than the $2 fee\nfor\nfunds\nA $5 fee would likely provide less\nIt will be better in the long\nbecause the enrolment would be much lower.\nincrease fees for this purpose\nrun for the local and State associations to\nTeachers will pay larger fees\nthan for the National Association to do so.\nIt is only natural that they\nto the local than to the National Association.\nshould do this.\nthe period of busiThe $2 fee, which maintained the Association during\nand even in\nining\nmainta\nin\nservice\nable\nremark\ning\nness depression, render\nthe Associafor\nmore\nincreasing salaries for teachers, should accomplish even\njudgment,\nmy\nIn\nlevel.\ntion as cost of paper and printing reach a lower\nthe $2 fee is ample.\ngranted that The\nWhen I say that the $2 fee is ample I am taking for\nin the configrows\nit\nas\ng\npportin\nself-su\nnearly\nmore\nJournal will become\nlargely pay\nwill\ndence of advertisers, the income from commercial exhibits\ncontinue\nwill\nheld\nis\nthe expenses of programs; the place where the meeting\nand\nrooms\ny\nassembl\nprovide\nto\nto bear the expenses for entertainment,\naphers\nstenogr\nand\nring\nregiste\nfor\nclerks\nsupply\nrooms for the officials, and to\nwill\nand typists for publicity work; the State, city, and county school systems\nexcertain\nbear\nto\ns\nand\nmeeting\ns\nto\nntative\nreprese\nsend\nto\nged\nencoura\nbe\nand\n;\nmen\npenses of associational work for which direct benefits are derived\nwomen will as in the past consider it an honor to give their services in\naddressing conventions and contributing articles for The Journal and other\npublications; and that communities will increasingly take pride in helping\ndefray the expenses of delegates to the annual meetings.\nTHE\n\nBUDGET\n\nSYSTEM\n\nRECOMMENDED\n\nFOR\n\nAFFILIATED\n\nASSOCIATIONS\n\nThe budget plan was recommended for schools and associations in the\nreport of the Treasurer, Miss Adair, at the Des Moines meeting and\nA few school systems and local\nadopted by the Representative Assembly.\nassociations have put it into effect and a much larger number have decided\nIt will require time to secure its adoption\nto begin its use next September.\nin all schools and will only become effective as teachers appreciate the\nimportance of membership in local, State, and National associations.\nThe recommendation has come from local associations to arrange to pay\ndues under the budget plan through the principal’s or superintendent’s\noffice, because there are a number of associations in many school systems.\nIt is planned to continue to urge all schools and associations to adopt the\nbudget system.\n\nIt pays to urge its adoption, because when once in general\n\n"}
{"page": 133, "printed_page": "111", "text": "Report’ OF THE SECRETARY\n1\n\nTABLE\n\nAap\n\nwl sé\nStates\n\nand\n\nad,\n\nae\n\nee\n@)\n84\n\nTerritories\n\noa\n\natt\n\na\n\nZ\n\nom\n\n(HELE ANTa\n\nAbt\n\noe\n\nvovr\n\noy\n\neng\n\nSects,\n\nbos\n\nye\n\nBeeeeea\n\nese. | ae\n\nZ\n\n7\n\nsees\n| eer\na\n*\n4. oO\nfat pte\n\nele\nLUE\n\nEuan | gage\n\n7,\n\nBs |663,092\n\n| 108,474\n\n271\n\n13523\n\n1,001\n\n| 12,562\n\n705\n\n5\n\n29\n\n7\n\nSE ee ees\n\nAN a Re. 5 3 Bn Sie aes\nPATIZONAM Ee cole. Se\nATKCATISA SU sth Petit «fate\nater\nCalitornia shock ce\nso Ser |\n\n176\n2,048\n9,898\n17,276\n\n102\n1,116\n227,\n8,491\n\n0\n6\n2\n19\n\n2\n40\n+\n112\n\n0\n5\n9\n34\n\nCOLOrAUO\n\nrere tier\n\n7,242\n\n3,715\n\n11\n\n113\n\n30\n\n6:97,\n\n1,134\n\n6\n\n16\n\n13\n\nDelaware isc cscs\n= te igew 2\nDistrict of Columbia.......\nFlorida eeeer eee ck hae. es\n\n1,066\n1,828\n5,898\n\n386\n543\n232\n\n4\n5\n2\n\n3\n0\n0\n\n4\n3\n7\n\nGeorgia\n\nWonnecticutta\n\nhe\n\nre\n\n|\n\ndite\n\nAbele\ncet face\n\n15,054\n\n218\n\n2\n\n8\n\n4\n\nHa walthcee arts aicwieys\nhead:\n\n1,334\n\n739\n\n6\n\n21\n\n4\n\nUd ahs gecesi\ngD\nsays\nLUURTYOYICgy8 iene i og Sites eres\n\n3,847\n33,653\n\n526\n9,089\n\n5\n21\n\n7\n110\n\n11\n41\n\nIndianatie: acc.\nosee oe\n\n16,990\n\n2,798\n\n9\n\n54\n\n|\n\n31\n\nLOWa mevcaserny\nors Sasha aa ee | 23,560\nISANISAS « afveyae\nrats Bue: watt hes\n| 16,398\nKentucky sence\neer\ncc ck | byes\n\n5,853\n1,311\n430\n\n15\n6\n4\n\nHOW\n30\n3\n\n4)\n\n29\n29\n13\n\nouistalay\n\nDiane OA\n\nwocer Wie corse6%\n\n7,908\n\nAne etl,\n\n5.833\n\nWaryland ar rmpenenc\nte fcc.\n\n6\n\n8\n\n8\n\n5\n\n127\n\n27\n\n5,565\n\n532\n\n5\n\n0\n\n15\n\ncone. ..>.:.-\n\n19,637\n\n6,505\n\n12\n\n166\n\n65\n\nMitehi\nga nite\nts svaa arenes\nMaine SOUA xe Saris reeeaciee:\nDMassissippiemnyn. aun: ste +:\nIMassouiiit wah Meniy Puss 9 oe «\n\n22,462\n18,768\n11,611\n20,740\n\n6,208\n2,342\n157\n3,220\n\n16\n9\n2\n11\n\n98\n18\n0\n72\n\n41\n23\ni\n45\n\n5,781\n13,248\nNev add gaa Meretectensing\nscarce ecsusis\n582\nNew Hampshire’..........\n5,128\nINiew WEXSEVecticls smilie\nee. 6 | 16,676\nNew. ¢Mexiep pect.\nsj.nteossyhae\n|\n2,534\n\n422\n2,459\n344\n428\n3,319\n368\n\n5\n9\n4\n+\n11\n4\n\nOr\nAire\n4\n6\n24\n1\n\nNew GY OFK ae. accberrgrie\nsae © is |\n\n526777\n\n8,611\n\n12\n\n43\n\nfac.\n2. sca s. regi\n\n470\n\n6\n\n6\n\n4\n\n32,138\n14,181\n\n7,851\n941\n\n19\n6\n\n49\nAIEEE\n\n42\n17\n\nIPENNSYAV ANIA) cepae\ns/s eh oc\n44,466\nPhilippine Islands .........\n22,927\nRhodetislagd +m... scenes ns |\n2,694\nSUCH C aroliawias ees\n|\n8,596\nSouth akota wee cree\na\n7,380\n\n5,435\n531\n134\n82\n851\n\n14\n0\n0\n1\n6\n\n45\n1\nOpen]\nOne\nbx\n\nMassachusetts\n\nMontana\nNebraskajes.\n\nI)\n\n970\n\n2,136\n\ngb ayok.nuetieta =\nsinawklenctasa:\n\nNorth) Carolina?...:\nINerth pe\nakotal\n\n5) <<:0' | 15,241\n\nORO\nStal. poeree\neses ea fuse\nOlea howma\nsc gros 0s edt\n\nSUS\n\nie, 2\n\nM@nnessee\n\nieee\n\nle\n\n6,354\n\n313\n\n651\n\n3\n\n5\n\n||\n|\n\n80\n\n0\n\n0\n\nteacurtic\nes ceres ko.\n\n12,947\n\n741\n\n6\n\n1\n\nBEC AS ater Gir xa diacclnha cate air\nitaly eetecesreceschsvet\nteinsticnass4aye-6\n\n29,001\n3,449\n\n1,085\n2,932\n\n7\n10\n\nut\nAN\n\n3\n18\n2\n8\n64\n10\n\n14\n\n|\n\n9\n\n49\n4\n4\n5\n14\n18\nyl\n|\n\n20\n16\n\nWiermont acs ccunevre\ngrr ire « |\n\nPei\n\n345\n\n3\n\noa\n\n8\n\nWiF inlay norte scr aoe»\n\n13,904\n\n1,085\n\n6\n\nSioa\n\n30\n\nWashington gy.\n0 ate\nWiest\ndig Una werys rage\n\n9,222\n10,978\n\n2,966\n599\n\n10\n5\n\n30)\n12\n\n23\n6\n\n16,745\n1,891\n\n4,513\n1,087\n\n12\n6\n\n35)\n34\n\n23\n8\n\nWISCONSIN a clots eisanrctes cists\nWV.VOMMIN Rene ae etc cteice eo\n\n|\n\n"}
{"page": 134, "printed_page": "112", "text": "ASSOCIATION\nNATIONAL EDUCATION\n\nTAZ\n\nsa\n\n5\n\nrif\n\nSy\n\neos\n\nLNID\n\nae\n\ney\n\nWd\n\n\\\n\n00 [ GNV\n\nhae\naX\n\nH\n\n:\n\n!\n;\n\nHARI suis\n\n;\n\ni\nA\n\n:\n\nAVY “TT ainBIyf\n\nbe\nAYA\n\n¢ BIOCHOR, % ool\n\noe\nEvy\n\nae EOD = ioil\n\nts,\n\ni\n\nDNIMOHS dVW\n\n91\n\nSNOLLvIQ0SSY GBLVINIIIV ~ YISHNN ONODIS\n\noes - SWOHIS %00! WLOL\n\nyooy —SNolLyITssv WLOL\n\nSNOLLVITIGay ONIMOHS\n\nRE\n\n‘\n\n'\n\niat\n\nee\n\nore\n\nSyaL\n\n62\n\ni\n\noe\n\n0€\n\n{\n\naes\n\nos\nrh\n!\n; \\YNO\nV\nSVSN\nSSIW '\n>,\neee See oe *¥\nBy\nsetae\n\naes\n\nSIOOHIS\n\neaee ah Bo\n\neee\n\ney\n\nLk\n\n!Hi\ni\n\n/\niee = | eh\nCadad\n\nCee\ns\n\nSee\n\ncee\nig\nWWNWIGNT SIONITT\n\nClye emir) ea es\n\nEee oepee tee\nLop\n7 i vl iin Ae\n\nre\n\nWN\nSete\n\ni\n\n;\n\nOUNS\nSNOILVIMSSV ONV SINIWI\n\n\\\n\nay\n\n*\n\n:\n\nsa\n\n2\n\nWisvv\n\nve\n\nv\n\nHIWMVH\n\nwe\n\n(11T eBed ‘T 21qe,], 298 ‘gyep 10)\n\na\n\n"}
{"page": 135, "printed_page": "113", "text": "REPORT OF THE SECRETARY\nSee\nn\ncoo eseg A Seo see e\na\n\n113\ncee\n\nuse throughout the schools of the country it will not only add to the\npermanency of membership in the Association but it will lead to more systematic and careful work in all professional organizations.\nBUDGET ESTIMATE OF THE ASSOCIATION FoR 1922-23\n\nIt was estimated a year ago that the total income for 1921-22 would be\nabout $200,000, but it was $233,868.69.\nThe membership increased beyond what was expected and the income from advertising was more than\ndouble the amount of the estimate. The estimate for 1922-23 is based on\nan expectation that there will be a 25 per cent increase in membership and\nmore than 50 per cent increase in the amount received from advertising.\n_After having viewed the situation from different angles and after having\ngiven consideration to the probable income from other sources than from\nmembership dues, it has been decided to estimate the total income for\n\n1922-23 at $310,000, which is perhaps as accurate an estimate as can be\nmade at this time. Tables 2 and 3 show the income and expenditures for\n1921-22 and the estimated income and expenditures for 1922-23.\nTABLE\n\n2—INcOME\n\nFor\n\n1921-22\n\nanp\n\nEsTIMATED\n\nINCOME\n\nReceipts for\n1921-22\n\nPromvannudlemecting\nFrom\n\nmeeting,\n\nUS ITS\n\nCe Se\n\ns.\\...ch 0+ somes. cee ae\n\nDepartment\nOO De\n\nof Superintend-\n\nsorac rane\n\nen ote ae\n\nEromemenmbership) dues...\n.. 00600 0ee oes e..\nHromvéalefofsvolumes.\no.. 0s.\n.<...\neenec es\n\n$3,755.00\n2,830.00\n\n164,336.12\n1,696.50\n\nFrom: sale! of special reports...............\n361.07\nFrom special contributions.................\n20.00\nBrommmiscellancous ts ---cctect\nfeet cee\n62.71\nFrom interest on Permanent Fund..........\n7,629.20\nFrom commercial exhibits..................\n11,303.67\nProm binteredt \\and- discounte el s§)..< cc. scne |) ireowahetl\n\nFrom\nFrom\n\nJournal advertising......... BoE ars\nDepartment of Elementary Principals\n\n41,489.12\n385.30\n\nFOR\n\n1922-23\n\nEstimated receipts\nfor 1922-23\n\n$4,000.00\n13,000.00\n\n200,000.00\n2,000.00\n\n400.00\n100.00\n100.00\n8,300.00\n10,000.00\n100.00\n70,000.00\n2,000.00\n\na\n\nphOsal receipts...\nHas keds bo cae wien e ce\n$233,868.69\nRapper\nMahe. £34\neen Bee, PL\n\n$310,000.00\n\n"}
{"page": 136, "printed_page": "114", "text": "NATIONAL\n\n114\n\nFOR 1921-22\n\n3—EXPENDITURES\n\nTABLE\n\nASSOCIATION\n\nEDUCATION\nAND\n\nEXPENDITURES\n\nLEsTIMATED\n\nPaid out,\n1921-22\n\nae S|\n——_\n—\n=\n=\n—\nae\n2079\nS101\n|\nee\nFs\nOA\not\nutes je\nBoard of Triisteesss)\n4,186.03\nr\neso”\n+s++-+++\nExecutive Committee ......-s\n53,853.00\n77\"°\n-+-+7\nGeneral Secretary’s office....----- sret\"' |\nrsrs\nExpress and freight.....---+++sr\nSS\nPHintingwe\n\ntte\n\nee\n\nose\n\neee\n\nee\n\n_ Estimated expense\nfor 1922-23\n\n|\n\n$1,000.00\n4,000.00\n76,100.00\n1,500.00\n\n1,120.33\n\n150,900.00\n\n111,310.54\n\n16,600.00\n600.00\n\n7,827 .02\n592, Some\n\n.-++85+5 |\nAppropriations for committees.....- rsrrett |\nrere\nAuditing accounts ......++e+ss\nssscrtees\nUnclassified expenses ...----.---s +++++++5\n.--Office fixtures and furniture...\n.0 a?\nFr yer\nAnnual convention, ...%8.. 9225\n\n461.16\n844.50\n5,439.99\n\naun\ntert ratse kk\nGenerhexpelisee@e\nTo mect: Gehcite crises» Haelsels sell\n\n10,877.69\n\n500.00\n3,000.00\n6,000.00\n\n|\n|\n\n17,500.00\n\n3,366.62\nint: |\n-+.cesses\n+--+\nDepartments. ....\ns S| ag oe te oa\n1a? Lae eee\n\nNSIS\n\nGrand. totaling\n\ng sae\n\nSurplus and Revolving\n\nMea\n\nBOC erS $205,991.02\n\n8,000.00\nA\n\n|\n\n$285,700.00\n\nFund........++++-+-\n\n27,877 .67\n\n24,300.00\n\nl\nous veaorem\n\n$233,868.69\n\n$310,000.00\n\nEXPENSES\n\nTHE\n\nee\n\nFOR 1922-23\n\nOF THE\n\nSECRETARY\n\nS OFFICE\n\nbe observed that $76,100 is\nIn the estimated expenditures above it will\nSince this\nin 1922-23.\noffice\nestimated for the operation of the Secretary’s\nTable\nbuted.\ndistri\nbe\nto\nis\nit\nhow\nshow\nis one of the large amounts let us\n22.\n1921for\nes\n4 also shows the expenditur\nTABLE\n\n4—BupcetT\n\nEstIMATE\n\nFOR\n\nTHE\n\nSECRETARY'S\n\nOFFICE\n\nPaid out,\n\nEstimated expense\n\n1921-22\n\nfor 1922-23\n\n.....-.+-eeeere recesses\n\n$7,125.00\n\n$7,500.00\n\nTelegraph and telephone....-.-----++---->\nExpress and freight......----++++s+++se0es\n\n1,290.35\n300.50\n\nSalary,\n\nSecretary\n\nPostage,\n\neeee\npasqebire =: tae Whiten\n\nClerical\n\nservices ...-..-+2-+2+sseeeerereees\n\nRent, light, heat, power, jamitor.........---\n\nStationery and ofhce supplies.....-...-++-+++ |\n\n5,110.58\n\n5,500.00\n\n1,500.00\n300.00\n\n11,535.22\n\n15,900.00\n\n1,145.84\n\n1,500.00\n\n6,471.89\n\n8,000.00\n\n1,393 . 56\n738 .23\n13,727.56\n\n1,500.00\n500.00\n15,000.00\n\nRaed brleoe een Onin cicrcidiesc ran cromc\nisle\neee\nSurety bonds ©. 06... + es nore\nInterest and discount.....:.....%.+----es-«\n\n125.40\n180.00\n570.11\n\n200.00\n100.00\n600.00\n\nmee. |\n\n$53,853.00\n\n$76,100.00\n\nPpravelingate citi clei tie: peices aie\nMiscellaneous expense ...--.--+-sseeeerees\nField Secretary’s Department..........-+---\n\nmimeee\nRescaich Departcntwene itnas2\nos CG\ncrow\nAMER Re\n\npoh\n\noad «oe lone\n\n4138.76\n\n13,000.00\n\nArrangements have been made for an expert accountant to make a careful investigation of the system of records and accounts and to recommend\nmodifications which have been made necessary by the recent growth of the\nAssociation. One of these changes will doubtless be to have the books\n\n"}
{"page": 137, "printed_page": "115", "text": "REPORT OF THE SECRETARY\n\n115\n\nshow accurately the cost of operating each department at the central office.\nA beginning has been made, but action will need to be taken by Executive\nCommittee on the advice of a recognized expert in order to adapt the system fully to these new points.\nIt will be observed in the budget estimate that $15,000 is given as the\nestimate for the Field Secretary’s department for 1922-23, $13,727.56 having been used for this service last year, and that $18,000 is the amount\nestimated for the Research Department, $4,136.76 having been used in this\nwork since March 1. It is advised that the amounts in these estimates be\nappropriated to these departments and the Executive Committee authorized\nto add to appropriations if necessary.\nThe Association has had the practice for a number of years of appropriating definite amounts for the use of committees.\nThe estimate fixes the\ntotal amount for committees at $8000.\nThis amount would be low except\nthat a large part of the investigational work of committees will be done in\nthe Research Department.\nSalaries of the office force—The estimate for salaries for 1922-23 covers\na fair increase in pay for members of the headquarters staff and provides for\na few additional clerks. Although the Executive Committee increased the\npay of many members of the staff last year, the salaries of all are still too\nlow.\nSome of the men and women have had the refusal of better-paying\nThey have been willing,\npositions in other organizations and in business.\nbecause of their interest in the work of the Association, to remain in the\nHeadquarters’ Staff.\nI trust I have the fullest approval of all active\nmembers as well as of the Executive Committee in promising that increases\nin pay will be granted from time to time until salaries are on a more satisfactory basis.\nTHE\n\nWORK\n\nOF\n\nTHE\n\nSTAFF\n\nPermit me to commend the work of the members of the Headquarters’\nStaff. These men and women are particularly suited to their respective\nlines of work. ‘They are able and successful.\nHugh S. Magill’s work as\nField Secretary has been the greatest factor in giving standing to the\nAssociation.\nIt is well known that there is only one Hugh S. Magill in\nthe country.\nThe auditors give Mrs. Helen T. Hixson the name of being\nexceptionally accurate and efficient in handling the funds and in keeping\nthe records and books of the Association.\n‘They give her first place in this\nimportant line of work.\nRay S. Erlandson in handling the commercial\nexhibits and advertising and in managing the business of the Association\nhas a Nation-wide reputation, which few men of his age have achieved.\nJoy E. Morgan, Managing Editor, besides being resourceful and having\ngreat ability, has had the advantage of two years’ training under Dr. W. C.\nBagley, who is recognized as the leading editorial writer in education in the\nUnited States.\nMr. Morgan’s work has already given him a place of outstanding prominence.\nJohn K. Norton became Director of Research only\nfour months ago, yet his work has already interested the research experts\nof the country as well as the educators who make use of the valuable in-\n\n"}
{"page": 138, "printed_page": "116", "text": "116\n\nNATIONAL EpuCATION ASSOCIATION\n\nMiss Agnes S. Winn began her\nformation which he prepares for them.\nand is rapidly establishing herary\nFebru\nservices as Assistant Secretary in\nranks in the profession.\nself in the confidence of teachers of all\ncalled attention to the efficient\nThe heads of departments have repeatedly\nThose working under the\nwork of their chief assistants and other help.\nof special mention also.\nving\ndeser\nimmediate direction of the Secretary are\nresponsible positions\nmost\nthe\nof\none\nfilled\nMiss Harriett M. Chase, who has\nr, is most deserving\nof the Central Office in a faithful and efficient manne\ning her in the office work.\nof high commendation, as is also true of those assist\ncould never render the\ns\nWithout this faithful support, the department\nmanagers might be pertheir\ny\nmaximum of service however able and worth\nss who cheerfully cobusine\nin\nas\nations\nsonally. “The workers in associ\ngo through the daily\nwho\nand\nplans\nand\nes\npolici\noperate in carrying out\nare always deservion\ndevot\nand\ny\nloyalt\nwith\nery\ndrudg\nthe\ngrind and\nI join the heads\nrise.\ning of the larger credit for the success of the enterp\nand efficient\nloyal\nthe\non\nfor\nciati\nof departments in the expression of appre\nhelp.\nother\nand\nants\nwork of the first assist\nTHE\n\nLARGER\n\nPROGRAM\n\nThere is need of a larger educational program than has ever been made.\n‘This larger program should be\nThe Association’s platform points the way.\nprepared by the best talent in the Association and affiliated units with the\nIt should include the adaptation of the course\ncodperation of all agencies.\nof study for the public schools to the current political, industrial, comIt should include the use of\nmercial, economic, social, and moral needs.\nmeasurements, intelligence tests, and other devices as their values are deIt should utilize the film in educatermined and properly demonstrated.\nIt should provide for a study\ntion as commerce and society utilize radio.\nof school buildings from the standpoint of use and long-time economy.\nIt\n\nshould make adequate provision for the development of a thoroughly\ntrained, democratically organized teaching force. It should provide for\na wise legislative policy in each State and in the Nation.\n\nIt should define\n\nas definitely as possible the interest and the responsibility of locality, State\nand Nation for maintaining educational enterprises of various Minds arid\nIt\nshould suggest measures and means for meeting that responsibility.\nshould be well balanced, sane, comprehensive, and genuinely reprsehiative\nof the best educational thought of the time. ‘The world conference on\neducation to be held next year could well afford to give special attention to\n\nthe principles and policies which would determine the character and outline\nof this larger educational program.\n\n"}
{"page": 139, "printed_page": "117", "text": "REPORT OF THE SECRETARY\n\nREPORT\n\nOF FIELD\n\n117\n\nDEPARTMENT\n\nHUGH S. MAGILL, FIELD SECRETARY\nWe are pleased to submit a brief summary of the work of our department for the past year, with a few suggestions and recommendations\nyour consideration.\n\nfor\n\nOur efforts have been devoted primarily to the promotion of the legislative program of the Association now pending in Congress, and to the\ndevelopment of a greater interest in the teaching profession and in public\neducation, not only among teachers, but particularly among the great civic\nand patriotic organizations of the country.\nIn our report submitted one year ago we discussed the situation existing\nat that time with respect to the Towner-Sterling Bill. We explained that\nthis measure in revised form had been introduced in the House and Senate\nat the opening of the special session of the 67th Congress in April, 1921,\nand had been duly referred to the Committee on Education of the House,\n\nand to the Committee on Education and Labor of the Senate.\n\nWe called\n\nattention to the effort being made at that time by persons in positions of\ninfluence and authority to displace our Educational Bill with what was\nknown as the Public Welfare Bill, creating a Department of Public Welfare, in which education was to be included along with other interests.\nBy the united and determined opposition of the friends of education, the\ninclusion of Education in the proposed Department of Public Welfare was\nprevented, and no further action has since been taken on this bill.\nThe friends of the Towner-Sterling bill have tried diligently to have\nit reported favorably by the Committee on Education of the House.\nIn\ntheir efforts they have had the consistent support of Congressman ‘Towner,\n\nand a majority of the Committee are favorable to the bill, but action has\nbeen prevented by the movement for the reorganization of the Executive\n’ Departments.\nIt will be recalled that one of the announced policies of the\npresent administration was the reorganization of the Executive Departments of the Government. A bill was passed creating a committee consisting of three Senators and three Representatives, to consider this\nLater the bill was amended to\nimportant subject and report thereon.\nprovide for a personal representative of the President on this joint com.\nmittee. This Reorganization Committee was organized about a year ago\nby the election of Honorable Walter F. Brown, the President’s personal\nIt was agreed that Mr. Brown would bring\nrepresentative, as Chairman.\nto the committee a suggested plan for the reorganization of the Executive\nDepartments representing the wishes of the administrative branch of the\nGovernment, and that the committee would then take the subject. under\nconsideration and make recommendation thereon to Congress.\nMore than a year has passed since the creation of this Reorganization\nCommittee, and up to the present time the Chairman has not submitted a\nformal report, although it is understood that he has made an informal\nrecommendation to the President. When the friends of the Towner-\n\n"}
{"page": 140, "printed_page": "118", "text": "118\n\nNATIONAL\n\nEpucCATION\n\nASSOCIATION\n\nbeen told that\nSterling bill have urged action on their measure, they have\nof the\nization\nthey should await the report of the Committee on Reorgan\nsubwill\ntee\nCommit\nization\nExecutive Departments; that since the Reorgan\n\nents, the\nmit a plan for the reorganization of all the Executive Departm\nnot be\nshould\non,\nEducati\nof\nment\nDepart\na\nTowner-Sterling bill, creating\nFor\nmade.\nbeen\nhave\nshall\nreport\nization\nreorgan\nthis\nadvanced until\nsubmit\nwould\nnt\nmonths we have been repeatedly assured that the Preside\nendations on\nto the Reorganization Committee in a short time his recomm\nof such\ncreation\nthe\nand\nments\nDepart\nthe reorganization of the Executive\ninReports\ne.\nadvisabl\nthink\nmight\nhe\nas\nents\nnew department or departm\nnt\nagreeme\nof\nlack\na\nby\ndelayed\nbeen\nhas\nnt\nPreside\nthe\nby\naction\ndicate that\namong the heads of departments regarding the allocation of certain existing\nThis explains why action has not been taken on the ‘Townerbureaus.\nSterling bill. We have been told that. the President desires that no action\nbe taken until he shall have perfected his reorganization plans and submitted his recommendations for the reorganization of the Executive De-\n\npartments.\nOn May 5th, by special appointment, a committee consisting of Dr.\nGeorge D. Strayer, Dr. Thomas E. Finegan, Mrs. Frederick P. Bagley,\nof Boston, and the Field Secretary called on the President to ascertain if\npossible his attitude. This committee was received most cordially by the\nPresident, who assured the members of his interest in the program of the\n“The President declared that it was his\nNational Education Association.\nion\nwithin a few weeks on the reorganizaintention to make a recommendat\ntion of the Executive Departments, in which education would be given\ndistinctive recognition.\nInformation was given the committee from a reliable source that the President planned to recommend the creation of a\nDepartment of Education and Welfare, in which Education would hold\nthe first place, and that the extension of the principle of Federal aid for\nthe promotion of certain phases of education would be conceded.\nJust what attitude the National Education Association and other allied\norganizations supporting the Towner-Sterling bill should take toward the\nproposed recommendation for a Department of Education and Welfare can-\n\nnot be determined until the plan has been submitted and its exact provisions known.\nIn the meantime we should continue to work unitedly for\nthe Towner-Sterling bill. We might consistently welcome any action that\nwould bring us nearer the realization of the objectives for which we have\nworked, but we should not accept any compromise that would prevent the\nultimate realization of our purposes, or make their attainment more\n\ndifficult.\nThe annoying and disappointing delays that have been encountered during the past year in advancing the Towner-Sterling bill have been more\nthan counterbalanced by the very effective support which the bill has gained.\nThis is particularly marked among lay organizations.\nA score of National\norganizations, representing more than ten million voters, are giving the\nmeasure their loyal and unwavering support and will resist any unfavorable\n\ncompromise.\n\n‘The bill has been fortunate in its foes.\n\nWhile\n\nit is not\n\n"}
{"page": 141, "printed_page": "119", "text": "REPORT OF THE SECRETARY\n\n119\n\nclaimed that all of its opponents are enemies of public education, there is\nan abundance of accumulated evidence that the avowed enemies of public\neducation are its most violent opponents.\n‘This fact has rallied to its support millions of friends of public education who might not otherwise have\nbecome so deeply interested in the subject.\nThe alignment of forces for and against this measure is becoming more\ndefinitely drawn.\nThe friends of public education in America are more\nnumerous and more powerful than are its enemies. When these forces,\nunited and determined, shall bring their influence to bear directly upon\nCongress, there can be but one outcome.\nPublic education will receive\nthe just recognition which it has so long been denied, and another great\nforward step will be taken in the promotion of America’s most cherished\ninstitutions, the free public school.\nThe Field Secretary has devoted only a minor portion of his time, however, to the promotion of the Association’s legislative program.\nHis principal, if not his most important work, has been in the field. He has\ntraveled during the last year more than forty-one thousand miles, spoken\nnearly two hundred times, and addressed approximately one hundred thouMany of these addresses were delivered to State teachers’\nsand people.\nassociations and other educational gatherings, but more of them were to\nWe are convinced that it is of the\ncivic organizations and public meetings.\nshould be awakened to the vital\ngenerally\npeople\nthe\nfirst importance that\nrelation of public education to the welfare of the community, the State, and\nWith this in mind, we have embraced every possible opporthe Nation.\ntunity of bringing to the public the message expressed in the platform and\nprogram of the National Education Association, and it may be said that\nthe people have received this message gladly..\nWe believe there is nothing more important for the welfare of the teaching profession and the promotion of education than to keep constantly before the public the simple facts that the public schools belong to the people;\nthat they were founded and are supported by the people to do the people’s\nwork; that if they function effectively, the people will reap the benefits in\nthe proper training of all the children and the development of a stronger,\nmore intelligent citizenry; that if they fail to function properly, because of\na lack of public interest and public support, the people themselves will suffer\nan irreparable loss which will fall most disastrously upon the children of\nwill\nthe community, the State, and the Nation, who, because of such neglect,\nevery\nto\nguaranteed\nbe denied the educational privileges which should be\n\nchild beneath our. flag.\nIn carrying forward our work in the field we have come in touch with\nforces\neducational conditions in every part of the country and with the\nto\nalways\ntried\nhave\nWe\nwhich promote or retard educational progress.\nmind\nin\nkeep\nto\n;\naspects\nbroadest\nits\nin\non\nconsider the work of the Associati\nCongress,\nits fundamental purpose as set forth in its charter granted by\nn of\nprofessio\nthe\nof\ninterests\nthe\nadvance\nand\ncharacter\n“To elevate the\nWe\nStates.”\nteaching, and to promote the cause of education in the United\n\n"}
{"page": 142, "printed_page": "120", "text": "120\n\nNATIONAL EDUCATION ASSOCIATION\n\nare convinced that if the National Education Association is to measure up\nto its possibilities and realize the worthy purposes for which it was founded,\nit is absolutely essential that there shall be unity of organization and effort;\nthat the Association shall codperate effectively with other organizations\nwhich are devoted to the promotion of education; and that it shall seek\nmembership and support within the profession, and recognition and cooperation without the profession, on no other basis than that of devoted,\neffective service—‘‘Service to the teachers, service to the profession, service\nto the Nation.”\nEvery department of the Association should be granted the fullest possible\nfreedom in working out its own particular problems.\n“The amendments\nto the By-Laws adopted at the Des Moines meeting make this possible.\nBut it should be kept constantly in mind that only through united effort\ncan recognition for the profession be obtained and effective service rendered.\nTo carry the recognition of departmental groups and classes within the profession to the extent of weakening the unified strength of the Association\nwill prove-disastrous to the working out of the Association’s great educational program, and ultimately inure to the detriment of every department\nand every member.\nThe Association is organized on the same general plan as our National\nGovernment.\nIts members give expression to their purposes through their\nchosen representatives, selected by them in their respective affiliated State\nand local associations. ‘The interests of the different groups and classes\nwithin the profession are given special recognition and consideration in the\nseveral departments of the Association.\nBut the strength and influence of\nthe Association, like the strength of our Nation, depend upon unity of\npurpose and action, and upon holding the welfare of all, the interests of the\nprofession as a whole, above the interests of any class or individual.\nIn\nthe language of our platform, let us work for ‘The unification and federation of the educational forces of the country in one great professional\norganization devoted to the advancement of the teaching profession, and\nthrough education, the promotion of the highest welfare of the Nation.”\n\nREPORT OF BUSINESS DEPARTMENT\nRAY S. ERLANDSON, ASSISTANT SECRETARY AND BUSINESS MANAGER\nI take pleasure in submitting the third annual report of the Assistant\nSecretary, embodying the activities of the Business Department during the\npast. year.\n:\nThe department is divided into the following divisions:\n1. The Journal\n2. Educational and Commercial Exhibits\n3. Conventions\n4. Office management: (a) purchasing, (d) shipping and mailing, (c)\ndepartmental budgets, (d) employment, (¢) building supervision.:\n\n"}
{"page": 143, "printed_page": "121", "text": "REPORT OF THE SECRETARY\n\n121\n\nGeneral growth of department—During the past year the Business De~ partment has grown extensively in the service it renders and the income it\nproduces. When organized in 1919 the activities of the Business Manager\nconsisted chiefly in the purchasing of paper, materials and office equipment,\nWith the rapid\nand in assisting in the management of the convention.\ngrowth of the Association these two activities have not only been enlarged\nbut new duties have been added.\nIn 1921 the Commercial Exhibit which\nThe\nformerly was managed by an outside organization was taken over.\nJournal of the National Education Association was established, also necessitating the opening of an advertising division, and in September, 1921, a\ndivision of typing was created.\nWhereas at the time of its establishment none of the income of the As:\nsociation was attributable to the work of the Business Department, yet\nduring the present year the total income from commercial exhibits and advertising—the two principal sources of revenue outside of the membership\ndues—amounted to $63,000.\n‘That this is an important factor in the\nservice the Association is able to render can be seen by noting that the net\nprofits of the Commercial Exhibits would pay the entire cost of maintaining\nthe Research Department, and that the advertising receipts now pay approximately eighty per cent of the printing cost of the sixty-eight page\nmonthly magazine published by the Association.\nThe purchasing and shipping divisions have also grown proportionately\nwith the development of the Association.\n‘The need for typing and\nclerical assistance was so great at the beginning of the present year that a\nnew division of typists was created with Miss Mabel Wheelock in charge.\nAt one time twenty-five girls were employed in this division to assist in\nmembership drives and to supply the other departments with stenographic\nand clerical services as needed.\nTABLE\n\n1.—The relation of advertising pages to reading pages, and the relation\nbetween advertising receipts and printing costs of The Journal\n\nMonth\n\nNumber of\npages\n\nNumber of\ncopies\nprinted\n\nsete\nPrintag\ncost\n\nNumber of | Advertising\npages of\nreceipts as\nadvertising\nbilled\n\nfj\n\nopten\n\nSeptember ....\n\n|\n\n|\n\n|\n\n20\n\n95,000 | $2,278.60 |\n\n4\n\n|\n\n$1,099.55\n\nOctober\n\n......\n\n20\n\n95,000\n\n21327 126\n\n4yy\n\n1,210.75\n\nNovember\nDecember\n\n....\n....\n\n36\n36\n\n95,000\n95,000\n\n3,557.85\n3,59 mA0\n\n4\n7\n\n1,034.50\n1,636.50\n\n1922—\njanuary a ..-.\nFebruary\nMareh iia vcs\nADE odids wruse\nMiayite on titens store\n\n68\n68\n68\n68\n68\n\n100,000\n95,000\n95,000\n105,000\n125,000\n\n6,929.86\n6,696.18\n6,655.75\n7,301.53\n8,357.61\n\n22\n25\n23\n20\n22\n\nDWP S}S} a\n6,534.05\n6,043 .25\n5,029.62\n5,426.45\n\n68\n\n125,000\n\n8,397.70\n\n25\n\n6,550.80\n\nJune mith\n\ntae\n\n"}
{"page": 144, "printed_page": "122", "text": "we,\n\nNATIONAL\n\nEDUCATION ASSOCIATION\nI. THE\n\nJOURNAL\n\nfrom advertising for\nAdvertising—Table 1 shows the monthly receipts\nsing, number of\nadverti\npaid\nthe year as well as the number of pages of\nof copies\nnumber\nand\ncosts\ng\nprintin\npages in each issue of the magazine,\nprinted.\n.86.\nThe total receipts from advertising for the year were $40,298\nincome from\nthe\nin\ngrowth\nsteady\na\nbeen\nhas\nthere\nthat\nseen\nbe\nIt will\nIn June the receipts reached the highest mark..\nadvertising during the year.\nof the\nThe February and March advertising were above normal because\n\nCondesire of commercial exhibitors to call attention to their booths at the\n\nvention of the Department of Superintendence.\nWith the increase in the circulation of ‘THE JOURNAL it is recommended\nthat as soon as business conditions permit, the advertising rates be increased\nproportionately.\nDeveloping new advertisers—In the work of encouraging and developing\nnew advertising accounts to use the pages of THE JOURNAL we have had\nthe pleasure of discovering many commercial and industrial firms who never\nThe Business Manager\nbefore had advertised in educational mediums.\nhas made many personal calls upon such organizations and sold them on\nthe value of educational advertising, not in THE JoURNAL alone, but in\nIt has also been possible to\nall similar State and National publications.\nof new business firms\ncampaigns\nadvertising\noutline and assist in organizing\nwere looking for sugwho\nand\nproducts\ntheir\nmarket\nto\nbeginning\nwho were\nMany of the adgestions and advice in opening their publicity campaigns.\nvertisers appearing in THe JouRNAL and other publications had never\nadvertised in educational mediums until conferences with this department.\nIt has been a source of satisfaction thus indirectly to codperate with them\nthereby generally stimulating advertising in the educational press of the\ncountry.\n‘This plan can be still further developed as I shall suggest later.\nPlan of cooperation for educational journals—With the establishment\nof a National official educational magazine has come a desire from educa:\ntional advertisers and publishers alike, for the development of uniform\nstandards in operation and arrangement among the educational publications,\nState and National.\nThe National Education Association has been requested to give consideration to the complicated problems involved in an\nactivity of this type. “There is no question but that the adoption of a uniform page size would materially increase the amount of advertising now\npossible. Advertisers confronted with the necessity of making eight to ten\ndifferent electros for a single advertisement to fit the many-sized magazines now in existence spend much of their appropriation each month in\nthis way, which otherwise would go into the purchase of more advertising\nspace. It is believed that all of the educational magazines would profit by\nthe adoption of standard page and type-page sizes, a uniform number of\n\ncolumns per page and uniform column widths. ‘The same is true with the\nkind of paper used. If this were of a standard weight and finish it would\nbe much simpler for advertisers and publishers alike.\n\n"}
{"page": 145, "printed_page": "123", "text": "REPORT OF THE SECRETARY\n\n123\n\nIn view of the fact that most of the educational magazines are\nnot large\nenough to maintain advertising Tepresentatives of their own\nin the larger\ncities, the question of codperation in advertising has also\nbeen considered.\nI am now making a comprehensive study of this question and later\nwill be\nin a better position to make definite suggestions and recommendation\ns.\nIt may be said, however, that this is a complicated question.\nThere is no\ndoubt but that a pooling arrangement could be worked out with the\nvarious\nofficial State journals whereby the gross circulation of all would be sold\nat\na fixed advertising rate. The overlapping circulation problem would\nnot\nneed to be considered.\nOne of the difficulties in such an arrangement that\nwould require careful study is whether or not advertising rates under\nthis\nplan would be too high. For example, the necessary publication costs\nof a\nsingle magazine with 200,000 circulation might permit much lower\nadvertising rates than a pooled circulation of 200,000 of ten different magazines published in ten different places, each with its separate overhead costs.\nThis question is one that requires careful and scientific investigation into\noperating costs. Another problem that would arise is the establishment of\na single date of publication.\nSome magazines at present are printed on the\nIst, some the 5th, some the 15th, etc. If a unified effort of soliciting advertising is to be made it would be fairer to all publications that they be\nprinted at approximately the same time. “Then too, it may be easier to sell\ncirculation on the Pacific Coast and to such wealthy States, as\nNew York\nand Pennsylvania, whereas a representative might have difficulty in selling\nspace in those journals published in the southwest and a portion of the\nnorthwest.\nThe utmost confidence in the management of a coéperative advertising representation is necessary.\nMany State educational journals\nhave more or less of a National or at least a sectional distribution.\nWhether or not they would be willing to enter such a scheme would need\nto be determined.\nAs soon as magazines overlap State boundaries they\nclassify themselves with National mediums and enter into competition with\nother National magazines.\nIn this field the problems of codperation become more complicated because of the element of competition.\nThis is particularly true of the magazines appealing to the school administrators and\nexecutives.\nThe Alumni magazines of the various colleges and universities of the\ncountry have organized a central advertising representative method and\nhave pooled their circulation selling a gross circulation at a fixed price and\nthen proportionately distributing the advertising obtained and dividing the\nnet receipts in proportion to their circulation.\n‘Thus far the plan has not\nbeen successful.\nOn the other hand the Associated Business Papers, the Associated Farm\nPapers, and Associated Periodical Papers have organized, not to sell advertising but rather to stimulate and encourage National advertising in\ntheir respective fields. “This encouragement is made through publicity campaigns, through the establishment of uniform standards, through the application of better business management by the individual members, and the\n\n"}
{"page": 146, "printed_page": "124", "text": "124\n\nNATIONAL EpUCATION ASSOCIATION\n\nenforcement of a code of business practice or ethics which leads to confidence and support by advertisers and advertising agencies. As a beginning\nsuch a plan of an Associated Educational Press, a bureau proportionately\nsupported by members to sell the value of advertising in educational\n“The purpose and function of such an organimediums might be valuable.\nzation would include such things as: (1) Encourage advertisers to use\neducational journals as mediums for advertising, by conducting a comprehensive publicity campaign; (2) Establish uniform styles of type page SIZES5\nuniform dates of publication, a uniform quality of paper, etc.; (3)\nWork out principle or standard of practice to be followed by all member\npublications; (4) Maintain a joint collection service for hard accounts;\n(5) Act as a clearing house on such questions as the financial status of advertisers, their ability of paying bills, and on general information as may\nbe desired; (6) Work for fair competition, the maintenance of stable advertising rates that are profitable, guaranteed circulation; (7) To establish\na code of ethics for the organization, including such points as declining\nto publish advertising tending to mislead, refusing to publish “puffs,” free\nreading notices, or paid write-ups, keep reading columns independent of\nadvertising considerations; (8) To avoid unfair competition; (9) ° Cooperative purchasing of paper, supplies, etc.; and (10) To supply all advertisers with full information regarding character and extent of circulation\nSuch an organization doubtless could do much to build a\nstatements.\nlarger advertising clientele in the various educational publications of the\ncountry. The establishment and successful operation of such a bureau\npromoting and seeking the good-will of all advertisers and especially educational advertisers toward these mediums might well be the forerunner of\na plan of actual solicitation among various non-competitive groups in the\neducational field. Indeed it may readily be seen how later departments of\nthe Associated Educational Press might be organized by the publishers not\ncompeting with each other to solicit advertising.\nSuch groups might\nroughly be classified as follows:\n\nGroup 1. Official journals of State education associations and other State\npublications, one from each State.\nGroup 2. National publications appealing to all interests.\nGroup 3. National publications appealing to school administration.\n\nGroup 4. National publications appealing to teachers.\nGroup 5. Specialty publications as in psychological research, English,\nphysical education, and the like. This classification is merely suggestive\nand neither comprehensive nor scientifically worked out.\nFinancial statement of THE JOoURNAL—It is doubtless of interest to the\nmembers of the N. E. A. to know how Tuer Journat would fare if\ntreated as a separate business project of the Association, crediting $1.00 of\neach membership to the subscription price of THE JouRNAL.\nNo separate\nbudget having been kept, the expense figures are estimated.\n\n"}
{"page": 147, "printed_page": "125", "text": "pre\n\ntee\n\nREPORT OF THE SECRETARY\n\n125\n\n$9,000\n($8391©\n\n$83576!\n\n- 3,000\n\n7,000\n\n5\n\n6,000\n\nd\n\nWaals\n[ui Bias\n\ner\n\nala\n\n777857332 Y\n\nY\n\n5,000\n\nY\n\nY)\n\n/\n\n7) V\n\n4,000\n\n$Y\n\nY)\n\nY\n\nY\n\nY\n\nZO\n\nY\n\nY)\n\nY\n\n700700\n\nY\n\nY\n\nUY,\n\nGU\n\nUY\n\nY\n\na\n\n,\n\n355785\n\nwn\n\nyj\n\n-\n\nY)\n\niy psc)\n\nte\nmere\nenttollewhY\nYiy7 YY\nLY Go OGUiOCCOWi*«OOY OG\n\n1,000 -77,8009 Yj\n\n77 Sis Yj\n\nLUO\n\n9at| 4921» 192 ger |iva 492-1999) 4902 1998 oes\nFigure\n\n1—Cost\n\nOF PRINTING\n\nOF PRINTING\n\nTHE\n\nJOURNAL.\n\nTHE\n\nSHADED\n\nCOST PAID BY ADVERTISING\n\nPORTION\n\nSHOWS\n\nTHE\n\nPART\n\nRECEIPTS\n\n~\n\nINCOME\nSupseription: [92s 22irt mesh: atldne.\nGed oe\nAadwertisinglO21 222 vies als osha do. See.\n\n$72,793.12\n40,298 .86\n\niss aide embihrseeniil\n108\\, smsuuile. itos1toothe, SeaAez $113,091.98\nEXPENSE\ngies\nES\nCe eS\nee\nae ers F $56,005 .04\nMatinee. Tava C.. Annet eividils she Yas Te\n13,304.00\nEditoriale Ande COL AScists ven din’elsateeocaiy’s:\n“eeelt\nNA TADSTShE ACEC EC de comsby sine doitin-mrs\nfulabs bons\nDEIOUCTH RNDOSAGE\naos. cet orevytan rm ods\nBO VOT\nCe ol\nNeth cece aniore balode busi Sic\n\nCNGA at\n\nRAE\n\n3,000.00\n\ncorres, cncvcstha denMAub olehtye\n\n$105,609 . 04\n\n(NetearroltstOcry Pal tha scht fiom maidertt: settecukraa\nta ab\n\n$7,482.94\n\nEDUCATIONAL\n\nle Pn\n\n22,000.00\n800.00\n10,500.00\n\nAND\n\nCOMMERCIAL\n\nEXHIBITS\n\nThe Boston exhibit is the eleventh commercial exhibit held by the Association and the fourth managed directly by the Business Department of\n\nthe Association.\nexhibits,\n\nFigure 2 shows the gross receipts and net profits of these\n\n"}
{"page": 148, "printed_page": "126", "text": "EpuUCATION ASSOCIATION\n\nNatioNAL\n\n126\n\nDepartment of Superintendence\n\na\n\nAnnual Conventions\n\nConventions\n\nPortland\n\ni9IT\n\n$540.19\n\nKansas City\n\n19\\7\n\n$20.03\n\n1918\n\nB szi9.36\n\nAtlantic City\n\n1918\n\nNo Exhibit\n\nPittsburgh\n\n1919\n\n=\n\nChicago\n\n1919\n\n$392.46\n\nMilwaukee\n\n1920\n\nMBscicor\n\nCleveland\n\n1920\n\n$230.26\n\nSalt Lake City\n\n192)\n\noe\n\nAtlantic\n\ni922\n\nChicago\n\nFigure 2—NET\n\nPROFITS\n\nFROM\n\nDes Moines\n\n_ 92t\n\nCity\n\nCOMMERCIAL\n\nBoston\n\n1922\n\nEXHIBITS\n\nSINCE\n\n1917\n\nIt is of interest to note that the Chicago exhibit in connection with the\nmeeting of the Department of Superintendence, February 27 to March 3,\n1921, was the largest exhibition of its kind ever held in the United States.\nNinety-five thousand square feet of floor space on three floors of the old\nSiegel Cooper (Leiter) building were used. “This space was secured free\nrental through the courtesy of Mr. Joseph Leiter, the owner, who was glad\nto donate the $8000 rental charge to the cause of public education.\nThe\nprofits from the exhibits more than pay the convention expenses.\nIn view\nof this fact, it is recommended that the profits after paying all convention\nexpenses for the meeting of the Department of Superintendence be divided\nhalf and half between the Association and the Department.\nThe educational feature—Since the N. E. A. has directly assumed charge\nof conducting the exhibits we have endeavored to emphasize the educational\npart. This was first effectively done at Des Moines when the entire balcony floor of the exhibit hall was turned over to a complete display of the\nwork of the Iowa Consolidated Schools.\nKeen interest was shown in the\nmany fine demonstrations of Iowa’s activities in this type of rural work.\nAt the Chicago convention of the Department of Superintendence the\neducational part of the exhibits consisted of a demonstration of the Chicago method of teaching Visual Education under the direction of William\nDudley Hayes, record and report systems in use by Chicago schools, and the\nexhibit of school architecture and buildings under direct supervision of\nSuperintendent Condon of Cincinnati.\nDr. Condon’s splendid display occupied 10,000 square feet of floor space, with exhibits from the\nleading cities\nand rural districts of Alabama, Arizona, California, Colorado,\nIllinois,\nIowa, Maryland, Massachusetts, Michigan, Minnesota, Mississippi,\nMontana, Nebraska, New Jersey, Ohio, New York, Pennsyly\nania, Washington,\n\nWisconsin, and the District of Columbia.\namen.\nThe educational feature of the exhibits will be further\nemphasized at\nBoston.\nAll of the New England States are cooperating in\na comprehensive\ndisplay of the best work done.\nTwo buildings will be used, the academic\nexhibit being housed in the Boston Normal School and\nthe industrial exhibit\n\n"}
{"page": 149, "printed_page": "127", "text": "REPORT OF THE SECRETARY\n\n127\n\nin the Boston Trade School. The Committee on Rural Education which\nmakes its final report will also have an exhibit as well as the territory of\nHawaii, which is sending six accredited delegates.\nIt is recommended that the Association give more study to the problem of\norganizing and planning these educational exhibitions on a scientific basis\nin order that it may better serve in a definite way the needs of the delegates\nand members.\nCONVENTIONS\nWith the growth of the Association the preliminary work of organizing\nthe local arrangements for the annual conventions has become more complicated.\nThe Boston convention is expected to be the largest in the history of the Association since 1910 and the preliminary arrangements have\nnecessitated more than a dozen trips in working out the details with the\nlocal committees.\nPerhaps in no city, however, has such enthusiastic cooperation been received.\n‘The civic pride of New England has resulted in\nsecuring the business and educational leaders of community to serve on\ncommittees, and they have worked out a convention organization that will\nserve as a model for years to come.\nThe convention budget of this local\ncommittee exceeds $20,000.\nThe hospitality and entertainment planned\nis unexcelled.\n‘The service to be rendered the visitors is organized to the\nfinest detail. The halls provided for the many meetings have been selected\nwith care.\nIt is the duty of the Business Department to concern itself with the\npreliminary work of arranging for and setting up the organization of these\nconventions. ‘This consists in meeting the local leaders, conferring on necessary committee organizations, matters of housing, entertainment, meeting\nhalls, exhibits, State headquarters, registration headquarters, local help,\nhotels, printing contracts, etc. In general the work necessary to the efficient operation of the convention constitutes an important function of this\ndepartment.\nThere has been a growing tendency among cities inviting the Association\nand its departmentsto hold these conventions, to issue a cordial and earnest\ninvitation without making definite promise beforehand to supply the necesAs a result, the Association is in\nsary and customary accommodations.\ndanger of putting itself on record by vote of wishing to hold its meeting in\na city which might rightly refuse to supply proper entertainment.\nIt is suggested that before a city can be considered to have issued an invitation to meet and before this invitation is placed before the delegates, it\nagree in writing to certain minimum requirements either financial or otherwise as may be determined by the Secretary of the Association.\nOrrice\n\nMANAGEMENT\n\nPurchasing—A reference to the report of the Treasurer and the managing editor will reveal the importance attached to the work of purchasing\nsupplies and equipment for the Association as well as the contracting of the\nprinting of the many publications which it now issues.\n\n"}
{"page": 150, "printed_page": "128", "text": "128\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nThe purchasing division operates similarly to that of any well-managed\nbusiness office, all requests for purchasing being filled out in writing on\nregular requisition blanks, signed by the head of the department and sent\nto the business office where purchase orders are issued and purchases made.\nAll bills are inspected and O. K.’d by the Business Manager before being\npassed to the Treasurer for payment.\nShipping and mailing—It is a gigantic task alone to mail out each month\n110,000 numbers of THE JouRNAL, but it is most efficiently handled with\nMore room is re:\na minimum of cost under the present arrangement.\nquired however, and unless the Association has its mailing done by the\nprinter of THE JouRNAL additional space will be needed.\nDuring the past year the Association has grown to occupy practically the\nentire building.\nMuch new equipment, such as multigraphs, addressographs, graphotypes, typewriters, furniture, etc., has been purchased.\nDepartmental budgets—The various departments are now taking definite\nshape with fairly stabilized personnel and operating requirements.\nUp until the present time the practice has been to charge all clerical, services, postage, supplies, etc., to a single account in the general Secretary’s office. ‘This\nwas necessary because the Association formerly did not maintain a departmental method of operation and all work was carried on by this office direct.\n\nNow that most of the departments are clearly outlined with definite policies\nand definite fields of activities it is suggested that they be placed on a budget\nbasis and a definite accounting be made.\n‘The Field Department, the Business Department, including THE JouRNAL, and the Research Department\nwould first lend themselves to such a plan, and I suggest that a budget be\nplanned for these departments.\nLater all departments can be organized on\nthis basis. Much flexibility should be allowed, of course, because of the\npossibility of unexpected conditions arising. The budget should not be\nnecessarily appropriated to the departments but should serve as a guide in\ndetermining the cost of the services rendered and in arriving at a more\nscientific basis of knowing what amount of money is needed to perform\nthis service.\nIt is believed also that if each department head had a definite\nplan of expense allowance, many small leaks in expenditures could be\neliminated.\nEmployment—A new division of typists and clerks was created this year,\nwith Miss Mabel Wheelock in charge. All of the departments needed\nextra help at various times during the year and instead of hiring temporary\nhelp for each department as the need arose, releasing the employees when\nthrough, it was thought best to maintain a small force as permanently as\npossible, consolidated in a single unit from which the various departments\ncould draw upon as needed. This gives a flexible as well as a trained personnel under competent supervision, materially reducing costs and affording\na much more competent service than the old system of spasmodic employ‘ment.\n\nIt is difficult to measure the increasing service rendered by the Associa‘tion. Results in promotional work are always more or less intangibl\ne.\n\nAssuming that the staff, however, is constantly rendering the maximum\nof\n\n"}
{"page": 151, "printed_page": "129", "text": "REPORT OF THE SECRETARY\n\n129\n\nservice, one of the most definite indices of a growing service is the increasing\npersonnel.\nFigure 3 is interesting and valuable therefore in showing a\ncomparison of the maximum number of employees each month this year as\ncompared with last.\n\nv4\n37\n\nay\n\nSept.\n\nas\n\nOct.\n\na5\n\nNoy\n\nFigure 3—NUMBER\n\nDec,\n\nJan)\n\n| Feb:\n\nMch.\n\nApr.\n\nOF EMPLOYEES AT HEADQUARTERS,\n\n1921-22.\n\nEMPLOYEES,\n\n1920-21\n\nTHE\n\nNUMBER\n\nOF\n\nMay\n\nJune\n\nSHADED PORTION\n\nSHOWS\n\nBuilding supervision—Visitors to Washington and the Association headquarters are proud of the beautiful building in which we are housed.\nSince its purchase three years ago, the property has increased in value from\nMany needed repairs which should have been under$98,000 to $150,000.\ntaken sooner but were not made because of lack of funds, should now be\n‘The department of records and accounts\nMore room is needed.\nmade.\nas well as the mailing division, and the multigraphing and addressographing\nThere is no room to store volumes and other\ndivisions are badly crowded.\nThe Research Department will soon require more room.\npublications.\nOne is to build additional floors, the other to\nThere are two alternatives.\n‘The latter is recommended for several\nbuilding.\nadditional\npurchase an\nTo build higher might mar the beauty of the building. ‘The\nreasons.\nmechanical equipment with its irksome noises should be isolated from the\noffice. The volumes and printed material of all kinds should be housed on\nthe basement or ground floor, because of its weight and also because of\nconstant danger of fire. The mailing and shipping division should be so\narranged that incoming as well as outgoing shipments can be handled easily\nand with a minimum of expense.\nFor these reasons I wish to recommend\nthe purchase of the property lying on 1541-43 M Street, consisting of\na three-story brick building and 2460 square feet of land, at a price not to\nThat property values adjacent to the N. E. A. headexceed $40,000.\n\n"}
{"page": 152, "printed_page": "130", "text": "130\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nAt the present time a large\nquarters are constantly increasing is evident.\nthe street while on the\nacross\njust\nconstruction\nunder\nis\neight-story hotel\nvacant lot just to the north of the N. E. A. building an eight-story apart;\nment house is now under construction.\n\nFigure 4. BUILDING\n\nADJOINING\n\nHEADQUARTERS\n\nRECOMMENDED\n\nFOR PURCHASE\n\nConclusion—The very efficient and thorough manner in which the detail\nwork of the Business Department is cared for by the assistant, Miss Mar-\n\ngaret Holden, contributes much to the successful operation of its many\nactivities.\nIt is naturally impossible for the head of the department to give\nmore than general direction and supervision to the various divisions. The\nselection of competent division heads and the delegation of authority and\nresponsibility to them is therefore essential.\nWhen the maximum of service\nis rendered with the efficiency, thoroughness, and minimum of expense that\n\nexists at Association headquarters it is fitting that those in charge receive\ndue commendation.\nIt is a pleasure therefore for me to express the deep\n\n"}
{"page": 153, "printed_page": "131", "text": "REPORT OF THE SECRETARY\n\n131\n\nappreciation felt for the competent manner in which the work in the various\ndivisions of this department has been dispatched—Mr. Reily in the general\nwork of shipping and multigraphing, Mrs. Harriet Thatcher in the mailing\nroom, and Miss Mabel Wheelock, who has had charge of the general typing\nand clerical work, have been most faithful and persistent in their efforts to\nserve the best interests of the Association.\nIndeed their inspiration has\nmaintained a splendid ésfrit de corps throughout the entire staff, and has\ndone much to maintain an atmosphere of codperation and mutual helpfulness\nthat is unique. among the business institutions of the city.\nUnder the continued leadership of the man who has been the guide and\ncounsellor and leader of all of the activities of the Association—the general\nsecretary—we look forward to a year of increased efficiency, greater usefulness, and larger service to the great cause of public education.\nSummary of recommendations—1. That the Executive Committee be\nauthorized to purchase the property consisting of 2460 square feet of land\nand the three-story brick building, Nos. 1541-43 M Street N. W., at a\nprice not to exceed $40,000.\n2. That the Association adopt the budget plan for the various departments at headquarters as soon as feasible.\n3. That the profits accruing from the commercial exhibits of the Department of Superintendence after the payment of all expenses be divided\nequally between the Department of Superintendence and the Association.\n4. That the advertising rates be raised as soon as business conditions\njustify.\n5. That the Business Department be authorized to co6perate with the\nState and National educational magazines in developing a larger advertising service.\n6. Cities desiring to entertain the Association or its departments agree\nin writing to the minimum requirements before the invitation is placed\nofficially before the Association.\n\nREPORT\n\nOF EDITORIAL\n\nDEPARTMENT\n\nJOY ELMER MORGAN, EDITOR\nThe following report covers the work of the Editorial Department for\nthe period between July 1, 1921, and June 30, 1922, under the headings\n(1) The Journal, (2) Proceedings, (3) Other Publications, (4) Publicity, (5) Need for an Association Library, (6) The Work of the Department.\n\nI. THE JOURNAL\nIts rapid growth—The Journal of the National Education Association\nhas grown during the year in size, in circulation, in the quality and variety\nof its content, and in the approval which it has had from educational work-\n\n"}
{"page": 154, "printed_page": "132", "text": "NATIONAL\n\nsi\n\nEDUCATION ASSOCIATION\n\nIt 1s worth noting that it has reached its\ners throughout the country.\nleast a year sooner than could reasonably\nat\nent\ndevelopm\npresent stage of\nby the\nhave been expected. This excellent progress has been made possible\nincludournal,\nJ\nwhole-hearted codperation of everyone connected with The\ning the Business Manager, Mr. Ray S. Erlandson, the Editor-in-Chief, Dr.\nWilliam C. Bagley, and the Editorial Council ; by the earnest work of other\ndepartments of the Headquarters Staff, and by the enthusiastic support of\nhundreds of leaders in education throughout the country, who have given\nThe growth of ‘The Journal\nhelp and encouragement in important ways.\n‘n size—which is a fair index of its growth in other respects—is indicated\n‘The number of\nby the following table, covering the school year 1921-22.\ncover.\nthe\npages given includes\n\nMonth\n\nTotal number\nof pages\n\nNumber of text\npages\n\nNumber of\nadvertising pages\n\nSeptembeteee\na setter\nOctober)\nsme octa aera\nINOveDCEs cierto ite\n\n20\n20\n36\n\n4\n41/2\n4\n\nerrata\n\n36\n\nJanuary: Monee ere\nPebruaryacns «sae\n\n68\n68\n\nMrarch eeji.- aciegaciectenatiens\n\n68\n\nAprile.\n\nseptate fvaha ehstenee\n\n68\n\n16\n1B YY\n32\n29\n46\n43\n45\n48\n\nMiayirtidaiaets... .etawice. aerate\n\n68\n\n46\n\n22\n\nJune\n\n68\n\n43\n\n25\n\nDecembersr\n\noe je cesenc he ceases\n\n7\n\n22\n25\n23\n\n20\n\nThe standard of sixty-eight pages in each number of The Journal should\nnow be regarded as a minimum, with a possible maximum of not over 100\npages for the coming year. With a minimum of sixty-four pages it is\npossible to make plans and commitments sometime in advance.\nIn the early\ndays of I'he Journal it was not possible to ask for many articles on specific\nthemes inasmuch as the limited space available gave no assurance that the\narticles could be printed when they had been prepared.\nEven in its larger\nform The Journal is able to print only a small portion of the material\nwhich is submitted for use in. its pages.\nIt will become more and more\nnecessary for plans to be made many months ahead if The Journal is to\nmaintain uniformly high standards.\n\nEditorial policy—The Journal has endeavored\n\nto register the striking\n\nprogress which has been made in education and to support vigorously the\npolicies and programs of the Association.\n“There have been two meetings\nof the Editorial Council under the chairmanship of Dr. Bagley. A meeting was held at Des Moines July 3, 1921, and another in Chicago on March\n1, 1922.\nExpressions of opinion obtained at these meetings, supplemented\nby correspondence with individual members of the Council, have served as\na guide in the selection and interpretation of material and will become still\nmore valuable as The Journal grows larger.\nIt is not easy to set up standards defining the content of The Journal,\n\n"}
{"page": 155, "printed_page": "133", "text": "REPORT OF THE SECRETARY\n\n133\n\nor having established such standards, to obtain for each issue material that\nentirely agrees with our conception of what The Journal should include.\nThe following types of material are described in the approximate order of\ntheir claim for inclusion.\n1. Official accounts of the Association’s work and editorials designed to\nfurther its program.\n2. Material relating to the organization and work of teachers’ associations generally, more especially of State and local affiliated associations.\n3. Accounts of educational legislation, administration, policies, plans, and\nscientific advance, thus making the best experience quickly available.\n4, Material which because of the peculiar position of The Journal it\ncan better publish than any other periodical. It should give special consideration to new movements in education and to matters of National and\ninternational concern which should be brought quickly to the attention of\nmembers.\nre\nThe Journal and the Association—T\nhe Journal will come more and more\nto represent the Association in the minds of the rank and file of the membership. The Journal’s most difficult problem is so to present the work of the\nAssociation that the individual member will appreciate the deeper meaning\nof the membership privilege.\nThe Journal must come to reflect more and\nmore largely the growing activities of professional organizations—National,\nState, and local—in such a way that their programs shall appeal to the\ngreat body of educational workers throughout the Nation as immensely\nworthwhile.\nLoyalty to the cause of education is a secure and abiding\nfoundation upon which to build a great organization.\nSuch a foundation\nis not to be compared with appreciation of mere benefits received.\nIt is\nupon this rock of loyalty to the educational needs of democracy that the\nAssociation and its Journal may best be built.\nThe judgment of the editorial force has been unfavorable to numbers\ndevoted to special phases of education.\nWhile numbers thus specialized\nappeal strongly to a certain group, they appeal less strongly to the members\nof the Association as a whole.\nFor the same reason the Editorial Council\nhas felt that it would be unwise to give space to Departments as such in\neach issue of The Journal.\n\nFor example, it is considered\n\nbetter to have\n\ngood articles on rural education scattered throughout The Journal than it\nIn the\nwould be to give a specific page each month to rural education.\nfirst case, the article is directed to the Association’s entire membership,\nwhereas in the second case it might appear to be of interest only to those\nmembers who are also members of the Department of Rural Education.\nWhat has been said with reference to departments does not apply to\ncertain features which have come to be regarded as a regular part of each\nIncluded among these features are Enrolment and Affiliation,\nnumber.\nIt may be\nThe Guide to New Books, and School Building Progress.\nnoted that these special features in reality take the place of a large number\nof notes which might otherwise be published under the heading, In the\n\nField.\n\n"}
{"page": 156, "printed_page": "134", "text": "134\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nThe page of pictures is popular—Pictures enable leaders to know each\nother and supply a personal appeal without placing T’he Journal in a\nThe porposition of indulging freely in personal praise and comments.\n\ntraits used in The Journal have been standardized in two sizes—(1) a\nsmall size eight picas wide by nine and one-half picas long, (2) a large\nsize fourteen picas wide by twenty picas long. ‘This practice makes it\npossible to use the same plate in several consecutive groups.\nIn connection with the picture page there has been built up in the\nEditorial Department a considerable collection of photographs and information about leading educators.\nThis collection, which has been in charge\nof Mrs. Bertha M. Robbins, should continue to grow until it includes photographs of all well-known educational leaders in this country and even in\nIt is used in connection with general publicity as well as with\nthe world.\nThe Journal.\nEnrolment and affiliation—This section gives deserved recognition to associations and individuals who have rendered distinctive service in the\npromotion of professional organization and constitutes a record of the\nAssociation’s growth.\nLists of enrolments and affiliations have been\nfurnished by Miss Harriet M. Chase.\nGuide to books—This section was first undertaken experimentally in\nThe Journal for October, 1921.\nIt proved unexpectedly popular and with\nmodifications indicated by experience has come to be a distinctive feature.\nThe book section of the June number indicates the plan which represents\nthe judgment of the Editorial Council and which promises to become more\n\nor less permanent.\nFirst, is a short list of books with notes selected from\nThe Booklist of the American Library Association, which is compiled by\nexperts on the basis of reports from the leading libraries of the United\nStates. This list includes new books of general interest.\nSecond, is the\ncomprehensive list which aims to. mention without notes all important new\nbooks on education published in the United States. “Third, is a brief list\nof books, including descriptive notes, on a subject of special interest to teachers. These are three services which can be rendered by The Journal better\n\nthan in any other way.\n\nIt will be noted that where selection of books is\n\nmade, the work is done by specialists who have the qualification and the\nopportunity to make careful estimates.\nSchool-building progress—The importance of school building was\nbrought to the attention of the Association in the campaign to relieve unemployment which was undertaken by the Secretary of Commerce in\nOctober, 1921. A study of the situation revealed an enormous amount of\nschool building in progress with a strong demand for additional building to\ncompensate for the period during the war and after when virtually no construction was undertaken.\nAs a means of systematically reporting schoolbuilding progress, facts have been gathered, compiled, and published in\nThe Journal each month.\nWhile the school-building page may be regarded as the equivalent of seventy or eighty news items, its comprehensive-\n\nness gives it an additional value to persons interested in school building\nand related activities.\n\n"}
{"page": 157, "printed_page": "135", "text": "REPORT OF THE SECRETARY\n\n135\n\nRelation to other educational journals—The Managing Editor has examined regularly all educational journals of importance published in the\nUnited States and has given much thought to their relation to each other\nand to The Journal of the National Education Association.\nIt becomes\nincreasingly apparent that the field of educational journalism is still comparatively undeveloped.\n‘There is enough educational thought in America\nto fill all journals which now exist, to improve them still further; and even\nto establish others. There is enough potential educational advertising to\nsupport much larger enterprises in educational journalism that have yet\nIt is believed that The Journal of the National Edubeen undertaken.\ncation Association will greatly stimulate professional thinking and research.\nIn fact, a considerable proportion of its articles are written specifically for\nit on the basis of subjects or outlines furnished from headquarters to persons\nof approved fitness to write on special subjects.\nIt is also apparent that\nthe advertising campaigns undertaken by the advertising manager of The\nJournal stimulate an interest in educational advertising and help other educational journals tap resources that have hitherto been undeveloped.\nThe Journal of the National Education Association will do its greatest\nwork in full codperation with wide-awake, local educational newspapers,\nwith State education journals fully alive to the needs of the teachers of their\nrespective States, with National journals giving vigorous expression to\nindependent educational leadership, and with special journals devoted to\nthe development of special phases of education and to the improvement of\nspecial classes of educational workers.\nThe Journal of the National Education Association seeks to encourage in every way possible the development\nof every worthy educational journal.\nIl.\n\nPROCEEDINGS\n\nThe points in which the 1921 Volume of Proceedings differs from its\npredecessors are set forth in an editorial note at the beginning of the Volume..\nAn effort was made to group the material according to a more or\nless logical arrangement and to publish the Volume in the fall rather than\nin the spring.\nIn spite of delays which are unavoidable, because of the\nlarge number of authors involved, the volume was ready for distribution\nin November.\nMuch of its excellence is due to the good work and cooperation of the University of Chicago Press, which has published the\nProceedings regularly beginning in 1896. Although the growth of the\nAssociation and certain other considerations, have indicated that the 1922\nvolume should be published in Washington,\n\nthe change has not been made\n\nbecause of any lack of appreciation of the distinctive service rendered by\nthe University of Chicago Press over a period of a quarter of a century.\nThe Proceedings for 1922 are being published by Messrs. Judd and Detweiler, the publishers of the Association’s Journal. ‘The material from the\nDepartment of Superintendence and other meetings held at the same time\nare already in type and it is hoped that it will be possible to have the completed volume ready for distribution by October 1. Much of the work on\n\n"}
{"page": 158, "printed_page": "136", "text": "NATIONAL\n\n136\n\nEDUCATION ASSOCIATION\n\nEe\n\nings for 1922\nthe 1921 Proceedings and most of the work on the Proceed\n.\nRobbins\nM.\nJessie\nMiss\nEditor,\nt\nAssistan\nhas been done by the\nIII.\n\nOTHER\n\nPUBLICATIONS\n\nincreased\nPublications other than The Journal and the Proceedings have\nof which\nseveral\nnts,\ndepartme\nits\nof\nand\nion\nAssociat\nwith the growth of the\ng list\nfollowin\nThe\nent.\nDepartm\nl\nEditoria\nthe\nof\nresources\nthe\nhave used\npure\nreferenc\nfor\nincluded\nhere\nis\nyear\nthe\nduring\nissued\nions\npublicat\nof\nthe\nduring\nissued\nposes. It does not include minor reports and bulletins\nmeetings, press releases, and similar matter.\n\nae\n\n>\n\nAddresses\n\ni\n\nand Proceedings,\n\n1921.....\n\n|\n\nNoy.,\n\n1921\n\n1921-22:\n\n:\nof Des Moines\n\nMeeting.....\n\nDepartment of Elementary School\nPrincipals’ Proceedings, 1921, Bulle-\n\nee oe\n\nOr A eee eR ne\n\nServe\n\nDemocracy’s\n\nGreatest\n\nNeed....\n\n|\n\n1,900,000\n\nNov.\n\n36\n\n95,000\n\nDec.\n\n36\n\n95,000\n\n68\n\n95,000\n\nApr.\n\n68\n\n105,000\n\n7,140,000\n\nMay\nJune\n\n68\n68\n\n125,000\n125,000\n\n| 8,500,000\n| 8,500,000\n\n(oe\n\n2e\n\nJan.\n\n|\n\nFeb.\n\n|\n\nJuly,\n\nOct.,\n\n3,420,000\n|\n\n3,420,000\n\n68 | 100,000 | 6,800,000\n68\n\n6,460,000\n\n95,000 | 6,460,000\n\n1921\n\n64\n\n8,000\n\n|\n\n512,000\n\n48\n4\n\n11,000\n10,000\n\n|\n|\n\n528,000\n40,000\n\n1921 |\n\nJan.\n\n1922|\n\n|May,\n\n1922\n\nMay,\n\n95,000 | 1,900,000\n\n1922 ||\n1921 |\n\n1922\n\nFinancing Public Education.......... May, 1922\nBulletin of the Department of Elementary School Principals..........\nYearbook of the Department of Elementary School1 Principals.... Frincipals..........\nR esearc h Bul etplies\nin\n2 ........ ae lio. 3 ee\n\n6,727,500\n\n|\n\n|\n\n|\n\nSalary Schedules, 1920-21, Bulletin 19.|Jan., 1922\nIdeals of Public Education for the Department of Superintendence.......\n\n7,500\n\n897\n\n95,000\n\nOct.\n\nProgram of Chicago Meeting........ Feb.,\nAmerican Education Week, Bulletin 16 |Oct.,\n\nGive a Job, Bulletin 17. ........0s0e8\n\n|\n\n~|\n\n20\n\nSept.\n\nMar.\n\neee Se\n\nTotal\nnumber\n\npublished | in each | copies | of pages\n\n—o Vale\n\nThe Journal of the National Educa6 i. senriestie\ntion Association ..o.-)0-\n\nProgram\n\nNumber |Number\nof\nof pages\n\nWhen.\n\nTitle\n\n4\n\n46\n\n|\n\n|\n\n1\n\n32\n\n48\n\n40\n144\n64\n\n8,000\n;\n\n|\n\n1,000 |\n\n32 | 10,000\n\n|\nMay, 1922\n:\nMay, ) 1922\nJune, 1922\n\n2,000 |\n\n46,000\n\n320,000\n\n30,000\n\n|\n\n30,000\n\n;\n\n3,000\n\n|\n|\n\nsoon\n\nerat\n\n:\n\n:\n\na\n2 000\n10,000\n\nen\n288,000\n\n640,\n640,000\n\n63,911,500\n\n"}
{"page": 159, "printed_page": "137", "text": "REPORT OF THE SECRETARY\nae\nne\nIV.\n\n137\n\nPUBLICITY\n\nThe publicity work done by the Editorial Department or under its direction includes (1) publicity work extending throughout the year; and (2)\nspecial publicity in connection with the Association’s annual meetings and\nin connection with American Education Week.\nPress releases have been\nsent from headquarters at the rate of about one each week to the educational press, to general magazines, or to newspapers.\nEditorials and other\nmaterial from The Journal have frequently been used in this way and have\nbeen widely reprinted and used as the basis of editorial comment.\n‘The\nimportance of maintaining adequate salary standards and the legislative\nprogram of the Association have been especially emphasized.\nThe amount\nof publicity obtained is probably twice that received in any previous year.\nThe amount of publicity which the Association has had in the educational\npress is several times the amount heretofore received.\nThis increased appreciation of material sent out by the Association indicates a growing appreciation of the importance of education on the part of editors of magazines\nand newspapers generally.\nPublicity for meetings—The method of conducting the publicity campaigns for the two major meetings of the Association is described in the\nreport of the Editorial Department for 1921. Before the meeting in Des\nMoines considerable time was given to conferences with local newspaper\nrepresentatives.\n‘Their attention was directed to the importance of educational news, to the aims and character of the Association, to the arrangement of the meetings including the relation of the departments to the\ngeneral sessions, and to discussions of certain features of the meetings which\nThis preliminary work\nwould be of special interest to newspaper workers.\nincluded talks by Mr. J. W. Searson and myself to the entire staffs of two\nIt is worth noting that one of these has since\nleading Des Moines papers.\nemployed a regular school editor. Much of the effectiveness of the publicity at Des Moines was due to the work of Mr. Searson, who gave his\nentire time during the meeting.\nThe Chicago meeting—Before this meeting there was a general feeling\namong the officers of the Association that Chicago newspapers had given far\ntoo little space to the Association’s meetings.\nSpecial effort was therefore\nmade to secure more favorable treatment.\nMuch preliminary work was\ndone from Washington by the Editor and in Chicago by Mr. George A.\nKing, who is regularly employed by the Teachers’ Council of the Chicago\nHigh Schools.\nMr. King gave his entire time during the meeting to the\n\nwriting of news for Chicago newspapers and press associations, acting as\nthe special representative of City Superintendent Mortenson, who assumed\n\npersonal responsibility for seeing that the meetings were given adequate\npublicity in Chicago.\nThe publicity organization also included Mr.\nCharles\n\nH. Lake, assistant superintendent\n\nof the Cleveland\n\nschools, and\n\nMr. Clyde R. Miller, of the Division of Publication of the Cleveland\n\n"}
{"page": 160, "printed_page": "138", "text": "138\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nendschools, both of whom served as the special representatives of Superint\nendence.\nSuperint\nof\nent\nDepartm\nent R. G. Jones, president of the\nThe Boston meeting—Much advance publicity work covering the Boston meeting has already been done and present indications point to a publicity organization which will be unusually effective.\nAmerican Education Weck—TVhe Editorial Department codperated with\n\nthe Publicity Department of the American Legion in the publicity for\nAn enormous amount of publicity appeared\nAmerican Education Week.\nsent out from this office as well as\nmaterial\non\nbased\n,\nin the newspapers\nAs the purposes of\norganizations.\nother\nand\nLegion\nthe\nby\nout\nsent\nthat\nthe Week come to be better understood practically every educational organization in the Nation may be relied upon to plan a special publicity campaign in coéperation with the Legion and the Association.\nV.\n\nNEED\n\nFOR\n\nAN\n\nASSOCIATION\n\nLIBRARY\n\nThe Editorial Department has used freely the library of the U. 5. Bureau\nof Education, the Library of Congress, the Public Library, and other\nlibraries in the city, but it is now apparent that it will be necessary for the\nThe purposes of this\nAssociation to establish a special library of its own.\n\nlibrary should be so defined that it will never become unduly expensive or\nunwieldly. It should be in charge of a librarian familiar with the resources\nof other libraries and trained to organize material in the most approved\nand effective manner.\nIt may well contain a small reference collection\ncovering education in general. It will make large use of filing cases,\norganizing and preserving much material in pamphlet and typewritten\nIn professional organization, educational legislation,\nand on other\nform.\nsubjects covered by the Association’s program it should be the most comprehensive library in existence. “The library will be used chiefly by the\nResearch and Editorial Departments and might well be managed under\nthe direction of a committee including the Secretary and the heads of these\ntwo departments.\nThe cost of maintaining such a library for next year\nwould probably include about a thousand dollars for furniture and equip-\n\nment, a thousand dollars for books, and about two thousand dollars for\na\nfain\nre,\natin\nfe sit\nservice.\n\nVI. THE WORK OF THE DEPARTMENT\nThe Journal has come to be the most important single undertaking of\n\nthe Department, and as such has chief claim to the time and attention of the\nEditor. With this thought in mind, effort has been made so to plan the\nwork of the Department and of the publicity for the Association’s meet:\nings as to leave the Editor free to devote the larger portion of his time to\nmatters connected with The Journal. At the time of the Association’s\nmeetings when it is possible to have conferences with many educational\nleaders it is desirable that a large amount of time be given to making plans\n\nfor future issues of The Journal. It-now seems desirable to develop a\npublicity organization, which, while under the general direction of the\n\n"}
{"page": 161, "printed_page": "139", "text": "REPORT OF THE SECRETARY\n\n139\n\nEditorial Department, can operate without full attention from the Editor\nduring the time that meetings are in progress.\nThe plan which worked\nso well at Chicago may well be developed and extended.\nDuring this\nmeeting a local newspaper man employed by the High School Teachers’\nCouncil acted as a member of the publicity staff and wrote much of the\nnews matter used by the Chicago newspapers.\nThe city in which the meeting is held has so much interest in obtaining adequate publicity that it may\nwell be expected to furnish such a member for the publicity organization.\nThe staff of the Editorial Department now includes regularly four persons and calls upon the Stenographic Division for additional help as\nneeded.\nIn addition to the Editor the department includes an assistant\neditor, Miss Jessie M. Robbins; an editorial clerk, Mrs. Bertha M. Robbins; and a secretary, Miss Lillian B. Wheelock.\nThe work of the various\nmembers of the editorial staff has been highly satisfactory.\nThere has been\ngrowth in service and appreciation of the larger purposes of the work.\nThe members of the Editorial Department value most highly the codperation of all members of the Association’s staff and the sympathetic and constructive leadership of its Secretary.\n\nREPORT\n\nOF DEPARTMENT\n\nOF RECORDS\n\nAND ACCOUNTS\n\nHELEN T. HIXSON, ASSISTANT TREASURER\nIt again becomes my privilege and pleasure to submit to you and to the\nExecutive Committee a report of the Department of Records and Accounts\nfor the year 1921-22. .While the stress of work in our department contingent with the closing of the fiscal year has handicapped me somewhat in\ngiving as detailed a report as I should like, I shall endeavor to make a\nfairly comprehensive survey of the year’s work, at the same time showing\nthe growth of our department—which growth, I believe, is a good criterion\nof the rapid growth of the Association during the last twelve months.\nSYSTEMS\n\nOF\n\nRECORDS\n\nAND\n\nACCOUNTS\n\nThe simplified system of handling the funds of the Association and the\nrecord of its membership which was installed in 1919, still seems to operate\nadvantageously in handling the membership records even with the large\nincrease in membership.\nAs yet we are unable to see where it could be\nimproved to facilitate the work in this branch of the department, but we\nare rapidly outgrowing the handling of the funds of the Association through\nour bookkeeping accounts, owing to the addition of new departments and\nnecessarily new accounts.\nEarly in the new year it would be advisable for\nus to have expert advice as to how these accounts had best be handled, so\nas to cover our growing demands and also enable us to show the exact cost\nof operation of each department.\nLast year upon\n\nrecommendation\n\nand approval\n\nby the Executive\n\nCom-\n\nmittee our Revolving Fund was increased to $10,000 to cover the operating\n\n"}
{"page": 162, "printed_page": "140", "text": "140\n\nNaTIoNAL EpucaTION ASSOCIATION\n\nand subordinate departments.\nexpenses of the General Secretary’s office,\nfound that this was entirely\nDuring the greater part of the year we\ns able to close the month’s\nalway\nwere\nadequate for our needs, and we\n“Special Account” to carry\nour\nin\nhand\non\ne\nexpenses with a small balanc\nto us from our “Regular\nus through until our reimbursing check came\nl and May) when our\nAccount,” but during the past two months (Apri\nlikewise increased for\nhave\nes\nwork has been unusually heavy, and our expens\nthe coming year we\nfor\nthat\ned\nrealiz\nhave\nclerical service and supplies, we\nit will be necwise\nOther\n00.\n$15,0\nleast\nat\nof\nwill need a Revolving Fund\nto cover the expenses\nessary for us to put through a bi-monthly expense bill\nthe bulk of our exof the Secretary’s office, and this is not practical since\nchecks are made\nsalary\nthe\npenses is incurred at the end of the month when\n00 Revolving\n$10,0\nthe\non\neasily\nes\nup. We could perhaps meet our expens\nthen expense\n,\nand\nnthly\nbi-mo\ndrawn\nall\nwere\nFund if the salary checks\nthe month.\nof\nclose\nthe\nat\nand\n15th\nthe\ny\nafter\niatel\nimmed\nbills made up\ntheir confor\nttee\nI think we should submit this to the Executive Commi\nsideration at the summer meeting.\nDuring the recent audit of the funds of the Association by Messrs.\nMarwick, Mitchell & Co., of New York, favorable comment was made\nconcerning the handling of funds. While several suggestions were made\nwhereby the work might be simplified or accounts readjusted, upon disIt may be\ncussing the matter in detail the suggestions were withdrawn.\nthat the auditors will have something favorable to recommend in their\nThey again expressed\nofficial report which may be helpful in the work.\nvely numbered and\nconsecuti\nbe\nshould\nthe view that all membership receipts\nlarge growth of\nthe\nwith\nand\nsystem\nnew\nour\nunder\naccounted for, but\ny\nprohibitive, and\nabsolutel\nbe\nwould\nthis\nthat\nfeel\nwe\non,\nAssociati\nthe\nwhen it came to auditing the records under consecutive numbering it\nwould mean the work of several people for a considerable length of time.\nUnder our present system of handling the cash memat heavy expense.\nby a triplicate check, there is very little likelihood\ncovered\nis\nberships, which\nthat bogus memberships might be issued.\nMEMBERSHIP\n\nAccording to our records for the year ending May 31, 1921, we had\napproximately an enrolment of 70,000 members, including institutions, or\nan increase of 25,000 over the preceding year.\nOur total Ha Se on\nJune 1, 1922, was 108,474, an increase of approximately 40,000 during the\npast year. While our growth in membership during the coming years may\nbe somewhat more gradual than during the past two years, we anticipate\nthat through our affiliation with the State and local associations, which we\nhope may soon become operative through the “budget” sea that our\nmembership will have an ever steady and increasing growth. ‘With this\nalmost doubled membership during the year has come increased work in\nthe handling of the records of membership, but we have endeavored to dis-\n\n"}
{"page": 163, "printed_page": "141", "text": "REPORT OF THE SECRETARY\n\n141\n\npatch the work as rapidly and efficiently as possible with a minimum of\nservice.\nDuring the first seven months of the year we handled the work\nof the department without additional help, thus keeping the cost of handling the increasing membership down as low as possible, but since the\nfirst of January we have found it necessary to add six new people to our\nstaff, as the major proportion of our memberships now reach the office\nduring the last three months of the fiscal year.\nIt is imperative that these\nmemberships be promptly entered and the proper credits given as quickly\nas possible, in order that we may clear up the membership records before\nthe close of the year, when the transfer of record cards and addressing\nplates is made to start the new year.\nIn order that our members may be somewhat more conversant with his\nor her membership record, every one of which has a separate place in our\n“Membership Record” file, perhaps it might be of interest to follow “just\none” of the 108,474 memberships that come to the office of the General\nSecretary through the process of recording. After the letter from a member has been opened in the Secretary’s office and the remittance attached\nto the transmittal blank or letter, it goes to the Cash Entry Clerk who\nenters same on the daily cash sheets, and at the same time these entries\nare consecutively numbered, which enables us very readily to trace any\npayment through our cash records.\n‘These sheets, covering a day’s entries,\nthen go to the cashier, or assistant treasurer, who detaches the remittances\nand prepares same for deposit in the regular banking account of the Association at the Continental Trust Co., Washington.\nAfter the banking\nhas been prepared, the cash sheets with remittance blanks are then passed\nto the head of the Record Department, and in turn each name is checked\nwith our Membership Record file to ascertain whether or not the member is already enrolled as a member of the Association, and if he is, his\nrecord card is “pulled” so that the cash entry can be recorded, and the\n\nchange of address noted when indicated.\n\n‘The membership blanks then go\n\nto the addressograph operators, who prepare the plates for all new members and correct old ones where needed, and then the cards are run for the\nvarious files, the envelope for the return membership card, and the wrap-\n\nper for the Journals.\nWhile this is going on the individual membership\n\ncards are made up\nfrom the cash sheets, so that they will be ready for mailing as soon as the\nrecord is complete.\nThese plates, cards, and envelopes are again checked\nagainst the remittance blanks and cash sheets, and the plates and cards\nare then ready for filing in our “paid” file. This indicates that each\nmembership must be handled ten times before the transaction is complete and the record of a member’s payment duly recorded on the rolls of\nthe Association.\nWe often have memberships to adjust, many of which\nneed an individual letter suiting the particular case, but out of the 108,000\nmembers I think I am safe in saying that we do not have over 500 throughout the year, and these we are usually able to adjust consistent with their\nrecord in a manner satisfactory to the member as well as ourselves.\nOur\n\n"}
{"page": 164, "printed_page": "142", "text": "142\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nrecords are at all times open for inspection to our visiting members, and we\ntake special pride in showing any who may call at headquarters his or her\nparticular membership record and our system of filing. It is certainly very\ncomplete in every detail, and as yet we are unable to see how it might be\nIn addiimproved even to meet the growing demands of the Association.\ntion to our membership record file, we have a complete alphabetical and\ngeographical file, which is of great assistance in locating a member quickly,\nor in making comparisons by towns, cities, or States.\nOur records show that we have had a slower but steady growth in our\n$5.00 memberships, especially with respect to institutions and libraries, who\ndesire all of the publications of the Association on the shelves of their\nlibraries for use in reference work.\nWe have noted, however, from the\nmany inquiries that we receive regarding membership, that THr JouRNAL\nnow seems to be filling a long-felt need, and that it is looked upon as a\nsource of pleasure and benefit to the individual member.\nEXPENSE\n\nCOVERING\n\nCOLLECTION\n\nOF\n\nDUES\n\nWe still have before us the problem of the enormous expense of collecting\nthe membership dues, which we hope in the near future to eliminate, or\nreduce to a minimum, through the “budget” plan, codperating with the\nState and local associations.\nUnder our present plan of collecting dues\nfrom each individual member, one can readily estimate the large expense\ninvolved in clerical services, and postage, in addition to the expense covering the statement of dues and necessary enclosures.\n“This last year we sent\nout four notices to all unpaid members, or an equivalent of approximately\n110,000 notices, and we still have 20,000 unpaid members on our rolls, the\nmajority of whom will perhaps not pay until they have received the fifth\ncall of dues in the early fall. You can therefore readily see what it will\nmean to the Association in revenue if we can have these dues collected and\ntransmitted to us in bulk by the State or local associations.\nA large number\nof cities has already established this method of collecting dues, and in most\nof them it seems to be working out well. While we now and then have\ndifferences to adjust regarding the year which the membership is supposed\nto cover, in time this difficulty will no doubt be entirely eliminated.\nThus\nfar the only serious drawback that we have found in our department is that\nour rush of work comes at the end of the year, whereas formerly it was\nmore evenly distributed throughout the year.\nThis is probably because\nthe dues are withheld awaiting a 100 per cent enrolment, and they reach\nHeadquarters during the last three months of the year. A relief for this\ncongestion, can and will no doubt be worked out as the plan is more fully\ndeveloped.\nAFFILIATED\n\nMEMBERSHIP\n\nWe have now been able to establish and maintain a membership record\nof all of our affiliated associations, and it is working out advantageously.\nOn these record cards we keep an up-to-date record of the officers of the\n\n"}
{"page": 165, "printed_page": "143", "text": "REPORT OF THE SECRETARY\n\n143\n\nafhliated associations, together with their payments of dues as received.\nThe plate for the publications is made up when possible in the name of the\nsecretary. MEMBERSHIP\n\nIt was recommended\n\nYEAR\n\nlast year that the Association year be changed to\n\ncoincide with the calendar year, as it was thought that this would obviate\nthe confusion arising over the exact period which a membership covers, and\nsimplify the work in the Record Department.\nThis we understand is not\ndeemed advisable by the State secretaries if they are to work out the collection of dues on the “Budget” plan, as they believe that the Association\nyear must conform to the school year.\nThis recommendation will no\ndoubt accordingly be rescinded.\nNEEDS\n\nOF\n\nTHE RECORD\n\nDEPARTMENT\n\nFOR\n\nTHE\n\nCOMING\n\nYEAR\n\nDuring the last year we have added considerable equipment to our department in the way of steel cabinets for our addressing plates and files\nfor the membership record, and we have also purchased another addressograph and graphotype machine so that we feel that our immediate\nwants are perhaps provided for. We shall need additional equipment,\nespecially filing cabinets, before the end of the year, and it might be well\nfor us to obtain the approval of the Executive Committee to purchase such\nWhat we now\nequipment as the growth of the Association demands.\nneed most of all is more room—floor space—as we have been working to\na disadvantage under congested conditions for the last three months, and\nwe shall need to work this out at the earliest possible moment, so that we\nwill not be handicapped for room when our work begins in the fall.\nCONCLUSION\n\nIn conclusion, permit me to say that while the year has been without\ndoubt the most strenuous in the history of our department, it has been one\nof added interest and zest as well as responsibility, and I feel sure that\neach member of the department has felt satisfied and happy in their par-\n\nticular work. We all appreciate the hearty codperation given us by all\nmembers of the office staff, and the occasional visits and words of encouragement from our President, Miss Williams, have been most helpful and inspiring.\nIn closing I wish to add a word of appreciation of my assistants\nand co-workers who have been most loyal and painstaking in their work,\n\nwhich has in a great measure\n\nfacilitated the work,of this department.\n\nI appreciate and feel most grateful for their splendid support, and I believe\ntheir work is as fully appreciated by you and the other officers of the\nAssociation.\n\n"}
{"page": 166, "printed_page": "144", "text": "144\n\nNatIONAL EpucATION ASSOCIATION\n\nREPORT\n\nOF ASSISTANT SECRETARY\n\nAGNES S. WINN, ASSISTANT SECRETARY\nsince taking up\nI take pleasure in submitting a brief report of my work\nmy duties as Assistant Secretary, February 15, 1922.\nits activities.\nThe work has been so varied that it is difficult to summarize\nheads:\nng\nfollowi\nthe\nThey may however be classified under\n. Annual convention\n. Standing committees\n. Affiliated associations\n. Publicity and field work\n. The president and headquarters\n. General correspondence\nWHD\nDOP\nThe annual convention—A large share of the work and plans for the\nBoston meeting, including correspondence regarding the general program\nand with the heads of Departments and Allied Organizations, forty in\nall, was carried on. Answering letters requesting information concerning\nthe meeting; the preparation of a bulletin giving this information, to be\nsent out in letters; looking after identification certificates; and working\nwith the editorial department in assembling the general and departmental\nprograms and the preparation of notes and announcements consumed\npractically the months of April, May, and June.\nSpecial committees—The responsibility of carrying on the correspondence\nwith committees, notifying those that are to report at Boston and those\nIf the work of special\nwhose reports are to be printed, has been assumed.\ncommittees of the Association is to function it is necessary for the chairman\nto keep in touch with the Central Office and to keep the Secretary informed\nas to the results of the work.\nI would therefore recommend that next\nyear a member of the headquarters’ staff be assigned to each committee to\nassist in whatever way may be necessary to make the work effective.\nAffiliated associations—Extensive correspondence has been carried on\nwith leaders of local organizations for the purpose of strengthening the\nties with the National Association of those already affiliated and of explaining the Association’s program of service to those not yet a part of the\nNational organization. As a result many affiliations and renewals of\nmembership as. well as new memberships have been received. In replying\nto letters no opportunity has been lost in getting the program of the Association before the teachers of the country.\nIt is hoped that more time may\nbe given to this phase of the work in the future.\nPublicity and field work—Articles on special phases of the work of the\nAssociation have been written for the press as well as articles for organization publications. Letters have been sent to State directors, presidents and\nsecretaries of State teachers’ associations, State superintendents of public\ninstruction for the purpose of collecting information concerning their plans\nfor the Boston meeting and its publicity.\nCalls for field work have been\nreceived, but it has not been possible to respond, owing to the amount of\n\n"}
{"page": 167, "printed_page": "145", "text": "REPORT OF THE SECRETARY\n\n145\n\nwork at headquarters.\nThe Secretary hopes that the work will so shape\nitself another year that some calls of this nature may be accepted.\nThe president and headquarters—The policy at headquarters has been\nto keep the President informed daily of all activities.\nIt has been a\nprivilege to carry out this policy during the present year at a time when a\nbig program was evolved.\n_\nGeneral correspondence—The correspondence of a general character included requests for information concerning publications of the Association,\nits policies, its work, and history; inquiries about the salary question,\npensions for teachers, lists of books, and legislative measures.\nIt will be seen that the range of activities of this department is very wide.\nIt has served to relieve the Secretary of many of the details of the organization and its various departments.\nThese first few months at headquarters\nhave strengthened my previous ideals for a great National Association,—\nan Association having the unique privilege of binding the teachers of the\nNation in one great professional organization with a common purpose, with\na common understanding, and with common ideals. It will be the purpose\nof this office to keep in touch with classroom teachers and administrators to\nassist in bringing about this professional unity.\nThe unprecedented growth of the Association since its reorganization is\nlargely due to its program of service, to the faithful and untiring work of\nits officers, as well as to the awakening of a professional consciousness among\nWith this growth in numbers the Association must equip itself\nteachers.\nfor a greater future service and for a more vital influence in the lives of\nIt is hoped that it will be my\nits members than it has ever done before.\nprivilege to make clear to the teachers through correspondence and personal\ncontact the benefits that will accrue to them and to the teaching profession\nfrom membership in a great National organization and to encourage and\nassist local leaders in their local problems.\nTo carry out this program of service the structure must be made so\nstrong, so upright, and so enduring that the passing of the years will but\nWere every member of this organization to\nstrengthen its foundations.\nbring to it his varied experience, and to try to interpret the aims and the\n\naspirations of the American teacher it would help the Association realize\n\nthese ideals.\n\n"}
{"page": 168, "printed_page": "146", "text": "146\n\nNATIONAL\n\nREPORT\n\nEpUCATION\n\nOF RESEARCH\n\nASSOCIATION\n\nDEPARTMENT\n\nJOHN K. NORTON, DIRECTOR\nI take pleasure in submitting a report covering the work of the Research\nDepartment since its establishment, March 1, 1922.\nI. ORGANIZATION\n\nOF RESEARCH\n\nDEPARTMENT\n\nFirst attention has been given to organizing the Research Department\nupon an effective basis. “Che organization of such a Department is a task\nthat requires considerable thought and time.\nIts future effectiveness will\ndepend upon the foundation which is laid. ‘The following has been\naccomplished.\nCooperative relationships have been established with a\nnumber of the research agencies of the country; contacts have been made\nwith many of the excellent sources of information that exist in Washington.\nA beginning has been made in collecting a small working reference library.\nA simple but effective cataloging and filing system has been installed.\nProgress has been made in training two assistants to handle the detailed\nclerical, tabulating, and filing work of the department.\nAfter much correspondence and many conferences with members of the\nAssociation representing every field of educational endeavor, the policies of\nthe department have been outlined, and a tentative program of work has\nbeen laid out for the coming year. We shall begin the year with a feeling\nof confidence that comes from having well-defined objectives.\nIt is with satisfaction, therefore, that we report the Research Department ready to take an active part in the Association’s program of service.\nII. WORK\n\nACCOMPLISHED\n\nSINCE\n\nMARCH\n\n1, 1922\n\nConcurrently with this preliminary work of organization it has been\npossible to complete several definite pieces of work.\nA brief statement of\nthe work accomplished is given below under three heads.\nWork accomplished under the direction of committees of the Associa-\n\ntion—Approximately half of the time of the Department staff has been\ndevoted to collecting data for use by a number of the Committees of the\nAssociation.\nIn codperation with the Committee on Sources of Revenue\ndata have been gathered concerning the methods used by the States in distributing State school funds.\nBeginnings have also been made on a study\nwhich has the determination of better sources for school revenue as its\nobjective. The'data being gathered upon these subjects are to be used by\nthis Committee in the preparation of leaflets on school finance.\nThe Department has worked in close codperation with the Commission\non Coérdination of Research Agencies.\nMany valuable suggestions have\nbeen received from the Commission as to the proper functions of the Department.\nA tentative plan has been drafted whereby the Department,\nacting with the advice of this Commission, will attempt to bring about a\nbetter coordination of the educational research agencies in the country.\n\nWith this end in view a sugyey of the most important educational problems\n\n"}
{"page": 169, "printed_page": "147", "text": "REPORT OF THE SECRETARY\n\n147\n\nhas been completed.\nA communication inquiring about these problems was\naddressed to a representative number of affiliated associations and individual\nmembers of the Association.\nThe replies received to this communication\nwere tabulated, and on the basis of this tabulation the most important\nproblems of the coming school year were listed. The problems as tabulated\nfall under two heads: (a) School finance: methods of distributing funds,\nnew sources of revenue, comparative budget statistics; and (b) teacher\nproblems: salaries, training, pension, tenure.\nDuring the coming school year an attempt wili be made to bring about\na better codrdinated attack of these problems by the educational research\nagencies of the country.\nAt the same time much duplication of effort may\nbe prevented on the part of research workers, and the volumne of questionnaires sent out on these topics reduced.\nMuch time has been devoted to gathering data for use by the Legislative\nCommission in furthering its work for the Towner-Sterling Bill. This\nCommission has just completed the preparation of a comprehensive, detailed\nThe task of collecting and\nstatement supporting this important measure.\norganizing much of the data upon which this statement is based was delegated to the Research Department.\nMuch of the data so collected will be\nof value during the coming school year as a basis for a number of publicity\nleaflets to be issued as an aid to those responsible for “‘selling’’ schools to\nthe general public.\nThe Salary Division of the Committee on Salaries, Tenure, and Pensions\nin March outlined a program of work for the Research Department, involving the collection of information on salaries, supplementing that already in the possession of the Committee.\nThis work was completed\nunder the direction of this committee, and the tabulations of the data re.\nceived were completed and turned over to the Committee to be used as the\nbasis of its report.\nDefinite pieces of work have also been done in codperation with the Committee on Foreign Relations and the Rural School Committee of the National Council of Education.\nMinor pieces of work have also been completed for several other committees.\nPreparation of Research Bulletin Number One—A sixty-four page bulletin, Facts On the Cost of Public Education, Research Department,\nBulletin One, has been prepared and printed for general circulation.\n‘This\nbulletin brings together information of value to those dealing with the educational problems that are now of first importance.\nData found in this\nbulletin on salaries make possible a comprehensive view of the salary situation for a representative number of both urban and rural communities in\nevery State of the Union.\nThe contents include: (1) The Increasing Cost\nof Education; (2) Salary Tables; (3) Salaries and the Cost of Living;\n(4) Recent Tendencies in Salary Schedules; (5) Data Concerning\nTeacher Status; (6) Tenure; (7) Pensions, and (8) Reference Material.\nMost of the data of this bulletin are not accessible elsewhere.\nNew\nmethods are also suggested for the effective use of the facts presented.\n\n"}
{"page": 170, "printed_page": "148", "text": "148\n\nNATIONAL EDUCATION ASSOCIATION\n\n————\n\nData that will serve as a basis for several smaller bulletins, are already\ncollected and will be made available for use by the members of the Association during the coming school year. “These pamphlets will contain reliable\nstatistical information accompanied by sufficient discussion to make clear\nthe source and meaning of the tables.\nGeneral information service—No general announcement has as yet been\nmade that the Department is ready to supply the members of the Association\nwith information that will aid them in dealing with special local situations.\nNevertheless, numerous requests for special service have reached the DeIt has been possible to answer satisfactorily a majority of them\npartment.\nIn all,\nin spite of the fact that we have been in the organizational stage.\nTo gather the\nforty-seven special written requests have been answered.\ndata used in meeting these demands has often involved several hours’ work.\nIt has been the policy to reply to these requests promptly, giving at once\nWhen it is not available it is later\nthe information desired if available.\n- furnished in as complete form as possible. A careful record has been made\nof all requests for such service, so that it may be accurately known just what\ninformation is in most demand by members of the Association and so that\nfuture needs of the members of the Association may be anticipated.\nIll.\n\nLOOKING\n\nTO\n\nTHE\n\nFUTURE\n\nOn the basis of the past four months’ experience certain tentative statements concerning the policies and functions of the Department may be\nventured.\nIt appears that one of the first duties of the Research Department is to aid in bringing about a better coordination of the educational\nresearch agencies of the country so as to avoid unnecessary duplication of\neffort in collecting educational information.\nA second function has to do\nwith the devising of machinery whereby current educational information\n\nmay be promptly supplied to members of the Association when it is needed\nby them in meeting practical problems in the field.\nDuring the coming school year two types of information will be in greatest demand.\nFirst, that relating to the problems of public-school finance;\nsecond, that pertaining to the welfare and development of the teaching\nprofession.\nOne of the first duties is to provide information of value to\nthose interested in the development of a better qualified and better com-\n\npensated profession. Frequent bulletins will be issued containing valuable\ninformation for those striving to obtain better salary schedules and improved teaching conditions.\nThe work in codperation with the committees of the Association will\nsoon become a major function of the Department.\nIt is believed desirable\nthat the Department give special attention and help to the work of these\ncommittees insofar as their work involves the collection of research data.\nFollowing are some of the advantages that will grow out of this development:\n1. The gathering of exact data as a basis for committee reports will be\nthe first responsibility of a trained and experienced research worker, the\n\n"}
{"page": 171, "printed_page": "149", "text": "REPORT OF THE SECRETARY\n\n149\n\nDirector of the Research Department, rather than the incidental duty of\nan already overworked school official or teacher.\n2. Data may be gathered covering a period of several months in a comprehensive rather than in a-hurried manner at the end of the school year as is\nso often necessary under present conditions.\n3. Accurate statistical information will be available to committee chair.\nmen in the preparation of their reports.\nthe\nof\ncoordination\na\nand\nprevented\nbe\n4. Duplication of effort may\nabout.\nbrought\nbe\nmay\nAssociation\nthe\nof\ncommittees\nvarious\nthe\nof\nefforts\n5. Committee chairmen and members may be relieved of much of the\npersonal expense and clerical work involved in the preparation of reports.\nThe Research Department is so organized that it is in a position to collect\neconomically such data as the Committees desire. Information so gathered\ncan be tabulated in proper form and submitted to the Committee chairmen\nin duplicate for the use of their committees.\n6. Committee chairmen will be left free to devote their time to the interpretation of the data gathered for them and to the organization of their\nreports.\n7, At the same time the expense of financing the various committees may\n‘This seems desirable since\nbe reduced since less traveling will be necessary.\nlast year nearly $3000 of the Association’s money and this year over $7000\nof the Association’s money was used in financing the work of the various\n\ncommittees.\nA general information service to members of the Association will doubt‘The deless soon be one of the Department’s most important functions.\nmands that have come to the Department during the past four months\nprevious to any announcement of an ability to meet them and the experience\n‘These demands, often\nof other research agencies justify this conclusion.\nmembers, cannot be\nAssociation\nof\nnumbers\nof vital importance to large\nan expenditure of\nrequires\noften\nadequately\nthem\nTo meet\nneglected.\n\nA careful\nconsiderable time on the part of a trained research worker.\nselection of ‘material for general bulletins in anticipation of coming needs\nwill reduce the work of providing this service, but there will always be\nmany demands that will require special work if they are to be properly\nA delay of a few\nFurthermore, they must be met promptly.\nhandled.\nwhen the informapassed\nbeen\nhave\nwill\ntime\nthe\nthat\nmeans\ndays or weeks\nthat we anticipate\ntherefore,\nimportant,\nis\nIt\nvalue.\nmost\nof\nis\ndesired\ntion\ntake the steps\nand\nthe demands that will be made upon the Department\nadequately.\nthem\nthat are necessary in preparing to satisfy\nIV.\n\nRECOMMENDATIONS\n\nthe past\nHaving in mind the work that has been accomplished during\ndefinite\ng\nfollowin\nthe\nyear,\ncoming\nthe\nto\nforward\nlooking\nfour months and\nrecommendations are submitted for approval.\n\n‘They are made after much\n\nof the Association\ncareful thought and with the general financial situation\nin mind.\n\n"}
{"page": 172, "printed_page": "150", "text": "150\n\nNationaL Epucation ASSOCIATION\n\n1. A trained research assistant should be added to the Research Department, as soon as the finances will permit.\n“This is necessary in order that\nthe two main divisions of work of the Department may be adequately\ncarried on. The work of the Department roughly divides itself into:\n(a) The preparation of bulletins of general and statistical information in\nanticipation of the needs of the members of the Association; and (b) The\nmeeting of special demands made by individual members of the Association,\ncommittees, or affliated organizations.\nIf the first duty is properly discharged, the second must often be put\naside and neglected with the result that the members of the Association are\ndisappointed in not receiving information of vital concern to the welfare\nof the profession.\nIf the second is properly discharged, the first must be\nneglected with the result that vital information that might be extensively\ncirculated is not made available, and the work of gathering information for\ncommittees’ use is neglected.\n2. An appropriation for a reasonable amount should be made with the\nneeds of the library of the Research Department in mind.\nThis money\nshould be used in the purchase of books and documents that cannot be obtained free. A small but up-to-date and adequate research library must\nbe maintained if the Department is to be of maximum service.\n3. Recommendations should be made to the Executive Committee that\nthey encourage committees of the Association to function through the Department insofar as their work involves the collection and tabulation of\neducational data and information.\n4. An appropriation should be set aside with the needs of the Research\nDepartment in mind sufficient to cover the budget given below:\nBUDGET\n\nESTIMATE\n\nFOR\n\nRESEARCH\n\nDEPARTMENT,\n\n1922-23\n\nSET Talc aR ng Sa eae SPOR\na0 theWR\nmayen Meee Te\nPrt forte\netc ce ak\nRe eee\neee\n1\nPostage -and Oihce Supplies + - ee tt eee\n©.5.\n\n$14,400\n2,000\n500\n\nee ee\nera eee\nSE ge ee Peng\n\n500\n350\n200\n\nJraveling sixpenses; 431\net\nee\nOfice EGuipmient. «cts th a...\nates em\nLab Tar yn eee LRT\nFR PENNaes\nSBs §Ja\n\nBASE Diese ae eee\n\neen\n\ntle\n\nWR EOR Sr\n\na\n\naeer\n\n$17,950\n\nThis budget will make it possible for the Resear\nch Department to make\na substantial contribution to the Association’s progra\nm of service to the\nteachers of the Nation.\n\n"}
{"page": 173, "printed_page": "151", "text": "STATE\n\nAND LOCAL ASSOCIATIONS\nTHE NATIONAL EDUCATION\nAlabama\n\nAlabama\nEducation\nAssociation,\nJ. Alex\nMoore, President, Jasper; H. G. Dowling,\nSecretary, Cullman.\nBrESsSEMER—City Teachers’ Association, J. O.\nSturdivant, Secretary.\nBirMiIncHAM—Birmingham Teachers’ Association, J. C. Powell, Secretary.\nFLorENcE—State Normal School Association,\nCc. B. Collier, Secretary.\nFaculty,\nMabel\nMarion—Judson\nCollege\nBower, Secretary.\nMontcomrery—The Woman’s College of Alabama, J. M. Dannelley, Secretary.\nArthur\nTroy—State\nNormal\nSchool,\nMrs.\nOwens, Secretary.\n\nArizona\nArizona State Teachers’ Association, A. O.\nNeal, President, Tucson; A. lL. Jones, Secretary, Phoenix.\nFracstarrF—Northern Arizona Normal School\nFaculty, I. B. McMullen, President.\nPuHornix—Phoenix\n\nTeachers\n\nKatherine Tulloch.\nTemre—Tempe Normal\nMathews,\n\nAssociation,\n\nSchool Faculty, A. J.\n\nPresident.\n\nTucson—Public\n\nSchools,\n\nGeorge\n\nPeak.\n\nArkansas\nArkansas\nEducational\nAssociation,\nD.\nT.\nHenderson, President, Lake Village; Irene\nJones, Secretary, Leslie.\n\nFavyeTtEvitLeE—Faculty of University of Arkansas, W. H. Crorent, Secretary.\nFort SmitH—Fort\nSmith Teachers’ Club,\nRuby Washington, President.\nLirtts\nRocx—Centennial\nTeachers’\nCircle,\nEmmie De Neler, Secretary.\n—Garland School Improvement Association,\n\nMrs.\n\nEdna\n\nRollins,\n\nSecretary.\n\n—Mitchell School Improvement Association,\nMrs, J. D. Lord, Secretary,\n—\n—Peabody Faculty, Delle Patterson,\n—Principal’s\n\nSec-\n\n2\n\né\n\nretary. -\n\nRound\n\nTable,\n\nEmmie\n\nDe\n\nNeler, Secretary.\n—Women\n\nGingles,\n\nTeachers’\n\nAssociation,\n\nMamie\n\nSecretary.\n\nCalifornia Council of Education, E. Morris\nCox, President, Oakland; A. H. Chamberlain, Secretary, San Francisco.\nBrerKetEy—Alameda County, California Edu-\n\ncation Association,\n“etary.\n\nElizabeth Venard,\n\n—Berkeley Teachers’ Association, Frank R.\nShallenberger, Secretary.\n—University\nof California,\nRobert\nG.\nSproul, Secretary.\nCuico—Chico Teachers’ Club, Mary J. Mahoney, Secretary.\nCorona—Corona Teachers’ Association, Margaret\n\nSec-\n\nHorst,\n\nSecretary.\n\nFureKaA—Eureka Teachers’ Association, Miss\nT. Tomlinson, Secretary.\nTeachers’\nClub,\nGLENDALE—Glendale\nCity\nMargaret Ball, Secretary.\nLonc BracH—Long Beach Teachers’ Club,\n\nRalph E. Oliver, Secretary.\nLos AncELES—Faculty of Occidental College,\nRobert\n\nG. Cleland,\n\nSecretary.\n\n—High School Teachers’ Association, Rmma\nGraves Conway, Secretary.\n—Faculty of The College of Liberal Arts,\nUniversity\n\nof Southern\n\nCalifornia,\n\nHugh\n\nS.\n\nWillett, Secretary.\n—Los Angeles City Teachers’ Club, Marie\nL. Brandt, Secretary.\nClub,\nDora\nOaxtanp—Oakland\nPrincipals’\nLoges, Secretary.\n—The Oakland Teachers’ Association, H.\nD. Brasefield, Secretary.\n—School Women’s Club of Oakland, Irene\nBorwell, Secretary.\nPasapENA—California Institute of Technology,\nA. B, Sherer.\nPomona—Pomona City Teachers’ Club, Linnie D. Savage, President.\nRep Biurr—Tehama. County Teachers’ Association, J. D. Sweeney, Secretary.\nReponpo BracH—Teachers’ Club of Redondo\n\nUnion\n\nHigh School District, Anna\n\nM. K.\n\nHansen, Treasurer,\nSacraAMENTO—Sacramento\nSchool\nWomen’s\nClub, Grace I. Maxwell, Secretary.\n\nSan\nBernarpino—San\nTeachers’ Club, Emma\n\nBernardino\nCity\nKnight, Secretary.\nPrincipals’ Club, W.\n\nSan Dirco—San Diego\nS. Wright, Secretary.\n—San Diego Teachers’ Association, Eugenia\nWelker, Secretary.\n\\\nSan Francisco—San Francisco Grade Teachers’ Association, Dorothy Farrell, Secretary.\n\n—San\nFrancisco\nPrincipals’\nMrs. R. B. Stolz, Secretary.\nSan\n\nCalifornia\n\nAFFILIATED WITH\nASSOCIATION\n\nJose—Faculty\n\nAssociation,\n\nof San Jose State Normal\n\nSchool, Mary C. Sweet, Treasurer.\n—Santa Clara County School Masters’ Club,\nWalter L. Bachrodt, Secretary.\n—Santa Clara County Teachers’ Association, Lucile Snyder, Secretary.\nTeachers’\nCity\nAna\nAna—Santa\nSanta\nLeogde, Mary L. Harris, Sécretary.\n\nTU tStiee\n\neee\n\n"}
{"page": 174, "printed_page": "152", "text": "NATIONAL EDUCATION ASSOCIATION\n\n152\n\nwe\n\nSE\n\nSS\n\nEE\n\nSanta Barpara—Santa Barbara City Teachers’ Club, W. J. Kircher, Secretary.\nSanta Monica—Santa Monica Teachers’ Association, J. G. McNeely, Secretary.\nSrocxton—Stockton\nElementary\nTeachers’\nAssociation, Marie Meier, Secretary.\nVatitEyo—Solano Teachers’ Club, Olive Wilson, Secretary.\n\nColorado\nColorado Education Association, R. J. Walters, President, Rocky Ford; H. B. Smith,\nSecretary, Denver.\nAtamosA—San Luis Valley Teachers’ Association, Geo. J. Saunders, Secretary.\nBoutpER—Boulder County Teachers’ Association, Anna J. Ewing-Bittner, County Superintendent.\n—Boulder Teachers’ Club, Blanch Ricketts,\n\nSecretary.\nBricuton—Brighton Associated Teachers, H.\nM. Brown, Secretary.\nClub,\nCanon\nCity—Canon\nCity Teachers’\nMillicent Steacy, Secretary.\nCotorapo Srincs—Colorado Springs Federation of Teachers, Dagmar M. Holm, Secretary.\n—Teachers’ Association of The School for\nthe Deaf and Blind, Grace M. Beattie,\nPresident.\nDENVvER—Aurora Teachers’ Association, Mrs.\n\nMarie Young, Secretary.\n—Denver\nGrade\nTeachers’\nAssociation,\nMabelrose Wildman, Secretary.\n—The Denver Senior High School Teach-\n\ners’\n\nAssociation,\n\nEmma\n\nB.\n\nEcker,\n\nPrincipals’\n\nand\n\nDirectors’\n\nCounty\n\nTeachers’\n\nAssociation,\n\nO. Baker.\n\n—Pueblo\n\nGrade\n\nTeachers’\n\nAssociation,\n\nDis-\n\ntrict 20, Ruby Lammereaux, Secretary.\nRocxy Forp—Rocky Ford Teachers’ Association, Edith Selberg, Secretary.\n\nSrertinc—Federated\n\nTeachers’ Club of Logan\n\nCounty, Amy Dickinson, Secretary.\nTrintipaAD—Trinidad\nTeachers’\nAssociation,\nMary Rose O’Brien, Secretary.\nWiccins—Morgan County Teachers’ Association, Lewis R. Owens, Secretary.\n\nConnecticut\nConnecticut\n\nState\n\nTeachers’\n\nAssociation,\n\nEd-\n\nward J. Graham, President, Norwich; Samuel P. Willard, Secretary, Colchester.\nDansurY—Danbury\nHigh School Teachers’\nAssociation, Harold I. Long, Secretary.\nDrerp River—Deep River Teachers’ Assocta-\n\ntion, Elma M. Tyler, Secretary.\nEast\nHartrorp—East\nHartford\nTeachers’\nAssociation, P. S. Barnes, Superintendent.\nGLastonBuRY—Glastonbury\nTeachers’\nAssociation, Florence E. Meacham, Secretary.\nMeripen—Meriden\nTeachers’\nAssociation,\nGertrude M. O’Connor, Secretary.\nRipGEFIELD—Ridgefield Parent Teachers’ Association, Mable Roth, Secretary.\n\n—Ridgefield Teachers’ Association, Grace C.\nWhite, Secretary.\nSHELTON—Shelton Teachers’ League, Dorothea\n\nAsso-\n\nAssocia-\n\ntion, Viola R. Allen,\nWestport — Westport\n\nLeague,\n\nTheresa\n\nSecretary.\n\nPursto—The Pueblo Branch of the N. EB AS\nMaud Boreing, Secretary.\n\nAssociation,\n\nSecretary.\nTeachers’\nSecretary.\n\nDelaware State Teachers’ Association, Warren\nK. Yerger, President, Wilmington; Agnes\nSnyder, Secretary, Newark.\nBRIDGEVILLE—Sussex County Teachers’ Association, Anne Cahall, Secretary.\n\nMippLtEtown—New Castle County Teachers’\nAssociation, O. EK. McKnight, Secretary. ~\nMitrorp—Kent County Educational Association, Robert E. Shilling, Secretary.\n\nDistrict of Columbia\nEducation\n\nMAanzaNnoLa—Otero County Teachers’ Association, Clifford A. Bushey, Secretary.\nMontrosE—Montrose\nEducational\nAssocia-\n\nL. Custer,\n\nAssociation,\n\nDelaware\n\nClub, D. W.\n\nPresident.\n\ntion, R. R. Brown,\n\nLillie\n\nMary C. Nolan, Secretary.\n‘THOMPSONVILLE—Enfield\nTeachers’\n\nWm. C. Twieg, Secretary.\nFort Cottins—Faculty of The Colorado Agricultural College, L. M. Taylor, Secretary.\n—Fort Collins Teachers’ Club, Pearl Moore,\nSecretary. ~\nGrEELEY—Colorado\nState Teachers’\nCollege\nFaculty, W. H. Hargrove, Secretary.\n—Greeley Teachers’ Club, “sey I. Comin,\nSecretary.\nGunnison—Faculty\nof the Colerado State\nNormal School, Eva Carpenter, Secretary.\nLa Junta—La Junta Teachers’ Club, Mrs.\n\nSpangler,\n\n—Pueblo\n\nSecre-\n\nciation, Genevteve Simpson, Secretary.\n—Denver\nTeachers’\nClub,\nCharlotte\nR.\nChristian, Secretary.\n—High School Masters’ Guild of Denver,\n\nW. H. Burrows, Secretary.\nLoncmont—Longmont Teachers’\n\nee\n\nA. Vebrett, Secretary.\nStamMForp—Stamford\nTeachers’\nHarry T. Hart, Treasurer.\nStRATFORD—Stratford\nTeachers’\n\ntary.\n—Denver\n\nEES\n\nAssociation\n\nof the District of Co-\n\nlumbia, Dr. W. C., Ruediger, President;\nAdelaide Davis, Secretary.\nWasHINGToN—Faculty\nof Georgetown\nUni-\n\nversity, Thomas I. Gasson, Secretary.\n—xHigh School Teachers’ Association, Mrs.\nMay D. Merrill, Secretary.\n\n"}
{"page": 175, "printed_page": "153", "text": "153\n\nAFFILIATIONS\nFlorida\nFlorida Educational Association, C. R. M.\nSheppard,\nPresident,\nDe Land;\nR. L.\nTurner, Secretary, Inverness.\nBaRBERVILLE—West\nEnd\nVolusia\nCounty\nTeachers’ Association, Gertrude A, Scott,\nSecretary.\nDaytona—East\nVolusia\nCounty\nTeachers’\nAssociation, Jenny Morrill, Secretary.\nDrELtanpD—Deland Teachers’ Association, B. F.\nEzell, Superintendent.\nMiamMi—Royal Palm Education Association,\nChas. M. Fisher, Secretary.\nPatmeTto—Manatee County Educational Association, A. H. Flowers, Secretary.\nPing\nCasttE—Orange\nCounty\nEducational\nAssociation, C. I, Darrance, Secretary.\n\nGeorgia\nGeorgia\nEducational\nAssociation,\nH.\nD.\nKnowles, President, Quitman; Walter P.\nJones, Secretary, Macon.\nAtLanta—Faculty of Georgia School of Technology, F. P. Branch, Secretary.\nCottEcE\nPark—Cowr\nCollege,\nGeorge\nA.\nHawkins, Secretary.\nCouncil,\nFirzGErRaALD—Fitzgerald\nTeachers’\nJulia Prentiss, Secretary.\n\nHawaii\nHawaii\n\nEducation\n\nAssociation,\n\nH. W.\n\nWells,\n\nPresident, Wailuku; P. H. Cooley, Secretary, Lahaina.\nHito—Hilo Teachers’ Union, Cecil Overend,\nSecretary.\n\nHonotuLu—Oahu Teachers’ Association, Ethyl\nI. Burgun, Secretary.\nWaituKu—Maui Teachers’\n\nBowman,\n\nAssociation,\n\nR. C.\n\nSecretary.\n\nIdaho\nIdaho State Teachers’ Association, Charles\nR. Frazier,\nPresident,\nPocatello;\nAlice\nBeach, Secretary, Montpelier.\nBurLtEy—South-Central District Association,\nMae\n\nLowe,\n\nSecretary.\n\nCaLpwELL—College of Idaho Faculty, Paul\nMurphy, Secretary.\nAssociation,\n—Southwestern\nTeachers’\nMargaret Knowlton, Secretary.\nCaur D’AtenE—Ceur\nD’Alene\nTeachers’\nAssociation, John H. McPhee, Secretary.\nIpano Fatts—North Eastern Idaho Teachers’\nAssociation, Coralie Lake, Secretary.\nLewiston—Faculty\nof the Lewiston\nState\nNormal School, Katherine M. Vincent, Secretary.\n\nNezperce—N.\n\nCentral Idaho\n\nTeachers’ Asso-\n\nciation, Madge Miller, Secretary.\nAsociation,\nEducation\nPocarELtLo—Pocatello\n\nAda\n\nR. Shuey,\n\nSecretary.\n\n—Southeastern Teachers’ Association, Clara\nM. Rector, Secretary.\nWatiacE—North\nIdaho Teachers’ Association, C. D. Brock, President.\n\nIllinois\nIllinois\n\nState\n\nTeachers’\n\nAssociation,\n\nJ. O.\n\nEngleman,\nPresident,\nJoliet;\nRobert\nC.\nMoore, Secretary, Carlinville.\nA.tton—Alton Public Schools, W. C. Reavis,\nSuperintendent.\nAurora—Aurora\nTeachers’ Association, Veronica G. O’Neil, Secretary.\n\nCanton—Canton Teachers’ Association, Jessie\nG. Mercer, Secretary.\nCartHacE—Carthage College Senate, H. D.\nHoover, President.\n:\nCuicaco—Chicago\nTeachers’ League, Helen\nM. Rathbun, Secretary.\n—Head Assistants’ Association, Mrs. Mary\nFarnsworth, Secretary.\nCrystaL Laxe—lIilinots State Teachers Association, N. &. Section, H. A. Dean, Treas-\n\nurer,\nDecatur—Decatur\nSadie Fitzpatrick,\n\n,East\n\nSt,\n\nTeachers’\nAssociation,\nSecretary.\nLouvis—East St. Louis Teachers’\n\nAssociation,\n\nElsie\n\nTietze,\n\nSecretary.\n\n—Grade Teachers’ Fellowship Society, Josephine Lessley, Secretary.\nEicin—Elgin Teachers’ Organization, Ethelyn\nJ. Mitchell, Secretary.\nEvanston—E£vanston, Illinois, Teachers’ Club,\nElizabeth Champion, Secretary.\nFarrsury—Livingston County Teachers’ Association, EK. W. Powers.\nGaLena—Galena Teachers’ Association, Fred\nSeubert, Secretary.\nGaLessurc—Faculty\nof\nGalesburg\nHigh\nSchool.\n—Galesburg\nTeachers’\nAssociation,\nMrs.\nRose M. Hoben Welch, Secretary.\nGrENESEO—Geneseo Elementary Teachers’ As-\n\nsociation, Mabel C. Young, Secretary.\nGiEencon—Lake Shore Division, Illinois State\nTeachers’ Association, Arthur B. Rowell,\nSecretary.\nGranviILLE—Upper Illinois Valley Division of\nthe Illinois State Teachers’ Association,\nMrs.\n\nAnna\n\nM.\n\nHolliday,\n\nSecretary.\n\nJor1rt—Joliet Teachers’ Federation, Kathryn\nKelly, Secretary.\n—Joliet Township High School Teachers’\nAssociation, Gertrude Lawler, Secretary.\nLepanon—The\nMcKendree\nTeachers’ Club,\nMarie Shurtleff, Secretary.\nLincotn—Logan\nCounty Teachers’ Associa-\n\ntion, Ruby Fahay, Secretary.\nMacomsp—Faculty\nof the Western Illinois\nState Normal School, R. R. Simpkins, Secretary.\n\n—McDonough\n\nCounty\n\ntion, Margaret\n\nCrain, Secretary.\n\nTeachers’\n\nAssocia-\n\n"}
{"page": 176, "printed_page": "154", "text": "NATIONAL\n\n154\n\nEDUCATION ASSOCIATION\n\nMonmoutH—Faculty\nof Monmouth\nCollege,\nM. M. Maynard, Secretary.\nMonticetto—Piatt\nCounty\nTeachers’ Association, Charles McIntosh, Secretary.\nNormat—Faculty of the Illinois State Normal\nUniversity, Edith I. Atkin, Secretary.\nOak\nParK—Chicago\nPublic School Kindergarten\n—Oak\n\nAssociation, Belle\nPark and River\n\nBooth,\nForest\n\nSecretary.\nTownship\n\nHigh School, Arthur G. Bobbitt, Secretary.\nPrexin—Pekin\nTeachers’ Club, Lucille Perrill, Secretary.\n\nof Illinois,\nProrta—School\nMasters’\nClub\nAnthony Middleton, Secretary.\nPrinceton—Bureau County Superintendents’\nand Principals’ Association, Geo. O. Smith,\nSecretary.\nRiver\nForrest—Proviso\nTownship\nHigh\nSchool, J. I, Thalman, President.\nRocxrorp—Rockford\n\nClub,\n\nMrs.\n\nJessie P. Lentz, Secretary.\nRock\nIstanp—Twin\nCity Teachers’\n\nTeachers’\n\nClub,\n\nAmelia Fraenkenschuh, Secretary.\nSatemM—Marion\nCounty\nTeachers’\ntion, Mary E. Burns, Secretary.\nSpRINGFIELD—Springfield\nTeachers’\ntion,\n\nErnestine\n\nFetzer,\n\nAssociaAssocia-\n\nSecretary.\n\nWauKxEecan—Waukegan\nDivision of the N.\nE. A,, Mabel Ellis, Secretary.\nWavERLY—Sangamon County Teachers’ Association, Lillie C. Campbell, Secretary.\n\nIndiana\nIndiana State Teachers’ Association, Dr. H.\nLl. Smith, President, Bloomington; Charles\nO. Williams, Secretary, Richmond.\n'\nBioominccon—Bloomington, Indiana, Teach-\n\ners’\n\nAssociation,\n\nE.\n\nFE. Ramsey,\n\nNew\nArspany—Federation\nof New\nAlbany\nTeachers, Jessie Lee Jones, Secretary.\n\nNosiesvitLeE—Noblesville\n\nJohn W. Cravens,\nUniversity,\nSecretary.\nCoNNERSVILLE—Fayette\nCounty\nTeachers’\nAssociation, A. C. Payne, Superintendent.\nSchools,\n\nEast Cutcaco—Council of East Chicago Public School Teachers, May Swearingen, Secretary.\n\nErxuHart—Elkhart City Schools, J. F. Wiley,\nSuperintendent.\nELwoop—Public School Teachers of Elwood,\nFE. B. Hargrave, Secretary.\nEVANSVILLE—Federation\nof Public\nSchool\nTeachers, Lois Myerhoff, Secretary.\n\nFr. Wayne—Ft.\nWayne Teachers’ Association, Elizabeth G. Murphy, President.\n—Principals’ Club, Celia C. Foley, Secretary.\n\nGosHEN—Elkhart\nCounty Teachers’ Association, Fannie Sweitger, Secretary.\nHamMMonp—Hammond\nCity Teachers’\nAssociation, Mary A. Dwyer, Secretary.\nHuntincton—Huntington\nCity Teachers, J.\nM. Scudder, Superintendent.\n\nHigh School, A. E.\n\nHarbin, Secretary.\nPrru—Peru\nCity\nTeachers’\nHester C. Wood, Secretary.\n\nAssociation,\n\nSoutnu\nBrenpo—South\nBend\nCity Teéachers’\nAssociation, Alice H. Ebeling, Secretary.\nTerrE Haute—Faculty Club. of the Indiana\nState Normal School, Mrs. Bertha Burford,\n\nSecretary.\n\n—Terre\n\nTeachers’\n\nFederation,\n\nJessie\n\nAndrew, Secretary.\nUrpranp—Faculty of Taylor\n\nUniversity,\n\nJacob\n\nBos,\n\nHaute\n\nSecretary.\n\nWasasH—Wabash City Teachers’ Club, Gladys\nMoody, Secretary.\nWasuHiIncton—Washington City Teachers’ Association, R. N. Tirey, Superintendent.\n\nIowa\n\nSuperin-\n\ntendent.\n—Indiana\n\nCRAWFORDSVILLE — Crawfordsville\nEvelyn McFeeley, Secretary.\n\nInpIANAPOLIS—Teachers Association of Normal School, Flora E. Drake, Secretary.\nJurFERSONVILLE—Federation of Jeffersonville\nTeachers, Maude Craig, Secretary.\nLa Fayerre—Public School Teachers of La\nFayette, Ella Thompson, Secretary.\nFederaLocanseort—Logansport\nTeachers’\ntion, Lida Fawcett, Secretary.\nMarrton—Federation of Public School. Teachers, Bertha M. Anderson, Secretary.\n—Marion\nCity Schools,\nA. E. Highley,\nSecretary.\nMicuican\nCrtry—Michigan\nCity\nTeachers’\nClub, Henrietta Leusch, Secretary.\nMuncir—Muncie\nFederation\nof Teachers;\nMarie E. Williams, Secretary.\n\nIowa State Teachers’ Association, 1, H. Minkel, President, Ft. Dodge; Chas. F. Pye,\n\nSecretary, Des Moines.\nAmEes—Ames Public School Teachers’ Association, Mrs. Ora Anderson, Secretary.\nBoonE—Boone\n\nGwynne\n\nTeachers’\n\nWard,\n\nAssociation,\n\nM.\n\nSecretary.\n\nBuriincton—Burlington\n\nTeachers’\n\nAssocia-\n\ntion, Nella J. Brydolf, Secretary.\nCrepar Fatits—Faculty\nof the Iowa\nState\nTeachers College, 1. H. Hart, Secretary.\nCepar Rapips—Cedar Rapids Grade Teachers’\nAssociation, Mary E. Paul, Secretary.\nCENTERVILLE—Teachers’ Federation of Centerville, Mrs. Emma Barton, Secretary.\nCuHartes\nCity—County\nSuperintendents\nof\nIowa, Mary D. Korinke, Secretary.\nCrirnton—Clinton\nTeachers’ Federation, W.\nB. McMahon, Secretary.\n\nCouncIL\nBiurrs—Council\nBluffs Teachers’\nClub, Minnie Hanson, Treasurer.\nDAVENPORT—Scott\n\nCounty\n\nTeachers’\n\nAssocia-\n\ntion, Harriet J. Koch, Secretary.\nDrs\nMorines—Bureau\nof Education,\n\nMoines\n\nChamber\n\nSlinker,\n\nSecretary.\n\nof\n\nCommerce,\n\nClay\n\nDes\n\nD.\n\n"}
{"page": 177, "printed_page": "155", "text": "155\n\nAFFILIATIONS\n\nee\neR\nSOON\n\n—The Des Moines Teachers’ Federation,\nHf. D, Ejichelberg, Treasurer.\nDusuguE—Columbia College Faculty, Reverend Edward A. Fitzgerald, Registrar.\n—Dubuque\nTeachers’ Association, H. M.\nStolteben, Secretary.\nFavettE—Faculty\nof the Upper Iowa\nversity, E. A. Billings, Secretary.\n\nUni-\n\nFort Dopce—Fort Dodge Teachers’ Federation, Mrs. Myrtle Harmon, Secretary.\nGRINNELL—Grinnell\nTeachers’\nAssociation,\nMabel Kinsman, Secretary.\nINDEPENDENCE—Buchanan\nCounty\nTeachers’\nAssociation,\n\nYetta\n\nJ. Vargason,\n\nKroxux—Elementary\nJack,\n\nTeachers’\n\nSecretary.\n\nClub,\n\nEdith\n\nSecretary.\n\nMiLForp—Dickinson County N. E. A. Unit,\nGladys Jarard, Secretary.\nMissourrt VaLtLtEY—Missouri Valley Teachers’\nAssociation, Helen Giehm, Secretary.\nMuscatinE—Muscatine\nCity Teachers’ Federation, Anna M. Barr, Secretary.\nNewton—Newton\nTeachers’\nAssociation,\nMarguerite Schmitz, Secretary.\nOsxaLoosAa—Oskaloosa\nTeachers’ Association,\nMargaret\n\nLichtenheld,\n\nSecretary.\n\nOrrumMwa—Ottumwa Teachers’ Club, Ada C.\nLindquist, Secretary.\nStoux Criry—Sioux City High School Teachers’ Association, Troy Welker, Secretary.\n—Sioux\nCity Teachers’\nClub, Mary A.\nLord,\n\nSecretary.\n\nWatERLoo—Waterloo\nTeachers’\nCatherine Lumry, Secretary.\n\nAssociation,\n\nKansas State Teachers’ Association, J. W.\nMiley, President, Girard; F. L. Pinet, Secretary, Topeka.\nArcHison—Atchison Educational Association,\n\nPearl Killion,\n\nAssociation,\n\nN.\n\nSecretary.\n\nCotumsus—Cherokee\nCounty Teachers’ Association, Elizabeth Hawkins, Secretary.\nEmporiA—Faculty\nClub of Emporia\nHigh\nSchool, Minta Queen, Secretary.\nEr1e—Neosho County Teachers’ Association,\nRalph B. Garvin, Secretary.\nFort Scort—Fort Scott Teachers’ Association, Mary D. Stevens, Secretary.\nSchool,\nHays—Fort\nHays, Kansas, Normal\nFloyd B. Lee, Secretary.\nHiawatHa—Brown\nCounty\nTeachers’\nAssociation, Margaret EK. Funkhouser, Secretary.\n—Hiawatha\n\nTeachers’\n\nMoore, Secretary.\nHutcuinson—Hutchinson\nsociation,\n\nIsabel\n\nKent,\n\nAssociation,\n\nCity\n\nDaisy\n\nTeachers’\n\nAs-\n\nSecretary.-\n\nTora—Allen County, Kansas, Teachers’ Association, Lovonia M. Donica, County Superintendent.\n—Iola Teachers’ Club, Laura Andruss, Sec-\n\nretary.\n\nCity—Du\n\nMcClelland,\n—Kansas\n\nBois\n\nTeachers’\n\nClub,\n\nMay\n\nSecretary.\nCity,\n\nKansas,\n\nGrade\n\nTeachers’\n\nClub, Eva H. Wolf, Secretary.\n—Kansas City, Kansas, High School,\nL. Haynes, Secretary.\n—Principals and Supervisors,\nMiller, Secretary.\n\nAlta\n\nElizabeth\n\nS.\n\nLAWRENCE—Douglas County Teachers’ Association, Aimee Piper, Secretary.\n—Educational Council of Lawrence Teachers, Mamie Clare Walker, Secretary.\nLEAVENWOoRTH—Leavenworth\n\nGrade\n\nTeachers’\n\nClub, Blanche Zapps, Secretary.\nLinrrar—Liberal City Teachers’ Association,\nBertha L. Winters, Secretary.\nManuattan—Manhattan\nCity Teachers’ Association, Gertrude May, Secretary.\nOLATHE—Olathe\nCity Teachers’ Association,\nDoris Iles, Secretary.\nParsons — Parsons\nTeachers’\nAssociation,\nFlorence De Lay, Secretary.\nRosepaLtE—Rosedale\nTeachers’\nAssociation,\nMaude Clavin, Secretary.\nSaLina—Salina\nCity Teachers’ Association,\n\nEva P. Smith, Secretary.\nSmitH CEentTER—Smith County\nsociation, William\n\nTeachers’\n\nM, McMullen,\n\nAs-\n\nPresident.\n\nWELLINGTON—Wellington City Teachers’ Association, Marie Friend, Secretary.\nWinFiELD—Winfield\nTeachers’\nAssociation,\nCora Vaughn, Secretary.\n\nKentucky\n\nKansas\n\nJane Holm, Secretary.\nCHanutE—Chanute Teachers’\n\nKansas\n\nKentucky Education Association, W. J. Craig,\nPresident, Bowling Green; R. E. Williams,\nSecretary, Louisville.\nAsHLtanp—The Ashland Educational Association, Edith A. Chapman, Treasurer.\nBrerea—Faculty of Berea College, Berea, Kentucky, M. E. Vaughn, Secretary.\n30WLING\nGREEN—Graded\nand High School\nFaculty, Ried Potter, Secretary.\nIlenpErRsoN—Henderson City Teachers’ Association, Mrs. Claire Hancock, Secretary.\nLovutsvILttE—Faculty\nLeague\nof The\nGirls\nHigh School, Lorena Dumeyer, Secretary.\n—Guild of Lowisville Teachers, Ethel A.\nMurphy, Secretary.\n—Louisville Educational Association, Anne\nGrunder, President.\nMayFieLp—First\nDistrict Teachers’ Association, B. H. Hester, Secretary.\nMorEHEAD—Rowan\nCounty\nTeachers’\nAssociation, J. Harlin Powers, Superintendent.\nOwenssporo—Owensboro\nTeachers’\nAssocia-\n\ntion, J. W.\n\nSnyder,\n\nSecretary.\n\nPapucan—Paducah, Kentucky,\nTeachers’ Association, Adah\nSecretary.\n\nRicuMonpD—Faculty\nState\ntary.\n\nNormal\n\nPublic School\n1, Brazelton,\n\nof the Eastern\n\nSchool,\n\nKentucky\n\nF. C. Gentry,\n\nSecre-\n\n"}
{"page": 178, "printed_page": "156", "text": "NATIONAL EpucATION ASSOCIATION\n156 ne ye\nee\nUe\n\ntoches.\n\nNatcuirocues—Louisiana\n\nState\n\nNormal\n\nG.\n\nAlexander,\n\nA.\n\nAssociation,\n\nTeachers’\n\ntion, Mary\n\nSecretary.\nFaculty,\nSchool\nOrieans—Danneel\nNew\nMariah D. White, Principal:\n—Faculty of Newcomb College, Pierce Butler, Dean.\n\n—Mothers’\n\nI,\n\nEllen\n\nClub,\n\nMurphy,\n\nState Teachers’ Association, Dr.\nMaryland\nNorman W. Cameron, President, Baltimore;\nHugh W. Caldwell, Secretary, Elkton.\nBattrmorE—College\nof Notre Dame, Sister\nMary Augustine, Secretary.\n—Faculty of Baltimore Teachers’ Training\nSchool, Norman W. Cameron, Secretary.\n—Faculty of Christopher Gist School, Ida\n\nMaine\n\nTeachers’\n\nAssociation, Mrs. Annie Savage Smith, Secretary.\nBatu—Sagadahoc County Teachers’ Associa-\n\nBuchheimer, Secretary.\n—Faculty of The James\n\ntion, Ellen R. Turner, Secretary.\nBetrast—Belfast Teachers’ Club, Mrs. Annie\nlL. Black, Secretary.\n—Waldo\nCounty\nTeachers’\nAssociation,\nGrace A. Lord, Secretary.\n\nTeachers’\n\nClub,\n\nFE.\n\nSecretary.\n\nMaryland\n\nSec-\n\nMaine Teachers’ Association, G. Herbert Foss,\nPresident, Fort Fairfield; Adelbert W. Gor-\n\nCarais—Calais\n\nS. Small,\n\nTeachers’\nCounty\nWooprorps—Cumberland\nAssociation, Fannie B. Cragin, Secretary.\n\nretary.\n\ndon, Secretary, Augusta.\nAnson—Western Somerset County\n\nTeachers’\n\nAssociation, Abbie M. Fowler, Secretary.\nSoutuwest Harsor—Hancock County Teachers’ Association, Nellie B. Michels, Secretary.\nWaxposoro—Lincoln County Teachers’ Association, Helen Sibley, Secretary.\nAssociaWesrsrook—Westbrook\nTeachers’\n\nTeachers’ AssociaPresident, ThiboSecretary, Natchi-\n\nLouisiana Public School\ntion, W. S. Lafargue,\ndaux; L. J. Alleman,\n\nCounty\n\nSancERvILLE—Piscataquis\n\nLouisiana\n\nLaura\n\nM.\n\nMonroe\n\nSchool,\n\nMills.\n\nPrincipals’ Association of Baltimore, George\nW. Ebaugh, Secretary.\nCuurcw Hitt—High School Teachers’ Asso-\n\nDoreen\n\nciation\n\nof Queen\n\nWalls,\n\nTreasurer.\n\nAnne\n\nCounty,\n\nE. Clyde\n\nGregory, Secretary.\nDan¥rortH—Eastern Penobscot Teachers’ Association, Christina Reid, Secretary.\nEast\nBrownFiretp—Saco\nValley\nTeachers’\nAssociation, Mrs. R. W. Giles, Secretary.\nFarmMincton—Franklin County Teachers’ Association, Agnes Mantor, Secretary.\nHALLOwELL—Kennebec County Teachers’ As-\n\nFreperick—Faculty\nof Hood\nCollege, W.\nAugusta Lantz, Secretary.\nFrostsurc—Faculty Beall High School, Marion\nBell, Secretary.\n\nsociation, Ada E. Edgecomb, Secretary.\nHovutton—Aroostook County Teachers’ Association, Mrs. Belle Briggs, Secretary.\n\nRoyvat Oax—Talbot County Teachers’ Association, Neva M. Jones, Secretary.\nSatispury—Wicomico\nCounty Teachers’ Association, Alice Toadvine, Secretary.\nTowson—Maryland\nState Normal School at\nTowson, Lida Lee Tall, President.\nWEsTMINSTER—Western\nMaryland\nCollege\nLibrary, Dorothy S. McDaniel, Librarian.\n\nMippietowN—Frederick\nCounty\nAssociation, H. R. Shoemaker,\nRocxvuLE—Montgomery\nCounty\n\nAssociation,\n\nKENNEBUNKPORT—York County Teachers’ Association, Cora B. Littlefield, Secretary.\nLewiston—Auburn\nTeachers’\nAssociation,\nFrances Estes, Secretary.\nMacutas—Washington County- Teachers’ As-\n\nsociation, Mary McDonald, Secretary.\nMarieton—Mapleton-Washburn Teachers’ Association, Marcella Hines, Secretary.\nMecuanic\nFarts— Androscoggin\nCounty\nTeachers’\nAssociation,\nNancy\nB. Farris,\nSecretary.\nPirtsrieLp—Eastern Somerset County Teach-\n\ners’\n\nAssociation,\n\nAnnie\n\nM.\n\nFuller,\n\nSecre-\n\ntary.\n\nPorttanp—Portland\n\nTeachers’\n\nAssociation,\n\nWill O. Hersey, Secretary.\nPresque Iste—Presque Isle-Westfield Teachers’ Club, Rowena C. McGowan, Secretary.\nRocxiranp—Knox County Teachers’ Association, Harriett Trask, Secretary.\nRumForp—O-xzford\n\ntion,\n\nEdith\n\nSaco—Saco\nLord,\n\nCounty\n\nTeachers’\n\nHanson,\n\nSecretary.\n\nTeachers’\n\nAssociation,\n\nSecretary.\n\nEleanor\n\nL,. Smith,\n\nTeachers’\nTreasurer.\nTeachers’\n\nSecretary.\n\nMassachusetts\nMassachusetts\n\nTeachers’\n\nFederation,\n\nMary\n\nMcSkimmon,\nPresident,\nBrookline\n46;\nErnst Makechnie, Secretary, Somerville 44.\nAmEsBuRY—Amesbury\nTeachers’ Association,\n\nLouise M. Haines, Secretary.\nARLINGTON—Arlington Teachers’\nE. Libby, Secretary.\nAtTTLEBORO—Attleboro\nTeachers’\nEdith Benson, Secretary.\nBrvERLY—The Beverly Teachers’\n\nAlice\n\nM.\n\nPreston,\n\nClub,\n\nVera\n\nAssociation,\nAssociation,\n\nSecretary.\n\nAssocia-\n\nBoston—Boston Normal School.\n—Boston\nUniversity School of Education,\n\nElvira\n\nBrapForp—Haverhill\n\nTeachers’\n\nAlice J. McAlister,\n\nSecretary.\n\nArthur\n\nJ.\n\nH.\n\nWilde,\n\nDirector.\nAssociation,\n\n"}
{"page": 179, "printed_page": "157", "text": "157\n\nAFFILIATIONS\nBRIDGEWATER—Bridgewater Teachers’ Association, Ella S. Knight, Secretary.\nBrocxton—Brockton Grade Teachers’ Club,\n\nMargaret\n\nG. Whyte,\n\nSecretary.\n\nBrRookLinE—Brookline, Massachusetts, Teachers’ Club, John McGlew, Secretary.\n\nCaMBRIDGE—Cambridge\n\nTeachers’ Club, Eliza-\n\nbeth M. Kline, Secretary.\n—Winchester\nTeachers’\nClub, Agnes\nJ.\nGorman, Secretary.\nCuHEtsEA—Chelsea\nTeachers’\nClub,\nLouisa\nSpence, Secretary.\nConcorp—Concord, Massachusetts, Teachers’\nClub,\n\nMadalene\n\nB.\n\nSawyer,\n\nSecretary.\n\nDatton—Dalton Teachers’ Association,\nRuth Knickerbocker, Secretary.\n\nMrs.\n\nEast BraIntREE—Braintree\nBolles, Treasurer.\nEastHAMPTON—Easthampton\n\nNellie\n\nTeachers,\n\nDavison,\n\nTeachers’\n\nAsso-\n\nSecretary.\n\nBeprorp—New\n\nBedford\n\nTeachers’\n\nAsso-\n\nciation, W. L. Lillie, Secretary.\nNewton—Newton Grade Teachers’ Club, Marguerite W. Greene, Secretary.\nNortH Anpover—North Andover Elementary\nTeachers’ Association, Zetta E. Dunn, Secretary.\nNorru Arriesoro—North Attleboro Teachers’\nAssociation, Alice M. Hall, Secretary.\nNorru Easton—Easton Teachers’ Club, Lucy\n\nA. Money, Secretary.\nPrrrsrietp—Massachusetts State Kindergarten Association, Elizabeth J. Baker, Secretary.\nClub,\nA.\nPrymoutH—Plymouth\nTeachers’\nThelma\n\nHollander,\n\nSecretary.\n\n;\n\nAgent.\nE. Crockett,\n\nTeachers’\n\nSecretary.\n\nQuincy—Quincy Teachers’ Association, Marion\nMarion B. Reinhardt, Secretary.\n\nClub, Carrie\n\nSecretary.\n\nStoucHtoN—Stoughton Teachers’ Club, Agnes\nE. Murphy, Secretary.\nSwamPscott—Swampscott Teachers’ Association, Mildred C. Fraser, Secretary.\nTauNTON—Taunton Elementary Teachers’ Association, Alice S. Dean, Secretary.\n—Taunton Teachers’ Club, Inez E. Bassett,\nSecretary.\n\nWakeErieLp>—Wakefield Teachers’\nHester A. Walker, Secretary.\nWattHamM—Waltham\nTeachers’\n\nAssociation,\nAssociation,\n\nGeorge L. Ward, Secretary.\nWatertowN—Watertown\nTeachers’\ntion,\n\nLouise\n\nG.\n\nBadger,\n\nWest¥FieLp—Westfield\n\nMarsLtEHEAD—Marblehead Teachers’ Association, Mildred P. Chapman, Secretary.\nMeprorp—Medford Teachers’ Club, Alma A.\nThomas, Secretary.\nClub,\nGrace\nMetrosE—Melrose\nTeachers’\nWells, Secretary.\nMarrapan—Milton\nPublic School Teachers’\nAssociation, Bertha H. Jaquith, Secretary.\nMiiton—Massachusetts Schoolmasters’ Club,\nLeonard M. Patton, Secretary.\nNaticx—Natick Teachers’ Association, Catherine N. Quinn, Secretary.\nNew\n\nDickson,\n\nSatemM—Salem\nTeachers’ Association, Ruth\nE. Jeffs, Secretary.\nSoMERVILLE—Somerville Teachers’ Club, Bernice Newborg, Secretary.\nSoutH\nWerymMoutH—Weymouth\nTeachers’\nAssociation, Helen 1, Rockwood, Secretary.\nSPENCER—Spencer\nTeachers’\nAssociation,\nEllen M. H. Silk, Secretary.\nSPRINGFIELD—Springfield Teachers’ Economic\nAssociation, F. Herman\nFritz, Executive\nSTONEHAM—Stoneham\n\nciation, Lucy E. Tripp, Secretary.\nEvereTt—Somerville\nTeachers’\nAssociation,\nAnnie G. Merrill, Secretary.\nEverett—Everett Teachers’ Club, Esther F.\nTuckwell, Secretary.\nFAIRHAVEN—Fairhaven\nUnion Teachers’ Association, Elizabeth Graham, Secretary.\nGREENFIELD—Franklin County Teachers’ Association, Mildred M. Hartwell, Secretary.\nHoiyoxe—Holyoke Teachers’ Club, Pearl M.\nScully.\nHype Parxk—Needham Teachers’ Association,\nLilian H. Totman, Treasurer.\nMatpEn—Malden Teachers’ Association, Helen\nA.\n\nREADING—Reading Teachers’ Club, Margaret\nE. Whittier, Secretary.\nREVERE—KRevere Teachers’ Club, Celia Dearing, Secretary.\nRoxsury—Boston Teachers’ Club, Myrtle C.\n\nTeachers’\n\nFaye Keene, Secretary.\nWest SpRINGFIELD—West\n\nAssocia-\n\nSecretary.\n\nAssociation,\n\nSpringfield\n\nTeach-\n\ners’ Association, Mrs. Alice M. Titus, Secretary.\nWincHENDON—Winchendon\nTeachers’ Association, Alice A. Davis, Secretary.\nWintHRop—Winthrop\nTeachers’ Association,\nFannie G. Harlow, Secretary.\n\nWorcestErR—Clark University Summer School,\nC. B. Randolph, Director.\n—New England Association of School Sup\nerintendents, Harvey S. Gruver, Secretary.\n—Uwxbridge Teachers’ Association, Jane F.\nRyan,\n\nSecretary.\n\nMichigan\nMichigan State Teachers’ Association, A. S.\nWhitney,\nPresident, Ann Arbor;\nErnest\nT. Cameron, Secretary, Kalamazoo.\nAprian—Adrian\n\nCollege\n\nObre, Secretary.\n—Adrian Teachers’\n\nFaculty,\n\nClub, Esther\n\nCharles\n\nW.\n\nShepherd,\n\nSecretary.\n\nALPENA—The Alpena Teachers’ Club, Orrin\nS. Rice, Secretary.\nClub,\nAnn\nArzsor—Ann\nArbor\nTeachers’\nEmma Weitbrecht, Secretary.\nBattie CreeK—Battle Creek Teachers’ Club.\nLena Seas, Secretary.\n\n"}
{"page": 180, "printed_page": "158", "text": "NATIONAL\n\n158\n\nEDUCATION\n\nBay Crty—Bay City Teachers’ Club, Jennie\nB. Logan, Secretary.\nBic\nRapips—Big\nRapids\nTeachers’\nClub,\nKatherine McCormick, Secretary.\nBoyne\nCrtv—Boyne\nCity Teachers’\nClub,\nAgatha\n\nManausa,\n\nSecretary.\n\nCapituac—Teachers’\n\nClub of Cadillac, Edythe\n\nL,. Johnson.\nCursoycan—Chebovgan City Teachers’ Association, Carl Titus, Superintendent.\nCorpwatER—Coldwater\nTeachers’\nClub,\nD.\nBernice Lasenby, Secretary.\nDwrroit — Detroit\nTeachers’\nAssociation,\nBlanche E. Morris, Secretary.\nDowactac—Dowagiac,\nMichigan,\nTeachers’\nClub, Mrs. Maud Crawford, Secretary.\nEscanapaA—Escanaba Teachers’ Council, Charlotte O’Meara, Secretary.\nFrint—Flint Teachers’ Club, Florence Hughes,\nSecretary.\nGranp Raprips—Grand Rapids Teachers’ Club,\nMary Frances Hyland, Secretary.\nGREENVILLE—Greenville, Michigan, Teachers’\nClub, Bess Hutchinson, Treasurer.\nHastincs—Hastings\nTeachers’ Ciub, Louella\nD. Arnold, Secretary.\nHicuitanp\nParx—Highland\nPark\nTeachers’\nClub, Mabel C. Willison.\nHottanp—Holland Teachers’ Club, Evelyn M.\n\nEwald, Secretary.\nHoitty—Holly\nTeachers’\nStewart, Secretary.\nIronwoop—Ironwood\n\nClub,\n\nTeachers’\n\nHelen\n\nE.\n\nAssociation,\n\nE, Grace Peerles, Secretary.\nJacxson—Jackson\nTeachers’ Club, F. Cortwright, Secretary.\nKataMazoo—Faculty of Western State Normal School, John C. Hoekje,\nLake City—Missaukee County\n\nsociation,\n\nGertrude\n\nFern,\n\nSecretary.\nTeachers’ As-\n\nSecretary.\n\nLansinc—Lansing Teachers’ Club, M. Lela\nMonks, Secretary.\nManistEE—Manistee\nTeachers’\nClub, Adele\nBerentsen, Secretary.\nMarguetreE—Northern State Normal School\n\nAssociation, W.\n\nF. Lewis,\n\nSecretary.\n\nMinnie\n\nC. Ejinfalt,\n\nSecretary.\n\nSTE. Marie—Sault\n\nof the N.\n\nE. A., Hester\n\nSte. Marie\n\nFuller,\n\nSour. Haven—South Haven Teacher's Club,\nHelen I. Monroe, Secretary.\nTraverse City—Traverse City Teachers’ Club,\nMabel MacMichael, Secretary.\nYpsttanti—Faculty of the Michigan State\nNormal College, Charles McKenny, President.\n\n—Ypsilanti Teachers’\nSecretary.\n\nClub, Hazel O. Black,\n\nMinnesota\nMinnesota Educational Association, Philip E.\nCarlson,\nPresident,\nMinneapolis;\nC. G.,\nSchulz, Secretary, St. Paul.\nALBERT Lwa—Teachers League of the Albert\n\nLea Public Schools, Grace M. Rogers, Secretary.\nBremipj1i—Bemidji Unit of the N. E. A., J. A.\nElson, Secretary.\nDerroit—Detroit, Minnesota, Teachers’ Club,\nMrs. Emma Shencup, Secretary.\nDututH—Atlantic Gateway\nM. Sullivan, Secretary.\n\nHurcuinson—McLeod\nTeachers’\n\nAssociation,\n\nCounty,\n\nAssociation,\n\nAlice\n\nMinnesota,\n\nJames\n\nE.\n\nGildea,\n\nSecretary.\nManxato—Mankato\nMinnie\n\nE.\n\nTeachers’\n\nAssociation,\n\nParker.\n\n—Southwestern Division, Minnesota Educational\nAssociation,\nMrs.\nRuth\nDrake\nTuttle, Secretary.\nMinnEApotis—Augsburg\nSeminary\nLibrary\nand Faculty, J. I, Nydahl, Librarian.\n—Bookmen’s\nDepartment\nof Minnesota,\nSam N. Hines, Secretary.\n\n—Grade\n\nTeachers\n\nSection\n\nof\n\nTeachers’\n\nLeague,\n\nOra\n\nRowell,\n\nM.\n\nMinnesota\nSecre-\n\ntary.\n\n—Minneapolis Division of M. E. A., Myrtle\nU. Hooper, Secretary.\n—WMinneapolis Grade Teachers’\nBeulah Taylor, Secretary.\n\nAssociation,\n\n—Minneapolis Principals’ Forum, Alice C.\nWarrington, Secretary.\nMoornEeap—WNorthwest\nCentral\nMinnesota\nEducation Association, Katharine Leonard,\n\nSecretary.\n\nMiptanp—Midland\nCity Teachers’ Club, 'T.\nM. Armstrong, Secretary.\nMonroE—Monroe Teachers’ Club, H. Heath,\nTreasurer.\nMusxrecon—The Muskegon Heights Teachers’\nClub, Mrs. Elizabeth Mcleod, Secretary.\n—Muskegon\nTeachers’\nClub,\nMargaret\nCooper, Secretary.\nNecaunEE—Negaunee\nTeachers’ Association,\nGordon K. Lindley, Secretary.\nOwosso—Owosso Teachers’ Club, Esther A.\nHade, Secretary,\nSacinaw—Saginaw East Side Teachers’ Club,\nSau?\n\nASSOCIATION\n\nChapter\n\nSecretary.\n\nNortHrigtp—Faculty\n\nCarleton\n\nCollege,\n\nDorothy Pattee, Secretary.\nRocuEester—Faculty\nof\nRochester\n\nPublic\n\nS‘chools,\n\nMabel\n\nof\n\nSeymour,\n\nSecretary.\n\nSt. CLroup—Central Minnesota Education Association, Karl I,. Adams, Secretary.\nSt. Paut—Faculty\nof Haniline\nUniversity,\nJames S. King, Secretary.\n—Faculty of The College of St. Catherine,\nSister Ste. Helene, Secretary.\n\n—The St. Paul Branch of N. E. A., F. J.\nHarrell, Secretary.\nSTILLWATER—Stillwater Teachers’ Local Association, Anna M. Curry, Secretary.\nWinona—Faculty\nof The\nCollege\nof St.\nTeresa, Sister M. Rachael Dady, Secretary.\n\n"}
{"page": 181, "printed_page": "159", "text": "AFFILIATIONS\nMississippi\nMississippi State Teachers’ Association, H. L.\nMcCleskey, President, Hattiesburg; W. N.\nTaylor, Secretary, Jackson.\nAGRICULTURAL CoLLEGE—Faculty of The Mississippt Agricultural and Mechanical\nCollege, J. C. Herbert, Secretary.\nCortntH—Teachers’ Professional Study Club,\nClara N. Ray, Secretary.\nGREENVILLE—Washington\nCounty\nTeachers’\nAssociation, Herman W. Solomon, Secre-\n\ntary.\nJacxson—Jackson\nTeachers’\nwright, Secretary.\nRocxprort—Copiah\n\nCounty\n\nClub,\n\nF.\n\nTeachers’\n\nCort-\n\nAssocia-\n\ntion, Nora B. Hood, Secretary.\nSwEeatMan—Montgomery\nCounty\nTeachers’\nAssociation, Mrs. Blanche H. Brown, Secretary.\n\nMissouri\nMissouri State Teachers’ Association, Sam A.\nBaker, President, Jefferson City; E. M.\nCarter, Secretary, Columbia.\nANDERSON—McDonald County Teachers’ Association,\n\nNota\n\nAsHton—Clark\n\nMcBee,\n\nCounty\n\nSecretary.\n\nTeachers’ Association,\n\nEugene B. Hess, Secretary.\nBrevier—Macon County Community Teachers’\nAssociation, Myra B. Gibson, Secretary.\nCapgE GrRaRDEAU—Community\nTeachers’ Association Number 1, Florence W. Walker,\nSecretary.\n—Faculty of The Southeast Missouri State\n\nTeachers’\n\nCollege,\n\nChristine\n\nW.\n\nRandolph,\n\nSecretary.\nCHARLESTON—Community\nTeachers’ Association, Mabel Roberts, Secretary.\nCui.LicotHE—Teachers’ Community Association, Kate G. Johnson, Secretary.\nCo_tumBi1a—Columbia Association, Sarah Dritt,\nSecretary.\n\n—National Academy of Visual Instruction,\nJ. U. Ankeney, Secretary.\n—Stephens Junior College, James M. Wood,\nPresident.\nDr Kats—Community\nTeachers’ Association\nof Buchanan County, Mrs, F. FE. Henzlik,\nSecretary.\nHannisat—Hannibal\n\nAssociation,\n\nCommunity\n\nEleanore\n\nJorrin—Community\n\nWisner,\n\nTeachers’\n\nTeachers’\n\nSecretary.\nAssociation\n\nof\n\nJoplin High School, Ione Elliott, Secretary.\n—Joplin\n\nmons,\n\nTeachers’ Association,\n\nKunice\n\n'Tim-\n\nSecretary.\n\nKansas\nCrty—Association\nof High School\nWomen, Inula Kaufman, Secretary.\n—Coéperative Council of Negro Teachers,\nPercy H. Hill, Secretary.\n—Elementary\nSchool Principals’ Association, Rose Wickey, Secretary.\n\n—Kansas City Teachers’\nShaw, Secretary.\n\nClub,\n\nPearl\n\nF.\n\n159\n\n—Schoolmasters’\nClub, W.\nH. Johnson,\nPresident.\n—Schoolmen’s Club of Kansas City, Missourt, B, F, Chambers, Secretary.\nKirksviLLE—Faculty of State Teachers College, John R. Kirk, President.\n—Senior\nClass\nState\nTeachers\nCollege,\nBracy Cornette, Secretary.\nKirkwoon—Kirkwood\nCommunity\nTeachers’\nAssociation, Rose G. Hall, Secretary.\nMeEMPHIS—Scotland\nCounty, Missouri, Community\n\nAssociation,\n\nMabel\n\nWildman,\n\nSec-\n\nretary.\n\nMongert—Monett Community Teachers’ Association, Demmah L, Hamilton, Secretary.\nNevapa—Public\nSchool\nTeachers,\nC.\nF.\nDaugherty, Secretary.\n—Vernon\nCounty\nCommunity\nTeachers’\nAssociation, Chloe E. Millikan, Secretary.\nParKvILLE—Parkville\nCommunity ° Teachers’\nAssociation and Park College Faculty, H.\n\nH. Dean, Secretary.\nPorrar Birurr—Poplar\nciation,\n\nMrs.\n\nBluff\n\nTeachers’\n\nAsso-\n\nM.\n\nKinder,\n\nSecre-\n\nVrances\n\ntary.\n\nSr. CHartes—St.\nCharles County Teachers’\nAssociation, Erwin Tuepker, Secretary.\n\nSt.\n\nJosEPH—St,\n\nJoseph\n\nTeachers’\n\nAssocia-\n\ntion, Charlotte Weddle, Secretary.\nSr. Louvis—Arlington\nCommunity\nTeachers’\nAssociation, Hester K. Kennedy, Secretary.\n—Blewett Junior High School Community\nAssociation, Charles J. Hosek, Secretary.\n—District\nAssociation,\nMissouri\nState\nTeachers’ Association, Jennie Wahlert, Secretary.\n\n—Elementary\n\nSchool\n\nPrincipals’\n\ntion,\n\nBoyd,\n\nSecretary.\n\nAnna\n\nB.\n\nAssocia-\n\n—Mound City High School Teachers’ Association, Joseph H. B. Evans, Secretary.\n—St.\nLouis\nFroebel\nSociety,\nMary\nA.\nFlynn, Treasurer.\n'\n—Teachers Fellowship Society, Helena V.\nMarshall, Secretary.\nSEDALIA—Community Teachers’ Association of\n\nSedalia,\n\nNina\n\nK.\n\nSlater,\n\nSecretary.\n\nSmitHton—Pettis County Teachers’ Association, Myrza Quaintance, Secretary.\nSPRINGFIELD—Community\nTeachers’ Associa-\n\ntion, Cora B. Ott, Secretary.\nWARRENSBURG—Teachers’\nCommunity\nAssociation Central Missouri State\nTeachers\nCollege, Bess Carter, Secretary.\n—Western\nCentral Teachers’ Association,\nC. N. Phillips, Secretary.\nWrst Prarns—West Plains Community Association, Freda Taylor, Secretary.\n\nMontana\nMontana\n\nState\n\nHamilton,\n\nTeachers’\n\nPresident,\n\nAssociation,\n\nJ. M.\n\nBozeman.\n\nBurre—Silver Bow County Teachers’ Association, Mary J, Quigley, Secretary.\n\n"}
{"page": 182, "printed_page": "160", "text": "NaTIONAL EDUCATION ASSOCIATION\n\n160\n\nTeachers’\nGrade\nMissoula\nMissouta—The\nClub, 169, Aurelia Boles, Secretary.\n\nNebraska\nNebraska State Teachers’ Association, WaneEL.\nMorton, President, Fairbury; E. M. Hosman, Secretary, Lincoln.\nTeachers,\nP.\nAvusurn—City\nPublic School\nKatherine Webber, Secretary.\nCHapron—State Normal School, Amanda B.\n\nOsnes, Secretary.\nExrcrn—North Nebraska\n\nAssocia-\n\nTeachers’\n\ntion, Ada M. Louneker, Secretary.\nGeneva—Fillmore County Educational AssoSecreE. Haughwatt,\nciation, Margaret\ntary.\n\nGreeLey—Loup Valley Teachers’ Association,\nB. A. Kennedy, Secretary.\nHasrincs—Faculty of Hastings College, Calvin H. French, President.\n\nof The Nebraska State\nKrarney—Faculty\nNormal School, and Teachers College at\nKearney, Anna V. Jennings, Secretary.\n—Kearney\nP. Scoutt,\n\nEducational\nSecretary.\n\nAssociation,\n\nMabel\n\n—Nebraska\n\nWoman’s\n\nEducational\n\nClub,\n\nMary\n\nCrawford,\n\nSecretary.\n\nLaincorn—Lincoln Kindergarten Association,\nInez M. Kenagy, Secretary.\n—Lincoln Teachers’ Association, Jessie E.\nKeller, Secretary.\n—Nebraska\nSchoolmasters’\n\nBradford,\n\nClub,\n\nH.\n\nE.\n\nSecretary.\n\nNetson—Nuckolls County Teachers’ Association, Mildred J. Mauch, Secretary.\nOmaua—Faculty of the University of Omaha,\nWilliam G. Macl,ean, Secretary.\nSchool Forum, Ruth Rinehart,\n—Omaha\n\nSecretary.\n—Primary Kindergarten Council, Orietta S.\nChittenden, President.\nWayne—State Normal School, U. S. Conn,\nPresident.\n\nNevada\nNevada\n\nState\n\nTeachers’\n\nAssociation,\n\nKE.\n\nL.\n\nMcKeown,\nPresident,\nCarson;\nE. Otis\nVaughan, Secretary, Reno.\nCarson\nCrty—Northern\nNevada\nTeachers’\nAssociation, E. Otis Vaughan, Secretary.\n\nNew\n\nHampshire\n\nNew Hampshire State Teachers’ Association,\nFrancis T. Clayton, President, Concord;\nCaroline E. Head, Secretary, Manchester.\nEast Kincston—Rockingham County Teachers’ Association, Clara D. Merrick, Secretary.\n\nLirtiteton—Littleton Teachers’ Club,\nC. Manchester, Secretary.\nMancuesteEr—Manchester\nTeachers’\n\nAnnabel\n\nD. Wyman,\n\nBertha\n\nGuild,\n\nSecretary.\n\n—Merrimack Valley Teachers’\nMary M. Morrill, Secretary.\n\nAssociation,\n\nPortsmoutH—Portsmouth\ntion, J. Agnes Connors,\n\nTeachers’ AssociaSecretary.\n\nCounty Teachers’\nFatts—Stafford\nSatmon\nAssociation, Edith M. Austin, Secretary.\n\nTeachers’\nTitron—Winnepesaukee\ntion, Mary E. Foss, Secretary.\n\nNew\n\nAssocia-\n\nJersey\n\nNew Jersey State Teachers’ Association, Preston H. Smith, President, Bayonne; Henry\n\nJ. Neal, Secretary, Collingswood.\nAritincton—Kearny Branch of the N. E. A.,\nBertha McCaffrey, Secretary.\nAssury\n\nParx—Asbury\n\nPark\n\nTeachers’\n\nAsso-\n\nciation, Olga G. Vannote, Secretary.\nAttantie Crty—Atlantic City Teachers’ Association, Ida Stilson, Secretary.\nA\n—Madison Avenue Teachers’ Association,\nJ. Gertrude Vance, Secretary.\n—Massachusetts\nAvenue\nSchool Association, Margaret Buchanan, Secretary.\n—Monterey\nSchool Teachers’ Association,\nIda Stilson, Secretary.\n—New\nJersey Avenue School, Waura C.\nJackson, Secretary.\n—Pennsylvania Avenue School Association,\nMary T. Buckley, Secretary.\n—Texas Avenue School Teachers’ Association, Blanche C. Rogers, Secretary.\n—West Side School, Elsie Weeks, Secretary.\n—Brighton Avenue School, Glenn C. Heller,\nSecretary.\nAssociation,\nBayvonnE—Bayonne\nTeachers’\nJosephine C. Griffith, Secretary.\nBetMar—Monmouth\nCounty,\nNew\nJersey,\nSupervisors Round Table, Roland Fennimore, Secretary.\nBioomriELD—Bloomfield\nTeachers’\nAssociation, Edith M. Albinson, Secretary.\nBripceton—Academy\nBrenner, Principal.\n\nHigh\n\nSchool,\n\nMark\n\n—Bank Street School Faculty, Chester Robbins, Secretary.\n—Bridgeton\n\nTeachers’\n\nLivingston,\n\nSecretary.\n\nClub,\n\nFrances\n\nG.\n\n—Irving Avenue School, Emma W. Westcott, Secretary.\n_—Monroe\nStreet\nTeachers’\nAssociation,\nHorace M. Perry, Secretary.\n—Pearl Street Teachers’ Association, Horace M. Perry, Secretary.\nAssociation,\n—South\nAvenueTeachers’\nNorman A. Wright, Secretary.\n—Vine Street School, Clara T. Mulford,\nSecretary.\nCampEN—Camden High School Teachers’ Association, Cora Jaggard, Secretary.\nCaristapt—Bergen County Principals’ Association, George Kintner.\nCEDARVILLE—Lawrence\nTownship\nTeachers’\nAssociation, Edith Husted, Secretary.\n\nEast\n\nOrancE—East\n\nOrange\n\nHigh\n\nSchool\n\n"}
{"page": 183, "printed_page": "161", "text": "161\n\nAFFILIATIONS\nSchool vistenintion, Mary P.\nHome--and\nDouglas, President. .\n—East Orange Teachers’ pecs\nINP:\nHewitt, Secretary.\n—High School Teachers’ Association, Gertrude F. Brittain, Secretary.\n\nPublic School Teach-\n\nE1izasetH—Association\n\ners of Crippled Children of New York,\nMrs. Helen K. Travers, President.\n—Elizabeth Teachers’ Association, William\nM. Duncan, President.\nEncLtewoop—Englewood Teachers’ Club, Luella Wohlfert, Secretary.\nClub,\nTeachers’\nFremincton—Flemington\nMrs. A. R. Stryker, Secretary.\nAssociation,\nGarFieLp>—Garfield\nTeachers’\nElsie A. Farrell, Secretary.\nHacxensackK—Hackensack Teachers’ Association, A. F. Frost, Secretary.\nHapponrirLtp—Haddonfield\n\nAssociation\n\nof\n\nRuruerrorp—Rutherford\nTeachers’ Association, Emily H. Cline, Secretary.\n-SuHtton—Shiloh School, W. Kelton Evans,\nPrincipal.\n\nSumMit—Summit Teachers’ Association, Josephine F, Noyes, Secretary.\nClub,\nTrenton—Mercer\nCounty\nTeachers’\nJ. M. Arnold, County Superintendent.\nWEEHAWKEN—Town of Union Teachers’ Association, Margaret D. Kelley, President.\nWrst New York—Faculty of Public School\nNumber 1, Dolores Mulvihill, Secretary.\n—The West New York Teachers’ Association, Dolores I. Mulvihill, Secretary.\nWest Orance—West Orange Teachers’ Association,\n\nSara M. Staats, Secretary.\n\nNew\n\nNew Mexico Educational Association, Josie\nLockard, President, Raton; J. W. Conway,\nSecretary, Tularosa.\nSchool\nPublic\nALBUQUERQUE—Albuquerque\nTeachers’ Association, John Milne, Super-\n\nTeachers, J. Grace Mountz, Secretary.\nIrvincton—Irvington Public School Teachers’ Association, Miss Milligan, Secretary.\nLopvi—Lodi, New Jersey, Teachers’ Association, Sara C. U. Mercer, Secretary.\n\nintendent,\nCrovis—Curry\n\nLonc Branco—Long Branch Teachers’\nciation, M. Agnes Marsh, Treasurer.\n\nE. W. Bowyer,\nDexteR—Chaves\n\nAsso-\n\nMays\nLanpinc—Teachers’\nAssociation\nof\nHamilton Township, S. G. Huber.\nEmma\nMitivitteE—South\nMillville\nSchool,\nFord, Principal.\nAssoTeachers’\nSchool\nMontciair—Public\nciation, Gertrude H. Martin, Secretary.\nNewarkK—First and Head Assistants’ Association, Alice C, Campion, Secretary.\nCora\nOrganization,\nTeachers’\n—Grade\nTucker, Secretary.\n—High School Women’s Association, Elizabeth Waite, Secretary.\nJ.\nJohn\nClub,\nSchoolmen’s\n—Newark\n\nCounty\n\nTeachers’\n\nAssociation,\n\nG. Haddow, Secretary.\n—Newark\nWomen Teachers’\n\nMary\n\nW. Nichols, Secretary.\n—Supervising Principals and Vice-Principals, Margaret G. Horan, Secretary.\nEthel\nSchool,\nPublic\nNewport—Newport\nRyan, Secretary.\nAssociation,\nPaterson—Paterson\nTeachers’\nEdith R. Shannon, Secretary.\nTeachers’\nPemBerton—Progressive\n\nErnest Y. Raetzer,\n\nLeague,\n\nSecretary.\nPertn Amsoy—Perth Amboy Teachers’ Association, J. F. Walker, Secretary.\nPLarnrietp—The Plainfield Teachers’ Club,\nKate M. Marsh, Secretary.\nRanuway—Rahway Elementary Teachers’ Association, Irene Vincent, Secretary.\nof\nAssociation\nParK—Teachers’\nRosette\nRoselle Park, New Jersey, Edith H. Mc-\n\nCallion, Secretary.\n\nNew\n\nElizabeth\n\nGuild,\n\nTeachers’ ' Association,\n\nSecretary.\nCounty Teachers’\n\nAssocia-\n\ntion, Ellen Stone, Secretary.\nHraton—McKinley County Teachers’ Association, Lilian M, Wilson, Secretary.\nLas Cruces—Dona Ana County Teachers’ Association, Fannie French, Secretary.\nLincotn—Lincoln County Teachers’ Association, Mabel J. Burleson, Secretary.\nTeachers’ Association, 1. C.\nRaton—Raton\nRhoads, Superintendent.\nRoswELL—Roswell\nCity\nSchools,\nVirginia\nWeleorn, Secretary.\nNormal\nState\nMexico\nCrtryv—New\nSitver\nSchool, Isabel I, Eckles, Secretary.\n\nArnao, Jr., Secretary.\n—Newark\n\nMexico\n\nNew\n\nYork\n\nState\n\nYork\n\nTeachers’\n\nAssociation,\n\nA, De Camp, President, Utica;\nSearing, Secretary, Rochester.\n\nJohn\n\nRichard\n\nA.\n\nAtBany—Faculty New York State College for\nTeachers, John M. Sayles, Secretary.\nAyrrep—Faculty of Alfred University, W. C.\nWhitford, Secretary.\nAmsterRDAM—Montgomery\nAssociation, Evelyn M,\n\nTeachers’\nCounty\nKavanaugh, Secre-\n\ntary.\n\nand FacANNANDALE-ON-Hupson—President\nulty of Saint Stephens College, B. C. Cook,\nSecretary.\n\nAusurn—Auburn Branch of New York State\nTeachers’ Association, Marion E. Hoskins,\n\nSecretary.\nClara A.\nAvrora—Wells\nCollege\nFaculty,\nBliss, Secretary.\nBincHAMton—Binghamton Teachers’ Association, Mildred Smith, Secretary.\n\n"}
{"page": 184, "printed_page": "162", "text": "NATIONAL\n\n162\n\nEDUCATION ASSOCIATION\n\nBrockport—State\nNormal\nSchool\nFaculty,\nAlfred C. Thompson, Principal.\nBrooxtyn—Association of Public Schools 148\nand 55, Rufus A. Vance, Principal.\n\n—Association of Teachers of Districts 32,\n36, New York City, Mrs. Minnie Swain,\nSecretary.\n—Bensonhurst Teachers’ Association, Frances Rathgeber, Secretary.\n;\n—Brooklyn Teachers’ Association, Kmma,F.\nGermann, Secretary.\n—Faculty\nof Adelphi College, James W.\nPark, Secretary.\n—Heads of Department Association, Fanny\nA. Wilson, Secretary.\n—Lou Wallace Junior High School, Lillian\nCanfield, Secretary.\nMaxwell Pedagogical Association, Ella P.\nMerrill, Secretary,\n\n—-Professional Study\ners of the Maxwell\n\nClub of Model TeachTraining School for\n\nTeachers, Jeannette Brinckerhoff, President.\n—Public School 103, Francis W. Powers,\n\nPrincipal.\n—Public-School\n\n112,\n\nThomas\n\nH.\n\nHughes,\n\nPrincipal.\n\ni\n\n—Public\nSchool 152, Jeannette Borchers,\nAssistant Principal.\n—Teacher Clerks’ Association of New York,\nLavalette McCann, Secretary.\n—Training\nSchool\nTeachers’\nAssociation,\nJessie ‘I’. Coddington, Secretary.\n—Unit of Public School Number 122 and\nPublic School Number 33, Blanche I,. Dunkly, Secretary.\n—William J. Morrison School, Mary V.\n\nCanfield,\n\nSecretary.\n\nBurraLto—Buffalo Federation Educational Associations, Richard R. Dry, ‘Treasurer.\nCLaRENCE—Frie\nCounty\nTeachers’\nAssocia-\n\ntion, F, A. Weeks,\n\nSecretary.\n\nFLoripa—Orange\nCounty Teachers’ Association, Mrs. Mary I. Dusinberre, Secretary.\nGrnEsKo—Faculty\nof The\nState\nNormal\nSchool, R. I,. Countryman, Secretary.\nHempstKEav—The Public School Kindergarten\nAssociation, Helen Coe Clowes, Secretary.\nHILisDALE—Columbia County Teachers’ Association of Third District, Irving M, Deane,\n\nSecretary,\nJAMESTOwWN—Jamestown\nTeachers’\nAssociation, Mildred B. Willson, Secretary.\nTacona—Teachers of First Supervisory District of Oswego County, Anna J. Hollis,\nSecretary.\nLone Istanp—Local\nAssociation\nof Public\nSchool\n\n93,\n\nQueens,\n\nMary\n\nR,\n\nDaly,\n\nSecre-\n\nand 7, Katharine\n\nSchool,\n\nSecretary.\n\n—Districts 17 and 18, New\nG. Spillane, Secretary.\n\n—Faculty of Teachers\nton, Secretary.\n\nYork\n\nCity, Mary\n\nCollege,\n\nC. B, Up-\n\n—Junior High School Faculty, Johanna P.\nLight, Secretary.\n—Music Teachers’ Association of New York\nCity, Ethel V. Cooledge, Secretary.\n\n—National\nConference\non\nEducational\nMethod, James F. Hosic, Secretary.\n—New York\nCity Teachers’ Association,\nDaniel B. Lane, Secretary.\n—New York Principals’ Association, Jessie\nB. Colburn, Secretary.\n—Public\nSchools\n6 and_\n53,\nMargaret\n\nO’Hagen, Secretary.\n—Public School Number 27, Arthur G. Gorton.\nft\n—Public School Number 30, Borough of\nManhattan, Albert Loerrithon, Principal.\n—Public School 38, Manhattan, Margaret\nMclaughlin, Secretary.\n—Public\nSchool\n5,\nManhattan,\nJoseph\nChankin, Principal.\n—Public School Numbey 119, Harriet A.\nTupper, Principal.\n—Speech Improvement\nTeachers’ Association, Mrs. Edna. McCord, Secretary.\n—Special\nTeachers of Physical Training,\nMartin Rodgers, Secretary.\n—Teachers’ Association of District 6, New\nYork City, Jessie B. Colburn, Secretary.\n—Teachers’ Association of New York Train-\n\ning School for Teachers, Mildred A, Bailey,\nSecretary.\n—Teachers of the Deaf of Public School 47,\nBeatrice M. Velten, Secretary.\n—Teachers of Public School Number 44,\nThe Bronx, Maria W. Greenhalgh, Secre-\n\ntary.\n—Ungraded Teachers’ Association, Florence\nJ. Clark, Secretary.\n—Vocational\nSchool for Girls’ Teachers’\nAssociation, Bessie Abrams, Secretary.\nNracara\nFarts—Niagara\nFalls, New\nYork,\nTeachers’ Association, Clark J, Peet, Secretary.\n\ntary.\n\n—4esociation of Teachers of Classes for\nBlind and Sight Conservation, Florence A.\n\nCollins, Secretary,\n—Public School 80, Borough of Queens.\n—Teachers’ Association of the Borough\nOueens, Etheld Curry, Secretary.\n\nAsso. MamaroneckK—Mamaroneck\nTeachers’\nciation, J. V. Kennedy, President.\nMount\nVernon—Mount\nVernon\nTeachers’\nAssociation, Emil Nielsen, Jr., President.\nNew York Crty—American Social Hygiene\nAssociation, Donald R. Hooker, Secretary.\n—Association of Model Teachers in Training Schools, D. E. Harrison, Treasurer.\n—Association of Teachers of Districts 1, 5,\n\nof\n\nNortH Tonawanna—North Tonawanda Teachers’ Association, Mary C. Pruyn, Secretary.\nNorwich—Norwich\nTeachers’\nAssociation,\nLillian O. Ford, President.\nPort CHESTER—Port Chester Teachers’ Asso-\n\nciation, Mildred\n\nE. Wilson,\n\nSecretary.\n\n"}
{"page": 185, "printed_page": "163", "text": "AFFILIATIONS\n\n163\n\nRockaway Bracn—Rockaway Beach Branch\nof the N. E. 4., Hannah M. Gutman, Secretary.\n\nRye—Rye Teachers’ Association,\nStrattan, Secretary.\n\nJ. Edward\n\nSac Harsor—Pierson®\nHigh School Teachers’\nAssociation, Mary Stuart Monson, Secretary.\n\nSCHENECYapy—City\nTeachers’\nMary E. Clark, Secretary.\n\nAssociation,\n\n—The Staten Island Teachers’\nLucy Lomax, Secretary.\n\nof\n\nAssociation,\n\nTeachers’\nSecretary.\n\nAssocia-\n\nWarERLOO—Teachers\nof\nWaterloo\nSchools, Elizabeth Staley, Secretary.\n\nDakota\n\nSecretary.\n\nC, I,, Kjerstad,\n\nStaten Istanp—Association of Supervisors\nDrawing, Adeline Mills, President.\n\nWaterrorp—Waterford\ntion, Mary D. Ameden,\n\nNorth\n\nNorth Dakota State Teachers’ Association,\nNelson Sauvain, President,\nDevils Lake;\nR. L,. Brown, Secretary, Valley City.\nGranpn Forxs—Faculty of the University of\nNorth Dakota.\nMinot—Minot Education Association, Hazel\nMcCulloch, Secretary.\nVattry Crry—State Teachers C ollege Faculty,\n\nPublic\n\nOhio\nOhio\nState\nTeachers\nAssociation,\nW.\nKirk, President, East Cleveland; Frank\n\nH.\nE.\n\nReynolds, Secretary, West Park.\nAKron—Akron\nTeachers’ Association,\nHirleman, Secretary.\nAvHEens—Faculty of Ohio University,\n\nR.\n\nWilson,\n\nGrace\nH.\n\nSecretary.\n\nWELLSVILLE—Wellsville Teachers’\nBernice E. Gigee, Secretary.\n\nAssociation,\n\nYonkErRs—Vonkers\nTeachers’\nMay B. Archer, Treasurer,\n\nAssociation,\n\nBerEA—Faculty of Baldwin Wallace College,\nC. W. Hertzler, Secretary,\nBiurrron—Faculty of Bluffton College, Na-\n\nNorth Carolina Teachers’ Assembly, Charles\nE. Brewer, President, Raleigh; E. J. Coltrane, Secretary, Roanoke Rapids. -\n\nCuHatrigLp—Crawford\nCounty Rural Supervisors’ and Principals’ Association, H. W.\nBowersmith, Superintendent.\nCincinnati—Cincinnati Association of Pub-\n\nNorth\n\nCarolina\n\nomi\n\nArvex—Wake County Branch of North Carolina Teachers’ Assembly, May Adams, Secretary.\n\nBurtincron—North\nCarolina\nTeachers’\nsembly, 3 Local Unit, Susie Stafford,\n\nAsSec-\n\nretary.\n\nConcorp—Concord Teachers’ Assembly, A. S.\nWebb, Secretary.\nDurHAM—Durham\nCity\nTeachers’\nAssociation, Dora ‘I. Armistead, Secretary.\nErion CorrEcE—Llon College Faculty, A.\n\nHook,\n\nSecretary,\n\nMacon—Warren\nCounty\nLocal 113,\nCarolina Teachers’ Assembly, Mrs.\n\nScarborough, Secretary.\nREIDSVILLE—Reidsville Unit,\nTeachers’\n\nAssociation,\n\nNorth\n\nBessie\n\nNorth\nH. V.\n\nCarolina\n\nBennett,\n\nSec-\n\nretary.\n\nRosMAN—Tvansylvania County Teachers’ Assembly, J, FE. Ockerman, Secretary.\nSaLispury—Salisbury Local of North Carolina Teachers’ Assembiy,\nSadie B. Klutz,\nSecretary.\nWasuincton—Washingion\nLocal Branch 65,\nMrs. E. IT. Campbell, Secretary.\n\nWest\nDurHamM—Durham\nCounty\nTeachers’\nAssociation, Unit Number 4, D. F. Stutts,\nSecretary.\nWitmincton—New\nHanover County Teachers’ Association,\n\nJulia H. Hill, Secretary.\n\nWinston-SaLeEM—Winston-Salem City Teachers’ Association, Anna T,ula Dobson, Secretary,\n\nBELLEFONTAINE—Logan County Teachers’ Association, Margaret H. Wallace, Secretary.\n\nBrennenman,\n\nlic School\n\nSecretary.\n\nTeachers,\n\nMay\n\nConnor,\n\nSecre-\n\ntary.\n\nThe Cincinnati Principals’\nF, EK. Reszke, Secretary.\n—Cincinnati\nSchoolmasters’\nStewart, Secretary.\n\nAssociation,\nClib,\n\nie =P:\n\nCLEvELAND—Cleveland\nSchool of Education\nFacully, Harry N. Irwin, Secretary.\n—Cleveland\nTeachers’\nFederation,\nMamie\nI), McKay, Secretary.\n~—-Cuyahoga County Teachers’ Association,\nWisie IL, Cleverdon, Secretary.\n—Western Reserve University, Sidney S.\nWilson, Secretary.\nCLEVELAND\nHerricHts — Cleveland\nHeights\nTeachers’ Association, Arthur J. Mattox,\nSecretary.\nCotumsus—Columbus\nTeachers’ Federation,\nC. C. Montgomery, Secretary.\nDayton—Daylon\nTeachers’\nRichmond, Secretary.\n\nClub,\n\nE,\n\nGrace\n\nDrLAwarE—Ohio\n\nUniversity,\n\nRus-\n\nWesleyan\n\nsell B. Miller, Librarian.\nKast\nLiverpoot—Hast\nLiverpool\nTeachers’\nAssociation, Eva A. Shaw, Secretary,\nE.yrta—Elyria Teachers’ Club, Nellie Mantle, Secretary.\nFinpLAY—Findlay Organization Affiliated with\n\nthe N. &. A., Margaret Crohen, Secretary.\nIronton—Lawrence County Teachers’ Association, Sara Ross, Secretary.\nTAKE Woop—Lakewood\nTeachers’\nFederation,\nHazel Clark, Secretary.\n\n"}
{"page": 186, "printed_page": "164", "text": "NatIoNal. EpucATION ASSOCIATION\n\n164\n\nOhio\n\nLocan—Southeastern\n\nKeller,\n\nSecretary.\n\nMarion—Marion\n\nAssocia-\n\nTeachers’\n\ntion, Minnie Moore, Secretary.\nClub,\nTeachers’\nLoratn—Lorain\n\nCity Teachers’\n\nChloe\n\nE.\n\nAssociation,\n\nGrace D. Wingett, Secretary.\nAssociation,\nNorwoop—Norwood\nTeachers’\nLouise M. Jackson, Secretary.\nNorwatK—Huron County Teachers’ Association, Sara D. Knapp, Secretary.\nOzsEerLIn—Faculty of Oberlin College, George\nM. Jones, Secretary.\nOxrorp—Teachers College of Miami, H. C.\nMinnich.\nSpRINGFIELD—Springfeld\nTeachers’\nAssociation, John 'T, Shumaker, Secretary.\n—Wittenberg\nCollege\nFaculty,\nRose\nCadwgan,\n\nSecretary.\n\nTorupo—Toledo Teachers’ Association, Lucile\nManton, Secretary.\nUniversity of the City of Toledo, Lucille\nI. Mack, Secretary.\nToronto—Jefferson\nCounty Teachers’ Association, Clara Boyer, Secretary.\nUrsana—Champaign\nCounty Public Schools,\n\nA. G. Welshimer,\n\nWrst\n\nParx—West\n\nSuperintendent.\n\nPark\n\nTeachers’\n\nAssocia-\n\ntion, W. S. Ogilvy, Secretary.\nWoostrer—Faculty of the College of Wooster,\nMary Rebecca Thayer, Secretary.\nYettow Sprincs—Antioch College, Philip C.\nNash.\nYouncstown—City Teachers’ Association, H.\n\nK. Rayen.\n\n:\n\n—The Youngstown Education Association,\nCora Z. Parsons, Secretary.\nAssociaZANESVILLE—Zanesville\nTeachers’\ntion, Alice S. Gillespie, Secretary.\n\nSaLLIsaw—Sequoyah County» Teachers’ Association, Wade H. Shumate, President.\nAssociation,\nTeachers’\nSuawnEE—Shawnee\nBula Barnard, Secretary.\nTAHLEQUAH—N orthwestern Oklahoma Educational Association, Lura Mount, Secretary.\nTisHominco—Johnston County Education Association, W. C. Herring, President.\n\nTursa—Tulsa Public Schools, E. E. Oberholtzer, Superintendent.\nWEATHERFORD— Southwestern Oklahoma Education Association,\n\nReynolds,\n\nSecre-\n\nWirtsurton—Latimer County Teachers’\nciation, Ora Dollins, Secretary.\n\nAsso-\n\nOregon\nOregon State Teachers’ Association, C. A.\nHoward,\nPresident,\nMarshfield;\nE.\nD.\nRessler, Secretary, Corvallis.\nAsuitanp—Ashland Teachers’ Association, 1.\nC. Wilson, Secretary.\n\nAsrorta—Clatsop County Division of Oregon,\nState Teachers’ Association, A. C. Strange,\nPresident.\nForrest GrovE—Washington County Teachers’\nAssociation, N, Y. Fenenga, Secretary.\nMeprorp—Grade Teachers’ Association, Fern\nDaily, Secretary.\nPortitanp—Portland\nGrade Teachers’ Asso-\n\nciation,\n\nAnne\n\nSchool\n\nLouise\n\nWatson,\n\nMinnie E. Schockley, Secretary.\nAnaparKo—Caddo County Education Association, R. E. Forbes, Secretary.\nAssociation,\nArpMorE—Ardmore\nTeachers’\nC. H. Woodruff, Secretary.\nBroken Arrow—Tulsa County Education Association, Pearl Linkhart, Treasurer.\nDurant—-Southeastern State Normal School,\n\nH. G, Bennett.\nIpasEt—McCurtain\nCounty Teachers’ Association, Vesta Kilgore, Secretary.\nInDIANAPOLIS—Custer County Teachers’ AsI, Nash,\n\nSecretary.\n\nTeachers’\n\nAssociation,\n\nSecretary.\n\n—Portland Principals’ Association, C. E.\nFerguson, Secretary.\nRosepurc—Roseburg\nGrade Teachers’ Asso-\n\nciation,\n\nEva\n\nWa\n\nLjiberti,\n\nSecretary.\n\nPennsylvania\n\nOklahoma State Teachers’ Association, N. O.\nHopkins, President, Okmulgee; M. A. Nash,\nSecretary, Oklahoma City.\nAtva—Northwestern State Teachers College,\n\nFlorence\n\nBieson,\n\n—High\n\nOklahoma\n\nsociation,\n\nT. H.\n\ntary.\n\nSecretary.\n\nMapitu—Marshall County Teachers’ Association, Effie Butler Jones, Secretary.\nNorMAn—A dministrative- Council, University\nof Oklahoma, Emil R. Kraettli, Secretary.\nOxmuLcEE—Okmulgee City Teachers’ Association, Leta Brooks, Secretary.\n\nPennsylvania State Education Association,\n\nH.\n\nW.\nDodd,\nPresident,\nAllentown;\nJames\nHerbert Kelley, Secretary, Harrisburg.\nALLENTOWN—Allentown Branch Pennsylvania\nState\nEducation\nAssociation,\nMabel\nM.\nHeberling, Secretary.\nArroona—Altoona Teachers’ Institute, S. H.\nLayton, Secretary.\n\n—Blair\n\nCounty\n\nHennen,\n\nSecretary.\n\nTeachers’\n\nArpMoRE—Ardmore\nAvenue\nRobinson, Principal.\n\nInstitute,\n\nJohn\n\nSchool,\n\nEdgar\n\nBioomssurc—Bloomsburg\nState\nNormal\nSchool, Helen H. Babb, Secretary.\nBrappocK—Braddock,\nPennsylvania,\nTeachers’ Association, T. G. McCleary, Superintendent.\n]\n\nCarsponpaLE—Carbondale\ntion, May\n\nPengelly,\n\nTeachers’\n\nAssocia-\n\nSecretary.\n\nCuEsteER—Chester Teachers’ Association, Joline\nBeggs, Secretary.\nKaston—Easton Teachers’ Association, Maud\nH.\n\nPeet,\n\nSecretary.\n\n"}
{"page": 187, "printed_page": "165", "text": "AFFILIATIONS\n—Lafayette\nCollege Faculty, William\nS.\nNall, Secretary.\nEast Srroupssurc—East Stroudsburg State\n\nNormal School, Frank E, Baker, Principal.\nEpinsoro—Edinboro\n\nHarriet\n\nEitwoop\n\nTeachers’\n\nChapman,\n\nAssociation,\n\nSecretary.\n\nCity—Ellwood\n\nCity\n\nBranch\n\nof\n\nPennsylvania State Education Association,\nAchsa Jackson, Secretary.\nEr1e—Erie\nTeachers’\nAssociation,\nG. R.\n\nFisher, Secretary.\nFRANKLIN—Fyranklin\nTeachers’\nAssociation,\nFrances EF. Baale, Secretary.\nGrantHamM—Faculty\nof The Messiah Bible\nSchool, Clara E. Hoffman, Secretary.\nGREENVILLE—Greenville\nTeachers’\nAssociation, Emily A. Couse, Secretary.\nHarrispurc—Harrisburg Teachers’ Institute,\nErma Ellenberger, Secretary.\nHazELton—Hazelton\n\nHilda Wosnock,\n\nCity Teachers’\n\nInstitute,\n\nSecretary.\n\nHomestEaD—Homestead Teachers’ Association, ©\nIra C. Lackey, Secretary.\nInprianAa—Faculty\nof\nThe\nState\nNormal\nSchool, Mary R. Lowman, Secretary.\nKane—Kane Teachers’ League, Agnes Rockwell, Secretary.\nKutztown—Keystone\nState Normal School\nAssociation, C. L. Gruber, Secretary.\nLewissurc—Bucknell University Library.\n—Bucknell University, W. E. Martin, Librarian.\nMount Union—Mount Union Teachers’ Club,\nClara Barclay, Secretary.\nNorristown — Teachers\nof\nMontgomery\nCounty, J. Horace Landis, Superintendent.\nOm\nCiry—Oil\nCity Teachers’ Association,\n\nJean Mackenzie, Secretary.\nPHILADELPHIA—High School Men’s Association, J. Howard Longacre, Secretary.\n—Philadelphia Teachers’ Association, Emely\n\nM. Renshaw,\n\nSecretary.\n\n—University Council of Temple University,\nMilton F. Stauffer, Secretary.\nPirtspurcH—Faculty\nAssociation\nof\nThe\nUniversity\nof Pittsburgh,\nA. P. James,\n\nSecretary.\n—Pennsylvania\n—Pittsburgh\n\nGealey,\n\nCollege for Women.\nTeachers’\n\nAssociation,\n\nIda\n\nSecretary.\n\n—Principals’\nRound\nTable of Allegheny\nCounty, W. H. Sprenkle, Secretary.\nPortstowN—Pottstown Teachers’ Association,\nFlorence Newlin, Secretary.\nPortsvitLE—Pottsville Teachers’ League, A.\n\nE. Booth, Secretary.\nReapinc—Reading Teachers’ Association, Celia\nWeightman,\n\nSecretary.\n\nSHEFFIELD—Sheffield Township Teachers’ Association, F. S. Heinaman, Secretary.\nSuEenanpoaH—Mahanoy Township, Sallie B.\nGreener, Secretary.\nSuippery Rocx—Slippery Rock State Normal\nSchool, D. C. Murphy, Secretary,\n\n165\n\nSunpury—Teachers\n\nof Sunbury\n\nSchool Dis-\n\ntrict, Elizabeth F. Keithan, Secretary.\nTUNKHANNOCK—Wyoming\nCounty Teachers’\nAssociation, Mae 1. Pettebone, Secretary.\nUpranp—Delaware\n\nCounty\n\nTeachers’\n\nAssocia-\n\ntion, Jennie Mahon, Secretary.\nVILLANOVA—A ugustinian College of Villanova,\nFrancis A. Driscoll, President.\nWasuincton — Washington,\nPennsylvania,\nTeachers’ Association, Everette E. Moore,\nSecretary.\nWiLLiaMsport—Williamsport Teachers’ Association, Marguerite I. Quigley, Secretary.\nWILKINSBURGC—Teachers’ Institute, Mrs. Almeda C. Challinor, Secretary.\n\nPhilippine Islands\nCasti_LEsos,\nAssociation,\n\nZAMBALES—Zambales\n\nTeachers’\n\nMarcelo\n\nPresident.\n\nH, Acavan,\n\nLaoac, Inocos NortE—Governing Body, Ilocos\nNorte Teachers’ Association, Mariono\nS.\nLopez, President.\nTatrzon, BoHot—Talibon Teachers’ Association.\nUsay, Bonwot—Ubay Teachers’ Association.\n\nRhode\n\nIsland\n\nBristot—Bristol Grade Teachers’ Association,\nGeorge F. Hopkins, Secretary.\nCrentraL Fatts—Central Falls Teachers’ Association, Norman EF. White, Secretary.\nProvipENcE—Cranston Teachers’ Association,\nElfa H. Streeter, Secretary.\n—Public\nSchool\nTeachers’\nAssociation,\nKatherine U. Pierce, Secretary.\n\nSouth\n\nCarolina\n\nSouth Carolina State Teachers’ Association,\nA. M.\nDuPre,\nPresident,\nSpartanburg;\nR. C. Burts, Secretary, Rock Hill.\nBeauFrort—Beaufort High School Teachers’\nCouncil, Beulah Davidson, Secretary.\nOrancEBuRG—State College Faculty Association, J. T. Williamson, Secretary.\nRock Hirt—Winthrop College Faculty Association, J. E. Walmsley, Secretary.\n\nSparRTANSBURG—Converse\nRobert\n\nP. Pell,\n\nCollege\n\nFaculty,\n\nPresident.\n\nSouth\n\nDakota\n\nSouth Dakota Education Association, June\nEmry,\nPresident,\nMadison;\nA. H. Seymour Secretary, Aberdeen,\nABERDEEN—Aberdcen City Teachers’ Association, Maebell Jarman, Secretary.\n—Northern Normal and Industrial School,\nJ. Willard Thomas, Secretary.\nBrookincs—Association of Teachers’ Brookings City Schools, Agnes Sleander, Secretary.\n\nBurxe—Gregory\nCircle,\n\nMary\n\nCounty\n\nTeachers’\n\nE. Ward,\n\nSecretary.\n\nReading\n\n"}
{"page": 188, "printed_page": "166", "text": "NATIONAL EDUCATION ASSOCIATION\n\n166\n\nAlice\n\nHecra—Hecla\nDistrict\nof Brown\nCounty,\nMrs. N. J. Wilmensen, Secretary.\nMapison—Eastern South Dakota State Normal School, B. M. Lawrence, Secretary.\n—Madison\nSouth Dakota\nFederation\nof\nTeachers, Elsie Hardy, Secretary.\n\nAvustin—Austin Teachers’ Association,\nS. Harrison, Secretary.\nBretron—Bell County Rural Teachers’\n\nMitcurett—Mitchell\n\nBeulah Keeton, Secretary.\nDenison—Denison Teachers’ Council, W. J.\nChristian, Secretary.\nEx Paso—Teachers Association of El Paso,\nTexas, Kathleen Eglar, Secretary.\nFort Wortu—University Faculty of Texas\nChristian University, Colby D. Hall.\nFreeport—Freeport Teachers, O. A. Fleming,\nSecretary.\nGatveston—Galveston\nCity Teachers’ Association, Alice Block, Secretary.\nAssociation,\nHovuston—Houston\nTeachers’\nEdith M. Bradley, Secretary.\n\nGertie\n\nBelle\n\nTeachers’\n\nRogers,\n\nAssociation,\n\nSecretary.\n\nMurpvo—Jones County Education Association,\nMrs. Olga I. Johnson, Secretary.\nPirrre—Central South Dakota Education Association, Charles EF. Booth, Secretary.\nReprieLp—S\npink County Educational Association, G. Helen Wilhelm, Secretary.\nSprincrieLp—Southern State Normal School,\nC. G. Lawrence, President.\nVERMILLION—Clay\nCounty\nand\nVermillion\nTeachers’ Association, J. S. Bjornson, Secretary.\n\nTennessee\nTennessee\n\nState Association\n\nof Teachers,\n\nR.\n\nI, Jones, President, Murfreesboro; P. L.\nHarned, Secretary, Clarksville.\nAspen Hitt—Giles County Teachers’ Association, Mrs. John J. Butler, Secretary.\nBiountviLLE—Sullivan County Teachers’ Association, J. C. Akard, Superintendent.\nBristot—Bristol, Tennessee, Teachers’ Asso-\n\nciation, Helen Bowyer, Secretary.\nBuena Vista—Carroll County Teachers’ Association, Lilly A. Turner, Secretary.\nCievELaAND—Bradley County Teachers’ Association, Ruth Robertson, Secretary.\nDrespen—Weakley\nCounty Teachers’ Association, F. Y. Fuqua, Secretary.\nDyerspuRCc—Dyer\nCounty\nAssociation,\nN.\nDorah Bowen, County Superintendent.\nHowHENWaALp—Lewis County Teachers’ Asso-\n\nciation, Mrs.\n\nC, Baker,\n\nHunvtincpon—Carroll\n\nAsso-\n\nRalph M. Butler, Secretary.\nTexas: State Normal College.\nGrade\nTeachers’\nCouncil,\n\nHuntsvittE—Sam Houston Normal Institute,\nH. F. Estill, President.\nKarnes Crty—Karnes County Rural Teachers’\n\nAssociation,\n\nI,\n\nP.\n\nLightsey,\n\nCounty\n\nSuperintendent.\nKaurmMan—Kaufman County Teachers, Mary\nE. Nash, Secretary.\nMrineraL Wrtis—Mineral\nWells\nTeachers’\nAssociation, Jno. D. Porter, Secretary.\nPrairie VirEw—Prairie\nView State Normal\n\nand Industrial College of Texas.\nSan Antonto—San Antonio Teachers’\ncil, Frances\n\nLonecker,\n\nCoun-\n\nSecretary.\n\nSprarMAN—Hansford County Teachers’ Institute, Lenita Fay Walker, Secretary.\nUvatpE—Trans-Medina-Pecos Teachers’ Institute, A. W. Evans, Superintendent.\nWaco—Waco\nGrade\nTeachers’\nAssociation,\nMerle Fleming, Secretary.\n\nSecretary.\n\nCounty\n\nTeachers’\n\nSecretary.\n\nLAWRENCEBURG—Lawrence\nCounty Teachers’\nAssociation, Sadie Looney, Secretary.\nMapisonvittE—Monroe County Teachers’ Association, H. I, Calihan, County Superintendent.\nMaryvittE—The\nBlount\nCounty\nTeachers’\nAssociation, Agnes I, Nuchols, Secretary.\n\nMempHis—Shelby County Teachers’ Association, John George, Secretary.\nNasHviLLE—Faculty of George Peabody College, Bruce R.- Payne.\nTrENtTON—Gibson County Teachers’ Association, F. I, Browning, Superintendent.\n\nTexas\nTexas State Teachers’ Association,\nMoore,\nPresident,\nFort\nWorth;\nEllis, Secretary, Fort Worth.\n\nW.\nR.\n\nUtah\n\nAs-\n\nciation, D. ‘IT. Barnhill, Treasurer.\nKnoxvitte—High School Teachers’ Association of Knox County, William L,. Stooksbury, County Superintendent.\n—Knoxville Teachers’ League, J. W, Trotter,\n\nciation, Mrs.\nCanyon—West\nDattas—Dallas\n\nH.\nT.\n\nUtah\nEducational\nAssociation,\nLewis, President, Salt Lake\n\nAdamson,\n\nSecretary,\n\nB.\nRoland\nCity; J. M.\n\nSalt Lake\n\nCity.\n\nAMERICAN\nForK—Alpine\nTeachers’ Association, Irving 1,. Pratt, Secretary.\nBountiFuL—Davis County Teachers’ Assoctation, Jessamine Shepherd, Secretary.\nBricHam Ciry—Box Elder Teachers’ Associa-\n\ntion, Alf I, Freeman,\n\nSecretary.\n\nDetra—Millard County Teachers’ Association,\nReva R. Beck, Secretary.\nHeser—lWasatch\nCounty Teachers’ Association, Board of Education.\nKamas—South\nSumit\nEducational\nAssociation, Howard V. Alston, President.\nLocan—Utah Agricultural College Teachers’\nAssociation, W. J. Vickers, Secretary.\nLocan Crty—Logan City Teachers’ Association, Agnes K. Dewey, Secretary.\nMr. Preasant—North\nSanpete Educational\nAssociation, J. Elmer Johansen, President.\nPrice—Carbon County Teachers’ Association,\n\nMary\n\nF. Mathis,\n\nSecretary.\n\n"}
{"page": 189, "printed_page": "167", "text": "167\n\nAFFILIATIONS\nSat Lake Crty—Granite Teachers’ Association, Laura Christensen, Secretary.\n—Salt Lake Teachers’ Association, George\nR. Archibald, Secretary.\nSanpy—Jordan District Teachers’ Association,\nE. Ray Beck, Secretary.\nSpanisH Forx—Nebo\nTeachers’ Association,\nJ. Ralph Wilkins, President.\nVERNAL—Uinta County Educational\n\ntion,\n\nA.\n\nM,\n\nGoodrich,\n\nAssocia-\n\nSecretary.\n\n”\n\nVermont\n\nLesanon—Russell\n\nCounty\n\nTeachers’\n\nAssocia-\n\ntion, Eula Wilson, Secretary.\nLexincron—Faculty of Washington and Lee\nUniversity, IL. J. Desha, Secretary.\nLyncusurc—Faculty\nof\nRandolph-Macon\n\nWoman’s College, B. W. Arnold, Jr., Secretary.\n—Lynchburg\nTeachers’ Club, Mary Tou\nTucker, Secretary.\nNewport\nNrws—Newport\nNews\nTeachers’\nAssociation, Eline Krisch, Secretary.\nNorrorK\n— Norfolk\nTeachers’\nAssociation,\n\nVermont\nState Teachers’ Association,\nEtta\nFranklin, President, Rutland; Alice Chandler, Secretary, St. Albans.\nBrattLEsoro—Brattleboro Teachers’ Association, Mary Croker, Secretary.\nBuriincton—Burlington Public School Teachers’ Association,\nKathryn\nM. Coventry,\nSecretary.\nCastLETON—Vermont State Teacher Training\nCourse, Grace Wright, Secretary.\nNewsury—Caledonia County Teachers’ Association, Anna I, Atkinson, Secretary.\n\nJoseph E. Healy, Secretary.\nPortsmoutH—Portsmouth Teachers’ Association, George B. Ish, Secretary.\nRicHMonD—General Faculty of The University of Richmond, F. W. Boatwright, President.\n—Henrico\nCounty\nTeachers’ Association,\n\nRicuFrorpv—Richford\nTeachers’\nAssociation,\nMiss L. M. Cowan, Secretary.\nSHELBURNE—Vermont Women Teachers’ Club,\nMary M. Deyett, Secretary.\nWinpsor—South Eastern Vermont Teachers’\n\nStaunton—Staunton\nTeachers’\nAssociation,\nJonnie Hiner, Secretary.\nSuFFoLK—Suffolk Teachers’ Association, Nettie Parker, Secretary.\nUniversity—General Faculty of The University of Virginia, John S. Patton, Librarian.\nWiLLiAMsspuRG—College\nof\nWilliam\nand\nMary, K. J. Hoke.\nWisre—Wise\nCounty\nTeachers’ Association,\nJ. J. Kelly, Jr., Secretary.\n\nAssociation,\n\nE. K.\n\nBoak,\n\nSecretary.\n\nVirginia\nVirginia State Teachers’ Association,\n\nJ. A. C.\n\nHurt, President, Wytheville;\nWilliam\nT.\nSanger, Secretary, Richmond.\nALEXANDRIA—Arlington County Teachers’ Association, Vinnie Wait Watson, President.\nBeprorp—Bedford County Teachers’ Association, Bessie Coppedge, Secretary.\nBrRIDCEWATER—Rockingham Teachers’ Associa-\n\ntion, Lina\n\nE. Sanger,\n\n—Bridgewater\n\nSecretary.\n\nCollege\n\nFaculty,\n\nMattie\n\nV.\n\nGlick, Secretary.\nBristot—Bristol, Virginia,\n\nTeachers’ Association, Fannie K. Godsey, Secretary.\nCuatHam—Pittsylvania County Teachers’ Association, W. D. Peake, Secretary.\nCHERRYDALE—Arlington County Teachers’ Association, Helen H. Rains, Secretary.\nDanvittE—Danville\nTeachers’\nAssociation,\n\nMrs. Lily F. Walton, Treasurer.\nEast Raprorp—Radford\nNormal\nTeachers’\nAssociation, F. B. Fitzpatrick, Secretary.\nFREDERICKSBURG — Fredericksburg\nNormal\nSchool Teachers’ Association, A. B. Chandler, Jr., President.\nHampron—Elizabeth\nCity County Teachers’\nAssociation, Garland 1,. Straughan, Secretary.\n\n—Faculty of The Hampton Normal and\nAgricultural Institute, William H. Scoville,\n\nSecretary.\nHarrtsonpurc—Harrisonburg\n\nciation, Ethel Spilman,\n\nTeachers’\n\nPresident,\n\nAsso-\n\nLottie\n\nM.\n\nEvans,\n\nSecretary.\n\n—League of Richmond Teachers, Emily C.\nRoyall, Secretary.\nRoanokrE—Roanoke Colored Teachers’ Association,\n\nMarian\n\nBowden,\n\nSecretary.\n\nWashington\nWashington Education Association, Minnie D.\nBean,\nPresident,\n‘Tacoma;\nArthur\nL,.\nMarsh, Secretary, Seattle.\nABERDEEN—Aberdeen\nTeachers’\nAssociation,\nRichard R. Balkeman, President.\nBEeLLINGHAM—Faculty\nForum of The State\nNormal School, Arthur Kolstad, Secretary.\n\n—Grade\n\nTeachers’ League, Sue M. Stewart,\n\nTreasurer,\n\nCurnrty—Cheney, Washington, Unit of the N.\nE. A., W. E. Haeseler, Secretary.\nNormal\n—Faculty\nAssociation\nof State\nSchool, Nettie Goodman.\nCrm Erum—Cle Elum Teachers, Alice Stach,\nSecretary.\nDayton—School District Number 2, J. W.\nDill.\nKyerert—Everett Grade Teachers’ Club, Nan\nSkalley, Secretary,\n—The Everett High School Teachers’ Association, Edna E. Bowman, Secretary.\nHoguram—Hoquiam\nTeachers’\nAssociation,\nRuth Birks, Secretary.\nSrattiE—Seattle\nGrade\nTeachers’\nClub,\nMyrtle Whitham, Secretary,\n—Seattle High School Teachers’ League,\nMarion\n\nMcdAllaster,\n\nSecretary.\n\n"}
{"page": 190, "printed_page": "168", "text": "168\n\nNATIONAL EpucaTION ASSOCIATION\n\n—Seattle Principals’ Association,\n\nAnna\n\nMay\n\nMatheson, Secretary.\nAssociation,\nSpoxanE—Spokane\nEducation\nIrene B. Hunt, Secretary.\n—The\nSpokane Grade Teachers’ Assoctation, Gertrude Stroud, Secretary.\nAssociaTacomMa—Tacoma\nGrade\nTeachers’\ntion, Leah I. Olsen, Secretary.\n—Tacoma High School Teachers’ Association, William M. Jolliffe, Secretary.\n—Tacoma\nPrincipals’ Association, Jennie\nM. Reed, Secretary.\nWatta Watia—Associated\nTeachers of the\nCity of Walla Walla, Grace McVicker, Secretary.\n\n—Teachers League of Walla Walla, G. McVicker, Secretary.\nYaxtma—Yakima\nGrade Teachers’ Association, Alpha Roberts, Secretary.\n—YVakima High School Teachers’ Association, FE. Tempie Spaulding, Secretary.\n\nWest\n\nVirginia\n\nWest Virginia Education Association, George\nM. Ford, President,. Charleston; W. W.\nTrent, Secretary, Elkins.\nBuckHAannon—Faculty of West Virginia Wesleyan College, Thomas W. Haught, Secretary.\nELxins—Elkins Teachers’ Club, Mrs. C. H.\nHamill, Secretary.\nKeyseEr—Mineral County Teachers’ Association, Myra M. Nefflen, Secretary.\nWeston—Lewis\nCounty Teachers’ Institute,\nWade Linger, Secretary.\nWiiiiamson—Williamson\nTeachers,\nMabel\nRobinson, Secretary,\n\nWisconsin\nWisconsin Teachers Association, Thomas W.\nBoyce, President, Milwaukee; M. A. Bussewitz, Secretary, Milwaukee.\nAsHtanp—North\nWisconsin Teachers’ Association, Lida E. Doolittle, Secretary.\nBrto1t—Beloit City Teachers, Harriet Chamberlain, Secretary.\n\nEau CrarrE—Eau\n\nClaire Public School Teach-\n\ners’ Association, Jennie Hogan, Secretary.\n—Northwesitern Wisconsin Teachers’ Association, Charles Beardsley, Secretary.\nFonp Du Lac—Fond Du Lac Council of Education, Josephine R. Tallmadge, Secretary.\n\nGreen Bay—North Eastern Wisconsin Teachers’ Association, C. F. Cole, Secretary.\n\nKauxauna—Teachers\nTessie\n\nO’Keefe,\n\nCouncil\n\nSecretary.\n\nof Kaukauna,\n\nKenosHa—Kenosha Teachers’\nBufton, Secretary.\n\nLa CrossE—The\n\nClub,\n\nRosa\n\nM.\n\nTeachers’ Club of La Crosse,\n\nMary Shane, Secretary.\n—Western Wisconsin Teachers’ Assoctation,\nI. H. Kircher, Secretary.\nMaprison—Southern Wisconsin Teachers’ Association, Mary Hargrave, Secretary.\nManitowoc—Manitowoc\nTeachers’\nAssociation, C. W. Meisnest, Secretary.\nMarinettE—Marinette\nCity Teachers’ Association, Henry E. Hansen, Secretary.\nMILWAUKEE—Faculty\nof the State Normal\n\nSchool, George E. Teter, Secretary.\n—Milwaukee Teachers’ Association, Mima\nS. Griffiths, Secretary.\nRacinE—Teachers'\nCouncil of Racine, Wisconsin, Mrs. H. J. Cadwell, Secretary.\nSHEBOYGAN—Schoolmasters’\n\nAssociation\n\nof\n\nSheboygan, O. J. Sieker, Secretary.\n—School Men’s Association, N.. A. Peterson, Secretary.\n|\nStEvENS Point—Stevens Point Normal Teachers’ Association, Ida M. Brevad, Secretary.\nSuperior—Lake Superior Teachers’ Association, John H. Andrews, Secretary.\nManitowoc—City\nSuperintendents’\nAssociation of Wisconsin, E. W. Waite, Secretary.\nWausau—Central Wisconsin Teachers’ Association, I. C. Painter, Secretary.\n\nWyoming\nWyoming State Teachers’ Association, Mrs.\nKatherine A. Morton, President, Cheyenne;\nJ. C. McGlade, Secretary, Casper.\nDIAMONDVILLE—Southern Lincoln Local, Isabelle Scofield, Secretary.\nDouctas—Converse\nCounty Teachers’ Association, Oliver W. Saul, Secretary.\nHiI.tyspaLE—Laramie County Teachers’ Association, Rose Alice Collins, Secretary.\nLanpDER—Fremont County Teachers’ Institute,\n\nVerna\n\nE. Wells,\n\nRawLins—Carbon\n\nSecretary.\nCounty\n\nTeachers’\n\nAssocia-\n\ntion, Helen A. Irving, Secretary.\nRock Sprincs—Rock Springs Teachers’ Club,\nMabel A. West, Secretary.\nTorrincton—Goshen County Teachers’ Education Association, Lulu C. Koenig, Secre:\ntary.\n\nCanada\nVANCOUVER,\ncipals’\n\nB. C.—Vancouver\n\nAssociation,\n\nSecretary.\n\nWilliam\n\nSchools\nG.\n\nPrin-\n\nGourlie,\n\n"}
{"page": 191, "printed_page": "169", "text": "DELEGATES TO THE SECOND REPRESENTATIVE ASSEMBLY\nOF THE NATIONAL EDUCATION ASSOCIATION\nBOSTON, MASSACHUSETTS, JULY 3-8, 1922\nAlabama\n\nWane, May C., Berkeley Teachers’ Association,\n2400 Durant Avenue, Berkeley.\nBorpen, Neriie Gray, Fresno Teachers’ Association, 1623 J Street, Fresno.\nHawkins, Litr1an M., Fresno Council of Education, 2247 Stanislaus Street, Fresno.\nOrr, Mary C., Fresno Council of Education, PubPS Tree Fresno.\nOBLE,\nCarrIE M., Glendale City Teachers’ Clu\nPublic Schools, Glendale.\na\n3\nBreep, LiLi1an _V., Long Beach City Teachers’\nClub, 320 Junipero Avenue, Long Beach.\nMcCurcuan, H. H., Long Beach City Teachers’\nClub, 517 West Ninth Street, Long Beach.\nBactey, Laura B., Los Angeles City Teachers’\nClub, 456 East Thirtieth Street, Los Angeles.\nBarry, Kare §., Los Angeles City Teachers’ Club,\n32342 West Avenue, 53, Los Angeles:\nDorsry, Mrs. Susan M., California Teachers’ Association, Superintendent of City Schools, Los\nAngeles.\nIverson, Ipa Curistinr, Los Angeles Association,\nHotel Trinity, Los Angeles.\nJones, Eucenta West, Los Angeles City Teachers’\nCiub, Los Angeles,\nJoos, Mrs. Viora M., Los Angeles High School\nTeachers, 362 West 54th Street, Los Angeles.\nSmitH, Laura Grover, Los Angeles High School\nTeachers’ Association, 753 South Bonnie Brae,\nLos Angeles.\nSmitH, Marcaret H., Principals’ Association (Victoria), Los Angeles.\nTuomas, EpytH, Los Angeles City Teachers’ Club,\n1109 Ingraham Street, Los Angeles,\nWarvELL, Aticrk, Los Angeles City Teachers’ Club,\nLos Angeles.\nWuitinec, LILvran, Los Angeles City Teachers’\nClub, Los Angeles.\nARLETT, EvizaBeTtH, California Teachers’ Association, 24 Linda Avenue, Oakland.\nBaxter, Bernice, Oakland Teachers’ Association,\n2558 Pleasant Street, Oakland.\nBRASEFIELD, H. D., Oakland Teachers’ Association,\n460 Hanover Avenue, Oakland.\nCueLvannp, Lucite, Oakland Teachers’ Association,\n\nBowman,\nC. P., Birmingham\nTeachers’ Association, 1714 Pike Avenue, Ensley.\nCross, JoHNNIE Mar, Birmingham Teachers’ Association, 1330 North 3oth Street, Birmingham.\nGienn,\nC. B., Birmingham\nTeachers’\nAssociation, Superintendent of Schools, 2030 Park Avenue, Birmingham.\nTuomas, Brooxig, Birmingham Teachers’ Association, 4809 Second Avenue, North, Birmingham.\nGREENHILL, N. F., Alabama Education Association,\nGuntersville.\nABERCROMBIE, JoHN W. (Ex officio), State Superintendent of Public Instruction, Montgomery.\nHoncrs, P. W. (Ex officio), State -Director, Secretary of Certification and Placement, State Department of Education, Montgomery.\nAlaska\n\nHeENvERSON,\n\nLester\n\nof Education,\n\nD.\n\n(Ex officio), Commissioner\n\nJuneau.\n\nLanz, Joun E., Alaska Association,\nPublic Schools, Juneau.\n\nSuperintendent\n\nArizona\n\nNasu,\n\nLucy,\n\nPublic\n\nArizona\n\nSchools,\n\nFRoMHEITZ,\n\nState\n\nTeachers’\n\nGlobe.\n\nRozALEE,\n\nArizona\n\nState\n\nAssociation,\nTeachers’\n\nsociation, P. O. Box 785, Miami.\nBrown, Craupve S., Arizona State Teachers’\nciation, Public Schools, Tempe.\n\nLynp,\n\nLouise\n\nB., Arizona\n\nState\n\nTeachers’\n\nAs-\n\nAsso-\n\nAsso-\n\nciation, State Normal School, Tempe.\nMattHews, A. J., Arizona State Teachers’ Association, President of the Tempe Normal School of\nArizona, Tempe.\nBrown, Herren L., Arizona State Teachers’ Association, Public Schools, Tombstone.\nArkansas\n\nMcCutston, Fred, Arkansas Education Association,\nCounty Superintendent of Schools, Hamburg.\nEvans, Brssizg (Alternate),\nsociation, 1004 McGowan\n\nWomen\nStreet,\n\nTeachers’ AsLittle Rock. ANNIE (Ex officio), State Director,\nof Primary\nGrades,\n2110\nBattery\n\nGrirFey, G.\nSupervisor\nStreet, Little Rock.\n;\nHurt,\nMrs.\nCarHarine\n(Alternate),\nArkansas\nEducational Association, 1310 Cumberland, Little\nRock.\nMetton,\nMinniz\n(Alternate), Arkansas Educational’ Association, 108 Prospect Avenue, Little\nRock.\n‘\nMippteton, Orat, Women\nTeachers’ Association,\n1615 West 23rd Street, Little Rock.\nSitu, Irene (Alternate), Women’s Teacher’s Association, 119 East 25th Street, Little Rock.\nVinson,\nRutu,\nWomen\nTeachers’\nAssociation,\n\n1710\n\nSpring\n\nWeEnNIGcER,\n\n'\n\nAssociation,\n\nWuitcoms,\n420 East\n\nStreet, Little\n\nMiss\n\nRock.\n\n(Alternate);\n\n1617 Scott\n\nWomen\n\nStreet,\n\n1515\n\nTeachers’\n\nLittle Rock.\n\nEmma, Women Teachers’ Association,\nNinth Street, Little Rock.\n\nCalifornia\n\nHunt, Auice O., Alameda County\nTeachers’ Association, 2166 Clinton Street,\nAlameda.\n:\nSancueEz, Mrs. Lucy E., Berkeley Teachers’ Asso1600\n\nShattuck\n\nAvenue,\n\nStreet,\n\nOakland.\n\nand,\nJounson, Henrietta, California Teachers’ Association, 731 Henry Street, Oakland.\nLOepeey Jorn E., Oakland School Women’s Club,\n3915\nGreenwood Street, Oakland.\nKortincer,\nE. W.,\nOakland\nPrincipals’\nClub,\nPrincipal, 1526 Webster Street, Oakland.\nMitier, Epcar E., Oakland Teachers’ Association,\n3909 Linwood Avenue, Oakland.\nMcGuire,\nMarcaret T., School Women’s Club,\nHotel Athens, Oakland.\nSuetton, Lutu, Oakland School Women’s Club,\n574 61st Street, Oakland.\nVineyarp, Marcurrite, Oakland. School Women’s\n\nArxinson, J. H., Arkansas Eucational Association,\nPublic Schools, Wilmot.\n\nciation,\n\nWebster\n\nHunter,\nFrep M., (Ex officio), Vice-President,\npubeepaeen cess of City Schools, City Hall, Oak-\n\nBerkeley.\n\n[169]\n\nClub,\n\nPublic\n\nHartman,\n\nSchools,\n\nBeurau,\n\nOakland.\n\nSan.\n\nBernardino\n\nTeachers’\n\nClub, 223 17th Street, San Bernardino.\n'\nSwaFer,\nIna, San Diego Teachers’ Association,\n\n3954 8th Street, San Diego.\nery\nArxins, Detta M., Oakland Teachers’ Association,\n704 Bush Street, San Francisco.\nhrs.\nBoccrss, Maser, California Teachers’ Association,\nAssistant Secretary, 933 Phelan Building, San\n\nFrancisco.\nBrocan, Kare\n\nj\nE., San\n\nsociation,\n795 Pine\n\n3\nFrancisco\n\nStreet,\n\nSan\n\nbl, 5.\n38\nPrincipals’ AsFrancisco.\n\n"}
{"page": 192, "printed_page": "170", "text": "NATIONAL EpUCATION ASSOCIATION\n\n170\nCarmicuart,\n\nBesste\n\nM.,\n\nSan\n\nFrancisco\n\nGrade\n\nTeachers’ Association, 954 Ashbury Street, San\n* Francisco.\nDacre, Emma I,, San Francisco Grade Teachers’\nAssociation, 45 Henry Street, San Francisco.\n\nDary,\n\nCarrié,\n\nsociation,\n\nSan Francisco\n\n1439\n\nOak\n\nStréet,\n\nGrade\n\nTeachers’\n\nSan\n\nFrancisco.\n\nAs-\n\nDierte, Atice E., California Teachers’ Association, 951 Jones Street, San Francisco,\nLeonarp, Esruer, San Francisco Grade Teachers’\nAssociation, 120 Church Street, San Francisco.\nMatanp, Emma, San Francisco Grade Teachers’\nAssociation, 769 Page Street, San Francisco.\nMooney, Mary F., San Francisco Grade Teachers’\nAssociation, 2531 Missouri Street, San Francisco.\nNorton, Auice R., California Teachers’ Association, 378 Golden Gate Avenue, San Francisco.\nCrayton, W. M., Santa Ana Teachers’ League,\nSanta Ana.\nCARMICHAEL, CeceLia, Santa Clara County Teachers’ Association, 306 West San Fernando Street,\nSan José.\nMorris, Mytrrva M., City Teachers’ Club, Edgerly\nCourt, Santa Barbara.\nPryor, Emity M., California Teachers’ Association, 1303 Lyndon Street, South Pasadena.\nParton, Evten M., Elementary Teachers’ Association, 835 West Flora Street, Stockton.\n\ntion, Public Schools, Canon City.\nGaymann, Harrret, Colorado Springs Federation\nof Teachers, t015 Colorado Avenue, Colorado\n\nSprings.\nMurray, Lapa O., Colorado Springs Federation of\nTeachers, 1112 East San Rafael Street, Colorado\n\nSprings.\n\nEstette,\n\nDenver\n\nGrade\n\nTeachers’\n\nAsso-\n\nciation, 1638 Ogden Street, Denver.\nBrapsHaw,\nSaraH\nE., Denver\nGrade Teachers’\nAssociation,\n2171\nSouth\nColumbine\nStreet,\nDenver.\nCraic, Karuering L. (Ex officio), State Superintendent of Public Instruction, Denver.\nDrs Jarpins, May\nE., Denver\nGrade Teachers’\nAssociation, 1177 York Street, Denver.\nFELpwiscH, BrErtHA, Denver Grade Teachers’ Association, Denver.\nForce, Anna Laura, Colorado Education Association, Principal Iincoln\nSchool,\n216 Sherman\nStreet, Denver.\nHatt,\nCuHartts\nD., The Denver\nSenior\nHigh\nSchool Teachers’ Association, Manual Training\nHigh School, Denver.\nHinz, Sarre, Denver Grade Teachers’ Association,\nPlymouth Hotel, Denver.\n\nHoop, Evitu, Denver Grade\n1025\n\nEast 9th Avenue,\n\nJounson,\n\nAnna\n\nLouise,\n\nciation, Denver.\n\nMoore,\n\nJosepH1InE\n\nTeachers’ Association,\n\nDenver.\n\nColorado Education Asso-\n\nG., Denver\n\nPrincipals’\n\nand Di-\n\nvectors’\nAssociation,\n1369\nHumboldt\nStreet,\nDenver.\n5\nMorris, Mary E., Colorado Education Association,\n1661 Harrison Street, Denver.\n\nMcCiure,\n\nAvera,\n\nWellington\n\nColorado\n\nHotel,\n\nEducation\n\nDenver.\n\nAssociation,\n\n;\n\nNerr, Heren L., Denver Grade Teachers’ Association, Plymouth Hotel, Denver.\nNewton, Jesse H., Colorado Education Assoctation, Superintendent of City Schools, Denver.\nSuaw, Mrs. Epna, Denver Grade Teachers’ Association,\n\nSmitH,\n\nDenver.\n\nH.\n\nB.\n\nCommonwealth\n\n(Ex\n\nofficio),\n\nBuilding,\n\nSchool,\n\nHarcu,\nEast\n\nGrorcz I,, The Denver Senior\nTeachers’ Association, South Side\nDenver.\n\nD.\n\nR.,\n\nEducation\n\nColorado\n\nSchool,\n\nHigh\n\nState\n\nDirector,\n\n332\n\nDenver.\n\nSTEELE, James H., The Denver Teachers’ Club,\n1041 Lafayette Street, Denver.\nStevens, Maupe L., Denver Grade Teachers’ Association, 1137 Clayton Street, Denver.\n\nHigh\nHigh\nte\n\n3\n\nAssociation,\n\nDenver.\n\nCrassE, Dr. J. G., Colorado Education Associa:\ntion, State Teachers’ College, Greeley.\nFREED, CHARLES E., Pueblo Branch of the N. HE. A.,\nPueblo.\n\nHornpercer, Henrietta, Grade Teachers’ Association, District No. 20, 507 West 11th Street,\nPueblo.\nCAMPBELL, SapIE, Rocky Ford Teachers’ Association, P. O. Box 373, Rocky Ford.\nLyris, Ruta, Rocky Ford Teachers’ Association,\nR, F. D. No. 2, Rocky Ford,\nRitzy, Laura, Federated Teachers’ Club of Logan\nCounty, 113 Lincoln Street, Sterling.\nCocuran, Joun I., Colorado Education Associa-\n\ntion, Public\n\nSchools,\n\nYuma.\n\nConnecticut\n\nMerevrtu, A. B. (Ex\nEducation, Hartford.\nMoort, Maser 1., East\nciation,\n\n605\n\nMain\n\nofficio),\n\nCommissioner\n\nHartford\n\nTeachers’\n\nStreet,\n\nof\n\nAsso-\n\nMiddletown.\n\nSettew, Epwarp B., Connecticut State Teachers’\nAssociation,\nSuperintendent\nof City Schools,\nMiddletown.\n\nColorado\n\nBarrett, H. M., Colorado Education Association,\nUniversity of Colorado, Boulder.\nSreacy, Mitiicent, Colorado Education Associa-\n\nBoccrss,\n\nWatson,\nSchool\n\nCampsELt, A. L., New Haven Teachers’\n1218 Yale Street, New Haven.\n\nLeague,\n\nWyman,\n\nLeague,\n\nArice\n\nE., New\n\nHaven\n\nTeachers\n\n1221 Chapel Street, New Haven.\nGraHam, Epwarp J., Connecticut State Teachers’\nAssociation,\nSuperintendent\nof City Schools,\nNorwich.\nRoycr, Heten,\n\nConnecticut\n\nState\n\nTeachers’\n\nAsso-\n\nciation, Public Schools, Norwich.\nCamp, Frep S., Connecticut State Teachers’ Assoeee\nSuperintendent of City Schools, Stamord.\n\nRICHARDSON,\n\nFLORENCE\n\nE., Stratford\n\nTeachers’\n\nAs-\n\nsociation, Washington School, Stratford.\nHine, Eprtu M., Connecticut State Teachers’ Association, 17 Cook Street, Torrington.\nCuirrenpon, H. E., Connecticut State Teachers’\nAssociation, 24 Fairview Avenue, Naugatuck.\nGarrison, Levi\n(Ex officio), State Director,\n\nState\n\nSupervisor\n\nof Schools,\n\nWillimantic.\n\nDelaware\n\nHotitoway, H. V. (Ex officio), State Superintendent of Public Instruction, Dover.\nSHILLING, JoHN, Delaware State Teachers’ Association, P. O. Box 106, Dover.\n\nSTau., H. E. (Ex officio), State Director, Director\nof Educational Research, State Department of\nEducation, Dover.\nBrinsER, IrA S., Sussex County Teachers’ Association, Superintendent of Schools, Lewes.\nSuitiinc, Rosert, Kent County Educational Association, Superintendent City Schools, Milford.\nHeim, R. W., Delaware State Teachers’ Associa‘tion, State Director of Vocational Education,\nNewark.\nBarnes, Ina Grace, New Castle\nAssociation, Rural Supervisor,\nWilmington.\n\nSuaw,\n\nSaLuié\n\nR., Delaware\n\nCounty\nCounty\n\nState\n\nTeachers’\nBuilding,\n\nTeachers’\n\nAsso-\n\nciation, 812 West oth Street, Wilmington.\nWarp, Davin A., Delaware State Teachers’ Association, Superintendent of City Schools, Wil-\n\nmington.\n\nDistrict\n\nof Columbia\n\nBattou, F. W.\n(Ex officio), Superintendent\nof\nCity Schools, Washington.\nCrastreE, J. W. (Ex officio), Secretary National\nEducation Association, 1201 16th Street Northwest, Washington.\nDavis, ADELAIDE, Secretary Education Associaiion\n\nof D,\n\nC., The\n\nSeward\n\nApartment,\n\nWashington,\n\n"}
{"page": 193, "printed_page": "171", "text": "DELEGATES\nENGLISH,\n\npied\n\nHarry\n\nington.\nGROSVENOR,\n\n(Ex\n\nofficio),\n\nState\n\nTO REPRESENTATIVE\n\nDirector,\n\nSu-\n\nof Mathematics in High Schools, Wash-\n\nEpitu L., High School Teachers’ Association, Central High School, Washington.\nJENSEN, EMMA A. (Alternate), High School Teachers Association, Central High School, Washing-\n\non.\n\nJounson,\nciation,\n\nGrack M., High School\n413\n\nClifton\n\nTerrace,\n\nTeachers’ Asso-\n\nSouth,\n\nWashington.\n\nLaruror, Eprrn, Education Association of D. C.,\nUnited States Bureau of Education, Washington.\nRuepicer, Dr, Wittiam C., President Education\nAssociation of D. C., George Washington University, Washington.\n\nEducational\n\nAssociation,\n\nHatuaway, F. A. (Ex officio), State Director, Superintendent of Schools, Jacksonville.\nSueats, W. N. (Ex officio), State Superintendent,\nTallahassee.\nPuitips,\nSHELTON, Florida Educational Association, State Rural School Inspector, Williston.\nGeorgia\nBrittain,\n\nM. L. (Ex officio), State Superintendent\n\nof Schools,\nALFRIEND,\n\nAtlanta.\n\nKyte\n\nT.\n\n(4%\n\nofficio),\n\nState\n\nDirector,\n\nBresident Georgia\nMilitary\nCollege,\nMilledgeville.\nKnowtets, Homer D., Georgia Education Association, Superintendent of Schools, Quitman.\n\nCrowes,\nF. H., Hawaii\nEducation\nAssociation,\nIndustrial Supervisor for the Island of Hawaii,\nHilo.\nHoopi,\nWire\nK., Hawaii Education Association, Principal, Kahului Public School, Kahului,\nMaui.\nMarHeEws, Saran Jf., Hawaii Education Association, Teacher, McKinley High School, 752 King\nStreet, Honolulu.\nWetts, Henry Mivron, Hawati Education Association,\nSupervising\nPrincipal,\nHamakuapoko,\n\nMaui.\n\n‘\n\nWitcox, Etsix H., Hawaii Education Association,\nCommissioner of Public Instruction for Island of\n\nKauai, Lihue,\n\nKauai.\n.,\n\n;\n\nHawati\n\nPrincipal, Liliuokalani\n\nEducation\n\nAssociation,\n\nSchool, Honolulu.\n\nIdaho\n\nReprietp,\ntendent\nZimmers,\n\nEruer E. (Ex officio), State\nof Public Instruction, Boise.\nP. J., Idaho State Teachers’\n\nSuperin:\nAssocia-\n\ntion, Superintendent of Schools, Boise.\nTeachers’\nd’Alene\nCour\nM.,\nWinona\nPerry\nAssociation,\nSherman\n719\nAvenue,\nCceur\nd’ Alene.\nSHank, THeovore B. (Ex officio), State Director,\nSuperintendent of City Schools, Coeur d’ Alene.\nCrawrorp, &. E., Idaho State Teachers’ Association,\n\nIdaho\n\nFalls.\n\nds\n\nSrpers, Waxrer R. (Ex officio), Member Board\nTrustees, Superintendent of City Schools, Pocatello.\n\nBrecxenrivcr,\nciation,\n\n302\n\nJ. L., Idaho\nSouth\n\nBoyer\n\nState\n\nAsso-\n\nTeachers’\n\nSandpoint.\n\nAvenue,\n\nIllinois\n\nTomexins,\n\nEpitu\n\nBerwyn.\n\nJ., Head Assistants’ Association,\n\nMoore, Rosert C.\nIllinois\nSecretary\nGarlinville.\n\nState\n\n;\n\n:\n\n:\n\n(Ex officio), Life Director,\nState Teachers’ Association,\n\nW.,\n\nSouth\n\nTeachers’\n\nBroad Street, Carlinville.\nFritows, Mary E., Illinois\n\nCentral\n\nDivision\n\nAssociation,\n\n626\n\nof\n\nNorth\n\nState Teachers’ Association, 1922 Patterson Avenue, Chicago.\nHarey, Marcaret A., Illinois State Teachers’ Association, 127 North Dearborn Street, Chicago.\nHaut, Aron §., Illinois State Teachers’ Association, 4349 Oakenwald Avenue, Chicago.\n\nFIARDEN,\ntion,\n\nFrances,\n127\n\nNorth\n\nIilinois State\nDearborn\n\nTeachers’ Associa-\n\nStreet,\n\nChicago.\n\nHarrietp, W. Wirsur, Chicago Normal District\nTeachers’ Association, Chicago Normal College,\nChicago.\nHays, Duprey Grant, The National Academy of\n\nInstruction,\n\n460\n\nSouth\n\nState\n\nStreet,\n\nChicago.\nMortenson,\nPrerEerR A., Illinois State Teachers’\nAssociation,\nSuperintendent\nof City\nSchools,\nChicago.\nOwen, Wit.taM B., ILilinois State Teachers’ Association,\nPresident\nChicago\nNormal\nCollege,\n\nChicago.\nRatusun, Heten\n\nM. (Alternate), Chicago Teachers’ League, 5026 Blackstone Avenue, Chicago.\nRopcers, Mary E., Chicago Principals’ Club, 4047\nMichigan Avenue, Chicago.\nSTEPHENS, Mrs, Errizg JL. (Alternate), Head Assistants’ Association, 5951 Prairie Avenue, Chicago.\nWitson,\nLitit1an\nM., Chicago\nClub,\nTeachers’\n4409 Malden Street, Chicago.\nBoyer, Epwin L,, Lake Shore Division of Illinois\n\nState\nTeachers’\nAssociation,\n29\nStreet, Chicago Heights.\nGoopigeR,\nFroyp\nT., Lake\nShore\n\nMcEldowney\nDivision\n\nof\n\nIllinois State Teachers’ Association, Superintendent\n\nof Schools,\n\nRanpie&,\n\nGirBert\n\nciation,\n\nHawaii\n\nWILson,\n\nGrorce\n\nIllinois\n\nVisual\n\nFlorida\n\nBurwity, Grace, West Volusia County Teachers’\nAssociation, Daytona.\nBurwitt, Sara, East Volusia County Teachers’ Association, Daytona.\nTurner,\nR. L., Florida\nInverness.\n\nSotomon,\n\n171\n\nASSEMBLY\n\nKEeRSHNER,\n\nChicago\n\nP., Illinois State Teachers’\n\nSuperintendent\n\nGRACE,\n\nHeights.\n\nof Schools,\n\nDecatur\n\nPublic\n\nAsso-\n\nDanville.\n\nSchool\n\nTeach-\n\ners’ Association, 444 S. Webster Street, Decatur.\nRoacH, Mary Marcaret, South Central Division\nIllinois State Teachers’ Association, 130 North\nEdward\n\nStreet,\n\nDecatur,\n\nParker,\nLeonora\n(Alternate),\nEast\nSt. Louis\nFellowship Association, 1529 Gaty Avenue, East\nSt. Louis.\nTRAMMELL, CynvrHia, East St. Louis Fellowship\nAssociation, Signal Hill, East St. Louis.\nTRIMMER, CarRMEN A., East St. Louis Teachers’\nAssociation,\n540\nVeronica\nAvenue,\nEast\nSt.\nLouis.\nHanarorp, Neue K., Elgin Teachers’ Association,\n440 Prairie Street, Elgin.\nWo aver, Frorence E., Evanston Teachers’ Club,\n1734 Orrington Avenue, Evanston.\nSmituH, Earnest A., Illinois State Teachers’ Association, Superintendent of City Schools, EKvanston,\n\nBaker, DELLA F., Geneseo Elementary Teachers’\nAssociation, 245 East Palace Row, Geneseo.\nBurpeck, Lyp1a C., Black Hawk Division, Illinois,\n243 East Wells Street, Geneseo.\n\nEncteman,\n\nJ.\n\nO.\n\n(Ex\n\nJoiner,\n\nE., School\n\nofficio),\n\nVice-President,\n\nSuperintendent of Schools, Joliet.\nGitpin, Lucinpa E., Joliet Township High School\nTeachers’ Association; 111 South Eastern Avenue, Joliet.\nHurp, Bertua, The Joliet Teachers’ Federation,\nR. eRe ass Joliet:\nMcCrosxkty,\nSopHronta\n(Alternate),\nThe Joliet\nTeachers’ Federation, 115 Illinois Street, Joliet.\n\nC.\n\nMasters’\n\nClub\n\nof Illinois,\n\nSuperintendent of Schools, Le Roy.\nGrotr, Caroxine, Illinois State Teachers’ Association, Dean of Women\nWestern Illinois State\nNormal School, Macomb.\n:\nMorcan, W. P. Illinois State Teachers’ Association, President Western Illinois State Teachers’\nCollege, 3047 North Ward Street, Macomb.\nOpvENWELLER, A. L., Illinois State Teachers’ Association,\n1029-17th\nAvenue,\nMoline.\n\n"}
{"page": 194, "printed_page": "172", "text": "172\n\nNationa Epucation ASSOCIATION\n\nTracy, Rost E., Teachers’\nCounty, 2129-7th Avenue,\n\nClub of Rock\nMoline.\n\n§., Illinois State\n\nHawkins,\n\nMay\n\nKepeees\n\nMarrua\n\nSuperintendent\n\ntion, County\nCity.\n\n222\n\nsociation,\n\nV.,\n\nJustin,\n\nAs-\n\nTeachers’\n\nState\n\nIllinois\n\nsociation, 3228-8th Avenue, Rock Island.\nHorrman, U. J., South Central Division, Illinois\nmeen Teachers’ Association, State House, Spring-\n\neld.\nPruitt, Epcar C., Illinois, State Teachers’ Association, President South Central Division, County\n;\n\nSuperintendent of Schools, Spgs Id.\neachers’ AssociaSutton, E. W.., IIlinois .State\ntion, Public Schools, Vienna.\nDivision , of\nShore\nLake\nW.,\nKetter, Paut G,\nPrincipal\nAssociation,\nIllinois State Teachers’\n.\nWaukegan\nTownship High School,\nIndiana\n\nFry, Marrre B., Indiana State Teachers’ Association, 1316 Ohio Avenue, Anderson.\nAssociation of\nE., State Teachers’\nSpice, Mary\nIndiana, 2313 Brown Street, Anderson.\nDirector,\nState\nofficio),\n(Ex\nLester\nSMITH,\n\nDean\n\nof the School of Education,\n\nUniversity\n\nof\n\nIndiana, Bloomington.\nMcCaucun,\nJ. Z. A, (Alternate) Indiana State\nTeachers’ Association, 600 East Second Street,\nBloomington.\n\nHouse, Carrié, Public School Teachers of Elwood,\n1609 South E. Street, Elwood.\nEvansville\nJ., Federation of\nLuLu\nRosrnson,\nPublic School Teachers, 11 North 7th Street,\nEvansville.\nMurpuy, ExizanEtH, Fort Wayne Teachers’ Ciub,\n\nState\n\nTeachers’\n\nBryvotr,\n\nInstruction,\n\nJamieson,\n\nCHartink,\n\nMuncie\n\nPeae ree e:\n\napolis.\n\n54\n\nMeridian\n\nIndian-\n\n®artow, Litirn, Indiana State Teachers’ Association, 1235 West Mulberry Street, Kokomo.\nTuomas, Asa JANE, Federation of Public. School\nTeachers, 315 South Adams, Marion.\nVALENTINE, Kate P., The Michigan City Teachers’\n\nRapids.\nZyxa, Appin,\nsociation,\n\nClub, 618 Bank Street, Keokuk.\nWeser, GERTRUDE, Iowa State Teachers’\ntion, 528 Orleans Avenue, Keokuk.\n\nHorrmMan,\nciation,\n\nHimena,\n\nIowa\n\nState\n\nAssocia-\n\nTeachers’\n\nAsso->\n\nLeon.\n\nVasey,\neae\n\nFrank T., Iowa Staie Teachers’ AssociaSuperintendent of City Schools, Mason\n\nHarpy,\n\nEprra,\n\nSioux\n\nCity\n\n12th. Street,\n\nSioux\n\nCity.\n\nity.\n\nTeachers’\n\nClub,\n\n1037’\n\nGarnes, J. F., Iowa State Teachers’ Association,\nCounty Superintendent of Schools, Sioux’, City.\nGitsert, Frorence A., Siowx City Teachers’* Chub,\n- 514 Allen Street, Sioux City.\nNowLtn,\nGENEVIEVE,\nHigh\nSchool\nTeachers’\nOrganization, 1720 Pierce Street, Sioux City.\nMcAnetty, J. R., Lowa State Teachers’ Association, Superintendent of City Schools, Spencer.\n\nHunt, Ciara, Wate!00 Teachers’\nWest Park Avenuc, Waterloo.\n\nAssociation,\n\n625\n\nKansas\n\nClub, 825 Spring Street, Michigan City.\n\nBurns, Jennie, Indiana State Teachers’ Association, 215 Main Street, Monticello.\nLitiian, South Bend City Teachers’\nAnperson,\nAssociation,\n128 South Chapin\nStreet, South\n\nTeachers’ AsWest, Cedar\n\nCedar Rapids Grade Teachers’ AsCedar\nist Street, West,\n510 South\nRapids.\nAssociaSamuELson, AcNES, Iowa State Teachers’\ntion, County Superintendent of Schools, Clarinda.\nMorrert, ApalingE A., Clinton Teachers’ Federation, 421-4th Avenue, Clinton,\nMcCienauan, P. E. (Ex officio), State Superintendent of Public Instruction, Des Moines. .\nPyr, Cuas. F., Iowa State Teachers’ Association,\nDes\nBuilding,\nYoungerman\n407\nSecretary,\nMoines.\n;\nn,\nAssociatio\nTeachers’\nLuxe, Sapir E., Dubuque\n876 Delki Street, Dubuque.\nFederaTeachers’\nDodge\nDean, Ciara BesseE, Ft.\ntion, 2400-10th Avenue, North, Ft, Dodge.\nMinxeu, L. H. (Ex officio), State Director, Superintendent of City Schools, Ft. Dodge.\nTart, Lucy, Iowa State Teachers’ Association, Ft.\nDodge.\nHeneLy, Eucrne, Iowa Siate Teachers’ Association, Superintendent of City Schools, Grinnell.\nSmitH, O. E., Iowa State Teachers’ Association,\nSuperintendent of City Schools, Indianola.\nHoucuton, JANE, Cedar Rapids Grade Teachers’\ni\nAseuisngns\n171\nWest\n2nd\nStreet,\nKenwood\nark.\nMcDowe\ntt, Lituian\nS., Elementary\nTeachers’\n\nAssocia-\n\nApartments,\n\nAssocia-\n\nTeachers’\n\nalls.\nGrisseLt, Evra, Cedar Rapids Grade\nsociation, 603 South 2nd Street,\n\nTeachers’ ©\n\nIndiana\n\nJ., Burlington\n\nsociation, Public Schools, Cedar Falls.\nLuss, Eva May, Faculty of Iowa State Teachers’\nCollege, 2321 Walnut Street, Cedar Falls.\nSrrrLey, H. H., Iowa State Teachers’ Association,\nPresident Iowa State Teachers’ College, Cedar\n\nIndianapolis.\n\ndiugBner, Exusa, Indiana State. Teachers’\ntion, 2406 Penn., Indianapolis.\n\nNexra\n\nExtension Professor, Iowa State Teachers’ College, Cedar Falls.\nDoucHerty, Mary C., lowa_ State Teachers’ As-\n\nFort Wayne.\n\nof Public\n\n:\n\nAsso-\n\ntion, 900 White Street, Burlington,\nCurips, Grace, (Alternate) Burlington Teachers’\n‘Association, 1301 Perkins Avenue, Burlington.\ni Teachers’ AssociaDarikEs, CHRISTINE, tora\ntion, 900 White Street,\nurlington,\nTeachers’ Association,\nState\nIowa\nD.,\nFrep\nCram,\n\n-Mitter, Cuartes F., Elkhart County Teachers’\nAssociation, County Superintendent of Schools,\nGoshen.\n‘Burris, BENJAMIN J., (Ex officio), State Superintendent\n\nSchool,\n\nTerre Haute.\nMcIntosu, D. C., Indiana\nciation, Worthington,\nIowa\n\nFeimuey, Davin, Illinois State Teachers’ Associay,\ntion, President Illinois State Normal Universit\nGo\nHe\nNormal,\nForest\nRiver\nand\nPark\nDavis, Acnes M., Oak\nTownship High School, Oak Park. |. .\nof IlCourts, Bertua M., Lake Shore Division\nouth\n617\nlinois State Teachers’ Association,\nNeed\n:\nHarvey Avenue, Oak Park.\nIllinois\nMcDaniéEt, M. R., Lake Shore Division. of\nOak\n741\n,\nPrincipal\nState Teachers’ Association,\nPark Avenue, Oak Park.\nHigh\nTownship\nL., Proviso\nJosErH\n\"THALMAN,\nRiver\nAvenue,\n128 Keystone\nSchool Faculty,\n.\nForest.\n\"Troomas, SARAH IL, (Ex officio). State Director,\nake\n401 Kishwaukee Street, Rockford.\non,\nFisuer, E. C., Illinois State Teachers’ Associati\nIsland.\nSuperntendent of Schools, Rock\nIsland\nRock\nof\nClub\nTeachers’\nMaser,\nGotpen,\nCounty, 4502-7th Avenue, Rock Island.\nHut, Lypia, Twin City Teachers’ Club, 632-44th\nStreet, Rock Island.\n\nWasusurn,\n\nAssociation,\n\nNormal\n\nCarmel.\n\nMount\n\nTeachers’\n\nState\n\nAs-\n\nTeachers’\n\nState\n\nIllinois\n\nMound\n\nState\n\nIndiana\n\nThe\n\nPresident,\n\nTeachers’ Associa-\n\nof Schools,\n\nEast 7th Street,\n\nHines, L. N., Indiana\n\nIsland\n:\n\nBend.\n\nHenverrx, S. D., Iola Teachers’ Club, 82\nt\nSherman Street, Hutchinson.\nes\nSHOWALTER, Cora, The Kansas City, Kansas, Grade\neile\nClub, 818 Sandusky Street, Kansas\n\nAssociation,\n\nThe Kansas City\nCorttins, Mary J., (Alternate\nlub, 928 Sandusky\nKansas, Grade Teachers’\nAvenue, Kansas City.\n\nBrown, Epyrut, Indiana State Teachers’ Association, 423. West La Salle Avenue, South Bend.\nCity Teachers’\nSouth Bend\nFrorence,\nReamer,\n510\n\nMain\n\nStreet,\n\nSouth\n\nBend,\n\nity.\n\n"}
{"page": 195, "printed_page": "173", "text": "173\n\nDELEGATES TO REPRESENTATIVE ASSEMBLY\nJouNston, EstrettE, Kansas\nTeachers’ Club, 1020 Park\n\nKewier,\n\nDrusitia,\n\nKansas\n\nCity,\nAve.,\n\nKansas, Grade\nKansas City.\n\nCity High School\n\nClub,\n\n1121 State Avenue, Kansas City.\nae\nMicxry, Jutia K., Du Bois Club, 1934 North 6th\nStreet, Kansas City.\n;\nPearson,\nM.\nE.\n(Ex. officio), ‘State\nDirector,\nSuperintendent of City\nSchools, Kansas City. ~\nScuuacer,\nF. L., State\nTeachers’\nAssociation,\nPrincipal Argentine High School, Kansas City.\nWEBER, AMANDA, Principals’ and Supervisors’ Clib\nCee\nCity, Kansas, Arnett Hotel, Kansas\n\nity.\n\nOcc, “EstHER, Olathe Public Schools, Olathe.\nMcCormick, Anna, Salina City Teachers’ Association, 137 South 8th Street, Salina.\nStrout, A. J., Kansas State Teachers’ Association,\nSuperintendent of City Schools, 1346 Fillmore\nStreet, Topeka.\nFrencuH,\nWitt,\nWinfield Teachers’\nAssociation,\nSuperintendent of City Schools, Winfield.\nKentucky\n\nSrewart,\nacing\n\nCora Witson,\nChairman\n\n(Ex\n\nIlliteracy\n\nort.\n\nCorvin, Grorce W.\n\nofficio)\n\nVice-Presi-\n\nCommission,\n\nFrank-\n\n(Ex officio), State Superintend-\n\nent of Public Instruction, Frankfort.\nBraptEy,\nMary,\nKentucky\nEducational\nAssociation, County Superinten ent of Schools, Georgetown.\n\nSnyper,\n\nMarrua,\n\nFaculty\n\nLeague\n\nLouisville\n\nGirls’\n\nae h School, 1021 South Brook Street, Louisville.\nSTEWART,\nJESSIE,\n(Alternate)\nFaculty\nLeague\nLouisville _.Girls’ High School,\n1401 Hepburn\nAvenue,\n\nLouisville.\n\n:\n\nMaysville.\n\nCor.\n\nT.\n\nsociation,\n\nD.,\n\nLouisiana\n\nPresident\n\noe Agricultural\n\nState\n\nLouisiana\n\nand\n\nMechanical\n\nTeachers’\n\nState\n\nAs-\n\nUniversity\n\nCollege,\n\nBaton\n\nouge.\nSrepHEeNs, E. L., Louisiana State Teachers’ Association,\nPresident,\nSouthwestern\nInstitute,\nLafayette.\nBavcer, Rutu,\n\nLouisiana\n\ntion, J. P. Benjamin\nKennepy,\nANNIE\nF.,\nAssociation\nOrleans.\n\n2725\n\nState\n\n:\nTeachers’\n\nAssocia-\n\nSchool, New Orleans.\nLouisiana State Teachers’\n\nSt.\n\nClaude . Street,\n\nNew\n\nLararcuE, W. S., President of Lowisiana State\nTeachers Association, County Superintendent of\nSchools,\n\nThibodaux.\n\n-\n\nCornFortH, Epna (Alternate),: Auburn Feachers’\nAssociation, 99 Pleasant Street, Auburmric.\n_\nHenry\n\nH.,\n\nAuburn\n\ntion, Superintendent\n\nTracy,\n\ners’\n\nMrs,\n\nAuuan,\nAgent\n\nCarrig\n\nAssociation,\n\nAuburn,\n\nH.\nfor\n\nA.\n\n(Ex\n\nRural\n\nTeachers’\n\nof City. Schools,\n\nW.\n\nMaine\n\nWe\n\n3\n\nTeacher,\n\nR.\n\nofficio), State\nEducation,\n\nF.\n\nAssocia-\n\nAuburn.\n\n(Alternate),\n\nD.\n\nDirector,\n\nTeach\n\nNo.\n\n1,\n\nState\n:\n\nAugusta.\n\nTHomas, Aucustus O. (Ex officio), State Superin;\ntendent of Public Schools, Augusta. |\nAssociaProctor, Crarence W., Maine Teachers\n,\nBangor.\nFrench,\n485\nPrincipal,\ntion,\nFranK, Hancock County AssociaMcGounprick,\nBar\nof Schools,\nSuperintendent\ntion, Union\né\nHarbor.\nTeachers\nCounty\nSagadahoc\nD.,\nWitson, Crinton\nAssociation, Principal, 691 Washington Street,\n;\nBath.\nWicut, Carrie M., Oxford County Teachers As-\n\nsociation, Teacher,\n\nBurritt,\nUnion\n\nW.\nG., Maine\nTeachers’\nAssociation,\nPrincipal State Normal School, Farmington.\nGtover, C. E, (Alternate), Maine Teachers’ Association, Union Superintendent of Schools, Fort\nFairfield.\nBotroML£&y,\n\nBethel.\n\nFrep W., Maine Teachers’\nSuperintendent of Schools,\n\n:\n\nfee\n\nAssociation,\nBrewer.\n\nWitt1am\n\nM.,\n\nPiscataquis\n\nCounty\n\n(Alternate),\n\nCumberland\n\nCounty\n\nTeachers’ Association, Union Superintendent of\nSchools, Foxcroft.\nNickerson, FrepErick M., Waldo County Teachers’\nAssociation,\nUnion\nSuperintendent\nof\nSchools, Frankfort.\nRussELt,\nW.\nE., Cumberland\nCounty\nTeachers’\nAssociation,\nPrincipal\nWestern\nState\nNormal |\nSchool, Gorham.\nCuHarirs\n\nTeachers’ Association, Principal, Gorham.\nPackarD, THomas P., Aroostook County Teachers’\nAssociation, Union\nSuperintendent .of Schools,\nHoulton.\n\nH.\n\nB., Eastern\n\nSomerset\n\nTeachers’\n\nAs-\n\nsociation,\nUnion\nSuperintendent\nof\nSchools,\nHartland.\nGoopricu,\nMerrton\n‘T., York\nCounty\nTeachers’\nAssociation,\nUnion.\nSuperintendent\nof Schools,\nKennebunk,\nGrant, Greorcr, M. D. (Alternate), York County\n\nTeachers’\n\nAssociation,\n\nSchools, Lebanon.\nFincu, ApELAIDE\nV.,\n\nUnion\n\nSuperintendent\n\nAndroscoggin\n\nCounty\n\nof\n\nAs-\n\nsociation,\nPrincipal\nDingley\nNormal\nTraining\nSchool, Lewiston.\nSrincrarr, R..L.,\nWashington\nCounty\nTeachers’\nAssociation, Union\nSuperintendent of Schools,\nMachias.\nWesser, Mrs. Extra C., Mapleton-Washburn Union\nTeachers’ Association, Teacher, Mapleton.\nWesser,\n\nburn\n\nMaine\n\nRanpatt,\n\nCetia H., Saco Valley Teachers’ AssoUnion Superintendent of Schools, East\n\nHiram.\nMatrett,\n\nCuirrorp,\n\nLouisiana\nBoyp,\n\nSanzorn,\nciation,\n\nSuHaw,\n\nWituiams, R. E. (Ex officio), State Director, Secretary\nof Kentucky\nEducational\nAssociation,\n4518 Southern Parkway, Louisville.\nRoss, Mrs. James, Kentucky Educational Association,\n\nCong,\nJoun A.\n(Alternate),\nMaine\nTeachers’\nAssociation, Union Superintendent of Schools,\nBrunswick,\nGitpaTrick, Howarp, Cumberland County Teachers’\nAssociation,\nUnion\nSuperintendent\nof.\nSchools, Casco.\n;\nRe\nHatt, W. D., Maine Teachers’ Association, Principal Eastern State Normal School. Castine.\n' Jewett, Frances C., Maine Teachers’ Association,\nUnion Superintendent of Schools, Cherryfield.\nWENTWorRTH,\nSusiE\n(Alternate),\nCumberland\nCounty Teachers’ Association, Teacher, 47 Lamb\nStreet, Cumberland Mills.\nCorson, D. Herman, Eastern Penobscot .Teachers’\nAssociation, Union\nSuperintendent of Schools,\nDanforth.\nHamMuin, James A. (Alternate), Penobscot County\nTeachers’ Association, Union Superintendent of\nSchools, Dexter.\n\nErmer\n\nH..\n\n(Alternate),\n\nUnion. Teachers’\n\nMapleton-Wash-\n\nAssociation,\n\nUnion Super-\n\nintendent of Schools, Mapleton.\nEnciisH, Frep C. (Alternate), Aroostook County\nTeachers’ Association, Union Superintendent of\nSchools, Mars Hill.\nMarr, W. M., Maine Teachers’ Association, Union\nSuperintendent of Schools, Millinocket.\nMarsHaty, S. T., Franklin County Teachers’ Association, Union Superintendent of Schools, New\nSharon.\nCHask,\nMarton\nL, Penobscot\nCounty\nTeachers’\nAssociation, Teacher, 167 Stillwater Avenue, Old\nTown.\n\nWituiams,\ners’\n\nEumer\n\nAssotiation,\n\nB., Pemobscot\n\nCounty\n\nPrincipal,\n\nTown.\n\nOld\n\nTeach-\n\nCuasy, Emity E., Portland Teachers’ Association,\nTeacher, 128 Cumberlarid Avenue, Portland.\nHutt, Harry\nC., Maine\nTeachers’ Association,\nUnion Superintendent of Schools, Rockland.\n\nHasxert,\n\nCwartes\n\nB.\n\nCounty\n\nTeachers’\n\n“Association,\n\n(Alternate),\n\nCumberland\n\nPrincipal,\n\n130\n\nGrant Street, South Portland.\nd\nKine, Hetan\nM., Maine Teachers’ Association,\nSueerere Principal, 8 Walker Street, Portland.\n‘\n\n"}
{"page": 196, "printed_page": "174", "text": "174\n\nNATIONAL EDUCATION\n\nRopinson,\n\nHreten\n\nM., Portland\n\nTeachers’\n\nAssocia-\n\nHon, Deputy Superintendent of Schools, Portand.\nSxriuincs, Marton, Portland Teachers’ Association, 147 Francis Street, Portland.\nSretson,, Livira,\nCumberland\nCounty\nTeachers’\nAssociation,\n\nPortland\n\nHigh\n\nSchool,\n\nPortland.\n\nWinc, Wiriiam E. (Alternate), Maine Teachers’\nAssociation, Principal\nof the Deering\nHigh\nSchool, Portland.\nTeachers’\nCorrin, Aticek M., Aroostook County\nSchool,\nAssociation,\nPrincipal\nof\n‘Training\nPresque\n\nIsle.\n\n‘\n\nMcGowan, Rowena, Presque Isle-Westfield Assoctation, Teacher, Presque Isle.\nOaxes,\nRatew\nG., Kennebec\nCounty\nTeachers’\nAssociation,\nUnion\nSuperintendent\nSchools,\nReadfield,\nKwapp, Cuartts B., Cumberland County Teachers’\nAssociation, Superintendent of Schools, South\nHarpswell.\nHamuin, S. M. (Alternate), Cumberland County\nTeachers’ Association, Union: Superintendent of\nSchools, South Portland.\nLeicuTon,\nRatpH W. (Alternate), Western Somerset County Teachers’ Association, Principal,\nSkowhegan.\nTeachers’ Association,\nTUTTLE\njae. Westbrook\nWestbrook,\nBoston,\n\nA.\n\nW.,\n\nMaine\n\nTeachers’\n\nAssociation,\n\nPrincipal, 725 Main Street, Westbrook.\nPacxarp, W. F., Kennebec\nCounty Teachers’ Association,\nUnion\nSuperintendent\nof Schools,\nWinthrop.\n/\nWoopruFrr,\nMarton\nP.\n(Alternate),\nWestbrook\nTeachers. Association, 58 Columbia Road, Woodord,\n\nMaryland\n\nBurpick, Dr. Wittiam, Maryland State Teachers’\nAssociation, State Supervisor of Physical Education, 2014 Lexington Building, Baltimore.\nCameron, NorMan W., Maryland State Teachers’\nAssociation,\nPresident\nSchool, Baltimore.\n\nTeachers’\n\nTraining\n\nCoox, Aubert §., Maryland State Teachers’ Association, State Superintendent of Public Instruction, 2014 Lexington Building, Baltimore.\nWEHLER, CHarRLES E., Hood College Faculty, Hood\nCollege, Frederick.\nSratey, Raymonp\nE., Maryland State Teachers’\nAssociation, Frostburg.\nLocan, M. Exien, Teachers’ Association of Baltimore County, Fullerton School, Fullerton.\nCooper, CxiarENcE G., Maryland State Teachers’\nAssociation, County Superintendent of Schools,\n‘Towson.\nHersuner,\nciation,\nTowson.\n\nJ. T. Maryland State Teachers’ AssoAssistant\nSuperintendent\nof Schools,\n\nCiara\n\nG.,\n\nBoston\n\nTeachers’\n\nClub,\n\n120\n\nTeachers’\n\nClub, 33 Acton Street, Arlington.\nRosinson, ArTHUR E,, Arlington Teachers’ Club,\nArlington.\nDonan, J. Miss, Winthrop-Russell-Everett-Mather\nTeachers’ Association, 537 Talbot Avenue, Ashmont.\n\nJoun\n\nC., Needham.\n\nSuperintendent\n\nQurimsy,\n23\n\nlL. May,\n\nThird\n\nFrenninc,\n\nMrs.\n\nTeachers’\n\nStreet,\nApams,\n\nof City\n\nStreet,\n\nTeachers’\nSchools,\n\nAttleboro\n\nAssociation,\n\nNeedham.\n\nTeachers’\n\nAssociation,\n\nAttleboro.\n\nJoun\n\nProtective\n\nE.\n\n(Alternate),\n\nAssociation,\n\n52\n\nParentClover\n\nBelmont.\nOnivE\n\nM.,\n\nBeverly\n\nTeachers’.\n\n2t Central Street, Beverly.\nCote, Jennie A., Massachusetts\ntion, Beverly. ©\nBiceLtow,\neration,\n\nWa.iace\nC., Boston\nNormal\nBoston, 17.\nFitzpatrick, Katurrtne L. (Alternate),\n\nSchool,\n\nGrant Teachers’ Association, Theodore\nSchool, East Boston.\nJones, Burr F. (Alternate), Massachusetts\n\nLyman-\n\nLyman\n\nSchool-\n\nmasters’ Club, Department of Education, State\nHouse, Boston.\n;\nMaxkEcHINE,\nErnst, Massachusetts Teachers Federation, Secretary, 15 Ashburton Place, Boston.\nMurpocx, Anna C., Boston Teachers’ Club, 362\nLongwood Avenue, Boston, 17.\nES\nOppENHEIM, GERTRUDE O., Group of Boston Elementary, Teachers, 1126 Boylston Street, Boston.\nPace, Curistina D.,. Parent-Teachers’ Protective\nAssociation, 394 Marlborough Street, Boston.\nRecan,\nKaruering\nA, (Alternate), Dearborn—\nHugh\nO’Brien, Julia\nWard\nHowe\nTeachers’\nAssociation, 49 Worcester\nStreet, Boston.\nSitu, Payson (Ex officio), Commissioner of Education, Boston.\n‘\n\nWHEELocK,\n\nLucy,\n\nMassachusetts\n\ngarten Association,\nWricut, Frank W.,\nClub, Department\nBoston.\n\nDay, C. Frances,\neration, 7 Ferry\nSruart,\n\nState\n\nKinder-\n\n100 Riverway, Boston.\nMassachusetts Schoolmasters’\nof Education,\nState House,\n.\n\nMassachusetts\n\nTeachers\n\nStreet, Bradford.\nFirora M., Bridgewater Teachers’\n\nFed-\n\nAssocia-\n\ntion, State Normal School, Bridgewater.\nMacuire, Emma, Brockton Grade Teachers’\n\nClub,\n\nBrockton.\nSampson,\nRusy\nClub, 93 High\n\nB., Brockton\nGrade\nTeachers’\nStreet, Brockton.\ni\nCoss, BertHa V., Brookline Teachers’ Club, 235\nRawson Road, Brookline.\ny\nMiter, Erra M., Brookline Teachers’ Club, 1651\nBeacon Street, Brookline.\n;\nMcSximmon,\nMary\n(Ex officio), State Director,\nPrincipal of Pierce School, Brookline.\nOwens, JoserpH E. (Alternate), Brookline\ners’ Club, 117 Kent Street, Brookline.\n\nTeach-\n\nExiot, Cuarres W. (Ex officio), Life Director,\nCambridge.\nGorman, Acnrs J., Winchester Teachers’ Club,\n63 Ellery Street, Cambridge.\nWotrarp,\nEvita\nL,., Massachusetts\nState\nUniversity Association,\n29 Everett\nStreet,\nCambridge.\nCoreman,\n\nLl. EstHer (Alternate), Chelsea Teachers’ Club, 27 Gardner Street, Chelsea.\nPrerck,\nADELAIDE,\nChelsea\nTeachers’\nClub,\n20\nLawrence Street, Chelsea.\n‘\nWivzpar, CHESTER H., Lyman-Grant Teachers’ Association, 27 Gardner Street, Chelsea.\n:\n\nWoiaHan,\n\nHeren\n\nH. (Alternate), Peabody\n\ners’ Association,\n\nKeere,\n\nHerren\n\nCastle\n\nGlenville Avenue, Allston, 34.\nFuLiLer, Frora E. (Alternate), Arlington\n\nDavis,\n\nBoypEN,\n\n164\n\nSylvan\n\nF., High\n\nStreet,\n\nSchool\n\nFeach-\n\nDanvers.\n\nWomen’s\n\nClub,\n\n76 Mayfield Street, High School, Dorchester.\nMcGratH, Grace A., Boston\nTeachers’ Club,\n\nMassachusetts\n\nHinps,\n\nASSOCIATION\n\nAssociation,\n\nTeachers\n\nFedera-\n\nCora E., Massachusetts\nTeachers\n36 Hancock Street, Boston.\n\nFed-\n\nRock\n\nStreet,\n\nDorchester\n\n25.\n\n3\n\nPoor, Littian\nB., Massachusetts\nState Kindergarten Association, 63 Tonawanda Street, Dorchester.\n\nWuiton,\n\nPriscizza,\n\nBoston\n\nTeachers’\n\nClub,\n\n122\n\nTalbot Avenue, Dorchester.\n;\n>\nExuprinck, Autserto\nM., Massachusetts\nTeachers\nFederation, 590 Commercial Street, East Braintree.\n\nScortarp,\n\n:\n\nANNIE\n\nG., Boston\n\nTeachers’\n\nClub, 11\nBowditch Street, East Braintree, 84.\nHosss, AppiE B., Beverly Teachers’ Association,\nEssex.\nArNotD,\nMeEtvirte\nA., Massachusetts\nTeachers\nFederation, Principal Horace Mann School, 20\nWalnut Street, Everett.\nFreLtows, Mary\n§., Everett Teachers’ Club, 39\nLexington Street, Everett.\nMILLER, ISABELLE (Alternate), Everett Teachers’\n\nClub,\n\n116\n\nChestnut\n\nPrior, Cuarres- F.,.\nAssociation, Union\n\n37 Laurel\n\nStreet,\n\nStreet,\n\nEverett.\n\nFairhaven\nUnion. Teachers’\nSuperintendent of Schools,\n\nFairhaven.\n\n"}
{"page": 197, "printed_page": "175", "text": "DELEGATES\n\nTO REPRESENTATIVE\n\n175\n\nASSEMBLY\n\nROBERTSON, Mase. A., Massachusetis State Kindergarten Association,\nKindergarten\nSupervisor,\nFall River.\n\nABBOT,y ARDELLE,\nARI\n\nSMALLEY,\n\n_. 233 School Street, Somerville.\nSouLk,\nMary\nB., Somerville\n\nHarry,\n\nMassachusetts\n\nTeachers\n\nFedera-\n\ntion, 611 June Street, Fall River.\nSmiry, Mary\nC., Massachusetts\nTeachers Federation, 910 Main Street, Fitchburg.\nPARKER,\nGxapys, Spencer Teachers’ Association,\nGleasondale.\nCENTER, SUSANNE,\nGloucester Teachers’ Association,\n\n20\n\nWashington\n\nStreet,\n\nGloucester.\n\nTreranp, Rarpu P., Massachusetts Teachers Federation, 1 Kent Circle, Gloucester,\nHARTWELL, Mitprep M., Franklin County Teachers’ Association, 45 Maple Street, Greenfield.\nGREELEY,\nEstHER\nM., Holyoke\nTeachers’\nClub,\n133 Chestnut Street, Holyoke.\nHarris, Hannan Marcaret, Massachusetts Teachers Federation, Hyannis.\nHarris, Henry H., Massachusetts\nTeachers Federation,\nWuippLe,\n\n93 11th Street, Lowell.\nDr. Frank\nW., Massachusetts\n\nTeach-\n\ners Federation, Ingalls School, Lynn.\nREED, Crara M., Malden Teachers’ Association,\n-550\n\nMain\n\nWicurman,\n\nStreet,\n\nMalden.\n\nJ. Lewis,\n\ntion, Malden.\nMerritt, E. W.\n\nMalden\n\nTeachers’\n\nAssocia-\n\nD.\n\n(Alternate), Marlboro Teach\ners’ Association, t94 Church Street, Marlboro.\nHatcu, BertHa C., Melrose Teachers’ Club, 34\nE. Emerson Street, Melrose.\n:\n\nLyte, Cart D. (Alternate), Everett Teachers’\nClub, 126 Green Street, Melrose:\nOscoop, Lucy R., Melrose Teachers’ Club, 52 W.\nEmerson Street, Melrose.\nBates, ADELLA W. (Alternate), Teachers’ Association of Milton, 63 Maple Street,, Milton,\nPrario, Henry T., Quincy Teachers’ Association,\n54 Belcher Circle, E. Milton.\n\nEmerson, Grorcr W., Massachusetts Teachers Federation, 10 Oakland Street, Natick.\n:\n.Coox, Raymonp H., Massachusetts Teachers Federation, Principal James B. Congdon School, 303\nMaple Street, New Bedford.\nFrencu, Mary Howard, Massachusetts State Kinpoearten Association, 18 7th Street, New Bedord,\nReEep, Erner A., New Bedford Teachers’\ntion, 61 Chestnut Street, New Bedford\n\nAssocia;\n\nDyer,\nEmiry\nJ., Massachusetts\nTeachers\neration, 56 Eldridge Street, Newton.\n\nFed-\n\nTanor, Frora A. (Alternate), Newton Grade Teach-ers’ Club, 301 Lake Avenue, Newton Highlands.\n\nTasker, Lorna B., Stoughton-Easton\ners’ Club, N. Easton.\n\nF.\n\nBuck,\n\nH.,\n\nUnion\n\nTeach-\n\nWinthrop-Russell-Everett-Mather\n\nAssociations, 100 Merrymount Street, Quincy.\nKeerr, Mary A., Quincy Teachers’ Association,\n;\n11 Woodward Avenue, Quincy.\nFrep H., Quincy Teachers’ AssociaNickerson,\nQuincy.\nSchools,\nCity\nof\nnt\ntion, Superintende\nBarr, Mary H,. (Alternate), Winchester Teachers\nClub, 31 Highland Street, Reading.\nF., The Reading Teachers\nExveandr\nEmerson,\n:\nClub; 24 South Locust Street, Reading,\n~\"\nWuirtemore, FANNIE Cuenry, Reading Teachers\né\n‘\nClub, 15 Harnder Street, Reading.\nMorst, Frank -P., Revere Teachers’ Club,15 Vic.\n:\ntoria Street, Revere.\nTeachers\nMassachusetts\nM.,\nAnperson, -MaseL\nFederation, 28 Akron Street, Roxbury.\n20\nClub,\nTeachers\nBoston\nC.,\nDickson; Myrtie\nWhiting ‘Street, Roxbury, 19. ©\nta\n2\nClub,\nTeachers’\nee\nah\nMcGIntey, See\nRoxbury, 19.\nStreet,\nJames\nSt.\nWomen,\nSchool\nHigh\nHaiti Marion, Union of\n14.\n\nRockville\n\nSuutr,\n\nStreet,\n\nRoxbury.\n\nr\n\n331\n\nWalnut\n\nMary C. (Alternate), Massachusetts State\n\nKindergarteit Association,\nF\nRoxbur\n\nMuseay > Mary C.,\nJulia Ward Howe\nBesley\n\nHecan,\n\nRoad,\n\nCiara\n\nAvenue,\naor\n\nDearborn—Hugh O’Brien,\n24\nTeachers’ Association,\n\nRoslindale.\n\nG., Somerville\n\nSchool Street, Somerville.\n\nTeachers\n\n,\n\nClub,\n\n100\n\n.Somerville\nz\nTeachers’\nClub, 71\nSomerville.\nM., Somerville Teuchers’ Club,\n\nCraigie Street,\nHosmer,\nGrorck\n\nTeachers’\n\nClub,\n\nTeachers’\n\nClub,\n\nSomerville.\n\nWoopwarp, Annie C., Somerville\n_2 Madison Street, Somerville.\n\nGoopELt, Zerma A. (Alternate), Springfield Teachers’ Economic Association, 15 Crystal Avenue,\nSpringfield. —\n\nMacMoran,\nGrace, West\nSpringfield\nTeachers’\nRO oat oe 72 Wings’ Highway, West Springeld.\nMecDurrre, WaLter V., Springfield Teachers’ EcoHoene Association, 336 Central Street, Springheld.\n\nRemy,\nLV\n\nBarrarp\nD., Springfield\nAssociation, 26 Kenward\n\neld.\n\nTeachers’\nEcoTerrace, Spring-\n\nRopinson,.CarroLL W., Springfield Teachers’ Ecoee Association, 88 St. James Avenue, Springfield.\n\nSTEERE, JULIA E., Springfield Teachers’ Economic\nAssociation, 187 Pine Street, Springfield.\nWuire, JosEPHINE A., Springfield Teachers’ Jiconome Association, 178 Baudoin Street, Spring-\n\neld.\n\nI;MERSON, CHaRrLes J., Stoneham Teachers’ Club, 23\nGreen Street, Stoneham.\nDoyize, BrancuEe E., Swampscott Teachers’ Association, 149 Humphrey\nStreet, Swampscott.\nTHOMPSON, [LaeIGHTON\n(Alternate), Swampscott\nTeachers’\nAssociation,\n6\nProspect\nAvenue,\nSwampscott.\nO’Connor, Mary E., Massachusetts Teachers Federation, 158 Highland Avenue, ‘Taunton.\nDavin, BEssiz E., Wakefield Teachers’ Association,\n24 Richardson Avenue, Wakefield.\nHatt, F. Joserpnine, Waltham Teachers’ Association, Chester Brook Road, Waltham.\nJones,\nKaturrine\nD.\n(Alternate),\nWaltham\nTeachers’ Association,\n40 Harris\nStreet, Waltham.\n\nParKER,\n\nEpna\n\nTeachers’\n\nRicker,\n\nF.\n\nClub,\n\n(Alternate),\n185\n\nAdams\n\nIpa A., Watertown\n\n.Newton\n\nStreet,\n\nPublic\n\nGrade\n\nWaltham.\n\nSchools;\n\nWater-\n\ntown,\n\nKummer, Lucy, Boston Teachers’ Club, 15 Hastings Lane, West Medford.\nMevviisH, ANNE A., Boston Teachers’ Club, 17\nDickson Street, West Somerville, 44.\nHawes, Marrua E. (Alternate), Weymouth Teachers’ Association,\n21\nFairmont\nAvenue,\nWeymouth.\n\nSHEEHY,\n\n4or1\n\nMary\n\nE. Broad\n\nI,,\n\nHigh\n\nStreet,\n\n;\n\nSchool\n\nWomen’s\n\nE. Weymouth.\n\nClub,\n\nWuire, Dora S., Weymouth Teachers’ Association,\n30 High Street Place, E. Weymouth.\nCopy, Katuerine,\nHigh School\nWomen’s\nClub,\n325 Commercial Street, Whitman.\nDyxeman,\n\nGrace,\n\nWinchendon\n\nTeachers’\n\nAssocia-\n\ntion, 18 Oak Street, Winchendon.\nBurnuaM, WiuiamM H., Clark University, Clark\nUniversity, Worcester.\nLyncu, Joun E., Massachusetts Teachers Federa* tion, 9 Stoneland Road, Worcester.\n“O'Hara, Asrcary L:, Massachusetts Teachers Federation,\n\n20\n\nVernon\n\nRucc,\n\nGrorcr,\n\nHyprs,\n\nA. J., Adrian\n\ntion,\n\n35\n\nStreet, Worcester.\n\nMassachusetts\n\nSomerset\n\nStreet,\n\nTeachers\n\nFedera-\n\nClub,\n\nClinton\n\nWorcester.\n\nMichigan\nStreet,\n\nTeachers’\n\n513\n\nAdrian.\n\nSprincer, D. W., Michigan State Teachers’ Association, 857 Tappan\nStreet, Ann Arbor,\n.\nCopy, FRANK, Michigan State Teachers’ Association, Superintendent of City Schools,\nDetroit.\nEvuiort,\nCHartes M., Detroit Teachers’ Association, Detroit.\n\n- Sropparp,\n\nCiara B., Detroit Teachers’ Association,\n\nSpeech Correction Department,\nGrand Avenue, Detroit.\n\n3779\n\nMaybury\n\neet\n\ntore\n\n"}
{"page": 198, "printed_page": "176", "text": "NATIONAL EpucaTION ASSOCIATION\n\n176\n\nTeachers’\nA. F., Detroit\nMrs.\nWo.rscutacer,\nDetroit.\n,\nAssociation, 5840 Second AvenueTeachers’ Club,\nRapids\nGrand\nM.,\nFink, Jesse\nRapids.\n125 Union Avenue, N. E., Grand\nTeachers Club,\nJewett, Carrie B., Grand Rapids\nRapids.\n152 Claremont Place, N. E., Grand\nClub of Muskegon\nCoox, Marcaret C. Teachers’\nStreet,\nHeights Public Schools, 419% Asylum\nFlint.\n\nTeachers’ Club,\nBeck, CHartes O., Highland ParkHighland Park.\nHighland Park High School,\nTeachers AsQuacxensusH, E. J.; Michigan State\nnd Park.\n\nHighla\nsociation, 127 Davidson Avenue,\ns’ Association,\nKnapp, TI. J., Michigan State Teacher\nnd Park.\nHighla\n,\nSchools\nSuperintendent of City\nTeachers’ AsState\nn\nMichiga\nB.,\nEmma\nSrreator,\nHighrd,\nBouleva\nsociation, 2900 West Grand\nJand Park.\nClub,\n\nNetson,\n\nE.\n\nH.,\n\nHighland\n\nPark\n\nciation,\n\nE. T., Michigan\n\nSecretary,\n\nState\n\nAssoCentral Minnesota Education\n\nsota\n\nMaser, Minne\n:\nUniversity Avenue, Se Paulie\nEducation AssociaSrapteton, M, A., Minnesota St..\nwank\nPaul.\ntion, 102 Western ‘Avenue,\nation,\nD. E., Minnesota Education Associ\nHickey,\nSt.\nSouth\ns,\nSchool\nCity\nof\nnt\nSuperintende\n¢\n:\nPaul.\nDivision\nof the\nSN cope 4 Ss. O., Minneapolis\nPaul.\nA,, 5660 1st Avenue, South, St. Associa:\nEducation\nMinnesota\nE.,\nG.\nMaxwety,\nCollege, Winona.\n\nHonpo,\n2395\n\nState\n\ntion, President\n\nTeachers’\n\nSchool,\n\nAsso-\n\nLansing,\n\n, Deputy\nCorrey, W. L. (Ex officio), State Director\nInstruction,\nof Public\nSuperintendent\nState\nLansing.\n‘\nAssoKayr, JAMES B., Michigan State Teachers’\n\nSchool,\nciation, President Northern State Normal\nMarquette.\n143\nFutter, Eart G., Muskegon Teachers’ Club,\nWest Webster Street, Muskegon.\nClub,\nFutter, Mrs. E. G., Muskegon Teachers’\n’\n143 West Webster Street, Muskegon.\n\nAssoctaJerrers, F. A., Michigan State Teachers’Painesdale.\ntion, Superintendent of City Schools,\nof\nChapter\nMarie\nSte.\nSault\nHELEN,\nA.\nMorsr,\nMaple\n334\nAssociation,\nEducation\nNational\nStreet, Sault Ste. Marie.\nMinnesota\nDrenFeLD, E. L. Miss, Aélantic Gateway Association, Lincoln School, Duluth.\nGateway\nAssociaAtlantic\nCuariotre,\nMatitory\ntion, Duluth,\nLinpLEY, Marcaret\nD., Minneapolis Division of\nthe N. E. A., Hopkins.\nWiexry, N. J. G., N..W. Central Minnesota Education Association, Concordia College, Moorhead.\nGrade Teachers’\nL., Minnesota\nHeven\nBauman,\nAssociation, 91 Ash Street, Minneapolis.\nAssociation,\nEducation\nMinnesota\nJane,\nBett,\n1115 West 26th Street, Minnea olis.\nEduManes\nPresident\nE.,\nPuirie\nCartson,\nSouth,\ntoth Avenue,\n2547\ncation Association,\n.\nMinneapolis\nCrancy, A. W., Bookmen’s Department of MinSouth,\nMinnesota,\n2516\nHumboldt\nAvenue,\nneapolis.\nthe\no\nSection\nTeachers’\nGer, Frorenct L., Grade\nfotel,\nCurtis\nLeague,\nTeachers\nMinneapolis\n\nTeachers’\n\nMississippi\n\nTeachers’\n\n198 Highland Avenue, Highland Park.\nWick, Corvetia C., Western State Normal\nKalamazoo.\n\nCameron,\n\n,\n\nETHEL\nSt.-C oud. |\nciation, ‘Teachers’ College, cacher\ns’ Section of the\nBarron, Nora M., Grade\n, 738 Cromwell,\nLeague\nrs’\nTeache\nMinneapolis\n;\nSt. Paul.\nof\nBoard\nofficio),\nE.. (Ex\nAcnEs\nDonerty,\n|\nSt. Paul.\n,\nSchool\nHigh\nl\nCentra\nes,\nTruste\nEdvication Association,\nGraves,\n\nBass,\n\nE. E.\n\n(Ex\n\nDirector,\n\nState\n\nofficio),\n\nSuperin-\n\nchools, Greenville.\ntendent of Cit\nTeachers’ Assocta., Mississippi\n3\nCoLEMAN\n, Jacktion, County Superintendent of Schools\nson.\n\nMississippi\n\nTaytor, W. N., Secretary\nAssociation, Jackson.\n\nEducation\n\nMissouri:\n’ AsSrrena, JoserpH A., Missourt: State Teachers State\nMissouri\nSoutheast\nPresident\nsociation,\nTeachers’ College, Cape Girardeau.\n’\nCarrer, E. M., Secretary Missowri State Teachers\nAssociation, Columbia.\nWuutams,\nC. H., Missouri\n\nsociation,\n\nUniversity\n\nof\n\na\n\nState Teachers’ AsColumbia.\nMissouri,\n\nBrincrs, Heven, The Association o High School\n3536 Genesee Avenue, Kansas City.\nWomen,\nDe Wirt, Marcaret (Alternate), The Association\nWomen, P. O. Box 599, Kansas\nSchool\nof High\nCity.\nTeachers,\nCouncil of Negro\nE.,\nJ.\nHerrirorv,\n1217. Woodland Avenue, Kansas City.\n\nLatin, Nett E., Kansas City Teachers’ Club, 4518\nMontgall Avenue, Kansas, City,\nLoncsHore, W. T., Elementary= Principals’ Association, 520 West 4oth, Stteet, Gréenwood School,\n:\nan\nKansas City.\n\nMoorman,\n\nAtris\n\nAssociation,\n\nD., “Missouri\n\nPrincipal,\n\n3404\n\nState\n\nSt.\n\nTeachers’\n\nJohn — Street,\n\nKansas City.\nois\neg\nee\nBanks, Cuartes, Northeast Missouri Teachers’ Association, Superintendent of Schools, Kirkville.\nKirk, Joun R., Missouri State Teachers’ Association, President Northeast Missouri State Teachers’ College, Kirksville.\n:\nTeachers’\nState\nH., Missouri\nWiitrM\nZetceL,\noe so2 South Stanford Street, Kirksa\n\nville.\nCramer, Detua, St. Joseph Teachers’\nr1or Church Street, St. Hees\n\nAssociation,\n\nAssociation,\nMinneapolis.\ntr1z South r2th, St.\nJoseph.\nE., Minnesota Education AsBuaispELL, Heten\nTHALMAN,\nJOHN\n..\nMissouri\nState\nTeachers’\nMinSouth,\nAvenue,\nIrving\n2877\nsociation,\nToes\nSuperntendent of City Schools, St.\nneapolis.\noseph.\nAssociaEducation\nHaney, Exvizasetu, Minnesota\nRIGHTMIRE, Berta, St. Joseph Teachers’ Assotion, 4837 Lyndale Avenue, South, Minneapolis.\nciation, 1320 Francis Street, St. Joseph.\nKinney, Mrs. T. F., Minneapolis Division of the\nWaricut, ELizasEtH, St. Joseph Teachers’ AssociaN. E. A., Minneapolis. .\ntion, 1320 Francis Street,\nSt. Joseph.\nSection\nof\n°\nMacGrecor,\nErrie, Grade\nTeachers’\nDrusHEL, J. ANDREW, Si. Louis District Associathe Minneapolis Teachers’ League, Curtis’ Hotel,\ntion,\nHarris\nTeachers’\nCollege,\nSt, Louis.\nes\nee\nGrecxs, Titi C., Missouri State Teachers’ AsLIpPITt,\n. ©., Minnesota\nEducation\nAssocia_\nsociation,\n911\nLocust\nStreet,\nSt.\nLouis.\ntion, 2395 University Ave., St. Paul.\nSt. Crair, Rosert, Elementary School Principals’\nMinneapolis Division of the\nSHEPHARD, W.\nAssociation,\nPrincipal,\n1344\nLaurel\nStreet, St.\nMinnesota Education Association, 1115 Thomas\nLouis.\n__Ave., North Minneapolis.\nGrrenge, CG A., Missouri State Teachers’ Assoctainneapolis Grade Teachers’\nMary V.,\nMurpuy,\ntion, Superintendent of City Schools, Sedalia.\nLeague,\n4109\nSheridan\nAvenue, South, MinSuater,\nNina K., Missouri State Teachers’ Asneapolis.\nsociation,\n907 West 7th Street, Sedalia.\nMinneapolis\n(Alternate),\nB.\nANNA\nStewart,\nTURNMIRE,\naT UsGe Northeast Missouri TeachPrincipals’ Forum, Madison School, Minneapolis.\ners’\nAssociation,\nCounty\nSuperintendent\nof\nof\nSection\nGrade Teachers’\nVertz, Mrs Leia,\nSchools, Unionville.\nthe Minneapolis Teachers’ League, 3730 Pleasant\nCrissmAN,\nGrorcr\nR.,\nCentral\nMissouri\nTeachers’\nAvenue, Minneapolis.\n;\nCollege\nAssociation,\nSuperintendent\nof\nCity\nBrown, J. C. (Ex officio), State Director, PresiSchools, 411 South Holden Street, Warrensburg.\ndent State Teachers’ College, St. Cloud.\nPrererMan,\n\nMay,\n\nSt. Jose\n\nTeachers’\n\n"}
{"page": 199, "printed_page": "177", "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\nCrissMAN, Mrs. G. R., Central Missouri Teachers\n’\nCollege Association; 411 South Holden\nStreet,\n; ne\nHEnprIcks,\n\n- L., Missouri State Teachers’ AsPresident\nCentral\nMissouri\nState\n\nsociation,\n\nTeachers’\n\nCollege,\n\nWarrensburg.\n\nMontana\n\nHamitton,\nDean\nJ. M, (Ex officio), State Director, State College of Agriculture, Bozeman.\nMITH, FRANKLIN NO®\nontana State Teachers’\nAssociation,\n\nPublic\n\nSchool,\n\nMoopy,\n\nLe\n\nN. (Alternate),\n\nNebraska\n\nState\n\nTeach-\n\ners’ Association, 922-8th Street, Fairbury.\nMorton,\nW.\n_ (Alternate),\nNebraska\nState\nof City\nSuperintendent\nAssociation,\nTeachers’\nSchools, Fairbury.\nStong, E. E. (Alternate), Nebraska State Teachers’ Association, Fairbury.\nWeriseL, L. W., Nebraska State Teachers’ Association, Superintendent of Schools, Geneva.\nMartin,\nGeorce E., State Teachers’ College, 932\nWest 24th Street, Kearney.\nPounp,\nOuivia, Nebraska\nWoman’s\nEducational\nClub, 1632 L, Street, Lincoln.\nAvaMs,\nJENNIE\nB.\n(Alternate),\nThe\nNebraska\nWoman's Educational Club, Lincoln.\nForuMer,\nKaTHERiInE,\nLincoln Kindergarten AsSociation, 1424 D\nStreet, Lincoln.\nHosMan,\n\nM.\n\n(Alternate),\n\nNebraska\n\nState\n\nTeachers’ Association, Secretary, Lincoln.\nHowett,\nCiarence\nE., Lincoln Teachers’ Association, 836 South 31st Street, Lincoln.\nLerver,\nM.\nC., Lincoln\nTeachers’\nAssociation,\nSuperintendent of Schools, Lincoln.\nLewton, Opar, Lincoln Teachers’ Association, 321\nNorth 17th Street, Lincoln.\nMorcENTHALER, Enna, Lincoln Teachers’ Association, 300 South 16th, Lincoln.\nAyer, Saran, Omaha School Forum, 2574 Pratt\nStreet, Omaha.\nBrveripce, J. H., Nebraska State Teachers’ Association,\nSuperintendent\nof\nCity\nSchools,\nOmaha.\nBake, Cora, Omaha\nSchool\nForum,\n504: South\n25th Avenue, Omaha.\nCHAPMAN, JOHANNA, Omaha School Forum, Bancroft School, Omaha.\nFopcr,\nMartuHa,\nOmaha\nSchool\nForum,\n3024\nPacific Street, Omaha.\nHewitt, EvizasetH, Omaha School Forum, The\nHamilton Apartments, Omaha.\nKnicut,\nErua,\nOmaha\nSchool\nForum,\n4216\nHarney Street, Omaha.\n|\nKniperatu,\nG.\nT.,\nPresident\nOmaha\nSchool\nForum, 4003 Izard Street, Omaha.\n\nLyue,\n\nOmaha\n\nSchool\n\nForum,\n\n5201\n\nRuunka, GeErtrRuDE,\nOmaha\nWebster Street, Omaha.\nScriven, E. PEARLE,\nOmaha\n\nDorotuy,\n\nSchool\n\nForum,\n\n4816\n\nSchool\n\nForum,\n\nState\n\nTeachers’\n\nUnderwood\n\nCapitol\nBarstow,\n\nAvenue,\nLouisr,\n\nsociation,\n\nThe\n\nAvenue,\n\nOmaha.\n\nOmaha.\nNebraska\n\nOrd.\n\nGrecory, L. R. (Alternate), Nebraska\ners’ Association,\nTecumseh.\n\nSmirn,\n\nCaauncey\n\nElko.\nMacLean,\n\nSuperintendent\n\n.\n\n2542\n\nGiucurist,\nMrs.\nFRANCELIA\n(Alternate),\nMerriAa\nValley\nTeachers’\nAssociation,\nI,ondon-\n\nerry.\nKnapp, Mrs.\nTeachers’\nLebanon.\n\nBarrett,\n\nAs-\n\nNew\n\nHigh\n\nWinnepesaukee\n\nLI,ondon.\n\nSchool,\n\nBurterririp, E. W. (Ex officio),\nsioner\no Education, , Concord.\ni\nCorton,\nRL, Merrimack\nValley\nsociation,\nSuperintendent\nof\nDerry.\n\nBerlin.\n\nState\n\nF\n\nCommise\nTeachers’\nAsCity\nSchools,\n\nHampshire\n\nState\n\nSireet\n\nSchool,\n\nTeachers’\n\nAsso-\n\nJersey\n\nHamitton, Exia J., Atlantic City Teachers’ Association, 39 N. Stenton Place, Atlantic City.\nJounson, Atzerta M., Atlantic City Teachers’ AsSociation, 3531 Pacific Avenue, Atlantic City.\nUxsuarer, Cerry E., Texas Avenue School Association, 143 S. Carolina Avenue, Atlantic City.\nVALENTINE,\nB. (Alternate), Atlantic City\nMary\nS.\nTeachers’\nMassachusetts\n104\nAssociation,\nAvenue, Atlantic City.\nHanton, Nora F., Kearney Br. of N. E. A., 115\n\nBeech Street, Arlington.\nHunt, Katuerine, Kearny Br. of N. E. A., 115\nBeech Street, Arlington.\nAcnew, THomas, Jr. (Ex officio), State Director,\n\nPrincipal Horace Mann\nSchool, Bayonne.\nSMmitH, Preston H., New Jersey State Teachers’\nAssociation,\nSuperintendent\nof City\nSchools,\nBayonne.\nLanpER, EpitH M.,\nciation, 39 North\n\nEast Orange Teachers’ AssoBurnett Street, East Orange.\n\nMcCautirre, Kats, East Orange Teachers’ Association, 39 North Burnett Street, East Orange.\nScort, Crirrorp J., New Jersey State Teachers’\nAssociation,\nSuperintendent\nof\nSchools,\n10\nWinans Street, Kast Orange.\nCouLter, J. Harvey, Englewood Teachers’ Club,\n47 Park Avenue, Englewood.\nConxiin, Marion\nGrrtrupE,\nHackensack\nTeachers’ Association, 333 Park Street, Hackensack.\nSmirHicx,\nAtice\nC., Montclair\nPublic\nSchool\nTeachers’ Association,\nMontclair High School,\nMontclair.\n\nHanson,\n\nFranx\n\nH.,\n\nNew\n\nJersey\n\nState\n\nAssociation,\nPrincipal\nBurnett\nHeller Parkway, Newark.\n\nTeachers’\n\nSchool,\n\n141\n\nJacoss, ZeLuA, Newark Teachers’ Association, 146\nJohnson Avenue, S. S. High School, Newark.\nRicHarpson,\n\nGirls’\n\nMrs.,\n\nNewark\n\nVocational\n\nSchool,\n\nTeachers’\n\nNewark.\n\nAssociation,\n\nJENKINS, ALBION U., Paterson Teachers’ Association, School No. 2, Paterson.\nSarcEant,\nIne G., New Jersey State Teachers’\nAssociation, Principal School No. 10, Paterson.\nLaw_er,\nMary\nE., New Jersey State Teachers’\nAssociation, Teacher, School No. 12, Paterson.\nWacner, Eimer, D., New Jersey State Teachers’\nAssociation, Pennington.\nDennis, Miss Emma\nT., Mercer County Teachers’\nClub, 295 Rutherford Avenue, Trenton.\nMortey, Maseu B., Mercer County Teachers’ Club,\n372 Brunswick Avenue, Trenton.\nWest, Roscoz L., New Jersey\nState Teachers’ Association,\nDirector\nof Elementary\nEducation,\nAdministration\nBuilding, Trenton.\n:\n\nUncer,\n\nJ. J., New\n\nJersey State\n\nTeachers’\n\nAssocia-\n\ntion, County Superintendent of Schools, Vineland.\nLounssury, Witi1am, West New York Teachers’\nAssociation, School No. 6, West New York.\nNew\n\nTeachers,\n\n(Ex officio), State Director,\n\nNew\n\nMascoma\n\nNew\n\nof City Schools,\n\nNevada\n\nBerlin\n\nFrorencr,\n\nGanges,\n\nciation,\n\nMcCotitum,\n\nW.\n\nM.\n\nAssociation,\n\nState Teach-\n\nNew Hampshire\nDanie, W. (Ex officio), State Director,\n\nHeadmaster\n\nTow1e, Cuirton A., Rockingham County Teachers’\nAssociation, Superintendent of Schools, Exeter.\n\nMissoula.\n\nNebraska\nStopparp, A. J., Nebraska State Teachers’ Associatign,\nSuperintendent\nof\nCity\nSchools,\nBeatrice.\nELLiort, Rozsert E., Nebraska\nState\nTeachers’\nAssociation, State Normal School, Chadron.\n\n177\n\nJ.\n\nR.,\n\nMexico\n\nAlbuquerque\n\nPublic\n\nSchool\n\nAlbuquerque.\nNew\n\nYork\n\nAzrams, A. W., National Academy of Visual Instruction, State Education Pepa eens, Albany.\nGraves, Frank P. (Ex officio),\nState Commissioner\nof Education, Albany.\n;\n:\n,\nSkinner, Cuartes R. (Ex officio), Life Director,\nLibrarian, Legislative Library, Albany.\nWaker,\nApam\nA., Faculty State College for\nTeachers, 46 Ten Eyck Avenue, Albany.\n\n"}
{"page": 200, "printed_page": "178", "text": "ASSOCIATION\nNatrionaL EpucaTIon\na oe\nide, a\n\n178\n\nee\n\ne\nOo\ne\nBe\n\nTeachers’\nCollege,\nCarney,\nMazen\n(Alternate),\nrzoth Street,\nUniversity, 525 West\nColumbia\nNew York City.\nAssociation _of Public\nCouren,\nHerrn\nLouise,\nSchools 14, 19, 40, 47, 50, Manhattan, Washington\nTrving High School, New York City. Manhattan,\nCosrrcan, Dorotuy, Public School 184,\n617 West 152d Street, New York City.\nQueens,\nCronan, Frances, Association District 46, City.\nQueens, New York\nPublic School 22,\nSchools\nPublic,\nof\non\nAssociati\nH.,\nCrowr, Erne,\nNew York City, $75\nManhattan,\ntr and 114,\nDrive, New. York City.”\nRiverside\nMary, Association of Public Schools\nDononur,\nNo. 4,\nNos. 4, 13, 20, % Principal Public School\nStreet, New York City.\n203 Rivington\n11,\nSchools\nPublic\nof\non\nDoyte, Jutta H., Affiliati\n17th\n11, 314 West\n8, and 95, Public School\nStreet, New York City.\n\nion,\nLuxe, Frances, Binghamton Teachers’ Associat\nCarrol Street School, Binghamton.\nTeachers’\nL., Bensonhurst\nKaruertne\nAntues,\n\n2132-85th Street, Brooklyn.\nAssociation,\nBeach\nRockaway\n(Alternate),\nADA\nBartow,\nBranch of National Education Association, 442\n\nWashington Avenue. Brooklyn,\nCort, Ambrose (Ex officio), State Director, Principal Public School No. 73, Brooklyn.\nDoyie Mary C., Association of Public Schools 155,\n25, 26, 144, 131 Gates Avenue, Brooklyn.\nEnnis, Isaper A., Federation of Teachers’ Associations, 274 Washington Avenue, Brooklyn.\nHigh School\nSara H., Manual-Erasmus\nFanry,\nLincoln\n\n191\n\nAssociation,\n\nBrooklyn.\n\nPlace,\n\nFisurr, Lucy M., Public Schools 4, 11, 12, Brooklyn, 884-71st Street, Brooklyn.\nMrs. Sarau L,, Association of Public\nHowarp,\nSchools 1, 7, 8 9, 15 of District 27, Brooklyn,\n\nNos.\nFieminc, ANNA, Affiliation of Public SchoolsSquare,\n64 and 71, Hotel Judson, 53 Washington\nNew York City.\nNew York,\nFroop, Heten, Public School 55. Bronx,\nCity.\n9s4 Grant Avenue, New York\nand 121,\nGinmartin, Reena, Public Schools 150\nan\nrth District, 76 East o4th Street, Manhatt\nBorough, New York City.\n\nt2 South Portland Avenue, Brooklyn.\nMcGuire, Anna I. (Alternate), Model Teachers’\nAssociation, 613 Macon Street, Brooklyn.\n\nPublic\n\nEtirn,\n\nMcKroucu,\n\nSchools\n\n3-44,\n\nG ates\n\n92\n\nAvenue, Brooklyn.\nAssoctaTeachers’\nF., Brooklyn\nMary\nOaxury,\ntion, Districts 33 and 35, Public School No, 145,\nBrooklyn,\nMenpersoun, Henry, Association of Teachers of\n277\nSchool,\nIligh\nJunior\nWallace\nthe Lew\nKingston Avenue, Brooklyn.\nPublic\nReynoips, JAMES J., Textile School and\nSchool 28, Manhattan Borough, Erasmus Hali\nHigh School, Brooklyn,\nSchools\nRuoprs,\nSara L., Association\nof Public\nNov.28;\n28, 84B, 113, Brooklyn, Public School\nBrooklyn.\nA., Association of Teachers of\nSmatt, Harem\nPublic Schools, Nos. 136. 146, 154, Brooklyn,\n1326 Bergen Street, Brooklyn.\nSprINGMEVER, CuHartEes E., The Franklin K. Lane\nSchool, 635 Evergreen Avenue, Brooklyn.\nVancz, RuFus A., Association of Public Schools\n148 and 55, Brooklyn, Public School 148, Brooklyn,\nWest, Rose L. (Alternate), Association of Model\nBargen\n1131\nSchools,\nTraining\nin\nTeachers\nStreet, Brooklyn.\nWincesacu,\nJosrpH\nF., Evening\nHigh\nSchool\nTeachers’ Association,\nNew\nYork, Bay Ridge\nEast High School, Brooklyn.\nHortis,\nAnna\nJ., First\nSupervisory\nDistrict,\nOswego County, Lacona.\nDatey, Mary R., Public School 93, Queens, 42\nHanover Street, Elmhurst, Long Island.\nJnrrorps, CiybE R., Elmhurst Teachers’ Association, Newton High School and Public Schools\n80, 92, Queens, Newton High School, Elmhurst,\nLong Island.\n\nBrookGranaMm, Frepprick B., Public School 35,\n;\nlyn, 138 West 105 Street, Brooklyn.\nAsson\nEducatio\nWacur, Exizasetu F., National\nan\nciation, Public Schools 63 and 25 Manhatt\n\nCity.\nBorough, 12t East 3d Street, New York\nl\nHerrit, Hest. Public School 169 and Vocationa\nBronx\n40,\nSchool for Boys, Bronx, Public School\n;\nCity.\nYork\nNew\nBorough,\nHocxurimer, Rrta, Association for Visual Instruc-\n\nof Queens,\n\nLong\n\nOrts\n\n107\n\nWinyah\n\nAvenue,\n\nNew\n\ntor\n\nHill-\n\nTeachers’\n\nClub,\n\nRochelle.\n\nPublic\n\nSchool\n\nA.,\n\nNo.\n\nTeachers\n\n42, New\n\nof Districts\n\nYork\n\nCity.\n\n2 and\n\n3.\n\natl\n\n;\n\nCity.\n\nBroov, Anna P., Public School 38, Manhattan, 509\nWest rt12th Street, New York City.\nr\nRurina\n\n54,\nBorough, 42 Northern Avenue, Apartment\n;\n;\nNew York City.\nTeachCity\nYork\nNew\nThe\nC.,\nLaueuiin, Hucu\n123d Street, New\n530 West\ners’ Association,\n?\nYork City.\n40,\nLAWRENCE, Mrs. AMELIA, Public Schools 11,\nBronx\n40,\nSchool\nPublic\nBorough,\nBronx\nBorough, New York City.\nLocal\nLELAND, Dr. Assy PorTER, 17 and 18 District York\n‘Associations, 60 West toth Street, New\nCity.\nLoupersack, Jesste L., Public Schools 15, 105,\n15,\n188G, 61, Manhattan Borough, Public School\n728 sth Street, New York City.\n18th\nMacFatt, Mary K., Association of 17th and City.\nDistricts, 425 East 145th Street, New York\nHLIZABeRE P., -Richman-Southerland\nMcCavutey,\nYork\nAffiliations, 831 East 163d Street, New\n\nMarcaret,\n\nMcCaucuern,\n\nBactey, W. C., Faculty of Teachers College, Columbia University, New York City.\nBrake,\nKaruerine\nD.,\nAssociation\nof Public\nSchools 53 and 6, Principal Public School No. 6,\ntor West 8sth Street, New York City.\nCarts,\n\nUni-\n\nColumbia\n:\n\nan\nKweaLs, Etta R., Public School 84, 93, Manhatt\n‘Citv.\nBorough, 40 Morningside Drive, New York\nn\nManhatta\n132,\nLavers, Mary E., Public School\n\nTraining\nSchool\nBoulevard,\n\nC., District 9, Manhattan,\n\nConference\n\non Educa-\n\n¢6, 50%\nJerFeRY, Frorence A., Junior High School\n}\nWest 139th Street, New York Citv.\nPrinsident,\nVice-Pre\nJones, Orive M. (Ex officio),\ncipal Public School No. 120, New York City.\n\nConnick, MARGUERITE A., Mount\nVernon Teachers’\nAssociation,\n190 Archer\nAvenue,\nMount\nVernon:\nDayton, H. Wray, Mount Vernon Teachers’ Association, 144 Stevens Avenue, Mount Vernon.\n\nSKEELE,\n\nF., National\n\ntional Method, T-achers College,\nversity, New York City.\n\nCourt\nIsland.\n\nside Street, Mount Vernon.\n,\nSanpers, A. Lourse, New Rochelle\n\nJames\n\nHosic,\n\nAcnes R., Public School No. 93, Queens\nBorough, 120 Hanover Street,-Elmhurst, L,\nNicou, Lucire, Association of Assistant Principals of New York City, 9105 97th Street, Woodhaven, Long Island.\nTroy,\nHettna\nG., Public\nSchools\n15 and\n16,\nQueens, New York, 95 Gerry Avenue, Elmhurst,\n_ Long Island.\nBorough\n\n—\n\ntion, 157 Bast 67th Street, New York City.\n\nKennepy,\n\nVaucHan,\nCzurment\nL.,\nThe\nTeachers’ Association, Hollis\n\n;\n\né\n\n2\n\nPublic\n\nSchools\n\n“Ei puNage\n\n8r. 165,\n\n170, 172, Affiliations, Manhattan, Borough, -Public\nYork\nNew\nBorough,\n159, Manhattan\nhae\nbass\n:\nity.\nMites, Dr. DupLry, Association Public Schools\n\n6, 49, 58, Evander Childs High School, Bronx\n.\noe.\n- Borough, New York City.\nNewins, JosEPHINE, District 45, Queens. Borough,\nAbe\n\nSchool\n\nQueens\n\n93,\n\nBorough,\n\nNew\n\nYork\n\nity.\n\nNewton, Mary W., The Protestant Teachers’ Asso-iation, 211 West 56th Street, New York’ City.\nParte, Atice, Public Schools 23 and 56, Manhattar\nBorough,\n\nDrive,\n\nMorningside\n\n114\n\nNew\n\nCity.\n\nYork\n\n244\n\nPauL: Francis H. J., Dewitt Clinton High Schoo\nAssociation, 899 10th Avenue, New York City\n\nPrrixotto, Bripcet\ntion,\n\nStreet.\n\nDistrict\n\nNew\n\nC., National Education Associa\n\nAssociationy\n\nYork\n\nCity.\n\n43 and\n\n;\n\n44,\n\n33: Toht\n\nemer\n\n"}
{"page": 201, "printed_page": "179", "text": "DELEGATES TO REPRESENTATIVE ASSEMBLY\nRak, Marcarer P., The Association of District\nNumber 1, Manhattan Borou h, Public\nSchool\nNo. 1, Manhattan, New York\nity.\nRicHarpson, JULIA E., Public Schools\n20, 23, 48\nroux, 215\nWest 1o4th Street, New York City.\nStrayer, Grorce D. (Ex officio), Life Director,\nTeachers\nCollege,\nColumbia\nUniversity,\nNew\nYork City.\nSTEVENS, BP. Jr., Teachers Public School 44, The\nBronx\nBorough,\n3332 Decatur\nAvenue,\nNew\nYork City.\nSten, HELEN A., District 14 and Public School\n168, Manhattan Borough, New York City.\nSoron, Crciie, District IT,-50r West 138 Street,\nNew York City.\nTHompson,\nMrs,\nDora\nR., Washington\nIrving\nHigh\nSchool\nAssociation,\nWashington\nIrving\nHigh School, New York City.\nTREMPER, FroreNcE H., Public School 119, Brooklyn, 434 West 120th Street, New York City.\n\nWeart, Mrs. Litvie M., Local Affiliation Association of Public Schools 156, 84G, 57, 137, New\n\nYork City.\nWestPpHaL, FREDERICK N., William J. Morrison\nSchool, 447 East 89th Street, New York City.\nWitson, MartHa M., Association Public Schools\n166, 141, 127,\nManhattan\nBorough,\nPrincipal\nSchool 127, Manhattan Borough, New York City.\n\nGaLiup,\n\nJackson,\n\nSchool\n\nRochester\n\n18, Rochester.\n\nTeachers’\n\nAssociation,\n\nStas, A. B., New York State Teachers’ Association,\nWest High School, Rochester.\n\nHorn, Mary A., Rockaway Beach Branch ofthe\nNational Education Association,\nPublic\nSchool\n44, Rockaway Beach.\nComprs, Puasr A., District Association 43-44, New\nYork City, Rockville Center.\n\nSmirH,\n\nCuarres\n\nJ., Mount\n\n311\n\nRye Beach\n\nsociation,\n\nVernon\n\nAvenue,\n\nTeachers,\n\nRye.\n\nAs-\n\nConway, Mary\nM., Teachers of Public Schools\n12, 13, 14, 15, 32, Borough of Richmond, Public\nSchool 15, Grant Street, Thompkinsville, Staten\nIsland.\n>\n\nSmitu, S. McKEE, Group 3 Staten Island\ners’ Association, 111 Far View Avenue,\nIsland.\n\nStockwe,\n231\n\nHart,\n\nH. S., Syracuse\n\nCannon\n\nTeachers’ Association,\n\nSyracuse.\n\nStreet,\n\nFrorence\n\nTeachStaten\n\nE.,\n\nNew\n\nYork\n\nState Teachers’\n;\nAssociation, Watertown.\nPrazopy, James E., Faculty, Morris High School,\n;\n;\n93 Carhart Avenue, White Plains.\nHigh\nJunior\nRiverside\nENNIE,\nBERMINGHAM,\nSchool, 186 Shonnard Terrace, Yonkers,\nWricut, Grack R., Yonkers Branch of New Vork\nState Teachers’ Association, 8 Landscape Avenue, Yonkers.\nNorth\n\nWricut,\n\nRosert\n\nPresident\n\nEast\n\nH.\n\nCarolina\n\n(Ex\n\nofficio),\n\nCarolina\n\nState\n\nTeachers\n\nGreenville.\n;\nBrooks, E. C. (Ex officio), State\nPublic Instruction, Raleigh.\nNorth\n\nDirector,\n\nCollege,\n\n;\nSuperintendent\n\nDakota\n\nNievtson, Hazer, B., North Dakota Education\n1\n1\nAseg\nState Department of Education, Bisjatic\nmarck,\n\"\n=\n.\nNizrson, Minnie J. (Ex officio), State Superintendent\n\nof Public\n\nMancun,\n\nV.\n\nL.,\n\nHawk,\n\nM.\n\nE., Akron\n\n- South\n\nUnion\n\nInstruction,\n\nNorth\n\nDakota\n\nBismarck,\n\nState\n\nTeachers\n\nae\n. President\nForestry\nState Normal\nchoo\nottineau,\nWALKER, Mrs.\nSapie\nA., North\nDakota\nState\n’ Association, 1209 7th Street, Fargo.\nne.\nActing State Director, North Dakota\nState Teachers’ Association, State Rural School\nInspector, Towner. —\nOhio\n\nStanton,\n\nStreet,\n\nB. F., Ohio\n\nTeachers\nAkron.\n\nAssociation,\n108\n—\n\nState Teachers\n\nSuperintendent of Schools,\nlliance.\n\nAssociation,\n\nrors S. Arch Avenue,\n\n,\n\nDIETRICH,\n\nH.\n\nC.,\n\nOhio\n\nGARBER,\n\nELizasrtru,\n\nOhio\n\nPatron,\n\nO.\n\niS)\nState\n\nTeachers\n\nAssociaAshtabula,\nTeachers\nAssociation, Box 215, Athens.\nMarnis, Dr. S. K., S. . Ohio\nTeachers Association, Athens.\nWatson, Netrrg B., Ohio State\nTeachers\nAssociation, Box 165, Athens.\nMoopy, |\nE., Ohio State Teache\nAssociation,\nSuperintendent of City Schools, rs\nHuston, NELLir, Ohio State Teache Bedford.\nrs Association,\n305 North Madriver Street, Bellefo\nOGY, W. S., West Park Teache ntaine,\nrs\nAssociation,\nerea.\nEADY, ids 6. Ohio State Teacher\ns\nAssociation,\nGouaty,\nSuperintendent\nof\nSchools,\nBowling\nreen,\nHawkins, Witson, Ohio State Teacher\ns\nAssociation,\n1024\n23rd_\nStreet,\nNorthwest,\nSuperintendent_of Schools, Canton.\nConnon, Ranpatt J., Ohio State Teacher\ntion, Denton Building, Superintendent s Associaof Schools,\nCincinnati.\nGerBer,\nAmy,\nNorwood\nTeachers\nAssociation,\n3316 Fairfield Avenue, Cincinnati.\nMacke, E. F., Cincinnati Teachers\nAssociation,\n3009 Clifton Avenue, Cincinnati,\nMerry,\n-_ M.,\nCincinnati\nSchoolmaster\nClub,\nHughes\nHigh School, Cincinnati.\n\ntion, Superintendent\n\nM.,\n\nThe\n\nof City Schools,\nState\n\nCincinnati\n\nPrincipa\n\nsociation, Rothenberg School, Cincinn ls’ AsPeterson, ANNA L,., Cincinnati Teacher ati.\ns Association, 18 Haddon’ Hall, Cincinnati.\nBaker, Rusy, Cleveland Heights Teacher\ns\nAssociation, 1912 East 97th Street, Clevela\nnd.\nCAMPBELL,\nIsaBELt,\nCuyahoga\nCount\nTeacher\ns\nInstitute, 2249 East 83rd_ Street, Clevela\nnd,\nCannan, Erriz, Ohio State Teachers\nAssocia\ntion,\n1762 East 80th Street, Cleveland.\nEvprepcr, A. C., Ohio State Teacher\ns\nAssociation, Board\nof Education,\nCleveland.\nGrirFitH,\nBarron,\nCuyahoga\nCounty\nTeacher\ns\nInstitute, Brooklyn\nStation,\nCleveland.\nTHaze,\nR., Cleveland\nTeachers\nFederati\non,\n871 Parkwood\nDrive, Cleveland.\nKirx, W. H., Ohio State Teachers\nAssociaton,\nSuperintendent\nof City Schools,\nEast Cleveand.\nCooxson, Cuartes W., Ohio State Teachers\nAssociation,\nCounty\nSuperintendent of Schools,\nColumbus.\n:\n\nMixiican, Mrs. Crara F., The Columbus\nTeachers Federation, 642 Kast Rich Street, Columbus\n,\nRozserts, Mary W., The Columbus Teachers\nFederation, 548 Franklin Avenue, Columbus.\nHeiser,\nBess M., The Dayton\nTeachers\nClub,\n614 Grafton Avenue, Dayton.\n\nLirren,,\n\nAnna H., Ohio State Teachers\nAssociation, No. 3 Forest Apartments,\nDayton.\nFocarty, W. S., Ohio State Teachers Association,\nCounty Superintendent of Schcols, Eaton,\nJoserH, Epna, Ohio State Teachers\nAssociation,\n435 West 6th Street, Elyria.\nSHELton, F. M., Ohio State Teachers\nAssociation, Superintendent of City Schools, Elyria.\nWitiert, Grace K,, Elyria City Teachers\nAssociation, 414 Sixth Street, Elyria.\n\nGreen,\n\nC.\n\nR., Findlay! Organization\n\nof National\n\nEducation\nAssociation,\n129\nJeffras\nAvenue,\nFindlay.\nMcDermort,\nIva Iy., Ohio State Teachers Association, 125 West High Street, Fostoria.\nHowe tts, Epitn M., Youngstown\nEducation Association, 123 East Wilson Street, Girard,\nCREAMER,\nF., Lorain\nTeachers\nClub,\n1057\nAvenue, Lorain.\nWashington\nKeiser,\nCuarzes §., Lorain Teachers\nClub, x12\n6th Street, Lorain.\nDatry, Exvizasern B., Marion City Teachers\n<Association, 663 East Center Street, Marion.\n\nMcMitran,\n\nJesse\n\nV., Ohio\n\nState\n\nTeachers’\n\nAsso-\n\nciation, 108 South Beech Street, Oxford.\nRe1veER, Mrs. Harriett G., Ohio State Teachers\nAssociation, 524 Franklin\nStreet, Piqua.\nPrerce, C, C., Cuyahoga County Teachers Association, Superintendent of Schools, Rocky River,\n\n"}
{"page": 202, "printed_page": "180", "text": "CIATION\nNaTIoNAL EpuCATION ASSOi\ne\n>\ne\n\n180\n\nTeachCHapMaNn, CHARLES K. (Alternate), Toledo\ners. Association, ‘Toledo.\nAssociation,\ns\nPottock, J. A., Ohio State Teacher\n1024 Prospect. Avenue, Toledo.\nFederation,\nMcMyter, H..7., Cleveland Teachers\n\nWarrensville.\nHigh School of Commerce,\nAssociaE., Ohio State Teachers\nREYNOLDS,\nPark,\nWest\nAvenue,\ntion, 3610 Lydian\nYellow\n\nCollege,\nAntioch\nC.,\nPuirie\nNaso,\nF\nSprings.\nYoungstown\n(Alternaie),\nNELLIE GRANT\nGreen,\nAvenue,\ndale\nLauder\n143\nEducation Association,\nYoungstown.\nTeachState\nOhio\nate),\n(Altern\nTuomas, M. ANN\nSchool,\nMonroe\nPrincipal\nAssociation,\ners\nYoungstown.\nNorris F., Zanesville Teachers AsScunetper,\nlle.\nsociation,\n\n126\n\nN.\n\n6th\n\nStreet,\n\nZanesvi\n\nOklahoma\n\nAssociation,\nDetay, Dora C., Oklahoma Education\nCentral High School, Muskogee.\nion,\nAssociat\non\nEducati\nDeLay, Erta H., Oklahoma\nCentral High School, Muskogee.\nTeachMutual\nCity\nFacen, Even C., Oklahoma\ntion,\n\nOklahoma\n\nCity.\n\ners’ Associa\nEducation AssoOklahoma\nPrrRy,\nCARMICHAEL,\nciation, 1216 South Frankfort, Tulsa.Association,\nion\nC., Oklahoma Educat\nGriccs,\n43 North Wheeling Street, Tulsa.\nOklahoma Education AssoGriccs, Mrs.\n\nWheeling\n43 North\nSchool,\nWhittier\nciation,\nStreet, Tulsa.\ns’ AsTeacher\nCity\nTulsa\nM,\nWItLia\nHackenvorr,\n\nsociation, Riverview School, Tulsa.Vice-President,\nOsERHOLTZzER, E. E. (Ex, officio), ‘Tulsa.\nSuperintendent of City Schools\n, Tulsa.\nPierce, Heren, Tulsa City Schools\nTanor, Zor, Tulsa City Schools, Tulsa.\n\nma EduHomerrcer, If. H., Northwestern Oklaho Of. |City\nSuperintendent\nAssociation,\ncation\nrd.\nSchools, Woodwa\nOregon\nTeachers’ AsMcLaucutin, J. O., Oregon State City\nSchools,\nof\nSuperintendent\nsociation,\nCorvallis.\nion,\nKirk, R. W., Oregon_State Teachers’ Associat\nCity.\nSuperintendent of City Schools, Oregon\nAssociation,\nCrarK, AppiE, Oregon State Teachers’\n600 Hawthorne Avenue, Portland.\nTeachers’\nState\nOregon\nJ.,\nIA\nCorNnEL\n,\nSpencer\nPortasshcsnee Kennedy Elementary School,\n\nand.\nTeachSxinneER, Jessiz A., Portland High SchoolPortland.\ners’ Association, Campbell Hill Hotel,\nAs’\nTeachers\nGrade\nSpooner, JuLia A., Portland\nsociation,\n\nBox\n\n188,\n\nR.\n\nNo.\n\n3.\n\nLents\n\nStation,\n\nPortland.\n\nion,\nTuaxter, B. A., Portland Principals’ Associat\n1062 Buehla Vista Terrace, Portland.\nAssocia’\nTeachers\nState\nOregon\nWerks, MyrtLx,\n.\ntion, 1789 Willamette Boulevard, Portland\n. (Ex officio), State Director,\nWHITNEY,\n1247\nAssistant Superintendent of City Schools,\nCleveland Avenue, Portland.\nPennsylvania\nn\nLinc, Epwarp §&., Pennsylvania State Educatio\nAssociation, Abington.\nDopp, H. W., President Pennsylvania\ncation Association, Allentown.\n\nState\n\nEdu-\n\n218\nK,, Altoona\nGamper, Marcaret\nCrawford Avenue, Altoona.\nSuperInstitute,\nLayton, S. H., Altoona Teachers’\nintendent of City Schools, Altoona.\nMirizr, Nan, Altoona Association, 804 6th Avenue, Altoona.\nKerr, Atick McKrr, Pennsylvania State Association, 138 Hawthorne Street, Edgewood Park.\nAssociation,\nTeachers’\nErie\nGERTRUDE,\nSrites,\n816 Poplar Street, Erie,\nAssociation,\n\nMonc,\n\nMarta,\n\nErie\n\nTeachers’\n\nAssociation,\n\nHolland Street, Erie.\nCrowt, Anna V., Harrisburg Teachers’\n21s North Street, Harrisburg.\n\n2822\n\nInstitute,\n\nTeachers’ Institute,\nDucan, Cora §., Harrisburg\n;\n729 Park Street, Harrisburg.\n), State Superinofficio\nFinecan, Tuomas E. (Ex\nHarrisburg.\ntendent of Public Instruction,\nHarrisburg\n(Alternate),\nCATHARINE\nFIAIFLEIGH,\nStreet, HarrisGreen\n1115\nTeachers’ Institute,\nburg.\nState EduKeitey, JAMES HERBERT, Pennsylvania\nSquare,\n10 South Market\ncation Association,\n\nHarrisburg.\nnt State Normal\nKerrn, Dr. Joun A. H., Preside\nSchool, Indiana.\nSchool\nMen’s AssociaCotes, WALTER F., High\ntion, Philadelphia.\ns’ AssoTeacher\nApams, Epwin W., Philadelphia\nand\nSeventh\nSuperintendent,\nciation,\nDistrict\nDelancey\nStreets, Philadelphia.\nphia\nPhiladel\nte),\n(Alterna\nF.\nBerssiz\nBrown,\nWashington\nMartha\nAssociation,\nTeachers’\nSchool, 44th and_ Aspen, Philadelphia.’ AssociaPhiladelphia Teachers\nCuarp, AMY\nSouth\n2101\nHigh,\nPhiladelphia\nSouth\ntion,\n;\nBroad Street, Philadelphia.\nAssocia’\nTeachers\nCuase, Maris F., Philadelphia\nand\n44th\nSchool,\nWashington\nMartha\ntion,\nAspen, Philadelphia.\nAsso’\nTeachers\nphia\nPhiladel\nLou,\nA.\nCoss, Mrs.\nciation, 1305 Frazier Street, Philadelphia. PhilDapp, C. F., High School Men’s Association,\nadelphia.\nCaroting V., Philadelphia Teachers’ .\nHAMILTON,\nBywood,\nAvenue,\nSellers\nzo14\nAssociation,\nPhiladelphia.\n\nArice\n\nHorsroox,\n\nIpg,\n\nTeachers’\n\nPhiladelphia\n\nM.,\n\nsociation, Girls’ High\nGarden, Philadelphia.\n\n17th\n\nSchool,\n\nGuavys\n\nG.,\n\nPhiladelphia\n\nAssociation,\n\n1733\n\nPark\n\nDoctor\n\nand\n\nAs-\n\nSpring\n\nTeachers’\n\n17th\nSpecial Education,\nDirector\n‘Association,\nand Pine Streets, Philadelphia\nKnowtes, Exvizasetu S., Pennsylvania State Education\n\nNorth,\n\nAvenue,\n\nPhiladelphia.\nLanpis, HENRY G., Pennsylvania State Education\nAssociation, 4401 North oth Street, Philadelphia.\nLIPPINCOTT, FLORENCE M., Philadelphia Teachers’\n2101\nHigh,\nPhiladelphia\nSouth\nAssociation,\nSouth Broad Street, Philadelphia.\nAsTeachers’\nia\nPhiladelph\nS.,\nMontacus, EDWIN\nsociation, Blain School, 30th and Norris Streets,\nPhiladelphia.\nTeachers’\nPhiladelphia\nG.,\nWALTER\nMcMiLuen,\nAssociation, District Superinten ent, 317th and\nPine Streets, Philadelphia.\nNuszaum, Louts, Philadelphia Teachers’ Associaabove\n19th\nSu erintendent,\nAssociate\ntion,\nChestnut Street, Philadelphia.\nSuaw, Reusen_T., Pennsy vania tate Education\nAssociation,\n\nWest\n\nPrincipal\n\nPhiladelphia\n\nBoys’\n\nHigh School, Philadelphia.\nJ. H,, Philadelphia Teachers’\nExizanrta\nVat,\n2101\nHigh,\nPhiladelphia\nSouth\nAssociation,\nSouth Broad Street, Philadelphia.\nAssociation,\nTeachers’\na\nWesp, C. A., Philadelphi\nEast High, Eighth and Lehigh, PhilaNorth\ndelphia.\nUnit-National. EduALTSMAN, HAZEL, Pittsburgh\ncation Association, Fifth Avenue High School,\nPittsburgh.\nHOLLINGER,\n\nJoHN\n\nA.,\n\nPennsylvania\n\nState\n\nEduca\n\nSede piacere 3418 Parkview Avenue, Pittsurgh.\n‘\nAnrtHony, JouHn W., The Elementary Principals\nPittsburgh.\nBoyce, Evta Ruts, Teaching Staff of the PittsSchools,\nCentre\nburgh\nPublic\n4632\nAvenue,\n\n;\n\nPittsburgh.\n\nState EducaC. R., Pennsylvania\nCritcHFIELD,\nStreet, Mount\ntion Association,\n311\nRochelle\nliver Boulevard, Pittsburgh.\nGarwoop, Dr.C. H., Teaching Siaff of the Pitts\n\nburgh\n\nPublic\n\nburgh.\nHarris, Apa\n\nVan\n\nSchools,\n\nFulton\n\nSTonE,\n\nPenns\n\nBuilding,\n\nIvania\n\nPitts.\n\nState Edu.\n\ncation Association, Hancock\nSchool, Pittsburgh\nLanc, X1na, Teaching Staff of the Pittsburgh Pub\nlic Schools, 1447 Alabama Avenue, Pittsburgh\n\n"}
{"page": 203, "printed_page": "181", "text": "DELEGATES\n\nLyons,\n\nAnna\n\nPittsburgh\n\nSwan,\n\nGrace\n\n(Alternate),\nPublic\n\nG.,\n\nTeaching\n\nSchools,\n\nTeaching\n\nTO REPRESENTATIVE\n\nStaff\n\nPittsburgh.\n\nStaff\n\nof\n\nof\n\nthe\n\nthe\nf\n\nPitts-\n\nburgh Public Schools, Pittsburgh.\nGoopenoucH,\nMarrua,\nReading Teachers’ Associtation, 806 North\n11th Street, Reading,\nRhode\n\nUtah\n\nAsso-\n\nCarolina\n\nDakota\n\nBrown, JANE, Aberdeen City Teachers’ Association, 412 South 4th Street, Aberdeen.\nWittiams, Lipa M., South Dakota Education Association, Northern Normal & Industrial School,\nAberdeen.\nHuntincton, Marcaret, South Dakota Education\nAssociation,\nNorthern\nNormal\n&\nIndustrial\nSchool, Aberdeen.\nVoss, Epwarp F., Spink County Teachers’ Association, Superintendent of Schools, Doland.\n\nEmery,\n\nJune,\n\nPresident\n\nAssociation,\n\nMadison.\n\nSouth\n\nDakota\n\nEducation\n\nKineston,\nAcnes\nA., South Dakota Education\nAssociation, Madison.\nMontcomery, ALicke, South Dakota Education AsAssociation, Madison. ©\nBrown, VetMa, South Dakota Education Association, Pierpont.\nMartin, Bonnié (Ex officio), Acting State Superintendent of Public Instruction, Pierre.\nTennessée\nZEIGLER, JoHN S., Tennessee State\nsociation, Superintendent of City\n\nSxipmore,*C.\n\nCounty\n\nWesser, Grorce Harris (Ex. officio), State Director, South Carolina State Teachers’ Association, Superintendent of City Schools, Beaufort.\nSouth\n\nGizzons, ApaH-D.,\nThe Teachers’ Council,\n.32\nMartin Street, San Antonio.\nie\"?\nJounson, Ora, Texas State Teachers’ Association,\n332 Wilkens Street, San Antonio.\n~\nTHurman, W. A., Texas State Teachers’ Association, County Court House, San Antonio.\n\nIsland\n\nWaite, Norman E., Central Falls Teachers’\nciation, 109 Cottage Street, Pawtucket.\nSouth\n\n181\n\nASSEMBLY\n\nEducation_AsSchools, Chat-\n\nSupt.\n\nH.,\n\nof\n\nUtah\n\nEducational\n\nSchools,\n\nBrigham.\n\nAssociation,\n\nMcDonatp, Emity (Alternate), Utah Educational\nAssociation, Holliday.\nWesstER, EMMA JANE (Alternate), Utah Educational Association, R,\nF.\nNo. 7, Murray.\nNurraty,L. J., JRr., Utah Educational Association, Director, Training School, Brigham Young\nUniversity, Provo.\nFerris, OxiveE (Alternate), Utah Educational Aseee tee 47 Buckingham Apartments, Salt Lake\nity.\n\nFretz, ExvizaserH V., Utah Educational Association, Salt Lake City.\n:\nJennincs, Marrua B, (Alternate),\nUtah Educational Association, The Bransford Apartment A,\nSalt Lake City.\nJensen, C. N. (Alternate) (Ex officio), State Superintendent of Public Instruction, Utah Educational Association,\nSalt Lake City.\nLYTLE, Saray\nJ., Salt Lake City Teachers’ Association, 950\nLogan Avenue, Salt Lake City.\nSANDERS,\n.\n. (Alternate),\nUtah\nEducational\nAssociation, Salt Lake City.\n\nSmirH, C. ArrHur,\n\nSalt Lake City Teachers’ Asso-\n\nciation, 622 Elizabeth Street,\nVan Cort, Oscar (Alternate),\n\n(Shae jell 1728\n\nSouth\n\nMain\n\nity.\n\nWuean,\nLitwian\n(Alternate),\nAssociation,\n402\nBelvedere\nLake City.\nVermont\n\nSalt Lake City.\nUtah Educational\n\nStreet,\n\nSalt Lake\n\nUtah Educational\nApartments,\nSalt\n\ntanooga.\nJones, O. H., Shelby County Teachers’ Association,\nP. O.. Box 144;° Lucy.\n\nErwin, C. lL. (Alternate), Vermont State Teachers’ Association, District Superintendent Schools,\nBellows Falls.\n\nBrown,\n\nMrs.\n\nJ. D.,\n\nTennessee\n\nState\n\nTeachers’\n\nciation,\nDistrict\nSuperintendent\nof\nSchools,\nBrattleboro.\n,\nCuHapMAN,\nEmma\nJ., Burlington\nPublic School\n\nJones,\n\nWarton\n\nS.,\n\nTennessee\n\nState\n\nTeachers’\n\nBatre, RusyEe_A., Shelby County Teachers’ Association, 26 North Belvedere Boulevard, Memphis.\n\nAssociation, Board of Education, Memphis. |\nHarris, Ciara L,, Shelby County Teachers’ Association, Court House, Memphis.\n\nAssociation,\nSuperintendent\nof City\nSchools,\nMemphis.\n}\n:\nWitiuiamMs,\nCuHart\nO.\n(Ex\nofficio),, President,\nN. E. A. Executive Comittee, Memphis.\nh\nSmit, S. L,., Tennessee State Teachers’ Association, Commercial\nClub Building, Nashville.\nTexas\n\nMoort, M. E., Jefferson County Teachers’ Association, Superintendent of City Schools, Beaumont.\nHitt, J. A., Texas State Teachers’ Association,\n’\nCanyon.\nKern, GertruvE M., Dallas. Grade_Teachers Association, 1818 Bennett Avenue, Dallas.\n\nLeta Len, Texas State Teachers’ Asso-\n\nWitiams,\n\n:\nAssociaon\nAssociation,\n\nciation, 3210 Lemman Avenue, Dallas.\nGorsutt, CATHERINE, El Paso Teachers’\nq\ntion, Wallace Annex, El Paso.\n\nHicerns, Gertrupe, El Paso Teachers’\n1\nro1s North Florence Street, El Paso.\nTexas Christian\nBrziincton, F. ch Faculty of\nWorth.\nFort\nU.,\n'T.\nUniversity,\nE., Texas State Teachers’ Association,\nEvans, C.\n\nFort Worth.\n\nMarours,\nion,\n\n812\n\nR.\n\nFort\n\nwherrine\n\nBell\n\n:\n\nTexas\n\nL.,\n\nWorth.\n\nMamiz\n\nS.\n\nAvenue,\n\n(Ex\n\nState\n\nTeachers’\n\nAssocia-\n\nState\n\nDirector,\n\nofficio),\n\nHouston.\n\nNusseaum, Iva R., Houston\nBender Hotel, Houston.\nBuck, Nannie Mer, Texas\nciation, Superintendent of\nCarter, E. e\" Texas State\nPort Arthur,\n\n;\n\nj\n\n-\n\nTeachers’ Association,\n:\nState Teachers’ AssoSchools, Mercedes.\nTeachers’ Association,\n\nEppy,\n\nErne\n\nA., Vermont\n\nTeachers’\n\nAssociation,\n\nClub,\n\nPearl\n\nIsHeM,\n\nWomen\n\nBurlington.\n\nExizanetH\n\nC., Vermont\n\n323\n\nStreet,\n\nWuirtier,\n\nJoun\n\nJunior\n\nWomen\n\nand\n\nAsso-\n\nTeachers’\n\nBurlington.\n\nD., Vermont\n\nsociation, Burlington.\nBowporn, L. A., South Eastern\n\nAssociation,\n\nTeachers’\n\nState Teachers’\nVermont\n\nSenior\n\nHigh\n\nAs-\n\nTeachers’\n\nSchool,\n\nLudlow.\n\nDaniE ts, M. E., Caledonia County Teachers’ Association,\nDistrict\nSuperintendent\nof\nSchools,\nLyndonville.\nFarrcuitp, W. W., Vermont State Teachers’ Association,\nSuperintendent\nof\nCity\nSchools,\nRutland.\nFRANKLIN, Evra M., Vermont State Teachers’ Association, Principal Lincoln School, Rutland.\n- JWitson, THropore H., Caledonia County Teachers’ Association, Saint Johnsbury.\n|,\n“WoopruFF,\nCAROLINE ‘S. (Ex officio), State Directos, Saint Johnsbury.\nVirginia\nLepserrer, Vrota E., League\ners’ Association, Ford.\nCuanvter,\n\nSchool\n\nA.\n\nB.,\n\nfor Women,\n\nJr.,\n\nof Richmond\n\nPresident\n\nFredericksburg.\n\nState\n\nTeachNormal\n\nKrister,\nW. H. (Alternate), Virginia State Teachers’ Association, Superintendent of City Schools,\nHarrisonburg.\n\nBryant, Mrs. E. P. (Alternate), Norfolk Teachers’ Association, Norfolk.\n;\nSweeney, Rosert, Portsmouth Teachers’ Association, 309 Dinwiddie Street, Portsmouth.\nBINFORD,\nH., League of Richmond Teachers’\nAssociation, 412 North 8th Street, Richmond.\nW., State Teachers’ Association,\nGuy, Grorce\nP. O. Box 1667, Richmond.\n\n"}
{"page": 204, "printed_page": "182", "text": "Nationa Epucation ASsociATION\n\n182\n\n§., Virginia State Teachers’\nMarion\nHancxet,\nAvenue, Richmond. |\nAssociation, 2601 Stuart\nState Teachers’ Association,\nVirginia\nH.,\nA.\nHitt,\nEighth\nSuperintendent of City Schools, North\n‘\nStreet, Richmond.\n,\n\nNannig W. (Ex officio), State Director\n\nTompson,\n120\n\nSecond\n\n,\n\nRichmond.\n\nAvenue,\n\nVaucuan, B. F., Richmond Colored Teachers’ As.\nsociation, 608 North Second Street, Richmond\nW., League of Richmond\nExizasetH\nWinston,\n\nRichTeachers’ Association, 1607 Grove Avenue,\nmond.\nVirginia\nState\n(Alternate),\n1\nJounson, G. L. H.\nof City\nSuperintendent\nTeachers’ Association,\nSchools, Taunton.\n‘\nSomers, W. E. (Alternate), Virginia State Teachers’ Association, Wachapreague.\nAparr, Cornetia S, (Ex officio), Executive Com‘\nmittee, Williamsburg,\n. C. (Ex officio), Vice-President,\nCHANDLER, J\nMary,\nand\nPresident of the College of William\nWilliamsburg.\n:\n\nWashington\n\nRicuarp, Marta E. A., Bellingham Grade Teachers’ League, 1315 West Hol y, Bellingham.\n\nN. D., Cheney\n\nSHowatter,\n\nUnit of National Edu-\n\nNormal\nState\nPresident\nAssociation,\ncation\nNormal School, Cheney.\nMeicuen, Z. May, Washington Education Association, Court House, Chehalis,\nBracu, C. E., Washington Education Association,\nSupt. of Schools, Enumclaw.\nPreston, Mrs. JosePHINE\nCoruiss\n(Ex officio),\nLife Director, State Supt. of Public Instruction,\n\nOlympia.\nApams, Kart F., Seattle Principals’ Association,\nPrin. of Lincoln High School, Seattle.\nNina O., ecatile Grade\nBucuanan,\nRainer Grand Hotel, Seattle.\n\nTeachers’\n\nClub,\n\nCates, Cassiz C., Washington Education Association, 705 Lowman Bldg., Seattle.\nDaut, FLORENCE, Seattle Grade Club, Interlake\nSchool,\n\noe\n\nSeattle.\n\nRose, Seattle High School Teachers’ League,\n\neattle.\n\nTeachers’\nH. J., Seattle High School\nGreen,\nLeague, 3143 West Laurelhurst Drive, Seattle.\nClub,\nGrade\nSeattle\nof\nPresident\nS.,\nDora\nHERREN,\nGreen Lake School, Seattle.\nMarsu, ArtHur L,, Washington Education AssoLowman Bldg., Seattle.\nciation, Secretary, 705\nMcCxiurs, WortH, Washington Education Associa-\n\ntion,\n\nPrin.\n\nof Gatewood\n\nSchool,\n\nSeattle.\n\nSnow, Myra _L., Washington Education - Association, 317 Central Bldg., Seattle.\nWitson, Maser V., Seattle Grade Club, John Hay\nSchool, Seattle.\nStUBBLEFIELD, FRANCES, Spokane Education Association, Brunot Hall, Apartments L, Spokane.\nTRUMBELL, Appiz, Washington Education Association, 809 4th Street, Spokane.\nYeacer, F. V., Washington Education Association,\nCo. Supt. of Schools, Spokane.\nBurr, Exsit, Spokane\nGrade Teachers’ Association, 1118 Knox Street, Spokane.\nRicwarpson, Marcaret, President Spokane Grade\nTeachers’ Association, Stanford Hotel, Spokane.\nBran, Minnie D., President of Washington Edu-\n\ncation Association,\n\nCo. Supt. of Schools, Tacoma.\n\nGrricer, Wititiam F., Washington\nciation, Supt. of City Schools,\n\nEducation\n\nOakes\n\nExsik,\n\nActing\n\nStreet, Tacoma.\n\nState\n\nDirector,\n\n1132\n\nTrent,\n\nSecretary,\n\nrector,\n\nStouts\n\nNorth\n\nEducation\n\nVirginia\n\nW., West\n\nW.\n\ntion,\n\nElkins.\n\nAssocia-\n\n1\n\nRoster, JoseeH, West Virginia Education Association, Prin. State Normal School, Fairmont.\nTeachers’\nCounty\nM., Mineral\nMyra\nNereuen,\nf\nAssociation, Keyser.\nDirector,\nState\nParker, Firorence J. (Ex officio),\nPrin. of the High School, New Haven.\n(Ex officic), Life DiT. Marcertus\nMarsa,\nMill.\n\n.\n\ni\n\nJacos, S. S. Jr. (Alternate), West Virginia Education Association, Wheeling.\nSarcrant, Neitz V., Williamson Teachers’ Association, Public Schools, Williamson.\nWisconsin\n\nStcor1a, Wisconsin\n\nQuiciey,\nBlue\n\nTeachers’ Association,\n\nRiver.\n\nHart, Nerriz, La Crosse Teachers’ Club, 1509\nState Street, La Crosse.\nHintcen,\nJosepuine,\nWestern\nWisconsin Teachers’\nAssociaion,\n1233\nWest\nAvenue,\nS. La\nCrosse.\n\nCaLtaHaNn, JouHn (Ex officio), State Superintendent of Public Instruction, Madison.\nDicx,\nGrorce S.,. Wisconsin\nTeachers’ Association,\nState\nSupervisor\nof\nRural\nSchools,\nMadison.\n\nBrown,\n\nBertram\n\nciation,\n\n442\n\nE.,\n\n24th\n\nMilwaukee\n\nAve.,\n\nTeachers’\n\nAsso-\n\nMilwaukee.\n\nAssociation, 1305 Grand Ave., Milwaukee.\nGarpNEr, ErHer M., Milwaukee\nTeachers’ Association, 308 4th Ave., Milwaukee.\nHerron, Scuuyier C., Milwaukee Principals’ Association, Milwaukee.\nMarks,\nHannan,\nMilwaukee\nTeachers’ Association, 254 Mason St., Milwaukee.\nMenzet, Frora, Milwaukee Teachers’ Association,\n2228 Kilbourn Ave., Milwaukee.\nMcMinn,\nAmeuia,\nState Normal\nSchool,\nMil-\n\nCostELLo,\n\nMarcaret,\n\nsee\n\nWisconsin\n\nGC\n\nTeachers’\n\nfi\n\nEARSE,\nCARROLL\nG.\nx officio), Life Director,\nPres. State Normal School, Hae\nA\n:\nRosuntHaL, ANNETTE, Wisconsin Teachers’ Association, 1419 Cedar St., Milwaukee.\nLoneanrcker,\nF. M., Wisconsin\nTeachers’\nAssociation, Supt. of City Schools, Racine.\nRicuarps,\nPrart,\nThe\nTeachers’\nCouncil\nof\nRacine, 733 Wisconsin\nSt., Racine.\nANDREWS, JOHN, Wisconsin Teachers’ Association\n\nPrin., Superior.\n‘\nSims, J. F. (Ex officio), State Director, President\nState Normal\nSchool, Stevens Point.\n\nSpinpLeR,\n\nF.\n\nN.,\n\nStevens\n\nPoint\n\nNormal\n\nSchool\n\nTeachers’ Association, Stevens Point.\nDoupna, Epear G., Wisconsin\nCity Superintend-\n\nents’ Association,\nconsin Rapids.\n\nSupt.\n\nof\n\nCity\n\nSchools,\n\nWis-\n\nWyoming\n\nAsso-\n\nTacoma.\nErswortH, IsaBELLa, Tacoma Grade Teachers’ Association, ‘Tacoma.\nGrass, W. F., Tacoma High School Association,\n9507 East EK. Pl., Tacoma.\nHitt, Craupia O., President of Tacoma\nGrade\nTeachers’ - Association,\n1105\nNorth\nProspect\nStreet, Tacoma.\nMacDonaLp,\nSaraw\n(Alternate),\nTacoma\nGrade\nTeachers’\nAssociation,\n623\nSouth\nK_ Street,\nTacoma,\nMaxam,\n\nWest Virginia\nAssociation,\nTeachers’\nBluefield\nRacuet,\nMyers,\nBluefield.\nt\nForo, Grorcr M. (Ex officio), State Superintend:\nent of Schools, Charleston.\n(Alternate), West Virginia State\nKnicut, E.\nSupervisor\nState Asst.\nAssociation,\nEducation\nof Schools, Charleston.\nWest Virginia Education AssoMutpoon, J.\nSchools,\nRural\nof\nSupervisor\nState\nciation,\n.\nCharleston,\n\nHamitton, May, Wyoming State Teachers’ Association, 931 South Durbin Street, Casper.\nCooper, Jessiz, The Laramie County Teachers’ Associaiton,\n\nCheyenne.\n\nListon, Jussizy C., The Laramie County Teachers’ Association, 118 W. 26th St., Cheyenne.\nHuy, Ina_B., Sheridan\nCounty\nTeachers’ Association, Sheridan.\n\nHuyke,\n\nJuan\n\nEducation,\n\nB.\n\nSan\n\nPorto\n\nRico\n\n(Ex\n\nofficio),\n\nJuan.\n\nCommissioner\n\nof\n\n"}
{"page": 205, "printed_page": "183", "text": "GENERAL SESSIONS\nBOSTON ADDRESSES\nTHE\n\nNEW\n\nEDUCATION\n\nW. G. COVE, PRESIDENT OF THE NATIONAI, UNION OF TEACHERS OF\nENGLAND AND WALES, RHONDDA, WALES\nIn spite of grave difficulties immediately confronting the teaching profession in Britain, the kind invitation extended to me by your President\nto be present at this conference was readily accepted by me, and enthusiastically agreed to by the Executive of the National Union of Teachers.\nIt was felt, and I believe rightly felt, that the organized bodies of\nteachers in the various lands have too long been strangers, and that nothing\nbut good would accrue to the profession, education, and international\nunderstanding, from a coming together of those who are engaged in the\nwork of education throughout the civilized world.\nIt is my belief, extravagant though it may seem in the present state of national suspicions\nand antagonisms, that the educators of childhood and youth can, if they\nhave the vision and the desire, be the strongest force for peace and goodwill amongst the democracies.\nIf in our collective and individual capacities we rise to a concept of our world-wide humanist mission, we cannot\nbut be a force greater than any that kings or statesmen can mobilize.\nThere can be no doubt that the school is an international factor of\npotent force, and it is within the power of its teachers to use it for the\ndestruction or the healing of the nations.\nIt is a sacred trust, a dynamic\nconcept, and if we are to be faithful to it, we must realize ourselves as\nworld citizens whose task it is to integrate its moral and spiritual forces.\nWe must banish from the schools a nationalism that does not find its\nhighest expression in service to humanity.\nWe must eradicate national\njealousies, prejudices, and hatreds and let the spirit of common childhood,\ncommon parenthood permeate and brood over the schools.\nTo us is given the privilege of seeing a common humanity sanctified and\nmade pure in the child we educate. To us is given the honour of placing\nat the disposal of growing life the best of the inheritance of the past and\nthe duty of nurturing the promise of things that are to be. The teachers\nof Britain welcome, therefore, in the spirit of common purpose and high\nendeavor, your kindly invitation to their President.\nI would, Madam President, that I could bring with me a message of\nhope and recorded progress from my native land. I would, too, that I\ncould confidently state that the war had changed the heart of musty and\ncynical old Europe.\nBut truth to observation and conviction compels me\n1183]\n\n"}
{"page": 206, "printed_page": "184", "text": "184\n\nNaTIONAL EpucATION ASSOCIATION\n\nantagonisms and national\nto state that Europe is still riven with economic\nrealization of a brothera\nto\npath\nthe\nd\nsuspicions. ‘The war has not cleare\nd\nOur Prime Minister stated that an old man greete\nhood of the nations.\nMr.\nsaid\n”\n“And,\nna.\nhim on his return from Genoa calling it Gehen\nfor I felt there was but\nall,\nafter\nit\nfrom\nfar\nnot\nwas\n“it\n,\nGeorge\nLloyd\nevil place. At times I\na slight partition intervening between us and that\nI want to say that\nAnd\nrom.”\ntheref\ng\ncould smell the very fumes arisin\nplane of material\nthe\non\nus\nto\ncome\nwill\npeace\ng\nI do not believe lastin\nMany of the\nony.\nconcessions, political adjustments, and economic hegem\nthe democand\nchancellories of Europe are still drunk with materialism,\nis material\nsought\nis\nthat\n‘The integration\nracies crushed by pessimism.\ng inabidin\nThe\ntory.\ntransi\nand\nle\nand economic, and therefore unstab\nmoral,\nctual,\nintelle\nof\nplane\nthe\nplane;\nhigher\na\ntegration must be sought on\nIt is here that the school can play its great part.\nand spiritual well-being.\nalist habit of mind of statesmen and of peoples.\nmateri\nthe\norm\ntransf\nmust\nIt\nthe\nIt must preserve, in the cross currents of materialism the kingdom of\nas\nbut\nmock,\nand\nlaugh\nwill\nage\nideal. I know that European cynical old\nainspir\nour\ndraw\nwe\nand\nyouth,\nand\nood\neducators we have faith in childh\ntion from the future: Through the emotional appeal of the child we must\nAs educators we know our dependence\nbring about the triumph of reason.\nupon world culture, and we must not let the dominance of finance capital\nprevent the children entering into their rightful heritage.\nAs we look round at the effect of modern industrialism we note that one\nof its baleful effects has been the mechanising of life. ‘‘Mechanism domiWe have seen human personality\nnates life and not life mechanism.”\ndwarfed, stunted, and twisted into ugly shapes by the dominance of a\nmechanised industry and a mechanised society. Life has become, for millions of men and women, purposeless, stale, and flat. We have thought\nIt is the\nin terms of material values and not in terms of human values.\nIt is\npurpose of the school to restore to us the correct content of value.\nour task to make society see the truest economy in happy childhood, growing\nlife, and creative play and work.\nI do not bemoan the fact that modern\ncivilization is based upon machine production.\nI have no regrets about\nthe application of. science to the provision of man’s material needs. What\nI do object to is the mechanising of human life and the material appraisement of human personality. And there is no inevitable need that this\nshould be so, for the school, rightly conceived by society and given its\nproper place and function in society, is capable of performing the task of\npreserving and conserving the intellectual, moral, and spiritual legacies of\nthe ages.\nThe school in modern society is the social unit for the exercise and development of all that we term humanism.\nAnd there is abundant evidence\nthat the schools of Europe and America are realising their high mission\nand calling in the preservation of the human in this machine age. No\nlonger do we regard the children as passive recipients of facts. No longer\ndo we emphasize mere knowledge.\nWe recognize variant individualities\n\n"}
{"page": 207, "printed_page": "185", "text": "Tue New Epucation\n\n:\n\n185\n\nand unfolding personalities.\nWe treat with reverence and wonder unfolding life. The escape for the child from a mechanised society is found\nin the spontaneous activities of the school.\nNot only is this true of our\ninfants and junior schools, but it is increasingly becoming true of our senior\ndepartments.\nFurther, if we are to preserve our adolescents from the banal\nmechanising of a machine age, we shall have to provide them with creative\nand recreative purpose in our schools. The logic of the machine is to\nnegate skill for thousands of youths, and it is abundantly clear that the\nschool must provide the educative purpose that industry ¢an no longer\nprovide.\nI would point out too that moral derelicts are made in the leisure\ntime of youths, in the reaction from the monotony of machinefacture.\nIt\n\nis here that the school can provide the stimulus to creative activities, and\nthus give meaning and purpose to youth.\nThere can be no doubt that the war ushered in a new era, and it did\nso by accelerating and intensifying the social tendencies that had already\nan incipient existence in industry and society since the industrial revolution. We have, the world over, industry integrated and organized upon\na vaster scale than ever before; we have combinations of industrial and\nfinancial groups unprecedented in. their industrial, financial, social, and\npolitical power.\nThe world, as never before, is economically one. Yet\nin spite of the economic unity of the nations, there is no corresponding\nintellectual, moral, or spiritual appreciation of its implications for human\nconduct.\nIntellectually the vast mass of mankind, the democracies of the\nworld, have not perceived the delicate and complex relationships of the\nmodern society, much less have they any appreciation of its moral and\nspiritual significance.\n‘The vastness and complexity of modern society\nwith its subtle economic reactions, have left them dumb and passive. ‘The\nmaterial progress of men seems to have outrun the intellectual, moral,\nand spiritual capacity of democracy.\nIt is the school that must give\ndemocracy the power of adjustment to the new conditions.\nIt is the\nschool that must save personality from intellectual, moral, and spiritual\npassivity. There is nothing more tragic, nothing more dangerous to civiliThe\nzation than the mental stupor and moral inertness of masses of men.\npassivity that gives its brains to the sensational press, the intoxication of\n\ngambling, and which allows its mental and moral fibre to be weakened by\npicture shows is a bar to all true progress. The school must save democracy\nand civilization for progress, by nurturing the constructive impulses of the\nThe greatest safeguard against future wars will be found\ncommon man.\nin the intellectual perception by democracy of the unity of civilization, and\nthe active participation of the common man in the social and _ political\nquestions of the day. ‘The school must give the knowledge upon which\nsound citizenship is founded, and the moral fibre which active citizenship\ndemands.\nI know that we have in the West political systems which we are pleased\nto term democracies, whether monarchical or republican.\nBut has the\npart played by the people in them been an active one? Have not decisions\nof life and death been taken without reference to them, yes, and even\n\n"}
{"page": 208, "printed_page": "186", "text": "186\n\nNarioNaL\n\nEDUCATION\n\nASSOCIATION\n\n——\n\nThe dumbness of democracy\nwithout reference being demanded by them?\nbe fatal. If we are to have\nhas been tragic, and its passiveness will\nthen this blind and ignorant\ndemocracy in content as well as in form\nd activity. The economic\npassivity must give place to virile and enlightene\nof industrialism must be\nforces\nthe\ngh\ntransformation that has come throu\nand in this transtion,\nforma\ntrans\nectual\n‘ntell\nparalleled by a moral and\nIndustrial society gives\nformation the schools must play a major part.\nof adolescents, and it canno ennobling purpose to our tens of thousands\n\n;\nnot until it asks the schools to undertake the task.\nperceived\ny\nalread\nhave\n,\nschools\n’\ninfants\nAnd the schools, especially the\nand _ its\nlabor\nof\nn\ndivisio\nits\nwith\nry\nindust\nthe dangers of urbanized\nhas\nality\nperson\nHuman\nsectionalization of life and human‘ personality.\nperwhole\nthe\nbring\nto\nbeen out of focus, and it is the task of the school\nOur work\npurpose.\nsonality of the child within the focus of educational\np human\ndevelo\nto\nbut\nmind\nhuman\nthe\nwe already perceive it not to pack\nwill\nform\nempty\nan\nacy\ndemocr\nof\nmakes\nthat\nty\npersonality. ‘The passivi\nlonger\nno\nour faith\nbe banished in the self activities of the school. We put\nwide over, we cry\nworld‘The\ny.\nactivit\neful\npurpos\nin\nbut\nvity\nrecepti\nin\nAnd\nconstruction.\nfor the concrete realization of personality in active\nness\nactive\nand\nunity\nthe\nof\nvision\nthis\n,\nthis later movement in our schools\nacy and the new\nof individual life, is of fundamental import to democr\na race that has\nupon\nd\nimpose\nbe\ncan\nacy\nautocr\nNo\nent.\nworld movem\n“Today men\n.\nbeen trained to work out its own salvation in its schools\nial, social,\nindustr\nof\nms\nproble\nneed not only the ability to understand the\nto know.\ndesire\nthe\ntand,\nunders\nto\ne\nand political life, they need the impuls\ntened\nenligh\nan\nupon\nplace\nfirst\nthe\nin\ns\ndepend\nacy\nThe efficiency of democr\ntrust\nnt\nignora\nan\nrepose\nto\nbeen\nhas\ncy\ntenden\nIts\nms.\nproble\ninterest in its\n\nits powers\n‘n those whose interests are opposed to democracy and to delegate\npersist\ncan\nacy\ndemocr\ntrue\nto those who are unworthy of its trust. No\ny of\nvariet\nning\nquicke\nthe\nby\n,\nschools\nby inertia. It is the work of the\ngive\nto\ntion,\ninstruc\ntheir\nof\ns\nmethod\nating\nstimul\ntheir curricula and the\nAnd\nment.\ngovern\natic\ndemocr\nof\nbasis\na\nis\ny\nthat\nactivit\nthe\nto the masses\nthe significance to the new world which we have envisaged is that the new\nn\nactivities of the school are being purposely related to the vital and commo\nthe\ned\nproduc\nhas\nan\nworkm\nthe\nof\nThe degradation\noccupations of men.\nits\nnondescript citizen. The elimination of pride in craftsmanship has\nis\nworker\nised\nmechan\nYour\n.\ndignity\ncivic\ne\nof\nabsenc\nthe\ncomplement in\nThe common man must shake off his lethargy,\nyour amorphous citizen.\nmust become proud of his workmanship, active in his citizenship, before\nwe can have government of the people, by the people, and for the people.\nThe activities of the school are of vital import in the creation of this\nactivity, pride, and dignity, that are necessary for real democracy.\nThe great war revealed also the weakness of precepts in the clash of\n\nMen cannot be\neconomic interests, and national and racial prejudices.\nredeemed merely by maxims, neither can universal goodwill be achieved\nby preaching. Your moral edifice must be slowly and patiently built in\nYour social consciousness must perpetually find its awarethe concrete.\n\n"}
{"page": 209, "printed_page": "187", "text": "THe New Epucation\n\n187\n\nness in the actualities of social service. ‘The school provides\nthe social\norganization for the exercise of a concrete morality and the realizati\non of\n\nvitalizing social service.\n\nOne of the distinctive marks of modern\n\nsociety\n\nis the cleavage between private and public morality. The ethics of\nprivate\nconduct are not the ethics of our business and social relationships\nor of our\nforeign diplomacies.\nThis dualism, this cynicism of a commercialized\nmorality, has been fraught, as the revelations of pre-war diplomacy revealed\nwith nothing but evil consequence to men.\nEven now, there are cynical\nstatesmen in Europe whose blighting ethic is that “might is right.” The\nschool in and through its social relationships actively practiced in the concrete, by the reaction of theory upon practice and practice upon theory,\nby the unified development of human personality, will be the strongest\nforce for ridding the world of this pestilential ethic. The perception of\nunity of the human personality is the first condition for the achievement\nof the unity of the human race. The modern school has a vision of that\nunity. It sees in human personality, in the sum of its potentialities and\nachievements something more than a piece of mechanism, something more\nthan a mere “hand.”\nIt sees a living personality, in which body and soul\nare one, in which there is no divorcement of the inward convictions and\noutward actions, and in which full growth depends upon the balanced\ndevelopment of all its elements.\nIn the relationships of the school, private\nand public morality are one.\n‘The school,” as one has said, “is the\nidealized model of the world and the world must become the realized\nmodel of the school.”\n‘This may seem visionary, but I am convinced that\nneither leagues nor conferences of nations can secure a permanent orientation of world policy towards peace until we have ceased to sectionalize\nhuman personality into man physical and man spiritual; into man private\nand man public.\nIn the constructive occupations of the schools, in their\nindividual contributions to social tasks within and without the social\nunit of the schools, we have the training ground for social purpose in the\nspheres of industry, citizenship, and politics. The school is the microcosm\nIn the unification\nthat must realize itself in the macrocosm of the world.\nof physical and mental, in the unity of example and precept, in the supreme\nconception of man as the creature and creator of his environment we shall\nprovide the world with the practical working faith that will give the world\nwhat it so badly needs, the dynamic concept of unity.\nThere can be no doubt that the war has left the schools and universities\nof the world with a great choice. “They have to decide whether or not\nthey will be the instruments of a narrow nationalism, a ruthless and material imperialism, and a cynical chauvinism.\n‘The war has not rid the\nworld of its damning philosophies and its vaulting ambitions. We will\nhave statesmen who dominate the politics of Europe saying that ‘““We can\nonly get what we can force,’ and who are applying in enlarged armies\nthe cynical aphorism that the best preparation for peace is to prepare for\nwar.\nWe have to decide as educators whether we are prepared to teach\n\nthis philosophy in our schools.\nof the world\n\nhave been\n\n‘There can be no doubt that the schools\n\neffective organs\n\nfor the cultivation\n\nof national\n\n"}
{"page": 210, "printed_page": "188", "text": "188\n\nNaTIONAL EDUCATION\n\nASSOCIATION\n\nus‘They must now become organs of international conscio\nconsciousness.\nweave\nto\nhave\nWe\nul.\nsuccessf\nbe\nto\nare\npeace\nness, if the efforts towards\nIn\nhumanity.\nin our schools and universities the garment of a common\nhuand\nscience\nin\nspite of the acknowledged international indebtedness\nic dependence, we\nmanities; in spite of recognized commercial and econom\nl dependence and\nessentia\nthis\nof\nusness\nhave not yet evolved a world conscio\nions will be to\ninstitut\nonal\neducati\nour\nof\ntasks\nnoble\nunity. One of the\n.We cannot do it by teaching an exevolve this world consciousness.\nmust, aid\nclusive patriotism in our schools and colleges. We can, and\na-uniand\nhistory\nworld\na\ng\nthe forces of peace and goodwill by evolvin\nunderg\nand\ntandin\nunders\nbegets\nship\nAcquaintance\nversal geography.\nstanding appreciation, and the generous mind of youth will respond to our\nappeal to a common humanity. We must girdle the world with the\n- imagination of generous youth. We must not only scrap our armaments\nMay I suggest in this respect that as\nbut also our historical textbooks.\nnew world movement for solidarity\nthe\nto\naid\nmuch\nteachers we can render\nof our national systems of education\nunifica\nthe\ng\nfor\nworkin\nes\nby ourselv\ntion from the infants’ school to the university, by the solidarity and unification of our profession, nationally and internationally. We have our naSuch a\ntional councils and executives, why not an international council?\nonal\neducati\nof\nfruits\nworld\nte\nthe\ndistribu\nand\ngarner\ncouncil by its efforts to\n”\nme\nCouncil\n“Supre\nany\nthan\nul\nfactor\npowerf\nmore\na\nbe\nr\nwould\nendeavo\nDemocracy needs to see\nof statesmen in the cause of world humanism.\nIt is now the willing subject of unbalanced\nthe world in perspective.\nprejudices and sectional interests. ‘The schools and universities of the\nnations must take upon themselves the task of giving to democracy this\nsense of world perspective. They must “evolve an objective standard”\nfor the aspirations and the testing of national conduct, and side by side\nwith this as complementary and essential, the schools and universities must\nbecome the cultural means for its attainment in the conduct of nations. The\nreaction of the war has left democracy listless and without clear objectives.\nThe passions of the past have left men dry; it is clear that in Europe, at\nleast, men are merely creatures of blind economic forces. ‘There is an\nabsence of urge—a lack of direction. It is our task in the schools to\n_restore vitality and give direction to the democracies of the world.\nThus our task as educators in the new world of democracy is a supreme\nand sacred one. In an age that has become mechanically complex, that\nis dominated by a material conception of what is economic, we have to\nreassert the vital and the unity and dominance of personality. We must\nconvince a cynical world that the laughter of childhood is truly economic\nand the free play of the constructive impulse of youth and man is an\nexercise in the truest form of economy.\nWe must make the world ring\nwith the laughter of childhood and the joy of youth.\n\n"}
{"page": 211, "printed_page": "189", "text": "THE WASHINGTON\n\nTHE FAR-REACHING\nFREDERICK\nFOR\n\nJ. LIBBY,\nTHE\n\n189\n\nRESULTS OF THE WASHINGTON\nCONFERENCE\n\nEXECUTIVE\n\nREDUCTION\n\nCONFERENCE\n\nOF\n\nSECRETARY\nARMAMENTS,\n\nOF\n\nTHE\n\nNATIONAL\n\nWASHINGTON,\n\nCOUNCIL\n\nD. C.\n\nBetter international understanding was the greatest result of the Washington Conference according to Secretary Hughes.\n‘It has removed the\njeopardy of war beyond our generation,” said Secretary Hoover.\nThe\nNaval Limitation Treaty has made impracticable if not impossible a suc:\ncessful aggressive war on the part of any of the three great naval powers\nupon either of the others, according to our naval experts.\nChina is better\nofi—‘“The first time in the history of our relations with the western powers\nor Japan,” its spokesmen say, “that a conference has brought us good and\nnot evil.”” A step has been taken in the Four-Power Pact toward insuring\nthe peace of the Pacific.\nIn addition to all this, a great hope has begun\nto crystallize into a momentous resolve to abolish war as an accepted institution for the settlement of international disputes.\nThe growth of the hope—Sir Harry Lauder voiced the hope in New\nYork City early in the winter by saying: ‘“‘Great things are comin’. Great\nthings will be done. Great things must be done. And there’s a way in.\nsight at this Washington Conference.\nThere we can put an end to war,\nnot for this generation only but for everlastin’ time.” .\nGeneral John F. O’Ryan, a little later in the winter, expresses the next\nstage in the hardening of the hope: ‘The American people can end war\nin our time if they get on the job.”\nA little later still, William G. McAdoo, coming at it from a different\nangle, said in Kansas City: “The women will put an end to war.\nYou\nwill be told that it is impossible. “That is what they said about tunneling\nunder the Hudson.\n‘They produced the signed statements of engineers\ngoing to show that conditions under the Hudson are such as to make a\ntunnel there forever impossible.\nBut there were men of faith and courage\nin New York City and there the tunnels are!”\nIn October the word “peace” was practically taboo among us as the\nresult of efficient war propaganda.\n‘This spring every great National convention that has met, with one or two exceptions, has adopted resolutions\nlooking to the outlawry of war.\nDoubts arise and are dispelled—But someone will say, “Every war\nbrings good resolutions which evaporate in due time. We are not ready\nfor the millenium yet. You can’t change human nature.”\nThis last fallacy is frequently repeated: “You can’t change human\nnature.”\nBut every church rests upon the faith that God can do this very\nthing—does do it in conversion.\nCuriously enough, the usual argument\nfor universal military training is apt to be an argument that human nature\nin your country will change if you don’t take extraordinary precautions—\nchange of itself and become unwarlike and peaceful, while remaining, of\ncourse, unchanged everywhere else.\n\n"}
{"page": 212, "printed_page": "190", "text": "NATIONAL EpuUCATION ASSOCIATION\n\n190\n\nnot need\nFor the purposes of our discussion, however, human nature does\nhistory.\nlittle\na\nConsider\nreign.\nto\npeace\nto change in order to permit\nthere\nCanada,\nand\nStates\nUnited\nthe\nbetween\npeace\nof\nDuring the century\nWe have quarreled over\nhave been five distinct and serious causes of war.\nEconomic disputes such as fisheries have divided us. The\nboundaries.\nFeeling has run high; yet\npress has flared up on both sides of the border.\nWe merely set up\nchanged.\nnot\nhad\nHuman nature\nwithout war.\nand war became\nfashion,\norderly\nin\nes\ndifferenc\nour\nsettling\nmachinery for\nunnecessary and undesired.\nThe limits of our task—We need neither to change human nature nor to\nattain the millenium in order to abolish war as an accepted institution for\nsettling international disputes. We are not going to engender universal\nlove and good-will in ten years. We are not going to abolish economic\nFortunately for the human race\nrivalries nor national misunderstandings.\nand for our civilization, the abolition of war as a method of settling interPrivate disputes and murnational disputes is a wholly distinct problem.\nmore are the disputes of\nNo\nsequence.\nders are not linked in inseparable\nIt must be\nattacking.\nare\nwe\nthat\nwar\nis\nIt\nwar.\nwith\nnations linked\n\noutlawed like the saloon, like slavery. It is in this limited sense that by\nunited effort we can and must abolish it in our time.\nHow we can abolish war—The Anti-Saloon League differed from the\n\ntemperance societies that had preceded it not only in the restriction of its\ntask to a concrete, if relatively superficial, undertaking but also in two other\nimportant respects: First, it was organized on a nation-wide scale for\nIf we would escape the\naction; secondly, it had a practical program.\nfutility of previous efforts to banish war from the earth, we shall do well\nto apply this object lesson to our own problem.\nI shall not have time here to enter into detail regarding the organization\nwhich I represent and with which the National Education Association has\nbeen connected from its inception. Your Field Secretary was one of the\nfounders and is on our Executive Board with such leaders in organized\nprogressive movements as Miss Katharine Ludington, League of Women\nVoters; Charles A. Lyman, Secretary of the National Board of Farm Organizations; John A. Ryan, Director of the National Catholic Welfare\n\nCouncil, and Mrs. A. C. Watkins, Secretary of the National Congress of\nMothers’ and Parent-Teachers’ Associations.\nIts Vice-Chairmen are equally well known.\nI have only to name Mr.\nWill Irwin, Mrs. Maud Wood Park, Mr. William Allen White, Miss\nJane Addams, and Mrs. Thomas G. Winter.\nThe Council started with seventeen organizations affliated in it and\nnow comprises thirty, with nearly as many more codperating.\n“The combined membership of all these groups is between fifteen and twenty millions. Most of the organized women, all of the organized farmers, the\neducators, some of the labor groups, all faiths are here. Groups that have\nnever worked together on any other issue are united on this. It is a world\nmovement.\n\nSo much\n\nfor the organization.\n\nHaving\n\nproved\n\nits effectiveness\n\nas a\n\n"}
{"page": 213, "printed_page": "191", "text": "THE WasHincron\n\nCONFERENCE\n\n191\n\nclearing-house to prevent duplication of effort at a time\nwhen so many\ngroups are working toward a common end, and having aided\nin preventing the nullification of the Conference whether by failure of the\ntreaties\nin the U. S. Senate or by cynical disregard of them in our army\nand navy\nappropriations, it is now organizing State and local councils, formed\nlike\nthe National Council of organizations, in order that everywhere\noverlapping may be prevented and coéperation may be complete.\nAfter the\nexperience of 1914 no one will again expect that the world will drift into\npermanent\n\npeace.\n\nA practical program—Given a limited task and a live and efficient organization, you will fail still unless you have a practical program.\nWhat\nis the program by which we may expect through our joint efforts to abolish\nthe institution of war?\nIt is a three-fold program.\nNo part may be\nneglected.\nFirst, there must be world organization.\nWe are not particular as to\nnames.\n“League of Nations” or “Association of Nations”—names are\nnothing.\nBut effectiveness is everything.\n‘The main issue of world organization for peace is above partisanship but the details of that organization, in so far as America participates in it, fall well within the scope of\nparty discussion.\nWe cannot abolish the war method of settling disputes\nwithout setting up a better method.\n‘The institution of war must clearly\nbe replaced by the institution of ordered government.\nBut the scope and\nmanner of that government are not yet determined for us nor finally for\nany nation.\n“The League of Nations is in the experimental stage. The\nFour-Power Pact is an experiment.\nIt is fair to expect that two years\nfrom now the political parties will be competing as to which can offer you\nthe most attractive and promising plan of world organization for peace.\nWith world organization, reduction of armaments to police status is\ninseparably intertwined.\nThis is the second part of our program.\nNot\nonly are all nations wasting incalculable treasure upon armaments which\nthey can ill afford, not only are these outlays disproportionate and yet\ninadequate if security is to be insured by this means, but military strength\nis a world menace and is so considered, regardless of the good intentions of\nthe group that may at any particular moment wield the power.\nThe final condemnation of armaments comes from the necessities of the\nworld organization itself. A great army anywhere would threaten its\nstability. Hence all armies must be reduced to police status for the security of all. Fortunately for progress in this direction, the time is not far\ndistant in the economic race that lies before tis when release from the costliness of armaments will be competitively sought, and the nation with the\nlowest ‘‘overhead” will be deemed blessed.\nEducation for peace—World organization, reduction of armaments, and\nthirdly, education for peace. We must by every means known to us wage\npeace among our own generation, and if our work is to last, we must educate the children to hold what we get or they will be misled by the glamor\nof war, by the throbbing drums, and the tales of heroism, and throw it all\naway in another world cataclysm worse even than the last.\n\n"}
{"page": 214, "printed_page": "192", "text": "192\n\nNATIONAL EpucATION ASSOCIATION\n\nGeneral O’Ryan, speaking in\nTell children the truth about war.\nHis\nCarnegie Hall last winter, called it flatly “organized murder.”\nmen\nthousand\nnine\nthan\nmore\nlost\ndivision, the twenty-seventh New York,\nin casualties. -He knows war as it is. It was General O’Ryan who used\nthe fine phrase, “Let us wage peace.” If you who teach history, wage\npeace instead of war, you will not preach a narrow nationalism, stimulate\ninternational hatred, and glorify and exaggerate the wars in our textbooks.\nYou will, in the spirit of the Washington Conference, promote\nbetter international understanding, point out great traits in other nations\nas well as in our own, and go behind the wars to the causes and the ways\nin which they could have been prevented, thus removing their sting. ‘Think\nwhat sectional bitterness could have been avoided if this had been the practice in teaching the Civil War!\nYou teachers of history have it in your\npower to poison with hate the sensitive souls entrusted to your care or\nplant seeds of good-will that will bear fruit unto everlasting life. You\ncan wage war or peace.\nIt is easy to show that geography cannot be well taught except by a\nteacher who sees the world in the modern light as one family with every\nnation contributing its product for the sustenance of all. Similarly, the\nteaching of languages, broadly conceived, ushers pupils into new realms of\nthought, into a bigger world than they could possibly know on the plane\nof their mother tongue alone. ‘The genius of every nation is revealed in\nits literature and in the idioms and word arrangement that distinguishes its\nlanguage from every other. Good language teaching calls attention to\nidiosyncracies which translations cannot convey.\n“The exchange of teachers\nand students with foreign countries is greatly to be encouraged for this and\nother advantages that the custom offers. Correspondence between your\npupils and the pupils of other lands through Junior Red Cross Chapters,\nfor example, is likewise deserving of your encouragement.\nOn July 29 of this year ten nations are going to.observe the anniversary\nof the declaration of war as “No More War’ day. Parades and demonstrations will be the leading features in Germany, England, and France.\nHere we are planning to write to the President on that day and tell him\nthat we are ready for another step toward world peace.\nThe recognition\nof the World Court would be such a step, and the time for such recognition is opportune.\nSweden is said to have two questions growing out of\nthe war which concern her and ourselves alone. The press says that she\nwants to bring these questions before the World Court.\nThe only obstacle is the fact that we havt yet to recognize this court.\nAn American\ndevised the Court. An American sits on it. Shall we not ask the President to permit justice to be sought there? “There is every reason to believe\nthat he waits only to know your will in the matter.\nStatesmen must often wait for public opinion to become articulate.\nIt is\nno secret that the President in May thought the time not ripe for a world\nconference and frankly said so to a committee that called on him.\nBut this\ncommittee went to work.\nState committees were organized.\nSenator\nBorah thundered in the Senate.\nRaymond Robins appealed to the teachers\n\n"}
{"page": 215, "printed_page": "193", "text": "EpucaTioONAL Messace For 1922\n\n193\n\not Kansas to write to the President and to get others to do likewise.\nA few\nweeks later the time had become ripe and the invitations were issued.\nStep by step—In conclusion, I want to emphasize the importance of time\nin the achievement of our task. Even our limited task cannot be accomplished in one year.\nWe must be patient.\nWe must be willing to\nproceed step by step, year by year. We must avoid the danger of haste\nwith consequent reaction. Always going forward, consolidating our gains\nas we go, we can outlaw and abolish war as an accepted institution for the\nsettlement of international differences in our time—and “for everlastin’\ntime” —“if we get on the job.”\n\nEDUCATIONAL\nA.\n\nE. WINSHIP,\n\nEDITOR\nBOSTON,\n\nMESSAGE\n\nOF\n\nTHE\n\nFOR 1922\n\nJOURNAL\n\nOF\n\nEDUCATION,\n\nMASSACHUSETTS\n\nEvery one appreciates that the world is seething with restless human\nbeings, as much in one nation as in another, with one race as with another.\nWe need to realize that it is as much the mission of gravitation to fly\nairplanes as to hurl rocks down the mountain side. ‘This is the world’s\nmost hopeful hour, if we will treat our opportunities as responsibilities, if\nwe will use the restlessness for air flights insteading of allowing it to hurl\nus to the depths below.\nSo long as it is good form for a member of the Cabinet to voice his disrespect for the personnel of the Legislative Department and his greater\ndisrespect for the laws enacted, is it any wonder that Mr. Gompers, who\nhas for forty years presided over the largest organization of Americans,\nshould express the disrespect his members have for the Judicial Department\nand its rulings?\nIf men at the top speak in disgust is it any wonder that\nmen at the bottom shout in disgust?\nThe one sentence in all literature written for this hour is in the 72d\nPsalm, “He shall have dominion also from sea to sea and from the river\nunto the ends of the earth.”\n‘To dominate is the vision of the Psalm.\nIt\nis a warning against domineering, which was then terrorizing civilization.\nDomineering is the growling of aristocracy whenever democracy fails to\nobey orders.\nAristocracy rejoices in exclusiveness, in the fewness of its\nmembers, in the limitation of its borders.\nIt believes that the business of\ndemocracy is to serve, of aristocracy to be served.\nFor the first time the public school is the only hope of the world.\n“The Rising Tide of Color” may be a tidal wave that no sea wall can\n\nwithstand, or it may have the mission that the tide always has of keeping\nthe harbor cleansed by washing it out twice a day. Aristocracy needs the\ncleansing influence of “The Rising Tide of Color’ much more than “The\n\nRising Tide of Color’ needs to be harnessed so that it will cease to be\nany tide at all.\nBenevolent aristocracy is the greatest of perils because it wears the robes\n\nof saints.\n\nTo pray for democracy\n\nin order to prey upon\n\nit to achieve\n\n"}
{"page": 216, "printed_page": "194", "text": "194\n\nNatIonaL\n\nEpucATION ASSOCIATION\n\nsome aristocratic influence is what our fathers used to call a weather\nbreeder.\nLook out for a storm.\nThe public school has the possibilities of dealing squarely with every\nchild but the public school is in jeopardy, because there are those who claim\nto be 100 per cent for the public school when they are 100 per cent against\nit whenever it will not lend itself to their propaganda.\nThe public school is the only real effort ever made to give the bottom an\nopportunity to come to the top without giving a guarantee of loyalty to\nsome leadership, to some faction, to some domineering influence.\nThe educational message of 1922 is for the public school and for all\nagencies seeking its promotion, especially the National Education Association, to protect itself from all insidious and ambitious attempts to domineer\nit in anything, anywhere, by anybody.\n\nPROFESSIONAL TRAINING FOR\nOF CITY SCHOOLS\nOLIVE\n\nM.\n\nJONES,\n\nPRINCIPAL\n\nOF\n\nPUBLIC\n\nSCHOOL\n\nNO.\n\nTEACHERS\n120, NEW\n\nYORK\n\nCITY\n\nSince I got to Boston I have torn my speech to pieces because of what\na bright young teacher said to me on the street last night. I had told her\nmy subject for today and when I said that I wasn’t sure that I was going\nto say the right thing she advised: “I'll tell you: tell the training-school\nprincipals to take the girls to the N. E. A. and get them into the spirit of\ntheir job.”\nSo that is my text, after I had been groping around for it for months.\nI have collected piles of statistics about how training-school teachers\nare\npreparing teachers, the courses required, the years required, the admission\nrequirements, and what is done for practice teaching.\nBut I am going to\nuse my ten minutes in telling how I believe training schools for\nteachers\n\ncan do for student teachers what that California gitl told me to\ndo—get\nthem into the spirit of their job. That is the first aim in training\nteachers.\nA training school that does not send its students out into schools\nwith a\npride in their profession, a belief in teaching as a life career,\na spirit of love\nand consecration to their work, such as the seminary does\nfor the priest—\nthat training school is a failure and is responsible for the\nunwillingness of\nyoung teachers to do the work of the rank and file—namely,\nthe fundamental job of the elementary teacher.\nSince I am a practical worker in the schools and not\na theorist on education, I must speak from the point of view of what\nI personally believe to\nbe the practical needs in the training of the young\nteachers who have come\nto me or under my observation.\nA training school must give first, a practical concre\nte training which will\nhelp the young teacher over the difficulties she must\nmeet when the door\nis shut on her and she is face to face with fifty\nwise young street gamins\ntaking her measure, of fifty sons of uppertendom ready to treat her as a\nservant if she lets them.\nIt is all very well to know the five formal\nsteps\n\n"}
{"page": 217, "printed_page": "195", "text": "Sone\n\nES\n\nTRAINING IN SERVICE\ni ae tee eetadiaterelinainlallaiaatarsed dahil\n\n195\n\nof teaching and to be able to write a thesis on the project method, but what\nis the good of it all if those fifty boys are going to begin throwing spit balls\nbefore the teacher gets the first of the five formal steps started, and all\nbecause she did not know how to collect their caps or give out their paper.\nSecond, the training school must make teachers; in the second place,\nsee the difference between teaching a subject and teaching children. Many\ntraining schools are teaching students how to teach a problem in arithmetic\nso that the teacher’s interest is all in the subject and not in the child. The\nstudent teacher must learn the difference between teaching subject matter\nand teaching children to learn that subject.\nThird, the training school must make its student teachers value accuracy\nin the knowledge of subject matter.\nThere should be review courses in the\nsubject matter of the elementary school, and student teachers for the elementary school should be required to pass tests in the subject matter just as\nthe high schools require it for their special subjects. If the teacher is inaccurate in her knowledge of her own subject matter how can she make\nchildren appreciate and value thoroughness, a quality which lies at the very\nroot of honesty and truth?\nFourth, the training school must teach its students how to study and\nanalyze a course of study and its syllabus. The teacher must learn how to\ninterpret a course of study and to subdivide it into portions of time, else\nthe entire term will pass and the teacher will still be at work on a single\npoint.\nFifth, lastly, the training school for teachers can make its students get\ninto the spirit of their job by raising institutions for training teachers themselves to a level that makes graduation from a teachers’ training school be\nregarded with the same pride as a college degree. There have been wonderful steps forward in this respect in the past two years, but still more can\nbe done, and it is up to the training school for teachers in city schools, where\nthe big masses congregate, to carry on the work. It is not yet a lifetime since\na degree in civil engineering became a source of intense pride to the young\nmen who hold it. Why not similarly a degree in education among teachers\nin city schools?\n\nIMPROVEMENT\nPETER\n\nA.\n\nMORTENSON,\n\nAND PREPARATION OF TEACHERS\nWHILE IN SERVICE |\nSUPERINTENDENT\n\nTeaching is a profession.\n\nWe\n\nOF\n\nSCHOOLS,\n\nCHICAGO,\n\nILLINOIS\n\ndo have a body of classified knowledge\n\nnot common to all. ‘Teachers are selected with more than ordinary care,\nbecause of ability, fitness, and skill. In a most definite way, this technical\nknowledge and practical skill is applied to the service of the community\nas a whole.\n\nBecause\n\nit recognizes\n\nthe need\n\nof minimum\n\nstandards\n\nof\n\npreparation for those entering this public service, the State certificates or\nlicenses those who are to exercise their specialized skill, by that very act\n\nrecognizing the members of the profession as serving a distinct social need.\nThe educative process is the mental reaction of the pupil to the stimulus\n\n"}
{"page": 218, "printed_page": "196", "text": "196\n\nNatTionaL\n\nEDUCATION\n\nASSOCIATION\n\nof the teacher or classmates.\nIt consists in training boys and girls to live\ntogether effectively and happily in a more or less complex civilization.\nEducation for the primitive life of our fathers was relatively simple; education to enable our youth to make their living together as efficient as\npossible in a complex organization, becomes in itself more difficult.\nBecause this is true we not only provide professional training for the\nteacher of the class, but also for those who supervise the teaching.\nWe have\nspecialized in the art of building courses of study and in the technique of\nselecting textbooks for the classroom.\nWe recognize the need of expert\neducational guidance in the planning of hygienic, well-arranged school buildings, and in the accepted means for maintaining a modern, highly organized\nschool system.\nHaving conceded the imperative need of specialized training for service,\nlet us consider the problem of maintaining professional growth while in\nservice. ‘Teachers enter the work with a rudimentary conception of the\nstandards that should govern a professional group as a whole.\nThe obligation most easily grasped is akin to the primitive notion of self-preservation. It is approached through organization to secure better working\nconditions, more adequate compensation, more certain tenure, and other\nconditions conducive to contentment and efficiency.\nIt is but a step further to seek an opportunity for the discussion and\nexchange of the knowledge and experience of individuals through committee meetings, conferences, journals, and teachers’ councils. It is difficult\nto conceive of adequate professional growth without these means of making\navailable this common knowledge.\nLast, but not least, is the obligation, both from the standpoint of the\nprofession and the good to the community, to insist upon high and growing standards of preparation.\n‘This obligation is common to all the learned\nprofessions.\nThe problem is complicated by certain conditions and facts inherent to\nthe teaching population.\n‘Teachers enter at different levels of the school\nsystem, with varying degrees of preparation and various ideals.\nWe have\nthe rural school teacher, with little or no professional preparation,\nand\n\nthe teacher with but a few weeks or months of training. The number of\nthese is legion, but their professional influence is almost nil. ‘There are\nmany such with latent ability or native skill, but the chances\nfor development are limited by lack of opportunity or brevity of service,\nwithout\norganization or inspiration.\nIn the larger cities, the accepted standard of preparation\nis two years of\nprofessional training beyond the high school, while the teacher\nbegins her\nteaching in the high school with a college degree and little\nor no professional training.\nIn consequence, the elementary teacher is much better\nprepared in the technique, but lacks the broader culture\nof college life.\nUnit supervision is in the hands of a principal, with the\nbasic training of\nthe teacher somewhat extended, plus practical experie\nnce in administration.\nwith more or less added professional training.\nThe nature of the problem is further complicated\nby the fact that teach-\n\n"}
{"page": 219, "printed_page": "197", "text": "‘TRAINING IN SERVICE\n\n197\n\ners within the system should and do seek promotion and advancement.\nThe ambition to grow into wider spheres of usefulness, or to be promoted\ninto fields for which one is better suited, or in which compensation or\nresponsibility may be greater, is commendable, and opportunity to prepare for advancement should be afforded.\nMoreover, the rapid advances and the far-reaching changes in professional aims require constant growth and development on the part of teachers, while actually engaged in service. ‘The new points of view in the\nolder subjects, such as history, mathematics, English, and geography, require\na constant readjustment of perspective in order to teach them in accordance\nwith modern thought.\nThe introduction of new subjects, such as thrift, community health,\nvocational and industrial subjects, plays, games, and the social studies,\nrequire that a teacher should either lead or lag behind.\nThe teacher must be familiar with the distinctively new forms of educational technique, developed by the profession, such as mental and achievement tests, educational measurements, problem-project teaching, the socialized recitation, and supervised study. ‘Thus do we differentiate between\nthe progressive and up-to-date teacher and the typical school teacher of\ntradition and the comic supplement of yesterday.\nA young teacher apologized to her friends for her failure to keep up\nher correspondence during the year by paraphrasing, “I was not dead,\nbut teaching.” Verily, ‘““They that watch over Israel neither slumber nor\nsleep’, and they must not be dead.\nA teacher comes into daily contact with minds that are inferior, from\nthe standpoint of maturity and experience.\nShe needs contact with her\nequals in class, committee, or council to prevent her from becoming critical,\nself-conscious, or superior.\nShe needs these contacts with adult minds for\nher social good.\nIn ‘“The Doll’s House,’ Nora maintains that until she\nis a normal human being, she is not fit to become a mother.\n‘The teacher\nwho is a normal adult human being is a better teacher because of it. Because she commands social and professional respect among her adult equals,\nshe acquires self-respect.\nThe standing of the profession as a whole is determined by the average\nindividual ethics of its members.\n‘The greatest crime in ethics is stagnation.\n\n‘The ruts begin to form when study ceases; crystallization sets in\n\nwhen routine begins and teaching becomes irksome.\nContinued growth is\na professional obligation.\nThe problem is before us. Its solution suggests two alternatives:\n(1) Fixing requirements and leaving to applicants the responsibility of\nmeeting them.\n\n‘This can succeed only when a surplus of teachers is avail-\n\nable. It does not meet directly the need of stimulating and guiding the\ngrowth of teachers already employed.\n\n(2) Fixing the requirements at a definite level for those entering the\nsystem and then raising the requirements for those continuing and advanc-\n\ning in the system, and providing opportunities for training while in service.\nThis training may be enforced by making salary advances contingent on\n\n"}
{"page": 220, "printed_page": "198", "text": "198\n\nNATIONAL EDUCATION ASSOCIATION\n\nfurther study in summer schools, extension courses, and during leave of\nabsence for study. It may be definitely encouraged through educational\nleadership, through the above means, through committees formed to develop\ncourses of study, syllabi, or methods; it may be extended by means of\ndefinitely organized teachers’ councils, engaged in the study of specific educational problems.\n[\nThe fundamental position is that in the long run, the school system pays,\ndirectly or indirectly, for training of a teacher in service, just as it does for\nthe training of those in preparation.\n\nPROFESSIONAL\n\nSTANDARDS\n\nJESSIE\n\nJEFFERSON\n\nA.\n\nLAND\n\nSKINNER,\nHIGH\n\nSCHOOL\n\nFOR\n\nHIGH\n\nTEACHERS\n\nCLASSROOM\n\nSCHOOL,\n\nPRESIDENT\n\nASSOCIATION,\n\nTEACHERS\nOF\n\nPORTLAND,\n\nTHE\n\nPORT-\n\nOREGON\n\nWhen I received this subject, I thought with Napoleon “Thirty centuries have the pyramids looked down upon you!’’\nProfessional Standards\nfor ‘Teachers!\nIt is like Sally Ann’s “old dress that has been turned\nwrong side out, and hind side before, and sponged and pressed and made\nover until you can’t tell whether it’s silk or calico or what.”\nIt has been\nlengthened, shortened, narrowed, taken in here, let out there, combined\nwith new material, panelled, ruffled, and frilled. Yet that same old dress\nhas to be made over once more and made to look like new!\nCan anybody\nbe deceived?\nPerhaps not.\nOnly a few who have recently moved into\nthe neighborhood.\n‘The old timers know the dress by heart, can tell the\ncolor a mile away, distinguish the material in the dark, and recognize the\npattern if they saw it in Vogue.\nIt is the same old dress.\nA teacher knows—that is any one here knows—that she should have a\nhigh type of mental equipment; that she should improve by professional\nstudy; that she should have a fine attitude toward ‘her work; that\nshe\nshould be loyal to superiors; coéperate with all; give efficient service\nto\ncommunity and State; be an example to all in word, in deed, in thought:\nso live, so die, go home to glory and wear a crown forever and ever.\nTeachers are of two classes, those who do not need a speech like\nthis\nand those who do. The people who are here are of the first\nkind; they\nattend teachers’ meetings, read teachers’ magazines, know the\ncreeds of\nprofessionalism.\n‘Those of the second kind are not here—they do not\ncare for educational meetings, will not read the magazines,\nand if they\n\nfound this in their mail, would throw it in the waste basket.\n\nOne who enters the teaching profession, if only for one\nor two years,\nuntil the law office can support itself or sweetheart earn\nenough to support\ntwo, should enter it with the idea of giving to the\nwork all one has to\ngive. In some way or other, such a person should\nbe made to feel that\nthere is an obligation to the profession more vital\nthan her ability to draw\na pay check. The teachers who are trying to do somethi\nng for the schools,\nfor the community, for the teachers themselves\nfind such expressions\nfamiliar but tiresome.\n“Oh! That doesn’t make any difference to me.\nI\n\n"}
{"page": 221, "printed_page": "199", "text": "PROFESSIONAL\n\nSTANDARDS\n\n199\n\ndon’t expect to be here another year.”\n‘Tenure is all right for you\npeople but it doesn’t interest me.” ‘A retirement fund is a good thing for\nthe old teachers, but I don’t expect to teach all my life.” “Why should\nI join any teachers’ association?\nI don’t care anything about it. It doesn’t\ndo me any good.”\n“Oh! don’t talk to me about school, I just hate it.”\nI should like to have this teacher change the “I don’t expect” into an\n“I do expect.’”” Let her say, “I may not be in this work long, but while\nI am in it, I expect to give to all phases of it, my interest and attention.\nPll know everything I can about it. I’ll put my best effort into it, and\nin doing so, I’m sure I'll find it interesting and enjoyable. Perhaps, too,\nI can make a place for myself that will be worth while, so that when I\nleave, I shall feel I have done something to help along the biggest thing\nin the world.”\nWhat a joy, what an inspiration it would be, if we all talked like that!\nToo many teachers are ashamed of and decry their own profession.\nThey\nwill not talk shop because they do not want to be known as school teachers.\nDid you ever know a real doctor who wasn’t interested in his profession,\nin his patients, and who did not like to talk about them?\nDoctors talk\noperations; lawyers talk cases; engineers talk projects; business men talk\nbusiness; society women talk bridge; married women discuss their maids\nand their children.\n‘Talk shop?”\nEveryone talks shop. Why shouldn’t\nIt is the biggest business in the world and\na teacher talk about school?\nthe one in which the most people are vitally interested.\nIf this type of\nteacher would change her attitude toward the profession, be interested in\nit, and quit deprecating thé fact that she is a teacher, she would do much\ntoward popularizing education with the public. Rudyard Kipling says\nthat “a man who talks shop is always interesting because he knows what\nhe is talking about.”\nThe one who goes to the other extreme, who never puts on the exhaust\nwith reference to school affairs, who carries a critical attitude wherever\nshe goes, is as bad as the former.\nI can readily see why others would not\ncare to be in the same class. She reminds me of the story of the negro\nservant who gave out with equanimity the same kind of feed to all the\nanimals.\n“Jim,” said the farmer, “have you fed the horses?”\n“Yassir.”\n“What did you feed ’em?”\n“Hay.”\n\n“Did you feed the cows?”\nTNassiry\n“What did you feed ’em?”\niHayl”\n\n“Did you feed the ducks?”\ne Vassirs:\n“What did you feed ’em?”\n\n“Hay.%\n“Did they eat it?”\n\n"}
{"page": 222, "printed_page": "200", "text": "200\n\n~\n\nNatIoNAL EpucATION ASSOCIATION\n\nbut dey was talking\n“Nawsir; dey didn’t zactly eat it, so far as I saw,\nabout it when I lef’.”\nss that comes\nWith all the routine of classroom work, with the wearine\ntion, one’s\ninforma\nat the end of the day, it is hard to keep up one’s general\nthe teacher\nBut\ns.\nproblem\nity\ninterest in community affairs and commun\noutside of\nworld\nthe\nwith\nn\nicatio\ncommun\nof\nshould establish as many lines\nways\nwhat\nin\nand\nity\ncommun\nher\nknow\nshould\nShe\n.\nschool as is possible\nto\nction\nintrodu\nshe can best serve it. ‘Too many teachers have their first\nthe community when they ask for an increase in salary.\nce of her\nTo give efficient service, the teacher must realize the importan\nshe does\nmuch\nthat\nalso\nrealize\nmust\nresults;\nwork and its far-reaching\nservice.\ndered\nwell-ren\nof\nion\nsatisfact\nthe\nin\nexcept\nfor\npaid\nwill never be\nand\ngreat\na\nWe have heard much of the glory of school teaching, of what\nWe'd\nit.\nabout\nhearing\nnoble work it is, and sometimes we get tired of\nlike\nlike to have the public show that it really means what it says. We'd\nits\nof\nles,\nautomobi\nits\nof\ndoes\nit\nas\nn\neducatio\nof\nto have it think as much\nity\nopportun\nsuch\noffers\non\noccupati\nother\nwhat\nBut\ntheaters.\nits\nof\ntobacco,\nfor real service in helping to build the kind of citizenry the Nation needs ?\nSt. Peter stood at the gate of Heaven receiving those who came and\nquestioning them concerning what each had done. There was the lawyer,\nwho with his record of fairness and justice had gained an enviable position\nin his town; the doctor, who with his skill had relieved the pain and suffering of his fellows; the minister, who had guided their souls aright; the\nlegislator, whom his townsmen had honored with a place in the law-making\n“‘And what have you done ?”’\nbody of the State. Then the school teacher.\nof these on his way to\none\neach\nstarted\nI\nWhy\n“I?\nasked St. Peter.\nuseful citizen.”\nand\nstrong\na\nbe\nto\nambition\nthe\nhim\ngave\nI\nsuccess:\nHow necessary\nCan any work be more far-reaching in its influence?\nthen that we give real service? Do teachers ever try to “get by”? Are\nwe ever time-servers instead of service-givers? We should bhoe not\nmerely serve time. An interpretation of service submitted by a postal\ncarrier and given out by Ex-Postmaster General Will H. Hays, says,\n“One of the greatest hindrances to the smooth revolution of the industrial wheel is the idea that a person’s time is worth so much an hour.\nOne\nOne hour of your time or my time in itself is simply worth nothing.\nhour of your service, one hour of my service—that’s a different proposition.”\nThe nature of the educational system is such that it demands leadership\nand cooperation.\nA football player may think the quarterback would\nhave done better had he called an end-run instead of a line-back: but it\nisn’t his job to do the signalling.\nIt is his to play the game, play up, and\nplay it well. If the teacher doesn’t know the joy of doing real team work,\nthen it is time to get busy. If she cannot do it, then let her get a little\nbusiness of her own, where team work isn’t essential.\nThe teacher should be ready and willing to serve on committees when\ncalled on to do some important work outside of her own classroom.\n‘True,\n\n"}
{"page": 223, "printed_page": "201", "text": "PROFESSIONAL\n\nSTANDARDS\n\n201\n\nit is easier not to; but whoever achieved anything without effort?\nThe\nprincipal of the school in which I teach said to me not long ago: “Mr.\nS.\nis a wonderful man.\nI couldn’t get along without him. ‘That athletic\nwork takes so much time, and he looks after it all. And Miss B. with\nthe\nschool magazine, Mr. R. with the band, Miss S. with the scholarship committee—what would I do without them? I couldn’t run my school.” Then\nhe turned to another and said “You'd better go home,” adding “I wonder\nhow many principals have to tell their teachers to quit working?”\nWe\nshould not like to fail him or our school.\nIs such cooperation worth\nwhile?\nOf 217 students that were graduated from Jefferson High School\nthis June more than 170 have signified their intention of continuing their\neducation in higher institutions of learning.\nThe teacher, and I may add the principal and the superintendent, should\nbe fair and just and should deal out that justice without fear or favor.\nOur work should be bigger than our job and John should be punished\nor promoted according to his merits—not according to the position his father\nholds in the community.\nWe have talked about this for a long time;\nbut the fear of our position has made cowards of too many.\nIt is impossible to make honest citizens if we set an example of dishonesty.\nIn all phases of her work, the teacher should be human.\nShe should\nhave such an attitude toward her pupils that would not make them feel\nas the little boy who in an essay on Gender wrote the following, “‘Gender\nis of three kinds, masculine, feminine, and neuter.\nMasculine is the man\nsect, feminine the woman sect, and neuter things having no life. Examples,\nhero, tigress, and teacher.”’\nShe should have a real human interest in boys\nand girls as such, not as so many containers to be filled with facts. She\nshould be a student of psychology written and personality unwritten, remembering that John and Mary, Chauncey and “Anne, spelled with an\nE,” Izzy, Ole, Anatole, are all problems that cannot be solved by the\nbook.\nShe should be a real human being in her relations to other people;\nshould not get the idea that intellectuality will make up for everything\nelse. She should avoid the critical attitude that makes people uncomfortable in her presence.\nShe should surround herself with professional books\nand magazines and command respect for herself and her profession.\nShe\nshould quit being sorry for herself, should like her profession or quit it,\nand serve herself and the cause of education by doing so.\n\nPRESENT-DAY\n\nOBJECTIVES\n\nOF\n\nAMERICAN\n\nEDUCATION\n\nJOHN J. TIGERT, U. S. COMMISSIONER OF EDUCATION, WASHINGTON, D. C.\nWhen etymological derivations were fashionable, we used to begin the\ndefinition of education by showing that the word is simply a transliteration\nof a Latin term composed of the preposition “e” (out) and the verb ‘“‘duco”\n(to lead). Education literally is “leading out” or developing the latent\nwas wont to say, “Every boy or girl isa bundle of possibilities.” The\n\n"}
{"page": 224, "printed_page": "202", "text": "202\n\nNATIONAL EpucaTIon ASSOCIATION\n\nas to get the maximum from\nfunction of education is to untie the bundle so\ncomplete and harmonious\nmost\nEducation consists in the\nits contents.\ntion of his own welfare\npromo\nthe\nfor\nrealization of all the powers of man\n:\ns.\nand the welfare of his fellow\nnew definition in\na\nreceive\nshould\nion\neducat\nthat\nsome\nIt is confusing to\nmyriad of ways.\na\nsuch\neach new age and that educators should define it in\nt is in a conelemen\nother\nthe\nOne element in education is perennial, but\nin which we\nworld\nthe\nbut\nging,\nstant flux. The human element is unchan\neducation\nsense,\ncertain\na\nin\nHence,\nng.\nchangi\nfind ourselves is constantly\nr sense,\nanothe\nin\ndual;\nindivi\nthe\nping\ndevelo\nalways\nis\nit\nis always the same,\nit is always changing to adapt man to his shifting environment.\ncentury than in\nThe world has changed more, perhaps, in the past half\nseen an autohad\nman\nno\nago\nyears\nany equal period of its history. Thirty\nart have so\nand\nn,\ninventio\nScience,\nelse.\nToday, he sees little\nmobile.\nscarcely be\nwould\n,\ninstance\nfor\n,\nLincoln\nm\nAbraha\nthat\ntransformed life\nour foreof\nSome\nlived.\nhe\nwhich\nin\ncountry\nthe\nas\nthis\nze\nrecogni\nto\nable\nthey\nwhich\nupon\nfathers would have difficulty in recognizing the planet\n\n.\nlived.\nModern education consequently has been compelled to transform itself\nin accordance with these radical changes in our mode of living. Before\nthe introduction of machinery and the industrial revolution, before the rise\nof democratic governments, education essentially sought different objectives\nfrom those of today. For centuries, its chief program was to cultivate\n“the humanities,’ to awaken within the soul and mind of man an appreciation and a love for literature, history, religion, philosophy, and art.\nIts ideal might be found in the most complete spiritual satisfaction, mental\nemancipation, and appreciation for the rights of others.\nThe new world in which we live has added in manifold ways to the\nEducation means today a preparation for living\nobjectives of education.\nof this age. It differs from the older\nstandards\nhighest\nthe\nto\naccording\nIf more emphasis\neducation as modern life for which it is a preparation.\nis laid upon vocational, industrial, and practical business education today\nthan formerly, it is because it is an age of new vocations, industrial expanIf education for life in a democracy has\nsion, and business opportunity.\nessential differences from education for life under older and less liberal\nforms of government, it is because it reflects a larger participation on the\npart of the citizen in the affairs of government,and a greater political right.\nand responsibility ;if education is more complicated and more exacting than\nformerly, it is because modern life is more complex and its needs correspondingly multiplied and varied and because modern invention has made\nthe world a neighborhood.\nThe exigencies of modern life with its variety of complex problems make\nnew and greater demands upon the individual for mental and physical\npreparation.\nNew crises are ever disclosing old weaknesses and unfolding\nnew demands and possibilities. Education therefore must be evolutionary\nand plastic. It must be sensitive to changing needs but must never be\ndecoyed from its path by wanton caprice or passing fads.\n:\n\n"}
{"page": 225, "printed_page": "203", "text": "Present-Day Opsyjectives\n\n203\n\nThe objectives of education in America at present are comparatively\nsimple and well defined though plans for their accomplishment are not\nuniform and are somewhat intricate and hazy. We have committed ourselves unreservedly to a policy of universal education, with equal opportunities to all. We have the most elaborate system for the education of\nour citizenship that any nation possesses and we spend more than a billion\ndollars annually upon it—far more than any other people.\nWe have\nadopted the ambitious program of putting eight years of elementary and\nfour years of secondary education within the reach of every child in America. We have gone far toward compelling an elementary education by\nlaw in every State in the Union.\nWe justify our program, first, because\nof the necessity of preparing a citizenship that is able to participate in our\ndemocratic government, and, second, because of the desire to provide for\nequality of opportunity for individual development for which our democracy stands.\nUnder older conceptions of government, monarchies,\noligarchies, and aristocracies, only the leaders were educated, but in a democracy where the people are the rulers, all must have education.\nWe have boasted no little about our great public-school system, but we\nhave only made a beginning towards uniform opportunity in this country.\nTo put our dream into general and practical effect is the great problem that\nchallenges educational leaders today.\nModern education in our democracy means preparation for intelligent\ncitizenship. We are coming to understand in all the practical difficulties\nthat are arising in social, political, and industrial troubles that a democracy\nAs has been noted\ncannot be satisfactory without universal education.\nfrequently of late, it is as necessary to make democracy safe for the world\nas it is to make the world safe for democracy.\nWe must teach the American people more generally and more effectively\nthan we have been able to do in the past the duties and rights of those who\nshare in the responsibility of government.\nI believe that the study of\nthe constitution and the history of the United States should be made compulsory in our school curriculum.\nWith the increased complexity of modern living and the more scientific\nand systematic character of present-day business and vocations, vocational\neducation has become far more necessary than in the past.\nCertainly\ncivilization should not lose its culture and refinement, but equality of opportunity contemplates that everyone must have the means of fitting himself for any occupation which is useful and lawful according to his choice.\n‘This means that those who enter industrial, commercial, and technical\ncallings are entitled to educational opportunity which will fit them for\ntheir chosen places as effectively as those who may enter the learned professions and the so-called higher walks of life. It has not always been so.\nWhile cherishing all the best fruits of the old we must give more effective\ntraining to those who must engage in the modern arts and crafts to make\n\na living for themselves and their dependents.\nIn the years just preceding our Civil War certain men wanted agriculture taught in the University of Michigan.\n‘These men were ridiculed\n\n"}
{"page": 226, "printed_page": "204", "text": "204\n\nNationAL Epucation AssociATION\n\nagricultural college in this\nand they went up to Lansing to found the first\nexperiment stations have\nand\nes\ncolleg\nltural\nSince that day agricu\ncountry.\nl Government greatly\nbecome general throughout the States. “The Federa\ncolleges of agricultural\nstimulated and encouraged the early growth of these\nued to encourage\ncontin\nsince\nand mechanic arts by grants of lands and has\nn and conservaizatio\nfertil\nSoil\nthem by annual grants of Federal money.\ntransportation,\ns,\nmarket\nof\nstudy\nation,\ncultiv\ntion, seed selection, intensive\nFormerly,\nure.\nproced\nfic\nscienti\nto\nd\nreduce\nbeen\nall\ncrop rotation have\nthey are\ntoday\ngood or bad crops were attributed to the providence of God;\nname\nthe\nOnce\nmen.\nof\nattributed to the knowledge and ignorance\nes\nconnot\nit\nToday\nnce.\nignora\nfor\nym\n“farmer” was an opprobrious synon\nand\nfic,\nscienti\ncal,\ntechni\nes\nrequir\ntoday\nfarmer\n‘he successful\neducation.\nbusiness training.\n\na business\nThe business opportunities in America were once so vast that\nion\ncompetit\nToday\nf.\nman seldom failed. Business was almost fool-proo\nrd\nhaphaza\nold\nthe\nand\nscope,\nits\nhas become keener, business has widened\nscale\nlarge\ntation,\ntranspor\nof\nmeans\nNew\nd.\nmethods are being abandone\nn\nproduction, complicated systems of buying and selling, and the reductio\nof\nfactors\nother\nvarious\nwith\ntogether\nmethods,\nscientific\nto\nbusiness\nof\nexpansion and improvement, have produced a necessity of specialized education for the best success in business.\nWith the complete recognition of woman’s right to participate in the\ngovernment, together with a widened participation of women in business\nand industry hastened by the war and the shortage of men during the\nperiod of the war, we have created a demand for a new type of education\nHome making has been and should always be,\nfor the women of America.\nFor them our schools are offerwomen.\nmost\nwe believe, the life work of\ncomplicated fields of rearing,\nthe\nin\narts\nand\nscience\ndomestic\ning courses in\nclothing, and feeding children, as well as in the economic and efficient\nmanagement of the household.\nBut the schools are likewise called upon today to provide opportunity to\nour girls and young women who must support themselves and seek their\nhappiness in legitimate vocations and professions.\nRevelations during the war period have made many other demands upon\nPerhaps the most appalling revelations were\nour educational program.\nthat one third of our young men were physically unfit to bear arms and\n“The\none fourth of them were illiterate in a real and practical sense.\ndangers arising from an empire of heterogeneous races which have immigrated into America and largely supplanted the original homogeneous stock\nhave laid an additional burden upon education.\nWe live in a world becoming constantly more and more taxing to body\nand nerves and which more and more confines our people to factories,\ndesks, and shops. With one third of our people physically subnormal and\nno adequate provision for proper health and physical education, we shall\ncertainly become a puny people. This must not be; the correction can\nonly be found in an adequate program in our schools for developing strong\n\n"}
{"page": 227, "printed_page": "205", "text": "MASSACHUSETTS\n\nAND Epucation\n\n205\n\nbodies and hygienic habits.\nFurther, our program must include the provision that boys and girls shall not grow up untouched by the school,\nignorant of the English language, of our ideals and customs; that adults shall\nnot continue to live in America in similar ignorance, and that these latter\nmay find the means for further instruction if they are willing to pursue\nit.\n\nTHE\n\nPROFESSION APPRECIATES FOUNDATIONS EARLY\nESTABLISHED IN MASSACHUSETTS AND HER\nPRESENT INTEREST IN EDUCATION\nSUSAN\n\nM.\n\nDORSEY,\nLOS\n\nSUPERINTENDENT\n\nANGELES,\n\nOF\n\nSCHOOLS,\n\nCALIFORNIA\n\nAs representatives of the National Education Association we have\nlistened with interest to the gracious words of welcome from citizens of\nMassachusetts.\nIn turn we desire to express our sense of the honor and\nprivilege extended to our organization of meeting in this city. This group\nof teachers always rejoices when Boston is the host. With respectful, yes,\nalmost reverent attitude we approach your confines because we recognize\nthat Massachusetts has been the “teacher of teachers” and that in coming\nhere we are returning to the place of our educational nativity.\nThe early determination of the colonists to compass the education of\ntheir children at all costs has been well set forth by one of your own great\ncitizens,\n“The Pilgrim Fathers, amid all their privations and dangers,\nconceived the magnificent idea not only of a universal but of a free education for the whole people. ‘To find the time and the means to reduce this\ngrand conception to practice, they stinted themselves, amid all their poverty,\nto a still scantier pittance; amid all their toils, they imposed upon themselves still more burdensome labors; and amid all their perils, they braved\n\"Two divine ideas filled their great hearts—their\nstill greater dangers.\nduty to God and to posterity.\nFor the one they built the church, for the\nother they opened the school.”\nIn successive acts of legislation and in the admonitions given to magistrates this persistent purpose, this undying aspiration to compass the education of their children are recurrent until they find complete and exhaustive expression in the Massachusetts Constitution of 1780, a document\nthat deserves to rank beside the great pronouncements of our ancestors.\nAfter specifying that the diffusion of wisdom and knowledge, as well as\nvirtue, among the people is necessary to the maintenance of their rights\nand liberties, it prescribes that it shall be the duty of legislators and magistrates in all future periods to cherish literature and science and especially\nthe University of Cambridge and public schools, and not only that, but to\nencourage private societies and institutions by rewards and immunities for\nthe promotion of arts, sciences, commerce, trades, manufacture, and the\nnatural history of the country.\nFinally, in enumerating the duties of these\nsame\n\nmagistrates,\n\nthere follows this injunction:\n\n“To\n\ncountenance\n\nand in-\n\n"}
{"page": 228, "printed_page": "206", "text": "206\n\nNatioNAL\n\nEpucaTIon\n\nASSOCIATION\n\nl benevolence, public and\nculcate the principles of humanity and genera\npunctuality in their dealand\ny\nhonest\nprivate charity, industry, frugality,\nons and generous sentiaffecti\nsocial\nall\nand\ning, sincerity, good humor,\nof the duty of magisent\nsentim\na\nd\nexalte\nSo\n.”\nments among the people\nconceived only by\ntrates in the education of the children could have been\nhardly equaled\nare\ntness\na people whose genuine worth and downright earnes\nMassachusetts\nthe\nof\nion\nprovis\nthis\nOne could wish that\nin human annals,\ntextbook\nhistory\nevery\nin\npiece\nfrontis\na\nas\nribed\nConstitution might be transc\nof edur\nmanne\nwhat\nknow\nmight\nca\nAmeri\nof\nyouth\nthe\n‘1 the land so that\ntions.\ngenera\nfuture\nfor\nd\ncovete\nors\nancest\nnd\nEngla\nNew\ncation our\nby\nThe incomparable argument for free schools, however, is attained\nour\nn\neducatio\npublic\nof\ner\nyour Horace Mann, the greatest interpret\nHis sublime conclusion in the whole matter of\ncountry has yet produced.\nsuccessive generations of men, taken col“The\nthis:\nfree public schools is\nThe property of this comealth.\ncommonw\ngreat\none\ne\nconstitut\n,\nlectively\nmonwealth is pledged for the education of all its youth, up to such a point\nas will save them from poverty and vice, and prepare them for the adequate\nperformance of their social and civil duties.” Then follows the conclusion\nof the argument: “The successive holders of this property are trustees,\nbound to the faithful execution of their trust by the most sacred obligations;\nembezzlement and pillage from children and descendants have not less of\ncriminality, and have more of meanness, than the same offences when perWe teachers of the twentieth century\npetrated against contemporaries.”\nNew England educator as the very\ngreat\nthe\non\nof\naccept this conclusi\nthis commonwealth has cherBecause\nn.\neducatio\npublic\nof\ncharta\nmagna\n\nished education as the right of every child with the same inflexible purpose\nwith which she has cherished liberty as the right of every man, we are\n\nIt may be added that only as successive generations accept\nhere tonight.\nthis dictum—namely, that they are pledged to the education of the children of the next generation, can we hope to progress or even survive.\nIn retrospect we skim the centuries through which generations of New\nEnglanders wrought mightily against the stern forces of an unfavorable\nenvironment and everywhere we see the same unyielding purpose to start\nthe next generation better equipped than the former.\nNot only in New\nEngland traditions, her laws, her institutions, but in her monuments and\nher memorials are evident the recognition of an educational duty to posterity and an inflexible purpose to discharge that obligation with full\nmeasure and in worthy fashion.\nAmid our own educational riches we sometimes almost marvel at the\nimperfect and insufficient tools with which our ancestors wrought.\nThe\ncommon school with its hard benches and meager instructional equipment\nseems as naught compared with the palatial housing and the wealth of\nmaterial of these later years. ‘To a generation that clamors unceasingly\nfor new texts, new pictures, new devices, new equipment, it seems incredible that a single book, the New England Primer, should for one hun-\n\ndred and fifty years have served as a veritable talisman of primary education.\n\nPerhaps it had merits that we moderns fail to appreciate.\n\nLike its\n\n"}
{"page": 229, "printed_page": "207", "text": "MASSACHUSETTS\n\nAND EpuCATION\n\n207\n\nusers it was a sturdy text with no easy devices, no soft doctrine of\nany sort.\n\nThe very young child of those heroic days was faced at the outset,\nnot with\ncaptivating fairy tales, but with the stern statement of his New England\nPrimer:\n\nIn Adam’s fall\nWe sinned all.\nIts scanty illustrations, such as a woodcut of John Rogers burning at the\nstake while his wife and nine children gaze helplessly on, were not conducive to merry thought.\nYet out of the common school of New England\nwith such meager equipment there have come many generations of thoughtful men and women who have cherished public education and contended\nfor it as the right of every child.\nWith fervent gratitude we record the\nfact.\nNot merely free education but progressive education, the best to be had,\nhas been the goal of New Englanders.\nIn every type of school, from the\nprimary grade to the college, Massachusetts has pioneered, placing the\nentire Nation under everlasting obligations for her successful educational\n\nventures.\n\nWe pause here to record another service.\nWhat words can stress the\ndebt of this great Nation to the army of New England’s school teachers\nwho have moved ever westward with the advancing people, imparting to\nsuccessive generations the wisdom, courage, and character of the “DownEast school ma’am.”\nThe graduates of ever honored Harvard and the\ngalaxy of New England academies, colleges, and institutes have been in\nthe van of civilization doing a man’s work.\nUnder their trained leadership\nrailroads have been builded, mountains leveled and tunneled, rivers spanned,\nfarms have been tilled, deserts have been conquered and, better than all.\nthe battles of freedom have been fought while equally well have they\nwrought in the tender ministries of the spirit for those who suffer in\nbody or mind.\nThe educational service of Massachusetts has not been confined to accomplishments through the schools. Leave out of our history those teachers\nof the Nation who as bards, philosophers, historians, artists, scientists, reformers, and divines have made New England famous, and measure, if you\ncan, how much of wisdom, inspiration, and spiritual courage, yea how the\nvery sinews of the soul would be gone from our National life. Lessons\nlearned from The Quaker Poet of Whittier Land, The Seer of Concord,\nThe Bard of Cambridge, the historians of Boston, “The Autocrat of the\nBreakfast Table,” the pre- and post-war orators, the Boston preachers of\n\nrighteousness, the fighters of the battles of freedom, have been transfused\ninto the very life blood of our Nation.\nThat is the debt we owe to\nMassachusetts.\nThis debt is not all to the past. The noble work of educating the people\nstill goes\n\non.\n\nWherever\n\ncourage,\n\ninitiative,\n\nand\n\na determined\n\npurpose\n\ndirected to a worthy end are needed there are found today men and women\n\n"}
{"page": 230, "printed_page": "208", "text": "NATIONAL\n\n208\n\nEpUCATION ASSOCIATION\n\n“There were giants in those days,” but history will\nof Massachusetts.\nof today.\nrecord the same verdict of the Massachusetts men and women\n\ntion, gathered\nThese representatives of the National Education Associa\n, from her\nhamlets\nfrom the four corners of our land, from her cities and\ndesire\nvalleys,\nand\nsides\nin\nvast prairies and lonely deserts, from her mounta\na\nAmeric\nof\ndebt\nonal\neducati\nthe\nto acknowledge with grateful emotion\nBay\nusetts\nMassach\nthe\nto\nschools\npublic\nthe\nof\nand especially the debt\nof today.\nColony, to Boston, and to the Massachusetts of the past and\nMay this great commonwealth never falter in the sublime task to which\nh\nher founders dedicated themselves—namely, the service of God throug\nschool.\npublic\nthe\ny\nthrough\nthe church and the service of posterit\n\nTHE\nCHARL\n\nDEMOCRATIC\nORMOND\n\nAWAKENING AND\nORGANIZATION\n\nWILLIAMS,\n\nSCHOOLS,\n\nSUPERINTENDENT\n\nMEMPHIS,\nNATIONAL\n\nTENNESSEE,\nEDUCATION\n\nOF\n\nPROFESSIONAL\nTHE\n\nPRESIDENT\n\nSHELBY\nOF\n\nCOUNTY\n\nTEE\n\nASSOCIATION\n\nThe National Education Association is most fortunate in meeting here\namid scenes that mean much in our American life. It is a great privilege\nto meet in this city. We know that hearts and homes are open to us here\ntoday. We know that citizens have laid aside their usual work and pleasures to devote themselves to the preparations which make these great meetings successful. Some of us, who have been near these men and women as\nthey have been doing their work, know-——as most of you cannot know—\nhow great the effort has been. Recalling the inspiring leadership of Horace\nMann and the men and women who have followed him, we had expected\ngreat things of Massachusetts, but the reality has exceeded our expectations. Representing this great Association—this magnificent Assembly—I\njoin Mrs. Dorsey in thanking you from our hearts most earnestly for this\nwonderful reception.\nWe are entering upon a new era in education. The world is realizing\nmore and more the primary importance of educated leadership and the\nfundamental necessity of intelligent citizenship.\nThere is no other safe\nfoundation for democracy.\nThis fact places a new responsibility upon\nteachers everywhere. “he individual teacher has an opportunity for larger\nservice than she has enjoyed in years gone by. “That opportunity has come\nin consequence of the development of a new idea in professional organization—the idea of representation.\nIt took centuries of political experiment to develop the idea of representative government.\nNations founded upon conquest came and went.\nEven the Roman Empire, which granted rights of citizenship to conquered\npeoples, failed to survive. Lacking the idea of representative government,\nit was unable to make the individual citizen responsible in the affairs of\nempire, Not until—in the thirteenth century—the principle of representa-\n\n"}
{"page": 231, "printed_page": "209", "text": "PROFESSIONAL ORGANIZATION\n\n209\n\ntion had birth in England, not until in later centuries it was extended and\ndeveloped in America, did it become possible to build a vast Nation in\nwhich the individual citizen had responsible part.\nThis principle of representation which has had such great consequences\nin the development of modern democracies is now making itself felt as a\npowerful force in the professional organization of teachers. It was indeed\nan inspiration to see gathered at Des Moines a year ago the chosen representatives of the teachers of the Nation.\nIt was a great satisfaction to\nrealize that for the first time in American educational history there had\nbeen brought together a body of men and women, fully qualified to express\nthe ideals and purposes of a membership of over 50,000 teachers. I am\nglad to report that growth in membership has continued and that you who\nsit here today carry the responsibility of acting for more than twice 50,000\nteachers. What you say here and what you do here will be carried back to\nevery community in the United States and will be a quickening influence in\nthe lives of your colleagues who are not able to be present during these\ngreat days.\nInspiring personal contact between teacher and pupil is the firing-line of\neducation. Without it education cannot produce a great citizenship. “Time\nwas when almost the entire attention of educational leaders was fixed upon\nthese contacts within the schoolroom. Education carried much of the idea\nof cloistered isolation. ‘That day is past. The true teacher of today is great,\nbecause he brings into his soul touch with pupils the influence of a life rich\nin the inspiration and wisdom of the world of affairs. We are coming now\nto see that if the teacher is to be all that he should be in his relations with\npupils, he must himself participate in the responsibilities of citizenship and\nmust share in the improvement of his profession. Inspiration is the soul of\ngreat teaching. No one can estimate the inspiration that is generated by\nthe National Education Association with its growing membership of over\n100,000 teachers.\nWe are proud of this great growth, but growth in\nmembership is only one of the Association’s significant achievements of the\npast year.\nI need not describe these achievements in detail. They are\nfully covered in the report of the Secretary and in the reports of departments of the Headquarters Staff. The development of this staff is itself\nan achievement of high significance. It is only a brief time since the headquarters were moved to Washington, where Secretary Crabtree and a handSoon the Association\nful of assistants were housed in rented quarters.\nnext year it moved\nThe\nadded a field-secretary and an assistant-secretary.\nDepartment was\nEditorial\nAn\nStreet.\nSixteenth\non\nhome\ninto its own\nadded. Other departments were further developed. During the past year\na Research Department has been created. Now instead of the mere handful of faithful workers of a few years ago, the Association has a well\nThis staff works\norganized staff of from fifty to seventy-five employees.\nadministration,\nof\npractices\nin offices fully equipped, according to the best\nupon to do.\ncalled\nis\nAssociation\nthe\nwhich\nwork\nto handle the growing\nBefore\n\nI became\n\npresident,\n\nI had been\n\nproud\n\nthat the Association\n\nhad\n\n"}
{"page": 232, "printed_page": "210", "text": "210\n\nNaTIONAL\n\nEDUCATION ASSOCIATION\n\nrealized the vast extent\nbought its own home in Washington, but I had not\nhad not realized how\nI\ngton.\nWashin\nat\ndone\nof the work that is being\nmen and ‘women\nfortunate the Association is in having a body of trained\nuous service\ncontin\nof\nwho bring to their work the accumulated experience\nto this Repnd\ncomme\nto\nin the field of professional organization. I want\nStaff.\narters\nHeadqu\nthe\nof\nn\ndevotio\nthe\nresentative Assembly the vision and\nonly\nnot\ncouncil\ntaken\nhave\nwe\ng\nmeetin\nthis\nfor\nIn making the program\nComive\nExecut\nthe\nof\ns\nmember\nwith\nand\nStaff\narters\nwith the Headqu\nUnited\nmittee, but with other men and women from every section of the\non as\neducati\nnt\nreprese\nStates. We have endeavored to make the program\now.\ntomorr\nbe\nwill\nthey\nas\non\nit is today and forecast the needs of educati\nbe\nshould\ngs\nmeetin\nthese\nof\ntheme\nthe\nIt is natural and inevitable that\ntion\nconnec\ndefinite\nis\nThere\ning.\nAwaken\natic\nDemocr\nEducation and the\nfied\nbetween the democratic awakening that followed the war and the intensi\nworld.\ned\ninterest in educational endeavor which is sweeping the civiliz\nIt is\nThe democratic awakening is affecting education profoundly.\nproject\nion,\nrecitat\nzed\nSociali\ntion.\ninfluencing the technique of instruc\nmethod, and other devices designed to develop individuality are being used\nmore widely than in years past. The attitude which parents and teachers\nhave toward children shows larger recognition of the child’s point of view.\nSuperintendents are finding ways of utilizing the initiatives and originalities of the teaching force in the improvement of the course of study and\nPeople generally are coming to understand that eduschool management.\nacy must be followed by education for social and\nl\ndemocr\npolitica\nfor\ncation\nThe\nindustrial democracy, if the future of civilization is to be secured.\nleaders of humanity are facing with new courage the task of reconstructing\nthe world’s relationships, so that the interests of the common men and\nwomen shall receive larger recognition when world policies are shaped.\nThese are some of the things that have come in consequence of the democratic awakening. For education they mean a new perspective, new problems, and new hope. ‘The thinking leadership of the civilized world is\ndetermined that every citizen must be educated for a place in peaceful\nsociety with as much thoroughness as in times of war he is educated for a\nplace in the army. ‘The world is challenging its educational forces to produce an education fundamentally sound in quality and abundant in quantity. Professional organizations have taken up the challenge and are destined to become the policy-determining agencies of the future. They have\ndeveloped a new educational leadership—a new statesmanship.\nThe significance of this new educational statesmanship is best seen in the light of\nhistory. Education in America has developed piecemeal. It is the product\nof experiments and rivalries—of enthusiastic and partial attempts to meet\nthe educational needs of a democracy that has grown so rapidly in extent\nand complexity as to leave many educational plans out of date before they\nhad become fairly established. “There have been movements for academies\nand Latin schools and brilliantly led efforts to develop elementary schools\nboth public and private. Secondary education has been the chosen goal of\n\n"}
{"page": 233, "printed_page": "211", "text": "PROFESSIONAL ORGANIZATION\n\n2At\n\none group of educational leaders, while the enthusiasm of another group\nhas sought all it could get for the development of higher education. Other\nleaders, with a. vision of the importance of maintained intelligence among\nour entire citizenship, have worked for the establishment of free public\nlibraries. Still other men and women have realized the importance of professionally trained teachers and have lent their energy to the development\nof normal schools and teachers’ colleges. Too frequently these leaders have\nworked at cross purposes. They have sometimes feared lest the success of\nanother enterprise might interfere with the development of their own.\nThey have not often enough been able to see that the education of a democracy is a great single comprehensive task.\nThe new leadership is coming to see education in this broader and more\nfundamental light. It is only a matter of time until every State in the\nUnion will have a program of education sponsored by the leadership of a\ngreat association designed to develop a system that will promote every type\nand kind of education. Educational leaders will have not less enthusiasm\nfor their special work but more appreciation and more enthusiasm for educational enterprise generally.\nIt is only a matter of time until education will have larger National\nrecognition and support, just as agriculture has grown in the support which\nit receives from the Federal Government. The Constitution of the United\nStates gives the control of education to the various States. We could not\nif we would—and we would not if we could—change this fundamental\nprinciple of the American Government, but we must face squarely the fact\nthat no one can be a citizen of the United States without first becoming a\ncitizen of a State. If the United States is to have the kind of citizenship\nthat its place in the family of nations\n\ndemands,\n\nit must\n\nshare with\n\nthe\n\nhis responsibility is\nStates the great responsibility of public education.\nexpressed in the Towner-Sterling Bill. This bill is sound. It is necessary.\nIt represents the best educational statesmanship of our times. Daily it\ngrows in strength with the people. A year ago the ultimate realization of\nits aims might have been doubted.\nTo doubt it now would be to doubt\nthe very tides.\nThe leadership of America in the affairs of the world is the greatest\nopportunity that has come to a nation in all history. It has been the aim\nof this program to recognize this great opportunity and to discuss the\nfundamental things needed to develop an educational system that will\n\nenable the Nation to meet its growing obligations.\nLooking forward to the coming world conference on education, an attempt has been made to present the new world outlook in its relation to\nour educational problems. We are proud to have with us the President of\nour great sister organization overseas. We are proud of the record of that\n\nassociation with over a hundred thousand members. Education everywhere\nhas been benefited by the fight that it made for the Fisher Bill and by its\nmore recent fight for adequate salaries and improved conditions generally.\nYou heard discussed this morning the problem of the training of teachers\n\n"}
{"page": 234, "printed_page": "212", "text": "NaTIoNAL\n\nDAD\n\nEpucaATION ASSOCIATION\n\na new apprein its various aspects. We all have as a result of that meeting\nwartime to\nin\nFailure\nteacher.\nciation of the importance of the trained\nty. May\ncommuni\nany\nupon\nstigma\na\ncasts\nrs\nrespond to the call for voluntee\ninstitutraining\nteacherthe\ninto\nsend\nto\nfailure\nwhen\nthe day soon come\ntic.\nunpatrio\ndeemed\nbe\nlikewise\nwill\nrecruits\nof\nquota\nproper\ntions its\nthe\nabove\nrise\nThe teacher is the real maker of history, and no nation can\nvision and the character of its teachers.\nIt\nRural life and education have been emphasized in this program.\nour\nthan\nt\nimportan\nmore\nis\nlife\nrural\nour\nthat\nwould be folly to contend\nindustrial and commercial life. The welfare of all is found in the prosperity of all. But our rural life presents peculiar problems, serious problems, which must find solution in education. A survey of the disgraceful\nconditions in tens of thousands of rural schools is ample evidence of the\nneed for constructive work. ‘The farm boy and the farm girl are entitled\nto a square deal. The Nation cannot afford not to give them a square deal,\nfor it is from the underlying bed rock of the common people on the farms\nthat the leadership of the Nation is continually recruited.\nThese are only a few of the problems that we are here to consider. We\nare here representing every portion of the Nation. We are here to meet\ntogether and to work together. We are here to get the inspiration of\nworthy ideals fostered by common action. We are here, because a country\nthat is worth dying for is worth living intelligently for. We are here in\nthe spirit that sent our fathers to these shores. We are here to forget self\nand to grow in service to the Republic. We are here representing that\nsystem of public education by which the Nation has been great. We are\nhere to dedicate ourselves anew to the further improvement of that system\nto the end that education of the people, by the people, and for the people\nshall make good the glorious promise of democracy.\n\nDEMOCRACY\nEFFIE\n\nMAC\n\nGREGOR,\n\nIN THE\nMINNEAPOLIS\n\nMINNEAPOLIS,\n\nCLASSROOM\nTEACHERS’\n\nLEAGUE,\n\nMINNESOTA\n\nThe great Theodore Roosevelt has said that we have before us the great\ntask of “trying to save America,” and he adds, “we have a fifty-fifty\nchance.”\n‘These are portentous statements.\n:\n}\nWe are enamored with the words “to save America.”\n‘That phrase\ncarries with it the idea of dramatic action, of beautiful but self-satisfied\nheroism. Yes, we are all willing “to save America.”\nBut what about this “fifty-fifty chance’?\nOne must pause here and\n\nconsider well when one remembers the broad and deep patriotism of the\nman who said these words.\nHere is an un-American\ninsure a happy ending, even hints at a possible failure.\n\nidea, for it does not\n\nWhat is to be done about it? Shall we pause and then pass on, taking\nthe happy ending for granted, or shall we stop and begin to interest ourselves in the constructive continuance of the foundation necessary “to save\nAmerica?’\n\n"}
{"page": 235, "printed_page": "213", "text": "Democracy IN THE CLASSROOM\n\n213\n\nIt is to be hoped that every American in every walk of life will stop\nand having stopped will take his individual place in the further construction of this mighty foundation which was so courageously begun by our\nancestors, in this very place, some three hundred years ago.\nEvery American citizen should study and know his particular part in\nrelation to the whole, and knowing, should, with deepest gratitude pledge\nWhat servhis service to the construction of a safe National foundation.\nice can the classrooms of the public schools of our country render democracy?\nLong ago the world’s greatest teacher said, ‘““Ye shall know them by\ntheir fruits’ (Matt. 7:16).\nWe may hope for success in our experiment\nin democracy, we may talk about it, write about it, and even sing about it,\nbut we shall have no democracy until we have demonstrated democracy.\nThis may sound pedantic to the great majority of American people, but\nthen the great majority of American people have not taught school in the\ngreatest democratic institution on earth, the public school of the United\nStates, so they cannot know that every classroom in our public-school system is at the present time a near demonstration of democracy.\nIt was my privilege to attend the convention of the Department of\nSuperintendence of the National Education Association, held in Chicago\nlast winter. ‘There I heard a definition of democracy which exactly described my idea of democracy in the classroom.\nDr. Aydelotte said, ‘“Democracy is the art of living together.”’ ‘This remarkable definition served\nto remind me that every classroom in our country is definitely working on\njust that project, “the art of living together.”\nIf our project is to be a contribution from the classroom to this foundation which must be “built on a rock” if we are “to save America’ then,\nas educators, we must have definitely in mind just what is needed to insure\nthe success of our contribution.\nThe first requisite is a classroom teacher who has a definite idea of the\nmeaning of democracy.\nIt will, of course, be an individual idea, but to\nbe of real service it must be all inclusive. She must realize that while she\nis teaching subject matter, she is at the same time living with a group of\n\nboys and girls who will strengthen or weaken our National foundation in\nproportion as they make this living together an art. She must then fully\nappreciate that the institution of public education in the United States is\nthe great laboratory in which this tremendous experiment can be tried and\nproved.\nFurther essentials to our project are the boys and girls who come from\nany and every sort of American home.\nEvery classroom teacher knows that she must have three great objectives\nin mind if democracy is to succeed.\nHer first great objective is that of\ncharacter building.\nShe knows that the individual contributes power to\nself and to the Nation, only as he realizes that individuality and character\nare synonymous.\nShe knows too, that the development of character is largely due to\nBut she works in a country where liberty and license\nreligious teaching.\n\n"}
{"page": 236, "printed_page": "214", "text": "214\n\nNationAL\n\nEpuCATION\n\nASSOCIATION\n\nTo bring order out of chaos, in\nhave been confused in several instances.\nto call ourselves a Christian\nproud\nare\nthis instance, she remembers that we\nof Deity: “God is Love” ;\ndefinition\nJohn’s\nSt.\naccepts\nboldly\nshe\nNation, so\nand then proceeds to build character in the classroom on the two great\ncommandments, “Thou shalt love the Lord thy God with all thy heart,\nand with all thy mind, and with all thy strength” ; this is the first commandAnd the second is like, namely this, “Thou shalt love thy neighbor\nment.\nas thyself. There is none other commandment greater than these.” (Mark\nAnd under her guidance every boy and girl learns that to\n12: 30-31.)\nbe a “short sport” is simply not loving your neighbor as yourself. They —\nlearn too that to be “‘square” one must necessarily give one’s neighbor considerable thought. In short, the second great commandment becomes the\nyardstick of all classroom codperation.\nBy following this method more or\nless closely, character is strengthened in the classroom.\nIt is to be hoped\nthat some day soon our Nation may see the need of definitely admitting\nthese two great commandments into the public school as part of our curriculum.\nThe second objective of the classroom teacher is the development of\ncivic responsibility.\n“The classroom teacher knows that if she is to throw\nweight on the side which will insure the safety of America she must instil\nindividual and collective civic responsibility in the boys and girls with\nwhom she lives. She must bring to the realization of every child that\nwe live in a Nation having “‘a government of the people, by the people, and\nfor the people” and such a government can only continue as every individual\ntakes active part and serves, “with malice toward none, with charity for\nall, with firmness in the right, as God gives us to see the right.”\nAnd last, but quite as important as character building and civic responsibility, is the development of individual and collective social effectiveness.\nWe live in a Nation which is much more impressed by speed than by\ngrace, but nevertheless there can be no real harmony in living without\ngrace.\nIncluded with love and service to our fellowmen must be an appreciation that living, itself, can and should be an art. Art of any kind\ncomes into being through the love of beauty. We are teaching beauty\nwhen we teach love for our fellowman and when we emphasize the need\nof service in life, but added to these teachings must be the development of\na real appreciation of the social graces.\nWhen we shall have learned in the classroom, in the home, in our business, civic, and social National life that we must follow some definite and\ninclusive rulé as a basis for character building, that civic responsibility\nbegins with the individual and that a love of beauty is an essential to living harmoniously, then we shall have demonstrated democracy.\nWe may\nthen join Whittier in gratitude and in prayer:\nFor art and labor met in truce,\nFor beauty made the bride of use,\nWe thank Thee; but withal we crave\n\nThe austere virtue strong to save—\nThe honor proof to place or gold,\nThe manhood never bought or sold.\n\n"}
{"page": 237, "printed_page": "215", "text": "THE New OvurLook\n\n215\n\nIf the National Education Association can be the channel through which\nthe American public may realize as never before that the institution of\npublic education in our country is our greatest agency toward the demonstration of democracy, then we shall have rendered the greatest service\nof all, not only to our Nation but to mankind.\n\nTHE NEW\nKATHERINE\n\nD. BLAKE,\n\nOUTLOOK\n\nPRINCIPAL\n\nOF\n\nNEW\n\nCITY\n\nYORK\n\nPUBLIC\n\nSCHOOL\n\nNO.\n\n6,\n\nThree centuries ago a new outlook was given to the world by a group\nof men in the tiny cabin of a little ship anchored not far south of this town\nwhen they wrote and signed ‘“The Compact,” in which all men were\ntreated as equals unlimited by restrictions of wealth, education, or religion.\nIt is fitting that we educators on this historic ground near the Cradle of\nLiberty, should seek a new outlook for this troubled world.\nIt is America’s\ngift to light the world to new things. ‘The document, the signing of which\nwe celebrate today, so lit the world that despotism has been everywhere\noverthrown until today the republic is the rule among governments, and\nthe monarch is the vanishing exception.\nDo we need a new outlook in education? ‘The whole world needs it!\nSchoolhouses are either crowded far beyond capacity, or empty because of\nlack of teachers.\n“Two million children in these United States annually\nrepeat their grades, thus learning the lesson of failure in early life, to be\nhindered by it for the rest of their days. In New York City last year\n50,000 boys and girls left school before completing their elementary studies\nto go to work—most of them without needing to do-so.\nMen, like Frankenstein, have created a giant to do their work, and\nunless controlled, it will destroy humanity.\nSteel rules the world today\nand “Standardizing” and “Efficiency” have been our watchwords till our\nschools are dangerously like factories where we try to make all children\nmeet the same standard of knowledge.\nThe scientific gardener knows that you can only improve plants by giving\nthem food, sunshine, air, and room to develop.\nWe must try to realize\n‘that we are but a step beyond the plants and that the same things will\ndevelop the children—food, sunshine, air, and room—space for freedom.\nThere is nothing the matter with our children.\nDaily I marvel at their\nintelligence and above all at their patience with grown-up ways.\nThey are\nmuch more clever than we. ‘They are true democrats and recognize no\nclass distinctions; no color line is drawn by children until taught by their\nelders to draw it. No wonder Christ said “Of such is the Kingdom of\n\nHeaven.”’ Some day we shall know enough to “let a little child lead us.”\nThey have the new outlook if we have not, as Herbert Johnson has\nshown us. A generation or so ago the small boy sat up by the light of his\nlamp reading ‘““Deadwood Dick’s Defy.” Today with an electric bulb to\nlight him he is studying “The Radio News” to find out how to’ make his\n\n"}
{"page": 238, "printed_page": "216", "text": "NATIONAL\n\n216\n\nEpUCATION\n\nASSOCIATION\n\ncrackerbox radio outfit louder and better—and we still feed children\nLet the little child lead us! How\nfoolish fairy stories instead of science.\n\nfast the child is leading us! Almost daily the papers tell us of some wonderful child: a four-year-old knows three languages and discusses current\ntopics intelligently; a girl of eleven enters Columbia Law School in the\nfall. And we still measure education by hours! We study boundaries in\ngeography when airplanes and radio are setting boundaries at naught and\nmaking brothers of the peoples of the ends of the earth.\nOur work is the most inspiring work in the world, yet adherence to\nThe teacher’s job should be the most\ntradition renders it drudgery.\nenviable position in a civilized community.\nIt is our duty to make it so,\nand in order to do this let us write tonight in our hearts a new Declaration\nof Independence—the Declaration of Independence for Children—the\nright of life, food, liberty, to learn the things suited to each one’s intelligence, and the pursuit of happiness, play space and the right to rove as\nyouth always desires to do.\nThen having written this declaration let us demand and continue to\ndemand for the future State builders.\nWhat is money compared with a\nthinking human being!\nAmbassador Sir Auckland Geddes recently said, ““An ambassador’s duty\nis to promote the cause of peace.’\nHow infinitely more is it the duty of\nthe teacher.\nHe added: “You and your companions in the teaching profession have almost absolute control over the mental bias of the citizens of\nthe future.\nIf you are understandingly faithful to your trust, there will\nbe new hope for mankind and for the peace of the world.”\nThe peace of the world is in our hands.\nWe can keep pure the waters of\nlife, if we are faithful to our trust. With the peace of the world there\nwill be no need to demand money for schools. Funds will-come as a\nnatural right. Let us keep President Meiklejohn’s words in our hearts:\n“There is only one real vice, hatred; and only one virtue, love. Hate\nwishes to destroy; love would create. Where hate comes in, life fails.\nWhere love comes in, life is sane.”\nWith love as our guide, a new outlook will be ours, and the peace of the\nworld will come.\n\nTHE\n\nWOMAN\n\nOF AMERICA AND\nAWAKENING\n\nMAUD\n\nWOOD\n\nPRESIDENT\n\nPARK,\n\nVOTERS,\n\nOF THE\n\nTHE\n\nNATIONAL\n\nWASHINGTON,\n\nDEMOCRATIC\nLEAGUE\n\nOF WOMEN\n\n|\n\nD. C.\n\nAt the base of the belief in democracy lies the conviction that control by\nthe whole people is better than control by a single group for the reason that\neach group brings to the task not only its own human qualities and interests but its special group experience.\nNecessarily each separate group has its special experience to contribute.\nWomen, in one sense a group—the largest group any orderly government\n\n"}
{"page": 239, "printed_page": "217", "text": "we\n\nWoMAN\n\nAND THE Democratic\n\nAWAKENING\n\n217\n\nhas ever admitted at one time to a share in the conduct of national affairs—\nhave certain ideas and tendencies, the result of racial experience, in common with men.\nThey have also special interests due to their special training and they must contribute these wisely, advisedly, and sanely if they\nare to be helpful in political life.\nThe enfranchisement of women, if it is to realize its potential usefulness, must really be an awakening to three things, not merely to the possession of the vote. ‘There must be an awakening to the real meaning of\nthe new opportunity—to an understanding of the common interests women\nshare with men—and to an intelligent comprehension of women’s own\nspecial limitation as well as their own special qualifications.\nWomen are the practical sex, the serious-minded sex.\nExcept\ninadvertently we will not, as voters, contribute to the gaiety of nations. As\npractical persons women have had peculiar experience in matters concerning home-making and the care of children; as serious-minded folk we realize\nthe defects in our education and are trying in all earnestness to remedy\nthem that we may vote intelligently.\nBecause of the special training life has given us, we realize better than\nmen do the need for public education.\nI believe, therefore, that such an\norganization as the National Education Association ought to rejoice in the\nenfranchisement of women.\nWe come into political life as a group whose\ninterest in education is deep and whose knowledge of its need, intimate, for\nit falls to the home, and always will fall to the home, to lay the foundation\non which the school erects its structure.\nI see in the enfranchisement of\nwomen and in the desire of every thinking woman to use her privilege\nand right of citizenship wisely and well, a more intelligent codperation\nbetween the home and the school, and for the work of formal education a\nmore solid foundation.\n“The common interests of women will always be\nthe child and it is the aim of the schools of citizenship conducted by our\nLeague of Women Voters to train women to such use of the franchise as\nshall make their vote the powerful and devoted ally of all forward-looking\nplans for education.\n\nMESSAGE\n\nFROM\n\nPRESENTED\n\nBY\n\nHONORABLE CHARLES\nSECRETARY OF STATE\nANDREW\n\nPRINCETON\n\nF. WEST,\n\nUNIVERSITY,\n\nDEAN\n\nOF\n\nPRINCETON,\n\nEVANS\n\nGRADUATE\nNEW\n\nHUGHES,\nSCHOOL,\n\nJERSEY\n\nIt is idle for those who are distressed by some of the tendencies of our\ntime to indulge the notion that there will be a diminution of popular control or increase of respect for mere tradition or authority.\nThe will of\nthe people will be expressed and slight hindrances will be interposed to the\nsatisfaction of their desires. As the restraints we believe to be important\nto our security and progress must be self-imposed, there is no reason why\nwe should entertain the delusion that democracy will confer blessings\nexcept in so far as it represents the rule of an intelligent and cultured\npeople.\n\n"}
{"page": 240, "printed_page": "218", "text": "218\n\nNatIioNaL EpuCATION ‘ASSOCIATION\n\nWe cannot fail to be gratified by the evidence on every hand of an\nincreased demand for educational opportunity, and it is most encouraging\nto observe the extraordinary efforts that are being made, especially in the\nPublic funds are\nfield of higher education, to provide new facilities.\n\navailable to an unprecedented extent, while the outpourings of private\nbenevolence have gone beyond anything that we have hitherto deemed\npossible. But it is also apparent that there is much confusion with respect\nto standards and aims and that there will be little gain in considering the\nmechanism of education until we have re-examined the more fundamental\nneeds.\nIt is not likely that there will be lack of opportunity for vocational\neducation—for the sort of training which will fit men and women to\nearn a living. The exigencies of our complex life are too apparent and\nthe rewards too obvious to admit of neglect; and we shall have whatever\nBut democracy cannot live\nvocational or technical schools are required.\nbe able to earn a living,\nshall\none\nthat\nenough\nnot\nis\nIt\nalone.\nbread\non\nWhat is\nor a good living. ‘This is the foundation but not the structure.\n\nneeded is to have life more abundantly.\nFrom the standpoint of the individual the exclusively materialistic view\nis inadmissible, for the individual life should be enriched with the ampler\nresources of a wider culture. What is most important, however, in view\nof our social and civic needs, is that the door of hope should be kept open\nby maintaining the opportunities and standards of general education—thus\ngiving to those who start amid the direst necessities and with the most\nslender advantages the chance to rise. his is of especial importance to\nour working people, who are not to be viewed as mere economic units but\n“Che Amerias our co-laborers in the great enterprise of human progress.\ncan ideal—and it must be maintained if we are to mitigate disappointment\nand unrest—is the ideal of equal educational opportunity, not merely for\nthe purpose of enabling one to know how to earn a living and to fit into\nan economic status more or less fixed, but of giving play to talent and\naspiration and to the development of mental and spiritual powers.\nIt is impossible to provide a system of general education and ignore the\nneed of discipline. ‘The sentimentalists are just as dangerous as the\n\nmaterialists. No one will dispute the importance of making study interesting, of recognizing the individual bent or special gifts. But the primary\nlesson for the citizens of democracy is self-control, and this is achieved only\nthrough self-discipline. As I look back upon my own experience I find\nthat the best lessons of life were the hardest.\nEven along the line of\nspecial aptitude it is the severe mental exercise, the overcoming of real\nobstacles that counts.\nMy mother’s insistence upon daily exercises in\nmental arithmetic has been worth more to me than all the delightful dallyings with intellectual pleasures I have ever had. Life is not a pastime, and\ndemocracy is not a holiday excursion.\nIt needs trained men to think, whose\nmental muscles are hard with toil, who know how to analyze and discriminate, who stand on the firm foundation of conviction which is made\npossible only by training in the processes of reason.\nThe sentimentalists\n—\n\n"}
{"page": 241, "printed_page": "219", "text": "e\n\nMeEsSAGE FROM\n\nSECRETARY HUGHES\n\n219\n\nmust not be allowed to ruin us by dissipating the energy that should be\nharnessed for our varied needs.\nWhen we consider the true object of education, to give the training\n\nwhich will enable one to make the most—that\n\nis, the best—of oneself, we\n\nmust realize that the foundation should be laid in a few studies of the\nhighest value, in self-discipline, and that there should be supplied every\nincentive to attain that mental and spiritual culture which connotes, not\nmerely knowledge and skill, but character.\nThis means self-denial, hard\nwork, the inspiration of teachers with vision, and an appreciation of the\nprivileges and obligations of citizenship in democracy.\nIn the elementary schools, it means that sort of training which insists,\nat whatever cost, on the mastery by the student of the subject before hina,\non accuracy—the lack of which, I regret to say, is now conspicuous in\nstudents of all grades—the correct use of our language, and the acquisition\nof that modicum of information which everyone should possess.\nIn the secondary schools (our high schools and academies) it means that\nwe should stop scattering. There is at present a bewildering and unsuccessful attempt at comprehensiveness.\nIt fails of its purpose in giving\nneither adequate information nor discipline.\nIt asks too much of the\nstudent, and too little. I believe that we need to have a few fundamental,\nI am one of those who believe\nsubstantial studies thoroughly mastered.\nin the classical and mathematical training, and I do not think that we have\nfound any satisfactory substitute for it. But the important point is the\n‘The function of the secinsistence upon concentration and thoroughness.\nondary school is not to teach everything but really to teach something, to\nlay the basis for the subsequent, and more definitely specialized, intellectual\nendeavor.\nI think, also, that we have done too much to encourage intellectual\nvagrancy in college.\nOf course there should be opportunity to select\ncourses having in view definite scholastic aims, but we have gone so far that\na “college education,” outside of technical schools, may mean little or\nnothing.\nIt is a time for reconstruction and for the establishment of\ndefinite requirements by which there will be secured better mental discipline, more accurate information, and appropriate attention to the things\n\nof deepest value which make for the enrichment of the whole life of the\nstudent.\nWe have given too scant attention to the demands of training for citizenship. This implies adequate knowledge of our institutions, of their development and actual working.\nIt means more than this in a world of\nnew\n\nintimacies and complexities.\n\nIt means\n\nadequate knowledge\n\nof other\n\npeoples, and for this purpose there is nothing to take the place of the\nhumanities, of the study of literature and history. When I speak of the\nstudy of history, I do not mean a superficial review, but the earnest endeavor to understand the life of peoples, their problems and aspirations.\nAnd at this time it is not simply or chiefly the history of a distant past that\nit is most important to know; it is recent history, with sufficient acquaintarte with the past to understand the extraordinary happenings and develope\n\n"}
{"page": 242, "printed_page": "220", "text": "EpuCATION\n\nNATIONAL\n\n220\n\nASSOCIATION\n\nments which have taken place in our own time, so that through a just and\nclear discernment our young men and women may properly relate themselves to the duties and opportunities of their generation.\nWe must not forget the many schools of experience, in one or more of\nwhich every American must take his course, but what we have regarded\nas the American character, that which we delight to praise as the dominant\nAmerican opinion because of its clear, practical, and intelligent view of\naffairs, has resulted from the interaction of the influences of the colleges\nand universities on the one hand and of these schools of experience on the\nother. We cannot afford to do without either. And the most pressing\nneed of our day is attention to the organization of American education.\n\nTHE PEACE-TIME PROGRAM\nAMERICAN LEGION\nALVIN\n\nM. OWLSEY,\nTHE\n\nNATIONAL\n\nAMERICAN\n\nDIRECTOR\n\nLEGION,\n\nOF THE\n\nOF AMERICANISM\n\nINDIANAPOLIS,\n\nCOMMISSION,\n\nINDIANA\n\nIt is an honor and a privilege to address an audience such as this. I\neagerly bring you a message from the American Legion.\nI pray inspiration for its delivery.\nHear me in my cause!\nWe cannot speak of a peace-time program without being mindful of\nthose gallant and heroic men and women whose sacrifice made possible our\npeace. The outstanding and overshadowing problem of The American\nLegion and her first supreme consideration is to fight the peace battle for\nthe blind, the insane, the sick and wounded, who now lie on beds of suffering, and see that those yet unprovided for shall find their way to comfort\nand ease. “The great heart of the Legion bleeds to see these men and\nwomen shamefully neglected.\nI tell you tonight on good authority the\nLegion is not satisfied with the treatment of our sick and wounded.\nConfusion, red-tape, short-sightedness, public apathy, and selfishness have stood\nin the way of a speedy solution of our hospital situation.\nNothing is too\ngood for these men and women!\nFavorites of the Mother Country!\nDefenders of our homes and firesides!\nLovers of Liberty!\nSoldiers of\nIdeals! Crusaders for all mankind!\nYour fight is our fight. It will\nend when you are returned well to our midst.\nMany friends say to me, “The American Legion was organized as a\nresult of a war, a great and terrible war; what then is this Legion doing\nin time of peace?”\n‘To these friends I am glad to answer, ‘“The American\nLegion is building a city. Like Legions of old Rome from which we take\nour name, on going into camp we are tracing the streets and walls of a\nstrong fortress before the sun goes down.”\nWhat is war?\nIt is the means of making a just peace, nothing more or\nless. ‘Therefore the organized Legion, be it Roman Legion or American\nLegion is primarily and fundamentally a forged and tempered instrument\nof peace.\nNo better example can be found than in the glorious record\n\n"}
{"page": 243, "printed_page": "221", "text": "THE AMERICAN\n\nLEGION’s PROGRAM\n\n221\n\not the first known legions and legionaires of history—those iron cohorts\nthat established and guarded the majesty of the peace of Rome throughout\nthe civilized world two thousand years ago, when the\n*»\n\n.\n\n.\n\n.\n\nWild peoples of the North\nStood fronting in the gloam,\nAnd heard and knew each in his mind\nA third great sound upon the wind,\n\nThe living walls that hedge mankind,\n‘The walking walls of Rome.’\nThe cities still stand that they builded in time of peace, those legions\nof the Pax Romana that stood guard from Edinburgh to the deserts of\nArabia.\nOnce I stood on the old city wall of the city of Chester in\nwestern England, a city whose streets still follow the lines laid out by the\nRomans who first camped there. At my feet I saw in crumbling stone an\nancient anchorage for ships. Below this anchorage was meadow land.\nTwo miles away today the river runs that had borne the galleys of Rome\nto that anchorage two thousand years ago. But the city stands and\nflourishes, whose very name of Chester harks back to the “Castra” of that\nlegion of old Rome that marked it out.\nNot only in England, but across all Europe those legions have written\ntheir names in the proud appellations of pinnacled cities. Even the names\nhave been distorted in the long passing years, till Caesarea Augusta has\nbecome stately Saragossa in Spain and white Colonia on the Rhine is\ncalled Cologne by us of English speech.\nBut the cities abide and prosper,\nnot unforgetful of that day long past that saw their birth—the armored\nsoldiers carrying stone, the tents of the generals, the crested centuries, the\nengineers, and the cavalry.\nThose were the legions of Rome; they built\ncities and defended them.\nAnd we likewise of this Legion of America are building no small town\ntoday, but rather a high and holy city for the generations of Americans\nyet tocome.\n‘There shall be white halls of council in this city, and pleasant\nparks through which the children stray. There shall be palaces of art\nand stately libraries, and above all there shall be homes—the homes of\nAmerica—those homes whose four walls clasp and shield the strength\nand happiness of a nation.\nNot in any vain glory do I say this, but rather\nin great humility—we of the American Legion have turned from the dust\nof battles to build a city for the housing of the hopes of all mankind.\n‘The\nwatchword of this city shall be the word, Liberty, and across its loftiest\narchway shall be written the word, Law; and the name of the city is\nAmerica.\nIn this city shall be schools.\nIn the youth of a nation is that nation’s\nhope; and it is the youth of the nation that shall inhabit that white city\nthat is the America to be. We are not yet a nation of descendants, thank\nThe true American still dreams of the\nGod, we are a nation of ancestors.\nfuture of his children rather than of the past of his forefathers, however\n\n"}
{"page": 244, "printed_page": "222", "text": "222\n\nNATIONAL\n\neminent those may have been.\n\nEpucaTION ASSOCIATION\n\nThe true American still regards himself\n\nhowas the founder of a family rather than the descendant of any family,\nstar.\nguiding\nhis\nis\nchildren\nhis\n‘The future of\never honored.\nFrom the dim beginnings of the Republic this white ideal has been the\nof\nguiding light of all American activity. The American is a founder\nand\nOxford,\nof\nschools. A cattle trail gave its name to the University\nCambridge speaks today of a river and a bridge; but from: Yale to Leland\nStanford the high roll of American universities bears to a surprising\nnumber the names of the American men of affairs who devoted their private\nwealth to the founding of public institutions of learning, nor is that all.\nThe history of the American Republic is the story of westward expansion\nacross a continent, the story of the winning of a wilderness for civilization.\nIt is the history of the pioneer walking westward into the far regions; the\npioneer clearing forests for cultivation and driving his plow across innumerable meadows; the pioneer-builder dreaming and creating farms and\nBut this American pioneer was a dreamer and creator of schools\ntowns.\nas well. Wherever this pioneer advanced into the wilderness, the school\nAfter provision for food and shelter, the\nadvanced into the wilderness.\nplanting of the corn and the building of\nthe\ns;\nafter\nelemental necessitie\nthe log cabin, the pioneer’s first thought was of a schoolhouse for his children. ‘The history of humanity had never seen the like before; a great\nrace of men who lived for an ideal, who faced and conquered hard seasons\nand crushing labors for the sake of generations yet to come.\nDriven by\nthat deep thirst of knowledge that he had no hope of satisfying for himself, the pioneer of America consecrated his life’s endeavor to the education of his children.\n“This is the glory of America.\nLet me tell you the dream of The American Legion, of this new Legion\nof soldiers carrying stone for the building of cities. This dream of ours\nis a vision of a white city with schools, down whose pleasant ways no child\nwanders in unwilling ignorance.\nWe shall build this dream in stone for\nhousing the fates of mankind.\nHow shall we face this task, how meet and conquer it? By the strong\nand centered will of a million ex-service men whose posts are established\nthroughout the land, whose influence extends into the remotest village,\nand who are available and eager to codperate with every American institution and association that is forwarding the cause of education in America\ntoday.\nLet us take counsel together for the awakening of America to her educational needs. Awakening is the thing that is needed; if the people have\nforgotten for a time the bright ideals of the pioneers who dreamed of\ncities and schools, let us bring them back to these worthy considerations\nfrom which spring the motive power of the world’s progress.\nIt is for\nus to bring that time nearer.\nThe laws still stand on the statute books of\nall the States that call for. the attendance of every child at school.\nIn\nthe constitution of every State of the Union is written a guaranty of\nadequate education for the youth of the land. These guarantees are idle\n\n"}
{"page": 245, "printed_page": "223", "text": "THE AMERICAN\n\nLEGION’s PROGRAM\n\n223\n\nwithout their application; the latter is empty without the spirit. The\nconstitutions and statutes that provide for the education of the youth of\nAmerica are wise and proper, yet two children out of every five are not\nattending school.\n;\nAre our constitutions empty words, are our statutes nothing but delicate\npleasantries?\nNot so in this city with schools that we of the Legion have\ndevoted ourselves to building. We have the word of the law; let us live\nin it. To the carrying out of the spirit and letter of the statutes that\nprovide for the compulsory education of the children of America, the ~\nAmerican Legion is irrevocably committed.\nThe education of American children must be an American education.\nIt must prepare the children of America for American citizenship, and the\nhigh goal of American citizenship has not yet been reached. We Americans must know the details of our government and our history as well as\nwe know the details of our daily lives, before we can fully and rightfully\narrogate to ourselves the management of our national affairs. And for\nthat, if for no other reason, must we have civil government and American\nhistory established as compulsory studies in our schools, and we must\ncompel the study of these subjects till every American citizen-to-be has\nacquired a full knowledge and complete realization of the rights and\nprivileges and duties of American citizenship.\nTo this principle the\nAmerican Legion in national convention assembled has thrice committed\nitself in no uncertain terms.\nIt is our dream to see the schools of America\nset apart, in the minds of men as well as in the streets of the cities—set\napart from and above the office building and the factory, in recognition of\nthis their mighty function for the development of American citizens.\nAnd then it is my dream that every schoolhouse in this land shall fly\nfrom their staffs from dawn till set of sun the flag of this Republic.\nThat\nmighty flag—that emblem of human liberty—must fly over every schoolhouse as the symbol of that bright American ideal of which the school is\nthe living spirit and the vital source.\nOne flag floating above all the\nschools, as the symbol of a united nation—the sign of America made\nvisible. And this brings with it as naturally as the sunrise follows dawn,\nthe establishment of one language in all the schools for the expression of\nAs the flag is America made visible, so the language\nthe soul of America.\nof Jefferson and Lincoln is America made audible.\nCommunity of language is the strong fastener of the ties that bind mankind. ‘The use of a common tongue overlaps political boundaries.\nWhen\nancient Greece was divided into free states by the hundreds, still the soul\nof Greece was one; and in Athens or in Argos, in Corinth or in Syracuse,\nthe command of the language of Homer and Demosthenes distinguished\n\nthe Greek from the barbarian. And when the ordered Legions brought\nthe great western nations under the rule of Rome, it was the Latin language\nthat fused alike the Gaul and the Briton, the Bavarian and the Spaniard\ninto the Roman citizen and the upholder of the laws of the Roman state.\nThis America of ours was established by men of Saxon and Celtic strain\nwho spoke the tongue of England.\nWe have made that tongue our own.\n\n"}
{"page": 246, "printed_page": "224", "text": "NATIONAL\n\n224\n\nEpUCATION\n\nASSOCIATION\n\nMore people speak this language in America than in all other countries of\nIt is the speech of the founders of the Republic.\nthe world combined.\nOur national constitution is written in this language, our histories and\nWe turn to Greek for the\nour literature, and the songs we sing of home.\norigin of the drama, and to Latin for the origin of laws, and to French\nfor the first beginning of modern thought; but on this, the anniversary of\nAmerican freedom, I declare by the Goddess of Liberty we do not turn to\nGreek or Latin or French for. the Declaration of Independence of the\nUnited States of America!\n“That declaration and our Constitution comprise our greatest national heritage; they are the twin sources of the great\ncurrent of American life today. Shall those epoch-making documents ever\nbe studied in our schools and interpreted to our children in any language\nbut the original?. It cannot be. It must not be. One flag above our\nschools and one language in our schools, the flag and the language of\nAmerica, of America one and indivisible—\n“Until God loosen over sea and land\nThe thunder of the trumpets of the dawn.”\n\nI have nothing but praise for the program of education for the immigrant that is now being attempted by the department of Labor.\nNevertheless I maintain, and all thinking people must agree with me, that here\nis an impossible situation and it must be remedied.\nTherefore, let me tell\nyou tonight I have faith that the National Americanism Commission of\nthe American Legion is going to recommend to the Legion in national\nconvention assembled in New Orleans in October ot this year, that the\nLegion demand that this great national necessity of education be fittingly\nrecognized ; that we no longer palter or equivocate; that a separate Department of Education be created by act of Congress; and that the head of\nthis Department be seated in the President’s Cabinet.\nThis message then I bring you from this Legion of the veterans of\nAmerica who have consecrated themselves to the building of a city strong against all disaster in the days to come.\n‘This city of ours shall be a city\nwith sentinels, and you of the Army of Education and we of the American\nLegion shall mount guard along its walls, vigilant alike against ignorance\nwithin and aggression from without. ‘This city shall be a city with towers,\nand you and we shall build it upward in the sunlight of that peace of\nwhich the price is eternal vigilance, till its high skyline traces across the\nvery heavens the story of the greatest renaissance known to history, the\nAmerican renaissance of art and knowledge under liberty.\nThis city shall be a city founded on a rock, the rock of service willingly\naccorded a free nation by you who teach and by us who strive; by us who\nquarry the stone and bring it to you, who shape and set it in the walls.\nWe bring you our sympathy and strong hope and the offer of the best in\nour power.\nMay you say of us in the days to come, more even than men\nsaid of those Legions of old Rome—may you say: This is the American\nLegion; it defends cities and it builds them higher and lordlier for the\ngenerations\n\nto\n\ncome.\n\n"}
{"page": 247, "printed_page": "225", "text": "Neeps oF Rurav Lire Topay\n\nOUTSTANDING\nGEORGE\n\nNEEDS\n\nA. WORKS, PROFESSOR\n\nOF RURAL\n\nITHACA,\n\nania\nee\n\nOF RURAL\nNEW\n\n225\n\nLIFE\n\nTODAY\n\nEDUCATION, CORNELL\n\nUNIVERSITY,\n\nYORK\n\nNot even a birdseye view of this significant problem can be obtained in\nthe limited space of fifteen minutes.\nIt seems best therefore to make a brief\nand necessarily dogmatic statement regarding the farmer’s situation and\nwith this as a background to develop more fully an aspect of the relation\nof the educational system to the present status of rural life.\n_ The outstanding needs of country life are fundamentally of an eco‘The farmer needs an opportunity to carry forward his\nnomic nature.\nvocation under conditions as well adapted to farming as the conditions\nwhich surround our industrial life are adjusted to its needs.\nHe needs an\nopportunity to make a living with reasonable hours of labor and without\nexploitation of his children.\n‘To be more specific the farmer needs a system of credit that shall be as fully adapted to farming as commercial paper\nHe needs to have the way open\nis to the credit needs of the business man.\nfor codperative enterprises that are as well adapted to the demands of his\nvocation as business corporations are adjusted to the great enterprises of\nour urban centers.\nHe needs a tariff, or no tariff, that shall be as fair to\nhis industry as it is to “infant” industries that function through and are\nFurthermore, he needs\nresponsible for our gigantic business enterprises.\nto have those not living on farms know that these opportunities are not his\n‘The farmer neither needs nor wants special\nunder present-day conditions.\nHe knows it is basic to the country’s welfavors for his chosen vocation.\nfare, and he realizes that when he is given equality of opportunity with\nother business men farming will find its proper place in the Nation’s life.\nEquality of opportunity cannot be secured, however, unless there is recognition in legislation, and in the thought of the Nation of the fact that agriculture presents its peculiar problems that can be met only by conditions\nadapted to the needs of the vocation.\nTurn now from this phase of the subject to the aspect with which this\norganization is primarily concerned—namely, education.\nWhat is the outstanding need of country life? The reply is the same as for the economic\naspect—namely, an opportunity for the farmer to secure for his children\neducation that will meet their needs as completely as the schools in the\ncenters of population meet the needs of urban children.\nHe is entitled to\nthe privilege of such educational facilities under conditions of taxation and\nschool support that do not impose a special burden on him, because he has\nchosen to render his social service through farming.\n‘loday he lacks this\nopportunity.\nMuch that in recent years has crept into the discussion of educational\nproblems relating to the open country is both fallacious and pernicious.\nReference is made to the idea so frequently heard from the platform and\n\nso commonly found in the literature treating of the so-called “rural problem’’ that the rural school should be used to stem the tide of the movement from country to city. The advocates of this view would dedicate\n\n"}
{"page": 248, "printed_page": "226", "text": "226\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe country school to the task of keeping country-reared boys and girls on\nthe farms. It is fully as unsound as the popular slogan “back to the farm.”\nApparently this doctrine had its origin in one fact and a fallacious assumption: the “decline” in our rural population andthe conclusion that\nit was an evil. Both of these are of sufficient importance to justify consideration in detail.\n‘Taking the definition of the Federal Census the change in rural population that has taken place in the last forty years is as follows: 1880, 71.4\nper cent; 1890, 64.6 per cent; 1900, 60.0 per cent; 1910, 54.2 per cent,\nand 1920, 48.6 per cent.\nWhen the last census was taken, for the first\ntime in our history, the majority of our population was living under urban\nconditions.\nEven more striking has been the increase in the proportion\nof the country’s population living in towns of 8000 or over.\nIn 1790, 3.3\nper cent of the people were living in such places, but by 1920 it had grown\nto 43.8 per cent.\nIt has been assumed that this falling off in the proportion of rural to\nurban population is an unfortunate thing for the country.\nSo general is\nthis notion that it may be well to consider some of the elements involved.\nIn discussing this aspect the following points should be borne in mind:\n1. There has not been an actual decline in the number of persons living\non farms in this country.\nThe decline is in reality a failure of rural population to retain its relative importance as contrasted with the number of\nurban dwellers.\nThe census for 1920 shows that during the preceding\ndecade the urban population increased 25.7 per cent, while in the same\nperiod the increase in rural population was but 5.4 per cent. The socalled decline has in reality only been a failure of farming to increase, in\nthe number of workers engaged in it, as rapidly as other industries.\n2. The physical production of farm products previous to 1900 increased\nmore rapidly than did our total population, and since that date it has kept\npace with the increase in total population.\nDifferently stated, during the\npast twenty years the farmers of this country have increased their production as rapidly as the demand for agricultural products has taken place\nbecause of growth in population.\nIt is true that farm products have increased in price, but so have other commodities and such increase in price\nas has taken place has not resulted in opulence on the farmer’s part.\nWhy has this marked decline in rural population occurred? Primarily\nas the result of two fundamental changes that have taken place in\nfarming.\nAs a consequence there has been no place on the farms for all\nwho were\nborn and reared there. The relation of these economic forces\nis so significant in considering the educational needs of country\nlife that they\nshould have at least a brief consideration.\n(1) The introduction of improved machinery has reduced the proportion of the populatio\nn necessary\non the farms to produce the required food supply. A few\nillustrations will\ngive concreteness to this general statement.\nIn 1850 it required 57 minutes\nof man labor to produce a bushel of corn, but in\n1894 only 22.5 minutes\nwere required.\nIn the period from 1850-1895 the amount of time\nin human labor required to harvest a ton of timothy hay\ndecreased from 21 hours\n\n"}
{"page": 249, "printed_page": "227", "text": "NEEpDs oF Rurav Lire Topay\n\n227\n\nand 50 minutes to 3 hours and 56.5 minutes.\nIn the production of a bushel\nof wheat the reduction was from 3 hours and 3 minutes in 1830 to 10\nminutes in 1896; and in oats from 1 hour and 39 minutes in 1830 to 10\nminutes in 1893.\nQuaintance, who made a study of this problem, computed the amount of man-power saved in the production of nine leading\nfarm crops in 1896 as contrasted with the labor that would have been\nrequired to produce those same crops at periods ranging from 30 to 60\nyears earlier when hand methods prevailed.\nHe found that it required\nonly 21 per cent as much time in human labor on the farm in 1896 as\nwould have been required at the earlier dates to produce the same crops.\nThe introduction of farm machinery has resulted in an increase of the\nnumber of acres that one farmer can handle unless more intensive methods\nare used, and in an increase in the number of horses per worker.\nIn 1880\nthe average number of acres in certain specified crops per worker was 23.3,\nand in 1890, 27.5 and by 1900 it had grown to 31.0. The increase in\nhorses per worker for the same dates are furnished by the figures: 1.7, 2.2,\n\nand 2.3.\nAn interesting illustration of the application of these forces is to be\nfound in the period from 1900 to 1910.\nIn that interval the most marked\ndecline in the proportion of rural population took place in the most fertile\nfarming sections of the country, and it was accompanied by a decline in\nthe number of small farms in those regions. In 1900 there were in these\nareas 5.7 horses per hundred acres of crops, but by 1910 this number had\nincreased to 6.5. It is an illustration of what has taken place generally\nduring the past half century: the release of man power from the farms\nby the application of machinery and horse power.\n2. The occupational geographical division of labor has stimulated the\nmovement cityward.\nA century ago the farms were practically selfsufficing.\nSince that time a large number of activities has been transferred\nfrom them to centers where they can be so conducted that the desired products can be more economically manufactured, or a better standardization\nsecured.\nBy this process an enormous amount of work has been removed\nfrom the farms with a consequent decrease in the labor demand on the\nfarm. ‘The activities that have been taken from the farm are largely\nconcerned with the production of commodities for which there is almost\nunlimited demand providing they have sufficient variety of form, are cheap,\nand there is adequate purchasing power.\n‘This has left to the farm the production of commodities for which it is possible to develop only a limited\ndemand.\nAn increased call for the products of the farm is contingent upon\ngrowth in population, and as has been stated, the physical production in\nagriculture has kept pace with the increments in population.\nIf those who believe the rural schools should have been u» d to stem\nthis movement could have had their way it is very unlikely that they would\nhave been able completely to accomplish their ends. If they had done so\nit would have been extremely unfortunate from an economic and social\nviewpoint for the country as a whole.\nBoth country and city have had to\nface serious problems as a result of the migration cityward, but these prob-\n\n"}
{"page": 250, "printed_page": "228", "text": ".\n\n228\n\nNaTrionaL EpuCATION\n\nASSOCIATION\n\nlems are less momentous and less acute than the ones we would now face\nif the movement had been stopped in the suggested manner.\nThe school system should never be used to hold children in the country, because it is their place of birth any more than it should be an instrument for fixing other class distinctions based on occupation or social standing. The basic factor that should and does determine the number of\npeople on farms is an economic one.\nMen will engage in the farming\nvocations in adequate numbers when the financial and other rewards that\none gets for service in them compare favorably with what his capacity,\ntraining, and effort will bring to him in other lines of human endeavor.\nIn passing, it is interesting to note that the propaganda for peop'e to\nremain on farms comes primarily from city or town people.\nSo pronounced is this that one is led to wonder if it is not largely the attitude\nof mind of those who think of farming in terms of its possibilities as a source\nof cheap food rather than as a basic vocation that conditions the life of\nmillions of our people.\nThe keen interest manifested by urban organizations in putting funds into propaganda designed to retain young people in\nthe country through artificial incentives is all too common evidence of this\npoint of view.\nMore surprising still is the fact that governmental agencies\nshould be used for this purpose as they have been in recent years.\nIt is\nto be hoped that there will be a-general awakening in the near future to\nthe viciousness of activities of this nature.\n“he country needs capable\nmen and women in its rural citizenship, but they should be there because\n\nof the conditions surrounding farming and as the result of the working\nof an educational system characterized by adequate provision for vocational\nguidance and not as the outcome of propaganda.\nThis leads to the second aspect of the educational question.\nDoes the\nfarmer have school facilities that are adequate for meeting these problems?\nAgain in order to save time it is necessary to be dogmatic and state that he\ndoes not.\nHe should have a school system that will meet the needs of\nthose of his children who decide to cast their lot with the city and it must\nalso meet the needs of those who determine to render their service through\n\nfarming.\nPresident Waters made from the platform of this association\none of the most fundamental statements that has ever been made bearing\non this question.\nHe said, “Children born in the country are entitled to\nas much freedom of choice of occupation as are those brought up in town’\nand are entitled to as substantial help from the public school in making\nan intelligent choice.”\nWe must not lose sight of the fact that individuals\nand society will be best served when the school helps every child to find the\nplace in which he can render the most effective service and prepares him\nbroadly and effectively for that service. This is true whether he be\ncountry- or city-born.\nEven a cursory analysis will convince any one that the open country is\nnot supplied with schools that can meet these problems.\nA general level\nof schooling has been reached such that the high school becomes an important factor in meeting the educational needs of country life. Yet this\ninstitution is 80 bound by tradition and the influence of college-entrance\n\n"}
{"page": 251, "printed_page": "229", "text": "A County System oF ScHOOLS\n\n229\n\nrequirements that it is falling short of meeting the needs of country life.\nOur systems of school support are such that the country is at a distinct\ndisadvantage in furnishing to its children school facilities that compare\nfavorably with those available to city children.\nFor years the farmers\nhave been exploited in the economic sphere by the urban interests and today\nour State systems of school support are exploiting him and his children in\nthe educational sphere.\nIf the virile men and women are to remain on\nthe farms of this country these conditions must be remedied.\nIn conclusion the outstanding need of country life today is clear thinking\nand fair action with reference to the country on the part of those who live\nunder urban conditions.\nThe farmer asks for no special concessions, but\nhe does demand, and he is entitled to a chance to conduct his vocation\nunder conditions as well adapted to his needs as other business interests\nhave surrounding them.\nHe should have a school system that will meet\nthe need of his children regardless of where he choses to render his social\nservice.\n“There is need for action in recognition of the fact that there\nis scarcely a State in which the school support is so organized that this can\nbe done at present on an equitable basis.\nUnless these needs are recognized,\nin the long run the Nation as a whole will have to pay for their neglect.\n\nCONSOLIDATION, SUPERVISION, AND ADMINISTRATION\nOF A COUNTY SYSTEM OF SCHOOLS\nAGNES\n\nSAMUELSON,\n\nSUPERINTENDENT\nCLARINDA,\n\nOF\n\nPAGE\n\nCOUNTY\n\nSCHOOLS,\n\nIOWA\n\nThe time has come in our great national development for a consideration\nof the most outstanding educational problem facing our country today—\nthat of the rural school.\nInvolving as it does the education of half the\nchildren enrolled in the public schools, the industry in which one third of\nthe people are actively engaged and all are materially concerned, the very\n“foundation of civilized society” as the inscription over the station in our\ncapital city designates the farm, is it too much to say that the future welfare of our democracy depends upon our solution of this problem?\n‘To\nrebuild the rural school to meet modern conditions and be restored to\nits place of pre-eminence in community life; to reorganize the county\nsystem of schools so that an efficiency competing with that of the best city\nschool administration may be developed, is the task now demanding the\nfocus of attention.\n“The National Education Association has emphasized\nthe significanceof this fact by the adoption of the rural-school problem in\nits major program and the selection for the first time of its president from\nthe county superintendency—that group whose leadership should furnish\nthe most positive contribution to the achievement of this imperative goal.\nSince the most insistent demand in this period of democratic awakening\nis for the improvement of rural education, it is of primal importance that\nmodern efficiency standards be inaugurated into the business of the rural\n\n"}
{"page": 252, "printed_page": "230", "text": "230\n\nNATIONAL EpuCATION ASSOCIATION\n\nschool, and the position of county superintendent be elevated to its rightful\nprofessional standing.\nNot until ‘this is done can far-reaching results be\nobtained.\n‘This means not simply to stop, look, and listen, but actually\nto start a program of educational reconstruction adequate to serve the new\norder of things in a modern rural world.\n‘The industrial and agricultural\nrevolutions have made miraculous changes in farm life; the rural school\nmust keep pace with the call of the age for efficiency. This can no longer\nbe done through the machinery of the district school system of organization,\nwhich served the oxcart days so satisfactorily, but is too cumbersome for\nthis airplane era. The tendency now is for the establishment of a county\nunit system of administration such as is wholly or partly in force in twenty\nStates. In this larger plan of organization, the general oversight of the\n\nschools is directed by a county board of education with the county superintendent as the executive official. If properly developed and not too\nhighly centralized, the county unit with its equalization of school taxation\n\nand educational advantages should be of substantial help in solving the\nrural-school problem by its making efficiency possible in the county schools\nthrough the facilitating of consolidation, the strengthening of supervision,\nand the unifying of administration.\nConsolidation should be of first importance in any rural-school\nbetterment program since it has made such strides in many localities\nthat some\npolicy of mapping out entire States into possible districts should\nbe adopted\nin order to insure the proper distribution of territory and the\nbest interests\nof all concerned.\nBy consolidation in this connection js meant the uniting\nof districts into large enough areas to bring together enough\nchildren to\nmaintain a twelve graded school, and sufficient funds to\nsupport the school\nand furnish transportation at reasonable cost. That\nno consolidated\nschool has ever been dissolved by a vote of the people\nafter operating a\ngraded school is a telling endorsement of consolidation\nas the ultimate\nsolution of the rural and village school problem.\nMany theories have been advanced and experiments\ntried in the attempt\nto continue the one-teacher school as the type of\nmodern rural education.\nThe enlargement of the curriculum to include vocatio\nnal subjects and its\nenrichment by art and music; the serving of hot\nlunches; the participation\nin club work, recreational and community center\nactivities; the raising of\nteacher qualifications through normal trainin\ng; the development of exceptional demonstration schools; the use of standa\nrd tests and measurements ;\nhave all been strong factors in rural school improv\nement, while standardization of rural schools has brought the highest\nstate of efficiency that it is\npossible to have in the ungraded school.\nBut in spite of the transformation accom\nplished by these motivations,\nthe fundamental weakness has remai\nned ‘the same.\n‘These splendid\nplans have aimed correctly, but have misse\nd the mark in not providing any\ndivision of labor or graded school condit\nions.\nIt is not a question of\ncurriculum or equipment or teacher, but\nof a system that has outgrown its\nusefulness.\nThe one-teacher school must give way\nto the consolidated\n\n"}
{"page": 253, "printed_page": "231", "text": "A County System oF SCHOOLS\n\n23)\n\nschool as did the stage coach to the automobile and the tallow candle to\nthe electric light. This new and larger school bringing better buildings\nand equipment, increased library facilities, improved sanitation, more regular attendance, more skillful instruction through trained teachers and\nsupervisors, direct community contact, gives the farmer’s child the same opportunity to secure a high-school diploma at home as the favored city cousin\nand thereby equalizes their educational advantages.\nAs the child is the\nreason for the school, so the equalization of educational opportunity is the\nreason for the consolidated school.\nAlthough the success of consolidation in every part of the country bears\nthe searchlight of investigation, yet to convince the people to accept it is\nnot always easy as any one who starts out as a Pied Piper to play the tunes\nof better rural schools soon discovers.\n“The Stubble of Indifference and\nthe Briars of Selfishness beset the pathway ;the Bridge spanning the Stream\nof Tradition swelled by the Rivulets of Inconsistency and Sentiment must\nbe crossed and the Mountain of Ignorance tunnelled.\nThis often leads to\nthe Jungle of Obstinate Opposition with its pitfalls which ensnare the\nincredulous, absorbing the “Yu-can’t-haul-’em”’ propaganda.\nEven then if\nthe Piper’s song strikes a responsive chord in the community ear, sometimes\nlegal talent will have rolled up red tape that has to be unwound via the\nSupreme Court route before the building can be dedicated to the cause of\nboys and girls. But over 10,500 of these splendid school plants attest the\nfact that Progress like Truth shall prevail whenever the opposing forces\nof any reform movement are met by the advancing armies of community\ncdoperation, clear-cut vision, and strong leadership.\nIn striking contrast to these mighty bulwarks of American democracy\nmarking the epochal development of rural education from the pioneer to\nthe centralized-school stage, stand 210,000 one-teacher schools still in the\nsecond or box-car type of advancement.\nNot until the 170,000 of these\nschools are merged into consolidation areas, as is estimated can easily be\ndone, and the remaining given the best that standardization can provide,\nwill the equalization of educational privileges for the rural children become\na reality.\nThis leads to the question of whether this program of re-building the\nrural school should be left solely to the initiative of the community and the\nleadership of the county superintendents, or some plan of speeding and\nfacilitating consolidation be advocated.\nSome assert that the first way\nis more democratic; others declare it is the duty of the State to legislate in\nbehalf of consolidation, as waiting for all the people to be ready to vote for\nit is like waiting on the banks of a stream for all the waters to rush by\nbefore attempting to cross.\nWithout the people is it impossible to make\nand hold substantial headway; on the other hand, while waiting for the\nfavorable sentiment to crystallize into action, the present generation of chil-\n\ndren will have been thrown into life’s complex arena unable to cope suc-cessfully with the issues of their work-a-day\n\neducational\n\ninequalities of their youth.\n\nworld\n\nIs this not\n\nbecause of the gross\n\na challenge\n\nto in-\n\n"}
{"page": 254, "printed_page": "232", "text": "232\n\nNATIONAL EDUCATION ASSOCIATION\n\ndifferent and obstinate communities to measure up to their citizenship\nresponsibilities?\n‘The county unit is really working out in a democratic\nway by giving aid to weaker districts and expending funds in a wiser way.\nThe county superintendent burdened with innumerable duties has been\nsounding the bugle call in no uncertain tones, but needs a more businesslike organization through which to work, more freedom from details, and _\nmore time for aggressive efforts in educating the people and selling the\nschools to the public. Whatever plan is applicable to the present situation,\nit is indisputable that more favorable legislation, less legal entanglements,\nand proper distribution of territory by some given authority are essential\nfactors in hastening the march of consolidation.\n“The end to be attained\nis the same—that of building schools befitting a democracy, so that the\nnow remarkable schools may be in reach of every child.\nGreat as is the drawback of the district unit for the spread of consolidation, its effect upon the status of rural-school supervision is even more conspicuous.\nThat the rural schools, taught largely by an inexperienced teaching force whose need for skillful direction is the most urgent, receive the\nleast expert supervision is one of the incongruities of the public-school\nsystem.\nCity school authorities have understood that it is as impossible\nto operate a school system without supervision as a factory without foremen; that massive buildings, elaborate equipment, and normal-school\ngraduate teachers are not sufficient to insure a good school, and have provided for the supervision of instruction from the kindergarten through\nthe high school.\nFor the rural standards to be any less, is unjust, undemocratic, and un-American.\nMany conditions tend to reduce the efficiency both of administrative and\ninstructional supervision to such an extent that not even the most competent\nsuperintendent without a staff of supervisors can do justice to the situation.\nToo many schools for one person to give effective visitation, the average\nbeing one hundred thirty-two teachers in eighty-four buildings, the jurisdiction often covering six hundred square miles; the changing personnel\nof teachers with one third of them untrained and inexperienced each year;\nthe inadequate equipment ;the heavy office duties ;limited authority in\nlevying and expending school tax; the responsibility for school law\nenforcement; the unwieldly number of directors; the inertia of the boards\nand the\nindifference of the public toward educational reform, are\nsome of the\n\nhandicaps that make it difficult to accomplish results.\n\nWith enough duties\n\nto Keep four or five experts busy, the eighty-two per cent\nof the county\nsuperintendents who are without assistance are obliged to resort\nto circular\nletters and other indirect methods of supervision.\nThe remedy is not hard to find; consolidation, to furnish\nthe conditions\nfor achievement of efficiency; a business-like unit of\nadministration and a\nprofession of county superintendents responsible for\nachieving that ef; ficiency. While waiting for these dynamic changes\nto materialize, it is\nunfair to neglect the one-teacher schools in which\nso many children are\n\nspending all their school days.\n\nTwelve\n\nStates are blazing the trail in\n\n"}
{"page": 255, "printed_page": "233", "text": "A County System or ScHOOLS\n\n233\n\ndeveloping professional supervision by the helping-teacher plans, while\nsome of the southern States are trying out the industrial supervision\nagencies.\n‘hese plans are accomplishing not only schoolroom results, but\nalso radio wonders in drawing the people of the communities together. A\nsurvey of the helping teacher method shows the success of supervision in improving the efficiency of the teaching body. The teaching quality must be of\nthe finest type possible, so that instruction may be translated into an educated citizenship—the foundation of any democracy.\nRaising teacher\nstandards is not enough—this must be parallelled by provision for the\nimprovement of teachers in service. “The yearly inspectional visitation by\na county superintendent should be converted into closer constructive supervision by well-trained supervisors—at least one for every thirty teachers.\nNo one realizes this more keenly than the politically-elected would-be\nefficient county superintendent serving in States where the county is the\nunit for supervision and the local district the basis for administration.\nSince the type of the administration has a direct bearing on the quality of\nsupervision and the time that can be given to it, better results might be\nexpected if the unit for both purposes be the same.\n‘The starting point\nis with the changing to the same system of organization that is used in all\nother county business.\nThe district plan is linked with the ungraded\nschool, and the case against it as conclusive: expensive, because of the\nsmall taxation possible; clumsy in operation, due to excessive number of\nschool boards; undemocratic, as a result of these inequalities, and unprogressive, with generally incompetent officers. The local boards might well\nbe retained to help adjust the traditional to the new system, but the entire\nschool affairs of the county should be entrusted to one county board of\nAuthority\neducation composed of members of sound business judgment.\nto appoint the county superintendent from any locality and fix his salary;\nto select teachers; to levy and equalize the school expenditures; consolidate\nsmall schools should be delegated this board with a responsibility to the\npeople directly for the success of the system.\nFurthermore, twenty-eight States continue to select their county superin_tendents through party politics; eighteen have two-year terms and two\nallow two terms only. This condition along with the status of ruralschool supervision has gradually developed with the growth of the rural\nschool system and its efforts to adjust itself to a modern agricultural environment.\nFrom a mere clerk for the early school committee and a\n\nkeeper of records in the new States—a minor elective office usually held by\na minister or an assessor or person of another calling—the county superintendency has evolved into a position of such large proportions as to warrant\n\nits being organized into a department of education.\nsion has increased its duties until it now\n\nEvery legislative ses-\n\nrequires initiative, executive, and\n\ntechnical skill rather than simply clerical ability. Since it is developing\ninto the most commanding position in the public-school field, its election\nshould be on the same plan as the city school superintendency and the highschool principalship instead of being tied to court-house politics. A con-\n\n"}
{"page": 256, "printed_page": "234", "text": "234\n\nNATIONAL EpucATION ASSOCIATION\n\ntinued dependence upon political affiliation rather than educational merit\nwith consequent salary and tenure discriminations will tend to make\nthe county superintendency too much of a blind-alley proposition to\nchallenge high-class leadership to train for life service careers in this phase\nof rural education.\n‘The position is of such pivotal importance that it\nshould cease to be the football of politics or a stepping-stone to other\npositions. The efficiency of the rural schools will not go beyond his\nideals for them, nor will the carrying out of policies of State departments\nof public instruction exceed his codperation. As chief executive officer of\nthe county board. of education, he should have large powers in assigning\nteachers, establishing methods of instruction, selecting textbooks, preparing\ncourses of study, superintending schools and formulating policies. Sufficient\noffice force should be allowed to relieve him of the pressure of clerical\ndemands and supervisors sufficient for efficient instruction.\nBeing thus\nendowed with authority, recognition, remuneration, assistance, and responsibility, the office should attract the best talent in the educational\nmarkets and more progress be made in a decade than is now possible in a\nquarter of a century.\nSince the county superintendent plays the leading role in this program\nof advancement, he should have peculiar qualifications for the work.\nHis\n\ntechnical training will enable him to understand the principles of schoolhouse construction, carry on building campaigns, prepare salary scales,\nplan budgets, and direct the procedure of consolidation, supervision,\nand administration with business dispatch.\nHis background of experience\nwill give sympathy and poise. In addition he will be strong in executive\nability, progressive in forming policies and aggressive in promoting them;\nwilling to work, ready to codperate with subordinates as well as superiors;\nbroad in scholarship; spacious in mind; masterful in leadership ; expert in\nrural life matters.\nIf the three thousand eighty-seven rural superintendents now in service were to be measured by this score card of personal\nand professional qualifications, the number rating above normal would\nbe surprisingly large.\nThe outlook is hopeful. With such reconstruction and leadership forthcoming, as the signs on the horizon indicate, the village and rural school\nof the future promises to be the rival of that in any metropolis; its supervision as direct and its administration as easy. Then will the rural educational deficiencies revealed by Democracy’s torch be wiped out and\nthe\nrural child given the equality to. which his birthright under the American\nflag entitles him. That the public schools function alike for all\nthe children of all the people is the vital fact in this democratic awakening,\nfor\nthe eyes of the nations groping for the light of democracy in\norder to\nfind their way to a more. beautiful and enduring civilization\nare upon\nAmerica.\nThus will the principles of justice, fair play, and liberty become\nthe compelling force for world betterment in so far as-they\nare reflected\nin our most democratic institution—the public schools. This\nis America’s\nchallenge.\n\n"}
{"page": 257, "printed_page": "235", "text": "STATE AID FoR TEACHERS’ SALARIES\n\nSTATE\nJAMES\n\nH.\n\nAID\n\nFOR\n\nKELLEY,\n\nEXECUTIVE\n\nTION\n\nASSOCIATION,\n\nTEACHERS’\n\nSECRETARY,\n\nSALARIES\n\nPENNSYLVANIA\n\nHARRISBURG,\n\n235\n\nSTATE\n\nEDUCA-\n\nPENNSYLVANIA\n\nThe present movement toward centralization in support and direction of\npublic education aims at a better balance between central and local control. Until quite recently education was considered a local function, but\nnow it is commonly accepted that education is also a State function, and\neven of vital National concern.\nA little over one hundred years ago (in 1809, to be exact) the legislature of Pennsylvania passed an educational act to furnish gratuitous\ninstruction to children whose parents were too poor to pay for it. To\ndesignate such children was humiliating; to place them in these pauper\nschools proved ineffective.\nIt was not until 1834, only eighty-eight years\nago, that Pennsylvania founded a system of free public schools. But when\nthe enthusiasm of the moment had abated, that law, championed by Thaddeus Stevens, appropriating $75,000 of State money for public education,\nmet with such a storm of criticism that at the next election nearly all the\nlegislators who had voted for the bill were defeated. The following legislature was flooded with petitions from nearly three fourths of the sixtyseven counties asking for a repeal of the law. ‘The senate yielded and\nvoted to return to the pauper act of 1809.\nBut the Governor stood firm\nfor the new bill and declared that through the new law ‘“‘the odious distinction between rich and poor, wealth and indigence, which has heretofore\nprecluded the children of many indigent, though honest and respectable\nparents, from a participation in the advantages of education under the\npresent system, will be exploded; and the poor man’s child will be placed\non an equality with that of his wealthier neighbor, both in the schoolroom\nand when indulging in necessary recreations.”\n‘The act was saved by a\nvote of the house of representatives, but the heroic Governor went down\nto defeat.\nIn the House the act was saved by a man who blazed forth like\na pillar of fire, encouraging the weak-hearted friends of free schools and\nterrifying their opponents.\n“Chat speech laid the foundation of State support in Pennsylvania for public education.\nThe law of 1834 was saved for Pennsylvania and for the United States.\nThe principle of State aid for public schools was established in the Keystone State. Do you wonder that the education building authorized by\nour last legislature is to be called the Thaddeus Stevens Memorial ?\nThe history of State support of public education may be represented by\nbroken lines with a rapid rise here and there but with long barren, tedious\nplateaus in between.\nRecently, under the leadership of Thomas E.\nFinegan in an effort to boost Pennsylvania out of her rank of twenty-first\namong the States, we made another splendid ascent, and one of the outstanding features of the new legislation, comprised in the sixty educational\nlaws enacted by the Legislature of 1921 and approved by Governor Sproul,\nis increased State support for teachers’ salaries.\n\n"}
{"page": 258, "printed_page": "236", "text": "236\n\nNATIONAL EpUCATION ASSOCIATION\n\nA critical study of the principle of State support reveals: First, that it\nhas both central and local aspects. ‘The authority to take private wealth\nfor public purposes belongs to centralized government, yet such central\nauthority should seldom if ever provide all the funds needed.\nIt should\nrather supplement funds raised locally and leave to local officers the carrying out of tax laws.\nSecond, since it is conceded that the State has the right to prescribe\nminimum qualifications for teachers, minimum salaries, and a minimum\nschool year, the State must of necessity grant support because of inequalities\nof local districts in their ability to meet the standards prescribed.\nThird, if the local machinery breaks down in the education of future\ncitizens, the State must step in and provide the necessary means.\nThe principle of State support of public education is further justified\nby the protection it gives society from ignorance, by the leaders it develops,\nby the protection of children against unconscious injustice which backward\ndistricts unwittingly yet disastrously perpetrate and by the encouragement\nof vocational and special schools for the citizenship training of those who,\nin the late William Hawley Smith’s phraseology, are “born short or long.”\nAs to the proportional amount of State support for teachers’ salaries,\nthere is no well-defined ratio between the State’s contribution and the amount\nraised locally. It varies from a mere pittance, 4 per cent in one State, just\nenough to salve the conscience of legislators, to nominal grants paid to\nwealthy, progressive districts, up to 50 per cent of the teachers’ salaries in\nsome States, but in the entire United States about 77 per cent of the total\nrevenue for schools is derived from local sources.\nThe greater the inequalities in wealth and interest in education among the various districts\nof the State the greater is the amount of State support needed.\nThe\nlarger the income, inheritance, and business taxes collected by the State,\nthe greater is the amount of State support, which the districts may justly\nclaim.\n\nMay I cite four specific cases: 1. The State of Washington is conducting\na vigorous campaign “Thirty-Ten” to change the ratio between the State\nand the local support.\nAt the present time the State Board of Equalization\ncollects $20 for each child of school age in the State. Every County Commissioner is required to collect $10 for each child of school age.\nThe\nSchool District levies a mill tax on the assessed valuation of the district.\nIt is proposed to increase the State’s contribution from $20 to $30. If\n\nthis law is enacted next November, the State of Washington will finance\nabout one half of the current running expenses of its common schools.\nThe campaign is to re-proportion the school budget rather than to increase it. At present the State pays one third, the counties one sixth, and\nthe local districts one half. Under the proposed plan the State will pay\none half, the counties the same, one sixth, but the local districts one third\ninstead of one half.\n\n2. The State of New York is strongly committed to State support for\npublic education.\nIn a recent address Governor Miller said: “There is\n\nto be appropriated\n\n$44,000,000\n\ndirectly by. the State to aid the schools\n\n"}
{"page": 259, "printed_page": "237", "text": "STATE Arp FoR TEACHERS’\n\nSALARIES\n\n23 =<,\n\nof the State. It cannot be less. It is bound to grow more.\nThe State\nrelieves the communities that are suffering with heavy taxes and cannot\nafford to pay for education.\n1 think the State will probably more and\nmore have to contribute to localities which are suffering under a large tax\nrate, for maintenance of schools.\n“That is one of the reasons that I am so optimistic today that the race\nis getting better. We contribute most to education, which is a sign of\nbetterment of the human race, and when we are aiding education we are\naiding the influence which contributes the most to better government.”\nThe amount to be spent next year in New York for the public school\nsystem is 33.7 per cent of the total amount of the State budget of\n$133,147,807.\n3. The equalization scheme of State aid for teachers’ salaries has just\nbeen splendidly exemplified by the 1922 legislature of Maryland.\nIn addition to establishing a minimum salary schedule for teachers, a minimum\nschool term of eight months, competent supervision for every group of forty\nelementary teachers, that body singled out fifteen counties that are unable\nto meet these requirements without confiscatory taxation and gives these\ncounties adequate State support.\nMaryland has introduced two new\nprinciples in State aid. First, instead of enacting a general law tor equalization which always develops animosity between counties with rich cities\nthat need no aid and counties with less wealth, she appropriates money\nspecifically to those counties that unquestionably need a subsidy from the\nState. Second, instead of allowing all the State money to go for teachers’\nsalaries, she has specified that 24 per cent of it must go for current expenses other than salaries. She thus avoids the criticism that teachers work\nfor State support in order that their own salaries may be increased.\n4. In Pennsylvania the total State appropriations and the amounts appropriated biennially the past ten years range from $15,550,000 in 1911,\nwhich was 26.2 per cent of the amount appropriated for all purposes, up\nto $30,710,000 in 1921, which is 26.3 per cent of the total legislative\nappropriation of $116,700,000.\nThus there has been a distinct gain of\nnearly 100 per cent in the amount of money appropriated for public education in ten years. “This seems like a splendid increase, and it is, but when\nwe compare the amounts spent on education with the amounts spent by\nthe State for all purposes, we see a net gain to the schools in ten years of\nonly 1/10 of 1 per cent.\nPennsylvania is not yet giving enough State\nBut when the allotment of State appropriaschools.\npublic\nthe\nto\nsupport\ntions for teachers’ salaries in rural districts is studied, the real gain to\nIn 1918-19, in four rural counties (Bucks,\npublic education is apparent.\nCameron, Centre, and Pike) the total salaries paid teachers was $282,333\nIn 1920-21 these four counties. paid\nof which the State paid $95,257.\nHere\ncame from the State.\n$207,622\nwhich\nof\ntheir teachers $473,400,\nis an actual gain in teachers’ salaries of 67.6 per cent in two years, much\nDuring\nof which is due to the encouragement and support of the State.\nthat time the actual amount distributed by the State to these four counties\n\nincreased by $112,365, a gain of 84.7 per cent.\n\n"}
{"page": 260, "printed_page": "238", "text": "238\n\nNATIONAL EDUCATION ASSOCIATION\n\nIn Pennsylvania any rural (fourth class) district that employs a teacher\nof minimum approved qualifications, namely, graduation from a two-year\nState Normal School course after graduation from a full four-year high\nschool course, must pay that teacher a salary of at least $100 a month.\nOf\nthis amount the State will pay 50 per cent.\nThese are minima requirements.\nThere is nothing to prevent such a district from employing a\nteacher of higher qualifications and paying as much salary as it considers\nthe services of the teacher worth.\nThe States have gradually won the right to prescribe minimum qualifications for teachers, minimum salaries for such qualified teachers with\nreasonable increments from year to year for satisfactory service, a retirement age when teachers grown old in service must retire, a minimum\nschool year and minimum standards in school building and playgrounds.\nAdd to these requirements compulsory attendance, consolidation of rural\nschools under certain conditions, and standardized courses of instruction\nand we have a reasonably centralized State school system capable of rendering competent and efficient service for our citizens-in-training.\nFor\nthese requirements the State must and does pay. The efficiency of such\na system of centralization of control and of support may well be gauged\nby the following criteria: (1) Does it promote local participation of citizens in school affairs? (2) Does it foster autocratic control by the State\nDepartment of Public Instruction or a spirit of helpfulness and encouragement? (3) Does it encourage the introduction of new features of school\nwork where they would not be undertaken by communities of their own\nvolition? (4) Does it reward districts for increasing the true tax rate and\npenalize those that lower it? and (5) Does it allot support according to the\nschool units such as a teacher and her class and thus equalize the tax burden?\nState support of teachers’ salaries rightly administered is found to\nstimulate local initiative, to equalize the burden of taxation, to spur negligent communities, and to go far toward accomplishing our splendid goal\nof public education: equality of opportunity.\nAuthor’s Note.—Grateful acknowledgment is hereby made for material\nused in\nthis paper to Frank P. Graves, Commissioner of Education, New York,\nFred\n\nEnglehardt, Director Bureau\n\nHarrisburg,\n\nPa., and Harlan\n\nof Administration,\n\nUpdegraff,\n\nDepartment\n\nProfessor\n\nPhiladelphia,\n\nNATIONAL\n\nRESPONSIBILITY FOR THE\nOF RURAL SCHOOLS\n\nMABEL\n\nCARNEY,\n\nPa.\n\nDEPARTMENT\nCOLUMBIA\n\nOF\n\nRURAL\n\nUNIVERSITY,\n\nof Public Instruction,\n\nof Administration,\n\nof Pennsylvania,\n\nIMPROVEMENT\n\nEDUCATION,\n\nTEACHERS\n\nNEW\n\nCrEY\n\nYORK\n\nUniversity\n\nCOLLEGE,\n\nThe weakest link in our whole system of American educati\non is the rural\nschool. So weak is it, indeed, that for thousands of childre\nn it is practically a broken link barring them forever from their possible\nopportunities.\n\n"}
{"page": 261, "printed_page": "239", "text": "IMPROVEMENT\n\nOF RURAL\n\nSCHOOLS\n\n239\n\nThose who question the truth of this statement need make but a cursory\nstudy of facts to be convinced.\nThirty-eight per cent of all school children in the United States are\nin one and two-teacher rural schools. For these eight million children the\nper capita expenditure for educational purposes is $24 annually, while for\ncity children the same figure is $40. For them also the annual school term\naverages 38 days shorter which means, in the large, that country children\nhave an actual elementary school period of only six years whereas urban\nchildren under better teachers and better conditions have eight years.\nBut this is not all. Even the meagre terms supported for rural children\nare but poorly conducted and less well attended.\nCountry children lose 28\nper cent of the seven months’ school term provided for them.\nUrban\nchildren lose a much smaller part, only 21 per cent of the nine months’\nterm provided in cities. So great is this handicap that illiteracy is twice\nas bad in rural areas as in urban districts, and child labor among\n\ncountry\n\nchildren three times as frequent as among urban children.\nBecause of the\nheavy toll of manual labor upon the young people of the farms, high\nschool advantages for rural youth have been sadly neglected and are estimated to be but one sixth as generous as those provided for urban youth.\nMost serious of all is the teaching situation.\n‘‘As is the teacher so is the\nschool,’’ Viewed from this angle but little can be expected of the rural\nschool. Just half the rural teachers of the United States, or 150,000, have\nnever completed a four-year high school. Ten per cent or 30,000 have\nfinished only the eighth grade. Only 2 per cent are normal-school graduates, and 15,000 (chiefly in negro rural schools) are no more than sixthgrade product.\nContributing still further to the menace of this situation is the scarcity\nand inefficiency of rural-school supervision.\nOnly twelve States provide\nprofessionally-prepared supervisors for rural schools, while the whole problem is still further complicated in 29 of our 48 States through the political\nelection of county superintendents on a basis of partisan politics.\nTo vitalize these general facts take a few concrete illustrations.\n“High school ?” interrogated the 14-year-old boy who had ridden for a\n\nhundred miles directing us over the vast domain of his father’s cattle ranch\nin Southwest Texas, “Am I goin’ to the high school? I reckon not. Say,\nwhat is a high school, anyway ?”\n“Yes,” drawled the father of 10-year-old Mary with unworried complacence, “Mary does real well. Hardly a day but she picks her 100\nNaw—she can’t go to\npounds of cotton just like any hand. School?\nschool much. I need her too bad in the patch.”\nVery different indeed was the attitude of the young mother in Northern\nMontana who exclaimed with anxiety: “It’s snow in the winter, floods in\n\nthe spring, and fires in the fall! But if the State doesn’t keep these roads\nopen, so that our children can go to school and get a little education we\nare going to descend upon Helena in body. It’s no wonder that rural\nilliteracy is as bad as you say if many country children have roads like\nours.”\n\n"}
{"page": 262, "printed_page": "240", "text": "240\n\nNaTIoNAL EDUCATION ASSOCIATION\n\n‘The scene shifts this time to New -England, with an intelligent city boy\ncommenting upon school conditions in the rural neighborhood where he\nspends his summers: “Just wait till you see what these poor country children have to put up witl\n, 107 years old,\nset right along the side of the road-without an inch of ground for baseball\nor anything!”\nSmall wonder that this lad should have been so unfavorably impressed\nwith the school facilities of his rural companions.\nFor had he not attended\nschool in an iron-mining village of northern Minnesota where school revenue had been so plentiful that, after every conceivable investment for education had been made, funds still remained and were finally used for the\nplacing of a $10, 000 painting across the front wall of the school auditorium.\nThen again, in the Appalachian Mountains after two days spent in seeing the most miserable and abject conditions of rural education that could\npossibly be imagined.\n“And just how did you happen to become county\nsuperintendent here?’ I finally inquired with as much grace as possible of\nthe inefficient and disinterested youth, himself only 24 years old and but a\nninth grade product, who held the destiny of 5000 school children in his\nuntrained hands.\n“Well,” he explained with echoes of a grievous complaint still strong in his voice, “‘you see it was this way: I didn’t want to be\ncounty superintendent.\nI wanted to be sheriff.\nBut they (the local politiclans) made old Browne sheriff and they said I’d have to be county\nsuperintendent for a while.”\nAnd finally—this glimpse from the far South: “Yes,” continued the\nState Agent of Negro Education, a white man himself, of scholarly attainments and true democratic principles, ‘““we have in the. negro problem,\nso-called, one of the most significant aspects of rural education and an unanswerable argument for Federal aid to education.\nEighty-five per cent\nof the 12 million negroes of the United States still live on the land, making\nthis question very largely a problem of rural welfare.\nThat the whole\nissue presents a situation for Federal subsidy you must agree, when I tell\nyou that we have counties right here in this State which expend an average of $28.42 a year for the education of each white child and only 87\ncents a year for the education of each negro child. Of course as a matter\nof fact the negro children are simply not in school.\nBut when one picks\nup a daily paper and sees all the unrest and race conflict which ignorance\nand prejudice have produced, he is well ready to try a program of education\nand enlightenment for a while. All this, as I have said, is very largely a\nrural problem and a question of Federal aid.”\nLet it not be inferred however from what has been said that rural\neducation is making no progress.\nIndeed there is undoubtedly no field of\neducation where greater strides have been made.\nEver since the Report\nof the Country Life Commission in 1908 the upward trend in this field\nhas been steadfast and pronounced.\nEven the gains of the last decade\nmake a creditable showing.\n\n"}
{"page": 263, "printed_page": "241", "text": "IMPROVEMENT\n\nOF RURAL\n\nSCHOOLS\n\n241\n\nIn this brief period, consolidation, commonly regarded by all as the best\nand most universal solution of the rural-school problem, has increased no\nless than six-fold, making a present National total of 12,000 schools of\nthis type. The county unit has spread from eleven States to twenty-one ;\nreal professional supervision for rural schools has more than doubled in\narea and been greatly developed in technique; educational expenditure\nfor rural children has increased from an average of $13 per capita to $24;\nrural-school nursing has been widely extended; rural illiteracy vastly reduced; and high-school opportunity for country children many times increased.\nMore significant still has been the advancement of standards for\nrural teachers and the general development of departments of rural education in normal schools and teachers’ colleges.\nMost noteworthy of all,\nhowever, has been the fundamental growth in scientific attitude and\nscholarly attainment which is rapidly transforming the whole rural field\nfrom a mere game of chance into a recognized and respected’ phase of the\ngreat profession of education.\nIn all this, the Nation owes much to the modern pioneers who have\nfought the good fight and made these gains possible. Most indebted of all\nis it to that unsung and uncrowned hero, the typical county or rural superintendent, who, when any good at all, is the best, most versatile, most\ncourageous, and most worthy and wisest figure on the whole stage of\nAmerican education.\nBut with all that has been accomplished much remains to be done.\nMountains of prejudice, both urban and rural, must be removed, and long\ndays of labor lavishly expended before country children as a whole may\nIn this greatest and\nreceive the full measure of the birthright due them.\npredominate. Chief\nneeds\nseveral\nmost important task of modern education\namong these are the following:\n1. First the definition and establishment of a sound philosophical basis.\nSome there are who would vocationalize the rural elementary school,\nlimjt it to the contacts and ideals of the immediate community, select its\nteaching content in terms of adult needs, reduce its responsibility for perpetuating the world’s best social inheritance, and so restrict and blindfold\nor comcountry children as to force them of necessity, through ignorance\npulsion, into farming as a life vocation.\n\nTime forbids an elaboration of this point, but woe unto the governof this\nments or to the people anywhere who fail to realize the dangers\nion.\nexploitat\nsuch\nfrom\nfarms\ntheir\nof\nyouth\nthe\npolicy and to safeguard\nof rural\n2. Important also is the urgent necessity for the reorganization\n\nfor a\nHere the wide applications of consolidation, the necessity\neducation.\nand\nlay\nbetween\nent\nlarger taxing unit, and the demand for a wise adjustm\ned.\nrecogniz\nprofessional control, are all commonly\nincreased aid to\n3. Important too is the third and unquestioned need for\naspects.\national\nnon-voc\nand\nary\nelement\nits\nin\nlarly\nrural education, particu\nment for\nGovern\nStates\nUnited\nthe\nof\niation\nappropr\nl\nThe total biennia\nFor agriculture and vocational education\ngeneral education Is $600,000.\n\n"}
{"page": 264, "printed_page": "242", "text": "242\n\nNATIONAL EpUCATION ASSOCIATION\n\nthe biennial appropriation is over 53 millions. So extreme is this situation\nthat the Government seems to say in action if not principle: Would you be\nwell cared for in the average rural community?\n‘Then choose your career\nas a pure-bred pig or a Jersey calf and not as a free-born American child.\nOr if choosing childhood be sure to begin at about 15 years of age so as\nto avoid the neglect of early school life.\n4. If reform is ever to be realized on the whole fundamental problem of\nrural education in all its significant aspects it must come largely through a\ngeneral awakening of public sentiment and a great stirring of public conscience.\n5. This, in turn, demands the training and development of a permanent\nleadership for the rural-school field, which is fast becoming a reality, and\nwhich must be the equal in every respect of the best lay and professional\nleadership now serving the most favored urban schools.\nWith only one of these needs, however, are we primarily concerned\ntonight. This is the question of Federal aid particularly as outlined in our\nown Educational Bill now before the Congress of the United States. Not a\nfeature of this bill but would mark a milestone in rural progress, not a\nfeature but would enrich opportunities ten-fold for country children everywhere—a bill, in fact, whose every provision was planned with the specific\nneeds of country children clearly in mind.\nLiteracy, Americanization,\nhealth, teacher-training, and the equalization of educational opportunity—\nwho can question but that all of these are even more urgently necessitated by\nconditions in the open country than in urban centers? And with these needs\nand conditions of rural childhood thus plainly before us how can we pause,\nhow lose heart, or quibble among ourselves over petty details and argumentative theories? While we hesitate and dispute eight million children\nare losing the opportunity of childhood which is rightfully theirs. The\nspirit of these children and of all that is fair and just and truly American\ncalls directly to each of us in this great assemblage of educators to support\n\nthis bill—to labor consistently, in season and out, until its fundamental\nmeasures are realized, and life for all children, especially country children,\nis thereby vastly enriched and enlarged.\n\nd NEW\nMARY\n\nTYPE\n\nOF LEADERSHIP TO\nNEW POLICIES\n\nMC SKIMMON,\n\nPRESIDENT\n\nFEDERATION,\n\nOF\n\nTHE\n\nBROOKLINE,\n\nCARRY\n\nMASSACHUSETTS\n\nOUT\n\nTHE\n\nTEACHERS\n\nMASSACHUSETTS\n\nThe new policies to be incorporated into the educational life\nof America,\nmight be counted in the aims and hopes of the forty-one\ndepartments that\nmake up this program.\nIf I understand the most significant of them they\nare these:\n1. A well-trained, superior teacher in every classroom.\nAt present, we\n\n"}
{"page": 265, "printed_page": "243", "text": "New Type or LEADERSHIP\n\n243\n\nhave some 30,000 teachers in our schools who have barely passed the eighth\ngrade.\n\n2. The elimination of illiteracy, of whose extent we were seemingly\nunconscious, till the revelations of the draft compelled us to stop bragging,\nand face the facts—sick at heart though they made us.\n3. The need of finding out what we mean when we glibly talk of Americanization, and broadcasting its principles when we have found them.\n4. Teaching the fundamentals of citizenship throughout the elementary\nand secondary schools.\nIf this is accomplished we may fervently pray for\ntwo results. First, that the best in intellect, character, and endowment of\ngrace and power, may be led to enter the profession of teaching in our\nland, with the same glow and zeal that our boys went to war for the\ndefence of her principles.\nSecond, that the nation so taught and trained\nmay learn to live at peace industrially.\n5. Bringing nearer to reality the facts on which our government was\nbased ; that all men are created equal, and have a right to life, liberty, and\nthe pursuit of happiness, by starting children along that happy path, as yet\nseen only in dreams, of ‘Equal Educational Opportunity.”\nBut perhaps\n\nwhat looks like an irridescent dream to economists and law makers, might\nbecome a reality, if we were only convinced where the country’s real\nwealth lay.\nThese are some of the policies of today awaiting the new leadership.\nAnd first of all this leadership will help the well-trained superior classroom\nteacher to be a discoverer.\nWe are told that the army intelligence tests\nrevealed the fact that only ten per cent of the splendid intelligence of our\nsoldiers was found among the college graduates.\nThe rest of it belonged\n\nto the product of the common schools, some of the highest having left\nschool at the fifth or sixth grade.\nInspired by the new leadership, every\nyouth of this grade A will be discovered and given a complete educational\ntraining of the best the land has to offer. So long as the money paid for\nchewing gum is still twice as much as the bills for textbooks, we feel sure\nthat there is wealth enough scattered over our broad acres, to salvage the\n90 per cent of highest ability, for the broad training of our universities,\nwhich, crowded though they may be, can still make room for this aristocracy of ability. Perhaps this 90 per cent could find work for their talents\nin the halls of legislature, not overcrowded with such qualities of lofty\nAnd, perhaps New England could avail herself of enough of it,\npower.\nto harness her tremendous wealth of waterpower, most of which today\ndances idly babbling to the sea, to light her cities, and give the power\nto her factories, and heat her houses, saving coal for less favored spots.\nPerhaps some of the 90 per cent can find out how to solve the racial problems, and do away with the industrial horrors that have shamed us these\nglorious June days.\nBut the new leadership has another task for the superior, well-trained\nIt must learn how to assure that American\nteacher in every classroom.\nit not a curious state of things, that in a\nIs\nrespect.\npublic\nteacher of\n\n"}
{"page": 266, "printed_page": "244", "text": "244\n\nNATIONAL EDUCATION ASSOCIATION\n\nDemocracy whose very existence depends upon the school-trained intelligence of its people, that the worst sneer the Chairman of the House Committee of Ways and Means can fling at an invalid gentleman, once the\nPresident of the United States, is to call him a school teacher? and to\nrecite the doggerel of a bygone generation of naughty boys:\n“Goodby scholars, goodby school;\nGoodby teacher, you darned old fool!”\nWhy should we wonder that the best and brightest of the college men\nand women. of this year’s harvest, ready to choose their life work, hesitate,\nrefuse to enter a calling savoring of reproach and scorn a bit overdone for\njailbirds. How many organizations of teachers have taken any united\naction in resenting insults to their profession?\nCertainly a new leadership\nis awaited who shall stand for a new loyalty to the good name of our\ncalling, who shall know how to deal with the politician who sits in judgment on what the history teachers shall be allowed to discuss, or “what\nAlbany incantation they shall be compelled to sign.”\nWhen the new leadership shows us how to establish the democratic\nprinciples through the work known as Americanization, perhaps it will\nteach us how to make the classroom a democracy, without the danger that\nthe new freedom shall become anarchy.\nPerhaps it will show us how\nto make the knowledge and practice of citizenship, arouse as strong an\nappeal, and have the splendid value that athletics now have to the favored\nand selected groups that profit so well by them now.\nBut if it is leadership of the best and truest American citizenship it will be very wary before\nclosing any door of growth and development to the slowest child through\nthe results of any one so-called “intelligence test.”\nAmerica is opportunity and no intelligence quotient justifies the blotting\nout of hope from any child of America.\n“This leadership will see that the\nresults of intelligence tests are not left to the moth and rust of classification, but are taken into the daylight where something is done about it.\nReduce the number of children to the teacher by one half, O wise new\nLeadership, and see if you will not reduce the number of the mentally\nretarded in the same measure.\n‘This is the first step, waiting to be taken\nin equalizing educational opportunity.\nThis will give the lower part of\nthe class a chance to find out what the teacher is trying to do, a chance for\ninterest, and habit and initiative, and utilizing the socialized recitation,\nand supervised study, and the project method.\nBut while we wait for the new leadership is it not already with us?\nHow far have we gone in pursuit of the ideal that President Aydelotte gave\nus, when he told us that the crying need of the world is for us to understand each other?\n‘To do this our youth must know how to talk and how\nto defend their own thoughts.\nTo have imagination to understand the\nother man’s point of view.\nTo develop the power to convince others of\nour point of view.\nHow far have we gone in realizing Sir Auckland\n\nGeddes’ ideal in his Washington\n\naddress, that the end of education\n\nturn out minds that see facts in a certain color.”\n\nis “‘to\n\nWhat have we done in\n\n"}
{"page": 267, "printed_page": "245", "text": "‘THE RESPONSIBILITY OF THE COLLEGE\n\n245\n\nresponse to Dr. Spaulding’s inquiry ‘as to the pigments we have always put\ninto the dye-vats of American education that he calls, “he deep all absorbing overwhelming color of individual success through individual effort for\nHow hard have we worked to change this color to\nmaterial prosperity.”\n“natriotism, honesty, sincerity, goodness, courage, sympathy 2” Who shall\narise out of all the confusions of aims today to give us the sanctions for\nthis teaching, since we are forbidden to teach them under the sanctions of\nreligion?\nWhile we wait and hope for the light of the new leadership that shall\nstand as a beacon on our storm-beaten coasts, our spirits sing with joy at\nthe brave, clear shining of ten thousand times ten thousand little candle\nlights gleaming bravely through the storms of contending factions. “They\nare the glowing hearts of three quarters of a million teachers, to each one\nof whom some little community group turns for leadership.\nWhile the world awaits the leadership of trumpet-toned authority this\narmy moves to its work guided by the music of the marching of little\nchildren’s feet. Amid the confusion of tongues they hear again the voice\nof the poet, prophet, teacher, Emerson who has his greatest message for\nthem:\n“To whatsoever upright mind, to whatsoever beating heart I speak, to\nBy simple living, by an illimitable\nyou it is committed to educate men.\nsoul, you correct, you instruct, you raise, you embellish all. According to\nthe depth from which you draw your own lite, such is the depth not only\nof your strenuous effort, but of your manners and presence.\n“And the passionate sea of controversy is hushed, and the classroom\nteacher, humble in her responsibility, speaks with a voice as calm as silence,\n“Give\n\nme my\n\nshare of the work,\n\nO\n\nnoble\n\nLeadership\n\nof the land, for\n\nthe hardest gives me the sweetest joy.”\n\nTHE\n\nRESPONSIBILITY OF THE COLLEGE AND\nUNIVERSITY IN A DEMOCRACY\n\nHENRY\n\nW.\n\nHOLMES,\n\nGRADUATE\n\nUNIVERSITY,\n\nSCHOOL\n\nBOSTON,\n\nOF\n\nEDUCATION,\n\nTHE\n\nHARVARD\n\nMASSACHUSETTS\n\nand phrases\nWilliam James once wrote of the effect of certain words\non the human\n\nmind:\n\nThey\n\nmake\n\npeople talk, he said, “‘as if they were\n\nIt is hard\ngoing up in,a balloon.” Democracy is a word of that sort.\nmental\nonto\ng\nclimbin\nwithout\nto use the word or its derivative democratic\n\ncy is actually\nstilts; and the reason for this is that the idea of democra\ncy, because\ndemocra\nof\ntalks\none\nwhen\nIt is natural to “talk big”\nexalted.\ndemocracy is big.\nin “talking big.”\nBut no man or woman of sincerity wants to take it out\nduties or firmer in\nExaltation of any sort must leave us clearer about our\nThat\naltogether.\nit\navoid\nthe accomplishment of them, or we had better\nof\nns\noccasio\nsome\nt\nwithou\ntoo would be, of course, a poor choice; for life\n\n"}
{"page": 268, "printed_page": "246", "text": "246\n\nNATIONAL EDUCATION ASSOCIATION\n\ndedication, prophetic vision, and strong emotional response, whether to\npersons or to causes, would be not only ‘quiet and dull” but also fruitless\nand mechanical.\nIn the economy of human nature, which conditions all\nsocial advance, emotion has its special and indispensable function, but we\nmust make sure that it is refined by thought and checked by practical\nactivity.\nMay I take for granted, then, our common response to the emotional\nchallenge of the word democracy, assuming that there is a genuine “democratic awakening” in which we share; and may I therefore attempt here,\nnot to stir you to renewed enthusiasm, but to deal with some of the problems of thought and policy which democracy presents, especially in its\ndemands on the colleges and universities of America ?\nDemocracy, strictly speaking, is just a mode or process of government,\nto be contrasted with monarchy, oligarchy, or autocracy.\nIt is government not merely with the consent of the governed, but by their mandate\nand subject to their control.\nIts basic principle is political liberty, its\ntypical figure the free and responsible individual citizen, debating public\nissues, casting his vote, accepting the popular decision, serving in office.\nTaken merely in this sense, democracy is an achievement dearly bought,\ndificult to maintain, perplexing to carry forward under new conditions.\nIt is a heritage which must be handed on to each new generation as a\nprecious gift, with admonition as to its use and warning as to its dangers.\nIt places a heavy burden on education, both systematic and informal, and\nparticularly, of course, upon the common school.\nBut the theory of democracy has a scope wider than politics and\nimplies\nan ideal more fundamental and even more difficult to realize\nthan the\nideal of individual liberty. It was no accident that the nineteenth\ncentury\nsaw democracy in government established here and in France\nand in England and saw also the birth and growth of a new social\nconscience, which\nseeks to improve the conditions of life and make it possible\nfor men to live\nhappily and worthily under the liberty their fathers won.\nThe nineteenth\ncentury abolished slavery, reformed the prisons, establish\ned hospitals, asylums, and charitable enterprises in unprecedented number,\nexpressed in prose\nand verse a new human sympathy, liberalized religion,\nand made education,\nat least in theory, a universal privilege.\nDemocracy in its political form\ncame as part of a more profound and more compelli\nng movement for the\nbetterment of the common life. It is possible,\ntherefore, to speak of\ndemocracy as an effort to achieve social justice, which\nhad its beginning in\nsimple humanitarianism and has developed both\nin theory and in practice\nto our own day. It is democracy as a wider\nmovement for popular rights\nand human good, over and above the suffrage\nand freedom under the\nlaw.\nEducation is part and parcel of democracy\nin this humanitarian sense.\nWe educate today that men may live a fuller\nlife, and we call upon statesmen and men of practical affairs to make\ngood our effort by the application of the ideal uf democracy to social\nand industrial conditions.\nSo\n\n"}
{"page": 269, "printed_page": "247", "text": "THe\n\nRESPONSIBILITY OF THE COLLEGE\n\n247\n\nlong as it is impossible to abolish child labor in the United States, democracy\nhas an unaccomplished work to do in our own land. And this is but one\namong the many tasks of democracy on its humanitarian side.\nHave we exhausted, then, in these two ideas—political liberty and social\njustice—the meaning of democracy? I see an even greater thing, an obligation laid upon democracy by the whole process of history and by the\npresent state of the world, a vision that has haunted philosopher, poet,\ntheologian, and statesman since men first began to reflect upon their fate:\nthe unity of mankind in the mastery of life.\nI can best begin by pointing out a defect in the ideal of democracy as\nI have so far presented it: namely, the lack of completeness, of final or\nsubstantive character, in either the political or the social definition of\ndemocracy.\n‘There is an aesthetic or perhaps a moral fault in both, for\ndearly won and precious as they are, nevertheless they stand as means and\nnot as ends. ‘They clear the way for democracy, establish it as a form,\nbut do not tell it what to do. Will men be content that there shall be\nno interference among them with each other’s dues, no privilege or tyranny?\nPolitical democracy lies too close to the mere conception of individual rights\nto be a final social philosophy.\nIt is not enough that men should stop trespassing upon each other’s fields. If religion, especially Christianity, does\nnot mock us, men have a work to do together, a work which transcends\nthe personal fortunes of any single man, or all these taken in their aggregate as separate interests.\nNor is it enough that every man shall have\nhis chance.\nHis chance for what?\nHave life and liberty no end but\nthe pursuit of happiness? The canker of separateness and isolation lies at\nthe heart of every individualistic theory of human good. It is not enough\nthat the road should be open to talent. It is not even enough that each\nshall make the most of himself for the common good. \"The common good\nmust be known and consciously advanced: there must be participation in\nit and in the achievement of it. Political democracy emphasizes the distinction between men as equals: to each his own, equality before the law.\nPhilanthropic democracy calls for human sympathy and kindness: noblesse\noblige. Each leaves us with a view of men struggling separately, individually, either to maintain and advance their own purposes, although with\nfairness and even with kindness and helpfulness, or sacrificing themselves\nNeither presents a picture of men\nas individuals to other individuals.\nworking together for universal ends. Completed democracy pictures a\ncommunity of interest, not a uniform life but a unity of purpose, an understanding shared by all, a fate which all help to advance, a mastery of nature\nThe ideal of\nand its own character on the part of humanity in common.\ndemocracy finds its fulfillment, I submit, in the conception of mankind\nunited in knowledge, in faith, in purpose, in action, and in command over\n\nthe forces of life.\nThis conception’is not new, still less original. It is probably older than\nChristianity; it is certainly implied in Christianity; it is spread upon the\npages of modern philosophy and sociology and the philosophic treatment of\n\n"}
{"page": 270, "printed_page": "248", "text": "248\n\nNationaL EpucATION ASSOCIATION\n\nhistory and of biological science. You may find it in Hegel and in Comte,\nin Royce, and in H. G. Wells. It keeps various philoséphic company, but it\nis persistent and, unless I am mistaken, it has become clearer in the course\nof time.\nDemocracy looks toward unity through the free choices and decisions of enlightened minds.\nIt looks toward unity not by domination—\nbut by a sharing of purposes and accomplishments among free men.\nAnd\nthe ideal of democratic unity is not empty—the mere achievement of oneness: it proposes the common accomplishment of substantial goods and the\nsharing of them—things material and immaterial, food and beauty, highways and justice, health and knowledge, enjoyment and peace.\nIt is to be\na unity both living and full. But this theorizing about democracy and\nunity, you will say, is a remote and speculative business.\n“The world is\nstill far from being ‘united in any but the most external way.\nWe are\nnot even willing to make the League of Nations a solid-reality.\nWhat has the ideal of democratic unity to do with our present problems\nof education?\nIt is a force that moves us in education more than we are\noften aware of, and especially, perhaps, in higher education.\nAt Commencement the President of Harvard University admits the graduates of\nthe college into the “fellowship of educated men” and the recipients of the\ndoctor’s degree in philosophy into “the ancient and universal company of\nscholars.” What do we ask of education in the end if not that it shall\nlead men into a more rational loyalty to common aims?\nFor what purpose\ndo men labor for the advancement of science if not that we may be united\nin faith and power in the light of truth?\nThe question, it seems to me,\nis not a question of the force and value of democratic unity as an ultimate\nideal, an ideal to be achieved largely through education, but of our present\nresponsibilities and duties.\nIt is just because the full measure of democracy cannot be achieved suddenly or by force, just because democracy in any of its aspects, but especially\nas it points toward unity, depends so largely on education, that educators\nmay well ask themselves. in what way their present policies and programs\nserve to forward democracy at all. Let us admit that our children’s\nchildren will still be working:slowly toward a completed democracy. What\nis the step we ought to take today?\nIf the ideal of democracy as I have\nsketched it finds any acceptance in your minds, how can it be brought to\nbear on any practical issues of the present?\nIn the first place, freedom-and unity, like charity, ought to begin at\nhome. .I do not mean that we ought to have no care for international\nrelations or make no effort to educate toward international understanding.\nOn the contrary—but that, as Kipling used to say, is another story. Our\nchief duty now is to contribute through education to the development of\na fuller measure of democratic unity here in America.\nOur peace is not\nsecure ;we are not sufficiently productive nor economical of material things\nor human talent; we have not achieved equity, much less equality ; we sacrifice beauty to machinery and organization.\n‘These goods which we are so\nfar from having are both the conditions and the fruits of a free, united life.\n\n"}
{"page": 271, "printed_page": "249", "text": "Tue\n\nReEspoNnsIBILITY OF THE COLLEGE\n\n249\n\nWe have to develop a people that can work through them toward freedom\nand unity, and by freedom and unity secure and maintain them. I grant\nthat education cannot do more than its part: social legislation, the restriction of immigration, sound economic policy, and at least eugenic intelligence\nif not measures of eugenic control—these and many other efforts must\nsupplement what education can do. My point here is that the problem\npresents itself most pressingly at the moment as a national problem.\n‘The\nideal of democracy calls upon us now to serve democracy first in these\n\nUnited States.\nHere I must take a moment to urge the importance of national responsibility in education.\nI believe in the Towner-Sterling bill because I find\nin that measure'a justifiably limited provision for pooling national resources,\nboth material and spiritual, for the stimulation and maintenance of education as a national interest.\nI would urge, too, the need of developing teaching as a profession.\nState\naction, in the general sense of public action, may stifle freedom in education\nif it is not corrected and held true to its course by the professional conscience\nand scientific knowledge of a united body of teachers.\n“Teachers as individuals need more rest, more recreation, more pay.\nEducation for democracy in America needs a body of teachers better organized to secure these\nthings and at the same time to raise the standards of professional training\nuntil every teacher may be a skilled and intelligent practitioner at firsthand, not a mechanical worker under orders.\nHigher education has an almost unlimited number of duties, difficulties,\nand perplexities.\nI am not commissioned or prepared to deal with any\nof these except the general problems of policy which appear when higher\neducational institutions face squarely the ideal of democracy in this nation.\nEveryone knows how great is the present pressure on the coileges and\nuniversities.\n“Chey are called upon to receive students in numbers which\ntax their resources to the utmost.\n“This circumstance brings forward\nsharply the whole problem of the service higher education must render to\nthe nation.\nIf higher education is to do its part in the building of a free\nand united people for America must we not receive into the colleges, and\nsomehow make provision for, every youth (and maiden) that applies?\nThis is the problem of limitation of numbers or, if you like, of limitation\nIt is not solely a problem of higher education,\nof educational opportunity.\nbut of the regulation of education all along the line, most acute at the\nI find three chief questions involved in it: the\nmoment in the college.\neconomic question, the question of intellectual standards, and the question\nof racial adjustment.\n1. If our social and economic organization were such that every boy and\ngirl who can use profitably a college education could afford it, there would\nIt may be that Professor Carver is right and\nbe no economic problem.\nthan he has. It may be that the Socialists are\nmore\nworth\nis\nthat no man\nright and that wealth ought to be distributed on an absolutely new basis.\nI am not an economist and I am not inclined to accept the socialistic doctrine. The fact is that thousands of boys and girls do not get a college\n\n"}
{"page": 272, "printed_page": "250", "text": "250\n\nNATIONAL EDUCATION ASSOCIATION\n\n—\n\neducation because they cannot afford it, yet ought to have it for their own\nsakes and for the sake of the State.\nIt is not a sufficient answer to say that a poor boy can earn his way\nthrough college. The founding of State universities will not solve the\nThe\nproblem, for the greatest expense is not tuition, but maintenance.\nradical\nmost\nthe\nis\nCollege\nAntioch\nat\nMorgan\nPresident\nof\nexperiment\nand promising now in view, since he combines productive labor with education; yet not every college can be of the Antioch type. “The movement\nfor “salvaging” gifted children for higher education, started here in BosFurther\nton by Mrs. Joseph E. Worcester, deserves the fullest support.\na comon\nscholarships\nState\nnecessity;\na\nare\nscholarships\nfor\nendowments\npetitive basis are very desirable. The development of university extension,\nwith the complete use of local facilities to minimize expense to the indiThe problem is not,-of course, a probvidual, should be carried forward.\nlem merely of expense to the individual; it is a problem of the financial\nPerhaps\nresources of institutions—ultimately a problem of public wealth.\nthe most promising suggestion for its solution is to be found in the practice\nof the Harvard Graduate School of Business Administration, wherein endowment takes care of research, tuition covers instruction, and a loan fund\nmeets individual needs. I know of no social calculus by which we can\ndetermine how much of an individual’s higher education he ought to pay\nfor himself and how much he ought to get from public or from semi-public\nIf there is any principle to be found under our present economic\nfunds.\nsystem it is probably the principle that the cost of higher education should\nbe considered in part a gift to the individual, which he ought to return to\nBut the main fact to\nhis own college or to another, as and when he can.\nbe kept constantly in view is that there is economic unfairness and waste\nin our present situation, which we ought to mitigate by any and by every\nCollege education is not uniting us as it ought to, because too\nmeans.\nmany boys and girls are missing it for lack of means.\n\n2. On the other hand, many who can afford it and are supposed to be\ngetting it are actually missing it, even if they earn a degree. Some of\nthem are intellectually incapable of profiting by it; some are playing with\ntheir opportunity and shirking their duty; for some the thing they get is\nunsuited to their powers, although they might profit by something else.\nSchools and colleges should maintain standards rigorously, select by\nevery available means, including intelligence tests, and beware of condemning any individual except on the basis of established fact. As to the waster,\nthe boy or girl to whom college means athletics or a good time, cramming\nand tutoring and bluffing, we need only greater determination combined\nwith a reasonable willingness to “save the pieces.’”’ The opportunity for\nhigher education should not be standardized, bookish, or “highbrow”; it\nshould be diversified and fitted to many types of mind; there is need for an\neven greater variety of collegiate institutions, with a common insistence on\ncertain fundamentals—English, for example, and the social studies; and\nfor educational and vocational guidance.\n\n"}
{"page": 273, "printed_page": "251", "text": "THE RESPONSIBILITY OF THE COLLEGE\nee\nni\nse\nr\nee a\nae\n\n211\n\n3. The most difficult question of all is the question of racial adjustment\nin our colleges. What ought the colleges to do, not to “assimilate” or\nAmericanize” new races by bringing them into conformity with the manners, culture, and points of view of an older stock, quite probably itself\nprovincial, but to contribute\n\nto the synthesis of races\n\nfrom which\n\nshall\n\nemerge a new and stronger people? ‘This problem is under consideration\nat Harvard College now.\nAs a member of the committee which is to deal\nwith it, I am seeking first of all for the facts of the situation as it there\nconcretely presents itself. Here I can speak only in terms of principle.\nTo return to the idea of democratic\n\nunity in its National\n\napplication,\n\nwe have to contribute through the colleges to the growth of a free and\nunited American people.\nThe immigrant races are here, demanding\nhigher education.\nThe problem must be faced as a National problem and\nas a problem of the future. Race prejudice must be set aside, and narrow, personal, provincial views with it. We may urge the restriction of\nimmigration, but that is not the problem as it faces education.\nWhat\nshall the colleges do with students of immigrant races as they stand? Well,\nfirst, in the large, there can be no race discrimination in higher education.\nEveryone that can prove his power to profit by it must have it, no matter\nwhat his race, color, religion, or previous condition of servitude.\nNor can any single institution organize itself on the principle of exclusiveness without loss and shame. ‘To be true to its ideal as an institution\nof higher education in a democracy, every college must take its fair share\nof students of every race and take them as they come, rich and poor, cultivated and uncouth, those that are easy to deal with and those that are not.\nSuch tests of admission as are applied must be applied openly without discrimination and must measure the individual as an individual.\nI am now\nconvinced that the question of racial adjustment in the colleges is not a\nquestion of discriminating between the “desirable” and the “undesirable.”\nNo one, whatever his birth or station, should be admitted unless he is desirable in the educational sense—that is, unless he can be instructed and\ndisciplined so that he may be graduated into the “fellowship of educated\nmen.”\nBut the problem presented by a large proportion of students of a single\nrace is a different problem.\nEvery one of them may be “desirable”; but\nin a college, as in a nation, there may well be the necessity of keeping the\nproportions of all the racial groups such that the entire student body may\nWhat is to be feared is segregation, the “lumpbecome and remain united.\ning” of students of one race into a defensive, suspicious, separate group.\nThat prevents unity in the college, works against it in the nation, denies it\nas an ideal.\nBut if the limitation of racial groups in single institutions is undertaken\nat all, on this or on any other ground, it must be accompanied by certain\nefforts, made in all good faith, to prevent evils to which it may give rise.\nThere must be conference among institutions to see that the total oppor-\n\ntunity for higher education\n\nopen to every race\n\nis ample.\n\nWithin\n\nthe\n\ninstitution, in its classes and in its student activities, there must be constant\n\n"}
{"page": 274, "printed_page": "252", "text": "NaTIONAL EpucaTion ASSOCIATION\n\n252\n\nunify the\neffort on the part of authorities and students alike to mingle and\nand\nschools.\nory\npreparat\ninfluence\nmust\ncollege\n‘The\nnew.\nthe\nold and\nion.\nstudent clubs to abandon exclusiveness and prevent segregat\nThere should be no jumping to the conclusion that limitation of racial\nThe problem ought to be faced squarely,\ngroups is necessary anywhere.\nbut by all institutions in conference, not\nons\ninstituti\nnot only by separate\na social problem of National scope, not\nis\nIt\nns.\ninstitutio\nState\ng\nexcludin\na question of maintaining a class tradition in a particular college or university. With due regard to the scope of its own work, its limitations of\nresources and possibilities, every institution of higher education in this country should look upon all its problems with an eye single to the service of\nthe Nation.\n\nIMPROVEMENT\nWILL\n\nH.\n\nHAYS,\n\nPRESIDENT\n\nDISTRIBUTORS\n\nOF\n\nOF MOVING\nMOTION\nAMERICA,\n\noir\nPICTURES\n\nPICTURE\nNEW\n\nPRODUCERS\n\nYORK\n\nAND\n\nCITY\n\nThe National Education Association holds its convention in the home\nWe remember the law passed in Massachusetts in 1647\nof its ancestors.\nwhich required each town of 50 householders to “appoint one to teach all\nsuch children as shall resort to him, to write and read,” and I approach\nyour venerable family tree with a consistent humility, inasmuch as this\ninstrument of education, the motion picture, has hardly reached the age\nIn a little over fifteen years it has grown\nof a high-school graduate.\nfrom a naked idea until today it is the principal amusement of the great\nmajority of all our people and the sole amusement of millions, one of the\ngreatest industries in America, having an investment in real estate, studios,\nand equipment of nearly $500,000,000, with probably $50,000,000 paid\nannually in salaries, $200,000,000 spent annually in production, and\n$800,000,000 spent annually for admissions.\nA few years ago such a meeting as this would have been impossible.\nYou would not have felt that you were warranted in taking time to discuss\nthe motion picture in education.\nBut today the educators of the country\nare appreciating its value, and it has been with peculiar pleasure that I\nhave noted this interest as evidenced by the invitation that brings me here\nto the National Education Associaticn.\nThere has been some query as to just what this new effort which the\nindustry is making at this time is all about.\nIt is simply that these men\nwho make and distribute pictures have associated themselves together to do\njointly those things in which they are mutually but non-competitively\ninterested, having as the chief purposes of such association two great\nobjectives—and I quote verbatim from the formal articles of association,\nwhich have been filed at Albany: “establishing and maintaining the highest\npossible moral and artistic standards in motion picture production, and\ndeveloping the educational as well as the entertainment value and the\ngeneral usefulness of the motion picture.”\n\n"}
{"page": 275, "printed_page": "253", "text": "IMPROVEMENT\n\nOF Movine\n\nPicrures\n\n253\n\nThis is the legal statement of a legal purpose by a legally organized\nbody. It creates no super-court autocratically to pass upon pictures, nor\ndoes it place anyone in the attitude, and most certainly I shall not be placed\nin the attitude, of being the judge of the morals of those who are in the\nindustry.\nThe purposes of the association are stated in its articles, and\nno articles of association breathing a more important message could well\nbe found.\nThe importance of the association’s first great purpose, “to establish\nand maintain the highest possible moral and artistic standards in motion\npicture production” and the fact that its realization is now progressing can\nnot be overestimated.\nAnd there is no group in this country more\ninterested than are you teachers in its consummation.\nWhile this is true,\nyou, of course, have a special interest in the second great objective, that\nis—‘‘to develop the educational as well as the entertainment value and\ngeneral usefulness of the industry’—-and for the attainment of both ends\nI want your sympathetic codperation.\n\nThe motion picture is essentially a source of amusement, and its importance in that regard is measured only by the imperative necessity of\nentertainment for our people.\nIn all the big cities and maple-shaded\ntowns and villages which comprise America there are perhaps fifteen thousand motion-picture theaters and in those theaters fifteen million seats.\nTaking into account at least two performances a day and applying the\ncollected statistics, we estimate that within every twenty-four hours between Maine and California twenty millions men, women, and children\nlook for-an hour or two on the motion-picture screen.\n‘They come with\nno preoccupation; not out of duty nor out of solicitation, but just in that\nmood of reception and relaxation, in that state of mind and emotion which\na master psychologist, a great teacher, would want them to come, having\nthe desire to make the strongest possible impression upon them. U. S$. Commissioner of Education John J. Tigert said recently, “Within the celluloid\nfilm lies the most powerful weapon for the attack against ignorance that\nthe world has ever known.”\nObviously, it is true that the influence of the motion picture on our\nNational life is, indeed, absolutely limitless—-its influence on our taste, its\ninfluence on our conduct, its influence on our aspirations, its influence on\nour youth, and its consequent immeasurable influence on our future.\nAnd\nso its integrity must—and shall—be protected just as we protect the integrity of our churches, and its quality must—and shall—be developed\njust as we develop the quality of our schools.\n\nI. wonder if you realize, you teachers and all those who have at heart\n\nthe general welfare—what the motion picture means to the youth of this\ncountry?\nI approach this subject not merely from the viewpoint of the\nmen who have millions of dollars invested in the business, but from the\nviewpoint of the fathers and mothers who have millions of children invested in the business.\nWe say 20,000,000 a day see motion pictures.\nPossibly half of this number are children.\n\n"}
{"page": 276, "printed_page": "254", "text": "254\n\nNATIONAL EDUCATION ASSOCIATION\n\nAbove everything else perhaps is our duty to youth. To teachers I\ndo not have to say that this industry must have toward that sacred thing,\nthe mind of a child, toward that clean, virgin thing, that unmarked slate,\nthe same sense of responsibility, the same care about the impressions made\nupon it that the clergyman, or the most inspired teacher of youth\nwould have.\nSo certainly is the improving of this industry a matter of immediate\nconcern to everyone, that I earnestly ask and hope to receive the advice\nand cooperation of the public. Too much can not be expected too soon,\neither in the raising of the morals and artistic standards or in the development of the educational value. There can be no overnight miracle, but\npreferred attention is being given to purposes of the association right now\nEvery day there is opportunity\nin the pictures which are now being made.\nin the studios to take that action at the place and at the only place where\nResponsibility for these pictures now being\neffective action can be taken.\nmade by the members of our association can not be avoided. ‘They will\nbe the proof either of our honesty of purpose or of our failure.\n‘They will\nbe the proof either of our ability to correct our evils ourselves or of our\n“Che members of this association, acting\ninability to run our own business.\non that definite knowledge, are doing everything in their power at this\nmoment to live up to their professions, and the pictures will soon show\nthe results of their efforts.\nWhile asking for your aid and codperation I would like to ask, too, that\nyou judge us by our actual performances rather than by any promises we\nmay make. We are building this industry for years to come—for generations to come, and though our progress may perhaps be slow at the beginning, the results, we are confident will be permanent and certain.\nIt has been said repeatedly that certain objectionable pictures which\nhave been made are the class of pictures the public wanted, this deduction being based upon box-office receipts.\nOne way for you to help us\nmake good pictures is very easy, and that is by refusing to patronize bad\npictures.\nI am not suggesting an alibi for the motion-picture business;\nI am only emphasizing that this is not a one-man’s job, nor the job of one\ngroup; it is the multitude’s job; in doing it there is work for all. One\nof the largest producers has told me that in his opinion the outstanding\nfinancial successes in the last eighteen months have been clean pictures.\nI may not know thoroughly the picture business, but I do know thoroughly\nthe American public, and I know that its manhood and womanhood is\nsound and will support clean pictures. And the American public is the\nreal censor for the motion picture, just as it is for the press and the pulpit.\nMay I refer a minute to this question of censorship, which is an incident\nin the matter?\nThe people of this country, of course, are against censorship fundamentally—are against censorship of press, against censorship of\npulpit, and against censorship of pictures. But just as certainly, my\nfriends, is this country against wrong doing—and the demand for censorship will fail when the reason for the demand is removed.\nAs we move\n\n"}
{"page": 277, "printed_page": "255", "text": "IMPROVEMENT\n\nOF Movinc\n\nPicrures\n\n255\n\ntoward the consummation of the objects of our association so in like degree\nwill recede all demands for censorship.\nI am against political censorship, of course, because political censorship\nwill not do what is hoped for it in the last analysis. The motion-picture\nbusiness objects to political censorship for one great reason—because the\nmotion-picture business is an American business.\nBut there is one place\nand one place only where the evils can be eliminated and the good and\ngreat advantage of motion pictures retained, and that is at the point where\nand when the pictures are made.\nAnd it can be done then and there,\nmake no mistake about that. There is no twilight zone in the matter.\nRight is right and wrong is wrong, and men know right from wrong.\nThe corrections can be made, real evil can and must be kept out, the highest\nstandards of art, taste, and morals can be achieved, and it is primarily the\nduty of the producers to do it.\nI reiterate, it can not be done in a moment.\nIt can not be done without\nthe aid and support of the public, and that support I know you will give.\n\nAnd with the raising of the moral and artistic standard comes the development of the educational value of the motion picture. You are not unmindful of the great educational value of the entertainment picture as\nIt must be the purpose of the industry to strive continually to\nsuch.\nmake presentations historically correct and give authentic portrayals of\ncustoms, costumes, and habits.\nIn addition to the general educational value of entertainment pictures,\nwe are together concerned, of course, with two additional phases, first the\npedagogic picture and then the picture which is semi-educational and semientertainment.\nIt must be that the motion picture is a distinct contribution to visual instruction.\n‘The quick way to the brain is through the\neye. Scientific tests which have been made and which are being made and\nwith which you are familiar seem to prove the value of the motion picture\n\nin the classroom.\nThe producers are interested in this educational work.\n‘They realize\nits importance and the industry is eager to help. Up to the present time\nit has been easy for producers to meet the requirements of the educational\nfield, for the demand for strictly instructional classroom films has been\nsmall. Films are costly and unless a single film can be used over and over\nit can not be made without great loss. If educational films are to be\nproduced accurately and in sufficient numbers, better methods of distribution must be worked out. Again those who produced the films were not\ntrained educators and therefore unable to produce pedagogically sound\nfilms, while at the same time the educators, whose advice has been available, have too often proved unable to adapt themselves to the peculiar\ntechnical demands of screen production.\nBefore great progress can be\nmade there must be some method worked out to bring together the men\nand women who are skilled in the methods and mechanics of picture\nproduction.\nMuch has been done with the motion picture already as an instru-\n\n"}
{"page": 278, "printed_page": "256", "text": "256\n\nNATIONAL EDUCATION\n\nASSOCIATION\n\nCermentality of instruction, but the surface has hardly been scratched.\nFour\nes.\npossibiliti\nits\nto\ng\nawakenin\nare\ncountry\nthe\nof\neducators\nthe\ntainly\nnon-commercial magazines are or recently have been in existence, dedicated\n\nto the discussion of the problems of visual education.. Various museums\nof natural history have used films for lecture purposes in small museums\nand public schools.\nThe educational value has been appreciated and tried out in various\nRecently the American City Bureau inaugurated a film\ndirections.\nIn Washington representatives\nservice on municipal and civic subjects.\nAmerican Association for the\nthe\nScience,\nof\nof the National Academy\n\nAdvancement of Science, The National Research Council, and the Scripps\nInterests are joined to promote science service which, among other things,\nseeks to educate the popular mind by putting into screen form stories of\nisual Education has\n‘The Society f\nscientific discovery and invention.\nin many schools\nProfessors\nnature.\neducational\nproduced many films of\nand Yale\ncourses\ntheir\nof\nmaterials\nthe\nfilming\nof\ntalking\nare\ncolleges\nand\nis said to have under production 100 reels showing its famous Chronicles\nof America.\nThe Society of Visual Education prepares and distributes motion-picture\nfilms, which will be pedagogically sound textbook supplements for the use\nof teachers.\nBesides this Association and the Visual Instruction Department of your own organization, there are two other groups of educators\nin the motion-picture field—the National Academy of Visual Instruction\nAn incomplete list\nand the Visual Instruction Association of America.\nshows twenty-eight colleges and universities which have organized departments for the distribution of films. At least seventeen of our largest\neducational institutions are giving courses to their students on the use of\nthe motion picture for visual instruction.\nSeveral large universities are\nconducting scientific research into motion-picture problems.\n‘The best\nmaterial ever produced in the study of the psychology of reading has come\nthrough the motion pictures of the eye, which have been taken by the\nDepartment of Education of the University of Chicago.\nAgain, our\nknowledge of the processes by which children learn to write has been\ngreatly increased through motion pictures, photographs of hand movements\ntaken by the same university.\nThirty-four cities, including New York, Chicago, Cleveland, Detroit,\nIndianapolis, Los Angeles, and San Francisco, are now using pedagogical\nfilms in their classrooms and assembly halls. New York spent approximately $10,000 for this purpose last year, while Los Angeles spent $25,000.\nThere are probably about 10,000 projecting machines installed in schools\nand churches.\nIf methods can be found for easy payments on machines\nand effective methods for distribution of films, this field will grow with\ngreat rapidity.\nThe motion-picture industry will codperate with the National Education Association fully to that end. On behalf of our organization I\noffer to your association all of our facilities to aid in your experimentation.\n\n"}
{"page": 279, "printed_page": "257", "text": "IMPROVEMENT\n\nOF Movinc\n\nPictures\n\n257\n\nThere is already a great demand for pedagogic pictures.\nI propose that\nwe jointly study that demand and that we jointly find ways and means\nof supplying it. Let a committee be appointed of this association made\nup of the very best talent within your ranks; let them meet with the great\nproducers of the country and find ways to use our facilities. We ask\nyou to aid us and to let us aid you in the study of the whole problem of\nthe use of the motion picture as a direct pedagogic instrument.\nLet us\ntogether find the means of making pedagogic pictures which are scientifically, psychologically, and pedagogically sound.\nNot only can we take\ncare of the demand which now obtains but the great demand which is\nimminent and which will certainly come, must be met, and met by the\nproducers with a supply that measures up to the ideas of the educators\nof the country.\nIt can never be said again, and | think it has been suggested, that the\nproducers do not want to furnish educational pictures.\nThe producers\nwant to serve America.\n“They know that there is no more important and\nlasting service which they can perform than to aid you in the actual educating of the youth of the country by this new means and make yet more\nefficient if possible the work which you, the teachers, are doing in the\nfulfilment of your noblest and most useful of all professions.\nNor will you be unmindful of the great good done by this industry.\nThe motion picture has carried the silent call for virtue, honesty, ambition,\nhope, love of country and of home to audiences speaking twenty different\nlanguages but all understanding the universal language of pictures. “There\nmay be fifty different languages spoken in this country, but the picture of a\nmother is the same in every language.\nIt has brought to narrow lives a\nknowledge of the wide, wide world; it has been the benefactor of uncounted\nmillions.\nIt is the poor man’s pleasure; grand opera for the well-to-do,\nbut pictures for the man who works with his hands.\nAs we serve the\n\nleisure hours of the masses with right diversions, so do we rivet the girders\nof society.\nThose who are responsible for this: industry do not minimize their\nresponsibility, nor would they shirk it. With your help and the help of\nthinking people in this country in supporting the good pictures, we can\naccomplish the purpose of this association.\n‘The motion picture industry\naccepts the challenge in the demand of the American people for a higher\nquality of art and interest in its entertainment.\n‘The industry accepts\nthe challenge in the demand of the American youth that its pictures shall\ngive to them the right kind of entertainment and instruction.\nWe accept the challenge in the righteous demand of the American\nmother that the entertainment and amusement of that youth shall be\nworthy of their value as a most potent factor in the country’s future. We\naccept the challenge in the proper demand of the educators of the country\nthat the full instructional value of motion pictures shall be developed\nIt is a service and “‘service is\nWe accept full responsibility.\nand used.\nIt is a service which needs the very\nthe supreme commitment of life.”\n\nbest from all, and I have great faith in its fulfilment.\n\n"}
{"page": 280, "printed_page": "258", "text": "NaTIONAL\n\n258\n\nOUR NEED\nJAMES\n\nE. RUSSELL,\n\nEpuCATION ASSOCIATION\n\nOF AN INTELLIGENT ELECTORATE\nDEAN,\n\nTEACHERS\nNEW\n\nYORK\n\nCOLLEGE,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCITY\n\nThe proposition that the rulers of a people should be educated needs no\nDemocracy, of all forms of government, is most in need\ndemonstration.\n“They are not\nleaders must be discovered in the mass.\nIts\nof education.\nborn to greatness, and greatness is not thrust upon them: they must achieve\nHerein lies the\ndistinction and hold the support of willing followers.\nIn other forms of government, leaders are\nproblem peculiar to democracy.\nset apart by birth or divine right for the part they are to play, but true\ndemocracy recognizes no privilege of class or sect or place. “The new democratic ideal of education is not only to develop leaders,but also to lift the\nwhole mass, to make them fit to rule and to be rtled by leaders of their\nown choosing.\nThe safety of a democratic state, therefore, rests in its\nfinal analysis upon an enlightened body of citizens.\nIn our government all citizens may participate in elections, but political\npower passes over to officers who represent at best merely a majority of\nelectors. Even a determined minority may hold the balance of power and\nhave their own way, regardless of public opinion.\nIndeed, it is common\nobservation that public opinion is shaped by skillful propaganda along lines\nat first desired by few, but ultimately accepted by many.\nIn this way, we\nget our constitutional amendments and so, too, we fortify the sway of\npolitical bosses. In the one case the eyes of believers may be turned\nheavenward so high that vision of things on earth is impossible; the way\nof the venal boss is to keep the noses of his supporters deep enough in the\ntrough to prevent them from seeing what happens on the other side of the\nfence. A superficial view of our government, therefore, might easily lead\nto the conclusion that it is really not a democracy, but an oligarchy.\nThe\ninference follows that if rulers are few, our best educational course is to\nrecognize an aristocracy of intellect and accord it appropriate honors.\nThis superficial view—which some of our people always take and all of\nour people sometimes take—is responsible for most of the ills in American\neducation. When power belongs to few, why trouble about the education\nof the many? ‘Time, labor, and money may all be saved by limiting the\nscope of effort. “This was precisely the view taken when our provincial\nschools were established for the training of leaders of Church and State.\nIt was a direct inheritance from our English ancestry.\nIt is the ageold ideal of education under every form of ecclesiastical and monarchical\ncontrol.\nIt began probably when the cave man found it safer and more\ncongenial to live with his fellows.\nPatriarchal and tribal government promoted its development.\nIt was hoary with age when Assyria and Egypt\nfound it adapted to their needs.\nIt attained perfection in Greece, and\nsurvived for centuries in Rome.\nIt has made modern Europe, and has\ncome down through the centuries to our own day in perfect form in China.\nReduced to its simplest returns, it is a system that aims to give leadership\n\n"}
{"page": 281, "printed_page": "259", "text": "Our NEEep oF AN INTELLIGENT ELECTORATE\n\n259\n\nto a privileged class, to help up a few, and to keep the many down, to promete some to positions of authority, and to make the masses contented\nwith that position in life to which it has pleased God to call them.\nIt has\nbegotten in America a scheme of education controlled from the top downwards; it accounts for the inclusion in our curricula of materials designed\nto function only in the lives of the select few; it has shaped our system of\nschool administration according to the whims of local pride and passion;\nit gives employment to incompetent teachers; it breeds distrust and suspicion\nbetween the schools and the public that they should serve.\nIn a word, the\ntheory that government is safe when leaders are competent is traditional in\nthis country. ‘The time is coming when we must rid ourselves of the\nnotion that an aristocracy, even an aristocracy of intellect, is a safe guide\nin American education.\nIf training for leadership, or rather opportunities for training leaders,\nwere a sufficient guarantee of the safety of the state, we should be living in\na political millennium.\nNowhere else in the world is provision made for\nso many aspiring candidates for leadership, or for so many different kinds\nof leaders. We have erected technical schools for almost every conceivable\ntype of professional worker.\nIt is a long and imposing line from schools of\ntheology and law, through medicine and engineering, to agriculture, business, and the household arts. We boast of our educational ladder reaching\nfrom the gutter to the university, and we take pride in the numbers that\ncling to it. The wonder is that so few who reach the top show any gratitude to those who built the ladder and helped them climb it. Whatever\nthe fault, the fact is that those who owe most to public support are not\nrendering to the public the service that the public is entitled to receive.\nCoincident with the extraordinary increase in the past few years of those\nseeking higher education is the increasing distrust of the integrity and unIn fact, expertness in technical\nselfishness of those best equipped to lead.\nlines is no longer synonymous with leadership in professional service. The\ncommon man dreads the lawyer as the burned child dreads the fire. ‘The\nleader of hundreds of thousands of labor unionists voices their sentiment\nSome millions of Protestant\nwhen he says “‘God save us from the courts.’\nchurchmen show their estimate of the worth of religious leaders when they\nThere are more\nfix the average salary of a clergyman at $800 a year.\nreaders of newspapers, with less faith in what the papers print, than ever\nbefore in our history.\nThis distrust of leaders and the denial of authority that leadership\nimplies is reflected in the prevailing social unrest, the recent outburst of\ncrime, and the general disposition to lawlessness in all sections of our country. The popular remedy is to enact more specific laws and to insist on\nmore rigid enforcement of police power.\nBut is it just such conditions that\ngovernment is designed to meet.\nOur constitution provides the foundation\n\nupon which just and equitable laws may be based. And with just and\nequitable laws, a democracy is safe, provided—and here is the rub—the\npeople will observe the laws.\n\n"}
{"page": 282, "printed_page": "260", "text": "260\n\nNationaL\n\nEpucaTION\n\nASSOCIATION\n\nLeadership implies a following. Leaders may be never so wise, neve!\nso capable, never so patriotic, but if they have no following, their wisdom,\n‘The safety of the state\ntheir ability, their patriotism goes for naught.\ndepends quite as much upon obedient followers as upon efficient leaders.\nAnd many are the expedients recorded in history for securing an obedient following.\nFear of marauding foes has always been a potent force,\nand the body of external aggression is paraded on occasion even in our\nown halls of Congress.\n“The wrath of the Gods has often been invoked\nwith great success.\nMilitary discipline has played its part. “The ameliora- |\ntion of popular discontent has repeatedly been sought in largesses of food,\nland grants, and wage adjudications, but history shows that such efforts\nare but the first signs of national decadence.\nAnd strongest of all forces\nin securing a submissive following is custom embodied in tradition and\nreinforced by poverty, caste, and class distinctions-—The world over today—barring our own land and certain British commonwealths—the\nmasses of the people do what their parents did and what others of their\nclass are accustomed to do. Just as the exercise of habit induces a certain\ndegree of satisfaction in the individual, so conformity to custom begets contentment in society.\nThe problem, as I have stated it, when restricted to the safety of the\nstate, is twofold: the training of efficient leaders and the securing of contented followers.\n‘The training of leaders devolves more and more upon\nour colleges and special schools.\nEvery such school that I know is striving\nto improve the quality of its output.\nCurricula are being strengthened and\nmethods of teaching bettered.\nStandards of scholarship are being raised\nby demanding both broader culture and more scientific knowledge.\nAdd\nto these attainments the spirit of patriotic service, and the professional\nschools of America will have done their full duty.\nThe second part of our problem—namely, the training of followers—is\nfar and away the most difficult of solution.\nFor us in America it is not\nonly the most imperative, but it is the most baffling, because the least understood and the least appreciated.\nIts magnitude is measured by millions of\nchildren and other millions of adults.\nIts complexity is intensified by widespread illiteracy and the infusion of foreign languages, customs, and traditions. And for its solution we have no satisfactory body of knowledge\nand no accepted system of instruction.\n‘The character of our school work\nin the past, even in the public schools, has been formulated according to\nthe needs of those who are going forward to positions of leadership.\nWhat are we going to do for those left behind?\nCan anything be done\nthat will make for the safety of the state?\nIs is possible through schooling\nto contribute to the contentment of the masses?\nMy answer is that just\nbecause it must be done, it can be done, and will be done, by the school\nteachers of America.\nI should be less confident of my answer, were it not\nthat we have before us the most conspicuous example of the efficacy\nof\npublic education that the world has ever seen.\nIt is an example that warns\nus what to shun as well as an example that inspires us with courage\nto\n\n"}
{"page": 283, "printed_page": "261", "text": "Our NEED OF AN INTELLIGENT ELECTORATE\n\n26)\n\nproceed.\nI refer to the German system of popular education as developed\nduring the past century and brought to fruition in the world war.\nA century ago Germany was a poverty-stricken, quarrelsome, politically\ndistracted country.\n“They had a few capable leaders, but the masses of the\npeople were intractable and belligerent.\n“There was no harmony in ideals,\nno unity in endeavor.\nBut from her poverty, Germany erected universities for the leaders and public schools for the masses.\nShe developed a\nteaching profession that has had no equal in scientific attainments or in\nloyalty to the state.\nShe gave those teachers high social rank, paid them\nwell for their services, and supported them in old age. “They in turn upheld the standards of the realm and converted, within two generations, the\nself-indulgent, easy-going, individualistic Teutonic stock into obedient subjects of a ruthless military despotism.\nSo thoroughly was this schooling\ndone that dependence upon authority became the cardinal virtue of the\nGerman people.\nThe masses were molded into one mighty machine, contented at home, efficient in business, and equally fitted to fight their way in\nworld industry or a world war.\nAnd however we may laud the rest of\nthe world for their prowess in checking German aggression, a dispassionate\njudgment will not accord the victory solely to the military superiority of\nthe Allies.\nGermany was not merely defeated in battle.\nShe lost the war\nbecause her soldiers and the masses back of them lost confidence in their\nleaders.\n“he whole superstructure of the state crumbled when its foundations were undermined.\nFrom our standpoint, we see in the German system of education and in\nits logical outcome in the war a horrible example of what not to do, but\nwe must be impressed with the fact that Germany has demonstrated that a\nvast population can be molded by education into the likeness of an ideal,\neven though that ideal, when realized, turns out to be not a god, but a\ngolden calf. What German teachers have done, American teachers can do.\nWe can set up an ideal characteristically American, and we can realize it,\nif the public will give us the necessary support.\nNot blind obedience but\nvoluntary codperation shall be our watchword.\nWe shall seek contentment through intelligent exercise of our individual talents and find happiness in the possession of our own attainments.\nI grant that our problem is infinitely more difficult than the one submitted to German teachers.\nIt is far easier to quench ambitions than to\narouse them and direct them aright. Never before has a nation been\nfounded on the proposition that all men are created equal, and nowhere in\nhistory has intelligent self-direction been set up as a national ideal of education.\nIt may well be doubted that such an ideal is possible of realization.\nOur own experience should make us skeptical of its practicability.\nWhen\nonly four or five in the hundred of those who begin the climb of our educational ladder ever reach the top, what of the attitude of those dropped\n\nby the way?\nShould those who fail through no fault of their own be\nexpected to rejoice in the success of their rivals? Is human nature so\nconstituted that superior ability when denied its chance will acquiesce in\n\n"}
{"page": 284, "printed_page": "262", "text": "262\n\nNationa\n\nEpucaTIon ASSOCIATION\n\nthe leadership of inferior talent?\nHow can contentment be secured under\na system of free competition without that equality of opportunity which we\nlaud in theory but neglect in practice?\nDifficult as our problem is, I do\n\nnot despair of its solution. My faith is confirmed by the righteousness of\nour cause.\nUp to this point I have been reckoning with conditions as they are rather\nthan with things as they might be. I have tentatively accepted the doctrine\nthat the whole educational problem of statecraft is the training of efficient\nleaders and contented followers.\nBut this dichotomy of the educational\nprocess is purely logical. Leadership is a relative matter.\nEvery normal\nhuman being may be at once leader and follower.\nI may excel in some\nparticular, but there are a thousand things that others can do better than\nI can.\nMost of us take our religion ready-made.\nWe.depend upon the\npress for most of our current information.\nThe wisést of us consult\nreputable physicians when we need medical advice, and much as we dread\nthe lawyer, we do go to him when we get into legal trouble.\nAnd for\nfood, shelter, and clothing we are dependent upon those who have the\ntechnical skill to do that which is beyond our range.\nIndependent we\nmay be in some small way, but in the large, our lives are bound up with\nothers.\nIf only we knew how to choose our leaders, and had the grace to\nfollow them as we expect to be followed in our own specialties, we should\nsoon arrive at a social millennium.\nAnd here is the clue to our cducational\nmaze.\nLeadership is expert service rendered to appreciative recipients.\nIt is the interplay of service and satisfaction that begets mutual understand- ing and bridges the gulf between leader and follower.\nExpertness, mere\n\neficiency, therefore, should not be the sole object of vocational training.\nWe earn our living by the skills that we possess, but we spend our lives\nand our substance in getting the fruits of others’ labor.\nIn every article\npurchased, in every acquisition, whether for pleasure or for profit, a\nchoice\nis made, and back of that choice stands our own valuation of the\nworth of\nan expert in a field not our own.\nA sympathetic understanding of our\nsocial and economic problem is unthinkable, so long as\nhalf of the world\nis ignorant of how the other half lives. We need more knowledg\ne of what\nmen do and what they get from their labor, more informati\non on what\nconstitutes values in terms of our own needs. The\neditor of a popular\nmagazine has recently told his readers that “after\nall, economics is little\nelse than the study of man as he goes about his\ndaily tasks of sowing, reaping, hiring out his labor or engaging that\nof others, trading, mining,\nmanufacturing, buying, selling, renting, transport\ning the products of his\nown hands or of the soil, doing his best to keep\na tight roof over his head\nand straining every nerve to provide for his\nchildren and to create some\noverplus of savings wherewith to stake other\nmen who would engage in\nenterprises not immediately productive.\nIf there be any study more\nhomely, more democratic than this, any\nthat clings closer to the soil\nor lies nearer to man’s bone and marrow,\nit would be hard to name.’ 2\n* Saturday Evening Post, June 24, 1922.\n\n"}
{"page": 285, "printed_page": "263", "text": "Our NEED oF AN INTELLIGENT ELECTORATE\n\n263\n\nI should hesitate to suggest this addition to the curriculum of our public\nschools, if I did not think that much of what is now taught could profitably\nbe displaced. I wonder why it is that we teach with such complacency\nthe life history of the honey bee and humming bird, the brook trout and\nthe woodchuck, and fail to include in our study the life history of the coal\nminer and the fisherman, the cotton planter and the dairyman, the textile\nworker and the engineer.\nMore knowledge of things that count in everyday life is the chief desideratum in that phase of education in which people\nshould be taught to follow expert guidance.\nThere is a corollary to this proposition that from the standpoint of public safety is more significant than is the main thesis. It is this: the ability\nto give expert service brings its own reward.\nEmerson expressed the\nidea which someone has put into these words: “The man who can write a\nbetter book, preach a better sermon, or make a better mouse trap than his\nneighbor, though he build his house in the woods, yet will the world beat a\npathway to his door.’\n‘The man who can do something well is sure to\ntake pride in his handiwork; pride in his work will keep him everlastingly\nat it; industry backed by skill insures a living that satisfies; it leads to a\ncompetency of possessions that must be guarded.\n‘The ability to give an\nhonest day’s work, whether in professional pursuits or in manual occupations, is the first step in the evolution of the conservative citizen.\nIt\nis a standing invitation to all onlookers to admire and to emulate.\nIt\nbegets leadership and that joy in work that relieves labor of its drudgery.\nIn such a case, the job seeks the man and pays him his price. It makes\nhim, however humble his trade, a capitalist, who has need of an education\nthat will enable him properly to care for his income and invest his savings.\nIn this direction lie social well-being and civil order. Vocational training\nis the stepping-stone, and not until every available person is provided with\nthe means of becoming an expert worker, and trained to enjoy the income\nof his capital, shall we have that equality of opportunity which is the birthright of all Americans.\nThe trend of my argument has carried me beyond the bounds apparently\nset in the topic assigned me.\nIf the topic implies that an intelligent electorate is necessary only in respect to the choice of political leaders, it does\nnot go far enough.\nLegislation and administration of government under\nlaw are necessary functions of society, but unless the letter of procedure\nconforms to the spirit of progress, there is no assurance of safety to the\nstate.\nMy view is that the right spirit comes from enlightened public\nopinion that voluntarily chooses to follow expert guidance in every phase\nof life.\nFurthermore, I denounce as un-American the notion that our leaders\nconstitute an aristocratic class entitled to superior advantages and _ privileged to exploit those less fortunate.\nWhen it is conceded that each normal person may be a leader in his own way, class distinctions disappear, and\nthe only honor that is justified is the respect paid to work well done.\nIf\nthis world is to become a better place to live in and life made better worth\n\n"}
{"page": 286, "printed_page": "264", "text": "264\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nliving, we must accept the Christian doctrine that service is the only true\ncriterion of greatness.\nDemocracy, of all forms of government, is, as I have said, most in need\nof education.\nIt must have leaders, both priests and. prophets, not only\nthose who work in the present, but also those who have a vision of the\nfuture. No education that can be given is too good for those who will\nuse their powers in the service of mankind.\nNo sacrifice is too exacting,\nif thereby those in need of guidance get the help they should have.\nConfidence in the integrity and unselfishness of leaders is the first essential in the\ndemocratic program of social reform.\nThe other factor I have stressed at greater length, because it is foreign\nto popular belief. The maintenance of civil order and social security\nlogically precedes the rise of leaders. Unless one can work unmolested and\nbe assured of the fruits of one’s labor, there is no incentive to effort. Happy\nis the land where peace prevails.\nContentment is a public blessing worth\nstriving for.\nIt is obvious that at times and with certain groups of our population,\nwe have tried every known means of securing respect for law and order.\nEven the hope of happiness in a heavenly state has been preached as\nadequate recompense for ills suffered in this life. Military discipline has been\nimposed in times of national peril, and our people have cheerfully borne its\nrestrictions.\nUnbounded faith in the ultimate working together for good\nof all things American has made many of us incorrigible optimists.\nWe\nacquiesce in decisions reached by unfair means in the expectation that time\nwill bring a change.\nThere are signs, however, that our people will not long remain as docile\nas they have been in the past. Population is shifting from the country\nto\nthe city. Elbow room is growing less. Competition is getting\nkeener, and\nevery year makes it harder for some to maintain a decent standard\nof living.\nThe Old World with its woes stands begging at our doors.\nDiscontent is\nspreading like a fatal disease among great groups of\nour citizens.\nThis\ntendency, unless checked, can have only one result: our\nexperiment in democratic government will surely fail, and with it, the\nhopes of a world worn\nout with travail of new-born ideals of freedom.\nThe outcome rests with\nthe teachers of America—teachers in the public schools,\nteachers in the colleges and universities, teachers in the press, teachers\nin the home and in the\nch teachers in business, and teachers\nchurch\nin industry. There is no greater\npatriotic service.\nAre we ready to do our share?\n\nTHE\nTHOMAS\n\nE.\n\nEDUCATION\n\nFINEGAN,\n\nSTATE\n\nOF\n\nOUR\n\nSUPERINTENDENT\n\nHARRISBURG,\n\nILLITERA LESS\nOF\n\nPUBLIC\n\nINSTRUCTION\n\nPENNSYLVANIA\n\n4: The illiterates of ; the countr\ny may be divided int o three classes: the\nnegro\nilliterates, the native-born white illiterate\ns, and the foreign-born white\n1This\n\naddress\n\nwas\n\ngiven\n\nbefore\n\nthe Illiteracy\n\nConference\n\non\n\nJuly 6 7 LOLs,\n\n"}
{"page": 287, "printed_page": "265", "text": "THE Epucation oF Our ILLITERATES\n\n265\n\nilliterates.\nThe great mistake is often made of regarding the illiterates\nof the country as foreign-born white.\nThe census of 1920 shows the number of each of these classes of illiterates to be as follows: negroes, 1,842,161;\nnative-born whites, 1,242,572; and foreign-born, 1,707,145, with a total\nof 4,791,878.\nFrom these figures it appears that nearly two thirds are native-born and\nonly a little more than one third are foreign-born.\nThe shocking feature\nof the situation is that one fourth of them are native-born white.\nA\nfurther study of the 1920 census shows that of these illiterates 687,618 are\nbetween the ages of 10 and 20; 4,103,260 are above 20 years of age. Those\nbetween\n\n10 and 20 are classified as follows: negroes, 329,120; native-born\n\nwhites, 201,903; and foreign-born, 56,595.\nThe humiliating feature of this ‘analysis is that more than one half million of American children—born in America since the dawn of the twentieth century—are illiterate.\nIn considering the figures given by the United States census we must\nkeep in mind the standard for determining literacy which the Government\nhas adopted.\nUnder this standard a person possessing the slightest ability\nto write, even though it be simply the mechanical ability to write his own\nname, is classified as literate.\nIf the literacy of the country were to be\nbased upon what we might call a functioning literacy—or a literacy of\nfourth grade achievement—the number of our illiterates would be more\nthan doubled.\nWe must also give careful consideration to the actual\nresults revealed by the draft which showed that 25 young men in every\n100 did not possess a functioning literacy.\nThe Nation should strike a swift blow at the illiterates between the ages\nof 10 and 20. Not one of them should be permitted to reach 25 years\nwithout obtaining a literacy achievement equivalent to the completion of\nthe sixth year of our elementary public-school course.\n\"There should be no\ncompromise on this question.\nNo child in America capable of being taught\nshould be illiterate when he reaches his “‘teens.”’\nThere should also be inaugurated an effective program which, within\na decade, shall be able to reach every native white illiterate under the age\nof forty and teach him to read and write.\nNegro illiteracy was reduced six per cent during the last decade, but\nthat there are still approximately 2,000,000 illiterates among the negroes\nand that a large per cent of these are found in eleven States make the\nquestion an acute problem of National importance.\nThe Nation should\nno longer tolerate this injustice to these people.\nMany of the States\ncarrying this burden have shown commendable courage and vision in the\nwork which they have undertaken.\nEach of the classes of illiterates defined has its own peculiar problem,\nbut the questions involved in the education of the foreign illiterates are\nprobably the most troublesome.\nThere are 1,707,145 in this group,\nmeasured by the standard of the literacy employed by the Government in\nits census enumeration.\n\n"}
{"page": 288, "printed_page": "266", "text": "266\n\nNaTIONAL\n\nEpuCATION ASSOCIATION\n—\n\nIn spite of the subnormal immigration, of more stringent legislation,\nand of marked increased effort to provide educational facilities for illiterates\nwithin the last decade, there has been but little reduction.\nNo State has\ninaugurated a sounder or more effective program in this field or waged\nthe battle more persistently than the State of New York or the State of\nMassachusetts, and yet in spite of it all the number of foreign illiterates\nin each of these States has been only slightly reduced during the past decade.\nFrom the founding of our National Government until 1882, Congress\nimposed no restrictions whatever upon immigration.\nWe opened wide\nour doors and encouraged all who would to come.\n‘Through the Congressional Act of 1882 the Government entered upon a policy of selective\nimmigration which has been gradually strengthened.\n\"The whole subject\nof immigration has been one of extensive Congressional investigation.\nPresident Roosevelt carefully considered the subject in comprehensive\nmessages to Congress and advocated the sound policy that our immigration\nlaws should be amended in a way that would enable the Government “‘to\nkeep out all immigrants who will not make good American citizens.”\nThe amendments to the immigration laws in 1897 conferred upon the\nGovernment officials enlarged powers in dealing with the immigration\nproblems and also definitely described the classes which might be excluded\nfrom admission to the country.\n“The strengthening of the immigration\nlaws and the stricter enforcement of their operation did not. result in the\nrestriction of immigration.\n‘The number of immigrants who came into\nthis country increased at a rapid rate.\nIn 1914 the number reached\n1,218,480.\nThe number of illiterates among the immigrants coming to\nthis country has constantly increased assuming proportions which bear\nimportant relations to the social, economic, and political interests of the\nNation. The number of illiterates coming into this country during the\nyears preceding the outbreak of the war increased in eighteen of the leading\nStates of the country, including Massachusetts, New Jersey, Connecticut,\nNew York, Illinois, California, and Pennsylvania.\n“The census of 1920\nshows that the approximate number of illiterates above the age of sixteen\nin the United States is five million. \"This number would have been greater\nhad there not been a suspension of immigration during the War.\nStudents of social and political problems have anticipated the embarrassment which was bound to come to this country through the admission of\nthese illiterates without a definite policy requiring them to meet educational\nstandards after entering the country.\nFor some years those giving this\nsubject careful thought have advocated a literacy test. Senator Lodge\nintroduced in 1896, twenty-six years ago, an immigration bill containing\na literacy test. “This measure proposed the exclusion of all persons between\nfourteen and sixty “who can not-read and write the English language or\nsome other language.”\n‘The Lodge measure passed Congress in modified\nform, but was vetoed by President Cleveland.\nPresident Taft vetoed a\nsimilar measure in 1913, and President Wilson vetoed one in 1915, and\n\n"}
{"page": 289, "printed_page": "267", "text": "ee\n\nTue EpucaTion oF Our\n\nILLITERATES\n\n267\n\nagain in 1917. Congress passed the 1917 measure over the veto of the\nPresident, and the provisions of this Act became effective on May 1, 1917.\nUnder the terms of this law, all aliens are to be excluded who are over\nsixteen years of age, who are physically capable of reading but who cannot\nread. ‘This law exacts that a test shall be given each alien before being\nadmitted, and that such alien must be required to read “not less than\nthirty, or more than eighty words in ordinary use.” The law does not\nexact that the alien shall be able to read English. The law is satisfied\n\nif the alien reads in English or some other language or dialect.\n\nThe law\n\nfurthermore exempts those from this test who seek admission because of\nreligious persecution and certain others who are relatives of American\ncitizens or of admissible aliens.\nThe reports of the Commissioner General of Immigration show that\nthe rejections due to illiteracy have been as follows: 1917, 391; 1918,\n1,598 ;1919, 1,456; and in 1920, 1,639. The reports of the Commissioner\n\nGeneral of Immigration also show that from 1918 to 1921 the following\nnumber of illiterates were admitted: 1918, 3,512; 1919, 1,817; 1920,\n15,094; and 1921, 27,463. These figures warrant the prediction that\nthe literacy test prescribed under this Congressional Act will not prove\nsufficient defense against the continued admission of illiterates.\nIn all the discussion which has taken place upon this subject, there has\nbeen a common agreement that the initial step necessary in the solution\nof this problem is to teach these illiterates to speak and write the English\nlanguage.\n“These people cannot become happy, contented, useful citizens\nuntil they are able to express their needs, desires, and thoughts in the\ncommon language of the country.\nThey have practically entered a new\nworld, in which individual rights and governmental authority have such\nan entirely different status and are based on such different principles of\npolitical philosophy that they must also become interested in and be able\nto inform themselves upon the social, industrial and political questions\nwhich are fundamental to the progress and prosperity of a democracy.\nWe are therefore confronted with the problem of giving instruction in\nthe fundamentals of an English education to a vast army of at least\n\n5,000,000 adults who are now within the boundaries of the Nation, and\nsuch additional illiterates as may be admitted in the future under the immigration laws.\nThe question therefore naturally arises, upon whom does the obligation\nrest of asSuming the burden and responsibility of providing educational\nfacilities for this great body of illiterates? All questions related to and\n\ngrowing\n\nout of the immigration\n\nproblem\n\nare\n\nnational.\n\n‘The\n\nNational\n\nGovernment controls every phase of the immigration question.\nIt determines what aliens may be admitted to this country, the conditions upon\nwhich they may be admitted, and it also prescribes the basis upon which\nthey may be naturalized and admitted to American citizenship.\nThe\n\nwhole problem of adult illiterates is therefore a National and not a State\nproblem. The National Government should therefore recognize the\n\n"}
{"page": 290, "printed_page": "268", "text": "268\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nnecessity of attacking this problem without further delay, and should enact\nsuch laws and provide such funds as are necessary to construct an organization and execute a plan which shall, within a feasomabie period of time,\nwipe out adult illiteracy in this country.\nHad the policy recommended by President Grant in his message to\nCongress one half century ago been adopted, this country would have no\nproblem in adult illiteracy today. Grant’s vision enabled him to see the\nevils which would accumulate under the policy of the Nation admitting\nto its shores from year to year a large body of adult illiterates.\nGrant\nsaw the wisdom of insisting that all foreigners, literate as well as illiterate,\nwho came to this country should be trained to acquire a usable knowledge\nof the English language.\nSeveral measures relating to this problem are before Congress, and we\nmay reasonably expect that in the near future the Federal Government will\nassume this obligation and responsibility and take up the burdens involved\nin the solution of illiterary.\nWhen the National Government does undertake this work it should be upon a plan which recognizes the public-school\nsystem of each State as the chief agency through which this work is to be\nperformed.\nWithout financial or economic loss of any kind the several .\nStates may therefore enter upon a definite program which contemplates\nthe teaching of every illiterate within their borders to read and write in\nEnglish.\nIf the Nation is to approach this problem in a serious, determined manner,\nwe must comprehend a plan which will provide instruction in English for\n5,000,000 adults, one third of whom speak an alien tongue.\n‘This means\nthat provision must be made for giving instruction to a body of illiterate\nmen and women who are equal in number to at least one fifth of all the\nchildren enrolled in the public schools of America.\nA plan to provide\neducational facilities for this large number of adults must be founded upon\na system similar to that constructed for the education of the children of the\nNation. Wherever public-school systems are maintained it has been learned\nfrom experience that attendance laws cannot be effectively enforced without a census of the children who are required to attend.\nAn effective\nNational program for the instruction of adult illiterates cannot be inaugurated until a census of the illiterates in each school district is made available\nfor the school authorities.\nThis information should be available by wards for the cities, and by\ndistricts for the townships.\n‘The immigration officers at the ports where\nimmigrants land should obtain the names and the destination of those who\nare illiterate. The National Government and the State within which\nthese illiterates take up residence should know where such illiterates may\nbe found, and each school district should have such data.\nEach State must be recognized as an administrative unit. ‘The States\nmust, in turn, be divided into zones or districts, based upon the extent and\ntopography of the State and the number of illiterates therein.\nFor geographic and other reasons it will be necessary to subdivide some of these\n\n"}
{"page": 291, "printed_page": "269", "text": "Tue EpucaTion oF Our ILLITERATES\n\n269\n\nzones or districts, which will be in charge of an experienced worker in the\nfield of adult education.\nThis director should devote his whole time to\nsuch work and should be a paid employee of the Government.\nIn some of\nthe zones containing the largest number of illiterates—as for instance,\nNew\nYork, Chicago, and Philadelphia—the director should have assistants who\nare familiar with the difficulties involved in reaching the home through\nthe education of the illiterate women.\nSchool superintendents and other\nemployees of the public-school system, and others interested in this phase\nof our educational problem may be employed to advantage in the supervision of this work under the zone director without compensation.\nA Citizens’ Committee should be organized for each district within a\nzone.\n‘This committee should contain representatives of leading industrial\nand mercantile plants, of labor organizations, of city or county authorities,\nof local school authorities, of each of the great divisions of religious faiths,\nof civic organizations, and of the organized activities of women.\n‘The zone\ndirector should codrdinate the work through this committee so that each\nagency in the zone may be given a definite piece of work to perform, and\nsuch agency should be held responsible for the accomplishment of such work.\nThere should be no waste of effort and no overlapping of functions.\nThe zone director and the citizens’ committee should determine what classes\nshall be organized and where they shall be maintained.\nWhen these questions are agreed upon, the director should, in codperation with proper local\nauthorities, organize such classes.\nHe should then place in the possession\nof the committee the names and addresses of the illiterates in that community to be served by such classes, and arrangements should be made\nthrough the committee utilizing every agency interested in such work to\nhave each of the organizations or interests represented on such committee\nbecome responsible for a complete canvass of these illiterates and to induce\nthem, if possible, to attend such classes.\n.\nThe public-school system with its organization and equipment should be\nutilized to the limit. The social and recreational features of school work\nshould bring the home in closer contact and under greater influence than\never before.\nThe foreigner may be reached through these avenues. Games\nand amusements which men and women usually enjoy may be made an\neffective agency in teaching English to foreigners.\nThe great potential power of music should be made a vital factor in\nWe must marshal\nreaching the foreigner and in teaching him English.\nthe musical talent of our foreign population and make it a mighty power\n\nin developing patriotic ideals.\nAll the socializing processes and influences of our public system of education, through the schools as community centers, should be employed in\nenabling the foreigner to interpret American standards and ideals and in\nobtaining those things in life for which his heart has yearned, and which\nhe came to America to obtain.\nWhile all of these agencies will be of great aid in promoting educatior:\namong the foreign population, it will be necessarv not only to establiss:\n\n"}
{"page": 292, "printed_page": "270", "text": "270\n\nNATIONAL\n\nEpUCATION ASSOCIATION\n\nclasses in public day schools to teach English to our non-English speaking\npopulation, but it will also be necessary to organize evening classes. “The\nlaw should make it mandatory upon school authorities to establish either\nday classes or evening classes whenever ten or more adults unable to read\nor write English express a desire to receive instruction in that subject.\nIt will not be possible to reach all illiterates through the establishment\nof either day or evening classes. Large numbers who have worked all\nday will not be in proper physical condition for the mental concentration\nrequired in attendance upon classes in the evening.\nOthers who are somewhat timid will not care to go to these classes which are maintained in\npublic places. Whenever it is impossible to induce these men or women to\ngo to a class in a school house, the privileges and opportunities of such\nclasses should be taken to them.\n‘Thousands of these illiterates must,\ntherefore, be reached through the industrial plants sn-which they are employed.\n\nIn many instances it will be possible to organize classes in church or in\nconnection with auxiliary societies of churches.\nIn some places, churches\nhave already organized such work.\n‘This service should be cordially accepted and encouraged.\nIt will be necessary in many cases to go into the home to reach some of\nthese deserving people. This will be particularly true of the women.\nThe\nwhole plan of this service must contemplate that the interests and needs\nof women shall be given the same consideration as those of the men.\nHome\nclasses especially for the women should therefore be maintained.\nWhen classes are organized in day schools or in industrial plants or factories, it must be done under stipulated agreement at a time which will\ninterfere as little as possible with working hours. The management of\nindustrial plants may not always be able to give the time required for this\nperiod of instruction. ‘There are, however, many such plants which will\nfind that the amount expended for this purpose will result in substantial\nreduction in expenditures under the provisions of the industrial compensation law. ‘Those who are to receive the instruction should be made to feel\nthat the benefits to be derived therefrom will more than compensate them for the time given to this work.\nIt may often be found advisable and\nequitable for employer and employee to share in this expenditure.\nClasses\nin day schools and in industrial plants and factories should be formed for\nsuch hours as will probably best serve the convenience of employees when\nthey are free for such purpose.\nIn agricultural sections classes should be\n\norganized at the periods of the year when farm work is not pressing. The\nadjustment of this question is delicate and difficult, but the importance\nof\nthe situation requires that an adjustment be made.\nOrganized labor has generally shown a lively interest in the educatio\nn\nof the adult illiterate. If this great organization would exert\nthe full\npower of its influence in behalf of a campaign to induce every alien\nto learn\nto read and write English, it will be one of the most potent\nfactors in the\nsolution of the great problem of illiteracy.\n\n"}
{"page": 293, "printed_page": "271", "text": "Tue EpucaTION OF Our ILLITERATES\n\n2M\n\nIn addition to the influence which this organization may exercise upon\nthe minds of the illiterates, its active codperation in this work will stimulate\nthe thought and sympathy of large numbers of men who are competent to\nteach the illiterate and who may render invaluable service in this field.\nA wise program which deals with this subject will cordially welcome the\ncooperation of labor unions and will seek their advice and counsel in the\npreparation of plans to provide instruction in any community for the adult\nilliterates.\nThere is no organization in the country whose members are better informed of the necessity of inaugurating a plan to wipe out illiteracy than\nthe American Legion. ‘They saw-with their own eyes that among the men\nin their ranks drafted to fight the battles for the preservation of civilization\nand of democratic institutions one fourth of them did not possess sufficient\neducation to interpret properly the orders from their superiors and thus\nwere unprepared to become efficient soldiers.\nProvision must be made for a body of properly trained teachers to give\ninstruction to the alien. Many successful teachers in public and private\nschools have proved an absolute failure when assigned the task of instructing\nalien adults. The successful teacher of the adult illiterate who speaks\na foreign language must know the best method by which these people may\nbe approached as well as the means and methods of instruction.\nPersons\nwho have not had experience in this field and who have not made special\nstudy of the problems involved in teaching adult illiterates may do incalculable harm by undertaking such work without proper supervision.\nA\nlarge number of men and women have made special study of this field\nduring the past ten years and certain well-defined methods of procedure\nhave been established.\n‘These should be observed.\n‘Teachers and others\nwho volunteer their services or who undertake the work for other reasons\nshould be given special training.\nMany of our universities and colleges now give courses in Americanization. ‘These courses have provided many trained supervisors and directors\nin this new work which has naturally fallen upon the public-school system.\nSome of our State normal schools have also undertaken to train these educational workers.\nIn many instances summer classes have been successfully\nmaintained in these institutions.\nHowever, the most effective method of training teachers for this special\nservice is through institutes which are held in the large industrial centers.\nThese institutes cover from one to two weeks and are under the direction of\nmen and women who have had large experience in the instruction of adult\nilliterates—those of native and also those of foreign birth. ‘This method\nis inexpensive to the State and community and brings the opportunity to\nreceive training without expense to a large number of teachers. ‘The institute may also be made an agency for informing the public and developing\na sentiment which will give support to the movement to wipe out illiteracy.\n\nWhen these people have acquired the ability to read and write English,\nproper literature should be supplied them to direct the lines of reading\n\n"}
{"page": 294, "printed_page": "272", "text": "Wii fe\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATiON\n\nwhich they shall follow.\nUnless the habit and desire to read is cuit.vated\nand directed from proper courses, it will be stimulated from dangerous\nagencies.\n“Chose who have acquired only an elementary knowledge of\nreading may be made the subject-of propaganda which will be destructive\nto our whole social fabric.\nFollow-up work along these lines is necessary,\nand should be provided.\n‘The public schools are in a position to render\na vital service.\n‘The libraries of the country are prepared to aid and will\ncheerfully codperate as they have been pioneers in this field. ‘Travelling\nlibraries for camps, industrial plants, and communities in which libraries\nhave not been established should be provided.\nThe public press should be\n\nmade one of the first textbooks used in this undertaking.\nSelected courses of reading adapted to the purpose in mind should be\nprepared.\n‘These should point out America’s true relation to the world,\nAmerica’s philosophy of life and government, America’s high-minded dealings with the nations of the world, America’s history and traditions in\nprotecting individual rights and national freedom, her championship of\nequality of opportunity, and her exalted standards of honor, right, and\njustice.\nThe establishment of these classes and schools, and all the energy, labor,\nskill, and patriotic endeavor which the school authorities, the churches, the\nmanagement of industrial plants and all other agencies interested in this\nproblem may put into the work will not succeed in placing America’s army\nof illiterates under instruction.\nIf we are to succeed in teaching these\nilliterates to read and write in English, there must be reasonable compulsory statutes requiring all under certain ages to acquire a usable knowledge\nof English within a specified number of years.\nNo person should be admitted to citizenship who cannot meet such requirement.\nTo make such\ncompulsory statutes effective, the employment of illiterates should be conditioned upon their entering classes for instruction and continuing therein\nuntil they obtain a usable knowledge of English.\nThe private day school has become an important factor in America’s\neducation.\nThe service which it performs has a direct bearing upon the\nsubject under consideration.\nEvery private elementary school to which\nchildren are admitted during compulsory school ages should be required to\nmaintain standards equivalent to those required in public elementary schools.\nBuildings, equipment, safety requirements, sanitation, school term attendance, and curriculum should be the equal of those required in a public-school\nsystem.\nElementary schools are maintained in many States in which the\ngeneral instruction is in a foreign language.\nIf the Nation and the States\nare to utilize their educational and financial resources to wipe out illiteracy\nand to produce a nation of English-speaking and American-thinking people,\nmandatory laws must be enacted and enforced which shall require\ninstruction in English in every public or private elementary school in\nAmerica.\nIn many cities and communities this work of instruction has\nbeen under\nway for some time and an organization in cooperation\nwith the schools,\nwith chambers of commerce, with women’s clubs, or\nwith church or other\n\n"}
{"page": 295, "printed_page": "273", "text": "Tue EpucatTIon oF Our ILLITERATES\n\nBis\n\norganizations has been established.\nIn these cities or communities such\norganizations should be made the nucleus for an enlarged organization able\nto bring under instruction every illiterate in such communities.\nOur commercial and industrial life and the opportunities afforded under\nour form of Government have always attracted and should continue to\nattract to America large numbers of immigrants.\nThe great majority of\nthose who have come have made a large contribution to our prosperity and\nour civilization.\n“They came here because they believed greater opportunities were to be found in America to improve their social and living conditions than could be found in any other country in the world.\n“They are\nnumbered among the best citizens of the Nation.\n‘This type of immigrant\nshould be encouraged in all proper ways to continue to come into our\ncountry.\nIs it not reasonable to assume that if a young man, because of the lack of\nfundamentals of an education in English is disqualified to discharge his\nduties as a soldier in times of war that he is for the same reason disqualified\nto perform his obligations in the civil affairs of citizenship in times of peace?\nCan an uneducated man be more effective in civil affairs than he can be in\nmilitary affairs?\nShould not the Nation, therefore, prescribe as its minimum intellectual\nstandards for all citizens in times of peace those which are the equal of the\nintellectual standards prescribed by the Government for military service\nin times of war?\n\n"}
{"page": 296, "printed_page": "274", "text": "p19 10; bk citi\nay tied sia\n\n;\n“2%\nSole\nanc bog facia,rin isksee p? anon\n\nCena\nGant,\n\nen\nsane vad TF -bigo\n\nbP\n\ni\n\nae\n\nabereenat eer\npit Kt‘eltRis, 20eae7es\nPe rit] hs eat TURMEIES OF:ree watery lees\n\n!\n\n4\n\n;\n\nhese\n\nseunlld> main\n\nAt\n\nAsa\n\nicad\n\nive\n\n~ — «. Renal!) aclg teh oeytond ll aiden dicaanincicicans\nae oetadyth of: hoitilespald rf\n\nStem }\n\nbatdcupeh vioeée octn2 Sis. tater\nhansed\n\n5\n\nie eset\n\nquite: ssitit jo erin\n\n2\n\n‘pied nso, od nad eintte fivla tie\nLoae\n‘ fia ohlains\netiata\n\nPretetizioetad; eh: RX;\n\nleTS\n\naoriee\n\na\n\nlbaibestlag4\n\nort\n\nEs\n\ngoat Pe scons poi\n\nFuster\n\nawd\n\ninsreiaTOR ‘adn\n\nBe\n\nne\n\nas\n\n=\n\nSoe\n;\n\nes\n\nth\n.\n\n;\n\n©\n\naise)\n\nA\n\n-\n\nstavurés\nev\n\n.:\n\nee\nmg!\n\nve: sae\n\nie ranet\n\n7\n\nee\n\nGace\n\netc:\n\nfoe eee\n\nW a,\n\nle\n\ndnovilel\n\nee\n\n3\n\nthe\not\n\n:\n\na;\n\naa\n\nFae\n\n¢ejine\n\nigs\n\noes\n\nme\n\nop\nthe\n\na\n\niyeksh\n\nte\n1\n\naril\n*\n\n2..?\n\n;\n\nContin ith\n=\n\n:\n\n:\n\nxt\n\nead\n\nchee\n\n.\n\nmeal\n\nrape Wetute Be\n\ntied\n\nnmol\n\nS34) Tach\n\nPRM\n;\n\n=\n\na\n\nKA\n\nDuttigh:\n\niem.+\n\nee\n\nx\n\nOF Jillerpece alia\n\nreteucHan\n\na~hev:\n\ns\n,\n\ney\n\nstehy heures eoebernt. Sad\n\nefecveg, oh nnleyment\n\n(het\n\n‘\n\n\\\n\neo\n\nce the ste seins deen\nThtse\n\noe\n\n'\n\na\n\nsites Lis,\n\nPeer\nwe lawl\n\ntar\n\n;\n\nshea ake) | PP aioee rv <iived na peepee\n\nore tiniateinet a9 we bride hii ine\n“apr\n\nGara.\n\nid\n{\nA\n\nPag\n\n3 aiiigt”ar ifthe AES\n\nOcoxresa? enalyee tole\n;\n\n:\n\nshh\n\ni\n\n—\nveucet?\n\nck af\ni\n\not\n\nST\n\nSL\n\net\n\nwide Meret.\n\n’pres\npeal\n\n4\nSan Atfeiirs\n\ninrtloct has erage\neee\n\n(Ta\n\n.\n\nFE chee\nAs\na\n\n"}
{"page": 297, "printed_page": "275", "text": "Reports\nREPORT\n\nOF\n\nTHE\n\nof Committees\n\nSUB-COMMITTEE\n\nON\n\nSALARIES?\n\nMYRA L. SNOW, SEATTLE, WASHINGTON, CHAIRMAN\nOutstanding facts which present themselves in the salary situation are,\non the whole, encouraging.\nIn a year when retrenchment and wage reduction are the general order in industry and business, teachers’ salaries are\nholding prevailingly steady. Out of 67 cities of the United States, including all those of over 100,000 population and others which pay salaries\ncomparable with these, in March, 1922, four reported increases for the\ncoming year, five were hopeful, five did not reply, and two were doubtful.\nAll the others expected to maintain schedule, which would include automatic increases. Of the five not replying in March we know that three\nmaintained schedule.\nOut of 116 cities between 25,000 and 100,000\npopulation 46 cities will increase from 50 to 100 per cent of the salaries\nof their teachers next year either through automatic increase or from\nactually raising the whole schedule.\nSixty-one reported that from 50 to\n100 per cent of their teachers will receive the same salary next year, while\nonly six reported any decrease.\nFive of these six were to decrease less\nthan 20 per cent of their teachers.\nOf cities under 25,000, 188 of 488,\nreport that from 50 to 100 per cent of teachers will receive increases, in\n317 of the 488 from 50 to 100 per cent of salaries will be maintained.\nOnly 68 of the 488 report any decreases and most of these report a small\npercentage to be decreased.\nIt is encouraging that so many of the smaller cities are adopting salary\nschedules.\nOut of 447 cities under 25,000 population 372 operate with\nestablished schedules.\nIt is desirable to work for the establishment of\nregular schedules in all cities and towns and county schedules for rural\nteachers where a county unit makes such possible. It is a little more\ndifficult to set aside a schedule than arbitrarily to cut teachers’ wages.\nThere has been a decided tendency, especially in the larger cities, to increase the room load of each teacher in order to meet the need for retrenchment; while generally this was a choice between two evils, we must be\non our guard to bring numbers back to the best working basis as soon as\npossible. “This touches the immediate best interests of the child. A good\nteacher with a large room can do better work than the poor teacher with a\nsmall room, hence the necessity for maintaining salary, but the public must\n\nbe made to see that the good teacher with a moderate enrolment gives best\nservice to boys and girls.\nIn 44 cities of over 100,000 population the median is 38 pupils per room\nin grades and 25 per room in high schools. ‘These numbers are slightly\nsmaller for grades and about the same for high schools in some 700 smaller\ncities reporting.\n1In addition to, the chairman, this committee includes the members\n\n[275]\n\nlisted on page 29.\n\n"}
{"page": 298, "printed_page": "276", "text": "276\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nPractically all cities grant some allowance for sick leave with salary but\nthis is very inadequate in over 50 per cent of the cities reporting.\n“Ten\ndays on full salary is the median allowance made by cities over 25,000\npopulation and three days on full salary the median allowance made by\nthose under 25,000. While we have no statistics to bear out a statement\nwe believe we are entirely within the facts when we say that at least 50\nper cent of teachers’ illness is traceable directly to contagion in the schoolroom, or the result of conditions under which work is done.\nIn view of\nthis we should work for adequate sick leave allowance with salary.\nIt is interesting to note that while many of us find that our nominally\nincreased salaries do not reach as far as they did in 1913, statistics show\nthat purchasing power, or real wages, of the average United States teacher’s salary has actually increased 13 per cent-since that year.\nIn money\nthe average salary has risen from $515 to $1017 in the last ten years.\nGovernment figures on cost of living show, as stated above that this amount\nis only 13 per cent greater in purchasing power.\nA comparison of median\nsalaries in 28 cities of over 100,000 population in 1912-13 and 1921-22\nshows that in six of these cities the percentage of salary increase has been\nswallowed up by the increased cost of living and the present “real wage”\nis actually lower than in 1913. The index of living cost is going down\nslowly since it reached a peak in 1920.\nIf this decrease continues our\n“war raise,” which by the way, did not generally come until 1920, may\nreally become an appreciable increase in “real” salary and may form the\nbeginning of that professional increase we have been working for. At\npresent on the average we are just about holding our own while probably\none fifth of the teachers the country over are working with lowered standards of living—this is an estimate for which we have not adequate data,\nbut it is borne out by statistics in the cities. The great problem before\nus is to get the actual status of salaries and living costs before the general\npublic. When school patrons realize that teachers are entitled to a professional increase which they have never received there will be less talk\nof going back to pre-war levels. Teachers themselves must believe in their\nown Cause, must acquaint themselves with the available statistics, and. must\nrealize that a principle is involved, that the future good of America’s youth\ndepends upon the type of teacher employed in the public school.\nI quote\nfrom the Washington Education Journal, of March, 1922: ‘Teachers\n‘were among the last to receive salary increases in the wake of the rising\ncost of living; they should not be among the first to be reduced.\nSince\nteachers’ salaries lagged so far behind the rising costs of living, they neve1\nreached a high peak elevation as did war profits and war wages.\n:\nAdequate salaries are the least expensive net investment school boards\nand\nthe paying public can make in their schools, not only because a good\nteacher\nis worth all she costs, but also because . . . most of the\nsalary of the\nteacher goes right back into the same community.”\nReports on the single salary schedule in the five larger\ncities where it is\nemployed make an interesting and enlightening study.\nFifty-three answers\n\n"}
{"page": 299, "printed_page": "277", "text": "REPORTS OF COMMITTEES\nto questionnaires were\nheads in these places.\n\nQe\n\nreceived from various administrative and executive\nOf these 41 made no objection in theory and 38\n\nno objection in practice, 51 reported that it had a good effect on the morale\nof the corps, 17 that it eliminated class distinction between grade and\nhigh-school teachers, and 20 that it decreased such distinction, 34 reported\na good effect on efficiency in teaching, and all a good effect on preparation\nof teachers.\nThe basis for promotion being training, experience, and\nefficiency, the rating question becomes a prime factor in the operation of\nthe single salary schedule.\nThis problem of rating, however, is facing\nus squarely in every system.\nWe may avoid the issue, but it will be only\nfor a short season.\nWe have met it in Seattle this year in practically every\nconversation we have had with a business man concerning salaries.\nI have\nno doubt every salary committee in the country could testify similarly.\nWe\nmust meet the issue and work toward a solution within our own organizations or a merit system designed by outsiders with no appreciable understanding of school problems, will be forced upon us. A member of long\nstanding on the Seattle School Board who has stood consistently for low\nsalaries, told me this winter that he would heartily favor a higher wage\nthan we have ever thought of for a teacher who was teaching very successfully after long years of service but that we could never get any business\nman to favor a scale of automatic increases whereby a beginning teacher\ncould reach the height of her profession, from a salary standpoint, in seven\nor eight years.\nI believe I am voicing the sentiment of the majority when\nI say we do not want to work under a “merit system” as usually administered and understood today. Can we make a scientific study of the\nwhole rating question and if humanly possible evolve a working plan?\n|\nshould like to recommend this as a major matter for consideration in the:\nAssociation the coming year.\nSuggested by the rating problem two injustices in salary administration\ncome to mind.\nA study of comparative grade and high-school schedules\nin all the large cities of the country shows that there is great discrepancy\nin the number of steps between minimum and maximum salaries for the\ntwo groups and a corresponding discrepancy in the amount of increment\nin each step.\nIn 27 of 67 cities of over 100,000 population the increment\nof the high-school teachers’ yearly increase is larger than that of the grade\nteachers.\nSince the extra expense of high-school teachers’ preparation is\ntaken care of in the differential regularly established on the basis of paying\nfor extra preparation, this seems unjust, as a high-school teacher’s value\nto the community does not increase at any greater rate per year than does\nthat of the grade teacher. A second thing which needs adjusting is the\nprevailing custom of giving credit for only a small part of a successful\nteacher’s experience when she begins work in a new field. One year, two\nat the outside, are all that are necessary for a teacher to become adjusted\nto the new system and all other experience should be credited.\nA study of the rural-school situation from the salary standpoint leads\none to the conclusion that the tragedy of American education lies in these\n\n"}
{"page": 300, "printed_page": "278", "text": "278\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nschools which still employ teachers whose median salaries range down to\n$239 a year. From statistics filed in the Research Department of the\nNational Education Association it is estimated that a total of 39,430 rural\nteachers during the school year just passed have received an annual salary\nof less than $500. “The median salary for the whole country, of 143,573\nrural teachers reported for, is only $774. How can we dream of an\nenlightened America until such conditions are bettered? The remote school\nwith very little supervision needs the trained, experienced teacher more than\ndoes the city with its close supervision. Following are figures from which\nyou may draw your own conclusions. ‘The median salary in one and two\n\nteacher schools, 1921-1922, ranges from $239 to $1269, in consolidated\nschools from $600 to $1550. Consolidation is doing its part to solve the\nrural problem but the median for consolidated schools throughout the\ncountry of $987 is far too low.\nAn adequate minimum wage law for teachers would seem one way of\nattacking this evil. Minimum salary laws have already been adopted by\na number of our States. In some of them, however, the minimum fixed\nis so low that it affects but a small percentage of the most flagrantly underpaid teachers.\nEnactment of laws fixing higher minima and containing\nproper certification provisions, so that they become completely operative\nonly after such a period of time as would allow teachers of a State to\ntake necessary training, ought to relieve the situation.\nThis consideration\nof professional training and minimum wage brings us to the conclusion\nthat the economic solution must eventually become the professional\nsolution. Teachers will invest money in training which will bring adequate\nreturns in salary. We are very, very far from a professionally\ntrained\nteacher in every schoolroom in America.\nIn 45 cities of over 100,000 population one requires no training beyond eighth grade, five require\nonly\ntwo years of high school, and one only four years of high school.\nIn 540\ncities under 25,000 population, 16 require no training beyond\neighth grade,\n13 require one year high school, 97 require two years\nof high school, six\nrequire three years, and 69 require only four years\nbeyond eighth grade.\nI have no statistics for rural communities, but it\nis safe to say that no\ntrained teacher is working today for less than $500\nper year, and no teacher\nwho is compelled by law to invest in a two-year\nnormal course before she\ncan teach even a one-room rural school will teach\nthat school for $774 a\nyear, the present median salary in such schools.\nWhile on this subject of economics\n\nand professional training I want to treat\none more matter\nwhich I believe needs constructive consideration\nand remedial action, legislative or otherwise.\nConcerning this I have no tabulated statistics.\nI am\njudging from conditions which I have observed\nin several normal schools.\nEach can verify for himself the point as\ntouching his own local normal.\nI have found that the highest paid teachers\nin many normal schools are\n\nthose who teach academic subjects to the\nstudents.\n\nMathematics,\n\ngeography, and history teachers, and teachers\nof theory, draw the salaries which\napproach adequacy, while instructors in\nthe training school with the student\n\n"}
{"page": 301, "printed_page": "279", "text": "REpPoRTS OF COMMITTEES\n\n279\n\nteachers draw salaries almost if not quite as low as we should expect the\nnormal graduate to command after a year of teaching. Here is a real\nwrong to be righted. ‘The strongest personality, the most inspiring and\nefficient worker, the greatest breadth of vision and the keenest mind should\nbe found where the instructor can exert the greatest influence on the future\nwork of the student teacher. “There is no way to obtain for such a position\na person who has the desired qualifications save by paying a convincing\nsalary. Let us investigate this.\nAnother proof that the economic is going to be the professional solution\nis found in the single salary cities, where teachers are taking much interest\nin university or normal work which will add the desired increment to next\nyear’s salary. It is also encouraging to know that in thirteen of the 67\nlargest cities in America, salary recognition of some kind is given to those\nteachers who attend summer school.\nIn six of these cities some provision\nis made for leave of absence to study with part salary. ‘Thousands of\nteachers for years have been spending their hard-earned pittances to improve themselves with no such recognition. ‘The bridge is being finally\nbuilt, though over the bodies of the many who fell fighting in the stream,\n- so let us continue to educate and to legislate.\nIn conclusion I wish to acknowledge the splendid work done by the\nResearch Department of the National Education Association, under the\ndirection of Mr. John K. Norton, in compiling statistics for the salary\ncommittee.\nThese tabulated statistics are published in a bulletin easily\nobtained by anyone interested.\nI also wish to acknowledge the help obtained from the U. S. Bureau of Education, from the report of the Seattle\nPrincipals’ Association on the single salary study, Mr. Dio Richardson,\nchairman; and from the extensive study made by the Salary Committee\nof the Seattle Grade Teachers’ Club, Mrs. Dora S. Herren, chairman.\nTo summarize the points which I wish to leave for your consideration:\n(1) Possibility of helping the rural situation through consolidation, adequate State minimum wage laws for teachers, and adequate certification\nlaws; (2) need for placing highly paid, efficient teachers in charge of\nstudent teachers’ practice work in all normal schools; (3) open minded\nstudy of the possibilities of the Single Salary system; (4) education of the\npublic concerning salary status as evidenced by relation of “money wage”\nto “real wage,” and (5) a thorough and scientific study of the possibilities\nof a rating system which shall be just and which shall make it possible to\nsolve salary problems in a large school unit.\n\nREPORT\nHARLAN\n\nOF\n\nTHE\n\nUPDEGRAFF,\n\nPROFESSOR\n\nUNIVERSITY\n\nON\n\nSUB-COMMITTEE\nOF\n\nOF\n\nEDUCATIONAL\n\nPENNSYLVANIA,\n\nTENURE*\n\nADMINISTRATION,\n\nCHAIRMAN\n\nThe Sub-Committee on Tenure has, during the last year, been engaged\n\nin gathering such facts as will assist in a solution of the controversial ques1In addition to the chairman, this committee includes members\n\nlisted on page 29.\n\n"}
{"page": 302, "printed_page": "280", "text": "280\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntions that have arisen regarding tenure.\nOne aspect of this study has been\ncompleted and is reported upon herewith.\nOther studies are being made,\nand as they are finished, reports covering them will be made.\nThis report contains a Digest of State Laws in the United States containing tenure laws in force at the present time.\nIn addition are given\nthe new tenure law recently passed in California, which has a number of\nexcellent features, and a copy of a bill presented to the Ohio State Legislature which failed of passage but which is considered by many to be the\nbest legislative measure upon this subject that has yet been prepared.\nThis material is printed in the hope that it may be of assistance to\nteachers, superintendents, and school boards in. the framing of legislation\n\nfor their own States.\n\na\n\nThe Digest of Laws was prepared by Mr. Joseph Bardy, of the West\nPhiladelphia High School for Boys, under the direction of the Chairman\nand with the assistance of the members of the Practicum in Educational.\nAdministration, University of Pennsylvania.\nAPPENDIX 4, STATE LAWS\n\nCalifornia, 1921\nASSEMBLY\n\nBILL\n\nCHAPTER\n\nAn\n\nact to amend\n\nsection\n\none\n\nthousand\n\nNo.\n\n878\n\nsix hundred\n\nrelating to the powers and duties of boards\ncity and county boards of education.\n[Approved\n\n378\n\nJune\n\nnine\n\nof the Political\n\nCode,\n\nof school trustees, and city, and\n\n3, 1921]\n\nThe people of the State of California do enact as follows:\nSecTION 1. Section one thousand six hundred nine of the Political Code is hereby\namended to read as follows:\n1609. Boards of school trustees, and city, and city and county boards of education shall have power and it shall be their duty:\nFirst—To employ a principal for each school under their control, and they may\nemploy a district superintendent for one or more schools employing eight teachers\nor more under their control. In each city school district governed by a city board\nof education, such board may employ a city superintendent of schools and\nsuch\ndeputy or assistant city superintendents as it may deem necessary and fix\nand\norder paid their compensation unless the same be otherwise prescribed\nby law.\nAny deputy city superintendent of schools, or assistant city superintende\nnt of\nschools, or district superintendent may be elected for a term of four\nyears.\nSecond—To employ the teachers, as provided in part fifth of this section;\nalso\nto employ janitors and other employees of the school; to fix and order\npaid their\ncompensation, unless the same be otherwise prescribed by law; provided,\nthat no\nboard shall enter into any contract with such employees, other\nthan teachers, to\nextend beyond the close of the next ensuing school year; except that\nteachers may\n\nbe elected\n\non or after May\n\nsecond\n\nteacher so elected shall be deemed\n\nfor the next\n\nensuing\n\nre-elected from\n\nschool\n\nyear\n\nand\n\neach\n\nyear to year except\n\nas herein-\n\nemployment\n\nhave\n\nafter specified; provided, that any teacher who shall fail to\nsignify his acceptance\n\nwithin\n\ntwenty\n\ndays\n\nafter\n\nnotice\n\nof his election\n\nor\n\nshall\n\nbeen\n\n"}
{"page": 303, "printed_page": "281", "text": "Reports OF COMMITTEES\n\n281\n\ngiven him by the clerk or secretary of the governing board of the school district,\nor shall have been mailed to him by such clerk or secretary by depositing such\nnotice in the United States post office, with postage thereon prepaid, addressed\nto such teacher at his last known place of address, shall be deemed to have\ndeclined the same.\nAny board of trustees, or city, or city and county board of\neducation may arrange to pay the teachers or principals so employed by them\nin ten or eleven or twelve equal payments instead of by thé school month; provided, however, that where the board of trustees or city or city and county bead\nof education arranges to pay the teachers or principals so employed by them in\ntwelve equal payments for the year, they shall begin such payments on the first\nday of the calendar month following the opening of schools for the current year\nin all cases where school is opened during the month of. July, and in all cases\nwhere school is not opened during the month of July, the board of trustees or city\nboards or city and county boards of education may withhold such warrant or\nwarrants which may have fallen due prior to the opening of school until the\nteachers or principals so employed by them shall have returned to the employment\nfor which they were engaged by the board of school trustees or the city or city\nand county board of education and shall have resumed their respective duties,\nand then such payments shall be continued from month to month on the first day\nof each calendar month thereafter until said teachers have been paid the full\namount due to them for that fiscal year; provided, that a teacher who serves less\nthan a full school year is entitled to receive as salary only an amount that bears\nthe same ratio to the established annual salary for such position as the time he\nteaches bears to the annual school term; provided, that whenever the first day of\nthe month falls upon a holiday, payment of teachers’ salaries shall be made on\n\nthe following day.\nThird—To appoint, and, in their discretion, pay district librarians, and enforce\nthe rules prescribed for the government of district libraries.\nFourth—To employ in their discretion supervisors of subjects and fix and order\npaid their compensation unless the same be otherwise prescribed by law.\nFifth (a) To employ, as teachers, only persons who hold legal certificates for\nteaching in full force and effect, and on file at the time of such appointment in\nthe office of the county superintendent of schools, to serve as substitutes, probationary or permanent teachers, and to give the county superintendent of schools\nimmediate notice in writing of such employment on blanks furnished by the superintendent of public instruction, stating the name and address of each person thus\nemployed.\n(b) To fix and prescribe the duties to be performed by principals, teachers,\nlibrarians, janitors, and all other employees in the school district.\n(c) To classify’as substitute teachers those persons employed as teachers from\n\nday to day for less than one school year, to fill positions of regularly\nteachers absent from service.\n(d) To classify as probationary\n\nteachers\n\nthose\n\npersons\n\nemployed\n\nemployed\nas teachers\n\nfor the school year, and who have not been classified as permanent teachers, as\nhereinafter provided, such classification to be made at the time of employment, and\nthereafter in the month of July of each school year.\n(e) To classify as permanent teachers all persons who shall have been successfully employed as teachers by the district for two consecutive years at the time\nof classification; provided, also, that the two years of successful service shall\n\nhave been performed in a district employing at least eight teachers under a principal who shall devote at least two hours per day to supervision in the school\nSuch\n\nclassification\n\ntwo years of such employment.\n(f) To grant leaves of absence\n\nor\n\nschools\n\nunder\n\nhis control.\n\nto teachers.\n\n{Continued\n\non\n\npage\n\nshall\n\n284.]\n\nbe made\n\nat the end\n\nof the\n\n"}
{"page": 304, "printed_page": "282", "text": "Aayoes}\n\nVY} JO\n\n‘\n\n000‘02\n\njsnf\n\n‘1ayove}\n\nasneo\n\nJoIIjsIp [ooyos\nut sjrdnd jo\ns90ue1934n\ndequinu jo worl,\nIO sjoe snor}ip\n-98 10 9[qeuoSseelJ, -nuruip peinzyeN\nJUdTOy\n13aq}0\n\nsreof 991U,J,\n\nsojnt\n\nFo uoly\n\nOMT,\n\nOa\n\nsjooyos\n-nd jo\n\nlise\n\nuMO} FO\nur syd\nJoquinu\n\nay} UL osvoi1092q\n\npeuorjusut\n\nuMO}\n\nATOM\n\nu04SsOq\n\nsreof 9914 J,\n\nSulwoosquy)\n\nAypeoytoeds asneo\nAyuo ey} st yONp\n\n‘APEIOWMWIT | -u0d\n\nsivaA\n\nqydaoxa\n\nnc\n\njo\n\napi\n\nyoopseu\n\nNy\n\nSO\n\n-qnsur\n\n999}\n\nuoTyeUulp.10\n‘ssauyyun\n\nISN\n\nquspras\n\nRS\n\nBuryoee} Fo\npury ureyieo eB FO\naouenuryUOoSTp\n$jor1qstp ur sprdnd\njo “OU UT ss¥aIN0y\n\n[nf\n\nsivaf\n\nOMI,\n\nsasneg 10410\n\n4ajfo\n\nJpssmusiqd\n\nsasne) [ens)\nporsag wav\n\nporsag tapuoynqord\n\n_-ordun Io [e1owwy | -woupqord\n\n-odwoour “jonp\nsU00! PE HOTS soy\n\nAqynp\n\nOMIT,\n\n‘APE IOWWT\n\n‘uol}eUuIp1o\n=[IM\n“yonpuos\n-qnsut\n| -stw\n\nsivoh\n\n8 yA\n\nSJOIT4STC\n\nSIoyoee} 9IOUL\n\nI\n\nJON\n\naqD4S\n\nIAnuUa [,\n\napIM-9}24S\nuonvoyddy\n\napPIM-3}21S\n\nsjooyos Jo\njuopus}urso9dns\nFo\n94}\nAyun0d\naoyjo 3} UL ay\n‘yaya\npue\nuo\nsaup’y ana],\n[[NF\ns010F\npue\n404\nuoyrajo1g\n4apun\nUL SuTyoORs} 105\nDwoivanpzy\n[ese] |swo1poyyvndG\nso}eoytyisa\n\n10\n\napuyepuy\n\nspooyos\n\n-BJOIA IO ‘90UI94\n-odwioour = ‘ssa\n\n‘Aoueroyjeuy | yun\n\ne Surmoooqun\n‘Ayoed\nyonpuoo\n\n42]8eN | -eout\n\nJoyyo ‘Apert\n\nsuoseol\n-jns\njo\n\n§=‘qyoeo4\n-owun\n0} Ajroedeour\n\n‘Ainp\n\neB jo\n\nquoueulisg\n\nAy10\n\nsia\n\nuoueuliead\n\n-joeo} «=JuRYSISSe\npue sjedrourid [Ty\n\noyuyepuy\n\n‘\n\nqusueUliag\n\n942}\n3381S 94} fo\nAuy\nPLIsIp [ooyos Auy | 94} Ut Joltjstp\n\nsuolyeoy\neS\n-yenb J9ysIy 10\n\\\n[euoIppe oqizos\n)\n-oid Aeur ‘onpa\nJO pievog VY 932]\n-[09 [BUIIOU 9321S\npoye\nIo J[ooyos [eur\n[NF\ns010F\npue\n-10U 9}8}S WO}\nUL 9}BOTFT}ZIIO\newiojdip Io 93389\n-YIyi90 «= S,Jayoeay, |Stoyoeve} todoid y\n\nOMY, |sivaf 3914} 0} UO\n\nSSO1s)\n\njaed oy} uo yonp\n-uoostt ‘Ajnp jo\n\n10\n\ns1esf\n\nUuOTI[IIap\n\na1oul\n\nquoueulisd\n\njo uorjejndod\n[OO GIS\nsprijsip\nquoueulieag\n\nLD\n\nz\n\nFHONAL\n\nBIUIOF\n\n£\n\nNI SMVT\n\npuepAre yy\n\nAHL\n\ns}JosnyoRsse yy\n\nv\n\nGALINA\n\neuro\n\n“\n\nAasiof MON\n\n9\n\nMON\n\n4\n\nyIOR\n\n8\n\nu033109\n\nSHLV.LS\n\n"}
{"page": 305, "printed_page": "283", "text": "uo\n\n|\n\nskep\n\npseoq\n\nspivog\nJO\n\nJooysS\n\nSs\n\nuay,\n\n-ewigy\n\n‘soaysniy,\nAyo\n‘pigjO\n\nAg\n\noprniy\n‘4\n\nvE-671\n\n‘dd\n\ntooyome’y\n‘eru10yited\n‘rz6r\nUOTi9aG\n‘6091\n$-€z\n\nsme’y-Ag\n‘€1 ‘dd\n\npuejAie|jo\nGnd\n|\nYIS[OO\n‘SMe’T\n=|\n‘gr6r ‘deyd‘905\n\npauornusw\nur |\n\n‘1\n\nag ‘zy ‘dd\n\n1b-6£\n\n[essay “sme’yToy|\nBune,\n0}\n-eonpy\n‘uo ‘1z61 ‘dey\n\njou\n\n19\n\nJe19ues\nUOISTAdI\n\n{paurejsns\n-onpal\n\nU0l} uo\nAlves\n\nuo\n\nu07}\n\n08S\n\n‘Sog ‘dd -6S\n\nf10g\n\n‘['°N\n\n3381S\n\npirog\njo\n\na[qeuosvayy\n\nainpead.01g\n\npeyroads\n\noy}\npay\n\n‘sMe’y *g161\n\n‘dd\n\nZ\n\n‘oag\n\n‘g11 ‘dd £09\n\najo\n\n9-h9z\n\n‘steaddy g-46z-dd\n|\nuon\n\n[euyFr S\n\nJo\n\n{2-141 y1y_\n\n‘e/g\n\n«‘YW-fE\n\n‘dd\n\n09g\n\noy\n\n‘dd\n\nsuorz\n\n1f-gz1\n\n‘vov-1\n\n[essiusi\n\n‘Zulieay\nse\n\nuUossI19\nTOOY\n‘smel’yT ‘1261\nJajdeyp\n‘or\n-29S\n\ntepun\n\n10jje\n\nuoljonpay\nFO\n[eS\nAie 10\nuotjoul\nour\n=yuer\nAjuo\n\npeajurod\nAq\n-eid\nsurpis a8pnf\njo\n4mo.ito 44n09\n0}\ndAi0S\n&\nteak\n\n‘siauorssrur\n=\n-de\n\n“HOD\n\nSiaquiour\n2}0A\n[essitstp\n\nAjiofepy\njo\n“we\nsiaq jo\npivog\n$S10}\n103\n\njo\n\nTes\n\npieog\n\n‘Aivuun\njou\nuey} Or\nfsassoujIM\n-unod\n\nsfep\n\nds10ur\n\nuay,\n\nue\n\nBno1y}\n\n$10}0911G,\n\n}3,dn 30\n\nuosie\n\n7,dne195)\n\npieog]/}0OuU fstop\n\nJouorsstur0D\nJO|\n2214, TPL\n\nApsolepy\n930A JO\npiev0g\njO\nuol}eon\n\n‘uwoT}yeoONnp uoljeonpy\n\npieog\njO\nuorjeonp\n\nj9uorssrmu0D\nyo|\n\n-eonpy\n\n-pacoid\n|\n{jasunog\n-loads 2in\njou\n-weds\nasIMJaq}JO poy\nesIMI9q}O\n\naqeuosvay\n\nso8ieyo\n\nfjesunoD\njou\n\nuot}\n\nain\npoy\n\n-eonpy\n\npeusis\nAq\n\nsuosied Supyeur\n\n‘u0ly\n\npteog\njo\n\nooysS SMe’T JO| \"N *f\n‘smey ‘v161\n|\nuoneonpy‘me’T\n|\n‘euejuo;y\n‘S161\ndens)\nPieducre ‘1z61\na[ory\n‘oz\nsoydeyqa\n‘g\n29S\n‘6061 ‘dd\n£g-99\nsuolj09g *89-0SS\n\npeurejsns\n\nyy\n\nFT\n\n-ureadng\n|\n\nuoIsuedsns\n-YFIM\nssoy ul\nAed\nsasieyoie\n\nyuapus}\n\nAjunod\n\nfuorjeustsay\no€|\nwuorsuedsns\n\\iou\n-yjIm\n|\n.skep\na91}0UuUjno ssoy ut\nfed\njno\nsutinp 9unfIo\nFI\nSaBieyYo\nDIB OU\njr\n\nAnt\n\n“081\n\n“NII,\n\n‘sayovay,\nAe ir |\n‘jedroursd\n‘gay\nI\n\nuodl}epusuruo\nJO\nquepusjuriodns\n\nteadde\n-o1d\n|\n\npopra10}\n\npivog\n\nuoleonpy\nst\nsnowtueun\n\n“uayutiadng\non\n\n9a};1UO\n\nuorjoIpstinf\n‘juopjr\n\n[ooyosaeak\n\npivog\nJo\n$99}\n\ne10F9g|jou\nTooyss jon\nf99}}1WIUIOS\n=\nauo\napoo\nSSou}IM\n\n4g\n-}ItIUIOD\n\n[OOYIS\nS9e}}IwWIM0S Ajriofeyy\njo\n-weul\nom}Sp1Ty}\n9}0A\nsioq jo\npieog\nJo\n~eafoyM “uI0d9 jo\nseejsniy, ‘\n\n-aduros\n|\n9381\n\nwo e\nuoljsanbjo\nJo\njez pue MP]\njou\n\n[OoYyos\n\nAjirqy, skeq\n\nju94\n\nAjunos pieog\njo\nworyeonpAy\n\nainpaoorg\npeyroeds\n\nskep\n\n4yan0dyo“\n\n3AT} 9}0AJO\n“WU\nAzrsof\njo\npteoq\n\n‘onp’yy\n=\n\npure ‘0\n\n“pig JO\n\n‘onpiy\nUO\n-mwoda1 99}\nworjepuoUu\nJO\n‘oD\n3,dng\n\nAg ‘0D\nBuruisaos\n\nforqng\nfsesseuytm\n|\nf[asunoo —PI1}\npejeiduios\nut OI\nsXep\n\nuay,\n\n«4g\n\n‘snoauvparsrpy FutpniIur\n|\nUuoTjeUsISoYy\n‘uorsuagsns\n‘uoyomagq§=93e]\nueg} ay}\n‘Kaivjps\n-pusisay\nasoyo\njo\nay7\n\nsamuasafay\n\n‘yuny\n\nsesieqa\n\nSuraourayAduasy\n\nSulieayy\n\n99130\n\nw9}411\n\n1vaddp\n\nNT\n\nMA\n\n"}
{"page": 306, "printed_page": "284", "text": "284\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n(g) To accept the resignation of any teacher and to fix the time when such\nresignation shall take effect, which date shall not be later than the close of the\nschool year during which such resignation shall have been received by such board.\n(h) To dismiss substitute teachers at any time at the pleasure of the board.\n\n(1) To dismiss probationary teachers during the school year for cause only,\nas in the case of permanent teachers, except that on or before the tenth day of\n\nJune in any year the governing board may give notice in writing to a probationary teacher that his services will not be required for the ensuing school year.\nSuch notice shall.be deemed sufficient and complete when delivered in person\nto the teacher by the clerk or secretary of the governing board of the school district or deposited in the United States registered mail with postage prepaid, addressed to such teacher at his last known place of address.\n(j) To dismiss permanent teachers, principals, or supervisors of special subjects, except as hereinafter provided, only for one or more of the following causes,\nCauses for dismissal are immoral or\nafter a fair and impartial public hearing.\nunprofessional conduct, incompetence, evident unfitness for teaching, persistent violation of or refusal to obey the school laws of California, or reasonable rules\nprescribed for the government of public schools.\nDismissal for cause shall be made only after the following provisions shall\nhave been complied with: The governing board shall give at least ten days’\nnotice in writing to any permanent teacher or principal or supervisor of special\nsubjects against whom charges shall have been preferred, which notice shall state\nfully the charges, and the time when and the place where such hearing is to be\nheld.\nThe governing board shall hold such hearing under reasonable rules which it\nshall adopt, and the teacher against whom charges shall have been preferred\nshall have the right to be represented by counsel, and to call witnesses on his\nown behalf and take their testimony at the hearing and to cross examine all other\nwitnesses who may testify at such hearing; provided, that such hearing shall be\nconfined to charges only.\nThe board may dismiss any permanent teacher after a hearing as in this section\nprovided, upon proof of the charges covering any one or more of the causes for\ndismissal enumerated in this section, upon the afhrmative vote of the majority\nof the board.\nNo member of the board shall be qualified to vote who has not\nbeen present throughout the entire hearing.\nSuch trial shall have been concluded\nand the decision rendered within ten days after the beginning of said trial.\nIt is hereby provided, however, that whenever it becomes necessary to decrease\nthe number of permanent teachers employed by a school district on account of the\ndecrease in the number of pupils attending the schools of such district, or on account of the discontinuance of a particular kind of teaching service in such dis-\n\ntrict, the governing board may dismiss such teacher or teachers at the close of\nthe school year.\nIf the dismissal of such teacher or teachers shall become necessary on account\nof the decrease in the number of pupils attending the schools of the district, such\nteacher or teachers so dismissed shall be the teacher or teachers last employed\nby the district.\nIf the dismissal of such teacher or teachers shall become necessary on account\nof the discontinuance of a particular kind of teaching service in the district, the\nteacher or teachers so dismissed shall be the teacher or teachers engaged in the\ntype of teaching work so discontinued.\nIf such a course is re-established within\n\none year from the time of such discontinuance, the teacher or teachers so dismissed shall have the preferred right to appointment as teacher or teachers of\nsuch course.\nThe board shall give any teacher who shall be dismissed under this proviso\na statement\n\nof honorable\n\ndismissal.\n\n"}
{"page": 307, "printed_page": "285", "text": "REPORTS OF COMMITTEES\n\n285\n\nNothing in this act shall be construed in such manner as to deprive any teacher\nof his rights and remedies in a court of competent jurisdiction on a question of\nfact and law.\nSixth—To provide in cities, and in cities and counties, having boards of education, and in other districts employing thirty or more teachers for the payment of\nthe traveling expenses of any representative of the board of education, when\nperforming services directed by said board.\n’ All employments under the provisions of this section shall be subordinate to the\nright of the legislature to amend or repeal this section at any time, and nothing\nherein contained shall ever be held, deemed or construed to confer upon any\nperson employed pursuant to the provisions hereof a contract which will be impaired by the amendment or repeal of this section.\n\nOhio, 1921\nOnto STATE TEACHERS ASSOCIATION\n\nA Bill to provide for the employment\nRe-employment\n\nof any teacher\n\nwho\n\nof teachers on Indefinite\n\nhas been\n\nemployed\n\nthree\n\nTenure, 1921\nconsecutive\n\nyears\n\nin any school district of the State, if made in that district, shall be for an indefinite\nterm which shall continue until death, retirement as provided by law, or resignation or dismissal as hereinafter provided, except that any teacher who has been\n\nemployed consecutively for six or more years in any district in the State at the\ndate upon which this act shall become effective shall be thereafter on indefinite\ntenure in that district.\nProvided, however, that when any teacher shall have been placed upon indefinite\ntenure in any district and shall afterwards accept employment in another district\nof the State said teacher shall be upon indefinite tenure\n\nin said other district after\n\none year, if re-employed therein. Also, when a teacher, after an interim, is reemployed by a district in which said teacher had already served on indefinite\ntenure, said re-employment shall be on indefinite tenure.\nProvided further that, if, after the expiration of the probationary period of three\nyears, a board of education is unable to decide definitely whether a teacher’s service\nhas been sufficiently satisfactory to justify indefinite tenure, the board of education\nmay, upon the recommendation of the superintendent of schools in writing, extend\nthe probationary period by another year, but at the end of this fourth year the\nreappointment, if made, shall be upon indefinite tenure.\nUpon proof of neglect of duty, insubordination, conduct unbecoming a teacher,\nor immoral or criminal conduct, any teacher whether serving upon definite or\nindefinite tenure may be dismissed at any time by a majority vote of all the members\nof a board of education, but no teacher shall be so dismissed until furnished\nwith written statement of charges against said teacher signed by the superintendent of schools or the board of education and given a reasonable opportunity\nof refuting such charges at a hearing before the board or in some other manner\nagreed upon by the board of education and the teacher.\nPending a hearing on\nsaid charges and final determination thereof said teacher may be suspended by\nthe superintendent of schools or board of education, but such suspension shall be\nwithout loss of pay only in case the charges are not sustained.\nShould it be evident to the superintendent of schools or the board of education\nthat the services of a teacher serving upon indefinite tenure are not satisfactory\nand should be discontinued on account of incompetency, inefficiency, neglect of\n\nduty, or lack of professional growth, said teacher shall be notified in writing of\nthe alleged deficiencies not less than sixty days before the end of the school term\nof the school year.\nSaid notification shall be signed by the superintendent of\nschools or the board of education and shall name a date and place at which the\nteacher may appear before the board of education and make answer to said com-\n\n"}
{"page": 308, "printed_page": "286", "text": "286\n\nNATIONAL\n\nEpucaTION ASSOCIATION\n\nplaint, or in some other manner agreed upon by the board of education, and the\nteacher may make such answer, provided that the date of such opportunity for\n\nhearing before the board of education or for other answer shall not be sooner\nthan ten days later than thirty days from receipt by the teacher of said notifica‘\ntion of alleged unsatisfactory service. |\nIf, after notification to teacher of alleged unsatisfactory service the teacher fails\nto make answer at the time and place set therefor, or after the teacher makes\nsuch answer at the set time and place, the board of education may by majority\nvote of all the members thereof release said teacher from its service, except as\n\nhereinafter provided.\nUpon request made to the superintendent of public instruction, by any teacher\nserving on indefinite tenure against whom complaint is made and time and place\nfixed for answer thereto, the superintendent of public instruction shall attend the\nmeeting of the board of education at which the teacher’s answer is to be given and\nshall take note of the charges and the answer thereto. No action of a board of\neducation in dismissing a teacher in any case in which the superintendent of public\ninstruction was present at the hearing of complaint against said teacher shall be\neffective unless such dismissal is approved in writing by said superintendent of\npublic instruction.\nNo elementary or special teacher shall be placed upon indefinite tenure unless\nsaid teacher has had education and training equivalent to at least graduation from\na first-grade high school and two years’ work in a normal school or college approved by the superintendent of public instruction, but this provision’ shall not\napply to teachers who have had six years or more teaching experience in the public\nschools of Ohio prior to September 1, 1921.\nNo superintendent of schools, assistant superintendent of schools, county or district superintendent of schools, supervisor of schools or special subject, principal\nof elementary school, principal of high school or teacher in high school shall be\nplaced upon indefinite tenure unless said superintendent, supervisor, principal, or\nteacher has had education and training equivalent to graduation from a first-grade\nhigh school and graduation from a four-year course of a college approved by the\nsuperintendent of public instruction, but this provision shall not apply to persons\nwho have had six years or more experience in the public schools of Ohio prior\nto September 1, 1921, in any one or all of the kinds of educational work enumerated in this paragraph.\nThe superintendent of public instruction shall prescribe and require such study\nor other means of professional growth from time to time as a condition of indefinite\ntenure as in his judgment shall seem necessary.\nThe said requirements fixed by\nthe superintendent of public instruction shall be the minimum required for all districts of the State, but any district shall have the right to establish higher profes-\n\nsional requirements for continued indefinite tenure, with the consent and approval\nof the superintendent of public instruction.\n.\n- . Nothing herein contained shall be construed as limiting the right of a\nboard of education to release a teacher serving on indefinite tenure when an actual\ndecrease in the number of pupils in a school district renders such action advisable.\nProvided, however, that release for such cause shall take place only at the close\nof the school term of the year and that any teacher so affected shall be notified\nin writing not later than April 1st of said year that his services will not be needed\nthat following school year on account of the decrease in number of pupils,\n\n"}
{"page": 309, "printed_page": "287", "text": "REpPoRTS OF COMMITTEES\n\nREPORT\nPHILIP\n\nOF THE SUB-COMMITTEE\n\nE. CARLSON,\n\nPRESIDENT\n\nMINNEAPOLIS,\n\nOF\n\nMINNESOTA\n\nMINNESOTA,\n\n287\n\nON PENSIONS *\nEDUCATION\n\nASSOCIATION,\n\nCHAIRMAN\n\nThe Committee on Salaries, Tenure, and Pensions met yesterday morn-\n\ning and unanimously adopted the following resolution which we submit\nto the Representative Assembly for its endorsement.\n‘We believe that no\nsubject coming before the Association at this time is more vital to the\nprogress and advancement of American education and the legitimate professional interest of the teachers than the establishment of satisfactory\npermanent teachers’ retirement funds where such funds do not now exist.\nWe urge the membership of the National Education Association in each\nState to take such steps as will secure the enactment of legislation providing such funds where they do not now exist. Every year of delay\nincreases the burden of superannuation and the resultant inefficiency in our\npublic schools, and causes privation to hundreds and anxiety to thousands\n\nof teachers.\n“We believe that satisfactory results can be secured with the greatest\nexpedition and certainty if the Association continues the work which\nic has begun and authorizes and directs the appropriate committee to hear\nall persons interested in the problem and directs the committee to prepare\nand complete its report with conclusions and recommendations sufficiently\nin advance of the next annual meeting to permit it to be printed in the\nJOURNAL at least one month before the annual meeting, and that such\nreport be submitted to the Representative Assembly in such manner as the\nRepresentative Assembly shall decide.\nDated at Boston, Massachustts,\nJuly 4, 1922, and submitted to the Representative Assembly July 5, 1922,\nfor your endorsement.”\nIt seems only proper that as chairman of the Pensions Division of the\nCommittee on Salaries, Tenure, and Pensions I should briefly give the\nhistory of what has happened during the last two years.\nAt the Salt Lake City meeting two years ago the following resolution\nwas adopted: “We hold that provision for the retirement of superannuated\nteachers is fundamentally a part of the salary problem, and we invite\nthe Federal Government to interest itself in a fund for that purpose.”\nIn the Des Moines meeting last year the following motion was made\nand carried: “That the Committee on Salaries, Tenure, and Pensions be\ninstructed to study the suggestion and report back to the Representative\nAssembly.”’\n\nI may say that as chairman of that Pension Committee it was my first\nthought that the three units of government ought to contribute to the\nretirement fund, these three units of government being the Federal Government, the State government, and the local district, and wherever the State\nlegislature so decided the teachers might be asked to contribute to the fund\n1In\n\naddition\n\npage 29.\n\nto the chairman,\n\nthis Committee\n\nincludes\n\nthe members\n\nlisted\n\non\n\n"}
{"page": 310, "printed_page": "288", "text": "288\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nin addition to the contributions made by the three units of government,\nthese contributions to purchase an annuity in addition to the pension provided by the government contributions.\nYou have all heard the statement made that Providence in some mysterious way takes and governs the destinies of nations.\nIt seems that Providence also had something to do with the study of the pension problem because in the midst of my study of the pension problem, as secretary of the\nMinneapolis Teachers’ Association, that Association decided to engage\nexperts to study the financial status of the Association and to determine\nthat status; and while they were working on that situation I had several\nconferences with those experts and in talking the matter over we decided\nthat so far as we were concerned we werein favor of the Federal Government merely taking care of the accrued liabilities. We decided that whenever we are ready to adopt the pensions system for teachers in any State\nthe accrued liabilities is the obstacle that stands in the way, and so far as we\nwere concerned we were ready to recommend that the Federal Government should take care of the liabilities already existing because of the fact\nthat the teachers had already taught for a number of years.\nIn all fairness to the Committee today, the large committee and the subcommittee, I want to say that no action has been taken with regard to that\nrecommendation, and that that recommendation by me will have to go\nover until next year and be acted upon at our next annual meeting.\n‘These are just a few of the fundamental principles of any sound pensions\nsystem.\nIn the first place we want a retirement system in every State and\nTerritory of America that will guarantee not 80 per cent of the pension\npromised, as we did in Minnesota last year, or 60 per cent, as we are doing\nthis year, but 100 per cent of the annuity promised by the legislation\nenacted.\nThat is what we want not only in New York, Vermont, and\nNew Jersey, but in every State in the Union.\nWe want every teacher\nguaranteed that.\nIn the second place, we want a disability allowance, so that if a teacher\nbecomes disabled either mentally or physically she may be given a retirement allowance regardless of the age attained.\nThese are my recommendations.\nWe want a pensions system where\nthe contributions after they have once been made are non-forfeitable. After\nthe State has once contributed towards the teacher’s retirement that fund\nbelongs to her or her estate and should never be forfeited, regardless of\nwhether the teacher remains in that State or goes to another State or retires\nentirely.\nWe want an adequate pensions system, a system that will guarantee to\n\nthe retiring teacher a requirement allowance that will be comparable with\nher salary. We want an equitable retirement system, and by that I mean\nthat the classroom teacher who has been teaching at a low salary in comparison with the higher paid teacher should get a pension comparable with\nher salary at the time of retirement.\nI am speaking for myself only as the chairman of the sub-committee.\nIt\n\n"}
{"page": 311, "printed_page": "289", "text": "REPORTS OF COMMITTEES\n\n289\n\nis my hope that whatever the personnel of the Pensions Committee may\nbe next year, it will continue to study these problems and make a definite\nreport next year on the matter.\nI move the adoption and endorsement by\nthis Representative Assembly of the report I submitted at the beginning.\n\nREPORT\nJOHN\n\nOF\n\nF. SIMS,\n\nCOMMITTEE\nPRESIDENT\n\nSTATE\n\nWISCONSIN,\n\nON\nNORMAL\n\nRURAL\nSCHOOL,\n\nEDUCATION *\nSTEVENS\n\nPOINT,\n\nCHAIRMAN\n\nThe objective—The objective of all efforts made in the improvement of\nrural education must be, if we hold allegiance to our American ideals, that\nthe educational opportunities provided for children living in the rural\nareas of our country be made the full equivalent of those offered to children\nin the most favored urban communities.\nCountry-wide inequality of educational opportunity exists today—This\nis revealed in the shorter school year, the lack of proper equipment, the\nsmaller amount of expenditure per capita, the smaller percentage of properly trained teachers, and inadequate supervision.\nIt is due among other causes to the following:\n1. To the conservatism of rural people, who have too long been satisfied\nwith an elementary curriculum only, with inferior educational facilities.\nAs the fountain cannot be higher than the source, so the school cannot\nbe far in advance of the community whose educational wants it is designed\nto supply, and from which it derives its moral and financial support.\n2. Rural communities lack the vision of what a good rural school is and\nwhat it will do for them and their children.\nMany districts maintain\nschools merely to comply with the provisions of the law. The almost\ninsuperable obstacle in the way of previous efforts at regeneration of rural\neducation is the isolation of the rural school (now happily being overcome). This makes for indifference to the problem.\n3. Rural leadership, based upon a sympathetic knowledge of rural life\nand its needs, plus the constructive imagination which visions what ought\nto be in order to satisfy these needs, reinforced by an executive ability\nwhich can arouse to action rural people who are to be the beneficiaries of\nbetter schools, is to be found in rare instances only. Where there is no\nvision the people perish, and desired progress will come only when rural\npeople want something better. ‘The hope of tomorrow in education lies\nin the improvement and development of schools as they are.\n4. The assessed valuation of many school districts is so low that people\ncannot provide sufficient funds by taxation.\n‘The additional revenue from\nState sources is insufficient, while National reservoirs of revenue have\nnot yet been tapped.\n5. In the 185,000 districts maintaining one-teacher schools are found\n\n555,000 school officials, many of whom receive small salaries and enjoy\n1TIn addition\n\nto the chairman,\n\nthis committee\n\nincludes\n\nthe members\n\nlisted\n\non\n\npage\n\n35.\n\n"}
{"page": 312, "printed_page": "290", "text": "290\n\nNatTIoNAL EpucaTION\n\nASSOCIATION\n\nthe prerogative of holding office to such extent that any change reducing\nthe number of officials is vigorously opposed.\nHow to change what is in rural education to what ought to be—1. A\nlarger unit of taxation and administration, the concensus of opinion being\nthe county.\n(a) Education is not a local problem, for the perpetuity of the State and\nNation is concerned in its solution.\n(6) Many rural communities cannot meet the expense of the schools\nwhich they ought to maintain.\n(c) A county tax equalizes the burden of taxation, while under present\nconditions districts of low assessed valuation\ntoo often pay the higher tax\nrate.\n(d) Local revenue should be supplemented by funds from State and\nNational sources. As was pointed out at the Chicago meeting of the\nDepartment of Superintendence earnings, profits, and incomes must more\nand more be made a basis of taxation, in addition to property, or even in\nlieu of property.\n(e) Every friend of education should battle valiantly for the passage\nof the Towner-Sterling bill, as provision is therein made for apportionment\nannually among the States of $15,000,000 for the better preparation of\nrural teachers, and of $50,000,000 for the equalization of educational\nopportunity.\n(f) One half of the States are now administering their schools by means\nof an elective County School Board or Board of Education, of from three\nto seven members, empowered in general: (1) To select an expert educational officer, known as the county superintendent, to be its educational advisor and its executive officer; (2) to appoint upon the nomination of\nthe county superintendent, assistant superintendents and supervisory teachers; (3) to carry into effect the State course of study and the recommendations of the State superintendent; (4) to recommend\nto district\nboards competent teachers and principals and to approve their\nselection;\n(5) to change boundaries of districts, to consolidate schools,\nand to supervise transportation of pupils, and (6) to provide more adequately\nfor rural\nhigh schools.\n(g) Bulletin No. 44 U.S. Bureau of Education states\nthat in a county\nin Utah, after the adoption of the county unit plan\nthe number of pupils\nwho finished the eighth grade increased fifty per\ncent and the high-school\nenrolment increased five hundred per cent.\n2. Establishment of consolidated schools and\nrural high schools.\n\n(a) The chief obstacles to consolidation are\nthe small taxing\n\nand administrative unit; the traditions, prejudices,\nand conservatism of rural\npeople; the fear of increased taxation and\npossible deterioration of property\ndue to greater distance from the school;\nbad roads making transportation\n\ndifficult, and the loyalty of adults to the\nschool in which they themselves\nwere educated who believe that what\nwas good enough for them js\n\n"}
{"page": 313, "printed_page": "291", "text": "REpoRTS\n\nOF COMMITTEES\n\n291\n\ngood enough for their children.\nThe educational harvest in rural communities must not, however, be gathered by antiquated machinery.\n(b) Consolidation means better attendance, better teacher training,\nmaking the school a community center, enriched courses of study, the use\nof a stimulating environment in teaching, training which gives power to\nsolve farm and community problems as well as the development of power\nto excel in other vocations.\n(c) An adequate working law should be formulated in each State providing for consolidation.\nPerhaps two thirds of our 185,000 single districts could be so taken care of. Witness its growth in Ohio, Indiana,\nIowa, in New England, in the South, and in the far West.\nWherever\nthe larger taxing and administrative unit prevails its growth has flourished\nmost completely.\n(d) Consolidation is a dynamic movement—the most highly consequential movement now under way, looking toward the creation of better\neducational facilities for rural children at home, and it should be fostered.\n3. Better trained teachers.\n(a) The teacher is the soul of the school. All instruction must minister through the child’s own self-activity, to his development mentally,\nmorally, and physically.\nKnowledge comes through exercise of his mind,\nwhile discipline implants the feeling of personal accountability, and recog:\nnition of the rights of others, demanding the exercise of conscience, and\nboth making for right thinking and right behavior, the two most important\nfunctions anyone is called upon to perform.\n(b) Active agencies for the preparation of rural teachers are training\ncourses in high schools, county training schools, and State normal schools.\nUniversities are now beginning to catch the vision.\n(c) The content of courses for their training may be classified as professional, academic, and environmental.\n‘The professional makes for the\ndevelopment in teachers, of social amenities, appreciations, ideals, skills,\nand a sense of responsibility; the academic for scholarship which gives the\nteacher confidence in himself and inspires the pupils’ confidence in him;\nwhile the environmental enables him to use the rich suggestive material\nwhich lies in close proximity in such a way as to make it dynamic in the\nThe following must be stressed: (1) The three R’s\nchild’s development.\nwith history, geography, business essentials, literature, and nature; (2)\nsome skills in the lines of music, physical training, agriculture, farm\nmechanics, cooking and sewing, debating and public speaking; (3) the\nappreciations of art, music, nature, courtesy or social amenities, and education, and (4) the ideals of patriotism, industry, codperation, fair play, and\nachievement.\n\n(d) All institutions training teachers should maintain observation and\n\ndemonstration schools of the highest degree of efficiency under their own\ndirect supervision, and likewise afford an opportunity for practice teaching\nin rural schools.\n(e) Courses of study should be extended to two and within a decade\nIt is modest\nto four years of professional training beyond the high school.\n\n"}
{"page": 314, "printed_page": "292", "text": "292\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nto say that today the rural child has but one chance in fifteen or twenty\nto be taught by a teacher of the standard preparation of high-school graduation, plus two years of normal training.\n(f) The standard of rural teaching must be raised.\nOur best rural\nteachers come from the rural areas.\nSpecial inducements must be offered\nin the way of remuneration.\nYoung people will not prepare for this\nresponsible work as long as the salaries paid are less than wages paid to\nunskilled labor. Says Vice-President Coolidge, ““We have lost reverence\nfor the profession of teaching and bestowed it upon the profession of acquiring.”\nRural communities will never get more than they are willing\nto pay for. Better salaries and a more attractive life, including teacherages, must lie at the bottom of any wide improvement.\n(g) Is-the time not ripe for the State to offer scholarships in the normal\nschools to attract the best of our rural-minded young men and women\ninto this field? Scholarships of two or three hundred dollars per year\noffered to the best fourth of a high-school graduating class would improve\nthe output of rural teachers and give to rural teaching the standing it\nsorely needs.\nGiven the proper supply, rural communities will choose\nthese competent teachers.\nDuring the war the S. A. T. GC. was organized\nin the normal schools and colleges to meet the crisis. Is it not the part\nof wisdom to follow such a practice in meeting the educational crisis?\n(h) All of the professions are demanding higher training in order that\ntheir members may render better service.\nWhy should rural teaching be\na laggard?\nSurely it requires as skilled a practitioner to deal with the\nmind as with the body.\nThe\n\narousal\n\nof interest\n\nof rural\n\npeople\n\nin\n\ntheir\n\nown\n\nschools—1.\n\nRural schools must train the children for their own needs, sending them\nout from the portals of the school with a fund of knowledge, a capital of\nskills, and a character strengthened by wholesome discipline, fitted to\ncope\nconfidently with their own local, State, and National problems.\n2. For the first time in our history the urban exceeds the rural population, so that rural education becomes an urban problem, for the\nworld\n\nmust be fed, clothed, and sheltered.\n3. Inequality of educational opportunity must give way\nto equality of\neducational opportunity.\n4. Rural people must arouse themselves or be aroused\nto a sense of the\nproblem.\nDetailed inspection by competent National State\nofficials re-\n\nveals the need for betterment, the coérdination of what js\nwith what ought\n\nto be.\n5. These officials and others associated with them—just\nas the “dollara-year” men a few years ago—must have wisdom\nallied with real and\nclear vision, to accomplish this wonder in educati\non like that in industries,\nin transportation, in conservation of food, in unparal\nleled and almost unbelievable preparations for waging victorious\nwar, and in philanthropy\nsuch as was witnessed in the recent war.\n6. Nor should the enlistment in this cause\nof women, in whom faith\nin education is an enduring power, be overlo\noked.\nThe organization of\n\n"}
{"page": 315, "printed_page": "293", "text": "REportTS OF COMMITTEES\n\n293\n\nwoman’s clubs, with woman’s active participation in political life, are\nunconquerable forces when once set in action, as they surely will be, to\nmake equality of educational opportunity a living reality. Let no effort\nbe spared to secure their enthusiastic codperation.\n7. Direct and indirect appeal through literature, cartoons, posters, moving pictures, victrolas, the press, and the platform must be made to give\nthe rural children as good a chance in life as any children get, and to get\nthat chance at home.\nIt is not enough that the opportunity be found\nelsewhere.\n‘To seek it elsewhere is a transfer of allegiance from the home\nschool, which home school should be fostered with affection.\n8. The voice of the rural people thus aroused must and will be heard\nin the halls of legislation, and when heard, just as truly as night follows\nday, it shall succeed in having: (a) First-class schools in every community,\nrural as well as urban; (4) competent rural teachers who are high-school\ngraduates with two and eventually four years of normal training, the\nresult of better teacher training; (c) the county unit of taxation and administration; (d) the consolidated and rural high schools, and (e) equality\nof educational opportunity for twelve full years of school work at home.\nSaid Lincoln, ““The American youth are entitled to an unfettered start and\na fair chance in the race of life.”\n9. To this program we pledge our loyal and continuous support until\nit is realized.\nEducation surpasses in importance all other governmental\nactivities, being the life blood of the Nation.\nEducation must not be\nlooked upon as an expenditure, but as an investment which pays large\ndividends in knowledge, ability, and character.\nThe strength of the\nNation is to be found in its mental and spiritual power.\n\nREPORT\n\nLEE\n\nOF THE COMMITTEE ON THE COUNTY\nSUPERINTENDENTS’ PROBLEMS *\n\nL. DRIVER,\n\nDIRECTOR\n\nDEPARTMENT\n\nOF\n\nTHE\n\nOF PUBLIC\n\nBUREAU\n\nOF\n\nINSTRUCTION,\n\nPENNSYLVANIA,\n\nRURAL\n\nEDUCATION,\n\nHARRISBURG,\n\nCHAIRMAN\n\nOne does not have to study the rural-school problem long until he becomes convinced that its success or failure centers in and around the office\nof the county superintendent.\nThe history of the office of the county superintendent is one of unusual\ninterest because it is the outgrowth of peculiar evolution.\n“The original\n\nunit of school administration being the local one-room school, the authority\nof its control naturally surrounded that one small unit. It became evident\nin progressive States that the local unit was not the proper one for school\nIt also became evident that it was necessary to have an\nadministration.\n\norganization of a larger unit even though the control remained in the\nsmaller section. ‘This led to the organization of the office of county superintendent, the county being the logical unit for such administration.\n1In addition to the chairman,\n\nthis committee\n\nincludes\n\nmembers\n\nlisted on page 29.\n\n"}
{"page": 316, "printed_page": "294", "text": "294\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe placing of any authority, or control, in any way other than that of\nthe small local unit naturally brought on the opposition of those in local\ncontrol.\nImmediately the spirit of selfishness and fear of the loss of personal control became evident. Only by the strong effort of real leaders\nwas any reform brought about.\nIn all the States first having had the\ndistrict, or one-school unit, violent opposition to the county superintendency\nwas aroused.\nIn many States the office was practically ignored in every\nparticular except those specified .by law. The local directors looked upon\nit as an usurpation of authority and infringement upon their personal\nrights. They thought they could see the time coming when they would\nnot be permitted to levy the local tax; determine the course of study; select\nand purchase the textbooks; pass judgment upon the qualifications of\nteachers; employ and place teachers—in short, they looked upon it as the\nbeginning of the end of purely local control.\nGradually, however, these\nlocal districts were convinced that instead of losing their identity in a small\nunit, they were really becoming identified with the larger and more essential unit.\nBut this has occasioned a tremendous struggle, especially in the eastern\nStates. The States of the Mid-west and West, being organized so much\nlater, availed themselves early in their existence of the organization of\ncounty schools.\nThe task usually assigned to this school official was that of licensing\nand revoking the licenses of teachers. In many States that is practically\nthe only legal authority given a county superintendent today.\nWith additional duties and powers placed upon the county superintendent, we have found a gradual growth in the way of qualifications\nfrom\na lack of special training, almost to the degree of ignorance, to that\nof a\nhighly specialized official Even today we have two extremes,\nfrom some\nStates requiring little or no special training to those requiring\na college,\nor normal-school graduation, with from one to two years\nof professional\ntraining.\nIt has been a difficult task to raise the qualifications of the\npresent standard, and it will be equally as difficult a problem to make\nother necessary\nchanges in its development.\nIt seems practically impossible to get any\nlegislation that will affect the present incumbents.\nMany of these who\n\nare directly affected are usually opposed to any\nqualifications which\nthey do not possess.\nThe only way of solving this problem is to raise the\nqualifications to where they should be and exempt\nthe present incumbent\nfor the succeeding term and trust to the natural\nprocesses of nature to\nremove inferior people.\nNo school official has a more difficult task either\nin administration or\nsupervision. ‘The remoteness of his schools, oftentimes\nalmost inaccessible,\nthe lack of contact with his teachers, the handic\nap in the placement of\nauthority, all contribute to the difficulties in the\nsolution of his problem.\n\nThe personnel of the county superintendent must\nbe of the very\n\nbest.\nHe must understand the rural mind and the\npeople of his particular county.\n\n"}
{"page": 317, "printed_page": "295", "text": "Reports oF COMMITTEES\n\n295\n\nHe must be an expert in judging and handling people. He must be fearless enough to attack his problem in the face of opposition, promoted and\nencouraged by every known objection.\nHe must have a working knowledge of the solution of the problems that are to contribute to the success\nof his schools.\nHe must know the far-reaching influence of health education and be prepared to introduce it into his schools.\nHe must understand the value of vocational education and appreciate the difficulties of\ninstalling the equipment for it. He must have a working knowledge of\nschool architecture, heating, and ventilation.\nHe must also be acquainted\nwith the means of physical development.\nHe must also have a high\nknowledge of civics not only as it affects his local community but as the\ncommunity will be aftected by its relation to the greater unit. In fact,\nhe must have a real vision and be able to inspire his teachers, pupils, and\npatrons with the same zeal and fervor that he himself has.\nStudents of rural education are practically agreed that the rural schools\ncannot come into their own until the county superintendent shall be the\none who is especially trained academically and professionally.\nEven some\nStates are now planning the organization of special schools to be held\neach year during which time intensive courses will be given to county\nsuperintendents.\nThese courses will be on the problems peculiar to the\nrural schools of the State in which they are held.\nBeing the leader of the county institute he must be able to work cut\nand devise a program suitable for the particular needs of his teachers. The\npurpose of the county institute has so changed in the last few years that it\nis no longer the humdrum institute that it used to be. It is no longer a\nschool of instruction, but rather a week in which to organize thoroughly\nteachers for the program of the year.\nIt is an opportunity for a real\nconstructive service.\nThe county superintendent must be the leader in the enforcement of\nthe compulsory attendance laws, especially in those States having a county\nor State attendance officer, who must of necessity depend more on the\ncounty superintendent than any other individual.\nHis restrictions depend largely upon the method of his election.\nIf elected by popular vote, he becomes the target for the “Outs” who want\nto become the “Ins.”\nHis office becomes too often political spoils. Qualification and professional standing count for little when stacked up against\nthe desire to give some deserving partisan a job. Seemingly, the only protection against conditions of this kind is a restrictive educational qualification. ‘This, of course, is a very difficult thing to obtain in States where\nthe office of county superintendent is made a political football.\nThe same condition obtains—but in much less degree—where a large\nelectorate is to be found.\nIt is minimized in the small electorate and\npractically eliminated in those States where the county superintendent is\nappointed by the State Commissioner of Education.\nResidential qualification is also an unfortunate limitation.\n‘Those States\nrequiring that the county superintendent be a resident of the county in\n\n"}
{"page": 318, "printed_page": "296", "text": "296\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwhich he is elected suffer more than those who are unlimited, or limited by\nState residence.\nIt so happens that many times the electorate is completely\nhandicapped and limited to practically no choice whatever by required\nqualifications and county residence.\nIt is the limitations that should be\nremoved and not the qualifications.\nTenure of office is an important factor in determining the efficiency of\nthe county superintendent.\n“Those States suffer most in which the constitution limits the service to not more than two terms of two years each.\nIt is easy to see that a superintendent cannot do any real constructive work\nand inaugurate and carry out any constructive policy in so short a time.\n‘Those States in which length of term is limited by efficient service are\nthose who receive the greatest benefits. from this office.\nThere always comes a reaction to any progressive movement, and this\nreaction is bound to occur at the time when the superintendent is to be\nreélected wherever the length of term is so limited.\nThe present combination of administration and supervision is an unfortunate one for the county superintendency.\nThe county superintendency should be largely administrative with but little supervision.\n‘This,\nof course, would necessitate that he be given sufficient assistants, either as\nassistant superintendents, or helping teachers, that the supervision may be\ndone by those especially trained for the purpose.\n‘There should be ample\nprovision made also for clerical help. A superintendent should never be\nrequired to do work of that kind.\nIn most States the county superintendent js given but little, and in some\ncases, practically no legal powers other than that of granting and revok-\n\ning teachers’ licenses. This is unfortunate.\nHe should be given certain\ndefinite responsibilities and should be held responsible for their\nenforcement.\nPower to enforce reasonable rules is necessary to the best functioning of the office.\nHe should have general administration in recommending\nand placing\nteachers.\nHe should pass judgment upon the character of school\nbuildings and the location of the same.\nHe should be a factor in the selection\nand adoption of textbooks where State adoption does\nnot obtain.\nHe\nshould also recommend and be a party to the making\nof a course of study\nwhere such is not provided by State boards of\neducation.\nHe should\nhave the power, with certain limitations, to introduce\nconstructive policies.\nHis office should not, however, be separated or\nestranged from that\nof the electorate, or the directors of local schools\n.\nThere must be a\ncertain amount of local responsibility and power,\nbut the two should be\nso interwoven that one could not exist without\nthe other. The rapid\nchanging of boards of directors—too frequently\nelected for reasons other\nthan that of school administration, and too often\nuntrained in the arts of\nschool work neither administrative nor profes\nsional—necessitates more\npermanent powers being given to the county\nsuperintendent.\nThe committee, in order to get the reaction\nof the men in the field, sent\na\n\ncopy of the attached questionnaire to ten\nof the leading county super-\n\n"}
{"page": 319, "printed_page": "297", "text": "REPORTS OF COMMITTEES\n\n297\n\nintendents in each State having such an officer, and to district superintendents in those not having them.\nThe reaction to the questionnaire has been very interesting.\nTo the\nfirst question, What in your judgment is the paramount outstanding need\nof the office of county superintendent?, we found a universal agreement\nupon four points: (1) High professional and academic training; (2) experience in teaching; (3) the elimination from political influence; and\n(4) assistants trained especially for supervision.\nTo these were added (1) The tenure of office; (2) moral courage;\n(3) increased salaries; and (4) greater legal powers.\nOne superintendent in answering this said, “Public recognition that the\noffice is one of importance educationally.”\nThis superintendent has struck\na vital point. ‘To often the office of county superintendent is looked upon\nas a political plum and is not considered important educationally.\nConsequently, the incumbent is looked upon more as a politician than a leader\nSuch a man’s career is usually described as spending one\nin education.\nday of his term as election day, and the remainder of his term in preparing\nfor that event.\nCounty commissioners too frequently do not es ane\nthe importance\nof this office.. If the superintendent is not assigned to some dark obscure\nroom in the basement, or to some poorly ventilated, hot, oppressive room\nin the attic, it is because there is some room in some other part of the\n\nbuilding of less value.\n\nIt is significant that in many States the commis-\n\nsioners have had to be required by law, and oftentimes have had to resort\nto the courts to furnish the county superintendent with an office at all.\nThis objection, however, can be eliminated only in one way and that is\nby the county superintendent being a man of sufficient standing to command the respect due that office.\n\nThe second part of the question was to name five other needs for advancing the county superintendency.\n‘To this question we have the following answers:\n(1) Power, (2) trained teachers, (3) greater supervision, (4) executive\nability, (5) professional character, (6) different methods of selection, (7)\nmore legal authority, (8) increased salaries, (9) sufficient number of supervisors, or helping teachers, (10) clerical help, (11) security of tenure,\n(12) larger unit of administration and taxation, (13) elimination from\npolitical influence, and (14) definite assigned responsibilities.\nTwo striking answers received to this question, What is the paramount\noutstanding need of the office of county superintendent? were:\n(1) “Our greatest need could be supplied by trained experts in the office\nof the county superintendent who would devote their entire time to the\nwork of the community under the direction of the county superintendent.”\n(2) “Men and and women with vision.”\nThe five needs for advancing the county superintendency were given by\nanother as: What he should have:\n\n"}
{"page": 320, "printed_page": "298", "text": "298\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\n(a) Consecration, (}) training, (c) courage, (d) initiative, (e) sense\nof humor, and (f) passion for service.\nAdded to this was: What is expected of the county superintendent?\n(a) Patience of Job, (2) wisdom of Solomon, (c) forbearance of\nMoses, (d) gentleness of a dove, (e) grace of God, and (f) perseverance of\nthe devil.\nThe second question of the questionnaire referred to the best methods of\nselection and why.\nCounty superintendents are selected by popular vote\nin — States; by the vote of directors, or trustees of the school townships in\n— States; by county boards of education in — States; appointed by the\nState superintendent, or commissioner of education in — States.\nPractically every superintendent elected by popular vote gives it as his judgment that the best method of selection would be by a county board of education, indicating that the method by popular election is most unsatisfactory.\n‘The same opinion was expressed by those in States where the county superintendent is elected by district or township directors, or trustees.\nWithout exception those who are now elected by county boards of education\nexpress themselves as being satisfied that this is the best plan. It might\nbe said in passing that many of these superintendents have been elected by\nother methods, the county unit having been inaugurated since they began\nto serve.\nWithout exception, the States in which superintendents are appointed express their satisfaction with that method.\n‘The reasons given -for\nelection by county boards of education, with the county unit, or the appointment by the State Commissioner of Education were: “Minimizes the office\nfrom politics,” “Frees the candidate from local entanglements,” “Eliminates\nundue personal pressure on the part of those wishing special favors,” “Adds\ndignity to the office,’ and “Would make the office a real clearing-house for\neducational matters.”\nAnother significant reason given was “The county\nboard of education being selected for school purposes will naturally\nbe people of higher training and more representative of best interests than\nthey otherwise would be. ‘This will insure on the part of the board a\nhigher ideal of what the county superintendent should be.\nTo the third question, and a very important one, What are the important powers that a county superintendent should have?, there was an\nalmost unanimous reply. We quote directly from three answers.\n“The county superintendent should have the power to hire or select his\nrural supervisors and they should be directly under his charge and supervision. He should have much to say in the selection of teachers of the\ncounty who are to work under him.\nHe should direct the work of the\ntruant officer and county nurse.”\n“Appointing his corps of office assistants and supervisors, recommending\nteachers, assigning teachers to different schools, recommending salary scales,\nrecommending course of study and school schedules.”\n“The Superintendent should have the power to nominate teachers, supervisors, and so on, to recommend textbooks, to recommend courses of study,\nand in general in all matters connected with the schools should have the\n\n"}
{"page": 321, "printed_page": "299", "text": "REPORTS OF COMMITTEES,\n\n299\n\nwell recognized right to appear before the school committee with recommendations.”\nTo these might be added: (1) Approval of school buildings and school\nsites, (2) approval of school equipment, and (3) assist in making out the\nschool budget and tax levies.\nTo the second part of the question referring to some things that county\nsuperintendents are required to do which takes more time than is justifiable,\nwe find nearly all mentioned some form of a given report.\nIt is interesting to note in the fourth question, What should be the\nlegal standards for county superintendents as to academic training, professional training, experience, and tenure of office?, there was almost a\nunanimity of opinion.\nCounty superintendent should be a university, college, or four-year normal school graduate, that he should have at least one\nfull, and better, two years of professional training, or, that he should have\nat least five years’ experience in teaching, part of which should be in rural\nschools.\nThe tenure of office varied from four years to “during efficiency and good\nbehavior.”\n‘The answer to salary varied with different parts of the country, every\nState practically thinking that an increase of salary would increase the\n\nstandards of the office.\n\n‘These answers varied from “twenty-five hundred\n\nand expenses” to “‘the sky as a limit.” All indicating that county boards\nof education should be given the right to fix the salaries with a given\nminimum required by law.\nIt is interesting to note that the salaries of superintendents in America\nvary from as low as less than a thousand to ten thousand, including five\nhundred dollars for traveling expenses.\n5. (a) Should the county superintendent be given chief authority in the\ncertification of teachers?\n“The answers are almost unanimously in the\nnegative.\n(b) “The recommending of teachers.”\nThe answers are unanimously\nin the affirmative.\n(c) “In the assigning of teachers.”\n‘The answers are unanimously in\nthe affirmative.\nTo the second part of the question as to How should assistants to the\ncounty superintendent be appointed?, two answers were given: (1) “By\nthe county superintendent,” (2) “Majority of the county board upon the\nrecommendation of the county superintendent.”\n6. What in your judgment is the best rural school unit for (a) AdThe answers are practically unanimous—‘The county.”\nministration?\nOnly a few felt that in their particular county there were objections that\nwould be difficult to overcome.\n\n(6) Supervision?\n\nThe answers are unanimous—‘The county.”\n\nsuggest a subdivision, but still supervised as a county unit.\n\nSome\n\nMost of the answers are that there should be a county\n(c) Taxation?\nunit of assessment and also a county unit of taxation not interfering in any\n\n"}
{"page": 322, "printed_page": "300", "text": "300\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nway with the privilege of local communities to assess a special tax for any\npurpose applying only to itself.\n7. What per cent of rural-school support should be raised by the following units?\n(a) The local community,\n(6) The county,\n\n(c) The State,\n(d) The Federal Government.\n‘There was some difference of opinion as to this, but all agreed that the local\ncommunity, the county, and the State should participate in school support.\nPractically all insisted that the Federal Government should also be a factor\nin local school contribution.\nuy;\nThe second part of the question, Do you believe in special State aid in\naddition to (c) above for the purpose of equalizing educational opportunity\nin poorer communities?, the answer without exception was Yes.\n8. (a) With more than one supervisor in a county, would you advocate\nassigning them to different geographical sections of the county or to different types of work as primary, grammar grades, etc.? The answers to this\nwere rather evenly divided between the two methods.\n\n(6) “What should be the maximum number of teachers for each supervisor?”\n‘This varied from twenty-five to one hundred teachers.\n(c) “Name the chief qualifications which you think a rural school supervisor should possess.” This answer included all the qualifications already\ngiven for the county superintendent.\n‘To those already mentioned might\nbe added—\n“The ability to lead young teachers.”\n“The ability to demonstrate good teaching.”\n“Special training for the one-room rural school.”\n9. Should the county superintendent take the initiative in consolidating\nthe schools of his county?\nPractically every answer\nIf not, who should?\nwas that the county superintendent should take the initiative.\nOftentimes\nit was suggested that he be in conjunction with boards of education, State\nDepartment of Public Instruction, local school organizations such as\nParent-Teachers’ Associations, Grange, Home and School Leagues, etc.\nThis does not mean that he should be the avowed leader of the movement,\nbut he should be recognized as the power behind the throne upon whom\nlocal leadership, which is always essential to the success of the movement,\ncan depend.\nIt is significant that the answers from those counties that\nhave made signal progress in rural-school consolidation are unanimous in\nthe point that the superintendent must take the initiative.\n10. What are your chief recommendations for the improvement and\ndevelopment of a profession of county superintendents ?—is, in the judgment of the Committee, the most important question asked in the questionnaire.\nIt is in this question that the superintendents were given the opportunity to reflect their own notions of their own job. Without exception, the superintendents have stated that there must be a high standard\n\n"}
{"page": 323, "printed_page": "301", "text": "REPORTS\n\nOF COMMITTEES\n\n301\n\nof qualifications, longer terms, or extended tenure of office, liberal salaries,\nopportunities afforded for conferences and summer-school work, a liberal\nvacation period, opportunity for advancement professionally, attendance\nupon all gatherings of his own profession, his attendance at college, university, or other schools, and by being identified with local organizations\nwhose purpose is to elevate the standard of society.\nAmong suggestions offered by members of the committee were the\nfollowing:\n“As I see it, the County Superintendent has not had as much attention\npaid to him and the great work he is trying to do. In some States that\noffice is fairly well equipped with the supervisors.\nIn other States it is not.”\n“There is, however, a growing sentiment in the State in favor of the\ncounty unit plan of school administration, and I believe that we can secure\nit in a very satisfactory form in the next legislature.\nI am convinced\nthat one of the most valuable things the committee can do is to educate\nthe public to realize that school administration is a specialized business\nrequiring training and experience and that our smaller schools are being\nhandicapped by the retention of an outworn system.”\n“Tt is a difficult matter to get the general public to realize the importance of school work as viewed by a county superintendent... However,\nI believe that a change for the better is coming in this county and State.\nAfter all, it is a systematic and persistent campaign of education that will\nput any of these problems through.”\n“T have felt that one of the greatest handicaps is the lack of knowledge\nof the needs by the community.\nIt is hard for the school people and for\nthe County Superintendent to progress much faster than the community\nin which they are working.\n‘The community must be educated to an\n\nappreciation of the different values of school work. Our school boards\nare constantly changing in rural communities and just as this work has\nbeen accomplished to some extent, a new board comes in and perhaps a\ngreat deal of the work must be done over again.”\n“Better trained and better prepared county superintendents are being\nselected as the communities are becoming more interested in school problems.\nOn the other hand, it takes a great deal of leadership in the county\nsuperintendent’s office to conduct the educational program that is needed\nOne is so much dependent upon the other that the\nin the communities.\ngrowth, of necessity, must be slow.”\n“It is a crying need that the office of county superintendent be taken\nout of politics, to the end that our education system may be directed by\nhighly trained people rather than by an individual who may happen to\nbe nominated and elected many times wholly unfit for the position.”\n“A professionally trained county superintendent is the first essential\n‘The several State legislatures should enact\nfor rural school improvement.\nlaws which provide adequately for the appointment of a professionally\ntrained county superintendent in each county of the several States.”\n“The big outstanding problem of the county superintendents is the\n\n"}
{"page": 324, "printed_page": "302", "text": "302\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nlack of administrative and executive power.\n‘This handicap makes the\ntask of the county superintendents well-nigh impossible of accomplishment.”\n.\n(1) “A professionally trained county superintendent who shall possess\na fair craft spirit. I believe this ideal can be approached only through a\ndisassociation of the county superintendent from politics and through security of tenure of office. Also undoubtedly the county superintendent\nshould receive as good remuneration as the city superintendent if we hope\nto attain the ideal.”\n(2) From some points of view, the county superintendent of education, however well remunerated; however secure in his tenure of office;\nand however greatly his office may be disassociated from politics, can never\nfunction professionally until there are larger revenues to provide school\nplants, including equipment, and attractive remuneration for principals,\nsupervisors, and teachers.\n(3) The county superintendent also must inevitably face the big problems of health education, vocational education, education for citizenship,\nand education for leisure occupation.\nSome of these are more difficult\nof solution for the county superintendent than they are for the city superintendent.”’\nCounty Superintendents’ problems can be largely limited or at least benefited by cultivating a more generous public opinion and sympathetic attitude toward the work of the rural schools.\nAnother member of the committee says that this problem should be\nstudied, thus:\n“1. How to secure strong county superintendents, by—\n(a) Making the qualifications higher through legislative enactment ;\n(6) Attaching prestige to the work;\n(c) Securing better pay for the work.\n“2. How to make their work effective, through—\n(a) An adequate supply of strong teachers;\n(6) Means of real supervision of classroom work;\n(c) Clerical assistance.\n“3. How to sell the schools to the people.”\nWe quote the following from a Maryland school bulletin—April, 1921,\n“A Tentative State Program, Public Elementary and High Schools, 1922IB abe\n“In Maryland, the county superintendent is the most important educational officer, if not the most important county official.\nHis duties are\nmanifold and specific under the law, and the minimum qualifications—\ncollege graduation plus one full year of professional preparation at a standard college or university, and successful professional experience are higher\neven than the minimum requirements for judges of the circuit courts. Other\nStates are beginning to recognize more and more the importance of professional leadership and executive and administrative ability in the office of\ncounty superintendent of schools. New Jersey now has a minimum salary\nof $4000 paid in whole by the State; and California proposes a salary from\n\n$4000 to $6000, paid in part by the State.”\n\n"}
{"page": 325, "printed_page": "303", "text": "REPORTS\n\nOF COMMITTEES\n\n303\n\nIt would seem from all the reaction that this committee has been able to\nget that the biggest problem lies within the county superintendent himself,\nwho should be a man of the highest efficiency.\nThis can be brought about only through an education on the part of the\npeople for a public demand for a well-trained, experienced superintendent\nwith a real vision of his problem.\nThe county superintendent is the hub\nof the county educational wheel.\nHe is the center reached from every\nnook and corner of his county.\nHe is the one that must be supported by,\nand in turn, support every school within his jurisdiction.\nHe must keep\nahead of the procession—must lead, not follow. ‘This can only be done\nwhen he is able to inspire confidence by his power and ability to lead.\nSuch a man will be selected only by an electorate capable of passing\nintelligent judgment.\nTo solve the county superintendents’ problem let us suggest :\n(1) High qualifications, consisting of academic and professional training, and number of years of actual experience in the rural schools.\n\n(2) Eliminate the office from politics by having him selected very much\nas a city superintendent is now selected, that is, by a board small in number,\nselected especially for the purpose of conducting school affairs; or appointed\n‘This County\nby a similar State Board, or Commissioner of Education.\nBoard of Education could be selected by the directors of the schools and in\nthat way be thoroughly identified with local sentiment, needs, advice, and\ncontrol.\n(3) Give him plenty of well-trained assistants, or helpers, to relieve him\n\nof his supervisory work.\n(4) Give him at least limited powers of administration and control over\nhis schools by requiring his approval of teachers, school-building equipment, transportation, and organization.\nAll of which should be backed by an adequate financial support to carry\nit into effect. This can be done only through an education of the leaders\nof public opinion to the needs of the office. The National Education Association should lend its force, energy, and prestige to the support of such a\ncampaign.\n\nREPORT OF JOINT ADVISORY COMMITTEE OF THE\nNATIONAL EDUCATION ASSOCIATION AND\nTHE AMERICAN LEGION *\nHENRY\n\nJ. RYAN,\nON\n\nCHAIRMAN\nEDUCATION,\n\nOF\n\nTHE\n\nAMERICAN\n\nINDIANAPOLIS,\n\nLEGION\n\nCOMMITTEE\n\nINDIANA\n\nreThe suggestions which the committee has to make are brief. The\njust\nfor\nce\nindulgen\nport itself is brief. Before I read it I would beg your\nAfter the eloquent address uttered last night by Colonel\na moment.\nof the American\nOwsley it becomes unnecessary to again express the interest\nas an enthusiast\nbut\neducator,\nan\nas\nNot\n.\nLegion in the cause of education\nalso America\nbut\nworld,\nthe\nonly\nnot\nthis:\nsay\nto\nfor education, I want\nAa In addition to the chairman,\n\nthis committee\n\nincludes the members\n\nlisted on page\n\n30.\n\n"}
{"page": 326, "printed_page": "304", "text": "304\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nhas come to a crisis. Ignorance has precipitated it. If we cannot or\nrefuse to settle the problems confronting the cause of education it is\nridiculous to assume civilization can be perpetuated.\nBy instinct I am an optimist.\nBy force of reason I ama pessimist.\nAnd\na pessimist is nothing but a disappointed optimist.\nIn the war this Nation\nascended to the very pinnacle of ideals, which when they become the life\naims of a people assure to that people fortification and endurance.\nBut\nthe spirit of the wartime is dead—not dying—it is dead.\nThe pledge\nwe made to raise the standard of citizenship has been drowned by the\nswift rushing waves of commerce and materialism.\n.\nA few months ago this Nation called a conference on/ the limitation of\narmaments, in an attempt to solve a problem which impedes the progress\nof the world.\nBut what the world is more in need of is a conference on\nthe limitation of ignorance.\nAt the conference our great President made\nan epoch-making address. Among other things he said (1 rely upon a\nfaulty memory): “I once believed in war. I now believe that public opinion\nrules the world.”\nBut, my friends, of what value is public opinion if it\nbe ignorant opinion?\nIgnorant public opinion can destroy the world; even\nas today we see destruction on every hand in this fair land.\nOnly the\nother day at Herrin, Illinois, and there were more human lives lost than\nwere lost when Fort Sumter was fired upon. And this is but an insignificant\nreference to the disturbances which are a menace to internal peace.\n‘Those\npoor people were murdered by the sharp and deadly weapons of ignorance.\nThe time has come when we must do one of two things in this country.\nWe must take the vote away from every man and woman who cannot cast\nit intelligently, or we must educate all the voters. To do the first would\nbe to destroy not only the spirit but also the very form of our government.\nTo refuse to do the latter is to pay hostage to the hosts of chaos and destruction.\n“Emancipation is but half completed, slavery is but half\nabolished while millions of freemen with votes in their hands are permitted\nto remain in ignorance.”\nI end as I began. We have come to a crisis in the world’s history.\nOnce again humanity stands at the crossroads. The road that leads\nto’\npeace does not begin at Washington, nor Versailles, either.\nIt can not be\nbought with parchments sealed with wax.\nIt is not the offspring of expedient politicans whose vision ends where they adjust their\neyeglasses.\nThe road that leads to peace begins at the schoolhouse.\nOnly the schoolhouse can bring peace to the world, peace and inspiration\nfor all time.\nLet the teacher be broad, trained, and equipped to build the\nsouls, the hearts,\nand the minds of the boys and girls of America.\nThey are a saner and\nbetter investment than soldiers.\nAnd now I come to our report. The joint commit\ntee on American\nEducation week representing the National Education\nAssociation and the\nAmerican Legion points with pride to the accomplishme\nnts of the last year.\nIt feels, considering the magnitude of its undert\naking, that it has been\neffective, inspiring, and worthy of continuance.\nIt therefore recommends\nthat American Education Week be continued.\n\n"}
{"page": 327, "printed_page": "305", "text": "Reports OF COMMITTEES\n\n305\n\nYour committee is mindful of the things which were left undone because of lack of codperation on the part of some teachers, schools, churches,\ncivic bodies, and State governments.\nIt would emphasize the importance\nof securing the codperation of every force for good in America, if this week\nis to be worthy of its name and the Nation to take her rightful stand on the\ngreatest question of the century, which is education.\nThis year Education Week will be from the 3d to the 9th of December.\nIts purpose is as follows: To promote the cause of education; to raise the\nstandard of citizenship; to arouse the intense, determined, and genuine interest of all the people in better education; to emphasize the value and need\n\nof education in a representative government; to extend education to all the\npeople; to show that education is an investment and not an expense, without which posterity is doomed to chaos.\nYour committee recommends that Education Week this year and in the\nyears to follow be under the joint auspices of the American Legion, the\nNational Education Association, and the Federal Bureau of Education.\nThis is made in the belief that education of the people is the Government’s\nfirst obligation to its security and perpetuity.\nIt shall be the committee’s aim and to this end it shall toil untiringly,\nto unite in our great cause every civic and patriotic body in the nation.\nIn fact, education week will be a challenge to all the forces that hold\nthemselves dedicated to an intelligent electorate and a nation stronger in\nsecurity by the power of individual culture, patriotism, and character.\nAll civic and patriotic organizations will be cordially invited to join our\ncause and to make this week the time to crystallize the educational\nthoughts of the people and the Nation, in order that from the week may\ncome a year, every day of which shall be devoted to the schoolhouse which\nafter all is the cradle of the Nation, the source from which springs the .\nvirile manhood and noble womanhood by which the Nation will be known\nand civilization secured.\n\nREPORT\nD.\n\nGEORGE\n\nOF LEGISLATIVE\n\nSTRAYER,\n\nCOLUMBIA\n\nPROFESSOR\n\nUNIVERSITY,\n\nCOMMISSION *\n\nEDUCATIONAL\n\nOF\nNEW\n\nYORK\n\nCITY,\n\nADMINISTRATION,\nCHAIRMAN\n\nYour Legislative Commission has in accordance with the action taken by\nthe National Education Association at its last annual meeting actively sup-\n\nported during the last year the Towner-Sterling bill, now pending in Congress. ‘I'wo general conferences have been held in Washington with the\nrepresentatives of other organizations who are supporting the educational\nbill. They have unanimously and enthusiastically agreed to continue to\nwork in codperation with us for the realization of our common purpose.\nNumerous meetings in support of the measure have been held in all parts\n1In addition\n\nto the chairman,\n\nthe committee\n\nincludes\n\nmembers\n\nlisted on page\n\n28.\n\n"}
{"page": 328, "printed_page": "306", "text": "306\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nof the country with audiences, both lay and professional, numbering hundreds of thousands. -The response has been most encouraging.\nLocal,\nState, and National civic and welfare organizations have recorded themselves in decisive terms in favor of our program.\nIt is to be regretted that the bill has been held in the committees of Congress awaiting the recommendations of the President on the reorganization\nof executive departments.\nOn the other hand, a committee which visited\nthe President of the United States on May 5 was much encouraged by the\ncordial and genuine interest which he indicated in the program of our Association. Without proposing to quote him, those who visited the President\nare nevertheless convinced that the administration will recommend the\ncreation of a Department of Education and Welfare.\nWe believe as well\nthat both the President and Congress will favor Federal aid for the promotion of those special phases of education provided for in the ‘TownerSterling bill. We look forward to the report of the Joint Committee of\nCongress on the reorganization of executive departments.\nIf such a report\nis not forthcoming by the first of the year we will be in position to urge that\nour bill be reported out of committee and that it be considered on the floor\nof both Houses.\nA detailed report of the legislative situation will be found in the report\nof the Field-Secretary, which is included in the report of the Secretary of\nthe Association.\nIt is encouraging to note that many senators and representatives have\npledged their unqualified support to the bill. In many States, and in a very\nlarge number of Congressional districts, candidates for election this coming\n\nfall have at the request of the friends of public education indicated their\nposition with respect to the bill. The reports as they have come in to\nnational headquarters are gratifying.\nWe believe that the discussion which has taken place during the last year\nhas helped to clarify the thinking of the people of the United States, and\nthat such thoughtful and unprejudiced consideration of our program has\nresulted in strengthening our cause.\n‘The Towner-Sterling bill, developed\nas it was over a period of two years with the codperation of the thoughtful\nleaders of all branches of our profession, presents a positive program for\nthe improvement and development of public education in the United States.\nIn accordance with the provision of this bill we hold:\nFirst, that the Federal Government should increase the effective operation of its existing educational activities by unifying them in a\nDepartment\nof Education under a Secretary of Education.\nThe creation of such a\ndepartment will, we are convinced, provide the sanction and\nrecognized\nleadership necessary to the highest development of our public-school\nsystem.\nSecond, the Federal Government should extend the established\nprinciples\nof Federal aid to the States in order to encourage and to\nassist the States in\nthe development of a program which will make for the eliminat\nion of certain recognized defects in our educational system, existing\nquite generally\nthroughout the country.\n\n"}
{"page": 329, "printed_page": "307", "text": "REPORTS OF COMMITTEES\n\n307\n\nThird, that these desired ends can be attained without interfering with\nthe right of the localities and of the States to control, organize, administer,\nand supervise their own schools.\nGood administration demands the organization of a Department of Education.\n‘There is at present no codrdination of the many agencies responsible for the educational activities carried on by the Federal Government.\nThe promotion of education is at the present time a subordinate function\nscattered among seven of the ten executive departments of government.\nThe duplication, overlapping, and working at cross purposes, which is\ncharacteristic of the present situation, can be remedied only by means of\nthe establishment of a single governmental agency dealing with education.\nThe Federal Government appropriated for education for the year ended\nJune 30, 1921, $149,608,482.\n‘The United States Bureau of Education,\ncommonly recognized as the one governmental agency providing for national leadership, had available for maintenance during the same year\n$162,045.\nThe creation of a Department of Education is justified upon\nthe basis of the present educational activity of our National Government.\nThe Federal Government cannot be indifferent to what is being done\nin education in the several States. The ill effects of mal-education and\nthe lack of education are as inevitable as are the good effects of proper\neducation.\n‘The guaranteed freedom of movement from one State to\nanother makes us as interdependent educationally as we are economically.\nThe primary national importance of education demands that it should\nbe made the equal of those other general welfare activities of our government now holding cabinet rank, but not exercising national sovereignty,\nsuch as Agriculture, Commerce, and Labor, each of which exists as a constructive governmental agency to promote the general welfare.\nA Department of Education is justified by the general welfare provision of the Constitution and by the historical development of our National\nGovernment.\n\n‘The organization, supervision, and administration of educa-\n\ntion is in all modern nations except the United States, included among\nthe sovereign powers, because education is deemed necessary to the\nIn the United States the\npreservation and advancement of the Nation.\nsovereign power over education is by the Tenth Amendment to the Consti-\n\ntution reserved to the States respectively or to the people. But the National\nconsequences of education as carried on by the several States are as farreaching and as inescapable in the United States as they are in those nations\nThe exercise of\nwhich directly exercise sovereign power over education.\n\nevery sovereign function of the United States is determined by the education which is provided by the States. What is being done in the field of\neducation is the most important thing nationally that is taking place in our\ncountry.\nWe have already established in principle and in practice the right and\nobligation of the Nation to aid the States in the development of their\nFrom the very beginning of our history down to\npublic-school systems.\nof\nthe present time the Nation has seen fit through grants of land and\n\n"}
{"page": 330, "printed_page": "308", "text": "308\n\nNATIONAL EpUCATION ASSOCIATION\n\nmoney to aid the States in the development of their schools. This aid has\nbeen given without infringing upon the constitutional right of the States\nto control their own schools. ‘The Towner-Sterling bill explicitly safeguards the control of education by the several States in no uncertain terms.\nIt provides that “all the educational facilities encouraged by the provisions\nof this Act and accepted by a State shall be organized, supervised, and administered exclusively by the legally constituted State and local educational\nauthorities of said State, and the Secretary of Education shall exercise no\nauthority in relation thereto; and this Act shall not be construed to imply\nFederal control of education within the States nor to impair the freedom\nof the States in the conduct and management of their respective school\nsystems.”\nAt the end of each section authorizing an appropriation is added a further\nspecific provision, “that all funds appropriated” for the particular purpose\nspecified “shall be distributed and administered in accordance with the laws\nof said State in like manner as the funds provided by State and local\nauthorities for the same purpose, and the State and local educational\nauthorities of said State shall determine the courses of study, plans, and\nmethods for carrying out the purposes of this section in said State, in accordance with the laws thereof.”\nThe Federal Government should assist the States in remedying the\ncommonly existing defects in our educational system.\nSuch aid from the\nFederal Government is justified by the very nature of our democracy.\n‘The most fundamental of all of those principles which underlie our government proposes that there shall be equality of opportunity, and as a corollary\nof this provision that the burden of supporting those services which make\nfor the common good shall be spread as evenly as possible upon all of\nour people. ‘The States vary greatly in their ability to support education.\nFrom the latest available data the true wealth per capita is found to vary\nin the several States from $726 to $5038. The contrast is quite as start-\n\nling if the true wealth per pupil enrolled in schools is taken.\nHere the\nvariation runs from $2561 to $19,377.\nThe actual variation in ability\nto support education is even greater than would appear from these figures\nsince income varies even more greatly than does wealth.\nThe income derived by citizens of the wealthier States is dependent\nupon\na market which is Nation-wide.\nIncome and excess profits taxes and\ninternal revenue receipts generally are collected very largely in\nthe States\nengaged in the manufacture and distribution of goods. ‘These incomes\nand\nprofits are derived from sales made to citizens throughout\nthe Nation.\nFor example: during the fiscal year 1920-21 the State of North\nCarolina\npaid $79,573,000 in internal revenue on the manufacture of tobacco.\nThe\nproduct was used and the taxes actually paid throughout the\nlength and\nbreadth of the land.\nNeither ignorance nor learning can be segregated within\nthe borders of\nany State.\nEducation, or the lack of it, is felt throughout the\nNation.\nIgnorant men move from one section of the country to\nanother.\nCollege\n\n"}
{"page": 331, "printed_page": "309", "text": "REpoRTS OF COMMITTEES\n\n309\n\ngraduates from the State universities of the Nation are to be found in all\nparts of the country.\nThe figures show that from 16 to 63 per cent of\nthe graduates of these institutions are distributed in States other than those\nin which they received their education.\nIn like manner, in the privately\nendowed institutions of the United States from 20 to 83 per cent of the\n\ngraduates are found in the States other than those in which the institution\nis located.\nIt is of the utmost importance that our system of education be developed\nalong the lines proposed in the Towner-Sterling bill. Illiteracy is a\nNational liability and a National menace. The census returns show six per\ncent of our population above ten years of age who are confessedly illiterate.\nWhen one remembers that this census excludes from the illiterate group\nanyone who has had the slightest amount of schooling anywhere, it is easy\nto understand why it was that in the army 24.9 per cent of the drafted men\nwere found to be unable to read simple English. “The census itself, however, shows that the number of illiterates recorded in 1920 was greater\nthan in 1910 in twelve States.\nFor example, the census shows that the\ntotal number of illiterates in New York, Massachusetts, Illinois, Ohio,\nand New Jersey was 954,131 in 1910, and 1,400,283 in 1920.\nIf we are to be fair to those who come to us from other lands, and if\nwe are to preserve our American institutions, it is of the utmost importance\nthat a program of education which will provide for the Americanization\nof the foreign-born be developed throughout the Nation.\nIn the report\ncompiled by the Civic Development Department of the Chamber of Commerce of the United States, appears the following:\n“It may be truly said that one result of the war was to bring home to\nthe American people as a whole the importance of assimilating the newcomer to this country.\nInvestigations revealed a condition which but few\noutside of our social and civic agencies have realized, such as the existence\nof groups and colonies of unassimilated immigrants unable to speak the\nlanguage of their adopted country, and almost wholly ignorant of its\nmanners, customs, and political and civic institutions.”\nThe economic well-being of the country and the personal happiness of all\nis dependent upon the development of a more adequate program of physical\nNot only in times of war but in times of\neducation and health service.\nindividual and the progress of the Nation\nthe\nof\npeace as well, the well-being\nof the people. It has been estimated\ncondition\nphysical\nthe\ndepend upon\nthat the economic loss in a single year from preventable disease and death\n‘There is\nis $1,800,000,000 among those classified as gainfully employed.\nrematerially\nbe\nexperimental basis for the statement that this loss could\nover\nalone\npopulation\nworking\nduced and leave an economic balance in the\nand above the cost of prevention of at least a billion dollars annually. ‘The\n\nprogram of physical education and health service should be encouraged by\nnational sanction and promoted by national aid.\nA large percentage of teachers in American public schools have neither\n\nthe education\n\nnor the professional training necessary\n\nfor efficient service.\n\n"}
{"page": 332, "printed_page": "310", "text": "310\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nUneducated and untrained teachers in any of the schools of the Nation are\na national liability. It is estimated that there are thirty thousand teachers\nin the United States who have no education beyond that furnished in a\none-teacher rural elementary school. ‘There are seven States in which\nforty per cent or more of the teachers hold licenses which require less than\na high-school education.\nFor the whole of the United States not more\nthan twenty-five per cent of the teachers hold licenses which require two\nyears’ professional training beyond high-school education, a standard which\nhas been acknowledged as proper minimum preparation for teaching in the\nelementary schools.\n\n|\n\nIt has been suggested that the granting of Federal Aid will diminish\nlocal interest and local support.\nThat this cannot be true will be acknowledged by those who read section 12 of the bill, which provided “that the\nsum or sums provided by the State and local authorities for the equalization\nof educational opportunities for the promotion of physical education, and\nfor the preparation of teachers, shall not be less for any year than the amount\nprovided for the same purpose for the fiscal year next preceding the acceptance of the provision of this act by said State.”\nThat Federal aid has\nnot tended to diminish State support, but that the opposite is true, appears\nfrom the fact that State support of colleges of agriculture and engineering\nhas been increased many-fold during the period covered by Federal support\nfor these institutions.\nIn the more recently developed field of vocational\neducation we find a like result.\nIn 1916 twenty-two States provided\n$3,418,719 for vocational education.\nWith Federal sanction and aid provided forty-eight States have developed a program of vocational education\nin 1921, which they supported by appropriations amounting to $14,377,502.\nFor the same year, the Federal government appropriated only $3,097,932.\nThe grant of Federal money to the States is still further safeguarded in\nthe Towner-Sterling bill by Section 12 which provided than no money\napportioned to a State under the provisions of this act “shall be used by\nany\nState or local authority directly or indirectly for the purchase,\nrental,\nerection, preservation, or repair of any building or equipment\n, or for the\npurchase or rental of land or for the payments of debt or interest\nthereon.”\nIn order to make effective the purpose of the National Governm\nent, the\nbill provided that States which share in any appropriation\nwhich may be\nmade for the equalization of educational opportunity shall\nprovide: “(a)\nA legal school term of at least twenty-four weeks in\neach year for the\nbenefit of all the children of school age in such State.\n(b) A compulsory\nschool attendance law requiring all children between\nthe ages of seven and\nfourteen to attend school for at least twenty-four weeks\nof each year.\n(c)\nThat the English language shall be the basic languag\ne of instruction in the\ncommon school branches in all schools, public and\nprivate.’\nNo one has\nsuggested that these requirements are too high,\nor that they in any way\ninterfere with the right of the States to control\ntheir own schools.\nIt is especially appropriate in this place and\nat this time to reassert a\nprinciple that has been irrevocably established\nin our National life, the\n\n"}
{"page": 333, "printed_page": "311", "text": "Reports OF COMMITTEES\n\nSill\n\nprinciple—namely, that public education is more than a matter of local or\neven State concern, that it is in truth a matter of the deepest National concern, and that the Nation as a Nation has a stake and an interest in the\nwelfare and development of every child in the land.\nIt is appropriate in this place and at this time to reassert this principle\nbecause its establishment was due primarily to men from New England.\nIt was Rufus Putnam, of Massachusetts, who secured in the Land Ordinance of 1785, that far-reaching provision which has set aside for “the\nsupport and maintenance of public schools” the sixteenth section of every\ntownship in every State that has since been carved from the National domain.\nIt was Nathan Dane, of Massachusetts, who drafted the ordinance\nof 1787, which placed religion, morality, and education at the foundation\nof the States formed from the Northwest Territory.\nIt was Manasseh\nCutler, of Massachusetts, in 1787, who stood first and foremost for the\nFederal land-grants which made possible the State universities of our\nMiddle West.\nIt was a Senator from Vermont, Justin S$. Morrill, who\nfought through three sessions of Congress for the legislation which, within\na decade after its approval by President Lincoln in 1862, secured the establishment in every State of the Union of a “College of Agriculture and\nMechanic Arts,” under National support but with complete State control.\nIt was a sun-crowned son of Massachusetts, Charles Sumner, who fathered\nin the Senate the bill introduced in the House of Representatives by James\nA. Garfield in 1867, establishing a Federal Department of Education.\nIt was Charles Sumner who said that, if he could have his way, he would\nplace the head of the Department of Education in the President’s cabinet.\nIt was another great Senator from Massachusetts, George F. Hoar, who\nin session after session urged Congress with cogent force to appropriate for\nthe support of public schools throughout the country the National funds\narising from the sale of public lands. It was the venerable and honored\nSenator Charles S. Page, of Vermont, whose name was first connected\nwith the legislation which is known today as the Smith-Lever act, and also\nwith the bill now known as the Smith-Hughes act which, passed with the\ncomplete and cordial support of the New England States, has been the\nNation’s first great step toward the solution of the problem of vocational\n\neducation.\nNotwithstanding all that has been so nobly wrought, there are unfinished\nNo\ntasks before us. No State today can be educationally self-sufficient.\nwhat\nor\noccupation,\nhis\nwhat\ncolor,\nhis\nwhat\nAmerican citizen, no matter\nthe land of his birth, can, with safety to our social order be merely “hands\nand feet to fetch and carry.” Human destiny, to an extent never known\nbefore, is now in the hands of the people. “The fundamental problem that\nnow confronts us is to raise the common man not so much to a greater\ndegree of skill and industrial efficiency as to those higher planes of thinking,\nfeeling, and social action which the complexity and interdependence of life\n‘This can be accomplished through education and only through\ndemand.\nIt was Horace Mann who said of any man who would claim\neducation.\n\n"}
{"page": 334, "printed_page": "312", "text": "S12\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe “elevated rank of an American statesman’”’ that he must “speak, plan,\nlabor, at all times and in all places for the culture and edification of the\nwhole people.”\n.\nIt is, therefore, most fitting and appropriate at this time ‘and in this\nplace that the National Education Association, in full accord with the\nideals and the teachings of these illustrious sons of New England, reaffirm\nits sincere, devoted, and unqualified support of Federal aid and Federal\nrecognition for public education as embodied in the Towner-Sterling bill\nnow pending in the Sixty-seventh Congress.\n)\n}\n\nREPORT\n\nOF\n\nAUGUSTUS\n\n0. THOMAS,\n\nCOMMITTEE\nSTATE\n\nAUGUSTA,\n\nON\n\nFOREIGN\n\nSUPERINTENDENT\nMAINE,\n\nOF\n\nRELATIONS?\nPUBLIC\n\nSCHOOLS,\n\nCHAIRMAN\n\nYour Committee on Foreign Educational Relations recogniz\nes the\ntremendous influence which may grow from a World Confere\nnce on Education which this Association has authorized for 1923 at\nsuch time and\nplace as may be chosen.\nIt also recognizes the magnitude of the undertaking. Already plans are maturing and widespread\ninterest is manifested in the procedure.\nThere is faith also in its timeliness and results.\nOnly one who is directly connected with the movement\ncan have an idea\nof the tremendous interest of the nations throughout\nthe world, and the\ninterest and co6peration of our own people for its\nsuccess.\nPrinciples of education universal—In their struggl\nes to overcome the\nhandicap of four years of devastating war the nations\ntoday recognize that\nthey are a community separated only by a few\nhours of time and a few\nmiles of distance, touching elbows, borrowing\nhousehold utensils and table\nfurnishings, like neighborly women, and that\nin order to prosper and be\nhappy they must live in peace with one another\n.\nEach must be actuated\nby intelligent and unselfish motives.\nIn order that this may prevail a\nknowledge of conditions, aims, hopes, and\nmotives must be known to each\nother, and as children in the family of nations\nthey must be brought up\nin such a way that they shall know each\nother well and shall be kindly in\ntheir ways one to another.\nThe belief in education and its necessity\nfor both individual and groups\nof individuals as nations and as a world\ncommunity is now a fundamental\namong all peoples. The knowledge\nwhich is of most worth to the world\nand the ultimate aims of education\nare universal and upon them all natio\nns\nmay stand as upon a common groun\nd.\nScience, discovery, letters, music,\nart, history, and the great virtues\nof faith, hope, and charity form\na universal language.\nPersonal freedom and higher gover\nnment\nal\neffici\nency\nare in direct ratio to the intelligen\nce and understanding of the peopl\ne.\nIf this is true then the nations of\nthe earth can come together for\na discussion of the methods, movements,\nProcesses, attitudes, and fundamen\ntal\nprinciples of school organization\nand of education.\n1In addition to the chairman,\n\nthe committee\n\nincludes the members\n\nlisted on page 28,\n\n"}
{"page": 335, "printed_page": "313", "text": "REPORTS\n\nOF COMMITTEES\n\n313\n\nSome history of world movements—The Panama-Pacific Exposition held\nin San Francisco\n\nin 1915 celebrating the opening of the Panama\n\nCanal\n\nwhich brought the nations of the world 10,000 miles nearer together; even\nwith war in Europe it afforded opportunity for conference on many phases\nof education.\nOf these conferences there were 928 in the course of the\nExposition with 31 nations participating.\n‘The most notable of all was\nthe Congress on Education under the auspices of the National Education\nAssociation which convened that year at Oakland.\n‘The influence of that\nCongress cannot be judged until the results of future conferences and congresses are known.\n‘The resolutions adopted at that time may well be\nset up as the genius of the coming World Conference.\n‘That resolution\nreads:\n“Perhaps the greatest task which lies ahead of the schools in all lands and\ncountries is that of bending its energies towards the creation of a new order of\ninternational friendship, justice, and goodwill.\nUpon the public educational system\nof each state and nation lies the responsibility of enlarging the national conceptions\nand promoting goodwill among the nations of the earth.\nEntirely new values\nand standards for judging need to be created among the different peoples. ‘The\nemphasis now placed on the deeds of the soldier should be shifted to those who\nhave created the best of our civilization and rendered the most lasting benefits\nto mankind.”\n\nThe years that have passed since that resolution was framed have been\nfull years. “The old world has been rolled up as a scroll and laid. away\nand a new world is in the making, a cycle has passed, and a new one has\ncome.\nIt is for education to take this young age as it takes the young\nchild and lead it into safe paths and broader, kindlier virtues.\nIf education fails now its failure will be irretrievable.\nOut of the old methods\nand principles we would weave new standards and values.\nThe genius of this Conference is to promote through education a better\nunderstanding among the nations, to determine those elements, principles,\nand attitudes which may be universally applied, and which will develop\nthrough our schools the spiritual values necessary to reinforce the great\nwork of the Conference on Limitation of Armaments, looking to lasting\npeace.\nThe objectives of the proposed International Congress are:\n1. To promote peace and good-will among the nations of the earth.\n2. To bring about a world-wide tolerance of the rights and privileges\nof all nations.\n3. To develop an appreciation of the value and the inherited gifts of\nnationality through centuries of progress and development.\n4. To secure more accurate and satisfying information and more adequate statements in the textbooks used in the schools of the various\n\ncountries.\n5. To foster a national comradeship and confidence which will produce\na more sympathetic appreciation among all nations.\n6. To inculcate into the minds and hearts of the rising generation those\nspiritual values necessary to carry forward the principles emphasized in\nthe Conference on the Limitation of Armaments.\n\n"}
{"page": 336, "printed_page": "314", "text": "314\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\n7. Finally, throughout the world, in all schools, to emphasize the\nessential unity of mankind upon the evils of war and upon the absolute\nnecessity of universal peace.\nThese objectives are to be secured through the following means:\n1. The teaching of international civics which will acquaint the rising\ngeneration with the various points of contact made necessary and facilitated\nby the modern means of communication and trade.\n2. By the organization of textbook material used in the schools such as\nwill give a more accurate visualization of the ‘dominant traits and ideals\nof the nations.\n|\n3. Through the exchange of teachers and through scholarships to students of foreign countries.\n4. By a program looking to universal education and to character education, conduct, and behavior.\n5. Through an exchange of articles on education setting forth programs\nand methods used in the various countries and through an exchange of educational periodicals.\n6. The designation of a day to be observed by all which may be known\nas “World Goodwill Day,” upon which programs may be given such as\nwill promote international friendship.\nThe objects of the world’s unifying movement can be brought into\nworld conformity essential to peace and good-will among men only through\nthe schools of the nations and by teaching the rising generation the common origin of their kind and the common future of their descendants.\nThe school, therefore, is the initial decisive factor in the future of civilization.\nSuggestions for world conference—1. It would seem wise to devote at\nleast two general-session programs of the National Education Association\nin 1923 to addresses by prominent persons on subjects of world importance\n.\nThese sessions should come near the beginning and near the close of\nthe\nprogram.\n‘The closing session should be devoted to phases and themes of\ngood-will among the nations with a note of universal peace and\nforward\nvision.\n2. The Conference should cover two weeks beginning one\nweek earlier\nthan, and closing with, the regular session of the Nationa\nl Education\nAssociation.\n3. The first week may well be devoted to sub-conference\ns on special\nsubjects or departments or phases of education which\nmay be necessary to\nround out and approve the findings of the sub-con\nferences.\nAll plenary\nsessions should be open to the general public.\n4. Near the beginning of the National Educat\nion Association program\nthere shall be presented a pageant portraying\nthe contributions to education and to civilization of each of the nations\ninterested.\n5. The invitation to the World Conference\nwill be forwarded to the\nnations with whom we are near in touch\nwith special information jmmediately upon the selection of the place of\nholding the 1923 meeting.\n\n"}
{"page": 337, "printed_page": "315", "text": "Reports\n\nOF COMMITTEES\n\n315\n\n6. It is planned that each nation shall present a brief account of educational conditions in that country which shall constitute the basis for the\ngeneral conference.\nThis may be a part of the printed volume of the\nproceedings of the World Conference as a matter of historic and professional value.\nAn international education association—Out of the 1923 World Conference it is expected there will come an International Educational Association as a permanent organization which shall keep in touch with educational\nprocedure throughout the world and the exchange of educational ideals.\nThis Association may follow in the main the National Education Association in form of organization, with various departments and divisions which\nshall deal with specific phases of education.\nSuch an Association will not\nonly bring the nations of the earth together but will tend to create an\ninternational comradeship, wholesome and far-reaching. Such an Association may well become a federated body with delegates from the numerous\neducational associations of the countries represented.\nIts meetings may\noccur at such stated intervals as seem expedient; international committee\nmay be formed for the study of world educational interests.\nTextbooks,\ncourses of study, methods of instruction, educational philosophy, international civics, ethics, character education, exchange of teachers, little\njourneys, the question of illiteracy, universal education, and others without\nend may be considered.\nThe various educational organizations of all\ncountries should participate.\nYour Committee realizes that such an undertaking will require much work and perseverance, but it is within our\npossibilities. Moreover, this association of world charactér may cooperate\nwith the score or more of organizations now doing a most commendable service in international fields and intensify their results. Such organizations\ninclude: The World Association for Adult Education, The American\nUniversity Union in Europe, The Workers Educational Bureau of\nAmerica, The International Correspondence Bureau, The Auxiliary\nLeague, The International, Language Association, The Pan-Pacific Union,\nThe Education Division of the Pan-American Union, The Junior Red\nCross, The Institute of International Education, The International Bureau\nof Teachers’ Associations, American Field Service Fellowships for French\nUniversities, The Rhodes Scholarship Trust, The International Kinder-\n\ngarten Union, Bureau of Educational Experiments, The Educational\nOrganization of Home Economics ‘Teachers, The Scandinavian Foundation, and many others.\nOut of this movement there will grow a greater uniformity of system\nof weights and measurements, monetary systems, technical terms in science,\ntechnology, medicine and commerce such as will greatly enhance the understanding of students and scholars as of all peoples.\nBureau or Council of International Research—There should be created\nalong with the International Education Association a Bureau of International Research or world clearing-house for education.\nThis council\nshould be made up of representatives selected by the principal teacher’s\n\n"}
{"page": 338, "printed_page": "316", "text": "316\n\nNatTIionaL EpucCATION ASSOCIATION\n\nassociations of each country.\nIt should be the duty of these representatives\nto keep in close touch with each other and to furnish the representatives\nof their countries copies of the results of various educational investigations\nthat have taken place in their country.\nIt should be a means of carrying\na “concert of opinion” on important educational questions to all peoples.\nFrom time to time codperative international research might be directed\nthrough these representatives by the officers of the International Education\nAssociation.\nWhere a Research Department is maintained by the teachers’ associations of a country a member of this Department would probably\nbe the logical representative of this Bureau-of International Research.\nWhere such a Department is not maintained some other officer of the\nteachers’ association should be delegated to serve.\nIt is the recommendation of your Committee on Foreign Relations that this organization be\ndefinitely considered in the coming World Conference on Education, that\nthe achievements made be carried on with benefit to the whole world.\nWe\nrealize that in order to do this the whole question of finances must be care-\n\nfully studied and that definite foundation be provided.\nIt would not,\nhowever, seem difficult since there could be no greater work accomplished\nby persons of means who wished to render a direct service to humanity.\nWorld Peace Exposition in 1930—The Committee on Foreign Relations\nas a personal privilege suggests that the National Education Association\npromulgate the idea of a World Peace Exposition in 1930 which will\nbring together the nations of the earth with their great contributions to\neducation, commerce, society, and government.\nThe far distant date\nnamed recognizes the fact that many of the nations of the earth now struggling to free themselves from the handicap placed upon them by the World\nWar will by that time have recovered to such an extent and the financial\ncondition of the world be such that an undertaking of this character may\nbe in order.\nThe last great exposition, the Panama-Pacific Exposition in\n1915, even with war in Europe, was a wonder work and its\nbenefits to the\nworld shall be pyramided with time.\nIn 1930 with the discoveries and\ninventions in modes of travel and with all the arts of peace\nthe nations\nof the earth will be living in the “city of life? on the same\nstreet.\nIn this\nexposition there should be portrayed in the buildings of the\nnations by art\nand architecture the great contributions to humanity.\nCentering around\nthe exposition may be the Congress in which will be\nbrought together the\nmaster musicians, the great artists, the great scientists,\nthe great inventors,\nthe great scholars, the great theologians, the leaders\nof thought of the\nwhole world who would leave their contributions\nas a legacy to society.\nThere should be portrayed also in pageant the\nachievements of the past,\nand there should be symbolized the hopes and ideals\nof the future.\nSuch\nan exposition would mark the beginning of the\nnew age and would proclaim to the world that the true progress and\nhappiness of the race lies\nin the work of peace alone.\nInstead of destroying the works of art and\nscience of former centuries it would point\nthe way to higher achievements.\nThis would be one of the great questions\nto be discussed and to receive\ndefinite action in the World Conference in\n1923.\n\n"}
{"page": 339, "printed_page": "317", "text": "Reports OF COMMITTEES\n\n317\n\nConclusion—The dynamic forces which make for peace or war are\nformed when the young are taught. he teacher whether mother, priest,\nor schoolmaster is the real maker of history, and the school will shape the\ndestiny of tomorrow.\nIt is fitting, therefore, that the educational forces\nof the world should join hands in sympathetic comradeship.\nOut of this\nmovement may issue a spirit in which international hatreds shall cease\nand be replaced by a friendly competition for the betterment of mankind\nsecuring for all men more equal opportunity and the removal of unjust\ndiscriminations against many people because of fortune, race, or creed. It\nis the duty of the school to see that the waters of the well of peace are\nkept pure.\n\nREPORT\n\nOF THE\n\nCOMMISSION ON THE COORDINATION\nOF RESEARCH AGENCIES *\n\nJESSE H. NEWLON, SUPERINTENDENT OF SCHOOLS,\nDENVER, COLORADO, CHAIRMAN\nThe Commission on the Coédrdination of Research Agencies held its\nfirst meeting at Atlantic City in 1921 at the time of the meeting of the\nDepartment of Superintendence.\nAbout a dozen members attended, and\nthese decisions were made:\n1. It was voted to ask the National Society for the Study of Education\nto devote one volume of the 1922 Yearbook to a report on the use of intelligence tests in school systems.\n‘That report is now in print.\n2. It was decided to memorialize Congress to appropriate $30,000\nannually for the inauguration in the U. S. Bureau of Education of a special\ndivision to serve as a clearing house for educational research. A subcommittee of the Commission took this matter up with leaders in Congress,\nand found that under existing conditions it would be impossible to obtain\nan appropriation to set up an effective department of this kind.\n3.. The ‘Commission recommended that an N. E. A. committee on the\nI believe this recomsupervision of classroom instruction be appointed.\nmendation has not been carried out.\n4. It was decided to recommend that the Commission be continued with\nan appropriation to make possible a meeting during the school year 1921At Des Moines the delegate assembly approved this recommenda1922,\nMiss\ntion and appropriated $2500 for the use of the Commission.\nWilliams continued the Commission with its present membership.\nThe appropriation was not large enough to make possible a meeting of\n‘The chairman, therefore, with the approval of\nthe entire Commission.\nthe Association, called a meeting of an executive\nof\nthe executive committee\nconsisting of members who were experienced\nCommission\nthe\nof\ncommittee\nin research\n\nor who,\n\nas executives,\n\nwere\n\nalert to the needs in this field.\n\nThis meeting was held in Chicago on April 29 and 30, and was attended\nby the following: Jesse H. Newlon, Franklin Bobbitt, Thomas H. Briggs,\n1In\n\naddition to the chairman,\n\nthe committee\n\nincludes\n\nthe members\n\nlisted\n\non\n\npage\n\n34.\n\n"}
{"page": 340, "printed_page": "318", "text": "318\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nB. R. Buckingham, C. P. Carey, J. W. Studebaker, Stuart A. Courtis,\nVirgil E. Dickson, George Melcher, Frank G. Pickell, W. W. Theisen,\nand J. K. Norton.\nMr. Norton was chosen secretary.\n“The resolutions\nadopted by this sub-committee, and later approved by the Commission at\nits meeting here in Boston, are appended to this statement.\nThis subcommittee worked continuously for two days. All present\nrecognized the imperative necessity of obtaining a better codrdination of\nthe educational research agencies of the country to prevent duplication\nof effort, and of devising machinery whereby certain information, chiefly\nof a financial nature, can be quickly collected each year and be placed in\nthe hands of executive officers responsible for the determination of policies.\nFollowing is a summary of the more important actions of the executive\ncommittee :\n1. It commended the establishment of the Research Department in the\nNational Education Association headquarters.\n2. It strongly recommended that funds be provided for the collection\nof a working library for the use of this department, this library to consist\nmainly of current educational reports and publications.\n3. It recommended that this department collect annually for quick dissemination information on certain topics of major importance to those\nresponsible for the determination of educational policies. A definite\nmethod was outlined for this procedure. The Commission recognizes that\nthe Research Department will at present be able to do only a small part of\nthe important work necessary, but it believes that the department as at\npresent constituted can do some work of great value to the profession.\n4. A resolution was adopted recommending the appointment by the\npresident of the Association of an advisory committee of five to cooperate\nwith Secretary Crabtree and Mr. Norton, head of this department, in\noutlining the work which the research department can do for ‘the\nprofession\nas a whole, as distinct from its service to the Association headquart\ners\nstaff.\n5. A sub-committee of three, consisting of Dr. Thomas H.\nBriggs, Dean\nBurdette R. Buckingham, and Dr. Stuart A. Courtis, was\nappointed to\n\nwork out a systematic and comprehensive\n\nclassification\n\nof educational\n\nactivities and functions, covering the entire field of\neducation, and to work\nout a terminology that might be ‘generally accepted\n.\nThe Commission is\n\nagreed that such a system of classification is essentia\nl in the development\nof information-collecting agencies and of research\nalong effective lines.\n\n6. A sub-committee of three, consisting\nof Superintendents Virgil E.\nDickson, J. W. Studebaker, and George Melch\ner, was appointed to review\nthe research and investigation being carried\non by committees and commissions of the Association itself, and to\nreport a plan for the proper\ncoordination of the work now being done\nand which needs to be done in the\nimmediate future. It 18 Important to\navoid duplication of effort on the\npart of the Association.\n\n7. It was recommended that the Commissi\non be continued.\n\nof the Commission\n\nThe work\n\nrequires another year at least for compl\netion.\n\n"}
{"page": 341, "printed_page": "319", "text": "REpoRTS\n\nOF COMMITTEES\n\n319\n\n‘The two outstanding needs at the present time are, first, the prevention\nof duplication, and, second, greater speed in the collection and dissemination of certain statistical information.\nAt present there is a lamentable\nduplication of effort. City school systems are bombarding one another\nwith questionnaires dealing with the same problems.\nIn a period of less\nthan six months one city school system received seventy-four major questionnaires from responsible sources—city school systems, colleges, and universities, committees representing teachers’ associations, and from graduate\nschools of education—dealing with such important subjects as finance,\nbuilding policies, curricula, supervision of instruction, and vocational education. At the outside, fifteen or twenty questionnaires properly devised\nwould have secured all the information required by these seventy-four\nquestionnaires.\nOne questionnaire on finance from a given school system\nshould give practically all the current information that is required by\nother school systems in a given year.\nIn a similar manner there is considerable duplication of effort by\nschools of education, State departments, and other research agencies.\nGraduate students frequently work upon problems that overlap. The\ntime and the resources of departinents of education are wasted in collecting\nnecessary information which other agencies are also collecting. A thorough\ncoordination is necessary to prevent this duplication.\nIt is imperative, likewise, that our machinery for the dissemination of\na certain type of information be extended and speeded up. I refer to current information relating chiefly to finance, attendance, number of teachers, organization, building programs, and types of schools, and not to the\nmore detailed and searching statistical studies which require time for\naccurate and careful preparation.\nMany an executive finds, after he has\nbeen through a fight, that he could have better defended his position or\nrecommended more wisely if he had had in time certain important information.\nThe U. S. Bureau of Education has done most effective work, and no\ncriticism is offered of its valuable service in the collection and dissemination\nin a detailed way of statistical and other information touching all phases\nof public education, but it is not possible for that Bureau, under present\nconditions, to collect and disseminate certain information as quickly as\nit is needed.\nThere is every evidence that the research agencies of the country are\neager to cooperate upon any practical basis. Our problem is to outline\na method and to establish a clearing house. An adequate solution of this\n\nproblem\n\npresents many\n\ndifficulties.\n\n“The Commission\n\nResearch\n\nDepartment\n\nat Association’s\n\nheadquarters\n\nbelieves that the\n\ncan\n\nperform\n\na most\n\nvaluable service, especially if funds can be provided for enlarging the staff\nand extending the facilities for work, but the Commission is likewise\nunanimous in its belief that the only agency that will ever be able adequately\n\nto meet\n\nthe demands\n\nis a Federal\n\nDepartment\n\nof Education.\n\nWithout doubt, one of the most important functions of the proposed Fed-\n\n"}
{"page": 342, "printed_page": "320", "text": "320\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\neral Department of Education must be that of research, involving the\ncoordination of educational research agencies throughout the country, and\na means for the quick collection and dissemination of up-to-the-minute information on certain topics. To carry this work out adequately will\ndemand a generous provision of funds and the prestige which only a Federal department can command.\nIt will demand the most highly trained\nstaff of statistical experts to be found in the educational world.\nThe Commission, therefore, strongly urges that the Association renew\nits efforts to secure the creation of a Federal,Department of Education.\n‘Two other resolutions were adopted touching matters not directly within\nthe work of the Commission.\ni]\n1. It was recommended that the Association constitute no commission\nto deal with problems requiring conference without appropriations sufficient to cover the expenses of at least one meeting a year at a time other\nthan the date of one of the national conventions of the Association and\nthat membership be so limited as to make such meetings possible.\n2. We believe that, next to the collection and dissemination of accurate data concerning the public schools to the profession, the most important problem which will confront the profession in the next decade\nwill be the education of the lay public to the needs of the schools.\n‘The\nAssociation, through the Journal of the National Education Association\nand in many other ways, is arousing the profession as never before in our\nhistory, but we are neglecting the agencies of publicity and education\nthrough which the general public is reached.\nThe needs and the work\nof the public schools are not being adequately represented before\ncivic\nbodies, in the daily press and those magazines of wide circulation which\nmake an appeal to the general public, or through the moving\npictures.\nThe task is enormous and complicated.\nThe Commission recommends\nthat the Association create a committee on publicity, with adequate\nfunds\nat its disposal, to formulate plans whereby a correct impression\nof presentday educational ideals, methods, and tendencies may be placed\nbefore the\npublic through the agencies of magazines, newspapers,\nmotion pictures,\nand civic bodies.\nFollowing is a detailed list of the recommendations\nadopted by the\nCommission.\nYour approval of these recommendations is asked:\nI. ‘That the Commission be continued with a reduce\nd membership and\nwith an appropriation of $2500 for the coming year.\nII, That the delegate assembly approve the\nfollowing resolutions\nadopted by the sub-committee and approved by\nthe Commission as a whole:\n1. The Commission on the Codrdination of Resear\nch Agencies approves\nof the recent establishment of the Research\nDepartment of the Association\nand recommends that such a department\nbe maintained at the National\nEducation Association headquarters as a\nclearing house for the research\nactivities of the Association.\n2. The Commission on the Coordination\nof Research Agencies recommends that the Research Department\nof the Association take immediate\n\n"}
{"page": 343, "printed_page": "321", "text": "ReEporTS OF COMMITTEES\n\n321\n\nsteps to gather together a “working reference library” of educational information containing such material as the following: State and city school\nreports, courses of study, research reports, and similar educational material.\n(It was brought out in discussion that this library should be sufficiently\ncomprehensive to make it possible for the director of the department to\nmeet current requests for educational information.\nIt should not become\ntoo cumbersome, however, and from time to time out-of-date material\nshould be disposed of, either by giving it to some educational organization\nthat will preserve it, or by destroying it.)\n3. The Commission on the Codrdination of Research Agencies recommends that the Research Department be responsible for gathering information and formulating statements of current and future problems\nand tendencies in educational work.\n4. The Commission on the Coordination of Research Agencies recommends that the following committee of three, from its own membership,\nbe appointed to work out a systematic and comprehensive classification of\neducational activities and functions: Thomas H. Briggs, chairman, Stuart\nA. Courtis, and B. R. Buckingham.\nIt is recommended that this committee be allowed a fund not to exceed $600, to be used as it sees fit in\ncarrying out its work.\n5. The Commission recommends that a committee of three, constituted\nof the following members, Virgil E. Dickson, chairman, J. W. Studebaker,\nand George Melcher, be appointed to ascertain what research activities\nare being carried on under the auspices of the National Education Association.\nIt shall be the duty of this committee to find out what is being\ndone and what is anticipated by the various committees.\nOn the basis of\nthis investigation, this committee shall report a plan for the proper coordination of the work of the research activities of these committees.\nA\ncopy of this report is to be sent to the chairman of the Commission and to\nthe director of the Research Department of the Association.\n6. The Commission recommends that an advisory committee of from\nfive to seven members be appointed by the National Education Association\nto work in cooperation with the Research Department of the Association.\nThe duties of the advisory committee shall be to counsel with the director\nof the Research Department in formulating policies of the Department,\nand to give support to the director of the Research Department in carrying\nout the plans formulated.\n7. The Commission recommends to the National Education Association\nthat it add to its organization a committee on publicity.\nThe duty of this\ncommittee shall be to formulate plans whereby a correct impression of\npresent-day educational ideals, methods, and tendencies may be placed\nbefore the public through the agency of magazines, newspapers, motion\n(5\n\npictures,\n\nand\n\nthe like.\n\nThis\n\ncommittee,\n\nin order\n\nthat it may\n\nfunction\n\nproperly, should be adequately financed.\n8. The Commission, realizing the broad scope and great expenses connected with any completely adequate plan for organizing the investigational\n\n"}
{"page": 344, "printed_page": "322", "text": "322\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nactivities of the Nation in the educational field, recognizes that no agency\nin the codrdination of these activities will be adequate unless it has the\nprestige of the Federal Department of Education behind it, as proposed\nin the Towner-Sterling bill. With this in mind, the Commission unanimously endorses the Towner-Sterling bill.\n9. The Commission offers the following suggestions concerning the\nrecently established Research Department-of the Association:\n(a) That the Research Department of the Association be responsible\nfor the codrdination of the work of the educational research agencies of\nthe country, by formulating, issuing, tabulating, and making available\nthrough publication and by other means, standard questionnaires on topics\nof major importance to those interested in educational problems.\n(4) That the following working program for the Department be\nadopted for the immediate future.\n(1) The director of the Department should, by May 15, 1922, send\ncommunications to a selected group of educators representing various educational fields, requesting a statement of the major problems in which\nthey are interested.\n(2) Based upon the returns of these communications, the director\nshould prepare a list of the problems of most common interest and submit\nthis list by June 15, 1922, to the members of the Commission for criticisms\nand suggestions.\n(3) Not later than August 15 the director should submit to the members of the Commission, for their criticisms and suggestions, detailed questionnaires covering the topics selected for study. These questionnaires\nshould be accompanied by specific plans for conducting the investigat\nions\nbased upon these questionnaires, either directly by the Research\nDepartment of the Association, or by allocation to other responsible\npersons and\nagencies.\n(4) The director should issue, as early as possible, in\nthe Journal of\nthe National Education Association, in the name of the\nCommission, if\nadvisable, a statement of the investigations to be\ncarried on by and in\ncoordination with the Research Department of\nthe Association.\nThis\nstatement should contain a calendar showing the\napproximate date upon\nwhich the returns of the various investigations\nmay be secured from the\nResearch Department of the Association or from\nthe codperating research\nagencies.\n(5) The Research Department of the Association,\nas rapidly as proves\nfeasible, should extend this plan of coordinating\nthe co llection, compilation,\nand distribution of desired educational information\nto include a wider and\nwider range of educational problems.\n\n"}
{"page": 345, "printed_page": "323", "text": "REPORTS OF COMMITTEES\n\nREPORT\n\nOF\n\nWILLIAM\n\nCOMMITTEE\nB.\n\nOWEN,\n\nPRINCIPAL\n\nCHICAGO,\n\nON\n\nSOURCES\n\nCHICAGO\n\nILLINOIS,\n\nB28\n\nOF\n\nNORMAL\n\nREVENUE*\nCOLLEGE,\n\nCHAIRMAN\n\nThe report of the Committee on Sources of Revenue is essentially a\nreport of progress.\nIn order to make this Representative Assembly acquainted with the status of the work of the Committee and its general\npurport, may I briefly rehearse the history of the Committee?\nThe Committee was appointed at Salt Lake City in 1920. “The purpose\nof the Committee was to establish or instigate a kind of investigation of\nthe revenues on which we are dependent for the conduct of the public\nschools that would put the public-school people in possession of the facts,\nparticularly those facts of comparative value that the individual States and\ncities so often need to know.\nDuring the year between 1920-1921 the Committee attempted to find\nout how to go to work.\nWe were confronted with the fact that we were\ntrying to use the leftover time of a number of busy people with heavy public\nresponsibilities to do a piece of work that would require the continuous\nefforts of people who had nothing else to do for a long period of time.\nAnd after considerable deliberation the Committee decided not itself to\nattempt any research work at all until we could get before the Association\nthe fundamental question of policy as to how this Committee was to do its\nwork. As a result, at the Des Moines meeting in 1921 the Committee\nmade a brief report, which I think was fundamental in the policy of the\nAssociation as a whole.\nThat report I should like to read as the basis for\nwhat I shall have to say later.\nThe report was this:\nIt was recommended and moved\n1. That the Executive Committee\n\nbe authorized to establish as soon as the\nfinances of the Association would permit, a department of investigation and research in the secretary’s office at Washington.\n2. That the head of this department be a trained student of economics and\nstatistics.\n3. That this department inaugurate immediately a continuing service to the\naffiliated State and local associations with respect to the sources of school revenue\nand finances through the Journal of the Association and through bulletins and\nmore comprehensive studies.\n4. That these studies contemplate the development of a comprehensive standard\ntreatment of the whole subject of school economics.\n5. That the Association invite the affiliated State associations to create State\ncommittees on revenue to codperate with the department at the national headquarters, and with the-Committee on Sources of Revenue of the Association.\n\nThese resolutions I repeat—they are in the minutes of last year—just\nto get before us again what was adopted and approved by the Association.\nThe Executive Committee acting through the secretary was kind enough\nto consult at all times with the chairman of the Committee on Sources of\nRevenue as to the selection of the person who should be put in charge of\nthis new department.\n1J—n addition\n\nto the chairman,\n\nthis committee\n\nincludes\n\nthe members\n\nlisted on\n\npage\n\n28.\n\n"}
{"page": 346, "printed_page": "324", "text": "324\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nBriefly, we combed the country for a person who would measure up to\nthe standard set in this resolution and we finally after continuous effort\nsucceeded in getting the person who at the time we thought to be entirely\ncompetent to do this work; and I am sure anybody who knows anything\nabout what has happened since the first of March knows that we were\nsuccessful in getting in Mr. John K. Norton, a most competent leader.\nI think we were unusually lucky in getting him to inaugurate this work.\nNow we lived up to that standard.\nWe were to have a trained expert.\nThen the next thing we attempted to do was to define the problems\nconfronting us, and the Committee on Sources of Revenue met in Chicago\nand acted on the assumption that it was to become primarily an advisory\ncommittee to this department.\nThese committees are made up of people who are bearing heavy responsibilities as classroom teachers or as public administrators.\nThese\npeople do know the problems that they have to meet, at any rate.\nSometimes they know them ‘in a very stressing way.\n‘They can select problems;\nthey can indicate emphasis; they can suggest relative improvements; and\nthen the Research Department can carry on the strictly narrow, technical\nwork of investigating, gathering, evaluating, and organizing the data for\npresentation, and then the committees can come again to evaluate these\nconclusions from the standpoint of the practical worker in the field. That\nis what this committee is trying to do.\nWe have selected two or three of the problems pertaining to school\nrevenue and these are now under investigation, but our specific report will\nnot contain anything regarding school revenues themselves.\nIn the recommendations made at Des Moines it was directed by the\nAssociation that this department inaugurate immediately a continuing\nservice to the affiliated State and local associations through The Journal.\nNow, if you will note, this has been carried out to the letter, since\nMr.\nNorton became head of this department.\nIn the April number of the\nJournal of the National Education Association you will find an article\n\nentitled,\n\n“Have\n\nTeachers’\n\nSalaries\n\nbeen\n\nIncreased?’\n\nThat\n\nwas\n\nMr.\n\nNorton’s first contribution.\nIn May we have another article on The\nSalaries of Elementary Teachers, 1921-22.\nIn June we have another\narticle on Cost of Education, 1890-1920.\nOne of those articles I should\nlike to discuss but time forbids—a new method of interpretin\ng the whole\nsituation economically.\nI hope we all recognize that The Journal is going\nto keep us in connection with this department.\nZ\nNow, we said also that we should have bulletins,\nand we have here for\ndistribution at this convention one of the first\nfruits of this department\ninaugurated only in March.\nIf you sought to find a better illustration\nof promptness and efficiency and vigorous executi\non I should like to know\nwhere you could go, even in private business.\nFacts on the Cost of Education and What They Mean, a 65-page pamphl\net with many tables, published by the National Education Association,\ncompiled and organized by\nthe new department, will be distributed to\nyou.\n\n"}
{"page": 347, "printed_page": "325", "text": "REPORTS OF COMMITTEES\n\n325\n\nNow, members of the Association, this is the essence and substance of\nmy report.\nIt is a report of progress.\nI should like to close by saying,\nwhat I intimated at the beginning, that the biggest thing this Association\ncan do is to learn how to work effectively and economically through this\ndepartment and its committees so as to put our growing revenue into\nservice for us; and we have made a beginning, at any rate, in the right\ndirection.\n\nFINAL\n\nTHOMAS\n\nREPORT OF COMMITTEE ON HEALTH\nPROBLEMS IN EDUCATION *\n\nD. WooD,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nCITY,\n\nCHAIRMAN\n\nThe Committee on Health Problems in Education of the National Education Association with the continued cordial and effective codperation of\nthe corresponding Committee of the American Medical Association has\ncontinued its work during the past year with a sustained interest in the\nCommittee program and a steady demand for the reports which have been\nissued by the Joint Committee.\nEducational and health officials, child welfare organizations, Red Cross\nworkers, and other individuals and organizations in this and in other\ncountries are looking to your Committee in increasing numbers for health\nstandards and literature.\nThis Committee on Health Problems was created as a Committee of\nthe National Council of Education at the meeting in San Francisco in\n1911 at the suggestion and request of the Amercan Medical Association,\na\nwhich was in session at the same time in Los Angeles.\nAt the meeting of the National Education Association in Des Moines,\nJuly, 1921, this Committee was formally adopted as a Committee of the\nNational Education Association.\nAfter a careful survey of the general field the Committee decided to give\nattention first to the health problems of rural schools.\nThe first report of the Committee was a valuable bulletin entitled\n“Country School Houses,” prepared by Fletcher B. Dresslar, a member\nThis report was printed and distributed in 1912 by\nof our Committee.\nUnfortunately this bulletin is out of print.\nEducation.\nthe U. S. Bureau of\nbeing distributed in original or repeated\nstill\nliterature\nCommittee\nThe\neditions includes the following:\n‘Two editions\n1. “Minimum Health Requirements for Rural Schools.”\nedition of\nthird\nA\n.\nof 800,000 copies of this report have been distributed\nmany\nfrom\nevidence\nced\nUnprejudi\n.\n10,000 copies is now being distributed\nthe\nin\ninfluence\nof\nshare\nmajor\na\nexerted\nhas\nreport\nplaces shows that this\nduring\nStates\nUnited\nthe\nin\nsanitation\nl\nrural-schoo\nin\nnt\nmarked improveme\nSeveral States have adopted this report as the standard\nthe last eight years.\nfor rural schools.\n1In\n\naddition\n\nto the chairman,\n\nthe committee\n\nincludes\n\nthe members\n\nlisted\n\non\n\npage\n\n32.\n\n"}
{"page": 348, "printed_page": "326", "text": "326\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n2. “Health Essentials for Rural School Children” was printed in 50,000\ncopies. “This first edition was exhausted, and a second revised edition is\nnow being distributed.\nMost of the copies of this report have been used as supplementary texts\non health in the training of rural-school teachers in the normal schools,\nand as practical hand-books by rural-school teachers and supervisors.\n3. “The Health Chart Report.”\nThe first edition of 10,000 copies of\nthe illustrated Health Chart pamphlet was soon exhausted and a second\nedition of 10,000 is now being distributed.\nThis pamphlet not only serves to illustrate and explain the health charts\nbut is being extensively used for health instruction in both city and country\nschools and also as a guide in making health posters and scrapbooks.\n4. The “Health Chart Set” comprises 58 charts each 22 x 28 inches.\nOver 1000 complete sets of the health charts (including 58,000 charts)\nhave been distributed in our own and in foreign countries.\nMany orders\nfor individual charts have been received.\nOne State department of health\nhas recently ordered 2400 copies of individual charts.\nThe above mentioned bulletins and the health charts are being sold by\nthe Committee at the bare cost of printing.\n5. “The Teacher’s Part in Social Hygiene” was published last year with\nthe codperation of the American Social Hygiene Association, and this cooperating Association presented the Joint Health Committee with 5000\ncopies of this valuable bulletin. The demand for this pamphlet report is\nrapidly increasing.\nConstructive codperation between organizations and committees is a\nprominent part of the policy of the Joint Health Committee.\n6. “Health Improvement in Rural Schools’’ is the title of a report which\nhas been in careful process of preparation for several years.\n‘This is just\ncoming from the press to complete for the time being the introductory plan\nof the Committee to promote the entire health program of the rural schools.\n7. “Health Service in City Schools of the United States” is the report\nof a survey, conducted by our Committee this year, of the health work\nwhich is being done in the city school systems of this country.\nOver 620\nsix-page questionnaires were sent to city superintendents of schools.\nFilled\nout questionnaires containing much valuable information of current\naccomplishment have been received from 340 (54.6 per cent) of the superintendents.\nYour Committee expresses here sincere appreciation of the splendid\nhelp\nand codperation from the 340 superintendents who responded so\npromptly.\nThis report will be printed and ready for distribution within\na few weeks.\n8. “Daylight in the School Room” is the title of a valuable\nreport on\nschool lighting which was prepared in 1921 by a sub-committee\nunder the\nchairmanship of Dr. Edward Jackson, eminent ophthalmologis\nt of Denver\nand a member of our Joint Committee.\nThis report has been printed in several scientific and educati\nonal magazines.\n\n"}
{"page": 349, "printed_page": "327", "text": "ReEporTS OF COMMITTEES\n\nB27;\n\n9. A partial report on “Ventilation of School Buildings” has been prepared by a sub-committee of which Dr. R. W. Corwin of Pueblo, Colorado,\nis chairman.\nFurther work on this study is being conducted under the\nleadership of Mrs. Ira Couch Wood, of Chicago, another member of this\nsub-committee.\n10. Appointment of Committees on Health Problems in Education, in\nthe several States.\nAt the meeting of the House of Delegates of the American Medical\nAssociation in New Orleans in May, 1920, it was voted to urge upon each\nof the State medical societies that a committee of five physicians, members\nof the society, be appointed to codperate with a similar committee of the\nState teachers’ association as a joint Committee on the Health Problems\nin Education in that State. It will be recalled that at the meeting of the\nNational Education Association held in Des Moines, Iowa, in July, 1921,\nthis action of the American Medical Association was heartily endorsed\nand each State teachers’ association was urged to appoint such a committee in response to the request of the State Medical Society.\nAll but\nfive of the forty-nine State medical societies have appointed such State\ncommittees of physicians and have reported their pérsonnel to the Secretary\nof the Council on Health and Public Instruction of the American Medical\nAssociation.\nOur Committee urgently requests every State teachers’ association to appoint a like committee of teachers to codperate with the\nmedical\n\ncommittee.\n\nf\n\nWhile our Joint Health Committee of the National organizations of\nteachers and physicians can propose material and secure data of great value,\nand can recommend measures which would secure better health conditions\nin the public and other schools of the country, it is obvious that if such\nmeasures are to be generally adopted and put into practice it must be through\nthe efforts of many groups dealing with these activities in the several\nOur committee will find one of its most effective\nStates and communities.\nfields of usefulness in serving as a medium of inter-communication and\ncoordination of these several State committees.\nThe codperating medical group of our Committee has initiated the\ncustom of holding at the time of meeting of the American Medical Association an annual conference of the members of the Committees of the\nseveral State medical societies. Our Committee recommends that a similar plan be instituted for the committees of the State teachers’ associations\nand that our Committee be authorized to arrange for such a conference\n‘The interat each annual meeting of the National Education Association,\nin solving\nStates\nseveral\nthe\nin\nprogress\nchange of information regarding\nfor disopportunity\nthe\nwith\ntogether\neducation\nim,\nthe health problems\nnot\ncould\nafford\nwould\nconference\na\nsuch\nwhich\nsuggestion\nand\ncussion\nfail to be helpful in promoting this great movement.\nThe Joint Committee acknowledges with great appreciation the generous,\nsubstantial, and continued codperation and support of the Elizabeth\nMcCormick Memorial Fund of Chicago.\n\n"}
{"page": 350, "printed_page": "328", "text": "328\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nThroughout the existence of our Committee the codperation of the U. S.\nBureau of Education has been of great value.\nAt the annual meeting of the Joint Health Committee on February 28\nin Chicago, unanimous support was given to a resolution that a committee\nshould be appointed to prepare a program of health education for public\nschools and teacher-training institutions of the country.\n‘This is by far\nthe most extensive and important project which your Committee has yet\nundertaken.\nSo active was the interest manifested by the members of the Committee\nin this plan that on April 22 seven members of the Joint Committee met\nin Pittsburgh entirely at their own expense and spent two days in developing the plan for this program of health education.\n\nThis wave of intense interest in, and intensive development of health\nwork in the schools, accompanied by unprecedented stimulation of interest\nin health by voluntary organizations outside of the schools, and contribution to the schools of a fascinating and confusing mass of material and\ndevices for health work and health teaching from many outside sources,\nmakes it all the more desirable and necessary that the educational forces\nwithin the schools should study, interpret, and coérdinate the materials and\nmethods in the field of health education, so that the schools of the country\nmay be provided with an educationally sound program of health teaching\nand training.\nThis program adopted by the Committee provides for sub-committees to\ngrade the health-teaching material for the kindergarten, elementary, and\nhigh schools and also for the normal schools and other teacher-training\ninstitutions. “These sub-committees further will provide technical groups\nto judge and organize material from the standpoint of teachers in the\nschools, physicians, educational psychologists, dentists, nutrition experts,\nteachers of physical education, biologists, and public-health specialists.\nThis program of the Committee would involve the work of several years,\nand during this period of thorough investigation and consideration of the\nmultitude of problems involved our Joint Committee would plan to issue\na preliminary report within a year or eighteen months to provide the best\navailable guidance to the schools of the country relative to health teaching\nin the immediate future.\nExtensive study and experiment by our Joint Committee, assisted by\nthe\nvarious technical committees referred to, would be necessary to solve\nsome\nof the many problems in this field which are now pressing for answer.\nIn'this new project the members of the Joint Committee have proposed\nfor themselves and for their chairman, a task of National scope and\nof\ngreat importance in the program of public education.\nThis Joint Committee seems peculiarly situated and constituted\nto attempt under distinctively favorable auspices this pressing educational\ntask.\nThis work can be confidently undertaken by your Committ\nee, if the\nproper encouragement is given and if adequate financial\nsupport is pro-\n\nvided. .\n\n"}
{"page": 351, "printed_page": "329", "text": "REPORTS OF COMMITTEES\n\n329\n\nIf the preparation of a program of health education—in scope and character like that briefly explained in this report—is to be carried out with\nreasonable efficiency, an additional appropriation of $5000 a year for at\nleast three years is urgently needed to provide the secretarial and clerical\naid required.\nPerhaps it is not necessary to add that no part of the appropriations here recommended is intended for any member of the committee,\nbut simply for the secretarial and clerical work involved.\nIn addition to the committee program and reports already mentioned,\nwe are working toward the publication of the following bulletins:\n1. Mental Hygiene for Normal Children: What Every Teacher should\nknow about it.\n2. Standards of Health Norms and Defects of School Children.\n3. Making Athletic Games Safe and Healthful for School Children.\n4. Health and Efficiency for Teachers.\n5. Essentials in the Hygiene of Instruction and School Management.\nTo continue with reasonable efficiency the program already under way,\nand outside of the preparation of a Program of Health Education, the\nHealth Committee respectfully asks for an appropriation of $2000 for the\ncoming year from the National Education Association.\nYour Committee,\naccording to the custom of many years, confidently expects from the American Medical Association an appropriation equal to that which may be\ngranted by the National Education Association.\n\nREPORT\nWILLIAM\n\nC. BAGLEY,\n\nOF THE\n\nEDITORIAL\n\nEDITOR-IN-CHIEF\n\nEDUCATION\n\nOF THE\n\nASSOCIATION,\n\nCOUNCIL2\n\nJOURNAL\n\nNEW\n\nYORK\n\nOF THE\n\nNATIONAL\n\nCITY\n\nThis report of the Editorial Council to the Representative Assembly\nwill be brief. The Council has held two meetings during the year, one at\nThe sessions have\nChicago in February and one here in Boston, yesterday.\nbeen devoted largely to informal discussions of the problems involved in\nthe publication of the Journal of the National Education Association.\nThese discussions have been rich in concrete and detailed suggestions toward\nthe improvement of our official publication.\nIn a more formal way the Council has reindorsed the general editorial\npolicies of the Journal as outlined at some length last year at the Des\nMoines meeting, and has requested that I convey to you this reindorsement\nand the recommendation\n\nthat the policies in question be accepted asa pro-\n\nvisional guide for the editors of the Journal during the coming year.\nThe Council has also asked me to express its cordial and sincere appreciation of the work that has been done for the Journal by the Managing\nEditor, Mr. Joy E. Morgan, and the Business Manager, Mr. Ray S. Er-\n\nlandson.\n\nMay\n\nI add to this my\n\npersonal\n\ngratitude to these two\n\nmen?\n\nIt has been through their tireless efforts that the Journal has so quickly\n1In addition to the chairman,\n\nthe council\n\nincludes the members\n\nlisted on page 31.\n\n"}
{"page": 352, "printed_page": "330", "text": "330\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nachieved a measure of success that I, myself, believed unattainable within\nten years.\nBut this is far from saying that the Journal has yet become the\npublication that our Association needs and must have. ‘The growth of the\nAssociation has already reached the point where, even in our largest meetings, only a small proportion of our membership can be present.\nWhat the\nindividual member receives directly from the Association, then, must come\nvery largely through the Journal.\nIndeed,it is this agency that we must\n- depend upon primarily to hold and increase our membership.\nThe very\npractical ideal which Mr. Morgan cherishes is to make the Journal itself,\nif I may use the phrase, ‘worth the price of admission alone.”\nTo do this will be no easy task. Our audience is far from homogeneous\nin interests, tastes, needs, and attainments.\nWe must make our Journal\nworth while to every member of the Association without sacrificing its\nfundamental purpose, which is to promote the aims and ideals, the policies\nand programs of the Association.\n‘These have to do largely and necessarily,\nnot with the technical and detailed problems of the teachers’ daily work,\nbut with the broad and comprehensive problems of educational policy and\npolity. We should reveal a most lamentable ignorance of human nature\nif we were to assume that every teacher will be interested in these matters.\nRather we conceive it to be the duty of our Journal so to present these\ngreat issues that their vital relationship to the daily work and the professional welfare of every individual teacher will be clear and unmistakable;\nso to set forth the Association’s program and policies that they will arouse\nthe interest, catch the imagination, and fire the enthusiasm of every teacher\nin the land.\nThis, you will agree, is an ideal that will be fairly difficult to realize.\nI have often been accused of being an idealist and a dreamer.\nI pass the\ngentle indictment on to my good colleague, Mr. Morgan, and however it\n\nmay be with me, I wish to say that he is that kind of idealist who not only\ndreams dreams, but also takes off his coat, rolls up his sleeves, and works\n\nin season and out to make his dreams come true.\nIn its sessions, the Editorial Council has given careful consideration to\nthe criticisms that have come from members and others regarding the conduct and policies of the Journal.\nMost of these criticisms have been of a\nconstructive and most helpful type, pointing out real deficiencies and suggesting means of improvement.\n‘There has been, however, a fundamental\ncriticism involving so important a policy that the Council has felt it should\nbe transmitted to the Representative Assembly.\nIt has to do with the attitude that the Journal should take in its editorial columns toward controversial questions. ‘The specific issue is an editorial in our May number\nregarding the Towner-Sterling bill. I accept full responsibility to the Association for all editorial pronouncements that have appeared in the Jowrnal, although I have not written, nor should the editor write, all of the\neditorial articles. The article in question I did write. It was a challenge\nto the opponents of the Towner-Sterling bill to put forth a constructive program that will promise to correct the universally recognized and\nfar-reach-\n\n"}
{"page": 353, "printed_page": "331", "text": "REpoRTS OF COMMITTEES\n\n331\n\ning defects of public education—a constructive program that will promise to\nachieve this end more quickly and in a better way than do the provisions\nof the Towner-Sterling bill. The editorial deliberately charged the opposition to the bill with having so far “achieved nothing more than a\ntragic bankruptcy of constructive ideas.”\nIt stated that the Association\nwould be glad to consider any rival program that had constructive features.\nIt stated that the continuance of an exclusively negative opposition to our\nbill could be interpreted only as a willingness upon the part of the opponents to let the gross inequalities, inequities, and inefficiencies of our\neducational system remain uncorrected.\nIt further stated that the repeated gross and deliberate misrepresentation of the bill by certain of its\nopponents had already been interpreted to mean that these opponents were\nanimated by motives that would not bear the light of publicity.\nIn the\nname of peace and harmony it called upon the opponents of our bill either\nto come forward with a constructive program of their own or to get\nbehind our program and work with us for the enactment into law of the\nmost comprehensive measure for the promotion of public education that has\nyet been proposed.\nUp to date this challenge has not been accepted, but we have received\nfrom two sources violent protests—one against permitting editorials of\nthe Journal to deal with controversial topics, the other accusing the editor\nof using the columns of the Journal to give vent to his “personal spite.”\nIt has been the position of the editors that any measure which has received the official indorsement of our Association can no longer, in the\npublications of the Association, be regarded as a “‘controverted question.”\nCertainly when a measure has received for four successive years an indorsement without a dissenting vote, for the Journal to regard it as still a\ncontroverted question would be gross disloyalty to the Association itself.\nI may say that the Editorial Council has unanimously indorsed this\nBut I believe that\nposition and has approved of the editorial in question.\nin justice to the\nAssembly,\nthe time has come for the Representative\neditors of its Journal, to decide an important question.\n\nDo you wish your\n\nOr, do you wish\nofficial publication to “pussy-foot” on your program?\nand militantly\ncan\nit\nas\ncogently\nand\nforcefully\nas\nspeak\nto\nJournal\nyour\nwhen necessary, always with due consideration for the essential dignity of\nour profession, and never forgetting that no problem associated with the\nchildren of our Nation should be touched except with a reverent hand?\nShall we remain continually in the bowed posture of humble petitioners or\nshall we stand upright and four-square in full confidence that our cause is\n\njust and right and fortified by the knowledge that what we ask is not for\nourselves but for the children of the Nation, for our country, and for\nhumanity?\n\nIf the latter is your wish will you let me advert here to an illustration\nWill you permit me as the editor of your\nof what I have in mind?\nthis Association here and now publicly to\nof\nJournat and in the name\nNational program that appeared in this\nour\nof\nentation\nresent the misrepres\n\n"}
{"page": 354, "printed_page": "332", "text": "332\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nmorning’s issue of the Boston Herald, and to demand from that journal\nthe retraction of the specific charge which closes the final paragraph of its\neditorial on the Towner-Sterling bill?\nI shall read that paragraph:\n“We have been asked to specify how the enactment of such a measure\nas the Towner-Sterling bill would be a long step toward the disintegration\nof our federated republic.\nIf it is not a step toward the disintegration of\nthe republic through the concentration in Washington of an education\n_ propaganda, then there can be no excuse for the experiment.\nIf the backward states feel that they need assistance in advancing the cause of education, they will be generously aided by the friends of education in states like\nMassachusetts, which have always led in educational endeavor—but they\nmust not expect the State of Massachusetts or any other forward-looking\nState to sacrifice her independence at the behest of socialistic theorists.”\nThe Towner-Sterling bill is the child of this Association.\nIt embodies\ntwo great proposals: the creation of a department of education with a\nSecretary in the President’s cabinet, and Federal aid for public education\nespecially in the common schools. ‘These are the “socialistic theories”\nwhich the Boston Herald charges you with propagating.\nIf you are\n“socialistic theorists,” Charles Sumner was a “socialistic theorist,” for it\nwas he who made the first strong and cogent appeal for the appointment\nof a Secretary of Education.\nIf you are “socialistic theorists,” George F.\nHoar was a “‘socialistic theorist,” for it was he above all others who\nurged that the proceeds from the sale of public lands be devoted to the\ncommon schools as opposed to the agricultural and mechanical colleges.\nAnd may I say a word in conclusion not as your editor, but as an American citizen?\nI was brought up in Massachusetts.\nFor eight generations\nmy forefathers had lived and worked and died within the boundaries of this\nState. At home, at church, and in the public schools of this Commonwealth, I was steeped in the great traditions of New England.\nIts great\nmen were my boyhood heroes, and Charles Sumner, one of the greatest of\nthem all. As a boy I listened to George F. Hoar, then a venerable man.\nIt was not beneath the dignity of our great Senator to come to the schoolhouse and talk to boys and girls. If those who are fighting for Federal\naid for the common schools are “socialistic theorists,” I, for one, am proud\nto take my place in that group along with George F. Hoar.\nI am sure that the Boston Herald did not express the true sentiment of\nNew England toward our National program.\nBut if I should chance to\nbe mistaken I still should not despair.\nI love New England, but I have\nlived for the greater part of my life in the Middle West and the Far West.\nI know that out there on the wide plains, and beneath the sunlit peaks\nof\nthe Rockies, the Sierras, and the Cascades, and along the great\nvalleys of\nthe Pacific slope, there is a new New England that will not let the\nideals\nof the old New England perish from the earth.\n\n"}
{"page": 355, "printed_page": "333", "text": "REpoRTS OF COMMITTEES\n\nREPORT\n\nAPPOINTED\n\nTO\n\nOF THE ADVISORY COMMITTEE\nOF SUPERINTENDENTS\nCOOPERATE\n\nWITH\n\nTHE\n\nDEPARTMENT\nMARY\n\nD.\n\n333\n\nBRADFORD,\n\nKENOSHA,\n\nOF\n\nCHILDREN’S\n\nBUREAU,\n\nU.\n\nS.\n\nLABOR\nWISCONSIN,\n\nCHAIRMAN\n\nIn the Spring of 1921, President Hunter, of the National Education\nAssociation, at the request of Miss Lathrop, then the Chief of the Federal\nChildren’s Bureau, appointed a special Committee of School Superintendents to codperate with the Children’s Bureau in advancing certain\nmeasures for the benefit of children in industry.\nOne of these measures was the improvement of standards of physical\nexaminations given to children applying for employment certificates or work\npermits.\nAn important step towards the accomplishment of that aim\nhad already been taken before the Advisory Committee was appointed.\nThis step consisted of a report made by a Committee composed of School\nExamining physicians and other experts in the field of physical education,\npediatrics, and industrial hygiene.\nThis report, now available as Physical\nStandards for Working Children, Bureau Publication No. 79, recommends\nfor general adoption certain definite standards of physical development\nand fitness for children entering industry; and outlines methods to be used\nby examining physicians to determine whether these standards are met.\nThe first suggestion was that the Advisory Committee of School Superintendents would make a critical study of the report of the Physician’s Committee and offer suggestions as to ways in which the gradual adoption\nthroughout the country of a sound and thorough system of medical examinations of children applying for work permits may be secured.\nThe following Superintendents accepted membership on the Advisory\nCommittee:\nPP RERMOR TIN SONI oysceueieetersteleteto¥o tavrele 3 inliel> (elfetel ehayevrelcieVels als!wigia\\ (ole sielsl's1e.e)afei's)=is)a\\le)e) Chicago, Illinois\nSUSAN IM. pDORSESo:a55\n9 cts «cles Sate « Side oletistwiela:s:vucia tela bYSS,oisfersls\n...Los Angeles, California\n.. Bridgeport, Connecticut\npete ieciare cua fo iolelere sitarape'Gleyenn oasis (sMelee ¢ sec ole.atae\nT ASONI\nAMAR\n..Scranton, Pennsylvania\nWV REBERED Cosette tote aieks, cia hore tellaP alayeyegs silels <aieirata} stoke! sPehatielerals\nSME\nTomas E. Jounson, State Superintendent of Schools............+++++++ Lansing, Michigan\nreereeesertceees Kenosha, Wisconsin\nernest eeeee\nChairman, Mary DAVISON BRADFORD. ..+-+ee\n\nThis Committee met in Chicago on February 26, 1922, at the time of\nMiss E. N.\nthe meeting of the Department of Superintendence.\nMatthews, Director of the Industrial Division of the Children’s Bureau,\nwas present. The question of holding one or more conferences in connection with the National Education Association was discussed, and Miss\nMatthews presented the results of.a letter of inquiry sent out by the Bureau\nto all State superintendents of schools to city superintendents in the most\nimportant industrial centers where large numbers of certificates are issued,\nand to other persons and organizations interested in these problems, asking\ntheir opinion as to the advisability of holding such a conference, and requesting suggestions as to topics which they considered most important for\ndiscussion.\n\n"}
{"page": 356, "printed_page": "334", "text": "334\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n‘The responses showed a great deal of interest in the plan, practically all\nof the ninety-three persons who replied being in favor of the idea. Many\nfelt that such a meeting would be productive of exceedingly valuable\nresults.\né,\nThe different topics proposed by the correspondents for discussion had\nbeen classified by the Bureau and those most generally desired were thus\ndefinitely determined.\nWith the topics selected, there remained the selection of those speakers who, through successful experience in dealing with one\nor another phase of this problem, would effectively present this carefully\nprojected program.\nHere, again, the knowledge possessed by the Bureau\nof the entire field furnished indispensable aid.\nThe conferences thus planned with such painstaking care are set forth\nin the program of these meetings.\n‘They occurred on July 5 and 6 at the\nBoston Normal School. ‘This is the first time in the history of this Association that the interests of the child in industry have been made the sole\nsubject of consideration in programs occupying two full sessions.\nConventions of attendance officers and Vocational Education and Vocational\nGuidance conferences have dealt with the problem of the working child,\nbut it is a distinctly new thing to recognize this as a matter for teachers\nand school administrators to consider.\nThe Advisory Committee feel that the success of this first conference\nunder these auspices augurs fuller appreciation and support of the Children’s Bureau in its work of conserving the Nation’s most valuable resource, and recommends that a similar conference be arranged to be held\nat the time of the next meeting of the National Education Association or\nof the Department of Superintendence.\n\nPROBLEMS\n\nAND STANDARDS OF EMPLOYMENT\nCERTIFICATE ISSUANCE}\n\nDuring the week of the annual meeting of the National Education\nAssociation in Boston, a Conference on Problems and Standards of\nEm-\n\nployment-Certificate\n\nIssuance was held under\n\nthe auspices of the U. S.\n\nChildren’s Bureau in codperation with a committee of school superintendents appointed by the National Education Association.\nThe object\nof the Conference was to increase interest in the administration of child\nlabor laws and to develop standards of administration through the exchange\nof experiences of school and labor officials charged with the issuing\nof work\npermits. Throughout the meetings the conviction was again and\nagain\nexpressed that the transition from the school room to gainful\nemployment\nis a phase of the child’s life which the school cannot afford to ignore.\nThe\nschool’s interest and responsibility in this transition have been\nrecognized\n\n1 Report of conference on employment-certificate\nissuance,\nChildren’s\nBureau, 1 U. Ue § Ss Department of Labor, in codperati held under the auspices of the\nren.\non with\n/\nthe Nation al\nEducati i\nAssociation, held at Boston, July 5 and 6, 1922. ’\nx\nSa\nhis report was furnished by Miss E. N, Matthews,\nDirector of Industrial Division,\nChildren’s Bureau.\n\n:\n\n"}
{"page": 357, "printed_page": "335", "text": "REPORTS OF COMMITTEES\n\n335\n\nunder the child labor laws of many States, which give to school authorities\nthe duty of issuing work permits to children leaving school for work.\nThe first session .of the Conference was presided over by Miss Grace\nAbbott, Chief of the Children’s Bureau, who sounded the keynote of the\nmeeting when she stated that the protection afforded children leaving school\nfor work depends first, on the carefulness and social vision with which\nwork permits are issued, and second, on factory and workshop inspections.\nThe subjects for discussion covered two important aspects of employment\ncertificate issuance: the organization and function of the local issuing\nIn the\noffice and the supervision of local issuance by State agencies.\nGuidance\nopening paper, Miss Anne Davis, Director of the Vocational\nand Employment Certificate Bureau of the Chicago Public Schools, showed\nhow through careful organization of the issuing office child labor may be\nreduced to a minimum and large numbers of children kept under the proAmong the\ntection of the schools even after they have gone to work.\ndetails of such organization Miss Davis mentioned the importance of\nfamiliarizing school principals with the procedure of securing employment\ncertificates in order that children may not be permitted to break their\nschool ties and apply at the certificating office until they have met\nThrough cooperation with the\nthe legal requirements for working papers.\nemployer, requiring him, for example, to return a certificate promptly when\na child leaves his employ, the issuing office, she stated, is enabled to maintain\nclose supervision over children who are out of work, seeing that they are\nThrough\nreturned to school if they do not find immediate employment.\nchildren\nmany\noffice\nissuing\nthe\nin\nmade\nis\nwhich\nthe physical examination\ncured,\nare\ndefects\nphysical\ntheir\nuntil\nschool\nin\nkept\nare\nunfit for work\na cerjob\nnew\na\nto\nchanges\nchild\na\nwhen\nreéxaminations\nof\nmeans\nby\nand\ntain amount of health supervision of the working child is maintained.\nmay\nThe schools, also, Miss Davis pointed out, through the issuing office\nto\ntime\nfrom\nmaking\nby\nchildren\noversee the general welfare of working\nare\nchildren\nwhich\nto\nestablishments\nlocal\nof\ntime careful investigations\nsent to work.\nMr. Arthur P. Lederle, Supervisor of Attendance of the Detroit Public\nSchools, in a discussion of The Relation of Certificate Issuance to the\nimporEnforcement of School Attendance Laws, likewise emphasized the\nlabor\nchild\nreducing\nin\nissuance\ncertificate\ntance of a proper handling of\nMichigan\nthe\nto\ng\nAccordin\nlife.\nschool\nof\nlength\nand increasing the\nonly if his\nchild labor law, a child of 14 may secure a permit to work\nExcept\nparents.\nservices are necessary to the support of himself or his\nall the\ny\npracticall\nfor this “economic necessity” clause, stated Mr. Lederle,\nto\neligible\nbe\nwould\nDetroit\n25,000 14 and 15-year-old children of\nchildren\nthese\nof\n263\n“only\n,\ncontinued\n‘There were,” he\nleave school.\nconfident that in\nout of school and employed in June, 1922, and I am\nthat not a child\nboast\nproud\nthe\nmake\nto\nable\nbe\nJune, 1923, Detroit will\nwork.”\nto\ngo\nto\nschool\nleave\nto\nunder 16 is permitted\nwas continued by\nThe discussion on the organization of the local office\n\n"}
{"page": 358, "printed_page": "336", "text": "336\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nMiss Edith Campbell in a paper on The Value of Certificating Office\nRecords to the Student of Child Labor Problems.\nMiss Campbell illustrated from the experience of the Vocation Bureau of the Cincinnati\nPublic Schools, of which she is director, how statistics of work permits\nbear the same relation to school problems as vital statistics to health education. ‘Thus, the large percentage of retardation found among applicants\nfor employment. certificates has led, she stated, to a reorganization of grade\nwork in the Cincinnati schools; and the lack of cortelation found between\nthe grade completed by the worker and the character of his job, between\nthe degree of training and the amount of wages, has led to studies of occupations by the issuing office in order that with more definite knowledge\nof what industry wants the schools may more effectively educate the child\nfor industrial life. In stressing the need for care and supervision of\nchildren who leave school for work before completing the high school—\nbetween eighty and ninety per cent of all children entering school—Miss\nCampbell pointed out that whereas the child who goes to high school has\na “running chance of school supervision until he is seventeen or eighteen,\nthe working child in many States is thrown out at twelve or fourteen.”\nThe question of State supervision of the work of the local office aroused\nunusually keen interest in both school and labor officials.\nState Supervision of the Issuance of Certificates was the subject of a paper by Mr.\nTaylor Frye, of the Wisconsin Industrial Commission.\nUnder the Wisconsin law the supervision of work permit issuance is not in the school\nsystem but in the State factory inspection department.\nIt is interesting,\nhowever, that of the 209 permit officers appointed by the Commission, 108,\naccording to Mr. Frye, were school officials. The Commission, Mr. Frye\nexplained, has complete authority in interpreting and applying the State\nchild labor law, and makes rulings which are of State-wide application\nand have the force of law.\nNevertheless, even under this system of enforcement by a labor body, the closest possible codperation with the schools\nis sought ; in addition to certification by the schools as to educational attainments, the recommendation of school authorities is requested for or against\nissuance in every case, and in no instance, declared Mr. Frye, is a permit\nissued against the recommendation of the school principal.\nThe discussion of the relation of State agencies to issuance was continued by Mr.\nPringle, of the State Board of Education of New Hampshire, and by\nMr. Sturges, of the Connecticut State Board of Education, in both of\nwhich States the control is entirely in the hands of the schools, and by\nMr. Small, of the Massachusetts State Department of Education, who\nreferred to the importance of the State continuation school system in maintaining effective supervision of the working child.\nAt the second session of the Conference, presided over by Mrs. Mary\nD. Bradford, chairman of the codperating National Education Association\nAdvisory Committee of Superintendents, methods of administering the\nvarious standards of the child labor laws were discussed.\nA paper on\nthe enforcement of an age standard, presented by Miss Esther Lee\nRider,\n\n"}
{"page": 359, "printed_page": "337", "text": "REpoRTS OF COMMITTEES\n\nSi\n\nof the Alabama Child Welfare Department, made the point that if the\nschools required proof of age on a child’s entering school many of the\ndifficulties of effectively enforcing the minimum age provision of the child\nlabor law would disappear.\nIn the discussion following this paper it was\nstated that a number of cities, among which are New York, Boston, and\nCincinnati and Akron, Ohio, are following this practice. Miss Jeanie V.\nMinor, of the New York Child Labor Committee, described the three kinds\nof educational standards now common in child labor laws—completion of\nthe work of a particular grade; school attendance for a certain number\nof days during the preceding school year; ability to pass an educational\ntest. Miss Minor pointed out the necessity of a grade standard supplemented by the other requirements, recommending that schools be more\nnearly adapted to different types of children so that a grade standard\nwould not be impossible of attainment by children of less academic types\nSpeaking on the “best interests” or “poverty exemption”\nof mentality.\nclause contained in many child labor laws, Dr. E. J. Lickley, director\nof the Compulsory Attendance and Child Welfare Department of the\nLos Angeles Public Schools, referred to the responsibility of the school\nsystem in making provision for the comparatively few children who would\nIn describing\notherwise be obliged by poverty to curtail their schooling.\nthe certificate issuance system in California, Dr. Lickley, like many of\nthe speakers, laid special emphasis upon supervision of working children\n‘‘We do so little for the boy or girl who leaves school.\nby the schools.\nlong\nWe are willing to spend any amount of money on boys and girls so\na\nget\nthey\nuntil\nkindergarten\nthe\nfrom\nschool,\nin\nas we can keep them\nBut\nschool.\nin\nstay\nonly\nwill\nthey\nif\nUniversity,\nState\nthe\ndegree from\nthe ones who need the care of society the most are those who are forced\nThe minute they go we let them shift for themselves.”\nout into industry.\nment of\nConsiderable discussion was evoked by a paper on The Enforce\nClinic\nl\nIndustria\nthe\nof\ndirector\nWright,\nWade\na Physical Standard by Dr.\ne\ncorrectiv\nof\nishment\naccompl\nThe\n.\nHospital\nGeneral\nof the Massachusetts\ne,\ncertificat\nent\nmedical treatment at the time of application for an employm\nessential or unthe\nfor\nte\ncompensa\nto\neffort\ntardy\na\n“is\nWright,\nsaid Dr.\nservice, and at the\nnecessary shortcomings of school medical inspection\nion made as a\nexaminat\nmedical\npresent time the greatest value of the\nin its revelalies\nte\ncertifica\nent\nemploym\nan\nprerequisite to the issuance of\ncare of the\nthe\nfor\nsm\nmechani\nexisting\nthe\ntion of the inadequacy of\nis so, Dr.\nthis\nThat\nage.”\nol\npre-scho\nand\nschool\nof\nhealth of children\nexaminaphysical\nvalue of\nWright continued, in no way detracts from the\nent of\nemploym\nthe\nng\ntion prior to certification as a means of preventi\nfindings\nwith\non\ncomparis\nfor\nsubstandard children at unsuitable work, and\nas a basis for ascertainof examinations made during a child’s working life\nundeveloped physique.\nthe\non\nent\nemploym\ning the physical effects of early\nthat the issuance of\nsion\nimpres\nthe\nleft\nence\nOn the whole, the Confer\na routine administrative job;\nemployment certificates is far more than\nant problems which need to\nthat it involves rather a succession of import\n\n"}
{"page": 360, "printed_page": "338", "text": "338\n\nNaTIONAL\n\nEpuCcATION ASSOCIATION\n\nbe carefully and thoroughly solved if children are to receive the protection\nwhich the child-labor laws are designed to give. ‘To the solution of these\nproblems, however, a great deal of organization to take care of details\nand a great deal of interest in the details must be brought to bear.\nAt the close of the Conference a resolution was passed asking the\nChildren’s Bureau to call a similar conference in connection with an early\nmeeting of the National Education Association, at Avhich special attention\nshould be given to standards and enforcement of child-labor laws relating\nto the regulation of street trading among children.\n\nREPORT\n\nOF\n\nMARGARET\n\nTHE COMMISSION ON THE REVISION\nELEMENTARY EDUCATION?\n\nS. MC\n\nSCHOOLS,\n\nNAUGHT,\n\nSTATE\n\nSACRAMENTO,\n\nCOMMISSIONER\nCALIFORNIA,\n\nOF\n\nOF\n\nELEMENTARY\n\nCHAIRMAN\n\nThe Commission on the Revision of Elementary Education submits herewith a report of work accomplished and work planned that will help to\nsolve problems now confronting elementary school teachers and administrators.\nThe reorganization of elementary education must take into account not\nonly the new and different conditions of living in these days, but the\ncauses—social, economic, political, and ethical—that have brought about\nthese conditions.\nIt must also look far enough into the future to get as\nclear a picture as possible of what life is to be when the children of today\nare grown to manhood and womanhood.\nBut the past of which we know gives us perhaps the best basis for necessary changes. Old truths that are universally conceded to be fundamental\nto a democratic form of government must be taught and experienced rightly.\nAmong these is the right of every child to a fair chance.\n‘This js merely\na corollary to Jefferson’s statement that life, liberty, and the pursuit of\nhappiness are the inalienable rights of all men.\nWe have thought that, in providing free public-school education for all\nthe children of the land, we were carrying on our schools in accordance\n\nwith this great fundamental principle of democracy.\n\nWe know now that\n\nthe mere provision of opportunity does not offer a fair chance, and we\nalso\nknow that, in order to give each child his own fair chance, individual differences of physical and mental equipment, as well as social environment\ninvolving many conditions, must be considered.\nIt is futile to provide educational opportunities for those who\ncannot\nuse them, and almost criminal to deny children those types of educatio\nnal\nopportunities that they are capable of grasping.\nThe first step in the reorganization of elementary education\nthen is not\nthat which changes the general method of procedure in\nthe teaching of\nvarious so-called school subjects, nor is it the revision of\nschool textbooks,\n*In addition\n\nto the chairman,\n\nthe commission\n\nincludes the members\n\nlisted on page 32.\n\n"}
{"page": 361, "printed_page": "339", "text": "REPORTS OF COMMITTEES\n\n339\n\nnor the arrangement of better sequences in carefully wrought-out curricula.\nThe first step surely is that which insures the adjustment of school methods,\ncurricula, and organization to the individual differences of pupils. This\nfact of individual differences is so apparent and so dominant that it cuts\nacross and is capable of rendering non-effective every other educational\nplan, no matter how beneficial it may prove for a certain indeterminate\nportion of boys and girls of elementary-school age.\nIt is the insistence of this truth, the individual right of each child to be\neducated in a way that is best for him, that is at the bottom of what are\nsometimes frantic efforts of teachers and school administrators to reach\na plan of procedure by means of mental and educational tests.\n:\nIn order to give help, literally, first aid, at a time when it is sorely\nneeded, the Commission urged Dr. Lewis M. Terman, of Stanford University, in 1919, to become chairman of a sub-committee that would prepare\na report on the value of intelligence tests and school reorganization.\nIt\nwas Professor Terman’s understanding that several hundred dollars would\nbe available from the treasury of the National Education Association for\nthe purpose of defraying the expenses of a somewhat detailed investigation\nof school grading by mental tests. As the expected funds were not available at a sufficiently early date, certain changes were necessary in the plans\nof the sub-committee.\nInstead of an investigation of the entire question\nde novo, it was decided to offer brief summaries and interpretations of\ntypical experiments already under way in a number of school systems of\nthe country, which have for their purpose the adjustment of school methods,\ncurricula, and organization to the individual differences of pupils as shown\nby mental tests. The result is a little book, which is offered to the educational public in the belief that it will prove of universal interest and help\nto the increasing thousands of teachers and school administrators who use\nmental and educational tests, but are often at a loss to know what adjustments to make in the light of their test results.\nThe other members of the sub-committee, each contributing a chapter,\nare Wirgil E. Dickson, A. H. Sutherland, Raymond Franzen, CPAR.\nTupper, and Grace M. Fernald.\nThe book is being published by the World Book Company; and the\nCommission hopes it will be ready for distribution in time for the N. E. A.\nAll members of Dr. Terman’s committee,\nconvention in Boston, 1922.\nincluding himself, waive rights of royalty in favor of the National Education Association.\nMiss Olive M. Jones has prepared a report on the Delinquent Child in\nThis report, based on facts by one eminently qualified\nthe Public Schools.\nit\nto interpret them, is submitted by the Commission with the feeling that\nnot\ndo\nwho\nchildren\ncertain\nwith\nwill enable cities to know what to do\nthrive under conditions well suited to other children and who, because of\nthis inability either to adjust themselves or to be adjusted, are obstacles\nThis report\nto their own advancement and a menace to their schoolmates.\nto help in\ndesigned\nis\nis thoroughly constructive, and like Dr. Terman’s,\nsystem.\nthe reorganization of the elementary-school\n\n"}
{"page": 362, "printed_page": "340", "text": "340\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nDr. Clara H. Town was asked by Miss Anna L. Force at the very beginning of the work of the Commission to undertake a careful study of\nthe mentally defective, the blind, the deaf, and the crippled children in\nthe public schools.\nThis work has been in progress for several years,\nhaving been delayed somewhat by Dr. Town’s absence in Europe, where\nshe was studying at the University of Paris. “The report is now completely\nfinished and is a scholarly and valuable addition’to our educational literature.\nIt, too, will be a help to school administrators in fixing conditions\nfor elementary education.\nIt has been submitted, with the consent of the\nNational Education Association, to the World Book Company for publication.\nA short report by Miss Abbie Louise Day on Minimum Essentials\nCritically Considered and Bibliography is a careful little study full of\nhelpful suggestions.\nThis has also been submitted to the World Book\nCompany.\nMiss Elizabeth A. Woodward offers a report on Elementary Adult Education in the United States. This was almost ready for publication a\nyear ago. During the past year Miss Woodward has put additional time\nand study upon it in order to render the report still more valuable.\nWe\nhave learned, again from past experience, that it is impossible to give a\nchild his fair chance in education if we leave his parents uneducated ; moreover, in the reorganization of elementary education, the education of the\nadult for his own sake must be taken account of. Is elementary education\nonly for children?\nMiss Woodward’s report has been submitted to the\nWorld Book Company.\nCommissioner Payson Smith has presented two admirable preliminary\nreports upon his Commission work, School Laws Affecting Elementary\nEducation.\nMr. Carroll G. Pearse has consented. to render a report upon Teacher\nTraining for- Elementary Schools.\nHeavy responsibilities have prevented\nMr. Pearse from having his report ready for the Boston meeting.\nMiss Theda Gildemeister reports progress on the preparation of\na\nbulletin on The Teaching of English in the Elementary Schools.\nOther\nmembers of the Commission are to work with her upon this heavy task.\nMiss Georgia Alexander expects to have completed for\nthe Boston\nmeeting her report on The Immediate Environment of the Child.\nMiss Frances Harden will offer additional material to\nher study on\nHome Environment.\nIn 1918 the National Education Association Commis\nsion on the Reorganization of Secondary Education set forth the\nmain objectives upon\nwhich work in secondary education should be focused\n,\nThese objectives are just as important for elemen\ntary as for secondary\neducation; indeed their attainment is not possibl\ne through secondary education alone.\nIt is obvious that elementary education must\nalso be directed toward the same objectives.\nThe first of these objectives is health.\nOur Commission has begun its definite work of\nreorganization in the School\nSystem with a report by Mr. Clark W. Hether\nington on Physical Edu-\n\n"}
{"page": 363, "printed_page": "341", "text": "REporRTS OF COMMITTEES\n\n. 341\n\ncation, a Program for the Public Schools.\nThis report has been accepted\nby the World Book Company and will be in circulation in two or three\nmonths.\nLike Dr. Terman’s report, it is a book outlining definitely a\nplan of procedure in which the schoolyard is the community social play\ncenter of the child. Standards of living are associated with this program\nof activities, which makes the report one of high import.\nMoreover, other\nobjectives are through this program reached as they could not be by other\nmeans.\nThe program has been worked out experimentally, and every\nword of it is based on research.\n“The Commission submits this as its first\ncontribution to the reorganization of what might be called the material of\nelementary education.\nMr. Hetherington, like Dr. Terman and all the\nothers, has generously waived all royalties in favor of the National Education Association.\nThe plan of the Commission is to have other books and bulletins on\nother educative material follow this one, attention in all the series being\ngiven to the “inner urge,’ the way children tend to learn, rather than\nto how children can be taught.\nOUTLINE\n\n=\n\nOF REPORT\n\nON\n\nEDUCATION\n\nOF\n\nTHE\n\nIMMIGRANT\n\nSURVEY AND PRESENT TENDENCIES OF TWO YEARS’ WORK—1919-21—\nELEMENTARY EDUCATION OF NON-ENGLISH-SPEAKING ADULTS\nELIZABETH\n\nA. WOODWARD,\n\nUNIVERSITY\n\nALBANY,\n\nNEW\n\nOF\n\nSTATE\n\nOF\n\nNEW\n\nYORK,\n\nYORK\n\nThe report comprises three sections:\n1. Four-page questionnaire on work with non-English-speaking adults;\nthe compilation of results: 82 cities (representing 36 States) replied or\nfilled out the blanks.\n2. General comments on the results of the questionnaire.\n3. A compilation of special reports representing five distinct phases of\n\nthe work—one State report covers progress in all fields; other State reports\ndeal with statistics, factory classes, community organization, and teacher\nEight city reports give details of progress and\ntraining, respectively.\nrepresenting both large and small cities. One\nfields\nin\nwork\nof\nmethods\nspecial report summarizes existing programs of immigrant education in\nthe United States. Reviews of three important organizations for immigrant education are included: one National, one interstate, and one\nof a typical city council.\nTHE\n\nThe\n\nCOMMITTEE\n\nAND\n\nTHE\n\nQUESTIONNAIRE\n\nfact that English to foreigners is usually given in night schools\n\nand day classes under the departments of elementary education caused the\nCommission to regard this ever-growing field of educational endeavor as\nnormally within its scope of supervision.\nThe close relationship between the progress of the school child from\nng\nan immigrant home and the educational needs of non-English-speaki\n\n"}
{"page": 364, "printed_page": "342", "text": "342\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nparents is widely recognized and demands greater attention from teachers\nand school officials.\n‘The Chairman of the special committee decided, in consultation with\nthe Chairman and members of the Commission, that the study of methods\nand work with non-English-speaking children should be taken up in a\nlater report.\nhy\nThe Chairman of the Committee on Adult Immigrant Education consulted with specialists who had compiled the Carnegie Americanization\nStudy before taking new steps in this field of investigation.\nIt was learned\nthat their study ended in November, 1918. The N. E. A. Committee\ntherefore decided to begin its investigations where the Carnegie Study\nended.\n‘The general aims of the committee’s questionnaire were: (a) To discover tendencies in educational practice in work with immigrants by sending the questionnaire to States and cities where classes were known to be\nnecessary.\n‘The full list of the cities and States responding is given at\nthe end of the report.\n(Nearly 60 per cent of the 144 responded.)\n(6) To compile the findings of the questionnaire and outline, with the\nreplies to each question, the need for further development and increasing\nefficiency, noting achievements of special value.\nThe compilation covered two years of progress in night schools, industrial\nclasses, and women’s day classes.\nCONTENTS\n\nCommunity and independent organizations assisting public schools\nextension of work.\nThe securing of pupils.\nTerms and sessions for various types of day and evening classes.\n\nClass work and methods:\n\n(1) Courses of study;\n\n(2) Grading;\n\nin\n\n(3)\n\nSocial activities; and (4) Home and neighborhood classes for women,\nwith special attention to: (a) Recruiting and holding attendance; (db)\nCare of children; and (c) Special types of subject-matter.\nTeachers: Special training.\nSalaries: Basis by session, month, year, and amount.\n‘Type of position: (1) Part-time teacher; (2) Full-time specialist; and\n(3) Director of special work.\nSupervision:\nDepartment or official.\nQualifications and training.\nConferences with teachers: frequency; nature of.\nGeneral recommendations for solving difficulties confronting the work.\nA few conclusions based on the questionnaire.\nA collection of special articles from States and cities where developments\nof unusual value were discovered makes up fully half of the report.\nNo\nattempt was made, however, to include in these special reports work\nalready published in book or pamphlet form.\n\n"}
{"page": 365, "printed_page": "343", "text": "REPORTS OF COMMITTEES\n\n343\n\nA recently compiled bibliography on immigrant education may accompany the publication.\nThe report is illustrated by seven pictures showing typical classes in\nvarious localities and groups throughout the United States.\n\nIn consultation with Mrs. Marcaret 8S. McNaucut, Chairman\nCommission, Dr. Payson SmirH, and Miss OivE M. Jones.\nOUTLINE\nOLIVE\n\nM.\n\nOF REPORT\nJONES,\n\nON EDUCATION\n\nPRINCIPAL\n\nOF\n\nPUBLIC\n\nOF THE JUVENILE\nSCHOOL\n\nNO.\n\nof\n\nDELINQUENT\n\n120, NEW\n\nYORK\n\nCITY\n\nThis report has twice been announced as completed, once in Atlantic\nCity at the meeting of the Department of Superintendence, and again in\nDes Moines at the 1921 meeting of the National Education Association.\nOn both occasions, while arrangements for publication were pending, new\n‘These experiences have resulted\nand very desirable matter came to hand.\nin an entire change of plan and may result in the issuance of the report\nin separate monographs prior to its publication as a complete report and\nits incorporation into the final report of the Commissioner.\nThe new matter includes reports of various individual efforts to solve\nthe problem of the proper care of the juvenile delinquent, a mass of letters\nand clippings of articles evoked by the recent Nation-wide interest and\nof\nalarm caused by the extreme youth of the criminals of today, reports\ncertain\nand\ncauses,\nsame\nthe\nby\nactivity\nto\nroused\norganizations recently\nIt is felt that our report will be\npublications of the Children’s Bureau.\nrecognition and comment conincludes\nit\nunless\nvalue\nor\neffect\nlittle\nof\ncerning these later additions to the literature of delinquency.\nThe plan of our report, therefore, includes:\ndelinquent.\nI. Accounts of individual types of work with the juvenile\nby Olive M.\nschool,\nonary\nprobati\nthe\nas\nknown\nalso\ncare,\n1. Day-time\nattempt to\nul\nJones, Principal of P. S. 120, New York, the first successf\nready for\nand\ned\ncomplet\nis\nThis report\nhandle the problem in this way.\nthis\nBoston\nin\ns\nmeeting\nat\nted\ndistribu\nExcerpts have been\npublication.\nyear.\nis conducting at\n2. Twenty-four hour school, by Fred C. Nelles, who\nive work.\nprevent\nin\nWhittier, California, a most interesting experiment\ntion.\nThis report is completed and ready for publica\ne delinquents, by\n3. Modern institutions for parental care of juvenil\nYork, where the\nNew\ny,\nIndustr\nof\nnt\nntende\nHobart C. Todd, Superi\nThis report is in preparainstitution constitutes a whole town of its own.\ntion.\n\nby members of the\n4. Modern bureaus of attendance and child welfare\nNew York City\ne,\nWelfar\nChild\nand\nstaff of the Bureau of Attendance\ntion.\nprepara\nin\nis\npublic schools. This report\nly issued material conII. A digest of the most important of the recent\ncity schools. This new\ncerning juvenile delinquency in its relation to our\ninquiry into conditive\nmatter now in preparation will include an exhaus\n\n"}
{"page": 366, "printed_page": "344", "text": "344\n\nNaTIONAL\n\nEpucaTion\n\nASSOCIATION\n\ntions regarding juvenile delinquency made by Sara L. Rhodes for the\nTeachers’ Council, New York City, a report by Dr. William Healy, of\nthe Judge Baker Foundation, Boston, and the editorials and magazine\narticles already referred to.\nIII. Comment on both of the foregoing divisions of the report and\nresolutions to be presented for endorsement by the representative assembly,\nNational Education Association.\n‘This is entirely new material suggested\nfor addition to the report by Mrs. McNaught, Chairman of the Commission, after the original report was presented at Des Moines.\n\nREPORT OF THE COMMITTEE ON FINANCING DELEGATES TO THE REPRESENTATIVE ASSEMBLY 3\nCORNELIA\n\nS. ADAIR,\n\nTREASURER\nTION,\n\nOF\n\nTHE\n\nNATIONAL\n\nWILLIAMSBURG,\n\nEDUCATION\n\nASSOCIA-\n\nVIRGINIA\n\nSince its appointment in October, 1920, your committee has been investigating the methods of financing delegates used by other National\norganizations, and making a systematic canvass of individual teachers\nand teachers’ associations, affiliated and unaffiliated, for suggestions on the\nsubject.\nA Progress Report was submitted at the Des Moines meeting.\nIn\nspite of the fact that few national organizations pay any part of their\ndelegates’ expenses the committee believes that the payment of some part\nof the expenses of both local and State delegates by the National Education\nAssociation is advisable.\nThe average expenses of a delegate is $200.\nIf the National Education\nAssociation should pay even so small a part as one quarter of the expenses\nof each member of a delegate body of 1000 persons, the cost would\nbe\n$50,000, or one fourth of the total revenue for 1921-22.\nTo take such\na sum from the running expenses at present is manifestly impossible\n.\nAt the Des Moines meeting, Mr. Reuben T. Shaw, of Philadel\nphia, introduced two resolutions looking toward raising dues either\nto $2.50 or\n$3.00. This was done in order that dues might be raised\nat the Boston\nmeeting if the Delegate Body so desired.\nThe Committee, however, does not recommend the raising\nof dues for\nthe following reasons:\nFirst :—Such action would seriously cripple the Association\nin its membership drives.\nSecond :—In the last analysis the raising of dues is simply another\nmethod\nof asking the local associations to finance their own delegates.\nThe committee wishes therefore to make the following report:\n1. That it is impossible for the National Education Association\nto pay\nany part of the delegates’ expenses at present without raising\ndues.\n2. That the Committee does not think it wise to raise dues at\nthis time.\n*In addition to the chairman,\n\nthis committee\n\nincludes\n\nthe members\n\nlisted on page\n\n32.\n\n"}
{"page": 367, "printed_page": "345", "text": "REPORTS OF COMMITTEES\n\n345\n\n3. That it is the opinion of this Committee that some plan for partially\nfinancing delegates should be adopted by the National Education Association as soon as it can arrange to do so.\nThree plans have been suggested:\nI. (a) For the payment of State Delegates’ expenses:\n1/3 to be paid by the National Education Association.\n1/3 to be paid by the State Teachers’ Association.\n\n1/3 to be paid by the State Delegate.\n(b) For payment of Local Delegates’ expenses:\n1/3 to be paid by the National Education Association.\n\n1/3 to be paid by the Local Teachers’ Association.\n1/3 to be paid by the Local Delegate.\nThis plan should not be construed as opposed to the payment by a State\n\nor local association of both its own and its delegates’ expenses.\n\nII. That the National Association shall pay a per diem of not less than\nthree dollars ($3.00) for the actual number of days spent at the convention.\nIII. That the National Association shall pay one fourth (14) of the\nactual mileage of each delegate.\n4. The Committee urgently requests that each State Director or Chairman shall discuss these suggestions with his Delegation and report their\nrecommendations to the Chairman of this Committee at the earliest possible\nIt is\ndate. ‘Iwo resolutions have been received from State delegations.\nlike\ntake\nwill\ngroup\nlocal\nthe hope of this committee that every State and\n\naction.\n5. As a step toward attaining the end in view the committee urges that\neach local association adopt the National Education Budget System and\n‘This\npay its dues into the National Association as an organized group.\nNational\nthe\nthat\ndues\nmethod should so minimize the expense of collecting\nof\nEducation Association would in time be able to pay at least some part\ndelegates.\nits\nthe expenses of\n\nREPORT\nEDITH\n\nA.\n\nLATHROP,\n\nDEWALKER,\n\nON SOCIAL\n\nSPECIALIST\nSPECIALIST\n\nBUREAU\n\nOF\n\nIN\nIN\n\nRURAL\n\nHYGIENE’\nEDUCATION,\n\nKINDERGARTEN\n\nEDUCATION,\n\nNINA\n\nAND\n\nEDUCATION,\n\nWASHINGTON,\n\nD.\n\nC, VAN-\n\nU. S.\n\nCc.\n\nMiss Lathrop\nThe Institute and Conference on Social Hygiene to which\non AssoEducati\nl\nNationa\nthe\nfrom\ns\ndelegate\ned\nappoint\nand myself were\nThis\n1921.\n4-6,\nciation, held a three-day session in Washington, October\nHealth,\nof\nment\nDepart\nwas conducted by four organizations: the District\nHygiene Society, and\nthe U. S. Public Health Service, the District Social\nService.\nHealth\nS.\nU.\nthe\nto\nthe Women’s Advisory Council\n‘Report of the Delegates\n\nof the District of Columbia\n\nto the Conference\n\non Social Hygiene\n\nand the Social Hygiene\n\nits work during the year 1921-1922.\n\nCouncil\n\nfor the Women\n\norganized\n\nto continue\n\n"}
{"page": 368, "printed_page": "346", "text": "346\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThe sessions included an open meeting at the Central High School, four\nhalf-day sessions, three round tables followed by a joint session, and a\nluncheon.\n‘The speakers were the outstanding authorities on the different\nphases of social hygiene. Among these were Dr. Thomas W. Galloway,\nDr. Rachel Yarros, Dr. B. C. Gruenberg, Dr. C. C. Pierce, Dr. Valeria\nParker, Dr. H. H. Hazen, Dr. Kate Karpeles, Judge Kathryn Sellers,\n\nMr. Alan Johnson, and Mrs. Mina C. Van Winkle.\nAt these meetings the subject of social hygiene was presented and discussed from the educational, medical, and legislative standpoints.\n‘The\nneed of sex education was stressed; the necessity for medical treatment\nresulting from the ignorance of the facts of sex was shown; and the\nimportance of legislation for the control of venereal diseases, and the\n\nrepression of vice was pointed out. “The speakers stated that many States\nhad enacted laws of this kind but that the District of Columbia had not\nyet done so. At the last session the delegates met in three round tables\nfor a further discussion of the three aspects of the subject, and later in\njoint session to draw up resolutions concerning the action needed to improve\nconditions in the District of Columbia.\nAll the organizations represented\nwere urged to work for the passage of two bills that have been introduced\ninto Congress—the Venereal Disease Control Bill and the Vice Repressive\nBill. A detailed report of the Conference was made to the President of\nthe National Education Association soon after its close.\nThe efforts of the organizations represented in the Conference to improve\nthe conditions in the District of Columbia did not end with the holding of\nthe Conference.\nIn accordance with one of the resolutions passed by the\nConference, a Social Hygiene Council for the District of Columbia was\norganized in November in which all the codperating organizations, over\ntwenty in number, were represented.\nAmong the purposes of this organization two were of special importance.\n‘The first was to make an intensive\nstudy of Social Hygiene problems, and the second to work with the existing\nGovernment agencies to improve the conditions in the District.\nThe new\norganization elected officers and formulated its plan of work.\nThis provided for meetings at stated times throughout the year.\nIn order to carry\nout the first purpose the U. S. Health Service prepared a program of\naddresses by specialists on the several aspects of social hygiene—two for\neach month.\nThis was accompanied by a detailed bibliography, so that\nthose who wished to prepare themselves for leadership in social hygiene\nwork might be enabled to do so. A certificate was offered to those who\ntook the course and prepared an acceptable thesis of 1000 words upon one\nof a group of subjects named.\n‘The series of addresses is appended to this\nreport.\nMuch practical work was done also in carrying out the Council’s second\npurpose.\nThe bills before Congress were thoroughly explained and their\nstatus reported upon as time passed. ‘The Vice Repressive bill had already\nbeen introduced into the Senate and this had been presented to Mr. Focht,\nchairman of the District House Committee by the District Commissioners,\n\n"}
{"page": 369, "printed_page": "347", "text": "Reports OF COMMITTEES\n\n347\n\nbut no action had been taken. A committee was therefore appointed to\ncall on Mr. Focht, asking that a similar bill be introduced into the House.\nSuch a bill was introduced, and one hearing has been held, but the bill has\nnot been reported out of the committee by either House or Senate.\nThe Disease Control bill, generally known as the Health bill, was also\nthoroughly discussed and several hearings have been held before both\nIn order to meet some objections\nHouse and Senate District Committees.\nthe original bill was superseded by another. “This has been approved and\nIt is one of three measures whose\nis now on the calendar of the House.\nset aside by the debate on the\nbeen\npassage is urged as essential, but it has\ntariff and other legislation.\nBecause there is a close relation between vice and feeble-mindedness the\nCouncil also worked for the passage of the bill for an institution for the\n‘To secure this and the selection of a suitfeeble-minded in the District.\nable site the Council is coéperating with a committee of one hundred citiIn all these efforts the Interdepartmental Social Hygiene Board,\nzens.\nthe District Social Hygiene Society, and the Women’s Advisory Council\nto the U. S. Health Service gave valuable and efficient service. The lastnamed organization, which is composed of National chairmen of public\nhealth committees or other official representatives of the leading National\nThe Social Hygiene\nwomen’s organizations, held a two days’ conference.\nFivea week.\nnearly\nlasting\nexhibit\nCouncil also held a social hygiene\nThe\nfeatures.\nits\namong\nwere\nfilms\nre\nmoving-pictu\nminute addresses and\nliterature\nvaluable\nmuch\ndistributing\nin\nalso\ninstrumental\nCouncil was\nand in carrying on some important lines of field work.\nnded that\nIn our report of the Institute to Miss Williams, we recomme\ne with\ncooperat\nion\nAssociat\nn\nthe District branch of the National Educatio\nthe\nout\ncarry\nto\nefforts\ntheir\nin\nDistrict\nthe various organizations of the\nlogthe\nwas\nthis\nthat\nclear\nis\nIt\nns.\nresolutio\nthe\nsuggestions embodied in\ntion National\n‘cal recommendation to make since we represented an organiza\nconcerned\nwere\nin its scope and the Institute and Social Hygiene Council\nwith social problems of the District.\nal Education AssoMiss Williams replied that until the District Nation\nto have us follow\npleased\nbe\nwould\nshe\ned\nciation organization was perfect\nMiss Lathrop\nrequest\nthis\nwith\nance\naccord\nIn\n.\nup the work of the Council\ns offered by the Social\nand I arranged to take turns in attending the lecture\n‘Together we attended\nHygiene Council of the District of Columbia.\nd\nreporte to each other the gist\nfive of eight lectures given. Fach time we\ns transacted at the Council.\nbusines\nof the lecture scheduled as well as the\nat satisfactory notion\nsomewh\na\nhave\nto\nBy this means we were both able\nin the Bureau of\nwork\nof\ne\npressur\nThe\nof what the Council was doing.\nprepare the theses.\nEducation made it impossible for us to\nEducation Association was held\nnal\nNatio\nct\nDistri\nthe\nNo meeting of\ndent Ruediger called upon Miss\nuntil June, 1922. At this meeting Presi\nng, for an informal report of the\nLathrop, who was present at the meeti\ny and the\nThe work of the year was reviewed briefl\nwork of the Council.\n\n"}
{"page": 370, "printed_page": "348", "text": "348\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsuggestions offered that the District National Education Association should\nbe represented at the Social Hygiene Council and that preferably these\nrepresentatives should be chosen from among those whose specialities were\nconcerned with social hygiene problems.\nAt the close of the report the\nassociation moved that the Misses Vandewalker and Lathrop be the representatives until the annual meeting in October, 1922.\n>)\n/\n\n"}
{"page": 371, "printed_page": "349", "text": "NATIONAL\nSECRETARY'S\n\nCOUNCIL\n\nOF EDUCATION\n\nMinutes,\n\nCuicaco\n\nMEETING\n\nOFFICERS\n\nPresident—Homer H. Srrrvey, President State Teachers’ College,\nsis\nCedar Falls, lowa\nVice-President—JOSEPHINE CorLiss Preston, State Superintendent of\nPablne instruction es 2 ooo 228s fe. Se\nOlympia, Washington\nSecretary—ADELAIE S. Baytor, Federal Agent for Home Economics\naa\ncee eee ee\neee\nWashington, D. C.\nFIRST\n\nSESSION—MonpaAy\n\nAFTERNOON,\n\nFEBRUARY\n\n27, 1922\n\nThe meeting was called to order by the President at 2 o’clock in the\nTiger Room of the Hotel Sherman.\nThe President spoke briefly on THE ELIMINATION OF EDUCATIONAL\n\nWASTE.\nAfter roll call by the Secretary, Mr. John F. Sims, Chairman of the Committee on Rural Education, presented a semi-final report on the work of\nhis Committee.\nOther committee reports were given as follows:\n1. Final report of the CoMMITTEE ON STATE ADMINISTRATION OF\nScHoots by C. P. Cary, Chairman, Chicago, Il.\n2. Preliminary report of the ComMITTEE ON AMERICAN TEACHERS’\nCotiecEs by Charles McKenny, Chairman.\n_ Addresses were made by Dr. John J. Tigert, U. S. Commissioner of Education, on RECENT EDUCATIONAL Procress IN THE UNITED STATES, and\nby Miss Charl Ormond Williams, President of the National Education\nAssociation, on THE Horr AND THE RESULT OF AMERICAN EDUCATION.\nSECOND\n\nSESSION—Tuespay\n\nAFTERNOON,\n\nFEBRUARY\n\n28, 1922\n\nThe meeting was called to order by the President at 2 o’clock in the\nTiger Room of the Hotel Sherman.\nLucy Page Gaston, Superintendent of the Clean Life Movement, was\nallowed time to speak on the CicaARETTE SiruATION and explain the Clean\nLife Pledge.\nR. G. Jones, President of the Department of Superintendence, addressed\nthe Council on GREAT EpUCATIONAL ACCOMPLISHMENTS.\nReports of Committees were presented as follows:\nOF SEVENTH,\nreports on REORGANIZATION\n1. Sub-Committees’\nChiChairman,\nJudd,\nH.\nCharles\nGrapes,\nNintuo\nAND\nE1icHtH,\ncago, Illinois.\na. The Junior High-school Program of Studies, James M. Glass,\nHarrisburg, Pa.\nb. Junior High-school Buildings, J. H. Bentley, Duluth, Minn.\n[349]\n\n"}
{"page": 372, "printed_page": "350", "text": "350\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\n2. Semi-final report on CHANGES NEEDED IN THE ELEMENTARY\nScHooL Courses, Katherine D. Blake, Chairman, New York\nCity.\n3. PARTICIPATION OF TEACHERS IN SCHOOL MANAGEMENT, Harlan\nUpdegraff, Chairman, Philadelphia, Pa.\nFollowing the last speaker, and supplementary to his report on Junior\nHigh-school Buildings, Mr. Bentley showed pictures of school buildings\nin Cleveland, Detroit, and Richmond, Indiana.\nAt the close of this session an informal conference on Teachers’ Councils\nwas held under the direction of Mr. Updegraff.\nCONFERENCE OF THE SOCIAL HYGIENE SECTION\nCOMMITTEE ON THE COMMUNITY AND THE\nEDUCATION\nOF YOUTH\n\nOF THE HEALTH\nCHARACTER\n\nThis conference was held in the Hotel Sherman and formed a section\nof the National Council of Education.\nThe report is, therefore, herewith\nincluded in the proceedings of that body.\nThe program is as follows:\nThe Nature of Character and the Manner of its Education—Otis\nW. Caldwell, New York City.\nThe Coérdination of the Community Agencies in Effecting Character Education—Albert Shiels, New York City.\nThe Bearing of Social Hygiene Education upon Character—T. W.\nGalloway, New York City.\nDiscussions :\nWilliam B. Owen, President, Chicago Normal College, Chicago, Ill.\nP. B. Stetson, Superintendent of Schools, Dayton, Ohio.\nTHIRD\n\nSESSION—Tuespay\n\nEVENING,\n\nFEBRUARY\n\n28, 1922\n\nThe meeting was called to order on the mezzanine floor of\nthe Hotel\nSherman at 8 o’clock by the President.\nAs the first part of the program of the evening was given\nover to reports\nof the Joint Health Committee, the President introduced\nDr. Thomas D.\nWood, Chairman of that committee, who took charge\nof the meeting.\nDr. Wood spoke on Justice AND EQuaLiry FoR Cui_tp\nHEattH and then\nintroduced other speakers as follows:\nContribution of Physicians in F orty-two States to\nthe Health Work\nin the Schools—John M. Dodson, Chicago, III.\nWhat the Women are doing to Promote Health\nin Schools—Mrs.\nIra Couch Wood, Chicago, III.\nResponse of the Teachers to the Health Challe\nnge of the Physicians—William B. Owen, Chicago, Ill.\nThe latter part of the evening program was\ngiven over to the committee\non THE TEAcHING or Democracy.\nA. Duncan Yocum, Chairman of\nthis committee, spoke briefly on the Tren\nSuccEsrep ESSENTIALS oF DeMOCRACY and then introduced Mrs. Fannie\nFern Andrews, Boston, and\nWalter Brown, Fairmont, W. Va., who presen\nted respectively:\n\n"}
{"page": 373, "printed_page": "351", "text": "NaTIONAL\n\nCouNcIL oF EDUCATION\n\n351\n\n1. A General Discussion of the Ten Essentials.\n2. English—lIts Relation to the Ten Essentials.\nFOURTH\n\nSESSION—WEpDNESDAY\n\nAFTERNOON,\n\nMarcu\n\n1, 1922\n\n. The meeting was called to order by the President at 2 o’clock in the\nTiger Room of the Hotel Sherman.\nThe entire program was devoted to reports of progress of standing committees, as follows:\nVocational Education—Adelaide Steele Baylor, Chairman, Washington, D. C.\nGraduate Education—Walter A. Jessup, Chairman, Iowa City,\nIowa.\nEducational Surveys—A. E. Winship, Chairman, Boston, Massachusetts.\nAdult Illiteracey—Cora Wilson Stewart, Chairman, Frankfort,\nKentucky.\nCharacter Education—Milton Bennion, Chairman, Salt Lake City,\nMrs. Mary D. Bradford, Wilmington, Del. A. Duncan\nUtah.\nYocum, Philadelphia, Pa.\nThe Continuity of Education—J. M. Gwinn, Chairman, New\nOrleans, La.\n\nThe meeting adjourned.\n\nTHE\nHOMER\n\nH.\n\nELIMINATION\nSEERLEY,\n\nPRESIDENT\nCEDAR\n\nOF EDUCATIONAL\nTHE\n\nIOWA\n\nFALLS,\n\nIOWA\n\nOF\n\nSTATE\n\nWASTE\n\nTEACHERS\n\nCOLLEGE,\n\nThe main problem in administration of American education today is\nThe\nthe wise use of the public income by a rigorous elimination of waste.\nof\nent\ndevelopm\nconstant\nthe\nstudies;\nof\nrapid enlargement of the program\nvariety\nin\nstudents,\nand\npupils\nAmerican\nof\nneeds\nthe assumed extraordinary\nbudget of\nand opportunity of education; the regular expansion of the\narisen;\nhave\nnecessary expenditures to meet the actual emergencies that\na part\nas\nschools\nof\nthe advancing ideals of the purposes and the functions\nall\nare\nn,\nlegislatio\nin\nshown\nas\nof the progressive program of civilization,\nship\nstatesman\nted\nequilibra\nbest\nthe\ndemand\nfundamental undertakings that\nthe metes and\nof the age to interpret, to integrate, and to decide whereby\nmay be wisely\nthe bounds of human efforts for the present and the future\ndetermined.\nof the Union\nIt is time that serious work is in progress in every State\nwill give\nthat\non\neducati\nof\nes\nto ascertain the qualities and the quantiti\nof\nulness\nmasterf\nin\nand\nence\nintellig\nin\nworld\nAmerica the leadership of the\nis\nprogress\nentary\ncomplim\nvery\nthat\ntrue\nis\nIt\ncapability in citizenship.\nuniat\nby the aims\nbeing made in adjusting the many problems produced\npromoters, and\nts,\npublicis\nthat\ntrue\nis\nIt\n.\ntraining\nand\non\nversal educati\nin developworld\nthe\nof\neducators are notably investigating the experience\n\n"}
{"page": 374, "printed_page": "352", "text": "352\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\ning national efficiency, power, and character. All these are recognized as\nimportant and essential amid the most complex conditions of society and\ncitizenship that any nation has ever known, but it is also true that very\nlittle attention is given to conservation of resources obtainable for education, and less and léss attention is given to the extraordinary and unusual\nwaste that has accompanied these undertakings and enterprises.\nWhat is necessary for the welfare and the perpetuity of society and of\nbusiness and of National success is a kind of thrift and of economy that\ndoes not exist today in American transactions and expansion. Our leaders\nof public opinion and of important progress too generally overlook the\nfact that there is a sensible limit to what is necessary and absolute in\neducational expenditures.\nThese expenses include (1) the overhead of\nbuildings, equipments, organization, and administration; (2) the overhead\nof varieties of supervision, inspection, and direction that are preliminary\nactivities to secure public aims, unclassified and uncontrolled; (3) the\noverhead of propaganda, political, social, intellectual, moral, and religious\nthat dictate economic realities and possibilities. All of these preliminary\nexpenditures are assumed to be absolutely necessary to be provided and to\nbe adjusted before the actual efforts of education’s instrumentalities can be\napplied to the training of children and youth. It must be evident then that\nthe United States and every individual sovereign State must demand appropriate and expected educational returns for every dollar expended from\nthe public treasury in order that educational waste may be avoided.\nIn\nsome way this vast overhead should be reduced and the public income\nshould be spent more certainly upon the individuals to be improved and\ntrained by the educational system.\nTo this should be added the great expenditures that have come from the\nvast array of organizations and societies that are official, professional,\nscholastic, social, and scientific, which are seeking the determination and\nthe adjustment of public opinion. All these require time, effort, money,\nand thought that belong to society if they are to be maintained and perpetuated. Society has reached such a highly organized state that all occupations, undertakings, and aims of labor, business, industry, politics, and\nindustries partake of types of professions, educational, social, and religious\nthat their conclusions must always be reckoned with as factors in expense\n\nand in management that are extremely difficult to be realized by even the\nmost thoughtful men and women of these times.\nThis summary of actual conditions should not be interpreted as the aims\nof an alarmist or as the thought of one who fears the results of democrati\nc\ncontrol and propaganda, because these interpretations must be accompan\nied\n\nby the highest confidence in republican principles of governme\nnt and in\nthe value of the dominance of public opinion.\nBut this review of social\nand political phenomena is given to emphasize the urgent and\nimperative\n\nneed for the elimination of all waste that can be rightly charged\nto the\nAmerican system of public education.\nIs it not evident that there is reason to conclude that the United\nStates\n\n"}
{"page": 375, "printed_page": "353", "text": "NaTIONAL CoUNCIL OF EDUCATION\n\n33\n\nof America should take an invoice of the public policies now practiced in\norder to seek to check much of the overhead expenses so that there might\nbe more money for the actual applications of the popular education of the\nmasses.\nIt does seem that thrift, and thrift alone, is the only agency of\nmanagement that can save the American people from extravagance and\nuseless waste.\n\nSEMI-FINAL\nJOHN\n\nF.\n\nSIMS,\n\nOF THE COMMITTEE\nEDUCATION\n\nREPORT\nRURAL\n\nCHAIRMAN,\n\nPRESIDENT\n\nSTEVENS\n\nPOINT,\n\nOF\n\nTHE\n\nSTATE\n\nNORMAL\n\nON\nSCHOOL,\n\nWISCONSIN\n\nA concise, clean-cut, comprehensive, and dynamic statement of our\nslogan for rural-school betterment is to be found in the resolutions adopted\nby the first representative assembly of the National Education Association\nat Des Moines, July, 1921: “We call attention to the fajlure to provide\nan adequate program of education for the children living in the rural\nareas of our country, and we urge that the educational opportunities provided for children in rural America be made equivalent to those offered to\nchildren in the most favored urban communities, and to this end we recommend that larger units of taxation and administration than the ordinary\nschool district be adopted, such as the township or town and the county.’\nYour committee on rural education will function in proportion as its findings will elevate the rural schools through purposeful activity of the people\nin rural districts—those who are to be the beneficiaries of betterment—\nto higher and higher levels until they approach the limit of efficiency.\ny,\nWe have a long distance to travel—‘‘It’s a long, long way to Tipperar\nbe\nmust\nupward\nand\nEvery step forward\nbut our heart’s right there.”\nconhard\nof\noutside\nroad\nroyal\ncovered by the foot of toil. There is no\nscientious work.\nso vital\nWhat are the elements involved in the solution of this problem\nIs the\npeople?\nour\nof\nwelfare\nthe\nto\nand\ntion\nciviliza\nour\nof\nto the interest\nhtwentiet\nour\nof\nes\nrural school equal to demands of the positive necessiti\nthe\nthat\nall\nit\nof\nsupport\nIs our moral and financial\ncentury civilization?\n\ngravity of the situation demands?\n\nIntelligence among all the people is the\n\ns the progress of the\nstanding army that safeguards the liberty and promote\n\nRepublic.\n\nOur liberties are to be preserved\n\nand extended\n\nby battling\n\ned and sufficiently\nvaliantly for a school system, constructively organiz\nhing the threshold\napproac\nfinanced to send from its portals boys and girls\nand character of\nence\nintellig\nof manhood and womanhood, who possess\n\nin possession of the\nsuch degree as will make them good citizens—who are\n\nand who by reason of\ntools of the civilization into which they are born\nimprove that civilization.\ntheir initiative, industry, and insight can and will\n\nleast the following eleFor the rural schools this problem involves at\ninterest among our\nuctive\nconstr\nments: The arousing of an intelligent and\nhome. The rural\nat\nen\nchildr\nown\ntheir\nrural people in the education of\n\n"}
{"page": 376, "printed_page": "354", "text": "354\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\npeople find this opportunity elsewhere, but there should be no abridgment\nof opportunity at home.\nWith clear vision of the purpose of education,\nwith the proper and determined spirit governing the people, then and not\ntill then will the proper means for rural education be supplied.\nNor do\n\nthe means to be furnished demand most attention; it is the willingness to\nmake the utmost use of those at hand which must/be cultivated, a willingness so purposeful and cordial that if those means are not adequate others\nwill be supplied. “This is the point of leverage. “The voice of the rural\npeople in their own largest interest is not heard in the halls of legislation,\nState or National. We need an evangelist to prepare the way—a modern\nJohn the Baptist—a new Horace Mann who will vitalize rural communities now intellectually stagnant, and who can inspire a healthful loyal\nsentiment which will give wholesome resultant direction to every educational movement of the community to achieve the purpose sought. Rural\npeople must not be satisfied with inferior educational facilities—without\nsuch arousal and its dynamic reaction, little progress can be made.\nMany rural. communities cannot meet the expense of the schools they\nought to maintain. The imperative need is for more money—more money\nfor buildings and equipment, for school gardens and school farms, for\nteacherages, for salaries of teachers at work, and to keep highly trained\nand successful teachers in service. Education is not a local problem, for\nthe integrity and perpetuity of the State and Nation are concerned in its\nsolution. Therefore, there must be poured into the local treasury a stream\nof contributions from State and National reservoirs. Most of the States\nare now taking such contributions, and if the Towner-Sterling bill is\nenacted (and to secure its enactment into law every friend of education\nshould wage battle, enthusiastically and codperatively, until the will of the\npeople becomes the law of the land), provision will be made for the apportionment annually among the States of $15,000,000 for the preparation\nof rural teachers and of $50,000,000 for the equalization of educational\nopportunity.\nThe localities which need the best efforts of leaders in the rural school\nline of work are too often the ones which can afford the smallest outlay,\nand consequently get the poorest service. Outside help must come to such\nplaces, and wealth, wherever it is, must, if we are to live up to our American\nideals, be taxed for the education of children, the hope of the Nation,\nwherever they are found.\nThe cause of America is the cause of education which elevates the individual by reason of his activity of mind and conscience to higher and higher\nplaces until the summit of manhood is reached. We must gird our loins\nand fight for an elementary public-school system sufficiently financed to\nattract to the service of teaching the best and noblest of our young men\nand women.\n‘Thousands of teachers have left the profession in the last:\nfew years because the compensation received has been less than that of\nunskilled labor. ‘The test of education is to be found in the kind of teacher\nemployed, and until we feel this with the strength of irresistible conviction\n\n"}
{"page": 377, "printed_page": "355", "text": "NaTIONAL CoUNCIL oF EDUCATION\n\n355\n\nand act in accordance with that feeling we fail in appreciation of those\nwho train the citizenship of America—and surely we are neglecting the\nfoundations. The influence of a good teacher cannot be overestimated.\nThe rural school includes more than teacher, pupils, texts, and apparatus.\nThe good rural school is the creation of the best impulses and purest\nmotives of the community.\nIt is the intellectual center—an integral part\nof the people, organized in response to a healthy community of purpose.\nThere are in the neighborhood of two hundred thousand one-room schools\nin this country, one third of which, due to poor roads, local jealousies, fear\nof increased taxation, and loyalty to the institution in which the voters\nthemselves were schooled, will remain as one-room schools for many years.\nHopefully patrons of these schools are animated by the desire to make\nthe one-room school the best that it can be made to develop in its product\nthe qualities adequate to meet the demands and conditions of modern rural\nlife.\nGod helps those who help themselves; yet the power of the single district\nto help itself is limited by the amount of taxable wealth in the district. So\nthe larger unit contributes from larger sources of taxable wealth, making\nthe basis for distribution the number of children between certain ages in\nthe district—in Wisconsin, for example, those between four and twenty\nyears. This is the basis most frequently used throughout the United States.\nThe need for better conditions must be felt in the local district, and\nprogress will accelerate as the people of that locality will tax themselves to\nsecure better conditions, although State aid in initiating the movement will\nprove to be a wholesome stimulant.\nIn this Nation there is evidence among rural people themselves that the\none-room school does not give its pupils a hunger and thirst for the good\nThis improvement\nthings of life. They are groping for improvement.\nof study and\nmatter\na\nas\npartly\nwill come partly as a spiritual process,\ninitiative.\nand\nresolution\nof\nmatter\na\nas\nmuch\ninvestigation, and very\nTherefore, the rapid progress of a movement involving the abandonment\nof the small schools in favor of associate schools, union schools, partially\nconsolidated, and completely consolidated schools—all looking toward the\ncreation of better educational facilities at home, extending the educational\n\nhorizon and enlarging the circle of local effort. Said Lincoln: “It is the\nheritage of all the youth of America that they shall have an unfettered\nstart and be given a fair chance in the race of life.”\nSo comes the impetus of consolidation—a dynamic movement, the most\nhighly consequential movement now under way to bring the rural youth\nWitness its marvelous growth in Ohio,\ninto their educational heritage.\nSouth, and in the far West, wherever\nthe\nin\nEngland,\nIndiana, Iowa, New\nunit has obtained its growth it has\ntaxing\nand\nadministrative\nthe larger\nflourished most completely.\nAxiomatically desirable educational activities should be stimulated and\nthe burden of taxation should be equalized.\n\nmoney\n\nenough\n\nfor public elementary\n\nAmerica is wealthy.\n\nand secondary\n\n‘There is\n\nschools of highest\n\n"}
{"page": 378, "printed_page": "356", "text": "356\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nefficiency if the available funds are justly and wisely distributed.\nIt is a\nproblem of finance.\nConsolidation may or may not cost more money, and decision will never\nbe made on the basis of the financial aspects of the problem alone. Consolidation must justify itself by its demonstrated superiority over the timehonored district system, or it will not generally obtain.\nThe consolidated school is a rural-life institution giving greater service\nin the way of a longer school year, better equipment, increased regularity\nof attendance, a more scientifically organized curriculum, a higher quality\nof teaching force, and more purposeful opportunity for mental and moral\ngrowth through self-activity than is possible under the district system. The\nsupreme question is will it produce a higher product of citizenship?\nAll\nother considerations must sink into insignificance.\nIt is the judgment of\nyour committee that consolidation is the true solution of the problem which\nseeks to give the rural youth a secondary education at home.\nHe surely\nis as deserving as the youth in the most favored urban community.\n\n‘The teacher is the soul of the school. All instruction must minister to\nthe development of the child mentally, morally, and physically, and\ngrowth comes only through the exercise of mind, conscience, and body,\nmaking for right behavior and right thinking. They are not parallel forces,\nbut each carries its own burden in the stages of development, bringing him\nto manhood with a fund of knowledge—a capital of skills and character\nstrengthened by wholesome discipline.\nOurs is the duty to take up the task and make for a nearer approach to\nequality of educational opportunity through the better training of teachers\nfor the rural schools.\nSchool is not mere school, nor a preparation for\nliving. School is a section of life, an extremely valuable section of it, and\nmust be so considered if we are to cultivate the child for his own needs,\nso that he gains power to meet the future by faithfully discharging the\nduties of the present.\nThe active agencies for the preparation of rural teachers are the training\ncourses in high schools, the county training schools, and the normal schools.\nThe university will some day have a vision of this function and do its\nshare. The function of education is to construct the man, and the means\nemployed in the training of teachers must harmonize to that end.\nThe content of courses in the training of teachers may be classified as\nprofessional, academic, and environmental.\nThe professional makes for\nthe development on the part of the teachers, of social amenities, appreciations, ideals, and skill; the academic for the scholarship which\ngives the\nteacher confidence in himself and inspires the pupils’ confidence\nin him,\nwhile the environmental enables him to use the rich, suggestive\nmaterial\nwhich lies in close proximity in such a way as to make it dynamic\nin the\nmental and moral growth of the child. We have not begun to\nrealize the\neducational stimulus of bringing the learner into close\nand sympathetic\ntouch with the real things of the rural community, cultivati\nng his powers\nof observation, imagination, construction, and judgment\nand enabling him\n\n"}
{"page": 379, "printed_page": "357", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n357\n\nto express himself in active work, keep eyes open, and hands at work even\nin the school.\nThe establishment by law of these teacher-training institutions is a\nrecognition of the rural school as an entity in itself. Their product will\nrender service in the schools for which they were prepared and will exert\na powerful influence in checking the action of school boards, who too often\nassume that the numerically small enrolment and low attainments of the\npupils are a proper measure of the qualifications of a teacher and who therefore employ an untrained novice, because of willingness to accept a small\n‘There is nothing stimulating in the work of a teacher\nremuneration.\nwhose qualifications are dependent upon the lack of scholarship in the\nschool taught. Good teaching demands scholarship, skill, and the adaptation of the curriculum to the grade of the pupil taught and the lower the\ngrade the greater the necessity of the trained teacher.\nis asked. I shall say that within the next\n“What is the minimum’?\nthree years we demand high-school graduation, plus one year of professional\ntraining; within five years, two years of professional training; within\nseven years, three years of professional training, and by the year of our\nLord 1932, four years of. professional training.\nAll institutions for the training of such teachers should maintain and\noperate observation and demonstration schools of the highest degree of\nefficiency, in order that students may observe skillful work of exactly the\nsame kind as obtains in those in which they themselves will function as\nFollowing observation they will practice in them or act as\nteachers.\nNone but the best\nassistants to expert rural teachers in other districts.\nknowlsympathetic\nand\nthorough\na\nqualified teachers, and those who have\nand\nobservation\nthe\nin\nteachers\nas\nengaged\nbe\nedge of country life, should\nion\ndemonstrat\nschools.\nThe rural teacher wielding the baton of authority must endow himself,\nit is his fight.\nunder guidance, with the qualities of leadership, for after all,\non.”\nHe must cultivate himself and “carry\nip,\nBriefly the elements of leadership are good health, adequate scholarsh\nble\nindomita\n,\ninitiative\nmind,\nc\noptimisti\nan\nas\nwell\nas\nclear vision, and open\nof the situation.\nwill power, and coéperative spirit—all leading to mastery\nthem, pointbeyond\nThe leader includes the opinions of others and extends\n\nmust be tactful,\ning the way to what must next be done for betterment. He\nand altruistic\ncourage\nwith\nimbued\nalert, aggressive, willing to lead, be\nHis responsiothers.\nserve\nto\ndesire\nerable\npurpose, and possess an unconqu\n\nand in these trying\nbility is commensurate with his degree of leadership,\nis responsible for imtimes when Bolshevism is rampant this leadership\nof a truly democratic\nmersing the great masses of the people in the spirit\nent and that it\ngovernm\ntheir\nis\ngovernment, making them realize that this\nan active part\ntake\nand\nit,\nte\napprecia\nis their solemn duty to understand it,\nte it. ‘This\nperpetua\nand\nimprove,\npreserve,\nin it in order that they may\n\nwork.\nleadership will assert itself in community-center\nss of the U. S. under\nCongre\nthe\nby\nenacted\n1787,\nof\nnce\nIn the ordina\n\n"}
{"page": 380, "printed_page": "358", "text": "358\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe Articles of Confederation organizing the Northwest Territory, is found\na sentence which should be written in letters of living light: “Religion,\nmorality, and knowledge being necessary to good government and the\nhappiness of mankind, schools and the means of.education shall be forever\nencouraged.”\n‘These words specifically applyingto the Northwest Territory are true Nationwide, and are as dynamic today as when they were\nwritten. ‘loo great pains cannot be taken, no cost is too high to carry out\nthe duty enjoined in this ordinance, and later incorporated in the constitutions of the several States, and implied in the Federal Constitution—\nthat wisdom and knowledge be generally diffused among the people, obeying\nthe law of radiation and not the law of concentration.\nIn harmony with this principle the school is not now regarded as an\nagency of the community, but an integral and sympathetic part of the\ncommunity.\nIt extends beyond the four walls of the school and makes its\nblessed influence felt in the humblest home, giving life and inspiration to\nadult as well as pupil. It is a community center ministering to the needs\nof all, commanding all to continue their education from day to day, from\nyouth to old age.\nThe rural school, then, whether the one-room school, the consolidated\nschools, or the rural high school, enlarges its efforts to function as a community center of recreation, music, art, debate, oratory, and the study of\ncommunity and National problems, for the development among children\nand adults of a type of culture, distinctly rural in character, yet not inferior\nto urban culture, in making for the enduring satisfactions of life.\nThe objectives of your committee then may be formulated as follows:\n1. America must have first-class schools in every community, rural as\nwell as urban. Equality of educational opportunity must not be a vision,\nbut a reality.\n2. Half-way, pitiable, temporary measures will not answer.\nLet us\norganize a five or a ten-year program, at the end of which period every\nrural teacher will have a minimum of four years of professional training\nbeyond high-school graduation.\n3. Multiply the number of consolidated and rural high schools.\n4. Secure such legislation as will finance rural schools more liberally\nthrough adequate State and Federal aid, yet not to the extent of weakening\nlocal initiative. America has wealth enough if it is wisely and scientifically\ndistributed.\n5. Education surpasses in importance all other governmental activities\nand is the very life blood of the Nation.\n6. Education is an investment and not an expenditure.\nNo field of\nhuman endeavor calls so loudly for dynamic leadership as does the rural\nschool. Let us keep the faith and fight a good fight to change it from what\n\nit is to what it ought to be.\n\n"}
{"page": 381, "printed_page": "359", "text": "NATIONAL CoUNCIL OF EDUCATION\n\nFINAL\n\n359\n\nREPORT OF THE COMMITTEE ON STATE\nADMINISTRATION OF SCHOOLS\nCc. P. CARY, MADISON,\n\nWISCONSIN\n\nThe student of educational administration is familiar with the fact that\nthere has been for years a tendency toward more and more centralization in public-school administration.\nThis, being interpreted, means making\neducation more and more a State function, and thus to some extent relatively\nminimizing. local autonomy in school administration.\nThe advocates of\ncentralization believe that this is the only way to secure efficiency, especially\nin backward communities.\nThere is a counter tendency, almost as clearly marked, to oppose further\ncentralization.\n\"Those who oppose centralization do so on the ground that\ncentralization breeds bureaucracy, tends toward stagnation and loss of\neducational interest in local communities.\nAgain, there are certain private\nand parochial school interests that oppose more or less openly any increase\nin public-school costs and in efficiency due to improved organization.\nThere are also those who express the doctrines that the State has no\nright to maintain itself in its present form of organization through indoctrinating the young, as they claim the State does do, when it directs what shall\nbe taught in the schools. Anarchists, for example, are not great friends of\nState-controlled education.\nUpon the whole, however, the process of centralization goes on. This\nmeans, for one thing, the gradual strengthening of State departments of\nIt means abler men at the head of such departments, greater\neducation.\nauthority, larger appropriations for such departments, more and_ better\ntrained members of the staff, longer tenure in the office of State superinThe change in this direction is\ntendent, or commissioner of education.\nalready well marked, and is, in the opinion of the committee, bound to conAt the present time\ntinue until it reaches its proper degree of efficiency.\nIn some the\nefficiency.\nthis\nof\nshort\nfalls\nit\nall,\nnot\nif\nStates,\nin most\nState machinery is still absurdly inadequate compared with the function it\nIn some States there is on the part of the political forces\nshould perform.\nan apparent attempt to make public education inefficient and to bring educational organization into confusion, if not disruption, by multiplying\neducational machinery.\nThe chairman of the committee asserts that in his own State, Wisconsin,\na very marked movement of this sort has been going on for several years.\nIf the multiplicity of boards is not intended to confuse and demoralize\npublic education, it is blind and stupid blundering that has created an independent board of vocational education and a State board of education,\nthe latter with no proper function to perform, but with power sufficient\nto be meddlesome and officious.\nThis legislation was primarily the work of politicians who wanted to\nget control, but could not under the old order; and of certain manufacturers\n\nwho\n\nwanted\n\nto use the schools to secure\n\nan abundance\n\nof cheap labor,\n\n"}
{"page": 382, "printed_page": "360", "text": "360\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\npartly trained at the expense of the State. At least this is the only reasonable explanation for the action, and some frankly admitted that such was\nthe object. There is developing a tendency for various industrial, political,\nand social and religious organizations to try to control or to hamper public\neducation.\nNaturally this varies in different States, but those who have\nnot sensed this are not of the observing type.\nLabor unions, non-partisan\nleagues, manufacturers, socialists, anarchists, and so on to the end of the\nlist, are coming to believe that they could carry on their propaganda much\nfaster if they could control the instruction of the young.\nWithin a year, the chairman says, he has been told by different persons\nthat the public schools must teach trade-union principles; principles of\nsocialism ; religion; trades; non-partisan principles; and he knows not how\nmany more.\n‘These persons were not all leaders of their sect or party, but\nit indicates how the wind blows.\nYour typical average politician has been\nso frightened by these rumblings that he hastens to assure these agitators\nthat he is “‘with them,” each and all. But it is impossible to get him to take\nany stand when it comes to the test.\nUnder such difficult and adverse conditions, what is the best form of\nState educational administration?\nThere is absolutely no way in the\nopinion of our closest observers and best thinkers of getting an organization\nthat will not suffer at times from the evils of politics.\nThe consensus of\nopinion seems to be in favor of a State board of education composed of\nmembers elected by the people without reference to any political party or\nany social, industrial, or occupational qualification.\nOne rock on which\nwe are likely to wreck ourselves is that of trying to secure harmony by\nmeans of getting every cantankerous and belligerent element represented on\nboards. When this comes about we shall have forgotten all about the\nboys and girls to be educated and shall proceed to stage an endless fight as\nto who shall control.\nSometimes it will be one element and sometimes\nanother, with consequent educational chaos.\nThe board at best is unsatisfactory, for it is sure to be mediocre\nin its\naction, no matter how able individual members are. Whatever\nis done\nhas to be a “consensus of opinion” and this is not wisdom but compromi\nse\nand adjustment of opinions, an elimination of the most progressi\nve measures.\nBut American opinion just now is such that we can scarcely\nexpect legislatures to grant one man the authority ‘that is necessary\nto carry forward\nthe educational work of the State in an efficient manner.\nThe public would\nrather trust its affairs to a mediocre board than to put\nthem into the hands\nof a single executive and leader, though the latter might\neasily prove ten\ntimes as effective. The worst thing that can be said\nabout democracy is\nthat in its Practical workings it does not seek, or\neven welcome, efficiency\nin its public affairs. To muddle along in a “so-so”\nfashion is the actual\npractice, and it must be cheap as well as inefficient.\nWhere such a board exists, it should choose the\nchief educational officer.\nBut the person so selected will vary owing to\nthe conditions from a political\nJack-in-the-box type of Secretary up to\na high-class, high-minded man\n\n"}
{"page": 383, "printed_page": "361", "text": "NaTIONAL COUNCIL OF EDUCATION\n\n361\n\nworthy to be commissioner of education in a great State. It will depend\nupon the ideals of the State and the status of practical politics. Such\nchance, it seems, we must take and make the best of it.\nAfter this preamble, let us formulate briefly answers to certain fundamental questions:\nW\nhat is the function of a State Department of Education?—Judging by\nthe answers received from many Of our leading educators in various types\nof educational activity from all over the country, there is a consensus of\nopinion that the State should have a head to its educational system and\nthat this head should be the State department of education.\n‘This department should direct public-school effort throughout the State, at least it\nshould have a large share in directing it. A State requires official leadership as much as a debating society needs a chairman, or an army a commandOne great purpose is to secure teamwork in educational\ning officer.\naffairs. \"This leadership is not merely formal, like the chairmanship of a\nIt must be vital leadership, and worthy leadership, not automeeting.\nIf the leader is leader in name only—that is, by virtue\ncratic or dictatorial.\nof the fact that by some hook or crook he has been elevated to high position\nwithout a sufficient background of training and experience and without\nsufficient native ability, including adjustability, the outcome must inevitably\nbe deplorable.\nThe following statements as to the function of such a department are\nchosen from letters sent to the committee, and quoted with approval: (1)\nTo interpret the educational statutes and act as an executive agency for the\ncarrying out of existing education statutes; (2) to exercise leadership\nthroughout the school system of the State; to unify, guide, and inspire; to\ngive publicity and to study the educational problems of the State scientifically; (3) to develop an adequate program of public education through\nthe securing of suitable legislation; (4) to focus the attention of the public\non the educational problems of the State; to secure codperation of organizations other than educational; to shape public opinion along lines of progressive education; (5) to collect, interpret, and give publicity to statistical\ndata of an educational sort, and to make surveys where needed in the\nState; (6) to serve (referring to the head of the department) as member\nof the various educational boards, such as university and normal regents.\n(Such membership should not exhaust the duties and responsibilities of\nthe chief educational officer in his relationship to the institutions. )\nWhy do not such departments function better than they ordinarily function in practice?—There is beyond question a belief among our leading\nIt is\neducators that such departments do not function as they should.\nan\nreach\nlarge,\nand\nby\ntaken\nquestionable whether such departments,\n\nefficiency of more than 25 on a scale of 100.\n\nWhy is it?\n\nHere are some\n\nof the answers that were sent to the committee: (1) Lack of money; (2)\nlack of a competent chief, or head, including lack of vision, training, experiof\nence, force, and executive ability; (3) lack of legal authority; (4) lack\n;\nassistants\nselecting\nin\nideals\nl\npublic codperation; (5) lack of educationa\n\n"}
{"page": 384, "printed_page": "362", "text": "362\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n(6) interference by the political forces of the State; (7) jealousy on the\npart of petty schoolmen, readiness to throw sand in the gearing whenever\npossible (There is much educational sabotage of this sort in many of our\nStates) ; interference by private school interests of.one kind or other (The\nmore success the public schools meet with the harder for private schools to\nexist) ; (9) interference by conflicting or rival organizations; and (10)\ninterference on the part of the industrial and the farming interests.\nWhat should be the size of a department in a State having approximately\na population of 2,500,000 in order to function properly?2—The opinion\nseems to be fairly general that in such a State, indeed in any State, the minimum number of members should be about forty. Eight or ten of these,\nat least, should be persons who could in the general educational market command a salary of from $6000 to $7500 a year. ‘These experienced, highlytrained, and capable persons would constitute the heads of departments, and\nthe number of such heads will depend on the types of activity to be supervised and guided.\n\nIt would certainly include: (a) Teacher training; (4) high schools;\n(c) graded elementary; (d) ungraded, semi-graded, and rural; (e) subnormal; (f) school buildings and grounds; (g) physical training and in\nthe broader sense, health; (h) libraries and library reading; (i) statistics\nand their interpretation.\n‘This list is not exhaustive, but some of these may\nat times be combined.\nA word of caution.\nA department should not be pigeon-holed off to\nsuch an extent that it becomes narrow and isolated.\nAll departments, or\ndivisions within the general department, should be parts of the orchestra,\nor, if you prefer, team workers like the properly trained foot-ball team.\nThe salaries paid to the remaining members of the staff should be at least\nthree times the amount paid in the average city grades. There should be\nabout a dozen stenographers and persons filling clerical positions.\nIt is not\nassumed in this statement that the department will undertake any activities\nother than those directly connected with the supervision and leadership\nin public schools. The sort of activities that are grouped together in the\nState of New York we are not here considering.\nWhat should be the relation of the head of the department to the higher\ninstitutions of learning?—The answer is that he should be a member of all\nboards having to do with public education such as the State university and\nState normal schools, and that in addition to his function as a board member\nhe should be expected to have great influence in shaping courses of study\nfor the training of teachers and should determine all matters of accrediting\nhigh-school graduates to the higher institutions of learning.\nFor universities to determine the qualifications of high-school graduates for entrance\nto\nsuch institutions is illogical, for it has a constant tendency to divert highschool training into mere preparation for college.\nThere is a general desire among thoughtful friends of public schools\nto\nput education on a basis of organization and finances, commensu\nrate with\nits importance to the State.\nBut this can only be done by creating some\n\n"}
{"page": 385, "printed_page": "363", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n363\n\nsuch department as has just been indicated.\nWe could expect real educational leaders from such a group, provided they were not harassed by\npetty schoolmen and petty politicians—a\npretty large proviso.\nShall we have men and women of the highest training and ideals managing our State educational affairs, or shall it be confusion worse comfounded\nby having mediocre men and women scrap it out owing to the claims of\nvarious “isms,” critics, financial interests, and occupations?\nWhile we\nhope for the best it is most certain that we shall have to fight from now on\nto preserve and to make more efficient our school systems.\nGood people\nare so incredulous about the evil intentions or stupidity of anyone that they\nmay not wake up to lock the barn until after the horse is stolen.\nFinally, the head of the school system—State superintendent, commissioner of education, by whatever name known, should be the. executive\noficer of the board, and the brains of the board as well, in everything that\nAgain,\npertains to the professional side of the work of the department.\nthis can be true only when the man is worthy to assume such leadership.\nSuch a leader will bide his time when cocky and opinionated members grow\nHe will not foolishly take offense and openly resent the\ntoo officious.\nebullition of self-important mediocrity.\n\nREPORT\nCHARLES\n\nMC\n\nOF THE COMMITTEE ON AMERICAN\nTEACHERS’ COLLEGES\n\nKENNY,\n\nOF\n\nMICHIGAN\n\nYPSILANTI,\n\nMICHIGAN\n\nPRESIDENT\n\nSTATE\n\nNORMAL\n\nCOLLEGE,\n\nThe committee which is making this report was created at the February\nmeeting of the Council one year ago but its personnel was not fully made\nup till some weeks later, and it was unable to get together until the meeting\nof the N. E. A. at Des Moines last July. At the Des Moines meeting\nthe chairman was authorized to prepare a plan for carrying on the pro-\n\nposed investigation and submit the same by mail to the members of the\nThis he did in the early fall. ‘The several members of the\ncommittee.\ncommittee offered suggestions which were incorporated in the final draft\nof the plan. Necessarily the investigation had to be made by means of\nIn\nthe much execrated, much used and absolutely necessary questionnaire.\nbehalf of the committee I here and now heartily thank the presidents of\nnormal schools and colleges who through their codperation made this study\n\npossible. Reports were received from every State and the committee has\nreason to believe that the data herewith presented faithfully represents\nthe present situation in the various items reported upon.\nThe purpose of the study—The study had two main objectives—\n1. To discover the scope of the teachers’ college movement, i. e., to what\n\nextent normal schools are advancing in rank to teachers’ colleges.\n2. To gather data which would reveal the practices and standards obtaining in teachers’ colleges and their relations to practices and standards\ngenerally accepted in college and university circles.\n\n"}
{"page": 386, "printed_page": "364", "text": "364\n\nNaTIONAL\n\nEpuUCATION ASSOCIATION\n\nIt was thought such a study might serve a double purpose—first, as a\nrecord of conditions in the year 1922, which might be of value for comparison in future investigations, and second, it might aid in the important\nwork of standardization of the normal school and teachers’ college.\nNo financial aid was given the committee, which accounts for the fact\nthat the data are not elaborated into tables and graphs. The committee\nhopes that the report will be of interest and value to those at least who are\nworking in the teacher-training field.\n\nThe growth of the teachers’ college—During the last two decades and\nmore particularly during the last five years a new type of educational institution has come into existence—namely, the State teachers’ college, which\nis a professional school for the training of teachers, with a four-year curriculum, requiring high-school graduation for entrance and granting the\nbachelor’s degree. It is true that a few individual institutions of this.sort\nhad existed for a longer period and established themselves firmly.in the\neducational world, but the number was relatively small.\nUp to 1916\nthere were but fifteen teachers’ colleges among the sixty institutions included in this report.\nSince that date forty-five have established four-year\ncurricula beyond the high school.\nIn other words forty-five of the sixty\ninstitutions reporting extended their curricula to four years above the high\nschool during the last five years, and nineteen in 1921. Today, fifty-one\nof the sixty institutions confer the bachelor’s degree. ‘These institutions\nare to be found in twenty-three different States representing every section\nof the country, east, west, north, south.\nInstitutions in three other States\noffer four-year courses but do not offer degrees.\nExtent of the teachers’ college movement—The committee is indebted to\nPresident J. O. Evjen, of Mayville, North Dakota, for the following data:\n“There are 167 normal schools in the United States. One year ago\n62 of them were giving four years of college work,\nToday there are 91\ndoing this work, showing an increase of 47 per cent in one year.\nThe\nnormal schools doing four years of work beyond high school\nconstitute\n45 per cent of the total number of normal schools in our country.\n“Of the State normal schools offering three-year college courses\nthere\nare 24 in number, or 14.4 per cent of the total.\n“The State normal schools giving two-year courses above\nhigh school\nnumber 52, or 31.1 per cent of the total.\n“This means that two thirds of the State normal schools\nare offering\nwork beyond two-year courses for high-school graduat\nes, and that only\none third are of the conservative order.\n‘\n“To recapitulate, there are 91 States normal schools\nwith four years,\n24 with three years, and 52 with two years of college\nwork.”\nCauses leading to the establishment of teachers’ colle\nges—The history of\n\nthe normal schools is well known.\nThe first normal schools were established in Massachusetts.\nColleges had long been in the field, were well\nestablished and were furnishing teachers for\nthe secondary schools. The\nschools that especially needed assistance were\nthe elementary schools, and\n\n"}
{"page": 387, "printed_page": "365", "text": "NaTIONAL COUNCIL OF EDUCATION\n\n365\n\nthe normal schools were created with the definite purpose of furnishing\nteachers for the common schools.\nThe normal schools of the Middle West have a somewhat different\nhistory. They were organized practically at the same time as the State\nuniversities and colleges, and consequently did not find their field of\nservice limited. While unquestionably it was conceived that their function\nprimarily was to serve the elementary schools, the situation in which they\nfound themselves drew them into a broader line of activity. “The colleges\nand universities were not meeting the need for trained teachers for the\nhigh schools, and the normal schools were called upon to supply the demand; consequently, without any predetermination on their part they\nextended their curricula of training into the secondary field, and as a result\nin the Middle West the normal schools from their beginning have trained\na fair percentage of the teachers who have gone into the secondary schools.\nWhat has been true of the Middle West has been true largely of the West\nand South.\n2\nAt first the high schools did not demand college graduation on the part\n\nof their teachers and even today outside of a few favored States the smaller\n\nBut the standards gradhigh schools are quite barren of college graduates.\non the part of normal\ntendency\nthe\nand\nexacting,\nmore\nbecome\nhave\nually\nschools has been to expand into teachers’ colleges to meet the changing\nsituation.\nBut this report would not accurately record the real facts if it represented that the normal schools have been passive and disinterested toward\nthe proposition of their expansion into teachers’ colleges. Quite the conFor a quarter of a century the conviction has been gaining strength\ntrary.\nthroughout normal-school circles that the best interests of American education demanded that as far as is possible and practical, normal schools should\nextend their curricula into the senior college field. This conviction rests\non the following reasons:\n\nThe schools of the future should demand\n\non the part of the grade\n\n‘The\nteacher more than two years of preparation beyond high school.\ncultural\nand\nsocial,\n,\nintellectual\nin\nrich\nis\ncurriculum\nelementary\nmodern\nmaterial and cannot be administered as it should be by one who has not\nhad broad and generous preparation. The normal schools are finding it\nimpossible to give in two years the solidity and breadth of training which\nIt is not expected that all elementary-school\nthe elementary teacher needs.\nwill be college graduates, but it is believed\nschools,\nbest\nthe\nin\nteachers, even\nas an ideal more will be induced to\ngraduation\ncollege\nup\nholding\nby\nthat\nof\nkeep up their growth after entering the profession and the teaching staff\npresence\nthe\nby\nstimulated\nbe\nour elementary schools will more and more\n\nof\n\ncollege-trained\n\nteachers.\n\nThrough\n\nsummer\n\nschools\n\nand\n\nextension\n\nreasonable\ncourses teachers in service may without loss of time and with\n\ng goal.\nexpense continue their study, and a college degree offers a stimulatin\npay\nequal\ngiving\nThe policy already established in some school systems of\nin,\nbe\nmay\nteacher\nthe\nfor equal preparation, no matter what department\n\n"}
{"page": 388, "printed_page": "366", "text": "366\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nwill stimulate the elementary teachers to complete a college course.\nThe\nnormal schools must extend their programs of study if they are to be\nfactors in the movement for college-trained teachers throughout the entire\npublic-school system.\nAnother reason is the economic.\nA study of the teaching profession by\nCoffman put into definite form what everybody kmew—that teachers are\ndrawn largely from homes of limited economic resources.\nThe present\nstudy reveals the fact that in the sixty-one institutions reporting about fifty\nper cent of the students are self-supporting wholly or to a great degree.\nIt also indicates that, as a rule, a year of instruction in a normal school\ncosts not more than sixty per cent as much as a year of instruction at the\nuniversity of the State in which the normal school is located.\nIf America\nis to have adequately trained teachers in her schools she must make it\npossible for the young men and women who are dependent on themselves\nfor an education to get that education at a cost which they feel that they\ncan meet.\nAgain, the normal schools find it difficult, if not quite impossible, to\nsustain a faculty of a high degree of educational and professional attainment\nwith a course limited to two years. The universities have justly commented on the lack of productive scholarship in the normal schools.\nOne\nreason for the condition is that the grade of work done in a normal school\nhas not been tempting to men of scholarship.\nThe courses are too limited\nboth in time and character.\nMoreover, the hours of teaching have been\nmany.\n‘The extension of their curriculum to four years and the accepting\nof college standards relative to the length of the school year and the\nhours\nof teaching would make it easier for the normal schools to attract\nto their\nfaculties men and women of broad and productive scholarship.\nThen, too, the normal schools have felt the lack on the campus\nof what\nin college circles are called upper-classmen.\nNot all the beneftt a student\ngets in college comes from teacher and classroom.\nThere is an invaluable\ncontribution made to the expanding mind and characte\nr of the college\nyouth through social contact with his fellows and there\nis also the subtle\nbut potent influence of what we term atmosphere\nand tradition. An\ninstitution that keeps its students but two years, one\nhalf of whom are\nevery year new to the campus, cannot develop the\ntraditions, customs,\nand atmosphere which many of us prize as the most\nhelpful and educative\nand lasting influences of college life.\nMany educators, some connected with normal\nschools and some not,\nhave maintained that it is not good educational\npolicy to turn over to\ncolleges and universities exclusively the function\nof training high-school\nteachers.\nMonopoly tends to breed stagnation.\nCompetition is the life\nof trade. University inspectors of high schools\nhave carried back to their\ninstitution stimulating suggestions when they\nhave found as they so often\nhave done Normal. graduates with less than\nfour years of training doing\nbetter teaching than university graduates.\nThe gospel of professional\ntraining has been preached up and down\nthe land by the normal schools.\n\n"}
{"page": 389, "printed_page": "367", "text": "NATIONAL COUNCIL OF EDUCATION\n\n367\n\njust as the gospel of academic preparation has been preached by the universities. Each needs the stimulating influence of the other.\nNever before in the memory of living men has the public been so aroused\n‘The threatened breakto the needs of its schools as it was during the war.\nlack of trained teachappalling\nthe\nthrough\nsystem\ndown of our educational\ners was heralded over the land by daily press and periodical and from\nplatform and pulpit. One of the fruits of that campaign is an awakening\nwithin the ranks of the teaching profession as well as without, which is\ndemanding better teachers and more ample means for educating them.\nPerhaps the greatest single influence in the establishment of so many\nteachers’ colleges during the last five years is the tremendous increase in the\nnumber of graduates from our high schools and the consequent increase in\nA few years ago, the universities and the\nattendance at our universities.\n“That\nnormal schools were to a certain extent competitors for students.\ncrowded\nthemselves\nfind\nuniversities\nThe\nby.\ngone\nhas\nday apparently\nand with no hope of increasing their capacity sufficiently to take care of the\nstudents who will knock annually at their doors. Consequently they are\nthe more inclined to welcome the extension of the normal-school curriculum\nto four years, seeing in that measure a relief for their undergraduate work\nand a means of strengthening their graduate schools.\nEnrolment—Graduates—It probably will be a surprise to many to learn\nthat during the last ten years teachers’ colleges in the group reporting have\nconferred 6440 bachelor degrees and during the past five years 4409, and\nin 1920-21 1228, and that in the current year there are enrolled 12,061\nThe figures bear convincing testimony\nstudents in the four-year courses.\nare rendering in supplying collegecolleges\nteachers’\nthat\nservice\nto the\ntrained teachers to the school systems of the States.\nEntrance requirements—lIn reply to the question, “Are the entrance requirements to the curricula leading to the bachelor’s degree the same as\nthose demanded by the university of your State?”, fifty-three, representing\ntwenty-three States, replied in the affirmative; twelve, representing five\nStates, did not reply; and four, representing four States, replied ‘practically\nThese replies reveal an encouraging situation and indicate that\nthe same.”\nthe teachers’ colleges are squaring themselves with the highest standards\nas far as entrance requirements are concerned.\nRelation of the shorter curricula to the four-year curricula—It has already\nbeen noted that teachers’ colleges have developed from normal schools adPractiministering two-year courses by the addition of two years of work.\nreportsixty\nthe\nOf\ncally all the institutions retain their shorter curricula.\nlength,\nin\nyears\ntwo\nfifty-four\nlength,\nin\ning, forty have curricula one year\nthirty-three three years in length. A license to teach is generally issued by\nIt is\nthe institution to a candidate finishing any of the curricula named.\nof\nbody\nstudent\nthe\nof\nstatus\neconomic\nthe\nreveals\nthat\nfact\nsignificant\na\ndegrees\ntaking\nthose\nnormal schools that from two thirds to nine tenths of\nwithdraw from college to teach before the course is completed.\nAn interesting and significant consideration is the relation of these shorter\ncurricula to the curricula leading to a degree.\n\n"}
{"page": 390, "printed_page": "368", "text": "368\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nTo the question, “In what respect, if any, is the curriculum of studies\npursued by those who remain in the institution four years different in\nsequence from that pursued by those who drop and teach after two years?”\ntwenty-five replied “‘no difference;” thirty-one made no answer, which,\nperhaps may be interpreted as implying no difference, one reports some\nvariation in subject matter, and one reports practice teaching as coming later\nin the four-year group.\nIn forty-seven institutions students may pass from\nthe junior college to the senior college without loss. In seven institutions a\nloss is sustained.\nDegrees—In no respect is the law of individual difference as illustrated\nin teachers’ colleges more clearly demonstrated than in the variety of\nbachelor’s degrees conferred.\nForty-one institutions reporting show the\nfollowing: A. B., seven; A. B. and B. S., thirteen; A. B. in Ed., six; A. B.\nand B. S. in Ed., one; B. Ed., eight; one grants A. B. and B. S. in home\neconomics and agriculture; one, A. B. in music; one, B. of Musig; four\n(Greeley, Gunnison, Albany, and Rock Hill), grant the master’s degree\nfor work done; one D. Pd. and one M. Pd. as honorary.\nThe replies to the question why both the A. B. and B. S. degrees are\ngranted bring out the fact that the traditional significance of these degrees\nis still recognized.\nThe A. B. represents the humanities and the B. Ses\nscience. ‘The custom obtains in some institutions of granting the B. S. on\nthe completion of such special curricula as music, physical education, commercial and manual arts, which lack the accepted, academic content usually\nrepresented by the A. B. and which consequently would not receive full\nuniversity recognition.\nThirty-three approve this policy, twenty do not.\nThis bewildering variety of degrees might lead the uniformed to conclude\nthat the teachers’ colleges are sinners above all others in this respect, but\nAmerican colleges and universities show quite a varied assortment.\nIt\nwould be well if our teacher-training institutions which grant degrees\nshould recognize teaching as a distinct vocation and adopt a degree which\nwould be significant and indicative.\nRelation to the university—One of the battle grounds in American\neducation often fought over and still the theater of conflict is the relation\nof the\nnormal school to the university. There have been and are two\npoints at\nissue: First, shall the normal schools confine their work to the training\nof\nelementary teachers?, and second, what credit shall the universit\ny give for\nstudies taken in the normal school?\nIn reality, the two reduce to one—\nthe matter of credit.\nFor decades after the normal schools came into existence\nthe number of\nhigh schools was small, and the normal schools were obliged\nto admit students with only grammar and district-school preparation.\n“The normal\nschools were at the best little more than professional high\nschools and their\nwork received scant consideration from the universities.\nIn time, high\nschoo!s multiplied in number, and the normal schools\nbegan to increase\nthe entrance requirements in their diploma courses.\nBy 1900 normal\nschools generally offered a course two years in\nlength, based upon a complete standard high-school course, or its equivalent.\nTo meet the needs\n\n"}
{"page": 391, "printed_page": "369", "text": "NaTIONAL CoUNCIL OF EDUCATION\n\n369\n\nof students who were not high-school graduates longer courses were also\nmaintained.\nAlso by 1900 or soon after the State universities in the Middle West and\nWest had begun to give practically sixty hours or two years of credit for\nthe two years of post high-school work done in the normal schools.\nIn\nsome, reductions were made where the credits were too largely in elementary subjects. \"The normal schools had consequently practically established\nBut the pressure brought upon the normal\nthemselves as junior colleges.\nhigh-school teachers led a number of\nprepare\nto\nStates\nseveral\nin\nschools\nthem to take on the work of the senior. college and to grant the bachelor’s\ndegree and to ask full recognition of these degrees on the part of the universities. The discussion of the issue thus raised has been heated and sometimes lurid. As it usually is in such controversies, not all the truth and\n‘The universities have a right to insist,\njustice tented under either banner.\nand it is well for the teachers’ colleges that they do insist that teachers’\ncolleges square with college standards in respect to entrance requirements,\nscholarship, faculty, teacher’s load, student’s load, size of classes, content\nOn the other hand,\nand equivalency of courses, and physical equipment.\nthat when college\nexpecting\nand\nasking\nin\njustified\nare\nthe teachers’ colleges\nstandards in these respects are attained and maintained that recognition\nshall be speedily and cheerfully given. Lack of college ideals and standards\nhas been the prevailing sin of the normal schools and nascent teachers’ colleges and gross ignorance of what some teachers’ colleges have really achieved\nand prejudice against them because of their lowly history and fear of them\nas rivals in training teachers for secondary schools have been the outstanding\nIt is reassuring to know that the men on the faculsins of the universities.\nties of our universities who best know normal schools and teachers’ colleges\nThe last decade has witnessed a progressive\nare their warmest friends.\nteachers’ colleges to come into satisfactory\nand\ntendency for universities\nteachers’ colleges in fifteen States\n“Twenty-five\nworking relationships.\nStates recognize them as\nrespective\ntheir\nof\nuniversities\nthe\nthat\nreport\nsenior colleges and honor their degree. Forty-three institutions representing\ntwelve States report that they are not fully recognized as of senior college\n\nrank.\nof forForeign language—Nineteen teachers’ colleges require two years\nnot\ndid\nve\ntwenty-fi\nnone;\nrequire\night\neign language for entrance; twenty-e\nVery\nmatter.\nthe\nin\npolicy\nno\nhave\nthey\nthat\nreply, which probably means\ncurriclikely most of these so replying have not yet developed the four-year\nEleven do not\nsituation.\nthe\nface\nto\nhad\nnot\nhave\nntly\nconseque\nand\nulum\nrequire foreign language for graduation.\ndiffers\nHere is a matter in which the policy of some teachers’ colleges\nleast\nat\nrequire\ncolleges\nlly,\nUniversa\nradically from that of the colleges.\ncollege\nthe\nof\npart\na\nas\nor\nentrance\nfor\neither\n,\ntwo years of foreign language\nIt is a debatable question whether it is just to require foreign\ncourse.\nteachers’ college.\n,\nlanguage of every one taking a bachelor’s degree from a\nin foreign\ninterest\nno\nhave\nMany who seek a degree are mature in years,\n\n"}
{"page": 392, "printed_page": "370", "text": "370\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nlanguage, and little ability in language study. To require a foreign\nlanguage of them is to sacrifice them for the sake of a principle.\nBut\n‘institutions which do not require foreign language for the bachelor’s degree\nare out of step with the procession and very likely will find difficulty in\nestablishing satisfactory relations with the graduate schools of universities.\nFaculty—General preparation—The standard preparation of college\nteachers as set up by the North Central Association is a minimum of one\nyear of graduate study. Certainly the standard is not too high, and the\nfaculties of teachers’ colleges should expect to be judged and evaluated by\nthe accepted college standards.\n“The present study shows that about nine\nper cent of the teachers in the fifty-four institutions reporting, exclusive of\nteachers of special subjects like drawing, music, physical education, and\nmanual arts, hold an earned Ph. D., and about half of the remainder hold\nthe master’s degree, and about ten per cent hold the bachelor’s degree.\nJudd and Parker, in 1916, found that seven per cent of normal-school\nteachers held the doctor’s degree as against thirty-four per cent in colleges,\nand that thirty-one per cent of normal-school teachers held the master’s\ndegree as against sixty-one per cent in colleges. The present study indicates that the teachers’ colleges ranked higher than the normal schools in\n1916, but they are still much below the colleges in respect of the training\nof their teachers.\n‘There was a time when a normal school or a teachers’\ncollege could offer as a plausible and even a reasonable excuse for the lack\nof masters and doctors on its faculty that they were hard and even impossible\nto get, at least the type that had sympathy with normal-school ideals and\nwork.\nBut that day is past. Men and women of graduate scholarship\nand successful teaching experience and human qualities are to be had today\nfor salaries which the normal schools are paying. ‘They are teaching on\nthe faculties of our denominational colleges for lower salaries than normal\nschools offer. If the normal schools and teachers’ colleges do not recruit\ntheir faculties from this type of teacher in the future the reason for the\nfailure will lie with themselves.\nIt will be they and not the times that\nwill be out of joint.\nShall teachers’ colleges be simon-pure professional schools?—This is a\ncontroversial question.\nMany educators of candid and well-informed judgment maintain that teachers’ colleges should interpret their name literally\nand be absolutely and unreservedly professional schools.\n‘The Carnegie\nreport on the Missouri normal schools holds this point of view.\nThis\nmeans that the teachers’ college curricula should contain only such courses\nas would bear more or less directly on the business of public education.\nIt\nmeans, moreover, and this is a significant fact, that the teachers’ college\nshould not invite the attendance of students who do not intend to\nteach.\nThe teachers’ college should stick to its peculiar knitting just\nas do the\ncolleges of dentistry, law, and medicine.\nIt is urged that the teachers’\ncollege has no right to enter into competition with liberal arts colleges\nand\nthat to do so is to weaken its position both internally and\nexternally as a\nprofessional school.\n:\nOpposed to this view is a group of equally candid and\nwell-informed\n\n"}
{"page": 393, "printed_page": "371", "text": "NaTIONAL CoUNCIL oF EDUCATION\n\n371\n\nmen who hold that the teachers’ college should serve its territory in the\nfield of higher education; that it should invite to its campus the youth of\nits locality who want a college education, irrespective of what their pro-_\nfession or business in life is to be. Allen and Pearse, in their text, SelfSurveys of Teacher-Training Schools, advocate this point of view.\nOn the refinements of this debatable question this committee would\nprobably show a division of opinion, but it is the unanimous belief that no\nteachers’ college is justified in sacrificing professional esprit de corps and\nthe atmosphere of intellectual and spiritual enthusiasm for teaching for\nthe prestige of numbers.\nTeachers’ colleges are divided in their opinion relative to this matter.\nTwenty-four state that they encourage the attendance of students who do\nnot expect to teach, and thirty-nine state they do not.\nThree encourage\nsuch attendance to a limited extent.\nTeacher's load—It is a matter for favorable comment that the range oi\nthe teacher’s load in only twenty-four of the fifty-five institutions reporting\nexceeds sixteen hours, and but eight reached .twenty-four hours.\nOne\nreported twenty-five hours.\nThis committee is inclined to think that the\ncondition shows a trend in the right direction.\nOf sixty-six schools reporting, twenty-four stated that their teachers taught forty or more weeks per\nyear; seven had a school year of forty-two weeks; one, forty-three weeks;\nfour, forty-four weeks; three, forty-five weeks; four, forty-six weeks; and\nForty schools pay their teachers extra for summer\nfour, forty-eight weeks.\nschool work.\nCorrespondence—Extension work—The taking on of correspondence and\nIn\nextension work has complicated the question of the teacher’s load.\ntwenty-two teachers’ colleges this extra mural work is carried by the\nfaculty in addition to their regular classroom work.\nStudent’s load—The showing is even better regarding the student’s load,\nbut eleven schools reporting permitting their students to carry twenty\nhours or more of work requiring preparation.\nSeparation of junior and senior students in classes—The answers to the\nquestion, “What fraction of the work required for the bachelor’s degree\nmust be done in classes to which freshmen are not admitted?” show a wide\n‘I'wenty-four made no answer which must be intervariation in practice.\n‘Three report all classes open to\nyet established.\nrule\nno\nmean\npreted to\nThose colleges reporting a rule show a range from one fourth\nfreshmen.\nto three fourths, 7. ¢., freshmen are excluded from one fourth to three\n‘Chat\nfourths of the classes designed for sophomores, juniors, and seniors.\nthat\nreassuring\nis\nIt\nargument.\nwithout\ngoes\nthis is an important matter\nsignificance.\nits\nrecognized\nhave\nthirty-six colleges\nQOhservations and conclusions—In the opinion of this committee the\nteachers’ college movement is sound in policy. The normal schools began\nAs public education\nas secondary schools with a professional purpose.\nand with the further\ncolleges,\njunior\nprogressed they advanced to the rank of\nthey should develop\nthat\nnatural\nperfectly\nis\nit\nprogress of public education\nharmony with\ncomplete\nin\nis\nt\ndevelopmen\nThis\ncolleges.\nl\ninto professiona\n\n"}
{"page": 394, "printed_page": "372", "text": "BZ\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe general advancement of organized education.\nMoreover, it is a necessity if we are to have a body of trained teachers with a professional attitude\ntoward their work.\nEspecially is it important that we should have teachers’\ncolleges in view of the disposition of teachers in service to continue their\neducation.\n“Thousands of such teachers find the work offered by the\nteachers’ colleges during the summer session their greatest single opportunity\nfor academic and professional advancement.\nThe teachers’ college movement is still in the experimental stage. While\na few institutions have established themselves firmly in ‘the college field\nand have received general recognition for their work, probably three fourths\nof the so-called teachers’ colleges are just advancing to senior college rank.\nIt will take a number of years for them to establish their courses, increase\ntheir attendance, and standardize their work on a college basis.\n‘The movement should receive encouragement from all friends of public\neducation.\nLegislatures which have been responsible for the légal enactments which have created these teachers’ colleges should back them up\nfinancially and make it possible for them to develop a physical plant and\nthe faculties necessary for the work which they have been authorized to\nundertake.\n‘The universities should evince a codperative spirit toward the teachers’\ncollege movement.\nIn the great work of education there is room and glory\nfor all. ‘The universities will find their resources taxed to the limit to care\nfor those who desire to enter their doors. Any spirit of rivalry or overzealous competition between the educational institutions of a State should\n\ncease. ‘The university and the teachers’ college should be colleagues and\nfirm friends in advancing the interests of education within their respective\nStates.\nThe normal schools which advance to the rank of teachers’ colleges\nshould take the name college. It is idle to ask what is in a name, for\nthere is much in a name.\nIn public thinking the term school is applied to\nan institution below college rank. The name college has an appeal which\n\nthe name normal school does not have, and as soon as a normal school is\nauthorized to take up senior college work it should take the name indicative\nof its rank,\nThe teachers’ colleges should address themselves to the task of standardization.\nIf they are to be colleges in name they should be colleges in fact.\nThis means that for the entrance requirements, student’s load, content\nof\ncourses, academic preparation of faculty, faculty load, number\nof weeks’\nteaching per year, and the like, they should square with college\nstandards.\n‘Teachers’ colleges may never hope to have the respect and\nrecognition of\nthe colleges and universities and the public in general until\nthis task of\nstandardization is achieved.\nAs an aid to this standardization, the committee suggests\nthat a more\ndetailed study be made of the organization and administration\nof teachers’\ncolleges and of the content of the course of study,\nsuch report to be made\nby the present committee or by some other commit\ntee authorized for that\nparticular purpose.\n\n"}
{"page": 395, "printed_page": "373", "text": "NATIONAL CoUNCIL OF EDUCATION\n\nRECENT\nJOHN\n\nJ. TIGERT,\n\nU.\n\n373\n\nEDUCATIONAL PROGRESS\nUNITED STATES\n\nIN THE\n\nS. COMMISSIONER\n\nWASHINGTON,\n\nOF\n\nEDUCATION,\n\nD. C.\n\nThe World War very naturally affected human society. Consequently\nduring the War and since the War we have witnessed a very unstable\nsituation in business, in politics, in every realm of human relationship,\nincluding education. The general conditions attendant on the War brought\nto this country an unparalleled wave of material prosperity and an unprecedented spiritual awakening during the course of the struggle. These\nflood tides of material and spiritual forces quickly reacted at the termination of hostilities and left the country in a back-wash of business depression\nand in a revolt from the magnanimous spirit which marked our participation in the conflict. All this has had a profound influence upon educational\nThe situation has brought about a keener realization of our\nprogress.\neducational needs, a deep awakening to the importance of education, for a\ntime a greatly increased outpouring of public money for the benefit of\nschools, but more recently a well-defined tendency in all parts of the\ncountry to retrench on expenditures for education. So far as I am able to\nsay, this tendency toward reaction has had little actual result, though it\nhas been clearly felt everywhere and our educational forces have been compelled to mobilize against it in practically all quarters. This is the general\nsituation with reference to education in the Nation at the present time.\nIt will be impossible in the limited time allotted me to outline even in\nduring\na cursory way all the progressive movements that we have witnessed\nt\nimportan\nmore\nthe\nrecent years, but I may sketch in contour some of\n\nfeatures of our progress.\n\nn more\nEducational legislation—Nothing promotes progress in educatio\nmost\nThe\nschools.\naffecting\non\nlegislati\nthe\nin\nment\ngenerally than improve\npassage\nthe\nwas\nyears\nrecent\nin\non\nlegislati\nnal\neducatio\nof\npiece\noutstanding\n\ny called the\nduring the War of the Vocational Education Act, commonl\nStates\nUnited\nthe\nbefore\nSmith-Hughes Act. This Act became law shortly\nwas\nn\nEducatio\nal\nVocation\nfor\nBoard\nentered the war and the Federal\nnot\nwas\nAct\nThe\ns.\nprovision\nits\nout\ncarry\nto\norganized in August, 1917,\na war\n\nmeasure\n\nprimarily\n\nas some\n\nto stimulate\n\nhave\n\nunfortunately\n\nvocational\n\neducation\n\nsupposed.\n\nthroughout\n\nIt was\n\nthe\n\nintended\n\nStates\n\nby\n\nto education in trades\nmeans of Federal subsidies, with special reference\ne for boys and\ncommerc\nand\ns,\nand industries, agriculture, home economic\n\nabove mentioned\ngirls of high-school age and for teacher training in the\nWithin a\ngeneral.\nand\ne\nimmediat\nwas\nAct\nthe\nsubjects. The effect of\nce\nacceptan\nformal\nperiod of ten months every State in the Union had made\n\nby appropriating money\nof the proposal of the Federal Government and\nagreement with the\nive\non a fifty-fifty basis had entered into a cooperat\nthe public schools\nin\nn\neducatio\nFederal Government to promote vocational\n‘The use of the\nteachers.\nal\nvocation\nand to develop facilities for training\nin the World\ninjured\nsoldiers\nof\nation\nrehabilit\nagencies thus set up for the\n\n"}
{"page": 396, "printed_page": "374", "text": "374\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nWar for a time overshadowed the primary purposes of the Act, but with\nthe recent transfer of soldier rehabilitation to a separate organization, we\ncan hope for a steady progress in vocational education throughout the\nNation.\nMore recently also there has béen added to the work of the\nFederal Board responsibility for rehabilitating those injured in industry.\nThis work is just beginning to be developed.\nThe Act provides for an\nannual increase in funds for all purposes reaching a maximum in the year\n\n1925-26 and annually thereafter.\nThe total amount expended annually upon all types of vocational education and\n\nderived\n\nfrom\n\nFederal,\n\nState, and\n\nlocal sources\n\nincreased\n\nfrom\n\n$2,653,776.52 in 1917-18 to $10,649,852.11 in 1920-21.\nThe total enrolment of the vocational schools which received Federal aid\nincreased from 164,186 in 1917-18 to 323,028 in 1920-21.\nThe number of those enroled in vocational teacher-training courses\nwhich received Federal aid increased from 6589 in 1917-18 to 15,358 in\n1920-21.\n:\nThe Federal Act for vocational education, therefore, is seen to have had\na significant and universal effect upon the progress of vocational education.\nIn the States there has been much legislative reform in the past decade.\nWithin the past twelve years, fourteen States have adopted school codes,\nthus bringing into a homogeneous whole all of the statutory provisions of\nthese States relating to public education.\n‘This is much needed progress,\nbecause most collections of school laws, as published by State superintendents, contain many inconsistencies and some contradictions.\nIn 1919, Alabama, Georgia, New Hampshire, and West Virginia\nadopted codes. Delaware revised her code in 1919, 1920, and 1921.\nThere are now forty-two States which have State boards of education\nor like general administrative bodies, and the remaining six States have\nboards for specific purposes, such as for the administration of vocational\neducation.\n‘The usual board is appointed by the Governor and consists of seven\nmembers, this being the median number for forty-two States. Pennsylvania\nwas the only State in which an important change in the State board was\n\nmade in 1921. ‘There the State board was replaced by a State council of\neducation, whose powers are somewhat greater than those of the old board.\nThis council is composed of the State superintendent, as an ex officio\nmember, and nine members appointed by the Governor.\nLegislation with reference to the State superintendency shows two\ndefinite tendencies, but rather slow progress in both directions.\nOne is\nthe tendency toward removal of this office from politics, and the other is\ntoward a change of title of the chief State educational officer. Within\nthe last three years, Delaware, Minnesota, and New Hampshire displaced\nappointment of the chief State officer by the Governor with appointment\n\nby the State Board of Education.\n\nIn the same period, however, Massa-\n\nchusetts and Tennessee reversed this policy and quite recently Kentucky\nand Indiana voted down a proposition to make the office appointive instead\nof elective on a party ticket in a political campaign.\n\n"}
{"page": 397, "printed_page": "375", "text": "NATIONAL CoUNCIL OF EDUCATION\n\nHS\n\nIn the last few years, New Hampshire, Connecticut, Rhode Island, and\nMinnesota have changed the title of the chief State educational officer to\nCommissioner of Education.\nThere are now nine States which have enacted legislation which makes\nthe county the unit of administration for rural education in a very pronounced way, while there are ten States which have enacted a semi-county\nunit law. Delaware, Arizona, Montana, Oregon, and Missouri have all\npassed legislation in the past year or two looking toward the county unit\nof administration, but the law has been held in abeyance in Missouri awaiting a referendum vote. Twelve States have now taken the office of county\n\nsuperintendent from politics. This was done in Arkansas in 1919 and in\nKentucky in 1920. There has been a marked tendency of late toward\nmore adequate assistance for county superintendents, but four fifths of them\nare still without any assistance whatsoever.\nIn the direction of increased support for the schools, there has been a\nstrong tendency for more liberal support from State funds. Sixteen States\nhave recently assumed a much larger share of the burden of financial support for their public schools.\nOne of the most marked features of recent legislative progress is in\nincreasing the effectiveness of attendance laws. There has been a steady\nto\ntendency to push the upper compulsory age limit from fourteen years up\nlimit\nage\nlower\nthe\npush\nto\ntendency\na\ndegree,\nless\na\nto\nsixteen years and,\ndown to seven years. Thirty-five States now have an upper limit of sixteen\nlast few\nyears or more, eight of these having amended their laws in the\nin the\nnoticeable\nare\nattendance\nyears. Other phases of improvement of\npart\na\nfor\nof\ninstead\nterm\nfull\nthe\nfor\nprovision that attendance shall be\nof the term,\n\nfor more\n\nattendance\n\nofficers,\n\nand\n\nmore\n\ndefinite\n\nfixing\n\nof\n\nSince 1918, seventeen\nresponsibility for the enforcement of the law.\nfrom two to four\nterm\nthe\nof\nlength\nminimum\nthe\nincreased\nhave\nStates\nmonths as a\nnine\nFour of these States have now established\nmonths.\nincrease in\ne\nconsiderabl\na\nin\nresulted\n‘These provisions have\nminimum.\nfigures\naccurate\nand\ncomplete\nwhich\nfor\nyears,\nattendance in the last few\nare not yet available.\nwhich we must\nThere are many other phases of progressive legislation\nnization,\nAmerica\nto\nomit because of lack of space, such as laws pertaining\nschools,\nrural\nof\nement\nimprov\neradication of illiteracy, physical education,\nteacher training, and the like.\nare the most imRural education—We believe that our rural schools\nattention of prothe\ning\ndemand\nportant part of the school system now\nprogress that we\nthe\nto\non\nattenti\nsome\ngressive reform, and we wish to give\nhave achieved here of late.\nachievements in every\nWhile progress in rural education is marked by\nin recent years is in three\nphase of school work, the most notable growth\noom instruction, consolidalines, namely, professional supervision of classr\nes.\nfaciliti\ntion of small schools, extension of high-school\n\n"}
{"page": 398, "printed_page": "376", "text": "376\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSupervision—A remarkable awakening to the need and value of professional supervision for rural schools has taken place in the last five years.\nThe old conception was that a county superintendent was chiefly an administrative and clerical officer; he discharged his obligations to the teacher\nand the school by paying one short visit a year.\nProgress is indicated by\na general tendency to increase salaries of country superintendents, and by\nthe increase in the number of professional supervisory assistants employed\nduring the last few years.\nEducational qualifications are now exacted\nfrom candidates for the position of county superintendent in thirty-seven\nStates and teaching experience in twenty-two States. The salaries of these\nofficers have increased since 1916 from 25 to 100 per cent. ‘The number\nof superintendents receiving over $2400 per year has increased from 78 in\n1916 to 782 in 1920, or from 5 to 20 per cent of the total number.\nThe\nnumber receiving over $3000 has increased from 32 to 232. The maximum\n\nsalary has increased from $7500 to $9000 in the same period.\nOver $2,000,000 was spent in 1920-21 for employing professional supervisory assistants for rural schools.\nThe number of such assistants has\nincreased since 1916 from 479 to 994. The number of office assistants\nfurnished county superintendents increased from 372 in 1916 to 1319 in\n1920.\nThe idea of State supervision of rural schools has also grown.\nThe\nnumber of State supervisors employed has increased from 46 in 1916 to\n117 in 1920.\nConsolidation—-The movement toward consolidation is growing rapidly,\nthe number of schools increasing in some States more in one year than in\nthe preceding twenty years.\nIn 1920 there were eighteen States which\nhad no laws providing for consolidation.\nNow all States have such laws.\n\nSeventeen grant State aid to encourage consolidation, of which-ten have\nprovided the whole amount or increased the amount given in the last ten\nvears.\nReports sent in to the Bureau of Education indicate that there are 13,000\n\nconsolidated schools, enrolling 750,000 children.\n\nThe\n\nmoney\n\nspent on\n\ntransportation has increased until it is now over $14,000,000 annually, or\nabout 2 per cent of all the money spend on schools in the United States.\nIndiana and Minnesota each spent over $1,000,000 a year for transportation. Consolidation is beginning to mean not only good elementary school\nadvantages, but a high school within reach of the children’s homes.\nExtension of high-school facilitiese—The movement to extend high-scho\nol\nfacilities to children of rural communities is noticeable in three ways:\n(1) By the increase in the number of high schools ;\n(2) By providing for the payment of tuition from public funds\nof all\nchildren living in non-high-school territory, as in California and\nIllinois;\n(3) By providing dormitories where children from isolated\nrural communities may board at reasonable cost.\nNotable advances in one or more of these directions in\nthe last two years\nhave taken place in Mississippi, Tennessee, Illinois\n, California, and\nMontana.\n\n"}
{"page": 399, "printed_page": "377", "text": "NATIONAL COUNCIL OF EDUCATION\n\n377\n\nIncrease of teachers’ salaries—The increase of salaries for those in schoo}\nwork has been very marked during the past few years, but during the same\nperiod increased remuneration for laborers, artisans, and other workers\nwas very much greater in proportion. Until 1921, increases in salaries for\n\nteachers lagged a long way behind the increased cost of living and the\nincreased price of food.\nOnly recently have the increases provided put\nthe teaching profession in an economic position as favorable as that which\nFrom an economic standpoint, however, the\nexisted before the War.\nreceived a benefit from increases in salary.\nyet\nnot\nhas\nteaching profession\nIn 1921-22, high-school teachers are working upon salaries which in dollars\nrepresent an increase of 52.7 per cent over what they received in 1918.\nIn 1916, the average teacher’s salary, high and elementary, was $563 per\nannum; in 1918, it was $635 per annum; for later years exact figures are\nnot available, but it is estimated that the average is still not over $900 per\nIt is obvious that the present efficiency of the schools cannot be\nannum.\nmaintained if the salaries are reduced, and it is probable that they will\nhave to be increased still further, even in the face of decreases in the cost\nof living. The increase in teacher training and experience has not kept\npace with the increased salaries. In fact, it has gone backward, and in\nsome respects since 1918.\nTeacher training—A study of high-school teachers recently completed\nby the Bureau of Education showed a loss in 1921 over 1918 in actual\ntraining preparation and experience of high-school teachers. We have at\nthe present time teaching in our high schools fewer teachers of experience,\nfewer teachers who are college graduates, more non-graduates of colleges\nor normal schools, but more graduates of normal schools than were teaching in 1918.\nFirst,\nWe have some evidences, however, of progress in teacher training.\nfour-year\nof\nis the tendency to raise State normal schools to the level\nSeven States have recently converted their normal\n“teacher colleges.”\ndeschools into colleges, and in some of them authority is given to grant\nt\nmovemen\na\ns\nrepresent\nschools\nhigh\nin\ntraining\nSecondly, teacher\ngrees.\nof\nhalf\none\nor\nStates,\nfour\nTwentyNation.\nthe\nover\nspread\nwhich has\nsort\nthis\nfor\nthe States in the Union, have made specific legal provision\ntendency to estabof training. We should note also that there has been a\nIn at least\nteachers.\nrural\nof\ntraining\nlish or enlarge departments for the\nbeen\nhave\nnts\ndepartme\nsuch\nschools\nsix teachers’ colleges or normal\neducarural\nof\ndirectors\nof\nnumber\nThe\nyear.\nlast\nthe\nestablished during\nly, ‘‘director”’\ntion has increased since 1915 about 25 per cent. Presumab\nn.\ninstitutio\nthe\nin\nmeans that a department of rural education exists\nwhich\non\neducati\npublic\nof\nThere has been much progress in many phases\nhealth,\nupon\ns\nemphasi\nRecent\n.\nmention\nmust be passed over with mere\nas a basis of classifihygiene, and physical education; the use of mental tests\nonal children; the\nexcepti\nof\nry\ndiscove\nthe\nfor\nand\non\ncation and promoti\nchildren ;the enrichprovision of special schools and classes for exceptional\nion of the course of\nadaptat\nment of the traditional curriculum and a better\n\n"}
{"page": 400, "printed_page": "378", "text": "378\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nstudy to the practical needs of the children and their environment, especially\nin the junior high school ;evening schools; continuation schools; the growth\nof kindergartens, and many other phases of recent progress in education\ncannot be discussed in this brief review.\n.\n\nTHE HOPE AND\nCHARL\n\nORMOND\n\n.\n\n.\n\n.\n\n.\n\n\\\n\n\\\n\nTHE RESULT OF AMERICAN EDUCATION\nWILLIAMS,\nSCHOOLS,\n\nSUPERINTENDENT\nMEMPHIS,\n\nOF\n\nSHELBY\n\nCOUNTY\n\nTENNESSEE\n\nThe democracy established by our fathers nearly a century and a half\nago provided for equality of opportunity never reached by any other people\nbefore. They made America the synonym for freedom, justice, and opportunity and to our shores from that day have come teeming millions\neagerly in search of the avenues for self-expression and self-dévelopment\nwhich our form of government made possible.\nClosely interwoven and intertwined in the very foundation stones of this\nscheme of government are the fibers and tendrils of our greatest National\ninstitution, the public school. ‘The evolution of their educational purpose\nwas slow and laborious, due to traditions brought from the Old World,\ndistances, and difficulties of communication ; however, as the democratic impulse beat stronger and stronger in the hearts of these people and confidence\nin the Republic grew from day to day, the educational outlook and purpose\nbegan to assume form and to develop in like proportions.\nIt is a far cry\nfrom the early colonial school, discriminating between the needs of the\npoor and the rich to the present-day conception of public education with\nits equality of opportunity to all races and creeds alike and we have just\ncause for pride and glory in our achievements.\nThat we have not, however, reached the zenith of our possibilities in\npublic education, indeed, that we have not properly safeguarded the life\nof our free institutions was brought home to us in telling force by the\nrevelations of the Great World War.\nIt was largely through the draft\nthat our attention was focused upon the number of men who could neither\nread nor write, those who could not serve in the army overseas because of\nphysical disabilities, and that other group of people, considerable in Size,\n\nwho though living under the protection of our Stars and Stripes had not\n\nbeen imbued with the spirit of our government and continually sought to\nhandicap and thwart its plans in the hour of its greatest crisis.\nWe began to see very plainly what ought to have been obvious before,\nthat our school system, though it might be free, was by no means universal.\nWhen we began to take stock of our educational advantages it was found\nthat the school terms varied in length from twenty-two to thirty-six\nweeks\nin different States of the union, and that in spite of compulsory\nlegislation\non the statute books, school attendance was very poor. At the\nheight of\nthe war there developed such a shortage of teachers to fill the schoolhou\nses\nof the Nation that, for a time at least, it filled with alarm the\nhearts of our\n\n"}
{"page": 401, "printed_page": "379", "text": "NATIONAL COUNCIL OF EDUCATION\n\n379\n\npeople.\nIt served to bring to mind very forcibly the lack of preparation\nfor teaching which had prevailed in large areas of the country before the\nwar.\n‘There are approximately 700,000 teachers in America today. Of\nthis number 150,000 are under twenty-one years of age; 30,000 have had\njust eight years of elementary schooling; only 120,000 have had four years\nof high school followed by two years of normal or college work; 150,000\nhave taught only two years, while one half of them have taught less than\nfour years.\nThe teacher-training institutions of the country are turning out about\none fifth of the number of teachers annually required to place “a welltrained teacher in hearty accord with American ideals in every classroom\nin America.”\nLarger and yet larger support must be given to these institutions else we shall be cutting off our stream of supply at its very source.\nWe cannot face this situation in the future with any degree of confidence\nknowing that the average salary of our teachers is less than $700 a year,\nthese being the latest figures obtainable. In this year of financial stress the\ndaily papers carry all too frequently accounts of the closing of schools\nthroughout the country for lack of funds and many teachers of excellent\ntraining and experience in their work will receive this year less than this\nannual average salary, a situation that ought not to be permitted to arise\nand one that ought to be effectually dealt with when it does arise. Banks,\nmerchants, farmers, and business of every kind which might have gone under\nfor lack of financial support during this period of liquidation have been\nbolstered up and kept going, and yet the schools, the biggest business of\nany municipality, State, or Nation have been forced to suspend operations.\nWhen our people, as individuals and as a Nation, really understand that\nour schools are the bulwark of our liberties and the greatest protection\noffered to our free institutions, searching investigations will be made until\nwe have arrived at a plan of adequate support of our schools for present\nneeds and wise preparation for the exigencies of the immediate future.\nThere is not time nor is this the place to enter upon an evaluation of\n\nour course of study in the public schools—whether it is too full or too long\ndrawn out is a fruitful source of discussion, the end of which is not yet in\nsight. Complete concord of opinion on this subject has not been reached\nby our educational experts, but I think we may not be challenged in saying\nthat definite fundamentals in the preparation for life and citizenship should\n\nbe given to every child, followed and supplemented by training most needed\nto fit him for his station in life, the choice to be made by himself after he\nhas been acquainted with the various lines of endeavor open to him.\nWhen one travels throughout the length and breadth of this great land\nof ours and sees our mighty forests dwindling away, our enormous water\npower going to waste, our broad rivers with undeveloped facilities for\n\ntransportation, the millions of acres of arid lands in the West waiting for\n\nof\nbut the touch of human hands to blossom as the rose, millions more\nc\nunscientifi\nof\nyears\nby\nacres in other sections whose fertility is exhausted\n\nagriculture,\n\nwhen one views with alarm the enormous\n\nwaste of human\n\n"}
{"page": 402, "printed_page": "380", "text": "380\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nlife due to preventable diseases and lack of proper instruction in health\nand hygiene—one cannot but feel that systematic, scientific instruction must\nbe given to all of our people if we are to conserve and develop our human\nand material resources to the desired end.\n)\nOne has only to go to our great centers of population and observe the\ncolonies of foreign people speaking the language of their native country,\neasy victims of spurious doctrines, the unrest prevalent among the workers\nbreeding antagonism between employer and employed, the rottenness of our\ncity governments, sore spots eating into the very vitals of our Nation, the\ncupidity, graft, and ignorance always on hand in our legislative halls, to\narrive at the conclusion that education has only just begun to function in\n\nour country.\nIt has become a trite saying that the life and strength of a democracy is\nin direct ratio to the enlightenment of its citizenship, and it has never been\nchallenged. When this simple truth finds lodgment in the hearts of all\nof our people, there will be given a force and a direction to the great American educational scheme that has never quickened it before.\nHaving performed just one time the duties and responsibilities of a full-fledged citizen\nof the Republic, I am profoundly impressed with the enormousness of our\ntask and the sacredness of our obligations.\n‘There rests upon the teaching\nprofession in this country today a responsibility so serious in its very nature,\nso far reaching in its consequences that it staggers the imagination of our\n\nleaders and challenges the best efforts which the united profession can bring\nto bear upon it.\nIt is a task of sufficient magnitude alone to set out upon the mobilization\nof the mental, moral, and physical resources of this great country of ours—\n\nbut that even is not the end. Whether we will it or not the hopes and\naspirations of all of the nations of the earth are centered in us, the freest\nof all free people. We cannot regard this trust lightly. America is still\nthe world’s great leader in democracy, and we must so shape our affairs at\nhome and direct our policies abroad that these yearnings of people everywhere may find satisfaction and peace and confidence in the leadership\nwhich we have given to them.\nIt is right and proper and a sign of hope that the great nations of the\nearth have sat down together to devise some plan for international arbitration and for the elimination of some of the causes of war.\nWhatever the\nscheme devised may be, now that the councils have disbanded and their\nwork has been given to the world, the task has been only begun, for no\nplan will be stronger than the public sentiment and moral sense of humanity.\nIf their work is to endure and is to be followed by greater steps toward\nworld peace, then the great teaching agencies of the earth, the school, the\npress, the platform, and the pulpit must begin their work.\nThe children\nof one country do not hate the children of another country unless they are\ntaught to do so. ‘The great mind and heart of the world cherish good-will\nand abhor war.\nIn the following, ringing editorial, the Washington Post has struck deep\n\n"}
{"page": 403, "printed_page": "381", "text": "NaTIONAL COUNCIL OF EDUCATION\n\n381\n\ninto the heart of the great problem of international good-will and world\npeace, “Deeper than conferences, deeper than National policies of friendly\nintercourse, deeper than individual genius can reach or collective effort\naccomplish, lies the talisman that will abolish war.\nIt is education—the\nabolition of ignorance.\nUntil humanity is really educated it will not be\nfree from plague, famine, slavery, or war.\nIgnorance is protean in its\nshapes and devilish in its unexpected appearances.\nIt acts through all the\nbase passions and lusts. “There would be no war if ignorance were supplanted by education, for selfishness would be eliminated, prejudice and\nhatred diminished, and it would be perceived that no war, however materially successful, is profitable. ‘The winners of the late war are as unfortunate as the losers.\nIt is not true to assert that ‘there never was a good\nwar or a bad peace,’ because a war for liberty is blessed, and peace that\naccepts brutal violation of natural right is shameful.\nBut it is true that\nwar is an indictment of the intelligence of man and conclusive proof of\nhis ignorance.”\nThat the peoples of the earth may develop to the limit of their possibilities, this development to be based upon a right and just and honorable\nunderstanding among them, is education’s chief task and here lies America’s\ngolden opportunity.\nEducation is the best possibile preparation for war,\nif wars must come; it is the only sure preparation for universal brotherhood\nand world peace.\nLet us have faith that America will prove true to her\ntrust and worthy of this vast responsibility which the nations of the earth\nby common consent have placed upon her—that she will emerge from her\ntask untarnished, unscathed, a bright and shining example of the ability\nand determination of a free people to develop themselves.\n\nGREAT\nR. G. JONES,\n\nEDUCATIONAL\n\nPRESIDENT\n\nOF\n\nTHE\n\nACCOMPLISHMENTS\n\nDEPARTMENT\n\nCLEVELAND,\n\nOF\n\nSUPERINTENDENCE,\n\nOHIO\n\nAll great accomplishments should be ahead of us, and this with profound\nOne great accomplishment is to mainrespect for past accomplishments.\nupon a distribution of labor and its\ndepends\nThis\npoise.\ntain National\nfruits. The last few years have overtaxed the stabilizer; organization in\nHence the great job ahead\nsociety was broken; wealth was redistributed.\nof everyone is to restore balance and to preserve balance by intelligently\n\ndirected effort.\nNational improvement—The decrease of illiteracy between the years of\n1910-20, as cited in the recent issue of the Journal of the National Education Association, for the United States is 1.7 per cent. A significant\nitem is the decrease marked in the States south of the Mason and Dixon\nline. It will be further observed that the average for all the States is not\nthe measure for guidance, but the unit of the measure is rather the ind1To say we are a Nation of any given\nvidual sections of the country.\n\n"}
{"page": 404, "printed_page": "382", "text": "382\n\nNaTIONAL EpucATION ASSOCIATION\n\naverage of intelligence is misleading aside from the technical requirements\nof statistics. For the purpose of improvement we are concerned with the\nsections of the country confronted by special problems which are fundamentally economic.\nIn addition to the~accomplishment already made\nwhere the percentage has been lowered by as much as 8 per cent within\nthe last decade, it would be of prime importance to direct attention to the\nilliterate localities, discover the cause, which probably is economic, and\nenable the State to improve its own condition.. A National subsidy would\nenervate a section of the country by giving outright financial assistance.\nThe best possible help to the weak is to help them to help themselves.\nIntelligent direction is the most powerful assistance that can be rendered.\nState universities may render such service by directing the development\nof a State’s resources until the tax duplicate will warrant support for\neducation.\nIf a subsidy from whatever source derived is offered it should\nbe for a temporary period pending economic development and then granted\nonly upon the promise that economic rehabilitation shall be initiated with\nthe granting of the subsidy. We are aware that either economic or educational advancement may be regarded as incident the one to the other.\nIn addition, we are not prepared to spend a subsidy.\nA recent industrial survey determined that inefficiency traces back to education. This\nphase would require too long to develop at this time, but permit the statement that it would seem wise to provide education for adults by such\nmeans as the Short Course in Agriculture to develop localities with the\ngreatest possible dispatch.\n“Transportation, for one item, should be adjusted to develop territory.\nThis measure, it is readily appreciated, is to\nbe remedied by those who are trained and in position to produce the\nchange. Educating children in the hopeless districts usually educates them\naway from the district as is instanced in Southern Ohio.\nIt would be a\ngreat accomplishment to enable illiterate districts to learn to help themselves. ‘Their pride and ambition would be conserved and their manhood\nstrengthened.\nA large portion of the problem is to educate the nonindigenous population, the colored, and the southern European peoples.\nEconomy in educational production—VThe schools and all training institu:\ntions will have a very large part in preparing minds to do close or sane\nthinking. ‘The distribution of labor and service in occupations in New\nYork State is, approximately, as follows: 40 per cent in manufacturing\nand industry; 13 per cent in trade; 13 per cent clerical; 11 per cent in\ndomestic and personal service; 9 per cent in transportation; 7 per cent\nagriculture ;4 per cent professional, and 3 per cent public service.\nThe distribution of education and preparation will bear some relation to\nthis order. There is need to know what this distribution is and what it\nshould be. Many are interested to know the boundaries for general and\nspecial education and, furthermore, whether educational opportunity shall\nbe differentiated for given types. If in the occupations, 4 per cent will be\nprofessional, 65 per cent skilled labor, 20 per cent semi-skilled, and 11 per\ncent unskilled, shall education give attention to special preparation for\nthe\nseveral groups?\n\n"}
{"page": 405, "printed_page": "383", "text": "NatTIONAL Councit oF EpuCATION\n\n383\n\nLet us examine a recent industrial report entitled “Waste in Industry”\nto determine whether the causes of waste in industry bear any relation to\nthe training offered in schools. Waste in industry, in the study cited, is\nattributed to low production, due to: (1) Faulty management of materials,\nplant equipment, and men; (2) interrupted production, caused by idle\nmen, idle materials, idle plants, idle equipment; (3) restricted production,\ncaused by owners, management or labor, and (4) lost production, caused\nby ill health, physical defects, and industrial accidents.\nIf there be waste, there are two remedies, the one to increase taxes, the\nother to effect economies. Industry has charged its mistakes to the account\nof the ultimate consumer, an individual we have all learned to know as an\nintimate friend.\nIndustry will be told to learn to economize by better\nIt is evident that the simplest way out is to ask for more\nmanagement.\nfunds to bury our mistakes, but we know the better way is to learn to make\nthe funds we have serve a better purpose. We cannot forever continue toIf the\ngo to our boards and the legislature asking for increased funds.\nbut\npossible,\nnearly\nmore\nbe\nwould\nthis\nrevised,\nsystem of taxation were\nper\n10\nabout\nare’\nindividual\nordinary\nthe\nto\nTaxes\noff.\nfar\nis\nthat event\ncent of his income. We all agree that is large enough.\nIs any of the responsibility for waste in the world’s work our responsiIs there close or remote correlation between the operation of\nbility?\nindustry and the operation of schools? If so, possibly the first and foremost\ncause of waste in education is inefficient management, just as it is found\nin the industrial survey. (Can this charge be sustained? Have we ways\n‘Those\nand means to measure the effectiveness of our management?\neducation,\nof\nboards\ncharged with the responsibility for management are\nsuperintendents, supervisors, and principals.\nschool\nIf there has not been made a satisfactory analysis of leadership in\nfor\nmade\nbe\ndations\nrecommen\nand\nwork, this might well be analyzed\n.\npersonnel\nof\nmatter\na\ntally\nfundamen\nis\n‘This\nimprovement.\nbuildThe building of personnel—There is no more vital concern than\nfor\nbut\nthis,\nof\ning personnel in an organization. It seems trite to speak\nbuild\nto\nas\nt\nimportan\nso\nthe superintendent’s self I can think of nothing\nin the system.\nthe men about him, so that they in turn will build others\nSomemen.\nget\nto\nterritory\nothers’\non\nWe cannot go on forever poaching\nthe\nwith\ndo\nto\nthis\nhas\nWhat\nthem.\nbuilding\nto\none must settle down\nNational Council? Just this.\nstration and superThere is need for a monograph on practical admini\nphilosophy for the\na\nThere is required\nvision as applied to personnel.\n, yet the whole\nperfect\nbe\noperation of a school system; the mechanics may\nam particularly\nI\ntoo.\nthere\nget\nthing will go straight for the ditch and\nsuggesting\n\npersonnel\n\nbecause\n\nof some\n\naoute experience\n\npast and\n\npreent\n\nin\n\nand\nThey want a million dollars a year to begin,\nhiring young men.\ngetting\nis\ne\nSomeon\nweeks.\nthey want to reach the tip-top in about three\nCannot there be a\nit.\ngiving\nis\ne\nsomeon\ny,\npossibl\nand,\nadvice\nsome bad\ntioners, in Anglo-Saxon\nmonograph on this subject written by the old practi\n\n"}
{"page": 406, "printed_page": "384", "text": "384\n\nNaTionaL\n\nEpucat on ASSOCIATION\n\nwords and spirit that will offset some of the nonsense about high-speed high\nsalaries with short apprenticeship and small responsibility?\nHas our attention been directed in our research service more largely to\npersonnel, or to organization content and technique in instruction? » Does\nthe responsibility for search of this kind lie with the colleges of education\nengaged in independent research, or should some organized body, such as\nthe Educational Council, or the Department of Superintendence, or the\nNational Education Association enter upon an analysis of management in\neducation under such direction that the research may become the common\nproperty of all.\nSo far as we are aware, there has not been a study made that fixes responsibility, much less recommends measures for improvement.\nIf the\nreport on industrial waste holds good for educational waste, I fear the\ncharge, quite current, that unprepared teachers are the cause, will occasion\n‘thoughtful consideration on the part of us engaged with school management.\nEquipment—The second item cited as cause for waste is idle equipment.\nNo doubt our physical property and its equipment are closer to capacity\noperation than ever before.\nOur attention is forced to it, at least, and this\nmatter may well have consideration.\n‘This is a period of building construction, and there is need for information in common on this subject.\nWith the advent of the junior high school, many buildings are being rushed\nto erection with limited knowledge of plans and specifications.\nThe type\nof construction, the distribution of areas for given purposes, are consequent\nupon a curriculum which is altogether uncertain.\nOne item specifically\nrequires attention; namely, the extent and character of shop construction\nfor manual arts. Ventilation, fresh-air rooms, lighting, seating, and many\nother features are due for consideration.\nThe matter of reconstruction or rehabilitation of old buildings is as important as new construction.\nOld buildings, out of date and inadequate\nfor school needs and inspiration, will not be razed.\nCommunities will not\npermit it. Ways and means should be devised to show what can be done.\nA few sporadic examples may be found where extraordinary results have\nbeen obtained, but there is much yet to be done.\nPerhaps some city could\nbe induced to set an example for the country.\nPerhaps this body could\ndevise a plan for development of the old structure.\nRestricted production—We have restricted production, but it is due\nto\ndifferent causes.\nRestricted production in education is due to the curriculum in part. What shall enter into it? Is there an organization\nto\ndetermine its content?\nIs there a consideration of economy of time?\nAre\nwe to continue to enrich education or to reduce it to essentials\n?\nAre we\nclear as to the framework before we undertake its enrichment?\nShall we\ncontinue to load the curriculum and lengthen the day?\nIndividuals in the\nfield are “working out” the desired improvement and, no\ndoubt, they represent the best of agencies, but the waste is colossal.\nIndustry is spurred by competition to discover\nimprovements.\nThe\n\n"}
{"page": 407, "printed_page": "385", "text": "Nationa Councit or EpucaTION\n\n385\n\ns, or even members of the\nlarger cities even find it difficult to assign teacher\namounts to research work.\nthat\nstaff, to curriculum building on a time scale\ndone on borrowed time\nnow\nis\nwhich\nThis would involve book building,\nce, or the work is\nguidan\ne\nhensiv\ncompre\nno\nand borrowed health and under\nand the result smacks of\ndone by those who are not engaged in field work\nscience for the junior or\ntheory. For example, the development of social\nwill write the book and\nWho\nsenior high school is commanding attention.\nsubject involves the\nnew\na\nof\nuction\nwhat shall it displace? ‘The introd\nbetter, the improveeven\nor\ns,\nsubject\nother\nreconstruction of one or more\nscience for the middle years\nment in teaching of the subjects. A social\nNo\nIt is a distinctly new problem.\ncannot be a larger work cut down.\n,\nhistory\nof\nsor\nprofes\nor\nr\nteache\ndoubt, the book will be written by a\nthat\nbook\na\ntext,\nform\nor\nical\nmechan\nIt will be a\nsociology, or economy.\nwill actually serve a practical need.\nvision, and field experience to\nAlmost every one who has the maturity,\nPerhaps the Council could\nsense the proper plan is too busy to write books.\nfew subjects to the end\na\nor\none\norganize a body to direct such work in\nction might serve a\ninstru\nof\ns\nivenes\nthat economy of time and the effect\n\ngood end.\n, is a major factor which is\nHealth—Lost production, due to ill health\nthe less present and obviously true.\nmost difficult of measurement, but none\none year in Cleveland is in round\nThe cost for substitute teachers for\ndoubt, multiplied beyond our belief\nno\n‘This item is,\nnumbers $150,000.\ngle on with the day’s work while their\nin reduced service of those who strug\nIt seems hardly worth while to enlarge\nhealth and vigor are low in tone.\nse the percentage of our staff who\nupon this topic. It is possible to increa\nre work to do it, and if each city goes\nwill keep physically fit. It will requi\nance will be great. This body could\nabout the task individually the resist\nto the country at large that that which\nset up a study that will demonstrate\ncl child, by the way of better instru\nis good for the welfare of the schoo\nmind\nin\nrt\ncomfo\nof\ner\nindividual teach\ntion, is at once an insurance to the\nand\ne. What can be worse for pupil\nservic\nand\nlife\nof\nh\nlengt\nand body and\n?\nmfort\ndisco\ncal\nphysi\nin\nence\nexist\nteacher than dragging through an\naccomplishment has served a good\nAll that has been done to measure\ngood, but there is a need in\n‘The checking process is well and\npurpose.\nthan the\nwhich will be of greater service\nthe field for the test that directs,\ntest that checks alone.\nIt will\nIt will be much greater.\nThe test is a great accomplishment.\nnt in\nshme\nas the intensity of accompli\naid in determining the scope as well\nof\nbasis\nthe\non\nprepared\nMany of the tests are seemingly\nschool work.\nin\ned\ncover\nit\nif\nbe\nd\nHow much improved the test woul\ncurrent teaching.\nal\ncruci\nthe\nupon\nions\nct basing the quest\nscope the field of the given subje\ns,\nt easily be graduated by years, grade\nmigh\ntests\nSuch\nct.\npoints of the subje\nmatter.\nor any desired unit of subject\nof testnot comprehend the real meaning\ndoes\nl\nschoo\nthe\nin\nher\nteac\nThe\niency.\neffic\ner’s\nit is a measure of the teach\ning. ‘The first impression is that\n\n"}
{"page": 408, "printed_page": "386", "text": "386\n\nNatTIoNAL\n\nEpuCATION\n\nASSOCIATION\n\nThis attitude tends to awaken resistance rather than intelligent sympathy\nin field work.\nThere is need for a monograph on the process of test making and the\npurpose and especially the science and art of.giving tests. [hese remarks\nare based upon the possibility that the National Council may have or may\ncreate an organization to direct and employ agencies that may work\nthroughout the year to centralize thought on important subjects and provide\nfor the publicity and distribution of the findings.\n\nTHE\nJAMES\n\nJUNIOR\nM.\n\nGLASS,\n\nHIGH-SCHOOL\n\nDIRECTOR\n\nINSTRUCTION,\n\nJUNIOR\n\nPROGRAM\n\nHIGH\n\nHARRISBURG,\n\nSCHOOLS,\n\nOF\n\nSTUDIES?\n\nDEPARTMENT\n\nPUBLIC\n\nPENNSYLVANIA\n\nThe present need—This paper is a preliminary report of a sub-comm\nittee\non the Program of Studies of the Junior High School, appointed\nby a general committee of the National Council of Education;\nthe latter committee\nfor the past year has been conducting a study on the general\nproblem of\n“Reorganization of Seventh, Eighth, and Ninth Grades.”\nThe appointment of the sub-committee has been too recent to permit of\nany study beyond\nthat possible to correspondence.\nThis correspondence has consisted in\npart of the preparation and circulation of a question\nnaire on the Program\nof Studies of the Junior High School.2 Replies are\nstill being returned.\nA tentative tabulation of these replies has been\nmade.\nThe consensus of\nopinion as represented in the tabulation will in\ngeneral be accepted as the\nbasis of this report.\nThe sub-committee, with the general committee,\nrecognizes the present imperative need and the timelines\ns of a discussion on this\nvital subject.\nA decade of experience—There is now a\nbackground of a decade’s experience in the actual operation of the junior\nhigh school. The rapidity\n_of the expansion of the junior high-school movem\nent is in some ways to be\nregretted, yet conditions over which there\ncan be no control favor this\nrapid expansion.\nBuilding problems are the unavoidable produ\ncts of the\npost-war period.\nThese building problems almost univérsally\ndemand a\ndistribution of relief to congestion in the eleme\nntary and secondary schools.\nThe junior high school provides this distribution of\nrelief and is very generally adopted as the chief feature of building programs.\nThe building\nneed is accepted in most communities as the opportunit\ny for inaugurating\nthe educational reorganization offered by the junior\nhigh school. The\nhistory of the movement will doubtless reveal that\nthe great majority of\njunior high-school organizations have had_ their\norigin in this twofold:\nadministrative objective of combining building\nprogram with a program\nfor educational reorganization.\n1Tn addition to the chairman, the committ\nee includes C. R. Foster,\nHigh School, Pittsburgh, Pa.: A. Laura\nMcGregor, Vice-Principal,\nSchool, Rochester, N. Y.; Helen S.\nWatson, Assistant Superint-ndem,\nLos\nClarence D. Kingsley, Supervisor of Seconda\nry Education, Commonweal\nS. O. Rorem; Principal, Fast Junior High\nSchool, Sioux City, lowa.\n? See questionnaire at end Of this article,\n\nAngeles,\n\nCalif\n\n"}
{"page": 409, "printed_page": "387", "text": "NaTIONAL COUNCIL OF EDUCATION\n\n387\n\nReport of sub-committee—To the end, therefore, of promoting as extensive a study and discussion as possible of the reorganized program of\nstudies of grades 7, 8, and 9, the sub-committee undertakes a temporary\nreport on this subject. “The report is founded upon the experience of\njunior-high schools in actual operation for the whole or part of the past\ndecade.\nTo the experience of the committee’s own membership will be\nadded that of others who in reply to the questionnaire have contributed of\ntheir experience.\nThe report of the sub-committee will at present and in the immediate\nfuture include: (1) This paper as a preliminary report giving in brief\nsome of the basic principles and guiding objectives of the junior high-school\nprogram of studies; (2) a tentative program of studies which will suggest\nthe constants and electives, the initial stages of differentiated curricula, and\ndefinite time allotments to the several courses of study; and (3) a later\nreport based upon a complete tabulation of the replies to the questionnaire.\nThe unit of transition—The junior high-school is the unit of transition\nin the public-school system.\nIts chief contribution to any school system\nmust be the realization of its purpose to weld together the units making up\nthat system.\nThe most serious indictment against the 8-4 organization\nwas the abruptness of transition between the eight-year elementary school\nand the four-year high school. The junior high school will bring infinite\nharm to the public schools if its organization results in the creation of two\nsuch stages of abrupt transition.\nThe junior high-school program of studies should be a resultant of sevIt should be made up, in part, of a continuation of the eleeral forces.\nmentary school curriculum, but a review of these courses, i. €., a new view\nthrough articulation of elementary and secondary courses; in part, a preview of secondary school courses of study, but a rearrangement of such\ncourses in their “simpler aspects deferring the refinements” to later senior\nhigh-school grades; in part, a prevocational content from the industrial and\ncommercial fields; and, finally, a liberal amount of social science materials\nand social and civic activities to the end of giving to the early adolescent a\nThis transitional unit of the public“self-conscious social adjustment.”\nschool system must preserve its contacts and become a composite product of\nthe forces which precede and follow it.\nAt the same time the program of studies of the junior high school is a\nThe point of view of the elementary curriculum\nself-contained unit.\ntoward its pupils is en masse to the end that all may receive a usable\nknowledge of the common branches and a sympathetic understanding of\nthe social and civic structure of our democratic society. Differentiation\nof pupils into groups, so far as program of studies is concerned, prevails in\nthe senior high school to the end that the individuals of each group may\nreceive training in the types of work for which they have aptitudes.\nIndividual needs—The junior high school “must help each child to\ndiscover his own aptitudes” in the transitional stage between the en masse\nion of the\norganization of the elementary school and the group organizat\n\n"}
{"page": 410, "printed_page": "388", "text": "388\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nsenior high school. It is the finding, testing, and trying-out period of the\npublic-school system. The point of view is, therefore, the individual. Exploration of individual differences, guidance of educational or vocational\nchoice, and stimulation of educational advancement are its primary objectives. The identity of the junior high school is, therefore, established\nin its purpose to treat each pupil as an individual problem.\nExploration\nand guidance permit of no other interpretation.\nThe program of studies\noffers a maximum of subjects required of all pupils and a minimum of\nelectives or variables.\nThe required subjects provide exploration—the\nelective subjects demand guidance in choice. ‘The identity of the junior\nhigh school is typified in this service to the individual pupil.\nFrom the standpoint of the transitional unit the required subjects con:\ntinue the integrating or unifying courses of the elementary school, but\nthese courses are modified to serve the distinct purpose of the junior high\nschool.\nThe electives introduce the varied opportunities for different\ngroups preparatory to the later training to be received in specialized\ncurricula of the senior high school. In brief, the junior high school must\naccomplish two purposes at the same time and each equally well—create\nand maintain its identity and preserve close relationship with the elementary and senior high schools.\nAn educational reorganization—lIt is evident that no mere physical combination of grades 7 and 8 and first year high school can meet the demand.\nThis type of organization has already caused almost irrevocable harm to\nthe development of the junior high school. Such an organization can be\na departmentalized intermediate grouping of grades 7, 8, and 9, but it is\nnot a junior high school.\nIt is an unassimilated federation of separate\nunits; it is not a union of codrdinated parts. It is an administrative expedient; it is not an educational re-organization.\nIt can in no way be\ntermed a resultant which is a new force for a distinct purpose created from\nother forces each of which as a separate source of energy has a distinct\npurpose.\nIn another way, the junior high school is a “chemical product, not\na physical combination.”\nFour periods of development in program of studies—It is, therefore, the\ndificult mission of the junior high school to continue a program of studies\ncarried through the six years of the elementary school, modify and enlarge\nthis program for the realization of its own purposes, and in turn prepare\nfor advanced types of curricula in the senior high school. It is plain that\nthis can be done only through successive periods in the transition\nal\nprocess. Briefly, these periods are four in number.\n1. Adjustment (Low Seventh)—A period of adjustment for\nthe very\nyoung and immature adolescent of twelve years of age. He must be adjusted\nto a new school organization, and to a new type of school administ\nration.\nIt would seem wise, therefore, to subject him during the first\nsemester ta\nas little change as possible in his program of studies. Such change\nas is\nadvisable should be restricted to the inevitable modification\nin the courses\n\nof study which\n\nare consequent\n\nto enlarged school facilities and depart-\n\n"}
{"page": 411, "printed_page": "389", "text": "NATIONAL CouNCIL OF EDUCATION\n\n389\n\n‘There should be no change in the program of studies\nmentalization.\nIn fact the tabulated report\noccasioned by the introduction of electives.\nvote in favor of postponing\ncent\nof the questionnaire shows over a 50 per\ngives little support to any\npractice\nPresent\nelectives to the eighth year.\nseventh-year elective.\n2. Exploration and Preview, or Apperceptive basis of secondary courses\n\n(High Seventh and Low Eighth)-——There should be a period of exploration, when there is a pre-view of the specialized secondary school courses\n\nprewhich distinguish one high-school curriculum from another, and when\nof\nview\ngeneral\nfirst\nThis\ndrop-outs.\nfor\nvocational try-out is provided\nthe\nof\naspects”\n“simpler\nthe\nto\nrestricted\nis\nmatter\nsubject\nsecondary school\nits parts.\nwhole subject field prior to any attempt to cross-section it into\nn of\nexploratio\nfor\nty\nThis general introductory course offers opportuni\nbasis\nve\nappercepti\nor\npreview\na\nfor\naptitude for the whole subject field and\nhighjunior\ntherefore,\nProperly,\nsubject.\nthe\nfor the cross-sections of\nworld\nschool courses are designated as general mathematics, general science,\nbusiness\njunior\ncourses,\nnal\nprevocatio\nscience,\nsocial\ngeneral\nand\nhistory\ntraining, and the like.\nhigh\nIn the latter half of the decade of actual operation of the junior\nthe\nfrom\nelectives\ndefer\nto\ntendency\nschool, there has been a marked\ndegree\nless\na\nin\npresent\nat\nand\ng\nbeginnin\nthe\nto\nyear\nmiddle of the seventh\ndue, noto the middle of the eighth year. This tendency has been largely\nobjective\nant\npredomin\ndoubt, to a growing appreciation of the fact that one\ndifferences, and\nof the junior high school is the exploration of individual\nal elecprovision\neven\nprecede\nmust\nof the fact that discovery of aptitude\ny been\ngraduall\nhas\nelectives\nto\ngiven\ny\npreviousl\ntives. Part of the time\nIt is pertipreview.\nand\non\nexplorati\nfor\ncourses\ngeneral\nto\nsurrendered\ncontribution to the\nnent to add that this development makes a very large\nto the public school\nschool\nrealization of the chief mission of the junior high\nsystem as the unit of transition.\nadminisAt the same time it will be conceded by any junior high school\nof proe\nguidanc\nand\ns\naptitude\nof\nion\nexplorat\ntrator of experience that\nto both the\ns\nproblem\ndifficult\nmost\ntwo\npresent\nelectives\nof\nvisional choice\nence tests and\nadministrative and instructional staffs. Here enter intellig\nschool, in\nhigh\njunior\nthe\nto\nstandards of educational measurement, which\nental\nexperim\nthe\nin\nare\nsystem,\ncommon with other units of the school\nschool\nhigh\njunior\nthe\nwhich\nupon\nfield,\nAnother experimental\nstage.\nvocational guidance.\nmust place a main reliance, is that of educational and\nt today is the\nOne very vital need in the junior high-school movemen\ny usable comgenerall\na\npsychologist who will give us a dependable and\npresent\nseveral\ne,\ntherefor\nare,\npendium on adolescent psychology. ‘There\nny\naccompa\nmust\nwhich\nces\ndifferen\nhandicaps to the diagnosis of individual\nThe\n.\nelectives\nof\nchoice\nin\ne\nguidanc\nand\nefforts in exploration of aptitude\n\nand the progress in\nhope of the situation lies in the earnestness of purpose\naccompany the experithese fields of educational experimentation which\nment of the junior high school itself.\n\n"}
{"page": 412, "printed_page": "390", "text": "390\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\nExploratory courses should be required of all pupils. Each general course\nis to a degree an exploratory course.\nGeneral mathematics reveals the\nbranches of higher mathematics in their simpler aspects and at the same\ntime provides a background of experience ‘in\\determining aptitude for\nhigher mathematics and an apperceptive basis for the later cross-sections of\nmathematics. General mathematics includes a gradually decreasing amount\nof arithmetic, decreasing from maximum to minimum, and a gradually\nincreasing amount of secondary mathematics, increasing from minimum to\nmaximum.\nGeneral mathematics is a reorganized self-contained course\nof study, but, as a resultant, it preserves articulation with elementary and\nsecondary mathematics.\n‘Thus it prevents abruptness of transition with\nthe courses of mathematics in either the elementary school or the senior\nhigh school.\nIt provides an opportunity to evaluate aptitude for higher\nmathematics ; it becomes the source of an apperceptive basis for all branches\nof secondary mathematics; and by preserving life contacts in all phases of\nits development it offers an actual educational return to the junior high\nschool drop-outs who will not profit from either its exploratory or preview values.\nGeneral science similarly reveals in a general survey the fields of science\nand aids in the discovery to many a junior high-school pupil of an inherent\ncapacity for science. Further, general science, with its project method and\nits stress upon the “important immediate needs” of pupils, offers a very\nreal educational return to all pupils.\nPractical arts provide a prevocational try-out for those who have aptitudes for industrial, technical, or engineering courses.\nThe exploratory\ncourse in practical arts is not restricted to the purely vocational group. It\nis through exploratory shop experience that many an ambition is aroused\nfor technical and engineering training.\nThe fine arts can and will, no doubt, in a more advanced stage of the\njunior high-school movement make material contributions to the discovery\nof aptitudes. It must be conceded that aptitude for fine arts is as demonstrable as aptitudes for mathematics, science, language, industry, engineering, or commerce.\nExploration in fine arts is already provided in the\norganized activities, e. g., the club organizations—orchestra, glee and\nchorus clubs, musical appreciation club, drawing clubs, cartooning, designing, commercial art, and art appreciation clubs. Here, as elsewhere, the\nchief inhibitory cause preventing the extension of exploratory courses in the\njunior high-school is the lack of senior high-school training of a special\ncurricular nature for such aptitudes when discovered.\nAptitude for a foreign language is partially determined by language\nability as evaluated in the English class. At least there is no prevalent\ntendency to include a foreign language among exploratory courses.\nIt is\nusually first offered as a provisional elective. There is, however, a possibility that there may be developed for the high seventh and low eighth\nperiod a general language course preparatory to any initial language choice.\nBut both the desirability and the practicability of such a course have\nyet,\neven to a tentative degree, to be determined.\n\n"}
{"page": 413, "printed_page": "391", "text": "NaTIONAL CouNCIL OF EDUCATION\nee\n\na\n\na\n\nBS\n\nES\n\n391\nee\n\nThe course in Junior Business Training suggested for the low eighth\nterm, in the second part of the subcommittee’s report, surveys the field of\ncommercial education and gives the pupil some comprehension of its eduAt the\ncational extent and the wide range of its vocational opportunities.\naptitude\nsame time that this course provides opportunity for a discovery of\nshould\nwho\npupils\nall\nto\nbrings\nalso\nit\nfor advanced commercial training,\nprinthe\nof\nknowledge\nsome\ntraining\nbusiness\njunior\nbe required to take\nfields—a\nl\ncommercia\nand\nbusiness\nthe\nin\nprevailing\npractices\nciples and\n\nknowledge which should be the heritage of all pupils.\nThe evolution of former courses for the seventh, eighth, and ninth grades\nin U. S. history, civil government, and ancient history is rapidly\nand\nbeing accomplished. “There are now courses of United States history\nand\nl\nvocationa\nand\nyears,\neighth\nand\nseventh\nthe\nfor\ncivics\ncommunity\nIn time the term, general social science,\neconomic civics for the ninth year.\nscience and\nwill be used as extensively as are today the terms, general\nthis course\nof\nvalues\npreview\nand\nry\nThe explorato\ngeneral mathematics.\nSuch a\nperiod.\nol\nhigh-scho\njunior\nwhole\nthe\nwill be co-extensive with\ncrossthe\nin\ncourses\nadvanced\nfor\nbasis\nive\nappercept\nan\ncourse will provide\nThe\nsociology.\nand\nscience,\npolitical\n,\neconomics\nhistory,\nworld\nof\nsections\nscience\nsocial\nof\nfield\nthe\nin\ndiscovery of interest and capacity is as probable\nand stimulaas in the field of natural science. Furthermore, the discovery\nfields of\nthe\nto\nvital\nare\nscience\nsocial\nfor\ntion of interest and capacity\nservice.\npublic and social\nto help\nEvery exploratory course must fulfill a twofold purpose: first,\nall\ngive\nto\nsecond,\nsome pupils to explore aptitude for the course, and\nall\nin\nnature\ndual\nsimilar\na\nis\npupils an actual educational return. There\nare\nthere\nthat\nfact\nthe\nof\nreason\nby\nschool\nthe objectives of the junior high\nwho will continue\ntwo practically exclusive groups of pupils—first, those\nout during or at\ndrop\nwill\nwho\nthose\n,\nsecondly\nand,\nschool\ninto senior high\neach exploratory\nthe end of the junior high-school period. For the former\n\nfor the latter each\ncourse becomes the basis of choice of electives, and\neducational value.\ngenuine\nof\ncontent\na\nexploratory course must contain\npreserve life\nmust\ncourse\ngeneral\nevery\nre,\nFor the drop-outs, therefo\n\ndefinite educational\ncontacts. Each course must become a unit course of\nAs the Commission on the Reorganvalue in each year of its development.\nsubject should be so\n‘ization of Secondary Education states it—‘“‘Each\nvalue to those\ndefinite\nof\nbe\nwill\norganized that the first year of work\n\napplied to the work of\nwho go no further; and this principle should be\n\neach year.”\nre, should establish\nEach junior high-school general course of study, therefo\nuity below and\ncontin\ne\n‘tself as an identity, a self-contained unit, with definit\nof any course\nndent\nindepe\nabove and with a definite educational value\nof the subject\naspects\nr\nsimple\nthe\nng\nabove. General courses, each coveri\ne.\npurpos\nd\ntwofol\nthis\ning\nfulfill\ntie'd, are giving assurance of\n)—Following the period\n3. Provisional choice of electives (High Eighth\nperiod of provisional choice\nof exploration and preview there should be a\n\n"}
{"page": 414, "printed_page": "392", "text": "392\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof electives.\nDuring this period facility of cross-over between electives\nshould be promoted by every administrative device possible to the end of\nguaranteeing that evidence of unfitness for an elective will be followed\nby effecting a change of electives. If this period of provisional choice does\nnot extend beyond one semester, there would be justification for postponing promotion requirements in electives during this semester.\nThe periods of adjustment, exploration, and provisional choice cover the\nfirst two years of the junior high school. These are the stages in the transitional process which should prevent abruptness of transition between the\nelementary school and the junior high school, which should provide an\nenrichment of the single curriculum by the articulation of elementary\nand secondary courses of study; which should explore individual interests,\ncapacities, and aptitudes; and which should finally test the tentative choice\nin the light of actual contact with provisional electives.\nIn short, these\nthree stages are the adjusting, finding, and testing periods to the end of\ndeveloping a unit of transition between elementary and secondary education. ‘They are the initial stage of the secondary school’s program of\nstudies, where the individual makes his adjustment between the en masse\norganization of the elementary school and the group organization of the\nsenior high school.\n|\nIt is evident, therefore, that guidance and educational placement become\npredominant objectives throughout the seventh and eighth years.\nThe program of guidance would presumably be undertaken by a faculty serving\nprimarily as counselors or advisers and not solely as “subject teachers seeking only to lead pupils to mastery of subject matter.”\nA junior high-school\nfaculty should not tolerate educational or vocational prejudice in its service\nto a pupil body which is seeking primarily during these two: years to find\nand test individual aptitudes.\nSince junior high-school teachers are today\nalmost wholly trained through service, it becomes a foremost administrative obligation to provide an educational program for the professional training of the teaching staff. This professional program is so vital to\nthe\nclear vision of the primary function of guidance and educational placement\nand of other junior high-school objectives that a weekly period, partly within\nschool time in a six-hour day, should be provided for professional\nmeetings\n\nand discussions.\nThe faculty conference period should become one of the\norganized activities of the school and to this extent part of\nthe program of\nstudies.\nThe junior high school’s purpose to provide educational guidance\ninvolves\nnot only a conscious interpretation of this objective by the\ninstructional\nagencies, but equally a conscious interpretation of the contents,\naims, and\noutlets of all differentiated curricula by the pupils themselv\nes.\nGuidance\nclasses should in time be accepted as an integral part\nof the junior highschool program of studies.\nSuch guidance classes will promote the pupils’\nconscious interpretation of each channel of educational\nadvancement.\nThey\nServe to answer two instinctive questions of adolesce\nnce: Why should I\nremain in school, will it pay me to continue my studies\nin high school, *tech-\n\n"}
{"page": 415, "printed_page": "393", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n393.\n\nnical school, continuation school, or evening school? Guidance classes as\nintegral parts of the junior school program of studies will also provide a\nbackground of vocational information for present and future self-direction.\n4. Stimulation (ninth year)—Finally, in the accomplishment of the\npurpese of the junior high school to serve as a transitional stage in the public\nschool system, there must be a period of stimulation to facilitate transition\nto the senior high school. The ninth year of the junior high school is\nprimarily for the purpose of making desirable in the estimation of each\npupil advancement into the next higher type of school. ‘The ninth year\ncarries on the program selected after the experiment of the two previous\ngrades.\n‘This stimulation is largely by the agency of the particular electives\nchosen during the periods of exploration and provisional choice.\nThere can be no close lines of demarcation drawn in time and extent\nbetween these four successive stages.\nEach stage has a natural coordination\nwith the other three.\n‘There is an overlapping which should prevail\nthroughout the three years of the junior high school. ‘The designated purpose of each successive stage can not be fully realized in the brief period\nallotted to it. In fact some of the stages must extend into the senior high\nschool.\nIt is true that in each year of the whole six-year secondary period\nthere must be adjustment, exploration, provisional choice, and stimulation.\n. But, at the same time, there is a stage when each of the objectives becomes\npreéminently important in the transitional process of the junior high school.\nIt is important that there should be clear, intelligent perception of the consecutive stages when adjustment, exploration, provisional choice, and stim:\nulation become each in turn the predominant and controlling objective.\nExperience has demonstrated that there is great risk of failure, even partly,\nto realize the objective at the needed period in the transitional process when\n\ndefinite plans are lacking for administrative and instructional emphasis\nupon the particular objective.\nThe point is that the objective cannot be\nincidental during the particular period when it should predominate; it\nmust be in the focus of attention.\nFor this reason only does this report\nrecognize four successive stages in the transitional period. At least they\noffer claims superior to the present largely prevailing practice of dividing\nthe three years into annual periods with no other merit than that of crosssectioning the junior high school into three convenient time divisions.\nSummarizing, the junior high-school program of studies continues with\nmodifications the single curriculum of the elementary school. Through\nits general courses of study it expands this single curriculum into an enriched and varied curriculum, which, in a gradually increasing degree, becomes the initial stage of all secondary school curricula.\nIt becomes the\nsource of an apperceptive basis of later secondary courses, “reveals higher\ntypes of activities, makes these both desired and to an extent possible” and,\nthus, increases the retentive power of the secondary schools.\nIt offers some\nassurance of intelligent educational choice and of wise educational placement.\nIt makes possible a tentative or provisional choice of electives.\nIt\ntakes its pupils part way through these specialized courses of the senior\n\n"}
{"page": 416, "printed_page": "394", "text": "394\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nbe\nhigh school, and thus increases the probability that the courses will\npupils\nits\nof\nthose\nFor\n.\ncontinued and the specialized curricula completed\nFinally,\nwho will not continue it provides a valuabie educational return.\nand\nitself\nbetween\nchange\nof\ns\nabruptnés\nany\nit must reduce to a minimum\nof\ncurricula\nmultiple\nthe\nor\nschool\ny\nelementar\nthe\nof\nthe single curriculum\nstudies\nof\nprogram\nol\nhigh-scho\njunior\nthe\ncan\n‘Thus\nschool.\nhigh\nsenior\nthe\nbecome a chief factor in the realization of the mission of the junior high\nschool to serve as the unit of transition in the public-school system.\nSpecial types of curricular offerings in program of studies—The discussion of the junior high-school program of studies thus far has concerned itself with those curricular tendencies which facilitate educational\nAs the unit of transition it is logical that the predominating\nadvancement.\ntendency of the junior high-school program of studies should promote retention in school. Yet there are several types of pupils who cannot be retained\nand who must inevitably become educational losses during or at the close of\nthe junior high-school period. ‘These over-aged, retarded and mentally\nhigh\nunfortunate groups are peculiarly the responsibility of the junior\nschool,\nhigh\nsenior\nthe\nby\nunaided\ntherefore,\nmust,\nlatter\nThe\nschool.\noffer special types of training to its own residuum of pupils for whom advancement is impossible or impracticable.\nParticularly for these groups should there be in the program of studies\na liberal amount of social-science materials and especially social and civic\nactivities so that principles of social coéperation and citizenship may be\ntranslated into conduct in the educational period which immediately precedes the entrance of the junior high school drop-outs into society and\nIf their civic-mindedness is not to be undermined by\nactive citizenship.\nthe blighting influence of becoming industrial misfits and consequently\nsocial and civic cynics, the junior high school must offer to these over-aged\nand backward groups occupational training sufficient in extent to assure\nThe junior high school can at least serve as a\ninitial vocational placement.\nschool of prevocational try-out and thereby replace, to an extent, the shifting from job to job in correcting industrial misfits during employment.\nIf the junior high school can serve, even to a small degree with its limited\nfacilities, in the prevention of industrial misfits and the consequent under-\n\nmining of civic-mindedness, it will earn a degree of public confidence not\npossible through any other single service.\nTherefore, the program of studies, as the resultant of several forces,\nincludes a prevocational content partly for occupational placement in the\nindustrial and commercial fields.) Commercial electives\nare offered with\nthe two-fold objective of promoting advancement into the commercial\ncurriculum of the senior high school and of offering some occupational\ntraining for junior commercial occupations.\n‘The program offers junior\nbusiness training, elementary bookkeeping, commercial mathematics, business\nwriting, business practice, in which some degree of proficiency may be\nattained by junior high-school pupils, and a limited amount of typewriting.\nConsensus of opinion as represented in the questionnaire is in favor of postponing stenography to the senior high school.\n\n"}
{"page": 417, "printed_page": "395", "text": "NATIONAL CouncIiL oF EDUCATION\n\n395\n\nIndustrial arts electives are also offered with the same twofold objective.\nFirst, these electives would attempt to convert an original vocational or\ntrade decision into a determination to seek advanced vocational training\nin the senior high school or to seek technical training for the higher types\nof industrial opportunities or engineering open only to advanced educational\nqualifications.\nSecondly, these industrial arts electives would offer occupational training for vocational placement to those who must seek such\nplacement from the junior high school.\n‘There should be, therefore, in\nschools of sufficient size, two types of shops—the general industrial arts\nshop where all pupils receive practical arts training as an integral and\nrequired part of the program of studies and the special trade type of shop\nwhere vocational groups may receive intensive occupational training for\nvocational placement.\nVocational curricula in the junior high school, either of a commercial\nor industrial nature, should not represent a forced growth.\n‘Chey must\nrepresent the actual conditions as they exist when the fimal alternative of\nleaving school or choosing vocational training is reached.\nWhenever it\nis definitely determined by the guidance agencies of the school that this\nalternative is unavoidable, pupils should be transferred to these occupational\ncourses, irrespective of grade classification.\nGrade organization must give\nway to a greater purpose, that of adaptability of program of studies to\nindividual need. Occupational courses are, therefore, matters almost wholly\nof individual adjustment.\nArbitrary administrative regulations of promotion, classification, and organization should never be permitted to conflict with demonstrated individual needs.\n‘This statement does not set up\nan insurmountable administrative difficulty; it is a direct contradiction of\nan unwarranted administrative practice which is frequently permitted to\nsupersede individual justice to pupils. The junior high-school program\nof studies must insist upon the adoption of this point of view, if it would\npromote equalization of educational opportunity.\nIn addition to occupational training offered by commercial and industrial\narts electives to some exceptional types of pupils, it is also desirable that\nthe junior high school offer coaching opportunities to the retarded group\nwho represent the preventable but inevitable proportion of non-promotions.\nThis group includes those who, by lack of application or interest, or positive\ndis.ike for the restricted opportunities of a single curriculum, are able, in\nthe light of intelligence tests, to maintain a creditable record of achievement.\nThe fact that these preventable cases of subject failure have been shown to\namount to as high as 60 to 75 per cent of all conditioned or non-promoted\npupils is one evidence of the superior reliability of intelligence tests in\nStudy coach and opportunity\nmeasuring at least potential achievement.\nclasses or other type of coaching retarded pupils have been demonstrated\nto be a very effective means of increasing the retentive power of the junior\nhigh school and of stabilizing subject promotion by either remedy or prevention of failure.\nThe whole problem of coaching is reduced to one of minimum essentials\n\n"}
{"page": 418, "printed_page": "396", "text": "396\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nin each course of study and still further to the particular essential which\nMinimum essentials are\nwas the principal cause of failure in each case.\na concern of the program of studies, the, latter indicates the remedial or\npreventive measure which should be applied in each case by the coaching\nFailure is usually traceable to lack of understanding of some\nteacher.\nparticular essential in the course of study and less frequentiy to failure in\nRepetition of the whole course of study is, therefore, freall essentials.\nThe remedy consists, rather, in determinquently a needless waste of time.\ning the particular cause of failure and remedying the important weakness.\nFurthermore, by\nHence, coaching is far more effective than repetition.\ncoaching is the\nt\nexpense,\nconsequen\nits\nand\nrepetition\npreventing subject\nto increase the\nand\notion\nnon-prom\nsubject\ncheck\nto\nl\nmeans\neconomica\nmore\nretentive power of the junior high school. The desirability of organizing\ncourses of study on the basis of minimum essentials is evidenced by an\naffirmative vote of approximately 90 per cent in the replies to the questionnaire on the program of studies.\nStill another special group for whom the junior high school program of\nstudies should make provision, is the group of high I. Q. ‘There is an\nafirmative vote of over 60 per cent in favor of acceleration.\nAt the same\ntime 72 per cent of the replies favor enrichment in the program of studies\nfor the high I. Q. group.\n‘There is, therefore, some difference of opinion\nas to whether it is not preferable as one member of the general committee\nstates it: ““To prolong the period of education and enrich the program of\nstudies for those who are able to do their work more easily, instead of\nputting a premium upon shortening the time spent in school.”\n‘The\nwriter of this report is of the opinion that acceleration should be restricted\nto the elementary school.\nHowever, another type of study-coach organization may be organized for the super-normal group to effect acceleration\nwhere it has not already been achieved in the elementary grades; at the\nsame time this opportunity class organization for the high I. Q. groups may\nbe administered to provide extension course opportunities in an enriched\nprogram of studies.\nPractically 100 per cent of the questionnaires favor classification of pupils\nby ability groups.\n‘This indicates a decided vote in favor of intelligence\ntests and other means of evaluating ability. Ability classification demands\na recognition of individual differences and adapts curricular requirements\nto individual capacity.\nIt avoids the discouragement of comparative incapacity and removes conditions tending to mental indolence.\nSince the\npoint of view of the junior high school is the individual, it is as important\nto determine mental capacity through ability classification as it is to\ndetermine aptitude through exploratory courses.\nThe program of studies,\ntherefore, should provide for minimum, mean, and maximum abilities.\nHowever, it probably will remain the practice for some time to come to\nprepare courses of study for the average group.\nIt will, then, still remain\nfor adaptations to be made by the subject teachers.\nIf pupils requiring\nminimum essentials and maximum opportunities in the program of studies,\n\n"}
{"page": 419, "printed_page": "397", "text": "NATIONAL CouNcIL oF. EpUCATION\n\n397\n\nare segregated with a special group of study coach or opportunity class\nteachers, the probability is materially increased that necessary adaptations\nof the general courses of study will be made and applied.\nSchool activities for junior citizenship in program of studies—The final\nobjective of the junior high-school program of studies must be to provide\nschool socialization on a scale so extensive that adolescent youth may find\nin the school itself ‘the special field for their activities as (junior) citizens.”’\nIt is vital to recognize that the organized activities of school socialization\nshould be and are motivated by accepted educational objectives to an\nextent equal to the motivation of the subjects of study by such objectives.\nWhen this recognition is once given, school activities will be dignified by\na place in the program of studies and by a definite time allotment consistent\nwith their rich educational possibilities.\n[hey must be as definitely planned\nas any other administrative or instructional facilities for the attainment of\nthe objectives of secondary education.\n‘They should be dignified in the\n‘respect of faculty, pupils, and community by recognition in the program\nof studies and a time allotment in the daily roster.\nThese activities will largely fail to contribute to the attainment of the\nobjectives if they continue as incidental.\n“They should, therefore, become\nintegral parts of the program of studies. “They deserve a higher recognition\nthan that accorded by the designation extra-curricular.\n‘They are intracurricular activities. “Ihe consensus of opinion as shown by the questionnaire gives an afhrmative vote of over 70 per cent in favor of including\nschool activities in the program of studies and a vote of 80 per cent in\nfavor of including them as an integral part of school hours.\n‘The activities\ninclude codperative pupil government, home room activities, weekly school\nassemblies, clubs, and other social, recreational, and civic organizations.\nAs previously recommended they should also provide a weekly faculty\nactivity period for professional study, discussion, and conference.\nA suggested program of studies—The second part of the sub-committee’s\nreport includes a suggestive program of studies with constants and electives\nand a definite assignment of periods to each subject.\nThe program of\nstudies is based upon the majority vote as tabulated from the questionnaire. This vote was 75 per cent in favor of at least a six-hour day;\napproximately 60 per cent in favor of the 60 minute period; 85 per cent\nnegative vote opposing undirected study in a study hall or elsewhere and an\nemphatic 100 per cent vote favoring directed or supervised study. The\ntabulated replies also give approximately a 65 per cent vote in favor of\nfour periods of prepared work in a six-period day.\nThe program of studies, therefore, assumes a six-hour day and six one\nclock-hour periods; further it provides for each of the daily six periods\nsome prepared class work with directed study,—or some unprepared class\nwork in health education, guidance, and fine or practical arts,—or some\norganized and directed activity. ‘The prepared work is grouped into the\nfour major fields of study: (1) English and language, (2) mathematics,\n(3) natural science including geography, (4) social studies.\n‘The unpre-\n\n"}
{"page": 420, "printed_page": "398", "text": "398\n\nNationa\n\nEpucation\n\nASSOCIATION\n\npared work in health education, guidance, fine and practical arts, is the\nfifth main division of the program of studies.\nDirected school activities\ncomprise the sixth division.\nIn brief there are approximately four daily\nperiods of prepared work (actually the total is less in each semester), one\nperiod of unprepared work, and one period of directed activity.\nJUNIOR\n\nHIGH\n\nSCHOOL—PROGRAM\n\nOF\n\nSTUDIES*\n\nSix-Period Day\n\nSixty-Minute Period\n\nAdjustment\n\nExploration and Preview\n\nProv. Choice\n\nOne Term\n\nOne Year\n\nOne Term\n\nOne Year\n\nHigh Eighth\n\nNinth Year\n\n*Enelish....,.304\n(Option in\nMath.) ..b\n\n|.\" English:\n0.105\n(Option in\n: Math.)\n..06\n\nLow Seventh\n\nHigh Seventh\n\nLow Eighth\n\nStimulation\n\nConstants\n*Emeglicsh .... a5\n*English .... a4, |, *Hnglish 4... a5\n*Gen. Math.. bs | *Gen. Math.. bs | *Gen. Math.. 64\nESOC aOull.ehnCAal|\nTOOC yeOlie pened:\nSS0Gs: Sttyecr 03\n\n*Sci.\n\n(Geo.). e4 | *Sci.\n\n(Geo.). e4 | *Sci.\n\n(Geo.). #3 | *Soc.\n\nHealth) 2... 12\nInd. Arts\nAGE, stetssis les\n\nHealth oct 12\nInd. Arts\nIN Si OE\nk3\n\nHome Ec.. J\nINGE orecaiclsione It\nGuidance .. m1\nSch. Activ..05\n\nMusigna irc. li\nMausichteayiae It\nBATE ateeis-ejnetue It\nArE cs erostte It\nGuidance .. m1\nGuidance ,. mt\nSch, Activ..o5 | *Jr. Business\n\nMiusievss) cc.\n\nI\n\nHome\n\nStu.... d3\n\nSoc.)\n\nSti. ha\n\nHealth ...«.42 | *Science ......g2 | “Gen. Seir: f=\nInd. Arts\nFkealiths ev. st 12\nealthhl«\nsdpye.s 42\nNort, Onesie\n2\nInd. Arts\n:\nInd. Arts\n\nEc\n\nHome\n\nSch,\n\nEe\n\nraining. n3\n\nINott ceeetens\nf2\nHome Ec.. J\nMittSicee\nvn. aia li\nENTE ever lt\n\nENGTIS aan eu\nj2\nHome Ee\nIMiGSi@ ious It\nNEG ete stave\nonevor\n\nGuidance\n\nSch.\n\nSch,\n\nActiv.. 05\n\n.. m1\n\nActiv.. 05\n\nActiv..05\n\nElectives\nP\n\na\n\n*Gen,\n*For.\n\nMath.. b5 | *Gen. Math.. bs\nLang..r4 | *For, Lang.. s5\n*Com. Math..\n*Com. Math.\nCom. Gro... ¢4\nTypewrit.. .. v5\n*Jr. Business\n*Book’g 7...\nTraining.\nbus. writ. J 5\nBus. Writ.. us\n*Gen, Math.. bs\n*Gen. Math.. bs\n*Gen. Sci.... y5\nInd. Arts.\nVocational\nx4\nNerit\\:\ny% time,. 215\nHome Ec..\n\n* Prepared work. |\n\n+ This\nof\n\nquestionnaire\n\nSeventh,\n\nJunior\n\nHigh\n\nEighth,\n\nSchool.\n\nwas\nand\n\nsent\nNinth\n\nout\n\nunder\n\nGrades,\n\nthe\nand\n\n:\n\ndirection\nthe\n\n;\n\nof the Committee\n\nSub-Committee\n\non\n\non\n\nProgram\n\n:\n\nReorganization\nof\n\nStudies\n\nof\n\na. Including spelling and penmanship and one period a month for\nlibrary instruction.\nOne or two periods of time allotted to’ school activities could be\nused\n\nfor spelling, penmanship, and library instruction.\nUntil the school activities are\nfully in operation it is desirable that this additional time for English\nbe so used.\nb. See Report of National Committee on Mathematical Requireme\nnts, Secondary\nSchool Circular No. 6, Bureau of Education, Washington.\nIn the high eighth and\nninth year there is an option in mathematics but no option of mathemati\ncs.\nEither\ngeneral mathematics or the mathematics of the commercial curriculu\nm are required\nof all groups.\nc. U. S. history, or U. S. history and community civics.\nd. Community civics, or U. 8. history and community civics.\ne. Elementary science and geography as a unit course, or\nscience one period and\ngeography three periods approximately.\nf. Unit-course, or science two periods and geography one\nperiod approximately,\ng. Elementary science introductory to general science of ninth\nyear.\n\n"}
{"page": 421, "printed_page": "399", "text": "NATIONAL CoUNCIL oF EDUCATION\n\n399\n\nA. All pupils, except those electing commercial courses, required to take vocational\nand economic Civics or general social science.\nCommercial pupils required to take\n\ngeneral science—their later commercial courses will contain much of economic\ncivics. A minimum of science will be required in the academic curriculum of the\nsenior\n\nhigh school;\n\ngeneral\n\nscience,\n\ntherefore,\n\nshould\n\nbe postponed\n\nto the tenth\n\nyear for the academic group. General social science should be required\ngroups in the ninth year except as indicated for the commercial group.\ni. Personal hygiene, gymnasium, directed games, ete.\nj. General\n\nshop, with\n\nthrough three years.\n\nprogressive\n\ncourse\n\nof wood-working\n\nAgriculture optional with industrial\n\nand\n\nof all\n\nmetal-working\n\narts for rural schools.\n\nHome economics, including sewing, cooking, textiles, laundry, millinery, dressmaking, dress and home design, and home training.\nk. All boys for one term given an actual trade shop experience in a special trade\nThe vocational side of practical arts stressed for one\ntype of shop equipment.\nterm for both girls and boys. Hence increase of time to three periods.\n1. Additional time for fine arts may be provided by electing special work in\nschool activities, e. g., orchestra and chorus clubs, design and art clubs, musical\nor art appreciation clubs, etc.\nm. Classroom instruction in educational or curriculum guidance—both educational and vocational information for pupils prior to choice of electives.\nn. Elementary business practices and principles common to all life careers and\na brief survey of commercial education and of junior commercial occupations.\no. Weekly periods for (1) home room period, (2) coéperative pupil government,\n(3) school assembly, (4) clubs, (5) faculty activities for professional study—a\nfaculty esprit de corps for the codperative solution of junior high-school problems\nteachers\nof both an administrative and instructional nature. Junior high-school\nbe estabshould\nconditions\nfavorable\nmost\nthe\nservice;\nthrough\ntrained\nbe\nmust\nof this daily\nlished. Until the school activities program is in full operation, part\narts, fine\nallotment of time for activities should be diverted to English, practical\narts, or other curricular requirement.\nactivities, ¢. g.,\np. Other electives than those listed may be provided in the club\nservice clubs. The\nart, music, science, English, dramatic, practical arts, or social\nTo facilitate crossgroups of electives indicate partially differentiated curricula.\n\nbe made proover between electives during this term, it is suggested that electives\nthe middle\nto\ndeferred\nbe\nelectives\nin\nnts\nrequireme\nvisional, i. ¢., that promotion\nof the ninth year.\ntwenty periods devoted to\nq. Partially differentiated curricula continued with\nten periods devoted to\nwith\nand\ns;\nactivitie\nand\narts,\npractical\nconstants, fine and\nprovided in this year,\nchoice\num\ncurricul\nof\nlines\nelectives. There are four major\nor technical, and the vocational.\nviz, the academic, the commercial, the scientific\nSmall schools should ree.\nr. Optional choice of Latin or one modern languag\nintroductory—vocabulary\ncourse\nyear\nEighth\ne.\nlanguag\nstrict choice to one foreign\na foreign language for\nof\nchoice\nbuilding, social life of people, etc. Earlier\nschool. This earlier start\neach\nfor\nent\nadjustm\nm\nprogra\na\nis\nQ.\nI.\nhigh\npupils of\non course opportunity in an enriched\nof a foreign language should be an extensi\ngroups.\ncurriculum for special or accelerant\ns. First year high-school course.\nbi\n;\nt. Two periods of each.\nss writing.\nbusine\nin\ns\nminute\ntwenty\nng;\ntraini\nss\nu. Forty minutes in junior busine\nminutes in commercial mathematics.\ny. Forty minutes daily in typewriting; twenty\nminutes in business writing.\ntwenty\ng;\neepin\nbookk\nin\ndaily\ns\nav. Forty minute\ned in constants of this term\nrequir\ns\nperiod\ntwo\nthe\nplus\nx. Four periods elective\nor advanced home trainshops\nl\nspecia\nin\nbe\ngive a total of six periods; five should\n]\n'\n;\ning and one in drafting or design.\nbranches off into two cureighth\nhigh\nthe\nin\nves\nelecti\nof\ny. The third group\ncurriculum\nviz, first, the scientific or technical\nriculum choices in the ninth year,\n, the\nsecond\nand,\ntions,\ninstitu\nhigher\nration for\nparalleling the academic in prepa\n\n"}
{"page": 422, "printed_page": "400", "text": "400\n\nNarionaL\n\nEpuCcATION ASSOCIATION\n\nIn the former general science in the ninth year\nvocational or trade curriculum.\nreplaces the practical arts elective of the high eighth, but practical arts is still\ncontinued for this and all other non-vocational groups to the extent of two periods\nas a required subject.\n;\nz. Smith-Hughes curriculum organized as a ninth year elective, but over-age\npupils should be transferred to this curriculum during seventh and eighth years\nwhen definitely determined that alternatives of vocational curriculum or leaving\nschool are unavoidable.\nAll such transfers are problems of individual adjustment. The academic work should include English, social studies, and related\nmathematics for a weekly total of ten periods. These pupils should participate in\nschool activities on an equal basis with all others.\n\nJUNIOR\n\nHIGH\n\nSCHOOL\n\nBUILDINGS\n\nJ. H. BENTLEY, SUPERINTENDENT OF SCHOOLS, DULUTH, MINNESOTA\nThis paper is based largely on a study made preparatory to the planning\nof two junior. high schools for a community of about 30,000 and deals only\nwith buildings designed for schools organized on the 6-3-3 plan. While\nthere is not yet agreement on what group of grades should constitute a\njunior high school the majority of the schools so far organized are on the\n6-3-3 plan. So it seems safe to take this as typical of the junior highschool organization.\nSo far there have been comparatively few buildings\ndesigned and built for junior high-school purposes.\nMost junior high\nschools are housed in buildings originally planned for elementary or highschool work.\nAccordingly the junior high-school building, as a type, does\nnot exist.\nA few of these more recent buildings have been selected as illustrative\nof features more or less peculiar to the junior high school and indicative\nof certain trends that are now apparent.\nThe buildings shown are quite\ndifferent in type and were in every case planned to meet the needs of a\ncarefully worked out junior high-school program.\nThere is little agreement on the kind of things that should be given major emphasis and any\nconclusions drawn in this report will have to be understood as personal to\nthe writer and modified by his own bias in the matter.\nA junior high-school building must conform of course in every way to\nthe best known laws of safety and hygiene.\nProblems of fire-proof construction, light, heat, or ventilation are not peculiar to it. Toilet facilities\nshould be adequate and in this type of school widely distributed over the\nbuilding in as small units as economy will permit.\nHow then will the junior high school be different from the present day\nelementary or senior high school of good design ?\nThe junior high school as an intermediate school is attempting to offer\n7th, 8th, and 9th grade children a different type of education than\nwas\noffered in the former 8-4 plan. Some of the differences are to\nbe found\nin (a) an enriched curriculum, (6) departmental organization\nwith a\nmore informal and socialized classroom procedure, and\n(c) a different\n\nsocial organization within the school.\n\nIn addition the junior high-school\n\n"}
{"page": 423, "printed_page": "401", "text": "NaTIONAL CouNCIL oF EDUCATION\n\n401\n\nbuilding is to be a community center to a greater degree than either the\nhigh-school building or the elementary-school building has been. The\nenriched curriculum does not necessarily mean a wide variety of new subjects from which to choose. There seems to be a tendency to limit the\nrange of elective subjects somewhat narrowly as compared with the senior\nhigh school. This has at once a decided effect on the question of the size\nof the building, for with a limited number of electives it is possible to\noperate a junior high school economically with a smaller enrolment than\nis required for a school with a wide range of choice in the program of\nstudies. ‘This makes it possible for us to have junior high schools of 700\nto 1000 pupils with all the advantages that can come from a close acquaintance between faculty and students and among the students themselves. An additional factor making for the smaller junior high-school\nbuilding is the age of the junior high-school children which makes it desirable that they go a shorter distance to school than the older pupils.\n\nThe enriched curriculum does mean, however, that we must provide in\nthe junior high-school building for science rooms, shops for boys, household\narts rooms for girls, music rooms, art rooms, gymnasiums, and outside large\nfields for organized athletics.\nThe science rooms are not taking the form of the rather elaborately\nequipped laboratory and amphitheatre lecture room but are large rooms with\na rather simple equipment of tables and chairs and in some of them a woodworking bench and a lathe are installed in order that the making of simple\nforms of apparatus may be carried out. While some of the buildings recently erected have provided for highly specialized shop work there seems to\nbe a tendency in some buildings to turn away from the multiplicity of\nspecial shops to the large general shop and to relate closely the mechanical\ndrawing to the shop projects of the pupils. “The experimental nature of the\njunior high school is nowhere better shown than in this evident “feeling\naround” by those planning junior high-school courses for the proper type of\nindustrial work.\nThere seems to be better agreement in the girls’ work and there is a\ndecided tendency for the unit kitchen equipment with stock kitchen ranges\nand kitchen cabinets to take the place of the familiar horse-shoe type of\nThere is a definite attempt to get away from\ndomestic science laboratory.\nhome kitchen atmosphere where a group\nthe\nget\nand\nidea\nthe laboratory\na complete meal in family-sized portions\nprepare\ncan\ngirls\nsix\nto\nfive\nof from\nto serve to themselves or to take home for the “acid test” of home conThe model flat still persists in many of the buildings, though\nsumption.\nsome are discarding it. Most of the men planning buildings regarded\nadjunct\nit as an expensive ornament rather than as a necessary or useful\nmade\nwas\nthat\nuse\nlimited\nvery\nthe\nto\ndue\nwork\nart\nto the household\nof it in actual practice.\nwith\nThere is a decided tendency to install the lunch room in connection\nrooms\nlunch\nthe\noperate\nto\nplan\nSome schools\nthe household arts work.\nIn this connection an interestas one phase of this department’s program.\n\n"}
{"page": 424, "printed_page": "402", "text": "402\n\nNATIONAL EpuCATION ASSOCIATION\n\ning use of the school lunch-room as a sewing-room is made in some places.\nWhile this makes some problems in program-making; on the other hand,\nwhere it can be successfully carried out, it results in a great economy in\nbuilding cost as ordinarily the lunch-room which will usually accommodate\nat least 200 children stands idle the most of the school day.\nNearly all of the new buildings include a swimming-pool and at least two\ngymnasiums,\n\none for boys and one for girls.\n\nSome of the larger buildings\n\nhave two smaller rooms for corrective gymnastics or special exercise work.\nThis increased space devoted to physical education is due to the increased\nemphasis placed on health work in the junior high-school curriculum which\ngenerally makes gymnasium work compulsory for all pupils throughout\nthe three years. Some of the schools are carrying out this idea still more’\ncompletely in play fields adjoining the buildings so that large numbers of\nthe pupils may take part in various kinds of sports.\nThe program of studies of many of the junior high schools make provision for some sort of auditorium work for all students.\nWhile all the\nschools studied have an auditorium as a necessary part of their plan they\ndo not agree as to the number of pupils this room should accommodate\nrelative to the capacity of the building as a whole.\nMost of the larger\nschools plan for an auditorium large enough to seat from about one third\nto one half the total capacity of the school. The smaller buildings plan\nfor a room to seat the entire school. Where the capacity of the school is\n2500 to 3000 it is clearly inadvisable to build an auditorium large enough\nto seat the school altogether.\nSuch a room is expensive to build and to\noperate, has a limited use, and when filled with a group of 7th, 8th, and\n9th grade children may become very difficult to administer.\nIt is, however, an undeniable advantage to have the entire school together and since\nan auditorium seating from 800 to 1000 can be built and operated for\nmuch less than the larger room and is useful on many more occasions, the\nsmaller schools are justified in building an auditorium to handle the capacity of the school. This to the writer’s mind is a decided argument. in\nfavor of the smaller school. The stage of the auditorium is generally\nlarge enough for choruses of 200 or more and has some provision for the\nstorage of scenery.\n“There does not seem to be a tendency to equip the\nstage with flies or an elaborate arrangement of dressing rooms.\nThe departmental organization calls for carefully planned corridors so\nthat the pupils may be shifted at each period of the day quickly and without confusion. Mose of the plans of organization call for home-room teachers and some building plans keep the elementary school cloakroom instead\nof adopting the high-school plan of the individual locker for each child.\nThe tendency is toward the locker plan, however.\nFew of the buildings are\nproviding study halls.\nSome are using vacant classrooms for study under\nthe direction of the teachers.\nOthers have lengthened the periods and are\ntrying some form of supervised study which means that all but a small\nfraction of the students are assigned to some teacher each period of the\nday for some kind of. recitation and study. All of the buildings studied\n\n"}
{"page": 425, "printed_page": "403", "text": "NATIONAL CouNCIL OF EDUCATION\n\n403\n\nare making a careful provision for library work, and many have evidently\nplanned for an affiliation between their library and the public library of\nthe city.\nThe space within the buildings studied falls naturally into two large\ngroups,—one we may call general classrooms and the other special rooms.\nBy general classrooms is meant the ordinary classrooms designed for recitation or study.\nBy special room is meant all the others including science\nrooms, shops, auditorium, gymnasium, music rooms, and library.\nIn esttmating the capacity of the building it was assumed that all of these rooms\nwere to be occupied by pupils all of the day. On this basis it was interesting to note that the capacity of the building is always nearly evenly divided\nbetween the special rooms and the general ciassrooms, but with the larger\nnumber in the special rooms.\nIn fact, the special rooms had a rated\ncapacity of from 50 to 65 per cent of the total capacity of the buildings.\nThe general classrooms of the junior high-school buildings are in general\nmuch like those of the ordinary schoolroom of good type, but in size are\nhalf way between the elementary room and the senior high-school room.\nMost of the buildings studied have a room planned for a capacity of\nthirty-five pupils.\nAit of the buildings had rather carefully worked-out suites of rooms for\nAll provide rest rooms, clinics, and most of them\nadministrative purposes.\nprovide work and conference rooms for the faculty.\nThat the junior high school is to be much more of a community center\nthan our other school buildings have been is shown by the care that has\nbeen taken in planning the building to make it easy to use shop, gymnasium,\npool, or auditorium by the public without interfering with other parts of\nIn addition, rooms for social activities for the pupils and\nthe building.\nthe people of the community have been provided in some schools.\nGenerally speaking, the buildings are two or three stories in height with\nBy basement is meant a room partially or wholly\nno basement rooms.\nbelow grade. ‘Lhere is evidence of a desire on the part of school architects to express in the exterior of the building something of the character\n‘I'he new program in the new school\not the school it is intending to house.\nhas seemed to set schooimen and school architects free from following the\nmore or less standardized exterior of flat-roof and block-house type and\nhas encouraged them to give the building an individuality that sets it apart\n‘This is a good\nfrom the conventional type of public-school building.\nthe barrack\nfrom\nfree\nus\nset\nwill\nschool\nhigh\njunior\nthe\ntendency, and if\ntype ot school buildings it will have well served the present and next genWe are buud.ng durabie and permanent buildings nowadays and\neration.\nif our older buildings of brick and wood have had a life of from thirty to\nfifty years surely these newer constructions of concrete and steel have a\nmuch longer lite before them. Accordingly we should look with favor\non any attempt to provide a building whose beauty will be as enduring as\nthe material trom which it is made.\nThe building features peculiar to the junior high school arise out of the\n\n"}
{"page": 426, "printed_page": "404", "text": "404\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\ntype of work this school is planned to do and the age and maturity of its\npupils. The chief difference lies in the number and character of the rooms .\nfor so-called special activities, some brought into it from the senior high\nschool though in simpler form and some that grow out of its own peculiar\npurpose.\nWhile there is still great diversity in the buildings so far built no\nother type of school architecture has been so carefully and scientifically\nstudied and planned, and we shall soon arrive, not at uniformity of plan,\nbut at what we can call the typical junior high school.\n\nREPORT\nHARLAN\n\nOF THE COMMITTEE\nTEACHERS IN SCHOOL\n\nON PARTICIPATION\nMANAGEMENT\n\nOF\n\nUPDEGRAFF, CHAIRMAN, UNIVERSITY OF PENNSYLVANIA,\nPHILADELPHIA, PENNSYLVANIA\nMEMBERS OF THE COMMITTEE\n\nChairman, Hartan Uppecrarr, University of Pennsylvania........ Philadelphia, Pennsylvania\nMrs. Susan M. Dorsey, Superintendent of Schools............sse+ece Los Angeles, California\nP. W. Horn, Superintendent of ‘City Schoolseo.....\n... eo so ameceites ceric Los Angeles, California\nW. M. Davipson, Superintendent of City Schools.............-..-«. Pittsburgh, Pennsylvania\nAnna Lourse Force, 17th and Stout Streets, Century Building............. Denver, Colorado\nSTELLA Herron, ‘City Normal 'Schooltics..\ncece sete tak aaa\naerate New Orl-ans, Louisiana\nCornELIA -S, Amarr, City’ Schoolszep.\nen acdsee aeereriee sleek\nterete eens Richmond, Virginia\nOxive M. JONES, 187 Broome Strect.mciseperteereritee\noiaeian ios nisin aenici\nre New York City\nEC. BROOME, superintendent Of SCHOOIS siete cticdenaeeteiee ceeetioe Philadelphia, Pennsylvania\n\nHH. BAW IESON,\n\nSuperintendentios\n\nSchoolsmus.c\n\ncers ceietiaecionias\nfemteeioee Berkeley,\n\nCalifornia\n\nThis is the fourth report that has been made to the National Council\nupon the subject of Participation of Teachers in Management.\nSince the\ncommittee was first appointed for this study the number of organizations,\ncommittees, councils, and clubs has steadily increased until now they may\nbe found in city school systems of all sizes throughout the United States.\nIt is evident that teachers participation in management has come to stay;\nit is just as clear, however, that there is not yet any special form of participation which is generally accepted as best adapted to any particular set of\nconditions.\nFrom the beginning the purpose of the committee has been to study, with\nthe aid of as full and as definite knowledge of the facts as could be obtained,\nthe different forms of participation of teachers in management and the\nresults of the operation of each. In the first years of the committee’s\nactivities it set forth those principles of management which made clear the\nnecessity for some form of participation of workers in the conduct of enterprises of every kind, the objects that were to be gained by such activity,\nand the criteria by which the results were to be judged.\nThe committee also directed its attention to the making of a careful\nstudy of the chief form in which teacher participation had been manifeste\nd\nup to that time—namely, the part taken by teachers in the making of courses\nof study. The information was gathered through a questionnaire\nfurnishing for the most part numerical statements of an objective nature.\nThe\n\n"}
{"page": 427, "printed_page": "405", "text": "NATIONAL CouNCIL oF EDUCATION\n\n405\n\nstudy was publishedin monograph form by the National Education Association as part of the Report of the Committee on Superintendents’ Problems\n1t showed that the organs used for this participation were almost\nin 1918.\nall the type that was called the “Temporary Committee,” of which there\nwere numerous forms ranging from those that were dominated by superintendents of schools to those in which the superintendent studiously avoided\nFrom\nhaving anything to do with the committee in any stage of its work.\nthe opinions of ninety per cent of the superintendents, participation of teachers was a positive benefit to the schools, to the teachers, to the superintendents as well as in the making of the course of study and in the improvement\nIn fact, it proved conclusively that teacher particiof methods of teaching.\nof study should be adopted by city school\ncourses\nof\npation in the making\nsystems generaily without regard to size of city. As to which form of:\ncommittee was best, it was impossible, however, to obtain sufficient data\nto warrant a conclusion.\nThis study was made before teachers’ councils came into prominence\nand was originally undertaken because it was believed that such study might\nRegarding the more formal\nbe of positive benefit to school management.\nand permanent organ of teacher participation—the teachers’ council—it\nwas impossible to make a similar study until it had been in operation a\nsufficient length of time to furnish a body of facts upon which to base\n‘he efforts of the committee were, therefore, confined at\nconclusions.\nof those administrative and social principies that\nstatement\nthe\nto\nfirst\nshould determine the purpose, the functions, and the structure of such\nan organ, taking into account, also, the varying sets of limiting conditions\nwhich might affect form and structure.\nA yéar later it was possible to secure the constitutions of a sufficiently\nlarge number of such bodies, as had been given administrative sanction,\nThe study of\nin order to make a comparative study of their structure.\nsupplemented\nbeen\nMr. Orton presented last year before this body, has\nof the first\nthat\nHebb,\nMiss\nby those of Mr. Seares, Mr. Cummings, and\nthe 4 meriin\nappeared\nview,\nof\npoint\nthis\nnamed being most valuable from\na surshow\nstudies\n‘These\n1921.\nOctober,\nfor\nJournal\ncan School Board\nn.\norganizatio\nof\ntypes\nsuch\namong\nstructure\nin\nvariety\nprising\nIn this we have another example of that unique characteristic of our\ndemocratic form of government which is both our strength and weakness.\nEach locality has proceeded alone, or at least, has decided for itself the\nstructure and the functions which its formal organ was to have, thus making\nit possible to carry on a vast amount of experimentation under varying\nhas\nconditions as pleased each locality. While each organ standing alone\nbeen\nplans\nthe\nhad\nbeen\nnot been so correct in its form as it would have\nand\ndetermined by some central agency especially proficient in the theory\ns\nnevertheles\nfields,\nother\nand\nl\neducationa\nin\npractice of such organization\nfuture\nthe\nin\nhave\nto\npossible\nit\nmade\nhas\nation\nthis period of experiment\norgans better adapted to existing conditions than could have been sugand\ngested by expert authority, provided we now gather up in systematic\ns.\nexperiment\nisolated\ncareful fashion the results of those more or less\n\n"}
{"page": 428, "printed_page": "406", "text": "406\nSe\n\nNaTIONAL EpucaTion\nnee ee\nee\n\nASSOCIATION\nee\n\nee\n\nIt now seems to the committee that the time has come when a study of\nthe functioningof these organizations, known in general as teachers’ councils,\nIn the working out of this study there should be three\ncan well be made.\ncontrolling principles: First, conciusions must be based on facts stated as\ndefinitely and- as accurately as possible; second, the structure of an organ\nmust be determined primarily by the functions it is to perform; and third,\nstructure although determined primarily by functions to be performed\nis affected to a marked degree by the environing conditions within which\nit must work.\nThe committee has prepared, therefore, a questionnaire which seeks to get\nthe facts as to how efficiently the different structures have operated in the\nperformance of their various functions under the particular environing conditions in so far as such facts can be ascertained by the questionnaire\nmethod.\n‘The facts obtained together with such supplementary information as may be gathered will be studied with the purpose of answering in\nas satisfactory a manner as possible the following questions: Frst, under what\nset of conditions, if any, is a permanently organized teacher-participation\nagency desirable and under what sets of conditions, if any, is it undesirable?\nWhile the principles presented by this committee have pointed to certain conclusions on this point, there is yet needed a confirmation, modification, or\nnegation of them by the outcomes of actual experience.\nOnly in such a\nway as this may theory and practice be found of the greatest possible benefit\nto each other.\nSecond, when it is found desirable to have a permanent\nformal organ for the participation of teachers in management, what form\nof organization is best adapted to perform each specified function under\neach specified set of conditions?\nFrom surface indications it seems that these organizations are not working\nas smoothly and as effectually as had been expected by their sponsors, nor\nare they performing the good that they ought.\nThe reasons for this, it is\nreasonable to expect, may be in part, at least, because they have attempted\nto perform functions that could be better carried out by some agency other\nthan a council, or that their forms of structure were such that they could\nnot accomplish the purpose effectually.\nFrequently it has happened that\nin the formation of a teacher council, the primary purpose was to increase\nsalaries; consequently, the structure was properly framed for securing the\nrepresentation and participation of all groups of teachers.\nThe organ thus\ncreated has since performed such varying functions as the improving of the\ncourse of study, or the arranging for courses of lectures for the benefit\nof teachers, the providing of club rooms and forms of social entertainment,\nor the working for passage of certain bills through the legis'ature.\nSome\nof these functions are an integral part of the operations of the school system,\nothers are not; and some require one kind of ability, others another\nkind.\nOn the face of things, it would seem that there must necessarily be\na vast\nwaste of energy and of imperfect accomplishments when the same\norgans\nare performing such varied activities.\nMoreover, it will probably be found\nthat sometimes the reasons are not in the poor adaptation of\nstructure to\n\n"}
{"page": 429, "printed_page": "407", "text": "NATIONAL CouNCIL OF EDUCATION\n\n407\n\nfunctions, but in the poor adaptation of structure to the environing conditions, such as: The nature and structure of other teachers’ organizations,\nand of the function performed by them, the authority conferred by the\n‘school board upon the superintendent, the intelligence and the ideals of the\nteaching corps, the ability and the quality of leadership exercised by the\nsuperintendent and by the principals, and the spirit of the personnel as a\n‘These practical considerations are very important and at times\nwhole.\nThey destroy the\ndominantas far as practical results are concerned.\ntrue perspective, or in other words, cause the superintendents or the teachers\nto look at the situation through colored glasses. In all probability, these\nlocal situations or personal views, prejudices shall we call them, producing\nin individuals or groups, selfish or low aims, often stand in the way of the\nreal progress that would result if the organization as created were given\na fair opportunity.\nIt may not be amiss to present in the final section of this report a brief\nreview of the more important criteria that seem, on the basis of the science\nof management in business and of management in schools, in so far as this\nhas been studied to determine the success or failure of organs for the participation of teachers in management.\nFirst, any organ for the participation of teachers in management in any\nschool system must produce a better realization of the aim set up by that\n“This means\nparticular school system for the education of its children.\nof either\nbenefit\nthe\nfor\nprimarily\nintroduced\nnot\nis\nn\nparticipatio\nthat teacher\nthe teachers or the superintendent, but it exists rather for the benefit of the\nConsequently, if it does not benefit the children, it ought not\nchildren.\n\nto exist.\nThe value of this criterion is more apparent in those school systems in\nwhich recognition is given to the principle of individual differences and\nwhere every possible effort under the limiting conditions is made to reach\nthe needs of each individual child. This is undoubtedly the most important\ncriterion to use in passing upon the value of any teacher-participation p'an.\nSecond, a teacher participation organ should promote the efficiency of\nthe teaching corps; meaning by this, that it should make teachers more\ncompetent in instruction, more responsive to leadership and more loyal to\nSince the importance of the teacher becomes more apparent\nthe schools.\nin a scheme of instruction which recognizes the principle of individual\ndifferences, it will be seen that we must exert greater effort than heretofore\nFundamental in this is\nto make of each teacher the best possible teacher.\nindividual teacher,\nevery\npractically\nin\ninnate\ndesire,\nthe\nof\nn\nthe recognitio\nnot for himself or\nn\nrecognitio\nbut\nherself;\nor\nhimself\nof\nmost\nthe\nmake\nto\nvirtue of better\nby\nherself primarily but for the sake of the pupils who\nhelp.\nand\nguidance\nteaching ability are to receive superior\nteacher\nNevertheless, it seems to be true that some teachers believe in\ns\nthemselve\nof\nsake\nthe\nfor\nbut\nchildren\nthe\nof\nsake\nthe\nparticipation not for\nthe\nenjoy\nand\ntion\norganiza\nthe\nin\nposition\na\nobtain\nmay\nthey\nthat\nin order\nfellow\nexercise of power and receive the honor and adulation of their\n\n"}
{"page": 430, "printed_page": "408", "text": "408\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nteachers, or in some instances in order that they may satisfy some grudge\nheld against the superintendent or the school board.\nThird, as a corollary of these two, it follows that a teacher-participation\norgan should make it possible for the superintendent to accomplish more\nand better work.\nThere are some superintendents who would not accept these as proper\ncriteria.\nTheir own attitude of mind or experience leads them to believe\nthat councils have different purposes or that the purposes given are unattainable through them.\nI personally believe that experience thus far proves\nthey are both proper and attainable.\nAt the same time, I think we must\nacknowledge that the experience of some superintendents with their teaching corps or of some fellow superintendent with his teachers, would\nnaturally lead them to doubt their validity.\n“There are many misconceptions that must be cleared up. Superintendents should not have any of their\nrightful authority diminished; nor, on the other hand, should they alone\ndesire to dictate the procedure of the school.\n“Teachers should regard the\nsuperintendent as the responsible leader of the school and give him loyal\nsupport; they should not expect to take over his functions.\nIt is when\nmisconceptions and selfish aims intervene that cooperative effort fails.\nWhat should be done under such circumstances, it is difficult to say. Personally, I am inclined to favor the side, when there is a side, whose attitude\nis right ;that is, to deny to teachers who would misuse their power the right\nof a council, and to grant it to those teachers whose superintendent is not\nwell disposed to them.\nShould both have the wrong attitude, an impossible\nsituation would exist, and neither course should be followed.\nSurely it\nwould be time in such a school system for another superintendent and for\nchanges in the teaching corps.\nIt will be the function of the committee\nto study such situations and test the validity of the foregoing conclusions.\nIn summarizing, we may say that teacher-participation organs seemingly\nhave come to stay, that they are performing a great variety of functions,\nthat they are variously constituted, and that undoubtedly many of them\nhave a poor adaptation of structure to the functions performed, owing to\nthe fact that we are in the “trial and error” period of the development of\nthis new form of institution.\nWe need, in many quarters of the country, a\nclearer understanding of the aims of teacher participation and also some\npretty well-defined criteria as to when teacher participation is functioning\nproperly and when it should be redirected, and, possibly in some instances,\nreformed or abolished altogether. The experiences that we are thus having\nin this initial stage of development should be gathered together as rapidly\nas conditions permit, studied carefully, and from them conclusions formulated in order that there may be the least waste and least delay in the\nadvancement of education.\n‘This your committee is endeavoring to do with\nsuch facilities as are at its command.\nIt desires your codperation and such\nsupport as the work requires.\n\n"}
{"page": 431, "printed_page": "409", "text": "NATIONAL CoUNCIL oF EDUCATION\n\nTHE\n\n409\n\nCOORDINATION OF THE COMMUNITY AGENCIES\nIN EFFECTING CHARACTER EDUCATION\nALBERT\n\nSHIELS,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nCITY\n\nCharacter is difficult to define because it includes so many things—all\nour ways of thinking, feeling, and doing. ‘True, we may formulate a\ngeneral definition of character; but it is to be questioned whether such\ngeneral definitions are useful for our purpose. At the very beginning\nsanctions of conduct must in turn be defined, and we at once embark on a\nphilosophic journey which, however delightful to the traveler, fails to help\nthe teacher in the practical and immediate problem of developing the character of children.\nas\nWhen we discuss particular situations we rarely differ as to what is right\nor wrong.\n‘The practical judgment of the man on the street is probably\nas correct as that of the philosopher.\nWe may consider the factors of\neducation in developing the character of children in the same commonsense way.\nWe know that character involves (1) high motives; (2) the\nintelligent interpretation of the best motive, and (3) the appropriate\nactions, the latter becoming habits for constant situations.\nBecause these\nthree things make up character, it does not follow that we must establish\na formal order of sequence in teaching them.\n‘The child himself just\nbubbles up in his tendency to action; he begins to choose the motive that\ninfluences action soon enough, and he naturally selects that which is most\npleasant or least difficult. “This really is the way most adults react, with\nthese two important differences: first, the things that are pleasant to men\nand women of character are those which yield finer kinds of satisfaction—\nthat is, such people respond to higher motives; second, their reaction to the\ngood motive is more intelligent—it is based on greater knowledge.\nOur work in education, therefore, is threefold: (1) to afford the right\nsituation for action; (2) to build up the better motive; (3) to impart the\nAll these are essential, but one is fundamental\nmost useful knowledge.\nIf a child seems to accept the motive\nto good character—the good motive.\nwe call “good” by giving the appropriate action only because of a sense of\nfear, we can go so far as to secure “good” behavior, and we may even\nestablish “good” habits; but a sound character implies response to those\nright motives which a child accepts for himself so strongly and so profoundly that they will have a driving force. A child who associates in\na group that accepts the right motives will, even without argument, fall\n‘Therein with his fellows, for he finds pleasure in winning their approval.\ngood\nrecognize\nthat\nfore, association with the agencies in the community\nof\nmode\na\nis\nperformance\nsuccessful\nand\nmotives, adequate knowledge,\nwholesome\na\nor\nhome,\nthe\nchurch,\nthe\nis\nagency\nthe\neducation, whether\norganization of young people.\n_\nThe emphasis on motive and action must not blind us to the importance\nThere are two extreme\nof knowledge in the development of character.\ntruth, yet each in itself\nto\nconceptions of knowledge—each a contribution\n\n"}
{"page": 432, "printed_page": "410", "text": "410\n\nNationaL\n\nEpucaTIon\n\nASSOCIATION\n\n‘The first seems to attribute to knowledge an extraordinary\nmisleading.\nunefficiency. Modern educators protest against this conception; yet,\nquarter\na\nnearly\nFor\nit.\nadopt\nto\ntends\npractice\nal\nconsciously, education\nof a century, for example, citizenship training has been a subject of disIn the broader sense of the term it has come\ncussion among educators.\nto mean character training, except that the religious sanction has usually\nDuring this period, with only negligible exceptions, all\nbeen excluded.\nthe discussions concerning civic training or character development have\nbeen confined largely to new curricula, that is, to a mastery of knowledge.\nOn the other hand, the emphasis on behavior or action has sometimes\nobscured the large part which knowledge plays in character development.\nStatements to the effect that mere knowledge never made a citizen, or that\nmoral maxims play little part in making men of character are familiar\nYet we know that so useful a thing as the\nto us all, and they are true.\ntaboo among savages is but a method of capitalizing the knowledge that\nSimicertain foods are dangerous or that certain customs are harmful.\nlarly, civilization affirms ethical adherence to certain laws and customs\nWisdom in meeting situations\nwhich are hygienic rather than moral.\nhonorably as well as advantageously is based on adequate information.\nIt is evidence of good character that a man save his neighbor’s water supply\nfrom the pollution of his sewage.\n‘The good intentions of such a man\nbecome effective only in proportion to his knowledge of the laws of\nsanitation.\nThis, however, is no justification for assuming that a man must be\nversed in all the sciences—even the social sciences—to become a good citizen, else, indeed, democracy would be in a bad way.\nFor the citizen of\na democracy certain minima of knowledge are essential, as, for example,\nthat the technical operations of government should be in charge of experts.\nThe danger in education is not that a child may learn too much, but that\nhe may endeavor to learn what is beyond him, or what is of little worth\nin meeting the ordinary experiences that most citizens are bound to face.\nThe desideratum is that he should be able to interpret intelligently and use\nwisely the knowledge he does possess.\n“The use of knowledge demands\nthe presence of “people” and “things” under the most ‘“‘natural situations.’ ‘The community agencies afford both the opportunity and the\nsituation in a way the schools may find it difficult to do.\nThe discussion has implied that character is developed in a child in his\ngroup relations,—that is, that the kingdom of heaven is not a special individual possession, but rather that it is found as a man lives with his\nneighbors and as he acquits himself decently and honorably in that association. Individualism, as far as it means a virile sense of personal responsibility, is a splendid quality.\nIndividualism that signifies a ruthless search\nfor personal benefit is a contradiction of the social order.\nDemocracy and\nsuch an individualism cannot survive together; one or the other must\neventually disappear.\nCommunity agencies for this discussion may be defined as any form of\n\n"}
{"page": 433, "printed_page": "411", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n411\n\norganized effort in a locality which is devised to contribute to the welfare\nof a neighborhood.\nThe school is one community agency; others are the\nhome, the church, the library, the local board of trade, the community\ncouncil—if there is one. To codrdinate them would require at the beginning some discrimination as to their respective values and functions.\nThese agencies may first be discriminated as they contribute to character;\neither as they impart knowledge or as they afford situations that call for\na child’s reactions—situations well within his power to meet, yet not requiring such extraordinary effort as to invite failure. Every agency in\neducation does both of these things, but differs in and may be distinguished\nby the degree of emphasis on action or on knowledge.\nA second principle of discrimination is the relative permanence of these\nazencies.\nPermarence is an essential quality.\nIf we evolve a plan of\ncoordination that includes one agency which may fail at a critical time\nmerely because it lacks the stamina to continue, our whole program may\ngo awry.\nPermanence depends on two important factors: one is an assupport whether by public funds or private enterprise ;\nfinancial\nof\nsurance\nthe other is a public consciousness of need, due not so much to public\nenthusiasm—for this may be but a passing humor—as to a profound public\n\nconviction.\nSince our aim is character development, a community agency must be\nassured that the people who constitute its membership have a sufficient\ninterest in it to give it sustained, consistent thought and effort. Otherwise\nit may fail to accomplish its purpose prec’sely as democracy itself may fail\nthrough lack of general interest and effort among its citizens. This is\nIt may be an excellent\nthe weakness of a philanthropy in a community.\ncitizenship training.\nthan\nother\npurpose\na\ninstrumentality for achieving\nfrom above, if those\nconducted\nare\naffairs\nits\nif\ngives,\nmerely\nit\nIf, however,\nattached to it are recipients only, it will afford but a poor contribution to\n“This, it may be noted, is\nthe making of self-respecting, earnest citizens.\nnot a plea for the abolition of philanthropic enterprises, which would be\na real calamity, but rather an argument that some of these enterprises\nmight with wisdom reorganize their methods of administration.\nThe school occupies a unique place, not because it is always the most\n‘influential among the agencies that develop character, but because the\nteacher is in a special sense concerned in all education that aims at character\ndevelopment, whether the process is going on in the schoolhouse or any\nMoreover, the school enjoys certain advantages; its conother place.\ntinuance is assured, for it is supported by public sentiment and financed\nby public funds. Whether the school requires initiative, team work, and\ncontribution to its welfare from its particular group of citizens—that is,\nmuch upon the character of the school administrator\nits pupils—depends\n\nhimself.\n\nbe\nNow a school presents situations to its pupils and requires that they\nthe\non\ncarries\nschool\nthe\nnature\nvery\nits\nNevertheless, through\nmet.\n\ntradition of knowledge.\n\nIts excellence is not unusually measured by the\n\n"}
{"page": 434, "printed_page": "412", "text": "412\n\nNatTIoNAL EpucaTION\n\nASSOCIATION\n\nability of its pupils to repeat the knowledge that has been imparted, as\nThe school is usually ready to codperate with other\nthrough examinations.\ncommunity agencies that, like itself, are engaged in the work of giving inThus, the best schools codperate with a neighboring library,\nformation.\nand they frequently utilize newspapers, magazines, and supplementary\ntexts.\nNor should the value of such knowledge be in any way deprecated.\nSeveral questions, however, arise: Has the school. in its development of\ncharacter a too exclusive tendency to emphasize knowledge only? Does\nAre\nthis knowledge develop certain desirable attitudes and interests?\nthese as carefully considered as the possession of the knowledge itself?\nIs citizenship training or character development consciously a dominant\naim in the work of the school, or is it taken for granted as a probable byproduct?\n‘These are not rhetorical questions.\nMany schools are conSuch phrases as “the\ncerned in attitudes, interests, habits, and character.\nproject method,” and “‘socializing the recitation,” reflect that ideal.\nMoreover, there is a steadily growing realization among school people that\norganization and administration are more than mere methods of facilitating the operation of the school machinery.\nThe principal and the teachers may find the solution of this problem in\nthe establishment of a school city, a school senate, or a school council; or\nthe method may express itself rather in the tone or attitude between teacher\nand pupils. For example, there are schools in which the sanctions for\nobedience and discipline are not the dicta of authority alone—there is\npublic opinion in the making of which the pupils themselves have participated. Whatever the method, in one way or another, the fact is being\nrecognized that the spirit and the method of administering the school are in\nthemselves valuable modes for developing the character of pupils.\nWhen, however, the school is called upon to codrdinate its work with\nthat of other community agencies that emphasize actions and habits rather\nthan knowledge, there is less evidence of accomplishment save of the more\nobvious and superficial kind. ‘This situation has a humorous aspect. We\nhave a generation of children subjected outside of the school to a variety\nof organized influences, most of them unconscious of or indifferent to one\nanother.\n‘The sum of these experiences constitutes the child’s civic education or mode of character development.\nYet, these agencies, however\nwell-intentioned, may be quite inconsistent with one another.\nIt is as if\na child were now one person and now another, each at a different time\nbeing taught a different, even a contradictory, conception of good behavior\nand right action. Fortunately most children seem to have a sturdy power\nof emotional and intellectual digestion. ‘The model boy in the classroom\nwho is arrested for theft outside is not a typical case.\nNow if we revert to our principles of discrimination, we find that we\nof the schools may make at least the beginning of a plan for codrdination.\nBecause the school is already so well endowed with facilities for imparting\nknowledge, it is not here necessary to emphasize the value of codperation\nwith the library or with civic functionaries,\nMost schools today provide\n\n"}
{"page": 435, "printed_page": "413", "text": "NATIONAL CouNcIL oF EDUCATION\n\n413\n\nfor visits to the fire station or the water works. We need only consider\nthose other agencies which do emphasize action—that is, knowledge put\nto work. One class of these community organizations is created for children. ‘They are fairly well supported; they provide for the association of\ntheir people in natural situations.\nWhen they are under proper guidance\nthey require at every stage action, habits, and adjustment.\nExamples of\nsuch organizations are the Boy Scouts, the Girl Scouts, and the Camp\nFire Girls.\nI select the Boy Scouts because a recent study of their activities, which\nwas the result of an investigation made after correspondence with more\nthan a hundred school superintendents, presents illuminating facts. Almost every superintendent stated that he approved of the scout program\nas an effective force in civic training. With few exceptions there was no\nevidence that the school concerned itself in any direct fashion with the\nexperience of the pupils under- scout direction, though frequently a scout\ntroop was permitted to use a classroom after school hours, with the\nacquiescence, paid or unpaid, of the school janitor.\nSome good reasons\nwere given for this indifference, as that the scoutmaster was not properly\ntrained, or that the local troop had been organized under the auspices of\na sectarian group.\nApparently, however, the fact was that the scouts were\nmerely ignored because they were an “outside” organization. Yet, let us\npause for a moment to consider some of the aims of school instruction.\nOne is to develop leaders which, of course, implies not only an intelligent\nappreciation of the qualities of leadership in varying situations, but a corresponding obligation to accept such leadership. What more natural situations are there for such training than among a group of boys starting on a\nhike, or making camp, or taking a school census, or discharging the many\nduties a scout is called upon to perform?\nExamples could be multipled.\nGood schools endeavor to establish a public opinion—the social sanction\nIt would be a fortunate thing\nfor certain acts, praiseworthy or blamable.\nNow the\nif the same opinion continued to operate after school hours.\nIt seems undescout organization is concerned with the same objective.\nniable that if the school people knew the scout program and the scout\nprinciples, and if the scout people knew what the school was trying to do,\nand especially if the boys themselves realized their mutual appreciations,\nIt is\ncertainly such sanctions would tend to become permanent forces.\nextraordinary how a perusal of the scout manual reflects the same purposes\nin character development that school men and women are constantly affirming; the difference being only a difference in the situation and a difference in the time.\nThe teacher may wearily ask if this means added duties to the thembers\nIt does not\nof a profession already overweighted with responsibilities.\nto give\ndesire\ndemand more time except as the teacher, like any citizen, may\nclaim\nwill\nadministrator\nThe\nit; but it does ask for a wider outlook.\nequipped\nimproperly\noften\nare\norganizations\noutside\nvery properly that these\n‘This is true, and it will\nand, in a great many cases, poorly manned.\n\n"}
{"page": 436, "printed_page": "414", "text": "414\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nremain true as long as we who are inside the school continue to ignore\nthose who are outside until they react our conception of excellence.\nDetroit is installing in its new\nToday Buffalo is training scoutmasters.\nthat will form the members\norganization\nd\nneighborhoo\nfor\nschools offices\nNot a few towns have undership of local councils for the scout troop.\ntaken to assign part of the time of paid supervisors, especially trained, so\nthey may direct their local boy scouts, permitting them to retain their integrity as scout troops although conducted under a group of citizens\ninterested in the school.\nWe, here, are not especially concerned in the Boy Scouts, or the Girl\nScouts, or the Camp Fire Girls except as they exemplify a general principle:\nWhenever in a locality there is an organization that has the experience,\ntraditions, and program that will develop character, the school is concerned\nto work with it. What our young people need constantly as they associate\nis the “give and take” experiences that mean teamwork, the realization of\ncommunity dependence, the fine sense of believing in and living for something outside of the self, yet in which the self has a significant place. As\nsoon as our children realize the oneness of purpose existing in the school\nand in their association out of it, there follows a consistency of experience\nthat makes character development the easier.\nThere is another kind of community agency—the adult organization that\nis or should be concerned in schools because it sometimes interests itself in\nsome phase of character development.\nThis agency includes several types:\norganizations of business men like boards of trade, chambers of commerce,\nand the like; the fast increasing number of women’s organizations, and\none special group which we call parents’ associations.\n“The number of these\norganizations forbids any detailed consideration of their functions, and only\na few references are, therefore, permitted. Recently one of the most aggressive of our business men’s associations engaged in an undertaking to\n“save the boys.” It is curious how small a part the school people had in\nit, though teachers could have given suggestions and made programs that\nwould have saved much wasted energy.\nWomen’s clubs have been more\nfortunate, especially in their legislative activities, which is probably due to\nthe fact that so many of. their members are teachers.\nIf the school people\nhave not always been active it may be that they too have been ignored;\nyet it is not to be denied that the professional teacher is always inclined to\nlook with a certain disdain upon the amateur who undertakes some educational work.\nHowever, it may be repeated that since the school is vitally\nconcerned [though it can make no pretense to supervise all education looking to the development of character] it should know what influences are\nworking to supplement the work it is trving to do, and even at the risk of\nrebuff, it should offer from its fund of experience and its store of opportunity whatever may help others who are trying under different circum-\n\nstances to do the same thing.\nConcerning the parents’ association it is easy to theorize. We have had\na great many years of experience, a great deal of assumption, and not a\n\n"}
{"page": 437, "printed_page": "415", "text": "NATIONAL CouNCIL OF EDUCATION\n\n415\n\nlittle eloquence. ‘The mothers’ associations have organized and pyramided\nthemselves into city and county, State and National organizations, more or\nless elaborate.\nYet in the immediate neighborhood the single school and\nits own parents’ association—we have much to learn concerning the technique otf procedure that will include more than occasional entertainments,\nappropriations for charitable purposes, visits to the classrooms, and personal\nconferences, excellent though these things are. One significant outcome\nof the parents’ associations has been the reflex on the home itself in im-\n\npressing a new consciousness of responsibility for the influences that tend\nto develop or warp the character of children.\nThe discussions among teachers and parents, and the interesting volume\nof texts on the subject are emphasizing the fact that the important experiences are not only those in the school and the home, but those which occur\nin that uncertain and sometimes unknown field that lies between school\nand home.\nIt is not impossible to conceive that for this very reason the\nparents’ associations will not in the future be so sharply divided from community organizations.\nNot only fathers and mothers and teachers, but\nshopkeepers and clerks, advertisers, and purveyors of amusements equally\nneed a quickened sense that they “belong” to the community, whether the\nconsciousness be accelerated by an awakened responsibility or by more\nprudential considerations.\nThe school and the parents together are\npowertul factors in training children, but they are not the only ones: our\ncommunities sometimes sufter from well-intentioned efforts of self-elected\ngroups to improve the rest of the people; and even a parents’ association\nwould not be fess efficient if it couid blossom into a more inclusive organization that numbered in its membership the butcher, the baker, the candlestick maker, and the person who owned the movie show, or the amusement\npark. Human beings are more sensitive to the judgments of a group when\n\nthey belong to it.\nIf deve:opment of character depends on good motives, adequate knowledge, and experience in doing the right thing, then whatever facilitates any\not them is desirable.\nIf sanctions to good conduct are effective as we identify them as judgments of the group in which we count ourselves members, then we are\nfirst concerned that children and grown people find satisfaction and an\noutlet for their interests in those groups which have high standards of\njudgments.\nFinally, if the experiences of children and of grown folks are consistent\nand constant so far as they develop high motives and afford satisfaction\nIt is possible\nin pertormance, then character tends to become permanent.\nto develop any sort of national or racial character—to make a people\nobsequious or tyrannical according to whether they have through centuries\nbeen victims of oppression or masters of slaves. One nation performed a\nmiracle of education within half a century—of a race of quiet, earnest,\nphilosophical, and even sentimental people was made a nation of selfcentered, arrogant soldiers who shook their sabers in defiance of the world.\n\n"}
{"page": 438, "printed_page": "416", "text": "Nationa, EpucaTIon ASSOCIATION\n\n416\n\nIt was, from the standpoint of effective education, a complete job. The\nobjective was clearly seen, the methods carefully studied, and every social\ninstrument was enlisted until men, women, and children were marching\nthe goose step to the time of the schoolmaster, who was in turn the servant\nWe may not safely forget that lesson. We have an\nof another master.\naim—to preserve a democracy which can survive as its members are trained\n‘That is citizeneach to find his advantage in the advantage of his group.\naction toward\n—right\ncharacter\nis\ntraining\np\ncitizenshi\nand\ntraining,\nship\nBut do we vision the aim clearly; do\nour fellows in the group relation.\nsome among us vision it at all?\nThen follows the mobilization of experiences so far as we can coordinate them: the school working to one purpose; the home and the community to the same purpose—that these influences as the child experiences\nthem may work consistently together. At best, any attempt to mobilize\neducational influences will be but a poor replica for German thoroughness,\nbecause our society, fortunately, is not based on a conception of unquesBut that is not a\ntioning obedience and we are not a goose-step people.\nreason for indifference to the constructive forces that exist, rather is it a\nreason why communities must learn for themselves to utilize the favorable\nforces that operate within their bounds, and utilize them on a democratic\nbasis. These forces are the community agencies. We have, it is true,\nno uniformed codrdinator to bring these agencies together; therefore, we\nAs a matter\nBut as we educate progress is sure.\nmake slow progress.\nof education, therefore, we cannot escape the conclusion that it is the teacher\nwho must lead.\n\nTHE BEARING\nT. W. GALLOWAY,\n\nOF SEX-EDUCATION\n\nASSOCIATE\n\nSOCIAL\n\nDIRECTOR\n\nHYGIENE\n\nUPON\n\nEDUCATIONAL\n\nASSOCIATION,\n\nNEW\n\nCHARACTER\n\nACTIVITIES,\n\nYORK\n\nAMERICAN\n\nCITY\n\nWe seem to be agreed in this conference that character should not be\nlooked upon as a mystical, formless, supernaturally determined something.\nMuch less is it to be thought of as a general or racial thing. Character\nis individual, and every individual has a different combination of its elements from any other known combination.\nBecause this seems true we\nreally dare not speak of “training character” as a whole, any more than we\ncan speak of “educating the mind.”\nWe can educate particular aspects\nof mental functions and activities; equally we can educate and train the\nreceptive, intellectual, emotional and behavioristic elements in attitude and\ncharacter as these are applied to particular situations.\nNotwithstanding this there has appeared here a very decided unwillingness to indicate what we mean by character.\nIt appears to the speaker\nthat we must not, even though we are not capable of a perfect solution,\ntry to evade the issue of objectifying and analyzing character, so that we\nmay in some degree approach the task of training some of the simpler\nfunctions and processes which are inevitably to be included in that which\n\n"}
{"page": 439, "printed_page": "417", "text": "NaTIONAL\n\nCOUNCIL\n\nOF EDUCATION\n\n417\n\nwe name character.\nOn the other hand this is no place to enumerate, even\nif we could, all the ultimate traits, states, and attitudes of the individual\nwhich go to make up character.\nWhen we speak of ‘“‘character” as being an object of education, we are\ntacitly including some such modifier as “good” “sound,” “acceptable” or\n“effective.”\nThese terms imply a social, or some other, objective evaluation, and must finally be defined as well as included.\n‘This definition of\ngoodness, however, is not the main part of our present task.\nAt the outset we may admit that the bases of character are inherited as\nphysical and chemical complexes, and yet that the major part of its final\nform seems to be individually acquired; that it has both unconscious and\nconscious elements; and that it has both a purely personal and a social\ncontent.\n\nNo real approach can be made to this task of objectifying and analyzing\ncharacter without including two somewhat distinct points of view: (a) The\npragmatic, behavioristic owtcome of the inner character of the individual,\nwhich some scientists would have us believe is all there is to it; (b) the\ninner unconscious and conscious structural and functional elements or factors\nin the mixture, which accompany and determine the behavior.\nFor practical, or behavioristic, purposes, the character of an individual\nmust be, and is, measured by the degree to which the total “mixture” of\npersonal traits and qualities adjusts the individual to the most persistent and\n\nNo character can be regarded as\nsignificant phenomena of his existence.\nsatisfactory, no matter how powerful or interesting it may be in its individual elements, unless it does make an efficacious and discriminating\nadjustment of the individual to his own inner processes and to his surroundings, as well as to the conflicts between these. The adjustment, which we\ncall character, is then as much.a matter of social as of individual psychology.\nThese phenomena which are sufficiently significant to make a difference\nin the matter of adjustment, and thus of character, are:\n1. The general external physical and chemical forces and conditions, as\nAdjustment to these has conditioned the\ngravity, heat, water, and food.\nbasic structure of all organisms, and has resulted in nutrition, protection,\nIt has produced, and is ministered to by\ncomfort, and even in life itself.\nThese are adaptations\nresponses.\norganic\nthe senses, appetites, reflexes, and\ngoodness.\nof\nhistory\nnatural\nback of the whole\n2. The universe-order, as this operates in coexistences and sequences—\nincluding reality, space, time, cause and effect, and so forth. ‘This adjustment shows itself in definite conceptions of truth, beauty, logic. It proation,\nduces and is ministered to by curiosity, reasoning, judgment, discrimin\nlike.\nthe\nand\n,\nesthetic standards\n3. One’s own internal changing temperamental and mental states as these\nby experiare determined both by the inherited factors (as endocrines) and\nbetween\nor\ndesires;\nprimary\none’s\nences, such as conflicts among the urges of\nnt is\nadjustme\nThis\ne.\nexperienc\nof\nout\na desire and the inhibitions growing\n,\ndilemmas\ntensions,\ninner\nsolving\nfrom\ncomes\nwhich\nmeasured by the comfort\nsuch terms as\nin\nexpressed\nbe\nmay\nnt\nadjustme\nof\ndegree\nThe\nand conflicts.\n\n"}
{"page": 440, "printed_page": "418", "text": "418\n\nNaTIONAL EDUCATION ASSOCIATION\n\nuncertainty, satisfaction or dissatisfaction, happiness, remorse, phobias, poise,\nand the like.\n4. The social order and the relations with others of the same species.\nThese adjustments are of every shade of intensity from those of mating\nand parental care to the completest indifference or the fiercest competitions ;\nand of every shade of complexity from casual contact of two individuals\nto the most elaborate adaptation of the individual to the social, ethical, and\nesthetic standards, conventions, institutions, and controls of the group.\nOn the part of the individual these adjustments are expressed in terms of\nconformity or unconformity, of acceptance or aversion, of imitation or\nrebellion.\nIt is quite clear that these character adjustments of the individual in a\nchanging world are dynamic and relative, and not static or absolute in\nnature.\n“They vary with individuals, groups, time, and racial experience.\nTherefore they cannot be cared for completely by instincts and habits. This\nis all the more true because it is not always possible to bring these four main\nareas of adjustment into harmony among themselves.\nOne of the most important tasks of character is to effect a working discrimination of the various\nvalues among these conflicting adjustments.\nOrdinarily we attach, from\nthe point of view of character, particular merit to the adjustments within\nfields 2, 3, and 4, given above.\nFrom the structural or synthetic point of view, the character, which can\neffectively make such adjustments, must include the following, among other\nelements:\n1. A suitable sensitiveness or openness or receptiveness to all the old and\nnew forces to which adjustment may need to be made.\nThis implies, in the\nface of the habituation which inevitably follows satisfying experienc\nes, a\nconsciously cultivated modifiability or adaptability, through appreciat\nion of\nthe value of adjustment to new conditions.\nThis is not the adaptability of\ninexperience, but of acquired purpose in spite of habit formation.\n2. Knowledge, understanding, intelligence.\nWe have long recognized\nthe place of this class of factors in personality and characte\nr; and partly\nbecause we can measure these more exactly than any\nother factors, we\nhave greatly overestimated their relative importance in characte\nr.\n3. Desires (‘“impulses,” “tendencies,” “instinctive”\nappetites) which\noperate unconsciously or consciouslyto furnish “motive\ns” for conduct.\nThese powerful drives in character have been left\nchiefly to the mystics\nlargely because they are elusive of exact study and\nmeasurement.\nThey\nare most important in character and must be analyze\nd and systematically\ntrained.\n4. Habits and skills—These relate not merely to\nmuscles and behavior ;\nbut equally to appreciation and modifiability,\nsatisfactions, thinking, and\ndiscrimination.\nIndeed as important as habit is, it is not so\nmuch an independent character trait as a state of develo\npment of all the various traits.\n5. Satisfactions or dissatisfactions, which\nmay relate to conditions growing out of external stimuli (defore action)\n, or to the results of action in\nresponding to stimuli.\nAs desires are the states of feeling which\ndrive to\n\n"}
{"page": 441, "printed_page": "419", "text": "NATIONAL\n\nCoUNCIL\n\nOF EDUCATION\n\n419\n\naction, satisfactions are the states of feeling which reward or penalize a\nparticular action after it is performed.\nAs a matter of fact it is through\njust such comfort and discomfort that particular conditioned reflexes,\nreaction patterns, bonds, and habits are stamped in or out.\n6. The attitude and power of discriminating, which is a kind of acquired\nsense of proportion that allows a comparison and the weighing of stimuli,\ndesires, ideas, experiences, and satisfactions and enables one to detect and\nuse their variations.\nOne may remark in passing that human adjustments\nare imperfect and ineffective less because we lack knowledge or motives\nthan because we lack power to distinguish important from trivial facts\nand values.\nThere is no purpose to imply that these factors in character are either\n‘They combine into still\nsimple or operate separately “in a vacuum.”\nIndeed\nmore complex character-states to which we popularly give names.\nthem.\nof\nall\nof\nplay\nthe\nfor\ncall\nthe simplest act of conscious adjustment may\nillustrate\nwill\nsuggestions\nfollowing\nthe\ncomplete,\nfrom\nWhile doubtless far\nJdeals represent a fusion of desires and ideas.\nsuch combination of factors.\nConscious motives are ordinarily made up of desires plus intellectual eleReceptiveness coupled with satisfactions makes for appreciation.\nments.\nPurposes are delayed reaction motive-complexes consciously connected with\nTastes are satisfactions which have become standardized and\nthe future.\nDiscrimination may be applied to all other factors, and mediates\nhabitual.\nIt creates understanding out of\nall the combinations mentioned above.\nknowledge and personal standards out of ideas, and is the basis of all choices\nand decisions in dilemmas.\nWhile each of these six functional factors in character is complex, each of\nthem is much more simple than character conceived as a unit. Furthermore, all human experience seems to show that all these. factors are capable\n‘This of course does\n‘That is to say they are educable.\nof modification.\nor discrimination in\ndesires\nor\nnot mean that we can educate satisfactions\nIt\nan abstraction.\nas\nintelligence\ndevelop\ncan\nwe\nthan\nthe mass, any more\nparticular\nany\nabout\nknowledge\nincrease\ncan\nwe\nas\njust\ncan,\nwe\nmeans that\nsituation, modify satisfactions, and secure comparison and discrimination in\na particular situation. Furthermore, just as we can finally create a prejudice\ntoward knowing in general, we can build a predilection toward classes of\nsatisfactions or toward the exercise of discrimination, as a trait or mode\nof character-reaction.\nIt is obvious that our present need is to find methods of modifying these\nand other elements of character specifically, and of measuring the degree\nIt is clear also why there is no high correlation beof such modification.\nSimilarly we see that character education\ntween knowledge and character.\nIt is rather a matter of vital,\n.\nsomething\n”\n“teaching\nis not a matter of\nof the desired particular adrange\nwhole\nthe\ncovering\nts\nlife-projec\nsocial\njustments in detail, with the project details fully motivated at every step\nby desires suitable to the stage of emotional development, and rewarded\nby the most natural and convincing satisfactions, until each desired adjustment is by way of becoming habitual.\n\n"}
{"page": 442, "printed_page": "420", "text": "420\n\nNaTIONAL\n\nEpuCATION ASSOCIATION\n\nThe particular function of this paper is to show that the phenomena\nof sex and reproduction and the educative use of these phenomena must loom\nlarge in any character education which pretends to fit for a real, present\nlife. If there is anything of truth in the preceding discussion, there seems\nto be no need of extended argument that sex education belongs here, and\nfor the following reasons:\n1. Sex and reproductive development within the individual, connected\nas this development is with the endocrines of the sex glands and the other\nglands of internal secretion, modifies from within practically all the factors\nof character mentioned above.\nReceptiveness and appreciation, intellectual\ncapacity, all the emotional and temperamental elements of desires and satisfactions and interests and tastes, are highly conditioned by the state of the\nsex development and of the endocrine balance which is so sensitive to sex\nand reproductive states.\nThis is shown specifically by the emotional changes\nof adolescents.\nThe sex phenomena highly animate or dull the most important elements in personal character and conduct.\n2. On the social side, sex and reproduction make a species and a society\npossible.\nIt is through the joint operation of these functions and impulses\nthat the whole fourth group of adjustments mentioned above (the social)\noriginate.\nThat is to say, if there were no reproduction and sex there\nwould be no society in the first place.\n3. Furthermore, more than any other group of biological or\npsychological\nfactors, sex and reproduction organize this society which\nthey produce.\nThe\nhome and family, whatever its shortcomings, is unquest\nionably the most\nfruitful factor in social evolution and structure; and the family\nis motivated\nand organized about the joint impulses, behavior, satisfact\nions, and habits\nof sex and reproduction.\nThat is to say, without the attractions and impulses of reproduction and sex the species, even if\nit were formed, would\nnot have produced any such society as we know.\n4. The spirit of non-competitive interest and\nmutual adjustment, and\neven of service and sacrifice, which is the new\nevolutionary social factor\ninvolved in the family, is purely the outcome of\nsex love and the production\nand care of offspring. In other words the family\nitself is primarily a sexreprod\n\nuctive institution; and the spirit of the home\njis the direct\n\nproduct\ne< the sex-reproductive complex of unconscious\nand conscious adjustments.\nIncidentally, the extension of this non-competit\nive spirit into the general\nsocial structure outside the home seems\nat the present moment the only\nhope of a human civilization worthy of the name.\ney, Factors which are so momentous in\nthe development and life both of\nevery individual and of the society in which\nthese individuals must function\nmust be profoundly influential in mould\ning that total mass of qualities\n(character) by which the individual must\nadjust himself to society.\nOut\nof the joining of these impulses of sex and\nreproduction and from the agreement and the\n\nconflicts between the individual and social\nwelfare we get\nthe most rich and colorful dilemmas and\nadjustments known to organisms.\nAs meeting dilemmas satisfactorily\nis the school of character, so the abilit\ny\n\n"}
{"page": 443, "printed_page": "421", "text": "NaTIonaL\n\nCouncit\n\noF EDUCATION\n\n421\n\nto meet such situation discriminatingly is objectively the best measure we\nhave of the essence of true character.\nCertainly these sex phenomena are as important in education for life as\nthey are for life itself. In the past, we have very largely undertaken to\neducate personal character into a capacity for social adjustment by endeavoring to expurgate sex and reproduction from the list of important internal\nfactors and external adjustments; or, what is as bad, by holding that these\nelements, when used, could make only negative and degrading contributions\nThe claim of social hygiene educators is merely that we must\nto character.\nput Hamlet back in the cast. We are convinced not only that the play is\nincomplete without the Dane, but more fundamentally that the most beautiful, sweeping, and constructive role in the play is his. We need character\neducation; and we need it unexpurgated.\nTo supply this need is the core of the proposal for social hygiene and\nIt is to develop all the qualities included in character and\nsex education.\nand consciously by the widest use of the project\nspecifically\nthese\nto relate\nmethod to the dilemmas of sex, so that sex behavior may be most wholesomely adjusted to the most significant needs and happiness both of the\nindividual and of society.\n\nJUSTICE\n\nAND\n\nD. WOOD,\n\nCHAIRMAN,\n\nIN EDUCATION,\n\nNATIONAL\n\nTHOMAS\n\nMEDICAL\n\nFOR\n\nEQUALITY\nJOINT\n\nCOMMITTEE\n\nEDUCATION\n\nASSOCIATION,\n\nON\n\nASSOCIATION\nNEW\n\nHEALTH\n\nCHILD\n\nYORK\n\nHEALTH\nAND\n\nPROBLEMS\n\nAMERICAN\n\nCITY\n\nThe improvement of child health is the duty of everybody; of every\nhome, of every school ; of every community; of every State; of every Nation.\npruEconomy, thrift, budget-making, wise investment, productive effort,\n,\nintelligent\nEvery\nslogans.\ntimely\nsensible,\npresent\nat\nare\nre\ndent expenditu\npurpose\nunselfish effort for child health is in full accord with the spirit and\n\nof everyone of these watchwords.\n\nthe\nSecuring the best attainable health and welfare for every child by\njustice,\ncivic\nof\nwisdom,\nsocial\nof\nn\nexpressio\nthe\ncommunity and the State is\nand sound Statesmanship.\nnce, equalThe State cannot guarantee to its children equality of inherita\n\nNor can the State guarantee to\nity of mental endowment, or ability.\nor health or hapchildren in later years, equality of success or prosperity\n\npiness.\n\nthe\nBut the State can and should guarantee essential equality in\n\nThis\nthe children.\nfundamental health necessities and provisions for all of\nbe done\nshould\nand\ncan\nIt\nwar.\nfor\ntraining\nin\nsoldiers\nthe\nwas done for\nin training for citifor the children and youth of the State and Nation\nzenship.\nFar from\npresent?\nDoes such equality in relation to child health exist at\nchild’s\nthe\nfor\nsociety\nhuman\nby\nzed\norgani\ncare\nit! The program of health\nive\nimpress\nmost\n“The\nstent.\ninconsi\nand\nuneven\nis\ngrowth and development\nInfant\nof\nArt\nand\nScience\nand dramatic development in this field is the\n\n"}
{"page": 444, "printed_page": "422", "text": "422\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nCare.\nAs a result of the intensive health care developed for babies the\ndeath rate of infants under one year of age has been reduced in many cities\nand in some States from 50 to 75 per cent during the last twenty years.\nIf a corresponding saving and betterment in life and health could be made\nthroughout the periods of childhood and adolescence up to maturity, the\nresults would be thrilling beyond expression.\nBut the spendid momentum of health care gained during the first year\nof life is sadly slackened in the pre-school and school periods. “Thousands\nof lives saved by skill and devotion during infancy are heedlessly and needlessly crushed out by street, and other preventable accidents during the\nrunabout and early school periods. This “juggernaut” destruction of\nchildren in our streets must somehow be stopped.\nAnd what are the schools\ndoing for the health of children and youth from five to sixteen or eighteen?\nSomething, but as yet not much, at least, for all the school children.\nThe gradual improvement during the last twenty years in the health\nwork of the schools is encouraging but by no means satisfactory. A few\ncity school systems are now spending annually from four to five dollars per\npupil for health and physical education.\nThis represents: from 3 to 5 per\ncent of the annual school budget, a splendid approach to a complete and\nadequate program.\nOn the other hand a few cities in our proud Republic are spending nothing for health in the schools.\nCity schools, on the average, are doing\nmuch more for the health of pupils than are the rural schools.\nHealth\n\nexaminations of nearly two millions of school children (evenly divided between rural and urban schools) in New York State directed by the State\nDepartment of Education during the last five years show that 72 per cent\n\nof the pupils in city schools and 87 per cent of pupils in rural schools have\nhealth defects.. The same report shows that of the defects reported in\ncity schools 36 per cent were treated and of the defects reported in rural\nschools only 22 7/10 per cent were treated. And New York is not the\nworst State in the Union by a good distance.\nGovernor Miller, of this same State of New York, in his message to the\nlegislature in January, 1922, expressed his convictions emphatically as\nfollows: “I deplore paternalistic tendencies which substitute dependence\n\nupon the State for self-dependence and self-reliance of the citizen, but it\nis one of the highest functions of the State to safeguard childhood and to\nprotect the public health and the proper discharge of that function is\nnot\npaternalistic.\n. . . No child in the State should be handicapped by a\nremediable physical defect.”\nNo child in the 24,000,000 school children of the United States\nshould\nbe handicapped by a remediable health defect. And yet over\n15,000,000\nof them are today so handicapped.\nWith all the splendid start that has been made in some cities\nand in a\nfew States in this campaign for school health work the surface\nof reasonably\nfull accomplishment in this vital task of the Nation has\nas yet only been\nscratched.\nMalnutrition still stalks like an insidious specter through this\n\n"}
{"page": 445, "printed_page": "423", "text": "NaTIONAL\n\nCouncit\n\nor EDUCATION\n\n423\n\nland of ours threatening one child in every four or five, not with early\nannihilation as in some countries in Europe, but with dangers just as real\nand ofttimes more far-reaching in lowered vitality, deficient development,\nand decreased resistance to many kinds of harm.\nMyriads of children are\nsuffering from partial: starvation in a land of plenty; suffering thus, not\noften from poverty alone, but most often from ignorance, from carelessness,\nfrom neglect, from the irresponsibility of those not only in home, but in\nschool and community, in the State and the Nation. Who must attend to\nthis business if the country is to remain solvent.\nThe insecure roof of a theatre collapses with tragic loss of life. But\nunnoticed by most, the neglected, the moral, mental, and physical health\nof the children of the Republic, jeopardizes the very foundations of our\nentire permanent National edifice. The great majority of the children\neven yet are seriously endangered by neglect of the teeth. Only a few of\nthose with defective vision have been corrected so that they can really “see\nstraight.” A very small percentage only, of children throughout our broad\nland have had their injurious tonsils and adenoids removed.\nFifty-one per\ncent of the freshmen of a great University have had their tonsils removed.\nDo not sniff at this and say “Just a fad! a luxury possible for the children\nof wealthy families.’\nSome of us, who have paid with hard-earned money\nand much discomfort for the removal of pus-laden tonsils, know better.\nThe boon we beg for the army of twenty-four millions of children in our\nschools is freedom from all remediable handicapping defects and a fair\nchance to realize the positive power of which they are capable by a reasonable opportunity for play; for vigorous out-door action; for enough wholesome, strenuous living, to develop as much of Rooseveltian robustness of\nmind and body and character as will benefit their world and generation.\nThe school child in three cases out of four is in a situation relative to\nhealth (even if unconscious of it) which is well expressed by the words of\nthe famous cartoonist—When a feller needs a friend.”\nMHere are a few of them: (a) A scale in every\nW hat are his friends?\nschool so that every growing girl and boy may be weighed each month;\n(b) A place to play and develop out-doors—in safety—with joy; with responsibility, with hardihood; (c) Sufficient food of the right kind; at the\nright time; and (d) A practical growing body of health habits, health\nattitudes, health ideas which will make a lifetime more useful and more\nsatisfying.\n(1)\nWho are the friends of every school child in his quest of health?\nThe parents—intelligent, devoted, sensible—eager to learn; keen to have\nthe help of school and community in making the children of the home, into\nthe healthiest and best citizens for the world; (2) The teacher—as much\ninterested in the health and character of her pupils as in their mental development; and (3) The rest of the people—physical-education teacher,\nschool nurse, school doctor, family physicians, and all others, who help\nevery child in the land to make the best of himself.\n\n"}
{"page": 446, "printed_page": "424", "text": "424\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nCONTRIBUTION OF PHYSICIANS IN FORTY-TWO STATES\nTO THE HEALTH WORK IN THE SCHOOLS\nJOHN\n\nM.\n\nDODSON,\nAMERICAN\n\nCHAIRMAN\nMEDICAL\n\nOF\n\nTHE\n\nCOOPERATING\n\nASSOCIATION,\n\nCHICAGO,\n\nCOMMITTEE\n\nOF\n\nTHE\n\nILLINOIS\n\nThe enormous advance in. our knowledge of preventive medicine in the\nlast half century is pregnant with great possibilities in the saving and\nprolongation of human lives and the increase of human efficiency.\n‘The\ndemonstration of these possibilities in the sanitation of the Panama Canal\nZone by the late General Gorgas, and in the experience of the great armies\nin the Russo-Japanese war and the World War, were striking and conclusive.\nTo secure the maximum possible benefits of preventive medicine three\nthings are necessary: (1) Scientific research, to which we owe practically\nall we have gained, must go forward to the discovery of new facts, new\nmethods, and new principles.\nResearch, therefore, in pure science, quite\nas much as in its applications to medicine, must be encouraged and supported especially in the institutions for higher learning—colleges and universities. The children of the coming generation should be impressed with\nthe significance and importance of original investigation and no effort\nshould be spared to seek out from the students in these institutions those\nrare individuals possessing the aptitude and capacity for such work.\n(2) The knowledge of sanitation, hygiene, and health, already gained,\nand that to be added to our store by future investigations must be as\nwidely and effectively disseminated as possible among the people at large,\nand especially to the school children, the coming generations of men and\nwomen,\nIt is in them that our hope of betterment almost wholly lies.\nIt is in this line of activity that your joint committee has been working for\n‘the last decade, and with gratifying progress.\nBy action of the House of\nDelegates of the American Medical Association at its meeting in New\nOrleans in May, 1920, the several State medical societies were urged to\nappoint similar committees on the health problems in education to cooperate\nwith similar committees to be appointed by the State teachers’ associations.\nOver forty of the State medical societies have already appointed committees.\nThe earnest, continued support of every teacher in advancing this movement\nin her own State association is urged by this committee and by the National\nEducation Association, which endorsed this movement at its meeting\nin\nDes Moines last July. With such a group of 400 or 500\nteachers and\nphysicians cordially codperating in the several States to secure a\nbetterment\nof health conditions in schools and in school children and a more\neffective\nprogram of health education, there is almost no limit to the\npossibilities of\naccomplishment.\n3. Multiple organizations have been formed in this\ncountry seeking to\npromote health in various ways and along various\nlines.\nMuch time,\nmoney, and energy are being wasted because of lack\nof proper coordination\nof these numerous agencies.\nIt has been one of the chief activities of this\n\n"}
{"page": 447, "printed_page": "425", "text": "NaTIONAL\n\nCoUNCIL\n\nOF EDUCATION\n\n425\n\njoint committee of the National Education Association and the American\nMedical Association to seek codperation with other organizations having\npurposes more or less in common.\nIt should be, likewise, a prominent\nitem in the program of the joint committees of teachers and physicians in\nthe several States, to seek codperation with other associations and agencies\nwhose purposes are the betterment of health conditions.\n\nWHAT\n\nMRS.\n\nIRA\n\nTHE\n\nCOUCH\n\nWOMEN ARE DOING TO PROMOTE\nHEALTH IN SCHOOLS\nWOOD,\n\nDIRECTOR\n\nMEMORIAL\n\nFUND,\n\nOF\n\nTHE\n\nCHICAGO,\n\nELIZABETH\n\nMC\n\nCORMICK\n\nILLINOIS\n\nBefore saying a word on a physical education program, it would seem’\nto me that we need to agree on a definition of the term “physical education.”\nRecently, a committee of experts sat all day long discussing the exact meaning of “nutrition” without coming to a conclusion.\nIt might be equally\ndificult to come to a unanimous agreement as to a definition of “physical\nIn some schools, physical education covers all physical traineducation.”\ning and activities, track athletics, physical examinations of children, health\neducation and hygiene, and even the nutrition work, while in others\n\nphysical education is confined solely to muscular exercise without reference\n\nto any other aspect of physical well-being or health.\nBack of the movement for physical education, there was undoubtedly the\nideal of the perfectly developed Greek athlete. Today in the common\npractice of physical training, we seem often to have forgotten that the\nGreek ideal included perfect health, perfection of form, beauty in itself\nas an end to be desired; it was never confined to muscular development\nalone which might, or might not, win the wreath of laurel or bay. Our\n\nconception has been narrowed instead of broadened until now, in general,\nphysical education means work in the gymnasium or on the playground,\nwith muscular activity as its chief end, instead of perfect health as the goal\nto be achieved.\nSince the army examinations showed so many of our men unfit for\nservice,\n\nthe\n\nmovement\n\nfor\n\nphysical\n\ntraining\n\nhas\n\nbeen\n\ntremendously\n\nac-\n\ncelerated, but I believe that if it is to be an adequate cure for the condi-\n\ntions found, we must have a very much broader conception of what physical’\nMy own point\neducation should rightly include than we have at present.\nthe health\npromoting\nin\nexperience\npractical\nby\nreached\nbeen\nof view has\n\nof children through the medium of the Elizabeth McCormick Memorial\nHall\nFund of Chicago, a private foundation made by Mr. and Mrs. Cyrus\nin\ndied\nwho\nElizabeth,\nMcCormick in memory of their only daughter,\nof\nbasis\nsimple\nand\nbroad\nthe\non\n1908\n1905. Lhe Fund was created in\nIt has so\n‘Gmproving the conditions of child life in the United States.”\nways;\nvarious\nin\nchildren\nof\nhealth\nthe\npromoting\nto\nfar been devoted\nopen-air schools, and\nat first, through infant welfare centers, then through\n\n"}
{"page": 448, "printed_page": "426", "text": "426\n\nNaTIONAL EpUCATION ASSOCIATION\n\nat the present time, through various methods of health education in schools\nand nutrition classes for undernourished children.\nWe have had on our\nstaff physicians, nurses, teachers, dietitians, and physical educators, to gain\nas nearly as possible the different points ot view in the development of this\nsubject of child health which is of such paramount importance in our\nNational life.\nWithin the last few years, a large number of investigations of the\nphysical condition of school chidren.have been made by various organizations, including the Elizabeth McCormick Memorial Fund.\nSome of the\nschools showing the greatest amount of malnutrition and physical defects\namong the pupils, have been schools where physical education has been\ncarried on for years.\nChicago schools have had some form of physical\neducation since 1886, and yet in a careful study of 10,000 school children\nmade from widely differing groups in the city, an average of forty per cent\nof the children were found to be seriously malnourished and handicapped\nby physical defects.\nMany of the schools that have had no physical training have had excellent health records for their children.\nIt also seems true\nfrom the investigations that, while physical education in the generally accepted meaning of the term is good for well children, it may, if unintelligently directed, do as much harm as good to the groups who are not\nfitted to take advantage of it. In a number of schools, the underweight\nand defective children were being put through exactly the same course of\nphysical training as up-to-weight children, with the result that the malnourished pupils go steadily downhill on this program.\nIt has been found in several schools that as many as four per cent of the\nchildren had bad hearts, but that they were going through the same exercises\nas those children who were physically equipped for muscular exertion.\nIt\nwould seem to be a fundamental principle that careful physical examination,\nincluding heart and lungs, should be given to every child before he is admitted to gymnasium or to general physical exercise, as well as to any\n‘track athletics, but this is rarely done in practice.\nRecently, in a very\nprogressive high school which had an excellent record for its basketball\nteams it was found that certain large boys were put in the sweat box\nfor\nthree hours at a time, until they came out at the point of exhaustion,\nso\nthat they might reduce their weight to make a certain team for\nwhich\na weight limit had been set. In a large school system in the Middle\nWest\nwhere excellent health education has been carried on it was\nfound that\npreliminary to the famous inter-school athletic meet of the\nspring, a large\ngroup of children did everything possible to lose weight\nso that they might\nget into classifications that would give them a better chance\nof winning\nin the competitions.\nThis obvious lack of team work in the different departments of the school system has now been noted, and\nit is promised that\nno child underweight for height, or physically defective,\nwill be admitted\nto athletic contests.\nIn every school attempting physical training, there\nshould be a set of\nstandards for the different groups of children,\nso that the exercises will be\n\n"}
{"page": 449, "printed_page": "427", "text": "NATIONAL\n\nCOUNCIL\n\nOF EDUCATION\n\n427\n\ngiven only to those whom it will benefit and in no way result in harm.\nIn\none of the high schools where a very large number of boys and girls were\nseriously underweight they were placed, at their own request in nutrition\nclasses, but the director of physical education was utterly unsympathetic to\nthe whole movement and would not excuse the boys and girls from gymnasium and playground work.\nAfter some months, however, when this\ndirector had watched the good effect on the few children who were given\nthe extra rests, he reversed his decision and agreed to excuse all the underweight boys and girls from exercise upon condition they should rest during\nthat period. The results were so astonishing in gains to the young people\nthat I trust he is now a permanent convert to the fact that rest and relaxation have quite as important a place in a physical education program as\nhave muscular development and athletic competition.\nHigh schools and many grade schools are, of course, run on the credit\nsystem, and if we can get our physical educators giving the same credit for\nrest to the underweight and physically handicapped group that is given to\nthe physically perfect children for athletics and physical training, we shall\ntake a long step forward in the physical education program.\nSuch credit\nwas given in a high school where the codperation of the health education\nand physical training departments was assured, and the results in inducing\nthe young people to take the prescribed rests were most satisfactory.\nIt\nwould seem obvious that any school system progressive enough to have a\nphysical-training department would arrange to have all the forces work\nfor health and physical development in perfect accord.\nSo far is this from\nbeing true, however, that frequently the chief opponent to the teaching of\nhealth and the training in health habits in the schoolrooms has been the\nphysical director, who has often failed also to see how the teaching in food\nvalues directly affects the children in his care, and has remained unwilling\nto cooperate with the other school departments working towards his same\nIn one State, the chief opponent to the spread\nend by different means.\nof nutrition service in the schools was the State Director of Physical\nEducation.\nDartmouth College has, I believe, set some standards to which their\nyoung men must measure up if they expect to be admitted to any form of\nathletics; a number of high schools and elementary schools are making\nsimilar standards and not admitting any underweight or physically handiIt\ncapped child to athletic contests, a most encouraging mark of progress.\nover-specializathe\nthat\nmoreover,\nrecognized,\nis becoming more generally\ntion of today in training young men and women for athletic sports has\n\nnot always produced the finest physical specimens. The Greek ideal has\nindeed been lost sight of when a large number of football and baseball\nplayers and track athletes break down with tuberculosis during or shortly\nafter their training\n\nperiod.\n\nI have\n\nbeen\n\nimpressed\n\nwith\n\nthe fact that\n\nphysical educators seem largely oblivious to the needs for fresh air, to the\nadvantages of having the young people exercise out of doors wherever\npossible, and to the necessity for having the air in the gymnasium\n\nat all\n\n"}
{"page": 450, "printed_page": "428", "text": "428\n\nNATIONAL EDUCATION ASSOCIATION\n\ntimes cool and fresh. In any number of schools, I have seen the students\nexercising violently in the gymnasium where the thermometer was over\nseventy degrees and the windows never opened, no provision afterwards\nbeing made for shower baths or change of clothes, the children returning\nto their schoolrooms with great possibility of chill from wet clothing.\nSince the weighing and measuring tests of the Children’s Year followed\nby investigations into the health conditions of school children all over this\ncountry, it has been amply proved that this question of physical unfitness\nis not a question of poverty, but of ignorance, as many children in the wellto-do districts and in schools in the prosperous neighborhoods are as\nseriously underweight as are those in the crowded districts of our city\ntenements and in our neglected rural schools.\n“Therefore, our remedy for\nsuch a condition must be through education and not through an economic\nrevolution or an extension of private charities as had previously been supposed. For example, in two of the finest private schools in the Middle\nWest, one in a city and one in a suburban community, where the physical\neducation department was of the finest, twenty-eight and twenty-six per\ncent respectively of the children were seriously underweight for their\nheight and in need of special care.\nEven in these two leading schools\nwhich recognized the need for nutrition work and for health education\namong the children, it was with the greatest difficulty that the physical\neducation department was induced to codperate with the health education\nprogram and modify the exercises of the children to meet the needs of the\nunderweight group.\nIt is sometimes necessary not only to convince the physical educators\nbut the parents as well that a child should be given rest instead of added\nexercise or stimulus.\nWe have had numberless examples of this in our\nwork.\nOne boy who was carrying a heavy high-school load was forced\nby his mother to take a newspaper route, because she feared that he would\ngrow up without business instincts, if he did not begin early his commercial career.\n‘The boy steadily declined, and the parent could not be\npersuaded that it was the extra exertion that was bad for the boy. She\ninsisted he had some inherent physical defect which had not been discovered.\nThe family, in the meantime, was quarantined for three or four weeks\nand the boy could not carry his newspaper route, with the result that he\nshowed a gain of an almost incredible number of pounds.\nMrs. S. came to us about a year ago for advice regarding eleven-year\nold Virginia, who was 12 pounds, or fifteen per cent, underweight.\nVirginia had always received the best of medical care and was free of physical\ndefects.\nShe went to bed every night at seven-thirty and was eating a suitable and adequate diet.\nIn spite of all this care, she was so thin that her\nmother was worried and most anxious to “build her up.” Further questioning revealed that besides attending a high-grade private school, the\ncurriculum of which included strenuous gymnasium work, Virginia was\n\ntaking lessons in Russian dancing and music. The dancing lessons were\nstopped at once and the gymnasium and music practice curtailed.\nDuring\n\n"}
{"page": 451, "printed_page": "429", "text": "NATIONAL\n\nCoUNCIL\n\nOF EDUCATION\n\n429\n\nthe year from January 22, 1921, to January 12, 1922, Virginia grew 214\ninches, although she was above the average height for a girl of her age and\nshe increased in weight 1914 pounds,—that is from 6614 to 8534 pounds,\nand reduced her underweight from 15 to 3 per cent.\nEva §., a member of one of our high-school classes, was excused from\ngymnasium work and permitted to take rest periods instead because the\nphysician on examining her discovered a slight heart lesion. During the\nfour previous weeks, although on the same routine, she had gained only\na half pound. After leaving the gymnasium class, she started to make\nregular weekly gains and increased in weight from 89 pounds on March\n10 to 9634 on June 2. Many similar cases could be cited.\nI am not in any sense deprecating the need for physical education in our\nschools, but I am trying to make a plea for a broader comprehension of\nIf the\nwhat physical development and perfect health really involves.\ndepartment,\neducation\nphysical\nthe\nin\nwhole health program is to be placed\nincluding the training in health habits, personal hygiene, and the like, then\nwe must have better trained people to direct this department—occupying\nIf physical training is to come into its\nso vital a part of all education.\nown in the broadest sense of the word, the preparation of the students in\n\nthe schools for physical education must be broadened to include a greater\nknowledge of physical defects to which children are subject, the results of\nsuch defects if uncorrected, a greater knowledge of values of social environment and the effects of home conditions upon children, the result of\nexercise upon certain underweight and defective children, and a much\nlarger conception of the development of positive health as an end in itself.\nSo far as the training for group games, playground work, track athletics,\ngymnasium work, the courses in these schools would seem to be adequate,\nbut more should be taught of food values, nutrition, and the meaning of\n\nphysical defects, if our leaders of physical education are to develop the\nall-around health program and courses in health education which should\nIf physical education is, however, to be\naccompany the physical training.\nmuscular activities of the child, as it\nthe\nof\nlimited to the development\na much closer cooperation between\nhave\nmust\nwe\nthen\ntoday,\nis\nlargely\ndoctors, nurses, physical educators, teachers, dietitians, and nutrition workers as to the place muscular activity should play in the health program\nof the child. With a broadened scope for physical education and with\nthis coéperation in our schools and all the leaders of these different departments working together for the good of the child, we may then realize,\nI believe, the ideal which we all have in view—pertect health for every\nchild in every school in the land.\n\n"}
{"page": 452, "printed_page": "430", "text": "430\n\nNATIONAL\n\nREPORT\n\nA. DUNCAN\n\nOF THE\n\nYOCUM,\n\nUNIVERSITY\n\nOF\n\nEDUCATION\n\nASSOCIATION\n\nCOMMITTEE ON\nDEMOCRACY\n\nPROFESSOR\n\nOF EDUCATIONAL\n\nPENNSYLVANIA,\n\nTEACHING\n\nRESEARCH\n\nPHILADELPHIA,\n\nAND\n\nOF\n\nPRACTICE,\n\nPENNSYLVANIA\n\nIt is proper that the time consumed by the chairman of a committee—\nwhether a standing one or one like our own with a continuing function,\nshould be just enough to outline what is new in its achievements, and what\nthe new issues and problems are which justify its continued existence.\nAny\ndetailing of achievements should be left, as they will be left tonight, to the\nreport itself as filed with the Council’s Secretary for printing in the annual\nproceedings, and to supplementary reports by Committee members or subcommittee chairmen who have done some timely piece of work of unusual\ninterest to the Council.\nCurrent issues of peculiar concern to democracy—Since current issues\nserve to justify some of the new achievements of the Committee, they will\nbe presented first. Among the current issues before the country and affecting education, which are of concern to democracy, there are three so outstanding and menacing that conspicuous attention should be called to them\nthrough the National Council.\nThe first is the tendency upon the part of\ncertain social or National groups to use education for group purposes.\n“The\nsecond is the danger of American participation in world betterment becoming a partisan issue. The third, is the individual enthusiasm and possibly\nthe foreign propaganda which seek to create American sentiment for an\nexaggerated individualism as apposed to democratic education.\nAmerican schools not to teach group propaganda opposed to the common\n\nwelfare—The first danger is the most immediate.\nNo American school\neither public, recognized as legally equivalent to public, or allowed to\nexist as not violating law, can be permitted to teach group propaganda\nopposed to the common welfare.\nIt is eminently proper and American\nthat the Knights of Columbus should interest’ themselves in improving\nthe\nquality of textbooks in American history, and even that they should\nseek\nto have emphasized, as they may not intend to do, such conspicuous\nCatholic\ncontributions to democracy as the freedom of worship given to\nProtestants\nin Maryland, or the patriotic self-sacrifice of the French Jesuit\nfather who\nwhen asked by the Governor-General of Canada to go to the\nIroquois\nvillages to urge them not to attack the Canadian settlements, replied\n“Ibo\nnon redibo,” “I go but I will not return.”\nIt would be democratic for\nthem and for other national bodies to join the friends of Ireland\nin seeking\nto eliminate exaggerated or ill-founded praise of Great Britain\nor to hinder\nan obvious effort to omit all colonial tyrannies or\npost-Revolutionary offenses.\nBut especially at a time when Great Britain and\nAmerica are\nmoving together in the interest of world peace and\nworld democracy, it\nwould be undemocratic and treasonable for any\nAmerican textbook to\ninclude all facts showing the unfriendliness of Great\nBritain; and to fail\nto teach that American liberty had loyal friends\nin England and that the\n\n"}
{"page": 453, "printed_page": "431", "text": "NaTIONAL\n\nCouncit oF EDUCATION\n\n431\n\nAmerican Revolution itself was part of an older—and in some respects—\nslower movement toward democracy in England, which even now is becoming more complete not only in a willingness to give all freedom to Ireland\nwhich does not threaten the safety of the British Empire, but in a growing\ndemocracy in the British official attitude toward both home and world\neducation.\nJust as it is democratic for congressmen from agricultural sections to\norganize an “agricultural bloc,” if in urging agricultural interests it does\nnothing to prevent or postpone legislation essential to the common welfare;\nso is it democratic for labor organizations to organize a school for the\ntraining of labor leaders, if in teaching them how to more intelligently serve\nthe interests of labor, it also teaches them that no strike is democratic which\ninterferes with the common welfare of all social groups, or no increase in\npay or shortening of hours of labor is democratic which gives one industrial\nor vocational group proportionately more in return for its labor training\nand skill than it gives to all other industrial or vocational groups in common\nreturn for their labor training and skill.\nIn short, whenever a social group enters the educational field to further\nits group or class interests, it assumes the grave responsibility of effectively\nteaching that while its group or class interests may be furthered at the expense of other groups or classes, it is undemocratic that they shall be\nfurthered at the expense of all groups and classes in common.\nPreventing world betterment from becoming a partisan issue—The second current danger to democracy is an existing tendency to make a partisan\nWhen President\nissue of American participation in world betterment.\nin the American\nrepresentative\nHarding made Mr. Underwood a minority\nits deliberamake\nto\nmeant\nhe\nConference,\ndelegation to the Disarmament\nin\ngentlemen\ncertain\nwill\nWhen\nnon-partisan.\nand\ntions all-American\nthe National Congress learn that there are some world issues on which\nthe vast majority of the American people do not wish to be “reserved”!\nAnd some outcomes so momentous that they must not be delayed by a petty\nsafeguarding of accepted and world recognized institutions and policies! Our\nparticipation in world affairs in so far as it concerns the common welfare\nof all nations, will continue to be non-partisan and will grow increasingly\ndemocratic, if every educational agency in America teaches: ‘That while\nAmerica will ever firmly stand for the interests of America and of Americans as against those of any other nation or nationals, America stands\n\nwilling to sacrifice any national interest which conflicts with the welfare\nof all peoples in common, and will stand alone or with others against any\nact or policy of other nations which threatens our own democracy or the\ncontinued existence and growth of a world democracy which is the only\n‘This is the precertain guarantee of the continued existence of our own.\narmament—\nreduced\naccompany\nhave\nwould\nHarding\nparedness which Mr.\nready to\nmade\nopinion\nworld\nand\nmind\npublic\na\nin\n“a better preparedness\nits\nexacts\nit\nas\nprecisely\njustice\ngrant\npropEducational safeguard against the individual enthusiasm or foreign\ncurthird\non—The\neducati\nic\naganda for individual as opposed to democrat\n\n"}
{"page": 454, "printed_page": "432", "text": "432\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nrent menace to democracy is the favorable conditions for undemocratic\npropaganda presented by the spread of “parlor Bolshevism” or a certain\nwillingness on the part of some Americans to admit that they are “intellectuals’; combined with the campaign for personal liberty waged by the\nliquor interests and persons individually interested in the unhampered drinking of liquor; and with even so seemingly different a thing as the useful\neducational experiment which sometimes exaggerates “individualism” in\nour so-called “progressive schools” or “schools of tomorrow.”\nA recent\neditorial in the International Review of Education, published for the German League of Nations Society, and more or less widely circulated in\nAmerica, makes the extraordinary statement that “true education, if not\nmeant as a training, but as a service of life itself, must not be ‘for’ any\naim, not even the most ideal. Wherever education is entirely free from\ncoercion, wherever it is a living process in the true sense of that word, a\ngrowth, a promoting of growth, a development, it will not look upon some\nfinal aim, set and specified but on life itself stimulated from within, bearing within itself its own perfection, its individuality and completeness.”\nHere is an educational ideal which out-individualizes the individualism of\nRousseau himself.\nRousseau would have taught social ideals, but without\nthe individual’s knowing that they are being imposed upon him, and\nthrough his individually accepting them as he personally experiences their\nwisdom.\nBut here it is proposed to abolish the teaching of the aims and\nideals most fundamental to civilization and democracy, on the ground that\nthe individual, if allowed to grow, will freely develop into what is best.\nIt is an educational supermanism which applies from the cradle the same\nNietzschian doctrine which justified to German thinkers the abolition of\nold moral standards and the unhampered development of nationalism which\nsacrificed the “nearest”? weak to the ‘“‘fartherest” strong.\nIt praises Tagore\nand his “‘school of peace’ and in the same breath waxes enthusiastic over\nthe schools of the Soviet, with their revival of the individualism of Tolstoi’s\nold peasant school.\nIn schools of such a type democracy cannot be taught, and Prussiani\nsm\nor Bolshevism need not be. One or the other is certain to emerge\nand it\nlittle matters which.\nIt is quite likely through mere personal impulse\nthat Tagore and the children of Tolstoi have been visiting America.\nThe\nGerman League of Nations Society may be equally spontaneous\nand sincere\nas it publishes its English edition.\nBut whether such doctrine as this is\nbeing sown broadcast through individual enthusiasm ‘or through\nforeign\npropaganda, American “intellectualism” and the literature which\nministers\nto it, it finds too fertile a field for the growth of undemocr\nacies in widespread insistence upon personal liberty in social tastes and\namusements, and\n\nchildhood made free through individual impulse rather than\na knowing of\nthe “truth.” If America is to stay American, every school\nwhich emphasizes\neducation through free activities and through individua\nl response to personal “situations,” must teach with equal emphasis\nrespect for superior\nknowledge and justly constituted authority, and\nsee that as the individual\n\n"}
{"page": 455, "printed_page": "433", "text": "NaTIONAL\n\nCouNCIL\n\noF EDUCATION\n\n433\n\ngrows through his own spontaneity, he grows into democratic ideals and\nhabits without which in children grown old individualism cannot but\nbecome either that of the War Lord or of the Soviet.\n- The ordinary American capable of being educated into the intelligence\nand idealism essential to democracy—In a previous report attention has\nbeen called to the curious contrast presented by this Montessorian-like\nbelief that every child unfolds into civilization and democracy like a rose\nif given a right environment in which to unfold; and the interpretation\nso widely put upon the results of the Army Intelligence Tests, to the effect\nthat almost half the native and foreign born white men of draft age—rising\nto 60 per cent or 70 per cent in certain races and nationalities, are with their\nchildren and children’s children incapable of acquiring the degree of intelligence necessary to deciding such questions as democracy submits to popular\nWhen there is added to this, the equally plausible assumption that\nvote.\ncivilized men and women are after all but little removed in their natural\ninstincts from the savage, and incapable of attaining the higher moral\nstandards essential to a growing democracy, democracy through education\nis made to seem as unattainable, as democracy through unhampered natural\ndevelopment in the absence of standards always must be.\nAs to the intelligence tests, it is not necessary to assume with a brilliant\nwriter in the Atlantic Monthly who discusses “American misgivings,” that\nthe only remedy for the unintelligent 48 per cent is intelligence tests as\ncondition to immigration, a longer period preliminary to naturalization\nwith higher standards to be met before the final papers are granted, and\nthe\neducation of the 48 per cent—themselves too unintelligent to rule—in\n\nchoosing of truly democratic representatives to rule for them. As surely\nas the Army Intelligence Tests did not show an unintelligence so great\n\nthe\nthat the ordinary American cannot be taught “to discriminate between\nwho\npolitician\nthe\nand\ncoal\nof\nton\na\nor\nturkey\na\nhim\ngives\nwho\npolitician\nexpenditure\ngives him clean streets, hygienic surroundings and an honest\njudge, nor\nto\nability\nhis\nof what he pays in taxes;” they did not measure\nand\nattitudes\ndemocratic\nby\ncontrolled\nshow any lack of capacity for being\nexperience\nmake\ncan\nwhich\nvocabulary\nthe\ng\nstandards, for multiplyin\nMore than\ndemocratically selective, or for acquiring democratic habits.\nsense of\nthe\nin\nthis—it is biologically true that comparative unintelligence\nby the\nd\ntransforme\nbe\ncan\nthem,\nhaving few ideas and few associations for\n, to\nassociations\ning\ncorrespond\nand\nprocesses\nmultiplication of axis cylinder\n.\nintelligence\nof\ndegree\nenough\nhigh\na\nto\nand\n,\na higher degree of intelligence\nascratchthe\nto\ngiven\nbeen\nhas\nanswer\nbetter\nno\nhand,\nOn the other\nbetterment, than\nRussian-and-you-find-a-Tartar attitude toward human\nthe popular conthat\n’\nMr. Bullard’s insistence in the January Harpers\ncivilization, and\nwith\nd\nadvance\nception of the common welfare has steadily\nfor readjusting\ncapacity\nhis\nshown\nage\nthat man has in each succeeding\nfor recentering\nation,”\n“sublim\nof\nprocess\nby\nand\ns,\nhimself to new standard\nIt is not\nideals.\nhigher\nunchanged natural instincts upon progressively\nthat any\nassume\nto\nip\ngood for industrial, political, or educational leadersh\n\n"}
{"page": 456, "printed_page": "434", "text": "434\n\nNaTIONAL EpuCATION ASSOCIATION\n\nAmerican who is not an idiot is incapable of an education which will make\ndemocracy controlling in his dispositions and personal and social decisions.\nIt is still the most immediate national need that every institution and\norganized activity which can reach any American social group shall be\naroused to its responsibility for teaching every essential element in the\ndemocracy which has made us what we are, and which alone can make us\nrise to continually higher democratic levels.\nThe chief work of the Committee during the year has been the submission of a tentative specification of the Ten Essential Elementsin\nDemocracy, to a list of distinguished Americans personally or officially\nrepresenting,\n\nina conspicuously important\n\nway,\n\nsome\n\ngroup,\n\nmovement,\n\nor\n\nattitude determining for democracy.\nThe main body of this report is\ndevoted to their replies, and discussion of their comments upon the Ten\nEssentials.\nIt will also be necessary to include the Specification itself,\nwith a list of the representative Americans who made the comments, in\norder to partly fill in the gap caused by the omission of the entire Report\nof the Democracy Committee from the Des Moines Proceedings.\nMembers of Council who are interested in examining the Des Moines Report in\nfurther detail will find it in the files of “School Life” for September, 1921.\nIt contained in addition to other material, definition of the work of the\nDemocracy Committee in distinction from that of the new Committee on\nCharacter Education; an account of the circumstances which led to the\nformulation of the Ten Democracy Essentials; and the outline of a\nplan\nfor an organized movement on the part of all the Churches of America\nin\ncooperation with the schools for a more definite furtherance of democracy,\nalong the lines laid down in the resolution adopted by Council at its Atlantic\nCity meeting.\nThe organized effort looking toward the cooperation of the Churches\n,\nhas been postponed by the Division on the Furtherance\nof Democracy\nThrough Religion, owing to the reorganization now under\nway of the\nInternational Sunday School Association and of the Sunday\nSchool Council\nof Evangelical Denominations.\nThe resolutions adopted by the temporary\nEducation Committee of these two bodies which substitut\nes codperation\nbetween churches and public schools for insistence upon\nreligious education\nin public schools, and the Americanization work\nnow independently carried on by the Catholic Church, show the timelines\ns of this movement\ntoward completer codperation.\nThe Report to be presented tonight by Mr. Walter\nBarnes, as chairman\nof the English Division of the Committee, is\nan effort to definitely indicate\nhow the Ten Essentials of Democracy can be\nfurthered through the teaching of English.\nThe Committee expresses the hope that the\nthree other\nadmirable papers of Mr. Barnes, written\nwith the same general end in\nview, may soon be published in collected form.\nDr. G. D. Hadzsits, of the Latin Depar\ntment of the University of\nPennsylvania, who has succeeded in raisin\ng an endowment for the publication of a journal devoted to a more\ndemocratic teaching of the classics,\n\n"}
{"page": 457, "printed_page": "435", "text": "NATIONAL\n\nCOUNCIL\n\nOF EDUCATION\n\n435\n\nhas consented to serve as Chairman of a Latin Division of the Democracy\nThis is especially timely at the moment when -the Classical\nCommittee.\nLeague has under way the most inclusive survey of instruction yet made\nwith a view to the betterment of the teaching of an academic branch, and\nfollowing upon the well-grounded suspicion that Nietzschian supermanism\nin the case of Gymnasium-educated German thinkers and leaders, was as\nfirmly grounded upon the supermanism of ancient Greece and of Greek\nphilosophical states and the imperialism of Caesars after whom the Kaisers\nwere named, as democracy can just as surely be grounded upon many of\nthe institutions of both Greece and Rome.\nSerious attention has been directed to the dangers of exaggerated individualism in the field of elementary education, both in a talk by the Chairman,\nprinted in the Proceedings of the symposium on progressive education, to\nwhich the last meeting of the Harvard Teachers’ Association was devoted ;\nand in another given during the current week at a public meeting in Dt:\nLouis held under the auspices of the St. Louis Country Day School.\nThe proposed publication and national distribution by the United States\nBureau of Education, of the Democracy\n\nQuestionnaire sent out to a hun-\n\ndred cities during the War, has been abandoned owing to the reorganization\nof the Bureau and the discontinuance of the agencies for the correlation of\nCouncil will recall Dr. Winship’s philippic directed\neducational research.\nagainst the questionnaire, partly on the ground that Council was itself\ntoo aristocratic to issue it, but more largely because he conceived the\nquestionnaire itself to be intended as a standard by which the democracy\n‘This\nor undemocracy of school systems was to be judged and measured.\ncriticisms\nconstructive\nof\nnumber\na\nfor\nresponsible\nwas\nsame assumption\nmade of the amended questionnaire by experts in the various university\nof\nresearch bureaus to which the United States Bureau submitted it. All\n\ne is\nthese objections are answered when the purpose of the questionnair\nmodes\nsuch\nof\npopularizing\nand\nn\ndisseminatio\nthe\nbeen\nunderstood to have\n\nto\nof aiding the growth of democracy, as the Committee has been able\nto\nunknown\nbut\nassemble, and the discovery of agencies already existing\nEven with the limited circulation of the questionnaire\nthe Committee.\n\nMany courses\nwhich was attempted, each of these ends was largely served.\nwhile\nsuggestions,\ne\nquestionnair\nused\nindirectly\nor\nof study have directly\nNational\ndeserve\nwhich\nunearthed\nwere\ns\ncontribution\nlocal\nremarkable\nattention.\ned, will be\nWhat the questionnaire, perhaps presumptuously attempt\nEssential\nTen\nthe\nof\nion\ncirculat\ngeneral\nthe\nmore effectively performed by\nar\nparticul\nfor\nand\nby\nation\nspecific\nfurther\nthe\nand\ncy,\nElements in Democra\n\nagencies of the definite educational\n\nobjectives which\n\nwill be assembled\n\nIn place of suggesting material,\nunder each of its heads and sub-heads.\nof the Ten Essentials\nactivities and methods, this educational specification\nattitudes, standards,\nions,\nrealizat\nthe\nwill analyze logical sub-heads into\nthrough which its\netc.,\nhabits,\nions,\nassociat\nmotives, words, suggestive\nor probable.\ncertain\nmade\nbe\ncan\nconduct\nsocial\nand\nual\ncontrol of individ\n\n"}
{"page": 458, "printed_page": "436", "text": "436\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nA number of research students are now at work on this follow-up of the\nSpecification.\nFrom the sum-total of definite education objectives thus\nassembled under each specified democracy element, experts representing\neach local agency, branch of knowledge, phase of school work, period of\neducational development, type of institution or social organization, by a\nconsensus such as that now being experimented with by Dr. Charters, can\nselect what will have the greatest range, recurrence, and probability of\ndevelopment, for particular groups to be educated and in particular social\nenvironments.\nIt is this specialized form of the Ten Essentials circulated\nthrough educational journals in general and the organs of particular social\nand educational agencies, that the function originally planned for the\nDemocracy Questionnaire will be more effectively and economically performed.\nAs Council was informed at the Des Moines meeting, in the Report\nomitted from the Proceedings, this specification of Democracy Elements\nwas undertaken at the request of the Kindergarten Division of the Democracy Committee under the Chairmanship of Miss Lucy Wheelock, and\nlater approved by unofficial representatives of a number of National and\nState social organizations, who met in conference at the Atlantic City\nmeeting under the Chairmanship of Mrs. Fannie Fern Andrews.\nPreliminary to their submission to representative Americans, they were\nmade the basis of a correlated attempt to teach democracy through American\nhistory and literature by Miss Conner and Miss Davies, teachers in the\nHigh School, Scranton, Pennsylvania; and are now in part embodied in\nthe program of the League of Women Voters of Luzerne County, Pennsylvania.\n,\nMr. Barnes’ paper this evening is the first step toward making the\nlogical\nheads of the Ten Essentials suggestive for the teaching of English;\nand\nMrs. Andrews’, toward embodying them in a program for the\nAmerican\nSchool Citizenship League and its component bodies.\nThe specification of the Ten Democracy Essentials which\nfollows is\naccompanied by a condensed formulation intended to aid\nin the retention\nand ready recall of each group of essential elements.\nThe arabic numerals\nplaced in parentheses after the various items indicate\nthe Ten Essentials in\nthe order in which they occur in the original specification,\nand make it possible to properly locate the comments which follow,\nas made by representative Americans.\nTue Ten Democracy\n\nEssentials ARRANGED\nReapy Memorizinc\n\nWITH\n\na VIEW TO THEIR\n\n[Mnemonic key-word: A-M-E-R-I-C-A, used\nto recall fiy € memorizing\nunits or “‘suggesters.’’]\nA\nAcid test of democracy, suggesting through\nthe two A’s in the keyword:\n:\nAssurance in rights not conflicting with a contin\nuall y enlarging\ncommon welfare.\n\n"}
{"page": 459, "printed_page": "437", "text": "NATIONAL\n\nCoUNCIL\n\n437\n\nOF EDUCATION\n\nAnnulment of rights proved to conflict with a continually enlarging common welfare (7).\nMajority rule for the common welfare (6).\nseas Equality, suggesting:\nEquality of rights and opportunities as opposed to abilities and\nachievements (2).\nEquality of the higher levels (8).\nEquality of higher levels through self-effort (9).\nEquality in achievements through highest effort (5).\nR_— Responsibility of the individual for all essential democracies (3)i,\nsuggesting:\n\nResponsibility for compensating duty in return for every right\n\nor privilege (4).\nResponsibility for compulsion of all essential democracies not\nself-attained (10).\nIndividual strength expressed in assertive citizenship (1).\nCooperation for the common welfare.\nAcid test, suggesting with the first A that it has two phases—assuree\na\nance and annulment.\nTue Ten\n\nMost SuccEstiveE EssENTIALS OF DEMOCRACY\n\nDefinitely Formulated as a Basis for Their Being Presented in a Different\nForm of Statement to Each Educational Agency and Organization in\nAmerica.\n1. Democratic self-assertiveness—The most fundamental factor in the\ndemocratic control of individual conduct is the accustoming of every individual to self-assertiveness in rights, in duties, and in opportunities, limited\nand\nby common rights, by social cooperation and by the surrender of petty\noffensive.\nor\nunpleasant\nsocially\nare\nwhich\nss\nassertivene\nnon-essential forms of\nMost of the essentials of democracy are positive and not negative virtues,\n\nand their control of social through individual conduct is ensured through\n\nan individual sense of responsibility backed by an indomitable individual\nand\nassertiveness of all that makes for the common welfare, “both alone\nunschool,\nin\nfailure\nl\nindividua\nry\nRepeated and unnecessa\nwith others.”\nbacksocial\nand\nguidance,\nal\neducation\nof\nlack\nthrough\nfitness in vocation\n\nwardness through the absence of training for unembarrassed\n\nsocial inter-\n\nwhich\ncourse, create an individual sense of incompetence and impotence\nthe\nof\ngo!”\n“Let’s\nthe\nIf\nmake a truly democratic citizenship impossible.\nadvancesocial\nand\npolitical\nfor\nmakes\ntrenches is not carried over to all that\n\nment, our National problems cannot be given a democratic solution.\nand\n2. Equal rights and opportunities as distinguished from equal abilities\neach\ny,\ndemocrac\nin\nfaith\npopular\nsaving\na\nbe\nto\nis\nthere\nf\nachievements—l\nthe\nindividual must be taught to sharply distinguish between equality in\nnatural\nof\nsense\nthe\nsense of rights and opportunities, and equality in\nMany Americans scoff at democracy,\nabilities and individual achievements.\n\n"}
{"page": 460, "printed_page": "438", "text": "ca\n\n438\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nbecause they assume that the Declaration contemplated an equality made\nimpossible by heredity; or believe in it, because they confuse it with a communism which gives each individual an equal share in all things whether\nhe earns it or not.\n3. A sense of personal responsibility for the rights, opportunities, and\nduties of both self and others—Since but a small part of what concerns the\ncommon welfare is compelled by law, a democratic training must develop\nin each individual a strong sense of personal responsibility for securing\nthe performance by himself and by all others, of every action guaranteed\nto each or exacted of each for the benefit of all. Democratic rights and\nbenefits are not only conferred for the sake of the individual, but for the sake\nof society. “The acceptance of them is a personal duty owed by each to\nall. Insistence upon their acceptance by others is often the only way of\n\nmaking effective their acceptance by one’s self.\n4, Equivalent compensating service—Each democratic right and privilege\ncarries with it the compensating duty of giving some equivalent in return.\nThe idea of “something for nothing” is undemocratic.\nEspecially in the\ncase of foreign-born Americans attracted to the United States by democracy\nin the sense of freedom and opportunity, education must emphasize the fact\nthat free schools, free hospitals, free religion, and all other forms of freedom, are free to all only in the sense of being common to all, and ought\nto be paid for by each through taxation, contributions, or service to others,\nequal for ail individuals or proportionate to individual ability.\n5. Equality through highest effort and the chance to exercise it—Equality\n\nin the achievements of individuals is attainable only in the sense of highest\nindividual effort. Whether in the attainment of rights, the realization of\nopportunities, or the consummation of service, the least fit individual is\nequal to the most efficient and the weakest to the strongest, when each has\ndone his best. Even opportunities are equal only when each individual\nis given the fullest possible chance to do his best in what he is best fitted\nfor or most interested in. The chief essential of democratic industry is\nhighest effort at needed production or service by each individual and in\nevery vocation, as the only fair equivalent in return for highest effort at\nneeded production or service by other individuals or in other vocations.\n6. Majority rule for the common welfare—Maijority rule is democratic\nonly when it seeks to secure the common welfare.\nDetermination of the\ncommon welfare which majority rule must seek to secure is conditioned by:\nExpert commissions for the study of the common welfare, popular patience\nin awaiting their verdict and popular. confidence in its findings, popular\neducation including training in democracy, the impartial dissemination\nof\nfacts by a free public press, fair elections, the check upon local partiality\nand popular prejudice provided through the mode of electing representati\nves\nand senators, and the power of amending even the Constitution\nitself. Any\ninfluence or activity subversive of any one of these conditions\ntends to\nmake majority rule betray the common welfare to individu\nal, group, or\nsectional interests.\n\n"}
{"page": 461, "printed_page": "439", "text": "NaTIONAL\n\nCOUNCIL\n\nOF EDUCATION\n\n439\n\n7. The surrender of individual rights conflicting with the common welfare, and the safe-guarding of individual rights which do not conflict—\nPersonal liberty and special privilege find their limit in the common wel‘These two propositions taken tofare, but only in the common welfare.\nLess limitation of individual\ngether constitute the acid-test of democracy.\nrights than is necessary to the common welfare tends to Prussianism or\nBolshevism; more limitation of individual rights than is necessary to the\ncommon welfare tends to communism and other extremer forms of socialism.\n8. Equality of the higher levels—Any stable social equality must result\nfrom a leveling up and not from a leveling down. The spiritual side of man\n\ncan never be satisfied on lower levels, and no form of government can perma-\n\nnently endure which denies to individuals the opportunity to lead the way\nto higher levels, and which fails to create conditions which encourage all\nto rise. This applies to the stabilization of industry, as well as to that of\nPersonnel departments in the various indussociety in the broader sense.\ntries with related schemes for progressive steps in training and promotion,\npublic vocational education, educational guidance, and public* continuation\nschools—all are favorable conditions to a higher material level. But\nsince the chief stimulus to labor is the betterment of the social condition\nof one’s self and family, unembarrassed participation in the higher forms\nof social intercourse is the necessary complement to industrial betterment.\n9. Self-effort essential to many elements in equality—An essential condition to social stability and therefore to political safety is the realization\non the part of all individuals, but especially on the part of individuals or\nracial groups which seek social equality and access through law, that unemWith this\nbarrassed participation in every social group must be self-earned.\nthe justias\nused\nbe\nshould\nparticipation\nend in view unembarrassed social\ncorrecthabitual\nof\neducation,\nof\nstage\nevery\nin\nemphasis\nfication for a new\namusements,\nand\ngames\nof\nvariety\na\nin\nskill\nmanners,\ngood\nspeech,\nof\nness\nan appreciation of the fine arts, and familiarity with the few essential general ideas through which otherwise isolated individual experiences are made\ncommon and social.\n10. Democratic compulsion—The democratic control of social conduct\nrequires the accustoming of every individual to the compulsion in himself\nand others, both through public sentiment and law, of every essential\ndemocracy which is not self-acquired.\nAs the essential complement to a stronger individuality or self-assertive,\nness, every individual should be accustomed from the earliest childhood\nacquiesready\nto\nauthority,\nand\nwisdom\nsuperior\nto\nn\nto cheerful submissio\nto their\ncence in community standards more exacting than his own, and\nwelfare.\ncommon\nthe\ninexorable enforcement in so far as it is necessary to\nmakes\nAn early education which, like that urged by Rousseau and Tolstoi,\nbetter\nis\nown,\ntheir\nthan\nwill\ntive\nauthorita\nchildren unconscious of any more\nfor a\nthan\naction,”\n“direct\nor\nism\nsuperman\npreparation for a Prussian\ncomplete.\nmore\nbecome\nand\nendure\nto\nis\nwhich\ndemocracy\n\n"}
{"page": 462, "printed_page": "440", "text": "440\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nLisT OF THE REPRESENTATIVE AMERICANS WHO\nUpon THE TEN EssENTIALS\n\nMabe\n\nCOMMENTS\n\nHon. Henry Allen, Jr., Governor of Kansas, Topeka, Kans.\nMrs. Fannie Fern Andrews, Secretary, American School Citizenship League,\nBoston, Mass.\n;\nDr. Nicholas Murray Butler, President, Columbia University, New York City.\nDr. Lotus D. Coffman, President, University of Minnesota, Minneapolis, Minn.\nDr. Russell H. Conwell, President, Temple University, Philadelphia, Pa.\nHon. Calvin Coolidge, Vice-President of the United States, Washington, D. C.\nDr. Harry A. Garfield, President, Williams College, Williamstown, Mass.\nDr. Albert Bushnell Hart, Harvard University, Cambridge, Mass.\nDr. Clyde L. King, University of Pennsylvania, Philadelphia, Pa.\nDr. David Starr Jordan, Stanford University, Calif.\nWalter Lippmann, Associate Editor of the New Republic, New York City.\nDr. James E, Lichenberger, University of Pennsylvania, Philadelphia, Pa.\nDr. Charles R. Mann, Chairman, Advisory Board, War Plans Division, U. S. A.\nGeneral John J. Pershing, General of the Armies of the United States, Washington, D. C.\nDr. Leo S. Rowe, Director, Bureau of American Republics, Washington, D. C.\nBooth Tarkington, Indianapolis, Ind.\nFrank A. Vanderlip, Scarborough, N. Y.\nMrs. Thomas G. Winter, President of National Federation of Women’s Clubs,\nMinneapolis, Minn.\n\nUniversity of Pennsylvania\nPhiladelphia\n\nJune 29, 1921\nMy pear Dr. Rowe:\nBelieving that if existing National and international problems are to be given\ndemocratic solution, there must be a more definite and universal realization of\njust\n\nwhat democracy is, the Committee on the Teaching of Democracy of the\nNational\nCouncil of Education has been attempting to gather together the factors\nor elements\nin the absence of which democracy is fundamentally defective or incomplete.\nWhen\nthese elements have been authoritatively assembled, they will be effectively\ntaught\nnot only through a multitude of school systems already interested\nin our movement,\n\nbut through the existing machinery of a great variety of State and National\norganizations which collectively reach the whole American people.\nTo ensure their\nauthoritative formulation, the accompanying list of democratic elements\nis being\nsubmitted to a group of men and women eminently representative\nof the several\ntypes of leadership which mold public opinion and of the activities\nwhich must be\ndemocratically directed and controlled.\nA tentative list of this group accompanies\nthe summary of democratic elements.\nIt is believed by the Democracy Committee that busy as you personall\ny are, the\ntremendous and imminent nature of the issue involved will\nlead you to take the\ntime necessary fo state your agreement or disagreement with\nthe essentiality of éach\nof the ten democracy\n\nelements,\n\nand\n\nto add\n\nany\n\nelement\n\nnot included,\n\nwhich\n\nyou\n\nregard as essential.\nIf in so doing you express the wish that your reply shall not\nbe made public, it will be held in the strictest confidence.\nIf the replies to this inquiry are promptly received, the\nelements of democracy\nagreed upon will be presented at the annual meeting\nof the National Education\nAssociation early in July, and promptly translated\ninto words suitable for each\ngrade of instruction and for the social group reached\nby each coéperating organization.\nSurely the most important political function of the\nschool and of National leader-\n\n"}
{"page": 463, "printed_page": "441", "text": "NaTIONAL\n\nCounciIt\n\noF EDUCATION\n\n44]\n\nship is to teach all Americans to discriminate between those personal liberties which\ncan be exercised without menace to the common good and those which cannot.\nYours very sincerely,\n\nA. DuNCAN\n\nCOMMENTS\n\nON\n\nTHE\n\nTrEN\n\nSUGGESTED\n\nESSENTIALS\n\nOF\n\nYocum,\nChairman.\nDEMOCRACY\n\nThe most encouraging fact in the comments of distinguished Americans\nupon the Ten Suggested Essentials of Democracy is that no one urged the\nThis does not mean that others should\nomission of any, or added others.\nDemocracy is a personal and social growth, not a governnot be added.\nmental form or a traditional state of being. This viewpoint President\n“In\nGarfield, of Williams College, was especially anxious to emphasize.\nimportthis\nwith\nbut\nmade,\nstatements\nthe\nto\nassent\ngeneral,” he writes, ‘I\n\n. . . Isit wise to attempt to formulate a statement of\nant qualifications\nAs our own civilization advances it may easily be true\nthese elements?\nthat new elements will appear, and the formulation of a statement at the\npresent time is as little likely to satisfy an inquiring mind a hundred years\nhence as do the creedal statements fromulated long ago.” If, however, we\nof the present fail to become familiar with what we can agree upon as\nrepresenting present-day democracy in its essential elements, and if we\nare not so taught that each one of them becomes as controlling as possible\nin our lives and aspirations, the growth of democracy will be arrested, and\nthe\nthrough the weakening or destruction of the incomplete democracy of\nthe\nand\noverthrown\nbe\nthemselves\nmay\ninstitutions\ndemocratic\npresent,\ncomplete.\ndemocracy of the future have no chance of becoming more\nDr. C. R. Mann, Chairman of the Advisory Board in charge of education in the U. S. Army, regrets that he cannot endorse the suggested essenHis main objection is that what is needed in a\ntials “unequivocally.”\nal appreciation only, but also an emotional desire\nintellectu\nnot\nis\ny\ndemocrac\nIt is, therefore, hard for me to\nor impulse to act in the right direction.\nideas\nunderstand how much good would come by translating these various\nletter.\nyour\nin\nsuggested\nas\nn\ninstructio\nof\ninto words suitable for each grade\nbe taught\n‘The things that seem to me to be essential in democracy cannot\nand\nimpulse\nmotor\nfrom\nresult\nactions\nand\nactions;\nby\nbut\nalone,\nby words\ns\nobjection\nhis\nHe carries\nare guided by such information as you suggest.”\nsuggests\nand\nessentials,\nsomewhat farther under one or two of the suggested\nce, and\nas a substitute, the simpler headings “civic capacities, civic intelligen\nd\nintroduce\nitems\nvarious\nthe\ngrouped\nare\ncivic attitudes,” under which\ncourse,\nOf\n.\nArmy.\nS.\nU.\nthe\nin\non\ncarried\nas\np\ncitizenshi\n‘n education for\nce upon\nDr. Mann, like President Garfield, is right, except in his dependen\na subas\n,\nmoralities\ngeneral civic intelligence and common capacities and\ngrowth,\na\nbe\nonly\nnot\nmust\nDemocracy\nstitute for specific democracies.\ncode, however\nbut because it is a growth, must be no mere memorized\nensures the demoauthoritative and inclusive, but rather an education which\n\nDemocratic realicratic control of individual and social conduct through:\nbe controlling ;\nto\nzations, attitudes, standards, and motives, strong enough\n\n"}
{"page": 464, "printed_page": "442", "text": "442\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\na democratic vocabulary which ensures the retention and recall of democratic experience; democratically suggestive associations so wide in their\nrange, that they make every element in democracy suggest everyday experience and everyday experiences suggest democracy ; the democratic habits and\nskills necessary to democracy in every phase of life; and, above all, the\nconditions favorable to our keeping democratic in the face of difficulties\nand becoming increasingly democratic in the face of new situations.\nBut\nboys turned out from the great training school of the Army may have\neverything which their present training for citizenship includes, and lack\nthe controlling force of every one of the elements suggested as specifically\nessential to democracy.\nA number of distinguished Americans are satisfied to give the suggested\nelements a general endorsement, regretting that they have not time for\ndetailed criticism.\nRussell Conwell “approves and applauds the great\ndesire to get such a statement before the people, and in a shape which can\nbe used by the teachers in our public-school system.” Governor Allen fully\napproves. Frank A. Vanderlip calls them ‘admirable, several of them particularly so.” “With the teaching staffs of public schools,” he goes on to\nsay, “averaging what they do I see difficulty in giving such instruction\nto\nthe pupils.\nIf you can work out a method of doing that, you will have\naccomplished a National service.” Vice-President Calvin Coolidge\nwrites:\n“They seem to me to be essentially sound and accurate.\nIt is very possible\nthat I might phrase some of them a little differently, but if you\nare able to\nsecure the attention of people and set them to thinking along\nthe lines you\nhave suggested, you will certainly perform a most commendable\nservice.\nI wish you every success in your efforts.” Mr. Coolidge’s\ncourteous suggestion of different phrasing is naturally put still more\nstrongly by Booth\nTarkington: “If I have a suggestion to offer, it is\nonly that possibly the\nphrasing might here and there be simplified ;though\nI confess that I myself\nam not quite sure that this could be done with\na preservation of the full\nmeaning.”\nThis simplification of phrasing must and will be\nbrought about.\nCommittees authoritatively Tepresenting every\nform of education from the\nkindergarten to the university, either are already\nat work or will soon be\nput to work upon reformulations which\nwill] translate the essentials of\ndemocracy into the language of every group\nin American life, and into\nactivities familiar to the experience of every\nAmerican individual.\nFor\nexample, one of the best known State directors\nof Americanization work\namong immigrant women, not long ago exclaimed:\n“This must be translated\ninto words that can be understood by\nfour-year-old children, and applied\nto experiences customary in everyday\njobs and routines.”\nFannie Fern Andrews, speaking as\nthe Secretary of the American Schoo\nl\nCitizenship League, writes: “It seems\nto me that these cover all the essen\ntials of democracy and I think the\nmajority of people who have given\nattention to the matter will agree\nto this. With your permission, I\nshould\nlike to send this out to the office\nrs of the American School Citiz\nenship\nLeague, telling them that this is\nyour suggestion for a basis of work\nfor\n\n"}
{"page": 465, "printed_page": "443", "text": "NATIONAL\n\nCoUNCIL\n\nOF EDUCATION\n\n443\n\nthe Committee on Democracy.\nI should like to ask them,—that 1s, if you\nagree,—to offer suggestions as to the best way of putting these ideas before\nI suggest this plan with the understanding\nthe teachers of the country.\nthat the American School Citizenship League, as one of the cooperating\norganizations of your Committee, is supposed to concern itself with the\nteaching of democracy in the schools; as, for example, the Chambers of\nCommerce will concern themselves in getting the idea over to the business\nmen of the country, and the womens’ organizations in getting the ideas over\nto the women in their organized activities. For the schools, I should suggest making ten Type Studies similar to the Type Studies in ‘An American\nCitizenship Course in U. S. History,’ published by the American CitizenI think, if you would consider it proper, I could get someship League.\none to collaborate with me in making out these ten Type Studies, which\nMrs. Andrews’ suggestion\ncould be put directly into the teachers’ hands.”\nforeseen by Mr.\ndifficulty\nthe\nwhich\nin\nways\nmany\nthe\nof\none\nindicates\nJI must add the comment of Alice Ames Winter,\nVanderlip, will be met.\nPresident of the General Federation of Women’s Clubs: “The immediate\nUnder a Committee on\nimpression is that they are of very great value.\nspecial effort to\nmaking\nis\nFederation\nAmerican Citizenship, the General\npublic affairs.\nof\nsides\nall\nstudy\nto\ncountry\nthe\nof\nwomen\ninduce the club\nI am going to take the liberty of sending your ten points to the Chairman\nMay I ask whether you are taking any steps toward\nof that Committee.\na distribution of this material among groups who are not strictly in academic\ncircles?”\nFinally, I cannot resist the temptation to quote from David Starr Jordan:\nI agree with\n“I have read your syllabus with interest and sympathy.\nevery point, adding hereby only a note or two: a democratic solution—in\ndefault of that we have no solution at all, for all other systems in which\nforce comes from the outside, fail to solve, force must radiate from within.”\nOthers who have written expressing agreement are: H. W. Dodd, Secretary of the National Municipal League ;Dr. Leo Rowe, Director General\n\nof the Pan-American\n\nUnion and President of the American Academy of\n\nJ.\nPolitical and Social Science; Walter Lippmann; and General John\neffectively\nmore\nbe\ncan\nthem\nof\nsome\nby\nThe opinions expressed\nPershing.\nshould\nquoted under the head of democracy elements which they believe\n\nbe given greater emphasis.\n\nof\nUnder the first of the ten—democratic self-assertiveness, Dr. Mann,\n\nss does\nthe Army Advisory Board, perhaps, rightly urges: ‘‘Self-assertivene\n”\ncontext.\nthe\nin\nout\nbring\nyou\npoint\nnot strike me as a good statement of the\ndereligious\ngreat\nthe\nof\none\nof\nion\nPublicat\nA member of the Board of\nsays in subnominations makes a similar criticism: “‘Self-assertiveness,” he\nI have\nWhat\ncheck.””\nto\nns\nChristia\nas\nng\nattempti\nare\nwe\nwhat\nstance, “Is\npolitics\nin\nalong”\nin mind is self-assertive citizenship, as opposed to “soing\nIf anything further were necessary\nand passive submission to civic wrongs.\ning, self-assertive citizenship for\nsubstitut\nto convince me of the wisdom of\nstatement of Dr. Rowe. After\nthe\nbe\nwould\nit\n,\ndemocratic self-assertiveness\n\n"}
{"page": 466, "printed_page": "444", "text": "at44\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nstating that every citizen owes a debt of obligation to the Committee and\nthe fact that he wishes to heartily subscribe to the principles laid down,\nhe suggests that “in principle No. 1, greater emphasis be made on community welfare and on the social consequences of individual action.\nMy\nown personal view is that in our American education we do not require\nemphasis on the importance of individual assertiveness.\n“This is instilled\ninto the child in the home, and one of the greatest functions of the school\nis to soften the extreme individualism which is developed in the usual\nfamily environment.”\nDr. Mann “also objects to the title equal rights and equality.”\nSo do\nwe all object when the familiar expression is unqualified.\nBut because it is\na familiar expression, it is too often on the lips of Americans not to need\nqualification.\nEqual rights and opportunities are democratic.\nEqual\nabilities and achievements are impossible.\nIt is under the fourth element, equivalent compensating service, that\nGeneral Pershing makes his comment: “I am inclined to think that a little\nmore emphasis should be given to that phase of the essentials of democracy\nwhich involves the question of duties in contrast to the rights of individuals.\nThis is covered briefly in the last three lines of the first sub-paragraph of\nDemocratic Self-Assertiveness.\nIt is also referred to in other paragraphs,,\nbut I have noticed such a frequent lack among our people of an appreciation\nof the duties of citizenship, particularly when they are insisting on certain\nrights as citizens, that I believe this requires special emphasis.”\nThe last element that provoked special comment is the sixth—majority\nrule for the common welfare.\nConcerning it Mr. Walter Lippmann\nwrites: “I agree entirely, except as to emphasis.\nIn my judgment No. 6.\nis more fundamental than any of the others, taking No. 6 to mean the duty\nof seeking an unbiased view of the facts. Men can be ever so righteous:\nand dutiful; if they do not know the circumstances where duty\nand rightcousness are operative, they will as often go wrong as go right.”\nMr. Lippmann here points out the difficulty of teaching an individual\nto know what\nthe common welfare is. As he puts it: “You do not in\nmy opinion lay\nsharp enough emphasis on the intellectual basis of moral.”\nMr. H. W.\nDodds, of the National Municipal League, writes: “I particular\nly like paragraph 6 which states the majority rule is democratic only\nwhen it seeks the\ncommon welfare.\n‘There is abroad in this country a belief that anything\nwhich the majority wants is right—which is the most\nsubversive tendency\nI see.\nMinorities need protection and freedom now as much\nas ever.”\nDavid Starr Jordan gives several epigrams from\nhis book, “Democracy\nand World Relations’’: as to compensating service—“T\nhere is no deadhead\non the road to freedom”; and on assertive citize\nnship— Danger comes from\nweakness of the weak rather than from streng\nth of the strong.”\nSuch\nphrasings as these may in the end carry out Mr.\nTarkington’s suggestion.\nNicholas Murray Butler on his after-war trip\nto Europe took time to write\nthe Various questions to which you refer, have\nbeen publicly discussed by\nme with more or less fullness for many years\npast, and are to be found in\nmy several published volumes, particularly\nin those entitled, “True and.\n\n"}
{"page": 467, "printed_page": "445", "text": "NATIONAL\n\nCoUNCIL\n\noF EDUCATION\n\n445\n\nFalse Democracy,’ ‘Why Should We Change Our Form of Government,’\nand ‘Is America Worth Saving’.”” A most useful criticism of phrasings was\nreceived from Dr. Clyde L. King, of the University of Pennsylvania. His\nmain criticism lay with Essential 10, in which he would change democratic\n“compulsion” to “compliance and expression”; “submission’”’ to “con“I would have a much\nformity”; and “acquiescence” to “compliance.”\nwider place,” he goes on to say, “than you have indicated for voluntary\norganizations of people into economic, social or opinion-making groups. It\nseems to me the real essential of democracy lies in mobility in organizing\nindividuals into groups for the expression of opinions, and for the gaining\nof ends. In other words, the creative part of democracy is, by all odds,\n\nof as great importance as the constraining part, and I feel the creative\nprocesses should be given an emphasis I do not find in any of your ten\npoints.” This balancing of the creative and the constraining parts of\nEmphasis of indidemocracy is what makes Essential 7 the Acid-Test.\nvidual and group activity is of course a fundamental means to all the ends\nincluded in the Ten Essentials. As an aim, it will be more definitely included in the revised essentials under the head of “individual strength”\nexpressed in “assertive citizenship” as a substitute for ‘‘democratic selfAlbert Bushnell Hart takes much the same view—“Your\nassertiveness.”\ncategories nearly all are based upon the conception of the human unit and\nI think you take too little\nthe desirability of securing personal action.\nthe inherent restraint of\nof\nand\naction\nmass\naccount of the necessity of\n\nVarious specific suggestions\nindividual effort by the interests of the whole.”\nbe incorporated in the\nwill\nline,\nthis\nalong\nmakes\nhe\nwhich\nvalue\ngreat\nof\nforthcoming Educational Analysis of the Ten Essentials. Professor Hart’s\nintroductory comment: “To reduce to ten rubrics the essentials of democracy\nis a task upon which I should not like to enter lightly,” well expresses the\nfeeling with which the Committee began its effort at specification, and even\nWe should\nmore fully expresses the spirit in which it submits its report.\nBut, it may perhaps\nnot like to lightly regard the specification as complete.\nserve, like any other group of fundamental principles, as a more definite,\nfor\ninclusive, and authoritative basis both for the formulation of education\ncampaign\nimmediate\nthe\nfor\nand\nexisted,\npreviously\ndemocracy, than has\nfor democracy for which it is meant to prepare the way.\nThe report can well close with the final paragraph of President Garfield’s\ndistincomments, which he quotes from his own opening address to the\nof\n“Institute\nhis\nfor\nworld\nthe\nover\nguished delegates assembled from all\n“Thou\nnew.\nthe\nto\ncovenant\nold\nthe\nfrom\nPolitics”: “We are passing\nThe\nshalt not’ is giving place to, but is not displaced by, ‘Thou shalt.’\nas truly to\nmaxim of equity ‘Sic utere tuo ut alienum non laedas, applies\nnecessary,\nvery\nindeed\nFormerly it was necessary,\nnations as to individuals.\nanother.\nof\nthings\nthe\nto\ninjury\nthat we should so use our own as not to do\n“The\nconflict.\nto\nlead\ncontact\nless\nIt was necessary that States avoid contact\nadd\nmust\nwe\nh\nhencefort\nBut\nfarther.\ngo\nto\nworld was not then prepared\nto use\nlikewise\nothers\nenable\nto\nas\nown\nthine\nuse\nso\n‘and\nthis:\nto the maxim\nee)\nthat which is theirs’.\n\n"}
{"page": 468, "printed_page": "446", "text": "446\n\nNaTIonaL\n\nEpuCATION\n\nTHE TEACHING\nFANNIE\n\nFERN\n\nANDREWS,\n\nCITIZENSHIP\n\nOF DEMOCRACY\n\nSECRETARY\n\nLEAGUE,\n\nASSOCIATION\n\nOF\n\nBOSTON,\n\nTHE\n\nAMERICAN\n\nMASSACH\n\nSCHOOL\n\nUSETTS\n\nWe are very greatly indebted to Dr. Yocum for this comprehensive\nreport on Democracy and Education.\nIn his statement on ‘Che Ten Most\nSuggestive Essentials of Democracy,” he has included, I believe, every element which should be considered.\n‘This comes at a time when democracy\nneeds to be defined. If this report is accepted, this Council goes on record\nagainst socialism, communism, Sovietism, and every other form of government which is inconsistent with democracy.\nDr. Yocum has been far-sighted in getting the opinions of many representative Americans on his statement of the essentials of democracy.\nSome\nof the answers which he has received are worthy of notice.\nSome at once\ncall forth a challenge.\nI can hardly agree, for example, with the viewpoint\nof President Garfield, of Williams College, who writes that he assents to\nthe statements, but makes the query: “Is it wise to attempt to formulate a\nstatement of these elements?\nAs our own civilization advances it may\neasily be true that new elements will appear, and the formulation of a\nstatement at the present time is as little likely to satisfy an inquiring mind\na hundred years ago hence as do the creedal statements formulated long ago.”\nDr. Yocum has answered this query most satisfactorily.\nHe says: “If\nwe of the present fail to become familiar with what we can agree upon\nas representing present day democracy in its essential elements, and if we\nare not so taught that each one of them becomes as controlling as possible\nin our lives and aspirations, the growth of democracy will be arrested, and\nthrough the weakening or destruction of the incomplete democracy of the\npresent, democratic institutions may themselves be overthrown and the\ndemocracy of the future have no chance of becoming more complete.”\nThis statement of Dr. Yocum, I think, must convince everyone that\nan\nunderstanding of the elements of democracy is a potent factor in the\ndevelopment of democracy itself.\nDr. C. R. Mann’s comments on the statement, by which he says\nthat\ndemocracy is not an intellectual appreciation only, but also\nan emotional\ndesire and impulse to act in the right direction, calls forth another\nimportant\nstatement from Dr. Yocum.\n“Democracy,” he says, “must not only be a\ngrowth, but because it is a growth, must be no mere memoriz\ned code,\nhowever authoritative and inclusive, but rather an education\nwhich insures\nthe democratic control of individual and social conduct\nthrough democratic realizations, attitudes, standards, and motives,\nstrong enough to be\ncontrolling ; a democratic vocabulary which ensures the\nretention and recall\nof democratic experience; democratically suggestive\nassociations so wide in\ntheir range that they make every element in democrac\ny suggest everyday\nexperience and everyday experiences suggest\ndemocracy; the democratic\nhabits and skills necessary to democracy in every\nphase of life; and, above\nall, the conditions favorable to our keeping democrat\nic in the face of dif-\n\n"}
{"page": 469, "printed_page": "447", "text": "NATIONAL\n\nCoUNCIL\n\nOF EDUCATION\n\n447\n\nficulties and becoming increasingly democratic in the face of new situations.”\nVice-President Calvin Coolidge is especially appreciative of Dr. Yocum’s\nefforts. He writes: ‘“They seem to me to be essentially sound and accurate.\nIf you are able to secure the attention of people and set them to\nthinking along the lines you have suggested, you will certainly perform a\nmost commendable service.\nI wish you every success in your efforts.”\nDr. Leo S. Rowe, Director-General of the Pan-American Union, expresses his opinion that every citizen owes a debt of obligation to the Committee, and states that he wishes to subscribe heartily to the principles laid\ndown.\nThe detailed suggestions which Dr. Rowe and other distinguished\nAmericans make shows a vital interest in the subject of democracy.\nIt is gratifying to note also the general interest in education which many\nof these responses indicate.\nRussell Conwell writes that he approves and\napplauds the great desire to get such a statement before the people and in\na shape which can be used by the teachers of our public-school systems.\nFrank A. Vanderlip calls the essentials “admirable, several of them particularly so, but,” he adds, “with the teaching staffs of public schools\naveraging what they do, I see’difficulties in giving such instruction to the\npupils. If you can work out a method of doing that, you will have accomplished a National service.”\nThe practical suggestions of Mr. Conwell and Mr. Vanderlip bring us\nto the next step as to the use which should be made of “The Ten Most\n‘There are two objectives. First,\nSuggestive Essentials of Democracy.”\nthey should be got over to the people; and, second, they should be intro-\n\nduced into the schools.\n\n‘To accomplish the first object, I have suggested\n\nthat Dr. Yocum write a handbook on democracy, which shall contain these\nprinciples illustrated by experience, written in a popular style. Dr. Yocum\ncould perform no greater public service than to prepare such a book.\nMoreover, through the various National organizations whose cooperation\nhe has secured, he has the most effective means of putting this book before\n\nthe people. His method in this, as well as his statement of principle, is\nindeed democratic.\nAs to the second object, these ten points lend themselves admirably to\nthe Type Study method of teaching, adopted by the American School Citizenship League in “An American Citizenship Course in United States\nHistory,” published by the League. ‘The plan could be practically worked\nout by the preparation of ten type studies covering each of the Ten Essentials. \"There should be a graded series of type studies, one for the\nhigh school, another for the junior high or the higher elementary grades,\nand a third for the lower grades. ‘These principles can be understood by\nthe child as well as by the grown person. ‘The American School Citizenship League would undoubtedly be very glad to codperate with the Council\nin the preparation of such type studies.\n\n"}
{"page": 470, "printed_page": "448", "text": "448\n\nNaTIoNnaAL EpUcATION\n\nENGLISH—ITS RELATION\nWALTER\n\nBARNES,\n\nHEAD\n\nASSOCIATION\n\nTO THE “TEN ESSENTIALS”\n\nOF ENGLISH\n\nDEPARTMENT,\n\nFAIRMONT,\n\nWEST\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nVIRGINIA\n\nThe chief purpose of a State school system in a democracy is the preparation of each individual of the democracy for social efficiency within the\ndemocracy.\n‘Therefore the value of each subject and activity in the democratic school is measured by the nature and amount of the contribution it\nmakes, directly and indirectly, toward the preparation of each pupil for\ndemocratic social efficiency.\nThis is the test to which the various branches of English must be\nsubjected.\nWhat are the democratic elements inherent in English, in its\nsubject matter and in the intellectual activity necessary to the mastery of\nthe subject matter?\nIn English those knowledges, those arts and habits,\nthose acts and activities which minister, which contribute to democratic\nsocial effectiveness—these and nothing else are of value in English.\nNow, the English subjects, more, perhaps, than other subjects, may\nmake large and important contributions to education for democratic life,\nor they may make scanty and meager contributions to it. English comprises such a vast territory, can be approached from so many angles, can\nbe used for so many different purposes, has so many different meanings that\nit, above all subjects, must be examined closely and organized carefully, in\norder that it may be made to yield the utmost possible contribution to a\ndemocratic education.\nLet us then determine what are those standards\nand ideals, those arts and skills and habits and knowledges which are most\nuseful because most used in a democracy; then let us discover and teach\nthose elements and activities inherent in English which may reasonably be\nexpected to further our major aims.\nOf course, no one knows precisely what are the desirable and vital elements in democratic life. The ten “essentials” set forth by Dr. A.\nDuncan\nYocum in School Life for September, 1921, are so very suggestive and\nconstructive that they furnish the best basis for all future discussion\ns.\nTheir\nacceptance is implied herein.\nThe work in English language and composition (and it\nis to this phase\nof English that I am limiting my discussion today)\nmay be so planned\nand carried out as to make a unique and valuable\ncontribution to each of\nthe ten essentials.\nIf the activities of the class are thoroughly and\ngenuinely socialized, if the members of the group\nare encouraged and\nguided in the solution of individual and social problem\ns, problems of school\nand community life; if a succession of natural,\neducative, varied activities\nis taken up day after day and month after\nmonth, thus allowing each\nmember of the group to find his level as leader\nor follower, each member\nemerging into temporary leadership and expert\nauthority by virtue of his\nsuperior knowledge or skill in the particular\nactivity engaged in; if the\nteacher acts\nacts as mentor and monitor\nt , discovering and suggesting new theme\ns\nand activities as they come to light from\ntime to time, using each assign-\n\n"}
{"page": 471, "printed_page": "449", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n449\n\nment as a means of doing well the particular job, of solving correctly the\nparticular problem, or planning adequately the particular procedure or\nmaking wisely the particular decision, and at the same time utilizing each\nassignment as a means of teaching how to do better that particular thing\nthe next time; if the class is conceived of as a social group or informal\norganization, working through committees and special assignments, calling\nupon each person to do what he can do best, providing for the exchange\nand interchange, the social pooling of experience, opinion, skill, knowledge\nof each member of the group, which is the very essence of socialization—\nI say, if all this is done progressively and cumulatively throughout the years\nof the school, the work of the English classroom will make a real contribution to each of the ten essentials of democracy: to democratic selfassertiveness, to equal rights and opportunities, to a sense of personal responsibility, to equivalent compensating service, and to all the others.\nAnd this is an entirely feasible and reasonable procedure, indeed, it is\nthe only possible means of teaching and learning the English language.\nSometimes we say that every lesson is a language lesson. As a matter of\nfact, no lesson is a language lesson unless genuine social language is employed. And no language is genuine social language unless it is used for\na social purpose, to accomplish some social objective: to entertain, inform,\narrive at a decision, mold public opinion, to plan a work or work a plan.\nWe must come to realize that language is never an end in itself, it is a\nmeans—the most natural and convenient and economical means of accomplishing a social end. And moreover, it is a means of accomplishing\npresent ends, not remote ones. ‘The problem, the task, the plan, the decision, the activity must be one that calls for direct and immediate attention\nand action. We talk of preparation: let us begin to talk of participation.\nWe argue for team work: let us first find work for the team to perform.\nWe long for coéperation: let us first bring about some operation.\nI never\nhave been able to see how we are going to train children to guide a boat\nor a bicycle or a machine or a business that isn’t moving.\nIf we are to prepare children for democratic life and citizenship through\nEnglish, we must in school engage them in situations analogous to situations\nin life, we must train them in those forms and activities of language expression most usual and most useful in democratic life. Conversation, discussion, informal argument, explanation, the telling of anecdotes and\npersonal experiences, letters—these must supplant the time-honored types\nof discourse: of narration, description, exposition, and argumentation.\nSpoken language must predominate over written, informal social expression\n\nmust take the place of formal semi-literary expression.\nLanguage, used in social ways and for social purposes is the readiest,\neasiest, and most natural mode of welding a democratic society together,\nof providing for exchange of ideas, of modifying and rectifying and unifying the various sections and segments of society. Language, a common\nlanguage employed with force and facility by all, is the greatest interpenetrating and integrating agency at our disposal. A democracy is not con-\n\n"}
{"page": 472, "printed_page": "450", "text": "450\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nceivable unless every citizen is trained in the use of his mother tongue.\nNo\none is in possession of his full rights and powers until he can express himself\nand make himself felt. He has no voice in affairs until his voice is trained.\nHere then is the great and gracious task of the teacher of English: to\nequip for democratic life and citizenship by training each individual in\nthose types and forms of language most useful and desirable in carrying\non the work and carrying out the destiny of democracy.\nHere I would stop except that what I have said is futile unless I say\none thing more: not only must the types of language and the methods of\nlanguage teaching be democratized: the language itself must be democratized.\nOur English teaching has been inadequate largely because the\nEnglish teacher’s view of the English language has been ludicrously erroneous.\nHe has thought of and taught the language as a fine art instead\nof as a useful art, as a musical instrument instead of as a practical implement, as an aid to the enjoyments of literature instead of to the employments\nof life.\nI do not disparage literature.\nIt is one of the finest and most profitable\nmeans of spending leisure time; it has its great and beneficent mission to\nthe heart of man; and it too can be a powerful democratizing factor.\nBut\nthe English of literature is but one mode or type of language, but one\ndialect, so to speak; the English of common daily democratic life is another\nand a different dialect—not superior, not inferior, but different.\nAnd\nnever shall we be able to utilize language as a democratic and democratizing\nagency so long as that language is itself undemocratic, aristocratic, classical.\nThe effective language of social democratic life abounds in force,\npicturesqueness, expressiveness, naturalness, spontaneity.\nIt delights in\nshort-cuts, in figures of speech, in humorous phrases, in familiar, free-andeasy expressions.\nIt cannot dispense with colloquialisms, idioms, the turns\n\nand quirks of the vernacular, and it is voiceless, it is dumb\nand impotent\nwithout slang. Yet “they say” slang is not proper!\nNot proper?\nWhat\nis proper but appropriate?\nAnd when slang is appropriate—as it is in\nnearly all the social situations of everyday life—slang is\nnot only proper\nbut indeed a most effective mode of expression.\nDo you wish to know why English teachers are failing\nto teach English\nthat gets across and carries over into life, that acts\nas a cementing and\nsolidifying element in our democracy?\nIt is partly because they preach and\nteach impossible ideals of a pure-bred and a blue-bl\nooded language, of a\nhigh-b\n\nrow and ‘hifalutin’ speech, patrician English, nasty-n\nice, top-lofty,\nschoolroom English. If we are to be common-minde\nd, we must have a\ncommon speech—and that will never be the speech\nof scholars and pedants\nand prudes-and-prismy-y rhetoricians.\nIt must be a robust, vigorous American speech, full of snap and sparkle, of warmth\nand color, close to life\nrooted in the soil. The reason the classical\nidea—in English or in any\nother subject—is undemocratic is because it is a\nclass idea.\nDbvi sly, much remains to\nObviou\nbe said, but—als 0 obviously—no time\nremains in which to say it. The English lang\nuage has tremendous impor-\n\n"}
{"page": 473, "printed_page": "451", "text": "NaTIONAL CouNCcIL oF EDUCATION\n\n451\n\ntance and import in the democratizing of education and in the education of a\ndemocracy.\nHere is an implement, ideal for performing a democratic work,\nan implement fitted to our hands; all that is required of us is to perceive\nit, grasp it, and use it.\n\nREPORT\nADELAIDE\n\nOF PROGRESS OF THE COMMITTEE\nVOCATIONAL EDUCATION\n\nS. BAYLOR,\n\nCHAIRMAN,\n\nFEDERAL\n\nWASHINGTON,\n\nAGENT\nD.\n\nFOR\n\nHOME\n\nON\nECONOMICS,\n\nC.\n\nThe Committee on Vocational Education consists of ten members, who\nwere nominated at the Des Moines meeting (July, 1921) of the National\nCouncil of Education.\nAcceptances to these appointments have come from\nall members of the conimittee, but responses as to plans of work have been\nslow in reaching the chairman.\nA meeting of the committee was called\nfor Tuesday afternoon, February 28, and although a small number of members were present the following tentative plans were developed as to the\nwork of the committée:\n1. To use, at least for the present, the definitions and analyses furnished\nby the report of the National Education Association committee on Vocational Secondary Education, published in 1916.\n2. To limit the investigation at this or any other stage to certain phases\nof vocational education.\n\n3. To take up for the initial study Part-time Vocational Education for\nthe following reasons:\n(a) Twenty-three States have on their statutes compulsory part-time\nlaws.\nAll of these, with the exception of two, have been enacted since\n1917, and school officials are confronted with the problems of administer-\n\ning these laws; () part-time vocational education deals with youths and\nadults outside the full-time schools, who cannot be reached by generally\naccepted full-time school programs and methods; (c) since part-time education is usually carried on during hours of employment, the codperation\nof employers and parents as well as pupils is needed; (d) the value of parttime vocational education is not clearly estimated and the public needs\nenlightenment on this type of education; (e) in programing part-time education, two important\n\nproblems\n\narise, i. e., that of the minor who\n\nmust\n\nattend because of legal compulsion, and that of the youth above part-time\ncompulsory age who may attend voluntarily; and (f) the large numbers\nof young people in the country who have limited education and training\nand to whom the part-time school seems the best agency to render educational service.\nDifferent viewpoints from which a study of part-time education might be\nmade were taken up for consideration.\n\n"}
{"page": 474, "printed_page": "452", "text": "452\n\nNaTIONAL\n\nEpucaTIon ASsocIiATION\n\n1. Types of schools as to groups to be reached:\n(a) Vocational extension—Classes giving instruction supplementary\nto\nthe employment; (4) vocational preparatory—Classes giving\ninstruction\npreparatory for entrance into a given employment; (c) the\nGeneral Continuation School, which aims to serve a two-fold function:\n(1) To continue\nthe general education upon a selective basis; and (2) to\nserve as a finding\ncourse where the individual is given every opportun\nity to discover the\nparticular employment for which he or she is best fitted.\n2. Types of schools as to underlying vocational purpose\n:\n(a) Part-time Agricultural ; (b) Part-time Trade\nand Industrial; (c)\n\nPart-time Commercial; and (d) Part-time Homem\naking.\n\n3. Isolated topics pressing for immediate attent\nion, that would necessarily\nbe developed by a study from the viewpoint\nof 1 or 2 above, but would\nnot stand out so prominently as if dealt with\nalone: (a) Place of part-time\nvocational education in a public-school progr\nam; (b) financing a publicschool program of part-time education; (c)\nmethods of developing curricula\nfor part-time schools and classes with sugges\ntive short units outlined; (d)\npart-time education in various types of commun\nities, as rural, village, town,\nor city; and (e) plant and equipment\nfor part-time schools and classes :\n(1) Scattered vs. central; (2) school vs.\nemployment plant.\nAfter some discussion it was agreed\nto take up the study of part-time\nvocational education with a view to ascer\ntaining :\n1. The needs for these types of schoo\nls as shown by: (a) Numbers of\nyoung people eligible for the instructio\nn; and (4) the desire, particularly\nof those in the upper age groups\nfor further education as shown by\nthe\nlarge numbers enrolled in correspond\nence schools, private schools, and\nthe\nlike.\n\n2. Valuable\nschools.\n\ncontributions\n\nthat have\n\nalready been made\n\nby part-time\n\n3. Financing part-time schools:\n(a) As to distribution of present\nschool financial resources in Stat\nes and\ncommunities; and (4) as to addi\ntional resources for part-time\nschools.\nThe development of a report\nalong these lines will] involve\nan investigation of present-day programs\nin part-time vocational educ\nation and their\nrelation to full-time school\nPrograms, and the outlook\nfor the schools and\nclasses, with recommendations.\nIt is proposed by the Commit\ntee to have at least a prel\niminary report—it\nmay be a complete report—re\nady for the Boston meeting\nof the National\nCouncil of Education.\n\n"}
{"page": 475, "printed_page": "453", "text": "NaTIONAL CouNCIL OF EpuCcATION\nREPORT\n\nOF COMMITTEE\n\nMRS.\n\nWILSON\n\nCORA\n\nSTEWART,\n\nMEMBERS\n\nON\n\nADULT\n\nCHAIRMAN,\n\nOF THE\n\n453\nILLITERACY\n\nFRANKFORT,\n\nKENTUCKY\n\nCOMMISSION\n\nChairman, ConA WILSON STEWART...\n. ee eee eee ee ee eee ener eee eeeeeees Frankfort, Kentucky\nMary €. C. BrapForn, 1735 Bellaire Street. . 2... 3.2 sc ce ese ce ee etc escnne Denver, Colorado\nM. L, Brirrain, State Superintendent of Public Instruction................. Atlanta, Georgia\nArtuur H. CHAMBERLAIN, Editor of the Sierra Educational News....San Francisco, California\nJoun V. Conway, State Superintendent of Public Instruction......... Santa Fe, New Mexico\nTuomas.E. Frnecan, State Superintendent of Public Instruction....Harrisburg, Pennsylvania\ntc csccccecens New York City\nJoun H. Fintey, New York Times.......2.--eecceeeccceceeeec\nWit Lou Gray, Supervisor of Adult Schools.........++-eeeeeeeees Columbus, South Carolina\nTuomas E. Jounson, State Superintendent of Public Instruction........... Lansing, Michigan\nMinnik J. Nietson, State Superintendent of Public Enstraectionte. «\\....4.. Bismarck, North Dakota\nJosEPHINE C. Preston, State Superintendent of Public Instruction...... Olympia, Washington\nAucustus O. Tuomas, State Superintendent of Public Instruction............ Augusta, Maine\n\nThe personnel of the Committee on Adult Illiteracy is not wholly made\nup, and only one or two of the members who have accepted have expressed\ntheir views; therefore, this progress report can be but little more than the\nexpression of the ideals of the Chairman and a declaration of some of the\nprinciples and plans which will be submitted to the Committee at the Boston\nmeeting for its consideration.\nThe National Council of Education being composed, presumably, of only\ntrained and seasoned members of the National Education Association, and\nwith a membership necessarily limited and very select, its committees should\nbe composed of the greatest experts in their line and the reports submitted\nto this body should bear the stamp of searching investigation, clear and\nIf in other organizacareful thought, keen analysis, and sound judgment.\nof their high official\nbecause\nchosen\nbeen\nhave\n‘tions, illiteracy committees\ninterest, the Comtheir\nenlist\nto\ndesire\nor\nlocation,\ngeographical\nposition,\nmittee on Adult Illiteracy of the National Council of Education should be\nchosen for reasons manifestly different from these. “This Committee should\nbe made up of a body of experts on adult illiteracy, if such a thing as a\ngroup of experts on a subject, yet new to the Nation, can be assembled.\nLet us admit in the outset that the Committee as made up, is not in\nconformity with this ideal. The members were chosen some months ago\nwhen our ideals as to the personnel were less definite and our vision of the\nfunctions of the Committee was less clear. This statement should not\nbe construed to mean that there is dissatisfaction with the Committee or\nIt simply indicates that the appointments made\ncriticism of its members.\nplan and that possibly some of this Committee,\nthis\nto\nin future will conform\nof Education, may be exchanged with the\nfield\ngeneral\nthe\nwho represent\n[literacy Commission of the National Education Association, giving us the\nthe\nbenefit of the experts on that Commission, and giving that Commission\npersonnel\nthe\ning\nstrengthen\nthus\n,\n‘nfluence of the members so transferred\nand the functions of both. A small committee of such experts, if only\nfive or six, would be of more service than dozens gathered from the field\nof education at large.\n\n"}
{"page": 476, "printed_page": "454", "text": "454\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nThe functions of the Illiteracy Commission of the National Education\nAssociation, the Illiteracy Committee of the General Federation of Women’s\nClubs, and the Illiteracy Commission of the W. C. T. U. are largely those\nof propaganda and the stimulation of activity in the field of education of\nadult illiterates.\nIt is not the function of his Committee, as your Chairman sees it, to engage in endeavors of this kind, but rather to aid in standardizing plans, methods, and institutions engaged in combating adult illiteracy, to investigate and report on laws pertaining to illiterate adults, to\ndefine objectives, to fix the standards of literacy, and to-investigate and\nannounce accurate statistics.\n‘To sort and sift the good from the bad in\nplans, methods, tactics, phraseology, slogans, and all that pertains to illiteracy\ncampaigns does not seem a program too ambitious, and for this Committee\nto translate the activities of others into terms that will be panoramic in\nscope, seems a service that would be both useful and desirable.\nIt is a\nfield that is in no wise covered by any other committee or organization and\nwould be a duplication of nobody’s efforts or aims.\nThat there is need of such committee of experts on adult illiteracy is\nclearly evident.\nWhile public education, as far as the child is concerned,\nis under a regularly created Department of Education in all of the fortyeight States, the campaign to eradicate illiteracy is being waged under various auspices, ranging from a State Illiteracy Commission as in Arkansas,\nWashington, Mississippi, and others to the Extension Department\nof the\nState University—as two of the States are conducting their campaigns.\nIn 1910 there was not a line on any statute book of any State referrin\ng\nto adult illiterates; today there are laws providing for school\ndoors to be\nopened to them, laws compelling them up to certain ages\nto attend, laws\ncreating State school officers to direct their education, laws\ncompensating\nteachers for teaching adult illiterates, laws providing for\nthe training of\nteachers to teach them, laws requiring teachers to go\nand teach them in\ntheir homes, and laws requiring the establishment\nof classes for them in\nfactories and mills,\nIn the creation of so many laws out of such meager\nexperience and in\nsuch a brief space of time, it naturally follows\nthat many of these laws\nare defective or inadequate.\nSome States have created a system of night\nschools and thus have provided an opportunity\nfor illiterate adults, but have\nmade no campaign to arouse public sentiment\nor to inform the illiterate\nthat his opportunity has come.\nSome States have organized campaigns\nagainst illiteracy, have aroused the public\nand awakened the illiterates but\nhave made no permanent provision for, them\nto be taught, leaving their\nfate altogether dependent on the efforts of\nvolunteers. The compilation of\nall the laws pertaining to adult illiterates\nwith a classification and analysis\nwould be of incalculable benefit. The\ncomparison of these laws and the\nfinal judgment of some committee on such\nlegislation is a need that has\nbeen frequently expressed and has probab\nly as yet not even been partially\nmet.\nMay we not hope that the Committee\nwill render to the cause of\nadult education a distinct service in this\nparticular field.\n\n"}
{"page": 477, "printed_page": "455", "text": "455\n\nNATIONAL CoUNCIL oF EDUCATION\n\nThe standards of literacy in this country are indefinite and variable. The\nUnited States Census Bureau defines literacy as the ability to write, assuming that one who can write can also read—and the test is the declaration\nof the individual as to his literacy or illiteracy. “The Kentucky Court of\nAppeals has fixed the line between literacy and illiteracy as that which\nseparates the second grade from the third, and has declared that one who\ncan write and express himself, regardless of spelling correctly, and who\ncan read an ordinary newspaper item, is out of the illiterate class. One\nof the States has fixed the standard of literacy, if we have properly interpreted its law, as the completion of the sixth grade. Some define illiteracy\nas the inability to read, write, and speak the English language—a test which\nhad it been adopted by France before President Wilson’s visit to that\ncountry, would have put him in the illiterate class while there because\nTo aid in fixing a\nhe could not read, write, or speak its native tongue.\nsane and definite standard of literacy, high enough and yet attainable, seems\nWhat the standard\na necessary part of the program of this Committee.\nit will not be the\nThat\nannounced.\nbe\nmay be cannot at this moment\nfor none\nassurance,\nwith\nstated\nbe\nmay\nname\none’s\nwrite\nto\nability\nmere\nwho are fighting illiteracy intelligently have ever assumed that the ability\nto write one’s name took him out of the illiterate class, or that if every\nilliterate in a State should learn to write his name,\n\nit would\n\nremove\n\nthe\n\nblot of illiteracy from the State. The standard may not be so high as the ©\ncompletion of the sixth grade, for to place it at that elevation would\nleave many intelligent American people in the illiterate class. It should be\nthe purpose of this Committee\n\nto find a happy medium—the\n\nsame intelli-\n\ngent standard which would not leave a man really illiterate even though\n\npronounced a cure and yet should be one low enough that it would not\ndiscourage the great mass of illiterates from undertaking to climb out of\nthe dungeon of illiteracy, in which they are imprisoned, or discourage their\nrescuers from undertaking to aid them.\nIlliteracy statistics are as yet puzzling and unfamiliar things. Only in\nrecent years has any attempt at classifying them or any scrutiny of them been\nAt last the counties and local communities, as well as the State\nmade.\nand Nation are being brought face to face with their statistics on illiteracy.\nThis is being done through the Illiteracy Commission of the National\nThere is an indictment in such statistics and when\nEducation Association.\nbrought close to home they challenge the educated citizenry to action.\nYour Committee should in no wise duplicate the preparation and circulation\nof these statistics, but it has a statistical function equally as important and\nthat is to investigate the floating terms of illiteracy statistics which vary so\nwidely when quoted by different educators and to fix upon the accurate\nWithin the past few weeks, the illiteracy of the United\nterms in each case.\nStates has been quoted by educators all the way from three million to ten\nEducators of reputed and accustomed accuracy have\nmillion in numbers.\n\nrecently been heard to quote the illiteracy statistics of the Army as being\n“only one out of every four recruits able to read and write’ when as a\n\n"}
{"page": 478, "printed_page": "456", "text": "456\n\nNatTIoNAL Epucation ASsocIATION\n\nmatter of fact, the Surgeon General’s office which made the investigation,\nand, therefore, is the only authority on this subject, reported that “one\nout of every four was unable to read and write. The presentation of illiteracy statistics varying so widely from fact, and the quoting by educators\nof conflicting statistics on the same subject will tend to convince the laymen\nthat educators are very careless or not altogether informed and will weaken\nthe message that we are endeavoring to convey.\nIf the Committee on Adult\nIlliteracy of the National Council could immediately investigate the\nsources of the illiteracy statistics now in popular use and could\nissue even\na brief statement covering them, citing authority for-same it\nwould tend\nto clear up this matter and would steer educators and others\ntoward the\ncorrect figures that, even when quoted accurately, are\nserious enough,\nmore effective and not so likely to be challenged and disproved.\nThat this Committee is one with more than ordinary responsi\nbility seems\ntoo evident to need reiteration.\nWhen its personnel is complete and its\nprogram is worked out, may its aims be high, its\nstatements accurate, its\ndecisions wise, its service both extensive and unselfish,\nand may God guide\nin all its deliberations and activities.\n\nREPORT\n\nOF PROGRESS OF COMMITTEE\nEDUCATIONAL SURVEYS\n\nA. E. WINSHIP,\n\nEDITOR\nBOSTON,\n\nOF\n\nTHE JOURNAL\nMASSACHUSETTS\n\nOF\n\nON\n\nEDUCATION,\n\nThere is so much public and private mone\ny available for surveys and so\nmany communities have some prominent\npersons or organizations with a\nprivate grudge that surveys are inevit\nable. No one can stop them if he\nwishes to, but the public has a right\nto think about how surveys should\nsurvey.\nAll would seem to be able to agree\nby this time that it is needless to go\nto any expense to tell a community\nabout the weak spots in the schools.\nAnybody in any community can, witho\nut money and without price, find\nfault with the school administration,\nthe police department, the fire department, and anything else in public\nservice.\nA sewer system was never estab\nlished by studying sewage.\nWaterworks must be established before\na sewer system is possible. It requi\nres\nno intelligence and no trained nostr\nils to detect sewage, but it requires\nhigh\nengineering skill and great financieri\nng to put in a water system.\nresponsible?\nSecond, What percentage of\ntheir recommendations have\nbeen adopted and put in action?\nThird, How many surveys have\nmade\nrecommendations based on their\nexaminations rather than on prec\nonceived\nnotions of the master minds in the\nsurveys? Fourth, Has the Surv\ney been\n\n"}
{"page": 479, "printed_page": "457", "text": "NATIONAL CouNCcIL oF EDUCATION\n\n457\n\nAs to the first, legislative action has paved the way for ennobling State\nnormal schools into State teachers’ colleges doing work for college degrees\nfour hundred per cent in five years.\nHow much of this is due to surveys?\nAttendance upon freshman or ninth-grade classes, which means retaining\nyoung people in school several years more than formerly, has increased\nmore than one hundred per cent in five years.\nHow much of this is due\nto surveys?\nThe increase in State requirement of fourteen years of age, or a sixthgrade education before going to work, is one hundred per cent in ten years;\nof sixteen years, or an eighth-grade education five hundred per cent in ten\nyears; of eighteen years, or a high-school education one thousand per cent\nin five years. How much of this due to surveys? The enforcement of comAdult\npulsory school laws has increased one thousand per cent in ten years.\nThe\nyears.\nten\nin\ncent\nper\nthousand\none\nincreased\nhas\neducation\nilliterate\ncommunity influence of public schools has increased one hundred per cent\nImprovement in thrift education has improved several\nin ten years.\nHow much of this would probably not\nhundred per cent in recent years.\nhave come about but for the surveys?\nAs to the second, it would be interesting for every survey proposition to\npresent a definite statement of the percentage of its recommendations that\nhave been fully functioning three years after the survey report.\nThird, it would be interesting to have all surveys surveyed and a report\nmade upon the recommendations that had never been made in other surveys—that is, how many recommendations are based upon that survey\nrather than upon the known philosophy of the master minds in the survey?\nFourth, it is highly important that it should be known to what extent\na survey merely stirs up sewage instead of establishing waterworks, to what\nextent the survey is a source of irritation rather than inspiration.\n\nREPORT OF PROGRESS COMMITTEE ON CHARACTER\nEDUCATION—THE SANCTIONS OF MORALITY\nMILTON\n\nBENNION,\n\nOF\n\nTHE\n\nSCHOOL\n\nOF UTAH,\n\nSALT\n\nLAKE\n\nDEAN\n\nOF\n\nCITY,\n\nEDUCATION,\n\nUNIVERSITY\n\nUTAH\n\nThe individual finds the sanctions of his moral life in his own conscience.\nIn the light of modern science it now seems almost self-evident that the\nindividual is born with capacity for moral judgments, including conscience,\nbut that the nature of these judgments and the kind of conscience that he\nultimately acquires depend primarily upon the various influences brought\nto bear upon him. These influences are exerted by the home, the church,\nthe school, and by the individual’s recreational, vocational, and civic life\n‘The conscience thus developed may be founded upon\nand associations.\n\nIn some\nreligion or upon social-scientific considerations, or upon both.\nattributes\nhabitua]\nfrom\nreaction\na\nsimply\nbut\nneither,\nrespects it may be\nWhatever the reason, the factors that enter into the\nand modes of conduct.\n\n"}
{"page": 480, "printed_page": "458", "text": "458\n\nNATIONAL\n\nEpucaTION ASSOCIATION\n\n__oOO\na\n\neS\n\nee\n\neee\n\nee\n\ndetermination of conscience are likely to be complex.\nAny plan of character education must take into account these factors and bring them under\nconscious control.\nSince conscience is the individual’s basis of moral self-determination, it\nis of supreme importance that this conscience be so enlightened that it shall\nbe a definite, sure guide in conformity with established ideals and that it\nalso be capable of impelling right actions under new circumstances.\nMay we not assume that the home and the church will be primarily responsible for development of the religious background of morality?\nMay\nnot the public school also give recognition to the idea of God as the embodiment of all that is good, as an ideal to be regarded with love and reverence. ‘This ideal may be a power in the development of conscience—\nobedience to which may thus become a mandate of the religious life.\nWhether or not the religious appeal is permitted in the public school,\nthere can be no doubt about the necessity of appealing to the concept\nof\nhumanity, a concept possible of attainment through study\nof the social\nsciences. A realization of the nature and development of civilizati\non is\none of the most fruitful sources of moral inspiration.\nIt reveals to youth\nhis social inheritance, the spiritual as well as the material product\nof the\nunited labors of all mankind.\nThis inheritance is to be used but also to\nbe sacredly guarded and augmented by each succeeding\ngeneration.\nThis\nconcept can be made the basis of a feeling of obligation\nto humanity, and\nof an enthusiasm for race progress and human perfection\n.\nIn this field,\nno less than in religion, the intellectual appeal must\nbe powerfully supplemented by emotional elements.\nThe fundamental principles by which conscience is\ndetermined, in terms\nof religion are “love of God and love of fellow-men.”\n“Translated into\npurely secular terms, these may be stated as “recogn\nition and love of the\ngood and love of humanity.”\nFrom these general concepts or axioms all\nthe virtues and their opposites may be deduced.\n‘Thus respect for life, for\nthe source of life, and for the development of\nlife follow with logical\nnecessity.\n“These imply such virtues as chastity, honor,\nand justice—\nvirtues that are primary because they cannot be\nturned to evil purpose, as\nmay secondary virtues when not directed toward\nideal ends.\nWhile individual conscience enters into the determ\nination of the nature\nof social life as a whole, society has developed\nsanctions of its own.\nThese\nsocial sanctions are imposed upon individuals\nby legislation, court decisions,\ncustom, and public opinion in general.\nThese are powerful determining\nfactors in moral training. While the school\nhas its own specific problems\nin character education, it cannot succeed\nexcept in codperation with all\npublic agencies. The public school is but one\nphase of public education.\nIt must seek the support of all other gover\nnment agencies, general and\nlocal, and of every voluntary social agency\nthat can have influence in the\ncharacter training of childhood and youth.\nThe school cannot be an\nisolated institution, if it would measure up\nto its responsibilities.\nThe Committee is agreed by unanimous\nvote of those present at the\nmeeting on February 26, 1922, to the follo\nwing recommendations:\n\n"}
{"page": 481, "printed_page": "459", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n459\n\n1. That the course of study and activities of the school should be so\norganized as to realize in both theory and practice all the objectives of\ncharacter education.\nSomewhere at some time in the school curriculum all\nthe virtues should be taught. ‘This calls for reconstruction of many courses\nand inclusion, somewhere before the end of the high-school period, of one\nor more courses dealing directly with the study of ethics.\n2. That we recognize “Love of God and love of fellow-men” as an\naxiomatic basis of the moral life.\n3. That all teachers should be as deliberately instructed in the fundamentals of ethics as they are in the fundamentals of their mother tongue.\n\nTHE\nJ.\n\nM.\n\nCONTINUITY\n\nGWINN,\n\nOF EDUCATION\n\nSUPERINTENDENT\nORLEANS,\n\nPUBLIC\n\nSCHOOLS,\n\nNEW\n\nLOUISIANA\n\nGenThe whole, in education, is not equal to the sum of the parts.\nand\nclash\nand\noverlap\nparts\nthe\nfor\nless,\nconsiderably\nerally, the whole is\ncomposed\nis\nso-called,\nsystem,\neducational\nOur\nparts.\nas\nfall\nsometimes\nof magnificent parts but when put together the desired organism turns\n\nout a badly jointed aggregate as if some journeyman had made it and not\nmade it well.\nThe program for the education of the American child and youth is so\nlarge and complex that it is difficult, if not impossible, to comprehend it\nas a whole from home and kindergarten to the college and university and\nthe life beyond the school. We have had to divide in order to master this\ntremendous program and so, have attacked the parts—the kindergarten,\nthe elementary, the junior high school, the high school, the college, the\nCommittees have studied and reported on\ntrade and professional schools.\ngreat improvement has been made to\nyears\nthe\nthrough\nand\nparts\nthese\neach of the segments of the educational program but with no great success\nin the union of the segments.\nTeachers and school administrators have been looking at education from\n\nit\nthe outside in while the child, the subject being educated, must look at\n\nfrom the inside out. It is time to take the child’s point of view and then,\nlike Yankee Doodle, we may not be able to see the town for the houses—\nthe educational system for the parts. ‘To the child our method of eduincating him must appear kaleidoscopic and full of contradictions and\nmuch\nup\nbuilt\nis\neducation\nhis\nthat\nfeel\nconsistencies. ‘The child must\npasses\nlike the fabricated automobile which takes form, if not life, as it\nautothe\nthat\nfeel\nmust\nHe\ncarrier.\nthe\nalong\nworker\nto\nfrom worker\nsucceedeach\nthere\nmobile receives better treatment than his education, for\ndone their\ning worker takes for granted that the preceding workers have\ndone but\nbeen\nalready\nhas\nwhat\nagain\nwork well and so does not do over\npart.\nfollowing\nnext\nthe\nfor\nready\nconnection\nputs on his part with every\nthree\nor\ntwo\nusually\ndifferent,\nall\nteacher,\nto\nteacher\nfrom\nThe child passes\n\n"}
{"page": 482, "printed_page": "460", "text": "+60\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\na year in the beginning years and five or more a day in the\nlater years,\nwith exposure here to one subject and there to another subject,\nwith conduct applauded in the kindergarten disapproved in the first\ngrade, with\nways of doing approved in the eighth grade found wrong\nin the ‘high\nschool, with each new group of teachers discounting if\nnot condemning\nthe work of the previous group and requiring repetitio\nn and relearning\n\nof what already is known, so that ten years are required\nto go an eightyear journey, and when four must start that one may\nget through to the\nend, or even ten must start that one may get to the\nend of a little more\ndistant journey; for there are sunken roads across\nhis way where part is\nSupposed to join part and chasms by the side separati\nng his way from life\nand these must be filled by the fallen comrades before\nhe can pass on to the\ndiploma station at the end of his way.\n:\nThe Committee on Continuity of Education\nwill seek to collect some\nfacts and opinions, organize them, and if possibl\ne, point a way for a better\ncoordination of the school with the home and\nthe non-school part of life\nand the different parts of school education with\nothers and contiguous parts\nto the end that the educational program may\nbecome more organic, at least\nwith parts merging into the others that frictio\nn is brought to a minimum\nand chasms no longer exist. A part of our\nprogram concerns itself with\nthe relationship of school education to the\nhome, church, the out-of-school\nenvironment of the child; another with\nthe integration of the parts within\nthe school, the kindergarten, the elementary,\nthe junior high, the trade and\nthe senior high school, and a third will consid\ner the relations of the college\nto the high school and professional and\nother higher schools to each other.\n\nSECRETARY’S\nBoston\n\nMINUTES\n\nMegtinc\n\nOFFICERS\nPresident—Homer H. SEERLEY,\nPresident State Teachers’ Collep\nenteeke cent Cedar Falls, Iowa\nVice-President—JosEPHINE Cortis\ns Preston, State Superintendent\nof Public Instruction......\nNE eR Sey ieleg ae ee maT\nie\nSEINE ABC\ne\neR\neyed\nOlympia, Wash.\nSecretary—ADELAIDE STEELE Baytor\n, Federal Agent for Home Econom\nics. -Washington, D. C.\n\nFIRST\n\nSESSION—Saturpay\n\nMornine, Juty 1, 1922\nThe meeting was called to order by\nthe President at 9:30 a. M. in the\nAssembly Hall of Wentworth Insti\ntute.\nThe Secretary presented a report\non the personnel of the present\nmembership of the National Council\nof Education, its distribution thro\nughout\nthe country, and changes in the\npast five years. his report brou\nght out\nthe information that since the\nlast annual meeting of the counc\nil\nfour\nmembers, Calvin N, Kendall,\nJohn H. Phillips, Lorenzo D.\nHarvey, and\nFrank A. Fitzpatrick, had been\ncalled by death. On motion\nof Charles\n\n"}
{"page": 483, "printed_page": "461", "text": "461\n\nNATIONAL CoUNCIL OF EDUCATION\n\nH. Keyes the following committee was appointed by the chairman to\ndraft appropriate resolutions paying fitting tribute to the valuable service\nof these members, not only to the Council but to education in general:\nCharles H. Keyes, Chairman, John R. Kirk, A. J. Matthews, A. E.\nWinship, and Olive M. Jones.\nThe president gave a brief address on THE OvurTstTanpING IssuE IN\nAMERICAN EDUCATION.\nJohn J. Tigert, U. S. Commissioner of Education, gave a survey of the\nActivities oF THE U. S. Bureau oF Epucation, during the year, and\nCharl O. Williams, president of the National Education Association, discussed THe Actua RESULTS OF THE YEAR.\nThe president announced the organization of a Research Department\nin the National Education Association and appointed a Committee from\nthe Council to meet with John K. Norton, newly appointed director of\nthis Research Department, to determine plans for codperation between the\nThe following were named on this\nCouncil and the new department.\nMrs. Mary D. Bradford, John\nWinship,\nE.\nA.\nCommittee: Chairman,\nR. Kirk, Adelaide S. Baylor, H. Lester Smith, A. J. Matthews, and Cor-\n\nnelia S. Adair.\nThe final report of the Committee on Educational Surveys was presented\nby the Chairman, A. E. Winship.\nSECOND\n\nSESSION—Saturpay\n\nAFTERNOON,\n\n1, 1922\n\nJuxy\n\nThe meeting was called to order by the president at 2:30 P. M. in the\nAssembly Hall of Wentworth Institute.\nThe Secretary presented the following report for the Membership Committee, which was unanimously approved.\nThe\n\nCommittee\n\non Membership\n\nmet\n\nat Wentworth\n\nInstitute\n\nSaturday\n\nJuly 1,\n\nat 8:30 A. M. and 12:30 p. M., and submitted the following recommendations for\nsupplying vacancies in office and in the membership of the Council:\nin\nOrFicers:—(1) President—J. M. Gwinn, New Orleans, La., term expiring\nHarris,\nStone\nVan\ndent—Ada\nVice-Presi\n(2)\nSeerley.\nH.\n1925, to succeed Homer\nPreston.\nPittsburgh, Pa., term expiring in 1925, to succeed Mrs. Josephine Corliss\nexpiring\nExecutive Commitrre—David B. Corson, Newark, New Jersey, term\nin 1925, to succeed J. M. Gwinn, president elect.\n1925 to sucMEMBERSHIP COMMITTEE—(1) Olive M. Jones, term expiring in\n(2) Mrs. Cora Wilson Stewart, term expiring in 1925, to succeed\nceed herself.\nherself.\nto succeed themMemsersHip—Class of 1916 with terms expiring in 1922, elected\nd, Mass. ;\nselves with terms expiring in 1928: James H. Van Sickle, Springfiel\n\nMinnie\n\nJ. Nielson, Bismarck,\n\nJ. Stanley Brown,\n\nNorth\n\nDakota;\n\nCharles\n\nE. Chadsey,\n\nUrbana,\n\nIII;\n\nDeKalb, Ill.; W. A. Jessup, lowa City, Iowa; Grace M. Shepherd,\n\nKansas City,\nMaryville, Mo.; Robert J. Aley, Indianapolis, Ind.; E. M. Bainter,\nMo.; Albert E. Winship, Boston, Mass.\nIa., to sucClass of 1922 with terms expiring in 1928: M. G. Clark, Sioux City,\n1922.\nin\nexpiring\nterm\nwith\n1916\nof\nclass\nceed L. R. Alderman,\nby\nThe Committee was highly appreciative of the splendid service rendered\nit necessary\nDr. Seerley in his term of office as president and regretted that he felt\nto decline nomination for a second term.\nThe\n\nCommittee\n\nrecommends\n\nthat,\n\naccording\n\nto\n\na plan\n\nto\n\nbe\n\ndevised\n\nby the\n\n"}
{"page": 484, "printed_page": "462", "text": "462\n\nNaTIoNAL\n\nEpucation AssoctaTION\n\nCouncil, honorary or active honorary members be requested by\nthe Secretary to\nServe temporarily on committees or in other activities of the Council,\nin vacancies\ncreated by the death of members, such service to continue\nuntil the next annual\nmeeting when membership vacancies are supplied.\nBecause of the close relation existing between the activities\nof the National\nCouncil of Education and certain officers of the National\nEducation Association\n—as President, Secretary, Chairman of the Board of Trustees,\nManager of Publica-\n\ntions, and President of the Department of Superintendenc\ne—and because of the\nfurther fact that whether members of the Council\nor not the duties of these\nofficers are such as to prohibit attendance at Council\nmeetings, the Committee\nrecommends that the incumbents of these offices be\nregarded as active ex officio\nmembers of the Council during their terms of office.\nBecause of the present importance and magnitude\nof the visual education movement especially in relation to education and the\nneed of clarifying some situations\nwith a view to appointing a Committee to study\nthe question, Olive M. Jones was\ndesignated to discuss the matter before one of\nthe sessions of the Council.\n\nHomer\n\nH. Seerley, Chairman\n\nA. J. Matthews\nOlive M. Jones\nJohn R. Kirk\n\nAdelaide\n\nS. Baylor, Secretary\n\nex officio.\n\nex officio.\n\nBy vote of the Council, the absences of the follow\ning named persons, due\nreason for such absence having been presented\nprevious to the meetings,\nwere excused:\n\nChicago, 1922—A. J. Matthews, Tempe, Arizo\nna; J. W. Carr, Frankfort, Kentucky; Elizabeth M. Sherman,\nOakland, California; Frank L.\nMcVey, Lexington, Kentucky; Margaret\nS. McNaught, Sacramento,\nCalifornia; Charles H. Judd, Chicago,\nIllinois; Caroline S. Woodruff,\nSt. Johnsbury, Vermont; R. O. Stoops,\nYork, Pennsylvania, and T. A.\nMott, Seymour, Indiana.\nBoston, 1922—Milton Bennion, Salt\nLake? City,,Utah= Edward 1\nBuchner, Baltimore, Maryland; W.\nA. Brandenburg, Pittsburg, Kansas;\n\nArthur Chamberlin, San Francisco, Calif\nornia; T. E.\n\nJohnson, Lansing,\nMichigan; Charles McKenny, Ypsil\nanti, Michigan ; Margaret S.\nMcNaught, Sacramento, California; Eliza\nbeth M. Sherman, Oakland, California; Harlan Updegraff, Phila\ndelphia, Pennsylvania; H. B.\nWilson\nBerkeley, California; Thomas D.\nWood, New York City; Anna Wils\nom\nCrawfordsville, Indiana, and Georg\nia Alexander, Indianapolis, India\nna. ;\nThe final report of the Committe\ne on Rural Education was pres\nented\nwith John F. Sims, Chairman of\nthe Committee, presiding.\nAfter the Chairman had set forth\nbriefly the results of the work\nof the\nCommittee, the following speak\ners, either members of the Comm\nittee or\ncooperating rural experts, were\nheard?’ No Hines on Tue\nMost ErFECTIVE ADMINISTRATION AND\nTAXING Unit; George S. Dick\non THE\nENROUSEMENT oF INTEREST\nON THE Part oF THE PEOPLE\nIN THEIR\nOwn Scuoors; Adelaide\nS. Baylor on CONSOLIDATIO\nN oF RURAL\nScHOOLs; John C, Muerman\non ‘TRANSPORTATION OF ScHo\noL CHILDREN\nAT Pustic EXPENSE; and\nFred D. Cram on Trsts\nAND MEASUREMENTS\nIN Rurat ScHoots.\n\n"}
{"page": 485, "printed_page": "463", "text": "463\n\nNaTIONAL CoUNCIL OF EDUCATION\n\nAt the close of these addresses Dr. Sims gave a brief statement of what\nhe proposed to present to the National Education Association at the Wednesday morning meeting, concerning the work of the Committee on Rural\nEducation. He asked for an extension of time for his Committee in order\nto edit and publish the report. On motion the time was extended for one\nyear.\nTHIRD\n\nSESSION—Monpay\n\nThe meeting was\n\nAFTERNOON,\n\nJuLy 3, 1922\n\ncalled to order by the President at 2 o’clock in the\n\nAssembly Hall of Wentworth Institute.\nThe report of the Executive Committee was made\nordered, by the Chair, to be placed in the minutes:\n\nas follows\n\nand\n\nThe Executive Committee met just before the opening of the Council meeting\nSaturday afternoon.\nThe personnel of each of the present standing committees was informally discussed, but all changes were left to the pleasure of the respective Chairmen.\n\nNo new Committees were appointed but it was recommended that a Committee\nL. N.\nconsisting of the president-elect of the Council, J. M. Gwinn, New Orleans,\nto\nHines, Terre Haute, and Ernest L. Crandall, New York City, be authorized\nmeeting\norganize a Committee on Visual Education to report at the 1923 mid-winter\nof the National Council of Education.\n\nHomer\n\nH. Seerley, Chairman\n\nex officio.\n\nAnna Laura Force.\n\nAdelaide\n\n$. Baylor, Secretary ex officio.\n\nent of\nJ. H. Beveridge, Omaha, Nebraska, President of the Departm\nE OF\nWELFAR\nL\nSuperintendence, addressed the Council on THE PHysicA\nTHE CHILD.\nReports of three Committees were then presented.\nTHE TEACHDuring the presentation of the report of the Committee on\nCommittee,\nthe\nof\nING oF Democracy, A. Duncan Yocum, Chairman\nwho\nspeakers\ned\nintroduc\ntopic,\npresided, and after a brief discussion of the\naddressed the Council as follows:\nRabbi of\nThe Relation of Judaism to Democracy—Dr. Louis L. Mann,\nCongregation Mishkan Israel, New Haven, Connecticut.\nBoston UniProtestantism and Democracy—Walter S. Athearn, Dean\nMassaBoston,\nService,\nSocial\nand\nversity School of Religious Education\nchusetts.\nFather AugusContributions of Catholicism to Democracy—Reverend\n, Boston,\nSchools\nal\ntine F. Hickey, Director of Diocesan Catholic Parochi\nMassachusetts.\non CHANGES NEEDED\nKatherine D. Blake, chairman of the Committee\nthe report of her\nwhen\nd\npreside\nS,\nCourSE\nIN THE ELEMENTARY SCHOOL\nlished and\naccomp\nwork\nthe\nof\nbriefly\nspoke\nShe\nCommittee was given.\nintroduced topics and speakers as follows:\ns.\nHistory—Mary McSkimmon, Brookline, Massachusett\nUtah.\nCity,\nLake\nSalt\nScience—Howard R. Driggs,\nMinnesota.\nArithmetic—Theda Gildermeister, Winona,\n\nTraining for Parenthood—Elizabeth A. Woodward,\n\nNew York City.\n\n"}
{"page": 486, "printed_page": "464", "text": "464\n\nNationa\n\nEpucation AssociaTION\n\nThis was the final report of the Committee on CHANGES NEEDED\nIN\nTHE ELEMENTARY ScHooL Courses.\nIt was, therefore, adopted and a\nmotion carried that the Council recommend to the Executiv\ne Committee\nof the National Education Association that said report\nbe printed.\nCharles H. Keyes, Acting Chairman of the joint committee\non HEatru\nProBLeMs IN Epucation, presided during the present\nation of the report\nof that Committee, and before introducing the speakers\n, gave a brief review\nof the history of the Committee.\nSpeakers were then introduced by him\nwith topies as follows:\nThe School’s Part in the Conservation of Child\nHealth—William H.\nBurnham, Clark University, Worcester, Massachusett\ns.\nHealth Project in the Elementary Classroo\nm—Emma Dolfinger, Louisville Normal School, Louisville, Kentucky.\nCharles H. Keyes, chairman of a committee\nto pay fitting tribute to\nmembers of the Council who were called\nby death since the last annual\nmeeting, reported as follows:\nThe\n\npast year\n\nhas been severe\n\nEducation in the removal by death\nJohn Herbert Phillips who was\n\nyear\n\nago died in the Birmingham\n\nin Covington, Kentucky, educated\nwork in universities, he becam\ne\n\nupon the personnel\n\nof the National\n\nCouncil\n\nof four eminent educational leader\ns.\nwith us, in apparent health, at Des\nMoine\n\nhospital\n\nsoon\n\nafter his return,\n\nJuly 21.\n\nof\n\ns a\nBorn\n\nat Marietta College, with abund\nant graduate\nsuperintendent of Birmingham\nschools when\n\nthere was one school building and\nseven teachers, and in thirty-eight\nyears he\nbuilt up one of the most modern\nschool systems of the country with\nforty school\nbuildings and nine hundred teache\nrs.\nHe was eminently scholarly and\na rare\ngentleman.\nHe was one of the first members of\nthe National Council of Education\nand constant in his attendance.\nHis presidency was highly efficie\nnt.\nOn September 2, 1921 after a prolo\nnged illness Calvin Noyes Kenda\nll ceased\nhis labors. Born in rural New\nYork, he was twenty-four years\nof age when he\ngraduated from college. He\ntaught in private schools in\nthe West until at\ntwenty-seven years of age he\nbecame Principal of the high\nschool of Jackson,\nMichigan. Immediately his profe\nssional Career went forward\nby leaps and\nbounds.\nHe was superintendent of Jacks\non and Saginaw schools, put\nNew Haven\non the public-school map of New\nEngland, kept Indianapolis on\nthe front rank\namong American cities, and\nas State Commissioner of New\nJersey won for the\nState, in the Ayres Index, the\nhonor of being the only State,\neast of the Mississippi,\nto be among the first ten in educa\ntional achievement.\nHis was a Captivating personality, genial and genuine.\nHe was president of the Natio\nnal Council of Educa.\nthe senior members of\nCouncil quite unlike that held\nthe\nby any other.\nFor a qu\nretired from professional activ\nity as a Superintendent\n\nthe National Council of\nHis presidency of\nEducation did much to\nPromote its influence,\nhad the friendship of Fran\nWhoever\nk A. Fitzpatrick loved\nand admired him.\nLorenzo Dow Harvey was\none of the brilliant and\nskilful leaders of the Naperintendence of which\nhe\nAssociation of which he\nPresident in 1909. He was\nwas\n\nconsin\n\na commanding figure in\npublic-school affairs in Wis\nfor nearly fifty years.\nHe was county superint\nendent, Principal of the\n\n"}
{"page": 487, "printed_page": "465", "text": "NaTIONAL CouNCIL OF EDUCATION\n\n465\n\ne\nee\na\nee\ne\naa\n\nof\nlargest State Normal School at Milwaukee, State superintendent and President\nof affairs,\nmen\namong\nleader\na\nfellow,\nprincely\nA\nMenomonie.\nat\nInstitute\nStout\nloyal in comradeship, of scholarly attainments, abounding in art and wisdom,\nan exquisite gentleman was L. D. Harvey.\nCharles H. Keyes, Chairman, Saratoga Springs, N. Y.\nJohn R. Kirk, Kirksville, Mo.\nOlive M. Jones, New York City.\nA. J. Matthews, Tempe, Arizona.\nA. E. Winship, Boston, Mass.\n\non the\nOn motion the Secretary was authorized to spread this report\nfamilies.\nbereaved\nthe\nof\neach\nto\ncopy\na\nsend\nand\nrecords of the Council\nIN\nAn open forum of the Committee on PARTICIPATION OF ‘TEACHERS\nin\n3,\nJuly\nof\nScHooL MANAGEMENT was also held on the afternoon\nleaderthe\nunder\nwas\nforum\nThis\nRoom No. 9, Wentworth Institute.\nof the comship of Cornelia S. Adair, Richmond, Va., acting chairman\nmittee.\n\nFOURTH\n\nSESSION—WEeEpNESDAY\n\nAFTERNOON,\n\nJULY 591922\n\n9, WentThe meeting was called to order by the president in Room No.\nworth Institute.\nUniversity, reDavid B. Felmley, president of Illinois State Normal\nTeachers Colleges.\nported for the Sub-Committee on the Course of Study in\ns of VocaProblem\non\nee\nAdelaide S$. Baylor, chairman of the Committ\nstating\nreport\nthat\nof\ntion\npresenta\nthe\ntional Education, presided during\nthe\ning\norganiz\nin\ntaken\nfar\nthus\nsteps\nthe\nee,\nthe personnel of the Committ\nEdue\nPart-tim\nwas\nstudy\nfor\nselected\nproblem\nfirst\nthe\nwork and that\ncation.\nLos Angeles, CalMrs. Susan M. Dorsey, superintendent of schools,\nits less than two\nin\non,\nEducati\nme\nPart-ti\nifornia, told of the contributions\nyouth.\nthe\ng\ntrainin\nin\nmade\nhad\ncity,\nthat\nin\nyears of existence\nin home econg\nTraini\nr\nTeache\nof\nsor\nSupervi\nState\nKloss,\nAnna A.\nin Massachuion\nEducat\nime\nnomics, Boston, Mass., reported what Part-T\nwomen.\nsetts had done for employed girls and\nSchools, St. Paul,\nAgnes E. Doherty, Department of Social Science, High\nbutions of PartContri\non\ne\nmmitte\nSub-Co\nthe\nof\nmember\na\nMinnesota, and\nof her division\nstudy\nthe\ntime Education, told what steps she was taking in\nme program\npart-ti\na\nin\nneeds\nthe\nof the report, and her estimate of some of\nof instruction.\nProblems of VocaThe request of the Chairman of the Committee on\nfrom the chairmanship\ntional Education that she be allowed to withdraw\na school administrator\nand serve as a member of the Committee and that\nd with the proviso\ngrante\nwas\nin one of the States be appointed in her stead\ntee.\nCommit\nthe\nof\nry\nthat she serve as executive secreta\nEducation in MasHonorable Payson Smith, State Commissioner of\nsachusetts, was made Chairman.\nby the respective\nThe following reports of Committees were then made\n\nChairmen:\n, M. D.,\nReport of Committee on Racial Well-being, Helen C. Putnam\n\n"}
{"page": 488, "printed_page": "466", "text": "466\n\nNationat\n\nEpucation ASSOCIATION\n\nProvidence, R. I.; Preliminary Report of Commi\nttee on the Status of the\nAmerican Women Teachers, Anna Laura Force,\nDenver, Colorado; Preliminary Report of Committee on Teacher Welfar\ne, John W. Carr, Frankfort, Kentucky.\nAt the close of the last report a committee\nconsisting of John W. Carr\nand the Secretary was designated to confer\nwith the Executive Committee\nof the National Education Association\nwith a view to securing the support\nof that body in the organization of a\nCommittee that would be representative and would develop a helpful report\non teacher welfare.\nThe plans\noutlined by Mr. Carr in his Teport were\nendorsed and he was continued as\nchairman of any new committee that\nmight be organized.\nRecommendations ‘of the Executive\nCommittee, on the organization of\nadditional committees were submitted\nand endorsed as follows:\n\nThe Executive Committee recom\nmends:\n1. That the following named memb\ners of the Council constitute\nthe nucleus of\na Committee on Visual Education:\nChairman, L. N. Hines, Mrs.\nSusan M. Dorsey,\nT. W. Butcher, Olive M. Jones\n, Mrs. Cora Wilson Stewart,\nWilliam C. Bagley,\nand David B. Corson.\n.\nTo this number and others to\nbe determined upon by the preli\nminary committee\nof the President-elect, Chairman\nHines, and Dr. Crandall, it\nis recommended that\ncooperating experts be added\nfrom\n\na list compiled\n\nby L. N. Hines\n\nand\n\nErnest\n\nof teachers in service.\nStatistics and conditions const\nantly verify, in the minds\nof all of us, the truth of this\nstatement.\nWe are, therefore, recommen\na committee to study Training\nding that\nof Teachers in Service be orga\nnized in the National Council, and that Thom\nas W. Butcher, President\nState Normal School,\nEmporia, Kansas, be desig\nnated as chairman of this\nCommittee.\nWe further\n\nH. H. Seerley, Chairman\n\nAnna\n\nLaura\n\nForce.\n\nex officio.\n\nAdelaide S. Baylor, Secretar\ny ex officio.\n\ncil of Education, was read,\nin which he extended greeting\ns to the Council\nand explained that his absence\nfrom the meeting, which he\nwas scheduled\nto address on Saturday, was\ndue to confusion of dates in\nthe first announcement of the meeting.\nThe Secretary was authoriz\ned to acknowledge\nreceipt of his letter and exte\nnd to him the felicitation\ns of the National\nCouncil of Education,\n\nthe new Research Depart\nment of the National Edu\ncation Association, in\norder to develop a schedu\nle of codperation betwee\nn the National Council\nof Education and the Res\nearch Department.\nThis report which herewi\nfollows was approved by\nth\nthe Council:\n\n: Your c Committee met July\n1\n2,; 2:00 p. m. in the Hote\nl Lenox\ndiscussion voted unanim\nously in favor of the\nfollowing:\n\nand aft er extended\n\n"}
{"page": 489, "printed_page": "467", "text": "NATIONAL Councit oF EDUCATION\n\n467\n\n~\n\na\nI\n\nthe NaHaving conferred with John K. Norton, Department of Research of\npurpose\ntional Education Association, and having been informed by him that the\nand\nof this bureau is to coéperate whenever possible in the collection, tabulation,\nthe council the\ndissemination of educational data, your committee recommends to\nEducation:\nacceptance of the offer of the Department of Research of the National\nng Committees,\ninvestigati\nits\nthrough\nCouncil\nthe\nto\nservice\nof\nbe\nto\nAssociation\nwhenever\n\nthese\n\ndesire\n\ncommittees\n\nsuch\n\nassistance\n\nand\n\nwe\n\nfurther\n\nrecommend\n\nthe proffered\nthat the various committees of the Council freely avail themselves of\nservice.\n\nRespectfully submitted,\n\nA. E. Winship, Chairman\nCornelia Adair\nMrs. Mary D. Bradford\n\nAdelaide\n\nSteele\n\nBaylor\n\nJohn R. Kirk\nA. J. Matthews\n\nH. Lester Smith.\n\nby the\nAppreciation of the very great service rendered the Council\nword\nby\nboth\nd\nexpresse\nwas\noffice,\nof\nterm\nhis\nretiring president, during\nsession\nlast\nthe\nof\nment\nadjourn\nthe\ned\nannounc\nhe\nbefore\nand applause just\nAdjourned.\nof the Council under his administration.\n\nOFFICERS,\n\nOF EDUCATION\n\nCOUNCIL\n\nNATIONAL\n\n1922-23\n\nOFFICERS\n\nFOR\n\nSTANDING\n\nCOMMITTEES,\n\nMEMBERS\n\nSuperintendent\nM. GWINN,\nLa...President......- Term expiring in 1925\nof Schools ...s+sseeeeeeeess New Orleans,\nHARRIS,\nSTONE\nADA VAN\nDirector of Primary Instruction and Elementary Practice\n1925\nPa...... Vice-President..Term expiring in\nTeaching ....ccecescececrers Pittsburgh,\nBAYSTEELE\nADELAIDE\nfor\nAgent\nFederal\nLOR,\n.....- Term expiring in 1923\n...++++++++ Washington, D. C...Secretary.\nHome Economics\n\nJ.\n\nEXECUTIVE\n\nCOMMITTEE\n\nPRESIDENT,\n\nex officio, chairman\n\nTHE\n\n1924\nDenver, Colo......--- Term expiring in\nAnNA LAURA FORCE. ....-.ccceesscrcersrcecs\nstews Term expiring in 1925\nWawe\nN.\nNewark,\n..\nSchools\nof\nDavip B. Corson, Superintendent\nState Normal\nPresident,\nA. J. MartTHEws,\nAriz......--- Term expiring in 1923\nSS Ga do GO ANC 30 BOE OO GOODS OO URGE Tempe,\nGANG)\nCOMMITTEE\nTur\n\nPRESIDENT,\n\nON\n\nMEMBERSHIP\n\nex officio,\n\nchairman\n\nTeachers\nState\nPresident\nKirk,\nM.\nJoun\nPaice\") Kirksville, Mo.......+- Term\neeeet:\ncisesis\nCollec ew epiica\nthe Chicago\nWiuiamM B. Owen, President of\n.....-- Term\ncreer rercrsiecineryectes: Chicago, Ill....\nCollege...\nNormal\nState Normal\nCarrot, G. PEARSE, President\nMilwaukee, Wis.....-- Term\nCoon oo nen On De CoD SO ODr OU CUT OOa gy\nSVT\nState Normal\nJ. Stantry Brown, President\nett De Kalb, Il... .....-.- Term\nwee ”\ncee risers\nROO\nNational IlCora Witson Stewart, Chairman\nFrankfort, Ky.......-- Term\nCommission. ....seerrsrrecesrrres®\nliteracy\nPublic School\nOurve M. Jonzs, Principal of\nDURA New York, N. Y....--- Term\nCu\nIie GEE Gone coq@o DeDin de on Ou mOnn\n\nexpiring in 1923\n\nexpiring\n\nin 1923\n\nexpiring\n\nin 1924\n\nexpiring in 1924\nin 1925\n;\nexpiring in 1925\n\nexpiring\n\n"}
{"page": 490, "printed_page": "468", "text": "468\n\n-\n\nNationa,\n\nEpucation AssociaTIon\nMEMBERS\n\nTERMS\nElected\n\nTO\n\nEXPIRE\n\nG. Jones, Superintendent of Schools,\nCleveland, Ohio.\nWitu1aM\nB. Owen,\nPresident,\nChicago\nNormal College, Chicago, Ill.\nM. E. Pxarson, Superintendent of Schools,\nKansas City, Kans.\nUrLt W. Lamxin, President, Northwestern\nMissouri\nTeachers\nCollege,\nMaryville,\n\nA.\n\nPresident,\nAriz.\n\nBakeER,\n\nState\n\nState\n\nNormal\n\nSuperintendent\n\nGrorce\n\nOhio.\n\nCo.,\n\nG. Crasze, President, State Teacher\ns\nCollege, Greeley, Colo.\nMarcarer\nS, McNaucut,\nState Comissioner\nof Elementary\nSchools,\nSacramento, Calif,\nMary McSximmon, Principal, Pierce\nSchool,\n\nTuomas\n\nTO\n\nL.\n\nEXPIRE\n\nW.\n\nA,\nMorr,\nSuperintendent\nof\nSchools, Seymour, Ind,\nC. B. Grenn, Superintendent\nof Schools,\nBirmingham, Ala.\nFrancis G. Buarr, State Superinten\ndent of\nPublic Instruction, Springfield, Ill.\nE. W. BurreRFIELD, State Commis\nsioner of\n\nIN\n\nSaraH\n\nSuperintendent\n\nSchools, Columbus, Ohio.\nJESSE\nH.\nNewton,\nSuperintendent\nSchools, Denver, Colo.\nGrorce\nHH, Reavis,\nburgh, Pittsburgh,\n\nUniversity\nPa.\n\nof\n\nof\n\nof\nPitts.\n\nPresident,\n\nAlabama\n\n1924\nby\n\nthe\n\nCouncil\n\nLouise\n\nAnaconda,\n\nMont.\n\nGrace C. SrracHan ForsytH,\n20 West z2d\nStreet, New York, N. Y.\nADELAIDE S, Baytor, Feder\nal Agent for\nHome Economics, Washington\n, D. C.\nCarteton\nB. Grzson, Superintendent\nof\nSchools, Savannah, Ga,\nCorneuia S, AvArIR, Treas\nurer of the National Education Associatio\nn, Richmond,\nVa.\n\nOscar T. Corson, R. D.\nNo. 2, Oxford,\nOhio.\nJoun W. Carr, Educatio\nnal Department,\nCapitol, Frankfort, Ky,\n\nEXPIRE\n\nTHomas EF, FINEGAN, State\nSuperintendent\nof Public Instruction, Harri\nsburg, Pa,\nMary D. BrapForp, 2603\nFranklin Street,\nDel.\nAssistant\n\nPatmer,\n\nPublishing\n\nJ. W. K. Dwyer, Superinten\ndent of Schools,\n\nEnumclaw, Wash.\nHELEN C, Putnam, M. D., Ameri\ncan Academy of Medicine, Providence,\nR. I.\n\nTERMS\n\nof PriSchool\n\nARNOLD, Riverbank Court\n,\nCambridge, Mass.\nEpwin\nS,\nMonrog,\nSuperintendent\nof\nSchools, Hammond, Ind.\nPSE. McCienanan, State\nSuperintendent\nof Public Instruction, Des\nMoines, Iowa.\n\nEducation, Concord, N. H.\nM. C. Brirrarn, State Superintende\nnt Public Instruction, Atlanta, Ga.\nCHartes\nS.\nMEEK,\nSuperintendent\nof\nSchools, Toledo, Ohio.\nL. N. Hines, President, State\nNormal\nSchool, Terre Haute, Ind,\nH. W. Focur, President, North\nern Normal\nand Industrial School, Aberdeen,\nS. Dak.\nC. E. Beacu, Superintendent\nof Schools,\n\nby the Association\n\nUniversity\n\nNebr.\n\nElected\n\nTHomas\n\nWilmington,\nMarte Gucis,\n\nTowne,\n\nLincoln,\n\nElected by the Association\n\nElected\n\nDirector\nTraining\n\nCollege for Women, Montevallo,\nAla.\nT. E. Jounson, State Superintende\nnt of\nPublic Instruction, Lansing,\nMich.\nJ. A. C. Cuanopter, President,\nCollege of\nWilliam and Mary, Williamsbu\nrg, Va.\n\nMass.\n\nTERMS\n\nCouncil\n\nPittsburgh, Pa.\n‘\nState Department of Public Instruction, Harrisburg, Pa.\nMrs.\nSusan\nM, Dorsry,\nSuperintendent\nof Schools, Ios Angeles, Calif,\nH.. .E.. Bass, Superintendent\nof Schools,\nMiss,\nGreenville,\nFREDERIC\nFE. FARRINGTON,\nChevy\nChase\nSchool, Washington, D. C.\na We JAN Lucxry, U. S. Bureau\nof Education, Washington, D. C.\n\nJ.\n\nBrookline,\n\nthe\n\nfor Teachers,\nJosEPH Swain,\n\nof Public Instruction, Jefferson City,\nMo.\nWitiiam P. Burris, University of Cincinnati,\n\nby\n\nAva Van Stone Harris,\nmary Education,\nCity\n\nMo.\n\nSaMuEL\n\n1923\nElected\n\nR.\n\nA. J. Marruews,\nSchool, Tempe,\n\nIN\n\nby the Association\n\nIN\n\n1925\nElected\n\nby\n\nthe\n\nCouncil\n\nMrs. Fannrig Frrn ANDR\nEws, 405\nborough Street, Boston,\nMass.\n\nMarl-\n\nANNA Witison, Superint\nendent of Schools,\nCrawfordsville, Ind.\nCHariEs H, Keyes, Presi\ndent, Skidmore\nCollege, Saratoga Sprin\ngs, N. Y,\nJ. E. Stu) President,\nState Normal School,\nStevens Point, Wis.\nCartes H, Juvp, Univ\nersity of Chicago,\nChicago, Ill.\n\n"}
{"page": 491, "printed_page": "469", "text": "469\n\nNaTIONAL CouNCIL OF EDUCATION\n\na\n\na\n\nIN\n\nEXPIRE\n\nTERMS\n\nElected\n\nElected by the Association\nJ. G. Corricorr, Superintendent of Schools,\nColumbus,\n\nintendent\n\nCounty\n\nWitiiams,\n\nOrMonp\n\nCuar,\n\nYork,\n\nof Schools,\n\nof\n\nWash.\nTuomas\n\nSuper-\n\nEXPIRE\n\nNor-\n\nPresident,\n\nF., Mexico.\nSitu,\nLester\nBloomington, Ind.\n\nCraptRee,\n\nJ. W.\ncation\n\nIndiana\n\nAssociation,\n\nWashington,\n\nJ. W.\n\nElected\n\nby the Association\n\nSearson,\n\nState University,\n\nNebr.\n\nH.\n\nB. Witson,\n\nSuperintendent\n\nEduca-\n\nlexington,\n\nC. Bactey,\nUniversity,\n\nKy.\n\nCollege,\n\nYork,\n\nNee Yee\n\nNew\n\nUniversity\n\nPhiladelphia,\n\nStreet, New York, N. Y.\nOxive M. Jonxs, Principal Public\nNo. 120, New York, N. Y.\n\nH.\n\nSrertey,\n\nCedar\n\nCollege,\n\nEXPIRE\n\nIN\n\nColumbia\n\n8sth\nSchool\n\nPresident,\n\nFalls,\n\nState\n\nTeachers\n\nIowa.\n\n1927\nElected\n\nLincoln,\n\nIIlit-\n\nVermont\nPrincipal\nWooprurr,\nCaroLtne\nState Teachers’ Course, St. Johnsbury,\nVt.\nC. P. Cary, Madison, Wis.\nH.\n\nEdu-\n\nof\n\nPa.\n\nChairman,\nStewart,\nCora Witson\neracy Commission, Frankfort, Ky.\nWest\n101\nBiake,\nD.\nKarugerins\n\nof Schools,\n\nTeachers\n\nProfessor\n\nAdministration,\n\nPennsylvania,\n\n2078 Summit Avenue,\nSt. Paul, Minn.\nSalt\nMitton Bennion, University of Utah,\nLake City, Utah.\nCaroRozert H. Wricut, President East\nN. C.\nlina Teachers’ College, Greenville,\nthe LanAnna Laura Force, Principal of\ncoln School, Denver, Colo.\nof\nSuperintendent\nSIDERS,\nR.\nWALTER\nSchools, Pocatello, Idaho.\nof Schools,\nI, H. MINKEL, Superintendent\nFort Dodge, Iowa.\nof\nUniversity\nPresident,\nF. L. McVey,\nKentucky,\n\nUpprcrarr,\n\ntional\n\nBerkeley, Calif.\nAcnes E. Douerty,\n\nW.\n\nMd.\n\nof\n\nHartan\n\nDEC,\n\nTERMS\n\nCowncil\n\nBuild-\n\nUniversity,\n\nNational\n\nSecretary,\n\nthe\n\nFrank B. Grisert, State Education\ning, Albany, N. Y.\n\nDenver, Colo.\nH, CuHamperiain, Editor Sierra\nArtuur\nEducational News, San Francisco, Calif.\nCity,\nP. W. Horn, 130 Arquitectos, Mexico\nD.\n\nBaltimore,\n\nversity,\n\nEvizaserH Hat, Assistant Superintendent\nof Schools, Minneapolis, Minn.\nMary C. C. Braprorb, 1735 Bellaire Street,\n\nHH.\n\nby\n\nof\nSuperintendent\nDavinson,\nM.\nSchools, Pittsburgh, Pa.\nUniHopkins\nJohns\nBucuner,\nEpwarp\n\nRock\n\nCollege,\n\nIndustrial\n\nand\nuC\n\nof\n\n1926\nElected\n\nState\n\nFenmMuey,\n\nUniversity,\n\nColumbia\n\nWoop,\n\nW.\n\nmal College, Normal, Il.\nJoun R. Kirk, President, State Teachers\nCollege, Kirksville, Mo.\nWinthrop\nB. Jounson, President,\nDavip\n\nNormal\nalleos\n\nIN\n\nby the Association\n\nNor-\n\nB.\n\nD.\n\nNew York, N. Y.\nState Superintendent\nE. C. Brooxs,\nPublic Instruction, Raleigh, N. C.\n\nCuartes McKenny, President, State\nmal College, Ypsilanti, Mich.\n\nDavip\n\nDuncan Yocum, Professor of Educational Research and Practice, University\nPhiladelphia, Pa.\nof Pennsylvania,\nJosepHINE C. Preston, State SuperintendOlympia,\nInstruction,\nof Public\nent\n\nof\n\nTERMS\nElected\n\nStreet, New\n\n121st\n\nY.\n\nA.\n\nof\n\nTenn.\n\nMemphis,\n\nN.\n\nby the Council\n\n515 West\n\nR. O. Stoors,\n\nOhio.\n\nSuperintendent\nCup,\nN.\nGeorck\nSchools, Salt Lake City, Utah.\nState Commissioner\nSitu,\nPayson\nEducation, Boston, Mass.\nSuperintendent\nHunver,\nM.\nFrep\nSchools, Oakland, Calif.\n\n(Continued)\n\n1925\n\nby\n\nthe\n\nCouncil\n\nof\nState Superintendent\n‘TRuMPER,\nMay\nPublic Instruction, Helena, Mont.\nAudubon\nN.\n520\nALEXANDER,\nGrorciA\nRoad, Indianapolis, Ind.\nState Normal\nPresident,\nw. A. Lewis,\n;\nSchool, Hays, Kans.\nPresident, State Normal\nD. B. Watvo,\nSchool, Bellingham, Wash.\nPresident, State Normal\nJ. H. WAGNER,\nSchool, Las Vegas, N. Mex.\nof\nSuperintendent\nCorson,\nB.\nDavin\nSchools, Newark, N. J.\n\nI. I. Cammack,\n\nSuperintendent\n\nof Schools,\n\nKansas City, Mo.\nY.\nNeit C. McDonatp, New York, N.\ntendAnniz Wexps BLANTON, State Superin\nTex.\nent of Public Instruction, Austin,\nof Schools,\nJ. HE. BuRKE, Superintendent\nBoston, Mass.\n\n"}
{"page": 492, "printed_page": "470", "text": "470\n\nNaTIONAL\n\nEpucatIon ASsocIATION\n\nTERMS\nElected\n\nEXPIRE\n\nmal School, Milwaukee, Wis.\nE. Onerworrzer,\nSuperintendent\n\nSchools, Tulsa, Okla.\nTHomas\nW. Burtcuer,\nState\n\nNormal\n\nSchool,\n\nPresident\nEmporia,\n\nof\n\nKansas\nKans.\n\nof Public Instruction,\n\nSTEELE\n\nBAYLOR,\n\nBismarck,\n\nN. D.\n\nCity, Mo.\nJ. Stantey Brown, President, State Normal School, De Kalb, Ill.\nALBERT\nFE. WINSHIP,\nEditor, Journal of\nEducation,\n6 Beacon\nStreet,\nBoston,\nMass,\n\nN. C.\n\nADELAIDE\n\nCouncil\n\nRozert J. Aury, President, Butler College,\nIndianapolis, Ind.\nCuartes E. Cuapsey, Dean of School of\nEducation, State University, Urbana, Ill.\nE. M. Bainter, Junior College, Kansas\n\nS.B. Unperwoon, Superintendent of Schools,\n\nREPORT\n\nthe\n\nTeachers College, Maryville, Mo.\nMinnig J. Nietson, State Superintendent\n\nKans.\nE. G. Doupna, Superintendent of Schools,\nWisconsin Rapids, Wis.\nJoun CALLaHAN, State Superintendent\nof\nPublic Schools, Madison, Wis.\nMay Wane, Elementary Teacher, Berkeley\n,\nCah:\n\nANNUAL\n\nby\n\nMEtvin\nG.\nCLarK,\nSuperintendent\nof\nSchools, Sioux City, Iowa.\nW. A. Jessup, President, State University\nof Iowa, Iowa City, Iowa.\nJames J. Van Sickie, Superintendent of\nSchools, Springfield, Mass.\nGrack M. Suepnerp, Northeastern State\n\nGrorcg D. Srraver, Teachers College, Columbia University, New York, N: Y.\nW. A. BRanpENBURG,\nPresident,\nManual\nTraining\nNormal\nSchool,\nPittsburg,\n\nRaleigh,\n\n10928\nElected\n\nJ. M. Gwinn, Superintendent of Schools,\nNew Orleans, La.\nCarRoLt G. Prarss, President, State NorEK.\n\nIN\n\nby the Association\n\nOF THE\n\nSECRETARY\n\nFEDERAL\n\nAGENT\n\nWASHINGTON,\n\nD.\n\nFOR\n\nHOME\n\nECONOMICS,\n\nC.\n\nIn offering a report as Secretary of the Natio\nnal Council of Education\nit has occurred to me that you, as members,\nmight be interested in a somewhat informal and brief statement of the\npersonnel of the Council, rather\nthan one dealing with an analysis of the\neducational work of this body,\nwith which you are all familiar and which\nhas been so well brought out by\nthe present Chairman in his annual addres\ns and in his organization of work\nfor the Council. A brief résumé of the\nhistory. and growth of the National Council of Education furnished\nby the Secretary on request, was\npublished in the March, 1922, n umber\nof the Journal of the National\nEducational Assoc\niation.\n\nOf the 120 members constituting the\nNational Council of Education at\nthe close of the last annual meeting, 53\nheld administrative positions in\n\n16 being heads of State normal schoo\nls, 3 of universities, 3 of colleges,\none\nof a junior college, 2 of city norm\nal schools and 4 of technical\nschools;\nfifteen were on the staff of unive\nrsities or colleges, 7 of these\nbeing deans\nwhile the remaining 22 may be\nlisted as miscellaneous or an\nunclassified\ngroup, largely because each one\nis in a class by himself doing\nan important\npiece of educational work.\n\n"}
{"page": 493, "printed_page": "471", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n471\n\ns have been\nSince the last annual meeting of the Council, three member\nBirmingham,\n,\nSchools\nof\ncalled by death: John H. Phillips, Superintendent\nNew Jersey,\non,\nEducati\nof\nsioner\nAlabama; Calvin N. Kendall, Commis\nnie, WisMenomo\ne,\nInstitut\nStout\nnt\nPreside\nand Lorenzo D. Harvey,\nand able\nworld\nonal\neducati\nthe\nin\nfigures\nding\noutstan\nconsin. All were\nmembers of the Council.\nmembership of 118; 18\nForty-one States are represented in the present\ns each, 2 with 3 memmember\n2\nStates with 1 member each, 8 States with\ns each, 3 with 6\nmember\n5\nwith\n3\neach,\n- bers each, 3 with 4 members\n1 with 10. Article I of the\nmembers each, 2 with 7 each, 1 with 8, and\nion relates to membership\nConstitution of the National Council of Educat\nented in the Council\nrepres\nbe\nand reads at one point: “No State shall\nto observe this ruling\nalways\ne\npossibl\nIt is not\nby more than 7 members.”\nof the Council may\ns\nmember\nthe\nand\nory\n‘nasmuch as educators are migrat\nfull and no ruling has ever\nmove into a State where the quota is already\n‘This\ncovering this emergency.\nbeen made so far as the Secretary is aware\nCaliand\ntime\npresent\nthe\nat\nexplains why New York has ten members\ning vacancies at this meeting\nfornia, 8. It means, however, that in supply\nand no one from Indiana or\nno one is eligible from either of those States\nmembers.\nPennsylvania, each of which now has seven\nthe person of P. W. Horn,\nin\nil\nCounc\nthe\nof\ner\nmemb\na\nMexico has\n, and now in charge of\nTexas\non,\nformer superintendent of schools, Houst\no.\nMexic\nCity,\no\na school for Americans in Mexic\nil a special type of membership\nAt the last annual meeting of the Counc\nficio Membership and applicable\nwas created to be known as Active ‘Ex-of\nAn honorary active\nof Education.\nto the United States Commissioner\nplaced on the list:\nwere\nnames\nand six\nmembership has also been created,\nA. Fitzpatrick,\nFrank\n,\nElson\nH.\nW.\nP. P. Claxton, Thomas C. Miller,\nOf these six members Frank A. FitzJohn W. Cook, and J. Y. Joyner.\ncalled by death since the last annual\npatrick and John W. Cook have been\nmeeting.\nips have lapsed by death; G. B.\nSince 1915-16, sixteen active membersh\nhild, H. A. Gass, J. N. Greenwood,\nCook, Bettie A. Dutton, E. T. Fairc\nZ. X.\nG. N. Phillips, Nathan Schaeffer,\nF. L. Keeler, John McDonald,\nn N.\nCalvi\ntt,\nBlewe\nBen\nFlagg Young,\nSnyder, W. E. Scribner, Mrs. Ella\nmemfour\ntly\nRecen\ney.\nHarv\nnzo D.\nKendall, John H. Phillips, and Lore\nSarah\nip:\nersh\nmemb\ne\nactiv\nto\ncted\nreéle\nbers of the honorary list have been\nMcKenny, and Payson Smith.\nes\nCharl\n,\nFoght\nW.\nH.\nd,\nArnol\nLouise\nnumbers 112. Sixteen honorary memThe honorary list as it now stands\nincumbent\nlist in 1917 when the present\nbers whose names were on the\nBrown,\nB.\nH.\ng:\nlivin\ntaryship, are not now\nfirst assumed the duties of secre\nGeo.\n,\nJones\nH.\ns\nLewi\nman,\nW. N. Hail\nNebraska Cropsey, Aaron Gove,\nen\nWarr\ngh,\nspau\nMill\nF.\nJesse\nH. Maxwell,\nH. Martin, J. L. Snyder, W.\nB.\nH.\n,\niams\ner S. Westcott, Delia L. Will\nD. Parker, Irwin Shepard, Oliv\nL. Wright.\nFrissell, R. B. Fulton, and L.\neast of the\npresent membership is located\nthe\nGeographically, 86 of\n\n"}
{"page": 494, "printed_page": "472", "text": "472\n\nNATIONAL\n\nEpucation AssocIATION\n\nMississippi River and 32 West.\nWhile only approximately 25 per cent\nof the members are women, yet a little over 40 per cent\nof them hold important offices in the Council.\nRecently your Secretary undertook to check up the\nhonorary list, on\nwhich were the names of several people unknown to\nher personally.\nEven\nthe records of the National Education Association\ncould not tell the story\nand personal letters were sent, bringing information\nin four or five instances\nof deaths of members whose names were still on\nthe honorary list and on\nthe records of the Secretary of the N. E. A. It\nis probably safe to assume ’\nthat the list is now practically correct.\nBy a ruling of the Council, absence from\nfour consecutive meetings\ncauses membership to lapse, and by a recent ruling,\nattendance is interpreted\nto mean that members shall be present for at\nleast one session of the meeting. The keeping of the records and checki\nng up of attendance is one of\nthe arduous duties of the Secretary.\nWith open meetings of the Council\nit is often difficult to detect the presence of all\nwho are members and therefore in order to check up attendance it\nis occasionally necessary to write\nmembers to verify the Secretary’s records\ncovering presence or absence.\nIn\npractically all instances of such inquiry the\nresponses that have come from\nthe members have been prompt and courte\nous and the Secretary desires to\ntake this occasion to express her appreciation\nof this aid.\nBy an unwritten ruling, so far as the\nSecretary is informed, absences\nhave been excused when due notice of such\nabsence has been filed with the\nSecretary.\nAt the summer meeting in Des Moine\ns, such absence was\nacted upon by the Council, and fiftee\nn members were excused.\nAt the\nChicago meeting in the winter, eleven\nsuch excuses were received. “These\nwere not presented to the Council for\naction at that meeting and should\nbe taken up at this time with others now\nin the hands of the Secretary.\nAlthough for many years actively\nidentified with the N. E. A. with\na\nlarge acquaintance among its members\nand also a member of the National\nCouncil for several years, the Secre\ntary is forced to confess that on\nfirst\nassuming the duties of her office, there\nwere many unfamiliar faces in the\ngroup before her. Now she is\npretty well acquainted with the\nentire\nmembership and this has been made\npossible because members have come\nto the desk and thus made themslves\nand their presence at the meeting\nknown to the Secretary. We hope\nthis will continue.\nWhile the Secretary feels privileged\nto serve so important a body in\nthe\nN. E. A. she also offers apology\nfor the many shortcomings in a\nservice\nfor which an already full schedule\nof work leaves little time and energ\ny.\nAs Federal Agent for Home Econ\nomics, the Secretary’s duties take\nher\ninto twenty-four States.\nOn these occasions when time\nand opportunity\npermit, she endeavors to get in touch\nwith the members of the Council,\nif\nonly to exchange a word of greet\ning, either in person or over the\nphone.\nIn the past two years approximatel\ny thirty members of the Coun\ncil have\nbeen reached on these field trips\n. It so happens in a few insta\nnces, because\nof their administrative positions,\nmembers are met by the Secretar\ny on\nofficial\n\nbusiness relating to her work as Fede\nral Agent,\n\n"}
{"page": 495, "printed_page": "473", "text": "473\n\nNaTIONAL CoUNCIL OF EDUCATION\n\nThe Secretary desires to hold herself ready at all times to serve not\nonly the Council as a body, but the individual members so far as the limits\nof her time will permit, and trusts they will feel free to take up with her\nand\nany points that need clarifying, either as they concern the organization\nmembership of the Council or its educational program.\n\nTHE OUTSTANDING ISSUE IN AMERICAN\nEDUCATION\nHOMER\n\nH.\n\nSEERLEY,\n\nPRESIDENT\n\nCOLLEGE,\n\nCEDAR\n\nOF\n\nIOWA\n\nFALLS,\n\nSTATE\n\nTEACHERS\n\nIOWA\n\nof elemenAmerican education has a great shortage in the rank and file\nthe kind\nof\nbleness\ntary teachers in the public schools due to the undesira\nof connt\nbetterme\nany\nof\nlity\nof service expected and due to the impossibi\nfile\nand\nrank\nThe\nservice.\nsaid\nof\nfuture\ndition likely to occur in the\nsuctheir\nand\ntraining\nand\nhip\nscholars\nin\ndeficient\nare\nof these teachers\neducated do not\ncessors are not being trained because the students being\nion for efpreparat\nmaking\nwant to enter the vocation and hence are not\nis that of\ntoday\nof\nissue\ngreat\nThe\nficiency in these undesirable lines.\nof the\nment\nimprove\nthe\nmake\nto\nas\nso\nwork\nadjusting elementary school\nty.\npossibili\nservice an actual\nbility and in\nThere is today no certain chance of promotion in accepta\nare as large\nd\nrequire\nnow\nincome of such teachers because the expenditures\nassigned\nwork\nof\nkind\nthe\nand\ngrant\nas the public system of taxation can\n\npersonal progress\nhas neither the attractiveness of future development or of\nble to make\nimpossi\nis\nit\naccount\nthis\nOn\n.\nrequires\nthat professionalism\nre-\n\ness of the service\nsuch duties appeal to young people, as the narrown\nno real specialization\nbeing\n‘There\nquired is depressing and discouraging.\nble information\nremarka\nno\nbeing\nthere\nin the treadmill work required and\nional is not\nprofess\ns\nteacher\nsuch\nof\nmaking\nthe\nor development expected,\ntrade than\na\nd is more of\nyet a certainty, as the work expected and assigne\na learned vocation.\npractically special\nIn the meantime education in higher lines has become\nare offering\nities\nunivers\nand\ns\ncollege\nrather than general, and hence all\nscholarship\ngeneral\nthe\nthan\nrather\nservice\nof\nspecial training in all lines\nive of\ninitiat\n“This is done not at the\nthat this kind of teaching requires.\nand\npatrons\nof\nthe demand\nthe faculties or administrators, but to meet\nion\neducat\nmodern\nto\ntrend\nthe\nExpertism and specialization give\nstudents.\nexperts that are\nof the output depends upon the notable\npride\nthe\nand\nhas given\n\nthe choice of courses\nproduced. ‘There is no remedy to this as\nthat persons in preparation for\nization\nspecial\nof\nopportunities for all kinds\nstulife demand.\n\nHence\n\nthere is no\n\nopportunity\n\nfor training volunteer\n\nschools desire to have.\ndents for such public service as the common\nby the so-called common\ndone\nThe work of the world must always be\nthis standard since\nreach\nto\nfails\nm\npeople. Hence our educational syste\n\n"}
{"page": 496, "printed_page": "474", "text": "474\n\nNationat\n\nEpucatTion\n\nASsocIATION\naa\nEee\n\neee\n\nall education as now conducted seeks uplift, advancement, and larger\npossibilities than the masses require to do the service of labor and of cooperation that the greater number of people have thus far filled. If the\nelementary schools are to be stressed by attempting extraordinary improvement in the personnel of the teaching force in said service, the present\nattempts are not meeting the object sought in any particular.\nThe profession of law, medicine, theology, business, or education does\nnot any longer receive in the colleges and the universities a training and\na\npreparation for practice in the small city or town or country communit\ny,\nas the former lawyer, doctor, minister, and business man, as well\nas the\nteacher, have passed from these lines of general service into\nthe class of\nspecialists and experts, and hence the world is now a patron\nof many\npersons in many special fields rather than the patron of one\nin each line of\nintellectual and professional activity—all of these in the\nlarger centers and\nnone of them in the places where practice is general and\nspecial needs are\nnot remunerative.\n‘This has made a great change in civilization and has\nmade the problem of business of all kinds and of preparati\non of all kinds\na different proposition.\nThe attempt to make teaching a profession has\nproduced the tendency\nto expect experts even where actual expertness is not\nneeded.\nThe policies\nof rural education of fifty years ago have failed\nto. function because of this\ntrend of education and hence consolidation has\nbecome the new philosophy\nin order to increase centers of populations for\nthe endeavor and this attempt\nhas developed consolidated schools, large\nhigh schools, immense colleges\nand huge universities in order to have the\nopportunities for large variety\nof studies, for extensive organization of\nmultitude of courses for such outcome and for vast opportunities to make\nexperts of the highest order.\nThis\nis not a possibility in the elementary school\nas it deals with fundamentals\nand with the tools of education rather than\nwith any form of specialization\nwhatsoever.\nThe outstanding educational problem\nof today in the United States is\nnot to be found in the professional school\ns, the universities, the colleges or\n\ntary schools, the centers for training\nthe masses.\nEvery attempt for their\nimprovement has in mind the necessities\nof higher education more than the\neffective training of the children of\nthe American people for real effici\nency.\nThis comes from the fact that eleme\nntary education is a much more diffic\nult\nProposition to accomplish than all\nother educational efforts combined.\nIt is customary for this situation to\nbe much talked about, much deplored,\nand much considered by legislators\nand by educators, but in the end\nnothing\ndirective has ever been done and\nno plans now under consideration\nin any\nthan tentative compromises\n\n"}
{"page": 497, "printed_page": "475", "text": "475\n\nNATIONAL CoUNCIL OF EDUCATION\na\n\nee le\n\neee\n\nel\n\nEEE\n\nor\ntunities and independence, to secure enough volunteers to give two\nsystem.\nal\neducation\nthe\nin\naccepted\nmore years of preparation before being\nTo meet this exigency there are two agencies now in existence in some\nin\nStates that can be depended upon to give training to these teachers\nis conservice. ‘These are the thoroughly organized summer school that\nnow\nducted on plans to meet this absolute need by educational institutions\ncenters\nmore\nmany\nin\nschools\nsummer\nexisting and by the States opening\npublicfor the vacation period. For this purpose the State can secure\nduring\nclosed\ny\nuniformil\nare\nthat\nstandard\nol\nhigh-scho\nof\nbuildings\nschool\nan\nunder\nn\ninstructio\noffer\nIn addition it can\nthese weeks of the year.\ncan\nIt\nyear.\nschool\nthe\nduring\nState\nextension system that covers the entire\norganize classes in sufficient number for outside service hours to give these\nip\nelementary teachers a rapid way of making up deficiencies in scholarsh\nthey\nthat\nso\ne\nand of advancing professional qualifications and knowledg\nmay meet the standard in training adopted.\nThis new evolution in teacher training should be compulsory below\ncertain qualifications and should finally relieve the teacher from the giving\nof much time to what is now camouflaged under the name of professional\nThis instruction and training should be prointerest and development.\nthe\nvided free for all these teachers, as it is of sufficient importance for\nconshould\nsystem\nThis\nt.\ninvestmen\nthis\nmake\nto\nschools\nwelfare of the\nexist.\ntinue in action until the emergencies that necessitate it no longer\nschools\ny\nelementar\nthe\non\nBy these combinations of effort and coéperati\nof the\nwill come to standard by a few years of intensive development\nteachers in service.\n\nTHE ACTIVITIES OF THE UNITED\nBUREAU OF EDUCATION\nJOHN\n\nJ. TIGERT,\n\nUNITED\n\nSTATES\n\nCOMMISSIONER\n\nWASHINGTON,\n\nSTATES\nOF\n\nEDUCATION,\n\nD. C.\n\nat Chicago, I\nAt the last meeting of the National Council on Education\nprogress in\nof\ns\nevidence\nuous\nundertook to set out some of the most conspic\non, rural\nlegislati\nnal\neducatio\nwith\narly\neducation, dealing more particul\ntrainteacher\nand\nsalaries,\n’\nteachers\nphases,\nant\nsignific\neducation in its more\nprogress\nof\ns\nevidence\ning. At that time I pointed out that there were many\nAt this time it\nme.\nallotted\ntime\nbrief\nthe\nin\nwith\ndealt\nbe\nnot\ncould\nthat\nactivities of\nthe\nof\non\nconcepti\nsome\nseemed wise to me to give the Council\nrather\nration\nadminist\nmy\nof\nyear\nfirst\nthe\nthe Bureau of Education during\nomitted\nI\nthat\nn\neducatio\nof\nphases\nthe\nof\nany\ncover\nthan to undertake to\nor less, but you must\nat Chicago. ‘These latter are known to you more\nwe are doing in\nwhat\nto\ndepend upon me for ‘nformation with reference\nthe Bureau of Education.\nI addressed the\nI have been led to this conclusion likewise because when\nplan of organthe\nyou\nbefore\nout\nset\nI\nMoines\nDes\nCouncil a year ago at\nEducation and\nof\nization which I was putting into operation in the Bureau\n\n"}
{"page": 498, "printed_page": "476", "text": "476\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\nI believe that you will be interested to know\n\nwhat results have accrued\n\nfrom the organization and the program which I have undertaken.\nI shall\nnot take time here to review the plan of organization, but may say that\nit has been effective even beyond my expectations.\n‘The correlation of\neffort in the Bureau under a unified plan has worked well in each of the\ndivisions established and has, in my opinion, significantly increased the\ngeneral efficiency of the Bureau as a whole.\nThe plan of bringing the\nvarious divisions together from time to time in conference and particularly\nthe technical staff has been especially helpful and has brought about a better\nunderstanding of the mutual efforts of those working in the Bureau and\na consequent increase in morale which has been evident to me, particularly\nduring the last few months.\nIt will not be possible for me to review the manifold activities of the\nBureau or to set out in detail the activities of any one division.\nIt is my\npurpose to give you in a general way what has been accomplished in some\nof the more outstanding phases of our work.\nRural School Division—The work of the Rural School Division has\nbeen carried on in three ways, first, field work; second, research\nand investigation ; third, the dissemination of information through bulletins,\nleaflets, circulars, and general correspondence. Perhaps the most\nnovel feature\nof policy in the Rural Division is the plan of directly stimulating\nprogress\nin rural education by reaching rural superintendents and\nsupervisors with\nknowledge of the latest and most superior practices and with\npractical and\ndefinite suggestions. Formerly the Bureau undertook to\nfurnish information only through bulletins and publications which were relatively\nlarge and\ntherefore required considerable time for preparation.\nSuch publications\nrequire from six months to a year for printing after\nthey have been prepared.\nDuring the past year we have adopted the policy\nof getting out\nmuch material in leaflets, circulars, and mimeographed\nform which can be\nquickly prepared and quickly sent out.\n;\nWe have completed printed leaflets on the\nfollowing subjects: Consolidation and Rural Life; Transportation of Rural\nPupils at Public Expense ;\nModern Equipment for a One-room School\n; Consolidation of Schools in\nMaine and Connecticut.\nMimeographed circulars were completed\non the\nfollowing subjects: Rural Teachers’ Librar\ny; What Is a Consolidated\nSchool?; Digest of State Laws on Transporta\ntion of Pupils ;Consolidation\nof Schools and Transportation of Pupils\n; Salaries of Teachers in Rural\nSchools, 1922; Salaries of Superintendents\nand Supervisors.\nThe following leaflets are in course of\npreparation: States Whose Laws\nEncourage Consolidation by Means\nof State Aid; Summarization of the\nEssential Features of State Laws Conce\nrning Transportation of Pupils;\nHow Laws Providing for Distribution\nof State School Funds Affect Consolidation; The One-teacher School\nBuilding; Beneficial Results from a\nDistrict Owned Teacher’s Home;\nA Plan for the Organization of\na\nCounty System of Agricultural Instr\nuction in Elementary Rural Schools\n;\nObjectives in Elementary Rural Schoo\nl Agriculture; Directors of 250 Consolidated Schools; List of State Publicatio\nns on Consolidation.\n\n"}
{"page": 499, "printed_page": "477", "text": "NATIONAL COUNCIL OF EDUCATION\n\n477\n\ninformation to those\nWhile inaugurating this policy of getting fresh\ncourse, the publicaof\nned,\nabando\nnot\nhave\nwe\non\neducati\nworking in rural\nyear bulletins on: The\ntion of bulletins. We have completed during the\night States; Homes\nForty-e\nthe\nExtent and Nature of Rural Supervision in\nin the Government\nnow\nare\nthese\nfor Teachers in the United States;\na bulletin on the\ntion\nprepara\nof\ncourse\nin\nhave\nWe\nPrinting Office.\nfor School Consolidation\nHistory, Progress, and Extent of the Movement\nthe subjects of Standardon\nin the United States, and three other bulletins\nsion of One-teacher\nSupervi\nthe\n‘zation of Rural Schools and Buildings,\n—agriculture suit-study\nnature\nin\nect\nm-proj\nSchools, and a type of proble\nelementary rural schools.\nable for use in formulating a course of study for\nvisited twenty-two\nIn the field members of the Rural Division have\nconditions, holding\nschool\ng\ndifferent States for the purpose of investigatin\nsing educational\naddres\nand\nion,\neducat\nand attending conferences on rural\ninstances more\nmany\nIn\nation.\nduplic\ne\ninclud\nnot\n‘This does\ngatherings.\ny seventy\nimatel\nApprox\nState.\nthan one member of the staff visited the same\nof an\nschools\nrural\nthe\nof\naddresses were made; one educational survey\nthe\nof\nrs\nmembe\nby\nmade\nwere\ncounty\na\nentire State and one survey of\nby the\ned\nprepar\nbeen\nhave\nslides\nof\nsets\nthirty\nstaff. During the year\nofficials on the following\nRural Division for free distribution among school\nStates; 6 on transUnited\nsubjects: 12 sets on school consolidation in the\nand grounds, and\nschools\nrural\non\nportation of school children; 6 sets\ny 1500 feet\nimatel\napprox\nof\nfilms\nTwo\nies.\n6 sets on rural school activit\nnt States\ndiffere\nidation in the\neach have been prepared, one showing consol\nStates.\nUnited\nthe\nin\nand one showing supervision of rural schools\nand for recommendations\nRequests for information on school conditions\nce in rural schools are\npracti\nand\n,\nzation\nconcerning administration, organi\nto five hundred a month.\nreceived at the rate of from two hundred\nl, the work of the Division\nDivision of City School Systems—In genera\nof the Division of Rural\nthat\nto\nof City School Systems is similar in plan\nn, and dissemination\nigatio\ninvest\nand\nSchools—namely, field work, research,\nin the following\nyear\nthe\ng\ndurin\nred\nprepa\nBulletins were\nof information.\nSupervisory Officers in Cities of\nsubjects: Salaries of Administrative and\ntion of Schools in the Smaller\n25,000 or More Population; Administra\nr High School Teachers and\nCities; Salaries of Elementary and Junio\nvement of Teachers; Major\nImpro\nPrincipals; Credit for Professional\nal projects given in detail) ; StateProjects in Elementary Schools (sever\nCommittee regarding teachers’\nment for District of Columbia Senate\npies oss ak Kindergarten-Primary\nsalaries, Senate Document B16\nment of Kindergartens; What They\nCourse of Study; Housing and Equip\non Education of Early Childhood.\nhy\nograp\nThink of Kindergartens ; Bibli\ne of preparation: Legislation regardThe following bulletins are in cours\ning Schools; Projects on Highway\ning Kindergartens ; Kindergarten Train\nls (Worked out with a fifth-grade\nTransportation for Elementary Schoo\n-Study-Play Plan; Requirements\nclass) ;Pamphlets on Platoon or Work\n;\nof Research Division of City Schools\nfor Promotion—First Grade; Work\nc\nMusi\n(2)\nl;\nSchoo\nl Sciences in High\nCoéperative Studies—(a) The Socia\n\n"}
{"page": 500, "printed_page": "478", "text": "478\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nin City Schools; (c) Nature Study Through School Gardening; Health\nEducation in the Kindergarten; Moving Picture Films on Kindergartens.\nCirculars have been issued on the following subjects: Data Regarding\nCertain Phases of School Administration in the Smaller Cities; The\nPlatoon or Work-Study-Play School; City High School Teachers’ Salaries;\nSalaries of Elementary and Junior High School Teachers; A course for\nfirst-grade teachers advocating specific methods for specific ability.\nThe most important phase of field work of this Division is the surveys\nmade of city school systems.\nDuring the year the following cities have\nbeen surveyed with reference to a whole or a part of school systems:\nSparta, Wisconsin; Trenton, New Jersey; Shreveport, Louisiana; Washington, D. C.; Washington, North Carolina; Parkersburg, West Virginia;\nGreenfield, Ohio; and Wilmington, Delaware.\nA number of important\n\nconferences have been conducted and participated in, including a conference\nat Chicago during the meeting of the Department of Superintendence on\nthe Work-Study-Play plan; the conference in codperation with the National\nLeague of Women Voters during the Pan-American Conference at Baltimore; a conference on kindergarten education in connection with the PanPacific Educational Conference, Honolulu, and others of equal importance.\nMembers of the Division of City School Systems delivered in all sixtyseven addresses at educational gatherings in various parts of the country.\nDivision of Higher Education—The work of the Division of\nHigher\nEducation is of three general types similar to those of the\nDivisions of\nRural Education and City School Systems. During the year this\nDivision\nhas prepared bulletins or manuscripts as follows: Land-grant College\nStatistics for the Years 1919-21; Statistics on the Residence of\nStudents in\nHigher Institutions, 1920-21; Current Statistics on Income\nand Enrollments at State Universities and Colleges; Accredited Higher\nInstitutions;\nAccredited Secondary Schools; A Decennial Report on\nLand-grant College\nEducation; Development of Educational Policies at Hampto\nn Institute;\nStudies of the Negro Land-grant College Curricula;\nA Report on the\nConference of Representatives from Junior Colleges,\nheld in St. Louis,\nJune 30 and July 1, 1920; Enrolment Statistics and\nthe Status of the\nTeaching Staff at Engineering Schools and Colleges.\nIn the field work the Division has made surveys of\n19 institutions including the following: Arkansas, State University ; Arizon\na, State University ;\nOregon, 8 universities and colleges; Tennessee,\n4 colleges; North Carolina\n\nCollege for Women.\nThe field work has been completed in connection\nwith the survey of 5 higher institutions in\nKansas.\nThis Division likewise has endeavored to promote the cause of\nhigher education through\naddresses and educational conferences.\nAmong the latter some of the\nmost import\n\nant were the conference on education in Negro\nLand-g\n\nrant\ncolleges held at Nashville, Tennessee, at which\nevery Negro land-grant\ncollege in America was represented; and\nconferences on highway and\nhighway engineering education in five States.\nService Division—The organization of the\nTechnical Staff includes,\nin additi\non to the Divisions of Rural Schools, City\nSchool Systems, and\n\n"}
{"page": 501, "printed_page": "479", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n479\n——$——\n\nHigher Education, a number of miscellaneous specialists in divisions which\nserve definitely more than one of these fields. The Service Division\nincludes specialists in health education, industrial education, home economics, commercial education, educational legislation, and foreign education.\nIn the field of health education the Bureau has maintained active co-\n\noperative relations with the U. S. Interdepartmental Social Hygiene\nBoard, the Public Health Service, the Department of Superintendence\nand the Commission on Secondary Education of the National Education\n\nAssociation, the Child Health Organization, the American Red Cross,\nMore than 250,000 of a single health\nand other important agencies.\nyear, which is a record for the largest\nthe\npublication were sold during\nt publication sold within the same\ngovernmen\nany\nof\ncopies\nnumber of\n\nlength of time. “Three important National conferences of teachers and’\nothers have been held with reference to health and physical education.\nThe Specialist in Industrial Education has conducted five conferences\n\nin industrial education with an aggregate attendance of 319 delegates\nThe\nrepresenting twenty-seven States and the District of Columbia.\nproceedings of four conferences have been published.\nThe Specialist in Home Economics held during the year ten regional\n\n- conferences of teachers and supervisors, the attendance including representa\nformulatin\nresulted\ns\nconference\n“hese\nStates.\ntives from thirty different\nhome\ning important conclusions and policies for the guidance of workers in\nFive numbers in a series of home economics circulars were\neconomics.\nin\n‘ssued and a bulletin prepared on “Reorganization of Home Economics\nSecondary School Courses.”\nThe investigation of home economics instruction showed that approxischools,\nmately 500,000 pupils are now studying this subject in 8000 high\nschool\ncity\nlargest\nthe\nand that it is compulsory in about two thirds of all\nhigh\nnew\n600\nabout\ninto\ned\nHome economics is being introduc\nsystems.\n600\nthan\nmore\nin\ned\nmaintain\nnow\nare\nnts\nschools each year, and departme\nschools.\nnormal\nand\ncolleges,\nuniversities,\nconThe Specialist in Commercial Education conducted ten regional\ncolleges\nof\nnumber\nng\nferences, the chief result of which has been an increasi\n“This\nand universities allowing entrance credits in commercial subjects.\nof\nChamber\nS.\nU.\nthe\nwith\ns\nrelation\nive\nDepartment maintains cooperat\nte\nCollegia\nof\nion\nAssociat\nCouncil,\nTrade\nForeign\nCommerce, National\non, National\nSchools of Business, National Commercial Teachers’ Federati\nand other\nClubs,\ns\nFederation of Business and Professional Women’\na bulletin\nand\nissued\nwere\nn\neducatio\nagencies. Six circulars on commercial\nService.\non Training for Foreign\nof legislative\n' The Specialist in Educational Legislation has issued a series\nState, has made a\ncirculars listing the more important laws by title and\nive review of\ninterpret\nan\nformal digest of school laws biennially, and\nof occasions\nnumber\na\non\nlegislation. Specific assistance has been rendered\nStates.\nvarious\nin formulating legislation in\ntly for informaThe Foreign Education Section is called upon frequen\n\n"}
{"page": 502, "printed_page": "480", "text": "480\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntion in regard to evaluation of elementary school,:high school, and college\ncredits from abroad in terms of corresponding school credits in the United\nStates, and also in regard to requirements and opportunities for exchange\nof students and instructors.\nData concerning school organization, legislation, revenues, curricula, and preparation and compensation of teachers in\nforeign countries have been collected and compiled.\nNon-Technical Divisions of the Bureau—Aside from the technical staff\nthere are a number of important divisions, among which are the Statistical\nDivision, the Alaska Division, the Editorial Division, and the Library\nDivision.\nSpace will not permit a review of the work of these divisions\nat this time.\nI cannot pass over them, however, without a few words,\nparticularly with reference to the important work in Alaska.\nAfter the\npurchase of Alaska from Russia it was given over to the charge of the\nSecretary of the Interior, who was made responsible, among other things,\nfor the education, support, and medical relief of the natives of Alaska.\nThese responsibilities were committed to the Commissioner of Education\nby the Secretary of the Interior.\nThe Alaska Service of the Bureau of\nEducation therefore falls into three general types—school service, medical\nservice, and reindeer service.\n\nAt the present time there are 27,500 natives in Alaska scattered over an\n\narea of many thousands of miles. In 71 villages the Bureau has established\nschools with 145 teachers with an enrolment of about 4000 pupils. Each\nschool is a social center.\nMany of them contain, in addition to recitation\nrooms, industrial shops, kitchens, laundries, baths, and teachers’ quarters.\nIn its medical service the Bureau of Education maintains five hospitals\nin important centers of native population, employs nine physicians, and\nfourteen nurses. It sends medical supplies to all teachers in remote places.\nThe reindeer industry began with the administration of Dr. Harris as\nCommissioner of Education with the importation of 171 reindeer from\nSiberia in 1892. In ten years 1280 reindeer were brought over.\nThere\nare at the present time in-Alaska over 200,000 reindeer, two thirds of which\nare owned by the natives. In less than a generation the reindeer industry\nhas brought Eskimos from the primitive to the pastoral state, from nomadic\nhunters to civilized men, having in their reindeer herds assured support\nand\nthe opportunity to accumulate wealth.\nDuring the past year two new schools have been established among the\nEskimos in very remote places. During the winter just past, a\nherd of\n1352 reindeer was driven by the Bureau of Education herders approximately 1000 miles from a point on the Bering Sea Coast\nto grazing\ngrounds in the vicinity of the Government railway.\nThis will provide\nmeans of transportation and a possibility for the exportation\nof reindeer\nmeat which has hitherto been impossible.\nFifty-four reindeer also were\ntransported by a Coast Guard cutter from the Alaskan Peninsul\na to Kodiak\nIsland, whose great grazing areas will provide support for\nnumerous herds\nand from whose ice-free harbors reindeer meat can be exported\nat any time\nof the year.\nAn item of great éxpense in connection with the Alaska\nn work has been\n\n"}
{"page": 503, "printed_page": "481", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n481\n\nthe cost of transporting food and other supplies to the various stations of\nThis. has sometimes been\nthe Bureau of Education in that Territory.\ninaccessible parts of the\nmore\nthe\nalmost prohibitive, especially to some of\nIn\nto the Bureau.\nconcern\ngrave\nof\nmatter\na\ncountry, and has long been\nbe\nBureau\nthe\nand\nminimum\nthe\nto\nreduced\nbe\nshould\ncost\nthis\norder that\nare\nmade independent in the matter of getting supplies to where they\nthe\nneeded, the present Congress was asked for an appropriation to outfit\nbeen\nhad\nwhich\nand\nwork\nthe\nfor\nU. S. S. Boxer, a boat admirably fitted\nCongress voted an\noffered to the Bureau by the Navy Department.\nto Seattle where\nway\nher\non\nnow\nis\nBoxer\nthe\nand\n$60,000\nof\nion\nappropriat\nIt is\nshe will be fitted with new engines and then put into the service.\nyear\na\n$40,000\nEducation\nof\nestimated that this boat will save the Bureau\nmonths.\neighteen\nin\nitself\nfor\npay\nin transportation costs and thus\nThe library of the Bureau of Education is the largest library composed\nexclusively of educational and pedagogical books and papers in the United\nDuring the past year there\nStates, containing about 200,000 volumes.\nbooks and periodicals.\nincluding\nlibrary,\nwere 13,341 accessions made to the\nstaff of the Bureau,\nthe\nto\nonly\nnot\ne\nassistanc\nrenders\nThe library service\nPerhaps its\noutside.\nthe\nfrom\nit\nupon\nmade\ndemand\nlarge\nbut has a\nthe educato\ngives\nit\nbibliographies are the most important assistance which\ntional world outside the Bureau.\nout books and\nDuring the year just closed the Editorial Division got\nReport of the\nAnnual\nthe\nng\nincludi\n101,\ndocuments to the number of\nl Survey, 1916-18.\nCommissioner of Education for 1921 and the Biennia\ndistributed publications\nDuring the year the Superintendent of Documents\n, 11,596; bulletins,\nReports\nof the Bureau of Education as follows: Annual\n245,485, maktions,\npublica\naneous\n598,016; leaflets, circulars, and miscell\n\nted.\ning a total of 855,097 books and documents distribu\n\n205,000 copies\n\nuted. ‘This makes a\nof School Life and index (5 numbers) were distrib\nl.\nmateria\nof\ntotal distribution for the year of 1,060,097 pieces\nns covering\nbulleti\nical\nstatist\nThe Statistical Division gets out annually\ncity school\n,\nsystems\nschool\nState\nas\nthe varied fields of education, such\ng the\nDurin\netc.\n,\nschools\nsional\nprofes\nand\nsystems, universities, colleges,\ns for\nsalarie\ns’\nschool teacher\npast year a special study was made of high\nn\nforeig\nof\nstudy\nical\nAt the present time a special statist\n1918-1921.\nhave\nements\nimprov\nSome\nlanguages in secondary schools is being made.\nyear, including a revision of\nbeen made in our statistical work during the\nconference with a comafter\ns\nsystem\nschool\nthe blanks for statistics of city\nls of Public Schools and a\nmittee of the Association of Business Officia\nBlanks for the statistics\ncommittee of the Department of Superintendence.\npublic control have\nunder\nof universities, colleges and professional schools\nities, land-grant\nunivers\nState\nthe\nbeen improved after conference with\nbeen made to\nhave\ns\nchange\nslight\nSome\ncolleges, and other organizations.\nschools and of teachers’ colimprove blanks for the statistics of public high\nleges and normal schools.\ndo not fall within any of\nAmong other activities of the Bureau which\nAlthough\noned surveys.\nmenti\nthe aforementioned classifications may be\n\n"}
{"page": 504, "printed_page": "482", "text": "482\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nno appropriation has ever been made for this purpose the Bureau has, since\n‘its inception, conducted 155 surveys, including nine State public school systems; seven State school systems for higher education; eighty-seven higher\neducational institutions; seventeen public school systems of cities; ten school\nbuildings in cities; nine public school systems of counties; one survey of\nNegro education in the United States (twenty-six States and the District\nof Columbia) ; and fifteen miscellaneous surveys.\nDuring the past year the Bureau has conducted forty-three surveys, including the public-school system of Arkansas; the institutions of higher\nlearning in Kansas; nineteen higher educational institutions; eight city\nschool systems; and five county school systems.\n‘In the course of the year the Bureau received 128,100 letters; 34,013\nlibrary pieces, and 74,580 questionnaires and forms.\nThe Commissioner of Education traveled approximately 75,000 miles\nduring the past year. He spent 196 days (including Sundays) in the field,\nand 137 days in the Bureau. He wrote and published twenty-two articles,\nand had more than 600 conferences in his office in Washington.\nHe\nvisited Seattle and spent four days in the Bureau of Education office in that\ncity. He attended three meetings of the Federal Board for Vocational\nEducational and six meetings of its Standing Committee. He attended the\nformation meeting of the Federal Board for Maternity and Infant Hygiene;\nacted as chairman of four meetings of the Highway and Highway Transport Committee; and during the year made a total of 244 addresses before\naudiences aggregating 120,000.\n‘The Commissioner conducted six National educational conferences; assisted in eight educational campaigns and conferences; addressed twenty\nNational associations and four regional associations.\nHe officially visited\ntwenty-seven State education departments, and addressed twenty-five State\neducational associations.\nBeside speaking before numerous city and county\neducational associations and summer schools, the Commissioner addressed\ntwenty-six institutions of higher learning; thirty-five business organizations;\nmade four commencement addresses; three high school dedicatory addresses ;\nand spoke at the inauguration exercises of President Aydelotte, at Swarthmore.\n\nACTUAL\nCHARL\n\nORMOND\n\nWILLIAMS,\n\nRESULTS\nPRESIDENT\nMEMPHIS,\n\nOF\n\nTHE\n\nNATIONAL\n\nYEAR\n\nEDUCATION\n\nASSOCIATION,\n\nTENNESSEE\n\nMaterial in statistical form showing the actual accomplishments of the\npast school year is not available at this time, but careful reading of educational publications with reports from almost every State in the Union shows\nclear and unmistakable signs of progress. Because the classroom teacher is\nthe very heart of the public-school system of America, we will consider first\nof all the trend of the year as affecting our grade and high-school teachers.\nAs to the supply of men and women trained for the work, there is still a\n\n"}
{"page": 505, "printed_page": "483", "text": "NATIONAL CoUNCIL oF EDUCATION\n\n483\n\nlamentable shortage.\nTo meet the actual needs of the Nation 100,000 new\nteachers are needed each year, the turnover alone being 75,000. All of the\nteachers’ colleges and normal schools together graduate about 20,000\nstudents a year, a shortage of approximately 20,000 trained teachers.\nIt goes without saying that in order to relieve this situation the profession\nmust hold out inducements to the better class of students in our secondary\nschools equal to the inducements of other professions.\nThe question of\nsalary will from now on largely determine the number of desirable young\npeople who decide to enter the teaching profession.\nNot only must these young people look forward to reasonable remuneration for their labor in the schoolroom, but they must be helped through their\nyears of training.\nIt is not asking too much of the State or Nation to insist\nthat young people who would be acceptable as teachers shall be prepared for\ntheir work without undue strain upon themselves or their families.\nThere is a disposition on the part of boards of education to hold salaries\nto the highest mark that has been reached, and in some instances to increase\nthem; but as a whole, teachers’ salaries stand low in the schedule of professional people and are not in proportion to the cost of living.\nAs a result of this condition, there is a heavy decrease in the number of\ncollege graduates now teaching in our high schools—a fact that cannot be\npassed over lightly. “The adolescent youth of our country should not be\nleft in the hands of immature teachers or those of restricted opportunity.\nTeachers in the service show an increasing desire to take professional\ntraining.\nMany are taking extension courses at normal schools and colleges. Much professional reading is being done by groups of teachers in\nan organized way.\n‘The summer schools are crowded to their limits and\nare doing a great service to the Nation.\nIn 410 summer schools in 1921,\n253,111 students were enrolled.\nBy the most conservative estimate one\nfourth of the Nation’s teachers were in training last summer, and the enrolment in the summer schools of 1922 promises to be even greater.\nThere has been a marked increase in professional consciousness among\nour teachers.\nThe seeds of professional organization which have been sown\nduring the past few years are beginning to bear fruit. Codes of ethics for\nteachers are being worked out in various sections. ‘Teachers are recognizing\nas never before the dignity of their calling and their obligations to the public and to themselves as leaders of the young.\n‘The teacher who is unwilling to get into line, who has not established this professional consciousness,\nis already being looked upon as behind the times and “out of the running.”\nAmong the hopeful signs for the protession is the awakening of boards\nof education and the public to the necessity of stabilizing the profession by\nthe pensioning of those who have given their best years to the service and\nby the wise regulation of tenure in service.\nThe fixing of a minimum salary sufficient to meet the needs of the young\nteacher, and increasing at such a rate as to retain fine young men and\nwomen in the service, is another hopeful sign. In a number of cities the\nminimum has been increased from $1000 to $1200, the increase meeting\ngenerally with public favor.\n\n"}
{"page": 506, "printed_page": "484", "text": "484\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe single-salary schedule is appealing more and more to the people and\nto the teaching profession—the same salary to all men and women of equal\ntraining and equally successful experience, regardless of the grade or department in which the work is done. There are complex problems to be\nsolved before this can become a Nation-wide policy, but it would be a democratic procedure and would do more to free the teachers in their choice of\nwork than any move of recent years.\nIt is thoroughly in line with the spirit\nof the new education—sound, sane, just.\n\n_An investigation recently made by the Research Department shows that\nthirty-two cities in seventeen States have adopted some form of singlesalary schedule.\n‘Chey are as follows:\nStates\nMabamaweecnchitte aelaeit\n\nCities\n\nStates\n\nBirmingham\n\nMissouri)\n\nArkansas\n\nays etiriee onal Fort Smith\n\ni ae\n\nCS\n\noro Sig ae\n\naie detec\n\nStrentor :\nee eter:\n\nColocsdann\n\nEOWAL.\n\nNe, eee\neae oe ee\n\npee\n\nDenver\nen\n\n4\nPPOIOS reed\nate aay dice Fonte,\nIMichigateir's\nAavtit Aeon e. INAV\nGrand Rapids\n\nEinar esotay Nora. trate\nete aeDuluth\n\nEe\nE\nu\nRochester\n\nNebraskage\n\nCities\nictactap asplapye sieeve St. Joseeh\nsanrvee acta\n\nKansas\n\nte pee\nerat\n\nBy\n\nOmaha\n\nNortliCanolinalsyt seers Rateibh\nObhiiow\n\nWashington\nBittwctac.\nsc neerect Cleveland\nCleveland Haighis\n\nerlin\n@Olahomay Awerveaecene Muskogee\nPennisy\nlyaintay meters wisercnardereyolste Harrisburg\nWal oitniae setters\nsieartrcan ate Roanoke\n\nWashington ia. sakeokt Spokane\nWisconsin\nes teithasntaeasGreen Bay\n\nIt is largely in effect in Ohio and Wisconsin and is being worked out\nin Pennsylvania. However, length of tenure is still an item in salary schedules, but more and more we are coming to equal pay for equal service, and\nequal pay for equal preparation.\nA movement most significant in its indications is the reorganization of the\nnormal schools into teachers’ colleges. New York took the lead by organizing the extension of two-year normal schools to three years, with a fouryear requirement as the ultimate goal. Other States have followed, thus\ndemonstrating the fact that standards may be raised even in the face of a\nserious shortage of teachers.\nThe following States have placed their normals on a four-year teachers’ college basis: Kentucky, California, Illinois,\nWisconsin, Nebraska, Oklahoma, Rhode Island, and Massachusetts.\nOut\nof 167 State normal schools only seven were teachers’ colleges two years\nago.\nNow there are 92 of them and the movement is gathering momentum.\nProfessional organizations among teachers are becoming more and more\nbusiness-like.\nState Teachers’ Associations in nineteen States have employed secretaries on good yearly salaries. ‘This means that instead of an\ninspirational get-together once a year, the associations will become organized\nfactors in education for twelve months in the year. The membership of\nthe State teachers’ associations has shown a remarkable growth.\nApproximately 400,000 teachers were enrolled in State associations last year.\nThe rural schools are still in many sections laboring under the disadvantages of poor administration, untrained teachers, poor equipment,\nshort\n\n"}
{"page": 507, "printed_page": "485", "text": "NATIONAL\n\nCouNCIL OF EDUCATION\n\n485\n\nterms, and lack of supervision.\n‘The lack of supervision is perhaps the most\nimmediate.\nFor years to come the lack of trained teachers will be felt\nthroughout the country and especially in the rural schools. To meet this\nlack of training on part of the teachers the classroom supervisor or helping\nteacher is the hope of the schools. As the public becomes used to the idea\nthat supervisors are not luxuries but urgent necessities it will demand that\nthe schools have the same provision for painstaking supervision as a modern\nhotel, department store, or factory.\nIt rests with the superintendents and\nthe supervisors to so establish and advertise the worth of classroom supervision that no question will be raised as to the expense of a supervisory force\nin any system of schools, rural or urban.\nA general interest in the unit of administration in the rural schools of\nthe country indicates that at no distant date the old district, or township,\nidea, will pass into history along with many other institutions of pioneer\ndays. The county unit with its opportunities for better organization, expert supervision, and more business-like administration is interesting all parts\nof the country, and will no doubt be adopted in many sections.\nThere is a disposition to dignify the office of the county superintendent\nby the election of real leaders with adequate salaries and such tenure in office\n\nas to allow for the working out of educational ideals. When such leadership shall have been provided for rural America we shall have taken a long\nstep toward the solution of one of our knottiest problems—the rural school.\nDuring the war the building of schoolhouses throughout the Nation was\nseriously retarded, resulting in part-time attendance and overcrowded conReports from the field for last year, howditions for thousands of children.\nprograms, partly due to an appeal\nbuilding\never, indicate a speeding-up of\nfor the Nation’s workemployment\nfind\nhelp\nto\nHoover\nHerbert\nfrom Mr.\ners, but we are still woefully behind in many sections of the country.\nThe outstanding problem before educational officers today is that of adeAs a result of considerable agitation and disquately financing education.\nof noted groups of educators, the Ameriand\npublic\ncussion on part of the\nappointed a commission composed ot\nhas\nEducation\non\nCouncil\ncan\nrecognized specialists in education, taxation, and business, to conduct an\ninquiry into needs and costs and has placed $170,000 at their disposal for\nUnder the leadership of Dr.\nthe accomplishment of this great work.\ncontribution at a time\nnoteworthy\na\nmake\nwill\nStrayer, this commission\nat any other period in\nthan\ngreater\nis\ninformation\nsuch\nfor\nneed\nthe\nwhen\npublic-school administration.\nOur National organization has had a great year. “The membership has\nincreased from 60,000 to more than 100,000, and the Association bids fair\nto be the largest professional teachers’ association in the world. “The National organization with its permanent home in the Capital City, its body\nof trained and consecrated office and field workers, and its close contact with\nthe Nation’s teachers through Thé Journal, is becoming more and more a\ngreat functioning body in the educational world.\nThe Journal—our official organ—has grown from sixteen pages at the\nNot only\nbeginning of the school year to a magazine of sixty-four pages.\n\n"}
{"page": 508, "printed_page": "486", "text": "486\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nhas it increased in size, but it has grown better in the quality and timeliness\nof the material published.\nThe field work of Mr. Magill has been specially significant and its influence upon the Association has been of the kind that cannot be easily\nmeasured.\nComing into contact with thousands upon thousands of America’s teachers, as he has in his many journeys across the continent, he has\nlifted the profession upon the highest plane of service, and has filled their\nhearts with inspiration and a longing to be more worthy of the place which\nthey hold in it.\nThe president of the Association has visited twenty-one States and has\naddressed all classes of educational workers—students of normal schools and\nteachers’ colleges, gatherings of teachers in county, city, and State associations, business men’s clubs, women’s clubs, and other civic organizations.\nShe has visited schools in almost every section of the Union, from the largest\ncity system to a remote rural school thirty-two miles from a railroad—on\nhorseback—in the snow-capped peaks of the Cascade Mountains.\nEverywhere she has found an educational awakening—intelligent interest on part\nof the public, deep earnestness, and a spirit of service on part of the teachers.\nPerhaps the profession has never realized so fully before that the schools\nbelong to the people, and that the people can have the kind of schools they\nwant ;in consequence of this realization there is a widespread conviction that\nevery movement for the betterment of education must be led by the educators themselves.\nAbraham Lincoln said: ‘‘Public sentiment is everything.\nWith public\nsentiment nothing can fail; without it, nothing can succeed.\nConsequently\nhe who moulds public sentiment goes deeper than he who enacts statutes or\npronounces decisions.\nHe makes statutes or decisions possible or impossible\nto be executed.”\nThe only condition of permanent social advance in a democracy is an interested citizenship, an informed citizenship.\nPraiseworthy progress in this next big task of the educators can be credited\nto last year’s record largely because better organized facilities for the spread\nof effective educational propaganda were at their disposal through local,\nState, and National associations.\nAll of these things show that vital forces\nare at work and that the cause of education in the United States is in a state\nof healthy growth.\nThis educational awakening is not confined to our own country but it is\nworld-wide.\nOne hopeful sign of the day is the desire of the educational\nleaders in many parts of the world to come together for discussion of problems and-interchange of ideas.\nThe Pan-American conference, which met in Honolulu in August, 1921,\n\nwas called at the request of the Pan-Pacific Union, invitations being sent to\n\nindividual educators, universities, and other educational institutions.\nDelegates and visitors from twenty-five Nations bordering on the Pacific Coast\nwere in attendance, and the program included educational problems of com:\nmon interest to these people.- The object of the conference was to promote\nfriendship and unity among the countries represented.\n\n"}
{"page": 509, "printed_page": "487", "text": "NATIONAL CouNncIL oF EDUCATION\n\n487\n\nDr. Finegan, an official delegate appointed by the United States\nGovernment, represented the National Education Association.\nHe reported to the\nconference the action of the Representative Assembly of the National Education Association in passing a resolution to bring about the organization\nof\nan International Congress of Education to be held in the United States\nin\n\n1923. Dr. Finegan emphasized the significance of this movement to internationalize the work of the National Education Association as a means of\ncarrying on the splendid work begun in this conference.\nThis proposal\nmet with a hearty response by the newspapers and the public in general.\nDefinite proposals for the world conference on education have been worked\nout by the Committee on Foreign Relations and will be submitted to a\ngroup of eminent educators during this Boston meeting.\nThe Association\nhas the assurance of President Harding that the administration will cooperate to make the movement a success.\nThe Towner-Sterling bill is still in the hands of the Committees on Education of the Senate and the House.\n‘These committees await the President’s recommendation on the reorganization of the Executive Departments, and while there is no direct assurance of favorable action, it is safe\nto say that the administration will recommend the creation of a Department\nof Education and Welfare, and that the extension of Federal aid for the\npromotion of certain phases of education will be conceded.\n‘Taken as a whole the outlook for education for the coming year is most\npromising.\nWhile many thousands of teachers who left the profession have\nnot returned, we are encouraged by the homecoming of many others, who\nshow by their spirit and determination that they have reconsecrated themselves to the great task of training the Nation’s children.\n‘They have found\nby wholesome experience that the compensations about which the profession\nhas always boasted are not fictitious but happy realities.\nBusiness conditions throughout the country are on the up-grade; the\nperiod of deflation is about over; industry has charged off its losses; the\nfinancial atmosphere is less charged with doubt and uncertainty, and the\ncountry is settling down to a period of hard constructive work in which\neducation is bound to play a conspicuous part.\nI believe that the American\npeople want education as never before and that our chief task is to crystallize\nthis desire into concrete action, and to organize against and rout the forces\nof pessimism and reaction wherever they may happen to be in authority.\nTHE MOST\nOutline\nLINNAEUS\n\nof Report\nN.\n\nHINES,\n\nEFFECTIVE ADMINISTRATION\nTAXING UNIT\nto Committee on Rural Education\nCouncil of Education\nPRESIDENT\nAND\n\nSTATE\n\nNORMAL\n\nMUNCIE,\n\nINDIANA\n\nAND\n\nof the National\n\nSCHOOLS,\n\nTERRE\n\nHAUTE\n\nScope of field—The problems involved in a discussion of the topic given\nabove cover the entire Nation.\n‘here are practically no school corpora-\n\n"}
{"page": 510, "printed_page": "488", "text": "488\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntions that are supplied with enough funds to do all the work they ought\nto do, and there are many thousands of schoo] corporations that do not\nThose who have given\nhave adequate supervision and administration.\nthat there is a wide\nagree\non\nadministrati\nand\nfinance\nto\nthought\nmuch\nDistrict and township adminisfield for improvement throughout the land.\ntration should make way for county administration and, in some regards,\nFurther,\ncounty administration should make way for State administration.\nadministrathe\nin\nhand\na\ntake\nthere is a strong belief that the Nation should\ntion and financing, to some extent, of local school systems.\nThe questions at issue involve every phase of the welfare of the schools;\nwhere there is more money there can be better teachers, better buildings,\n‘These improvements, of\nbetter equipment, and better administration.\ncourse, involve questions as to the improving of every phase of school work\nfrom one end of the country to the other.\nAs to the importance of the topic, there can be no question whatever.\nWhere tens of millions of dollars go into unimportant activities of the\npeople only thousands go into the maintenance and development of the\nschools.\nIf we are to cease being a Nation of sixth-graders, then heroic\nefforts in finance and administration must be made in order to get the\nimprovements we ought to have.\nPresent conditions—The present taxing units range all the way from\nthe school district to the State. “There are no National taxes for education as such. In the vast majority of cases the taxing units are far too\nsmall. “These units vary in their wealth all the way from a few scores\nof thousands of dollars to billions of dollars. “There can be no uniformity\nof excellence of the schools under any such conditions.\n\nThe present administrative units vary as much in size and importance\nas do the taxing units. [he most hopeless of these administrative units\nare the small independent districts where ignorant and provincial school\nofficials in many cases control the local schools.\nNext to these district\nadministrative units, we have the township unit with its sad record of\ninefficiency and low standards.\n‘The county unit follows next in order,\na unit that is being urged in many States as an agency for curing the evils\nof the local schools. ‘The county unit has its advantages and, if properly\ndeveloped, can be of great service.\nNext to the county unit comes the\nState administration of schools. Few would advocate entire State control\nof local schools, but in many States laws need to be passed to give the\nState school governments greater power to help the local school corporations realize the best things possible. We have no real National administrative unit due to lack of legislation, funds, and high ideals.\nThe tendencies in this situation, so far as these tendencies can be\nobserved, are toward enlarging the taxing and administrative units throughout the Nation.\nEvery encouragement should be given to those legislators\n\nand school people that believe improvement lies in the direction of enlarging\nboth the taxing and administrative units.\n\n"}
{"page": 511, "printed_page": "489", "text": "SSS\n\nSS\n\nNATIONAL\n\nCounciL oF EDUCATION\n\nae\n\nee\n\n489\n\nUnsatisfactory conditions—Unsatisfactory conditions are: CP) Insutficient income; (2) Provincial attitudes toward education; (3) Inadequat\ne\nleadership ; (4) Low school taxes; (5). Makeshift systems of raising school\nrevenue; (6) Poor schools; (7) Lack of a National policy in regard\nto\neducation; and (8) Inequalities of opportunity for education in State\n\nsystems.\n\nMeasures recommended—We recommend the following measures: (1)\nNational revenue for education; (2) Strong Federal Bureau of Education; (3) Most of local school revenue to come from State sources; (4)\nStrong county and State administration of education; and (5) Abolishing\nto a large extent, local control and financing of schools.\nState and National legislation needed—( 1) Necessity for greater interest\nin education on part of law-makers; (2) Providing added revenues as\nrewards or bonuses to those communities that make progress; (3) Extermination of weak and inefficient rural and village schools as well as\ncity schools; (4) General bolstering-up of the whole system of education;\nand (5) Federal legislation along the lines of education so that the Nation\ncan be of greater assistance to State and local systems.\n\nTHE AROUSAL OF INTEREST ON THE PART\nPEOPLE IN THEIR OWN SCHOOLS\nGEORGE\n\nS. DICK, DEPARTMENT\nMADISON,\n\nOF\n\nPUBLIC\n\nOF THE\n\nINSTRUCTION,\n\nWISCONSIN\n\nIn order that people be interested in anything they must see that it gives\nthem profit or pleasure.\nThe farmer is interested most in what yields\ngreatest returns in profit and pleasure in proportion to expenditure of time,\nenergy, and money.\nHe has been shown that a pure-bred sire at the head\nof herd or flock, the careful culling to eliminate the boarder, the proper\nbalanced ration, or the wise rotation of crops brings the desired greater\nreturns.\nAs a result his interest is aroused, his action is secured, and he\nwillingly invests his hard earned money and follows directions that increased profits shall be his. ‘These new but tested and proved ideas have\nbeen sold to him by the honest salesmen; he has bought and enjoys the rich\n\nThe old unwise laborious way of doing things\nreturn on the investment.\nhas no interest for him; only the best way, so far as he is able to pay for it,\nattracts him.\nHow has it been in the history of public education?\nIt has been one °\nexperiment after another.\nIdeas have come, been praised, served for a\ntime, and then condemned as detrimental to right educational processes.\nThe people have followed along, each group putting time and effort in its\nown specialty, recognizing the principle of the division of labor. The\nauthorship and management of public education has been left largely to\nthose who by study, training, and profession are supposed to know what is\n\nbest. But we have at times sold or allowed to be sold to the people things\nand ideas that have proved to be shoddy. People have trusted the sales-\n\n"}
{"page": 512, "printed_page": "490", "text": "490\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nman as he approves today and condemns tomorrow.\n\nLaws have been made\n\nNew\nat one session of the law-making body and repealed at the next.\narisen\nhave\ninstruction\nof\nmethods\nt,\norganizations, plans of managemen\nand passed on in short space of time, some of them costing much more than\nBuildings erected, apparatus purchased under learned\nthey were worth.\napproval a few years ago must now be torn down or laid aside to make\nway for a later idea. Many of, these try-outs have cost the people much\nhard earned money.\n\nEven granted that most of the changes have been in line of improvement\nit has had an influence upon the people that causes them to ask, “What are\nwe to have next, and what is it going to cost?” Even today we justify ourselves in allowing peddlers, armed with general letters of recommendation\nwritten by local so-called educators, to sell to the people school books and\ndevices of no value, but for which comparatively large sums are paid. In\nnearly every rural or village schoolhouse can be found more or less of this\nworthless junk.\nWould it not be better to give public support to our teacher-training\ninstitutions on the basis of the success of their output rather than on the\nbasis of the number of immature girls that they can induce to enroll and\nremain for stated time, regardless of academic preparation, natural adaptability, personality, or sympathy for childhood.\nShould these people be\nlicensed and sent out to draw public money for service they are not now\nnor never will be able to render?\nFinished does not always mean prepared.\nWould it not be as well to close some small schools where the teacher shortage occurs rather than to go through the form of pretending to have a\nschool ?\nThere are reasons why we must put forth an effort to interest the people\nin their own schools when they have met, and are meeting today a few things\nat least to disturb their faith and to cause them to question, ‘““Why shall all\nthese high taxes be paid for what we consider unnecessary or of no value?”\nPeople must be shown.\nThrough an educational campaign the people\nwere taught to build and to use silos that now dot the farms far and wide.\nYears ago in the University of Wisconsin there was invented the Babcock\nmilk tester. “Through a campaign of instruction and inspiration people of\nthe State became familiar with the value of this machine, now of international repute.\n“The people’s faith in and their use of these two inventions, the silo and the Babcock tester, put Wisconsin in her present rank as\nthe “Cream Pitcher State” and enabled her to hold her financial equilibrium\nduring the stress and storm of the immediate past and present.\nOf course results from silos and milk testers are more tangible, more\nvisible, than results from efforts to educate boys and girls. Nevertheless it\nis a worthy ambition to have Wisconsin hold a rank for her public schools\nequal to the rank she holds as a dairy State, a rank reached through an\narousal of the people’s interests to great possibilities and in leading them\nforward to results they have now accomplished.\nIn the language of today the right public education must be sold to the\npeople, and it cannot be sold unless the people are induced to buy. How\nis this to be done? It is done by an educational campaign.\n\n"}
{"page": 513, "printed_page": "491", "text": "NATIONAL CouNCIL oF EDUCATION\n\n491\n\n1. By showing the people a real school, its results\nand influences upon\nthe children, young people, and communities.\n2. By the changing of laws that may improve\nschool organization, management, and instruction.\nTo accomplish such results a county unit system, larger taxing unit, consolidation with rural\nhigh schools seem necessary.\n3. By having the people come together to see the\nreal work of the school,\nan exhibition of things accomplished.\n4. Inspirational addresses in terms of the people’\ns life and interests,\n‘To tell what is done in one State may suggest a few\nways of serving the\npeople.\nThe following lines of daily service are found in\nthe Department\nof Public Instruction of the State of Wisconsin,\nEvery member, twentytwo in number, not counting secretaries and other office\nforce, gives service\nto the rural schools.\n1. One person among other duties assisted by others supervi\nses the thirtytwo county training schools and twenty-four high-school\ntraining classes\nwhich are especially supported to train teachers for rural\nschools.\n2. Three rural-school supervisors give their time to\nsupervising and\ndirecting the 100 county supervising teachers who are assistan\nts to seventytwo county superintendents of the State. These county\nsupervising teachers are practically a part of the State department as their\nsalaries and expenses are paid by the State; their selection must be approve\nd by the State\nsuperintendent, and they must report directly to his office.\n‘These 100\npeople last year in addition to much other regular work\nserved in 2395\ncommunity gatherings.\n3. Two supervisors put in much of their time in meeting,\nconferring\nwith, and addressing school board conventions.\n3\nThe State law requires that once each year the members of\nthe school\nboards of each district of a county shall meet in convention to consider\nthe\nneeds of the schools.\n‘The clerk must attend and the others may.” All\nattending receive a per diem of $4, and three cents a mile going and\ncoming. A representative of the department is present at the conventi\non to\nreport the policies, desires, suggestions of the State superintendent to discuss\nschool laws, give an inspirational address and help in every way possible\nthese board members, the business managers of the free public school,\nto\nsuccessfully discharge their duty according to law and in the best interests\nof the children and the community.\nThese members return home to carry\nnew ideas, clearer ideas to the people of their school districts. Of\nthe\n\n23,000 school board members about three fourths of them with many teachers and others are met in these annual conventions.\n\n3. Three men give entire time supervising the State graded schools,\nwhich are rural schools of special organization, receiving special State\naid.\n4. One supervisor of educational measurements has this year put about\nall of his time on rural children.\n5. Two clynical psychologists, supervisors of special classes of exceptional\nchildren, serve the entire State, including rural as well as city people.\n\n6. One person supervises the schools for the deaf and the blind.\n7. Two supervise school libraries of entire State.\n\n"}
{"page": 514, "printed_page": "492", "text": "492\n\nNatIionaL\n\nEpuCATION\n\nASSOCIATION\n\nthe union free high schools\n8. Three supervise high schools, serving\ns.\n(rural) as well as city and village high school\nthe plans and directs the erec9, The Industrial Commission looks after\ne of the compulsory attendtion and care of school building and is in charg\nance law.\ny-two visiting county\n10. The State Board of Health and the sevent\nschools of the State.\nall\nin\nions\ncondit\nschool nurses look after proper health\nwith this departated\nassoci\nclosely\nare\nments\nThese last two named depart\nment.\nthe entire State, serving\n11. The State Superintendent of Schools covers\nand community.\nchild\nrural\nwith as great if not a greater interest the\nreceive help and\npeople\nthe\nment\ndepart\nzed\nThrough this well organi\nus support.\ngenero\na\nand\nschools\ntheir\nin\nfaith\nin\ninspiration which result\nthe people\nto\nfreely\nSome other channels through which this service flows\nmeetings,\nnity\ncommu\nto\nes\nof the State are inspirational educational address\nes to\naddress\ngs,\nmeetin\ns’\nteacher\nparentfairs, picnics, farmers’ meetings,\n.\nschools\ng\ntrainin\ncounty\n,\nschools\nhigh\n,\ngraded\nState\ngraduating class of rural,\nover\nall\nfrom\nhelps\nA well organized good school week rallying forces and\nthe Better Engthe State and touches all with a general uplift. Similar are\nto touch every\naims\nthese\nof\none\nEach\nlish Week and Better Health Week.\nproved very\nhave\n‘They\nhome.\nevery\nity,\ncommun\nschool, every child, every\nconditions\ned\nimprov\nand\nschools,\ntheir\nin\npeople\nthe\nting\ninteres\neffective in\nhave resulted.\narithmetic,\nContests through competitive examinations in such subjects as\nin final\nended\nhave\ndistrict\nschool\neach\nin\nspelling, and penmanship starting\nis\nsalaries\n’\nteachers\nin\nadvance\nThe\nee.\nMilwauk\nat\nFair\ncontest at State\nknowing\n,\nteachers\nFewer people call for cheap\nreceiving general support.\nWhen\nthat the lower salary means a poorer service from teacher to school.\nspecial\nmore\nno\nbe\nwould\nthere\nthat\ned\nour State Superintendent announc\nlicenses issued, although there were about 700 of these issued last year,\nthe announcement met with almost unanimous approval.\nThe improvement in school attendance is gratifying. For the school\nyear ending 1919 the rural schools show an average daily attendance of\n70 per cent; the school year ending 1920, 72 per cent;-the school year endOther schools have made equal advance in this\ning 1921, 77 per cent.\nline. We are hoping that reports for the year just closing will show a still\n\nbetter condition.\nThe State Department of Public Instruction has not done this work\nIt requires codperation of all educational forces, State,\nsingle-handed.\n, to achieve the best results. Our great State Unicommunity\nand\ncounty,\nversity, with one of the very best extension services in the country, carries\nhelp and inspiration to every community; the ten State normal schools, including Stout Institute at Menomonie, does the same; the many private\neducational institutions do their part. As a result, interest and faith in\nthe people’s schools increase; the service of this free public institution grows\nmore and more effective and wins a more generous support, spiritual and\nfinancial.\n\n"}
{"page": 515, "printed_page": "493", "text": "NATIONAL\n\nREPORT\nADELAIDE\n\nS.\n\nCouNcIL oF EpucATION\n\n493\n\nOF SUB-COMMITTEE ON CONSOLIDATION\nOF RURAL SCHOOLS\nBAYLOR,\n\nCHAIRMAN\n\nOF THE\n\nCOMMITTEE\n\nWASHINGTON,\n\nON RURAL\n\nEDUCATION,\n\nD. C.\n\nIn compliance with the request of the chairman, Dr, J. F. Sims, the following is submitted as the outline for the final report of the Sub-Committee\non Consolidation of Rural Schools:\n1. Purpose—To show the place and value of consolidation as a factor in\nrural education and offer recommendations as to how it may best be accomplished.\n2. Scope—(a) The growth of consolidation in this country during the\nperiods 1902-1912 and 1912-1918 with some estimate of its value in these\nperiods, in the promotion of rural education.\nThis part of the report represents information received in 1912 and 1919\nin response to questionnaires sent to each State in the United States.\nSummaries of these two studies have been presented to the council at previous\nmeetings.\n(6) Methods of organizing for consolidation in the various sections of\nthe country.\nThis material, tabulated from returns received from ten\nStates representing various sections of the country, was presented at the\nsummer meeting of the National Council of Education in 1921.\n(c) Summary of the difficulties in the way of consolidation, and analysis\nof one of the major difficulties—transportation.\nJ. C. Muerman, specialist in Rural Education, U. S. Bureau of Education, codperated in the preparation of the questionnaire on Transportation\nThese tabulasent to the States for information and tabulated the returns.\ntions, together with such materials as Mr. Muerman had already compiled\nin the U. S. Bureau of Education, are now embodied in a report prepared\nby him and just published by the U. S. Bureau of Education under the\ncaption of Transportation of Pupils at Public Expense, Rural School\nLeaflet No. 2. This portion of the report—Transportation—has never\nbeen presented to the council, and I have asked Dr. Muerman to present\n\nit at this time.\n3. Plan of Organization of the Report—The general organization of\nthe report of the Sub-Committee on Consolidation will include: (a) Introduction; (4) body of the report, which will cover what has been enumerated under Scope (above); (c) notable achievements in the field of consolidation.\nRequests for information on this point were sent out since April, 1922, to\nnine States, representing various sections of the country.\n‘To date information from four has been received.\n‘These four States recognize the following achievements in rural education as due to consolidation:\nIowa—The most notable event in connection with consolidation in Iowa\nhas been the building of many splendid buildings of fire-proof construction,\n\n"}
{"page": 516, "printed_page": "494", "text": "494\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwith gymnasium, auditorium, and laboratories for manual ‘training, domestic science, and agriculture.\nIndiana—As far as the progress made in school consolidation in Indiana\nis concerned, the rapid growth of the high-school spirit is one of the outstanding features.\nAnother feature in the growth of these high schools in Indiana is the\nMany communities have found it much to their\n“six-year” high school.\nseventh and eighth grades and the senior high\nthe\norganize\nto\nadvantage\nschool together. “The idea has grown among patrons that the rural children\nare entitled to as good schools as are maintained for boys and girls in the\ncities. Supervised study has worked its way into many rural schools.\nThese changes are results of consolidation and would not have occurred\nunder the old scheme of school organization.\nMississippi—It would be difficult to state the outstanding achievements\nwithin the last year or so because the progress made in consolidation is\nwithin itself an achievement of which to be proud. Along with this there\nare a great number of teachers’ homes. ‘The fact that plans and specifications for schoolhouses may be furnished has been a wonderful help in improving the type of these buildings.\nMassachusetts—The abolition of the district system was, of course, absolutely essential before any widespread consolidation program could be carried out. This was accomplished through the stimulus of Horace Mann\nwho recognized in the district system one of the greatest barriers to educational progress.\n“The abolition of the district was not easily accomplished.\nIt was first abolished in 1859, but the resentment on the part of many towns\nwas so keen that it was speedily restored by the Legislature in the succeeding\nfall. In 1869 the district was again abolished, but virtually restored by\nthe Act of 1870 which permitted any town to reéstablish school districts by\na two thirds vote.\n\n“Twelve years later, 1882, the district control of the\n\nschools finally terminated.\n“Chis act broke down both political and economical barriers that stood in the way of school consolidation.\nAnother very significant development in this field is the extent to which\nthe one-teacher school has been eliminated.\nIn 1838 when Horace Mann\nmade his famous report on schoolhouses there were approximately 3000\nschool buildings in Massachusetts.\nNearly all of these were of the oneroom district type. In spite of the tremendous growth of population since\nthat time we now have fewer school buildings in the State than in the days\nof Horace Mann, and the number of one-teacher schools has been reduced\n\nfrom nearly 3000 to 768 ;more than 97 per cent of our pupils are attending\nschools of two or more rooms.\n4. Summary and recommendations on: (a) Methods of organizing to\nbring about consolidation; (4) Site, grounds, buildings, equipment; (c)\nTeachers; and (d) General.\n\n5. Bibliography.\n\n"}
{"page": 517, "printed_page": "495", "text": "NATIONAL\nco SS\n\nee\n\nEE\n\nCouNcIL oF EpucATION\n\nee\n\nTRANSPORTATION\n\nee\n\nee\n\nOF SCHOOL\nPUBLIC EXPENSE\n\nJ. C. MUERMAN,\n\nU. S. BUREAU\n\nee\n\n495\n\neee\n\nee\n\nCHILDREN\n\nOF EDUCATION,\n\nWASHINGTON,\n\neee\n\nee\n\nAT\nD. C.\n\nTo secure definite and reliable data a questionnaire was sent to the\nforty-eight State departments of public instruction.\nCourteous replies\nwere received from each, but unfortunately over one half of the States\ndid not have the information complete.\nIt was unecessary to consult\nState and county school reports, bulletins, etc., to present even an approximate average of conditions affecting the question of transportation.\n‘The committee appreciates the kindness of the State departments in sending all the information they possibly could and especially do they feel gratified for the prompt replies received from each department.\nDistance and time elements in transportation—The minimum distance\nchildren were transported one way varied from one half to two and one\nhalf miles. ‘The average was a little over one mile. The maximum distance was from five to twenty, with an average of six miles. The maximum\ntime varied from one hour and less to three hours.\nFrom the reports the committee would recommend one hour as the\nmaximum time limit one way for any child transported at public expense\nand a maximum distance of five miles by horse transportation and ten or\ntwelve miles by auto, over good roads.\nRelative costs of transportation according to types used—That auto\ntransportation is fast displacing the horse-drawn is shown in the reports\nfrom every State. This means good roads.\nIt was also noted that a\nmajority of the reports stated that good roads brought about consolidation\nand transportation.\nExamples were given to prove that the large auto-bus was cheaper than\nthe horse-drawn van or wagon. When the roads are in excellent condition\nand where from fifty to eighty pupils can be transported this is undoubtedly\n\ntrue, but in parts of the country where the roads are not well improved\nthe horse-drawn type is not only more certain but a trifle cheaper.\nIn Iowa where thirteen consolidated districts compared costs, the average\ncost per pupil per month was $4.90 for the horse-drawn, and $5.11 for the\nmotor-driven types of transportation.\nThe argument in favor of the motor-driven type is not entirely based on\ncost, but in time-saving. ‘The average distance travelled by the motor in\na given time is fully twice that travelled by the horse.\n\nChildren remain at\n\nhome longer in the morning for work and are at home earlier in the\nevening.\n:\nIn convenience and comfort the large auto-bus is usually superior to the\nhorse-driven van. Relative cost of transportation varies from $3 to $6 a\nmonth per pupil. Twenty-three States—Alabama, Arkansas, Colorado,\nConnecticut, Florida, Georgia, Indiana, Iowa, Kansas, Kentucky, Louisiana,\nMaine, Massachusetts, Minnesota, Mississippi, Montana, Nebraska, New\nJersey, North Carolina, Oregon, Tennessee, Texas, and Vermont—trans-\n\n"}
{"page": 518, "printed_page": "496", "text": "496\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nport 301,034 children at a cost of $9,896,830.\nTransportation in every\nState except eleven cost last school year $16,000,000. The cost in States\nwhere the number of children was given was $32 annually, or considering\na school year to be nine months, $3.55 a month per child. A fair estimate\nfor the amount spent for transportation in the United States would be\n$20,000,000 to transport five hundred thousand (500,000) children, many\nof them attending the twelve thousand (12,000) consolidated schools in the\nUnited States.\nRelative cost of transportation according to methods of operation—Three\nmethods were considered: The conveyance operated by owner; owned by\nschool with paid driver ;private contract.\nA majority reported private contract was the method employed, but the\nmost satisfactory was when the school owned the conveyance and paid a\nWhere teachers were drivers the reports were\ndriver by the month.\nsatisfactory.\nDriver's contract—Fifty different contracts were examined, all similar in\nnature as to demands and requirements of safeguards for the children.\nLaws in the various States are explicit and exacting and yet, during the\npast year, at least two horrible accidents have occurred. In both instances\na little extra precaution could have prevented their occurrence. No matter\nhow dense the fog may be any school boy with his ear on the steel rail for\na second could tell if a train was approaching. ‘These young lives are too\nprecious to be thrown away without exhausting every known means in our\npower to protect them.\nSomeone must be made responsible for the enforcement of contracts or\nrules, and the principal or superintendent is the proper authority under\npowers granted him by the school board.\nThe following general information was gathered from the replies:\nDrivers are selected with care, but so often it is difficult to secure a good\ndriver for the amount a district can afford to pay. The most common type\nof transportation is the horse-drawn conveyance. It was impossible to even\nestimate the number of conveyances of the different types in use at\nthe\npresent time.\nSummary and conclusions—Care must be given any transportation. For\nauto-busses, Jordan Consolidated High School District, Utah, has\na large\ngarage built near the school building where the busses are cared for\nand\n\nrepair work is done by the classes in auto-mechanics under the direction\nof\na competent mechanician. ‘There are other schools doing the same.\nThe average life of an auto-bus is from seven to ten years, with\nfully\none hundred thousand (100,000) miles of travel. This means\nthe deterio-\n\nration is about 10 per cent annually.\nProper care of the bus during the\nvacation time adds to the length of service as well as to the\nefficiency of the\nservice. Transportation is an expensive item, and is a difficult\ny that must\nbe overcome in forming any consolidation.\nLight, cheap conveyances are\nnot recommended. ‘The best is the cheapest in the end.\nThe advantages are so well stated by the State Superintende\nnt of Washington that the committee begs to close the report with\na quotation which\n\n"}
{"page": 519, "printed_page": "497", "text": "NATIONAL\n\nCounciL oF EDUCATION\n\n497\n\ngives their advantages as follows: (1) Pupils are not exposed to\nrain and\nweather on their way to school. They do not sit all day in school\nwith\ndamp garments.\n(2) They arrive at school fresh and ready for work, not\ntired out by a long tramp.\n(3) They do not have to leave home as early\nin the morning.\n(4) They are under proper chaperonage while going to\nand from school—the time when immoral influences would otherwis\ne have\nan opportunity to make an impression.\n(5) The attendance of the district\nis improved. The teacher does not spend her time with a mere handful\nof\n\npupils.\nattend.\n\n(6) Pupils who could not otherwise come to school, are enabled to\n(7) Regularly enrolled pupils are enabled to attend under weather\n\nconditions which would otherwise keep them at home.\nis made possible,\n\nTESTS AND MEASUREMENTS\nFRED\n\nD.\n\nCRAM,\n\nEXTENSION\n\nPROFESSOR,\nCEDAR\n\nFALLS,\n\n(8) Consolidation\n\nIN RURAL\n\nIOWA\n\nSTATE\n\nSCHOOLS\n\nTEACHERS\n\nCOLLEGE,\n\nIOWA\n\nIn undertaking this testing campaign for the National Council of Education we were confronted by a number of possibilities. We could use\nthe\nUnited States as our field and get codperation from as many sources as\npossible, we could limit the field to the State of Iowa, or we could make\na still greater limitation, covering so small an area that the work could be\npersonally conducted. We finally decided on the last course. The principal reason why we did not attempt to cover the whole field in the State\nwas that there are very few people really capable of administering tests in\nrural schools, another being that the University of Iowa was covering the\nState with a special campaign with which we did not desire to interfere.\nTherefore, the campaign was carried out in Blackhawk County and here\nand there in other places over the State under the personal direction of the\n\nspeaker.\n\nIn this campaign we had the hearty codperation of the Iowa State\nTeachers College and of the County Superintendent of Blackhawk County,\nMr. H. C. Moeller, who furnished the transportation, which relieved the\ncouncil of the necessity of this expense. The State Teachers College furnished the material and the time of the examiner.\nThe plan was to go from building to building giving one test, usually,\nat a visit. ‘These papers were scored by clerks at the college, after which\ngraphs were made to show the conditions in the county. ‘Teachers were\nthen met in study centers. The graphs were presented and recommendations made either orally or by mimeographed or printed reports of outlines.\nThe test was sometimes administered to the teachers themselves.\nAfter\nthis meeting all those who had not been reached by the examiner secured\nthe material and finished the program on that one particular test. The\nexaminer and the county superintendent then took up a new test and went\nthrough the same operation,\n\n"}
{"page": 520, "printed_page": "498", "text": "498\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nYou will be interested in knowing that there was no great deviation in\nresults between the work of the specialists and of the rural teachers of the\ncounty.\nWhenever there was any striking difference, the papers were\nthrown out. The results, therefore, have only to do with the authentic\n\nreports turned in by teachers who made an attempt to give the tests scientifically. The teachers’ results usually show a slightly higher percentage\nthan those of the specialists. This is partly due to the fact that they\nadministered the tests some two to six weeks after the examiner administered them. It seems, however, that the average classroom teacher cannot\nbe entrusted with the test which takes from 30 seconds up to 120 seconds\nof time. After that amount, however, teachers without any particular\ntraining can keep fairly accurate time on their students.\nIn presenting our results in the published report we gave only the data\nwhich would be of interest to the average person interested in tests and\nmeasurements.\nWe have limited our statistical tables to medians and\naverages, and in one or two cases we have gone into the matter of deviations.\nAnyone who is interested can take the tables and work out the advanced\nmathematical formulas for himself. I wish to call particular attention to\nthe fact that we are making no great claims for this testing program and\nits results beyond the bare facts indicated.\nAs a matter of fact, it is\ntoo soon to claim, as some people suppose, that the test and measurement\nprogram will solve all the intricate problems of the educational world.\nWe therefore repeat that the report perhaps indicates nothing but certain\ntendencies.\nFor instance, we discovered in a certain neighborhood just\nwest of Cedar Falls, where a new consolidated school district has been\nformed, but not yet centralized in a building, that the Danish children of\nthat neighborhood have, on the whole, a higher intelligence as revealed by\nthe National Intelligence Tests than the children not Scandinavian. Now,\nwhile our results show this, it would be necessary to experiment in individual cases to discover whether or not Scandinavian children are usually\nof a higher type of mentality than the pupils other than Scandinavian,\nwhich we would call American. Another thing indicated by going through\nour material is that girls are brighter in their studies than boys. We have\nno right to say that this is general, though, until we have examined a\nlarge number of these cases. Another thing is that, within a certain limit,\nthe younger a child is in a given grade the better work he will do. Of\ncourse, it will not do to say that a seven-year-old child could do better work\nin the fifth grade than a twelve-year-old, but it is safe to say that usually\nan eight-year-old child in the fifth grade will be among the stars in his\nclass and will probably be doing very much better work than the thirteen\nor fourteen-year-old in the same group.\nOn account of these tentative conclusions, therefore, I recommend to\nyou, Mr. Chairman, that these studies be continued if our committee is\npermitted to live Rforiee year as a committee, and that some attempt be\nmade to carry out investigations which will support or disprove some of\nthese tentative conclusions.\n\n"}
{"page": 521, "printed_page": "499", "text": "NATIONAL CounciL oF EpucATION\n\n499\n\nEVIDENCES OF PROGRESS IN EDUCATION AS INDICATED\nIN BETTER PROVISION FOR THE PHYSICAL\nWELFARE\nJ. H.\n\nBEVERIDGE,\n\nOF THE CHILD\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nOMAHA,\n\nNEBRASKA\n\n_ There are many distinct lines in which progress has been made in behalf\nof the child’s physical welfare.\nWe shall briefly consider four: (1)\nPhysical training; (2) Play grounds; (3) Health supervision; and (4)\nBetter school buildings.\nPhysical training—When one learns that almost two per cent of the\ntotal population of the United States dies yearly and is told that two fifths\nof those deaths could be postponed ;when one learns that three million persons are on the sick list constantly, that the economic loss to society through\ndeaths which might be postponed is more than one billion dollars per year,\nthe necessity for attention to physical education is unquestioned.\nWe seem to have had some theories in regard to this matter but very\nlittle effective practice until within the last few years.\nProper physical\ntraining will enable people to have better resistance to disease and to\nimprove bodily health—a responsibility which rests upon the school for\neducation in hygiene, physiology, and physical training.\n‘True, advancement has been made in the last quarter of a century in preventive medicine,\nin the dissemination of health knowledge, and in the development of\nhealth habits, but we are just beginning to see the importance of having\nthe community codperate in hygiene and sanitation.\nState legislatures are assuming their responsibility. The importance of\nphysical training is emphasized through certain changes in American life\nwhich have tended to diminish the stimuli for physical training. Among\nthese we find a tendency toward city life and the introduction of machinery\non the farm that lessens the opportunity for physical activity. There are,\nalso, more sedentary occupations than formerly.\nLet us state some evidences of progress that have been made. Previous\nto 1915 there were only three States that had had any active legislation\nrelative to physical education. ‘These were North Dakota in 1899, Ohio\n\nin 1904, and Idaho in 1913.\n\nSince 1915 twenty-five States have enacted\n\nlegislation on physical education.\nStimulus was given to this department\nby an initial interest taken in military preparedness for high school boys\nby eight States. The seventeen States that have followed the lead of the\neight, however, have enacted legislation that conforms better with our\nmodern conception of physical education.\nPeople have differed somewhat\nin the meaning which they have attached to physical education. Some have\nconsidered it identical with the hygiene of childhood and youth. ‘Others\nwould limit it to more or less systematic exercise of the neuro-muscular\napparatus in order to promote and conserve the perfect functioning of the\nentire human mechanism\n. . . and to develop correct motor habits.”\nStill others strive to insure bodily health and the right kind and amount\nof motor activity as an avenue through which the whole individual may\nbe influenced for good in mind and character.\n\n"}
{"page": 522, "printed_page": "500", "text": "500\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nPresident Thompson, of Ohio University, regards physical exercise of\nfour different types: (1) hygienic; (2) corrective; (3) educational; (4)\nrecreative. ‘These he defines as follows: The first he defines as designed to\ndevelop the larger muscles of the body, to induce a large intake of oxygen,\nand in general, to tone up the respiratory, circulatory, and digestive systems.\nThe second, corrective exercise, is designed to “‘rectify defects such as round\nshoulders, a flat chest, curved spine, and the like.”\nRecreative exercises utilize the play instinct—the instinct through whose\nagency children are prepared for work.\nRecreative exercises utilize the play instinct, and this is the instinct\nthrough such exercises ease and skill in handling the body are acquired.\nIf one analyzes the purpose and the scope of physical education through\na study of the laws made in the twenty-five States he finds that the last\nseven or eight years have made a distinct contribution to the progress of\nphysical education in this country. Insofar as legislative enactment is concerned an attempt is being made in most of these States to carry into\neffective practice the fundamental principles of physical education.\nIn\norder to get some idea of the purpose of physical education let us quote\nsome of the laws that have been passed and are now in operation.\nThe California law gives the purpose as follows:\nTo provide for the organization and supervision of courses in physical education\nin the elementary, secondary,\n\nand\n\nnormal\n\nschools\n\nof the\n\nState.\n\nThe\n\naims and\n\npurposes of the courses of physical education established under the provisions of\nthis act shall be as follows: (1) To develop organic vigor, provide neuromuscular training, promote bodily and mental poise, correct postural defects, secure\nthe more advanced forms of codrdination, strength, and endurance, and to promote\nsuch desirable moral and social qualities, as appreciation of the value of cooperation, self-subordination, and obedience to authority, and higher ideals, selfcourage, and wholesome interest in truly recreational activities; (3) to promote a\n\nhygienic school and home life, secure scientific sanitation of school buildings, playgrounds, and athletic fields, and the equipment thereof.\n\nIn addition to the purposes indicated in the California law Indiana suggests that the course in physical education may likewise include ‘“‘suitable\ninstruction in personal and community health and safety; the privileges\nand responsibilities of citizenship as they are related to community and\nNational welfare.”\nMissouri, among other things, adds “to promote the\ngeneral welfare; and to secure proper control of competitive school\nathletics.”\nMany of the States have no law concerning physical education but\nhave organizations in the several States looking to a better control of\ncompetitive school athletics. This is commendable, but no doubt some legal\nenactment would aid interested educators in carrying out the sentiment\nexpressed in the above statement.\nNew York and New Jersey have provided effective laws for physical\ntraining. An interesting statement from the New York law is that such\ntraining shall be given “in order to more thoroughly and comprehensively\nprepare boys of elementary and secondary schools for the duties and obligations of citizenship.”\nOne purpose as indicated in the Rhode Island\nlaw is found in the definition; “Physical education may be defined as in-\n\n"}
{"page": 523, "printed_page": "501", "text": "NATIONAL\n\nCouNCcIL oF EDUCATION\n\n501\n\ncluding healthful, sanitary environment; medical inspection; instruction in\nphysiology and hygiene; and exercise in the form of such motor activities\nas marching, gymnastics, dancing, supervised play, and athletics.”\nThe three most important things which appeal to the writer in the study\nof these laws are that they emphasize citizenship, social efficiency, and social\nadjustment.\nWhile in some of these States pupils are excused from physical training\non account of physical disability, yet for the most part one may say that in\nmost States all pupils of all grades are required to take physical training.\nConnecticut includes not only those in all public schools in the State but\nalso those who attend normal school. Indiana requires all pupils in elementary and high schools to take physical training. In Missouri the pupils\nin all public schools and State supported higher institutions are required\nto take physical training.\nIn some States, California for example, completion of the course is required for graduation. In Indiana credit is given\nfor physical training toward promotion and graduation.\nIn Washington\nit is required as a part of the prescribed curriculum.\nThe time requirement differs in different States. Some require in elementary schools twenty minutes per day. Two hours per week are required\nin many secondary schools. Connecticut requires not less than two and\none half hours per week.\nOne of the problems that is difficult to overcome in meeting the physical\neducation requirement is the lack of well-trained teachers to carry on this\nwork effectively and to view physical training from a broad standpoint—\nnot only giving muscular activity but doing corrective work and instilling\ninto the minds the importance of observation of the fundamental prigeipics\nof health and hygiene when outside the school.\nEvidence of progress that we must not overlook is the wider extension of\nphysical education and athletics in the public schools. People are interested\nin this phase of school work and are realizing the necessity of providing\nmore different types of games and more people to participate in the various\ntypes of athletic activity.\nPreviously we thought that any secondary school would do well to train\n\neleven men with a few substitutes for football.\n\nIn many of the high schools\n\nwe now have several times that number out for practice.\nIf baseball is\ngood for nine men it ought to be satisfactory for ninety-nine.\nIf basketball\nis good for five boys, fifty-five in the ordinary high school should have the\npractice.\nIn our own city a short time ago we had a Field Day for the elementary\nschools.\nBoys and girls both participated, the thought being that if the\nexercise is good for boys why not for girls. “There were over ten thousand\n\npeople in attendance.\n\n‘The children were enthusiastic and as well-behaved\n\nas you would find them in the ordinary schoolroom.\nHow far we have progressed from the former type of mere physical\nexercise in way of calisthenics in the closed schoolroom everyone knows.\nI should not be surprised to see, in the next decade, more than half of the\nphysical training for high-school pupils being carried forward in the open\n\n"}
{"page": 524, "printed_page": "502", "text": "502\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nv\n\nair. At the present time several schools have established open-air gymnasiums as well as open-air schoolrooms.\nWe see then evidences of progress in physical training through legislative\nenactment, in the attitude of community and State toward such training, in\nthe broader idea toward its purpose in making it a part of the regular school\nprogram, in requiring better trained teachers for instruction in, and in supervision of, physical training.\nPlaygrounds and play—As a nation we are criticised for not giving\nenough attention to play and recreation. ‘This was brought forcibly to the\nmind of the speaker a few weeks ago at a luncheon when an Englishman\nsaid to him, ““You Americans are too busy with business.\nYou work too\nmuch and play too little.’ He then proceeded to elaborate on the significance of the play element in adult life in England as compared with\nAmerica.\nPlay is still more important in the life of the child than of the adult. A\nhigh degree of motor skill cannot be acquired unless muscular coérdination\nis made during the period of growth.\nIt is in the adolescent stage that one\nmust practice to make a good ball player.\nThe caddie makes the future\ngolfer.\nf\nAt the beginning of the war we were spending about ten cents per\ncapita for play and recreation for our children. During the war we spent\nabout fifty dollars per capita for the recreation of our soldiers. If this was\nimportant in war why not in peace? The people are coming to realize\nthe\nimportance of a peace-time program in healthful recreation and wholesom\ne\nplay.\nSince 1916 some twenty-eight States have passed laws putting organize\nd\nplay and athletics into the program of the public schools. Such\nbills are\npending in other States. Most of these State laws resulted from\na meeting\nof physical training directors of the National Education Association. They\nprovide for physical examination of all children with suggestio\nn for the\nremoval of physical defects, corrective exercises, and some follow-u\np system\nby the school nurse. In lowa children may be sent to the\nState University\nHospital for operations necessary to correct serious physical\ndefects and\nbe maintained there at the expense of the State. In the\nState of New York\na mark on posture is recorded on the monthly report card.\nOther evidences of progress are found in the demand\nof more space for\nplay on our school playgrounds.\nIn many cities and States minimum\nstandards are being established. The minimum earlier\nestablished is being\nincreased.\nLondon has thirty square feet of playground for\neach child.\nThen came a standard of one hundred square feet\nin this country.\nNow\nthe call is for two hundred square feet for each child.\nThe Delaware Board\nof Education passed the following rule regarding\nthe size of school sites:\nFor a one-room school there shall be not less\nthan two acres; for a tworoom school not less than three acres; for a\nthree and a four-room school\n\nnot less than four acres.’’\nIn some secondary schools forty acres have been\nprovided for play ground\nand athletic field. We are coming to see that\nplay is as important as work,\n\n"}
{"page": 525, "printed_page": "503", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n503\n\n“Tf the battle of Waterloo was won on the football fields of Eaton” may not\nChateau Thierry and Argonne have been won on ‘the baseball fields of\nAmerica?\nHealth supervision—It is at least interesting to know that we are today\ndiscussing the physical welfare of the child in the city that was first in\nAmerica to establish medical inspection. This was only twenty-eight years\nago. Seventeen years after medical inspection was introduced into Boston,\nof 1046 school systems, examined by Leonard Ayres, 443 or 43 per cent had\nmedical inspection of school children and 354 of these cities had school\nphysicians. True, much of this work was not efficiently done, but it gave\na stimulus to the study of health problems. These cities were experimental\nlaboratories in the study of health problems that have enabled other cities\nto profit by their experience and develop efficient systems of medical inspection, dental clinic service, and health supervision.\nIn 1917 medical inspection laws were in force in nineteen States and the\nDistrict of Columbia. In seventeen States the administration of the law is\nin the hands of boards of education.\n‘This is significant, for originally\nmedical inspection in American cities was in the hands of boards of health.\nThis change of attitude is an evidence of progress. The board of health\nshould control contagious disease, but the board of education should have\ncharge of health supervision.\nHealth supervision is educational in its outlook. Its purpose is to prevent as much as to cure—even more. Its object is to develop the child into\na healthy, clean-living citizen, to make the school run smoother through\nelimination of absence and retardation caused by sickness.\nSo far as the writer knows the first State-wide mandatory school medical\ninspection measure in this country was passed by the State of New York\nin 1913, less than ten years ago. This law does not apply to the three\nlargest cities in the State, but there are under its provisions about\n700,000 school children, 37,000 teachers, and 11,000 school buildings.\n\nBecause no funds were available for enforcing the law it did not really\nbecome operative until February\naccomplished under this law?\n\n1, 1915.\n\nWhat\n\nare some of the things\n\n1. Over 1500 physicians have been appointed as medical inspectors.\n2. In four years 1,753,430 physical examinations were made and health certifi-\n\n;\n:\ncates were issued.\n3. Some 42,377 more corrections were made during 1919-20 than in the previous\near.\n. 4, A bulletin giving simple rules for the care and use of the eyes has been\nprinted in suitable form to paste in the inside of the front cover of every pupil’s\ntextbook.\n:\n5. Of all children examined in cities and villages, 72 per cent had some defect.\nIn rural schools 87 per cent were defective.\nMore than 400,000 defects were\ncorrected.\n\n6. Number of children treated for—\nDefects to kaskitieaMesCal pce iene cue eer eae akon seedy ns\neb o ote me eee e nonin omens\nAP CHaia OSes bso eee\nDee\n\nDefectivemiearine mmm sete ci reer\n\nnisalst- oclele aster alelsio = fis =\n\n44,849\n54,461\n\n7,180\n\n20,644\neeseaceris oct\nreer «saline\nDetectiviemmlasalsbreathing eee\nwise eke erm gs oSestiae 43 38,779\nDMiscacedatonsilsemeiaeetiador\nean ornec aoe Set\nRn\nORS Ci\nDental defects ..... ASE\n\nrtee tees\neeect eete--+22 eee-2-Defective lungs .....-.-\n\n"}
{"page": 526, "printed_page": "504", "text": "504\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nDefective. hearti3i.\n28 SPOR\nae Ae eet tees eee eae\naoe\nNutfition ft ..oelite pits... Potion a pitricls ROR) «cE aR cuah abr ae\nPosture: Conditions nays aticc cise ous ea ee\neRe\nee te\n\n4,984\n17,788\n6,637\n\n‘These are some of the more important things that have been accomplished\nso far as the correction of physical defects is concerned.\n“The educational\ninfluence that has resulted from this type of work will have a marked influence on the whole State.\nUnder the provisions of the law a department of mental hygiene and\ndiagnosis has been established.\nThis department gives psychiatric and\npsychologic examinations and codéperates very closely with the Division of\nEducational Measurements. ‘This department has organized special classes\nfor children who are backward and mentally deficient. Over 6000 children\nare being instructed in such special classes. The sociological effect of such\nwork will be far-reaching.\nI have referred to the State of New York. May I tell you what our\nown city, Omaha, Nebraska, accomplished in way of physical examination\nand correction from September 10, 1921, to June 17, 1922. Total number of physical examinations made, 19,046.\nNumber found to have defects:\nDecayed™\n\nteeth erica\n\ntise ae oe\n\nne\n\nDiseased’ tonsils: osc. -\\t2 eek\nSadsydees. Se\nEnlarged. :olands tcp Pacc tes ec hae Tapa een eseae\n\nNasal-\n\nobstructions...\n\n4.202% \\o. Seer Meee\n\nDefective -héarmg Hs gh Sey\nDefectiverivisiony..[icuiae\nBAe\n\nee\n\n7,015\n\nAe\ntee aac eee\neee\n\nhod ee a\neet\nOE Fateh\nSots. CP See. EE LL pene\n\nAMEMIAY . ceapigte te yt Peake aaa\neee\nee\nScoliosis sos ron vswae oa se ors eee Ae he Bee\nRe ee\nMalnutrition\nast\n8 ll Satie Te Ut SO OOO A BOIL\nBiba,\nChoteag .otmidsaeld. gah. deteeinsapis eater: enti. ehe..Geetaemae\n\nOuthonedicn\n\ncece cent\naah\neae\nec ee ran tee eee eee\nDischarging tear Sis asses tee oe ee a ee\na2\neee\nGOitreN\n\nSOG. BU\n\n5 POM\n\nOthefsyacise’. HME\n\nRR\n\nRtv\n\nROE\n\n- SU\n\n+\n\nshin pie: EM\n\nIRI\nDE”\n\nee\n\nata tylied\n\na\n\nTe\n\nee\n\nee\n\nGES! Bios <2\nIh\near.\npcan. vacupiote dees ca\n\nGoitre\nPE\neT\nOthers meee sents thas.\n\n78\n33\n175\n\nAen\n\nay\n\na ee\n\nPane\n\nMI\n\nRina\n\n‘Vistonie Be\nBeate\ndet\nic. Cee Rte.\neal eer deal 5k Sa\nAATVCTOTGo Aer Lisle trie Gisehhon a a\nee\na,\nneee\nSCOMOSIS oe ened ete het Te\nen te, Pe OR\nST Shera\nNOtrItOR TIE fas eae a\nAE\nee\neek\nne ee\nChorea?&\nSG)\nARG\ni\nLG\nae\nRy,\n\nOnibopedio\nDischarging\n\n46\n\n12,820\n\ncm vere Dee ney\n\neee\n\n82\n13\n215\n6\n\nearl\n\n“TPonstls e207 2555 22a ere eee\nROEDER OES\nClaGds DN Pees o2.s conte eae\nee\neno iet: BIA\nNasal ODstruction, ..ixic. ibae ahi Seem Meares\neee\n\nBe ar\n\n549\n\n150\n1,415\n\n£m\n\nNumber of defects corrected\nTeeth Ss sseutscierg tae\n\n3,133\n476\n\nSe,\neee\n\nBoD. 18d. Oe algeats\noe\nen\n\nEe,\nRe Ae Gta\nCates aac peat ferent ae\n\n2,217\n858\n124\n242\n\n27\n452\n0\n0\n19\n0\n\n9\n7\n0\n24\n3,920\n\nIn general, it may be said that the first inception of so-called\n“medical\n\ninspection of schools” was brought about by frequent\noccurrences of epi-\n\n"}
{"page": 527, "printed_page": "505", "text": "NATIONAL CounciL oF EDUCATION\n\n505\n\ndemics of contagious diseases among school children, which caused great loss\nof life. Attention was called to this fact about the year of 1894 and large\nstaffs of physicians were employed in a few large cities to inspect the school\nchildren.\nThese physicians who began this early inspection for contagious diseases\nfound that not only was the school a breeding place for contagious diseases,\nbut also they were appalled with the imminent physical defects of school\nchildren who were considered well and expected to make a fair run in the\nschool race. Much time and energy was given over to the examination of\nschool children for the physical defects of childhood which tend to make\nthem more susceptible to contagious diseases and which impede their mental\nand physical progress. While this work went along for a few years, it\nwas not satisfactory because merely the examination of school children\n\nwithout a “follow-up” touch to the work seemed fruitless.\n\n‘The second\n\nthought seemed to be a nurse who might get into the homes and talk to the\nparents regarding the correction of these physical defects.\nAs time has passed, we have watched staffs of nurses steadily increase and\nthe whole vision of public health work has taken a turn. People in education, as well as the health group, are fast beginning to realize that physical\ndefects and contagious diseases are the results of wrong living and that the\nroot of all health work lies in the fixation of health habits in the lives of\nour young Americans.\nDr. Winslow tells us that 75 per cent of all\nchildren who enter school are inevitably candidates for contagious diseases\nand physical defects.\nOur school health workers thoroughly appreciate\nthe statement that “Childhood is the golden age of opportunity for health\nwork, and the public school, the greatest child agency in the world, is the\nmost strategic field for health service.”’\nWith the foregoing thought in mind, the Omaha Public Schools have\nplanned a course of study which will have as its aim the fixation of definite\nhealth habits and a knowledge of domestic and community hygiene. This\nwill be taught from the Kindergarten through the elementary grades by\nthe teachers and will be supervised, demonstrated, and vitalized by the staff\nof public-school nurses.\n\nREPORT\n\nA. DUNCAN\n\nOF THE\n\nYOCUM,\n\nCOMMITTEE ON\nOF DEMOCRACY\nCHAIRMAN,\n\nTHE\n\nPHILADELPHIA,\n\nTEACHING\n\nPENNSYLVANIA\n\nSince it was in Boston that almost a century ago the first reluctant steps\nwere taken for a separation between the education of the Church and the\neducation of the State it is significant and even dramatic that it is at Boston that the representatives of great historic creeds should meet together\nto discuss the contributions of religion to democracy, on the invitation of a\nCouncil which peculiarly represents public education in America.\nAnd it\nis not only dramatic but prophetic and epoch-making that the outcome\nplanned for the discussion is to make the separation of church education and\n\n"}
{"page": 528, "printed_page": "506", "text": "506\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nState education more complete by bringing about a more complete correlation between the religious instruction of church schools and such academic\nwork in secular schools as can be given religious bearing in church schools,\nand between the training in morality and democracy given by secular schools,\nand such church school work as can be made contributory to it.\nIt is almost a century since the time of Horace Mann.\nHe took his\nstand for the elimination of religious instruction from schools which were\njust beginning to be truly public and common, in a period when immigraton and industrial development had begun to make the population of Boston the democratic composite of nationalities and creeds which it is today.\nHe was bitterly attacked by the ministry of the old New England sects,\nwhich up to that time had looked upon the study of the New England\nprimer and the Scriptures as quite as much a matter of course for New\nEngland schools as were morning and evening prayers for New England\nhomes.\nOne fiery sermon called down upon him the lightning of heaven,\nbecause, with the same good intentions as Uzzah, he had put his hand upon\nthe ark of the Lord “in a new cart.”\n. Protestantism soon reconciled itself to the change through the coming of\nthe Sunday school, except for the occasional efforts of individuals or groups\nto have the Bible read in the public schools. Catholicism, with its historic\ninsistence upon an education wholly religious and Catholic, so far as possible provided its own parish schools—all the more readily perhaps from the\njustification that public schools were “godless,” than if they had remained\nProtestant; and has had at least some responsibility for the opposition to\nlegislation which requires Bible reading in the public schools and the support of legislation which forbade it. Judaism, except for an occasional\ngroup or individual protest against school exercises and celebrations which\nwere too conspicuously Christian, has freely used the public schools for\nsecular education and depends upon the home and synagogue schools for\nreligious instruction.\nThe increasing sense\n\nof responsibility\n\non the part of Protestantism\n\nfor\n\nreligious education—At the present time the National situation as regards\nState and Church is more critical than it has been since the time of Horace\nMann.\nProtestantism has at last become aroused, on the one hand, to the\ngeneral abandonment of religious instruction in the home on the ground that\n\nit is being looked after in the Sunday school; and on the other, to the ineffi-\n\nciency of Sunday-school instruction as the result of too little school time,\ntoo irregular attendance, insufficient financial support, and an untrained\nteaching force. As a result the complete reorganization of Protestant\nreligious education is under way. The International Sunday School Association and the Sunday School Council of Evangelical Denominations have\nbeen merged in the International Sunday School Council of Religious Education, with an education committee which is setting up new standards\nfor\nevery phase of religious education.\nA movement is rapidly gaining force\nfor week-day church schools, which will meet for two or three hours two\nor\nthree days a week and have a trained teaching force and a scientifically\norganized course of study. ‘The resulting demand in Many sections\nand\n\n"}
{"page": 529, "printed_page": "507", "text": "NATIONAL CounciL oF EpucATION\npo\ne\npe\n2\na\n\n507\n\nlocalities that such religious instruction shall be given children during school\nhours at some appointed place outside of the school and with school credit\nfor work which is proved to be of equal grade to that given in the public\nschool itself comes at a time when the sharp opposition to the TownerSterling bill by the Knights of Columbus and other Catholic agencies and\nthe equally enthusiastic support of it by a newly organized Protestantism\nthreatens to increase existing religious prejudices to an extent which will\noperate against a unified furtherance of democracy by all creeds, a diversified\nteaching by all creeds of the religion basal for democracy, and the common\nteaching by all creeds of respect for what others reverence, if religion is to\npresent a united front to a radicalism which is attacking both religion and\ndemocracy.\nThe probable effect of Protestantism’s request for public-school time and\ncredit for week-day religious instruction—This issue of whether religious instruction shall be given outside of the school in school time and with school\n\ncredit is a matter for local determination and is being differently decided and\nwill continue to be so in different sections and localities. It might be avoided\nwere it not for the fact that Protestantism and Catholicism appear to be\ncompelled by force of circumstance to take different sides as to school credit\nfor work done outside. The issue of alloting school time to outside work\nseems less sectarian.\nProtestantism cannot adequately give religious instrucBut if religious\ntion in extra school periods when children are fatigued.\ninstruction adequate to Judaism and Protestantism can be given and is\ngiven while children continue to have their secular education carried on in\npublic schools, Catholicism may have to face on the part of public sentiment the question as to why its own secular instruction cannot be similarly\ngiven. It may well seem to the Hierarchy simpler and safer to oppose the giving of public-school time and public-school credit for outside religious instruction which is making “godlessness” an untenable charge against the\npublic-school system than to justify to Catholics the continued burden of\n“double taxation” involved in the support of a separate system of parish\nschools upon the sole argument that all instruction for Catholic children\nshould be given by teachers trained in the Catholic faith. This ground for\nopposition to the week-day school movement may be reduced to a matter of\nexpediency, but the recognition of religious work done in week-day schools\nfor public-school credit is more far-reaching. \"The request for credit is\nbased upon the assumption that the quality of religious instruction is on a\nlevel with that of other public-school work, and consequently implies public\nSince the danschool measurement or supervision of religious instruction.\nger of National supervision of parish schools may be the most serious ground\nfor Catholic opposition to the Towner-Sterling bill, Catholicism would\nnaturally oppose a giving of credit to Protestant church school instruction,\nwhich would put parish school children at a disadvantage on returning to\npublic school, if similar credit and therefore similar supervision were not\ngiven to parish schools,\nThe policy of the Committee on Democracy as concerning religious education—The Committee on the Teaching of Democracy has no present con-\n\n"}
{"page": 530, "printed_page": "508", "text": "508\n\nNaTIONAL\n\nEpucAaTION\n\nASSOCIATION\n\ncern with this issue, aside from welcoming the growing realization by\nProtestants, Catholics, and Jews alike that with the complete elimination\nof religious education from public schools in the name of religious freedom,\nthe various churches collectively assume the responsibility of seeing that\nevery individual in the State is adequately trained in some form of religion\noutside the public school. The Committee, however, wishes to raise the\nquestion whether with collective responsibility there may not be a need for\ncoordinated action.\nIn presenting this afternoon’s program it has the further hope that,\nwhatever the method by which each creed lives up to this responsibility, noninterference of the State with church education will be accompanied by a\nlessened spirit of sectarianism in all matters affecting public policy; that a\ngrowing respect by believers in any creed for what all other creeds reverence shall prevent religion itself from increasing the growing contempt for\nall religion and democracy shown by various radical groups; that to the\nteaching of religion which in itself is fundamental for democracy the various churches and denominations shall add a conscious and effective emphasis\nof everything in their organization, creed, and activities which can be made\nto definitely teach democracy; and that they shall in return ask the public\nschool to emphasize and themselves systematically plan to relate to their\nown religious instruction everything in the teaching of school branches and\nin school activities which, although not in itself religious, can be helpfully\nrelated to religious instruction.\nThe historic contributions of the various creeds and denominations to\ndemocracy should be supplemented by cooperative effort to increase it—\nThese policies can in part be furthered by a program such as the talks to\nbe given this afternoon, which will naturally emphasize the historic contributions of the great religious creeds to democracy and touch upon their\npresent contributions while studiously avoiding all matters at issue.\nThe emphasis of fundamental democracies in church school instruction\nand the relating of religious instruction to academic facts and social activities emphasized in public schools can be separately acted upon by different\nchurches and indeed are already being so acted upon. They were approved\nby the Council itself at the Atlantic City meeting, and the Education Com-\n\nmittee of the new International Sunday School Council of Religious Education has included them in its declaration of policies. Action upon them\ncan be taken by the Catholic and Jewish Church, either separately or in\nco6peration with Protestantism.\nBut the other propositions require a formal coéperation to which this program is meant to be a first step.\nLhe conflicting alignment of Protestantism and Catholicism on the\nTowner-Sterling\n\nbill a menace\n\nto the growth\n\nof democracy and a disaster\n\nto be averted—Is it too much to expect that a conference of religious leaders\nofhcially representing Judaism, Catholicism, and Protestantism may\nnot\navert a conflicting sectarian alignment on the Towner-Sterling bill which\nis beginning to involve the National Education Association and the public\nschool organization in general in sectarian controversy ?\n\n"}
{"page": 531, "printed_page": "509", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n509\n\nFor the first time in American history the Hierarchy of the Catholic\nChurch in so far as it is represented by the Knights of Columbus and parish\npriests in all parts of the country has come out in declared opposition to a\nmovement which the vast majority of public-school people, including the\nNational Education Association itself, believe to be to the best interest of\nFor the first time Protestantism as an organized and\npublic education.\nsolidified institution has come to the support of such a movement.\nThe\nBefore it becomes too fierce could\nfight on this issue is only beginning.\nthere not be some official or semi-official effort at understanding and recon-\n\nciliation, at least as to the question of school time and school credit for\nreligious instruction and the safeguarding of religious instruction from all\nUnited opposition or support from a sect\nsuspicion of State supervision.\nmust have some common and definite reason which may be sufficiently met\nbefore sectarian conflict is permitted to multiply sectarian prejudice.\nCooperation of sects helpful to the lessening of racial and group prejudice\nas well as sectarian spirit—All sects should codperate not only in a determined effort to avoid new grounds for sectarian spirit and to develop respect for what others reverence or worship, but in furtherance of the activities now deliberately carried on by certain sects or social groups to remove\nexisting prejudices and the grounds for existing prejudices, which operate\nagainst them.\n‘The campaign of the Jews through literature, music, the\nstage, and moving pictures to counteract the anti-Semitic attitude in so far\nas it is based upon misconceptions of the Jewish character, together with\nthe self-study suggested by the Education Committee of the National Council of Jewish Women in considering the question of restrictions placed upon\nthe attendance of Jewish girls in some of the best private schools, should\nreceive serious and helpful consideration from Catholic and Protestant educational agencies. “The well organized attempt of the Knights of Columbus\nto emphasize in the teaching of United States history the loyal service rendered by Catholics to America and the contributions made to democracy by\nCatholics and Catholicism should be furthered by Protestant and Jewish\neducational agencies.\nBut still more important and more fundamental in the absence of reverence for what others reverence is the universal teaching of a common\nrespect for what others reverence.\nIf there is not sectarian codperation\nalong all lines of effort such as these the result is likely to be stronger group\nconsciousness of a sort which may not lessen group prejudices.\nAt least\ngroup cooperation along such lines is the most direct road to the arousal of\na group understanding and sympathy in the presence of which group prejudices will disappear.\nHow can Jews, Catholics, and Protestants expect\nrespect for religion from radicals who have no religious belief whatever if\nthey fail to show respect for the beliefs of one another?\nCooperation between church schools and public schools already begun\nshould be given conspicuous publicity—The Committee would also like to\nbring into National and local prominence each existing effort on the part of\nany creed or sect to codperate with the public-school system.\nIn most\nlocalities Catholic and Jewish children are excused from school without loss\n\n"}
{"page": 532, "printed_page": "510", "text": "510\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof school standing for necessary religious activities and ceremonies.\nIn\ncertain localities pupils in attendance at Catholic schools do part of\ntheir academic work or manual or industrial training in public schools.\nThe Americanization work which is carried on with a peculiar efficiency\nby the Catholic Church in many sections among foreign-born Catholics and\nthe National system of welfare work so strongly organized by the Hierarchy\nshould not take the form in the minds of Catholics or non-Catholics of opposition to the Americanization work or welfare activities carried on by the\npublic-school system, but while kept distinct in its organization, support,\nand control should be correlated with it.\nThe visit of Dr. Knox, then Educational Secretary of the International\nSunday School Association, to the Atlantic City meeting of Council to ask\nits codperation in determing the relationship of the week-day church school\nmovement to the public-school system marked the first official step toward\na cooperation and has been followed by the adoption by the International\nSunday School Council of Religious Education and the approval by the\nquadrennial convention of the International Sunday School Association—\nnow merged in that body—of a plan of codperation along the lines suggested by the resolution then adopted by the National Council.\n(See Section III of the Report of the Committee on Education of the International\nSunday School Council of Religious Education, Kansas City, Missouri,\nJanuary 21-27, 1922.)\nRepresentatives of the great creeds in the present program—It was for\npurposes such as this that it was planned to bring official representatives of\nthe great historic creeds together in the present program, with the result\n“that assurances have been made which promise much.\nRabbi Mann, of\nNew Haven, Connecticut, has been designated by the Central Council of\nJewish Rabbis to represent Judaism.\nDr. Walter S. Athearn, of Boston\nUniversity, Chairman of the new Education Committee of the International Sunday School Council of Religious Education, represents Protestantism.\nFather Burke, of the National Catholic Welfare Association,\nwho kindly wrote President Seerley and myself offering to provide the\nCatholic representative, and was urged in return to himself perform the\nservice, found at the last moment that he was unable to come and has not\nnotified the Committee of any action on his part in response to its request\nto designate some Boston representative.\n(This gap in the program was\nlater filled by Father Hickey, of the Parochial School System of Boston, who\nhappened to be present at the Council session and, on the invitation of the\nchairman, although handicapped by the suddenness of the call, unofficially\nrepresented: Catholicism.)\nThe lessening of sectarianism through each sect and denomination studying additional ways of contributing to democracy—Whether or not tlie\nthree great historic creeds officially get together in an effort to lessen sectarian prejudice, avoid sectarian conflict, and promote a common respect for\nwhat is reverenced by others the organized and official study of additional\nways of contributing to democracy already promised by Protestantism,\nand\nwhich in all probability will be similarly acted upon by Judaism is in itself\n\n"}
{"page": 533, "printed_page": "511", "text": "NATIONAL CouNcIL oF EDUCATION\n\nSlit\n\nthe most fundamental means to removing every undemocratic element from\nsectarianism.\n‘The Catholic Church not only through the Hierarchy itself\nbut through the National Welfare Association and the Knights of Columbus is furthering democracy in a variety of ways.\nThe immediate future\nwill show whether it prefers to do this wholly in its own way or through\nsuch forms of coéperation as have been suggested. The most essential service which the Committee in any event aims to perform and, after ail, quite\ndistinct from its effort to bring the great creeds into as common as possible\na democratic program, is to present to the educational agencies of every sect\nand denomination its specification of democracy elements in the belief that\neach will do what it can to discover ways in which it can aid in our effort\nto bring about through every type of school and social organization the\ncomplete teaching of a complete democracy.\n\nTHE\n\nRELATION\n\nOF JUDAISM\n\nTO\n\nDEMOCRACY\n\nRABBI LOUIS L. MANN, PH. D., NEW HAVEN, CONNECTICUT\nCatholic, Protestant, and Jew are united in their faith in democracy.\nThe program of the afternoon is symbolic not only of the contributions\nthat each of the historic faiths has made, and is making, but also and more\nespecially of their codperative efforts without which democracy becomes\nan empty word, void of significance. For convenience I shall divide my\nmessage into three parts: first, the theory of Jewish life as a contribution\nto democracy; second, Jewish experience, endeavors, and achievements for\ndemocracy; and third, the Jewish vision.\n1. Theory—The relation between religion and democracy might be traced\nback historically to the theocracy of the Hebrew Bible. ‘This theocracy\ntaught that God is Ruler, that all men are His subjects, that leaders should\nrule for the welfare of all men and remember that they are responsible to\nGod for their actions. Would it then be too much to say that a democracy\nwithout an implied theocracy cannot stand? What in the domain of politics\nis called democracy, in the realm of religion is called brotherhood.\nIt is\nthe practical, willing, thorough-going and unselfish devotion of a person\nfor a common social cause. It is the desire and the determination to serve\nwithout distinction of race, creed, color, station, birth, and other arbitrary,\nartificial, and man-made lines of demarcation that all too frequently\nobliterate the God-made resemblances between man and man.\nFaith, cooperation, mutual helpfulness, unselfish service, the idea that each human\n\nbeing has infinite worth, if not because of his attainments and achievements,\nat least for his potentialities, these form the basis of both democracy and\nreligion. To hold a mirror to men’s better selves and to give them a\nchance to visualize the unexpected and neglected goodness within them, to\n“convict people of unexpected virtues” as someone said of Browning, these\nideas are common to religion and democracy.\nIt is not enough to give\ntoiling, struggling, suffering, burdened, oppressed, and persecuted men comfort and resignation, but to give every man the fullest measure of physica-\n\n"}
{"page": 534, "printed_page": "512", "text": "512\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncomfort, spiritual aspiration, and intellectual endeavor of which he is\ncapable. ‘The realization and the exercise not only of all his capacities but\nalso of all his potentialities for service must find a place in democracy.\nThe Biblical legend of a common ancestor, according to Jewish commentators, was indicative of our common humanity, with no aristocracy\nother than that of moral worth. According to another ancient legend in\nthe Talmud, the different parts of the body of this common ancestor came\nfrom all the countries of the then-known world, to further emphasize that\nthere is no “chosen people” save as it is self-chosen, as it chooses to dedicate\nitself to the service of humanity.\n;\nThe contribution of the Jew to democracy is manifest also in the fact\nthat the Pilgrim fathers used the Old Testament as their Civil Constitution ;the first Constitution of Connecticut followed the Scriptures, literally.\nMr. Oscar Strauss, in his splendid volume “The Origin of Republican\nForm of Government” has traced the origins of our government to the Old\nTestament.\nAbraham Lincoln, in whom our conception of democracy\nfound its most perfect embodiment, was guided, as few men are, by the\nScriptures.\nThe democratic sentiment runs through all Jewish literature.\nAccording to a significant story in the Talmud, there were three men in a\nboat, none of whom could swim. When they were out in midstream one\nof them took an auger and began to bore a hole beneath his own seat.\n“What are you doing?” cried the other two, frantically. ‘“‘Attend to your\nown business,” said he; “I am boring a hole beneath my seat only, not\nbeneath yours.”\n“But,” said they, “the water will come in and drown us\nas well as you. We are all in the same boat.” ‘This story, though illustrating the negative aspect of democracy, yet affirms that there is no such\nthing as a self-affecting action, that we are our brother’s keeper whether\nwe will or no,\nIf we strive not for his winning,\nSharers we in all his sinning.\n\nThe Bible tells (Deut. 21) of an old custom that when a man was\nfound\nslain in the field and no one knew who slew him, the elders\nof the city\nnear by and the priests with elaborate ceremony had to gather\naround the\nman and say, “Our hands have not shed this blood.” The Jewish\ncommentators asked: “Why should the best men in the city be\nforced to take\nsuch a vow rather than the worst, who are likely to have\na hand in it?”\nAnd their answer was that the dest in every community are\nresponsible for\nits shortcomings, making of democracy not a levelling-down\nprocess, but on\nthe contrary, a levelling-up process. Noblesse oblige. Addition\nal privilege\nmeans additional responsibility,\nWhile much must be omitted in a brief survey, yet one\nwould do violence\nto the democratic outlook of the Jew were he not\nto mention respect for\nauthority, reverent obedience of the law, and the\nbelief that personal\nliberty—so frequently misunderstood—is possible\nonly through the law.\n“If liberty through the law may be compared to a\nfire in the hearth, liberty\nwithout law is comparable to a fire on the floor.”\n\n"}
{"page": 535, "printed_page": "513", "text": "NATIONAL\n\nCoUNCIL oF EpucaATION\n\n513\n\nLaw is the expression of a people’s social conscience, and inasmuch as it\nis usually formulated by the wisest and best, it also creates a standard\nthrough which the majority, who naturally lack imagination and vision,\nlearn to appreciate its value through enforced practice. While it has often\nbeen said that a person cannot “lift himself by his own boot-straps,” this is\nprecisely what happens in an ethical and democratic sense when a community formulates a higher standard of life through the law.\nDemocracy insists upon equality before the law. The unity of God, which\noccupies the central position in Jewish thought, and which has as its\ncorollary the unity of mankind, demands the single standard of morality.\n\n“One\n\nlaw shall there be for the stranger\n\nand the native-born”\n\n(Ex.\n\n12:49). One, also, for man and woman, for individual and nation. Why\nshould society permit man to degrade himself and yet welcome him into the\nbest of homes?\nJudaism demands not that woman should sink to man’s\nlevel, but that man should rise and that there should be a levelling-up\nprocess to the standard which all civilized nations demand of their women.\nIn like manner there should be but one standard for individual and\nnation. If “thou shalt not kill” and “thou shalt not steal’ are correct for\nindividuals they must also hold for nations, and as such, form a mighty\nprotest against war, especially war for territorial expansion and war for\ncommercial aggrandizement, which violate both of these commandments.\nThe single standard of morality not only helps democracy within a\nnation, but also paves the way for a democracy of nations and does away\nwith the idea of “my country right or wrong.”\nIt gives a new evaluation\nof patriotism, a patriotism which is love for one’s country, but expressed not\nso much in a willingness to die for it, but to live for it—to live not only\nfor one’s country, but also and more especially for one’s countrymen, nay\nmore, for humanity, by having one’s own country contribute that for which\nit is best fitted mentally, physically, morally, materially, geographically,\n\nand spiritually to the welfare of all men—a patriotism so blind that it cannot\nsee beyond the artificial, arbitrary, man-made boundaries between country\nand country, for the God-made resemblances between man and man, is\nunworthy of the name. William G. Sumner, that truly patriotic American,\nsaid: “Not that I love my country less, but humanity more, do I now and\nI cannot forget that\nhere plead the cause of a higher, a truer patriotism.\nwe are men by a more sacred vow than we are citizens—that we are\nchildren of a common Father more than we are Americans.”\n2. Experience, endeavors, and achievements—If experience is the best\nteacher, history is the best textbook. I firmly believe that the experience of\n\nthe Jew forms a contribution, a Jewish contribution to democracy. There\nis a cruel and barbarous practice which consists of making nightingales\n\nblind in order that they might sing the more sweetly. For two thousand\nyears the Jew has been the blinded nightingale, oppressed, persecuted, and\nabused beyond description, the victim of the most tyrannical, inhuman, and\nundemocratic treatment. As a result he has longed for democracy, he has\ndreamed dreams and seen visions of democracy. That experience has been\nThe world remembers that one Jew was crucified;\na great contribution.\n\n"}
{"page": 536, "printed_page": "514", "text": "514\n\nNATIONAL EDUCATION ASSOCIATION\n\nit forgets that a million\n\nothers were\n\ncrucified\n\nas well.\n\nAs a thirsty\n\nwanderer in the desert lies down to sleep and dreams of a cool,\nrefreshing water-brook, so the Jew, buffeted about in the desert of undemocratic treatment, has longed, dreamed, prayed, and striven for democracy\nwith a fervor that only martyrs possess, and with an intensity that only\nsuffering can create. ‘Time will not permit a catalogue of the thousands,\nliterally speaking, thousands of disabilities placed against the Jews throughout the ages. They were denied citizenship, representation, and the right\nof holding office. They were prohibited from possessing real estate, from\nowning soil, and from tilling it. Money due them was declared uncollectable. ‘They were required to wear special garbs. They were excluded\nfrom universities, schools, and places of amusement. ‘They were subjected\nto special taxes, prohibited from legally entering into matrimony, excluded\nfrom most of the professions. Macaulay once said that if all the red-haired\npeople in the world had been treated in like manner, they, too, would now\nexhibit most of the peculiarities of the persecuted Jews.\n‘That these\npeculiarities tend to disappear in America is due to the fact that democracy\nis an untold blessing.\nSad to relate, the anti-Semitism of Europe that made such deplorable\nconditions possible has now taken root in America.\nThe malicious campaign of Henry Ford is but a symptom.\n‘The revival of the Ku Klux Klan,\nwhich is anti-Catholic, anti-Jew, and anti-Negro, which divides man against\nman, as democracy attempts to unite them, which fosters hatred, malice,\nand ill-will, is another symptom.\nTraitorous beyond description is the\nKu Klux Klan’s use of the American flag to cover up and to cover\nover\nits anti-American and its anti-democratic policy, which denies, defies,\nand\nbelies all that the flag stands for.\n;\nHere, almost within the hearing of my voice, is Harvard Universit\ny, °\nfor almost three centuries the great, noble, and liberal universit\ny of\nAmerica, which recently attempted to bar Jews as Jews. That\nthe press,\npublic opinion, and the alumni of Harvard would not support\nthis policy\nis as great a tribute to the soundness of American democracy\nas it is to the\neternal shame of Harvard for attempting it. If limitation\nof numbers is\nnecessary the qualifications whether mental, moral, physical,\nsocial, spiritual,\nor scholastic should be equally applicable to Protestant, Catholic,\nand Jew.\nWhy are some Jews uncouth and undesirable?\nBecause they are the\n\nproduct of Russian persecution, because the Czars of Russia\npersecuted and\n\noppressed them in ways that beggar description, in addition\nto barring them\nfrom schools and universities. These people left Russia\nthat their children\nmight have the privileges of which they themselves were\ndeprived.\nThey\nwere Americans at heart and democratic in the full sense\nof the word, before\nthey came here. Woodrow Wilson, while Presiden\nt, said that some of our\nforeigners are more genuinely American than some\nof those who are here\n\nby the mere accident of birth.\n\nHarvard’s attempt to imitate the Czars of\n\nRussia would create for coming generations\nthe same problem that the old\nRussia during the last fifty years created for\nthis generation.\nEvidently\n\nHegel was right, that “the only thing men learn\nfrom history is that men\nlearn nothing from history.”\n\n"}
{"page": 537, "printed_page": "515", "text": "NATIONAL\n\nCouNCIL oF EDUCATION\n\n515\n\nThe chairman specifically requested an account of the practical efforts\nfor democracy among Jews.\nThe Central Conference of American Rabbis,\nthrough its Social Justice Commission, has insisted upon industrial democ-\n\nracy and has striven for:\n1. A more equitable distribution of the profits of industry.\n2. A minimum wage which will insure for all workers a fair standard of living.\n3. The legal enactment of an eight-hour day as a maximum for all industrial\nworkers.\n4. A compulsory one day of rest in seven for all workers.\ni Regulation of industrial conditions to give all workers a safe and sanitary\nworking environment, with particular reference to the special needs of women.\n6. Abolition of child labor and raising the standard of age wherever the legal\nage limit is lower than is consistent with moral and physical health.\n7. Adequate workmen’s compensation for industrial accidents and occupational\ndiseases.\n\n8. Legislative provision\n\nfor universal\n\nworkmen’s\n\nhealth\n\ninsurance\n\nand careful\n\nstudy of social insurance methods for meeting the contingencies of unemployment °\nand old age.\n9. An adequate, permanent National system of public employment bureaus to\nmake possible the proper distribution of the labor forces of America.\n10. Recognition of the right of labor to organize and to bargain collectively.\n11. The application of the principles of mediation, conciliation, and arbitration\nto industrial dispute.\n12. Proper housing for working people, secured through Government regulation\nwhen necessary.\n13. The preservation and integrity of the home by a system of mothers’ pensions.\n14. Constructive care of dependents, defectives, and criminals, with the aim of\nrestoring them to normal life, wherever possible.\n\nIt has protested against the violation of law and defiance of constituted\nauthority, against lynching, child labor, breaking down of industrial standards, and many others.\nIn codperation with other national organizations, it helped to make the\nWashington Conference on Disarmament a success by pledging each of its\nmembers to help create an atmosphere, a nation-sentiment that demanded\nthat something tangible be done. Within the last few weeks it cooperated\nwith the Federal Council of Churches and the National Catholic Welfare\nCouncil in demanding that the President of the United States take immediate steps toward ending the coal strike, hoping to prevent the untold\nhardships and misery which are almost sure to result during the coming\nIt is always willing and ready to codperate with any cause that\nwinter.\nmakes for a nobler America or a better humanity. Owing to the fact that\nmany so-called “Rabbis” have misused the government privilege for “sacramental wine,” it has asked the Government to rescind that privilege for\nJews, though granting it to other faiths. It felt that there is nothing more\n“sacramental” than obedience to constituted authority.\nThe Council of Jewish Women, with sections in practically every city\nof the country, does a tremendous amount of work along democratic lines.\nIt has codperated at all times with other religious, social, and educational\nIt has a definite proagencies—civic, State, National, and international.\ncourses of instrucand\ngram for Americanization, including night schools\ntwo to five years\nfrom\nfor\nimmigrants\ntion for citizenship, following up\nwhether among\nwork,\nits\nof\nall\nalmost\nIn\ncountry.\nafter they come to this\n\n"}
{"page": 538, "printed_page": "516", "text": "516\n\nNATIONAL EpuUCATION ASSOCIATION\n\nthe immigrant, the blind, or the deaf, its efforts are not confined to Jews\nalone. It aids immigrants when they come here and assists them as emigrants before they leave their country at the point of embarkation.\nIts\nwork of education at these points includes the fundamentals of American\nhistory, the significance of American holidays, its patriotic songs, and its\npledge to the flag, making of these immigrants half citizens, as it were,\nbefore they arrive. After they come here, those who work on farms are\nencouraged to do the right kind of reading for citizenship. A circulating\nlibrary is placed at their disposal, and community centers are opened for\nthem where they might mingle with the native-born.\nThe Hebrew Immigrant Aid and Sheltering Society of America aims to\nkeep the families together, believing that the family is the basis and unit of\ndemocracy.\nIt gives helpful information to emigrants at points of embarkation and attempts to distribute these immigrants when they arrive, so as to\navoid transplanting people who come from the congested districts of the\nold world to similarly congested districts in the new, so that their dreams\nof the new land might not be shattered and their hopes blasted.\nThe Independent Order of B’nai B’rith has been a great factor in Americanizing and democratizing foreigners.\nIts work along educational lines\nmakes for good citizenship and its disinterested service to help the less\nfortunate to help themselves have been noteworthy.\nThe Y. W. H. A. and the Y. M. H. A. which recently combined with\nthe Jewish Welfare Board have promoted the Jewish Center movement\nthroughout the country.\n‘These centers furnish both a place and facilities\nfor educational and recreational activities, physical training, vocational\nguidance, open forums, a clearing-house for ideas and especially for the\nAmericanization and socialization of foreigners.\nThese centers have the\nopportunity of interpreting to their constituency the historic government\nand ideals of America.\nThe National Farm School of America has successfully taken many immigrants who might have been in the congested districts in our large cities\nand by a scientific education in agriculture has made of them happy American farmers, producers, and workers.\n3. The vision of the Jew—Every service at the Synagogue contains the\nprayer:\nMay all created in Thine image recognize that they are brethren,\nso that they,\none in spirit and one in fellowship, may be forever united before\nThee.\nThen\nshall Thy Kingdom be established on earth.\n\nThe Messianic vision of the Jew is that of a kingdom of God on earth.\nAccording to the Talmud, “It is incompatible with social misery.”\nIt\n\nthrives on faith, brotherhood, mutual helpfulness, and unselfish\nservice.\nIt is not a mere passive attitude: “They also serve who only\nstand and\nwait,’ but one of protest against evil, poverty, and suffering,\nfollowed up\n\nby constructive endeavor, with the hope that democracy\nwithin a nation\nmay lead toward the democracy of nations, a government\nof the world, by\nthe world and for the world, realizing the beatific vision\nof the prophet who\n\nsaid: “Have we not all one Father; hath not one God\ncreated. us all 2”\n\n"}
{"page": 539, "printed_page": "517", "text": "NATIONAL CouNCIL oF EDUCATION\n\nPROTESTANTISM\nWALTER\n\nSCOTT\n\nATHEARN,\n\nRELIGIOUS\n\nDEAN\n\nAND DEMOCRACY\nOF\n\nEDUCATION\nBOSTON,\n\nSa7,\n\nBOSTON\nAND\n\nUNIVERSITY\n\nSOCIAL\n\nSCHOOL\n\nOF\n\nSERVICE,\n\nMASSACHUSETTS\n\nUnion of Protestantism and democracy—Protestantism and democracy\nwere married in Geneva.\nCalvin performed the marriage ceremony.\nThe\nSwiss Communes, the counterpart of the\nNew England town meeting, were\nthe earliest and purest manifestation of democracy in Europe. Geneva came\nto exemplify the liberal, commercial, cosmopolitan, democratic ideals of the\nSwiss Commune.\nInto this democratic center came Calvin as the pastor\nof the community.\nCalvin took to Geneva his ideals of a model Christian\nLuther had been preaching the same ideals, but Luther’s\nsocial community.\ndream of a Christian-community broke on the rock of special privileges of\nprinces and cities. Rousseau was born in Geneva.\nHe and his father were\nregular attendants upon both the political and religious meetings of this\nunique community.\nMorley and Carlisle agree that the political concepts\nof Rousseau’s Social Contract, which so profoundly influenced the French\nrevolutionists, can be traced to the religious and political influence of\nAny study of Rousseau must take into account the Calvinistic\nGeneva.\nbackground of his work.\nEver since their first meeting in Geneva, democracy and Protestantism have constantly reacted upon each other, each finding in the other a congenial avenue for the expression of its ideals.\nSignificant tenets of Protestantism—There are certain significant tenets\nof Protestantism which have had a profound influence upon the political\nChief among these tenets is the doctrine of\nideals of Protestant adherents.\nthe right of private judgment in all religious matters.\nIn the early days at\nWittenberg, Luther wrote, ‘““What there is contrary to reason is certainly\nFor how should that not be against divine\nmuch more contrary to God.\ntruth which is against reason and human truth.” Again he paid this glowing tribute to reason: “It is admitted that reason is the chief of all things,\nand among all that belongs to this life the best, yea, a something divine.\nShe is the mistress and queen of all arts, of all wisdom, power, virtue, and\nhonor which men possess in this life; that which distinguishes them from\nother creatures, a sun and as it were a god, which is set for the ruling of\nsuch things in this life.” And at that dramatic crisis in his life, when he\nrefused to recant unless refuted by Scriptures or clear proofs of reason, he\nplaced the Bible and reason on an equal footing as being worth the sacrifice\nof all life. At this time Luther said: “It belongs to each and every Christian to know and judge of doctrine, and belongs in such wise that he is\nanathema who shall have diminished this right by a single hair.” In the\nsame spirit is this call to liberty of conscience.\n‘Beloved, we are not baptized into the name of Kings, Princes, or Mobs, but into the name of\nChrist and God only; we are not called after Kings, Princes, or Mobs—\nNo one can or ought to command the soul\nwe are called Christians.\nexcept he who can show it the way to heaven.\nThis no man can do but\n\n"}
{"page": 540, "printed_page": "518", "text": "518\n\nNationaL\n\nEpucaTion\n\nASSOCIATION\n\nGod only. For belief is a free work; therefore no man can be compelled.\nIt is a true proverb, Thoughts are toll free.”\nBoth Luther and Calvin used the appeal to reason against authority;\nboth urged the establishment of free schools as means of training individual\njudgments that men might find individual salvation through a personal\ninterpretation of the Scriptures.\n“The Reformation was not only an effectual assertion of human liberty but also a great triumph of the scientific\nspirit.\nA movement which places so great emphasis on private judgment, individual liberty of thought, would of necessity profoundly affect the political\nideals of its followers.\n‘The right of private judgment in religion carried\nover easily into a belief in the right of private judgment in politics. We\nare not surprised, therefore, to hear Calvinism say: “If the queen will not\nagree with you in the Lord, you are not bound to agree with her in the\nDevil.”\nIt thus came about that Protestantism aided in liberalizing politics and subjecting tyrants to laws made by the people.\nThe interaction of democracy and religion—The close relationship of\nProtestantism and the communistic government at Geneva reacted on the\norganization of the church itself. One is not surprised to hear the admonition at the Council of Chalcedon: “Let the organization of the church\nbe modeled along civil and secular lines,” or to note how the organizations\nof Protestant Communions have followed the lines of the American Government.\n‘The union of the Geneva republic with the congregational\nchurch-form has embodied certain democratic concepts and practices.\nAmong them are: (a) The service of both church and state is to promote\nthe welfare of both the individual and society.\n(5) The right of the\nchurch to appeal to the people through the sermon in influencing elections\nand the conduct of government.\n(c) The exaltation of the esteem and\nself-respect of the people by the church.\n(d) The granting to the congregation of the right to choose its pastor and to oppose or approve the\npolicies of the pastor when appointed.\nFrom the participation of the individual in forming policies of a church\nthere is an easy step to the participation of the citizen in the determination\nof the form and conduct of civil government and vice versa.\nIn this connection a summary of the writings of Beza, Calvin’s disciple, is illuminating:\n(a) The will of God is the only foundation of authority.\n(4) God’s government is founded on pure justice.\n(Here he identified\nthe will of God with the law of nature, and taught that under this law of\nnature all men are equal.)\n(c) The people are not created for the sake of the magistrate, but the\nmagistrate is created for the people.\n(An early statement of the doctrine\nof governments of the people, by the people, and for the people. )\n(d) Just resistance by force is not incompatible with Christianity.\n(e) Everyone is in duty bound to oppose usurpers of power.\n(f) The Estates or those chosen to put the bridle on the sovereigns can\nand should reprimand them when they become tyrants.\n(Here is an attempt to make government the dutiful and intelligent servant of the people.)\n\n"}
{"page": 541, "printed_page": "519", "text": "NATIONAL CouNCIL oF EDUCATION\n\n519\n\n(g) The public good and the good of the nation is superior to the sovereign or any individual.\n(h) The unjust usurper may become a legitimate magistrate if the people\nafterwards elect him.\nThe activity of Protestants in shaping the affairs of state as active citizens\nis reflected in the prayer which recognizes the achievement of religious\nfreedom: ‘““We thank Thee, Oh Lord, for the privilege and the right to\nworship Thee according to the dictates of our own conscience, none daring\nto molest us or make us afraid.”\nPersistent problems of Protestantism—There are, of course, many persistent problems of Protestantism.\n‘The abuse of great religious tenets\nmay lead to autocratic as well as naturalistic and atheistic ends.\nThere is the periodic attempt to identify religion and democracy., A\ndefinition of religion as merely the recognition of and pursuit of social\nvalues, without a recognition of the relation of the individual to an objective, personal God, tends to develop a religion of humanity which would\nidentify democracy with religion. We are just now in the midst of a\nrevival of this doctrine.\nA second danger which persists in Protestant communions is found in\nthe tendency of the Protestant church to lose religious consciousness in the\nmidst of the social, commercial, and political expression of the common\nreligious ideals.\nThese are problems of Protestantism which concern democracy, but which\ncannot be discussed under the limitations of this paper.\nEssentials of democracy—Professor A. Duncan Yocum has listed the following as the ten most suggestive essentials of democracy:\n1. Democratic self-assertiveness in rights, duties, and opportunities.\n2. Equal rights and opportunities as distinguished from equal abilities\nand achievements.\n3. A sense of personal responsibility for the rights, opportunities, and\nduties of both self and others.\n4, Equivalent compensating service.\n(The idea of “something for\nnothing” is undemocratic. )\n5. Equality through highest effort and the chance to exercise it.\n6. Majority rule for the common welfare.\n7. The surrender of individual rights conflicting with the common welfare, and the safeguarding of individual rights which do not conflict with\nthe common welfare.\n8. A stable social equality must result from a leveling up and not from\na leveling down.\n9. Self-effort is essential to many elements in equality.\n10. The democratic control of social conduct requires the accustoming\n\nof every individual to the compulsion in himself and others, both through\npublic sentiment and law, of every essential democracy which is not selfacquired.\nThe historic doctrines of Protestantism on individual rights, personal\nduties and responsibilities, the relation of the individual to society, and the\n\n"}
{"page": 542, "printed_page": "520", "text": "520\n\nNATIONAL EpuUCATION ASSOCIATION\n\nlike, contain the essential democracies enumerated above.\n\nIn other words,\n\nthe development of the ideals which characterize the chief elements of\nProtestant belief and practice would tend to further the essentials of\ndemocracy.\nSeparation of church and state—Protestant churches believe in the separation of church and state in the interests of political freedom and religious\nliberty. Their formula is “a free church within a free state.” Protestantism recognizes its obligations and responsibility to the state as well as\nto the church.\nPatriotism, for Protestantism, comes to have a religious\nsanction.\nDemocracy and education—The perpetuity of democratic governments\ndepends upon the intelligence and moral integrity of ‘the people.\nDemocracy presupposes the capacity of every citizen for self-control in the interests of the common welfare.\nDemocracy cannot survive unless it can develop in the masses who constitute its electorate a high level of intelligence\nand a general desire to foster the common welfare.\nSocial solidarity which\nis essential to democracy demands that certain common elements enter into\nthe training of all citizens.\nPeople who are to live together with mutual\nunderstanding must speak a common language, possess certain common\nhabits, attitudes, ideals and have at their command a body of common\nknowledge.\nWhen there can enter into the training of all the people of all\nthe nations of the earth a common body of knowledge, skills, attitudes, and\nideals there will be possible the social solidarity of the human race and the\nbrotherhood of man.\nDemocracy thrives on intelligence; Protestantism likewise thrives on intelligence and seeks to foster the means of the wide dissemination of knowledge and the development of the powers of the human mind. In so far as\nProtestantism has fostered the education of the masses it has fostered the\nagency which enables democracy to endure.\nProtestantism and the public schools—The free schools are the chief instrument by which a democracy develops in each individual the powers of\nself-direction.\nUniversal education is essential to democratic government.\nTo survive, the democratic state must establish schools in which all its\ncitizens may learn the common elements essential to democratic citizenship.\nThe democratic state owes its free public schools to the Protestant\nreformation. Protestant churches of the present time are ardent supporters\nof the public schools. They depend upon them for the literacy of their own\nchildren.\nBecause they believe in the free state they pay taxes to support\nthe free schools; they send their children to the free schools to be indoctrinated in the common disciplines essential to participation in the life of\nthe\nfree state.\nBut the Protestant churches also believe in the free church. They\ntherefore believe that religion should not be taught in the public schools.\nTo\nintroduce formal religious instruction into the public schools would\ngive\nsome parents a just right to withdraw their children from the public\nschools\nand thus deprive them of the training for democracy which the\nState demands.\nInstead of withdrawing their children from the public schools\n\n"}
{"page": 543, "printed_page": "521", "text": "NATIONAL CouNCcIL oF EDUCATION ~\n=.\nei eneiaeiaiaaitalimind\n\n521\n\nand thus endangering the perpetuity of the state Protestantism\nwithdraws\nformal religious training from the public schools and assumes the\nresponsibility of the religious education of its children in religious schools operated\nin cooperation with the public schools but solely supported by the church.\nProtestantism will continue to support the free schools of the democrat\nic\nstate.\n\nThe International Sunday School Council of Religious Education—The\nSunday school boards of twenty-six Protestant denominations and sixtyseven State and provincial interdenominational Sunday school associations\nhave recently merged their efforts into a North American Protestant Christian education association to be known as the International Sunday School\nCouncil of Religious Education.\nIn outlining a constructive program for\n\nthe Protestant churches of North America which would include both Sun-\n\nday schools and week-day religious schools, this new organization adopted\nthe following resolutions:\n“The International Sunday School Council of Religious Education:\n“(a) Reaffirms its faith in the public schools and urges upon citizens of\nall creeds the necessity of extending and developing these schools in the\ninterest of democracy and free institutions ;\n“(b) Reaffirms its faith in religious education as an indispensable means\nof preserving both the virtues of the citizens of the state and the spiritual\nideals of the church;\n“(c) Urges the churches to preserve inviolate the principle of the separation of church and state by the strict observance of all the laws and traditions that have been created to guard the freedom of church and state;\nand\n\n“(d)\n\nUrges upon public school authorities the recognition of their obli-\n\ngations: (1) To rearrange public-school schedules and build public-school\nprograms in sympathetic codperation with religious schools of all faiths;\n(2) to grant, under approval safeguards, suitable academic credit to students carrying approved courses under church auspices; and (3) to provide\noptional courses in ethical and social training for students not enrolled in\nweek-day schools of religion.”\nProtestantism’s future contribution to democracy—In assuming full responsibility for the religious education of their own children and depending\non the free schools for secular education Protestant churches take upon\nthemselves the task of maintaining the unity of the educative process.\nThey\nwill seek such a close correlation of the work of the religious and secular\nschools as will enable the church schools to give a religious interpretation\nto the curriculum of the public schools without, in any way, interfering with\nthe principle of the complete separation of church and state.\nThis dual system.of schools will give to all children the proper balance\nof those disciplines which lead to conformity, obedience, docility, on the one\nhand, and to invention, discovery, and initiative on the other hand. It will\ngive the common elements essential to the homogeneity of the citizenship of\nthe state, and it will provide a universal spiritual undergirding of the vir-\n\ntues of all citizens and preserve the great ideals of the church.\n\nProtestant-\n\nism will continue to foster and to spiritualize the ideals of democracy.\n\n"}
{"page": 544, "printed_page": "522", "text": "NATIONAL EDUCATION\n\n522\n\nASSOCIATION\n\nPRESENT CONTRIBUTIONS OF CATHOLICISM\nTO DEMOCRACY\nREVEREND\n\nAUGUSTINE\n\nF. HICKEY,\nBOSTON,\n\nDIOCESAN\n\nSUPERVISOR\n\nOF\n\nSCHOOLS,\n\nMASSACHUSETTS\n\nI am frank to say that I appear before this group with much reluctance.\nAfter hearing the carefully prepared papers on the contributions of Judaism\nand Protestantism to democracy I realize that it is almost unfair for me\nto attempt to set forth extemporaneously and without preparation the tremendous service of the Catholic church down through the ages and in the\npresent day to the cause of democracy.\nIt is a matter of regret that the distinguished Catholic clergyman invited\nto discuss this question from the Catholic viewpoint has been unable to\nappear.\nI hope you will bear with me while I attempt to pay tribute to\nthe influence of the Catholic church in promoting the interests of all\npeople in all time.\nMy attempt will fall far short of the fulfillment of this\ntask. The subject is worthy of careful and finished presentation, which\npresent circumstances entirely forbid.\nI would call your attention first of all to the fundamental principle of\nCatholic living. ‘The child in the home is taught the divine truth that\nevery man is made in the image and likeness of God.\n‘This fact is the basis\nof all human dignity. A realization of this truth must impress every individual with a profound respect for the rights of his fellow man.\nDemocracy connotes. equalization of rights and realization that individual rights\nmust receive constant respect. This principle of the dignity of the individual is fundamentally a Catholic principle.\nUpon this we base all our\nphilosophy of life and on this principle we guide and direct all our relationships with our fellow men.\nLet me say, furthermore, that in every democracy each citizen must bring\nto his citizenship certain definite well-fixed qualities of mind and heart.\nIf\n_ I dare to enumerate I shall consider briefly at least five. ‘The citizen must\nhave faith in his country, must hope in his country, must love his country,\nmust be prepared to make sacrifice for the common good, and he must be\nready to obey the laws under which his relations with his fellow men are\nregulated.\nFaith, hope, and love for country, self-denial and obedience—\nthese are the things which the individual must bring if any democracy is\nto endure. The children of the Catholic church down through the centuries have maintained their enduring faith, hope, and love of God.\nOn\nthis definite basis rests their faith, hope, and love of native land. The spirit\nof self-sacrifice and the spirit of obedience to law are born of their love of\nGod and their respect for His law.\nAgain, let me insist that the qualities for citizenship in a. democracy\narise naturally out of fundamental virtues ofthe Catholic life. The\nCatholic makes the perfect citizen in a democracy because of the virtues\nwhich Catholic living develop in his mind and will.\nConcrete evidence of the working out of Catholic principle in the influence of the Catholic church in the rights of all peoples is clearly written\n\n"}
{"page": 545, "printed_page": "523", "text": "NaTIonAL\n\nCouncit\n\nor EpucATION\n\n523\n\nin the pages of history. Who was it who brought to the slaves\nof pagan\ntimes a realization of their personal dignity and their right\nto freedom\nand liberty? Have we not in our Catholic history the fact of\nthe consecration of noble hearted men of Europe to the redemption of the\nslaves\ntaken by the Turks. These holy men of the order of the ‘Trinitarians gladly\noffered themselves as hostages that freedom might be restored to their\nbrothers suffering under a slavery imposed by their Turkish conquerors.\nWhat organization brought the message of personal dignity and personal\nrights to the barbarians of Northern Europe?\nIt was the Catholic church\nwhich preached this truth and which lifted these nations to the high plane\nof Christian civilization and to an appreciation of human dignity\nand\nhuman worth.\nIt was the Catholic church which lifted woman from the\nslave of pagan times and placed her upon that pedestal of honor and\ndignity upon which she accepts the respect of Christian society.\nIf you know the storf of the struggles for the development of our own\nAmerican democracy you see Catholics prominent at every turn of progress\nand development. From Charles Carroll, of Carrollton, down to our present\nday the names of American citizens of Catholic faith are conspicuous for\ntheir loyalty and devotion in every great project towards the realization\nof the ideals of American democracy.\nIn the great World War fought\nwithin our own memory to make the world safe for democracy, the American Army and the American Navy enrolled citizens of Catholic faith in\nnumbers far above what might be expected in the proportion of the citizen\n\nof Catholic faith with the entire citizenship of the United States.\nIt can\nbe said without exaggeration that practically forty per cent of the soldiers\nand sailors who fought under the flag of the United States in the great\nWorld War were American citizens who understand life’s responsibilities\nand receive all life’s inspiration through their membership in the Catholic\n\nchurch.\n\nWe Catholics thrill at the thought of democracy.\n‘The Catholic church\nhas always insisted upon the realization of the rights of every man.\n‘The\ncontribution of the Catholic church to the furtherance of democratic\nideals stands clear in her principles and in the facts of human history.\nI would ask your attention to a most unusual and unique contribution\nto American democracy which the Catholic church is making here in the\nUnited States at the present time.\nI refer to the work of the parochial\nschool. American citizens of Catholic faith maintain schools where two\nmillions of children receive the highest kind of preparation for citizenship:\nIn our great Republic. ‘These schools exist because the Catholic citizens of\nthis country believe that religion is an essential element in education.\nReligion is the child’s most precious inheritance. Without religion we can\nsolve no human problems whether they are problems of democracy or of\nany form of social relationship.\nIt is absurd for me or for others to stand\nupon this platform and to attempt to suggest satisfactory remedies for\n‘These remedies can be found only in the acceptance of\nworld conditions.\nthe truths which God spoke through His Son. ‘These revealed truths\nare the facts and principles by which men are enlightened to know the way\n\n"}
{"page": 546, "printed_page": "524", "text": "524\n\nNATIONAL EDUCATION ASSOCIATION\n\nto walk courageously in the face of the besetting difficulties and trials of\nlife.\nHow foolish to attempt to prepare young children for citizenship and\nto deny to them their great religious inheritance—the revealed and spoken\nword of God Himself.\nIt is impossible to bring to the child a proper\nrealization of any of his inheritances, literary or scientific, unless he is\ntaught that in God, Who is truth, the source of all these wonders is found.\nWhat is history except the revelation of the providence of God working\nout the destiny of men and nations. What is geography but a study of the\ngenerosity of God in furnishing to His creatures an abundance of the things\nwe need in human life. There is no complete comprehension possible of\nthose inheritances which are the groundwork of education unless religion\nhas its place in the curriculum.\nWe all realize that there must be more religion brought into the lives\nof American children.\nDoctor Athearn is right when he says that the\nSunday school is not sufficient. Why do you not, then, acknowledge the\nefficiency of the Catholic method which brings into the classroom the\ndefinite influence of religion in the educational process? ‘The Catholic\nclassroom with its religious teacher, its religious symbols, its religious spirit\ndevelops true religious character. ‘The study of religion has a place in\nour curriculum, but we look for the results not in the brief minutes given\nto this first and fundamental subject of the curriculum but in the spirit\nof the school which is entirely religious.\nCitizens in a democracy must have proper respect for law.\nNo education is complete without emphasis on morality.\nThere can be no morality\nwithout religion, for there can be no effective law without a sanction.\n\nReligion is the only enduring sanction of the moral law, and until religion\n\nhas its proper place in the education of young children we can never look\nfor the high quality of Christian character which is essential to the life and\npermanence of our American democracy.\nThe parochial school in the United States safeguards the highest interests of American democracy, for it places before the child a vision of the\n\ndignity and responsibility of citizenship in the light of his faith and his\nresponsibility to God.\nOf no individual can it be said that he is educated\nunless he has been led to an appreciation of his fundamental relationship\nto his Creator.\nThe Sunday school by itself cannot accomplish this\nresult. Religion as part of the work of everyday in the classroom is the\nonly satisfactory means for developing character. The fate of a democracy\nhangs upon the personal character of each individual citizen. In develop- ing Christian character to an appreciation of religion and to a sense of\nmoral responsibility the parochial school is making an essential contribution\nto the welfare of this country.\nWe have our parochial schools because we believe that there is no such\nthing as education without religion. We have these parochial schools,\nbecause we believe that the interests of God are the first interests in the\neducational process. We have these parochial schools, because as Americans\nwe accept and put into practice the great warning of the father of this\n\n"}
{"page": 547, "printed_page": "525", "text": "NATIONAL CoUNCIL oF EDUCATION\n\n525\n\ncountry that religion and morality are the indispensable supports\nof our\nNational Government and our National life. Our schools are American\nthrough and through.\nOur pupils love their native land and glory in the\n\nprivileges of citizenship in this democracy.\nThe pupils in these schools\nshare all the common knowledge, common ideals, and common ambitions\nthat enter into the background of real American citizenship. The glory\nof the Catholic method lies in this that this common knowledge and these\ncommon ideals are vitalized by religious truth and these common ambitions\nare motivated by a sense of religious responsibility.\nLet me say as I close this extemporaneous, and therefore unworthy,\npresentation of the contribution of the Catholic church to democracy that\nI urge you most sincerely and earnestly to see the Catholic church on her\naltars, in her pulpits, and in her schools as the greatest bulwark of American democracy.\n\nREPORT OF THE COMMITTEE OF THE NATIONAL\nCOUNCIL ON CHANGES NEEDED IN THE\nELEMENTARY SCHOOL COURSE\nKATHERINE D. BLAKE, Chairman, Principal, Public School No. 6...New York City\nGEORGIA ALEXANDER, District Superintendent.................. Indianapolis, Ind.\nAssy Louise Day, Professor of Education, State Normal School....Lowell, Mass.\nLipa BELLE Earwart, Professor of Education, University of Nebraska........\nRic eNN eee ERS EET IEE ATs St ole stehode & ntehdle, ASSEN UST e Mls PROD cs 0 NEG Lincoln, Nebr.\nJosepH Marr Gwinn, Superintendent of Schools.............. New Orleans, La.\nFLORENCE HOovsrook, Principal, Forestville School................... Chicago, IIl.\nCuares H. Jupp, Director, School of Education, University of Chicago......\nSQ AGHOOD One ICO DDD BAIS ECO AED eae Peer retreat emET| ORSan orth ee Chicago, IIl.\n\nWeeA\n\neEWwis, President,\n\nState Normal\n\nSchool... ..5)..56+.+0%026 Hays, Kansas\n\nHomer H. SeEervey, (Ex-Officio), President, Iowa State Teachers’ College....\nPate orestels Voleka ole!ohetes 07 Meleielelsleloiieialsets cisisiteelecieeis setavicetlear COGare hallsmeloywa\nPACQUESHRED WAY 2 GEOSTADDEL, ce errctie cee tanec’ cues es bee ¢ Mount Vernon, N. Y.\nELIZABETH M. SHERMAN, Principal, Jefferson School.............. Oakland, Calif.\nH. L. Smiru, Dean of School of Education, University of Indiana.Bloomington, Ind.\nRicuHarp O. Stoops, Superintendent of Schools................200ec00- Joliet, Ill.\nJames H. VAN SICKLE, Superintendent of Schools.............. Springfield, Mass.\nKate Van WAGENEN, Principal, Public School 53................ New York City\nRosert H. WRiGHT, President, East Carolina Teachers’ College. .Greenville, N. C.\n\nIn the last decade of the last century the National Education Association published the Report of the Committee of Ten and the Report of the\nCommittee of Fifteen, and these two reports set the standards for the\ncourse of study in the elementary and in the high schools of America.\nCourses of study in most places have not materially wandered from the\nstandards then set. Yet a generation has come to maturity since then;\nthe world has learned to use the trolley, the automobile, wireless telegraphy,\nthe airplane, the phonograph, moving pictures, the submarine, and poison\ngas; the World War has destroyed the old map of Europe and changed\nliving conditions all over the world. ‘The child of today faces a new\nworld, and should not be tied to the course of study of the world of 1895.\nThe present elementary-school curriculum is determined largely in its\ncontent by the simpler conditions of life which prevailed two generations\n\n"}
{"page": 548, "printed_page": "526", "text": "NATIONAL\n\n526\n\nEDUCATION ASSOCIATION\n\nago. At that time the average child went to school only a few weeks in\nthe year and never expected to make fluent or frequent use of the arts\nHe lived during the larger part of the year\nwhich he acquired in school.\nin a simple rural environment where the conditions of life were open to\n“The Commissioner of Education has given\nthe observation of everyone.\nus a concrete picture of those early days by estimating that in 1800, the\naverage schooling of an American citizen was eighty days; in 1840, two\nhundred and eight; in 1870, five hundred and eighty-two; in 1890, seven\nhundred and seventy; and in 1916, about twelve hundred.\nDuring the last thirty or forty years conditions have rapidly changed\nin the social life of the States, as well as in the amount of schooling received\nby: the average citizen. “There has been some effort to enlarge the school\nprogram to meet these new conditions.\n“There have been added courses in\ngeography, nature study, history, and the constructive arts. The new\ncourses thus added have, however, by no means kept pace with the needs\nof the times. We are beginning to be keenly aware of the necessity of a\nradical re-organization of school work so as to give pupils adequate preparation to take their places in the modern world.\nNo more striking example of the need of the enlargement of the\nelementary curriculum can be found than that which is brought.\nout by\nthe persistent demand of the times that we teach pupils about the community in which they live. The simple rural community of former times\nhas disappeared.\nEven in the rural districts there are appliances of civilization, the telephone, the automobile, and the mail, which complicate life\nbeyond the possibilities of direct observation.\n“The modern child never\nsees the great majority of the people on whom he is dependent for the\nordinary commodities used in his life. If he is to know anything about\nhis personal relationships he must be taught to look beyond his observable\nenvironment.\nThe urgent need of expansion of the elementary curriculum becomes\nso apparent in the light of such considerations that it hardly seems necessary to argue further along these lines. It is, however, true that within\nthe schools and in the community there are powerful conservative forces\nwhich make expansion slow. The parent wants his child taught as he\nwas taught. ‘Teachers and school officers are reluctant to abandon practices\nwhich long usage has made familiar.\nIt is well, therefore, that organized\neffort be brought to bear on the problem with a view to bringing the schools\na richer program, better suited to modern conditions.\nENGLISH\n\nIn most\n\n“classic.”\n\ncourses\n\nof study the literature\n\nread and studied\n\nin school\n\nis\n\nThe real difficulty before the school is, that we are training\n\nchildren who face not yesterday, but tomorrow.\nSome of the best modern\nwriting should be presented to the youth of America.\nIn any event, the\nliterature of the schools should lead away from the superstitions and folklore follies of the days when our ancestors painted themselves with woad,\n\n"}
{"page": 549, "printed_page": "527", "text": "NATIONAL CoUNCIL oF EDUCATION\n\n523\n\nand so feared strangers that anyone painted differently was killed as soon\nas seen.\n5\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. So\nalso have the well-known myths which once were the religious beliefs of\na people, and they have an historical value as well. Anyone with average\nintelligence and even a low order of imagination can tell fairy stories by\nthe hour. Knowledge of life, reality, or verisimilitude are not required.\n\nThat is why fairy story telling is so popular.\nBut to invest with life and\ninterest real people, who have moved the world, requires study and a high\norder of imagination as well as a certain dramatic ability. Yet such are\nthe only stories worth telling to our children.\nSuch are the tales that\nwill kindle their imagination and lead them to higher levels, and will fit\nthem to take up the burden of life, knowing that each must give his share\nof work and self-sacrifice in order that all may be happier.\nMost of the Mother Goose rhymes were originally lampoons, political\nor personal; for instance, London Bridge was a lampoon of the time of\nCharles II. When their history is taught, those which have an historic\nvalue may be taught to advantage; the others might better be omitted, and\nsimple songs with equal rhythmic value, written by our great authors, be\nsubstituted for them.\nIt is absurd to teach to children six or seven years\nold the foolish rhymes that we older people learned in the nursery at the\nage of two or three.\nThe task before us in all English work is to try to make it vivid to the\npupil. No child should ever be asked to write a composition on a subject\nwhich is not clear and distinct to him as a personal experience.\nVague\nsubjects and glittering generalities destroy a child’s interest in the composition lesson.\nIt is better for him to write bad English with a punch to it,\nthan to write correct English that is dull.\nTechnical grammar should be omitted from the first six years in school.\nThe grammar studied in the seventh and eighth years should be simple in\ncharacter.\n\nHISTORY\nAmerica thus far has been the greatest experiment in democracy that\nthe world has seen. ‘The children of today face a new world and must\nlearn history in the light of present-day developments.\nWhile world conditions of today must not be neglected, the best training\nfor the child is a study of the laws and government of his own community,\nthe things which he can readily understand.\n. History, as taught in the past, has focussed the pupils’ attention upon\nmilitary greatness.\nDemocracy 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\nlife of the people during these periods made real by means of research\nand project teaching, culminating in pageants.\nThe life of the mass of\n\n"}
{"page": 550, "printed_page": "528", "text": "528\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe people in each period should be studied and the causes for their advancement or retardation discussed and the far-reaching effect of new discoveries, new inventions, and new ideas should be shown.\nEach period studied should be vividly contrasted with the every-day\nconditions of the present time. ‘This will render interesting research into\nour own life and community conditions, and these should be carefully\nstudied, defects noted, and the pupils taught that it is their duty to make\nthe world better, and to bring nearer the brotherhood of men and the peace\nof the world.\nTeachers should be leaders in their community, not followers.\nSir\nAuckland Geddes, British Ambassador to the United States, in his address\nlast November, before the Annual Convention of the Minnesota Education\nAssociation, stated that improved education would make future wars impossible and that the schoolroom is the hope of peace. He said “An ambassador’s duty is to promote the cause of peace.”’ How infinitely more\nit is the duty of the teacher!\nContinuing, “I have participated in two\nwars, and I have no desire to see another, nor for my children to see\none.\n. . . You and your companions in the teaching profession\nhave an almost absolute control over the mental bias of the citizens of the\nfuture. That knowledge emboldens me to say that if you are understandingly faithful to your trust there will be new hope for mankind and\nfor the peace of the world.”\nARITHMETIC\n\nAt the conference of the National Council of Education on July 5, 1920,\nafter a discussion participated in by grade teachers, principals, normal-school\ninstructors and presidents, and college professors and presidents, it was\nunanimously voted to omit entirely from the elementary course all the socalled higher arithmetic—all arithmetical conundrums, and to confine the\nwork in arithmetic to those processes which are fundamental in character\nand are needed by the ninety per cent of the people in America who do\n\nnot go to high school. “Twenty-five years ago the N. E. A. urged the\nelimination of arithmetical conundrums, yet they are still present in most\nelementary school arithmetics.\nElementary school arithmetic (the first six years) should be confined to\nthose processes with whole numbers, fractions, and decimals used in the\neveryday life of the great mass of our population outside of technical or\n\nspecial vocations. ‘The substantial mastery of a certain number of often\nused abilities is better than half knowledge of twice that number.\nThe application of these processes should be confined to the problems\nthat arise in the lives of the children and in the homes and communities of\nthe average family. The work should be confined largely to the class\n\nperiod in which the teacher can see that proper habits of computation are\nformed, as well as that proper methods of attack in the study of a problem\nare developed. ‘There is little value in out-of-class assignments before the\nfifth or sixth year.\n\nAll mathematical\n\npuzzles and conundrums\n\nshould be eliminated:\n\nand\n\n"}
{"page": 551, "printed_page": "529", "text": "NATIONAL CouNCIL oF EpucATION\n\n529\n\nall problems, where in the real world the data of the problem are obtained\nfrom the answer, and all business, economic, and industrial problems\n(studied for social instead of vocational needs) should be left for the\nJunior High School.\nThis would eliminate the addition and subtraction of all fractions\nexcept those arising in the expression of units of one denomination in terms\nof a higher in our ordinary tables of measure.\nSuch an elimination would\nrender unnecessary methods of finding the least common multiple and the\ngreatest common divisor.\nIt would also greatly reduce the amount of\ncomplex work in multiplying fraction by fraction and dividing fraction\nby fraction.\nSuch a course would also revolutionize the teaching of decimals.\nInstead of teaching the pupils to express the remainders in long division as\nmeaningless fractions with large terms, the division would be carried to\ntenths or hundredths as the nature of the problem required. ‘These\nquotients could be added or subtracted as easily as dollars and cents. ‘Thus\nthe work in decimals would be confined to such use of a decimal in the\ndivision of whole numbers; to the addition and subtraction of decimals;\nand to multiplying or dividing a decimal by a whole number, all of which\nis paralleled in what he does in United States money when written with\nthe decimal point and the dollar sign.\nMultiplying and dividing decimals by decimals should be left until the\nlatter part of the sixth year, and then lightly stressed.\nPercentage should be taught as notation for hundredths and but the two\nproblems of everyday life should be given—namely, finding the relation\nof two numbers and expressing it in per cent and finding the per cent of a\nnumber.\nThe reduction of compound denominate numbers as a separate topic independent of the usual work of multiplication and division should be\neliminated, as well as the four fundamental processes in denominate\nnumbers.\nMensuration should be confined to the simple needs of areas and volumes\nof the house.\nThis will not result, however, in a very great curtailment of time, but\nin giving a knowledge that will function in the uses to which the pupil\nwill need arithmetic in later life rather than in the great inefficiency of\ntoday due to the awful waste in studying the non-essentials.\nGEOGRAPHY\n\nThe airplane, wireless, telegraph, and telephone link the ends of the\nworld in such close connection today that the people in the antipodes have\n\nbecome our neighbors.\nthem\n\nintimately.\n\nIt therefore becomes imperative for us to know\n\nAs Dr. Wallace\n\nWalter\n\nAtwood,\n\nPresident\n\nof Clark\n\nUniversity, has said:\n\n“We have reached the stage in development when our further growth,\n\nperhaps our peaceful existence, depends upon our judgment in dealing with\n\n"}
{"page": 552, "printed_page": "530", "text": "530\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe other peoples of the world.”\n‘That is to say, the peaceful existence\nof nations lies in the hands of the geography teacher, who therefore must\nbecome the foremost factor in training humanity to the conscious knowledge\nwhich will bring about a peaceful brotherhood and solidarity of nations—\ntheir friendly characteristics rather than their objectionable differences.\nGeography is fundamental to the history of the human race, for\ngeographical features have controlled the development of nations. Physical\nand climatic conditions dominate human industries, and a study of\ngeography, to be effective, must show how and why human industries are\nlocated as they are and why humanity is concentrated in specific regions\nwhich are either topographical or climatic.\nThe physical map of the continent should be the one continuously used,\nso that the geographical features may be firmly fixed in the mind of the\npupil, who will thus learn to know why population is sparse in certain\nregions while others are crowded.\n‘The countries should be located approximately, in connection with their geographical features, rather than\nwith accuracy, according to the calico-colored political maps which have\nhitherto been regarded as the more important.\n‘These last have their\nspecific uses, and may be employed when necessary, particularly in the\nolder classes.\nThe regions of production should be placed clearly before the children—\nthe great coal and iron regions, making possible structural steel and intensive manufacturing; the grain areas of the world; the cotton districts;\nthe fruit and timber regions; the roadways of commerce, tying cities together with waterways and railways, and ere long, with airways.\nSomewhere or other in the course, both the history and the geography of such\ntrade routes as the Erie Canal and Mohawk Valley, the Santa Fé Trail,\nThe Overland Mail, the Danube, the Khaibur Pass, the Suez Canal, the\nPanama Canal, the Berlin to Bagdad Railway, and other historic highways\nshould be studied in detail. ‘These are instances of the intense geographic\ncontrol of human history.\nPictures on paper and screen, still and moving, cannot be too strongly\nemphasized ; they naturally fall under these heads: physiographic scenery,\nsocial and industrial life, and transportation.\nThrough pictures the child\nlearns to know people on the other side of the world; their homes; igloos,\ntents, thatched dwellings, stone and wooden houses, palaces; their occupations; hunting, planting and harvesting, mining, manufacturing, and\ntransportation.\nThe teacher should be the selector of ker own pictures.\nVarious side\nexcursions may be taken through the use of pictures; for instance, the\ngarb\nof the Bedouin nomad shows that cotton grown in Texas and woven\ninto\ncloth in New England may be marketed in the Arabian desert.\nAs a rule, motion pictures are less useful than still life scenes.\nFor\nillustration of plant and animal life development by the use of\nretarded\nmotion, motion pictures are highly educative.\nThey also illustrate manufacturing processes more interestingly than any other form of\npicture.\n\n"}
{"page": 553, "printed_page": "531", "text": "NATIONAL\n\nCoUNCIL oF EDUCATION\n\n531\n\nThe chief advantage in the use of lantern slides is the fact that the whole\nclass can see them simultaneously and discuss them.\nAnd then there is the wonderful story of the world, round and whirling,\ngoing no one knows whither, through the starry universe that surrounds us.\nThe geography period should be the joy period of the day’s work.\nSPELLING\n\nThe N. E. A. should issue an authoritative list of the one thousand\nwords which form the vocabulary of the average human being who has\n‘This list should be made\nnot had the benefit of a high-school education.\nby a study of all the present lists of scientifically-chosen words, as well as\nIt could be published either by the\nthose taught in good business schools.\nEducation.\nof\nBureau\nS.\nU.\nthe\nor\nA.\nN. E.\nWith this could be arranged a simple compendium of the rules required\nfor punctuation in proof-reading.\nTRAINING\n\nFOR\n\nPARENTHOOD\n\nBy scientific research and patient study we have learned the best methods\nof feeding and environment for plants and animals. The flowers are\ninfinitely more beautiful, the fruits larger and more perfect, the farm\nanimals more productive, than those of half a century ago. But during\n‘The\nthis half century we have done little to improve the human animal.\ntraining and environment of children have been forgotten while human\nAs a rule, the most wasted years of life\nbeings struggled for a livelihood.\nNevertheless, the schools as a whole\nage.\nschool\nare those from birth to\nboys and girls for parenthood.\npreparing\nin\nduty\ntheir\nto\nawake\nare not yet\nThis does not mean sex hygiene, but a continuous training in the ideals and\njoys of parenthood, and a knowledge of the self-sacrifice needed in order\nto win the crown of loving devotion that children give to wise and afSuch training must not be left to the high schools\nfectionate parents.\nin the first six years of school life, for a majority of\ntaught\nbe\nbut should\nleave school at the end of the elementary school\npopulation\nschool\nthe\ncourse or earlier.\nHumane education, care of babies, training for health of children of\npre-school age, and the training of their powers of observation, and games\nthat will help to develop either the body or the brain of the younger brother\nthese\nor sister, or the child that may come to their arms later in life—all\ngirls.\nshould be taught in the schools, to both boys and\n\nIn our factory-built world of today thousands of children are acting as\n\nd\nlittle mothers or little fathers to younger brothers and sisters. Untutore\nlittle\ntheir\naright,\nthem\ntraining\nof\njoy\nthe\nin\nand\nin the care of children\n,\ncharges are merely heavy burdens borne in silence, or with grumbling\nSuch\nparents.\nand sometimes with the abuse taught them by their illiterate\na revelation\ntraining as this would come to these little foster-parents as\nin a short\nschools\nthe\nto\nbringing\ntoward\nand a delight. It would help\nmean\nwould\nfuture,\nthe\nfor\nand,\nchildren,\nten\ntime better-trained kindergar\nn.\ngeneratio\nbetter\nan infinitely\n\n"}
{"page": 554, "printed_page": "532", "text": "552\n\nNATIONAL\nSCIENCE\n\nEDUCATION ASSOCIATION\nAND\n\nMANUAL\n\nTRAINING\n\nThe world is calling for people who think, because the life of today is\ndependent on scientific research.\nScience, more than any other study, demands thought; it is therefore imperative that our children should study\nat an early age the beginnings of science, both organic and inorganic.\nThe child of today faces a world that is dominated by machines.\nLife\nis made easier for him by machines, and a great majority of the children\nwill earn their living by caring for machines.\nIt is well, therefore, that\ntheir training in the use of machines should begin early. There is a toy\ntypewriter that is not expensive that would train for accuracy in spelling\nas no amount of written work will do, and there are simple arithmetical\ncalculating machines that are interesting and helpful. ‘There are similar\nlittle devices which can be used for “busy work,” and will save the voice and\nthe nerves of the teacher—and of the child—for the machine, like nature,\nis quietly inexorable.\n\nScience work, in so far as it relates to machines, should be spread through\nthe child’s school life and not left for the last two years of school, as is\nfrequently done in courses of study. In the city and on the farm, in its\ndaily life, the child sees machines in use, and its toys frequently contain\napplications of the lever, pulley, wedge, and the like.\nA seven-year old child can learn something of the force of gravitation\nwhen illustrated by its own bumps, and of adhesion, when it glues a picture\nto a piece of cardboard.\nAs it progresses in school the child should learn\nto watch for examples of the power of gravitation, cohesion, capillary\nattraction, light, heat, combustion, electricity, magnetism, the lifting power\nof the screw, inclined planes, and other mechanical devices.\nOur great\ninventors did not postpone their work until they were ready for high\nschool or college, but tinkered in their childhood, trying to find new ways\nof doing the things their parents did more slowly.\nJust as inorganic science should be studied through the grades, so also\nshould simple organic science. The fundamental difference between living\norganisms and inorganic matter should be taught with special emphasis\non feeding, breeding, and growth.\nIn large cities this study must perforce\nfocus on plant life and human life, for dusty, dead specimens from a\nmuseum do not train a child in true nature study. Only in rural or semirural communities can the great panorama of nature really be studied.\nNevertheless, school gardens, parks, and herbariums can do much for the\ncity child, while corn clubs, calf clubs, and farm culture generally, will\nopen the eyes of the rural child to the wonders possible of achievement in\nthe plant and animal world through right feeding and environment.\nIn\nall study of growth, the needs of plants and animals should be compared\nwith those of growing children, and likenesses and differences studied\nto\nthe end that the next generation may be better equipped for the struggle\nof life than the present one.\nShop work and cooking should not be confined to the seventh and eighth\nyears, as at present because of expense, but should be taught througho\nut\n\n"}
{"page": 555, "printed_page": "533", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n533\n\nthe school life of the child, the younger children taking the place of helpers\nto the older girls and boys. All manual training, science, and art work\nshould follow taste and ability lines, rather than sex lines. Boys should\nbe free to learn cooking or sewing, and girls to do shop work; for in the\nindustrial world today thousands of men are cooking and sewing, while\nin thousands of homes women are doing upholstery and carpentry work.\nIn ancient times education was transmitted from father to son by word\n‘Today visual instruction is far more important than oral inof mouth.\nWe appeal to the eye of the child through books and pictures,\nstruction.\nand the appeal to the eye is more powerful than that which is addressed\nto the ear. We all know the old saying, “In at one ear and out at the\nother,” but no one has ever said, “In at one eye and out at the other,”\nFor this reason it is imperative\nbecause things seen are best remembered.\nfor the up-to-date school to introduce visual instruction in all branches as\nStereoscopes are excellent, and moving pictures are still\nfar as possible.\nshould be without the means of teaching its children\ntown\nNo\nbetter.\nHistory, literature, and science\nthrough the medium of moving pictures.\ncan all three be illuminated in this way.\nUnless our normal schools can teach the inspiration of the new century\nwhich lies before us, the course of study suggested in this report cannot\nbe properly carried out. The normal schools of this country should be\nleaders of school thought and method, not followers of the course of study\n\nas already laid out.\nNo student should be permitted to receive a diploma from a normal\nschool who has not specialized along some one line of study as well as\nOnly a person who is too dull to make\naccomplished the general course.\na competent teacher is unable to become a specialist in one or more of the\nsubjects required in the elementary schools.\nIn closing the Chairman desires to thank the entire committee for their\nwilling helpfulness, and especially the secretary, Dr. H._L,. Smith, tor\nMr. Charles H. Judd, Superintendent Joseph\nhis continuous assistance.\nM. Gwinn, and Dr. Jacques Redway have earned the gratitude of the\nChairman by their prompt and efficient aid. This final report has the\nthe\nunanimous approval of the committee and was adopted as a whole by\n1922.\n3,\nJuly\non\nEducation\nof\nNational Council\n\nTRAINING\nELIZABETH\n\nA. WOODWARD,\n\nFOR\n\nSTATE\n\nWOMEN,\n\nPARENTHOOD\n\nSUPERVISOR\n\nOF\n\nYORK\n\nCITY\n\nNEW\n\nCLASSES\n\nFOR\n\nIMMIGRANT\n\nat once\nMy topic relates to Parents’ Helpers and would be understood\nmothers’\nof\nif we discussed how to help the children in their capacity\ner these\nassistants—both boys and girls. How to help them to administ\nsisters\nand\nbrothers\nyounger\nthe\n”\nduties of “minding the baby” and “tending\nis the\nduties\ntheir\nby\nenriched\nbe\nshall\ne\nso that our educational procedur\n\n"}
{"page": 556, "printed_page": "534", "text": "534\n\nNATIONAL EDUCATION ASSOCIATION\n\nproblem.\nAt the same time these thousands of little children, parents’\nassistants I choose to call them, may also be teachers’ assistants and society’s\nassistants in the great work of social welfare.\nIn an age when despite all our educational efforts we are still a Nation\nof “sixth graders,” we must plan to utilize all existing agencies for enrichment of elementary education.\nIn our courses of study we must recognize\nfacts. If less than seventy-five per cent of our elementary children advance\nbeyond the sixth grade in our largest cities, where must we work?\nThe large families found in our congested districts, the economic conditions particularly among our immigrant groups, throw responsibility for\nthe care of younger children on boys and girls below the junior high-school\nand the high-school age. For the adolescent in progressive higher schools,\nsuch agencies as Camp Fire Girls, Girl Scouts, Boy Scouts, and Junior Red\nCross meet the needs and could have their programs on child-care enlarged\nand enriched. For the younger children who from seven to twelve years\nof age must regularly “mind” the little ones, the teachers of the first six\ngrades as well as our courses of study must make provision in their regular\nschool subjects for projects that will include helpful suggestions to these\nlittle parents’ assistants.\nOf course we have to educate the mothers, but few schools or agencies\nwithin the schools have attempted this beyond mothers’ meetings or English\nclasses for foreign-born.\nWith her large family and needs for special adjustment to American life the foreign-born mother needs the help of her\nchildren.\nEven with our English-speaking mothers we say: ‘‘Maternity\nrepresents the most exacting individual responsibility known to society.”\nIt is taxing, confining work for a little child to watch that no harm comes\nto the babies or younger children left in his charge. ‘This care must be\nlightened and made joyous.\nNew projects in the school work could include\nmuch that would be valuable as original work and not upset or enlarge the\nregular school curriculum.\nFor instance, children in the cities need to be\ntaught to play; they need imagination and creative power developed for the\njoy of the present and the good of the future.\nMany little children are instinctive in their care-taking, old-fashioned in\ntheir responsibility, and autocratic in wielding their power over the younger\nones.\nHow many, on the other hand, are good-natured leaders in play with\nthe little ones?\nWhat a wonderful and joyful field of service this mothers’ assistance work\ncould be made if teachers knew the pupils’ problems at home and helped\nto meet them? ‘The teachers must do it. Even the mothers of a few\nchildren are frequently baffled. An advertisement like this was found in\na paper not long ago: “Wanted, An intelligent person to assist for a few\nhours daily with answering questions of two children, aged three and five,\nto relieve parents of said children.”\nPerhaps the answering of questions\nand the development of the linguistic powers of these coming citizens can\nbe safely trusted to the school child in the modern city. But health training, handcrafts, games, finger-plays, lullabies and songs, stories and rhymes,\nnature-study facts, and the English language need a teacher’s assistance.\n\n"}
{"page": 557, "printed_page": "535", "text": "535-\n\nNATIONAL CoUNCIL OF EDUCATION\n\nProjects for the grades could easily include problems of caring for little\nchildren in groups during a mothers’ meeting or an English class. Grade\nchildren can prepare real programs for younger and older groups, programs\nwhich would include handcrafts, such as clay work, bead stringing, playing\nwith shells, spools, or buttons, making dolls of handkerchiefs, or vegetables,\nor nuts,\n\nAbove all things this child-caring work must be converted into play. It\nof\nmust be performed joyously. The children have a right to the pursuit\nmovies\nthe\nEven\nplay.\nto\nhow\ntaught\nbe\nto\nneed\nchildren\nCity\nhappiness.\nWe need\nare destroying all thought of the individual’s need for initiative.\nabundant\nmore\nnature,\nin\nmore life, more dramatic work, more interest\n.\ntenements\ncrowded\nour\nin\nchildren\nof\nnts\nactivity, more joy in the achieveme\nat\nlooking\nlistlessly,\nbaby”\nthe\n“minding\nmore\nnot\nNot more passivity,\nmovies, and “sitting around.”\neducation of\nTo summarize: (1) Frank recognition of the need of the\nelementary\nthe\nin\nyears\ntwelve\nunder\nparents’ assistants, girls and boys\nns remain\nconditio\nc\neconomi\nand\nexist\nfamilies\ngrades. So long as large\nneed not\nthis\nmeeting\nfor\nplans\nDirect\n(2).\nexists.\nneed\nunchanged the\nplans inThese\nonly in health education but in almost all school subjects.\nwork\nschool\nin\nnow\npopular\nso\nclude: (a) The projects and problems\nbe\nmight\nn\nChildre\nneeds.\nhome\ndefinite\nthese\nshould make provision for\ndo.\nScouts\nBoy\nand\nGirl\nand\nGirls\nFire\nCamp\nthe\nas\ngiven credit in school,\nining work prob(b) Introducing into normal school and kindergarten-tra\nassistants.\nmothers’\nof\nlems and projects connected with the training\ng this\nutilizin\nfor\nons\nsuggesti\nstudy\nof\n(c) Introducing into our courses\nthese\njoyously\nand\ny\nplayfull\nguiding\nand\ns\ngreat army of premature educator\nextra-school opportunities for service and nurture.\n\nFINAL REPORT\nCHARLES\n\nH. KEYES,\n\nOF COMMITTEE ON HEALTH\nIN EDUCATION\nPRESIDENT\nNEW\n\nOF SKIDMORE\n\nYORK,\n\nACTING\n\nCOLLEGE,\n\nPROBLEMS\n\nSARATOGA\n\nSPRINGS,\n\nCHAIRMAN\n\nEducation of the National EduThe Committee on Health Problems in\ncordial and effective codperation of\ncation Association with the continued\ncan Medical Association has conthe corresponding committee of the Ameri\na sustained interest in the Comwith\ntinued its work during the last year\nthe reports which have been issued\nmittee program and a steady demand for\nWelEducational and health officials, Child\nby the Joint Committee.\nizaorgan\nand\nduals\nindivi\nand other\nfare organizations, Red Cross workers\ninin\nttee\nCommi\nyour\nto\nng\nlooki\ntions in this and in other countries are\nture.\nlitera\nand\ncreasing numbers for health standards\nwas created as a committee of\nThis Committee on Health Problems\nat the meeting in San Francisco\nthe National Council of Education\nof the American Medical Association,\nin 1911 at the suggestion and request\nin Los Angeles. At the meeting in\nwhich was in session at the same time\n\n"}
{"page": 558, "printed_page": "536", "text": "536\n\nNATIONAL EDUCATION ASSOCIATION\n\n.\n\nDes Moines, July, 1921, this Committee was formally adopted as a committee of the National Education Association.\nAfter a careful survey of the general field the Committee decided to give\nattention first to the health problems of rural schools.\n‘The first report of\nthe Committee was a valuable bulletin entitled “(Country Schoolhouses,”\nby Fletcher B. Dresslar, a member of our Committee.\n‘This report was\nprinted and distributed in 1912 by the U. S. Bureau of Education.\n‘The\nCommittee literature still being distributed in original or repeated editions\nincludes the following:\n1. Minimum Health Requirements for Rural Schools. ‘Two editions of\n800,000 copies of this report have been distributed.\nA third edition of\n10,000 copies is now being distributed.\nUnprejudiced evidence from many\nplaces shows that this report has exerted great influence in the improvement\nin rural-school sanitation in the United States during the last eight years.\nSeveral States have adopted this report as the standard for rural schools.\n2. Health Essentials for Rural-School Children was printed in 50,000\ncopies. ' This first edition was exhausted, and a second revised edition is now\nbeing distributed.\nMost of the copies of this report have been used as\nsupplementary texts on health in the training of rural-school teachers in the\nnormal schools, and as practical handbooks by rural-school teachers and\nsupervisors.\n3. The Health Chart Report. The first edition of 10,000 copies of the\nillustrated Health Chart pamphlet was soon exhausted, and a second edition\nof 10,000 is now being distributed.\nThis pamphlet not only serves to\nillustrate and explain the health chart but is being extensively used for\nhealth instruction in both city and country schools and also as a guide in\nmaking health posters and scrapbooks.\n4. The Health Chart Set comprises 58 charts, each 22 x 28 inches. Over\n1000 complete sets of the health charts (including 58,000 charts) have\nbeen distributed in our own and in foreign countries.\nMany orders for\nindividual charts have been received.\nOne State department of health has\nrecently ordered 2400 copies of individual charts.\nThe above-mentioned bulletins and the health charts are being sold by\nthe Committee at the bare cost of printing.\n5. The Teacher’s Part in Social Hygiene was published last year with\nthe codperation of the American Social Hygiene Association and this cooperating Association presented the Joint Health Committee with 5000\ncopies of this valuable bulletin.\nThe demand for this pamphlet report is\nrapidly increasing.\nConstructive codperation between organizations and committees 1S 2\nprominent part of the policy of the Joint Health Committee.\n6. Health Improvement in Rural Schools is a report which has been in\ncareful process of preparation for several years.\n‘This is just coming from\nthe press to complete for the time being the introductory plan of the Committee to promote the entire health program of the rural schools.\n7. Health Service in City Schools of the United States is the report\nof\na survey, conducted by our Committee this year, of the health work which\n\n"}
{"page": 559, "printed_page": "537", "text": "NATIONAL CouNCIL oF EDUCATION\n\n537\n\nis being done in the city school systems of this country.\nSix hundred and\ntwenty-two six-page questionnaires were sent to city superintendents of\nschools.\nFilled-out questionnaires containing much valuable information\nof current accomplishment have been received from 340 (54.6 per cent)\nof the superintendents.\nYour Committee expresses here sincere appreciation of the splendid help\nand codperation from the superintendents who responded so promptly.\nThis report will be printed and ready for distribution within a few weeks.\n8. Daylight in the Schoolroom is a valuable report on school lighting,\nprepared in 1921 by a sub-committee under the chairmanship of Dr. Edward\nJackson, eminent ophthalmologist of Denver and a member of our Joint\nCommittee.\n“This report has been printed in several scientific and educational magazines.\n9. A partial report on Ventilation of School Buildings has been prepared\nby a sub-committee of which Dr. R. W. Corwin, of Pueblo, Colorado, is\nchairman.\nFurther work on this study is being conducted under the leadership of Mrs. Ira Couch Wood, of Chicago, another member of this subcommittee.\n10. Appointment of Committees on Health Problems in Education in\nthe several States. At the meeting of the House of Delegates of the\nAmerican Medical Association in New Orleans in May, 1920, it was voted\nto urge upon each of the State medical societies that a committee of five\nphysicians, members of the society, be appointed to codperate with a similar\ncommittee of the State Teachers’ Association as a joint committee on the\nHealth Problems in Education in that State.\nIt will be recalled that at\nthe meeting of the National Education Association held in Des Moines,\nIowa, in July, 1921, this action of the American Medical Association was\nheartily endorsed and each State Teachers’ Association was urged to appoint\nsuch a committee in response to the request of the State Medical Society.\nAll but five of the forty-nine State medical societies have appointed such\nState committees of physicians and have reported their personnel to the\nSecretary of the Council on Health and Public Instruction of the American\nOur Committee urgently requests every State TeachMedical Association.\ners’ Association to appoint a like committee of teachers to codperate with\nthe medical committee.\nWhile our Joint Health Committee of the National organizations of\nteachers and physicians can propose material and secure data of great value,\nand can recommend measures which would secure better health conditions\nin the public and other schools of the country, it is obvious that if such\nmeasures are to be generally adopted and put into practice it must be\nthrough the efforts of many groups dealing with these activities in the sevOur Committee will find one of its most\neral States and communities.\neffective fields of usefulness in serving as a medium of inter-communication\nand coordination of these several State committees.\nThe codperating medical group of our Committee has initiated the custom of holding an annual conference at the time of meeting of the American\nMedical Association, of the members of the committees of the several State\n\n"}
{"page": 560, "printed_page": "538", "text": "538\n\nNATIONAL EDUCATION ASSOCIATION\n\nOur Committee recommends that a similar plan be\nmedical societies.\ninstituted for the committees of the State teachers’ associations and that our\nCommittee be authorized to arrange for such a conference at each annual\n“The interchange of inmeeting of the National Education Association.\nformation regarding progress in the several States in solving the Health\nProblems in Education together with the opportunity for discussion and\nsuggestion which such a conference would afford could not fail to be helpful\nin promoting this great movement.\nThe Joint Committee acknowledges with great appreciation the generous,\nsubstantial, and continued codperation and support of the Elizabeth McCormick Memorial Fund of Chicago. Throughout the existence of our\nCommittee the codperation of the U. S. Bureau of Education has been of\ngreat value.\nAt the annual meeting of the Joint Health Committee on February 28\nin Chicago unanimous support was given to a resolution that a committee\nshould be appointed to prepare a Program of Health Education for Public\nSchools and Teacher Training Institutions of the country.\n‘This is by far\nthe most extensive and important project which your Committee has yet\nundertaken.\nSo active was the interest manifested by the members of the Committee\nin this plan that on April 22 seven members of the Joint Committee met in\nPittsburgh, entirely at their own expense, and spent two days in developing\nthe plan for this Program of Health Education.\nThis wave of intense interest in, and intensive development of health\nwork in the schools, accompanied by unprecedented stimulation of interest\nin health by voluntary organizations outside of the schools, and contribution\nto the schools of a fascinating and confusing mass of material and devices\nfor health work and health teaching from many outside sources, makes it\nall the more desirable and necessary that the educational forces within the\nschools should study, interpret, and codrdinate the materials and methods\nin the fields of health education so that the schools of the country may be\nprovided with an educationally sound program of health teaching and\ntraining.\nThis program adopted by the Committee provides for sub-committees to\ngrade the health teaching material for the kindergarten, elementary, and\nhigh schools; and also for the normal schools and other teacher-training\ninstitutions. ‘These sub-committees further will provide technical groups\nto judge and organize material from the standpoint of teachers in the\nschools, physicians, educational psychologists, dentists, nutrition experts,\nteachers of physical education, biologists, and public health specialists.\nThis program of the Committee would involve the work of several years\nand during this period of thorough investigation and consideration of the\nmultitude of problems involved our Joint Committee would plan to issue a\npreliminary report within a year or eighteen months: to provide the best\navailable guidance to the schools of the country relative to health teaching\nin the immediate future.\nExtensive study and experiment by our Joint Committee, assisted by the\n\n"}
{"page": 561, "printed_page": "539", "text": "NATIONAL CouNCIL OF EDUCATION\n\n539\n\nvarious technical committees referred to, would be necessary to solve some\nof the many problems in this field which are now pressing for answer.\n|\nIn this new project the members of the Joint Committee have proposed\nfor themselves and for their chairman a task of National scope and of great\nimportance in the program of public education.\nThis Joint Committee seems peculiarly situated and constituted to attempt under distinctively favorable auspices this pressing educational task.\nThis work can be confidently undertaken by your Committee, if the proper\nencouragement is given and if adequate financial support is provided.\nIf the preparation of a Program of Health Education—in scope and\ncharacter like that briefly explained in this report—is to be carried out with\nreasonable efficiency an additional appropriation of $5000 a year for at least\nthree years is urgently needed to provide the secretarial and clerical aid\nrequired.\nPerhaps it is not necessary to add that no part of the appropriations here recommended is intended for any member of the Committee but\nsimply for the secretarial and clerical work involved.\nIn addition to the committee program and reports already mentioned,\nwe are working toward the following bulletins:\n(a) Mental Hygiene for Normal Children: What Every Teacher\nShould Know About It.\n(b) Standards of Health Norms and Defects of School Children.\n(c) Making Athletic Games Safe and Healthful for School Children.\n(d) Health and Efficiency for Teachers.\n(e) Essentials in the Hygiene of Instruction and School Management.\nTo continue with reasonable efficiency the program already under way,\nand outside of the preparation of a Program of Health Education, the\nHealth Committee respectfully asks for an appropriation of $2000 for the\ncoming year from the National Education Association. Your Committee,\naccording to the custom of many years, confidently expects from the American Medical Association an appropriation equal to that which may be\ngranted by the National Education Association.\nTuomas D. Woop, Chairman.\n\nHEALTH\n\nAND\n\nTHE\n\nSCHOOL\n\nWILLIAM H. BURNHAM, CLARK UNIVERSITY, WORCESTER, MASSACHUSETTS\nit is now\nAfter fifty years of modern scientific study of child hygiene\n\nto the relation\npossible to state a few fundamental general truths in regard\nthese must be\nbrevity\nof\n‘sake\nthe\nFor\nhealth.\nchild’s\nthe\nto\nof the school\nas follows:\nare\nthings\nA few of the essential\nstated rather dogmatically.\n\nhygiene\n(1) First of all the fundamental aims of education and of child\n\nion of habits\nare the same: normal healthful development and the acquisit\nmental.\nand\nphysical\nof healthful activity\n\nthe elementary\nFor the early period of school life, in the kindergarten and\n‘The child’s\nhealth.\nerades at least, the primary aim of education should be\nbut the\nwait,\ncan\nelse\nhing\nEveryt\nfirst business is to grow and to develop.\n\n"}
{"page": 562, "printed_page": "540", "text": "540\n\nNATIONAL EDUCATION ASSOCIATION\n\nAt present there is no consensus among\ndemands of health are imperative.\nAn eminent educator\neducators in regard to the aim of formal education.\naim of education for\nthe\nwhat\nknow\nnot\ndoes\nhe\nhas frankly admitted that\n, but if pedagogy\nstatement\namazing\nan\nis\nThis\nis.\nperiod\nry\nthe elementa\ndoes not know the aim of education for this early period, then pedagogy\nshould give place to hygiene, for hygiene does know the aim definitely—\nhealth, adjustment to a normal environment, and the acquisition of those\nhabits of activity, physical and mental, that represent the alphabets of health\nfor everyone.\n(2) Physically and mentally the child is literally a different creature\nHence both our educational methods and hygienic trainfrom the adult.\nfrom the genetic point of view. This is obvious\ndetermined\ning should be\nfrom what has already been said. In the early period the maximum of\nfreedom for spontaneous motor activity out of doors is essential, in order\nthat the child may make his own adjustments as a reacting organism to a\nIn the elementary grades the emphasis is naturally\nnatural environment.\nIn\non the acquisition of the alphabets of learning and health and morals.\nthe high school the emphasis shifts and the aim is more on healthful adjustment to social environment, and so far as the individual is concerned,\non self-discovery, self-adjustment, and mental as well as somatic hygiene.\n(3) We now see clearly that organization of hygienic activities is necessary. ‘The health interests of the members of a community, of the State,\nand of the Nation are all bound up together; and as regards pure food, pure\nwater, pure milk, protection from infectious disease and the like, the health\ninterests are common interests, and the health of the child is only the most\nimportant part of public health.\nThe opportunity of the school for public health is obvious from the fact\nthat in the school all the children of the community are brought together;\nhere conditions can be organized with regard to the health of the children\ndirectly and public health indirectly; and here too is the grand opportunity\nfor prevention of disorder, physical and mental, since many of the most\nserious conditions that threaten the health of the young have not yet affected\nthe children, and can be removed.\n\n(4) Modern investigations and modern studies of education and hygiene\nhave at least clearly shown that it is training in hygiene not mere instruction\nwhich really counts.\nHowever important instruction may be, it is secondary and subsidiary and is most effectively given on the basis of individual\ntraining. Hence the significance of the aim in the various child welfare\nsocieties actually to develop habits of health among school children.\n\n(5) One of the greatest advances in child hygiene in recent years is the\ninsight that mental hygiene is quite as important as somatic hygiene, and\nthat objectively excellent methods in hygiene, important rules of health and\n\nsignificant teaching all avail nothing unless right mental attitudes and right\nhabits of healthful mental activity are developed.\nThus in connection with\nevery school subject and even every lesson in child hygiene the dictates of\ncommon sense and the plain teachings of scientific mental hygiene are to be\nconsidered as well as those of physical hygiene.\n\n"}
{"page": 563, "printed_page": "541", "text": "NATIONAL CouNCIL oF EDUCATION\n\n541\n\n(6) To the practical question, what can be done today, the answer is in\nthe training of teachers.\nIn matters of health, as in other things, school\nreform is always schoolmaster reform.\nFor proper health training properly\ntrained teachers are necessary.\nNo textbooks, no rules for instruction and\ntraining, no code of health morals, no methods or devices, however clever,\ncan take the place of good teachers. To insure good teachers they themselves must be trained in the essential habits of health, given the scientific\nattitude, a broad perspective, and the genetic point of view, so that lessons\nmay be adapted to individual children and the concrete situations of the\nschoolroom.\nThis movement for training of teachers in child hygiene is of the greatest\nsignificance, but from the outset the instruction and training should be\nrigorously scientific.\nThe history of hygiene is instructive.\nEven in modern times children\nhave suffered from the hands of the hygienists. The story is pathetic.\nThey have been dosed with things vile of every description, from calomel\nand tobacco to human excretions.\nEven in modern times surgeons have\nadvised slitting the gums, making the incision deep clear to the bone, in\norder to ease their teething.\nEven the history of scientific child hygiene has not been free from error.\nThe pathway is strewn with the fragments of exploded theories.\nTo\nrecount the errors even in regard to bad air and the ventilation of schoolrooms would be a long story, at the core of which would be perhaps the\ngruesome warnings in regard to carbon dioxide as a deadly poison and\nschemes of ventilation based on this idea, although we know today that\ncarbon dioxide in ordinary rooms is a harmless gas and in right proportions\nas essential for human health as oxygen itself.\nThe lesson is obvious. As others have fallen into error, so may we.\nNo one, because he lives in the year of our Lord 1922, can claim immunity\nfrom error; and the teachers, lacking proper training and using textbooks\nThe only safety is the acceptance of\nthat teach error, cannot be blamed.\nno hygienic doctrines as true that cannot be verified by the scientific method.\nAmong the dangers to health in the schoolroom is the conscientious\n‘The old physician Gazius who\nteacher of hygiene who lacks knowledge.\ntaught the danger of bathing, the teachers in the English school that punished their children for not smoking, those of a later age who condemned\nnight air and the drinking of water, and the kindergartner of today who\ntrains her children in songs beyond the compass of their voices, the teacher\nin the high school who forces the pubescent boy to sing when his voice\nis in the period of mutation, the dietician who is satisfied with calories\nwithout vitamines, and the hygienist who worries the children about malaria\n‘Thus the sucwhere there are no mosquitos—all alike are conscientious.\nupon whether\ndepend\nwill\nteachers\nof\ntraining\ncess or failure of the hygienic\nnot.\nor\nscientific\ntruly\nis\neducation\nthis\nWhile I would go further and make health the primary aim of all education in the early years, I wish to emphasize the need of the scientific\nMore concretely, teachers\nattitude, of perspective, and of mental hygiene.\n\n"}
{"page": 564, "printed_page": "542", "text": "542\n\nNaTIONAL EDUCATION ASSOCIATION\n\nall to forget\nshould learn that some children and some adults need most of\nchild’s\nanother\nbe\nmay\nfood\nchild’s\none\nis\nwhat\ntheir own health; that\nion\ninstruct\ny,\nnecessar\nare\ntraining\nand\nion\ninstruct\nboth\nwhile\npoison; that\nabout\ntalk\nwhile\nis especially for the teacher, training for the pupil; that\nthe\nhygiene may have flushed the cheeks of eager teachers, it never painted\nthat\ncounts;\nhabits\nhealth\nof\npractice\nactual\ncheeks of children; that only\nthe only\nit is dangerous to teach what is not true, and that when in doubt\nalone.\nnature\nlet\nto\nis\nrule\nsafe\nThe service the school can render to the child’s health and indirectly to\npublic health is equalled only by the service of the home for the pre-school\nchild. To the door of the schoolhouse the child brings not only the inthe\nheritance of the ages, but the result of six long years of training in\nemotions\nNot only the primitive\nhome and on the playground or the street.\nof fear, rage, love, and the fundamental instinct to activity, but associated\nfears, conditioned reflexes, attitudes, habits, some distinctly habits of health,\nsome distinctly injurious. Thus the school beginner is by no means a\ntabula rasa.\n(7) The strategic point of attack in school hygiene today is at the\nentrance of school life. Here a thoroughgoing health examination, physical\nThis is merely common sense, and it is imand mental, is necessary.\nknow the character of the training children\nshould\nteachers\nthat\nperative\nhave received in the pre-school period. Just as at college entrance it is\nsound pedagogy and common sense to inquire into the mental ability and\nthe high-school training of candidates for the college—and every institution finds this necessary—so it is perhaps even more important to know the\nassociations, attitudes, inhibitions, and mental twists that children bring\nwith them to school as the result of their six years of pre-school training,\ngood or bad.\nOnly by a thoroughgoing examination of this kind at the beginning of\nschool life can the necessary codperation of teachers and parents be obtained.\nOnly thus can the children needing special care be selected, the health of the\nnormal children be preserved, retardation and failure prevented, and the\n‘The first months of school life\nteacher’s time and strength conserved.\namount to little for formal education, but are invaluable for health and\nshould be devoted to this.\nThe failure to give such a competent examination at the entrance to\nschool life and the ordinary plan of admitting all children, developed or\nundeveloped, normal or defective, at the chronological age of six has resulted in the admission of many children not sufficiently developed physically\nand mentally to do school work, the futile attempt to teach these children,\nthe failure and retardation of many of them made inevitable from the outset, and a general attitude of hurry and waste and neglect of normal healthful development.\nNext to ignorance and error the other great enemy of school hygiene is the\nscholastic ideal in its narrower form, the tendency to yield to the rush and\nhurry of the present time and the introduction of narrow efficiency ideals\ninto the schools.\nWith this ideal attention centers, not on the children but\n\n"}
{"page": 565, "printed_page": "543", "text": "NATIONAL\n\nCouNCcCIL oF EDUCATION\n\n543\n\non the school curriculum, the exigencies of grading, methods for beginning\nformal education at an earlier period, devices for acceleration, purely\nquantitative scales and standards, and in general emphasis, upon the scholastic product instead of the children to be educated.\nFrom the days of\nComenius down there has always been this tendency to mechanism and\nhaste.- No one knows just when or how to begin the formal education of a\nchild, but we feel that we must begin as soon as possible.\nOn the other hand child hygiene, somatic and mental, calls us back to a\nfew fundamental things, and today with renewed emphasis it raises the old\nquestions. With Watson, from the point of view of laboratory studies\nit asks if a child’s mind be twisted and thwarted and handicapped by injurious conditioned reflexes and habits in the pre-school period, what can\nthe education of the ordinary school accomplish?\nWith Dr. Williams it\nasks what would it profit even if all our hygienic ideals were realized, if the\nchildren are not happy and attitudes of depression, failure, and the like, are\ndeveloped?\nAnd again, with G. Stanley Hall, what shall it profit a child\nif he gain the whole world of knowledge and lose his own health, or what\nshall a child give in exchange for his health? ‘Thus our brief survey ends\nas it began, with the insight that the aim is everywhere primarily health and\nnormal development, physical and mental, that no other aim is educationally\nsane or hygienically sound.\n\nHEALTH\nEMMA\n\nPROJECTS\n\nIN\n\nTHE\n\nDOLFINGER,\n\nASSOCIATE\n\nLOUISVILLE\n\nELEMENTARY\n\nELEMENTARY\n\nDIRECTOR\nSCHOOLS,\n\nCHILD\n\nCLASSROOM\n\nHEALTH\n\nLOUISVILLE,\n\nORGANIZATION,\n\nKENTUCKY\n\nI cannot resist a word, before speaking on the subject assigned me, about\nthe Conference on Teacher Training, recently held at Lake Mohonk,\nunder the joint auspices of the U. S. Bureau of Education and the Child\nHealth Organization of America.\nThis was a conference of specialists in nutrition, of doctors, dentists,\nsocial workers, sanitarians, college professors, teachers, supervisory officers,\nand child-psychologists assembled to pool their special knowledge, their\n\nconception of needs and their ideals for health teaching in the hope that\nfrom this pooling would come some principles that all could use and adapt\nOne thing did come out paramount\nto their particular needs.\nIt was this:\nadopted.\nfinally\nthrough the resolutions\n\nand shone\n\nThe young teacher must leave training school “gloriously healthy” her-\n\nself, and enthusiastically eager to bring all her flock up to this standard.\nThe normal school must give her such environment, such instruction, such\n\nmethod, but chiefly such inspiration through her own experience that she\n\nwill never rest until all the boys and girls in her charge with enthusiasm\nand intelligence are headed for health.\n“i\nHow fine to see this point of view reflected in the courses of study of our\ntraining schools!\n\nNow health, to the extent that it is controllable, is a matter of correct\n\n"}
{"page": 566, "printed_page": "544", "text": "544\n\nNATIONAL EpucATION ASSOCIATION\n\nhabits, practices, and attitudes, and as we all know, habits are formed, and\npractices entrenched by doing, when children are interested in the results\nof the doing. To quote from a recent number of the Journal of Educational Method, “Children should be stimulated to initiate schemes and\nenterprises, helped to develop them, encouraged to evaluate the results.\nIf the activity is their activity, they will develop habits; if the activity is\nsuch as real life offers, these habits will be useful acquisitions; if the result\nis satisfactory to them, the habits’ will tend to become firmly cemented.\nEducation is the successful and satisfactory use of movements and thoughts\nnecessary to present and later life.”\nMost strikingly is this true of health education.\nRare is the child who\nis interested in health habits, in physiology or sanitation, as such.\nBut if\nwe can help this youngster to initiate schemes and enterprises, where acquiring health habits or health knowledge become his activities, or are such\nas real life offers, and where the results are satisfactory to him, then we\nget the release of that unquenchable energy of children, then children give\nthemselves health-training that is the real thing.\nIn the school system from which I am about to describe an example,\nthe returns in defects corrected, were not satisfactory to the supervisor of\nnurses and the director of health education.\n“The plan was then devised\nof carrying to the children certain of the findings of the physical examination, those where it was thought that the child’s spirit of codperation would\nbe helpful in getting corrections.\nAccordingly a classroom record sheet\nwas made and on it placed the class roll with all points of health O. K.’ed,\nwhich in each child were up to the standard set. ‘The symbol of this\nO. K. was a star of varying colors, and it was distinctly understood that\nthe star was a symbol of a goal to be attained and not a reward or an inducement.\nThe children were at once interested in knowing why the particular\npoints on the chart were chosen by nurse and doctor as pivotal health\nessentials. Discussion immediately centered about the relation of healthy\ntonsils, the adenoids, sound teeth, proper weight, vaccination, good sight,\nto vigor, and to your power to function successfully in your chosen field,\nbe it music, athletics, drawing, or dancing.\nThe youngsters next were led to become enthusiastic about having a\n. “100 per cent A-No. 1 bunch,” as one sixth-grade boy put it. The\nteacher suggested this ideal, the children adopted it, with their own phraseology. Naturally, they, realizing the ideal, wanted to know how to get\nit and the plans developed by children, teacher, and nurse, working\ntogether, included: (1) Visits to dentists and dental clinics (more than\nhad ever before been possible) ; (2) Hospital appointments; (3) Visits to\noculists and opticians; (4) Planning of a health regime for all, with\nspecial attention to the over- and under-weights.\n‘This led in a 5-A 6-B\ngrade to the best study of nutritive value of foods I have yet seen, because\nthe children were ready to put into practice what they were learning in\nschool. This study was arrived at, through experimentation determining\nthe existence of certain easily demonstrable nutrients in common foods;\n\n"}
{"page": 567, "printed_page": "545", "text": "NATIONAL CouNCIL oF EDUCATION\n\n545\n\nthrough study of the properties of various food groups; through making\nexhibits of suitable well-balanced meals; through reading government and\nother bulletins on food; and finally brought to a conclusion in the preparation in very simple but correct terms of “food books” for the younger\nchildren: posters and slogans by means of which the group tried to educate\nthe younger children in the school.\nIn the sixth grade, dental defects were found to be so overwhelmingly\nthe class problem, that the children eagerly pursued not only the corrective\npath, but also the preventive road, of reasons why—so that they might\nknow what to do to keep their teeth in good shape after the defects,\ncleansings, etc. had been attended to. ‘The relation of food to teeth from\ninfancy to maturity proved to be of special interest. What little physiology\nand anatomy was here needed was learned with eagerness and accuracy.\nOne test, was the quality of the reading slips, posters, and slogans, made by\nIn short, these groups, 5 ab and 6 ab,\nthe class for the younger groups.\nplanned their own health lessons for two terms and they covered: (1)\nInterrelations between doing what one wants to do and the condition of\none’s body; (2) A plan of immediate corrective activities; (3) A definite\nlist of topics on which information was sought; (4) A distinct recognition\ncuse of information to regulate conduct, formulated as preventive activities,\nThe results of this work, started in September\n(diets, health habits.)\nfollowing May, are suggested by the following\nthe\nfor\nset\nwith its goal\nreport, made out by a committee of the 6-A class in one of two schools\nwhere similar activities were undertaken.\nREPORT OF THE MARY D. HILL SCHOOL, GRADES 5-6\nOur Improvement in the Health Race\nClass\n\naa\nGIBtaigs 5 Ce ae Otay\noaks cere\nGyNoa OSes\nee OLONG ScCere IDI OnE\nBina\npies \\dielesetere\nGA iter\n\nOriginal\nstars\n2\n5\n4\n3\n\n14\n\n100 per cent in Dentist Race\n\nDefects to be\ncorrected\n46\n45\n49\n31\n\nAdded\nstars\n10\n17\n7\n11\n\nDefects\ncorrected\nif\n42\n19\n23\n\n171\n\n45\n\n111\n\nerences\nseers eee.....---.\n\nPercentage\nof\nimprovement\n\n59\n93\n39\n74\n65\n\n5B, 5A, 6A\n\nThe Dentist’s Race was to see how many classes could be 100 per cent\nin having gone to the dentist for corrections and prophylaxis before May\n30. The work needed not to be complete by that time but must have been\ninitiated.\nwere\nIn addition to these concrete returns, (1) Subject-matter studies\nTeeth\n*\n(2)\n;\nn\nnutritio\ngood\nto\nmade on foods and health habits in relation\non\n(3) Communicable disease (in answer to question, Why is vaccinati\nin\nnot\ngrades,\ntwo\nthe\nbetween\nhandled\nwere\nnecessary? ‘These studies\n\nwere\nboth) ; (4) Health Books—the reference and supplementary readers\nmade and\nwere\nnts\nExperime\n(5)\ntime;\nfirst\nthe\nfor\nntly\nintellige\nread\nm inwritten up as English exercise; (6) The sale of milk in the lunchroo\nundesirables at\ncreased about threefold; (7) The sale of candy and other\nr; (8) The\nproprieto\nthe\nof\nreport\nthe\nthe adjacent store decreased on\n\n"}
{"page": 568, "printed_page": "546", "text": "546\n\nNATIONAL EpucATION ASSOCIATION\n\nextension of the interest of the 4th, 5th, 6th grades to the primary classes\nled to much improvement there, too, along similar lines.\nIt is not the purpose of so brief a paper as this necessarily must be, to\ndescribe critically the above class-work, but to show how great are the\nhealth returns when the teaching taps the flowing springs of the children’s\ninterest. Stars and banners then become, not paltry and artificial inducements, but mile posts on the happy road, or counters in the game.\nDid time permit, I should like to tell how an eighth-grade class became\nthe center for the marked sanitary improvement of its neighborhood,\nthrough its interest in a sanitation map of its school district, which a\nWoman’s Club lent the school.\nInterested study in local ordinances and\nthe sanitary science behind these, resulted in home and neighkorhood\nreforms.\nIn another school, desire to have wash basins in the school, came through\nthe gift of a new white lunchroom.\nThe question of how to get clean\nhands led to interested study of why we want to get them, of the function\nof soaps in cleansing, not only hands, but the entire body; of the nature\nand functions of skin, of the value of such knowledge and practices. “The\nconcrete things, the scales, the lunchroom, the baths, the athletic contests,\nwater supply in the school, these or their lack and the activities growing into, and out of them, are the valuable starting points; activity, reality,\nsatisfaction, and joy, engendering enthusiasms for results, these are the indispensable accompaniments for and of a functional health program.\n\nREPORT OF COMMITTEE ON PARTICIPATION\nOF TEACHERS IN SCHOOL MANAGEMENT\nCORNELIA\n\nS. ADAIR,\n\nACTING\n\nCHAIRMAN,\n\nRICHMOND,\n\nVA.\n\nTeacher codperation in administration has passed from the realm\nof\nthe merely speculative into that of actualities so that we no longer\nsay\n“Shall teachers codperate in administration\n?,” but “To what extent do\nthey coéperate in administration?”\nIt was with this idea in view that our\nchairman, Mr. Updegraff, sent out his questionnaire. - So far\nthe response\nhas not been just what he wished.\nThe subject is so far-reaching and the\nquestionnaire seemed at times baffling, so that your acting\nchairman has\ndeemed it best not to present the questionnaire itself to you for\ndiscussion,\nhoping thereby to gather more material for the final report\nof your\nchairman.\nBefore doing so it might be well to make a short review of the\nTeacher\nParticipation .or Teachers’ Council Movement.\nLike many of our socalled new ideas it is an old friend under a new name or a general\npractice\nthat has been dignified with a high-sounding title. If you\nwill think back\nover your experience you will remember that teachers have\nalways participated in school management to a greater or less degree.\nThe fact that\nan activity was not the subject of general discussion\ndoes not presuppose\nits non-existence.\n\n"}
{"page": 569, "printed_page": "547", "text": "NATIONAL CouNCIL oF EDUCATION\n\n547\n\nFrom the informal discussion between teacher and principal, teacher\nand teacher, persons interested in educational associations evolved the\n\nTeachers’ Council idea.\nThe first form of organization of a Teachers’ Council was in Waterbury, Connecticut, in 1908. The movement took hold slowly, and at the\nend of 1918 there were only 34 Teachers’ Councils in existence.\nIn 191920 a new impetus was felt and the number of councils more than doubled.\nSince then their growth has been steady. At a meeting of the Superintendence Conference in Chicago in 1920 a National Association of Teachers’ Councils was formed, but little has been accomplished by that organization.\nAn increasingly long list of books on this subject shows the continuous\ninterest in which it is held, and a list of well-known authors attests that\nthat interest is spreading from coast to coast and from Canada to the Gulf\nA partial bibliography is attached to this report with a list\nof Mexico.\n(incomplete) of cities where teachers’ councils are in operation.\nAn article in School Life for April, 1921, states:\nTeachers’ councils are generally constituted for some or all of the follow-\n\ning purposes: (1) To raise the standard of the teaching profession ; (2)\nto encourage professional improvement; (3) to foster a spirit of sympathetic\ngood-will and helpfulness among teachers and a better understanding between teachers and officials; and (4) to democratize the school systems—\nthat is, to give teachers a voice in shaping educational policies.\nWork generally considered beneficial—School superintendents generally\nstate that the work of teachers’ councils has been reported: (1) Aided in\nsecuring a retirement law; (2) conducted successful campaign for school\nbonds; (3) formed loan fund for teachers; (4) procured general increase\nin salaries; (5) worked out a new course of study; (6) unified teachers by\nsocial gatherings; (7) held meetings for professional advancement; (8)\nconducted lecture courses; (9) secured use of school buildings for community purposes; (10) established codperation between schools and private\nmusic teachers; (11) provided rest rooms for teachers; (12) organized\nparent-teacher associations; (13) equipped playgrounds.\nGeneral practice has shown that the best place for a teachers’ council\nRarely does a council otherto originate is with the teachers themselves.\nmission.\nits\nwise instituted serve\nThe National Council Committee was formed in 1920. The chairman\nhopes to get by means of questionnaires definite information concerning\nthe functioning of these councils. We will therefore pass to the consideration of these questionnaires as our next order of business.\n\n"}
{"page": 570, "printed_page": "548", "text": "NATIONAL EDUCATION\n\n548\n\nSUB-COMMITTEE\nDAVID\n\nFELMLEY,\n\nON\nREPORT\n\nPRESIDENT\n\nOF\n\nILLINOIS\n\nNORMAL,\n\nASSOCIATION\n\nTHE\nSTATE\n\nCOURSE\nNORMAL\n\nOF STUDY\nUNIVERSITY,\n\nILLINOIS\n\nThree factors contribute to the accomplished teacher—natural aptitude,\ntraining, experience. We still hear much of the born teacher, but in teaching, as in all other callings, native talent is developed by studies and perfected by experience.\nWe commonly use the phrase teacher-training\nbecause we recognize that teaching is an art in which skill is to be acquired\nrather than science in which knowledge is to be gained. Yet all of us\nwould rather use the broader term, the education of the teacher, which\nimplies not an empirical art learned by imitation and with practice determined by habit, but a rational art resting upon scientific principles and\nwith a larger play of individual initiative.\nWhat should this education of the teacher include?\nAs a basis there\nshould be a liberal high-school education with chief emphasis laid upon\nEnglish, the natural sciences, and the social sciences, with due attention\nto music, drawing, and handwork.\nThe program of the teachers’ college should provide:\n1. A preliminary survey of the school, of its aim and organization, of the\nwork to be accomplished in the primary, intermediate, grammar grades, and\nhigh school, the characteristics of children at these different levels, the\ndifferent types of teaching required and the qualifications of teachers that\nwill enable them to meet the needs of the children.\nThe purpose of this course is to lead the young student to look upon the\nschool from the standpoint of the teacher and to choose wisely the field of\nteaching for which he will prepare.\nIts method is inductive.\nThe instruction in this course will make extensive use of the student’s earlier\nschool experience and of frequent visits of observation and comparison in\nthe training school. ‘This course is not yet to be found in a majority of\ncur teachers’ colleges.\n2. A study of how children learn.\nIn this the chief emphasis is laid\nupon the instinctive tendencies, the relation of sense-perception to imagination, to conception, and judgment, the relation of attention to interest, of\ninterest to knowledge, the motor-tendency of ideas as revealed in imitation,\nthe laws of habit-formation, the conditions of memory, association, and\neconomy of learning, the feelings and sentiments as creating desire and\nmoving the will. This course under the name of psychology is found early\nin the curriculums of all teachers’ colleges.\n3. A study of the principles of teaching, of classroom procedure as\nobserved in superior teachers and justified by psychological laws.\nHere we discuss the different types of classroom exercises, assignments,\nlesson plans, supervised and independent study, the project and problem\nmethod, the socialized recitation, the use of tests and scales, and other\nquestions of instruction and class management.\n\n"}
{"page": 571, "printed_page": "549", "text": "NATIONAL CouNCIL OF EDUCATION\n\n549\n\n4. A study of the school, its structure and administration as the organized instrument of education.\nThis includes questions of classification and\npromotion, the school program, school discipline and incentives, ethical\ntraining within the organization, and school hygiene.\nIt embraces also\nthe relation of the school to other educational agencies, its relation to the\nState and problems of school finances.\n5. An inquiry into educational aims and the function of the various\nstudies, school exercises, appliances, and features of school life as factors\nin the development of the child and the realization of our school ideal.\nIn this course are discussed definitions of education, the aims of education,educational values, controverted questions of educational theory, such as\nthe doctrine of formal discipline, the doctrine of interest, so-called scientific\nmeasurements, the treatment of backward children, and the status of vocational education.\n‘This course is variously called Principles of Education\nor Philosophy of Education.\n6. A study of the various systems of national education, the environmental factors that have determined their development, the work of educational reformers, the origin of the forms, maxims, methods, and studies\nthat prevail in our schools, the historical development of the various conceptions of educational values, and the causes of the outstanding differences\nbetween American schools and those of foreign countries.\n“The six courses\nthus far discussed may be called general courses in education, for they\nshould appeal to all teachers.\n7. A re-examination and re-organization of the various branches to be\ntaught in the public schools from the standpoint of the developing interest\nand aptitudes of the child.\nIn such subjects as geography, history, and\nnature study these courses will extend, clarify, and enrich the teacher’s\nknowledge of subject matter as well as determine his method of instruction.\n8. Further practice in the schoolroom arts—drawing, construction, writing, singing, reading, and public speaking, as well as the arts of good\nbehavior and good health to improve the teacher’s personal skill, to afford\na better example for imitation, and to enable him the better to teach others.\n9. Studies in sociology, economics, history, literature, and science—\nsubjects for grown-ups that will minister to the deepening interests of the\nteacher’s life and promote his insight into the aims and problems of\n\neducation.\n10. Observation and discussion of skillful teaching and increasing participation by the young teacher under sympathetic guidance with constructive criticism of his lesson-planning and of his conduct of the various types\nHis\nof recitation to the end that correct teaching habits may be formed.\nvoice, speech, position, manner, dress, should be, if necessary, objects of\n\nfriendly criticism.\n11. Personal contact with superior teachers, men and women of fine\npersonality, of high character and consecration through whose inspiration\nand leadership the young teacher may be stimulated to a resolute endeavor\nIn spite of all that may be done\nto attain the highest possible excellence.\n\n"}
{"page": 572, "printed_page": "550", "text": "550\n\nNATIONAL EDUCATION ASSOCIATION\n\nto indoctrinate the young teacher with correct ideals and principles of\naction, so powerful is the principle of imitation that his schoolroom practice\nin each subject will be chiefly determined by the actual practice of the\nteacher of that subject.\nThat these elements should appear in the program of the teachers’ college\nalmost everyone will agree.\nWe differ chiefly in the order in which they\nshall appear, in their relative importance, and in the amount of time that\nshall be allotted to each.\nIn the early days of State normal schools one curriculum was provided for\n_ all students, no matter whether they were to be primary teachers, grammarschool teachers, or to serve as principals.\nIt was as if the opinion prevailed that teaching is an art that can be taught in the abstract, that there\nis a set of principles of didactics, which once mastered, can be applied to\nany subject or to pupils of any age. Just as the doctor was expected to\nprescribe for any sort of ailment, or the lawyer to handle any sort of case,\nthe teacher was expected to function under all conditions.\nThe liberal\narts colleges, on the other hand, emphasized knowledge of subject matter,\nand insisted that if any one knew a subject he could teach it. They ridiculed “method in an empty head” for which the normal schools were\nsupposed to stand.\nThe modern teachers’ college recognizes that the verb to teach is followed\nby two nouns in the objective case. Mr. Smith teaches John arithmetic.\nThis implies that the teacher must know John and must know arithmetic;\nfurthermore he must know the art of teaching, that is, of presenting the\nmaterial and organization of arithmetic to John in the way that will\nappear to his interests and aptitudes, and secure fruitful experiences in this\nsubject.\nWe do not recede in any degree from our insistence upon a knowledge\nof the learning process and of the teaching process that ministers to it;\nbut we have added an adequate appreciation of the importance of a knowledge of subject matter and of the special method of the subject. Our\npsychology now recognizes also the changes that take place in the interests\nand mental activities of the growing child.\nAccordingly the teachers’ college now provides different preparations\nfor the different fields of teaching—for the primary school and kindergarten, for the intermediate grades, for the upper grades, for the various\ntypes of high-school teaching, for rural schools, art, music, home economics,\nagriculture, industrial education, commercial education, physical education,\nand for supervisors and superintendents.\n‘The specialization needed for\nfine performance in all arts and professions is needed in teaching also.\nIt is everywhere recognized that there is a large common element in\nthe preparation of these different types of teachers.\nThe variations are\nprovided for in various ways.\nIn some institutions there is a general\ncurriculum with a few required studies to be taken at a definite time.\nElective groups of subjects are added according to the proposed destination\nof the student.\n\n"}
{"page": 573, "printed_page": "551", "text": "NATIONAL CouNCcIL oF EDUCATION\n\n551\n\nOther institutions provide a minimum and maximum number of credits\nto be made in education.\nEnglish, mathematics, the social sciences, home\neconomics, etc., according to the kind of diploma desired, leaving the choice\nand sequence of courses largely at the disposal of the student.\nStill others arrange distinct curriculums for the different levels and types\nof school work.\nWithin these curriculums there is little freedom of\nchoice.\nFor large schools this is the best arrangement.\nIt secures the\nproper sequence of courses and subjects and by segregating the students\nin each curriculum, it may give to each group even in the general subjects\nthe special instruction of most value to that group.\nShall the general studies in education begin with the four-year teachers’\ncollege curriculum and continue throughout the course, or shall the earlier\nyears be taken up with so-called academic studies and with the courses in\nspecial method?\nThe usual practice is to begin courses in education early. Most of the\nstudents enrolled in the teachers’ colleges leave to teach at the end of\nthe second year if not before.\n“They should have the preliminary studies\nin psychology, the technique of teaching, class management, and practice\nteaching.\nThis series must be begun in the first year.\nFor many years to come the vast majority of our students will teach\nwith no more than two years of professional preparation.\nIt will not\npay the State to give, or the student to take, a longer course before beginning to teach in elementary schools. Our students are chiefly young\nwomen.\nHalf of them will marry before they have taught six years and\nit should be so. Other students of both sexes will find teaching uncongenial or discover that they are ill-adapted for the work. Without further\ndelay they should turn to other occupations.\nFor such elementary teachers\nas at the age of twenty-five find themselves happy and successful in the\nwork is the last two years of the teachers’ college a really profitable investment for the State and for the individual.\nHigh-school teachers in the\ndegree may after the five\nbachelor’s\nthe\nwith\nbegin\nwho\nsame manner\nBut\nyears of journeyman service profitably seek the master’s degree.\neven if all our students were to continue through a four-year curriculum\nwithout interruption, we still at the very outset should introduce such\ncourses as will develop the teacher-consciousness, and the teacher attitude,\nand will give to the life of the school the professional atmosphere that is\nso vital in the education of the teacher.\nI shall now return to the eleven elements in the education of\nthe teacher and examine the practice of teachers’ colleges. Credits in\nour teachers’ colleges are sometimes reckoned in semester hours, with\nfrom 120 to 128 hours required for graduation from the four-year course,\nsometimes in term-hours or quarter-hours, with 192 to 196 for graduation,\nsometimes in term-credits each equal to two and one-half semester hours,\nFor the sake of uniformity I shall use the termor to four term-hours.\none twelfth of a year’s work or one fortyequaling\neach\nunit,\nthe\nas\ncredit\neighth of the entire curriculum.\n\n"}
{"page": 574, "printed_page": "552", "text": "552\n\nNATIONAL EDUCATION ASSOCIATION\n\n1. The course entitled Introduction to Teaching is frequently a vocational guidance course of twenty or thirty lessons serving merely as a survey\nof the field, to enable the student to “orient” himself and decide what line\nof teaching he shall prepare for. Sometimes the course is given ampler\nscope. Just as the student of history, or economics, or science, should\nfirst take a general course that maps out the entire field within whose area\nlater intensive courses shall lie, so there should be provided this general\ncourse dealing with the meaning of the school, the end to be accomplished,\nthe qualifications of teachers, the chief problems of instruction and management. ‘The course should deal with the earlier school experiences of the\nstudent and the material gained from observing good teaching in the training school.\n‘This course should come in the first year and should develop at the\noutset the teacher-consciousness in the student.\n2. Besides the term-credit in elementary psychology required in all\nteachers’ colleges, in the first year, we find numerous electives in this subject usually in the third and fourth years. ‘These elective courses usually\n’ deal with the psychology of young children, the special psychology of\nadolescents, the psychology of abnormal children, the psychology of the\nvarious branches of study. As many as six term-credits are offered in one\ninstitution.\n3. A course in principles of teaching is required in all the institutions\nstudied.\nSometimes this study of classroom procedure is blended with\nthe study of the aim of education and the educational values of the curriculum under the name of principles of education.\nSometimes this study is\ntaken up parallel to the practice teaching so that the difficult situations of\nthe classroom shall give point and interest to the teaching devices discussed.\nThe special study of intelligence tests and tests of educational progress is in\nmost schools made a half-credit course in the third or fourth year.\n4. School management in most teachers’ colleges finds a place in the\nsecond year, sometimes as a half-credit subject studied in connection with\nthe practice teaching, more often as a full credit, when a greater importance\nis given to school hygiene and to the moral training resulting from wise\nschool management.\nSchool organization, classification and promotion,\nthe school program, school discipline and incentives, codperation with\nparents, the schoolroom, and the school playground are leading topics in\nthis course.\n5. School administration from the point of view of the superintendent\nand educational statesman occupies from one to three terms in the fourth\n\nvear of most teachers’ colleges.\n\n:\n\nThat there should be an integrating course in education in which all the\nvarious elements of professional instruction and practice shall be brought\ninto organic relation to the purpose of the school is recognized by most\nteachers’ colleges. Since it undertakes to unify the entire body of educational doctrine this course has been called the Philosophy of Education,\nbut of late years the tendency is to abandon this high-sounding title for\nthe\n\n"}
{"page": 575, "printed_page": "553", "text": "NATIONAL\n\nCouncIL\n\noF EpucATION\n\n553\n\nless pretentious Principles of Education.\nSince the course involves an\ninquiry into educational values, the distinction between education for\ndiscipline and education for knowledge is discussed, and with it follows the\ninquiry, what knowledge is of most worth.\n‘To answer this question requires an investigation of modern society and of those social needs that the\nschool must satisfy. Hence this course in some institutions is labeled\nEducational Sociology.\n6. When the liberal arts colleges of the country began to recognize that\neducation as a subject of study is worthwhile, they usually began with\nthe History of Education.\nTeachers’ colleges have frequently imitated\nthem by introducing courses in this subject early in the curriculum. Such\ncourses should come late for two good reasons.\nFirst, young people are\nnot interested in the history of our institutions; they are interested in\nwhat our institutions are, and what to do with them.\nSecond, one cannot\nread the history of education intelligently except in the light of educational\ntheory. This study belongs in the senior year. Our teachers’ colleges are\ngiving from one to three terms of it. The period from Comenius to Herbert Spencer in European education and the development of American\neducation receive chief attention.\nThis deferring the History of Education till the senior year does not\nmean that our freshmen shall never hear of Pestalozzi or Thomas Arnold,\nof Horace Mann or Mary Lyon.\nSome educational biography should\n\nfind a place early in the curriculum.\n7. The chief component of our curriculum is courses in the subjects to\nbe taught.\nSometimes these courses are labeled Method in Arithmetic,\nMethod in Geography, and the like, as if the method of a subject can\nbe learned apart from the subject matter.\nHuxley once remarked, “It is\nidle to practice with knife and fork without vittles on the plate.” Much\ndepends upon the teacher.\nIf he has been bred in a good normal school,\nif he has been a student of education as well as of his special subject the\nmethod in his subject will appear.\nHis own practice in teaching the subject will be more powerful in determining the practice of his students than\nany precepts he may give them.\n8. The universities whose entrance requirements determine high-school\ncurriculums have placed little value upon the so-called schoolroom arts.\nHigh schools maintain the accredited relation without giving any instruction in music, art, handicrafts, penmanship, or public speaking.\nFew colleges would exclude a freshman although notoriously deficient in all these\nIn\narts. Yet they all contribute largely to the efficiency of the teacher.\nfew\nYet\nthe elementary school they should not be subjects for specialists.\nteachers’ colleges are devoting to them the attention that their importance\ndemands.\n9. While the teachers’ college is a professional school and while its\nwork should be characterized by that vital interest and singleness of aim\nthat gives zest, purpose, and reality to the work of a professional school,\n\nits students should not be cut off from those liberal studies that young\n\n"}
{"page": 576, "printed_page": "554", "text": "554\n\nNATIONAL EDUCATION ASSOCIATION\n\npeople of promise pursue for their own sake. ‘There is an intellectual life\nthat should be nourished without any regard to bread-and-butter returns.\nThe so-called cultural studies in literature, science, history, politics, economics, and sociology that minister to the deeper interests of men and\nwomen should have ample space in the program.\n10. Teachers’ colleges differ widely in the prominence of practice teaching. In some the training-school is recognized as the central core of the\nIn the training-school is tested the work of every classroom.\nwhole system.\nStudents look forward with eager anticipation to the day when their real\nwork will begin. The instructors who have genuine fitness for teachers’\ncollege positions follow their students to their practice classes. “They\ncooperate with the training-school in perfecting its course of study. “They\nseek opportunities to observe the work and themselves to teach classes of\nchildren.\n}\nShall the practice teaching consist of an hour a day extended through a\nyear, or shall it be concentrated within a single term?\nFor the first plan\nit is argued that the student who teaches but an hour a day can be held\nto his highest level of effort; that habits are more surely fixed by brief\ndaily practice through many weeks than by extended daily practice through\na few weeks; that the longer contact with the principles embodied in good\npractice insures their thorough mastery, and finally that the school program\naffords fewer difficulties when practice is spread throughout the year.\nThe advocates of the single term of concentrated work point out that\nthis plan makes it possible to approximate real school conditions where\nthe teacher is responsible for the forward movement of the entire grade\nin several subjects.\n\nIn this as in many other fields of thought and action we argue not to\ndiscover the truth, but to justify what we are doing. A small teachers’\ncollege with a large training school on its campus usually adopts the first\nplan. The teachers’ colleges located in large cities, where training opportunities are provided in the city-school system are using the second.\nThe large teachers’ colleges usually neglect practice teaching because their\nfacilities are inadequate.\n‘To afford really adequate facilities there should\nbe three times as many pupils in the training school as there are student\nteachers to receive such training.\nHow much time may properly be assigned to each of these elements in\nthe education of the teacher? Where the president and faculty of a\nteachers’ college are college-bred men and women, the teachers’ college\nis likely to approximate the traditional liberal arts college with undue\nemphasis upon foreign language and higher mathematics. \"Teachers trained\nin normal schools or with extensive public-school experience are in danger\nof overvaluing the so-called professional studies.\nHence we find as low\nas four term credits in psychology and education with one in practice\nteaching out of forty-eight credits representing the requirement in education.\na\n\nte\n\net\n\nhd\n\n"}
{"page": 577, "printed_page": "555", "text": "NATIONAL CouNCcIL oF EpucATION\n\n555\n\nIn the opinion of the writer, on the average twenty per cent of the teachers’ college curriculums should be devoted to psychology, general educational courses, and practice teaching.\nFor those intending to be supervisors and superintendents still more should be provided.\n‘The program for\nelementary teachers should contain many courses in special method, schoolroom arts, and cultural studies.\nHigh-school teachers and special teachers\nneed curriculums well loaded with the subject matter and special method\nof their subjects. “These only may profitably reduce their studies in education below the suggested twenty per cent.\nIn conclusion it may be said that while there doubtless is for each type\nof student a best division of his time among the different groups of preparatory studies, no one of us at present is ready to declare with confidence\njust what that best division is. For the present it may be just as well to\nhave the variety in practice that now obtains until by reason and by experiment we shall be able to settle a few of the points in dispute.\nHerbert Spencer tells us that in the progress toward truth there are\nthree stages: the unanimity of the ignorant, the disagreement of the inquiring, the unanimity of the wise. In the composition of the teachers’\ncollege curriculum, we are plainly in the second stage.\n\nREPORT\nADELAIDE\n\nOF PROGRESS OF COMMITTEE ON\nOF VOCATIONAL EDUCATION\nSTEELE\n\nBAYLOR,\n\nACTING\n\nEDUCATION,\n\nCHAIRMAN\n\nCOMMITTEE\n\nWASHINGTON,\n\nPROBLEMS\n.\nON VOCATIONAL\n\nD. C.\n\nA committee to study problems of Vocational Education was designated\nat the Des Moines meeting of the National Council of Education, July,\n1921, and the personnel determined as soon thereafter as possible.\nIn\nnaming the members of the committee two things were considered: (1)\nTheir present relation to vocational programs of work; and (2) their location geographically to make a representative group.\n‘The last condition\nhas placed them remote from each other and from the chairman, so the\nwork has progressed slowly, as personal conferences among the members\nof the committee were practically impossible and replies to correspondence\nhave been delayed.\nA meeting of the committee was called during the sessions of the National Department of Superintendence in Chicago, February, 1922, but\nconflicting engagements or inability to, attend the Department meeting\nbrought together a very small group.\nIt was decided, however, at the\nmeeting and by correspondence prior and subsequent to the meeting, to\ntake up first the study of part-time education, and a number of bases from\nwhich such a study might be made were considered.\nIt was the general opinion that no matter from what angle the study\nof part-time education was made there were certain objectives to keep in\nmind throughout the investigations:\n\n"}
{"page": 578, "printed_page": "556", "text": "556\n\nNATIONAL EDUCATION ASSOCIATION\n\n(1) Place and purpose of Part-time Education in a public-school program.\n(2) Optimum conditions under which to organize and maintain parttime schools and classes.\n(3) Best program of work as to: (a) Curricula, (b) plant and equipment, (c) methods of instruction, (d) teachers, and (e) evaluating results.\nIt was further agreed to initiate the study of part-time education along\nthe following lines: 1. Needs for. part-time education; 2. Financing parttime education; and 3. Contributions of part-time education.\nFor the investigation of these problems three sub-committees from the\nmembership of the full committee were created as follows:\nSub-committee I—Needs for Part-time Education.\nMembers: J. G.\nCollicott, Chairman, Columbus, Ohio; H. Lester Smith, Bloomington,\nIndiana; Sarah Louise Arnold, Boston, Massachusetts; and R. G. Jones,\nCleveland, Ohio.\nSub-committee [1—Financing Part-time Education.\nMembers: Frank\nB. Gilbert, Chairman, Albany, New York; E. C. Brooks, Raleigh, North\nCarolina; Payson Smith, Boston, Massachusetts; and ‘Thomas E. Finegan,\nHarrisburg, Pennsylvania.\nSub-committee [1I—Contributions of Part-time Education.\nMembers:\nChairman (to be named); Mrs. Susan M. Dorsey, Los Angeles, California; Jonathan Wagner, Las Vegas, New Mexico; and Agnes E.\nDoherty, St. Paul, Minnesota.\nExperts in part-time education were invited to cooperate with these subcommittees in the study of their problems.\n‘Those who have accepted and\nare now actively cooperating with the sub-committees are: G. A. McGarvey, Washington, D. C.; L. A. Wilson, Albany, New York; and Vierling\nKersey, Los Angeles, California.\nWhile the chairman feels that important\nsteps have been taken leading to the development of a valuable report, yet at\nthis time only a report of organization and progress can be made.\nIn the absence of J. G. Collicott,\n\nChairman\n\nof the Sub-committee\n\non\n\nNeeds for Part-time Education, I am submitting for him the following\nassignments and plan of work:\nR. G. Jones, Cleveland, Ohio—(1) Need for reorganized courses for\nschools so as to meet individual differences; (2) Suggestive courses for\ngeneral continuation and trade preparatory classes.\nSarah Louise Arnold, Boston, Massachusetts—(1) Part-time classes for\ngirls and women in the home—(a) city, (b) town, and (c) rural; and\n\n(2) Part-time courses for employéd girls and women\nschool age.\nLester Smith, Bloomington,\n\nIndiana—(1)\n\nabove compulsory\n\nInvestigate the requirements\n\nof compulsory attendance laws in the different States as to (a) Age when\npupils may leave school, (4) School grade completed, and (c) Other conditions for leaving; (2) Number out on working certificates; (3) Enrolment in private schools, correspondence schools, and evening classes.\n\n"}
{"page": 579, "printed_page": "557", "text": "NATIONAL CouNCcIL oF EpuUCATION\n\n557\n\nG. A. McGarvey, Washington, D. C.—(1) Need for trade extension\nwork for boys and men—(a) What employers are doing, (&) Preparation\nof workers, (c) Types of classes.\nA note from Mr. McGarvey, who found it impossible to be present,\ngives the plan of study he has adopted for his assignment :\n1. To make a comprehensive list of employers’ associations that are\ngiving any form of extension work for their employees.\nSuch a list should\ninclude classes for apprentices covering a definite period of time, and classes\ncovering short periods of training. We are not aware of any compilation\nof this kind having been made heretofore.\n2. To prepare in outline form, the length of the course of instruction,\nadmittance to classes, and character of training.\n3. To list these classes under the headings of codperative part-time, dull\nseason part-time, or whatever other arrangement seems to predominate.\nA statement concerning the teacher and his training will be included.\nPlans for development of other assignments on this sub-committee have\nnot yet been submitted. It was anticipated that plans for the work of the\nsub-committee on Financing Part-time Education would be presented at\nthis time either by the Chairman of the sub-committee or a duly authorized\nrepresentative, but it has been impossible for anyone to be present for that\npurpose and no report was sent the Chairman of the full committee.\nIn the absence of a permanent Chairman for the sub-committee on Contributions of Part-time Education the work has not yet been thoroughly\nAs chairman of the full committee on Problems of Vocational\norganized.\nassumed this responsibility until a permanent chairman could\nI\nEducation,\nIn organizing a tentative program for this study, | asked\nbe appointed.\nmembers of the sub-committee to make local investigations as follows:\nIn Los Angeles, Mrs. Susan M. Dorsey; in Pennsylvania or Massachusetts,\nThe outline submitted\nJ. H. Wagner; in Wisconsin, Agnes E. Doherty.\nfollows:\nas\nis\nguide\nto these members as a suggestive\n1. Length of time part-time program has been in operation.\n2. Number of youths that have been reached by the program.\n3. Number of youths returned to full-time schools who should unquestionably be there.\n4. Number of youths to whose vocational advancement part-time education has contributed.\n5. Number of those who have profited by the vocational guidance rendered through part-time schools.\nin\n6. Contributions of part-time education to the placement of youth\nons\nwage-earning pursuits.\ne edu7. Report of any studies made as to the contribution of part-tim\nncy.\ndelinque\ncation to the lessening of juvenile\n\n8. Specific instances of better adjustment of youth to home life through\n\npart-time education.\nthrough\n9. Specific instances of better adjustment of youth to industry\npart-time education.\n\n"}
{"page": 580, "printed_page": "558", "text": "NATIONAL EDUCATION ASSOCIATION\n\n558\n\n10. Specific instances of better adjustment of youth to social and recreational life.\n11. Number or per cent of youth who voluntarily remain in part-time\nschools after the age limit has been reached.\n12. Contributions of part-time education in the public schools that could\nnot be made by turning all of this work over to industry.\n13. The value of productive work accomplished in the part-time school,\nthat might be considered of money value.\n14. Instances of leadership qualities of a higher type brought out and\napplied in a better way.\nVierling Kersey, director. of part-time education, Los Angeles, is cooperating with Mrs. Dorsey in her part of the work.\nPart-time education in the public schools, especially as a widespread\nnational organization, is so new that a computation of returns as to its\ncontributions, based on a definite scientific inquiry, is not yet available,\nbut a number of localities including Los Angeles, in which the organization is only two years old, is endeavoring to keep in touch with the movements of the students enrolled and determine what contributions part-time\neducation is making to the individual and to society in general.\nMrs.\nDorsey is present and will report on the preliminary study made for Los\nAngeles.\n\nCONTRIBUTIONS\n\nMRS.\n\nSUSAN\n\nOF PART-TIME\nLOS ANGELES\n\nM. DORSEY,\nLOS\n\nEDUCATION\n\nSUPERINTENDENT\n\nANGELES,\n\nOF\n\nIN\n\nSCHOOLS,\n\nCALIFORNIA\n\nLos Angeles has been especially successful in interpreting the advantages\ncf part-time education to parents and employers and in gaining their co-\n\ncperative support.\n\nOf all the benefits that have come\n\nfrom this work,\n\nwith the exception of the help to the individual student, none have exceeded\nthe understanding gained by employers of the difficulties and perplexities\nof young children who are forced into business and industry; the importance\nof a sympathetic codperation of the employer in helping to adjust the young\nemployee to his task and the ultimate advantage to both employer and employee of the educational assistance given the latter in part-time work.\nIn order to secure the good-will of employers, a distinct effort has been\nmade from the beginning to adjust the training, so far as it related to the\nparticular business task of the individual employee, to his every-day practical needs.\nFor instance, the arithmetic lesson given young girls employed\nin drygoods stores has been designed to meet the actual problems of the\ncounter; materials have been carried to the classroom to explain textiles\nand fabrics; lessons have been given in business etiquette and morality, the\nlatter being linked with civic morality as well; the care of the health has\nbeen emphasized with reference to the particular occupation, and similar\n\n"}
{"page": 581, "printed_page": "559", "text": "NATIONAL CouNCIL OF EDUCATION\n\n559\n\nup-to-the-minute lesson aids have been adapted to the actual work of the\nstudent.\nEmployers have sensed the benefits and reciprocated with sympathetic support of the part-time movement..\nOne great difficulty in Los Angeles is the vast extent of the school district\nwhich covers more than nine hundred square miles and a consequent\ndiversity in schools ranging all the way from a one-room country school\nto a metropolitan high school with thousands of students.\nThis situation\nmakes necessary both a centralized and a de-centralized system, so that in\nthe heart of the business district, where is found the largest number of\nstudents, they are grouped in one large centralized school; in a business suburb is located the Goodyear Rubber Factory, for which a single\nunit of instruction is provided in the plant itself, while in the remote San\nFernando Valley fruit region are located isolated canneries and fruitpacking houses in each of which a student group is cared for either in the\nplace of the industry itself or in some near-by room. Still another variation\nwithin the limits of the school district is the town where another\npart-time unit must be established; examples of this are San Pedro and\nSawtelle.\nIn a study of 1673 part-time students, there has been in one year a 135\nper cent of promotions ranging variously, 352 young people having received\none promotion, and seventy-nine having received four or more promotions.\nThese promotions have involved\nan advance to a higher grade of employment with more responsibility or an increase in salary on the original job.\nOne hundred eighty-five students have in one school year under the\ninfluence of individual attention and because of a new. outlook on school\nlife returned to school to complete the secondary course; 4 per cent, because of assistance received in the part-time classes, have remained in those\nclasses after reaching the age when they were entitled to discontinue the\nwork, even continuing to the age of twenty-one years.\nOut of the above-mentioned 1673 students, 251 have received definite\nvocational guidance.\nEmployers who are seeking young help are now turning to the part-time office for suggestions.\nOne hundred twenty-five establishments employ all their junior help through the part-time department.\nSeveral of the students have been employed in the elementary schools for\nminor clerical positions.\nThe report shows that each instructor has made thirty-five home visits\neach month.\n‘This together with the extra work involved in making out\nlesson helps (the actual textbooks of the classes) makes the position of the\npart-time teacher no sinecure.\nGreat attention is given to instruction designed to help these young\npeople make a wise use of their leisure time, in the cultivation of the power\nto discriminate between wholesome and dangerous diversions, in a word\nto create a desire for the best in recreation.\nThe fact that a good degree\nof leisure time is coupled with the independence of earning one’s own\nliving creates a problem for young workers in cities. The leisure time of\nthe young person who earns money, and thereby is able to control to a\n\n"}
{"page": 582, "printed_page": "560", "text": "560\n\nNATIONAL EDUCATION ASSOCIATION\n\ndegree his own expenditures, becomes a real menace unless the taste\nhas been cultivated to appreciate the best in recreational diversions.\nIn order to cement the department and to create a feeling of comradeship among the students, there is issued a sort of school paper, containing\ninformation of value to students and employers.\nIt is a difficult matter to say how far part-time instruction prevents\ndelinquency.\nIt must, however, be conceded as more difficult for the\nyoung to go wrong when they have the daily restraining influence of an\nolder teacher and friend whom they respect and when they are receiving\nconstant assistance in their tasks so that work grows less discouraging and\nan honorable, self-respecting, and self-helping life becomes more attractive.\n\nRECENT\nANNA\n\nA.\n\nACCOMPLISHMENTS IN THE CONTINUATION\nSCHOOLS IN MASSACHUSETTS\nKLOSS,\n\nSTATE\n\nAGENT\n\nSCHOOLS,\n\nTEACHER\n\nBOSTON,\n\nTRAINING\n\nIN\n\nHOUSEHOLD\n\nARTS\n\nMASSACHUSETTS\n\nContinuation schools were made compulsory by referendum vote in\nNovember, 1919. ‘The law requires the establishment of continuation\nschools in localities where two hundred minors, 14 to 16 years of age,\nare employed during the calendar year.\nWhen employed, minors are required to attend school four hours per\n\nweek between the hours of 8 and 5 on Monday\n\nto Friday inclusive.\n\nWhen unemployed, they are required to attend school for twenty hours\nduring the week.\nIn September, 1920, forty-four localities opened these schools at a period\nwhen housing conditions were most difficult because of the retarded building program.\nIn June, 1921, one of these schools was dropped and in\nSeptember four were added, making a total during 1921-22 of forty-seven\nlocalities maintaining continuation schools.\nFrom point of view of the girls’ work, these schools may be classified\nunder three types: the large schools requiring four or more full-time women\nteachers; the two-teacher school, in which one teacher is qualified for\nall\nphases of homemaking instruction and the other for academic teaching\n;\nand the one-teacher school, where one teacher—qualified preferably as\na\nhomemaking teacher—teaches also academic subjects. Approximately\ntwo\nthirds of the schools in the State are of types two and three.\n\nThe progress made in the continuation schools over this period\nis com-\n\nmendable when it is realized that it has been necessary to\ndemonstrate the\nvalue of the training to the child, the home, the employe\nr, and the community.\nThis has been accomplished largely through the concerted\nefforts\nof the school authorities and teachers, working with the homes\nand employers in an effort to determine the girl’s aptitudes, the vocation\nal opportuni-\n\nties in the vicinity, with the resulting vocational training\nwhich in many\n\n"}
{"page": 583, "printed_page": "561", "text": "NATIONAL CoUNCIL OF EDUCATION\n\n561\n\ninstances has raised the child in her position, or when advisable returned\nher to school.\nBecause of certain well-defined policies and features of the continuation\nThe continuation teacher\nschools this accomplishment has been facilitated.\nthe numbers in all\nsince\ngirl,\nevery\nto\nattention\nindividual\naims to give\nof instruction\nhours\ntwenty\ngiving\nteacher\nthe\nfifteen,\nto\nlimited\nare\nclasses\nand ten hours of follow-up work in the home and place of employment\nevery week.\nWell qualified teachers under thirty-five years of age (men for boys’\nclasses and women for girls’ classes) have been selected who have an interest in the child in industry, and have a vision and understanding with\nability to guide children intelligently.\nThe project method of instruction is used largely. All work must be\nplanned in short units so that every girl shall receive worthwhile, and in so\nfar as possible, completed instruction every week, because of the fluctuating\nenrolment in continuation schools.\nDefinite attention has been given the recreational program so that in\nmany communities achievement classes in worthwhile subjects have been\nSocial clubs where girls\norganized and taught by competent instructors.\nare taught how to play, out-door clubs with interests in hiking, baseball,\nor basketball, have accomplished commendable results.\nSpeaking from the point of view of the girls’ work, in every locality\nhomemaking opportunities have been offered which include certain work\nin clothing, food, care of children, first aid and homenursing, care in mancomagement of the house, laundry work, and other problems; in certain\nand\noperating,\nmachine\nmunities commercial training, store service, power\nThe\nadvisable.\nbe\nto\nshows\ny\ncommunit\nother training which a survey of the\nintroduction of such a program in certain localities has had a noticeable\nhas\neffect on the training in the regular schools. This richer curriculum\ntowards\nattitude\nher\nof\nregardless\ngirl\nevery\npart\nmost\nthe\nfor\ninterested\nschool when first she entered continuation work.\nof\nThis practical instruction is given from fifty to seventy-five per cent\nr\nremainde\nthe\nDuring\ngirls.\nthe\nof\nneed\nthe\nthe time depending upon\nand\nc,\narithmeti\nEnglish,\nhygiene,\nip,\ncitizensh\nin\ngiven\nis\nof the time training\nobligations\nuse of leisure time. Work in citizenship emphasizes her civic\nThe\n.\nemployer\nand\nwhich include the responsibility of an employee\nincludgirl,\nthe\nof\nt\nstandpoin\nhygiene is taught from the practical, personal\ncare of health.\ning such homely discussions as daily habits conducive to\nliterature,\ngood\nof\nion\nappreciat\nthe\nn,\nexpressio\nThe English emphasizes oral\nis taught\nc\narithmeti\nof\nminimum\nA\nn.\nexpressio\nand lastly the written\nis varied\ntime\nleisure\nof\nuse\nThe\nneed.\nwill\ngirl\nthe\nand only that which\nand influenced by the advantages of the locality.\ntheir work, are servThe continuation schools, because of the merits of\nIt often\nes.\nemploye\ne\njuvenil\ning in certain localities as a source for\ncertain\na\nfor\ngirl\na\nfor\nasking\nschool\nhappens that an employer will call the\n\njob.\n\nThe school learns the nature of the job and then gives special\n\n"}
{"page": 584, "printed_page": "562", "text": "562\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\ninstruction to that girl preparatory to and in conjunction with the position.\nThe continuation school aims first to help the girl, then the home, then\nthe employer.\nIt is possible to accomplish this aim only through the constant study, through follow-up work by intelligent teachers, of the needs\nof the girl in her home and employment.\nThe employers throughout the\nState have been most helpful and generous in their support of this work\nby their candid, sympathetic suggestions.\nWe feel that in Massachusetts we have made only a beginning in the\ntraining of the 14 to 16 year-old minors, but that these initial years have\nmade a splendid foundation for further development of the work in parttime education.\n\nREPORT\n\nOF THE\n\nCOMMITTEE\n\nHELEN C. PUTNAM, CHAIRMAN,\n\nON RACIAL\n\nWELL-BEING\n\nPROVIDENCE, RHODE ISLAND\n\nThe committee reports the awarding of two honorariums and two honorable mentions to studies selected out of eleven made by groups being graduated for teaching, these resulting from its three announcements.\nThe first award, made in 1917, was $100 to a group in a two-year\nnormal school, Wisconsin State Normal School at Milwaukee, the work\nbeing done under the guidance of Miss Amelia McMinn, teacher of civics.\nThe second honorarium, $250, was given in 1918 to a group in the\ndepartment of psychology at the University of Wyoming, under the guidance of Dr. June E. Downey.\nThe honorable mentions were given to a class in education at the\nMassachusetts Agricultural College, Amherst; and to the senior class\nof\nLa Crosse State Normal School, Wisconsin, both in 1917.\nThe judges have been Dr. Charles B. Davenport, of the Eugenics\nRecord\nOffice at Cold Spring Harbor, Long Island; Dr. H. E. Walter,\nof the\ndepartment of biology at Brown University; Mrs. Henrietta\nW. Calvin,\nof the Federal Bureau of Education; William M. Davidson\n, Superintendent of Schools, Pittsburgh.\nDr. Davidson wrote in 1917: “I commend most heartily\nthe plan of\nlaboratory work your committee has instituted in connection with\nnormal\ninstitutions, and congratulate you on the results. Each of the\ntheses is not\nonly highly creditable but is full of encouragement to all\nthose who have\nfaith to believe that the Normal School itself, as a great\nlaboratory experiment in the preparation of teachers, is serving the public\nschools of the\ncountry efficiently and well.”\nTwo other judges believe better studies should be produce\nd.\nThe details of the work are given in the latest announ\ncement (1920)\nwhich differs in no important point from the preceding\ntwo announcements\n\nexcept that the highest honorarium is $1000, and the lowest\n$250; and that\nit is made to all institutions preparing for teaching,\ninstead of to specified\n\n"}
{"page": 585, "printed_page": "563", "text": "NATIONAL CouNCIL oF EDUCATION\nsections of the country.\n\n563\n\n‘This announcement, reprinted from the N. EF. 4.\n\nBulletin, April, 1917, reads as follows:\nTHE WELL-BORN\nFour Thousand\n\nDollars for Studies\n\nIt is as much the duty of educators to assure through educational procedures that individuals shall be well-born as that they shall be well-reared.\nThe Committee of the National Council of Education appointed by President\nAley in 1916 to study methods of promoting the idea of racial well-being awarded\nhonorariums offered in 21 States in 1917 and 1918. War demands so reduced\nsenior classes that work was temporarily suspended.\n‘The committee now offers\n‘its final awards in all States as follows for 1921-1922:\nThe committee has been given a fund to be used to help place popular ideals of\n\nracial well-being above commercial ideals and above individualism.\nIt offers\nsix recognitions of merit to graduating classes of 1922 in State normal institutions;\nand in departments (or courses) of education (including psychology), of home\neconomics and of biology, in colleges (including agricultural) and universities:\n(Group A) $250 to each of three classes graduating in 1922 that have had a twoyear normal course based on high-school graduation; (Group B) $1000 to three\n\nclasses graduating in 1922 that have had a four-year normal course based on highschool graduation; or classes graduating in 1922 from colleges or universities with\ncourses four years in length, that have had at least two years in education (including psychology), or two years in home economics, or in biology (including zoology,\netc.).\n\nThese\n\nhonorariums\n\nwill\n\nbe\n\nawarded\n\nfor the best\n\ncodperative\n\nstudies\n\nby\n\nclasses, of the proposition, It is as much the duty of educators to assure through\neducational procedures that individuals shall be well-born as that they shall be\nwell-reared.\nSuggestions to two-year normal classes—What educational and social facts bear\nThat individuals may be well-born, how can school affect\non the proposition?\nphysical condition of pupil, habits, intelligence, life-work, ideal of responsibility\nHow can this ideal be impressed\nfor inheritance passed on to the next generation?\nwisely in nature-studies, garden work, personal hygiene, school housekeeping,\nrecreations, civics, history?\nSuggestions to more advanced classes—What is the testimony of facts (and\nstatistics) of history, wars, criminals, defectives, morbidity, mortality, birth rates,\nHow can the idea in the proposition\npoverty, alcoholism, conservation and waste?\nbe developed in primary, grammar, high, special, vocational schools, in continuation and extension instruction for adolescents and adults, so as to result in lessened\n\nrates of morbidity, of early mortality, of illegitimacy, of infanticide, and of life\nShould this be one of the definite\nfailures, as disclosed by the Federal census?\nideals to motivate public schools?\nGeneral suggestions—It is desired that all classes understand the elementary\nform of Mendel’s theory of inheritance of unit characters with special reference\nIt is specially asked that each class submit a piece of original\nto mental defectives.\nexperimentation or investigation bearing on the proposition—for example, work\nwith children in practice or other schools; study of a related social detail in\nA\nvillage, county, ward, or city; critical analysis of curriculums, and the like.\nstudy of a single family, especially one showing a well-marked trait, is a valuable\n\neducational exercise. Standard outlines for such can be had by writing to the\nAn outline for “study of the self” which includes the above family\nchairman.\nsent to the\noutline can also be had. The outline for a proposed research may be\nCommittee\nAdvisory\nthe\non\nspecialist\na\nof\nadvice\nthe\nsecure\nwill\nchairman who\nrecommended\nof Specialists for the purpose of making it as useful as possible. It is\n\nthat the long\nthat sub-topics be assigned individuals or groups to work up, and\nthe class.\nvacation be utilized. The final study must be composite, representing\nexceeding one\nA dissenting minority may present its reasons separately, not\nthousand words.\n\nto the memRequirements—Notice of intention to make this study should be sent\nlater than January\nber of the committee from whom this invitation is received not\n\n"}
{"page": 586, "printed_page": "564", "text": "564\n\nNATIONAL EpucATION ASSOCIATION\n\n15, 1921; length of manuscripts from two-year normals 4000 to 6000 words, from\nall others 5000 to 8000 words, tables not included; concise summary not exceeding\n300 words; six typed copies; each copy strictly anonymous, but having in upper\nleft corner of first page a pen name, name of the group to which it belongs, and\nnumber of students cooperating, e. g., “Progress,” Group A, 21 codperating.\nEach\npackage is to hold a sealed envelope bearing the pen name and containing the\naddress of the person to whom the honorarium may be sent. Manuscripts are to\nbe with clerk of committee, Ida P. Greenman, 1022 Hospital Trust Building,\nProvidence, R. I., not later than April 1, 1922.\n.\n;\nSuccessful studies—Studies are rated as follows: Experimentation 40 points,\nresearch 20 points, accuracy, definiteness, coéperation of departments, and mechanical appearance each ten points. Awards and honorable mentions will be announced\n\nbefore\n\ncommencement\n\nin\n\n1918.\n\nThe\n\ncommittee\n\nreserves\n\nthe\n\nright\n\nto\n\ngive none when no study is found of sufficient merit.\nSuccessful studies become\nthe property of the committee and may be published.\nOne copy of each of the\nothers will be retained by the committee, the remaining five copies being returnedto the sender when a request is accompanied by the necessary postage within three\nmonths after awards are announced.\n\nHELEN C. Putnam, Providence, R. I., Chairman\nSusAN Miter Dorsey, Los Angeles, Calif.\nMary C. C. Braprorp, Denver, Colo.\nFLETCHER B. Dressxiar, Nashville, Tenn.\nCarroiu\n\nG. Pearse, Milwaukee, Wis.\n\nThe committee does not publish at this time the successful studies, there\nbeing but two. A larger variety is wanted since it is essentially desirable\nto secure more examples of independent original lines of reasoning and\nexperimentation.\nThe studies first published will have much influence\nin setting the pace for less enterprising recruits to the profession.\nThe committee was invited to send a delegate to the Second International\nCongress of Eugenics September, 1921, at New York, and did so, the\nchairman serving.\nThere is still available over $3500 for honorariums.\n‘The committee\ntherefore recommends that it be continued.\nIt also recommends that the\nJournal of the Association be requested to publish the official announcement of the studies invited as promptly as possible after its receipt.\n\nPRELIMINARY REPORT OF COMMITTEE ON THE STATUS\nOF THE AMERICAN WOMAN TEACHER\nANNA\n\nLAURA\n\nFORCE,\n\nCHAIRMAN,\n\nDENVER,\n\nCOLORADO\n\nA question and answer of vital interest to those concerned with publicschool education is the status of the American woman teacher.\nHistorically, the ninteenth century movement of the expansion of the economic\nand professional activities of women outside domestic limits coincided\nwith the development and expansion of the public schools.\nLarge numbers of women became teachers when they were needed because\nof social\ntradition of the relation of women and children and the fact that\nthe\nservice of women could be procured more cheaply than that of\nmen.\nSo the rapid increase of women teachers in elementary and secondary schools\n\n"}
{"page": 587, "printed_page": "565", "text": "NATIONAL CouNCIL oF EpuCcATION\n\n565\n\nmay be ascribed to low standards of compensation.\n‘The theory of democracy would seem to demand a place for the woman teacher, but not for\nthe exclusion of man.\nEqual pay for equal work does not affect a few men teachers only. This\nis a question of economics wide, deep, and far-reaching. Woman has proved\nin the last generation that she is not inferior to man, just different. ‘The\nlaborer is worthy of his hire. Eventually, however, wage will be regulated by law of supply and demand.\nIn June the sweet girl graduate holds the center of the stage. She outnumbers the boys. While the poet is tuning his lyre, the statistician wants\nto know what becomes of maiden in cap and gown.\nIt is claimed that 47\n\nper cent marry at an average age of twenty-six years.\nIn the old days a well-bred and well-educated woman could teach, and\nshe could do nothing else. Nowadays many professions are open to her.\nThe professions bid fair to rival teaching, as there are few that are not\nundertaken by women.\nAccording to recent statistics the list of occupations followed by seniors of women’s colleges are art, art-craft, journalism,\nscience and research, library, music, drama, secretarial and social service,\nand foreign missions.\nFew professions or occupations today exclude\nwomen.\nWomen are no longer hampered by sex. Efficiency of service\nrendered is more important than question of sex.\nOwing to the large number of women employed in public-school teaching,\nthe wide territory over which they are scattered, the inadequate preparation\nof most of them, and the short period of service that is characteristic of\n\nthe professional life of a teacher, it is difficult to maintain a thoroughly\nwell-organized professional consciousness expressing itself in recognition\nof professional ideals and in a code of professional ethics.\nThe fundamental conditions of professional service are found in the\nchanging nature of educational problems. The chief work of the teacher\ntoday is to adjust to a constantly changing and growing human nature,\nand meet the needs of an evolving social life. The character of the profession must be progressive rather than traditional, thoughtful rather than\nhabitual. To become mechanical is at once to cease to be professional.\nThe essence of professional practice lies in its artful concrete adjustment\nto constantly varying situations, problems, or crises requiring invention\nSkill acquired through\nof new technique or modification of methods.\nflexibility. ‘There\nrequired\nthe\nprovide\nnot\nwill\nip\napprenticesh\npractical\nmust be broader training in basal subjects that will interpret educational\nfactors, and a study of the “philosophy of education that will emphasize\nassumptions, relations, and principles.”\nAll educational work must be expert service. “The teacher does not\nShe deals with the personal and social\ndeal with knowledge and truth.\n, superior attitudes and ideals\nscholarship\nadequate\nBesides\nvalue of truth.\nby pedagogical technique, the\nd\ntransmitte\nis\nformer\n‘The\nmust be added.\nlatter by personal influence through unconscious methods.\nTeaching has a social significance not attained by other kinds of work\n\n"}
{"page": 588, "printed_page": "566", "text": "566\n\nNATIONAL EDUCATION ASSOCIATION\n\nwith a consciousness focused on social welfare rather than personal profit.\nTeachers do more to earn, or fail to earn, their personal living. ‘They\nincidentally and eventually affect large and fundamental matters, such as\nthe state of civilization, morality of a generation, social potentialities of\nindividuals taught.\nMany of the women, also men, now teaching in the public schools of\nthe United States have never had any professional training in preparation\nfor teaching.\nPreparation required in most urban schools is two years\nbeyond the high school; in rural communities frequently less than highschool education is accepted.\nBecause of the inadequate training of those who begin teaching and\nbecause those who succeed in any line of endeavor continue to be students ©\nof their field, a large part of the training is secured after they enter service.\nThe degree of training demanded of those who enter the profession will\ncontinue to increase.\n“The improvement of those who supervise and direct\nthe work of teachers must be regarded as of primary importance.\nIn fact\nthe responsibility of teacher training in service is the problem of the\nadministrative officers and supervisors.\nWhen the leaders are adequately\ntrained a higher degree of efficiency upon part of those supervised by them\nmay be expected.\nThe rural teacher, with her inexperience and lack of preparation,\nis the\nreal problem when the status of the American woman teacher\nis considered.\nReorganization of State systems is the only means of bringing about\nbetter\nadministration whereby schools may receive the same consider\nation as city\nschools.\nEducational legislation and revision of taxation laws seem to\nbe\nthe only remedy.\nIn this study of the Status of the American Woman Teacher\nit is the\npurpose of the committee to. collect data through question\nnaires sent to\nsuperintendent, director of rural schools, supervisor or\ndirector of normal\nschools, department of education in colleges, women’s colleges,\neducational\ndepartment of women’s clubs, or a member of the\nmedical fraternity.\nQuestionnaires will be prepared to consider the followi\nng conditions:\n1. Preparation—\n(1) Number of years schooling.\n(2) Type of institution attended.\n(3) Major and minor subjects taken in college.\n(4) Degrees received.\n2. Culture—\n(1) What she reads.\n(2) Whether she has traveled in this country or\nabroad.\n(3) What she does with her vacations,\n(4) Whether she belongs to any clubs other\nthan teachers’ clubs,\nany societies or associations other than teache\nrs’ associations.\n(5) Relation to civic affairs.\n(6). Spiritual life. Identification with some\nchurch.\n\n"}
{"page": 589, "printed_page": "567", "text": "NATIONAL COUNCIL OF EDUCATION\n\n567\n\n3. Economic status.\n(1) Number of persons in family when she entered school.\n(2) When she graduated.\n(3) Estimate of the annual income of family during the time she\nwas in school.\n(4) Number of persons that were wholly or partly dependent upon\nher.\n(5) Salary—\n(a) Amount she is able to save.\n(6) Actual living expenses.\n(c) Amount put aside in investment and insurance.\n(d) Annual increases in recognition of professional study.\n(e) Retirement fund.\nof hygiene of\n(6) Conservation of teachers’ health in observance\nteaching.\n\n4, Professional status—\n(1) Study of revision of curricula.\n(2) Conferences of supervision council.\n(3) Participation in school-building program.\n(4) Nature of supervision and character of criticism.\n(5) Meetings attended and nature of discussions.\n(6) Teacher rating by whom, how?\n(a) For what purpose?\ne.\n(7) More select group through vocational guidanc\nfor summer\ncredit\nof\nhours\nof\ne\nschedul\nsalary\nin\n(8) Recognition\nschool and extension courses.\nTHE\n\nSTATUS\n\nOF\n\nTHE\n\nAMERICAN\n\nWOMEN\n\nTEACHERS\n\nStatus of the American\nThe attached questionnaire concerning the\nin all of the cities of the\nWomen Teachers was sent to superintendents\ny-four replies were\n‘Twent\nUnited States above 100,000 in population.\nreceived.\nIn\ns set forth as indicated.\nThe replies were tabulated and the result\ned give the average per cent of\nother words the twenty-four replies receiv\nthat has fallen behind in prowomen teachers belonging to the group\nThe total number of teachers infessional training as twenty-seven.\nthe 27 per cent is based, is 9858.\nvolved in these replies, and upon which\ned, one answers “cynical, 13\nOf the total number of replies receiv\nso on through the questionnaire.\n“sympathetic,” and 8 “Gndifferent,” and\nteachers should be retained who\nAll superintendents agree that those\nbut now are far behind in formal\nwere considered the best ten years ago,\n\nFor those who have been long\npreparation for meeting new demands.\nby which their services may be\n‘a the service some way should be found\nshould be made if there is no present\nused. Provision of retirement funds\n\nestablished law.\n\n"}
{"page": 590, "printed_page": "568", "text": "568\n\nNATIONAL EDUCATION ASSOCIATION\n\nRehabilitation by means of constructive supervision and extension courses\nare recommended where ability and desire for improvement on part of\nteachers are shown.\nOne superintendent however believes that teachers\nlose more by extension courses than by conserving all their energies for\nthe work they are engaged in. Some think that indifference should be\novercome by diplomacy, not coercion.\nThe replies of the superintendents who answered questionnaire concerning the ranking of types of teachers designated with respect to efficiency,\nindicated a diversity of opinion. The majority give preference to ‘Type\nTwo, “Women who are not conscious of a marriage motive but who expect\nto give their lives to the work of the school teacher.\nType One, “Young\nwomen who hope or expect to terminate their teaching work by marriage\nin the course of a few years,” receives second place in estimate of superintendents who answered questionnaire.\n‘Type Five, “Widows who have\nreturned to the teaching profession with the intention of remaining in it,”\nis given third place. A slight preference is given to the type of married\nwomen teachers who expect to remain in the profession a long time and\ndo not have to support husband, children, or relatives. Responsibilities of\nthose who have others to support divide interest, but not more perhaps\nthan social engagements do of the unmarried.\nWidows are approved, provided they have not been out of teaching too long. They do not differ\ngreatly from types one and two.\nSome superintendents believe that marriage has nothing to do with efficiency. They believe that teaching ability\nis more dependent upon inherent qualities than on accident of marriage.\nSo much depends upon individual attitude.\nThe marriage motive,\nconscious or unconscious, is practically universal. One superintendent\nbelieves that the ranking of such types is not a basis for discrimination.\nReplies as to social status of teacher show that the teacher is becoming\nmore of a factor in the social life of the community.\nWomen’s clubs as a\nrule welcome the teacher, but lack of common interest, hours\nof teachers’\nservice, and for class reasons in some instances, teachers are\nunable to take\npart in the activities of women’s clubs.\nHowever, in some places women’s\nclubs boast of a large membership of teachers and solicit their\nsupport and\ncooperation.\nIt is gratifying to note that a very large per cent of the\nwomen teachers\ndo take their work seriously, and it is the opinion of all\nwho replied that\nthere is an improvement over conditions of ten years ago.\nQUESTIONNAIRE\n\nCONCERNING\n\nWoMEN\n\nTHE STATUS\nTEACHERS\n\nOF AMERICAN\n\n(Total number replies, 24)\nTo the City School Superintendents:\nIn recent years we have had such a rapid advanc\ne in teaching theories\nthat much higher demands are now being made in\nthe way of teacher qualifications.\nThis movement has come on so suddenly that\nmany teachers\n\nwho were considered to be the best ten years ago are\nnow far behind in\n\n"}
{"page": 591, "printed_page": "569", "text": "NATIONAL\n\nCouNCcIL oF EDUCATION\n\n569\n\nformal preparation for meeting the new demands.\nAbout what per cent\nof your women teachers belong to this group?\n27 per cent. About how\nmany teachers does this per cent represent?\n9858.\nWhich of the following adjectives describes the attitude of these teachers\nas a group toward the higher qualification requirements which are being\nset up? Show by check.\n1 answers “Cynical”\n13 answer “Sympathetic”\n8 answer “Indifferent.”\n\nBy check indicate which of the following statements expresses your\nview as to what consideration should be shown this group in any school\nsystem.\n\n1. They should be dismissed at once on the principle that they are too far behind\nto catch up in a reasonable time and the educational welfare of the pupils subordinates all other considerations.\n0.\n2. Because of services rendered in the past combined with what they are yet\nable to do, they should be retained even if they never catch up in professional\ntraining and scholarship.\n6.\n3. They should be retained only if they take advantage of opportunities through\nextension courses, summer schools, leaves of absence for study, etc. in order to\n13.\nmeet present professional training demands.\n\nThe following questions are submitted in an effort to get a collective\nopinion from superintendents concerning the professional spirit of women\nteachers in general:\n1. Without\nobservations\n\nreference\nabout\n\nwhat\n\nlocal\n\nto your\nper cent\n\nsituation\n\nbut inferred\nteachers\n\nof the women\n\nfrom\n\nyour\n\ngeneral\n\ndo not take their work\n\n17 per cent.\nseriously.\n2. Do you consider your answer to the above question to represent an improvement over the condition of ten years ago? No, 5. Yes, 18.\nTYPES\n\nOF\n\nWOMEN\n\nTEACHERS\n\nDesignate by numerals (1, 2, 3, etc.) the ranking you would make of\nthe following types of women teachers with respect to efficiency:\n1. Young women who hope or expect to terminate\n_marriage in the course of a few years.\n8 give rating of 2\n6 give rating of 3\n1 gives rating of 4\n\n2 give\n2. Women\n\nwho\n\ntheir\n\nteaching\n\nwork\n\nby\n\nrating of 5\n\nare not conscious of a marriage\n\nmotive, but who\n\nexpect to give\n\ntheir lives to the work of the school teacher.\n15 give rating of 1\n1 gives rating of 3\n1 gives rating of 5\na long time, but\n3. Married women who expect to remain in the profession for\nwho do not have to support husbands or other relatives.\n2 give rating of 1\n\n4 give\n4 give\n1 gives\n4 give\n\nrating\nrating\nrating\nrating\n\nof 2\nof 3\nof 4\nof 5\n\n"}
{"page": 592, "printed_page": "570", "text": "570\n\nNATIONAL EpUCATION ASSOCIATION\n\n4. Married\n\nwomen\n\nwho have husbands,\n\nchildren, or other relatives to support.\n2 give rating of 1\n3 give rating of 2\n3 give rating of 3\n4 give rating of 4\n2 give rating of 5\n5. Widows who have returned to the teaching profession with the intention of\nremaining in it.\n7 give rating of 1\n5 give rating of 2\n5 give rating of 3\nSOCIAL\n\nSTATUS\n\nAbout what per cent of your women teachers, would you estimate, take a part\nin the social life of the community to an extent equal to that taken by any other\ngroup of cultured women?\n53 per cent.\n;\nDo you feel that, generally speaking, the women’s clubs of the community do\nnot welcome the teacher because of her financial status?\nYes, 4. No, 17.\n:\nDo you feel that the woman teacher is becoming more of a factor in the social\nlife of the community?\n19. Less of a factor?\n2.\n\nJune 19, 1922.\n\nREPORT OF THE COMMITTEE ON THE STATUS OF THE\nCLASSROOM TEACHER, A SUB-COMMITTEE OF\nTHE NATIONAL COUNCIL OF EDUCATION\nCOMMITTEE ON THE STATUS OF\nTEACHERS\nCORNELIA\n\nS. ADAIR,\n\nCHAIRMAN,\n\nRICHMOND,\n\nVIRGINIA\n\nSince the question of the Status of the Classroom Teacher in the United\nStates is such a broad one the chairman of this sub-committee has decided\nto treat the subject from one aspect only, that of the attitude of the teachers\nthemselves toward their own status.\nTo that end questionnaires were\nsent out to organized groups of classroom teachers, to individual teachers,\nand to superintendents with the request that they be given to classroom\nteachers.\nThree copies of the questionnaires were sent in each letter, to\nbe filled out respectively by a teacher of two, ten, and more than ten years’\nexperience.\nThe request met with a generous response and answers are\nstill coming in.\nThis is the questionnaire with such answers as admit of numerical tabulation. An interpretation follows:\nQUESTIONNAIRE\n\nA. Professional\n\nON\n\nSTATUS\n\nOF\n\nCLASSROOM\n\nTEACHER\n\nStatus.\n\nI. Is teaching in your part of the country ranked with other professio\nns?\nreasons.\n1. By teachers themselves?\nYes, 27; No, 29.\n2. By members of other professions?\nWiesel sr NOwm2bs\n3. By other citizens?\nYes, 14; No, 26.\n4. What place has the teacher in your community—\n(a) In civic life?\nGood, 23; Poor, 19.\n(b) In social life? Good, 19; Poor, 22.\n\nState\n\n"}
{"page": 593, "printed_page": "571", "text": "NATIONAL CouNCcIL oF EDUCATION\n\n‘sya\n\nII. Are teachers loyal—\n1. To each other? Yes, 37; No, 13.\n2. To their own organized group? Yes, 38; No, 8.\n3. To the system as a whole?\nYes, 38; No, 4.\n4. How may the spirit of loyalty be fostered?\nSa 1. Is your organization such as to develop the “group\n\n0,\n\n4.\n\n2. How\n\nare the best ideas of the individual teacher made\n\nspirit”?\n\nYes, 30;\n\navailable to the group\n\nand to the system as a whole?\n\nB. Teacher Training in Service.\nIE How have you adapted your new salary scale to experienced teachers whose\ncertificates do not meet present requirements?\nII. How are teachers in service being trained?\n1. By school authorities?\n2. By teachers themselves?\n3. How is the teacher’s work rated?\n\nC. Finance.\nI. Has your salary scale been revised in 1921-22?\nIf so, why?\nII. Salary\nMaximum\nMinimum\nWinsrancing Senwole estos\nBoaxqooco\nam aon\nBieta Gaia ssogaesnsndeecssocaruee\n—yg)\nate het ae\nRemarks:\n\nNERO\n\nos Rote\n\nClO RR\n\nae Seer\nbee\n\neee ate\n\nQuestion A I will be interpreted from the negative point of view. ‘The\nfollowing reasons were assigned for the lack of professional rating: lack\nof tenure, no proper system of cooperation. between branches of the service,\ntradition, lack of leadership among the teachers, faulty systems of supervision, the failure upon the part of the public to realize the high standard\nof education required of those entering the profession, lack of trained\nteachers, the factory idea.\nVarious reasons were given by the teachers for their belief, but all agreed\nthat the teacher’s own attitude toward her own profession was the most\nvital factor in influencing the attitude of others. A number of teachers\nregretted that more teachers did not take an active part in civic and social\nlife. ‘The common reason assigned was lack of time.\neach\nA II. A great majority of teachers felt that teachers were loyal to\nwhole.\na\nas\nsystem\nschool\nthe\nto\nand\ngroup,\nother, their own organized\nAll felt that teachers’ organizations developed the “group spirit.”\nmay\nA III. Many interesting answers came to the question, “How\nzed\nsummari\nAll of these answers may be\nthe spirit of loyalty be fostered?”\nopportunity to cooperate in the adminan\nteachers\n“(Give\nt,\nstatemen\nthis\nin\nand loyalty\nistration of school affairs. Let them help build up the system,\nOnly\ntion.”\norganiza\nthrough\nnaturally follows. This can be done only\nideas\nbest\nthe\nmay\nration\nadminist\nin\nion\nthrough organization and codperat\nsystem\nthe\nand\ngroup\nthe\nto\navailable\nmade\nbe\nof the individual teacher\n\nas a whole.\n\n"}
{"page": 594, "printed_page": "572", "text": "B72\n\nNATIONAL EpucATION ASSOCIATION\n\nB I. Experience was the chief basis in the adoption of the new salary\nscales. Coupled with this was the statement that no new teachers would\nbe employed who did not come up to the minimum educational requirements.\nFive cities proudly stated that they had no teachers who did not\ncome up at least to the minimum requirements.\nB II. With the increase in salaries came an obligation for better service.\nMany methods of teacher training in service are being used.\nChief among\nthese methods are: Extension classes, summer schools, lectures, professional reading, institutes, supervision.\nIn many places increased pay beyond the maximum (a super-maximum) was based on college credit.\nBoth teachers’ organizations and school authorities favor teacher training\nin service.\nB II 3. Everywhere the teachers were rated by the supervisors or the\nsupervisors and principals.\n‘There was one interesting contribution.\nIn\nDelaware teachers have a share in rating themselves.\nC I. Only one city reported a revision decreasing salaries in 1921-22, as\nagainst seven that reported increases.\n‘Three cities, Denver, Colorado,\nSpokane, Washington, and St. Joseph, Missouri, reported a single-salary\nscale.\ne\nThis report is in no sense final. The chairman wishes the privilege\nof continuing her study in order to report at a later date.\n\nPRELIMINARY\n\nREPORT OF COMMITTEE\nTEACHER WELFARE\n\nJOHN\n\nW.\n\nCARR,\n\nCHAIRMAN,\n\nFRANKFORT,\n\nON\n\nKENTUCKY\n\nAt the Des Moines meeting of the National Council of Educatio\nn, a\nchairman of a Committee on Teacher Welfare was appointed,\nand the\nPresident of the Council was authorized to appoint other members\nof the\ncommittee.\n‘There were no instructions given as to what this committee\nshould do and no funds placed at its disposal.\nSo far, three members of\nthe committee have been appointed: Mary S. Mulligan, of Ohio;\nDavid\nB. Corson, of New Jersey; and John W. Carr, of Kentucky.\nIt submits\nthe following brief report and asks for further instruction.\nTeacher Welfare is a broad and general expression, difficult\nto define.\nAs ordinarily used it has to do with salaries, tenure, pensions\n, terms of employment, conditions under which teachers work at school,\nliving conditions\nprovided for them in the communities where they are\nemployed, rewards\nother than money which they should receive, opportunities\nfor growth\nand development, and a chance to achieve some of the\nhighest and best\nthings in life. ‘Teacher welfare hasto do with money,\nhealth, work,\nrecreation, home life, creature comforts, and a number\nof other things\nwhich affect teachers as individuals and as a group.\nWe have asked ourselves two questions: (1) What\nspecific thing do\n\nwe wish to do? and (2) What means shall we employ\nto attain our objective?\n\n"}
{"page": 595, "printed_page": "573", "text": "NATIONAL CouNCIL oF EDUCATION\n\nSHS:\n\nThe specific thing we wish to attain is the actual betterment of the conditions of teachers as individuals and as a group—betterment of as many\nteachers as possible in as many ways as possible and to the greatest extent\npossible. We wish to get things done for teachers which will promote\ntheir health, increase their bank accounts, give them sanitary and comfortable places in which to work, provide for them decent and homelike\nplaces in which to live—in a word make them more important folk in the\ncommunity and as a result more efficient servants of the community.\nThere is already a number of committees at work on certain phases\nof teacher welfare, as for example, the committees on salaries, tenure, and\npensions.\n‘The Committee on Teacher Welfare should not attempt to\nduplicate the work of any of these committees, but it should strive to find\nways and means for carrying into operation the recommendations of such\ncommittees as those referred to above. The chief work of this committee\nwould be to form organizations and to keep in touch with organizations\nwhose chief aim is to promote the welfare of teachers.\nIf such work is undertaken, a large committee on teacher welfare should\nbe appointed—a committee consisting of at least one member from each\nIt would be necessary to appoint or to secure the appointment\nState.\nthrough State teachers’ associations of State committees on teacher welfare.\nLocal committees would be necessary also in the larger and more important\nThe particular work of these committees would be to procommunities.\nSometimes this would be\nmote the welfare of teachers in various ways.\naccomplished through legislation, more often through the action of boards\nof education, but ultimately through public opinion.\nThis would change from\nIt would be necessary to have a program.\nin different places.\ndevelopment\nof\nstages\ndifferent\nin\nbe\nand\ntime\nto\ntime\nIt is not necessary to attempt to outline such a program in detail, but it\nwould have to do with better salaries, securer tenure, more adequate provisions for the care of the aged and incapacitated members of the profession;\nbetter living conditions for teachers—teacherages, suitable rooming and\nboarding places and such social privileges as men and women of character\nand refinement are entitled to receive; better working conditions relative\nto terms of employment, and care and sanitary condition of school buildings in which they work; means for protecting the rights of teachers—legal\nand professional; better code of professional ethics more generally ob-\n\nserved. ‘These and kindred topics might well be included in the program\nfor teacher welfare.\nIf the committee is continued, it should not only be enlarged, but it\nshould be made a standing committee with adequate funds to carry out\nIt is impossible for this committee to do much in a year\nits program.\nle accomplishments can be made only by continuous\nworthwhi\nbut\ntwo,\nor\nThe membership should change from time to time but the comwork.\nIts reports\nmittee should be continued as long as it does effective work.\nachieveactual\nof\nsummary\na\nbut\nshould not be essays on professional topics,\nments.\n\n"}
{"page": 596, "printed_page": "574", "text": "574\n\nNATIONAL EDUCATION ASSOCIATION\n\nThe committee should have necessary funds at its command to enable\n-it to carry on its work. A large appropriation is not needed at first, may\nnever be needed.\nMembers of the committee should be expected to give\ntheir services free, but funds should be provided for clerical assistance and\nother necessary expenses.\nThis report is submitted with the recommendation that the Council\ngive it such consideration and take such acticn as it deems proper.\n\n"}
{"page": 597, "printed_page": "575", "text": "Department of Business Education\nSECRETARY'S\n\nMINUTES\n\nOFFICERS\nPresident—Ciay D. Suiinxer, Director of Business Education...........- Des Moines, Iowa\nSecretary—G. F. Knippratu, Head of the Bookkeeping and Accounting Department, Technical\nNebraska\nHigh SHO OL eee ere ere teee teers eae erararen:ciohes sorsuofoh onelve:esehens le(elalslier gitersueters: oteOmaha,\nChairman—Raymonv G. Larrp, Principal Roxbury High School............-- Boston, Mass.\n\nFirst Session—Monpay\n\nThe Department of Business\nconvened in regular session on\n\nAFTERNOON, JULY 3, 1922\n\nEducation of the National Education Association\nMonday afternoon, July 3, 1922, at 2:00 P. M., in\n\nThe\n\nRoom 43 of Boston University, at 688 Boylston Street, Boston, Massachusetts.\nmeeting was called to order by Raymond G. Laird, chairman.\nThe following addresses were given:\nTRAINING\n\nOF THE\n\nPENMANSHIP\n\nTEACHER\n\nOF THE\n\nNext\n\nDecapEe—Bertha\n\nA. Connor,\n\nDirector of Penmanship, Boston Public Schools, Boston, Mass.\nCobPERATION BETWEEN Civic ORGANIZATIONS AND ScHooL AurTHoritizs—Karl\n\nF.\n\nAdams, Principal of Lincoln High School, Seattle, Wash.\nPLACEMENT ProsLEMs—Eleanor J. O’Brien, Department of Vocational\n\nGuidance,\nBoston, Mass.\nof\nTue Next STeps In CoMMERCIAL EpucaTion—Frederick G. Nichols, Director\nPa.\nCommercial Education, State Department of Public Instruction, Harrisburg,\nSECOND\n\nSESSION—WEDNESDAY\n\nAFTERNOON,\n\nThe meeting was called to order by Chairman\nwere given:\n\nPurTInc\n\nTHE\n\nSHORT\n\nIN\n\nSHORTHAND—Edina\n\nJULY 5, 1922\n\nLaird.\n\nCampbell,\n\n‘The following\n\nPrincipal\n\naddresses\n\nof the\n\nHickox\n\nShorthand School, Boston, Mass.\nAgent for Retail\nTRAINING FoR RETAIL STORE SERVICE—Isabel Craig Bacon, Special\nn, D. C.\nStore Service, Federal Board for Vocational Education, Washingto\nInstructor of BookINTENSIVE TRAINING FoR Bustness—George L. Hoffacker, Head\nkeeping, Boston Clerical School, Boston, Mass.\nCOURSES OFFERED\nCoRRELATION OF COMMERCIAL CouRSE OF SECONDARY SCHOOLS WITH\nC. P. A., Boston,\nIn COLLEGIATE SCHOOLS oF Business—Charles F. Rittenhouse,\nMass.\n\nThe department now proceeded to the election of officers.\nby E. W.\n\nBarnhart\n\nthat\n\na committee\n\nof three\n\nbe appointed\n\nto cast\n\na\n\nMoved\nthe place of the next\nunanimous ballot for the officers of this department after\nThe purpese of the above motion was to secure\nSeconded.\nmeeting is known.\nassured of their presence.\nofficers in the locality of the next meeting, and thus be\nwn with the consent\nwithdra\nwas\nmotion\nthe\nlegality,\nits\nto\nas\nn\ndiscussio\nAfter\nfrom the floor:\nelected\nand\nd\nnominate\nwere\nofficers\ng\nfollowin\nThe\nof the second.\nBoard for\nFederal\nn,\nEducatio\nal\nPresident, E. W. Barnhart, Chief, Commerci\nVocational Education, Washington, D. C.\nor of Commercial Education,\nSecretary, Mrs. Luzetta Erickson, State Supervis\nBoise, Idaho.\nThe meeting then adjourned upon motion.\nG. F. KwnippraTH, Secretary.\n\n[575]\n\n"}
{"page": 598, "printed_page": "576", "text": "576\n\nNATIONAL EpucaTION ASSOCIATION\n\nPLACEMENT\nELEANOR\n\nJ. O'BRIEN,\n\nPROBLEMS\n\nDEPARTMENT\n\nBOSTON,\n\nOF\n\nVOCATIONAL\n\nGUIDANCE,\n\nMASSACHUSETTS\n\nThe first problem of placement is one of organization, whether or not a\ncentral placement bureau is desirable or necessary in a public school system.\nIn Boston that problem has been very much discussed for many years;\nit is generally conceded that such a system is necessary.\nThe Boston Placement Bureau was established under private auspices\nin 1912, with codperation of the Boston School Board in the use of school\nbuildings for meetings. “That codperation grew from year to year as the\nfield of placement widened until in 1915 the Department of Vocational\nGuidance was organized, and in 1917 had assumed control of the Bureau.\nThe department uses both titles because of the associations formed in the\nfive years when the work was carried on under the. Boston Placement\nBureau.\nThe Department of Vocational Guidance is organized with a director,\nMiss Susan J. Ginn, and a staff of vocational assistants (women) and\nVocational Instructors (men) appointed under a special certificate.\nIn\naddition, each school—elementary, intermediate, and high—has at least ©\none vocational counselor who is a teacher appointed by the Head Master\nof the school and who serves as a connecting link with the Department\nof Vocational Guidance.\nIt is difficult to outline the work of the vocational counselor in the\nschools because it is voluntary; as usual under such conditions definite\nstandards cannot be set. ‘The vocational counselor should interview all\nchildren who express an intention of leaving school, for the purpose of\ndiscovering means of retaining them.\nHe or she should act as adviser in\nthe 7th grade on the choice of a secondary school. The Vocational Guidance Department has just prepared a booklet ‘““A Guide to the Choice of\na Secondary School.”\nClasses in English or civics should be conducted\nby counselors in which studies of occupations could be made.\nShe should\nattend frequent conferences with the director and members of the Vocational Guidance Department in order to keep in touch with legal decisions\non child labor, changes in business conditions, or other matters relating to\nchildren. There is great need on supervision of part-time employment of\nschool children, and it is possible that this might be one of the duties of\nthe counselor.\nOn the other side, the counselor should unquestionably\nbe allowed time for her duties and additional compensation.\nWhen a child is obliged to leave school under sixteen years of age the\ncounselor may recommend him to the placement bureau to secure his first\njob. Once secured, that child becomes the charge of the Continuation\nSchool until he is sixteen years of age, when he returns to the supervision\nof the placement bureau.\nIf the child secures his first job himself, he may\nor may not be sent to the bureau.\n‘This is one problem for close codperation between the Continuation School and the Placement Bureau if there\n\n"}
{"page": 599, "printed_page": "577", "text": "DEPARTMENT\n\nOF Business EDUCATION\n\nSia\n\nis to be an inclusive, school placement system, as it is very important, from\nact\nthe employer’s point of view, to have all school placement agencies\nwasteand\nconfusing\nis\nIt\nhouse.\nthrough one junior placement clearing\nful of time for an employer to be obliged to call one office for one class\nfor the\nof workers, another for another, or worst of all several offices\nhiring\nof\nadvantage\nthe\nshown\nbeen\nhas\nhe\nIf\nworkers.\nof\nsame class\nto\naccess\nhas\nand\nemployees from a bureau that knows its young people,\nunand\nineficient\nseems\ntheir school records and working experience, it\nschool offices.\nbusinesslike to have placement work scattered among several\nduring the\nclosed\nis\nSchool\nation\nAnother point is that the Continu\nsummer months.\npersonal interview\nIn ten high schools the graduates are registered by\ninstructors of the\nbefore graduation by the vocational assistants and\nat school, college,\nnce\nCentral Office, and are followed in their after experie\ngeneral high\nonly\nThe\nage.\nof\nor work until they are twenty-one years\nup to\nwhich\nSchool\nHigh\nter\nDorches\nschool outside of this plan is the\noffice\nthe\nthrough\npupils\nown\nits\nof\nnt\nplaceme\nthis time has undertaken the\ntaken\nbeing\nNow, steps are\nof the head of the Commercial Department.\nthe school into the central\nbring\nto\nMaster\nHead\nthe\nof\nat the request\nVocational Guidance and Placement system.\ntwo college preparatory\nThe only remaining secondary schools are the\n, the High School\nSchool\nLatin\nBoston\nschools, the Girls’ Latin and the\nTrade School, and\nGirls’\nArts,\ncal\nPracti\nof\nof Commerce, High School\na specially appointed vocational\nthe Boston Trade School, each of which has\nTrade\nThe Vocational Instructor at the Boston\nassistant or instructor.\ned\nassign\n,\ntment\nDepar\nGuidance\nSchool is a member of the Vocational\nin\nwork\nto\ned\nassign\nis\nstaff\nto that school. One other member of the\n.\nSchool\nck\nHanco\nthe intermediate school grades of the\nthe other secondary schools\nWhile theoretically the Latin Schools and\nwed by the Vocational Guidance\nmentioned are not registered nor follo\nfrom all these schools are referred\nDepartment, actually many students\npart-time, summer, or full-time work,\nor come to the bureau each year for\nschools are closed.\nparticularly in the summer when the\nbe referred by the vocational counDrop-outs from the high schools may\nis the next problem of placement\nhere\nselor to the placement bureau, and\nGuidance Department to the point\norganization, to enlarge the Vocational\nd be\ncare of every drop-out who shoul\nwhere it may be possible to take\nbeing\nalso\nis\nstep\nThat\nthe graduates are.\nregistered automatically just as\nsteps\nDorchester High School. ‘These\nthe\nof\nsion\ninclu\nplanned, as is the\nn\nBosto\nevery\nthat\nchild,\nthe\nof view of\nare logical, first from the point\nfor the\ndly\nsecon\nand\nion,\nderat\nconsi\nequal\npublic school pupil is entitled to\ninclusive records and statistics.\nand\nete\ncompl\nof\nm\nsyste\nthe\nvalue to\nrtmaintain a central placement depa\nWhether a school system should\ntiny\nscru\nl\nrtia\nimpa\nh can only be settled by\nment or not is a question whic\nPlacement\noperating over a span of years.\nau\nof the results of such a bure\nexistence\nthe\nfy\njusti\nto\nsufficient importance\nand placement alone is not of\n\n"}
{"page": 600, "printed_page": "578", "text": "578\n\nNatTIonaL Epucation\n\nASsociATION\n\nof such a department.\n‘The schools have always done a certain amount of\nplacement but without the follow-up work which checks results. Even\nnow, many young people are placed before graduation, but reports are\npassed on to the Vocational Guidance Department for record and follow\nup. It is impossible for the teachers to do this work except in the most\nsuperficial way.\n‘They have not the time, nor the means at their command.\nVocational Guidance through the curriculum should prepare students\nby vocational information and advice for an intelligent selection of a\nvocation and after that selection has been made with the greatest possible\nfreedom of individual choice, should stimulate students to seek the\nmost\nadvantageous field of development.\nMany people believe that a school\nwhich has done this has accomplished all its purpose.\n‘This implies a highly\nidealistic condition and supposes that the school adequately reflects\nreal\nlife—for our particular discussion the real life of the commercial\nand\nindustrial world, for although the placement department follows\nall its\nregistrants, it is most concerned with the large number whose\nnext step\nafter leaving school is entrance into occupational life.\nNo one knows better than the placement worker that the\nschool does\nnot adequately reflect real life, not yet. If every teacher in\ncommercial\neducation could spend just one year trying to place his young\nstudents, all,\nnot just the upper ten per cent, he would probably return\nto teaching with\na reorganized attitude toward his work, both as to content\nand method.\nThe next best thing is for the placement department\nto send back to the\nschools frequent and carefully prepared reports from\nthe field.\nUntil we have vocational guidance perfectly codrdin\nated throughout\nthe grades, there will always be need of a placement\ndepartment, even in\nits narrowest sense.\nBroadly, for the value to the whole system which\nmust come from careful follow-up work after placem\nent there will always\nbe need of a placement department.\nFor follow-up is the only agency\nworking to connect school with the real world for\nwhich it prepares.\nIt\nis the medium through which the occupational\nworld makes known its\ncomplicated, constantly-changing needs.\nIt is also the medium through\nwhich it must always be the function of the school to\nsend out to the business world high standards of working conditions,\nlimitations of hours and\nburdens of work for minors, standards of loyalty\nand coéperation.\nOne of the most recent activities of organized\nindustry is the compiling\nof vast amounts of occupational information.\nThe Boston Placement\nBureau collects and disseminates to vocational\ncounselors, booklets, leaflets, and studies along this line on every availa\nble occupation.\nIt also keeps\na vocati\nonal information file at the central office,\nand catalogues of over two\nrundred schools and colleges for use of counse\nlors and registrants.\nIn 1921 ten Boston High Schools graduated\n688 boys and 997 girls.\n\nEach graduate was asked to indicate his or\nher vocational preference on\nthe registration card at the time of the interv\niew with the vocational assistants. ‘The results were tabulated as follow\ns:\n\n"}
{"page": 601, "printed_page": "579", "text": "DEPARTMENT\n\nOF BuSsINEss EDUCATION\n\n579\n\nBoys\n\nGIRLS\n\nNumber\n\nPer cent\n\nNumber\n\n15\n65\n\n2.2\nOST\n\noe\n1\n\nMercantile .trade ferme\ntree ns 114\nPublieaServices.\\.\n. ciate\neae elas\n2,\nProfessional Service. one.\noes esse 304\nDomestic and Personal service....\n‘1\n41\neee\nGlanicall tr «At 8 Aare\n\n17 A\nA\n45.5\nie\n6.1\n\n59\n\n8.7\n\nA\\RaCWIAG. Gasiehdlea\nheFo AUS NBSE aS\nManufacturing and Mechanical....\n\nincerese\n\nmot\n\nss\n‘stated. ..s...scscee\n\n‘\n\nPer cent\n\n5\nce\n179\n\nes\n18\n\n1\n\nae\n\n71.4\n712\n509 stenograph\n: 2.Re\n: 28\n\nIn Boston the Placement Bureau makes a detailed report to the Head\nMaster of each high school of each individual graduate within a year of\n‘This information is obtained from the young people from\ngraduation.\npersonal interviews at the central office, from letters, by telephone, or by\nhome visits. A detailed analysis was made of the results of follow-up\nwork of the class of 1921 whose vocational preferences have been listed\nabove.\nBoys\nNumber\n\nApricultne)\n\nneretete ctemisettr- eonicisit\n\nManufacturing\n\n63\n\nNumber\n\n6\n\naf\n\n18.18\n\n12\n\nPer cent\n\ngc\n\nFUR\n\n17\n\ncyl\n\niE\n\nee\n\n«te 108\nmreteste stete trations siereteote\n\nB22\n\n41\n\n6.8\n\nMranspottation\nWihenGantile.\n\nand Mechanical....\n\n2\n\nGIRLS\nPer cent\n\n«oc gerece erie ae\n\nons eresepert:\nRublicy Seti iCeiy ta snenyt\nProfessional Service ...........-Domestic and Personal service....\nseer se Pci n eth tetteeneie se\nGlericalae\nF\nile cee\nas aL\nING) SEATING\n\nWanting WOrK,\n\nso. ..0. 002 e2--- 5°\n\n+\n18\n12\n63\n\nie\noe\n2445)\n18.8\n\n14\n\n7\n\nue\n\n25)\n15\n23\n14\n15\n9\nBait\n471\n(140 stenography)\n12\n\n29\n\na\n\nIn the manufacturing and mechanical group where only one girl had\nexpected to find work, 12 girls found employment.\n41\nIn the mercantile group five girls hoped to find their openings but\nnt\ndepartme\nin\ng\nexaminin\nor\nstock\nin\n9\nand\nselling\n30\nwere actually placed,\nstores.\nof public\nNo girl had expressed her intention of entering any kind\nservice, but 15 girls became telephone operators.\nd in\nOf the 179 who preferred professional service, only 14 succeede\nsufficient\nnot\nis\nyear\none\nbecause\nod\nundersto\nfinding opportunities, easily\ntime in which to prepare for professional work.\nhairdressing,\nNine girls were employed in domestic or personal service,\nmothers’ helpers, or restaurant workers.\nthe clerical\nThe widest variation was in the large group who elected\nwith a\nclosely\nvery\nonding\noccupations, 46 different types of work, corresp\nBoard\nFederal\nthe\nby\nmade\nions\nrecent analysis of commercial occupat\nd.\npublishe\nyet\nof Vocational Education, not\nnot correspond\nStated simply, the available commercial occupations do\nes, accordcandidat\ne\navailabl\nthe\nwith\ns\nopening\nof\nnumber\neither in kind or\nhas to be\nent\nSome adjustm\ning to the candidates’ own stated preferences.\nto\npressure\n‘The\nmade, and it is perfectly obvious which side gives way.\n\n"}
{"page": 602, "printed_page": "580", "text": "580\n\nNaTIONAL\n\nEpucaTion\n\nAssociATION\n\nearn one’s living is greater than the pressure to get a certain job done,\nand after much running about to employment offices, the young girl decides\nto accept that typing job, bitterly disappointed perhaps, and more than\nhalf sure that it is the fault of the placement worker that she does not\nsecure a secretarial position.\n‘The latter has to face facts daily, not hopes\nnor opinions, and it is still her business to keep her relations with the\ndisappointed young typist friendly, to try to get her to keep in touch with\nthe office, either by coming in during her lunch hour or in the evening hour\nheld twice a month for just such a purpose.\nThe young girl, if alert and\nintelligent, studies her particular field, watches her opportunity, learns\nwhen a vacancy is coming, and prepares herself by taking evening dictation\ncourses to be ready for the time when she may be advanced to the coveted\nstenographer’s desk. Her daily practice in typewriting is very valuable\nwhen that time comes and finally all is well.\nIf the schools do not find material for study in two such reports, then\nthe work of the Placement Bureau fails in one of its most important aims.\nIf more than half of the girls of our general high schools elect stenography as a vocation, it is, perhaps, not so much because of any particular\nfitness for the work as because they do not know what other openings\nmodern business offers. A young girl of the class of 1921 came to us last\nJuly wanting stenography.\nShe came with only a C record of achievement\nin preparation, but with absolute confidence of getting an\nA record of\nachievement in a stenographer’s position as expressed on the payroll.\nIt\nwas impossible to place her as a stenographer but after a short\ntime she\naccepted a temporary opening in the marking room in a departme\nnt store.\n\nFour or five months later the vocational assistant who placed her\nvisited\n\nthat store and found the girl still employed and very happy.\nThe head\nof the department said that the girl was “a wonder on the tagging\nmachine”\nand had been placed in charge. A few weeks ago\nthe head left to be\nmarried, and our young girl was promoted to the vacated\nposition.\nShe\nhas the satisfaction of liking her work and doing it success\nfully.\nThe argument may be advanced that the young high-sc\nhool graduates\nshow commendable adaptability and that the record\nshows flexibility of\ncommercial education.\nIt must however be remembered that hundreds\nof precious hours of high school time were spent\npreparing for vocations\nwhich were not followed.\nThat is not the aim of commercial education.\nThere is no doubt that a report of the class at\nthe end of five years will\nbe of greater value as Suggestive material to teacher\ns in commercial education. That will demand the highest degree of\ncodperation between the\nemployers and young people with the Department\nof Vocational Guidance.\nNothing can be done to compel this codperation;\nit must be voluntary and\nrest solely on mutual respect, interest, and underst\nanding.\nIt is not the function of the Placement Depar\ntment to settle any of the\norganization or administrative problems.\nIt can only state the case and\nleave decisions with the departments empow\nered to make changes, furnish\nfunds, or inaugurate policies,\n\n"}
{"page": 603, "printed_page": "581", "text": "DEPARTMENT\n\nOF BusINEss EDUCATION\n\n581\n\nd\nIf all the forces at the command of the school system could be combine\nFor\nshed.\naccompli\nhalf\nbe\nwould\nwork\nits\nto support a placement bureau,\nolder graduates\nexample, we are just beginning to realize the value of the\n\nwives of employers.\nas employers, office managers, heads of departments, or\nrelatives of teachWe have not mobilized the parents of pupils, friends, and\ndepartment\nyoung\na\nstill\ners into a compact employing group because we are\nnew\nfriends,\nnew\npower,\nnew\nin the school service, but each year adds\nvalue\nthe\nshow\nwill\ntime\nthat\nbelieve\nstrength to meet problems. We\n\nof the work.\n\nPUTTING\nEDINA\n\nCAMPBELL,\n\nTHE SHORT\nPRINCIPAL\n\nSCHOOL,\n\nBOSTON,\n\nIN SHORTHAND\n\nOF THE\nMASSACH\n\nHICKOX\n\nSHORTHAND\n\nUSETTS\n\nis likely to prove the\nIn teaching shorthand the longest way round\nthe girl who learns\nthat\nsaid\nlly\ntruthfu\nhas\none\nSome\nshortest way home.\nraduate course of two\nshorthand in two months usually takes a post-g\nof time it takes\nlength\nHowever the\nyears at her employer’s expense.\nupon this study\nwasted\nor\ned\nand the amount of effort intelligently expend\nbut we may\nmusic;\nthe\nface\nmust\nWe\ndepends largely upon the teacher.\nwith the\nimbued\nare\nwe\nif\n,\ncourage\nand\nence\nface it with supreme confid\nadopt\nmust\nnt that we\nconsciousness that if conditions are new and differe\npast.\nthe\nof\nism\nformal\ndead\nnew and original methods and drop forever the\nciality\nsuperfi\ns\ntoward\nis\nOur task is a big one: the tendency of the times\nves in an era when world\nand general laxity in study, yet we find oursel\nd an extraordinarily\ndeman\nstudy\nof\nes\nconditions embracing all branch\nHerbert\nthe source of things.\nminute analysis and a relentless probing into\nion.”\neducat\nof\nal\ngreat essenti\nSpencer said “Teach thoroughness, the first\nhas\nt\nprecep\nthat\nas\nbroken\nbeen\nNot one of the ten commandments has ever\nwrite\nwho\nts\nstuden\nout\ng\nturnin\nLet us no longer be content with\nbeen.\nup to 150. It can be done and\n100 words a minute, but push the standard\ntake root in the mind, yes and\nin a reasonable time, but the seed must first\nteacher should love her subject\nin the heart of the teacher, for every true\nthe pupil justifies this attitude ;\nand particularly her pupil. We know\nas all the languages put together\nsurely the subject justifies it—it is as big\nt, as big as commerce, as big\nperfec\nto\nthat we have taken all these years\nss it is, from\nIt makes no difference what phase of busine\nas the world.\nand may come into playaw 2h\nthe factory to the President’s office, shorth\nto handle it!\nbig subject demanding great big open minds\nthe technical side of teaching\nThe first question that presents stself in\nis most acutely felt today\nneed\nshorthand is the need for variety. This\ndelirious excitement\nrapid,\nthe\nto\ncted\nwhen most boys and girls are subje\nand the wild,\ndress\nto\non\nttenti\nover-a\nd\nof the moving picture, the absur\nconditions are here; we are not\nfree rhythm of jazz music. Well, these\nas far as possible offset them by\ngoing to quarrel with them; we will\nputting a little jazz into our teaching.\n\n"}
{"page": 604, "printed_page": "582", "text": "582\n\nNatTionat Epucation\n\nASSOCIATION\n\nIn developing the attention faculty, which should be a preliminary step\nin undertaking the teaching of any subject, it is well to attack it by means\nof psychology. ‘Try the old experiment of telling a story to the class,\noccupying perhaps a half a minute to a minute.\n‘Then ask them to give\nyou the gist of what you have said—no two will tell it alike, and the\nwide divergence of opinion conclusively demonstrates that if they are to\nreceive the impressions to which they ‘are entitled, in order properly to\nconcentrate, they must keep their mental decks cleared for action. You\nhave told them nothing; they have just discovered it for themselves, and\nright there you touch on one of the most important principles in pedagogy—\nwe do not educate by implanting ideas in the mind of the pupil, but\nby\neducing or drawing out.\nIn the interest of keeping this atmosphere of enthusiasm in the schoolroom I believe it is not advisable to give the drilling exercises\nday after\nday in exactly the same manner.\nFor instance, after the class has taken\nthe material in shorthand and it has been read by a pupil, the\ninstructor\nre-dictates the letter beginning at the end and working backward\n.\nThis\nmay be followed by her dictating every second word, reading\nforward;\nand to permit the fastest writer to operate without that\nsense of boredom\nthat comes from waiting for a slower member to “catch\nup” each pupil is-\n\nrequired to write the outline as often as she can until\nthe next word is\nspoken. The following day the instructor will change\nher tactics, and\nask a pupil to re-read the matter while the rest of the class\nwrite it. Two\nPurposes are thus served—the delight of variety,\nand the advantage of\n“taking” from another voice.\nIn learning the tiresome lists of word signs, which\nare an essential factor\nin every system of shorthand, I have had the best\nresults from having the\npupil take the words in groups of three, thus avoidi\nng the automatic action\nof the mind that results from taking one or\ntwo words over and over\nagain. The thing I would try to impress upon\nthe instructor is that she\nkeep her methods, her mind and, so far as possibl\ne, the mind of her pupil,\nlike a running stream, constantly throwing\noff those elements that tend\ntoward stagnation.\nWalking amongst the pupils while they write\nis an important phase of\nthe teaching. Thus will the instructor,\neven in a very large class, do\nindividual work: she will ascertain the\npeculiar tendencies of each pupil\nand while insisting on the same technical\nperfection in the writing of all,\nshe may make the personal appeal to each one\nin a different manner.\nThe girl with the developed or potent\nial imitative faculty will be\nspurred on by your writing a few words\nfor her personally, she will\nnaturally copy the correct outlines; her\nphlegmatic neighbor, lolling sidewise, head on arm, thoroughly bored with\nthe whole business can perhaps\nbest be moved by a telling bit of sarcas\nm, which may be given out to her\nindividually and which would doubtless\nprove most destructive if administered to the class as a whole. Another\nfancies she has a handicap peculiar\nto her only, poor eyesight, left-handedn\ness, or something of the sort, and\nher we may remind that the Creator\nvery often selects those with just such\n\n"}
{"page": 605, "printed_page": "583", "text": "DEPARTMENT\n\nOF BusiINESS EDUCATION\n\n583\n\nhandicaps to do His biggest work—Edison is totally deaf, Milton was\ntotally blind, Pope a physical weakling.\nThen there is perhaps the most interesting and at once the most bothersome pupil of all, the analytical, questioning mind that fights every inch\n‘his one can only be satisfied with a clear logical answer.\nof the way.\nNow the skilful teacher can find a reason for everything in shorthand, and\nail\nby this gauge you can about measure the size of your teacher. After\nstuc\nenthusiasti\nhonest,\nt\nneeded—bu\nare\nthat\nmachines\nit is not teaching\ndents of education whose minds are so imbued with the bigness and beauty\nof the subject that they will run down right to its very lair every exception,\nevery thought that seems to confuse and find out the reason why. In\nthis connection it is important for the teacher to remember that the more\nthe student’s mind is exercised the less drill will be necessary; in other\nwords, the more reasoning the less memorizing.\nNow those of us who are expert writers and have been so for a number\nof years never heard the word rhythm in connection with our study of\nshorthand—we just hit upon it. No wonder that we wish to abandon\nelethe old-time methods, when we know today that the most important\nwe\nthat\nsaid\naptly\nhas\nJames\nProfessor\nrhythm.\nis\nwriting\nrapid\nin\nment\nshould\npupil\nthe\nare bundles of habits; then on the first lesson in shorthand\nat once,\nbe started on writing sentences from dictation, thus beginning\n.\ncontinuity\nl\nrhythmica\nof\nhabit\nthe\nteacher,\nconstantly under the eye of the\nthey\npractice;\nand\ntheory\nbetween\nperiod\ntransition\nno\nThere should be\ngo hand in hand.\nslapping\nThe pupil should use all of the time in writing, not in jerkily\nwill\ntime\nThe\nspoken.\ndown a word and halting until the next word is\nneed\nthis\nbut\n,\ndictation\nthe\nof\nspeed\nof course be changed, depending on the\nof time\nnever interfere with a perfect rhythm any more than the change\nclose\nbe\nshould\noutlines\nThe\nrhythm.\nthe\nwith\nin music would interfere\n\nthe surface\ntogether and the hand raised the least possible distance from\n\nn as compact\nof the paper between words, thus making the whole operatio\ntendency to\nthe\npreclude\nwill\nas possible. The rhythm in the writing\ncramp the hand.\nover again,\nOn the second lesson these sentences may be given over and\nwriting at\npupil\nthe\nhave\nwe\nhours\nfour\ntwentyand behold after, say,\nmeans\nitself\nOf course this speed in\nsixty to seventy-five words a minute.\ndesired\nthe\nhas\nit\nbut\nnothing, for speed on matter so familiar is no speed,\naccurately, rapidly,\npsychological effect of egging the pupil on while writing\nand rhythmically at once.\nIt will\naloud.\nIn reading, the word should be pronounced phonetically\n,\ninstance\nfor\ngay\nbe\noutline\nthe\nif\nthat\nmean\nI\nspeak itself. By phonetically\nas a whole\nit\nat\nstaring\nsit\nto\nuseless\nis\nIt\netc.\ng,\nnot\nask them to say gay,\nor stabbing at it by guess.\nthe class and have\nIt is an excellent plan to write on the board before\ndrop into the\nively\nThey will instinct\nthem follow in their notebooks.\nthem cease\nhave\nthis,\nvary\nTo\ninstructor’s method of correct writing.\n\n"}
{"page": 606, "printed_page": "584", "text": "584\n\nNatTIonAL\n\nEpucation\n\nwriting while you\n\ncontinue\n\npurposely\n\ncorrect you.\n\nASsocraATION\n\nmaking\n\nmistakes,\n\nand\n\nhave\n\nthem\n\nUrge the pupils from the beginning to make small notes. The advantage\nof this can be quickly and interestingly demonstrated by having one set\nof pupils race another group in the making of two outlines.\nThese outlines should be of about the same shape but one about twice the size of\nthe other. All are convinced when the group with the small outline find\nthat in a given time they have made twice as many outlines as the group\nwith the larger outline.\nTry to impress upon the pupil that she is not in a school but in an office\nwith all the responsibility incident thereto.\nIf it can possibly be arranged\nhave the pupils write letters that are really going out.\nInsist that they\nhave everything ready when the dictation begins—pointed pencils,\nopen,\ndated note-books, and set a time limit when the letters must\nbe mailed.\nThis will sometimes result in a panic, but it is better to burn\nout all the\npanic energy in the school room than later when it may mean\nthe loss of\na job.\nNow, we have discussed various methods for putting the short\nin shorthand, yet, paradoxical as it may seem, shorthand as\nsuch is to my mind\nthe least important part of the teaching of shorthand.\nWould we think\nof attempting to make a historian out of a person whose\nknowledge is\nconfined to history and who knows nothing of geograp\nhy or ethnology, or\nan army officer by merely teaching the manual\nof arms, eliminating\nmathematics?\nCertainly not. No more should we attempt to\nmake a\nshorthand writer out of a person who is not in comman\nd of a large working vocabulary of the English language.\nBefore she attempts to learn the\nlanguage short we should be sure that she knows\nit long.\n\nIt is a fact that the Yahgan Indians of Tierra-del\n-Fuego have a worki\n\nng\nvocabulary of forty thousand words, and it\nis also a fact, as nearly as it\ncan be estimated, that the average American\nstenographer—I speak now of\nthe great rank and file, mostly high-school\ngraduates, not the product of\nuniversity or college—has a vocabulary of\nbetween two and three thousand\nwords.\nWhat availeth it if she write the Hindustani\nlanguage in shorthand if she\ncannot transcribe it except by the very\nprecarious method of writing\nliterally by sound. This method is partic\nularly unsafe in transcribing the\nEnglish language where the spelling of\nwords exactly as they are pronounced\n\nis the exception rather than the rule and\nwhere words similarly\npronounced have entirely different meanings.\nIn this connection, rather than giving\nlong, formidable lists of words to\nmemorize, it seems advisable to have\nselected reading in connection with\nthe shorthand work.\nIt can be worked out to advantage\nwith the period\nof writing for demonstration on the\nboard. This reading may be selected\nwith the idea of covering important\nfields of knowledge, as well as havin\ng\nunusual words. During this period\nthe pupil will have the privilege\nof\nnot only having explained to her\nin full the formation of an outline,\nbut\n\n"}
{"page": 607, "printed_page": "585", "text": "|\nDEPARTMENT\n\n585\n\nOF BusINESS EDUCATION\n\nthe meaning or spelling of a word, or the discussion of the subject matter.\nPlacards may also be posted in the schoolrooms calling attention to this\nvocabulary shortage, one reading perhaps like this: “How many times a\nIn castday do you use the words, nice, splendid, awful, fierce, elegant?”\nthe\nand\ndictionary,\ning about for substitutes they will probably visit the\nvocabulary consequently become enlarged.\nA knowledge of words and the technical knowledge of shorthand are not\nseparable subjects. “The student may learn words without shorthand, but\nFrom this standpoint they\nshe can never learn shorthand without words.\nare essentially the same study.\nIf a dictated word be unfamiliar to the stenographer, she has to write it\nout laboriously every stroke, every vowel, missing perhaps several words\nduring the process, and even then, it is fifty-fifty that she gets it wrong;\nof it,\nwhereas if the word be familiar to her she may write a small part\nher\ngive\nwill\ny\njust enough to give the cue, and her dependable vocabular\ngreater\nand\nknowledge\ngeneral\nthe\nthe remainder; obviously then the wider\nthe vocabulary the greater will be the technical speed of the shorthand\nwriter.\nand\nLet us turn out not writers of shorthand, but shorthand writers,\nmerely\ninvolves\none\nI insist on a sharp distinction between the two. The\nan automatic, machine-like record depending entirely on the dictator, where\nhuman\nthe shorthand writer means the development of an intelligent, useful\nprogress.\nof\nadmit\nthat\nagent with the qualities\n\nINTENSIVE\nGEORGE\n\nL.\n\nHOFFACKER,\n\nTRAINING\n\nHEAD\nBOSTON,\n\nFOR BUSINESS\n\nINSTRUCTOR,\n\nBOSTON\n\nCLERICAL\n\nSCHOOL,\n\nMASSACHUSETTS\n\ne training\nYou may well ask the question, why should one have intensiv\nschool syssplendid\nour\nhave\nWe\ne?\nintensiv\nit\nmake\nfor business? Why\ns, and\nbuilding\ntems all over the country with their school organizations,\nout—\nplanned\ny\nequipment, well-trained teachers, courses of study carefull\nshould\nthis\nall\nand\nyears,\nthe result of experience covering a good many\nAt the same\nworkers.\nsatisfy the requirements of business men for office\nwho have\npeople\nyoung\nof\ngroups\ntwo\ntime, there are in every community\nsystem,\nchool\npublic-s\nthe\nby\noffered\nities\ntaken advantage of the opportun\ngroup,\nfirst\nthe\nments;\nrequire\nthese\nmeet\nto\ntly\nwho are not trained sufficien\nwork\nto\ngo\nto\nwho want\nthose young people just out of elementary school\nlike\nnot\ndo\nthey\nbecause\nor\nas soon as possible, either because of necessity\nbut\nschool\nhigh\nthrough\ngone\nschool, and the second group, those who have\nbusiof\nneeds\nthe\nsatisfy\nto\nge\nhaven’t acquired enough technical knowled\nness.\nhave been made to put some\nIn different parts of the country attempts\nfirst and second year of high\nquick, rapid-fire, intensive courses in the\nand girls to fill positions in business\nschool, with the hope of training boys\n\n"}
{"page": 608, "printed_page": "586", "text": "586\n\nNationat\n\nEpucation\n\nASSOCIATION\n\noffices. Most of these courses have had subjects in them which should\ntrain a boy or girl for general clerical work.\nSome of them were so ambitious that they thought they could train pupils to be stenographers.\nIf\nyou think about it a little you can easily understand why most of these\ncourses were failures.\nThe pupil is too young, too immature to appreciate\nthe things that the teacher is trying to teach him. He cannot absorb it,\nnor at that age be sufficiently benefited by it to go out into business, after\na year of training, and do the work that a business man is willing to pay\nfor. Business people pay the bills; they turn the money into the city\ntreasury from which teachers are paid, and they expect the pupils to be\nproperly trained for them.\nA teacher has no right to be teaching unless he can do well the thing\nhe is trying to teach. ‘Teachers ought to go into the business world during\nvacations and get practical experience.\nIt is quite possible, even in the\ndullest times. It has been our experience here in Boston that if a really\nearnest teacher desires to get a job in a business office, he can get it;\nTeachers have no right to teach shorthand unless they can hold a stenographic position.\nBookkeeping teachers should be capable of keeping a\nset of books.\nIf they cannot demonstrate before the class the pupils cannot\nhave much confidence in them.\nThe second group I have divided into five sections.\nGive this group\nof pupils, who, after getting through elementary school feel that\nthey want\nto do something, a chance to get into high school for two years,\nand keep\nthem away from the commercial course if you can.\nGive them two years\nin high school—then they are fifteen years old perhaps, and\nare better\nable to decide whether they would like to train for office work\nor not, and\nyou have a group who have a pretty fair foundation for commerci\nal training. The second class is made up of those who have\nhad two or three\nyears in high school, but somehow or other have not derived\nmuch benefit\nfrom it. The third class is made up of high-school graduate\ns who have\ntaken partial business courses and desire to secure further\ntraining. The\nfourth class is made up of high-school graduates who\nhave not had any\ncommercial training at all. They have taken a college\npreparatory, normal, or general course, and decide that they do not\nwant to go any further\nin that line. The fifth class is made up of those\nwho have been employed\nand feel the need of further training to secure advancem\nent.\nThese five groups seem lost somehow.\nThere should be some way of\ntaking care of them. ‘They are not productive, and\nsociety gets no benefit\nfrom them except as consumers.\nMany of them might succeed in business.\nA graduate of an academic course in high school\nis the best kind of pupil\n\nto study shorthand, if adapted for it, on accoun\nt of the good general education he has had.\n\nThe city of Boston has provided a special\nbusiness training school\n\nfor\nthese various classes of pupils, in which\nan opportunity is given to girls to\nsecure a business education, if they want\nit, and to qualify those not prop-\n\nerly trained for better positions.\n\nIt is really a free public business college\n\nand we believe the only one so organized in the country.\n\n"}
{"page": 609, "printed_page": "587", "text": "DEPARTMENT\n\nOF BusINEss EDUCATION\n\n587\n\n“feln the courses offered, the business course prepared for such positions\nPupils must have comas assistant bookkeeper and general clerical work.\nto be admitted to\ncredit\nfull\nwith\nschool\nhigh\nof\nyears\ntwo\nleast\nat\npleted\nthis course.\nAt least three\nThe shorthand course prepares for stenographic work.\nWhen pupils\ncourse.\nyears of high school is required for admission to the\nto finish the\nlikely\nvery\nare\nthey\nhave completed three years of high school\nshorthand\nstudying\npupils\nfew\nvery\nare\nthere\nfourth year. For this reason,\ngraduates.\nare\nall\nNearly\nschool.\nhigh\nof\nyears\nthree\nwho have had only\nThe secretarial course is a combination of the business and shorthand\nA pupil must be at least a highcourses, with some additional features.\n\nschool graduate to enter this course.\nA course in higher accounting is open to high-school graduates or girls\nIt is still in the process of developwho have finished the business course.\nment.\nHe wants\n’ These courses were planned with the business man in mind.\ntraining.\ntal\nfundamen\nenough\nhad\nhas\nwho\n,\ncompetent\nis\nwho\n4 person\neverybody\nBecause\nWhy shouldn’t we let everybody in? you may say.\nIf we have a school for\nisn’t fitted to be a bookkeeper or stenographer.\nthose people who are\nonly\nthen\ntraining people for stenographic service\nThere is many a good\nadmitted.\nbe\nshould\nespecially adapted to that work\n.\nvice-versa\nperhaps\nand\nher,\nstenograp\ncook trying to be a\nbusiness course are\nthe\nin\ncourses:\nthese\nin\nmatter\nsubject\nAs to the\nbookkeeping,\ntaught those same subjects that all of you are familiar with:\nion, comcalculat\nrapid\npenmanship, business English, business arithmetic,\nping no\nbookkee\nteaching\nIn\nmercial law, spelling, and office practice.\nnce\nimporta\nmuch\nas\nJust\nsubject.\nthe\nattempt is made to over emphasize\nthat\nthink\nto\ntaught\nnot\nare\npupils\nand\nsubject,\nis attached to every other\nlly through their\nif they pass their bookkeeping easily they are practica\nas well. We lay great\ncourse—they must pass all other subjects just\nbusiness English. What\nstress upon penmanship, rapid calculation, and\nsplendid, and of course,\nme\nto\nhas been said here today about English seemed\nDo you have the coit?\nish\naccompl\nall of you believe in it; but can you\nimportance of this\nthe\ng\nstressin\nin\nschool\nthe\noperation of all the teachers in\nall of the subjects in this\nvital subject? We have such codperation in\nent what has been\nThe aim in giving the course is to supplem\nschool.\nvocabulary, to teach them the\ntaught in the high school, to increase the\nWe make penmanship an\ne.\ncorrect use of words, and how to punctuat\nthat good penmanship\npupils\nthe\neducational subject, and we impress upon\nI imagine they look\nt\nelse—bu\ng\nis just as important to them as anythin\nto the whole trainsuccess\nof\nkey-note\nthe\nThere is\nupon it as a nuisance.\ng them believe that every\ning of the young women in this school—makin\nhabits of mind and body that are\nsubject is an educational subject. The\nhelpful in learning other things and\ncultivated in studying penmanship are\nemployed.\nin doing the daily work after being\ns, and in this way are permitted to\ngroup\nsmall\nin\nfied\nclassi\nPupils are\n\n"}
{"page": 610, "printed_page": "588", "text": "588\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nadvance rapidly. ‘The progress of the class is not determined by the speed |\nof the slowest people in it. We have constant classes into which pupils\ncome when they are ready for them, and are then promoted when they\nhave done the work outlined in the various groups.\nIf one girl is a little\nslower to learn she can take all the time in the class she needs, instead of\nbeing dragged along with the other girls whom nature has endowed with a\nlittle more ability or ambition. A brilliant girl is not held back with the\nclass—she is given every opportunity to advance as fast as possible.\nOne 45-minute period each day is devoted to drill and instruction in\nmost of the subjects.\nIn bookkeeping, shorthand, and typewriting, at\nleast two periods each day are given. When a pupil has finished a subject\nsuch as commercial law, or penmanship, or perhaps English, this period\nis added to the time for bookkeeping or shorthand, and larger assignments\nare made each day.\nIn the whole school, the plan is to drive just as hard as the pupils can\nstand, and give as long home lessons as possible without overworking the\npupils. ‘The teacher is able to observe each day just how every pupil is\ngetting along; that is, oversight is exercised so that if a pupil is being\nworked too hard, she is sent to the school doctor.\nIn the shorthand course the same plan of small groups and drive, drive\nas hard as possible, is followed, and yet there is thoroughness in everything.\nIn shorthand theory, a pupil must pass a test on every lesson before she\ncan go on to the next.\nShe must pass with a grade of ninety per cent. The\ntest covers everything in the lesson that the pupil should know.\nWhen a\npupil finishes the theory class, she goes into the 75-word a minute dictation\nclass, where she must pass eight test letters—that is, several letters\nare\ndictated every day, and when the class goes to the typewriting room\nto\ntranscribe, the number of the test letter is announced, and the\nletter is\ntranscribed.\n“There are a certain number of points taken off for every\nerror, but if the pupil succeeds in getting ninety per cent on\nthe letter, it\nis passed. When she gets eight of these, she enters the 100-class,\nwhere\nshe must pass ten of these letters, and then the 125-class, where\nshe must\npass twelve of them. Office training consists of two or three\nmonths’\nwork in a model office, where the pupil learns to use all\nkinds of office\nmachines.\nThen she must pass a final test in shorthand, consisting\nof\ndictated matter at a speed of not less than 125 words\na minute.\nAfter\nworking two weeks in the school office, she is graduated.\nWe think then,\nthat perhaps she will be able to get a good position and\nhold it, and most\nof them have, in the seven years that the school has been\nin existence.\nThe requirements are high enough, so that we\nseldom find a failure\namong the girls. After they have completed their school\nwork, the employment bureau secures a position for them and keeps\nin touch with them to\nfollow their progress.\n, Other prominent features are lectures and talks given\nto the girls from\ntime to time by graduates and by prominent busines\ns people in the city, who\ncome to the school and explain the needs and\nrequirements of business,\n\n"}
{"page": 611, "printed_page": "589", "text": "DEPARTMENT\n\nOF Business\n\nEDUCATION\n\n589\n\nwork\nThese talks are inspiring, and help to encourage the girls in their\nent\nemploym\nsecuring\nafter\nMany\ny.\nefficienc\nof\npoint\nto reach the highest\ncollege\na\ncontinue at night school, in Boston University, until they get\nto the\ndegree. Such girls succeed rapidly and are an important asset\ncommunity.\n\nSECCORRELATION OF COMMERCIAL COURSES OF\nONDARY SCHOOLS WITH COURSES OFFERED IN\nCOLLEGIATE SCHOOLS OF BUSINESS\nCHARLES\n\nF. RITTENHOUSE,\n\nC. P. A., BOSTON,\n\nMASSACHUSETTS\n\nour secondary\nNot so many years ago, the commercial course given by\nupon it more\nlook\nschools was regarded as a finishing course; today we must\ngeneral\nreceives\nnow\ns\nBusines\nin the nature of a preparatory course.\nhave\nbusiness\nof\nschools\nate\nCollegi\nrecognition as our newest profession.\nnumber\nlarger\nthe\nof\nwork\nthe\nof\npart\nnt\nbeen organized as an importa\nStudents are flocking to such schools\nof our colleges and universities.\nA\ntrained for this new profession.\nbe\nto\ncountry\nthe\nof\nfrom all parts\nspare\ncan\nwho\nman\ntechnical college course is thus provided for the young\nCollegiate courses in business\nthe time necessary to obtain such a training.\nand content of the secscope\nthe\nshould result in more definitely defining\nondary school course.\nng for business offered\nIn view of the rapid spread of a professional traini\nshould recognize the fact\nby our collegiate schools, the secondary schools\nbusiness and more preparathat they are less and less finishing schools for\nRather,\nbusiness courses.\ntory schools for colleges and universities giving\n(1)\ne:\npurpos\nd\ntwofol\na\nlish\nour secondary school course should accomp\ncannot\nwho\nts\nstuden\nthose\nfor\nss\nbusine\nProvide an elementary training for\nschool; and (2) Provide a\ncontinue their studies beyond the secondary\nof business for those students\nthorough training in the preparatory branches\nhigher institution.\nwho expect to continue their work in a\nin your minds is whether both\narises\nlly\nnatura\nwhich\non\nThe questi\nthe same course of study. I\npurposes can be accomplished by one and\nworld has strong convictions\nss\nbusine\nThe\nbelieve strongly that they can.\nman or woman should\nyoung\na\nwhich\nabout the training for office work\nise our collegiate schools of busipossess upon leaving high school. Likew\nto measure the preparatory training\nness have definite standards by which\nhappens that the entrance requirewhich their entering class has had. It\nhand, and the entrance requirements\nments of the business office on the one\nthe other are closely parallel.\nof our collegiate schools of business on\ncharacteristics, the business man\nnal\nExcluding mental, moral, and perso\nto him for\n\nhigh school who comes\nexpects the graduate of a commercial\nclerical arts of business. If he\nthe\nin\ned\na position to be thoroughly train\nts the high-school candidate to be\nis looking for a stenographer, he expec\nat a reasonable degree of speed\nable to take ordinary business dictation\n\n"}
{"page": 612, "printed_page": "590", "text": "590\n\n. NaTIONAL\n\nEpucaATION ASSOCIATION\n\nand to transcribe her notes easily and accurately ; to write a neat, legible,\nand business-like hand; to be able to spell and to punctuate; and to have\na sufficiently high regard for her mother tongue to enable her to express\nherself either in conversation or on paper in a clear, simple, and grammatical manner.\nIf the business man is looking for a bookkeeper, he\nexpects the candidate to possess a thorough understanding of bookkeeping\ntheory and sufficient skill in the application of theory to enable her to keep\na simple set of books in an accurate and intelligent manner; to handle\nordinary banking matters and to understand the use and purpose of commercial paper; to be accurate in figures and thoroughly familiar with the\nordinary processes in commercial arithmetic; to write rapidly, neatly, and\nlegibly.\nEveryone will readily admit that the secondary school fails of its purpose\nif it fails in any of the aforesaid respects.\nIt is equally true that the\ncollege or university-giving courses in business sincerely hopes that\nit will\nbe saved the necessity of teaching its students to spell and punctuate\n, to\nperform computations in arithmetic, to write a rapid, legible\nhand, and\nto use good English in speech and written discourse.\nIn other words, the\nconstant cry which is becoming almost a clamor both from the\nbusiness\noffice and collegiate schools of business is for emphasis on the fundamen\ntals;\nfor concentration of effort on the essentials of business.\nIn this, there is no\nroom for doubt. ‘There is entire harmony between the collegiate\nschool\nof business and the business office in expecting and insisting\nupon these\nfundamentals.\nThe fact that business men and the deans of our collegiate\nschools of business have so much to say about the high-scho\nol product in\nthese respects would seem to indicate that there is reasonabl\ne ground for\ncriticism of the secondary-school course.\nThe fault cannot be wholly that the instruction\nis poor but that much\nneeded time is “stolen” from these fundamental subject\ns and given to the\nhigher branches of business which belong essentially\nto the technical schools\nof business. The training which the high-school\nstudent thus receives is\ntoo diluted and is spread thin over too wide a surface\n.\nThe mistake is a\npardonable one.\nMost progressive and scholarly teachers would prefer\nto teach money and banking rather than commercial\narithmetic, salesmanship rather than penmanship, cost accounting rather\nthan bookkeeping,\neconomics rather than spelling and punctuation.\nIt is natural for us to\nwant to give all the tone and dignity which we\ncan to the work in which\nwe are engaged, but we must remember that, in\nthe last analysis, our efforts\nare judged by the results which we obtain.\nTf we fail to turn out a\nfinished product which comes up to certain\ndefinite standards, we fail in\neverything.\n\n"}
{"page": 613, "printed_page": "591", "text": "Department of Child Hygiene\nSECRETARY'S\n\nMINUTES\n\nOFFICERS\nGary, Ind.\nPresident—O. B. Nxszit, M. D., School Health Commissioner......-.-++++++++:\nKansas City, Mo.\nVice-President—Maupr A. Brown, Supervisor of Hygiene.........+++--+Albany, N. Y.\nSecretary—Witt1am A. Hows, State Medical Inspector of Schools........-+++\n\nof Child\nDuring the Boston meeting six sessions were held by the Department\nThe first on Monday afternoon, July 3, was largely devoted to health\nHygiene.\nIn the absence of Dr. Nesbit, Dr. Howe presided.\neducation and health training.\nThe following program was presented:\nMonpay AFTERNOON, JULY 3, 2:00 O'CLOCK\nIN HYGIENE AND IN SaniTaTion—C. E. Turner, AsTEACHERS\nOF\nTRAINING\nTue\nInstitute of\nsistant Professor of Biology and Public Health, Massachusetts\nTechnology, Boston, Mass.\nFrederick Martin,\nTur PREVENTION AND CORRECTION OF SPEECH Derecrs—Dr.\n(With presentation of pupils.)\nIthaca Conservatory of Music, Ithaca, N. Y.\nnt of Medical InTEACHING THE DEAF CuiLp—Harry P. Cahill, M. D., Departme\nPrincipal of\nAdams,\nEllery\nMabel\nMass.\nBoston,\nSchools,\nspection, Public\nMass.\nBoston,\nChildren,\nDeaf\nfor\nSchool\nthe Horace Mann\nSOUNDS AND VIBRATue AWAKENING OF LATENT HEARING BY MEANS OF MusicaL\nMann School for\nTIons—Jennie M. Henderson, Assistant Principal, Horace\nthe Deaf, Boston, Mass.\nON IN THE COLLEGE BE MADE\nWitt Instruction iv HyciENE AND PuysicAL EDUCATI\nHygiene, Wellesley College,\nWorTH-WHILE?—Eugene C. Howe, Department of\n\nWellesley, Mass.\nEpucation—C. E. A. Winslow,\nTue IMPORTANCE OF SUBJECT CONTENT IN HEALTH\nty, New Haven, Conn.\nM. D., Professor of Public Health, Yale Universi\nDr. Charles\ny morning.\nTuesda\non\no’clock\neight\nat\nheld\nwas\nsession\nThe second\nvania, was chairman.\nPennsyl\nof\nion\nInstruct\nPublic\nof\nment\nDepart\nthe\nH. Keene, of\nThe following program was presented:\nTurspay\n\nMorninG,\n\nJULY 4, 8:00 0’CLOCK\n\nN. Jensen, State Superintendent of\nPuysicaL FirNEss FOR SCHOOL Apmission—C.\nE. G. Gowans, State Director of\nPublic Instruction, Salt Lake City, Utah.\nHealth Education, Salt Lake City, Utah.\nHEALTH SUPERVISION—Charles H. Keene,\nTue RESPONSIBILITY OF PUBLIC SCHOOLS IN\nEducation, Department of Public\nHealth\nof\nBureau\nthe\nof\nr\nDirecto\nD.,\nM.\nPa.\nburg,\nHarris\ntion,\nInstruc\nPresident\nE IN CHILD Hyciens—T. W. Galloway,\nSANE INCLUSION OF SEX HYGIEN\n.\nYork, N. Y.\nNew\nation,\nAssoci\ne\nHygien\nSocial\ncan\nof the Ameri\na. m. a session on nutrition was held.\nOn Wednesday morning, July 5, at 8\nThe following\nD. C., was chairman.\nMiss Clyde B. Schuman, of Washington,\nted:\npresen\nwere\npapers\nK\nWepnespay MorninG, Juty 5, 8:00 O’CLOC\nR. Howe, D. D. S.,\ny\n—Perc\nrions\nConpi\nL\nDENTA\nTO\nTur RELATION oF NutRiTION\nfor Children, Boston,\nary\nInfirm\nDental\nh\nForsyt\n,\ntment\nChief of Research Depar\nMass.\nce\nCoNnTRIBUTE TO A HEALTH PROGRAM ?—Ali\nWuat CAN THE SCIENCE OF NUTRITION\nBoston, Mass.\ne,\nColleg\nns\nSimmo\ncs,\nDieteti\nof\nF. Blood, M. D., Professor\nState SuperNutrition—Mary G. McCormick,\nj\nA PracricaAL SCHOOL PROGRAM _IN\nWG\nN.\ny,\nAlban\n,\ntment\nDepar\nvisor of Nutrition, State Education\nMiss\nand\nD.,\nM.\nReed,\nlisle\ns—Car\nPupit\nep\nFresu Air, DieT, AND REST FOR Spiecr\n\nMary\n\n, Mass.\nCallaghan, Public School Nurse, Boston\n\n[591]\n\n"}
{"page": 614, "printed_page": "592", "text": "592\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nDiscussion LED By Mary E. Mourpny, of the Elizabeth McCormick Memorial Fund,\nChicago, IIl.\n:\nj\nOn Wednesday afternoon, Dr. E. A. Peterson, of Cleveland, Ohio, presided over\nthe session at which the following papers were presented:\nWEDNESDAY\n\nAFTERNOON,\n\nJULY 5, 2:00 0’cLOCK\n\nAw ErrecTivE Rurat ScHoot HeaLTH SrrvicE—Augusta C. Turnbull, Schenectady,\nIN. ay.\ny\nCoMMUNITY\nCOOPERATION\nIN\nScHooL\nHeaLtTH\nWorx—Courtenay\nDinwiddie,\nExecutive Secretary, National Child Health Council, Washington, D. C. )\nBrtTER PuysicaL EXAMINATIONS AND INSPECTION IN ScHOoLS—LeRoy A. Wilkes,\nHow\n\nM. D., Medical Director, Board of Education, Trenton, N. J.\nCan ScuHooits Repuce Morsipiry oF COMMUNICABLE DisEases?—Edward\n\nGodfrey, Jr., M. D., Director of the Division of Communicable\nYork State Department of Health, Albany, N. Y.\n\nS.\nDiseases, New\n\nThe session on Thursday afternoon, July 6, was devoted to mental hygiene.\nDr.\nFrankwood E. Williams, of New York City, was chairman.\nThe following\nprogram was presented:\n\nTHURSDAY AFTERNOON, JULY 6, 2:00 o’cLOCK\nMENTAL HYGIENE FOR THE SCHOOL BEGINNER—William H. Burnham, Professor\nof\nPedagogy and School Hygiene, Clark University, Worcester, Mass.\n‘THE INAUGURATION OF A STATE-WIDE SCHOOL CLINIC IN MassacHusEeTTs—W\nalter E.\nFernald, M. D., Superintendent of the Massachusetts School for the Feebleminded, Waverly, Mass.\nFATIGUE AS A Facror in Epucation—Francis N. Maxfield, Director of\nthe Bureau\n\nof Special Education, State Department of Public Instruction, Harrisburg\n, Pa.\nSoME INTERNAL GLANDULAR INFLUENCES UPON CHILD MENTALITY—Walt\ner Timme,\nM. D., New York, N. Y.\nTHE RELATION OF PuysicaL To MENTAL DevELOPMENT—Fr\nank P. Graves, State\nCommissioner of Education, Albany, N. Y.\nThe closing session was held on Friday afternoon at two\no’clock. Dr. William\nH. Devine, School Medical Inspector of Boston, was\nchairman.\nThe following\nprogram was given:\nFripaAy AFTERNOON, JULY 7, 2:00 o’cLocK\nTONSILS AND ADENOIDS AMONG SCHOOL CHILDREN—D.\nCrosby Greene, Vip,\nHarvard Medical College, Cambridge, Mass.\nTHE Earty RECOGNITION AND Proper CARE\nOF Heart DIszAsE AMONG ScHOOL\nCHILDREN—Robert H. Halsey, M. D., New York\nPost-Graduate School and\nHospital New York, N. Y.\nCONSERVATION OF THE Eyes oF SCHOOL CHILDREN—Geo\nrge S. Derby, M. D., Assistant\nPrefessor of Ophthalmology, Harvard Medical\nSchool, Cambridge, Mass.\nOuto’s Errort TO BRING CHILDREN UP TO A NorMaL\nHearty StanparD—T. Howard\nWinters, State Department of Education, Columbu\ns, Ohio.\n_THE Scuick Test anp DIPHTHERIA PREVEN\nTION IN THE PuBLIc ScHOOLS IN NEw\nnie Ciry—Abraham Zingher, M. D., Directo\nr of Public Health, New York,\neaXe\n\nPreceding the session on Friday afternoon the\nbusiness session of the department\nwas held. The following officers were\n.elected for next year: President, Dr.\nWillia\n\nm A. Howe, State medical inspector of schools\n, Albany, N. Y.; vice-president,\nDr. E. A. Peterson, Cleveland, Ohio;\nsecretary and treasurer, Dr. Charles\nH.\nKeene, director of the bureau of health educati\non, department of public instruction,\nHarrisburg, Pa.\nThe following resolutions were unani\nmously adopted.\nResolved, That the officers of the Section\non Child Hygiene be instructed to\n\n"}
{"page": 615, "printed_page": "593", "text": "593\n\nDEPARTMENT OF CHILD HYGIENE\nS\nSS\nS\n\neae\n\nTHE PREPARATION OF TEACHERS IN HEALTH\nEDUCATION\nCc. E.\n\nTURNER,\n\nASSISTANT\n\nMASSACHUSETTS\n\nPROFESSOR\n\nINSTITUTE\n\nOF\n\nBIOLOGY\n\nOF TECHNOLOGY,\n\nAND\n\nBOSTON,\n\nPUBLIC\n\nHEALTH,\n\nMASSACHUSETTS\n\nntal\nI shall deal with only the somewhat immediate problem of suppleme\nthe\ntake\nI\nMay\nfield.\ntraining for the teachers who are already in the\ng\nprovidin\nare\nwe\nwhich\ntraining\nfor\nliberty of telling you the opportunities\nspecialthe\nfor\nsecond,\nand\nteacher,\ngrade\nor\nin Boston, first, for the general\nare not conist? It is not vanity which prompts me to do this because we\nIt would, indeed, be much easier to\nfident that we have ideal methods.\nthan by stating\nescape criticism by outlining what one thinks would be ideal\nwe profit\nwhere\nplace\na\nis\nthis\nBut\ndefinitely what is actually being done.\nour own\ndiscuss\nto\non\npermissi\nasking\nam\nfrom each other’s experience, and I\ndone in\nbe\ncan\nwhich\nthing\nof\nsort\nthe\nof\ntypical\nwork, first because it is\nspecific\nand\ndefinite\nis\nit\nbecause\nsecondly\nand\ncenter,\nany educational\nn.\nand therefore more readily provocative of criticism and discussio\ncourses, such\nFor teachers and school nurses we provide special summer\ndepartment\na\nis\nthere\nwhere\nty\nas might be made available at any universi\nHygiene\ng\nTeachin\nof\nMethods\nin\noffered\nof public health. One course is\nthe\noutline\nwe\ncourse\nthis\nIn\nSchools.\nPublic\nthe\nand Public Health in\nthe part\nng\nindicati\n,\nprogram\nhealth\nschool\ne\ncomplet\nand\nnature of a sound\npossibility of liaison\ntaken by the various professional workers and the\ngrade by grade\ndiscuss\nwe\nFollowing this\nbetween the various groups.\nng a variety of\nindicati\nschools\nary\nthe instruction program for the element\ninsofar as pos:\nstudent\nthe\nfor\ng\nprovidin\nmethods which may be adopted,\ntion and\ninforma\nboth\nof\nsources\nand\naids\nteaching\nsible a complete list of\nthere\nand\nclass\nin the\ninspiration. ‘There is an exchange of experiences\n\nhealth work are being\nare visitations to places where various kinds of child\nwe believe gives the\ncourse\nSuch a\ncarried on in the vicinity of Boston.\nher\n\nthe development of\nteacher a broader perspective and a stimulus for\nlines.\nd\nsuggeste\nown initiative along various\nthree courses in\nIn addition we are offering at the Institute this summer\nto be most\nform\ndetails in a\nsubject matter designed to present fundamental\nthe techof\nmuch\nng\navoidi\nuseful to the teacher in elementary schools and\ng of\ntrainin\nthe\nfor\ned\nprovid\nnical detail which is insisted upon in courses\ne\n\nare Personal Hygien\nspecialists in the field of public health. These courses\nElementary Bacand\n,\nHealth\nPublic\nand\nand Nutrition, Sanitary Science\nteriology.\nthe training of special\nThe second phase of my discussion has to do with\nassume the responsibility of\ndirectors, supervisors, or teachers, who are to\ninstruction program for the\norganizing and putting in operation the health\ngan are already workMichi\nPennsylvania and\nmunicipal school system.\nthe student directly\ntake\nwill\nwhich\ning upon a four-year course of study\nspecialist. We are\nof\nkind\nular\npartic\nafter high school and produce this\n\nwe are not well organnot offering this type of program in Boston. because\n\n"}
{"page": 616, "printed_page": "594", "text": "594\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nized to do so. What we are doing, however, is to provide a supplemental\ncourse of study for those people who are already at work in this field. The\nstudent’s previous training is taken into consideration and there is prescribed\na program of study which will round out the fundamental training in physiology, hygiene, sanitation, teaching methods, and physical training.\nWe arranged last year in the School of Public Health a one-year course\nof study open to people of four types of preliminary training. \"They must\nall have had a high-school education and in addition to that their training\nmay have consisted of (1) graduation from an approved school of Physical\nEducation with teaching experience; (2) graduation from an approved\ncollege. with specialization in health subjects or their fundamental sciences ;\n(3) graduation from a normal school or teachers’ college with teaching\nexperience; or (4) training in public-health nursing with school nursing\nexperience.\nWe assumed that people who are to develop a program in\nhealth education should have a good grounding in, first, the subject matter\nof physiology, hygiene, sanitation, and public health; second, teaching\nmethods; and third, the nature and place of physical activities in public\nschools.\nOn this basis we accepted people well prepared in one or more of\nthese fields, and provided a one-year program which would supplement\ntheir previous training where additional study was most needed.\n‘This\ncourse of study was offered under the codperative arrangement through\nwhich the Harvard-Technology School of Public Health has\nbeen conducted and with the additional codperation of the Graduate\nSchool of\nEducation at Harvard which includes in its curriculum courses\nin physical\neducation.\n\nTHE PREVENTION AND CORRECTION\nSPEECH DEFECTS\nDR. FREDERICK\n\nMARTIN,\n\nDIRECTOR\n\nOF THE\n\nITHACA,\n\nNEW\n\nINSTITUTE\n\nOF\n\nFOR SPEECH\n\nDEFECTS,\n\nYORK\n\nThe prevention and correction of speech defects js\na subject which should\nbe understood by everyone but is often misunderstoo\nd by parents, teachers,\nand those in charge of the health of school childre\nn. The importance of\nspeech correction has been emphasized during\nthe past few years by the\norganization of special departments in the school\nsystems of our largest\ncities. Fourteen cities have special supervi\nsors of speech improvement and\ntwo States, directors.\nWyoming was the first State to engage\na special\ndirector of these activities,\nPennsylvania, a year later, followed her\nexample.\nBoth of these directors received their trainin\ng under the speaker\nin the New York City clinics. Several\nother States are now interested\nand have tentative plans for the institution\nof a similar department in their\ncurriculums.\nTo quote F. H. Bair, of the New York\nState Department\nof Education, “It is the business of the\nschools to see that the word is made\narticulate and that it speaks to men,\ninescapably, the thing it was sent into\nthe world to say.”\n\n"}
{"page": 617, "printed_page": "595", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n595\n\nWater will not rise higher than its level, and before pupils can be taught\nto improve their speech the general level of articulative efficiency among\nteachers must be raised. The beginning should be made in the normal\nNo one should be permitted to take charge of a class without a\nschools.\nthorough training in speech and without the ability to enunciate clearly.\nThe note of paramount importance, which we are trying to impress upon\nthe social mind, is that of general speech improvement and the prevention\nIn making a resumé of statistics, it has been\nof defects in their incipiency.\nproved that most speech defects develop during the school age—that is,\nbetween the years of five and nine. ‘They occur after the child has entered\n‘here are many psychological reasons for this. I do not attribute\nschool.\nthe fault to the teacher but rather to the course of study which has neglected to allot sufficient time to this most important subject.\nWe should develop better voices. You can obtain good voice production\nin almost any child, unless there is an organic defect or some lesion in the\nbrain. The simplest mode to follow is the daily practice of vocal gymnastics, which will exercise the muscles controlling the vocal cords. If\nthese are brought into play, continually and sufficiently, you will produce\nThe exercises are built\nthe proper voice and a speech which can be heard.\nby applying to the\nobtained\nbe\nmay\nand\nupon the six fundamental sounds\nit must be rememspeech,\naudible\nof\nproduction\nthe\nIn\nInstitute at Ithaca.\nWhen we bring\nvowels.\nthe\ndeliver\nproperly\nto\nnecessary\nis\nit\nthat\nbered\n‘This is a point I stress with\nout the vowels we make our words carry.\npublic speakers, singers, and teachers. At the close of the day, when the\nteacher is tired, the tendency is to tighten the muscles of the face, to close\nAt such a time,\nthe teeth, to raise the pitch and to force out the word.\ncarry) and\nthem\nlet\nto\nmouth\ntne\n(opening\nvowels\nthe\nof\nif one will think\nexpendithe\nand\nnoticeable\nbe\nwill\nclass\nthe\nupon\neffect\nthe\npitch,\nthe\nlower\nture of nerve-power be diminished one third. In the New York City\nschools, with young children, our department instituted the practice of\ncalling the vowels the “round tones’ or “open-mouth sounds.” ‘This\nThe vowels or\nmeant more to the child than the appellation “vowel.”\ntake the\nexample,\nFor\nspeech.\nour\nof\nvehicles\nthe\nare\nopen-mouth sounds\nword at\nthe\ndistinguish\ncan\nyou\n“vow-el”\nyou\nto\nsay\nI\nIf\nword “vowel.”\nthe\ngreat\n4 great distance, but, if I mouth the vowels (no matter how\nan\nof\nrear\nthe\nbreath force expended), by the time the word reaches\nanalogous\nother\nmany\nor\n“foul,”\naudience, it may be interpreted as “owl,”\n\nwords.\nby\nChildren, in the lower grades, who are permitted to continue day\ngradually\nspeech,\nmumbled\nand\nion\narticulat\nfaulty\nof\nday the practice\nlater\ndevelop defects which manifest themselves in the competition of\nconseconflict,\ngrades. To this add the complexities arising from speech\nquent upon\n\ndifficult studies, and we\n\nhave our major\n\ndisorders.\n\nCorrect\n\nprinciples\nhabits of articulation and enunciation are based upon scientific\ncs\ngymnasti\nvocal\nof\non\napplicati\nand\nWith daily practice\nof production.\n,\nresonance\nvowel\nproper\na\nproduce\nsoon\ncan\nand phonic drills, the teacher\n\n"}
{"page": 618, "printed_page": "596", "text": "596\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\na clear enunciation and distinct pronunciation.\nSpoken language is the\nresult of a process of imitation.\n“The only way in which the pupil can\nattain a faultless enunciation is for the teacher to constitute herself a model\nfrom which he must pattern his speech. The proper development of voice\nand of the speech organs should precede reading because of the mental conflict in the visualization of thought.\n.Stammering very often finds its inception in the schools in the pernicious practice of forcing children to articulate words before the areas controlling voice have been properly developed.\nThe brain centers for the production of speech very often do not keep pace\nwith the centers wherein we form mental images of words or of written\nlanguage.\n‘The result is that the child will think faster than he can speak;\nspeech conflict will ensue and stammering be engendered.\nGreat progress has been made in solving the functional difficulties of the\nvoice. “These defects we have divided into five major classifications—each\nof which I shall briefly describe under their respective headings.\nStammering and stuttering—More noticeable in its manifestations than\nother defects, because of its many acute phases, is stammering.\n‘Those\nsuffering with this defect are probably the most neglected class of afflicted\nhuman beings in the world, having received until lately but little attention\nfrom either the pedagogic or medical profession.\nStammering, according to its universally accepted meaning in English,\nis a halting, defective utterance.\nThe sufferer has difficulty in starting a\nword or in passing from one letter to another.\nIt is a momentary lack\nof control of the muscles of articulation in the effort to speak. Often the\nstammerer will come to an absolute halt, being unable to produce voice.\nThe defect is sometimes accompanied by irregular, spasmodic movements\nof the organs, often terminating in a partial or serious derangement of the\narticulate speech.\nOne form of stammering is commonly known as “stuttering.”\nIt is the unnecessary repetition of a letter or a word before passing to the next, as “d-d-dog,” or “they— they— they went— went out.”\nI am forced to epitomize my remarks upon this class of speech defects\nwhich itself constitutes an entire paper.\nI would refer those eager for an\nexposition of the subject to my pamphlet published by the Department\nof\nHealth of the City of New York.\nThe cure of stammering is at once complex and delicate. The slightest\nmistake may interfere with an effective treatment.\nThere must be developed an equilibrium of emotions, a precision of thought,\nand a new\nhabit of speaking. The instructor must make a psychological\nstudy of every\ncase, treating each as a personal equation.\nHe must induce an attitude of\nmind on the part of the sufferer, which will increase determin\nation and\nconfidence.\nThe habit of stammering is, in itself, sufficient to\nderange\nthe nerve mechanism, producing a lack of confidence\nand excessive inhibition. ‘The result is timidity and mental retardation.\nStammering is abnormal and contrary to the proper functioning of\nthe organs of speech,\noften terminating in an upset condition of the nervous\nsystem which can\nonly be corrected by removing the cause, stammering.\nThe stammerer is\n\n"}
{"page": 619, "printed_page": "597", "text": "DEPARTMENT OF CHILD HYGIENE\n\n597\n\nhis three\ninharmonious in his being. We must vitalize and harmonize\nto\nrespond\nto\ninability\nan\nis\nThere\nelements—mind, body, and voice.\nbe\nmust\nness\nsluggish\nThis\ntion.\ncodrdina\nt\nstimuli because of imperfec\nmental,\neliminated by quick, snappy response in all gymnastics whether\ncontrol\nacquire\nmust\nHe\neffort.\nvocal\nin\nion\ncombinat\ntheir\nphysical, or\nof\ncontrol\nas\njust\ncure\nThat is a physiological\nof his speech mechanism.\ncornera\nof\nlaying\nthe\nby\nnot\nis\nIt\nthought mechanism is psychological.\ncareful placing of one\nstone that a building is completed but rather by the\ngiven the stammerer\nbe\nexercise\nconstant\nmust\nSo\nstone upon another.\nauditory images become\nuntil the larynx functions normally and the proper\nfixed.\nsounds. A comLisping—Lisping is an imperfect production of sibilant\n(lingual protongue\nthe\nof\nding\nprotru\nthe\nis\ndefect\nmon form of this\nor “thoo”\n“this”\nfor\ntrusion) when giving an “‘s” sound, saying “thith”\nsuperrigid\nby\ned\ncorrect\nis\nfor “zoo.” ‘This usually is merely a habit and\nine\ndiscipl\nto\ntaught\nbe\nmust\nlisper\nThe\nvision on the part of the instructor.\nfor\nmanual\na\nand\ntics\ngymnas\ntongue\nof\nA system\nhis unruly tongue.\nwhen\ned with such cases\nlispers, with daily lessons and drills, are employ\nacute forms of lisping\nmore\nother\nare\nThere\nclinics.\nreferred to our speech\nwhich need the attention of a specialist.\nthe period of dentition.\nMost cases of lisping find their inception during\nng upon an imitation of corThis must be corrected immediately by insisti\nas a model.\nrect production, with the teacher or parent\nthe word implies, signifies an\nas\ning,\ns—Lall\ndefect\nLalling and cognate\nspeaking. This defect is\nacute sluggishness of the lingual muscles when\ntered in the elementary grades,\nrare in the high school but commonly encoun\nMany of the cases of lalling are\nespecially among subnormal children.\ner, out of an average of fifty\nHowev\ngiven the misnomer “tongue-tied.”\nthat but one really is. “This\nfind\nI\n,”\ncases brought to me as “tongue-tied\nnation of the muscles of the\ndefect is usually caused by a lack of coérdi\ntics and the development of a\ntongue and is corrected by tongue gymnas\nfaster response to stimuli.\nr defects, such as nasality\nAssociated with lalling we find many simila\nthrough the\nNasality is the emission of too much sound\nand nasal twang.\ntrophied\nhyper\nby\ncaused\nbeen\nYou will find, as a rule, that this has\nnose.\nof the\nsis\nparaly\na\nto\ndue\nly\nIt may, in exceptional cases, be direct\ntonsils.\ne\nusuag\nper\nimpro\nof\nresult\nthe\ny\npalate or cleft palate, but usually is simpl\ng\nraisin\nof\nse\nexerci\nthe\nand\nation\nstimul\nof the palate, which is corrected by\nNasal\nin the tongue gymnastics.\nand lowering the uvula, as employed\n\nIn order to\nthrough the mouth.\ntwang is the emission of all the sound\nthe mouth,\nfrom\nsounds should issue\nhave perfect speech the fundamental\ncavities. The\n\nresonance of the nasal\nbut these must be reénforced by the\nseptum, or any interference in the\nchild with adenoidal growths, deflected\nthese different sounding boards and\nnasal passages will not be able to use\na specialist should be consulted,\ncases\nIn such\nthe result is a nasal twang.\n\n"}
{"page": 620, "printed_page": "598", "text": "598\n\nNationa\n\nEpucation\n\nAssocIATION\n\nDefective phonation—Defective phonation is the improper production\nof sounds, due to slovenly speech and the lack of sufficient training in the\nproper phonic values.\nWe hear “dat” for “that,” “lidle” for “little,”\n“couldjer” for “could you,” and Wich is Fit Avnoo?” instead of “Which\nis Fifth Avenue?”\n‘There is no organic cause for this. It is merely a\nhabit, which may be easily corrected by drawing the child’s attention to his\nimperfect production of these sounds.\nIt is usually the result of environment.\n\nForeign accent—This is the largest class with which we have\nto deal\nin the public schools of our largest cities. It is the proper underst\nanding\nof effectual methods for the elimination of this form of speech\nwhich will\nbe a big factor in the present National movement for the America\nnization\nof the foreigner.\nContinued use of the mother tongue causes a foreign\narticulation of the organs of speech and a different auditory\nconception of\nthe vowel sounds.\nIn developing a better habit of speech in these foreigners, we must always bear in mind sound production and\ntone variation.\nFrom careful study, I have divided foreign accent\ninto three classes:\n(1) The giving of improper or false value to our vowels,\nfor example,\n“Harry” pronounced as though it were spelled\n“Hairy,” “Morris” as\n“Mawrus,” “out” as “aout,” “peach” as “pitch,” and\n“apple” as “epple” ;\n(2) Placing stress on the wrong syllable, as “cha rac’\nter” instead of “char’\nac ter,” “car pen’ ter” for “car’ pen ter” and “tea\ncher’”’ for “teach’ er’;\n(3) The rising inflection at the end of every phrase\nand sentence.\n‘These\nvarious forms of foreign accent are corrected by\ndeveloping a proper production of the vowel sounds, by a study of\nthe phonic elements, and by a\nrehabilitation of pitch. I have prepared a syllabu\ns upon the subject which\nis now used in our public schools and may be obtaine\nd upon application.\n\nTEACHING\nMABEL\n\nELLERY\n\nADAMS,\n\nTHE\n\nPRINCIPAL,\nBOSTON,\n\nDEAF\n\nCHILD\n\nHORACE MANN\nMASSACHUSETTS\n\nSCHOOL\n\nFOR THE\n\nDEAF,\n\nThere used to be problems in Symbolic\nLogic long ago in college in\nwhich one field would contain all A’s and\nanother all B’s, and where the\nfields overlapped we said that within\nthat overlapping space all A’s were\nB’s and all B’s were A’s. Now I conce\nive that in our particular discussion\nthis afternoon the A’s represent the\notologists’ problem consisting of the\nscientific treatment of deafness, and the\nB’s represent the teachers’ problem\nof adapting the processes of teaching\nto the mind of the deaf child so as\nto make it as nearly normal as possib\nle. The common ground where\nall\nA’s are B’s and all B’s are A’s is the\noverlapping space where the otologists\nand the teachers meet in mutual helpf\nulness making a concerted effort\nto\ninsure the proper placing of deaf\nchildren where they will have the\nbest\nchance of an education.\nThis concerted effort must include\nthe education\nof public opinion, especially the opini\non of parents and teachers and\nschool\n\n"}
{"page": 621, "printed_page": "599", "text": "DEPARTMENT OF CHILD HYGIENE\n\n599\n\nod\nboards, so that they may become aware of the needs now so little understo\ndeaf.\nthe\nfor\nschools\nthe\nand\noutside the clinics\nknowlOf the otologists’ problem I shall say nothing, both because my\npurpose\non\nhere\nis\nCahill\nDr.\nbecause\nalso\nand\n,\nempirical\nnecessity\nof\nedge is\nto discuss that side of the question.\nthat part of\nMy subject, then, narrows itself down within the limits of\nside and\none\nthe\non\nworkers\nthe field where doctors and nurses and social\npowers\nbest\ntheir\nexert\nand\nmeet\nmust\nthe educators of the deaf on the other\nchild.\ndeaf\nthe\nfor\nto secure adequate service\nFor the present purpose\nLet me pause for some limiting definitions.\nany degree of deafconnote\nto\nterm\ngeneral\na\nas\n“deaf”\nI use the adjective\nliable to attract the\nness, ranging from total down to the smallest amount\nthe term “totally\nuse\nshall\nPresently |\nattention of parents and teachers.\ncally totally\n“practi\nfor\nminds\ndeaf” and I wish this phrase to stand in your\n‘Then I\ne.\nlanguag\nspoken\nany\nand\nunderst\ndeaf,” that is to say, too deaf to\npractibetween\nrange\nlong\nwhole\nthe\ndenote\nto\nshall use “hard-of-hearing”\nuse\nany\navoid\nstudiously\ncally total deafness and perfect hearing. I shall\nrooted\na\nhave\nI\nmine.\nof technical terms from either your vocabulary or\nbetween professional\narise\nwhich\ndings\nerstan\nmisund\nthe\nhalf\nthat\nbelief\nto professional lingo\nd\nattache\nes\nfolk and the laity are occasioned by mysteri\nsay everything in\nto\npossible\nquite\nis\nit\nlife\nand that for most occasions in\nand the trouble.\nplain English if one is willing to take the time\nhere present are well conemen\ngentl\nl\nmedica\nthe\nI take for granted that\nc problem of so organizing\ntent to leave to educators of the deaf the specifi\nbest results according to our\nand administering the education as to get the\nis no use in denying it.\nthere\ndifferent lights; and our lights are different,\ny for oral teaching of\nsolidl\npretty\nThe eastern part of the country stands\nState institutions\ntheir\ns—in\nState\nern\nthe deaf and the western and south\nwhich includes\nm\nSyste\nned\nCombi\nthe\nto\nat least—are pretty apt to hold\nwith more or less of an adconventional signs and the manual alphabet\n:\nmixture of oralism.\ntages\nadvan\nve\nrelati\non as to the\nThen there is much difference of opini\nor in day schools. ‘This quesutions\ninstit\ning\nboard\nin\ndeaf\nof teaching the\nking controversy.\nprovo\nin\ntion in the past has been most potent\nution, or day-school shall\ninstit\ning\nBut neither oralism, manualism, board\ncharacter of my audithe\nof\nse\nbecau\nreceive aid or comfort from me today,\nI dare say some of you\ny.\nYou are here from all parts of our countr\nence.\nflat and Bostonese my speech is and\nat this very minute are thinking how\nhear ourselves talk. Being from all\nwondering how we can stand it to\nsolve your problem under existing\nparts of the country you naturally must\ns, and argument as to how much\nconditions in your home-school system\nbe is quite valueless.\nbetter some other kind of school might\nin a community which recognizes\nGranted, then, that you are working\nsuitl needs and stands ready to make\nthat deaf children have special schoo\ncians\nphysi\nl\nyou, schoo\n\nable provision for them, what types of\n\nchildren should\n\n"}
{"page": 622, "printed_page": "600", "text": "600\n\nNaTIOoNAL Epucation\n\nASSOCIATION\n\nand school nurses, turn over to the teachers of the deaf, and what types\nshould you try to retain in the ordinary classes?\nThere is one type about which there can be no question, that is the totally\ndeaf: the children who by reason of deafness, congenital or acquired in\ninfancy, have never learned to talk. These are the so-called “deaf-mutes”\nor “deaf and dumb” children. The deafness may be total or there may\nbe some perception of sound, but if a deaf child is apparently bright and\nhas not learned to talk, that child belongs in a school for the deaf. He is\ndumb because he has never heard the speech of his kind, and for no other\nreason.\nAll of us were born dumb.\nSpoken language is an acquired art,\nand those of us who have heard from birth acquired it gradually and\nnaturally from the speaking world about us through our hearing, and\nhave\nnever realized that we did acquire it. We have always considered\nthat\nwe were born with speech, but we were not; we were only born\nwith the\nspeech apparatus and the inherited tendency to speak. The deaf\nchild comes\ninto the world with a normal speech equipment, but the correlative\nability\nto hear is lacking; therefore he remains dumb instead of beginning\nto grow\nout of his dumbness while still a baby, that is to say, beginning\nto learn\nto talk. It would seem as though there could be no doubt\nwhatever that\nsuch children, dumb because they have never heard\nspoken language to\nimitate, should be sent to a school for the deaf, and of\ncourse a majority of\nthem are so sent; but many individual cases escape\nattention every year,\nand you will find typical deaf children scattered\nabout in every school\nsystem sitting drearily through the session, doing a\nlittle writing and drawing, and sinking into an apathy closely resembling\nlow-grade feeble-mindedness. The school nurses here in Boston under\nMiss Helen F. McCaffrey,\nsupervising nurse, have recently conducted a\ncampaign to round up all such\ncases. They actually found several in grades\nfrom the first to the third\nand applied themselves to the task of inducing\nthe parents to send them\nto the school for the deaf. The nurses encountered\nopposition from the\nparents on two main grounds. The mother\neither refused to believe that\nthe child was “deaf and dumb” because he\nheard certain sounds, or she was\npinning her faith to the fact that’some doctor\nhad told her that the child\nwould hear better when he was older.\nOften the removal of tonsils and\nadenoids had been recommended as a general\nhealth measure and a possible\nchance to improve the hearing and the\nmother was looking forward to\nsome vague time in the future when an\noperation would bring back the\nhearing. Without venturing too far\ninto the territory of the otologist,\nmay I say right here that in over thirty\nyears’ experience in one school for\nthe deaf I have never known the hearing\nof any one of its pupils to be\nsufficiently restored by any operation\nto warrant his being placed in a\nhearing school. This of course is\nprobably because hopeful cases are\nordinarily kept in the public schools during\ntreatment and never reach us at\nall, anyway.\nCongenitally deaf children have\nno language, no medium of thou\nght,\nnothing but a few natur\n\nal signs which they have built up\nfor communica-\n\n"}
{"page": 623, "printed_page": "601", "text": "DEPARTMENT OF CHILD HYGIENE\n\n601\n\nIt is for the school to give them language by whattion with their world.\ndesignate, and utilizing this language as they\nauthorities\nthe\never method\nlearn it, to teach the subject’ matter of the curriculum as far as it is\npracticable.\nFor the sake of getting on let us agree that the totally deaf, born so or\nbecome so in early childhood must go to a school for the deaf and that the\notologist’s clear duty is to direct the parent to the nearest school, taking\ncare that some sympathetic kindly expression of his cannot be wrested inte\nan excuse for waiting and putting off the day.\nWe have had apparently intelligent parents bring children of fourteen\nand fifteen to us utterly ignorant, needing to begin at the beginning, and\nthe only excuse the assertion that the doctor said his hearing would probably\n,\ncome to him when he began to develop.\nno doubt—\nbe\nshould\nthere\nwhich\nabout\ntype,\nanother\nto\ncome\nWe now\nthe children suddenly deafened by accident or disease. “These unspeakably\npathetic cases should be hurried into school just as quickly as their health\npermits. ‘The shock of sudden deafness is so terrible, the great silence\nthat settles down is so oppressive, and the inconvenience and annoyance of\nnot understanding what is said is so nerve-racking that no time should be\nJost in opening up the new method of communication by lip-reading, and\n\nsurrounding the child with companions who regard the difficulties of his\nsituation as quite commonplace and so unconsciously smooth his path for\nLip-reading usually comes easily and quickly to these children. A\nhim.\ngood school makes provision to give just as much individual intensive teaching as the pupil’s physical condition will allow, and in three months a\nEarly placing in school also\nworking knowledge can often be acquired.\nIn old times children who lost\nhelps to keep voice and speech natural.\ntheir hearing after learning to talk were often allowed to forget their\nspeech and to lapse into dumbness, or if they kept their speech it usually\nModern methods however are\nbecame thick and somewhat unintelligible.\nthe otologist’s duty seems\nAgain\nyear.\nevery\nlessening these consequences\nchoice but to recommend\nno\nhave\nto\nseems\nhe\nand\ncases,\nthese\nfor\nclear\nbe\nto\na school for the deaf and to use all his powers of persuasion to quicken the\nIt is fair to presume\naction of the dazed and sometimes reluctant parents.\nthat every doctor and every nurse in this room would refer children of the\ntwo types just discussed to the nearest school for the deaf tactfully,\nsympathetically, but promptly.\nWe come now to the hard-of-hearing, where there is ground for a difDoctors and teachers are not agreed upon the proper\nference of opinion.\nWe will, if you please, leave out of account\nplace for the hard-of-hearing.\nfor the present the slightly hard-of-hearing, and direct our attention to\nthose hard-of-hearing children who cannot make proper progress in an\nordinary school. Let us begin with those having the least hearing. There\n“They\nare children who have enough hearing to learn to talk imperfectly.\nand\nverb-roots\nand\nnouns\nthe\nusually\nsentence,\na\nof\nwords\nget the principal\nadjectives, but they leave out connectives, prepositions, and inflections—in\n\n"}
{"page": 624, "printed_page": "602", "text": "602\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nshort, they learn to talk baby-talk in a way that seems fairly normal. ‘They\nhear pretty well at short range, and in homes where they are given great\ncare they sometimes go on to almost normal speech.\nBut where this care\ncannot be given their speech remains baby-talk.\nIf they are bright, and are\nquick learners they sometimes get through the first two or three grades if\nthey are given front seats, mastering the greater part of the subject matter\nand giving the impression that they are simply defective speech cases. ‘They\nare defective speech cases, but their speech is defective because they do not\nhear the obscure sounds, the prefixes and suffixes and parts of the verb\nwhich we Americans slur over and indicate by a half-spoken syllable.\nIf\nthese cases go to the defective speech classes the teachers recognize and\nundertake to cure the specific defects, and having the children at close range\nthey make some progress; but the trouble is too fundamental for mere\nspeech correction to. be effective.\nThe mental aspect must be considered.\nTheir whole mental life is blurred and hazy and defective, just as their\nspeech is. ‘The baby talk the child uses is probably a fair reflection of what\nhe really hears and no correction of defective elements of speech is going\nto help him permanently unless his whole education is so arranged\nas to\nenable him to understand what is said to him and to give him constant\npractice in the use of correct English. An hour or two a week\nspent in\nimproving his speech obviously cannot produce the desired effect.\nNot only\nmust he have attention to his English but every subject of the\ncurriculum—\narithmetic, geography, or history—must be presented\nto him with a\nthoroughness and care for detail entirely unnecessary for\nchildren with\nperfect hearing. The speech-defect teacher soon discovers\nthis, and in\nconference with the nurse proposes a school for the deaf where\nlip-reading\nand individual teaching will help out the faulty hearing;\nbut the moment\nthe question is mooted to the mother that lady is\nup in arms because she\ndoesn’t want her child to go to a “dummy school.”\nShe takes the child\nto the nearest clinic and upon the advice she receives\nthere will depend the\nchild’s fate. If the doctor or the social worker\nhappen to be of those who\nbelieve that lip-reading hurts the hearing, the\nmother may be advised to\nkeep the child on in the regular school where\nhe will fall farther behind\nyear by year, spending two years in a grade,\npushed up because he is overage,\n\nstruggling along until he is sixteen when the\nlaw allows him\n\nto go\nto work.\nWithout going into the psychology of the\nsubject we all know that early\nchildhood is the time to learn speech and\nlanguage and that habits acquired\nthen, whether good or bad, are pretty likely\nto stick. Now if you have\n\na child ‘so hard-of-hearing that it has not learn\ned to use its mother-tongue\nlike a normal six-year-old when it is six years\nof age, it should be put where\nit can learn as quickly as possible.\nI have the greatest sympathy with the\nmother who doesn’t like the sound of\ndeaf voices, but she can be told that\nif her child cannot hear well enough\nto learn to talk the deaf voices won’t\ntrouble him. I sympathize with her\nfear that he will learn to make signs,\nbut if she is a Jewish or Italian mothe\nr or has French blood in her, as\nI\n\n"}
{"page": 625, "printed_page": "603", "text": "DEPARTMENT OF CHILD HYGIENE\n\n603\n\nhave, she often makes more gestures than our totally deaf older children,\nand if she never allows any gestures at home the danger is not great at\nleast in a day school. But with her fear that the child’s hearing will\ndeteriorate if he learns lip-reading I have no sympathy whatever, because\nit has no foundation in fact. Lip-reading never hurt anybody’s hearing\nand never will. ‘The hard-of-hearing themselves who have achieved any\ndegree of success in the art will tell you that it improves the hearing.\nWhether or not it can do that it certainly renders them more comfortable\nby relieving the misery of nervous tension which constant strain to hear\nengenders.\nI put the question to a convention of hard-of-hearing persons\nhere in Boston last year, asking if they knew of any one who had ever\nsuffered diminution of hearing as a consequence of learning to read the lips.\nI made sure that everyone understood the question, and there was not one\n\naffirmative answer!\nOn this subject of lip-reading being an injury to existing ability to hear,\nthen, doctors and nurses ought so to inform themselves as to be able to\nassure anxious mothers that the danger does not exist. Besides, in any\nprogressive school for the deaf daily lessons in the utilization and education of the hearing are given to those children who need it, so that the\nhard-of-hearing child’s hearing will be much better cared for in the school\nthan anywhere else. Miss Henderson is going to show you how she does it.\nThere are many hard-of-hearing children who have normal speech and\nwhose education could proceed under normal teaching if they could only\nhear what was being said. Such children are usually given a front seat\nand so are able to hear what the teacher says; but they lose all that is said\nby their classmates and consequently fail to grasp what follows and so\ndrift along with only half-knowledge from day to day. When we remember that modern pedagogy measures the success of a teacher by what she\ndoesn’t say, but leads the children to say, it becomes clear that the hard-ofhearing child down front stands a pretty poor show in the rapid give-andtake of an ordinary recitation.\nHere again I have the greatest sympathy for the mother who does not\nwant to take her perfectly normal appearing child from its normal surroundings and send it to a school for the deaf, and she ought not to be\nobliged to do it. But the child needs more attention than it can get in a\nhearing class and is actually better off in a school for the deaf than in a\nschool for the hearing. An ideal solution of the problem under city conditions would be the establishment of a graded elementary school for the\nhard-of-hearing where the pupils could proceed from grade to grade in the\nusual way but where the classes would be small enough to put every pupil\n\nwithin hearing range of every other one, and skilful instruction in lipreading would supplement the other teaching. A few such schools have\nbeen established in Europe and we ought to have them here. But in the\ncountry or small-town school-systems such a school for the hard-of-hearing\nprobably would not be practicable as there would not be enough pupils to\nallow proper grading, and any plan which extracts the hard-of-hearing from\n\n"}
{"page": 626, "printed_page": "604", "text": "604\n\nNATIONAL EDUCATION\n\nASSOCIATION\n\nthe grades and simply dumps them in small ungraded classes is most undesirable. As between two admittedly imperfect courses then, that is, keeping\nhard-of-hearing children where they are losing a good portion of the instruction or putting them into a school for the deaf it is natural that I should\nconsider the school for the deaf the lesser evil, especially as such children\nare usually very happy with us; but a separate provision would be a much\nsuperior plan.\nThere remains for consideration one more type—the slightly hard-ofhearing who can get on fairly well in an ordinary school, but need lipreading not only for present needs but for a future when their deafness may\nincrease. ‘These children should attend special classes in lip-reading and\nevery community ought to furnish them with an opportunity.\nOur own\nMassachusetts city of Lynn was a pioneer in this work, and Boston has\nmaintained such a class for two years.\nAll children who cannot hear any speech must go to a school for the\ndeaf, and I believe that all children too hard-of-hearing to learn to talk\nnaturally ought to. ‘The lesser degrees of deafness must have special\nteaching somewhere.\nIt is for doctors and nurses and social workers to\nsee to it that the deaf children of our country get what they need, and\nmy last word to you is: If any one tells you that lip-reading will injure the\nhearing, don’t you believe it for it isn’t so!\nWe should have been glad to have invited you all to the Horace Mann\nSchool for the Deaf to see the work as it is carried on there, but the\nrooms are so small we could not accommodate you.\nSo we have brought\nto you here that part of our course of study which we thought would interest you most, and Miss Jennie M. Henderson, the assistant principal, will\ndemonstrate it to you.\nIt has been a great privilege and a great pleasure to be allowed to address\nyour department.\nI thank you for your attention, and if, in consequence\nof this paper, one deaf or hard-of-hearing child is placed where\nit belongs\nin some school system, the effort will have been well worthwhile.\n\nTHE\nJENNIE\n\nAWAKENING OF LATENT HEARING BY MEANS\nMUSICAL SOUNDS AND VIBRATIONS\nM.\n\nHENDERSON,\nFOR THE\n\nASSISTANT\nDEAF,\n\nPRINCIPAL,\n\nBOSTON,\n\nHORACE\n\nMANN\n\nOF\n\nSCHOOL\n\nMASSACHUSETTS\n\nThe first period of our school day is divided\namong three groups of\nchildren: (1) Those who need more work in speech\n; (2) those who need\nspecial lessons in lip-reading; and (3) those who\nwill be benefited by\nauricular training.\nIn my demonstration this afternoon, I shall\nattempt to show you what\nhas been accomplished in a class which has been\ntrained to listen.\nSome of\nthese children have been classified as semi-deaf\nand others as totally deaf\nbut all have responded to systematic audito\nry stimulation. ‘They Have\n\n"}
{"page": 627, "printed_page": "605", "text": "DEPARTMENT OF CHILD HYGIENE\n\n605\n\nI base\nmade definite progress which has been encouraging and surprising.\nby\nhearing\nlatent\nof\nmy whole success in this method upon the awakening\nmeans of musical tones and vibrations.\nStimulation by means of musical instruments is necessarily passive because the child is making no conscious effort to hear. Different instruments\nare used with the hope that there will be a mental response on the child’s\nAs soon as the pupil’s sense perceppart as to pitch, quality, and volume.\ntion is awakened we aim to develop a mental response to a second sound.\nIn this way we build up the child’s hearing reaction to many sounds. ‘The\nclass is trained at first to tell the difference in pitch, whether it be high\nor low or middle, according to the part of the keyboard of the piano which\nis played.\nI have found that the child will respond to a singing tone rather than to\nBeginning with the elementary vowel sound of ee which\na spoken one.\nis prolonged and sung on the octave above middle d, the children are taught\nto recognize through the ear 00 and ar. The pupils differentiate between\nWhen I first began\nthese vowel sounds as I sing them interchangeably.\nwork, I had to stand near the children, but I gradually increased the\nhearing distance, so that now I can stand a number of feet away from them,\nIt is a harder test for the\nand they readily tell me the vowels sung.\ns.\ndiphthong\nthe\nbetween\nh\nchildren to distinguis\nYou will see in this demonstration that I shall have to lessen the hearing\ndistance for the spoken vowel, words, and sentences.\nThese children have become acquainted with a great many popular airs.\nbeThey have been trained to feel the vibration, and to listen. At first,\nthe\nthan\nbetter\ncarry\nwould\nvoice\nsinging\nthe\ncause I firmly believed that\nThen I conceived the idea that I\nspoken word, I myself, sang to them.\nin the lesson. Accordingly I\npart\nactive\nmore\na\ntake\nto\nthem\nwanted\n‘They were able to keep the time\nasked them all to try to sing with me.\nspeech\nand rhythm because we had done a great deal of this work in our\nincreased\nan\nto\nm\nmechanis\nauditory\nthe\n[his seemed to stimulate\nlessons.\ndegree.\nto difWhen they had learned two songs I began to help the children\nas you may\nsongs\nof\nlist\nour\nto\nadded\nhave\nWe\nthem.\nbetween\ne\nferentiat\nbut\nreadily see. At first it was necessary for me to sing the songs through,\n.\nmeasures\nfew\na\nthe children now respond after I have sung\nAll\nPlease remember that the children are not being trained to sing.\nmaking\nhearing,\ntheir\nupon\nhave\nwill\nit\nreaction\nthis work is given for the\nIt is done with the hope that they may go out into the\nfor better speech.\nwill undoubtedly\nworld as hard-of-hearing pupils rather than deaf. They\napproach nearer the type of the normal child.\nlines. InA younger group of children are being trained along similar\nMother\nthe\nwith\nfamiliar\ng\nbecomin\nstead of community songs, they are\nof the\nmusic\nthe\nby\nted\nstimula\nbeen\nhave\nAll the pupils\nGoose songs.\nor\nband,\na\nor\nra\norchest\nan\nhear\nthey\nwhether\nMany can tell\nvictrola.\nwhether a song is sung by a man or a woman.\n\n"}
{"page": 628, "printed_page": "606", "text": "606\n\nNationa\n\nEpucation\n\nAssocraTION\n\nWe use the Montessori Bells in testing for distance. The children tell\nwhether the bells struck by the teacher are the “same” or “not the same.”\nThey are trained to match the tones and to note the relation one bell bears\nto another in pitch whether high or low. Some of the pupils can build up\nthe scale with the bells. This is difficult and requires a keen sense of pitch.\nThe class has constant drill in recognizing vowels, syllables, words,\n\nphrases, and sentences.\nSome of the children have progressed so that\nthey can understand a story spoken into the ear.\nOne child who is here\ntoday thoroughly enjoys taking part in a little play. Her enjoyment\nis\nmanifest by the inflection which she puts into her reading.\nA teacher who works with children in this way must be optimistic and\nenthusiastic.\nShe must never lose hope that time spent in auricular work\nwill eventually give results.\n\nTHE\n\nIMPORTANCE\n\nC. E. A. WINSLOW,\n\nOF SUBJECT CONTENT\nEDUCATION\n\nPROFESSOR\n\nOF PUBLIC\n\nCINE,\n\nHAVEN,\n\nNEW\n\nHEALTH,\n\nYALE\n\nIN HEALTH\nSCHOOL\n\nOF MEDI-\n\nCONNECTICUT\n\nWe progress in all human undertakings by oscilla\ntions between one ex- treme and the other, a principle which is admira\nbly illustrated in the history of the teaching of hygiene. Ten years\nago, where such’ teaching\nexisted at all, it involved chiefly the memorizing\nof the names of the bones\nof the human body and similar mental gymnas\ntics.\nToday we are in the\nflood of a wholesome reaction against the\nteaching of unimportant and disconnected anatomical facts. The motive\nof the time is habit formation,\nand largely through the stimulus of the\nChild Health Organization of\nAmerica we have developed a whole host\nof devices for making health\neducation vital and compelling.\nConduct, as Matthew Arnold said,\nis\nthree fourths of life; and the object\nof education is to modify conduct.\nThe basis of our present attack is the\nheight and weight chart with its\ndirect appeal to the competitive instinc\nt and grouped about this fundamental device we have a whole technique\nof health stories, health poems,\nhealth plays, health clowns, and health\nfairies to aid in seizing the imagination of the child and enlisting his interes\nt in the new movement.\nAll this is admirable, but I suspect\nthat we shall soon face a real dang\ner\nof swinging the pendulum too far.\nHabit formation should no doubt\nbe\nour first aim, but it is by no mean\ns our only aim. We must also\nlay\na\nsound basis of knowledge if the child\nis to be something more than an\nautomaton, if it is not only to learn\ncertain tricks but it also to acquire\nintelljgence which will enable it to modi\nfy its habits to meet the changing\nconditions of its after life. With\nevery year health problems loom\nlarger\nin our community life and if\nthe citizen is to deal competently\nwith such\nproblems he must know somethin\ng more than that he was taugh\nt\nin school\nto brush his hair in the morning,\nto operate the tooth brush with\na rotary\n\n"}
{"page": 629, "printed_page": "607", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n607\n\nmotion, to eat carrots, and drink milk.\nIt would seem unnecessary to\nemphasize the fact that a little fundamental knowledge may properly enter\ninto health instruction if the very word “physiology” had not become taboo\nto the ultra-progressive educator.\n‘There is of course no necessary antagonism between the two viewpoints.\nWe used to teach the structure and\nfunction of the body without applying our knowledge.\nNow that we\nhave learned the importance of application shall we forget our knowledge\nand apply any chance hygienic fad that happens to dominate the passing\nmoment?\nI believe we may advance as a fundamental postulate that a\nprogram of school hygiene should include not merely the formation of\nhealth habits immediately necessary to the child, but also the acquisition of\na certain basic body of knowledge which will be necessary for the continuance of healthy living in the future.\nIn the words of the committee on a\nschool health program of the American Public Health Association: “The\ngoals of health instruction are to establish health habits, to give the child\nthe practical knowledge in the ‘principles of healthful living, to develop\nhealth ideals, to arouse a sense of individual responsibility for the health of\nthe community, and community responsibility for the health of the individual.”\nIn the second place it seems clear that the inculcation of a necessary\nknowledge of the fundamental principles of healthy living requires a cerI know that many\ntain amount of systematic instruction in a classroom.\nme that the most\ntell\nand\nonce\nmembers of this audience will rise up at\nin certain schools\ntoday\naccomplished\nbeing\nis\nhygiene\neffective teaching of\nfor the study\naside\nset\nperiod\nformal\nno\nand\nused\nare\ntextbooks\nno\n‘where\nHygiene permeates the whole school curriculum as an\nof this subject.\nintangible but ever-present influence, so that as a speaker remarked at the\nLake Mohonk conference last week, “It is not a question of the place of\nhealth education in the curriculum, but of the place of the curriculum in\nI acknowledge the fact that brilliantly successful health\nhealth education.”\neducation is being accomplished in this way, but I deny that it is a fact\nProfessor ‘Thorndike\nupon which we may safely base general deductions.\nonce remarked to me that all educational experiments succeed and it is\nperfectly obvious that in a dozen school systems in the United States\ngeniuses have arisen who are accomplishing marvelous results by extraI submit, however, that it is absolutely\ncurricular inspirational methods.\nlarge proportion of the vast numbers\nany\nthat\nexpect\nto\nquestion\nthe\nof\nout\nof teachers in the public schools of the United States can ever be transformed into inspired missionaries of health; nor can they be expected to become automatically equipped with the basic knowledge without which inspirational project teaching becomes a form of expert salesmanship, with no\ngoods to sell. The Rules of the Game form an excellent peg on which to\nhang health teaching, but if they comprise the whole knowledge of physiology\n\npossessed by the teacher herself the ultimate results will not prove of high\nvalue. ‘The average teacher in the average school will never achieve real\nresults in health education except where there are hours set apart for the\n\n"}
{"page": 630, "printed_page": "608", "text": "608\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsubject, and until she is graded and promoted by her work in hygiene as\nin other subjects and until she is trained in hygiene in a normal school as\nshe is trained in arithmetic or English grammar today. I would not give\nup one whit of what has been accomplished in emphasis on habit formation\nand in the development of extra-curricular methods of appealing to the\nimagination and the will of the child but in the long run such appeals will\nonly have their maximum effect if they are correlated with definite classroom instruction in the biological principles which underlie the sound conduct of the individual life.\nThe exact stage of school life at which such classroom instruction should\nbegin is still to some extent a debatable problem.\nOf fifteen States whose\nhygiene programs happen to be accessible to me as I write, seven provide\nfor the use of textbooks in the fourth grade, four in the fifth grade, three\nin the sixth grade, and one in the eighth grade. The committee on school\n\nprograms of the American Public Health association believes that “in the\n\nkindergarten and lower four grades, the chief effort should be to develop\nhealth habits mainly by inspections and special devices.\nIn subsequent\ngrades systematic instruction should attempt to crystallize and fix the\nhealth habits which have been taught heretofore, and to provide the pupil\nwith necessary information concerning the physical basis for healthful living,\nprinciples of bacteriological cleanliness, and the sanitation of the community.”\nIn the first three grades, and perhaps in the fourth grade, primary\nemphasis should be placed on habit formation but always with the\naccompaniment of sufficient information to make the reasons for the habit\nas clear\nas the child’s age will allow. In the fourth or fifth grade there\nshould\nbe a change to a more fundamental biological emphasis.\nSubject content\nshould still be closely correlated with habit formation but\nthe habits should\nno longer be approached as isolated rules of conduct but_as\napplications of\na broad conception of the structure and functions of the living\nbody. On\nthis assumption I should like to outline what seem to me\nas a biologist a\nfew of the broad and fundamental elements of knowledg\ne which such instruction should inculcate.\nFirst of all, and most important, is the basic concep\ntion of the body as a\nliving machine, working in accordance with physica\nl and chemical laws,\nand working as a coérdinating whole with the health\nof each part depending\non the normal functioning of the rest. It is essenti\nal that this conception\nshould be grasped, not as a form of words, but\nas a solid and vital basis\nof all the student’s thinking about health. If such\na view were really held\nas a basic conviction by our adult citizenry\nit is probable that four fifths\nof the delusions and superstitions and quacke\nries that weigh upon the\nhuman race would vanish like a dream.\nThe development of this fundamental viewpoint depends of course on\nother types of instruction than\nthat given in hygiene. It is rooted and ground\ned in a knowledge of general\nbiology. As President R. L. Wilbur, of\nStanford University, wrote me\na few weeks ago in connection with the\nprogram of this conference: “I\n\n"}
{"page": 631, "printed_page": "609", "text": "DEPARTMENT OF CHILD HYGIENE\n\n609\n\nwork—\nfeel that there should be particular emphasis laid upon biological\nterms\nin\nthinking\nfor\nbasis\na\nlike—as\nthe\nand\nbotany,\nnature study, zodlogy,\ntrue\nless\nor\nmore\nof\nseries\na\nbe\nto\napt\ntoo\nis\nhygiene\ne\nOtherwis\nlife.\nof\nin\ntraining\nuniversal\nMy feeling is that sound and\nso called ‘precepts.’\nto\nteachers\nthe\nus\ngive\nsoon\nwould\nbiology for our college population\nan appreciahandle hygiene in the schools and a proportion of citizens with\nbiologically\nthink\nto\nneed\nteachers\n‘The\nlife.\nordinary\ntion of hygiene in\nrules.”\nover\nput\nto\nmore than\nwith\nIf we could really inculcate this conception of the living machine\nof\nishment\naccompl\nthe\nwith\nall that it implies I should be almost satisfied\nlesgeneral\nthis\nteach\nto\nhowever\nle\nIt is impossib\nthe course in hygiene.\ndetailed exposition\nson—except as a form of words—without a sufficiently\ntual experience;\nintellec\nin\nelement\nvital\na\nmeaning\nits\nof physiology to make\nof the living\nand there are a number of subordinate principles in the working\nessential\ncourse\nour\nin\nmachine of sufficient moment to make their inclusion\nto the\nn\nattentio\nar\nparticul\ncall.\nAmong such I would\nto its adequacy.\nissued\nrecently\noutline\nthe\nof\nwords\nthe\nin\nfollowing, always remembering\nformal\nmuch\nso\n“only\nthat\non\nEducati\nof\nent\nby the Pennsylvania Departm\ngood health in the\ninformation should be given as will render possible\nparts described.”\nthe names of all the\n(1) It is not important to know the number and\nstructure and interthe\nof\ning\nbones, but it is essential to know someth\ntand the structure\nunders\nto\nand\nsystem\nbony\nrelations of the parts of the\nchild is to have an intelliand the general arrangement of the muscles if the\n, if it is to comprehend\ngent grasp of what is involved in correct posture\nto respond intelligently\nis\nthe real value of exercise and if in future life it\nto the professional advice of the orthopedist.\nchemistry of digestion is\n(2) A knowledge of the mechanics and the\nelementary habits and only\nvital to the continued maintenance of sound\nwill make possible a judicious\na real knowledge of the elements of nutrition\ns with which the citizen of the\nappraisement of the dietary fads and fancie\ndegree. Under the general\nfuture is likely to be confronted in increasing\nmention the importance of\nalso\nheading of the digestive system we may\nof the processes of dental\nand\nteeth\nthe\nof\nsome conception of the structure\nation of the resources of dental\ndisease which will facilitate a future utiliz\nhygiene.\ncs of the circulation is basically\n(3) A clear comprehension of the physi\neffects of the atmospheric envelope\nimportant for any conception of the\nol of the effects of this atmospheric\nupon the body and for a rational contr\ning.\nenvelope through ventilation and cloth\nh wastes are eliminated from the\nwhic\nin\n(4) A knowledge of the ways\nipation and in maintaining the kidbody is fundamental in avoiding const\na real\nHere, as in circulation, it is through\nneys in a healthy condition.\nsed\ndispo\nbe\nwill\nidual\nindiv\nthat the\nknowledge of the machinery ‘nvolved\nment\npone\npost\nthe\non\nng\nbeari\nel\nal couns\nto take the fullest advantage of medic\nlife.\nlater\nof\nses\ndisea\nve\nerati\ndegen\nof the\n\n"}
{"page": 632, "printed_page": "610", "text": "610\n\nNationaL\n\nEpucaTion\n\nASsociATION\n\n(5) A vital conception of the structure of the nervous system\nfurnishes\nthe only sound basis for intelligent mental hygiene, for\nhabit formation,\nrather than the learning of tricks like a pet dog, and\nfor the adjustment\nof work and rest so as to insure a maximum of producti\nve performance.\nThe practical hygiene of the eye and ear requires an\nintelligent comprehension of the structure of these complex but frequent\nly defective appendages of the central nervous system.\n(6) Finally, under this general head of Physio\nlogy the pupil should be\ngiven an elementary view of the cyclical changes\nin the human body, of the\nways in which developmental and degenerative\ndiseases arise and of the\npossibilities of medical science as applied to the\nearly detection and hygienic\ntreatment of incipient disease.\nIn addition to these points which appear\nto me to constitute the most\nessential elements in a sound knowledge\nof Physiology, proper, the pupil\nshould also be equipped with an equally\nbasic comprehension of those\nfundamental relations between man and\nhis microbic and other enemies\nwhich underlie the control of the envir\nonmental diseases.\nIn this field\nagain there are a half dozen outstandin\ng points which deserve special\nmention.\n;\n(1) The expansion of everyday conception\ns of cleanness, to include the\nvitally important sorts of cleanness can\nonly be acquired through knowledge\nof the principles of bacteriology, best\nby actual demonstrations of cultures\nwhich the student can see and handle.\nMuch of the inspirational health\nteaching of the present day shows that\neven the would-be teacher of hygiene\nhas quite failed to grasp the essent\nial distinction between dirt which\nis\ndangerous and dirt which is merely\nunsightly.\n(2) In the second place the disti\nnction between the harmful and\nthe\nharmless bacteria should be made\nclear, with the fact that the dang\nerous\n_ types have their origin only in the\nhuman and animal body, so that a\nvague\nfear of dirt and disease in the abstr\nact may be replaced by an intel\nligent\nsanitary conscience which will\nfacilitate the isolation of disea\nse in its\nearly stages.\n(3) Thirdly, the pupil should\nbe given a conception of the way\nin which\ndisease germs are transferred\nfrom one person to another\nby\nwate\nr and\nother articles of food and part\nicularly by insects; and of the\nmethods of\npreventing such transfer by meas\nures of public sanitation.\nThe control\nof the fly nuisance offers a pecu\nliarly valuable direct contact\nwith personal\nexperience in this field.\n(4) Next in importance is a comp\nrehension of the nature of the\nstruggle\nbetween the invading microbe\nand the human host with an\nintelligent grasp\nof the principles of vaccine\nand serum therapy, which\nPromise to play an\never-increasing réle in the cont\nrol of communicable disease.\nWith instruc-\n\n"}
{"page": 633, "printed_page": "611", "text": "DEPARTMENT\n\n611\n\nOF CHILD HYGIENE\n\ntuber(5) In the higher grades the principles involved in the control of\nother fields\nand\nthese\nIn\nplace.\na\nfind\nshould\ny\nmortalit\ninfant\nand\nculosis\ncodperaan intelligent codperation of the citizen is vital to success and that\ns\nprinciple\nry\nelementa\nthe\nwhere\ntion can only be secured in a community\ninvolved are understood.\n(6) If the citizen is to play his part in the broader community struggle\nthe main\nagainst preventable disease he should understand something of\nState,\ncity,\nof\nobjectives and the general activities of the health departments\nany\nwhere\nty\ncommuni\na\nin\nand Nation. The health officer who operates\n\ninstruction of\nsubstantial proportion of the citizens have received a basic\nof which\nlives\nof\nsaving\nthe\nin\nresults\nsh\naccompli\nto\nthis kind would be able\npast.\nthe\nof\nhy\nphilosop\nthe\nin\ndreamed\nwe have scarcely\ntendency\n(7) Finally, we should recognize a erowing and a very sound\nregard\nin\nion\ninstruct\nto introduce into the school curriculum well planned\nautoof\nvictims\nthe\nof\nhalf\nOne\nto safety in the street and in the home.\nin12,000\nand\nkilled\nare\n500\nover\nwhom\nof\nmobile accidents are children,\nreduced\nLouis\nSt.\nof\nschools\nThe\nyear.\nevery\nCity\njured in New York\nthrough intensive\nfatal accidents of school children by more than 60 per cent\nto furnish\nplanning\nis\nThe Safety Institute of America\nsafety teaching.\nCity\nYork\nNew\nof\nteachers\nthe\nnext year a special information service for\n\nalong this line.\nge as those\nWithout the acquisition of such broad elements of knowled\n\nshort of the attainoutlined above, our scheme of health education will fall\n\nLet us continue to emphasize the acquisiment of its highest possibilities.\nn, but let us base\ntion of health habits as the primary aim of such educatio\na sound knowlupon\nyears\ncoming\nthese habits and their modification in the\nLet us utilize\nhygiene.\nand\ngy\nphysiolo\nof\nedge of the underlying principles\ntechnique,\nional\ninspirat\nrricular\nextra-cu\nand\nion\nall the resources of correlat\ncan alone\nas\nion\ninstruct\nm\nclassroo\nic\nsystemat\nsuch\nfor\nalso\nbut let us provide\nnal\neducatio\nour\nin\ninsure for hygiene its definite and permanent place\nsystem.\n\nPHYSICAL\nCc. N. JENSEN,\n\nSTATE\n\nSTATE\n\nFITNESS\n\nFOR\n\nSUPERINTENDENT\n\nDIRECTOR\n\nOF\n\nHEALTH,\n\nSCHOOL\nPUBLIC\nSALT\n\nADMISSION\n\nINSTRUCTION ; E.G. GOWANS,\nLAKE\n\nCITY,\n\nUTAH\n\nere in the Nation—our\nIn Utah we have the same situation as elsewh\n‘The past year\nsupport.\nal\neducational program is in advance of our financi\ned, and it\nachiev\nfar\nso\nhave\nwe\nwe have been trying to hold on to what\nt and\ninteres\nour\nof\npart\ngood\na\nabsorb\nwill\nappears as if this procedure\nm\nprogra\nOur legislative\neffort during the twelve months ahead of us.\nour\nin\ndefects\nting minor\ntherefore will be mostly concerned with correc\nt\npresen school laws.\nbusied ourselves in advancSince this situation began to prevail, we have\n\ns as would call for no\ning our educational program through such avenue\nwith our health work\ntrue\nularly\npartic\nspecial legislation. This has been\n\n"}
{"page": 634, "printed_page": "612", "text": "612\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nand Americanization problem.\nOur efforts have resulted in the creation\nof a situation that will, we hope, in the near future, make it possible to\nenforce by law some of the things we are now doing without this valuable\nasset.\nyoit;\nOur health program in Utah is enlarging itself to include children below\nschool age as well as those who are already in school. You are familiar,\nwe presume, with our activity among the school age group, so we shall\nadd nothing at this time to this phase of our school work.\nIt is a sad reflection when we think of the great waste and injustice in\nthis land, resulting from negligence and misdirected effort in the teaching\nof hygiene.\nParticularly is this true in teaching formation of health habits\nand the care of the pre-school child. We are firmly convinced that whatever is done by the educational system of our State in the interest of the\nphysical welfare of children must take into consideration the pre-school\nage group.\nIt is not doing justice nor is it fair play to take children from\ntheir homes at the age of six to enter upon the new phase of life incident\nto their entrance into the school. We feel we have not attached as much\nimportance to this event in the life of the child as we should.\nAs a matter\nof fact and ordinary observation, it is an important epoch of life. Prior\nto school entrance children quite generally enjoy great freedom in the home\n\nand the street.\n‘They are accustomed to a life in the open air and sunshine,\ncoming and going largely as they please.\nNow at school entrance we take them out of this environment of almost\nperfect freedom and subject them to the restraint of the ordinary schoolroom.\n‘They are subjected to a new set of stimuli. New inhibitions and\nforms of response are imposed upon them.\n‘This new experience with its\nphysical restraints and its training in voluntary attention makes of the\nfirst years of school life a period of danger and difficulty.\nThe studies and observations of a number of careful workers have made\nclear to us that many children are admitted to school before they are fully\nfit to endure the trying experiences of beginning school life. The evidence\nof their unfitness consists in failure of promotion, repeating of grades of\nschool work, physical breakdown, and the development of certain mental\ndisorders.\nDr. Burnham has so wisely said: “Our present haphazard\nmethod of taking in (to school) the sick and the well, the developed and\n- the undeveloped, the normal and the feeble-minded, the defective\nand the\nsound, and of teaching them together at the outset is wasteful and absurd.”\nAnd not only that; it is unfair to all types of children themselves.\nDr.\nBurnham further says that “One of the reasons for retardation\nis the fact\nthat children enter school prematurely or in such imperfect\nphysical or\nmental condition that they cannot do the work of the\nschool. Failure\noccurs from the first, and the pupil, handicapped both\nphysically and mentally, is turned back at the close of the year to repeat\nthe same dreary\nroutine.\nThe place to begin the prevention of retardation is at the\nentrance\nof school life.”\nOur law in Utah says that children may enter school\nat the age of six\n\n"}
{"page": 635, "printed_page": "613", "text": "DEPARTMENT OF CHILD HYGIENE\n\n613\n\nif they do not get their\nyears, and many parents have come to feel that\nway being cheated out\nsome\nchildren into school at that time they are in\ntand that the sucunders\nto\ncome\nof their lawful rights. If parents could\nother very vital\nof\nnumber\na\nupon\ns\ncessful doing of school work depend\nthing.\ngood\na\nbe\nwould\nit\nage\nl\nlogica\nthings as well as upon chrono\ndefinitely\nand\ntely\nconcre\nas\nout\npoint\nto\ntried\nhave\nThe past year, we\nthat\norder\nin\nlife\nschool\nas possible what is meant by fitness to enter upon\nat\naim\nshould\nthey\nwhat\nparents, mothers particularly, might know just\nNot\nn.\nchildre\nhool\npre-sc\ntheir\nof\n‘n their work for the physical welfare\ning of all children before they\nfar in the future, we hope to pass a law requir\na carefully prepared physical\npass\nto\nwork\nare permitted to begin school\nr or not they are fitted to\nand medical examination to find out whethe\nundertake the new life.\nhout our State contains\nThe information we have sent broadcast throug\nthe result of our own\nnot\nare\nrds\nThe standa\na statement of standards.\nfrom such authorities\ng\nriatin\napprop\nof\nWe have taken the liberty\nwork.\nBureau at Washington, D. he\nas Dr. Burnham and those of the Children’s\nhave tried to be fair and give\nIn our appropriation of this material, we\nVery briefly\nwe use material.\nproper recognition to those from whom\n(4) Whe\nare:\nadopt\nto\ns\nparent\nstated, the standards we are encouraging the\nShould\n(2)\n;\nschool\nng\nenteri\nbefore\nchild should be six years old or over\n40\nthan\nless\nnot\nweigh\nShould\n(3)\nhigh;\nmeasure not less than 43 inches\nand\n;\nchest\nthe\n21 inches around\npounds; (4) Should not measure less than\nteeth.\nmolar\nar\nsix-ye\nthe\nof\nfour\nall\n(5) Should possess\nparents the idea that\nupon\ns\nimpres\nto\ntry\nwe\nthat\nsay\nus\nlet\nIn passing,\nare simply indices\nthey\nthat\nbut\nstandards are not to be followed blindly\nof the normal and desirable.\nment of standards, so we have\nIt is not sufficient to give a simple state\nts to the value, both to themconsistently attempted to educate paren\nderived from these examinations\nselves and others, of what a knowledge\nns have been so well stated by\ngives. The reasons for these examinatio\nh Directory has copied them\nHealt\nthe authorities mentioned that our State\nThey are:\nverbatim.\nin ill health or not sufficiently\n1. To prevent those children who are\nentering.\ndeveloped physically and mentally from\ne teachers so to order the school\nenabl\nto\ndata\nsary\nneces\n2. To provide the\nto health or check to development,\nwork that it will not result in injury\nschool life.\nas often happens in the first year of\nof school occupations to indi3. That proper grading and adaptation\nt of school life.\nvidual capacity may begin at the outse\ndata necessary for safeguarding the\nthe\ncians\n4, To give school physi\ndiseases and the like.\nhealth of children against contagious\ne of the new pupils and the right\n5. To give teachers proper knowledg\nattitude toward them.\nsaved from unnecessary failure and\n6. That children may begin and be\ngrades.\nretardation or elimination in later\n\n"}
{"page": 636, "printed_page": "614", "text": "614\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n7. To educate parents and foster a right attitude toward the school.\n8. To save the money of taxpayers, now largely wasted, and so badly\nneeded to provide for absolutely essential hygienic conditions.”\nWe have éncouraged parents to keep from school those children who fall\nunder the following groups:\n1. Children who have an infectious disease.\n2. Children who have rickets, or the after-effects of rickets to the extent\nthat they are in poor physical condition and liable to develop neurosis or\nsome other defect from the influence of school work.\n3. All children who have tuberculosis, unless there are outdoor schools\nin which they can be placed.\n4. Children who are in a serious condition of anemia, unless again there\nare outdoor schools in which they can be placed.\n5. Those who have any chronic disease which is liable to be aggravated\nby school attendance or would interfere with school work.\n6. Those who are in a retarded state of physiologic development or\nmental development, where this would be improved probably by keeping\nthem out of school, and where injury would be done by admission to school,\nor where it would interfere with school work.\n7. Those who have serious sense defects.\n8. Those who have any neuroses or the like which would be physically\ncontagious, epilepsy, chorea, stuttering, and the like.\n9. Children who have not been vaccinated.\nWhile this information, together with much other material, has been\nput over in our State, you are probably anxious to know just how it has\nbeen done and what are the results. An effort was made in one of the\nforty school districts of Utah to organize a procedure that would not only\nsecure some reliable data but would also make a demonstration of what\ncould be done at reasonable expense.\nThe work was undertaken in the Jordan School District and in the\nTraining School in connection with the School of Education at the State\n.\nUniversity.\nThe examining staff in the former case consisted of the superintendent\nof schools as psychologist, a worker from the State Department who happens to be a specialist in the field of eye, ear, nose, and throat, a nutrition\nspecialist who volunteered his services for the experiment, the supervisin\ng\nnurse, and two assistant school nurses.\nThe examination given was extensive and accurate enough to entitle\nit to be called an expert examination, and with such an examination as\na\nbeginning the second examinations to be given annually or biennially\nthereafter might well be of the type that can be given by the teacher\nand a\ntrained nurse.\nThis year we expect the same work to be carried on in other\ndistricts\nand continued in the present one.\nWe have made children of pre-school age the topic for discussi\non and\nstudy the past year in our Parent-Teachers Association.\nThis association\n\n"}
{"page": 637, "printed_page": "615", "text": "DEPARTMENT\n\n615\n\nOF CHILD HYGIENE\n\nState officers are\ntional system.\nis organized very similar to our educa\nvision of the forty school districts.\nelected yearly. ‘They have general super\nvising officers who work conjointly\nEach school district has a set of super\nThey give general supervision to\nwith the district school superintendent.\nation will be working on local\nassoci\nThus, a local\nthe local association.\nations will be devoting part\nassoci\nlocal\nall\nproblems and at the same time,\nSuch organization makes\nproblem.\nof their time to a State-wide general\nconcentrate on problems of general\nit comparatively easy for the State to\ninterest.\n\nyear our efforts have yielded better\nWe are disposed to feel that this\nest drawback has been that we\ngreat\nOur\nresults than we anticipated.\ndietetics and technical hygiene problems\nhave not had sufficient lecturers on\n‘The University of Utah,\nhave wished.\nto cover the field as we would\nphysicians have come to our rescue\nthe Utah Agricultural College, and\nplan a success.\nend contributed much to make the\nin\ng and we trust it shall finally end\nnnin\nbegi\nthis\nover\ny\nhapp\nWe are\nphysically fit.\neach child on school entrance being\n\nTHE\n\nCHARLES\n\nH.\n\nIN\nSCHOOLS\nRESPONSIBILITY OF PUBLIC\nHEALTH SUPERVISION\nKEENE,\n\nDEPARTMENT\n\nOF\n\nM. D., DIRECTOR\nPUBLIC\n\nOF\n\nINSTRUCTION,\n\nBUREAU\n\nOF\n\nHEALTH\n\nHARRISBURG,\n\nEDUCATION,\n\nPENNSYLVANIA\n\nof\nderable proportion of the schools\nIt is only recently that any consi\neduca\nof\ncarry out the Spencerian ideal\nAmerica have made real effort to\nhas\ng,”\nlivin\nis training for complete\nHis definition, that “Education\ntion.\nthere has been little real progress\nbut\n,\nabout\nbeen a pretty thing to talk\nliving.\nwas properly equipped for complete\ntoward building up a child who\nthe\nof\nion\nfunct\nthe\nthat\nand practiced,\nToo many educators have felt,\nthem\nsent\nines\nmach\nlittle\nthe\nrmation into\nschool was merely to pour info\nto sink into\na very short time has it begun\nin\nwith\nOnly\nts.\nby fond paren\ntion that\neduca\nengaged in public-school\nthe consciousness of most of those\nthe same\nat\ns\nunles\ninformation into children\nit was of little value to pour\nside.\ncal\nphysi\nand\nh\ning up of the healt\ntime there went on a steady build\ntheir\ninto\ny\ncarr\nthem\nof\nbelieve, and many\nToday progressive educators\nand\ness\nsucc\nfor\nts\ncoun\nh\nwhic\ninformation\npractice, the idea that it is not\nrent\nappa\nbut doing. This is particularly\nhappiness, not even knowledge,\nsome States, to\nin many communities, and in\nin the strenuous efforts made\nh in informamuc\nwhich shall result not so\nget a type of physiology teaching\neffort in that\ne\nwhol\nthe\nAt the present time almost\ntion as in action.\nrd to health\nrega\nin\nts\nhabi\nis to build up proper\nparticular phase of education\nfrom a dry,\nect\nsubj\nol\nscho\nare changing this\nmatters; in other words, we\npart of the daily\nthing into a living, throbbing\nlittle-interesting, extraneous\nlife of the child.\nlete living.\nol, then, is training for comp\nThe real function of the scho\n\n"}
{"page": 638, "printed_page": "616", "text": "616\n\nNATIONAL\n\nEpuCcATION ASSOCIATION\n\nIn other words, we need a training for citizenship which shall make children not only informed, but well and strong, physically as well as mentally,\nso that these growing boys and girls, possessing real citizenship, may become\nthe bulwark of our civilization.\n:\nIn health matters the duty of the school is three-fold—protection, correction, prevention—protection from acute and chronic infectious diseases,\nfrom the evils of poorly planned, poorly constructed, and poorly administered school buildings, and from the menace of the poorly trained teacher ;\ncorrection of the defects which, have arisen because of poor surroundings\nin the school, home, and community, lack of information on the part of\nparents and teachers, and as the sequale of acute infections; prevention in\nthe nature of a marked improvement of habits of living, a vigorous upbuilding of physique through proper physical activities properly taught,\nthrough proper content and arrangement of the school program, and\nthrough the proper planning, construction, and sanitation of the school\nplant.\nEducators must no longer be satisfied to put forth a program which does\nnot injure pupils, but they must go further and put forth a program which\nwill build up pupils, not only on the mental side, but on the physical.\nProper content of school health activities, properly and vigorously carried\non, will do this. If it is ever to function properly, this must be the\nreal\nprogram of the schools for health. This program must have a definite\ncontent, which may be divided roughly into five parts.\nFirst, that thing which most of us were brought up to speak\nof as\nphysiology, but which we now conceive as a health training\nand instruction;\nSecond, that factor which was formerly spoken of as “physica\nl culture,”\nlater developed into a more vigorous ideal spoken of as “‘physica\nl training”\nand now conceived as a real, vital part of the education of\nthe child—physical education.\nThird, the hygienic management of the school progra\nm, covering not\nonly the number of hours per day which pupils of\ndifferent ages should\nattend school, but going into details regarding: the\nproportion of different\nkinds of subjects which should be taught and the times\nof the day at which\nthese may be taught, proper interspersion of these\nteaching periods with\nrelief drills, and various other physical activities,\nand including within its\ncontent the consideration of the feeding of the\nchild, particularly the noon\nhot school lunch.\n.\nProper arrangement of the daily program will keep\nfatigue at a minimum\nand help to build strong, properly functioning\nbodies and minds.\nRoughly,\nthis program would be as follows: Open school\nat such a time as to permit\n@ proper amount of sleep for young children\nbetween one hour after dark\nin the evening and at least one hour preced\ning school time. The amount\nof sleep required at various ages is approx\nimately, as follows: four to seven\nyears, twelve hours; seven to ten years, eleven\nhours; ten to twelve years,\nten hours; twelve to sixteen years, nine hours.\nThis opening time on the\naverage, therefore, should be between 8.30\nand 9 A. M. standard time.\n\n"}
{"page": 639, "printed_page": "617", "text": "DEPARTMENT\n\nOF CuiLp HYGIENE\n\n617\n\nCertain times of day lend themselves best to certain types of work.\nOpening exercises followed by cleanliness and health habit inspection should\nbegin every school day. Things which in themselves act least as a motive\nfor accomplishment should come when the mind is freshest, probably immediately following the opening exercises. Abstract concepts of number\nsuch as the usual arithmetic fall in this class. Subjects having human\ninterest, such as geography, history, or civics, should follow. The recess\nperiod should be placed at approximately the middle of the session.\nIt\nshould be at least fifteen to twenty minutes in length.\nMemory work\nsuch as spelling and formal grammar should follow a relaxation period\nsuch as the morning recess or noon intermission.\nThe period following the noon intermission is a highly efficient one if\npupils have been properly fed. Here should come subjects requiring concentration of little less severity than abstract number work.\n‘These may\nbe English composition, history, geography, or drawing.\nAn afternoon as\nwell as a morning recess is essential in all grades below the seventh.\nSubjects containing large social elements should end the classroom program.\nThese may be art from its appreciation side, music, current events, health\ndiscussions, dramatizations, excursions, and the like.\nThe various activities of physical education should beso spaced as to\nprovide the maximum of relief of fatigue, and for body building.\nRelaxation periods of from two to five minutes each should be placed between\neach two study or recitation periods.\nWindows should be opened and\nvigorous physical activities given. Recesses, weather permitting, should\nalways be out of doors. ‘The activities at this time should be so organized\nthat every child has desire and opportunity for safe, vigorous play suited\nto his age and strength.\nHot school lunches should be provided for all pupils if they are unable\neasily to get home during the noon intermission.\nAll children below the\n~ second grade should have opportunity for a lunch of milk or hot chocolate\nat morning recess.\nWhenever the financial condition of parents requires\nit this midmorning lunch should be provided at public expense.\nThe length of the school day should be graded to suit the age, and\nmental and physical resistance of the child.\n“The question for boards of\neducation to decide is not, ‘“‘Can the child get a certain amount of information in a given time,” but, “Is the length of the time decided upon within\n\nthe limits of the child’s fatigue resistance?” ‘The process of accustoming\na child to the routine and restrictions of the school must be a gradual one.\nChildren of the kindergarten age, under six, should not be permitted to\nremain in school more than two and one half hours per day. During the\nfirst and second grades this time may be raised to not more than four and\none half hours per day; in the third and fourth grades to five hours a day;\nin the fifth and sixth grades to five and one half hours; in the seventh and\neighth grades to six hours per day.\nChronological age is not a proper qualification for entering the first grade.\nPupils should be admitted only after successfully passing definite physical,\n\n"}
{"page": 640, "printed_page": "618", "text": "ASSOCIATION\n\nEDUCATION\n\nNatioNAL\n\n618\n\nIn other words, the basis of admisphysiological, and psychological tests.\nl and psychological rather than\nlogica\nsion and promotion should be physio\nchronological.\napproximate the following:\nTime allotment, minutes per week, should\nGrade\n\nVv\n\nVi\n\nVil@\n\nVill\n\n[xX\n\nxox\n\n1350\nT5ON\n\n1650\n1500\n1500\net50v ol 56.0r5.0n\n\n1650\neel 50\n\n1800\n75\n\n1800\n75\n\n1800\nIS)\n\n1800\ni oecs\n\n180\"\n\n180)\n\n180\n\n180)\n\n180\n\n180\n\n180\n\n180\n\n§=6.180\n\n180\n\n60\n\n60\n\n60\n\n60\n\n60\n\n60\n\n60\n\n60\n\n60\n\n45\n\n3,1)\n\nB 75009375\n\n14375\n\neu\n\nSe\n\nIES\n\n150\n\nI\n\nVO)\n\nae 8o 1350\negIeSe\ntants.ee 150\n\nease\n\nPhysical\n\nEducaSats\n\nhele\n\nteaching)\n\n....\n\nALOIS\n\nHygiene and Physiology, (Health\nNoon _ intermisSiGL Tea\n\nat.\n\nIV\n\n;\n\nLength of schoo\nGER\nRecess\n\nULE\n\n22375am\n\n‘\n\nce upon\nFourth comes hygiene of the school plant, which includes insisten\nlightng,\nmoisteni\nair\nprovision of proper facilities for heating, ventilating,\nplayarea,\nfloor\nproper\ntoilets,\ning, arrangement of blackboards, sanitary\n.\nmethods\ncleaning\nproper\nground area and equipment, and\na\nFifth is that part of the health program which is going through such\nbe\nto\nseen\nis\nthis\nas\nrly\nparticula\nmation,\ntransfor\nand\nent\nrapid developm\nof the\nmore and more a vital part of the activities of the schools and\nd its\nevidence\nhas\nresponsibility of school officials. ‘This activity which\nn\ninspectio\nmedical\nprimitive\na\nbroadening by its changing name, rising from\nbecome\nto\ndiseases,\ns\ninfectiou\nacute\nwith\nconcerning itself almost entirely\na physical examination with some corrective activities, but now broadened\ninto a real health examination and inquiry into all of the health factors\nsurrounding the child, and adding efforts to improve these factors as well\nas to remove his physical defects, so that it has become what we may best\n:\nterm a real “health supervision.”\nand\nprogram\nschool\nthe\nof\npart\nessential\nan\nThis health supervision is\nconsideration\ncareful\ninto\ntaking\nwithout\nsuccessfully\non\ncannot be carried\nits relation to health training and instruction, to physical education, to the\nhygienic management of the school program, and to the hygiene of the\nschool plant. Insomuch as this interrelation is ignored, health supervision\nof school children is a failure. It cannot be a field of activity set aside\nby itself under the direction and control of any board or body outside the\nBoard of Education.\nTo advocate such a procedure shows a definite lack\nof vision as regards its possibilities in relation to health training and in-\n\nstruction, its responsibilities in physical education, its duties in the hygienic\nmanagement of the daily school program, and its function in guiding and\nlargely controlling the hygiene of the school plant.\nMedical inspection was started abroad many years ago by certain boards\nof education for, first, the physical inspection and examination of children;\nsecond, for the examination of buildings.\nIn the United States it was\nstarted by the local board of health in several of the larger cities, examina* Not included in the specified length of the school day.\n* Luncheon.\n\n"}
{"page": 641, "printed_page": "619", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n619\n\ntions being made by physicians primarily to find; isolate, and quarantine\nchildren having acute infectious diseases.\nIt was hoped thereby to check\nthe spread of those diseases.\nIt was soon found that such an effort was\npitifully inadequate as a real health measure.\nOnly about four per cent\nof the pupils even at that time had such infections.\nAt the present time\nthe percentage usually runs less than two per cent per year. “The field was\ngradually broadened to include the physical examination of all the pupils.\nIt was soon found that even this broadened activity was not fulfilling the\nneed, so that its purpose gradually shifted and the concept became more\n‘ and more prominent that, while checking contagious diseases was important,\nand while finding physical defects had a value for propaganda purposes,\nthe finding of these defects had little value to the school or to community and no value to the child unless something was done about it. It\nbecame necessary then to add another factor to the personnel—the school\nnurse.\nThe percentage of correction of physical defects thereafter rapidly\ndoubled and often trebled.\nIt was then found that there were some communities, and some parts\nof almost every community, where it was impossible to get corrections\nbecause of lack of facilities or poverty of parents, so that it was necessary\nto add to the machinery different kinds of clinics, those for the care of the\nteeth, for the care of the eyes, and for the nose, mouth, and throat, being\nmost\n\ncommon.\n\nt\n\nEven with our best efforts, and with all the above facilities, we find\nthat there are certain groups of children whose physical defects may be\ncorrected only very slowly or not at all. In the former group fall the\nIn the latter group the semi-deaf and\nmal-nourished and the tuberculous.\ndeaf, the semi-blind and blind, the crippled, and that very large group of\nmental defectives roughly covered by the terms “epileptic” and the “‘feebleIt became necessary, therefore, to establish special classes for\nminded.”\n“These are so intimately\nthe care, protection, and education of these groups.\naffect the health\nvitally\nso\nand\nmachinery\nwoven into the general school\nmore and more\nbecomes\nit\nthat\nschools,\nthe\nin\npupils\nthe\nall\nof\nand welfare\napparent that it is extremely unwise to have this health supervision carried\nThe personnel for this work includes\non by other than school authority.\nsuch factors as the regular school physicians and the specialists who work\nwith them, the school nurses, the dentists, the dental hygienists, the\nteachers of special classes, and the regular classroom teachers, whose activity,\nproperly directed, is becoming more and more a valuable asset in the health\nof childhood.\nThe ratio of personnel to the number of children enrolled is a most\nimportant factor. There should be approximately one school physician\nworking three hours each school day for each 3500 to 4000 pupils enrolled,\ncounting both the high-school and grade-school pupils. For small communities this works out roughly in the ratio of one hour per school day\nfor each 1000 school pupils. The usually accepted standard for school\nIn small, rural, scattered comnurses is one nurse for each 2000 pupils.\n\n"}
{"page": 642, "printed_page": "620", "text": "620\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nmunities it may be necessary to supply one school nurse for each 1000 pupils.\nThe number of nurses and doctors above given presupposes that the nurse\nwill work with the doctor while he is making the physical examination, keep\nmost of the records, and make certain parts of the physical examination,\nsuch as measuring, weighing, testing sight and hearing, and otherwise exThere should be\npediting the work of the physician to the fullest extent.\none school dentist giving three hours’ time each school day for each 16,000\npupils enrolled. This is presupposing that there are employed dental\nhygienists in the proportion of one full time dental hygienist for each 4000\npupils enrolled in the lower six grades. “The number of pupils per teacher\nin the special classes varies according to the type of class, being from twenty\nto thirty pupils for the classes for tuberculosis and for nutrition classes, ten\nto twelve for deaf and semi-deaf, for the blind and semi-blind, twenty to\ntwenty-five for classes for crippled children, and approximately fifteen for\nclasses for the mentally subnormal.\nProperly advised, directed, and codrdinated by the superintendent of\nschools and the board of education all the above make a wonderful team\nfor health.\nThe closer the coérdination of the health supervision with the\nhealth training and instruction, the physical education, the daily schedule\nand school sanitation on the one hand, and with the other school activities\non the other, the better the results will be. “here must be a definite working together of the doctors, nurses, dentists, clinics, special classes, of the\nspecial, physical education, and regular classroom teachers and of school\ntime, after-school, and vacational activities if we are to get the worth of\nthe money which is expended for this activity.\nThere must be a more definite codperation than we have as yet succeeded\nin getting, except possibly in some rare instances.\nMost of the personnel\nused for health supervision has at times a definite function in health training and instruction, in physical education, in advising on the arrangement\nof the daily schedule, in supervising and correcting the sanitation of the\nschool plant, in advising and building up the health of the teachers as a\nwhole, and in training and building up community health ideals on the part\nof parents and public.\nThis health supervision must be given a definite type of organization.\nIt should work subordinate to some individual who has the responsibility\ntor the whole school health organization.\nIn the smaller communities this\nmay be the superintendent of schools or even the supervising principal.\nIn the larger communities there should be a director of school health, under\nwhom shall work specialists in physical education, in health training, and\nin instruction including the teaching of nutrition, psychologists, and a supervisor of health supervision. This supervisor must be a physician responsible for planning the work and co6érdinating the activities of school\n\nphysicians, school nurses, school dentists, dental hygienists, school clinics,\nand health phases of the activities of the teachers of special classes, whose\n\naa so een affects Ease and possibilities of the unfortunate group\nAwe\n:\net either\n\ntemporarily or throughout their school career occupy such\n\n"}
{"page": 643, "printed_page": "621", "text": "DEPARTMENT\n\n621\n\nOF CHILD HYGIENE\n\nAs to the definite place of control and authority for this work in health\nsupervision, the weight of the argument seems to make certain that the only\nlogical body to control is the board of education.\nThose who favor board of health control have only two real arguments,\nFirst, that because the\nand these are more superficial than fundamental.\nfunctions of the board\nthe\nof\ncontrol of contagious diseases is primarily one\npolice power necesthe\nhas\nonly\nhealth\nof\nof health and because the board\nof this school\ncontrol\nhave\nshould\nit\nquarantine,\nof\nenforcement\nsary for the\nactivity; and second, in order that this health work may be codrdinated\nIn rebuttal, those arguwith the other health agencies of the community.\nthe power and\nwhatever\ning for board of education control maintain that\nto report conhave\nfield\nthe\nin\nauthority, the school doctors and nurses\ndiagnosis is\ntheir\noftentimes\nthat\nand\noffice\ncentral\ntagious diseases to a\nneither\nthat\nenforced,\nis\nquarantine\nbefore\ninvestigation\nspecial\nconfirmed by\nthese\nwhen\nlost\nis\ndisease\ncontagious\nof\ncontrol\nthe\nin\nefficiency\nnor\ntime\ndoctors and nurses in the schools are working under school authority, as\neven then they report communicable disease cases direct to the health deIt is, of course, accepted by all parties that the board of health\npartment.\nshall make the necessary rules and regulations in regard to exclusion from\nSo far as coédrdination with other health agencies\nschool and quarantine.\nwork, outside of the attempted control of conhealth\nschool\nconcerned,\nis\ntagious disease, has little in common with the other health agencies of the\ncommunity or State. The attention of the board of health is largely occupied by inspections of premises and enforcement of city ordinances regarding\nsuch factors of health as purity of food and milk supplies, sanitary disposal\nof\nof refuse and sewage, guarding of water supplies, the correct handling\ndirect\nlittle\nhave\nse\nper\nthat\nthings\nother\nnumerous\nand\nstatistics,\nvital\nrelation to the activities of public schools.\nControl of all school health activities by the board of education, howefficiently\never, seems advisable first, because they can do just as well and as\nof the\nhealth\nthe\nto\ndirectly\nrelating\nthings\nthose\nall\nas the board of health\nl\nadditiona\nstrong\nare\nThere\nschool.\nthe\nabout\nor\nin\nwhile\nschool child\narguments.\n\ny\nIn the vast majority of communities the board of education machiner\n‘The\ny.\nmachiner\nhealth\nof\nis much better developed than is the board\na funcsmaller the community the more this is true, because there is always\nis rare\nit\nwhereas\nunit,\nthe\ntiny\nhow\nmatter\nno\ntioning board of education\n\nthe city\nto find a board of health that does much in communities below\n\ntoward board of\nclass. ‘The attitude of the teachers is necessarily better\ncontrol over\ndirect\neducation control because the board of education has\n\nthem.\neducation.\nParents are much more cooperative toward the board of\nbeen dishas\nusually\nhealth\nof\nboard\nthe\nTheir whole experience with\nagreeable—a\n\ncompulsion\n\nrather than a codperation.\n\nOn\n\nthe other hand\n\n, he school career of the pupils, are accustomed to\nparents, throughout\ncodperating\ndealing with board of education employees and to a large extent\n\n"}
{"page": 644, "printed_page": "622", "text": "622\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwith them.\nUnder board of education control the whole activity is a\nleading and aiding, rather than a driving.\nBecause the public has been\naccustomed for generations to accept various kinds of aid from the board\nof education, they will accept this additional aid on the health side just as\nnaturally as they accept free paper and pencils and textbooks, and with\njust as total lack of feeling of charity or obligation.\n‘This direct aid\ncoming from the board of health unfortunately often does have the charity\ntaint.\nMoreover, health supervision under board of education control can and\nwill go farther in building up physical and mental health than it can possibly go under board of health control. ‘This is due largely to the fundamental concept of the sphere of action of the two bodies, and to the fact\nthat such a large proportion of the proper kind of health supervision work\nis totally and permanently beyond the power of control of the board of\nhealth or any other organization other than the board of education. Working under board of health control there can never be the intensive codrdination and codperation of the various factors of school health activities that\nthere may be under board of education control. ‘To name only two or\nthree of these factors, consider how little the board of health could reach\nsuch problems as health instruction and training in the schools, or the control of the daily program of the schools, or any proper development of\nmental hygiene, the importance of which we are just beginning to realize.\nFurthermore, it is a fundamental concept of the leading educators that\nall of the activities which go on in the schools must be controlled by school\nauthorities. ‘This is necessary not only for the best working out of these\nactivities, but in order to prevent a chaotic disintegration of those activities\nalready in the schools.\nThe health of children of school age is fundamentally a board of education problem.\nIt has a definite relation mentally and physically to the\ngrowth and development of the pupils in the schools.\nThe physical characteristics are largely fixed for life before the age of eighteen, and the\nschool is the only organized agency which can materially affect these characteristics. “The child spends more time in school than in any other place\nexcept the home.\nThe school is the nursery of the Nation, and anything which tends to disintegrate the unity of its authority is a distinct menace to our future. ‘The\nschool age is the habit-forming age, and the school teacher more than any\nother person, except the mother, is in a position to control and develop\nthese habits. And, lastly, the standards of the home itself, particularly\nin such health matters as personal cleanliness, sleep, fresh air, and food,\nare often developed through the school child.\nThen, too, the relative aims of the health department and the board\nof\neducation are fundamentally different. The vision of the health department looks toward the detection and segregation of communicable\ndiseases,\nthe detection of physical defects, and the statistical bearing of\nthese defects.\nThe edueational department has a more fundamental vision looking\ntoward\n\n"}
{"page": 645, "printed_page": "623", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n623\n\nprevention and up-building, working through such fundamental school\nproblems as habit formation, exercise, cleanliness, healthful surroundings,\nventilation, rest, recreation, nutrition, growth, protection, checking retardation, correction of physical defects, special education of those with such\ndefects, hygienic program arrangement, and education through organized\nphysical activities.\nAs regards the controlling authority of this health supervision, the present\nIn practically all foreign countries it\ncondition of affairs is interesting.\nand always has so rested. In the\neducation,\nrests in the national board of\nas a board of health activity\nstarted\nwas\nwork\nthe\nwhereas\nUnited States,\nit has gradually become, because of its broadening scope and because of\nthe better organization of those in control of the schools, a board of eduSo that at the present time the vast majority of the comcation function.\nOf the\nmunities carry on this activity under the board of education.\nsuperhealth\nspecial\nreport\nsuperintendents\ntwenty-three States whose\nof\nboard\nthe\nunder\ncontrol\nthe\nplace\nthem\nof\ncent\nper\n17\nonly\nlaws,\nvision\nhealth, 26 per cent place it under the joint control of the board of health\nand of the board of education, and 57 per cent place it wholly under control\nOf those State superintendents replying to a\nof the board of education.\nquestionnaire, only 15 per cent suggest the advisability of placing this\nactivity under the board of health.\nIf this work of school health supervision is placed under the direct control\nof the boards of education it will not only do all that it could do under\nboard of health control for the better health of school pupils, but it will\nbring about this closer coérdination with all other school health activities\nIt will bring about a definite training\nwhich is essential for real progress.\nthrough classroom activities,\nhygiene\nsocial\ntoward\nfor proper attitude\nand nature study, rather\nscience,\nbiology,\nas\nstudies\nsuch\nin\nparticularly\nthan encouraging the most undesirable activities of the itinerant lecturer.\nThe program of mental hygiene will be a program on the up-building side,\nan effort to create a proper attitude toward life on the part of all pupils,\nrather than a mere effort to segregate those who are mentally unsound.\nThis program will never function properly nor make any real progress\nunless all the health activities of the schools are coérdinated and gathered\nhis\ntogether under one thoroughly trained head who, together with all of\nschool\npublic\nthe\nto\ne\nsubordinates, shall be employed by and responsibl\nand\nauthorities, upon whom devolves the real responsibility for guiding\nvarious\nthese\nOf\nyears.\nformative\nthe\nthrough\nguarding our children\nand\nhealth activities this health supervision is a real and fundamental part,\nthe\ngiven\nprogram,\nschool\nthe\nof\npart\nintegral\nan\nmade\nbeing\nits\nonly by\nschool\nother\nas\nsame standing and authority, and under the same control\nare really\nsubjects, will the schools be able to turn out products which\np.\ncitizenshi\nfor\nand\nliving”—\neducated—trained ‘“‘for complete\n\n"}
{"page": 646, "printed_page": "624", "text": "624\n\nNATIONAL\n\nTHE\n\nPERCY\n\nRELATION\n\nR. HOWE,\n\nCHIEF\n\nINFIRMARY\n\nFOR\n\nEDUCATION\n\nASSOCIATION\n\nOF NUTRITION\nCONDITIONS\n\nTO\n\nOF RESEARCH\n\nDEPARTMENT,\n\nCHILDREN,\n\nBOSTON,\n\nDecay of the teeth, the most common\nseem to have been arrested by modern\n\nFORSYTH\n\nDENTAL\n\nMASSACHUSETTS\n\npathological\ntreatment.\n\nraces living on natural foods are free from it.\n\nDENTAL\n\ncondition, does not\nPrimitive races or\n\n‘The present theory that\n\ncaries is wholly a local process, the result of the fermentation of carbohydrates, does not explain its periodic occurrence.\nThe caries of childhood, adolescence, pregnancy, and of old age occurs in life when there is\nan especial demand for calcium or when the calcium is not properly used.\nAnimal experimentation does not support the present theory, but it is when\ninsufficient calcium is furnished animals or even when this is furnished, if\nan irregular use of the calcium is brought about, that caries occurs.\nThe teeth and bones are similar chemically, in the method in which\nthe calcium is held in combination and in the process of calcification.\nIn\nmost bone diseases, an increase in the magnesium content is found.\nWe\nhave found that carious teeth have twice as much magnesium as sound\nteeth. Other evidences that the teeth change in structure may be seen\nwhen animals which are capable of showing effects similar to those that\noccur in man in respect to foods, are fed diets comparable to modern diets.\nTheir teeth become badly affected.\nThe guinea-pig or monkey shows\ncaries and pyorrhea.\nOther pathological effects occur, such as joint\ntrouble, eye trouble, reproduction may be stopped or abnormal young\nbrought forth, and growth is affected.\nThese effects were obtained principally by a long-continued deficiency in the antiscorbutic vitamines.\nThey\nwere accentuated by a deficiency in calcium.\nRecent estimations have shown that children need more calcium\nthan\nhas been thought. For sound teeth, we recommend first mother’s\nmilk.\nCow’s milk must be modified so as to prevent dense\ncurd formation and\nhence calcium loss by excretion.\nWhen milk is pasteurized, orange juice\nmust supplement it. In older children, milk and green\nraw leafy vege-\n\ntables, and citrous fruits in addition to their other foods,\nalso whole grain\nproducts are to be recommended.\nThe greatest harm from sugars is not\ntheir local action, but that they are so taken as to\nspoil the appetite for the\nfoods which they need for tissue building.\nThe food requirements of children are not those\nof the adult. They\nhave the growth factor to be considered.\nThey are more active and the\nimportant thing is to see that their foods are\nnot deficient in any known\nfactor.\nProteins, carbohydrates, inorganic salts,\nfats, vitamines, and\nroughage should be amply supplied. Tooth\ndecay is to be regarded as a\ndeficiency disease.\n\n"}
{"page": 647, "printed_page": "625", "text": "625\n\nDEPARTMENT OF CHILD HYGIENE\n\nA PRACTICAL\nMARY\n\nG. MC\n\nCORMICK,\n\nSCHOOL\nSTATE\n\nPROGRAM\n\nSUPERVISOR\n\nDEPARTMENT,\n\nIN NUTRITION\n\nOF NUTRITION,\n\nALBANY,\n\nNEW\n\nSTATE\n\nEDUCATION\n\nYORK\n\nExperimental work in nutrition has followed two lines: 1. The attempt\nstudy\nto discover the nutritive requirements in quantitative terms; 2. The\ne.\ninadequat\nbe\nto\nknown\ndiets\nfeeding\nof\nanimals\ny\nlaborator\non\nof the effect\ne, the\nimportanc\nsupreme\nof\nis\nwork\ntal\nexperimen\nof\nkind\nfirst\nthe\nWhile\nled to such\nsecond kind, that of feeding insufficient diets to animals has\nnutrition\nin\ninterest\nd\nwidesprea\ndisastrous physiological results that a very\nare\nwelfare\nchild\nto\ndevoted\nions\nMost organizat\nhas been stimulated.\nOne\none.\nadopted\nalready\nhave\nsome\nprogram;\nconsidering a nutrition\nwonders how soon the schools will introduce a nutrition program.\nwork for the\nIt has been my experience during the past four years to\ninterested\nmost\nthem\nfound\nI have\nschool authorities of New York State.\neffective\nan\nwhen\nprogram\nn\nnutritio\nin child welfare and ready to adopt a\nthem.\nto\nd\nand practical one is presente\nSchool taxes are\n_ What is a practical-nutrition program for the schools?\n‘The\ne.\nexpensiv\ntely\ninordina\nbe\nnot\nmust\nprogram\nn\nnutritio\nhigh and the\nmust\nprogram\nn\npresent school curriculum is a heavy one and the nutritio\nIt must be admitted that our knowledge of the\ntherefore be very simple.\ndeveloped than\nnutritive requirements of children has been much further\nn program\nnutritio\na\norganize\nto\nwhich\nin\nway\nour knowledge of the best\nnutrition\nration,\nadminist\nschool\nof\nnt\nstandpoi\nthe\nFrom\nin the schools.\nguiding\nis\nwho\none\nprograms are in their initial experimental stage. The\nof the\nmind\nthe\nhave\nthis new experiment in the school schedule must\nbe\nand\nmethod\nown\nhis\nof\nscientist ;he must exercise a constant criticism\n\nhas been developed.\nready to change or even abandon it when a better one\nmost general attenthe\nd\nattracte\nhas\nwhich\nProbably the nutrition method\nclass is an effective\nn\nnutritio\nthe\nWhile\nmethod.\ntion is the nutrition class\nthe undernourished child\nmeans of arousing the interest and codperation of\nto the organization\nand his mother, a school program devoted exclusively\n\nIt is\nl nor complete.\nof nutrition classes is to my mind neither practica\nconduct\nto\nneeded\npersons\nof\nnumber\nnot practical because of its cost; the\nfor salaries which few\nsuch a program requires an expenditure of money\ne because even if\ncomplet\nnot\nis\nIt\n.\nsanction\nboards of education would\nurnished children—\nfully organized it reaches directly only the underno\nabout twenty per cent of the school population.\nnutrition program that does\nThe purpose of this paper is to present a\nrequire an expensive budget.\nnot\ndoes\nseem to be complete and practical and\n\nNew York State—namely,\nThis plan has been adopted in two cities in\nIn\ned to be successful.\nAuburn and Binghamton, and has been demonstrat\nschool\nthe\non\nwas placed\nAuburn a well-trained supervisor of nutrition\nteachers periodically and\nthe\nmet\nion\nnutrit\nof\nisor\nsuperv\nfaculty. This\nted lessons in nutrition to\ngave them lectures, the teachers in turn presen\n\ngained by these lectures.\nthe children in the light of the knowledge\n\nAsa\n\n"}
{"page": 648, "printed_page": "626", "text": "626\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nresult the percentage of malnutrition in Auburn has been reduced from\ntwenty-three per cent to eleven per cent, only three nutrition classes\nhave been organized.\n“The emphasis has been placed in training the teachers\nin the principles of nutrition.\nIn Binghamton a well-trained supervisor of nutrition has also been placed\non the school staff. She has given lectures to the teachers in the nutritive\nrequirements of children.\nThe teachers in turn have transmitted these\nlessons to children and have inspired the children to practice good food\nhabits. The undernourished children in Binghamton have been reached\nby their grade teacher who has the consultation service of the nutrition\nsupervisor.\n‘The prevailing percentage of undernourished children at the\npresent time is eleven and five tenths per cent.\nContrast the nutrition\nclass method with the plan of having a supervisor of nutrition to train the\nteachers.\n‘The elementary-school population of Binghamton is 8481.\nThe\nnumber of undernourished children would be one fifth or 1700 children.\nTo organize all of these children into nutrition classes at once would require\na staff of seventeen persons.\nEven then only the undernourished children\nwould be reached directly. Under the other plan of having a Supervisor\nof Nutrition one person reaches 8481.\nThe kind of nutrition program\nhere presented—that of having a supervisor of nutrition on the school\nstaff—has demonstrated in two cities in New York State that\n1. Teachers can be made interested in the subject of nutrition.\n2. The lessons presented by these teachers trained in nutrition are so\neffective that in about 18 months the percentage of children classed\nas\nundernourished has been reduced fifty per cent.\nThe success of such a program depends upon three essential condition\ns:\n1. A well organized school system in which superintendent, principal\ns,\nand teachers are vitally interested in nutrition.\n2. A staff of school medical inspectors and school nurses for the\ncorrection\nof physical defects.\n3. A well-trained supervisor of nutrition, one who is a graduat\ne at least\nof a four-year college or university and who has speciali\nzed during her\ncourse, in physiology, biological chemistry and food chemistr\ny, and nutrition. She should also have a knowledge of psychology\nand the principles\nof teaching.\n\nFRESH\n\nAIR, DIET, AND\n\nCARLISLE\n\nREED,\n\nSCHOOL\n\nREST\n\nPHYSICIAN,\n\nFOR\n\nSELECTED\n\nBOSTON,\n\nPUPILS\n\nMASSACHUSETTS\n\nThe open-air classes in the Washington Distric\nt have been under my\nobservation for the past six years.\nThere are two classes, a second and\nthird grade. These two grades have been selecte\nd because the great majority of children who can be benefited by\nopen-air class treatment are to\nbe found in this district, at least among the\nyounger children.\nSome consideration has been given to establishing a\nfirst-grade class, but as yet it\nhas not been found practicable to do so.\n\n"}
{"page": 649, "printed_page": "627", "text": "DEPARTMENT OF CHILD HYGIENE\n\n627\n\nThe object of these open-air classes of course is to improve the health of\nThere are many children whose physical condition is such\nthe children.\nthat they are unable to perform the regular grade work in the ordinary\nclasses. These children need special care and attention and an attempt\nis made in the open air to build them up physically so that they may be\nbetter able to benefit from their education and more nearly compete with\ntheir fellows.\nThe Washington district is located in the West End of Boston, a densely\npopulated congested tenement district. The population of the school\ndistrict is practically all of foreign birth. There are over 1800 children\nin the school district mainly Jewish and Italian, with a sprinkling of Poles\nand almost no native Americans.\nSelection—A preliminary selection of children is made at the end of the\nIn Sepschool year to form the open-air classes for the succeeding year.\nof the\nchildren\n\"The\nd.\nre-examine\ncarefully\ntember, these children are\nyear,\nthe\nin\npossible\nas\nearly\nas\nexamined\nare\ngrades\nthird\nand\nregular second\nThirty\nmade.\nis\nclass\nopen-air\nthe\nfor\ncandidates\nof\nselection\nfinal\nthe\nand\nwhere\nchildren make up a class where there is but one grade, twenty-four\n\nthere are two grades.\nly\nExamination—All examinations are made with the child complete\n‘The\nnurse.\nthe\nby\nd\nmeasure\nand\nstripped to the waist after being weighed\nemphaimportance of having the children stripped cannot be too greatly\ned\noverlook\nbe\neasily\nmight\nthat\napparent\nreadily\nare\nsized; many defects\nlungs\nand\nheart\n‘£ the examination were made through the clothing. “The\n\naccurately and\ncannot be properly examined through clothing, nor can one\nfaulty posture,\nspine,\nthe\nof\nes\ncurvatur\nrapidly detect such defects as slight\nis clothed.\nbody\nchild’s\nthe\nif\nlike,\nthe\nand\ntion,\nthe milder cases of malnutri\nof the\nuse\nthe\nto\ndevoted\nroom\nspecial\na\nin\nmade\nare\nAll examinations\nng\nincludi\n“The examination is fairly comprehensive,\ndoctor and the nurse.\nheart,\nthroat,\nnose,\nheight, weight, general condition, examination of teeth,\n\nAll defects are\nlungs, spine, glands,’ orthopedic defects (posture), etc.\naccompanies\nwhich\ncard\ntion\nExamina\nrecorded on the regular Physical\ncareer.\nschool\neach child through his\nlly below par;\nType—The children selected are those who are physica\nstill not strong\nbut\nnt,\ntreatme\nfor\nschool\nnot sick enough to remain out of\nchildren\nThese\noms.\nclassro\nregular\nthe\nin\nalong\nenough physically to get\nkeep up\nto\nare unable\non account of their debilitated condition frequently\ngrade.\na\nto repeat\nin their regular classroom work and are obliged\nThose chosen are the pretubercular,\n\nanemic, glandular, those with mal-\n\nillness, occasionally\nnutrition, children who are weakened from some serious\ncompensations,\nfailing\nwith\nthose\nsome cardiac cases both functional and\nexposed to\nbeen\nhave\nwho\nn\nchildre\ne.,\n(i.\northopedic cases, contact cases\n\na few with enlarged tonsils\nactive tuberculosis in their immediate family),\nand a few with nervous\neight,\nunderw\nis\nchild\nthe\nand adenoids where\ntroubles.\n\n"}
{"page": 650, "printed_page": "628", "text": "628\n\nNatTIoNAL EpucaTIon\n\nASSOCIATION\n\nDuration of stay—Once in the open-air class, the child is kept through\nthe entire year.\nMany of those entering the second grade open-air class\ngo into the third grade open-air class for the following year.\nThe policy\nof keeping the children in these classes for the entire year or even longer\nis simply a policy of building for the future.\nIt is not enough to simply\nget the child up to normal weight and then put the child back in the regular\ngrade; the child’s strength and resistance must be built up as well, so that\nhe may hold the gain that he has made and continue to thrive.\nThat this\npolicy is sound is borne out by the results.\nBefore a child is placed in the class, a special home visit is made by the\nnurse to get the consent of the parents for the child to attend an open-air\nclass and also to get their codperation.\nThe parents are greatly interested\nand there has never been any difficulty in obtaining this consent.\nFrequently parents come in and request that their children be allowed to\njoin an open-air class.\nThe children are followed up closely by the nurse and all remediable\ndefects noted during the physical examination are cared for as early in the\nyear as possible. All children have their teeth in perfect condition quite\nearly in the year. The nurse sees to it that all children go to their family\nphysician or dentist or where there is none, to one of the hospitals for treatment.\nMany of them she takes herself. This early cleaning up of defects\nhelps them to get the full benefits of their classes.\nFresh air—The value of fresh air in the treatment of the habitually delicate children, such as are chosen for a fresh-air class, has long been\nrecognized.\nIt is certainly readily apparent that children who droop and appear\ndull in the regular classrooms become bright and alert with\nincreased evidence of mental and bodily vigor after a few weeks in the\nopen-air class.\nTheir eyes are brighter, their cheeks show color, and their\nminds become ‘\nmore alert. One thing is quite apparent; the children\nare very happy in\nthese classes. Catarrhal conditions clear up rapidly\nand soon disappear.\nThese children practically never have a cold, and are\nrarely sick. Contagious disease is practically unknown.\nTheir attendance improves and\nchildren who, in the preceding year, showed absences\nof many school days,\neven weeks, have a perfect attendance record at the\nend of the year.\nIn\nfact, the attendance: for the two Washington\nOpen-air Classes for the\npast year was over 99 per cent, a fine record.\nOn account of their increased\nvitality they learn more rapidly, although less\nactual time is spent in in-\n\nstruction.\n\nGranting all these benefits, the question then\nof how much open air\nis necessary arises; that is, must the school\nbe entirely outdoors with only\na roof for shelter, and perhaps a canvas windbreak on one side, or may it\nbe held\n\nin a regular room with special window arrang\nement.\nDr. River’s\nprivate school in Boston, the Elizabeth\nMcCormick School in Chicago,\nand many others have shown excellent results\nwith the wholly out-door type\nof school. This is the extreme, but perhap\ns the only real type of openair class,\nin the true meaning of the word.\n\nIn a class of this kind, more\n\n"}
{"page": 651, "printed_page": "629", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n629\n\nthan in\nwarm clothing is required and more and heartier food is necessary\nwhich\nexpense\nthe in-door open-air class. “This, of course, means greater\n;\ncannot always be readily met.\nof room\nOn the other hand, excellent results are also obtained in the type\nof\nroom\nA\nonly.\nside\none\non\nopen\nis\nwhich\nthat is more widely used and\nthe\nin\n1908,\nin\nIsland,\nRhode\nce,\nProviden\nin\nof\nuse\nthis variety was made\nopen-air class\nfirst open-air class in the United States. The first Boston\nthe original\nIn\nwas established a few months later in the same year.\nfrom\nreaching\nwindows\nby\nProvidence room one entire side was taken up\npulleys\nof\nmeans\nBy\ntop.\nthe\nat\nnear the floor to the ceiling and hinged\nto the ceiling. In\non the lower ends of those windows, they can be raised\nlike French\nmiddle\nthe\nin\ndivided\nare\nwindows\nthe\nthe Washington School,\nopen at\nwindows\nthe\nof\nhalf\neach\nlocks\nwhich\ndevice\na\nhave\nand\nwindows,\nsimilar\nother\nare\n‘There\nany desired angle independent of the other half.\n.\nwindows\nthe\nby\nprovided\nspace\ndevices in use for utilizing the whole air\nroom\nthe\nthat\nso\nside,\none\nof\nwhole\nthe\nup\nIn any event, the windows take\nopen side should be\nis entirely open on one side. ‘The exposure on the\nof sunshine.\ntoward the south so that there may be an ample supply\nd during the\nadmitte\nis\nair\nheated\nof\namount\ncertain\na\ncities\nmany\nIn\nfixed at 50\nwas\nture\ntempera\nIn New York the minimum\ncold season.\n55 degrees\nto\nclose\nas\nkept\nis\nture\ndegrees F. in 1915; in Boston the tempera\na totally\nwind,\neast\nits\nwith\nBoston,\nlike\nclimate\nas possible. In a cold raw\nsome heat\nunless\ne,\ncave-lik\nand\ndamp\nbecome\nto\ntends\nunheated room soon\nis supplied.\nIn\nvariety of opinion.\nDiet—On the question of feeding, there is a great\nthe\n1904,\nin\ny,\nGerman\nrg,\nthe original open-air school at Charlottenbu\nd, three meals were\nchildren were given five meals a day. In. Englan\nThe number of\nms.\nprogra\nsimilar\ned\nfollow\nMany others have\nserved.\ndown to where no meals\nmeals given varies from the five meal a day plan\nwhich is consumed in\nare furnished, but the pupils bring food from home\nrning lunch alone is\nmid-mo\na\nIn a great many schools,\nthe mid-morning.\nprovided.\ninstead, an attendant is\nIn Boston, no food is provided by the city;\nfor, at cost, by the children.\nfurnished to prepare the meals which are paid\nes a gas stove, an adequate\nThe attendant also cleans up. The city provid\netc., and facilities for presupply of cooking utensils, enamel cups, spoons,\ncost varies in different\n‘The\nparing food, and cleaning and washing up.\na day has been found\ncents\ntwo\n,\nIn the Washington School\ndistricts.\nthat this sum will\nfound\nbeen\nhas\nit\nWith careful buying\nadequate.\nAlthough it is a very poor\npurchase sufficient food for a proper lunch.\ngetting the children to bring in\ndistrict, there has been little difficulty in\nNo child is refused food for lack of money.\nthe money.\n\norning lunch has always\nJust what is the best food to serve for mid-m\nseemed to\n\ntried and all have\nbeen a question; various things have been\ncrackers or cookies, another\nwith\ncocoa\nwork well. One year it has been\n‘This\nr time milk and crackers.\nsoups prepared in our own kitchen, anothe\n\n"}
{"page": 652, "printed_page": "630", "text": "630\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nyear we tried an innovation, serving cereals and milk with sometimes cocoa\nand crackers, and thick vegetable soup once a week.\nThe soup provided\ncontained one big potato, three fourths of a cup of milk for each child, and\nwas seasoned with other vegetables.\n“The cereals were greatly relished by\nthe children who for the most part were not accustomed to them at home.\nNext year crackers are to be discontinued and rye bread substituted.\nThe\ninteresting point is that the children improved visibly on all the different\ndiets. An ideal food from the standpoint of handling and cleanliness is a\nhalf pint of milk for each child ‘served in its original bottle and taken\nthrough straws.\n‘The cost in this city is four cents a day. It has, however, the disadvantage of being cold food and in the winter months hot\ntood has been found to be more acceptable.\n‘The question has often been\n\nraised whether or not some parents would not send their children to school\n\nwithout their breakfast if they knew that a morning lunch would be\nserved.\nCareful inquiry has shown this not to be true.\nIt has also been\nfound that the school lunch in no way interferes with their regular noon\nmeal.\nConsequently the children receive their three regular daily meals\nand in addition a hot lunch in the middle of the morning.\nRest—Rest has always been considered an important factor in treating\ndebilitated children.\nPerhaps the best way to obtain it is to provide cots\non which the children lie supine for a stated interval at a fixed time of\nthe\nday. More often, cots are not available and steamer chairs are\nused.\nThese are good, but do not provide the full relaxation that can\nbe obtained\non a cot. In some classes, the children simply lean forward in\ntheir chairs\nand rest their heads on their folded arms.\nThis is the least desirable\nmethod as it constricts the abdominal organs and impedes\nthe breathing.\nA fairly satisfactory method used in at least one class is to\nhave the children\nspread their blankets on the floor and lie on them:\nWhen it comes to the question of how much rest is require\nd, by these\nchildren, there seems to be a considerable variation in opinion\n.\n‘This, doubtless, is due in a great measure to the difference in the\nphysical condition of\nthe children under treatment as well as to differe\nnces in the ideas of those\nwho are caring for them.\nMarkedly debilitated children require more\nrest, even up to two hours a day.\nIn the Washington School, although steamer chairs\nare provided, they are\nlittle used.\nThe chairs are occasionally used in the early\npart of the year\nby individual members of the classes, but are\nnever used by the classes as\na whole.\nAlthough the Washington district is a densely\npopulated crowded\ntenement district, populated chiefly by foreign\ners, we do not have many of\nthe greatly debilitated children that one might\nexpect. The children we\nselect, although well under par, do not requir\ne complete rest.\nRest may be obtained in another way beside\nlying down and that is the\nmethod of obtaining it that our teachers\nfollow.\nIt is by frequently changing the occupation, made as soon as the\nclass begins to show signs of restlessness. The teacher knows her class,\nand watching it closely, stops her\nperiod of instruction before she overtires\nthem, A lesson period is followed\n\n"}
{"page": 653, "printed_page": "631", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n631\n\nation where the children are engaged\nby a period of some form of quiet relax\nat their desks or some similar task\nin arranging card letters or colored sticks\nStories, games, and exercise are\nwhere they rest quietly at their desks.\nds\nAs the year goes on, the teaching perio\ninterspersed with the lessons.\nat\nired\novert\nthe children are never\ncan be lengthened. ‘The point is that\n.\nation\nchange of occup\none task, but are rested by a frequent\nof the children is much lower,\ntion\ncondi\ncal\nphysi\nthe\nIn schools where\nsary, but much rest can be\nneces\nless\nthe periods of complete rest are doubt\nrest is desired, it can best\nete\ncompl\nIf\nobtained in the manner outlined.\nd come in the middle of the session.\nbe obtained by lying down and shoul\nclass treatment are truly encouragResults—The results of the open-air\npale, dejected, hollow-eyed youngsters\ning. At the end of the year the\nd, rosy-cheeked, alert, happy children.\nhave been transformed into bright-eye\ngth and have at the same time perThey have gained in weight and stren\nso that they return to the regular\nformed the regular work of the erade\ntheir fellows.\ngrade classes on an equal basis with\nthe results of the treatment, I made\ne\nrmin\ndete\nto\nThis spring, in order\nict who\nchildren in the Washington Distr\na special examination of all the\ngains\nthe\nher\nwhet\nknow\nto\ned\nwant\nI\nhad ever been in an open-air class.\nafter\nt or whether they slumped again\nmade by the children were permanen\nren\nchild\n195\ns. There were only about\na year or so in the regular grade\nating\nindic\n,\nwork\nto\ndischarged to go\navailable; the rest had either been\nThe\ntransferred out of the district.\nbeen\nhad\nor\ngood physical condition,\nrity\nmajo\ngreat\nThe\n.\nfying\ngrati\nextremely\nresult of the investigation was\nimprove;\ntheir gains, but had continued to\nheld\nonly\nnot\nhad\nren\nof the child\nfor this.\nn\nreaso\nal\nin most cases, there was a speci\nonly a few had slumped, and\nlent\nexcel\nin\nwere\ntion, roughly 57 per cent\nRated on general physical condi\npoor.\nwere\ncent\nper\n10\ny good, and about\nshape, 33 per cent were fairl\ncal specimens among them.\nphysi\ndid\nThere were some splen\nof\nTaking as a basis the weight\nresting.\nThe gains in weight were inte\nht\nweig\nof\nclass, the average normal gain\nthe child on entering the open-air\nout\nyears that the child had been\nfour\nor\nfor the period of two, three,\nwas\nht\nweig\nof\ngain\nThis estimated normal\nof the class was estimated.\nThe children were then divided\nin weight.\ngain\ncompared with the actual\nbeen out of the\nthe number of years they had\ninto six groups according to\nal gain in weight\non made between the actu\nopen-air class, and a comparis\nIn each group it was found\nin weight.\nand the estimated normal gain\nal gain. As\nmore than the estimated norm\nthat these children had gained\naged three\naver\nclass\none year out of the\nexamples, twenty-nine children\nchildren,\neven\nty-s\nThir\nthe normal gain.\nfourths of a pound more than\ntest gain was\nfourths pounds, while the grea\ntwo years out, one and three\nand seven eighths\ns out, who averaged three\n‘n thirteen children, six year\npounds above normal.\nwith one\nmay be obtained in a building\nConclusions—(1) Good results\nthan\nmore\ning\nFeed\nentirely in the open; (2)\nof\nside open as well as in a class\nunt\namo\nThe\n(3)\n;\ny\nssar\n\nschool is not nece\na light mid-morning lunch in\n\n"}
{"page": 654, "printed_page": "632", "text": "632\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nrest required depends on the condition of the children.\nMuch rest can be\ncbtained by a change of pace; (4) The gain in physical health is permanent ;\nand (5) Economically, open-air classes are a good investment, for they make\n\nhealthy, self-supporting citizens out of children who otherwise on account\nof ill health would be a burden to the community.\nThey also reduce\nexpenses by reducing the number of children who have to repeat a grade\nwith its added expense.\nRecommendations—(1) There should be open-air classes in every school\ndistrict; (2) Some provision should be made to care for the children in\nthe higher grades where there are not enough children to form a class;\n(3) Open-air classes should be established in the first grade where there\nare many children who stand in need of its benefits and who now are obliged\nto repeat the grade on account of ill health.\nMiss Callaghan, the school nurse of the Washington School, will read\n2 report of the follow-up work of the 197 children who were in\nthe open-air\nclasses during the second or third grade. ‘Twenty-seven of these\nchildren\ncompleted their elementary training and graduated June 22,\n1922.\n\nREPORT OF THE FOLLOW-UP WORK OF 197\nOPEN-AIR\nCLASS CHILDREN IN THE WASHINGTON SCHO\nOL\nMARY\n\nCALLAGHAN,\n\nPUBLIC\n\nSCHOOL\n\nNURSE,\n\nBOSTON,\n\nMASSACHUSETTS\n\nWe nurses are told time and time again that the\nphysical condition is\nthe foundation of education.\nRecognizing this, Mr. Hinds is always ready\nwith his codperation in the carrying out of every\nplan for bettering the\nhealth of the children in the Washington Distric\nt. Along with the wonderful aid of our principal, there is the enthus\niasm of his assistants who\nregard the working out of every health proble\nm as an opportunity for\nhelping the child. To help him grow well,\ndoctor, nurse, and teacher\nwork hand in hand with the parent for\nhis physical and mental and moral\ndevelopment.\nThis report was prepared at the close of\nthe school year, June F922:\nWe will follow the order of the health card:\nClassification—The school physician classi\nfied the open-air class children\ninto three physical types. This classi\nfication was determined after a careful physical examination during May,\n1922, of the 197 open-air class\nchildren now in our district.\nType I represents the best physical\ncondition ; Type II, not quite so\ngood ;and ‘Type III, the lowest physical\ncondition.\nPhysical\nNeiibet “of enue etal alese\nTeVetagats Vous Wr eM\n\nNERS ct P\n\nS\n\n1g\n\nF\n\na\n\nNose and throat—One hundred\nand twenty-eight children, nose\nand\nthroat negative; 53 children, aden\noids and tonsils removed; 10\nchildren\nafter leaving the open-air class\n, operation not deemed necessar\ny; and 6 chil!\ndren, not yet\n\nfollowed advice.\n\n"}
{"page": 655, "printed_page": "633", "text": "DEPARTMENT OF CHILD HYGIENE\n\n633\n\nTeeth—From the beginning of the open-air class in 1913 it has been our\neffort to have all the children’s teeth put in perfect condition while in the\nopen-air class. We have succeeded in accomplishing this, each year with\nevery child, with the exception of seven who refused dental treatment.\nThis year a special effort was made to complete the dental work of the\n197 open-air class children.\n‘The result is that 190 have had all dental\nwork completed, the same seven children refusing treatment.\n“Through a\nspecial favor granted to us by Miss McCaffrey and Dr. Cross, who are\nalways looking for an opportunity to promote enthusiasm in the care of the\n\nteeth, we have been able to accomplish this great piece of work in a few\nweeks this spring.\nCardiac disease—Sixteen children with organic heart disease. All are\nin school and their hearts are well compensated.\n“These children are very\ncarefully looked after. They are reéxamined by the school physician at\ndifferent times during the year as physical indications require. With his\nadvice, they are permitted to ride in the elevator and may be excused from\nmanual training or exercise.\nIt is a rule of our department that the school nurse visit the home of each\nchild who has organic heart disease at least once a year and oftener if\nmedical treatment is advised by the school physician, to instruct the parent\non the importance of having the child placed under treatment, and in following the doctor’s advice..\nThere were nineteen children with functional heart disease before enter-\n\ning and during the time in the open-air class; after leaving the open-air\nclass there were only four children who had functional heart disease.\nOrthopedic defects—Seven children, lateral curvature of spine (all are\nreceiving treatment at the Massachusetts General Hospital) ; 12 children,\npostural defects (special care and instruction given to them in the classroom\nand in the home) ; 4 children, pigeon-chested ;3 children, bow-legged; 3\nchildren, deformed feet; 2 children, deformed arm; | child, deformed arm\nand foot; and 1 child, one hip smaller than the other.\n‘There are 34 chilMalnutrition—Fifty-eight children malnourished.\nthe open-air class\nin\nchild\nEvery\ndren once malnourished now normal.\nchildren throughed\nmalnourish\n‘The\nyear.\nevery\nis weighed and measured\nwhile marked\nmonth\nevery\nmeasured\nand\nweighed\nare\ndistrict\nthe\nout\nTwenty-four children now malnourished.\nmalnourished.\nSchool attendance—The 197 children are in grades as follows:\nPresent\nopen-air class\n\nGrade\nNiosschald rem adept\n\n8\n\n7\n\n6\n\n5\n\n+\n\n3\n\n3\n\n2\n\nryer-/ore onslaws Pai\n\n13\n\n29\n\n17\n\n39\n\n14\n\n30\n\n30\n\nOne child, third grade, open-air class, in Westfield Sanatorium.\nOne child, second grade, open-air class, in Home for Incurables.\nNinety never repeated grade.\nOne hundred and seven repeated as follows:\nEighty-three before entering open-air class.\n\n"}
{"page": 656, "printed_page": "634", "text": "NATIONAL\n\n634\n\nEpUCATION\n\nASSOCIATION\n\nTwenty-four after leaving open-air class; 12 of these repeated before\nentering and after leaving.\nFifty-seven repeated grade once.\nThirty-four repeated grade twice.\nFourteen repeated three or more times.\nA review of the illnesses of the open-air class children may account for\nIt\nsome of the days out of school and for some of the repeating grades.\nreveals that these children have lived through a great deal. If you should\nask me how they compare with the other children in the school we would\ntell you, from experience gained from the children and their parents and in\nvisiting the homes of all the children in the district since 1907, that these\nchildren have proportionally a far greater number of defects and have had\nmore serious illnesses than the others.\nWe are interested to show the benefits of the open-air class in a practical\nway.\nIs the open-air child a special child, and should it receive special\nattention and for how long? Yes! As long as it is in our school and it\nneeds attention, it demands attention, it loves attention!\n\nAN\nAUGUSTA\n\nEFFECTIVE\nC. TURNBULL,\nDISTRICTS,\n\nRURAL-SCHOOL\nHEALTH\n\nTEACHER\n\nSCHENECTADY\n\nHEALTH\nIN\n\nCOUNTY,\n\nTHIRTEEN\nNEW\n\nSERVICE\nRURAL-SCHOOL\n\nYORK\n\nThe school medical inspection law in New York State, which became\neffective August 1, 1913, made medical inspection compulsory in all the\npublic schools of the State, including the rural schools. The optional provisions of the law were broad enough in scope to give the school authorities\nwhich were willing and could secure the appropriations ample authority to\ninstitute a complete system of medical inspection, but the mandatory provisions were few and relate largely to discovery of defects with little\nemphasis placed upon their corrections.\nAccording to the provisions of the statute, the trustee or trustees of the\nrural-school districts are required to employ a doctor as school medical\ninspector whose duties are to examine the pupils of the school and make a\nrecord of such inspections for each pupil each year.\nThe trustees of several school units, or districts, could combine in the\nemployment of a school medical inspector, but the general practice was for\nContracts were\nthe trustee or trustees of each district to act individually.\nmade with the medical inspector to examine the pupils; some paid twentyfive cents or as much as one dollar per examination.\nHe visited the school\nas he found opportunity, examined the pupils therein, and made the record\non cards provided for the purpose.\nHe then considered his duty performed and it was according to his contract.\nHe then gave no more attention to the school for that year. The record cards of these inspections\nwere left in the school and carefully stored away by the teacher.\nThus defects were discovered, but little attempt was made toward correcting these defects.\nIn the Schenectady County schools of which I speak\n\n"}
{"page": 657, "printed_page": "635", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n635\n\nonly a few isolated cases were treated for correction during the first two\n\nDuring that time five\nand one half years under the operation of the law.\nlittle or no corwith\ninspection’\nfor\nspent\nthousand dollars or more was\nyears showed\nhalf\none\nand\ntwo\nthese\nof\nexperience\nThe\nrective results.\nvery plainly that the results were far from what they should have been\nfor the money expended.\nDr. Howe wishes me to tell you how rural-school health originated\nThis\nand became a successful reality in Schenectady County, New York.\nis my field of work.\nThe trustees of several rural districts realizing that no results were\nbeing obtained in the matter of correcting defects and promoting health\neducation generally complained to the district superintendent that they\nwere wasting money and asked him to call a meeting with a view of securing a registered nurse who would devote full time to the school health\n‘The district superintendent called this meeting in December, 1915,\nwork.\nand as a result of that meeting the trustees of eight school districts manifested a willingness to try the plan of having a nurse for follow-up work\nand prepared a contract, which was executed by these several school districts. The work for the remainder of that school year—five and one half\nmonths—was most gratifying to both the district superintendent and the\ntrustees, so much so eleven school districts joined in engaging the nurse\nfor the next school year.\nIn order to give some idea of the way in which our work was started\nI will read the present secretary’s report.\nORGANIZATION\n\nOF\n\nTHE\n\nASSOCIATED\n\nSCHOOL\n\nBOARDS,\n\nSCHENECTADY\n\nCOUNTY\n\nto\nThis association was organized on October 8, 1917, at a meeting in response\n‘Those\na call from the district superintendent of schools in Schenectady County.\ninterested\njoining together were the trustees in a number of districts outside the city\nand superin keeping up in their rural schools a standard of health inspection\nThe number of districts\nvision approaching that found in our best city schools.\nfor the past two\nrepresented has fluctuated between twelve and fourteen, but\nthirteen.\nat\nremained\nyears has\npromoting the health\nThe success of the organization in keeping together and\nactive interest of all the\nof our children in the schools, while largely due to the\nto the informal nature\ntrustees in their schools is also greatly due, it is believed,\nthe nature of a comin\nanything\nwith\nd\nencumbere\nnot\nis\nIt\nn.\nof the associatio\nby the members\nsigned\nagreement\nsimple\nA\nplicated constitution and by-laws.\nform now used:\nhas been found sufficient, the following being the\nady County, agree to\n“We, the undersigned trustees of schools in Schenect\nin the employment of\ndistricts\nschool\nseveral\nour\nfor\ne\nassociate and codperat\ned necessary in\nconsider\nwork\nother\nany\nout\nphysician and nurse, and in carrying\nWe mutually contract to pay\npromoting the health of the children in our schools.\nthe assessed valuation of property\nthe expense of this service in proportion to\nper cent on October 15, and the\n25\nmade\nbe\nto\nare\nPayments\nin our districts.\nremainder not later than January 1, next.”\nwill be adopted and detailed\nNecessary officers will be elected, a budget\nbudget will be determined by\nthis\nwithin\nwork\nthe\nout\ng\nprocedure for carryin\nof which notice has been\nmeeting\nany\nin\npresent\ns\nmajority vote of those member\nquorum will exist when\nA\npresent.\nbeing\ngiven one week in advance, a quorum\nnted.”\nreprese\nare\ns\ndistrict\nthe\na majority of\n\n"}
{"page": 658, "printed_page": "636", "text": "636\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe “necessary officers” have been found to be sufficiently covered by a president, now district superintendent of schools, and by a secretary-treasurer.\nOn the basis of the above agreement contracts have been made with the school\nphysician and school nurse; the use of the City School Dental Clinic has been\nengaged; the services of the Day Nursery have been employed; and glasses have\nbeen fitted by an eye specialist. The needs of various schools have been pointed\nout and taken care of by the purchase of useful, or necessary, apparatus and\nequipment.\n‘The recommendations of the physician or nurse are usually complied\n\nwith without question,\nand experience\n\na good indication\n\nof the respect\n\nin which\n\ntheir judgment\n\nis held.\n\nThe advantages of the system over the old more or less perfunctory annual\nexaminations by a physician, just to comply with the law, are too obvious to\ndiscuss. Among them may be mentioned insurance against the spread of epidemics; discovery of diseases, or defects in early stages, while the trouble may\neasily be corrected; proper instruction in hygiene, etc. None of us would willingly go back to the old system.\nIt might also be mentioned that the subjects of\ndiscussion, at our meétings are not necessarily confined to health work, but that\nmuch useful and instructive information along other branches of school work\nis gained\n\nby contact\n\nwith\n\nother trustees\n\nhaving\n\nsimilar\n\nproblems;\n\nand\n\nwith\n\nthe\n\nrepresentatives of the State Department of Education.\nThe experience of the past five years has proven to us the value of an association of this nature and such an association is heartily recommended to any similar\ngroup of school districts.\nA.\n\nC.\n\nFINNEY,\n\nSecretary-Treasurer.\nSchenectady,\n\nN. Y., June 23, 1922.\n\nThere are three essential factors in any effective system of school health\nwork: (1) The doctor who examines the pupils and discovers defects;\n(2) the nurse to teach health habits, secure codperation of the parents and\nteachers, and secure and devise ways and means whereby defects may be\ntreated; and (3) facilities for doing corrective work with children.\nWe now had a nurse for this group of rural schools, but each district\ncontinued to employ its own school doctor for the purpose of making\nexamination.\nIn 1917 these rural districts combined to employ a school\ndoctor in the same manner in which the nurse was employed.\n‘The doctor\ndevoted as much time as was necessary to the school work.\n‘The results\nfor that school year were still more gratifying, and more corrections were\nmade.\nIn the territory which I cover we have no facilities such as hospitals or clinics where children may be taken for corrective treatment.\nWe, therefore, endeavored to secure this service from such institutions in\n_the city of Schenectady.\nWe coéperate with the school department of the city of Schenectady\nand in that way secure dental service. We have access to a splendidly\nequipped day nursery, where pupils of parents who are unable or unwilling to pay for corrective treatment may be sent.\nIn this institution we\nhave access to the eye and ear clinic, general clinics, orthopedic work, and\nthe use of the operating room with a registered nurse in charge. Capable\nphysicians are in charge of this day nursery, and they give a great deal\nof\ntime to this philanthropic work.\nThe eye and ear clinic is held two days a week with a specialist in\ncharge\nwho has done this work for many years and thoroughly understa\nnds the\n\n"}
{"page": 659, "printed_page": "637", "text": "DEPARTMENT OF CHILD HYGIENE\n\n637\n\n‘The eyes of such children as are unable to pay for\nhandling of children.\ntreatment are examined free of charge, and if found defective a prescription\nis given to the nurse, who gets glasses at a greatly reduced rate, the combined school board providing the funds. Medicine is given free, with full\ndirections for using.\nWhen it becomes necessary to operate for tonsils, the child comes to the\nnursery at eight-thirty in the morning, is prepared by the nurse in charge,\nand after the operation is performed the child usually goes home about\nfour-thirty of the same day unless they have to stay all night, when an\nextra nurse is secured for night duty. These children are always accompanied by one of the parents or an older sister.\nThe dental clinic for our rural pupils is held in the Educational Building\n‘These clinics are held each\nin Schenectady every Saturday morning.\nprice for this work is sixtyThe\nweek day morning from nine to twelve.\nboard representing all\nschool\ncombined\nthe\nby\npaid\nis\nand\nfive cents a visit,\nof the rural schools which I serve.\nWe have a great many Italian, Bohemian, and Polish children in the\nrural schools. These foreign people have large families and sometimes the\nfather earns very small wages, so the children often are very poorly proI sometimes have to ask\nvided for, both in relation to food and clothing.\nand receive help from the poor master of the town for food and clothing,\nI also get splendid help from the parent-teachers’ associaespecially shoes.\ntions and the better class of neighbors.\nI have succeeded in placing weighing scales with measuring rod in nearly\nAll pupils\nClassroom weight records are kept in all rooms.\nall districts.\nare weighed in the fall term, and those requiring special attention are\nThe pupils are encouraged to study their weight.\nweighed every month.\nMost of my schools are equipped with first-aid cabinets and first-aid\nsupplies of all kinds needed for emergencies.\nI find a great many rural children are undernourished, generally because\nnutrition\nof a lack of knowledge of the fundamental principles of food and\nhas\ntion\nmalnutri\nof\nr\nsuperviso\nThe State\nand not because of poverty.\ngrade\nand\nschools\nhigh\nin\nlectures\nve\ninstructi\nvisited my schools and given\nI outline diets for poorly nourished children, visit the homes, and\nschools.\n‘These suggestions are well\nmothers and make suggestions.\nthe\nquestion\nare served\nreceived in some homes and in others not so well. Hot dishes\nasparagus\ncocoa,\n,\nchocolate\nhot\nof\ng\nin several of the rural schools, consistin\nfrom\nbring\nchildren\nthe\nwhich\nlunch\nthe\nwith\nor tomato soup to be eaten\n\nhome.\n\nthe\n‘The teachers report better and more efficient work done in\n\nMilk ‘and graham crackers\nafternoon where these hot lunches are served.\nto put more pep into\nseems\nare served at recess in the morning; this also\nthe pupils.\ndefinite\nWe have several atypical children registered and while nothing\nbuildone\nin\nthem\nhave\nto\nfuture\nnear\nthe\nin\nhope\nwe\nyet\nhas been done as\nates.\nunfortun\ning with a specially trained teacher to care for these\nIn answerI want to tell you how much you can get for the asking.\nuse in the\nfor\nsupplies\nt\nabundan\ning various advertisements I obtained\n\n"}
{"page": 660, "printed_page": "638", "text": "638\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nrural work, such as soap, dental cream, talcum powder, large and attractive posters for wall space as well as small ones for individuals, first-aid\nbooklets and numerous other things, all of which aided materially in carrying out the health program and at the same time served their purpose of\nadvertising.\nI cover thirteen school districts, including one-room, two-room, and four-\n\nroom schools, with two schools having high-school departments—all distinctly rural and located within a radius of eight miles of the City of\nSchenectady.\nThe greatest distance between my farthest schools is sixteen miles.\nThus, in 1915, from a few men with a vision in Schenectady County,\nNew York, has developed a successful and effective rural school health\nservice.\n\nCOMMUNITY\n\nCOOPERATION\n\nIN SCHOOL\n\nHEALTH\n\nWORK\n\nCOURTENAY DINWIDDIE, EXECUTIVE SECRETARY, NATIONAL CHILD HEALTH\nCOUNCIL, WASHINGTON, D. C.\n\nThe problem of community codperation in the school health program\nconsidered in its broadest sense is far from a simple and uncomplicated one.\nIts solution involves adjustment between both types of work and personalities not only in their relation to one another, but most important of all, in\ntheir relation to the child, who should be, but is not always, the central\ntheme.\nHave any of you watched a pond in the process of freezing?\nBeginning\naround the edge one sees little crystals shooting out, pioneering their way\nover the untouched surface of the water, often in attractive patterns.\nThese crystals branch off on widely divergent lines. To conceive of their\never having a common direction or coherence is a strain upon the imagination. Gradually the patterns are woven closer and closer and presently\nthey come together.\nIf it is storming or there is sleet or hail a cloudy\ncovering may form but it is apt to be full of holes or may even be broken\nup into a sort of mush that may have the name of being ice but has no\nstrength or clarity. If it is a still, clear night there is a merging that\nleaves no trace of the apparently conflicting lines running in many directions.\nInstead we see a crystal clear surface which grows thicker and\nfirmer as the process goes on, and at length will support the skater, the\nsleigh, or the ice-boat.\nNo simile is a perfect one, but we do see in this process something of how\nthe varying branches of school and community health work, apparently\n1unning along totally different lines, may be integrated into a strong, clear\nplan. Such a result requires to a high degree the submerging of individualistic policies in the bigger, stronger, united plan in which nothing of genuine\nvalue in each separate development is lost.\nBecause we are human beings we cannot leave this necessary process\nto\n\ngo on by itself as if it would be a natural sequence of events.\n\nIt is essential\n\n"}
{"page": 661, "printed_page": "639", "text": "DEPARTMENT OF CHILD HycIENE\n\n639\n\nSuch\nthat someone see the health problem of the school child as a whole.\npattern\nthat\nor\nthis\nto\nlimited\nbe\nnot\na leader must have a vision that will\nof work but will see a larger community plan which wisely regards the\nneeds of the child in the school and the home and also the contribution\nthat parent, teacher, physician, and health worker has to give to his welfare.\nLeadership essential—Cooperation of the community in the school health\nprogram should be preceded by the codperation of the various elements\nA prime\nwithin the school which are contributing to this program.\nNo amount of paper planning will accomrequisite is genuine leadership.\nlish anything without such leadership.\nA principal of a junior high school, which was considered an excellent\none, was asked his opinion as to the possibility of his teachers joining in\nHe said\nworking out a health program in its relation to the community.\nthey\nthat\ngroup;\na\nas\ncontribute\ncould\nthey\nthat he doubted how much\nsubjects\ntheir\nas\nheads,\ntheir\nover\nroof\nthe\nbut\ncommon\nin\nhad nothing\nFortunately, he is not typical of many of the\nwere so widely different.\nOn the other hand, the superinreal leaders in the school field today.\ntendent or principal is usually too busy to give to that type of leadership\nthe time and attention it requires and some one else is needed.\nThe starting point, the teacher—It might not seem appropriate to the\ntopic of community codperation in school health work to discuss the qualifiOn the other hand, the teacher’s part\ncations and attitudes of the teacher.\nso basic that attempts at codperation\nis\nprogram\nhealth\nin the whole school\nof playing her part.\nincapable\nis\nteacher\nthe\nif\nnullified\nlargely\nare\nto say to the teacher who is\nright\nperfect\na\nhas\nThe boy or girl in school\n‘The educator,\nthyself!”\nheal\n“Physician,\nwell\nkeep\nto\nhow\ntelling him\nis in fact\nhealth\nwhat\nknow\nshould\nhealth,\nin\ninstructor\nreal\na\nbe\nto\nis\nhe\n‘f\nsalaries\nlow\nsuch\nand must know what it is in spirit. Teachers working for\nfrom\nsuffering\nthose\nor\nthat they are below par physically and mentally,\nare\nand\nchildren\nthe\nto\nbest\ntheir\ngive\ncorrectible physical defects, cannot\ne,\nFurthermor\nbe.\nshould\nthey\nthat\nlife\nhealthful\na\nnot the inspirations to\nthe teacher should have clearly in mind what the principles are that should\n‘These principles have been stated admirably\nunderlie health education.\nof\nby the Advisory Committee on Health Education of School Children\nsome\nhave\nmust\nalso\nteacher\nThe\nthe National Child Health Council.\nve\nfundamental health knowledge through familiarity with authoritati\nspecialist.\nthe\nof\nguidance\nthrough\nand\nsubject matter\nin teachTeachers must be thoroughly acquainted with modern methods\n\ning, particularly as related to health subjects.\n\nIt is not necessary\n\nto a\n\nin vitalizing the\ngroup of teachers to emphasize the importance of method\nIt\npermanently.\nsubject taught and in influencing conduct more or less\ntraining\ny\nnecessar\nthe\nmight be assumed that our normal schools would give\nthis as yet and\n:n methods but we all know that many of them do not do\ns or not,\ngraduate\nschool\nnormalthat many teachers now at work, whether\nhealth.\nto\nrelated\nas\nly\nespecial\n,\nmethods\nin\nhave not had practical training\n\n"}
{"page": 662, "printed_page": "640", "text": "640\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nIt is a large field for further work but somewhat outside of the scope of my\ntopic.\ny\nIn a recent observation of the actual teaching of a lesson in milk in a\ncourse of hygiene it was found that the chief impression given to the\nchildren was that milk was very apt to be a dangerous poison and therefore\nshould presumably be avoided rather than sought as a part of the diet.\nCorrelation of health with other subjects—Assuming that we have a\ngroup of teachers trained and able to teach health we still have before us\nthe extremely important problem of correlating this teaching with the\nvarious subjects taught in the schools. Since the Committee of the\nNational Education Association on the Reorganization of Secondary Education took the position that no matter that could not be justified on the\nground of its value in the realization of specific social objectives had any\nplace in instruction, this point of view has been widely applied.\nTo avoid further crowding of an already over-crowded curriculum it is\nessential that there be correlation of the teaching of health with other\nsubjects.\nExperience in a number of cities has shown that it is possible\nto do this without loss to the other subjects and with decided gain to the\nteaching of health. Just as in French the teacher no longer asks whether\nthe pupil has seen the little house of the gardener’s daughter, so in mathematics, for example, training in figures, instead of being in abstract problems,\ncan be put to the practical use of education at:the same time in social\nobjectives.\nThere are many opportunities to teach health lessons in this\nway.\nA course in Art, with its work of drawing and painting, gives an\nexcellent chance to inspire children with health ideals.\nCoordination of personnel and work—A more difficult question, for the\nsolution of which there are none too many definite guide-posts, is the matter\nof codrdination of personnel and of work of the grade teacher, special teachers, and the physicians, nurses, and others who may be serving the schools\nfrom the health standpoint.\nHere again no paper program can possibly secure results unless there is\nsome one with a sufficiently large vision and administrative ability to see\nthe problems of each and to fit the activities of each into a whole, balanced\n\nprogram.\nThere is increasing evidence of the need for greater concentration of the\nspecially trained person upon the problem of helping and guiding the grade\nteacher rather than upon directly instructing the pupils. It is upon the\ngrade teachers, in the last analysis, that the main responsibility must fall.\nThe specialist can greatly multiply his or her effectiveness by working\n\nthrough them.\nFor example, in one school district the director of physical\neducation had worked hard to build up the physical training of the children.\nWhen he was withdrawn it was found that the teachers almost completely\nignored the subject because he had at no time given them any feeling of\nresponsibility for it or a real opportunity to take part in it.\nThe contribution of the physician and the nurse in education—School\nphysicians and nurses, in codperation with the teachers, have an unusually\n\n"}
{"page": 663, "printed_page": "641", "text": "DEPARTMENT OF CHILD HyGiENE\n\n641\n\nIf the physician\nvaluable opportunity to drive home vital lessons in health.\nand sanieconomic\nthe\nof\ne\nimportanc\nthe\nds\nunderstan\ncorrectly\nis one who\nof the\njudging\nin\ngs,\nsurroundin\nand\nhome\nchild’s\nthe\nof\nconditions\ntary\na\nonly\nnot\ngive\nclinical symptoms, his diagnosis and recommendations\nwork\nthe\nof\nmuch\nfor\nbasis\nscientific but at the same time a very practical\nto\nof teachers and nurses in improving standards of living. They help\npractical\ninto\nhabits,\nhealth\nand\nhealth\nof\ns\ntranslate abstract conception\nOne illustration that the lack of sufficient sleep on the\nworking motives.\nchild has resulted in a weakened and anemic condition\nparticular\na\nof\npart\ng\nand the loss of a grade in school will be far more effective in stimulatin\ntheoretiof\namount\nany\nthan\nvigor\nhabits that develop mental and physical\nhis is especially true when the gains resulting from a\ncal discussion.\nchange of habit or the correction of a defect become apparent.\ns of\nThe reliance placed by the parent and the teacher upon the soundnes\nthe\nreinforce\nto\nstatements by the physician and the nurse enables them\nresponsiof\nburden\nheavy\na\nIt also throws\nlessons taught by the teachers.\nto think along\nbility upon them to stimulate teachers, parents, and children\nin considering\nmorbid\nthan\nrather\ntive\nconstruc\nlines that are wholesome and\nhabits.\nhealth\nof\nment\ndevelop\nthe\nand\ndefects\nthe correction of\nthe general\nAdministration of school health work—On the question of\npoints of\nt\ndivergen\nadministration of school health work there are widely\nof\ncontrol\ne\ncomplet\nthe\nadvocate\nview, particularly the view of those who\nand\nies\nauthorit\nschool\nthe\nby\nschools\nall parts of the health program in the\nby the health\nthat of those who advocate complete control of this program\nquestions of\narguing\nin\nspent\nbeen\nhas\ntime\nmuch\ntoo\nFar\nauthorities.\nbeen spent\nhas\ntime\ndivision or assignment of authority and far too little\nion.\ncodperat\nof\nmethods\nupon joint agreement as to program and better\nof\nBoard\nthe\nof\ntion\njurisdic\nthe\nEducational questions should be under\nthe\nof\nm\nprogra\nactual\nthe\nto\nrelate\nthey\nEducation, especially in so far as\nrelinquish its\nIt is clear that the Board of Health should not\nschools.\neven though it may\nrights in the matter of control of communicable diseases\nthe school nor the\ndelegate certain powers to others. ‘Therefore, neither\nof both edutration\nadminis\ne\nhealth authorities should assume the complet\nthorough\nwithout\nhealth,\nto\nrelated\ncational and control measures as\nhead\ntrative\nadminis\none\nbe\nshould\nthere\nthat\nIt is desirable\nagreement.\nwritten\ndefinite\noperate under a\nof health work in the schools who should\n\nauthorities, outlining\nagreement subscribed to by both the school and health\n\nwork.\nthe scope and jurisdiction of-such health\ncome to consider the real\nThe school and the community—When we\nand the community we\nschool\nthe\nn\nproblem of the relationship betwee\nthe most important first\ns\nPerhap\ned.\nanswer\nfind much that remains to be\n\nattitudes. It is essential that the\nconsideration is the question of interest and\nshall think of health in terms\nteacher, whether a grade or special teacher,\nand her pupils, not only in so far\nof life, of the actual daily habits of herself\n\ndual is affected by comas individual habits are concerned but as the indivi\nofficer, the nurse,\nhealth\nthe\nthat\nal\nIt is no less essenti\nmunity conditions.\n\n"}
{"page": 664, "printed_page": "642", "text": "642\n\nNATIONAL EDUCATION ASSOCIATION\n\nand the health worker generally shall think of health and welfare in terms\nof education.\nBy this I do not mean the superficial methods of advertisement and sensational news that so often go for education.\nI mean, rather,\nthe fundamental type of education which influences and molds human life.\nAn illustration of the importance of the teacher’s thinking of health in\nterms of living occurred in a class where the teacher was actually grading\nthe pupils in health habits.\nRepeatedly one of the children in answering\nthe question whether or not he had slept with his windows open stated\nthat he had not. .The boy was much distressed to make this answer and the\nchildren in his row were annoyed by his bringing down their average health\ngrading and did not fail to “rub it in.” However, not until the supervisor\nhappened to be present at a recurrence of this answer was it learned that the\nchild was sleeping in a room without windows.\nHe had persuaded his\nparents to leave the door open and to keep the window in the adjacent\nroom open.\nHe really was making, under adverse conditions, a more\nearnest effort to obey the rule than the other children who professed superiority. There was, of course, not only an opportunity for encouraging the\nchild in his efforts but also for initiating measures to improve his home\nconditions.\nThe school work, particularly health work, that limits its considerations\nto the health of the pupils in the school is largely lost. The community\neffort that ignores the fundamental contribution that genuine education has\nto give to forming life habits and ideals is exceedingly superficial.\nPersons versus principles—Some believe that the visiting teacher is the\nsolution of our present lack of integration between health teaching and\npractice in the school and in the community, although in some instances\nthe\nvisiting teacher may not have any fundamental understanding of\nhealth\nproblems. “Some believe that the nurse, the nutrition worker,\nor other\n\nhealth worker must be the instructor in health in the public schools\nalthough\n\nshe may be the veriest tyro in the elementary principles of pedagogy.\nThere\nis too much dispute over terms and labels and jurisdiction\nin this whole\nmatter and too little thoughtful consideration of principles.\nAfter all, is it not the main thing that there shall be\nsome one whose\nfirst consideration is the larger community problem\nof health, who sees the\ncontribution which the educator and also the trained\nhealth person has to\ngive to its solution, and who is devoting his or her\nefforts to weaving the\nactiviti\nes of each together into a pattern\n\nthat is part of the life of\n\nthe\nwhole community?\nOnly in the most unusual -cases can the superintendent\nof schools be the person to do this work.\nIt will demand, in the great\nmajority of instances, some one who is definite\nly on that particular job,\nwhether in the rural area, the small town, or\nthe city district.\nSystem or chance—Because of the irregular\ndevelopment of our school\nactivities, in one place this coérdinating funct\nion may be performed in whole\nor in part by the visiting teacher, in anoth\ner by the nurse, in another by the\nnutrition worker, in another by the school\nphysician, and in another by the\nhealth officers.\nBut we are rapidly approaching the\ntime when we must\n\n"}
{"page": 665, "printed_page": "643", "text": "DEPARTMENT OF CHILD HYGIENE\n\n643\n\nbegin to develop more definitely a system which shall take this out of the\nrealm of haphazard sequence.\nFor instance, there are many possibilities,\nfrom the standpoint of health education in particular,.in the movement for\na district teaching supervisor, or helping teacher, for rural schools, as an\nassistant to the administrative head of the schools.\nSuch a person should\nhave training and knowledge in the fundamentals of health as well as of\nother subjects and should know her own limitations and when to draw\nupon the resources of specialists.\nUntil there is a person who really has\na broad vision and is giving main consideration to the correlation of each\nspecial educational program in a complete program, we shall find many of\nthese difficult questions of adjustment, for instance between the physical\neducator, the nurse, the nutrition worker, the teacher, and the physician.\nSupervisory health work in the schools needs this sort of coérdination\njust as much as health education.\nUpon the ability of the codrdinator\ndepends the answer to the question whether one individual can at the same\ntime codrdinate both the work of health supervision and health education.\nIt is a desirable combination if practicable.\nVolunteer health associations—The great power for good or ill in the\nhands of voluntary health organizations must be taken into account in any\neducational program.\n‘Too often these organizations attempt merely to use\nthe school system as a means to put over their propaganda.\nIn too many\ninstances is this propaganda directed toward temporary purposes.\nWe cannot better this situation as teachers by decrying the activities of these organizations nor can we as health workers do so by condemning the narrowmindedness of teachers toward receiving outside help. ‘The health organizations must have a keener appreciation of the fundamental problems of\neducation, which unfortunately they often lack. At the same time the\nteacher must realize that the field workers and specialists in these associations often have an intimacy and freshness of contact with the actual health\nproblems of daily life which equip them to contribute a fund of information,\nsometimes even a new view of methods in education, which are valuable\nand of which full advantage should be taken.\nSchool and community health inseparable—Perhaps the chief fault of\nmuch of our earlier work in the field of school health has been due to the\nfact that those in charge of it have not looked beyond the school door.\nHealth cannot be put on and taken off like a cloak. It is a matter of habits\nof life, of attitudes of mind, running through every phase of human existence.\nHealth education during the hours in school must be closely linked up\nwith health education that runs through the child’s family and social relationships.\n\nWater can be made to rise above its level if sufficiently powerful pumps\n\nBut the education of the child in\nare used and much energy expended.\npersonal habits during a few hours of the school day, when every other wak-\n\ning hour is packed with influences tending to break down that of the school,\nis a well-nigh superhuman task. It is because the correction of the child’s\ndefects, the changing of his environment, and the shaping of his habits are\n\n"}
{"page": 666, "printed_page": "644", "text": "644 —\n\nNATIONAL EDUCATION ASSOCIATION\n\nso largely a problem of the home and the community that the follow-up\nwork of the nurse and the visiting teacher are recognized as essential. But\nin addition, fathers, mothers, sisters, and brothers must all contribute their\nshare for good or for evil to the child’s education.\nlf our pedagogical\nprinciples are correct these adults must not only be given information but\nmust have responsibilities and definite tasks to do if they themselves are\nto understand the importance of healthful living and the relation of health\nprinciples to their own lives as well as to the life of the child.\nIn short, the citizens of a community must be drawn into close and\nresponsible relationship to the educational system.\nIt is one thing to persuade individuals to have their children’s defects corrected because we know\nthat it should be done.\nIt is another thing to have a community-wide discussion of the importance of correction of defects and an organized committee of citizens working hard in a campaign of general discussion and\nfollow-up to secure such corrections because they know they are essential\nto the children’s well being.\nOur parent-teacher associations are a wholesome evidence that we are\nattempting to meet this need for closer relationship between the school and\nthe citizens it serves.\nCommunity center committees and neighborhood\nassociations which think of other things besides street paving and lighting\n\nare beginning to vitalize the relationship between the school and the com-\n\nmunity.\nThe names of these organizations is not important but it is what\nthey do and the real degree of responsibility that they have that counts.\nThey should be widely inclusive in their membership.\n‘Their work and\norganization should be properly integrated with other work and organiza-\n\ntion in the community.\nConsider, for instance, the far-reaching educational\nopportunities of the physicians and clergymen of a neighborhood.\nAll of such special groups as well as citizens’ committees should be part\nof the educational system if we are using the term in its broadest sense.\nHowever, it takes educational leaders of large vision to see the relationship\nof these groups to the larger community educational movement.\nToo often\nthe educator attempts simply to compress them into the mold of a school\nsystem which is bound about by tradition and purely academic limitations.\nDistrict committees—District Committees which bring together all of the\ngroups that can contribute to the solution of the school health problem will\ndevelop greater responsibility and understanding on -the part of the community for the problems of the schools.\nThey will also help to eliminate\nmuch of the wasteful lack of understanding and of genuine cooperati\non\nbetween the various types of community servants who are dealing\nwith the\nproblems of health, recreation, and education.\nCity-wide or county-wide civic associations, Councils of Social\nAgencies,\nChambers of Commerce, improvement associations, are invaluab\nle in dealing\nwith these problems.\nHowever, they can never be a substitute for an intimate coming together of neighbors, who know one another\nand their own\nneighborhood problems, and who can all take off\ntheir coats and go to\nwork in a mutual service.\nIt is remarkable how frequently a difficult\n\n"}
{"page": 667, "printed_page": "645", "text": "DEPARTMENT OF CHILD HYGIENE\n\n645\n\nproblem of jurisdiction between two health associations, or between a\nprivate organization and the school staff will be ironed out by simple consideration of the needs of the children or their parents right on the spot.\nNot only do we find that the trouble-making youngster receives individual\nattention but the community is aroused to an organized effort for recreation\nwhen it is discovered that this boy’s difficulties are due to lack of opportunities for play under wholesome conditions.\nSuch a type of community codperation does not spring into being unless\nsome one has had a vision. ‘To bring it about takes a leader, whether the\nschool principal or some one else, who sees the latent possibilities of the\naverage citizen.\nThe leadership which starts a recreational program or\na movement for correction of defects and does not develop real responsibility\nwill vanish with the individual.\nIt is when our leaders see to it that the\naverage citizen has a chance to play his part in our community programs,\nwhether of school health work or any other kind, that we shall begin to\ndevelop a type of community codperation that we conceive of as existing\nin our old New England town meetings.\n\nIMPROVED\nLEROY\n\nMEDICAL INSPECTION\n\nA. WILKES,\n\nM.\n\nD., MEDICAL\n\nTRENTON,\n\nNEW\n\nDIRECTOR,\n\nOF SCHOOLS\nPUBLIC\n\nSCHOOLS,\n\nJERSEY\n\nWhere adequate salaries are paid and the engaging and discharge of medical inspectors, nurses, and dentists is placed in the hands of the Chief Medical Inspector without political interference, medical inspection can be made\nan instrument of great good to the school child.\nPersonally, I prefer fulltime and specially trained employees, and I should free the medical man\nfrom all work not specially requiring his professional training.\nIn this\nway he can handle a large number of children—with adequate aid by the\nnurses and teachers.\nWhere earnest, interested physicians are obtainable\non part-time, this may prove satisfactory, but many corps I have seen have\n\na considerable number of men who are holding the position for the smal!\nsalary paid, only as long as they can do so without interference with their\nprivate practices.\nAs they become more experienced in this work,\nand hence more valuable, the demands of their private practices are\nalso growing, and they must begin to slight the work of one or\nthe other—or choose definitely which work they shall continue.\nIt\nis but natural that they will give preference to the work from which\n\nthey derive the major portion of their income.\nWith a large corps, we\ninevitably have some members who are “on the fence’”—they need both\nincomes, but cannot give adequate attention to both types of work.\nIn\nthese cases the school work suffers as a matter of course, since the income\nderived therefrom is less than from their private practice.\nMany medical inspectors are engaged to examine the pupils of a certain\n\ndistrict, for a very small per capita cost.\n\nThis plan-results in a hasty\n\n"}
{"page": 668, "printed_page": "646", "text": "646\n\nNATIONAL EDUCATION ASSOCIATION\n\nsuperficial examination, which to my mind is not so valuable as an examination which could be given by a nurse especially trained to do a more limited\nexamination—especially since her examination (or the M. D.’s) is only a\npreliminary step to the examination by the family physician or dispensary\ndoctor.\nI know that many of my colleagues will cry aloud at this, but ten\nyears of observation of the actual work as done in the field has convinced\nme that this is not a radical suggestion.\nI have seen this plan work in\nBridgeport, Connecticut, with success.\nOf course many State laws require\nan annual examination by a physician, and so this precludes such a plan\nunder law, but laws can be changed at times.\nInsufficient appreciation\nand finances in the allotment of school funds prevents the development of\nthe work to its full possibilities.\nIhe big health work of the schools, to my\nmind, is the educational feature of health work, and this is distinctly the\nwork of the teacher.\nThe teaching of health is primarily and essentially\nthe establishment of the practices upon which the maintenance of health\nis founded.\nWe call them “health-habits” or, as one organization puts it,\n“the rules of the game,” and life is a game we all must play.\n‘These rules should be formulated by the health experts—that is, doctors,\nnurses, sanitarians, and dentists—duwt the art of “putting over’ these rules\nto the child most successfully requires the especial training of the teacher,\nwith her understanding and technique of teaching.\nMany of us fail to appreciate that teaching is an art and does not consist\nmerely in having the content or material.\nThe teacher should carry the burden of maintaining the health of the\nchild, by example and precept, and leave to the doctor, nurse, dentist, and\nothers, the salvaging of those who have temporarily departed from the\nnormal condition of health, the signs of which the teacher should daily study\nand recognize in each pupil under her care.\nThe attempt to have the nurse deliver the health talks I have abandoned,\nexcept when the teacher requests her to speak to the children upon some\noccasion.\nPerhaps her uniform may stimulate interest upon such occasions,\nbut for the nurse to assume the responsibility for the regular teaching of\nhealth, is to limit her usefulness in her established field, where her burden\nis already a heavy one. To demand of her a technique in which she has\nnever been trained tends to lower her efficiency and to overlook the teacher\nwho could teach health if time and subject-matter are supplied to her.\nIn the physical examinations many things are mechanical tests—like\nvision, hearing, height, weight—and the doctor’s time is or should be\ntoo\nvaluable to make these tests or to do clerical work.\nThe teacher’s interest\nshould be stimulated by her presence at the time of examination,\nand she can\nassist the doctor and nurse, especially with the clerical work,\nand she will\nbecome thereby conversant with the examination results upon each\nchild.\nThis enables the teacher to intelligently urge upon the parent\nthe correction\nof any defects found.\n‘The effect upon the parent of the teacher’s interest\nin the pupil’s physical condition is great.\nMuch medical inspection data is never classified and studied\n; but is merely\n\n"}
{"page": 669, "printed_page": "647", "text": "DEPARTMENT\n\n647\n\nOF CHILD HYGIENE\n\ncollected and filed away—never to be used again. Such systems do not\nbenefit by their mistakes, but repeat them yearly.\nCareful statistical study should be made so that a general average for\nseveral years would show whether sufficient improvement is shown to warrant the expenditures made or whether additional finances, changed technique, or increase in personnel is necessary.\nThe question of nutrituion, now prominent in the discussion of the child’s\nhealth, is one where the up-to-date physician can be of marked assistance\nHeight, weight, and age\nin selecting the children who are to be helped.\nstandards aid in limiting the pupils to be examined by the doctor.\nThe dental studies made in the Trenton schools have shown us that\nthere is a distinct difference between clean teeth and healthy teeth. It is\nnot strictly true that “A clean tooth never decays,” or else we have not\nyet learned how to really clean the teeth.\nControl of contagion—The endemic index of each school should be known\nfor each of the common diseases of childhood, so that yearly curves would\nshow how near to this index the contagion had been kept or what improvement is shown.\nThis index is determined by finding the average number of cases of each\ndisease which had been found in pupils of the school each month for the\n\npast five years, or longer.\nJONES\n\nSept.\n\nOct.\n\nNov.\n\nDec.\n\nFEVER\nSCHOOL—-SCARLET\n\nJan.\n\nFeb.\n\nMar.\n\nApr.\n\nMay\n\nJune\n\n6\n4\n2\n4\n4\n\n4\n3\n1\n2\n2\n\n3\n1\n0\n0\n1\n\n1\n0\n0\n0\n0\n\n0\n2\n2\n6\n2\n\n3\n2\n4\n6\n0\n\n4\n5\n4\n8\n4\n\n7\n6\n4\n10\n6\n\n6\n6\n6\n10\n6\n\n10\n7\n5\n6\n4\n\n5)12\n\n15\n\nThs)\n\n33\n\n34\n\n32\n\n20\n\n12\n\n5\n\nil\n\n5\n\n6.6\n\n6.8\n\n6.4\n\n4\n\nVip a\n\nol\n\n.2 Endemic Index\n\n24\n\n3\n\nexceed\nIf scarlet fever then, in any year, in February did not greatly\nyears\nfive\nnext\nthe\nin\nif\nbut\nalarmed,\nsix cases, we should not get greatly\n\nthe index became less we should be encouraged.\n\nof conPersonally, I believe with Chapin, of Providence, that control\nn—even\nisolatio\ntagion is largely an educational problem, and that voluntary\nis\npersons\nmore\nof\nless drastic than we now practice—of a large number\nlarge,\nat\nabout\nrun\nmany\nwhile\nmore valuable than strict isolation of a few,\nundiscovered and unreported.\nexceptional\nI would advocate special accommodation and equipment for\nwas made\nn\nprovisio\nprimary\nthe\nwhich\nin\ns\nprogram\nchildren; with school\ndefinitely.\nmore\nmet\nwere\nneeds\nn\neducatio\ntheir\nand\nbenefit\nfor their physical\nn a\nconditio\nthis\nIn crippled children the primary question is this—Is\n\nprogressive disease, or is it arrested or improving?\ndeclining physically should not be made\n\nprogram.\n\nto carry\n\nChildren who\n\na burdensome\n\nare\n\nmental\n\n"}
{"page": 670, "printed_page": "648", "text": "648\n\nNATIONAL EDUCATION ASSOCIATION\n\nCardiac cases, anemic and malnourished, epileptic and other nervous\nconditions, partially or wholly blind and deaf cases, speech defect and\ntubercular contact cases—all require special attention, as definitely as the\nmental defectives, and provision must be made for them.\nSummary—\\. Restrict physician’s work to purely medical work so that\nadequate remuneration can be paid and still be economical as a per capita\ncost.\n2. Whole-time employees are most satisfactory, as they are regular in the\ntime devoted, can follow definite schedules, and are especially trained in this\nwork.\n3. Nurses can be trained to do a larger share of examinations, but should\nnot be the regular health teachers for classes, She should give individual\nhealth talks.\n4. The teacher is the biggest factor in the maintenance of health, and\nshould have time and subject-matter for health education prepared for her\nby health experts.\n5: Contagious control can be accurately determined by use of ‘endemic\nindex” for different diseases in each school.\n6. To have healthy teeth is a better aim than to have clean teeth, though\nbrushing of the teeth should be urged as part of oral hygiene advocated.\n7. Special accommodations, equipment, and program for physically defectives.\n8. Teacher should always be present and assist in physical examinations\nof her pupils to stimulate her interest in the child’s physical condition.\n9. Teacher should study daily the “normal” appearance of her individual\npupils, so that she will readily detect the first signs of departure from\n“normal” by the pupil and refer him at once to the school doctor or nurse.\n10. Closer codperation between health and educational work is often\nobtained by placing medical inspection under the Board of Education instead of under the Department of Health.\n\n11. All data collected from adequate records kept should be regularly\n\nclassified and studied for improvement of work.\n\nHOW\nEDWARD\n\n:\n\nTO REDUCE THE MORBIDITY FROM\nNICABLE DISEASES IN SCHOOLS\nS. GODFREY,\nCABLE\n\nJR., M.\n\nDISEASES,\n\nD., DIRECTOR\nSTATE\n\nALBANY,\n\nOF\n\nTHE\n\nDEPARTMENT\nNEW\n\nDIVISION\nOF\n\nCOMMUOF\n\nCOMMUNI-\n\nHEALTH,\n\nYORK\n\nMuch has been written on how to prevent communicable\ndiseases in\nschools, most of it perfectly sound in theory and some of it sound\njn practice.\n\nBy sound in theory I mean that according to our present\nknowledge a\n\ngiven method should prevent a given disease.\nBy sound in practice I mean\nthat certain measures have been found to be feasible both\nfrom the stand-\n\npoint of general applicability and from the standpoint of results.\n\nA method,\n\n"}
{"page": 671, "printed_page": "649", "text": "DEPARTMENT OF CHILD HYGIENE\n\n649\n\nsound in theory, may be so cumbersome or so dependent upon constant\nattention to minute details that it cannot be generally applied or if applied\nit reduces the incidence of disease at what may be an unwarranted cost in\neffort, in money, or in loss of school time. Since different diseases are\npreventable in different ways, it will make my meaning clearer if the\ndiseases are discussed separately or in groups presenting a common problem.\nOrdinarily, epidemiologists divide the communicable diseases according\nto their modes of transmission into—(a) Those transmitted by insects; (2)\nthose transmitted by the alimentary tract; and (c) those transmitted by\nthe respiratory tract.\nDiseases in the first group are not peculiar to children and in the United\nStates our interest is ordinarily limited to malaria. While the school\nshould serve as a center of instruction and stand as an example in antimalaria campaigns, the problem of eliminating this disease is essentially\nthat.of eliminating the mosquito and as such is a community problem\nlargely of an engineering nature.\n‘This is not to say that in sections where\nmalaria exists the school may not be of use nor that it should be indifferent;\nbut since malaria is limited in its distribution to certain sections only, we\ncan here discuss more profitably diseases of general distribution.\nOf the diseases transmitted through the alimentary tract, typhoid fever,\ndysentery, and diarrhea may be mentioned.\nIt goes without saying that\nevery school should have a safe water supply and a safe method of excreta\ndisposal. These two fundamentals of sanitation are by no means universal\nthough there has been great improvement both in city and country in the\nThis improvement is reflected in the declining typhoid\nlast twenty years.\nThere is, however, one point in this connection\nrates of the entire country.\nThe growing practice of\nto which your attention should be directed.\nproviding lunches for school children increases the chances for mass infection\nby diseases of this type. From a communicable disease standpoint the only\nsafe milk is pasteurized milk and this point is being too frequently overlooked or perhaps disregarded because of real or imagined deficiencies in\nsuch milk. Again, the personnel engaged in handling school food supplies\nshould be carefully questioned, before employment, as to their previous\nexperience with typhoid fever—that is, whether they have had it themselves\nor not and whether or not it has developed in members of their families,\nfamilies for which they have worked, or other persons whose food they\nPersons giving such histories should be required\nhave previously handled.\neither to submit proper specimens for laboratory examination or refused\nIt is a question indeed whether all food handlers in schools\nemployment.\nOn the\nshould not submit such specimens, regardless of their histories.\nthe\nthat\nshows\nit\nif\nand\ntaken\nbe\nother hand, the history should always\nbe\nshould\nhe\ncases\ntyphoid\nof\nnumber\na\nwith\napplicant has been associated\nlaboraof\nresults\nthe\nof\nregardless\ncapacity,\na\nsuch\nin\nrefused employment\ntory examinations.\nPerhaps there should be classed among the alimentary infections, soThis disease was quite prevalent in New York\ncalled epidemic jaundice.\n\n"}
{"page": 672, "printed_page": "650", "text": "650\n\nNATIONAL EDUCATION ASSOCIATION\n\nState last fall and winter and seemed to show a predilection for country\nInstance after instance was encountered where the disease\nschool children.\nchild in a country school, the school seemingly acting\nevery\nattacked almost\nWe are uncertain as yet as to the cause of\nas the focus of distribution.\nepidemic jaundice and its mode of transmission, though it seems quite certain that contact is the usual method.\nWhen we come to the third group of diseases we reach our principal\ndifficulties. The diseases of the respiratory group are almost always with\nus. They comprise the diseases commonly called contagious since they are\nspread almost entirely by human contact, they tend to epidemicity, they\ncause much loss of school time, some deaths, and many misunderstandings.\nAt the outset we are beset with the difficulty that these diseases occur\nonly among human beings and that they are transmitted almost entirely\nChanges of environmental\nfrom one human being directly to another.\nconditions, the improvement of our inanimate surroundings therefore, are\nof infinitesimal effect on their prevalence.\nEven such an important improvement as abolishing the common drinking cup has had no measurable\neffect. Perhaps we can understand why when we observe how many people\nstill cough and sneeze, openly and unashamed, with all the gusto and aplomb\nFor every drop of infected salivary secretion that\nat their command.\nwas ever drained from a drinking cup, a million from a more dangerous\ncorner of the human anatomy are showered on sneezers’ and coughers’ neighbors. Let it also be borne in mind that sneezers and coughers are more\napt to carry pathogenic organisms than the casual users of the drinking\nfountain.\n“They may be mild or atypical or incipient cases or they may be .\ncarriers.\nIf they be any of these the non-immunes or susceptibles in their\nvicinity-stand a fair chance of contracting the disease.\nOur problem in the prevention of this class of diseases consists in keeping\nthe human cases and human carriers of communicable disease away from\nthose who are susceptible. We must do one of two things—either find\nall the cases and carriers or make all the susceptibles immune.\nIn practice\nwe follow both methods about as far as public opinion will let us.\nSmallpox is a disease in the prevention of which we rely most upon making the susceptible immune.\nWe consider as susceptible all persons, of\nwhatever age, who have not had smallpox or who have not recently been\nvaccinated. Where the vaccination of school children is enforced we do\nnot have smallpox among\n\nthem, where it is not, we\n\ndo—sooner\n\nor later\n\nand the larger the community, generally speaking, the sooner.\nThe favorable showing of New York State in its smallpox morbidity is hardly to be\naccounted for on any other ground than the well vaccinated school children\nof the first and second class cities. This not only prevents the disease in\nthose cities but so reduces the chances of visitors becoming infected in them\nthat the disease is rare even in the rural districts and smaller cities, It is\ntrue that we do isolate the sick and the contacts but unless we also vaccinate\nsmallpox is quite certain to spread. Of course as long as there are buyers\nfor wild-cat stocks and followers of wild-eyed reformers we can expect\n\n"}
{"page": 673, "printed_page": "651", "text": "DEPARTMENT OF CHILD HYGIENE\n\n651\n\ndisbelief and even opposition to vaccination, but such opposition seldom\nhandicaps a properly conducted campaign.\nIt may not be amiss, however,\nEvery physician who vaccinates should know\nto give a word of warning.\nhow to vaccinate properly.\nThis is especially true of public vaccinators.\nMany physicians seem quite shocked to learn that scarifying and cross\nhatching are not good practice and many fail to appreciate the importance\nof giving instruction on the after care of the lesion.\nScarlet fever, as contrasted with smallpox, is susceptible of control by\ncareful school inspection, by the exclusion and isolation of cases, by tracing\nIts amenability\nthe sources of infection and the supervision of contacts.\nto control by these methods is due to its being much less contagious than\nsmallpox—fortunately since there is no proven means of acquiring imIn New York we have a rule\nmunity except by having had the disease.\nwho have not had the\ncontacts\nis\nthat\nrequiring susceptible contacts,\nA doubt as to\nexposure.\nlast\nafter\ndays\nseven\nfor\nexcluded\nbe\ndisease, to\nthe need of this has recently been raised by the health officer of one of our\n\ncities who found that among 135 such susceptible contacts not a single case\ndeveloped. This means that 675 school days were lost on the chance\n\nthat a case might develop and spread infection before it could be detected.\nThis looks like a very high premium for the risk and suggests the possibility\nof maintaining equally effective control through special observation of such\ncontacts by the parents, the teachers, the nurse, and the school physician.\n\nDiphtheria has in the past been combated entirely on the theory that\nby culturing schools we could discover and exclude and isolate all the\n\ncases and carriers of this disease (and its organism) and thereby eliminate\nGenerally speaking this theory is sound and it\nthe sources of infection.\nwill work out in practice in small communities, and at times or even for a\nPerhaps with proper enthusiasm and support, financial,\ntime in large ones.\n\nlegal, and moral, it can be made to work in a large community continuously.\n\nBut it requires constant attention, a properly equipped and immediately\navailable laboratory, adequate personnel and an enthusiastic, careful, and\npersuasive school physician to make it work effectively and without friction.\nDefects of this method—1. The disruption caused by culturing an entire\nschool is not considerable, and this is usually deemed necessary when an\n‘This is especially apt to be true if the cases\noutbreak has to be suppressed.\ncome from different grades and if the outbreak refuses to be suppressed\nfollowing the culturing of abnormal throats and noses.\n\nat\n2. There is a likelihood that the procedure will have to be repeated\n\nintervals in order to check errors and to discover new carriers.\nn tak3. The method is susceptible of error at practically every stage—i\nreports\nthe\nin\nand\nion,\nexaminat\ning the cultures, in their handling, in their\n\nupon the examination.\n\nThese\n\nare avoidable\n\nerrors it is true, yet it is\n\nThey are apt to be especially\nremarkable how frequently they do occur.\neveryone is working under\nwhen\noutbreak\nan\nof\npresence\nnumerous in the\npressure.\n\n"}
{"page": 674, "printed_page": "652", "text": "652\n\nNATIONAL EDUCATION ASSOCIATION\n\n4. A certain percentage of carriers are sure to be found.\n‘The number\nis usually estimated to be about four or five carriers for every case, but this\nvaries greatly.\nIt depends largely, I think, on what the laboratory considers a diphtheria bacillus. These carriers must be excluded until they\nhave cleared up or until a test shall have shown them to be non-virulent.\nThis may be as little as five days or a week—though it can be less—or as\nmuch as several months.\nThe loss of school time on account of carriers is\napt to be greater than on account of cases.\n5. The culturing of cases for release involves numerous domiciliary visits,\nconsuming much time and causing not a little annoyance.\n‘This is quite\napt to arouse public opposition, thereby increasing the difficulty of controlling not only the carriers but the cases as well.\nI cite these objections not for the purpose of utterly condemning the\nmethod, but in order to show how unsatisfactory it is and how important\nit is that we seek something better.\nLet us now consider measles for a moment.\n‘This disease annually\ncauses about half as many deaths as diphtheria and about twice as many as\nscarlet fever.\nBut mark this: Sixty per cent of the deaths are in children\nunder school age. While it is a very fatal disease during the first three\nyears of life and in orphanages and infant asylums, the general mortality\n\nbetween 5 and 9 is less than 0.5 per cent of the reported cases at that age.\nOn the other hand about two thirds of the cases occur after school life\nbegins and unless they have had it previously adults are just as susceptible\nas children.\n‘This is a matter of some importance since an attack in adult\nlife means a greater economic loss than does the loss of school time.\nFurthermore, in time of war, a large number of non-immunes among the\ntroops is quite certain to result in high mortality and a considerable disruption of military routine.\nExcept in the rural districts of our more sparsely settled States. practically\neveryone is certain to acquire the disease before reaching adult life. Disease\ncensuses taken in two New York counties this past year showed this to be\ntrue of from 90 to 95 per cent of rural-school pupils.\nMeasles is spread for the most part by cases in the incipient stage and it\ncan onlybe prevented by isolating cases at the very commencement of this\nstage or before—that is, isolating contacts during the period of incubation.\nThe disease can be detected early enough to prevent its spread by means\nof the clinical thermometer.\nThis entails, however, a great deal of work\nand not a little disturbance of the school routine since the temperature must\nbe taken of every susceptible exposure every day for a period of from five\nto fourteen days. ‘The isolation of contacts is sometimes successful in small]\ncommunities, provided one learns of the first case promptly and is success-\n\nful in discovering all the contacts.\n\nThe\n\nmethod\n\nbears a very striking\n\nolnits-tall-@T\ntivecao\n:\natctcine\n;\nWana aetime,eand the\noss of school\nchances are excellent that instead of preventing measles, one is\nsimply post-\n\nponing it.\n\nAll of which leads to the question, “Would it not be better\n\n"}
{"page": 675, "printed_page": "653", "text": "DEPARTMENT OF CHILD HYGIENE\n\n653\n\nto expend the effort demanded to prevent measles in school children, to\npreventing it among children under three and among those who are in poor\nphysical condition, and to seeing that when children are attacked they\nreceive proper care?\nWhooping cough also is a disease peculiarly fatal during the first three\nyears of life and causes about the same number of deaths as measles.\nIt has a long incubation period and is difficult to recognize until after many\nIt is not, however, so peculiarly a school child disease\nhave been exposed.\nas measles, since it is most common among pre-school children. Furthermore, most adults appear to be immune even though they may not have had\nIt is quite possible that in most older children and adults the\nthe disease.\n‘The vaccine for the predisease is so modified as to pass undiagnosed.\nvention of whooping cough is lauded by some and condemned by others.\n‘There is perhaps better reason\nAt best its reliability remains to be proved.\nin school children than\ncough\nwhooping\nfor a serious attempt to prevent\ntimes longer.\nten\nto\nfive\nfrom\nis\ncourse\nusual\nits\nfor measles since\nMumps, German measles, and chickenpox are non-fatal illnesses whose\n\ncontrol is seldom seriously attempted outside the school.\n\nIn children they\n\nare rarely attended by any serious consequences, although mumps after\nGerman measles and chickenpox are of\npuberty may be a serious matter.\nis frequently mistaken for German\nfever\ninterest because mild scarlet\nMany school days are lost on\nchickenpox.\nfor\nsmallpox\nmild\nand\nmeasles\naccount of these diseases and on account of exposure to them, and this\nconstitutes practically the sole reason for attempting their suppression.\nWe do not know, however, and nobody seems to be trying to find out\nwhether we decrease or increase the amount of absenteeism by efforts at\nConsider: German measles has a maximum incubation period\nprevention.\n\nof three weeks.\n\nThe minimum for the sake of clearness is, we will say,\n\nExposures or contacts therefore must be excluded at least two\none week.\nCases themselves\nweeks each unless they develop the disease promptly.\noutset.\nmay return a week after\nAll of which brings me to the point toward which I have been gradually\nWe need to collect, classify, and tabulate useful statistics on\nworking.\nSo far as I know no\nthe incidence of communicable disease in schools.\nWhile it is true\ncomprehensive scheme of this kind is anywhere in vogue.\nit is manifest\ncampaigns\nintensive\nthat here and there we have reports of\nthey usually\nthat\nand\ncolored\nbe\nto\napt\nquite\nthat reports of this kind are\nmerely repthey\nevent\nany\nIn\nfigures.\ndefinite\nfor\nes\nsubstitute generaliti\nperiods.\nresent isolated instances and cover comparatively short\nWe must find answers for such questions as these: Are our methods\nso, is this\neffective-—is the amount of disease actually being reduced, and if\nmethods\nour\nAre\nfollowed?\nmethods\nthe\nto\nreduction clearly attributable\nre\nexpenditu\nleast\nthe\nwith\nincidence\ndisease\nreduce\nDo they\neconomical?\nminimum\na\nwith\nand\nstaffs\nteaching\nand\nnursing,\nmedical,\nthe\nby\nof effort\nloss of school days?\nmust\nI wish to stress this point, because for the true control of disease we\n\n"}
{"page": 676, "printed_page": "654", "text": "654\n\nNATIONAL EDUCATION ASSOCIATION\n\nhave a statistical foundation. Unless we do have it we shall be continually\nguessing and we shall be continually misled by false deduction from insufFew things are so patent in this work that they do not\nficient premises.\nneed to be stated numerically in order to be convincing. ‘To insure progress,\nto insure success in this phase of public health work—which is also a phase\nof school administration—there must be cordial and intelligent codperation\n‘This cooperation\nbetween the health and the educational authorities.\nshould extend to the statistical field, to the field of research, as well as to the\nWorking together we can\nadministrative activities of these two services.\ntread the true path of progress and be able to distinguish it as we go.\nWorking apart we shall but follow the beaten trails and never note that we\nare only following in the circle of our own footsteps.\nIf I have seemed\nhypercritical in my statements, it has not been in a spirit of willful iconoclasm, but in order to stimulate the trial of methods that seem to promise\nbetter results, to promote research, to inspire thought.\n\nTHE\nWILLIAM\n\nMENTAL\nH.\n\nHYGIENE\n\nBURNHAM,\nCLARK\n\nOF THE\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nSCHOOL\n\nPEDAGOGY\n\nWORCESTER,\n\nAND\n\nBEGINNER\nSCHOOL\n\nHYGIENE,\n\nMASSACHUSETTS\n\nThe child entering school has already had four years, more frequently\nsix years, of pre-school training, in the home, on the street, the playground,\nor the like. Sometimes this has been good, sometimes bad. Usually it has\nbeen partly good and partly bad, from the point of view of mental hygiene,\noften seriously bad. Let us take a general survey of this period of preschool training. To do this in detail would take a whole course of lectures.\nDr. Gesell, of Yale, has prepared a book on the pre-school child which will,\nI hope, soon be published. ‘The most that can be done in my brief survey\nis to note briefly a few outstanding points.\nThe child at birth is far more helpless than most vertebrate animals.\nIt\nhas little direct contact with the external world, except through the dermal\nsenses of touch, temperature, and pain. It has duller senses than the adult.\nIt is practically blind and deaf, the sense of taste is perhaps best developed,\nthe sense of smell is relatively acute, but apparently has already begun to\natrophy. ‘The child is still anchored to the past; it reacts only to the more\nprimitive sensations; it is capable of only the more rudimentary reactions.\nIf with Edinger we call the brain cortex and its appendages, that part of\nthe brain which in evolution began to develop with the serpents and the\nselachians, and has reached its wonderful development in the human cortex\ntoday, if we call this the new brain or neencephalon and the rest of the\nbrain the old brain or paleencephalon, we may then say in a word that the\nchild at birth is a paleencephalic organism.\nThus in the young child the connections between the brain cortex and\nthe old brain have not yet been developed; and governed in its reactions\nby the lower levels of the brain, the child is a being less capable of co-\n\n"}
{"page": 677, "printed_page": "655", "text": "DEPARTMENT OF CHILD HYGIENE\n\n655\n\nordinated motor activity than the animal that has been deprived of its\ncerebrum.\n‘This is not a matter of mere inference.\nSome years ago the\ngreat German neurologist Edinger had the opportunity to study a child for\nthree years that was born without the new brain. Where the neencephalon\nshould have been was merely a cyst-like tissue, and for three years this\nchild lived and was observed by Edinger and the child’s mother. The\nreport shows this little girl could not feed herself, could not learn to creep\nor walk, could not speak, could not even perform the most rudimentary\nactivities, could only eat when food was placed in her mouth, and merely\nShe was really incapable of learning\nlay and made a monotonous sound.\nas much in the way of motor codrdination as a dog whose cerebrum has\nSuch is the condition even of the normal infant at birth.\nbeen removed.\nAt birth, however, or before, the education of the child, or adjustment\nto the conditions of the external world, begins. ‘The child has an innate\nimpulse to activity, which is the matrix from which the more concrete\n“This impulse, or instinct\ninstinctive reactions, so called, are differentiated.\nemotions of\nfundamental\nif you please, to activity, together with the three\nreacinstinctive\nfundamental\nprimitive\nfear, rage, and love, represent the\ntions of the child organism.\n\nAgain soon after birth the connection between the new brain and the\nold brain gradually develops, and with the development of the cortex the\nThis appears first in\nwonderful ability to make associations is developed.\nreflexes in conconditioned\nof\nthe association of stimuli, in the production\ncan note their\none\nobservation\nby\nEven\nnection with food and the like.\nthey appear\nfield\nmotor\nthe\nIn\nlife.\nof\nmonths\nearly\nbeginnings in the\na spoon or\nof\nsight\nat\nmouth\nthe\nopening\nof\nexample,\nfor\nresponse,\nin the\ncup from which the child has been fed, and perhaps in connection with the\nbath or the like.\nAgain in the field of emotion associated stimuli to the primitive emotions\nThe child responds not merely to the primitive fundaare soon developed.\nfear, but also to varied stimuli that become\nproduce\nmental stimuli that\nbiologically adequate stimuli—first to loud\nprimitive\nthe\nwith\nassociated\nnoises, for example, then to any sensation perhaps that often occurs simul-\n\ntaneously with a loud noise.\nCorrelated with this physical and neural development, the general\ndevelopment of the mind and character has progressed so far by the time\nsaid\nof school entrance that it is not strange the churchmen should have\ncared\nthey\nyears\nsix\nfirst\nthe\nfor\nchild\na\nof\nent\ndevelopm\nthe\nhad\nthey\nthat if\nthe first\nnot who trained him afterward, or that Watson says that during\nwithout\nly\nirrevocab\nchild\na\nthree or four years of life he could make or mar\nviolence or drastic methods.\nfollowing\nEven with the few investigations already made, we have the\nyears\ntwo\nof\nage\nthe\nabout\nat\ntly\nApparen\ne.\nsuggestiv\nfacts which are\nBy\nent.\ndevelopm\nl’s\nindividua\nthe\nin\nepoch\ngical\nphysiolo\ngreat\na\nthere is\nthe\nin\nment\nwhat seems to be a justifiable analogy between the develop\n\nstudies\nbrain of the white rat and that of man, as a result of the careful\n\n"}
{"page": 678, "printed_page": "656", "text": "656\n\nNATIONAL EpUCATION ASSOCIATION\n\nof Donaldson and his students, we find that at this age the child’s nervous\nsystem should be capable of practically all the fundamental reactions the\nadult’s is capable of. We find too, that before this age there is growth by\ncell division as well as by enlargement of the individual neurones; that\nafter this period there is no further increase in the number of neurones;\nthat at this period the brain weight is two and one half times what it was\nat birth, if not more; that somewhere between the age of sixteen months\nand two years the chemical constituents of the child’s brain are similar to\nthose in the adult; that at this period medullation has in a large degree\nbeen completed. When we correlate with this the psychic development\nobserved and the fact that conditioned reflexes of great variety can be\ndeveloped, we have a number of facts which indicate that this is a significant point, a nodal point perhaps we may say, in the development of the\nnervous system and the mental life.\nAt this period the fundamental habits of health, or the unfortunate\nhabits which iead to physical and mental disorder, develop, especially in\nregard to food, digestion, sleep, movements of the bowels, and the like;\nand the fundamental reactions of fear and the other emotions are developing.\nEven at this early period the reactions to the fundamental impulse or\ninstinct to activity are developing, and while often neglected, these are\nsignificant.\nAs Royce has pointed out, the child is constantly and continuously active, performing all sorts of rudimentary motor responses, doing\nthe same thing over and over again merely for the sake of expending energy,\nfor the sake of the motor activity itself. While the subject of little study,\ncareful observers from Rousseau to the present have pointed out the advantage of leaving the child free to indulge at will in these spontaneous\nmotor reactions in response to this fundamental instinct of activity.\nAnother side to all this is perhaps equally important, namely, the inhibitions of stimuli, the inhibitions of various forms of behavior, and inhibitions of more general character, good and bad, which develop during the\nearly years. ‘These come chiefly from associated stimuli, from associated\nemotional attitudes, and later from associated ideas which tend to inhibit\n‘other stimuli and other reactions.\nHere, without entering into any controversy with regard to what is\n‘emphasized so much today, the subconscious or the unconscious, as the great\nreservoir of human character and human behavior, we may at least find the\nbeginning of those fundamental but unconscious sets of the mind and emotional attitudes which survive in later life—unconscious, so far as the\nindividual is concerned, but potent in determining the mental life.\nAgain the studies by Beik and Zigler indicate that about the age of six\nanother nodal point in development occurs and naturally the mental development correlated with this is significant.\nWe cannot for a moment suppose that the child comes to school with\nmind and character a tabula rasa. Already on entering school the child\nis a bundle of conditioned reflexes, habits, sets of. the mind, attitudes—\nappearing in whims, aversions, tendencies to certain forms of behavior—\nand already handicapped by a multitude of inhibitions.\n\n"}
{"page": 679, "printed_page": "657", "text": "DEPARTMENT OF CHILD HYGIENE\n\n657\n\nSomatic hygiene without mental hygiene is inadequate, sometimes even\nA splendid work has been done in recent years in caring for\ndangerous.\nMany-cases of malnutrition\nand nutrition of children.\nfeeding\nthe proper\nhave been found among the well-to-do as well as among the poor, and the\nmovement has accomplished a great work for the health of American chil‘To make this care for the proper nutrition of children as perfect\ndren.\nas possible, it is desirable to keep in mind the great complexity of the whole\nproblem of growth and development.\nA dozen factors condition growth, as shown by a vast number of modern\nAmong these are race, sex, individual type, the innate\ninvestigations.\nimpulse to growth, relative primogeniture, the functioning of the endocrine\nglands, the environment in general as well as the food and nutrition provided, climate, the season of the year, exercise, disease or absence of disease,\nand general hygienic conditions.\nUnder the influence of these many factors naturally there are periods\nof accelerated and retarded growth, the most notable of which, after the\nearly years of life, comes at the beginning of puberty; and many minor\n‘Thus it is not strange that a child may be perfectly\nperiodicities appear.\nnormal and yet for a period, perhaps of several months, grow very little\nby\nor not at all. ‘That, at least, is the natural inference; and observation\ninstances.\nconcrete\nmany\nin\nevidence\ngiven\nhas\nphysicians\nand\nmany parents\ntell\nNo standard is yet sufficiently perfected, no expert sufficiently wise to\ntime\ngiven\na\nat\ngrowth\nof\nin case of an individual child just what the rate\ndeshould be. No height-weight quotient reliable by itself has yet been\nin\nn\nCommissio\nQuaker\nthe\nby\nfed\nchildren\nof\nvised. A study of a group\nthese\nby\nfindings\nthe\nbetween\ncorrelation\nsignificant\nno\nEurope showed\nquotients and those by clinical examination.\ndisturbed\nThus obviously parents and teachers should not be too much\ng to\naccordin\ntimes\ncertain\nat\nwhen children apparently well do not grow\nchildren\nthe\nto\nmuch\ntoo\nsay\nnot\nThey should\nthe conventional norms.\nthe stimuli\nabout the need of growing at a certain rate, and should not make\nthemchildren\nthe\ne\nperchanc\nlest\nstrong,\ntoo\ngrowth\nin\nfor competition\nnot\ndo\nthey\nselves acquire a morbid attitude and become worried because\nchildren\nbecause\nthis,\nof\ngrow as their playmates do. There is little danger\nof six years may\ndo not naturally worry about hygiene; but children\nat least a comor\nhealth\nown\ntheir\nto\ndevelop morbid attitudes in regard\ninvestigaextended\nRecent\nlike.\nthe\nand\nfood\nto\nplex of whims in regard\nd in\nintereste\nare\nchildren\nthat\nshow\nYork\nNew\nin\ntions by Hetherington\nimagine.\nteachers\nmatters of personal health at a much earlier age than most\nmental health;\nNormal digestion and nutrition are important for the\nshown that\nhave\nothers\nand\nbut on the other hand, especially since Pavlov\ndigestion is\nof\nn\nconditio\nnt\nimporta\nan\ndigestion waits on appetite and that\nthat even so admirable\na mental attitude of serenity and cheerfulness, we see\nn, may, with some\nnutritio\nproper\nfor\ncare\nthe\nas\na form of somatic hygiene\ned by a normal\nchildren, carry its danger with it unless properly controll\n\nmental\n\nhygiene.\n\nWe\n\nhave learned\n\nin recent\n\nyears that even\n\nthe best\n\n"}
{"page": 680, "printed_page": "658", "text": "658\n\nNATIONAL EDUCATION ASSOCIATION\n\nbalanced scientific diet does not save one from nutritional disease unless it\ncontains those mysterious but vitally. essential elements that, for lack of a\nbetter term, we call vitamines.\nIn like manner what shall it profit a\nchild if it have all the necessary elements and an ample diet if his mental\nattitude is abnormal, whether from the pedantry of his parents or the\nwhims of the child itself?\nWhile the general problem of hygiene is complex, the essentials of mental\nhygiene for the school beginner are simple.\n‘They are absolutely essential\nconditions also of mental health at all periods. They are the essentials\ntoo of sound education.\n‘Thus sound education and mental hygiene are\ninseparable.\n“The a, b, c of both are the same.\n“The minimal essentials\nare three—a task, a plan, and liberty. Worth-while activity in work or\nplay, purposeful activity, freedom, and the stimulus of success either in\naccomplishment or the mere fact of doing, are the conditions of happiness\nand mental health everywhere.\n‘The child is always devising tasks of his\nown.\nIf we give opportunity, in the early years, the problem will largely\nsolve itself. Later more special training is needed.\nBut the child’s own\nactivity is the very thing we are apt to neglect. We do not have time for\nthis.\nAgain the hygienic value of a task comes from the fact that in the doing\nchildren both develop an interest and also learn to face reality. The educational value is as great as the health value. The health value is as\nsignificant as the educational value.\nBut the health value as well as the\neducational value come from the child’s doing it, not from the teacher’s\ndoing it.\nLest some may think I am giving the fussy vagaries of a mental hygiene\nexpert, let me say that the Health Committee of the International Kindergarten Union has recognized this, and in a recent report it says of the interference of teachers with the tasks of the pupils:\n“Nothing can be a greater nervous strain than to have some one continually at one’s elbow to suggest or correct or to pick up one’s work suddenly and set it right just as we were about to find a way ourselves.\n‘This\nnervous strain does not occur so much in the formal, dictatorial kindergarten\nwhere the children soon come to recognize that the teacher will do all\nthe planning and they have little personal responsibility.\nIt occurs more\noften in the kindergarten of a young teacher, whose ideal is to\nhelp the\nchildren develop initiative. She arouses their enthusiasm in a problem—\nand then cannot patiently let them think it out or work it out alone.\nTime\nis flying! The juggernaut of the program must go on its triumphan\nt way\nregardless of how many slowly forming ideas it crushes, and the busy,\nbusy\nteacher interferes. She interferes with the way Mary carries\nher chair—\nand sets it right ;she interferes again when Mary’s work\nis almost done—\nand with a deft touch spoils Mary’s work by making it\nthe teachér’s,\nIs\nthere not in this undue interference a nervous strain to the\nchild which ca n\nbe lessened without destroying his respect for order and\norganization ?”\n\nThe beginning of school life should be a period of leisure,\nof self-adjust-\n\n"}
{"page": 681, "printed_page": "659", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n659\n\nment to the new social environment, of the spontaneous doing of tasks\nMental hyworthwhile, for which the school furnishes the opportunity.\ntasks of\nthe\nwith\ne\ngiene forbids our making it a time of hurry, interferenc\ninhibitions.\nof\nthe children, and the development\nSome one may naturally ask if the child does it all, what is the teacher’s\nbusiness? The answer is, the teacher’s business is to suggest, and guide,\n“The most\nand give opportunity for the choosing of tasks worthwhile.\nimportant ways of giving suggestion are by example, and the force of con‘This is the teaching of that master among the world’s\ncrete situations.\ngardeners, Luther Burbank, who suggests that the best opportunities for\n‘‘Every child,”\ntasks come from a rich natural environment out-of-doors.\nfrogs,\ntadpoles,\n,\nwater-bugs\ns,\ngrasshopper\npies,\nmud\nhave\nhe says, “should\nmud-turtles, elderberries, wild strawberries, acorns, chestnuts, trees to\nclimb, brooks to wade in, water-lilies, woodchucks, bats, bees, butterflies,\nvarious animals to pet, hay-fields, pine-cones, rocks to roll, sand, snakes,\n\nthese\nhuckleberries, and hornets; and any child who has been deprived of\neducation.”\nhis\nof\npart\nbest\nthe\nof\nhas been deprived\nAnd if any note the danger in giving freedom, the problem is whether\nit be not more dangerous to prescribe.\nThe importance of the mental hygiene of the school beginner can not\nbe adequately shown without a multitude of concrete details and examples.\ne\nFor this there is not time. A single illustration is given by the importanc\n\nof\nof detecting the inhibitions which children bring with them as a result\nsome are\nhealth,\nfor\nimportant\nare\nthese\nof\nSome\ntraining.\nl\npre-schoo\n\n“The most striking of them perhaps are those connected\ndefinitely injurious.\nresult from\nwith a child’s food and manner of eating and those which\nand inhiwhims\nthe\nof\nons\nillustrati\nfear. Dr. Campbell has given many\nfrom\nthose\nof\nexamples\nfind\ncan\nteacher\nEvery\nbitions in regard to food.\nfear.\nhas not\nThat the importance of mental hygiene for the school beginner\nconcrete\nof\nlittle\nso\nin the past been emphasized, is due to the fact that\nNow, however, from the studies of repression\nfact has been available.\n\nthe knowledge\nand shock and the like in infancy made by the Freudians, and\nwith the cond,\nchildhoo\nin\nce\nexperien\nate\nunfortun\nof the lasting effects of\nKrasnogorski\nby\nchildren\nof\nstudy\nry\nlaborato\nthe\nby\nd\ncrete data furnishe\nknowlresulting\nin Russia, Dr. Mateer and Watson in this country, and our\nl life,\npre-schoo\nin\nd\nedge of the conditioned reflexes and inhibitions develope\nteaching\nto\nobstacles\nthe\nand\nthe unfortunate causes of conduct disorders\nand abnormalities, and\nand discipline that result from all these peculiarities\nprevailing notion that\nthe\nof\ny\nabsurdit\nthe\nof\nfinally, with the realization\nespecially the feebleminds,\nno\nhave\nwho\nthose\nfor\nonly\nmental hygiene is\nthe well established\nminded, we see the tremendous significance of applying\nof the school beprinciples of mental hygiene, not only in the examination\nthe children and\nof\nability\nginner, but also in the adaptation of tasks to the\nthus can we\nOnly\ntraining.\nand\nthe use of sound methods in instruction\ndevelopment\nthe\ns,\ncharacter\npupils’\nthe\nof\navoid the twisting and thwarting\n\n"}
{"page": 682, "printed_page": "660", "text": "660\n\nNATIONAL EDUCATION ASSOCIATION\n\nof unwholesome attitudes, inhibitions, and nervousness by the work of the\nschool, the sad record of failure and retardation, and the shame and disgrace of the public schools from the need of re-education of so many of their\ngraduates in the hospital and the sanitarium, by the use of precisely the\nmethods that the school aims to employ.\nThus the first six years of a child’s life is a period of marvelous development, physical and mental.\n‘The completion of the sixth year usually marks\nthe completion of many significant changes.\nAs several studies have shown,\nit is in a sense an important nodal point, and while everything points to the\nfact that the first business of the child is growth and healthful development,\nit is apparent that care for the mental health as well as the physical health\nis necessary.\nThe two cannot be separated.\nThe one aim to which everything else is secondary, is health, physical and mental.\nFor the mental\nhealth four things are of primary importance, and they are important conditions of healthful physical development as well.\n(1) A rich and varied environment out-of-doors. A child’s early\ntraining is in response to stimulation and the various natural objects in an\nordinary country home are, so far as they go, the things needed.\nWhen\nthis is meager a more varied and richer environment if possible should be\nprovided.\nWith such surroundings out-of-doors a child is provided with\nthe best means of training.\n(2) Freedom for spontaneous activity. The impulse to activity is universal and furnishes the necessary impulse in normal children.\nWhile\nparents and teachers should protect children. from accident and the like,\nbeyond that the special rule should be to let them alone so that they can\nmake their own adjustments to natural situations.\nParents usually are\nafraid to do this and feel that the least they can do is to interfere.\n(3) Special training to remove the inhibitions which children bring\nto school with them from the home, the street, and the playground.\nOnly\na specialist in genetic psychology realizes how many and how serious\nare\nthese inhibitions—inhibitions in regard to activity, in regard to food,\nclothing, in regard to play, and sometimes in regard to food, digestion,\nhabits\nof secretion, in regard to sleep and many forms of behavior,\nperhaps in\nregard to a hundred things, varying according to the home and\nthe playground surroundings.\n(4) Non-interference.\nSo little is known about normal mental development at this period that the only safe rule, where one does\nnot know what\nto do, is to let children alone. This applies in regard to\nfood, drink, sleep,\nactivity, and many of the defects and disorders of childh\nood ; and teachers\nas well as parents, as far as possible, may well allow childre\nn to choose their\nown task.\n\n"}
{"page": 683, "printed_page": "661", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n661\n\nUS\nA COMPENSATORY MECHANISM IN STAT\nTHY MICO-LYMPHATICUS\nWALTER\n\nTIMME,\n\nM. D., NEW\n\nYORK\n\nCITY\n\ntopic, it may be expedient to\nPreliminary to the presentation of this\nstate, so that our discussion\nal\npresent my views regarding this constitution\na status thymico-lymphatiBy\nterms.\nmay be around mutually understood\nion in which important struccus, I understand a hypoplastic state, a condit\nsize of the individual calls for,\ntures are smaller proportionately than the\nof the body which is usually\nwith the sole exception of the lymphoid tissue\ntance are the\nThe hypoplastic organs which are of impor\nhypertrophic.\nal secretion,\nintern\nof\ns\ngland\nthe\nof\nheart, the blood vessel system, and some\nthe thyroid.\nntly\nfreque\nand\nls,\ngenita\nthe\nary,\nnotably the adrenals, the pituit\nchief factor\nthe\nbeen assumed to be\nAn enlarged thymus gland, which has\nary ones\nnecess\nor\ndant\nof the atten\nin this condition, is probably only one\nat all.\nle\nstrab\ndemon\nbe\nnot\n, may\nand indeed, occasionally, though rarely\ntheir\ng\ndurin\ntimes\nious\nprecar\nhave\nIndividuals, constitutionally hypoplastic,\nconc\ncardia\nthe blood vessels and\nlife’s course, not only on account of\nary\npituit\ne\nactiv\nadrenals and under\nditions, but also by virtue of the small\nl\nemica\nbioch\nquate\ninade\nbly\nd and proba\nand thyroid glands, and by their altere\ndisbasic\nthese\nby\nced\nprodu\noms\nsympt\nreactions. ‘The extreme variety of\nby me for they are undoubtedly well\ned\ndetail\nbe\nto\nhave\nnot\nwill\nnces\nturba\nrepresents. The point of interest,\nknown to such a group as this audience\nsome of these patients die at critical\nhowever, to me is the question: while\nfear and\nor strain, under narcosis, through\ntimes, such as, when under stress\npass,\nally\ngradu\nand\ne\nsurviv\nr\nnumbe\nfright, yet why do the far greater\nstatus\nof\nIndeed, many cases\nvation?\npresumably normal, from your obser\nIn other words, there\ne.\ntroubl\nthis\nfor\nprobably never see a physician\nthe individual which is automatically\nmust exist an intrinsic mechanism in\neven\ncounteract, overcome, and perhaps\nbrought into action, which will\nphysihis\nand\nure\nstruct\nhis\nof\nquacies\ncause to disappear, many of the inade\nmechanism, it is of course incumbent\nthis\nupon\nlight\nsome\nget\n‘To\nology.\ncases\nadolescent or even early adult years\nupon us to examine during their\nearly status thymico-lymphaticus.\nthat give the physical signs of an\na few\nlarge numbers, fall naturally into\nin\nseen\nSuch adult cases when\nthe\n\nal characteristics. These are still\ngroups, but they all have some gener\nshadow, large upper cen-\n\nably a thymic\nsmall blood vessels and heart, prob\njoints,\n, possibly hyperextension of the\ntral incisors and a maxillary torus\nns.\nxatio\nsublu\nthe mandible, easily leading to\nnotably of the phalanges and of\n,\ntions\ndirec\nother\nof a hypoplastic state in\nBut when we look for evidences\nthe\n,\nplace\nfirst\nthe\nIn\nstatus are seen.\ncertain changes from the child’s\nlymphocytosis is not seen,\nive\nrelat\nearly\nthe\nged,\nchan\nblood chemistry has\nal limits.\ncoagulation time is within norm\nthe blood sugar is higher, the\nto cold\nion\nreact\npoor\n‘The\ned.\nalso notic\nEvidences of better circulation are\nhands\nthe\nnot get mottled on exposure,\nhas been overcome, the skin does\nure\npress\nblood\nand cold as before. The\nand feet do not easily get blue\n\n"}
{"page": 684, "printed_page": "662", "text": "662\n\nNATIONAL EDUCATION ASSOCIATION\n\nis normal and the individual has become much more able to overcome his\ndifficulties. Evidently his glandular mechanism also has taken part in\nthe general improvement.\nNow, between these cases that die an early death, and those that become\nlater apparently normal, there are the large number that only partially get\nout of this early difficulty, and as a result, we see them during this transition\nat some point at which their forces are unable to cope with the obstacles\nbarring their way, usually in the guise of fatigue and headache, or fear\nor apprehension, frequently because of structural disturbances such as\nobesity, or overgrowth; occasionally because of lack of genital maturity,\nvery often because of psychoneuroses.\nMany of the cases, because they\nshow a common symptomatology have been grouped by investigators as\nfollows: Neursthenia, migraine, Fréhlich’s dystrophy, giantism, infantilism, neuro-circulatory asthenia, and a host of others.\nIt has always been\non a basis of symptom groups and not of pathogenesis that these conditions\nhave been named.\nLet it be admitted right here also that some of these\nsymptom groups may conceivably arise from causes other than in the course\nof a compensatory transitional status progress.\nNevertheless, all these socalled “entities” (which they are not), may come about in the course of\nthe attempt of the individual to compensate for an original status thymicolymphaticus.\nWhat are the main handicapping features of a status hypoplasticus from\nwhich the individual must free himself ? First, the large thymus gland,\nthen the inadequate blood sugar content, the low blood and pulse pressures,\nthe low body temperature, the long blood coagulation time, the low general\nmetabolism, and the low alkaline reserve.\nAll of these attributes tend to\nmake him of low resistance to fatigue, to infection, to shock; to\nproduce\nin him inadequacies of personality and conduct with apprehensi\nons and\nfears; a lack of initiative and tenacity, and hence a dislike of obstacles\nwith\na resultant automatic treading of the path of least resistance—a\nweakling\nin person and behavior.\nHowever, practically all of these disabling qualities may\nbe gradually\novercome by an overactivity of certain glandular units.\nFor instance, it\nhas been shown that in lower forms of life the thymus may\nbe made to\ninvolute rapidly by feeding thyroid gland. The coagulat\nion time of the\nblood is most certainly hastened by both thyroid and supraren\nal medication ;\nbody temperature is increased by thyroid and pituitar\ny and suprarenal\neffort; blood sugar content is increased by the same\nthree organs; blood\nand pulse pressures are considerably modified by the action\nof the suprarenal\nand pituitary glands; the metabolic rate likewise is\nheightened by thyroid\n\nand suprarenal substance.\nIn short, there is within us an adequate\nmechanism to overcome the supreme disabilities\nof a status hypoplasticus.\nIt is when the mechanism, or one of its compone\nnt parts remains inadequate, that we see the partial effect upon the individu\nal.\nThis is the reason\nthat status cases have usually been divided,\nby such observers as Emerson\nand Symmers, into two groups—namely, the\none type with well-rounded\n\n"}
{"page": 685, "printed_page": "663", "text": "DEPARTMENT OF CHILD HYGIENE\n\n663\n\njoints, fatty pads, and a general smoothness of contour, and the other type\nwith slight and frail limbs, a sunken chest, and prominent joints. In\nreality, these represent only the extremes of many types varying in all\n\ndegrees. The former class is that in which the pituitary is probably inefficient in its compensation, and the latter, that in which through lack of\nthyroid activity the thymus still exerts some influence in retarding develop-\n\nThe former, in extreme cases is really Frohlich’s dystrophy, most\nment.\nThe latter\ncases of which show a persistent thymus on X-ray examination.\nirculatory\ncases—neuro-c\nsyndorme\neffort\nour\nus\nis the type that gives\nasthenias—with its low pressures, its disordered cardiac activities, its cold,\nSo that from the perfectly compensated\nblue, and clammy extremities.\ncases with no symptomatology’and only the physical signs of an early status,\ndown to the lowest or feeblest compensatory cases with all the symptoms\nand physical signs of a persistent state, we have all intermediate grades.\nOf interest is the individual in whom, secondly and probably compensatorily, the thyroid is overactive to such a degree in its effort that a\ntrue hyperthyroidism develops with goitre and at times exophthalmos.\nIndeed, Crile from his own experience, and citing others, states that 80\nper cent of the goitre cases show a persistent thymus gland; and Crotti\nthe\nand others as well find that unless the thymus is removed at operation\ngo\nfacts\nThese\n.\nexperience\nown\nmy\nalso\nis\nThis\nrecur.\ngoitre is apt to\nOcory.\ncompensat\nis\noidism\nhyperthyr\nsuch\nthat\ntheory\nthe\nsupport\nfar to\ncasionally, it happens, as theoretically it should, that X-raying or removing\nthe thymus alone produces a cessation of the hyperthyroidism.\ntory\nOf interest is the series of changes that take place in the compensa\nis\npituitary\nthe\nstates,\nthymic\nin\nusual\nis\nAs\nactivity of the pituitary.\ncircumsuch\nIn\nenclosed.\nlargely\nand\nsmall\nturcica\nsmall and the sella\nresults will\nstances, if there is to be any hyperactivity of the gland, certain\nexerted\npressure\nthe\nIn the first place, there will be the effect of\nfollow.\nent\nenlargem\nor\nment\nengorge\nthe\nupon the walls of the sella turcica due to\nwhich\nin\ncases\nfew\nthe\nbut\nall\nin\ne\nof the pituitary. This will determin\nof intensity, from\nthis fossa is ample in size, headache of varying degrees\nheadaches, intraboring\nting,\nexcrucia\nto\nhead”\nthe\nof\na simple “fulness\nThese headaches will come on at periodic intervals,\ntemporal in situation.\ns causes—all of\nand will be credited by the patient to any one of numerou\nthis type. Such\nof\nal\nindividu\nan\nwhich may be effective in producing it in\nworry, going\nrk,\n—overwo\nfatigue\nuce\ncauses are those largely that superind\nAfter\nothers.\nof\nhost\na\nand\nperiods,\nl\nmenstrua\ntoo long without food,\neven\nor\ndiminish\nously\nspontane\nusually\nthey\ns,\nheadache\nmany years of such\nbeal\nindividu\nDuring the period of headaches, other signs in the\ncease.\nmarked,\nis\nbreadth\nand\nThus, growth of the body in height\ncome manifest.\n\npicture changes, in\nfatigue usually becomes gradually lessened, the blood\n\nblood sugar increases,\nthat the carbon dioxide tension is increased and the\n\nIn other words, accompanywhile the blood and pulse pressure increase.\nof the individual on the\nment\nimprove\ngeneral\na\ning the headache periods,\nWith this heightened level, the mental\nvegetative level becomes manifest.\n\n"}
{"page": 686, "printed_page": "664", "text": "664\n\nNATIONAL EpucATION ASSOCIATION\n\nprocesses also seem to improve so that there is more initiative, more control\nover instinctive acts, less of flight in the presence of difficulties and obstacles,\na greater power of attention, concentration, and application.\nWhen we examine the sella turcica in such individuals after a few years\nof this compensatory process, we see that there is evidence of pressure\nin\nthe walls of the cavity for there is decalcification in various parts, chiefly\nat the dorsum and posterior clinoids; erosion at other places, and occasional\nly\neven a direct break through the walls into the sphenoid sinus or middle\nfossa\nof the skull. An enlargement of the cavity is thus produced which\nmay\nbe fully adequate for all purposes, in which case the headaches\ncease and\nthe individual improves.\nAt times the pituitary mass encroaches laterally\nupon the cavernous sinus and then symptoms referable to\npressure upon\nthe sinus and its contents—the motor oculi nerves, the\nophthalmic division\nof the fifth nerve and its lachrymal branch—are added\nto the headaches.\nThen we have oculo-motor palsies, with strabismus, ptosis,\nlacrimation, and\nattendant symptoms at the time of the headache.\nPressure anteriorly will\nproduce optic nerve disturbances with scotomata\nand other visual field\ncontractions and disturbances; while pressure posteriorl\ny may produce\npyramidal tract symptoms.\n‘These symptoms, correctly interpreted, are\nnow seen to be incidentals in the compensatory process\nas affecting the pituitary gland. Occasionally it becomes possible to\nexamine the sella turcice\nin the same individual at yearly intervals during\nthe process and the successive enlargements of the fossa are unmistakable.\nAlso, occasionally, the\nfirst picture is taken after the sella has already\nbecome fairly normal in\nsize, and then the radiographer will report\na “normal sella.” As a matter\nof fact, even though the size of the sella is\nnormal, irregularity in contour\nwith decalcified areas and facetting due to pressure\nserve to distinguish this\ntype from a really normal sella. The type\nof individual that results from\nthe compensatory process is one of large\nframe, generally six feet or taller,\nwith a past history of fatigue, with headaches,\nwith perhaps some stigmata\nof an early status still present—such\nas invert type of genitals, feminine\npubic hair, late development of mustache\nand beard and the teeth of combined thymic and pituitary individuals—large\ncentral incisors, broad and\nsquare teeth generally with spacing,\nand hyperextensibility of many joints.\n. Of any attempts of the suprarenal glands\nto take part in the compensatory\nprocess we know little. Occasionally\na case will go to autopsy, showing\nstill inadequate suprarenal glands. Giant\nTurner, mentioned and photographed by Cushing, was an excellent\nexample. At the autopsy, he still\nshowed thymic remains, a very large,\neroded sella turcica, but small blood\nvessels and extremely small suprarenals.\nOne case that came under my\nnotice was that of a girl of twenty,\nwho died a “thymic” death under\nchloroform narcosis\n\nand who showed an aorta as small\n\nas a little finger\nand extremely small adrenal glands.\nIt is of course possible and perhaps\nprobable that many cases that make\ngood recoveries and that never see\na\nphysician, improve under the influence\nof hypertrophic suprarenal glands.\nVery often, according to Cannon,\nthe adrenals become hypertrophic,\ndue to\n\n"}
{"page": 687, "printed_page": "665", "text": "DEPARTMENT OF CHILD HYGIENE\n\n665\n\noverstimulation of the thyroid, and by thyroid compensation in the course\nof a status progress such an object may be attained.\nIt is obvious that many cases come to us in a partially compensated state,\nand if we can read their symptoms aright, it is possible that we may assist\nthem in their compensatory attempts.\nThe main points for us to recognize\nare those of inadequacies on the part of the thyroid and pituitary glands\ncombined with signs of an early status thymico-lymphaticus, and as the\nnumber of these combinations may be almost infinite, depending on the\ngrades of inadequacy of the compensatory mechanism, so do we have an\nequally large number of types of partially compensated cases, varying between the two commonly described.\nThere is abundant evidence, therefore, that cases of status thymicolymphaticus undergo a gradual change through one or two decades leading\nfinally to a more or less adequate state which enables the individual to take\nhis place as a competent unit among his fellows. The enabling mechanism\nis composed of several component glandular organs, chief among which are\nprobably the thyroid and the pituitary glands. Anywhere in the course of\nthe compensation, cessation of the process may take place, leaving the individual only partly efficient, giving signs and symptoms of the deficiency of\nthe particular gland or glands involved.\nIf this'is properly recognized, a\nmethod of assisting the compensatory progress suggests itself. It is furthermore of the greatest importance to recognize the signs and symptoms of the\noveractivity of the compensatory mechanism so that they be not treated as\npertaining to a disease process but to a defensive one.\n\nTONSILS\n‘D.\n\nCROSBY\n\nAND\n\nGREENE,\n\nADENOIDS\nM.\n\nD.,\n\nCAMBRIDGE,\n\nHARVARD\n\nIN CHILDREN\nMEDICAL\n\nCOLLEGE,\n\nMASSACHUSETTS\n\n‘The subject of tonsils and adenoids is one which is familiar to everyone\nin these days. “The number of operations for their removal has, in recent\nyears, reached such an enormous figure that today, a large share of the\ncommunity has been operated upon before reaching adult life. It is a\ndifficult matter to get even approximate figures of the number of operations\nduring a single year in a city like Boston.\nBut a rough estimate may be\nmade by reference to the reports of the leading public clinics where this\nwork is done. ‘The total number at seven of our largest clinics is over\n12,000. ‘The number of operations at the smaller clinics and in private\npractise, would at a conservative estimate, bring the total figure to over\n25,000 operations in one year. I believe that an inquiry into the matter\nwould show a similar proportion of operations in other large centers of\npopulation in this country.\nThis subject is, therefore, a vital one to those who are concerned in the\nupbringing of the young and it is worth while, at a meeting of this char-\n\n"}
{"page": 688, "printed_page": "666", "text": "666\n\nNATIONAL EDUCATION ASSOCIATION\n\nacter, to consider briefly the nature of these structures, the harmful effects\nwhich they may produce and the indications of a diseased condition.\nIn the first place, it should be borne in mind that tonsils and adenoids\nare composed of the same sort of lymphoid tissue which is found in the\nnormal individual in various parts of the alimentary tract in varying\namounts.\n‘The exact function of this tissue has never been determined,\nthough many theories have been advanced in explanation.\n‘The fact that\nthe wholesale removal of the tonsils and adenoids has not developed any\ndeterioration in the individuals operated upon, but on the contrary, has\nbeen followed in the large majority of cases by improved health and vitality, is in itself, evidence that no vital function is reposed in these structures.\n‘The harmful effects are of two classes:—first, those which result from\nsimple enlargement, and second, those which result from infectious inflammation.\nSimple enlargement produces obstruction of the respiratory tract\nwhich, in turn, causes retardation and distortion of physical development.\nBut simple hypertrophy which may be visible, but is not of sufficient degree\nto cause obstruction to breathing, is not an indication for operation.\nOf far greater importance, in most cases, are the effects produced by\ninfection of the tonsil. “The conditions, represented in this group, comprise\nrecurring, acute inflammations of the nose and throat with secondary inflammation in the middle ear, and sometimes, the nasal sinuses; infections\nof the glands of the neck; and more remote, secondary inflammations in\nthe joints and in the heart which are the result of infection, carried by the\nblood stream from infected tonsils.\nThe points to be stressed in determining the question of operation in\nthese cases are, in the first place, whether the tonsils and adenoids are\nlarge enough to obstruct respiration, and, secondly and of greater importance, whether the tonsils show definite evidence of infection.\nIn\n\nmaking the decision as to operation, it should be borne in mind first\nthat\nthe operation as performed nowadays by competent operators who remove\nthe entire tonsil, is not a trivial affair unattended with danger.\nThere\nare real risks of hemorrhage, of pneumonia, sometimes even of abscess\nof\nthe lung—dangers which are sometimes, though rarely, encountered\nby\noperators of experience and skill, and more often by those who\nlack these\nqualifications. “The surgeon who says that he has never had\nany misfortune\nin these operations is one who shows by his statement that he\nis lacking\neither in experience or ‘in varacity.\nI mention these risks, not as an argument against operatio\nn, but for the\nsake of emphasizing the*importance, first of careful\ndetermination of the\nadvisability of the operation, and secondly, of adequat\ne training and skill\nof the operator. In every case one should be convinc\ned that the risk in\n\nthe long run Is greater without than with operation.\nOne should balance\nthe risk of a crippling heart disease, or arthritis,\nor middle ear disease, or\na stunted development from deficient breathing\nspace, against the relatively\nslight risk of operation.\nIf this were done in every case, it would diminis\nh\nthe number of unnecessary operations that are\nundoubtedly being performed today.\n\n"}
{"page": 689, "printed_page": "667", "text": "DEPARTMENT OF CHILD HYGIENE\n\n667\n\nAs I have already intimated the size of the tonsils is not of as great\nsignificance as the kind of tonsil. “The chief indications for the operation\nfor removal of tonsils and adenoids are first, a history of repeated attacks\nof acute tonsilitis; second, enlargement of the glands of the neck; third,\n\nattacks of acute arthritis, commonly called rheumatism, which can, in many\ncases, be associated with inflammation of the tonsils; fourth, often occuring\nwith the above, is infectious disease of the lining membrane of the heart\nwhich we call endo-carditis; fifth, attacks of acute middle ear disease which\nare commonly due to extension of infections from the adenoids or tonsils,\nor both, by way of the Eustachian tube to the middle ear; sixth, evident\nfacial deformity and deformity of the chest, due to obstruction of nasal\nrespiration; seventh, lastly, the size and general appearance of the tonsil\nis, in some cases, indicative of gross enlargement or disease.\nBut too much reliance should not be placed on the appearance of the\ntonsils.\nOften those which, at one inspection, are normal in appearance\nwill, at another time, show distinct abnormality.\nThe history of the case\nis often of greater importance than the examination.\nA word as to the results of operation, we find that, as a rule, there is\na decided improvement in general health, as well as in the local condition\nof the throat.\nBut this does not mean necessarily, freedom from colds\nor even from the diseases which I have mentioned.\nChildren whose\nthroats have been cleared of tonsils and adenoids may still be subject to\ncolds or middle ear inflammations, but it may be truthfully said that the\nchances of serious complications are decidedly lessened as a result of the\noperation.\nClimate and exposure to infection play a very important part in the whole\nproblem.\nA case which strikingly illustrated this point was that of a girl\nof fourteen years whom I saw a few years ago. She was the child of\nAmerican parents, born and raised on the Mexican plateau.\nDuring her\nlife there she never had trouble with her nose and throat.\nShe came to\nschool in Cambridge at fourteen years of age, and throughout her first\nwinter here, was subject to repeated colds and attacks of acute tonsilitis.\nExamination of her throat showed large, prominent, and obviously diseased\ntonsils and large adenoids, and yet, up to the age of fourteen, this child\nhad enjoyed the best of health, and was a fine specimen of physical developIt is fair to assume that, if she had continued to live in Mexico,\nment.\nshe would-not have had to even consult a doctor about her throat. Whereas\nliving here she became immediately subject to inflammations in her throat\nof which she was finally relieved by the removal of her tonsils and adenoids.\nIn conclusion, I would like once more, to sound a note of caution in\nTonsils that are\nregard to the present wholesale rate of tonsil operating.\nmoderately large should not be removed without further evidence of disease\n‘The decision to operate\nfrom the history of the case, or the examination.\nshould only be made after careful weighing of the evidence for and against\n\noperation.\n\n"}
{"page": 690, "printed_page": "668", "text": "668\n\nNATIONAL EpucATION ASSOCIATION\n\nEARLY RECOGNITION\nDISEASE\nROBERT\n\nH. HALSEY,\n\nAND PROPER CARE OF HEART\nAMONG SCHOOL CHILDREN\n\nM. D., NEW\nAND\n\nYORK\n\nHOSPITAL,\n\nPOST\n\nNEW\n\nGRADUATE\n\nYORK\n\nMEDICAL\n\nSCHOOL\n\nCITY\n\nFor those responsible for the education of the children in our public\nschools, it is very important to know the mental and physical possibilities\nof the child, whether there is or is not a handicap.\nIt is of paramount importance therefore, that each child on admission\nto the school should be carefully and thoroughly examined for its physical\ncondition.\nBy such an inventory of its assets and liabilities, the greatest\nreturn may accrue to the child from its investment of time and the State’s\ninvestment of funds. ‘The parents or guardian of each child should be\nrequested to relate the illnesses and diseases which the child has had in\norder that some clue may be discovered as to the time when, and the infection by which, the heart was damaged.\nIt is important to search particularly throughout the past for throat and joint difficulties and learn if\nthere is any relation between their incidence and that of the heart\ndefect.\nThis should be done not only to learn the present condition but to be\nprepared to understand in the future the development of some unheralded:\ndefect. This inquisition may be accomplished by a trained social service\nworker, not added to the pedagogical duties of the teacher.\nThe examination of the physical condition of the child should\nbe done\nby a well-trained physician and to be done properly requires\ntime and the\n\nremoval of the clothes of the child.\n\nIt is rare indeed in these days that\n\nparents object to a dignified physical examination.\n‘They have learned the\nvalue of disinterested public health advice. An examination\nby the physician should record the visible, gross abnormalities, clubbing\nof the fingers,\nvasomotor disturbances, as cyanosis or erythrosis,\nthe condition of the\nteeth, throat, tonsils, adenoids, and cervical glands,\nthe presence of focal\ninfections, discharging ears, dyspnoea, palpitation.\nMany of these conditions may be observed by a teacher and when seen,\nshould suggest the need\nof an expert review of the condition of the child.\nThe physician should\nnote the condition of the lungs and the evidence\nof abnormal function as\nwell as the cardiac signs, whether due to organic\nor accidental conditions.\nThe activity, or disproportion in the interaction,\nof the endocrine system,\nas well as the state of nutrition and stature should\nbe recorded.\nHaving\nnoted the static physical defects, the child\nshould be examined during and\nafter completing an amount of work given\nto develop its mechanical ability\nand defects, such as breathlessness, vertigo,\nfatigue, or degree of exhaustion.\nAt the completion of the examination of each\nchild, there should be data\nupon which to base a diagnosis composed\nof three parts: first, the probable\ncause of the condition and whether it\nis active or dormant; second, the\nanatomical defects; and lastly, it should\nbe placed in the proper group of\na functional classification similar to the\nclassification adopted by the New .\nYork Association of Cardiac Clinics.\n:\n\n"}
{"page": 691, "printed_page": "669", "text": "DEPARTMENT OF CHILD HYGIENE\nCLASSIFICATION\n\nOF\n\nPATIENTS\n\nATTENDING\n\nA CARDIAC\n\n669\nCLINIC\n\nClass I—Patients with organic heart disease who are able to carry on\ntheir habitual physical activity.\nClass IJ——Patients with organic heart disease who are able to carry on\ndiminished\nphysical activity. A. Slightly decreased.\nB. Greatly decreased.\nClass IJJ—Patients with organic heart disease who are unable to carry\non any physical activity.\nClass IV—Patients with possible heart disease.\nPatients who have\nabnormal physical signs in the heart, but in whom the general picture or\nthe character of the physical signs leads us to believe that they do not\noriginate from cardiac disease.\nClass V—Patients with potential heart disease. Patients who do not\nhave any suggestion of cardiac disease, but who are suffering from an\ninfectious condition which may be accompanied by such disease; e. g.,\nrheumatic fever, tonsilitis, chorea, or syphilis.\nBy this method, the child’s ability to carry on is approximately stated so\nthat the teacher, the social service worker, and the convalescent, summer\nor vacation home may be apprised of the limitation or necessary restrictions of the child’s activity.\nNot only does the physical examination discover and evaluate positive\nfindings, but it excludes improperly diagnosed conditions which resemble\nbut are not heart disease.\nOften groups will be found in which one half\nor three quarters may be free from the heart defects which are charged\nagainst them. ‘This error is not only unfair to the normal child, but it\nis detrimental to the child with an actually damaged heart, since such a\nchild is often competing with normal children who are designated as heart\ncases and able to do, without injury, things which are too severe to require\nof a damaged heart and, if done, ultimately increase the degree of damage.\nAfter recognition and classification, the care of the child depends upon\nthe cooperation of a number of individuals—doctor, nurse, teacher, parents,\nchild—who should be fully informed as to the nature of the handicap in\norder that the knowledge may bring the best return to the child.\nThe knowledge of the discovery of a cardiac defect should not be withheld, in accordance with old-time custom, from the child, as if it were a\nkind of mental explosive bomb too dangerous to be handled.\nNor should\nthe information be imparted in the subdued, stage-whisper tone of voice\nthat is commonly reserved for the transmittal of news considered so serious\nthat even its relation seems to imply a certain degree of danger.\nThe patients and parents, satisfied that the doctor knows the exact\ncondition, are inspired with confidence and accept eagerly the advice given.\nSo true is this that codperation will increase rapidly from 25 per cent to\na full 100 per cent as the results are observed.\nA hopeful outlook is justified, for the child who knows the limitation\nof its heart will not readily undertake, or continue physical tasks which\nwill be, or are, overtaxing.\nKnowing the necessity for the reasonable\n\n"}
{"page": 692, "printed_page": "670", "text": "670\n\nNATIONAL EDUCATION ASSOCIATION\n\nrestrictions imposed, the child becomes more contented with, or adjusts\nitself more cheerfully to, its environment.\n“The acquirement of equanimity\nis the greatest aid to the plans of both teacher and doctor.\nAny scheme devised has certain fundamentals which are interwoven\nand require the planning of doctor, teacher, and recreation or occupation\ndirector in their supervision from day to day. For the proper execution\nof such a scheme a social service nurse is essential.\nShe it is who will look\nafter the physical welfare of the child and see that the allotted time is\nspent as it should be. By her tact, common sense, and attention to details\nthe children, parents, and teachers are kept informed of the individual\nneeds or requirements.\nShe keeps the child moving through the program.\nIn New York, two general plans are being followed as to supervision:\nthe children are being followed by special clinics, one group attending the\nregular schools; another group, the children are segregated at some one\ncentral school.\nSegregation is not essential to proper care but does make\npossible rapid gathering of both facts and the other information possible\nfrom close association with large numbers of children handicapped with\nheart disease. “There are eight clinics supervising the two groups of this\ntype.\nIn both groups executive supervision is carried on by a social\nworker whose duty it is to bring all the children back for periodic examination, whether ill or well; she follows up all absentees and has them examined\nat once if conditions warrant.\nFrequent re-examinations are necessary to\nlearn the actual status of each individual: to advise and control the vocation,\noccupation, and re-adjustment to new conditions.\nFrequent examinations\nare valuable because they imbue in the individual and family the idea that\nprevention is more important than cure.\nFurthermore such repeated examinations teach both parents and children that sound knowledge of\nphysical conditions is all-important in order that the mode of life may be\ncontrolled accordingly.\nA monthly talk to the mothers and fathers in the\npresence of the whole group is a great help to confidence, makes for better\ncooperation, and improves the esprit of the children.\nIt gives an opportunity for the teachers to come in contact with the parents and convey the\nright point of view toward health advice.\nThe doctor, having frequent contact with patients and social workers,\ncomes to know the personality and is in a better position to answer queries\nof the nurse, who is the means of contact with the family.\nShe can discuss\nwith the teacher the physical and occupational requirements, when\nthis\n\nmay be necessary, to determine preparation\n\nfor the future.\n\nThe larger\n\nnumber of children with damaged hearts may continue, without detriment,\nto attend the regular schools, but it is necessary that they be examined\nfrom\ntime to time as well as follow certain restrictions. There is a group,\na\nsmall per cent, who require considerable restriction as to exertion.\nFor\nthis group (II, A and B) it is necessary to have rest periods during\nthe day\nand limit the duration and vigor of the walking.\nThe diet of all the\nchildren should be supervised to insure its general wholesome\ncharacter.\nExcess of sugar or candy should be avoided, although they\nare frequently\n\n"}
{"page": 693, "printed_page": "671", "text": "DEPARTMENT OF CHILD HYGIENE\n\n671\n\neaten in large quantities with or without the permission of parents.\nMeat\nneed not be excluded though it should not be allowed in preponderating\namount.\n\nAfter even the simplest infections or diseases, the convalescense should\nbe prolonged until the heart may have time in which to make a complete\nrecovery.\n“Tonsilitis, occurring in nearly 70 per cent of children with\nheart disease, or five times more often than in children without heart\ndisease ;rheumatism, occurring in approximately 50 per cent, and chorea,\nbone and joint pains should be considered as potentially serious diseases in\nchildren.\nWhen there is neither fever nor active infection, a certain amount of\ngraduated exercises, such as calisthenics, may be given under supervision.\nThe individual endurance varies, so that all cannot take the same amount.\n‘These exercises improve the physical and mental alertness and functional\nactivity of the heart and breathing as well as the posture of the child.\nDancing, gardening, and quiet games may and should be used to develop\ninterest.\nInstruction in various occupations should be given to the more\nseriously handicapped for its encouragement in sustaining individual endeavor to be productive.\n“The digestive tract reacts to the exercise with\nmore regularity, thus aiding the general condition of the child.\nThe supervising nurse can administer the simple medicines which may\noccasionally be required and when in doubt, appeal to the physician.\nHer\nduties, too, include obtaining the permission of the parents for necessary\noperations or special examinations; such as tonsillectomies, chronic otitis,\nserological, blood, or ophthalmic tests. ‘Tonsillectomies can and should be\ndone under ether anesthesia to insure thorough removal.\nThe nurse should obtain and welcome all the various public health\nagencies—health departments, hospitals, out-patient departments of the\nvarious other hospital and convalescent or summer vacation homes where\nthe child may be kept in the open sunshine and country life for weeks or\nmonths.\n\nTo summarize: the care of the child with heart disease in the public\nThe child,\nschools requires early recognition to prevent more damage.\nwho has had diseases which may, at sometime, initiate heart disease, should\nhave special restrictions and care to prevent such an accident.\nThe proper care of the child with heart disease requires not only the individual and persistent supervision of doctor and nurse, but also the careful\ncoéperation of the family together with that of the Department of Education, as well as the principals and teachers.\n\nCONSERVATION\nGEORGE\n\nS. DERBY,\nHARVARD\n\nM.\n\nOF THE EYES OF SCHOOL\nD.,\n\nMEDICAL\n\nASSISTANT\nSCHOOL,\n\nPROFESSOR\nCAMBRIDGE,\n\nOF\n\nCHILDREN\n\nOPHTHALMOLOGY,\n\nMASSACHUSETTS\n\nI have been asked by your secretary to talk to you on the conservation\ncf the eyes in school children, with especial emphasis on the causes for\n\n"}
{"page": 694, "printed_page": "672", "text": "672\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe wearing of glasses. After being in the practice of medicine for nearly\ntwenty years and dealing with these problems every day it is a little difficult\nto talk in a non-technical way.\nIn the first place I regard the testing of vision in the schools as it is\nusually done at present as an extremely valuable measure.\nIt is a good\nthing to have two or three charts and have them clean. ‘There are a few\nprecautions to take in carrying it out. The chart should be hung in a\ngood light and the pupil should not face the light. The pupils should\nnot have a chance to see the chart before being asked to read it. If I\nwere a teacher I would tie up one eye with a patch while the pupil is\nreading from the other. If one eye is poor and the pupil is not watched\nhe will often peep out of the good eye when it is supposedly covered.\n‘The\npupil should not press the covered eye with his hand as the light will be\nblurred for a little time. Of course the test is not always carried out\ncorrectly and sometimes gives misleading results, but this is in a small\npercentage of cases; in my experience the information while limited is\nvaluable and usually correct.\nWe are only testing, however, the sight.\nBecause a child has normal sight does not necessarily mean that he has\nnormal eyes. I think a good rule to follow is this. If a child reads\nat least half the letters of the 20/20, or normal sight line, and has no\nsymptoms which are referable to his eyes, I should pass him.\nIf his vision\nfalls below this he should be referred to the expert.\nIf he is a backward\nchild or shows symptoms which might be due to eyestrain, such as headache,\nred lids, pain in the eyes, etc., I should refer him to the expert. whether\nhis vision be normal or not.\nIf his eyes turn either in or out he should be\n\nlikewise referred to the expert.\nNow when does a child need glasses? It is necessary to say a few words\nabout the optical principles of the eye, but I will make them as few and\nas simple as possible.\nIn order to see things distinctly the rays of light\n\ncoming from objects into the eye must come to a focus on the retina.\nThe normal eye is so constructed that the light coming from objects\n\n20 feet away\n\nand beyond\n\nare normally\n\nfocussed\n\nin this manner.\n\n‘That\n\nis we see distinctly in the distance without making even an involunt\nary\neffort.\nThere are three different abnormal kinds of eyeball. There js\nthe long\neye (longer from front to back), the short eye, and the irregula\nr or astigmatic eye.\nThe long eye is usually due to stretching of the eyeball,\nthe condition\nknown as myopia.\nThe myopic eye has a short focus. The short-sighted\neye sees well close to but does not see in the distance. This\nis a handicap\n\nand bars the myope from certain occupations, the\nmore short-sighted the\nmore handicap.\nIt is well to control the development of the near-si\nght\nas well as it can be done by modern methods.\nIn the old days when the\ncauses of near-sight and its importance were none\ntoo well understood the\nGermans were a very near-sighted race. Too much\nuse of the eyes, the\nbook held too near the eyes, faulty posture, poor\nlight, illegible script, and\n\n"}
{"page": 695, "printed_page": "673", "text": "DEPARTMENT\n\nOF CHILD HycIENE\n\n673\n\nlack of exercise promoting health are conditions the correction of which\nhave largely done away with myopia in Germany.\nIn the same way the\nChinese scholar is near-sighted almost to a man.\nYou will find usually\nmoreover that the myopic child is inordinately devoted to his books.\nHe\ncannot see in the distance, and it has no charms for him.\nNow what are the methods of controlling the development of nearsightedness?\nGood light, good posture, good print, holding the book well\naway from the eyes, in serious cases, curtailing the use of the eyes. ‘The\nwearing of glasses has a favorable influence on the progress of nearsightedness.\nIn the first place it overcomes the handicap of poor distant vision,\nit restores the focus of the eye to the normal distance.\nIt makes it easier\nfor the pupil to hold the book at the proper distance from the eyes. All\nchildren with nearsightedness should wear glasses every moment that they\nuse their eyes for near work.\n‘The only permissible time to take them off\nis when they are looking in the distance.\n‘This is extremely important\nduring childhood and youth for that is the time when myopia is prone to\nincrease.\n“The eyeball may stretch, but it never shrinks back again. ‘The\nmyopic child is quickly shown up in the school examinations by his poor\nvision,\nThe second class, astigmatism, is not easy to explain; it is an irregularity\nof the front of the eye. ‘The front of the eye should be a section of a\nsphere, in astigmation it is a slice off the side of a lemon, some rays focus\nat one point, some at another; thus sight is more or less defective; there is\ndifficulty in seeing and it produces strain.\nSuch a child will not read\nperfectly, but he may read a few letters of the normal sight line, but in\nreading down he will have missed a number of letters on the lines above. —\nIf the astigmatism is sufficient in amount to cause symptoms he should have\nglasses which will make his sight normal.\nHow much he must wear them\ndepends on the amount of the astigmatism, the amount it is affecting his\nprogress in school, and somewhat on the amount the sight is affected.\nPersonally I believe glasses should not be worn constantly by people with\nslight astigmatism.\nI do not hold with the men who believe the very fine\ndegrees of astigmatism are likely to cause symptoms.\nThe third class: of what we call refractive errors are what we call the\nhypermetropes, or far-sighted people. This does not mean necessarily that\nthey can see long distances but only that they see relatively better at the\ndistance than they do close to. “These are the people with congenitally flat\nor short eyes.\nNow in youth the focusing power of the eye is very strong and the poor\n“The normal eye is\nvision of the short eye can be corrected by focusing.\nfocused for the distance so that it can see without making any effort. When\nwe read we have to focus our eyes, but the muscles are so strong that we are\nable to focus them for long periods at.a time without strain. ‘The farsighted child in order to see in the distance must often focus as much as we\nThus\ndo when we read, otherwise objects around him look indistinct.\nwho\nindividuals\nIn\namount.\nextra\nan\nfocus\nmust\nwhen he comes to read he\n\n"}
{"page": 696, "printed_page": "674", "text": "674\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nare not rugged this strain may give rise to various symptoms, such as aching\neyes, headaches, early fatigue, etc., and for that reason glasses are usually\nnecessary and often have to be worn constantly in the higher degrees of\nhypermetropia.\nNo set rule can be made for the prescribing and wearing of glasses in\nthese anomalies of sight which I have described except in the higher degrees.\nEach case must be judged on its own merits and that is where the optician\nand optometrist who have no medical training usually fail. ‘They can\noften measure the eyes for the right glasses, but they cannot judge in each\nparticular case of the necessity for wearing which often takes a high order\nof judgment and intelligence.\nOne other thing, the focusing muscle is very active in the child and its\npower gradually weakens through life. In order to arrive at a clear understanding of the state of the eye, it is almost always desirable in children\nto use a drug to paralyze temporarily the focusing muscle.\n‘This drug is\natropin or belladonna for younger children and homatropin, a weaker drug,\nfor the older ones and for young adults.\nThese drugs can do no harm\nand are practically essential for examining the eyes of the young.\nOne other point which I meant to emphasize.\nSymptoms which we\nknow as eyestrain are seen most often in connection with hypermetropia\nand astigmatism.\n‘They may often be relieved by glasses worn constantly\nor perhaps only for near work.\nThe symptoms of eyestrain are seldom\nseen in myopia.\nGlasses are worn in this condition to improve distant\nvision and to control the progress of the myopia.\nA myopic person is much\nhandicapped by his eyes in the normal relations of life. He cannot recognize his friends, he cannot see the blackboard, enjoy the movies or the\ntheater.\nNow a little about cross eyes, squint or strabismus as it is technically\ncalled. Whenever an eye turns in or out expert advice should be sought\nand the earlier the child sees the doctor the better. I like to begin\nwork\non these squint cases not later than two years of age. I shall only\ntalk to\nyou about the eyes that turn in. When a mother brings a child\nto you with\na squint, you ask which eye turns in and she usually replies both.\nTo have\nboth eyes turn in at the same time is an exceedingly rare condition,\nusually\neither the right or the left turns while the other remains\nstraight or they\nmay alternate, first one turning and then the-other.\nWhat are the causes?\nIn order for an eye to see distinctly it must be directed\nstraight forward\nso that the rays of light from the object looked at will\nfall on the center of\nthe retina.\nIf the-rays fall anywhere else sight is much reduced\n.\nHold\nyour fingers up to one side of the other while you hold\nyour eye straight and\nsee how much less distinct they are than when you\nhold them directly in\nfront. Now in normal eyes there is a delicate\ninterconnecting system of\ntelegraph wires in the brain which so controls\ntheir movements that the\nimage of the object looked at falls on the\ncorresponding central point of\neach retina, these two pictures are superimposed\nand a single picture results\nwhich not only has length and breadth but\nthe perception of depth or relief\n\n"}
{"page": 697, "printed_page": "675", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n675\n\nor as we call it, stereoscopic vision. ‘This perception of relief is very imperfect in one eye alone; with one eye alone the judgment of distance is\nvery faulty. Now there is a great deal about the origin of squint which\nwe do not know, but one of the commonest causes of it is a faulty development of this delicate nervous mechanism which joins the two eyes, the fusion\nsense we call it. ‘The fusion sense is faulty, it may even be absent.\nLet us suppose that an eye has at birth faulty sight, or acquires it as the\nresult of accident or disease.\nIts owner has no longer sufficient incentive\nto use the two eyes together and one of them turns naturally either out or\nin for there is nothing to hold it straight.\nSuch a squint can only be\nremedied by operation, and it may not stay straight even then.\nNext there\nis the eye with faulty sight through excessive far-sight, near-sight, or\nastigmatism.\nIt may be possible to improve the sight greatly by glasses, and\nthe squint that has developed may be corrected.\nSometimes we tie up the\ngood eye and make the child use the poor eye in order to develop its sight.\nAnother common cause is excessive hypermetropia.\nYou know what\nfocusing is. We focus in order to read. We must converge also in order\nto read.\nIf you look at my eyes when I am regarding a near object you\nwill see that they converge as they focus, the two things go hand in hand.\nIn a high degree of far-sightedness, as I told you before, the vision must\nfocus excessively in order to see. He therefore converges excessively and\nthe image of objects no longer falls on the center of the back of the eye.\nIn order to see distinctly one eye at least must be turned straight. He\ncannot straighten both, for to do that he would have to relax his focusing\npower and he is focusing in order to see properly.\nSo what he does is to\nturn one eye straight and as a result the other eye turns inward.\nOvercome the necessity for too excessive focusing by giving the child\nglasses and the eyes will often straighten without further treatment; thus\nit is inevitable that many cases of squint must wear glasses to correct faulty\nvisual conditions.\n\"The wearing of glasses, assisting the development of the\nfusion sense by exercises, and sometimes the developing of the sight of a poor\neye by covering the other are the essentials in treating squint. If they fail,\nthen an operation on the muscles which govern the position of the eyes is\nnecessary, but this is usually the last resort.\n‘Those measures should be\ntaken early before the habits are too ingrained.\nTo sum up, therefore, we may say that glasses are most often prescribed\n(1) to control the development of myopia, (2) to improve faulty vision,\n(3) to relieve eyestrain, and (4) to assist in establishing normal relationships between the two eyes. A point which should be emphasized here is\nthe necessity of the teacher’s seeing that the glasses which have been ordered\nare worn.\n‘Too often the pupil’s family goes to the expense and loss of\n\ntime necessary to an examination and then the glasses are thrown aside by\nthe child after a few days.\nAttention to the eyes in childhood is of great importance.\n‘They should\nbe cared for but not overcared for, as is sometimes the case. Condemning\na child to glasses is a serious step and should be only taken after mature\n\n"}
{"page": 698, "printed_page": "676", "text": "' 676\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nconsideration.\nHardly a disease sign or symptom that the flesh is heir to\nthat has not been laid at the door of defective eyes. ‘Thus it is that Americans wear glasses to excess.\nConsider what is likely to happen if you go\nto the optician, a man without medical training, who tests your eyes and\nsells you the glasses. He makes his profit in the sale of glasses. His in\" centive to make a sale is certainly a strong one.\n‘Therefore a child or adult\nsent to the optician to have his eyes examined is practically certain to return\nwith a pair of glasses. If these children cannot afford to pay for the attention of the medical specialist, then whenever possible send them to a reputable hospital clinic.\nNow it is by no means certain that the child with symptoms apparently\nreferable to the eyes really has anything the matter with those organs.\nWe Americans are a nervous race, and we show many signs of nervous\ntension.\nMany children are brought to me each year that are purely\nnervous and have nothing the matter with their eyes. The\ncommonest\nfeatures they display is twitching, especially of the face, complaint\ns of\nheadache, sensitiveness to light, and a whole train of other signs.\nIt is not\ninfrequently that I see children who desire glasses just to imitate\nsmall\nfriends who wear them.\nThe child who can see perfectly well but who simulates\ntrouble with\nthe eyes is not uncommon in my experience.\nThe deceitfulness of these\nchildren is often seen only after several examinations.\nThe motive sometimes becomes clear but occasionally is a mystery.\nThe physician as well\nas the teacher has much use for psychology.\nAnother thing to remember is that a weakly child\nor one that is run\ndown may show symptoms in any part of the\nbody without local cause.\nThis must be kept in mind by teacher, parent,\nand physician.\nNow there are other children besides those we have\nbeen talking of, who\nneed attention in school. Children whose eyes\nand lids are chronically\nred and inflamed need medical treatment and\noften glasses. The recognition\nof the early symptoms of pink eye or conjunctivit\nis is exceedingly important.\nThis disease is a cold in the eye, Is very contag\nious, and easily and quickly\ncurable.\nThe pupil with this disease should be quickl\ny excluded from the\nclassroom, as it spreads like wildfire.\nI regret that my time does not allow me\nto talk to you about two very\ninteresting and important diseases with\nunpronounceable names—phlyctenular keratitis, which bears a close relati\nonship to tuberculosis, and interstitial keratitis, due to hereditary syphil\nis.\nBoth these diseases furnish\ncandidates for the defective eyesight\nclasses, a subject which I should like\nto dwell on did my time allow.\n\n"}
{"page": 699, "printed_page": "677", "text": "DEPARTMENT\n\nOHIO’S\n«\n\nOF CHILD HycIENE\n\nEFFORT TO BRING\nNORMAL HEALTH\n\nCHILDREN\nSTANDARD\n\n677\n\nUP\n\nTO\n\nA\n\nT. HOWARD WINTERS, STATE DEPARTMENT OF EDUCATION,\nCOLUMBUS, OHIO\nI fear that those who have noticed the title of this paper have anticipated the statement of a definite program for bringing Ohio children up to\na normal health standard—a program not only defined, but in practical\noperation throughout the State.\nSuch, I regret to say, is not the present\nstage of our progress.\nAs in many other things, and like many other States\nin this field, there are scattered, miscellaneous beginnings; the establishment of some such work in some places on.a good basis, and a measure of\nState-wide interest with some phases of the work centrally promoted or\nprovided for by legislation.\nThe work has lagged a good deal behind what we hoped for three years\nago; first, because the bill providing for county health districts was seriously weakened before it was really in effect, and secondly, because the\nphysical education bill failed to pass. The latter provided for physical\neducation in all schools, it being required already in city districts, for the\nproper training of physical education teachers, and some training in that\nwork for all teachers, for a State syllabus and State supervision.\nIt connected physical education and health supervision only to the extent of providing that in the conduct of the former due notice should be taken of the\nhealth supervision, and in making it a duty of the State supervisor to\npromote codperation with the State department of health and with local\nhealth authorities.\nIf this bill had passed we feel that a great deal more\ncould have been done.\nWe especially feel the need of an expert in these\nlines on the staff of the State department of education.\nThe following is the draft of a bill prepared for introduction to the\nnext legislature. This was prepared by a committee interested in physical\n\neducation.\n\n“The endorsements of persons and organizations concerned with.\n\nschool and child welfare are desired and also any criticisms or suggestions\nrelating to the matter are invited.\nA BILL\nTo\n\namend\n\nsection\n\n7721\n\nand\n\nto\n\nadd\n\nsupplemental\n\nsections\n\n7721-1\n\nto\n\n7721-7\n\nbe amended\n\nand\n\nthat sup-\n\nclusive of the General Code, relating to physical education in the schools.\n\nin-\n\nBe it enacted by the General Assembly of the State of Ohio:\nSecrion\n\n1.\n\n‘That section\n\n7721\n\nof the General\n\nCode\n\nplementary sections 7721-1 to 7721-7 inclusive be added to read as follows:\nSrc, 7721. All pupils in the elementary and secondary schools of the State\nshall receive as part of their instruction such physical education as may be prescribed or approved by the director of education, and the physical education proThis time\nvided shall occupy not less than one hundred minutes per school week.\nshall be in addition to that devoted to regular intermissions and to instruction in\n\nphysiology and hygiene. Modified courses of instruction may be provided or\napproved by the director of education for pupils unable to take the courses provided for normal children. Credits and penalties shall be applied for success or\nfailure in physical education courses as in other school subjects.\n\n"}
{"page": 700, "printed_page": "678", "text": "678\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSec. 7721-1.\nThe superintendents of schools of all city, exempted village and\ncounty school districts, shall submit before the fifteenth day of September annually, to the director of education, for his approval, the courses in physical education to be pursued by the schools under their supervision or shall indicate that\nthe courses outlined by the director of education will be followed by the schools\nunder their supervision. At the close of each school month a report of the amount\nof time devoted to physical education shall be included in the report of every\nschool.\nSec. 7721-2.\nBoards of education shall, in the institution and conduct of physical\neducation,\n\ntake due knowledge\n\nof the health\n\nsupervision\n\nof school\n\nchildren\n\nmain-\n\ntained by boards of health or -by boards of education and shall provide for the\nproper codrdination of such work with the work in physical education.\nSec. 7721-3. All institutions for the training of teachers in the State of Ohio\nshall include courses of study designed to prepare teachers to give instruction in\nphysical\n\neducation.\n\nNo\n\nstate-wide\n\ncertificate\n\nshall be granted\n\nafter June\n\n1, 1924,\n\nto persons who have not had such work in physical education, in college or normal\nschool as may be required by the director of education.\nSec. 7721-4. After September 1, 1926, no person shall be granted a certificate\nor employed to teach or supervise physical education as a special subject, who\ndoes not present satisfactory evidence of having creditably completed a special\ncourse in physical education of not less than two years, or its satisfactory equivalent, unless such person has served as a full-time teacher or supervisor of physical\neducation prior to January 1, 1925. The holder of a physical education certificate\nmay be employed to teach hygiene, which shall be included in the term physical\neducation, used in other sections of law relating thereto.\nSec. 7721-5.\nThe director of education shall publish a program and a syllabus\ncovering the several subjects and activities required in physical education and\nthese publications shall be distributed for the use of the teachers of the State.\nSEc. 7721-6. The director of education shall appoint a supervisor of physical\neducation to administer, supervise, and direct the varied program and activities\nof physical education and to promote the training of teachers of physical education, to promote codperation with the State department of health, and with district boards of health, to advise with boards of education and to assist the director\nof education in the performance of the various duties devolving upon him in the\nexecution of laws relating to physical education.\n_ SEC. 7721-7.\nIt shall be the duty of the boards of education or other officials\nin charge of all schools in the State to make provision for the establishme\nnt and\nmaintenance in their schools of the courses in physical education prescribed\nby\nsection 7721 of the General Code.\n_ SEcTION 2. That original section 7721 of the General Code be, and\nthe same\nis hereby repealed.\n\nThe county health district bill, as first passed, provided a minimum staff\nin each county of a full-time physician, a nurse, and an office assistant.\nIt\nabolished all local boards of health outside of cities of 25,000\nor more.\nIt\nprovided that the staff in each county must be chosen on civil\nservice rules.\nThe budget made by the county health board became effective\non approval\nof the county health advisory council. The State might\naid up to $2000\nper year. In the law now in effect, State aid and the\nlarge district are\nretained, but the extent of the staff is made permissory\nand the budget is\nsubject to the county budget commission.\nIt js not even necessary that\nthe physician be employed full time. The\nsafeguard of civil service js\nnot retained.\nThe statement of many duties is changed from\nshall to may.\nUnder such a law the efficiency of the county\nhealth office and the amount\nof service it gives in the county vary from\nalmost nothing to very extensive\nand almost adequate health supervision.\nOur laws provide that a board of educa\ntion may appoint school physicians\nand trained nurses, or may delegate\nthe duties of such to the board of\n\n"}
{"page": 701, "printed_page": "679", "text": "DEPARTMENT\n\nOF CHILD HYGIENE\n\n679\n\nhealth.\nNow, we do not have county unit school districts (except for\ngeneral school supervision) ; our counties are cut up into rural districts of\nsix by six miles or smaller. ‘These districts have seldom appointed school\nphysicians or nurses.\nBesides, this law was enacted when there were the\nsmall village and township health boards, which hardly functioned except\nwhen there was a serious epidemic.\n“The most of the health work, done in\nrural Ohio schools prior to 1919, was under a clause which enabled two or\nmore districts to unite to employ a school physician or nurse.\nSeveral progressive county superintendents of schools prompted all boards in their\nrespective counties or the boards of large sections of the counties to employ\na physician, or physician and nurses.\nSometimes the nurses did practically\nall of the work in the field, the physician (under whom alone they have\nthe right to inspect school children) being nominally in employ, or remaining at the county seat and having doubtful or serious cases brought in to him\nfor further examination.\n“This system of inspection, when diligently promoted by the county superintendent of schools, having follow-up work and\nclinics, and securing general interest, proved very effective.\nUnfortunately\nit was not tried in many counties and not in all of those with the effort\nnecessary to wide effectiveness.\nBesides work so organized there was medical inspection in a good many\ndistricts by representatives of the county medical societies, often without\npay. For eight years the State Medical Society has urged inspection of\nall children, and has urged upon its subsidiary county organizations, steps\nto secure it, and, if necessary, voluntary service to demonstrate its value.\nSuch service has been given mostly in villages. “There seemed not to be\nthe organizing power to make it systematic in the country.\nBut under the new health bill practically all rural health supervision\ncenters around the county health office. ‘This office is financed in one\ncounty with only $1600 ($600 of local money).\nUsually there is a\nbudget of $4000 or more (including State funds), paying for a physician\npart-time, for a nurse, and for some clerical service. Oftentimes there is\nan additional nurse or two supplied by private or semi-public organizations.\nHowever, it must not be understood that these nurses give all of their\ntime to the schools or to children.\nIn some they give no time to the\nschools; in others their chief service is in the schools. As the law says the\nboard of health may “provide for the medical and dental supervision of\nschool children” and for the inspection of schools, such variations were to\nbe expected.\nA goodly number of counties have recognized to some extent the need,\nand made or secured provision for it, so that the schools are visited fairly\noften, even if remote, and the children are examined, contagion is watched,\nunsanitary conditions are ordered abated.\nOne of the big services has been\nthe examination of the water supply.\nMany orders were placed on this\nin the State, so that few children are now drinking water of uncertain\n\npurity. The distribution of water has also been regulated by the county\nhealth service where the common drinking cup had not already been\n\n"}
{"page": 702, "printed_page": "680", "text": "680\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nabandoned.\nMany school toilets were examined and condemned, although\nmany still remain the most obvious disgrace of our schools.\nI have spoken above solely of rural work.\nMuch the same could be\nsaid of the larger villages and smaller cities. Many of these have nurses\nemployed by their boards of education or furnished by organizations.\nTheir functions often include home visitation.\nSuch school nurses are\nemployed in almost all of the cities of 20,000 inhabitants or above.\nThe bureau of child hygiene of our State department of health has been\nvery active for several years for the betterment of school children.\nIt has\nsecured the codperation of a number of physicians in addition to those of\nthe department and has held many clinics for the examination of eyes,\nthroats, lungs, and glands. It has searched out and has endeavored to\n\nstamp out trachoma, much of which is brought to us from southern States.\n\nWe are in a goitre belt, and the help of the best specialists has been rendered the department for examination of those with such symptoms. Much\neffort has been put on tuberculosis.\nOne of the large developments has been work for crippled children.\nIn 1914 a law was passed providing that special classes for the crippled\nmight be provided with State aid. Excellent classes were established in\nseveral of the larger cities; the one at Cleveland had existed for several\nyears previous. ‘The interest taken in the Toledo class by the Rotarians\nand the establishment of a class in the Children’s Hospital at Elyria were\nforerunners of a much larger movement, promoted by the Rotarians of\nthe\nState and the Ohio Society for Crippled Children, which is endeavoring\nto\nhunt out, treat, and educate every crippled child in the State.\nIn 1921 a\nbill was passed increasing the per capita aid for the classes (up to\n$300)\nand providing through the State Division of Charities a considerable\nsum\n($15,000) for the maintenance and care of the children who need\noperations. A supervisor of special classes, including also those\nfor the blind\nand deaf, has been provided in the State Department of\nEducation and\nmany new classes have been established. This law aims\nin some way to\nprovide proper schooling for every crippled child, no\nmatter how situated.\n\nOur supervisor is working in close cooperation\nwith the rehabilitation\ndivision, which can take care of the vocational training\nof those past sixteen.\n\nWhile the Council is doubtless more interested in what\njs being done\n\nfor normal or nearly normal children, I think I should\nspeak of the Bureau\nof Juvenile Research.\nThe name would perhaps indicate functions beyond\nwhat it has performed, for it has worked, since it was\nfounded in 1914,\nalmost entirely on mental diagnosis. Dr. H. H. Goddard\nwas brought from\nthe Vineland, New Jersey, school to head the Bureau, and\nis still in charge,\n\nalthough he has resigned to join the staff of the State\nUniversity and to\nprovide clinical work there in September this year.\nThe Bureau invites\nsuperintendents of schools to refer to it cases of\nseeming mental defects,\nspeech defects, and nervous disorders.\nIt is usual for an agent of the\nBureau to examine the children while he is at work\nin that neighborhood,\nalthough many are brought into the Juvenile Researc\nh building in Colum-\n\n"}
{"page": 703, "printed_page": "681", "text": "DEPARTMENT\n\nOF CHILD HycIENE\n\n681\n\nbus.\nSome are treated by the Bureau, even for long periods, as the case\nof\ndouble personality of which you have perhaps seen notice in the newspape\nrs.\nCases arising in the juvenile courts are also frequently investigated by\nthe\nBureau.\nUnfortunately the State is not well prepared to take care\n\nof those who should become its wards, as our Boys’ Industrial School has\nlong been inadequate and proper training or even good physical care\nof\ndelinquent boys is not possible there, while our Girls’ Industrial School\nis\nalso overcrowded and notoriously unadapted to child rehabilitation. Ohio\nhas, I believe, the unhappy distinction of having the largest boys’ and girls’\nreformatories in the world.\nI wish we could write “best” instead.\nAgain the capacity of our Institution for Feeble-Minded is much too\nsmall, and many committed by the courts cannot be received.\nThis has\nled courts to commit only those that parents desire to have committed, and\nhas led the Institution to receive mostly those whose parents will pay for\ntheir maintenance.\nHowever plans are under way to increase the facilities\nfor the custodial care of the feeble-minded, and it is hoped we may soon\nbe able to benefit more largely from the scientific advice of the Bureau of\nJuvenile Research.\nBut we must hasten to return to the care of children who are not\nabnormal.\nSome of the most helpful work is that of the Modern Health\nCrusade and similar practical hygiene teaching. This work was largely\nintroduced into our schools during the World War.\nIt has been greatly\npromoted by a bulletin entitled “Course of Study in Hygiene,” which was\nprepared by Miss Virginia Lewis, of the Ohio Public Health Association,\nand was published by the State Department of Education last fall. The\n262 pages are entirely devoted to practical health teaching in grades one\nto eight. It is confined mostly to health stories and drills. It aims at\nstrong motivation of the work. This Booklet was put into the hands of\nevery elementary teacher of the State last winter.\nIt has brought great\nresults in care of the teeth and other items of personal hygiene.\nMiss Lewis will herself teach the course through in the model schools\nof one of our State normals this coming year, and all of the practical work\nwill be filmed—a step which seems to have great possibilities.\nThe Richland County health demonstration will be fairly under way\nby fall. A careful experiment in intensive health service is to be made\nthere for five years on a fund of $200,000 appropriated by the National\nRed Cross.\nNaturally, much of the work will be done in the schools of\nthe county and of Mansfield, a city of 28,000. At the same time the State\nDepartment of Health is conducting a demonstration in Portage County\nand its two small cities, Ravenna and Kent, the latter the seat of onc\nof the State normal schools. These demonstrations should not only prove\nthe value of adequate health staffs, but should furnish selected models for\nprocedure in all lines.\nOur new Ohio compulsory education law will help in several ways the\nIn the first place, the provision of a county attendance\nhealth of children.\nofficer has brought into school many who were escaping attendance entirely,\n\n"}
{"page": 704, "printed_page": "682", "text": "682\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nand it has made more regular those who had been careless. ‘This alone\nwill mean much for their care. Next, the age for leaving school to work\nFinally, careful physical examination is required for\nis raised to sixteen.\nwork certificates, and such must be held by all workers to the age of\n‘This places responsibility for the health of children largely on\neighteen.\nthe schools from the time they enter at six or seven until they are established\nin industry or college at eighteen years of age.\nChild labor in agricultural districts, especially the onion flats, which\nhas been so bad in Ohio as to get National notice, is being broken up under\nthis law, which after a year of operation has gained many friends and lost\nmany enemies.\nA big factor in all matters of child betterment in Ohio, has been the\nOhio Council of Child Welfare, now merged as a department of the Ohio\nInstitute for Public Efficiency. ‘This Council was publicly supported during the war.\nAfter that it was supported privately and is now a part of\nthe Institute, which is also privately supported.\nMiss Lucia B. Johnson\nhas been secretary of this agency from the beginning and her broad vision\nand sensitivity to child needs, together with the wisdom of Fred C. Croxton,\nformer director of the Institute, and R. E. Miles, present Director, have\ngiven us an understanding of our problems which we would not have otherwise had. ‘The method is to bring together all agencies with a State-wide\nprogram, to study specific problems or specific territory.\nReports of field\nworkers of Red Cross, State department of education, health, industrial\nrelations, and charities are brought in together, and sometimes the field\nworkers go out together, accompanied by Miss Johnson or one of her\nassistants, to get facts or to urge local action. “Thoughtless public officials\nof all sorts are helped to realize their problems and responsibilities.\nIf\nnecessary, some attention is given ‘to legislation or unsatisfactory executive\naction or delays of the courts.\nFor two years this agency has loaned the\nState Department of Education the services of Miss Hannah Protzman\nas investigator of non-attendance at school.\nMuch effort is being made in this State to have no child go neglected\nbecause of ignorance or poverty.\nOhio is a State of many and varied\nconditions, of foreigners, negroes, illiterate whites of the mountaineer type,\nmill workers, miners, and almost every variety of condition hard to reach,\nbecause of remoteness or masses.\nPoor soil, impassable roads, crowded populations, and bad housing, rural\nas well as city, present added problems.\nAgainst these are abundant resources and intelligence if they can be properly applied.\nAt no point can\nthey be made to yield as largely as in the proper care and guidance of\nchildren.\nWe believe we are on our way to the standards that should become effective, but we cannot yet take much pride in our achievements.\n\n"}
{"page": 705, "printed_page": "683", "text": "Department of Classroom Teachers\nOFFICERS\nPresident—EtHEL\n\nPEARL Bg\n\nAN?\n\nM.\n\nGarpner,\n\nPLL\n\nGSEs\n\nPresident\n\nof the\n\nMESA, Ba7\n\nMilwaukee\n\nUES\n\nTeachers’\n\nAssociation......\n\nIONE SNEED, 2Milwaulkk\n\nis.\n\nVice-President—Sara H. Faury, Manual Training High School.............. Brooke NY\nSecretary=— Mary Ps\" DwvER,” Gradem)eachersGaste?\nose). wns atabins Mae:\nChicago, Il.\n\nProGRAM\nFIRST\n\nOF MEETINGS\n\nSESSION—Tuespay AFTERNOON, JULY 4, 1922\nMechanics Hall\n\nThe following addresses\n\nwere given:\n\nTHOMAS JEFFERSON—Nina C. Buchanan, president National League of Teachers’\nAssociation, Seattle, Wash.\nNew Ipeats 1n EpucatTion—William H. Kilpatrick, Teachers College, Columbia\nUniversity, New York, N. Y.\nIMPROVING THE SERVICE—THROUGH TENURE—Charl O. Williams, president of the\nNational\nEducation\nAssociation,\nMemphis,\nTenn.\nTHroucH\nPENsIONS—\nMargaret Haley, Chicago, Ill.\nSECOND\n\nSESSION—Tuurspay AFTERNOON, JULY 6, 1922\nSymphony .Hall\n\nThe following addresses were\n\ngiven:\n\nTHE CLASSROOM TEACHER AS A FACTOR IN EDUCATIONAL Procress—Sara H. Fahey,\nManual Training High School, Brooklyn, N. Y.\nCOOPERATION BETWEEN CLASSROOM TEACHERS OF LARGE AND SMALL COMMUNNITIES—\nR. C. Moore, secretary of the Illinois State Teachers’ Association, Carlinville, Ill.\n\nDiscussion Led by Mildred Miller, Teachers College, Columbia University, New\nMork ING Yc\nORGANIZATION OF THE TEACHERS IN ENGLAND AND WALES—W. G. Cove, president\nof the National Union of Teachers of England and Wales.\nReports from Organizations.\n\nNEW IDEALS IN EDUCATION *\nWILLIAM\n\nH. KILPATRICK, TEACHERS COLLEGE, COLUMBIA\nNEW YORK CITY\n\nUNIVERSITY,\n\nThe ideals here chosen, arbitrarily chosen among many, are those having\nto do with the aims and spirit of education.\n“They are not new to the\nworld—ideals seldom are—but only in emphasis.\nFirst and most inclusively, education now aims as never before to know\nitself, to learn its strengths and its weaknesses, to become conscious of its\nhitherto blind traditions. It seeks to clarify and adequately found its deeper\naims.\nIt is trying to clean its house, to found itself on reason, on criticised\nexperience.\nIn one inclusive word it sets before itself the task of finding\n1A condensed\n\nstatement of what was\n\nsaid.\n[683|\n\n"}
{"page": 706, "printed_page": "684", "text": "684\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nits proper aims and of ascertaining as exactly as it can the best ways by\nwhich these may be attained.\nAmong specific ideals is the social aim, to relate education properly, inherently, to our social life: on the one hand, to improve as we can and when\nwe can the American conception of a proper social life; on the other hand,\nto embody in the rising generation the highest social ideals we can attain.\nAnd a remarkable and far-reaching conclusion results; democracy and\nEach brings\neducation each mutually demands and supports the other.\nthe other into being. Democracy seeks so to conduct society as to develop\nand express each member of society. Education cannot be education in\nany full unselfish sense except in such a democratic society. Democracy\ncannot be itself except its members grow as only full education can make\nthem.\nOur social ideal then is the enthronement of democracy and education, a purified and enlightened democracy, an efficient and democratic\neducation.\nTo us who teach are given the task and privilege of working out in all\ntheir ramifying details the ideal relationships of democracy and education.\nIt is fitting that in this city and on this day we should clarify our ideals\nof democracy and education and rededicate ourselves to this cause of\nhumanity.\nThe ideal of the good life which must guide education has been well\nstated by our foremost student in this field of endeavor. Professor Dewey’s\ncriterion gives us both the ideal relationships with others and the content\nof the good life considered individually.\nWith others: Does our conduct\nincrease and continue to increase the number and variety of interests shared\nwith others?\nIf yes, our conduct is good; if no, bad. With one’s self:\nDoes my conduct make me grow in such fashion that each act leads on to\nfurther continued growth both in myself and others. If yes, my life is\nfull and rich and others through me.\nGrowing then is the test of the good\nand happy life. But such growing is continued education.\nSo life (the\ngood rich life) and education are one, all one and the same.\nOur ideal is\nthus to increase the growing of all through the growing of each, and of\neach through the growing of all.\nThat all may so grow we must have an educational system aptly suited,\nin social relationships within the system, in properly conceived subjectmatter and curriculum, and in suitable method.\nWithin the system do\nwe find all so working together, each in his proper place and function, as\nbest to develop and express each mutually the other?\nAre conclusions of\ncommon concern reached only after mutual consultations?\nDoes each\ncontribute his best to the common store? The legal machinery to effect\nthis is not always easy to contrive, the spirit only is here set forth. Whether\nwe think of officer and teacher, or of teacher and pupil, such mutual respect\nfor personality must be our goal and guide.\nIn like manner there must be a democratic conception of subject-matter.\nThis is not, as often conceived, an affair of imposition from without and\nabove by the old and strong upon the young and helpless.\nSubject-matter\n\n"}
{"page": 707, "printed_page": "685", "text": "DEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n685\n\nJs best conceived as ways of behaving.\nIt looks in two directions.\nLooking backward it is the race-experience, saved and stored, available for the\nfuture.\nLooking to the future it will enrich the life and character of the\nindividual.\nLearning is the process by which the individual raises himself\nto continually higher levels by embodying in himself this wealth from the\npast. Our criterion should be: Does what we last week taught reappear\nin these our pupils in higher and richer living here and now?\nIf yes,\ngood. Our ideal then is, no deferred values. We seek continually growing richer living. This if any is a new ideal, but one that must come as\nfast as we can work out the feasible details.\nCorrelative with a democratic administration and a democratic subjectmatter is a democratic method.\nOur treatment of the young must be such\nas to build for democratic self-direction, unselfish and unspoiled, not for\npeasant-like subservience nor for selfish domineering.\nSuch a method\nrecognizes that the child is of necessity learning many things simultaneously,\ncustomary subject-matter focally, but marginally a multitude of ideals and\nattitudes.\nShall these ideals and attitudes be good or bad?\nOur method\nis the largest factor in determining. This democratic method rejoices to use\nour most scientific psychology.\nIn readiness and satisfaction it sees on the\none hand personality respected, on the other learning best taking place. It\nadopts the whole-hearted purposeful act as the proper unit of instruction,\nbelieving that this best builds the kind of character we need, that only\nthus by practicing life itself can the child really learn to live.\nOur new ideals are then new emphases in education.\nEducation seeks\nto know itself and to fashion itself rationally. Thus seeking it finds itself\nneeded for democracy, and democracy needed for it. It finds that life, the\nrich growing life, and democracy and education are all one. On this platFrom such and in\nform it seeks to found itself in the large and in detail.\nsuch the teacher lives as never before, the child lives both now and later as\nnever before.\n\nTHE\n\nIMPROVEMENT\nTHROUGH\n\nCHARL\n\nORMOND\n\nOF THE\nTENURE\n\nTEACHING PROFESSION\nLEGISLATION\n\nWILLIAMS,\n\nSUPERINTENDENT\n\nSCHOOLS,\n\nMEMPHIS,\n\nOF\n\nSHELBY\n\nCOUNTY\n\nTENNESSEE\n\nThat effective and definite tenure legislation will tend to improve the\nteaching profession is admitted without question.\nStudies have been carried on, and legislation of this type has been in effect for over thirty years.\nNo one can question the desirability for such legislation or the need for the\nsame.\n‘This seems, however, to have been and still is a lack of concerted\naction on the part of the teachers of the country both in the community\nand in the State, which has caused our legislators to neglect positive action\nalong this line.\nvie\nWhen the National Education Association’s Committee on Tenure reported at Des Moines a year ago that the “teaching profession today has\n\n"}
{"page": 708, "printed_page": "686", "text": "686\n\nNaTIONAL\n\nEpucATION ASSOCIATION\n\nno problem to face that is more important than that of tenure,” it stated\na truism which is more apparent as the time goes on.\nIt is not my purpose\nto dwell upon the reasons for tenure, the necessity for it, or the advantages\nthat accrue.\nI am taking it for granted that this subject has been treated\nat sufficient length both through National investigations and reports as\nwell as through the activities of the State and local teachers’ associations.\nI believe however that it is of interest to you to have a few remarks directed\ntoward the essential requirements of a model tenure bill. The great\nonward sweep of educational and public opinion has carried this matter\nto a point where now it requires careful and serious consideration of the\nessentials of such tenure legislation as will afford equal protection to the\nteacher and to the community alike.\nTeachers in some places have been maligned and charged with being\ntoo radical in demanding legislation for their own protection.\nWe believe\nthat this is a false assertion. We believe that the best protection of any\nteacher is. the competency of her services and the satisfaction she is rendering in her school and community.\nWe desire no class legislation that will\nset us apart from professional lines of activity. We feel that we are only\nentitled to that reasonable sense of security which will make us free to\nplan for the future. We desire only that certainty of location which will\nmake it possible for us to feel that we can purchase property and establish\nhomes in the communities in which we live and work. We feel that this\npermanency of employment is due, not to us alone, but to the community\nas well.\nIn order to assure stability in our profession, in order to protect ourselves from the dangers of political favoritism and at the same time adequately secure for the community efficient and conscientious teachers, what\nare the essential elements in the formulation of tenure legislation that will\nguarantee these mutual advantages?\nA model tenure bill for the State and community should first provide\nfor an adequate probationary period. This period should not be less than\nthree years in order that it may bring out the adequacy of professional\npreparation and the skill of the teacher in classroom management as well as\nher initiative, enthusiasm, industry, and ability to cooperate with the entire\nteaching personnel.\nDuring the probationary period the school executive\nshould have full authority to discharge a teacher at the end of the school\nyear by giving at least sixty days’ notice.\nA model tenure bill should provide in that State that when any teacher\nshall have been placed upon indefinite tenure in a district and shall afterwards accept employment in any other district of the State this teacher\nshall\nbe upon indefinite tenure in said other district after one year’s\nprobationary\nperiod in the new district. It should also provide that if a teacher\nafter\nan interim is reémployed, having already served on indefinite\ntenure, she\nshall be reémployed on indefinite tenure.\nA model tenure bill should state the causes and grounds\nfor dismissal\nfor teachers on indefinite tenure and the method of\nprocedure in so dis-\n\n"}
{"page": 709, "printed_page": "687", "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n687\n\nmissing a teacher.\nIt should be required that proof of neglect of duty,\ninsubordination, conduct unbecoming a teacher, immoral or criminal conduct be submitted in writing to the board of education and to the teacher.\nThese charges should be signed by the superintendent of schools or by a\nmajority of the board of education and the teacher should be given a reasonable opportunity for refuting such charges at a hearing before the board\nor in some other manner agreed upon by the board of education and the\nteacher. Pending this hearing the teacher should be suspended and such suspension shall be with loss of pay only when the charges are sustained. A twothirds majority vote of the board of education shall be sufficient to impeach\nor remove a teacher upon indefinite tenure.\nAs a further protection to the\ncommunity and as a stimulus for higher professional training on the part\nof teachers this bill should provide that the benefits of indefinite tenure\nshall not accrue unless such teacher has had an education and training\nequivalent to a graduation from a first grade school and two years’\nwork in a normal school or college approved by the superintendent of public\ninstruction.\n‘This condition should not apply, however, to teachers who\nhave had six years or more experience in a district or community.\n‘The privilege of viewing the action of a lower judicial body, in this case\nthe board of education, is a fundamental principle of democratic justice and\na reasonable protection that should be provided.\nSince the majority of dismissals are on technical grounds, the final board of appeals should be one\néngaged in educational work and yet a disinterested body. ‘The ideal\npractice would provide for an appeal to the State superintendent of public\ninstruction.\nProvisions should be made that no superintendent of schools or assistant\nsuperintendent, county or district superintendent, supervisors, or principals\nshould be placed upon indefinite tenure unless they are graduates of accredited high schools and of four year courses of colleges approved by the\nsuperintendent of public instruction.\nException should be made to those\npersons who have had six years’ experience previous to the enactment of\nthis legislation.\nBoards of education should be granted the privilege of releasing a teacher\nat any time upon application of the teacher.\nA teacher may resign at any\ntime by giving sixty days’ notice.\nIt should be provided that it be illegal for any superintendent of schools\nto appoint or have any board of education employ a teacher already under\ncontract and employment of another board of education, except as stated\nabove, with the further exception that during the months of May, June,\nJuly and up to the 15th of August of each year a board of education may,\nwithout penalty, employ, to begin with the following year, a teacher then\nunder engagement with another board of education in the State, for the\ncoming school year.\nAfter August 15 of any year any teacher already\nemployed shall file with the superintendent of schools of any other district,\ndesiring to employ said teacher, a statement from the superintendent of\nschools from the district in which said teacher is already employed, express-\n\n"}
{"page": 710, "printed_page": "688", "text": "688\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ning his willingness that said teacher may be employed by the other district.\nIn order to protect an individual teacher a provision should be made\nthat no teacher employed to serve upon indefinite tenure shall suffer a\ndecrease in salary without consent except by a general proportionate salary\nrevision affecting all teachers of the district.\nIf this legislation is State legislation provision can well be made that\nno State money shall be paid to any district which is not properly carrying\nout the provisions of this act and also that the attorney-general can bring\nsuit against the board of education to recover all money paid to any teacher\nemployed in violation of the provisions of this act.\nI have not time in the ten minutes allotted me to enlarge upon the specific\nrecommendations for tenure legislation which are outlined above.\nPermit\nme to say, however, that these recommendations have only been made after\ncarefully deliberating and investigating into the best practices in vogue in\nother States and communities.\nI believe that they constitute the ground\nfor uniform and strong tenure legislation and that they constitute the basic\nessentials that should be put in practice in all the States and communities\nas soon as possible.\nThe time for deliberation and discussion has passed.\nDespite the fact\nthat tenure laws for teachers were first proposed as far back as 1886, at\nthe present time there are only seven States and a score of communities that\nhave made provisions for placing teachers on the same basis of security as\nour other individuals in professional and business life. Let us today resolve\nthat we shall return to our communities determined to secure during the\ncoming year such local and. State legislation as will protect us in the discharge of our duties and relieve us from the constant fear and apprehension,\nthe anxiety and uncertainty which robs the conscientious teacher of her\npower and efficiency. Let us all unite to place upon our statute books effective tenure legislation that will serve to stabilize and dignify our profession and gain for it the recognition it merits because of the service\nit\nrenders.\n\nCOOPERATION BETWEEN CLASSROOM TEACHERS\nLARGE AND SMALL COMMUNITIES 1\nROBERT\n\nC. MOORE,\n\nSECRETARY\n\nASSOCIATION,\n\nOF THE\n\nILLINOIS\n\nCARLINVILLE,\n\nSTATE\n\nOF\n\nTEACHERS\n\nILLINOIS\n\nIntroduction: Origin and development of organizations.\nA. Our civilization is evolving from individualism to\nsocialization.\n1. Our American forefathers were pioneers in a new\ncountry, and their\nstruggle to conquer nature developed a sturdy\nindividualism.\n‘Their\nneighbors were few and far away, and social\nrelations were almost\nnegligible.\n“4 Outline\n\nof address.\n\n"}
{"page": 711, "printed_page": "689", "text": "DEPARTMENT OF CLASSROOM TEACHERS\n\n689\n\n2. As the population increased, as the free public lands were taken up\nand occupied, as numerous large cities grew up, and as the wonderful\nmodern inventions brought people close together, their social, industrial,\nand economic relations increased and became more complex.\nIndividualism\nhad to be curbed, social relations considered, and the public welfare promoted.\n‘There has been a slow and reluctant evolution from the chaos\nof individual effort to a system of organized activities.\nB. The present era is one of organizations and organized effort by\nclasses and groups with common interests; for instance, Big Business with\nits gigantic trusts and corporations, labor unions, religious denominations,\nprofessional associations, and a complicated multiplicity of lodges, leagues,\nfederations, etc.\n1. This is a step forward in socialization, but it is still “group individualism,” or organized effort to promote the interests and ideas of certain\nclasses and groups, sometimes at the expense of other classes or groups.\n2. But these group associations and organized activities suggest the idea\nand inspire the hope that some day we shall discover the great common\ninterests of all humanity, and that all the human race will codperate\nharmoniously to promote these common interests.\nTeachers’ Organizations:\nA. The organization of the teaching class has taken place slowly. It\nbegan with local organizations of teachers for professional study and\ngrowth, for study of educational problems, and only recently for protecting\nthe rights and welfare of teachers and children.\nBut it is now generally\nconceded that the organization of the teaching class is necessary to promote\nthe ideals and ideas of that intelligent class and important factor in our\nintellectual and civic life.\nB. The organization of teachers by States is now considered necessary,\nbecause education is a State function, is financed by the State, and is governed by State laws.\nC. A national organization of teachers is now considered necessary for .\nprofessional study, comparison of problems, methods, legislation and results,\nand for establishing national ideals. “The idea of a national system of education supported by federal taxation is growing.\nD. The differences between organizations in large and small communities are:\n1. Group organization and codperative action naturally begin and develop most rapidly in the large communities where social relations are\nclear and definite, and are characteristic of these large communities.\nHence, the large communities take the lead in these things.\n2. Small cities and rural communities are more individualistic and\nimagine themselves more independent.\n‘Therefore, organizations form\nslowly and organized effort is weak.\n3. In large communities, teachers’ organizations are usually strong,\nactive, and aggressive.\n\n"}
{"page": 712, "printed_page": "690", "text": "690\n\nNATIONAL\n\nEpuCcATION ASSOCIATION\n\n4. In small communities, teachers’ organizations are more easily imposed\nupon by other interests.\nSmall communities are often deceived by the wild\nstories of the anarchistic, socialistic, autocratic, or otherwise dangerous\n\ntendencies of teachers’ organizations in large communities.\n5. In large communities, teachers’ organizations and their activities are\naccepted as a reality. “They may be opposed, but few now question their\nright to exist and to act.\n6. In small communities, teachers’ organizations are small and weak\nand are considered by many as improper, unnecessary, and in error if they\ntake an active part in advocating or promoting anything but professional\nwork,\nGeneral Principles:\nA. Community interests, social relations, industrial codperation, and\neconomic unity now reach beyond the small, local community and bind\ntogether all the people of the State, of the Nation,—yes, even of the world.\nThe recent world war certainly impressed us with the idea of world relations and of the world as a community.\n‘Therefore, education and teachers’ interests are at least State-wide, and possibly Nation-wide.\nAnd now\nan international conference on education is being considered and may be\ndefinitely planned at this meeting.\n\nB. Therefore, teachers of large and small communities must codperate\n\nthrough State and National organizations.\nThis implies mutual discussion,\ntoleration, and understanding, to be followed by unified effort.\n1. Method of co6peration in Illinois:\na. Division association meetings,—14 in State.\nb. Discussion of problems and principles, local, and State-wide.\nc. Formulation of resolutions.\nd. State association meeting, and its discussions.\ne. Adoption of State-wide resolutions.\nf. Plan of unified procedure.\ng. Unified effort to obtain legislation, and to promote helpful educational movements throughout the State.\nAll this is codperation between the teachers in large and small\ncommunities.\n\nC. A fundamental principle of such cooperation is that teachers in\nlarge\nand small communities throughout the State, or possibly througho\nut the\nNation or even the world, must consider and adopt certain definite\nprinciples upon which to stand and for which to work.\n‘These should be stated\nin terms broad enough to fit both large and small communities,\nfor instance:\n1. Equality of educational opportunity for all children.\n2. State and National support for schools.\n3. A good, well-trained teacher and a pleasant, well-eq\nuipped schoolroom for every child.\n4. A secure tenure for teachers, based upon character\nand efficiency and\nnot subject to the whims of partisan boards.\n\n"}
{"page": 713, "printed_page": "691", "text": "DEPARTMENT\n\nOF CLASSROOM TEACHERS\n\n691\n\n5. Schools and school funds must be kept clear of partisan politics and\npolitical manipulation.\n6. A fair chance for every child to develop his latent powers to maturity\nand efficiency.\nD. Large and small communities must coéperate and support each other\nin promoting the principles agreed upon by educating the general public\nto support them and by obtaining helpful legislation. “Teachers must be\nso altruistic and unselfish in doing this that they can act enthusiastically\neven if the principles adopted cost some communities more than others in\nmoney or effort.\nE. Classroom teachers are the most numerous group of teachers—probably more numerous than all other educational groups combined.\n‘Therefore, when classroom teachers learn thoroughly the methods of codperation\nand become able through their numbers, their high intelligence, and their\norganized activities to apply a tremendous influence on our social, economic, political, and educational life and institutions, they must not follow\nthe example of some of the present powerful organizations and promote\ntheir own interests alone, but must use their great power to right wrongs,\nprevent exploitation, suppress selfish greed, and cultivate altruism.\n‘They\nmust set a high example of service to humanity, of teaching and practicing\nthe principles of real and universal democracy.\n\n"}
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{"page": 715, "printed_page": "693", "text": "Department of Deans of\n\nWomen\n\nOFFICERS\nPresident—Mina\n\nKerr,\n\nDean,\n\nWheaton\n\nCollege.........ccccscccccccccesseces Norton,\n\nMass.\n\nVice-President—Gerorcia Ll, Wuitt, Dean of Women, Cornell University........ Ithaca, N. Y.\nSecretary—KaTHARINE §S. ALtvorp, Dean of Women, DePauw University..... Greencastle, Ind.\nTreasurer—FLorencE Lorinc RicHarps, Dean of Women, Winona State Teachers\nOMere Merrett ete here ele ere ie sic cuciche tel eearete, egmcvahcteta o ceMette lerSalers acetMeuerers Mate Winona, Minn.\n\nPRoGRAM\nFIRST\n\nOF MEETINGS\n\nSESSION—Thursday\n\nMerning,\n\nFebruary\n\n23, 1922\n\nJoint Conference with the National Committee of Bureaus of Occupations and\nrepresentatives of college vocational activities Cora HrLen Coonipce, Chairman\nof the National Committees of Bureau of Occupations.\n\nVocational Activities in Colleges\nVOCATION AND THE COLLEGE OF LIBERAL Arts—Richard\nDean, Dartmouth College, Hanover, N. H.\n\nW.\n\nHusband,\n\nAssociate\n\nPsycHoLocicaL AsPECT OF VOCATIONAL Work IN CoLLeGEs—Agnes\nProfessor of Education, Goucher College, Baltimore, Md.\nDIscusSsION.\n\nL. Rogers,\n\nTue\n\nAfternoon, February 23, 1922\n\nSESSION—Thursday\n\nSECOND\n\nSERVICES WHICH THE BUREAUS OF OCCUPATIONS\n\nDirectors\n\nof the Bureaus\n\nARE PREPARED TO OFFER TO COLLEGES—\n\nof Occupations\n\nin the United\n\nStates.\n\nDISCUSSION.\n\nTHIRD\n\nEvening,\n\nSESSION—Thursday\n\nOur Relations to Women\n\nFebruary\n\n23, 1922\n\nin Industry\n\nWork OF THE WoMEN’s BurEAU—Mary Anderson, Director of the Women’s\nBureau, U. S. Department of Labor, Washington, D. C.\nTue TRADE UNION WoMEN AND A BETTER Day IN INDUsTRY—Agnes Nestor, Presi‘\ndent, Women’s Trade Union League, Chicago, Ill.\nTHE SUMMER SCHOOL FOR WoMEN WorKERS IN INDUSTRY AT BRYN Mawr CoLLecE—\nHilda W. Smith, Dean, Byrn Mawr College, Bryn Mawr, Pa.\nINTERNATIONAL FEDERATION OF WorkKING WoMEN—Mrs. Raymond Robins, President, National Women’s Trade Union League of America, Washington, D. C.\n\nTue\n\nFOURTH\n\nMorning, February 24, 1922\n\nSESSION—Friday\nBUSINESS\n\nMEETING\n\nConstruction and Management of Dormitories\nTure PLANNING OF DoRMITORIES\nChicago, Ill.\n\nAND\n\nSOCIAL\n\nBuitpincs—Elmo\n\nC. Lowe,\n\narchitect,\n\nFLOOR PLAN FOR\nCONSIDERATIONS GOVERNING THE DEVELOPMENT OF THE IDEAL\nand Economic\nral\nArchitectu\nthe\nof\nDirector\nGeary,\ne\nes—Blanch\nDormirori\n, New\nBureau, National Board of the Young Women’s Christian Association\nj\n;\nYork, Nevye\nDirector of Halls\nTur SERVICE DEPARTMENT OF THE DormiTorY—Mabel C. Little,\nand Commons, University of Wisconsin, Madison, Wis.\n\n[693]\n\n"}
{"page": 716, "printed_page": "694", "text": "694\n\nNATIONAL\n\nA Dormitory\n\nTHAT\n\nIs\n\nEpucaTION ASSOCIATION\n\nA Home—Agnes\n\nE. Wells, Dean\n\nof Women,\n\nIndiana\n\nUni-\n\nversity, Bloomington, Ind.\n:\nORGANIZATION OF THE WorK OF THE Heap oF Hatts—Edith S. Tufts, Dean of Residence, Wellesley College, Wellesley, Mass.\nREPORT FROM THE NATIONAL HousING COMMITTEE OF THE AMERICAN ASSOCIATION OF\nUNIVERSITY WOMEN.\n\nFIFTH\n\nSESSION—Friday\n\nAfternoon,\n\nFebruary\n\n24, 1922\n\nSECTIONAL CONFERENCES\nDEANS\n\nOF WOMEN\n\nChairman—AGNEs\n\nE. WELLS,\n\nOF STATE\nDean\n\nBloomington,\n\nUNIVERSITIES\n\nof Women,\n\nIndiana\n\nUniversity,\n\nIndiana\n\nThree University Problems\nHovusinc—\nHow To Ostratin Money For DormMiroRIEs—\n\n(a) From\n\nLecisLatures—Anne\n\nKansas, Lawrence,\n\n(>) By\nFUTURE\n\nPrivate\n\nD. Blitz, Dean\n\nKans.\n\nGirrs—Grace\n\nCook Dormitory,\nOF SORORITIES—\n\nGreenwood,\n\nof Women,\nSocial\n\nUniversity of Michigan,\n\nAnn\n\nUniversity of\n\nDirector\n\nof Martha\n\nArbor,\n\nMich.\n\nFrRoM THE PAN HELLENIC STANDPOINT—Lillian Thompson, Pan Hellenic\nDelegate from Gamma Phi Beta.\nFROM THE VIEWPOINT OF THE DEAN OF WoMEN—Mary Ross Potter,\nDean\nof Women, Northwestern University, Evanston, III.\nDELINQUENT STUDENTs—Ruby E. Mason, Dean of Women, University\nof Illinois,\nUrbana, Ill.\nRECREATION—Jessie L. Lapp, Dean of Women, University of Minnesota,\nMinneapolis, Minn.\nDiscussion—Led by Myra. B. Jordan, Dean of Women, University\nof Michigan,\nAnn Arbor, Mich., F. Louise Nardin, Dean of Women, University\nof Wisconsin, Madison, Wis.\n\nDEANS\n\nAND\n\nChairman—F.oreNce\n\nDEANS\n\nOF WOMEN\n\nIN COLLEGES\n\nK. Root, Dean, Pennsylvania\nPittsburgh, Pennsylvania\n\nCollege\n\nfor Women,\n\nIdeals of Scholarship\nDors\n\nTHE\n\nCURRICULUM\n\nSTIMULATE\n\nSCHOLARSHIP ?>—Lucy M.\n\nSalmon,\n\nProfesso\n\nr of\nHistory, Vassar College, Poughkeepsie, N. Y.\nMETHODS OF PROMOTING IDEALS OF SCHOLARSHIP AMONG\nTHE AVERAGE STUDENTs—\nPearl R. Wasson, Dean of Women, University of Vermont\n, Burlington, Vt.\nTue Honors PLAN aT SmitH CoLLEGE—Helen Wright,\nDirector of Appointment\nBureau, Smith College, Northampton, Mass.\nDIscussIon,\nDEANS\n\nChairman—Anna\n\nOF WOMEN\n\nIN NORMAL\n\nV. Day, Dean of Women,\nMilwaukee,\n\nMETHOpS OF TEACHING ‘THRIFT—Jessamine\n\nIll.\nREGULATION\n\nOF\n\nEXTRA-CURRICULA\n\nSCHOOLS\n\nMilwaukee\n\nWis.\n\nState Normal\n\nHoagland, National\n\nSchool,\n\nCity Bank, Chicago,\n\nAcTiviTiEs—Caroline Grote, Dean of Women,\nWestern Illinois State Teachers College, Macomb,\nIII.\nTHE Woman’s ForumM—Natalie Thornton, Teacher\ns College, Columbia University,\nNew York, N. Y.\nDiscussion.\n\n"}
{"page": 717, "printed_page": "695", "text": "DEPARTMENT OF DEANS OF WOMEN\nDEANS\nChairman—Mary\n\nOF\n\nGIRLS\n\nC. Rosinson,\n\nIN HIGH\n\nDean\n\n695\n\nSCHOOLS\n\nof Bangor High School, Bangor, Maine\n\nTue\n\nWork oF DEANS IN HicH ScHooL—Romiett Stevens, Teachers College, Columbia University, New York, N. Y.\nji\nCHARACTER DEVELOPMENT IN HicH ScHooL—Josephine Mack, Dean, McKinley, High\nSchool, Chicago, Ill.\nDIscussIoON.\n\nSIXTH\n\nSESSION—Friday\n\n24, 1922\n\nDINNER\n\nCONFERENCE\n\nToastmistress—Grorcia\n\nFebruary\n\nEvening,\n\nCornell\n\nL. WuitTe, Dean of Women,\nIthaca, New York\n\nUniversity,\n\nRelations to Other Organizations\nNationaL\n\nO.\n\nAssoctation—Charl\n\nEpucation\n\nTenn.\nGENERAL FEDERATION\n\nOF WoMEN’s\n\nCLuss—Mrs.\n\nWilliams,\nGeorge\n\nW.\n\nPresident,\n\nMemphis,\n\nPlummer,\n\nSecretary,\n\nWashington, D. C.\nAMERICAN ASSOCIATION OF UNiversiry Women—Mrs. Aurelia H. Reinhardt,\npresident, and President of Mills College, Oakland, Calif.\nFEDERATION OF UNIVERSITY WOMEN IN CANADA—Mtcs.\nNATIONAL LEAGUE OF WoMEN Vorers—Mrs. Maud\n\nVice-\n\nR. F. McWilliams, President.\nW. Park, President, Wash-\n\nington, D. C.\n\nSEVENTH\n\nMorning,\n\nSESSION—Saturday\nBUSINESS\n\nFebruary\n\n25, 1922\n\nMEETING\n\nStimulation of Graduate Work Among\nCONSIDERATIONS TO BE TAKEN INTO ACCOUNT\nLouise Pound, Professor of the English\nLincoln, Nebr.\n\nUniversity Women\n\nIN GRADUATE WorK FOR WOMEN—\nLanguage, University of Nebraska,\n\nTalbot, Dean of Women,\nSoME RESULTS OF GRADUATE WORK BY Women—Marion\nUniversity of Chicago, Chicago, Ill.\ns—Albion W. Small, Dean\nTHe Work BEING DonE BY WOMEN IN GRADUATE ScHoot\nUniversity of Chicago, Chicago,\nure,\nLiterat\nand\nArts\nof\nSchool\nte\nGradua\nthe\nof\n\nIll.\n\nEIGHTH\n\nSESSION—Saturday\n\nAfternoon,\n\nFebruary\n\n25, 1922\n\nSECTIONAL CONFERENCES\nDEANS\n\nOF WOMEN\n\nIN STATE\n\nUNIVERSITIES\n\nBusiness Meeting\n\nof Women\nStandardization of the Position of the Dean\nsities\nof State Univer\nof\nK. Mathews Rosenberry, Former Dean\nUp To THE PRESENT TimE—Mrs. Lois\n:\ni\non, Wis.\nMadis\nnsin,\nWisco\nof\nrsity\nUnive\nWomen,\nof Women, Cornell University, Ithaca,\nIn THE FuTURE—Georgia L. White, Dean\nN.Y.\nIN COLLEGES\nDEANS AND DEANS OF WOMEN\nStayt,\nRS OF COLLEGE FACULTIES—Grace A.\nRETIREMENT SYSTEM FOR WOMEN MEMBE\nIll.\nurg,\nGalesb\ne,\nDean of Women, Knox Colleg\n\n"}
{"page": 718, "printed_page": "696", "text": "696\nHow\n\nNATIONAL\nMay\nVISORY,\n\nTHE\nAND\n\nEpucaTION\n\nASSOCIATION\n\nDean Best Apportion HER TIME BETWEEN THE ACADEMIC,\nApSociAL SIDE oF CoLLEGE—Anna L. Tannahill, Dean of Women,\n\nBeloit College, Beloit, Wis.\nEXTRA-cuRRICULA <ActiviTigEs—Gertrude\nCollege, Ripon, Wis.\n\nDEANS\n\nS. Kingsland,\n\nDean\n\nof\n\nWomen,\n\n;\nRipon\n\nOF WOMAN\n\nIN NORMAL SCHOOLS\nSTUDENT LEapersHip—Lulu E. Wirt, Dean of Women,\nNebraska State. ’Teachers\nCollege, Kearney, Nebr.\n:\nRELATION OF THE DEAN OF WOMEN TO THE PROFESSIONAL\nLIFE OF THE STUDENT—\nBessie L. Priddy, Dean of Women, Michigan State Normal\nCollege, Ypsilanti,\nMich.\n\nDEANS\nOur\n\nUNsocraL\n\nOF\n\nGIRLS\n\nIN HIGH\n\nSCHOOLS\n\nCurricuLuM—Thyrsa\n\nW. Amos, Dean of Women, University of\nPittsburgh, Pittsburgh, Pa.\n2\nDiscussion—Led by Mary W. Sawyer, Student Adviser,\nHigh School, Brookline,\nMass.; Lila M. Lawrence, Student Adviser,\nBroadway High School, Seattle,\nWash.\nOPEN Discussion\n\nVOCATION\nRICHARD\n\nAND\n\nTHE COLLEGE\n\nWELLINGTON\nCOLLEGE,\n\nThe personnel\n\nHUSBAND,\nHANOVER,\n\nOF THE LIBERAL\n\nASSOCIATE\nNEW\n\nDEAN\n\nARTS\n\nOF DARTMOUTH\n\nHAMPSHIRE\n\nfuncti\n\non in a college bears a close resemblance\nto the\npersonnel function in a commercial houseor\nan industrial plant. Each\nof them aims\n\nto secure the maximum necessary production\nconsistent with\nthe safety, health, and contentment of\nthe workman.\nTransferring this\ninto the terms more common in the colleges\nwe aim to secure the highest\nscholarship consistent with the health,\nphysical development, and social\nprogress of the student.\nIndustry has taken the responsibility\nof safeguarding the health of workmen and has\nfound it extremely desirable to\npromote their contentment by adjusting\npay, working conditions, living\nconditions, hours, and recreation to their\nneeds. The colleges have in like\nmanner paid attention to living condit\nions in dormitories, attractive and\nsanitary recitation buildings and\nlaboratories.\nThey have encouraged\nphysical development by means of\nathletics and the gymnasium.\nThey\nhave recognized many forms of studen\nt activities for the sake of promoting\nhabits of management and cooperation,\nwhich at the same time add to the\ncontentment of those participating.\nIn all these ways and in others that\nmight be mentioned the colleges have\nlong been doing good personnel work.\nThe essential difference between perso\nnnel work in the colleges and that\nin industry is that the colleges are\ninterested primarily in the future\nof the\nstudent and industry is interested\nprimarily in adequate present prod\nuction.\nThe college is interested in high\nscholarship, not for its immediate\nusefulness but because it is a Preparation\nfor what lies before the student.\nThe\ncolleges are more interested in\na promotional scheme than they\nare\nin\npresent: performance.\nMany industrial houses, also,\nare finding it advantageo\n\nus to present to their employees\nand even\n\nto applicants for em-\n\n"}
{"page": 719, "printed_page": "697", "text": "DEPARTMENT\n\nOF DEANs OF WOMEN\n\n697\n\nployment a promotional sequence which indicates by what steps an\nemployee may rise to positions of greater responsibility within the company.\nThe first step to be taken in planning for a product which will fulfill\nexpectation is an appropriate initial selection of students from those who\napply for admission.\nIn this matter we have recently laid down several\nprinciples for our guidance.\nIn the first place we seek evidence of scholarship, not only from examinations and certificates, but also from the principals of schools.\nIn the belief that students from one part of the country\nwill be benefited by contact with those from other parts, quotas have been\nassigned to the different sections of the United States. But the most\nsignificant and valuable part of our selective process will consist in evidence\nregarding the character and personality of the applicant. Among the traits\nupon which we desire information are intellectual interest, native ability,\nindustry and faithfulness, straightforwardness, school spirit, and leadership.\nProfessional schools have the expressed aim of preparing their students\nfor a specific occupation.\n‘This holds true of schools of medicine, pharmacy,\nagriculture, law, theology, engineering, and many others. The sphere of\nvocational guidance in such an institution is restricted. At the other extreme is the college of the liberal arts, whose aim is not that of definite\ntraining for a specific profession.\nThe business of the college of the liberal arts is to offer its students the\nopportunity of making themselves ready to meet all phases of life’s activity,\ncourageously and competently.\nThe college assumes a responsibility\ntoward the physical, moral, and mental development of those whom it\nadmits to membership in the student-body.\nWithout attention to these\nthree phases of development, one is not ready to face successfully the various\nemergencies and opportunities with which he will be confronted.\nIt must\nbe noted, however, that the college of the liberal arts merely offers the\nopportunity to students for development in these particulars, it does not\nforce them to accept their opportunities.\nInasmuch as many students,\nunfortunately, do not understand perfectly the importance of these three\nelements of growth, the college cannot entirely succeed in its aims. FreeWe\ndom to accept or reject opportunities is left to the individual student.\nare of the opinion that such freedom is in itself a factor in a student’s\n‘Those of college age who have not learned self-reliance\ndevelopment.\nand self-control are so constituted that they probably never will learn it,\nor at any rate will not learn until they have been subjected to a somewhat\nserious penalty in the way of college discipline.\nWe do not intend to\nforce or closely supervise students.\nWe anticipate that they will succeed\nthrough their own efforts, but if they cannot do that they render themselves\nresponsible for their failure.\nWhen the aim of an institution is clearly enunciated, the system of advice\ngiven within that institution should be in conformity with it. The trustees\nof Dartmouth College in the vote creating my office said that the work was\n“to be developed with the idea of enabling the men of the college to make\nthe right contacts at the close of their college course and of helping them\n\n"}
{"page": 720, "printed_page": "698", "text": "698\n\nNatIionaL Epucation AssociATION\n\nto begin advantageously and promptly what is to be their life career.”\nThere are several significant phrases in this vote. ‘The hope is expressed\nby the trustees that our students will be fitted to enter upon their life careers\n“advantageously and promptly.”\nThe word “advantageously” was obviously intended to convey the idea that the graduate of the college shculd\nbe adequately prepared both in the substance of his education and in his\nmental attitude for the next step to be taken. The word “promptly”\npresupposes a preparation from which no essential elements have been\nomitted.\n‘The expectation, provided these requirements are satisfied, is\nthat our graduates will, at an early date, be found useful in their professions or in the companies which employ them.\n‘The sentence quoted from\nthe vote of the trustees contemplates a proper selection of courses during\nthe four undergraduate years and places upon the adviser the duty of making suitable suggestions regarding courses.\nIt places, also, upon the adviser the obligation of assisting men to make an early and wise choice of\nsuch careers as they may be fitted to pursue.\nThese are the elements of\nvocational guidance within the college.\nThe vote also states that it is the duty of this office to assist men in\nmaking right contacts at the close of their college course.\nThe trustees\nin using the term “right contacts” held the view that the office should\ninclude the placement function.\nPlacement of college men involves putting some of them in contact with immediate opportunities for making a\nliving and recommending to others appropriate institutions for engaging\nin graduate study. A mere job, or opportunity for work, is not of necessity a right contact.\nOur aim is to help graduates to shorten the period\nof adjustment to conditions by knowledge acquired in advance, and to\nestablish relations with companies that have a progressive policy and a\nsuitable system of making provision for the care and advancement of those ©\nin their employ.\nIf our men ever had an idea that they belonged to a\npreferred class, we seek to disabuse their minds of such a notion.\nIt is\nour desire that they enter into the study or practice of their professions\nor occupations ready to expect the necessary slowness of progress\nand even\nan unforeseen rebuff. At the same time we conceive it\nto be our duty\nto protect our students against such contacts as would not\nfurnish them\nwith opportunity for the fullest degree of self-development.\nWe must\nacknowledge our obligations to do the best we can for the\nprofessions and\nfor industry by supplying our material in the best form\nof which we are\ncapable, but we must acknowledge, also, our obligation\nto our graduates\nwho compose that material in assuring them that\nthe powers they possess\nand the discipline to which they have subjected themselves\nwill not pass\nwithout recognition or remuneration.\nIt becomes the duty of the office,\n‘therefore, not only to be generally familiar\nwith professional and commercial opportunities, but to know those opport\nunities specifically.\nWe come now to the question of the methods\nof a personnel office connected with a college. An outline follows of\nthe records and the use made\nof them in such an office at Dartmouth Colleg\ne. In some respects these\n\n"}
{"page": 721, "printed_page": "699", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n699\n\nare only typical of what may be found in all colleges; in other respects\nAt the outset it is desirable to\nthey are somewhat peculiar to ourselves.\nstate plainly and emphatically that our records so far as they are official\nare public property, but so far as they include information supplied to us\nby the student himself they are held strictly confidential. The students\nknow this. If it were otherwise I would not predict success for a per-\n\nsonnel office.\nWe maintain a concise but somewhat thorough history of each student\n\n‘This history is then given over to the\nup to the date of his graduation.\noffice of alumni records and is continued throughout his life. When a\nstudent enters college he fills out a registration card and from this we\nobtain certain facts which we find useful for our work, such as the place\nand date of birth, his school, his parentage, the education of his parents\nFrom the\nand occupation of the father or of the father and mother.\nsynopsis.\nown\nour\nmake\nwe\noffices\nrecords kept in the various college\nexamination,\nphysical\nstudent’s\na\nof\nitems\nimportant\nThese include the most\nhonors granted him and discipline to which he is subjected by faculty\naction, the courses he takes while in college, and the mark he obtains in\n.\neach course.\nhe\nwhich\nin\nactivities\nstudent\nvarious\nWe also keep a statement of the\ncollege\nthe\nfrom\ngleaned\nis\non\ninformati\nThis\nengages while in college.\nIn interviews we innewspapers and from interviews with the student.\nWe find out ,\ninterests.\nphysical\nand\nl\nintellectua\nhis\ninto\nly\nparticular\nquire\nconfined to\nis\nit\nif possible the nature and extent of his reading, whether\nto serious\nextends\nit\nwhether\nor\nthe newspapers and the popular magazines\nwhether\nascertain\nto\ninterests\nphysical\nhis\nfields. We question him as to\ngolf, go\nplay\nto\nlikes\nhe\nwhether\ngames,\nindoor\nor\nhe is fond of outdoor\nbilliards.\nplay\nor\nhiking,\n.\nWe regard it as essential to find out how a student spends his vacations\neach\nof\nportion\na\nleast\nat\nWe urge to the best of our powers that he spend\ngive him\nlong summer vacation in some kind of occupation which will\nfactory,\na\nin\nspent\nsummer\nA\n.\nemployed\nusefully\nexperience or keep him\n,\nphysician\na\nor\nlawyer,\na\nwith\nor\ncompany,\nion\nconstruct\na\na bank, a store,\na\nfor\naptitude\nwill assist him in determining upon his preference and his\nexpects\nor\ntaken\nhas\nhe\nlife career and will also show him that the courses\nFor many\ndream.\nto take while in college have values of which he did not\nhas\nstudent\na\nwhen\nexample,\nor\ntravel—f\nstudents we encourage summer\nby\neither\nStates\nUnited\nthe\ntouring\nof\nor\nEurope\nto\nan opportunity of going\nwhat\ning\nSimilarly we are interested in ascertain\ntrain or by automobile.\nof their expenses through college by working\npart\npaying\nare\nstudents\nis not based upon\nduring the academic year. Our interest in this subject\nor partially\nwholly\nare\nstudents\nour\na desire to know what percentage of\nare gaining\nthey\ne\nexperienc\nwhat\nknow\nto\nis\nit\nself-supporting so much as\nusefully.\nhours\nspare\ntheir\nspending\nand whether they are\nare given to all\nDetailed records of the mental alertness tests which\n\nfreshmen are kept on file.\n\n“These are consulted constantly in interviewing\n\n"}
{"page": 722, "printed_page": "700", "text": "700\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nmen and reference is made to them in connection with problems of administration and discipline.\nOur experience with mental alertness tests\ninduces us to believe that tests can be framed which will be reasonably\nindicative of the relative progress which students will make while they are\nin college. The tests which we have given up-to-date indicate to a fair\ndegree what men are likely to be successful and what men are likely to\nbe unsuccessful in their course.\nWe find, nevertheless, a sufficient variation between the results of the tests and scholastic performance to put us\non our guard against accepting them beyond the point of corroborative\nevidence.\nWe know why some men who stood high in their mental alertness tests stand low in scholarship; we know why others who stood low\nin their mental alertness tests take high rank in scholarship.\nIt seems\ncertain that other evidence such as mental and emotional stability and the\npower of protracted application should be added to mental alertness\ntests\nin determining fully the probability of success or failure in a sustained\nintellectual effort.\nPersonal estimates if made with care are still frequently considered\nto\nafford the best evidence regarding the characteristics of those\nunder consideration.\nWe ask members of our faculty to estimate their students once\na year upon the traits of intelligence, forcefulness, reliabilit\ny, and personality. Each of these traits is defined in terms which can\nbe evaluated\nby instructors and interpreted by students.\nCertain things are indicated\n.which may be regarded as evidence of the degree to which\nstudents possess\nthe qualities. We define the four traits as follows:\nIntelligence: Ability\nto grasp a situation; alertness of mind.\nNot to be identified with scholarship; Forcefulness: Personal force; initiative;\nassurance; decisiveness;\nReliability: Evidences of solid character; dependab\nility; sense of responsibility, perseverance; attentiveness; punctuality;\nPersonality: Bearing;\nneatness; courtesy; personal acceptability.\nInstructors assign ratings\nA, B, C, D, and E as they think a student\ndeserves on each of these four\npoints. The ratings are then transferred into\nnumerical values and averaged together. The true interpretation of\nthe rating given is by no means\nan easy task. We have reached the belief that\nidentical rating of a student\nby all of his instructors would rarely present\na true picture of the student.\nHe may show himself very alert and intellige\nnt in physics and quite the\nopposite in Spanish.\nHe may be much interested in history,\nbut dislike\nchemistry.\nHe will show himself a different person accordin\ng to the course\nin which he finds himself and even accordin\ng to the instructor he has. In\nconferring with a student we give him\nnot only the average rating he has\nreceived from his instructors, but the individua\nl ratings. Variation in estimates very commonly affords an excellent\nopportunity fo r discussion with\na student concerning the effect he produces\nupon others in different situations and one can thereby put him on\nhis guard with reference to the proper\nattitude for him to assume in any task\nassigned him. We assure him that\nhe will find certain pleasant features\nand certain u npleasant features\nin\nevery occupation and that he must\nbe ready to perform the disagree\nable\n.\n\n"}
{"page": 723, "printed_page": "701", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n701\n\nparts of his task with the same degree of reliability and cheerfulness as he\nshows in the agreeable parts. When a student has low ratings we frankly\ndiscuss the reasons for them.\nThe most successful device which we are using to give a student a picture\nof himself is what we call his Profile Card.\nThis is a 3x5 inch card\ncontaining spaces allotted for certain aspects of a student’s history year by\nyear. In the first column we put his actual attainment and in the second\ncolumn his rank in his class. A class is divided into ten groups on the\nbasis of the records of attainment or estimates, and we assign the appropriate group to each student upon each of the points upon which the record\nis made.\n‘These points are scholastic average for the year, credit points\ntoward graduation, personal estimates in intelligence, forcefulness, reliability, and personality, and the various sections of his Mental Alertness\nWe find that a student is much more impressed by the statement\nTest.\nthat he falls in the third, or sixth, or tenth group of his class on any of\nthese matters than he was when we simply gave him his numerical record.\nWe have recently undertaken to make a mental.survey of students who\nStudents whose progress in their work\nappear to require that attention.\nis unsatisfactory by reason of some mental or emotional instability and\n\nthose who have a tendency to become depressed or nervous by reason of\noverwork, inherited characteristic or accident are summoned to a conferFor this purpose we have a mental hygiene specialist come to our\nence.\noffice regularly to interview such persons as we discover and can present to\nOur object, of course, is safeguarding the future of these individuals,\nhim.\n\nand we do not wait, therefore, until a case becomes at all aggravated before\n\nWe hope to extend this work materially; up to the\nrequesting a survey.\npresent the investigations into individual cases have been of the greatest\nj\nbenefit.\nThe object of preparing all the records to which reference has been made\nis the interview with the student. ‘That is the heart of personnel work.\nA student is interviewed first during his freshman year with the help of\nsuch records as we have already collected. Thereafter we see him regularly every year, and more frequently if we feel that occasion for special\nconsideration has arisen. Also we encourage students to come voluntarily\nwhenever they have problems which need solution.\nWith the records at hand we feel in position to begin talking seriously\nn\nwith a man upon the occupation which he desires to enter after graduatio\na\nmade\nalready\nhas\nhe\nIf\nfitted.\nor the occupation for which he is best\nin\nsuccessful\nbe\nwould\nhe\nthinks\nhe\nwhy\nout\nchoice we endeavor to find\nabout\nthat occupation, and in the discussion we make use of all facts known\nthat now\nties\nopportuni\nthe\ntion\nconsidera\ninto\ntake\nmust\nalso\nWe\nhim.\nFor this\nexist and are likely to exist in the future in that specific career.\nwe give\nand\nsubject\nthe\nupon\npurpose we refer him to pamphlets or books\nhe\ncareer\nthe\nin\ninvolved\nis\nthat\nwork\nhim the best picture we can of the\ngiving\nabout\ncautious\nare\nmatter,\nthis\nin\nslowly\nWe go\nis considering.\na student’s\npositive advice, and are more inclined in the early stages of\n\n"}
{"page": 724, "printed_page": "702", "text": "702\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthinking upon an occupation to give warnings rather than positive encouragement and are particularly careful to make suggestion of a special\noccupation in contrast with the one the student is already considering.\nTo our surprise we have discovered that approximately sixty per cent\nof a freshman class has a fair idea of the occupation they wish to enter\nafter graduation from college. During their college course many of these\nchange their minds as a result of discovering weaknesses which they had\nnot suspected, or strength and interest which they had not earlier realized.\nWe keep a card catalogue of the occupations chosen by the members of\neach class, placing in a special file those who are uncertain.\nIt is pleasing\nto feel that the uncertain group gets smaller from semester to semester\nas a result of decisions formed on the basis of acquired interests, new experiences, and deeper knowledge.\nMeantime, as the permanent interests and aptitudes of the student become apparent, and as he approaches a decision regarding his life career,\nthe problem of directing his electives grows more serious and complex.\nFor\nthe most part students have a decided tendency to choose as their major\nsubject that branch of knowledge which they believe will be most beneficial\nto them in their vocation.\nGenerally that is reasonable, and we encourage\nit. Filling up the elective card after a major has been chosen is then of\nimmediate concern.\nContrary to the opinion commonly expressed, we find\nthat students are apt to elect subjects which appear to them to be of the\n\n“useful” or “practical” kind.\n\nIf they fail to find a sufficient number of\n\ncourses of this type some of them fill up their elective blanks with subjects\nchosen upon various unreasoned bases. ‘The prevailing tendency of students, if left to themselves, is to choose only courses intimately related to\ntheir prospective vocation and neglect those subjects which should prove\nvaluable to them as citizens and members of society. “They do not commonly scatter enough.\nParticularly are they inclined to neglect courses\nin the liberal arts which form a splendid background for the enjoyment\nof life, for the cultivation of taste, and even for a broadminded view of\none’s occupation.\nIt is difficult to induce a student who expects to enter\nbusiness to elect courses in literature, philosophy, or art.\nIt is equally\ndificult for one who plans to specialize in literature to become reconciled\nto giving much attention to the social sciences and particularly to the\n\nnatural sciences.\nThe college and my office stand firmly for the principle of the desira-\n\nbility of an elementary knowledge in many fields of learning.\nMy office\nhas also adopted the principle of advising students to show restraint in\nelecting those subjects which they are likely to pursue after graduation for\nthe remainder of their lives, and in preference to devote a certain portion\nof their attention while in college to subjects which in all probability they\nwill not enter into later by themselves.\nA third principle which we follow\nis that of advising students to take subjects which they cannot possibly\nget by themselves or without the aid of the college equipment.\nFor example, it is quite improbable that many students after graduation would\n\n"}
{"page": 725, "printed_page": "703", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n703\n\nhave access to a chemical or physical laboratory and however great might\nbe their inclination to learn something of the sciences of chemistry or\nOther branches of knowledge may\nphysics they would find it impossible.\nmethods of handling documents\nand\nbibliography\nwith\ndemand familiarity\nsuch as they will find it to be extremely difficult, and perhaps impossible,\n‘This is especially true of some of the social\nto acquire after graduation.\n\nsciences and of art.\nOne of the tragedies of the intellectual life is that as the years go by\nWe find that the\nour reading and study becomes of necessity narrower.\nand strength\ntime\nour\nof\nmuch\ntake\noccupation\nour\nin\ninvolved\nproblems\nand the remaining hours in which we have any leisure must be devoted to\na study of those topics or points which may coniront us in our profession\nor in our business of the next day or the next week. We have neither the\nleisure nor the strength left to read as broadly as we once hoped. ‘This\nto a\ngradual narrowing of the scope of intellectual life may be compared\na\nto\nalmost\npyramid which with a broad foundation gradually narrows\none’s\nof\nbreadth\nthe\nto\nlikened\nsingle point. “he broad foundation may be\nspecialty\ncollege course, the apex represents one’s attainment in his narrow\nthat the\nhowever,\nobserved,\nbe\nto\nis\nIt\noccupation.\nor his narrow range of\nis our\nit\nand\napex,\nthat\nbe\nmay\nhigher\nthe\npyramid\nthe\nof\nbase\nbroader the\ncourse\ncollege\na\nfirm conviction that the breadth of knowledge gained in\nto in his\nwill be indicative of the degree of proficiency one may attain\none’s\nfrom\nremoved\nfar\nare\nwhich\nWe feel sure that subjects\ncareer.\nbe\nalso\nwill\nbut\nlife,\nof\njoy\nthe\nto\ny\ncontributor\nspecialty will be not only\nadvice\nfor\nbasis\nthe\nbe\nmust\nThis\nspecialty.\none’s\nin\ncontributory to success\nparticularly in one\nin regard to electives in a college of the liberal arts and\nsociety to the\n“Convert\nwhich has declared its intention of doing its share to\nwelfare of man.”\nofficers have sufA personal office cannot long be successful unless the\nIn recognition\nwork.\nh\nresearc\nin\nengage\nto\nthem\nficient leisure to enable\norganized\nnewly\nthe\nwith\nitself\nallied\nCollege\nuth\nDartmo\nof this necessity\nof the\nnature\nthe\nof\nA brief statement\nPersonnel Research Federation.\nwhich\npoint\nthe\nindicate\nwill\nresearch work that is being done in our office\nin an\nd\nengage\ntly\nconstan\nare\nWe\nI am now endeavoring to make clear.\ntic\nprognos\nbe\nwill\nwhich\ntests\ns\nalertnes\ninvestigation of the kind of mental\nfreshwhat\nthereby show\nof success or failure in general scholarship and\nWe are\ncollege course.\na\nfrom\nprofit\nt\ngreates\nthe\nreceive\nmen will likely\nindicate\nwill\nwhich\ntests\ns\nalso considering the nature of mental alertnes\nhave a\nmay\nwe\nthat\norder\nin\nspecial aptitudes. We are eager for this\nInascareer.\nfuture\na\nand\ns\nelective\nof\nsuitable beginning for a discussion\nfar\nso\ntests\ns\nalertnes\nmental\nthe\nof\nnone\nmuch as we are convinced that\nal\nemotion\nor\nbe called mental\ndevised does or can determine what may\nwhich\ndevised\nof experiment\nstability, we are anxious to have some kind\nrance or stability which\nperseve\nof\ndegree\nthe\nng\nregardi\ne\nwill afford evidenc\nmental alertness tests\nin\nWe feel that success\nthe student may possess.\nconvinced that\nequally\nare\nwe\nand\nbears some relation to reaction time\n\n"}
{"page": 726, "printed_page": "704", "text": "704\n\nNATIONAL EpucATION ASSOCIATION\n\nmany who have a slow reaction time have a larger degree of perseverance\nor reliability than have some of those with quicker reaction time. This\nseems to be a partial explanation of the fact that occasionally one who takes\nhigh rank in his mental alertness tests fails in his college courses, while\nothers who take a low rank are successful in their intellectual efforts. As\ntime goes on we hope to have some material in proof of our belief that a\nmental survey, if followed by attention to the directions given, will lead\nto decided improvement in scholarship, in attitude, and in general usefulness. At present it is merely a speculation that success in scholarship bears\na direct relation to improvement in health.\nIt may take many years to\ngather evidence upon this subject, but we do not propose to neglect it.\nIn the outline of our records I laid some stress upon the value of personal\nestimates made by instructors.\n‘The Scott Company in Philadelphia has\ndevised a system whereby foremen make estimates of the men under their\ndirection.\n‘The Scott Company has found it desirable to make a comparison of the ratings made upon the same man by two or more foremen.\nWe are working out a system whereby we may be able to compare ratings\nmade upon students by one instructor as against ratings made upon the\nsame students by other instructors.\nSuch is the nature of research work\nwhich we are now contemplating and it will be evident that the conclusions\nwe reach will have an immediate bearing upon the nature of our interviews with students.\nIt was stated earlier that the duties of the personnel officer of a college\nare of much the same type and demand much the same kind of information\nabout the members of the student body as the duties of the employment\nmanagerof an industry require concerning the employees of his company.\nFor this reason one engaged in personnel work in a college should familiarize himself with the best literature upon the subject of employment\nmanagement.\nHe should associate with those engaged in that work and know\nthe nature of their records, their methods, their habits of\ninterviewing,\nand their aims. He should belong to associations whose objects\ncoincide\nmore or less with his own.\nWhen one tries to give an outline of the information a personne\nl officer\nin a college should possess he finds himself in difficulty. It\nis quite impossible for one man to know all the things a personnel officer\nshould know.\nFor this reason the staff of the office should be so constitu\nted that certain\nkinds of information and certain fields of investigation\nwould be assigned\nto each member.\nMeetings of the staff should be held frequently at which\neach specialist would outline to his colleagues at least\nthe elements involved in his own specialty. This is made necessar\ny by the fact that the\ninterviewer may be called upon to give the student\ninterviewed at least an\nintroduction to any subject falling within the\nrange of topics that must\nbe handled in a personnel office. A student\ncannot profitably be transferred from person to person for advice.\nWhen, however, a case of unusual perplexity arises the specialist should\nhandle it. Even when the\nrange of knowledge seems fairly adequately\nrepresented by a personnel\n\n"}
{"page": 727, "printed_page": "705", "text": "ee\n\nDEPARTMENT OF DEANS OF WOMEN aa\n\n705\n\nee\n\nAt such times\nstaff, occasions will arise for more specific information.\nin\nround-table conferences should be held, to which students interested\ninformal\nan\nes\nconferenc\nany particular occupation are invited. At these\nor the\ntalk may be given by a representative of the profession, the industry,\nany\nask\nto\nd\nencourage\nbe\nshould\nStudents\nd.\nbusiness then being considere\nnature\nthis\nof\nes\nConferenc\nn.\noccupatio\nthis\nabout\ndesire\nquestion they\nin the\ncan be held as often as students can be brought to them by interest\nproblem.\npresentation of a definite subject or a definite\nion\nThe following may be taken as an imperfect outline of the informat\nwith\ncollege\nThe\nofficer.\nl\npersonne\na\nof\nwhich should be at the disposal\nthe present\nwhich he is associated, its history, its traditions, its aims, and\nmembers of the\nThe\nly.\nthorough\nknown\nbe\nshould\nplant\nits\nof\nn\nconditio\nshould\nfaculty should be known, their specialties and their characteristics\nthat\nsense,\nsound\nof\ndeal\ngood\na\nbe familiar to him. ‘The old joke contains\nhave\nshould\nHe\nsubject.\nthe\nthan\nrather\nr\none should elect the professo\nwith its framean intimate acquaintance with the curriculum, not merely\nthe various courses\nwork of required courses, but with the contents of\nare conducted, the\nthey\noffered as well as he can, the manner in which\nHe should\n.\npurposes\ndifferent\nfor\nexpressed aims and the ultimate value\nthat\nactivities\nstudent\nvarious\nthe\nof\nspirit\nalso know the nature and the\nmuch\nSo\nstudent.\nthe\nof\nlife\nsocial\nthe\nof\nnature\nthe\nare carried on and\nfor the inside of the institution itself.\nimpossible task\nA personnel officer is then confronted with the almost\nline of careers\nthe\nin\nnities\nof securing an intimate knowledge of opportu\nthe present\nknow\nshould\nHe\nion.\ninstitut\nthat are open to graduates of the\nHe should\nes.\nindustri\nand\nes,\nbusiness\nions,\nprofess\ncondition of the various\nand\nmental\nthe\n,\nknow something of the jobs themselves, the demand\noccupathe\nin\nd\ninvolve\nes\nemotional qualities necessary for success, aptitud\nr from the standpoint\nwhethe\ncome,\nmay\nwhich\nration\nremune\nthe\nand\ntion\ntion. In order to\nsatisfac\nl\nspiritua\nand\nof pay or recognition or personal\nshould inspect\nofficer\nel\npersonn\nthe\ne\nrequisit\nis\ngain the knowledge that\nand industrial\ncial\nCommer\n.\ncountry\nthe\nhout\nthroug\ntypical occupations\nhim available information.\nestablishments will welcome him and will give\ns will commonly result\ncontact\nIt might be added incidentally that such\ns.\nin opportunities for placement of student\n“a two-fisted man with\nFinally a personnel officer has been aptly called\nan officer of a college\nsuch\nto\napplies\n‘This\nthe instincts of a gentleman.”\nHis whole aim is to be of benefit to the\nas well as to one in industry.\nbut the nature of the problem\nstudents with whom he comes in contact,\ns of diplomacy and a substitusometimes calls for a discarding of the method\ng with college men is satisfyDealin\ntion of armaments without limitation.\ninvariably broad-gaged enough\ning and inspiring, because they are almost\nThey det resentment.\nto accept the truth without flinching and withou\n\nsquare with them and have their\nmand, however, that the interviewer be\nthing, and they have a right\ninterest at heart. “They expect only one other\nin the personnel office, and\nsay\nto expect it—namely, that whatever they\n\n"}
{"page": 728, "printed_page": "706", "text": "706\n\nNaTIOoNAL Epucation AssociATION\ne\nd\nee\n\nwhatever information they may give, will be held in strict confidenc\ne.\nWhen these principles are understood and accepted, the days\nof the personnel officer are filled with the keenest enjoyment and afford\nhim the\nlargest degree of continuous satisfaction.\nPERSONNEL\n\nA. Initial\n\nSelection\n\nWORK\n\nIN\n\nDARTMOUTH\n\nCOLLEGE\n\n‘Schola\nrship\nIntelligence\nTemperament\n:\n\nMental\nEfficiency\n\nB. Cultivating\nAbility\n\nfor degree\n\nElective courses\nSections\nSchedule\n\nInstruction\nin efficiency\n\nProcesses of thought\nMethods of study\nRegularity\nMental hygiene\nUse of experience\n(travel, jobs)\n\nae\nSupervision\n\nDaily marks\nSummons to offices\n\nPhysical\n\nDEVELOPMENT\n\nRequirements\n\nAssignment\nof Task\n\n°\n\nInitial examination\n\nymnasium\nRevslgrmenty <elaceati\non\n\nOF THE\nINDIVIDUAI,\n\nPhysical\nEfficiency\n\n,\n\nMaintenance\n\nAthletics\nAe\nCOEUTCS\na\nMedical Director\nEpidemics\n\nPlant\n\nBuildings\nGrounds\n\nof\n\nHealth\n\nDiscipline\n\nRules and _ penalities\nAttendance records\nPersonal ratings\nProbation and separation\n\nThrough\n\noperation\n\n:\n\nEnthusiasm\n\nUniformity\n\nProgress\nPersonal\n\n.\nRooming\nConditions\n\nco-\n\nPublicity\nLeadership\n\nRegularity\n\nLoyalty\n\nC. Cultivating\nDesire\n\nfraternity\n\nto\n\nof work\n\nof assignment\ninstitution\n\ninterest\n\nLighting\nVentilation\nn ~) =} =oi) ie ° =)\n\nTreatment\n\nRecognized\nces\nAdvantages\n\n{recs fairness\nJust>\nmarking\n:\nFriendliness\n(unofficial)\nLeading\nEe\nPersonal\n\nto a career\nacceptability\nsatisfaction\n\nEsteem of others\nMembership\nin\nstudent\norganizations\n\n"}
{"page": 729, "printed_page": "707", "text": "DEPARTMENT\n\n707\n\nOF DEANS OF WOMEN\n\nTHE PSYCHOLOGICAL ASPECT OF VOCATIONAL\nIN COLLEGES\nAGNES\n\nL. ROGERS,\n\nOF\n\nEDUCATION,\n\nBALTIMORE,\n\nMARYLAND\n\nPROFESSOR\n\nGOUCHER\n\nWORK\n\nCOLLEGE,\n\nof\nPsychology has recently made advances that will hasten the solution\nof\ntion\nconstruc\nthe\nBy\ncolleges.\nin\nguidance\nthe problem of vocational\nelimiof\nmeans\na\nd\nfurnishe\nhas\nit\nnce,\nintellige\nor\nability\ntests of general\nstudy, thus prenating from colleges those unable to profit by academic\nfor which they\ncareers\nventing persons embarking on training for certain\nof less worth\nis\nvaluable\nthough\nand\nare unfit. Such guidance is negative\nfurnish the\nwill\nshortly\nvery\ntests\nence\nIntellig\nthan positive prescription.\nof the\nmost\nof\nlevel\nnce\nintellige\nthe\nknow\nshall\nwe\ntime\nlatter also, for in\nSoon\n.\ninfluence\nprofessions as study is now being made of their selective\ngeneral\nown\nhis\nof\nlight\nwe shall be able to advise a college graduate in the\ndesires to enter,\nability and the mental level of those in the occupation he\nwhom he must\nwith\nand\nd\ncompare\nbe\nly\nwith whom he will necessari\ncompete.\nring students\nIndirectly such intelligence tests likewise assist us in discove\nwith\nheartily\nves\nthemsel\nof high capacity, who have failed to identify\nsound\nor\n,\ninterest\ns,\ntivenes\ncodpera\nacademic work owing to lack of industry,\nnal guidance.\nhealth. Such facts are obviously crucial in vocatio\nconstruction of rating\nthe\nis\nlogy\npsycho\nof\nThe second contribution\nscales for only one proscales. It is true that today we have satisfactory\ntime before we shall\nof\nfession, that of teaching, but it is only a matter\nvocational guidance\nfor\nents\nhave excellent adaptations of existing instrum\npurposes to many other callings.\nque of construction of\nSignal advance has also been made in the techni\n\nthe appearance of measuring\nvocational tests proper and we may look for\nSo far\nvocational adviser.\ninstruments which will be of service to the\nbe\nshortly\nwill\nit\nbut\nle,\navailab\nFreyd’s test for journalistic aptitude is\n\ntions.\nfollowed by others of like kind for other occupa\n\nWOMEN\nMARY\n\nANDERSON,\n\nDIRECTOR\nOF\n\nIN INDUSTRY\n\nOF THE\n\nLABOR,\n\nWOMEN’S\n\nWASHINGTON,\n\nBUREAU,\nD.\n\nU. S. DEPARTMENT\n\nCc.\n\ning more and more a familiar\nThe words “women in industry” are becom\nrial pursuits is growing larger\nphrase as the number of women in indust\ntant factor in the development,\nyear by year and becoming a more impor\n.\nthe very life itself, of the American people\none of every four workers is a\nthat\nus\ntell\n1920\nof\ns\nfigure\ns\nThe Censu\nto the Census figures of 1880\nry\nGoing back nearly half a centu\nwoman.\nmen and more than two\n0,000\n14,00\nwe find that at that time more than\nof age were in gainful occupaand a half million women over ten years\n\n"}
{"page": 730, "printed_page": "708", "text": "708\n\nNATIONAL\n\nEpucatTIon ASSOCIATION\n\ntions, and in 1910, our latest figures, more than 30,000,000 men and 8,000,000 women over ten years of age were so classified.\nIt is apparent that in\nthe thirty years the increase was very much greater among the women than\namong the men, the per cent increase being 104.1 for men and 205.1 for\nwomen.’\nThat the per cent increase among the women in this period—\n1880 to 1910—was almost double that of the men is significant as proving\nthat the encroachment of women in industry was not caused by the World\nWar, but was well under way for several decades before that and may be\nconsidered a natural evolution.\nDuring the ten years immediately preceding the war—that is, from 1904 to 1914-women wage earners increased in numbers at a higher rate than did men in several of the most\nimportant industrial States—for example, in New York the per cent increase of male wage earners was 22.8 and that of the women wage earners\n25.7; in New Jersey the corresponding figures were 38.7 and hao r\nPennsylvania 20.3 and 35.8; in Illinois 33.2 and 37.2; and the list might\nbe very much extended—a total of twenty-five States and the United States\nas a whole showing this condition of a higher percentage for women than\nfor men.?\nThe past few years have seen a remarkable development of industries.\nWhen the spinning, the weaving, the making of clothes and shoes, and\nall\nthe other industrial pursuits once followed in the home, were taken\naway\nand developed into factory industries, women were called upon\nstill to\nconduct many of the operations, and thereby became part of the\narmy of\ngainfully employed.\nNaturally they have not been restricted to these transplanted industries but have entered other avenues of employme\nnt as\noccasion offered. A Federal investigation in 1908 which covered\nmore than\n167,000 woman and child wage earners disclosed the fact that\nwomen and\ngitls formed approximately one fourth of the wage earners\nin the making\nof tin-cans and boxes, hardware, nuts, bolts, and screws,\npottery, and\nstamped and enameled ware; approximately one third of\nthe wage earners\nin the making of clocks and watches, rubber and elastic goods,\njewelry, and\nneedles and pins; and one half or more of those engaged\nin making cigars\nand tobacco, cigar boxes, and paper boxes—all of these\nbeing outside of the\nfood and clothing industries essentially woman-employing.?\n‘The public\nis inclined to forget this gradual development, and\nto think that women\nentered industry in large numbers only during\nand since the war.\nIt is\nbecause women wage earners became so numerous\nand are being relied upon\nmore and more to supply the working force of the\nfactories, that we have\ncome to realize the importance of women in industry.\nThe large number of women in industrial pursui\nts therefore present a\nspecial problem of their own.\nWhen I began to work as a piece worker\nin a boot and shoe factory in Illinois, there\nwas very little said about the\n; ee\n\nCensus\n\nof the U. S. Population\n\n6 and 37.\n*Abstract of the Census\n\nof Manufacturers,\n\nVol. IV, Occupation\n\nStatistics, pp.\n\n1914, Pp. 463-465.\nU. S. Department of Commerce and Labor,\nBureau of Labor Statistics, Woman\nand Child Wage Earners in the U. S., summa\nry of report, pp. 15 and 398,\n\n"}
{"page": 731, "printed_page": "709", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n709\n\nimportance of the eight-hour day. We were then working ten hours and\nlittle thought was given to the health of the working woman and what it\nIn the second year of my factory work\nmeant to the Nation as a whole.\n‘That was more\nthe State Legislature passed an eight-hour day for women.\none day\nworked\nwe\nthat\nthan twenty years ago, but I remember clearly\nof eight hours and the next day went back to the ten-hour day because the\n\nSupreme Court of the State, in a surprisingly short time, had rendered a\ndecision that this law was unconstitutional.\nAfter this there was a long period during which the women in my trade\n\nbecame more and more united in organization, and finally we were able,\nthrough agreements with the manufacturer, to institute the nine-hour day.\nThe eight-hour day by legislation was our goal. From that time on we\nwere active in furthering legislation for working women, but it was fifteen\nyears from the time that the Illinois Legislature passed the short-lived\neight-hour law that it again took up the question of hour legislation for\nworking women and passed the ten-hour law which is the present statute,\nthe Supreme Court reversing its earlier decision and declaring the law\nconstitutional.\nWhile the first attempts at legislation had been made entirely by women\nwere a\nwho were in sympathy with working women, the later attempts\ns,\nthemselve\nworkers\njoint effort between these women and the organized\nin\ned,\nunorganiz\nand\norganized\nwith the latter speaking for the workers,\nthe legislative hearings.\nUnion.\nWhat happened in Illinois is happening in every State in the\nto\nlly,\nindustria\nand\nly\npolitical\nboth\nstronger\ng\nbecomin\nAs the women are\nthe\nfind\nwe\nEverywhere\nthat degree progress for women is being made.\nbehalf of the workers.\nin\nspeaking\nwomen\nworking\nd\norganize\nthe\nof\nvoice\nheld in Geneva\nWomen,\nThe second International Congress of Working\nover.\nworld\nthe\nment\ndevelop\nthis\nlast October, is an expression of\nthe working\nof\nbehalf\nin\nnt\nmoveme\nthe\nthat\nIt is not surprising then\nGovernment\nFederal\nthe\nby\ntion\nrecogni\nd\nreceive\nwomen should have\nPresident,\nits\nand\n‘tself. [Che Women’s Trade Union League of Illinois\ntaken\nhad\nment\nGovern\nMrs. Raymond Robins, realizing that the Federal\nHull\nof\n,\nAddams\nJane\nMiss\nsent\nn,\nno special cognizance of this great questio\n,\nChicago\nent,\nSettlem\nity\nUnivers\nthe\nof\nll,\nHouse, and Miss Mary McDowe\nof\ntee\niation Commit\nto Washington in 1907 to appear before the Appropr\ninvestigation of\nspecial\na\nmake\nto\nwhich\nwith\nmoney\nfor\nask\nCongress to\nand an iniation,\nappropr\nan\nCongress granted such\nwomen in industry.\n\nnd covering many\nvestigation extending over three years—1907 to 1909—a\nby the U. 5.\nmade\nwas\ned\nemploy\nwere\nof the industries in which women\nreport was published in nineDepartment of Commerce and Labor.- The\ninsistent demand\nteen volumes and was the cause of the increasingly\n\nfor a\n\nwomen in industry. In\nbureau in the Government to be concerned with\nTrade Union League, a\ns\nWomen’\n1909, at the convention of the National\nment.\ns bureau in the Govern\nresolution was introduced asking for a women’\n\nced in Congress a bill\nIn 1916 Representative Casey, of Pennsylvania, introdu\n\n"}
{"page": 732, "printed_page": "710", "text": "710\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nto create a women’s division in the Department of Labor.\n‘This bill did not\npass, however, and upon the entrance of the United States into the World\nWar the Secretary of Labor called a conference of representative men and\nwomen to work out the best possible way of recruiting labor for war\nservices. “Che Woman in Industry Service was among the several organizations created in the Department of Labor, and in 1920, when it was\nfound from the work during the war and the demand made for the kind\nof service rendered that it would be expedient to make this war service\na permanent bureau, Congress passed a bill making the bureau permanent.\nAs the Department of Labor is the youngest Department in the Government, so the Women’s Bureau is the youngest Bureau in the Government.\nAs the increasing strength of industrial workers made more insistent the\ndemand for a Department of Labor, until finally such a department was\ncreated, so it was with the Women’s Bureau—as the women workers\nentered industry more and more the demand became insistent that there\nshould be created in the Government a bureau concerned solely with the\nproblems peculiar to working women.\nIt is very important that the Federal Government should more and more\ninterest itself in the human problems of the Nation.\n‘The Department of\nAgriculture is of tremendous value in conserving animal and plant life,\nbut what is even more important is the conserving of human life, and in\nthis we come down, in the final analysis, to the importance of the woman.\nThe woman as an individual has a right to health and happiness, but this\nindividual right has a much larger significance when we think of the working woman as a mother or a prospective mother of the race.\nIt is the duty of the Federal Government, as I see it, to make sure that\nin our rush for expansion of industries and the ever-growing demand for\nmore production, so that the world shall be adequately housed and fed,\nwe\ndo not exploit these women to the detriment of their individual selves\nand\nto the detriment of the country as a whole.\nThe Federal Government\nhas no mandatory powers to enforce any laws for the regulation\nof women’s\nwork,\nWe are a government by the will of the people with State\nautonomy.\n‘Therefore the enunciation of standards and policies by the\nWomen’s Bureau is a guide rather than a law, and serves to make\nuniform\nthe actions of the several States. Because we legislate in forty-eig\nht States\nwe are prone also to legislate in many different ways.\n‘Though we have\nthe eight-hour day in eight States, this does not always include\nall the\nwomen workers in these States. Some laws cover the mercantil\ne establishments only, others manufacturing, while others include\nhotels and\nrestaurants.\nScarcely in any two States is there uniformity in legislation,\nand therefore the pointing out of inadequacy and the more or\nless haphazard\nway in which the States are legislating can best be done\nby a Federal\nagency, such as the Women’s Bureau. ‘The State agencies have\nno adequate\nway of getting this all-round information.\nConstantly the Women’s\nBureau is asked for data concerning the employment\nof women.\nSome\nof the questions most repeatedly asked are: How many\nmarried women\n\n"}
{"page": 733, "printed_page": "711", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\nnit\n\nare there in industry and in what industries are they employed in the\ngreatest numbers?\nDo the married women prefer night work because they\ncan devote their day-time hours to the house-work and the children? To\nwhat extent do women support families? and many similar questions having\nto do with the family unit.\nThere is a growing demand by the American public for the facts, and\nit is the duty of a Federal agency to supply these facts. “The Women’s\nBureau makes special investigations in the industries where women are\nworking, upon which to base conclusions and from which to give information in order that fair standards can be formulated upon actual figures.\nA careful study of a large number\nSuch studies are of great importance.\nof cases of lead poisoning among men and women, over a considerable\nperiod of time, produced the evidence which later established that lead\nBecause of this\npoisoning is more injurious to women than it is to men.\nwomen’s emprohibiting\npassed\nbeen\nhave\nlaws\nStates\nsome\nin\nknowledge,\nployment in occupations where the danger of contracting lead poisoning\nis very great. Women are working in many other occupations where they\nare exposed to poisonous fumes and dust, but we have no evidence to show\n\nwhether these elements are more or less dangerous to women than to men,\nand without such evidence there can be no just and wise legislation for\nthe employment of women in such places.\nOne of the subjects which causes a great deal of discussion and comment\nis the adequate remuneration for work performed by women in industry\nThere is first the question of whether employees shall receive equal pay\nfor equal work regardless of sex—that the wages should be based upon\nthe job, whether performed by men or by women.\nStudies\nAgain there is the question of minimum wage laws for women.\nFrom investigations made\nof these questions are important, even essential.\nby the Women’s Bureau we have found that women are, to a very large\ndegree, either wholly or in part supporting families; that young girls in\nlarge numbers bring their pay envelopes home unopened, and thereby turn\nOne is accustomed to think\nin every dollar received to the family budget.\nreason, that the wages\nthat\nfor\nand,\nfamily\nthe\nof\nhead\nthe\nas\nman\nof the\nBut when we think\nreceived should be adequate for the family budget.\nor no economic conlittle\nwith\nof women we think of them as individuals,\nfailed to realize\nmeasure\nlarge\na\nin\nhave\nnection with the family, and we\ndisassociate\nlonger\nno\nmust\nwe\n“Therefore\nfamilies.\nthat women do support\nmust take\nWe\n.\nindividuals\nas\nthem\ntreat\nand\nlife\nfamily\nthe\nwomen from\nfor\nresponsible\nis\ncognizance of the fact that the woman as well as the man\nthe\nto\nnecessary\nmoney\nis\nthe family budget and that the wage she receives\nsupport of the family unit.\nthat women\nSufficient testimony by both employers and workers shows\non the\nfaithful\nas\nare\nand\nmen,\nas\nwork\nmuch\nas\ndo just as good work and\nThe\npay.\nof\nd\nstandar\ndouble\na\nfor\nexcuse\nno\nis\njob. ‘Therefore there\nLow\nliving.\na\nto earn\nwomen are now, as they always have been, working\nof living in families in\nd\nstandar\nate\ninadequ\nan\nmean\nwomen\nfor\nwages\n\n"}
{"page": 734, "printed_page": "712", "text": "7A2\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwhich they are the chief support.\nLow wages for women mean a lower\nwage scale in those industries which they are entering in such large numbers. ‘The theory of wages that establishes a lower scale for approximately\none fourth of the workers of the country—that is, the women—is a menace\nto the standard of living for the individual and the family, and therefore\nhurtful to the citizenship of the whole country.\nThere are certain minimum working standards which are essential to\nthe health and the efficiency of the workers.\nThe lighting of factories,\nboth natural and artificial, plays a prominent part in the efficiency of the\nworkers, particularly where there is close stitching or inspection on shiny\nparticles. It is especially aggravating when the rays of light fall so that\nthey are injurious to the eye. Again, there is nothing so fatiguing to the\nworkers as being confined long hours in poorly ventilated quarters.\nIt\ngoes without saying that there should be thorough cleanliness in the workrooms and safety devices on dangerous machinery, and that every possible\nattention should be given to safety measures so that we may approach the\ncondition of the least possible amount of injury in industrial occupations.\nWe have been told over and over again through investigations that the\nindustries of the country are taking far too heavy a toll in human life,\nand through accidents are incapacitating workers, wholly or in part, for\nthe rest of their lives. The standards spoken of in this article cover conditions in a general way, but they are the fundamentals and should apply\nto all occupations in all industries.\nMore searching evidence and more\ndetailed information will have to be applied to meet special cases and\npeculiar conditions, but compliance with the fundamental standards necessary to insure health and efficiency should be made compulsory.\nSince the time when the Illinois Legislature passed the first eight-hour\nday for women, more than twenty years ago, there has been a marked\nchange in the industrial conditions relating to women, owing largely to the\nincreasing number of women in industry and to the evolution of the times,\n\nbut in no small measure to the demands of the women themselves.\n\nMany\n\nelements enter into progress, such as constant agitation for better standards\nand a better understanding of industrial problems, and the fact that\nindustry is becoming more and more the dominant factor in the life of the\nNation.\nWillingly or unwillingly, people will have to take their stand\non the industrial question; no one in the Nation can escape.\n‘There is not\nan hour of the day that we are not confronted by it—the clothes we\nwear,\nthe food we eat, the implements used in the household, all are a\npart of\nthe industrial question.\nIt is not surprising then that the Government itself, in order to\ndeal intelligently and effectively with this all-important subject,\nhas set up a\ndepartment, and bureaus within that department, to deal particul\narly with\n\nspecial phases of the problem and be of help to the woman wage\nearner,\n\n"}
{"page": 735, "printed_page": "713", "text": "713\n\nDEPARTMENT OF DEANS oF WOMEN\n\nSS\neeee\n\nBRYN MAWR\n\nHILDA\n\nW.\n\nSUMMER SCHOOL FOR\nIN INDUSTRY\n\nSMITH,\n\nDEAN\n\nOF\n\nBRYN\n\nMAWR\n\nWOMEN\n\nCOLLEGE,\n\nWORKERS\n\nBRYN\n\nMAWR,\n\nPENNSYLVANIA\n\nat\nA two months’ course for women workers in industry was started\n.\nPresident\nwith\ned\noriginat\nidea\nThe\nsummer.\nBryn Mawr College last\ncontive\nconstruc\nmost\nthe\nbe\nwould\ncourse\na\nsuch\nthought\nThomas, who\nof modern intribution a woman’s college could make in the solution\nbuildings was\ncollege\nthe\nof\ndustrial problems. The more extended use\nalso a consideration.\ntrative ComPlans for the school were drawn up by a Joint Adminis\nCollege, the\nthe\nof\nrs\nDirecto\nthe\nof\ns\nntative\nreprese\nof\nng\nmittee, consisti\nin inworkers\nFaculty, and Alumnz, together with a group of women\nBureau\ns\nWoman’\nthe\nof\nchief\ndustry, selected by Miss Mary Anderson,\nof the Federal Department of Labor.\nships of $200, coverOn the financial side, the plan was to offer scholar\nschool. These scholaring a student’s expenses for two months at the\ncommittees made up of\nships were raised throughout the country by local\nunions, women’s\nTrade\ny.\nindustr\ncollege alumnz and women workers in\nStuships.\nscholar\nthese\nto\nuted\ncontrib\nclubs, or interested individuals\nto\nAbility\n:\ncations\nqualifi\ning\nfollow\nthe\nto\ning\ndents were selected accord\nand\nent,\nequival\nits\non or\nread and write English; a common school educati\nrequired.\nbeing\nation\nexamin\nl\nmedica\ninary\nprelim\na\ngood health,\nr in industry was\nworke\nwoman\nFor the purposes of the school the term\nof their trade\ntools\nthe\nwith\nng\nworki\nare\ndefined as meaning “women who\nleast this was\nat\nr\nsumme\nfirst\nthe\nfor\nand\nty”\ncapaci\nand not in a supervisory\nworkers, or\nold\nhouseh\nomen,\nnot to include teachers, office workers, salesw\nwaitresses.\ncommittees—eighty students\nStudents were finally selected by the local\n. A special group of\nrships\nschola\nfor\nd\napplie\nfrom a group of 212 who\nfor more advanced work.\nten leaders in industry were admitted\ntry and of the labor movement\nAmong the students all groups of indus\n, organized and unorganized,\nwere represented, including nineteen trades\nized and thirty-four to the\norgan\nthe\nforty-eight students belonging to\nmany religious beliefs.\nunorganized; thirteen nationalities, and\nSome had given up jobs;\ncome.\nto\nices\nsacrif\nmade\nMany students had\nations while they were at the school.\nmost of them had to meet family oblig\nnsibility that they had been chosen\nThey appeared to have a feeling of respo\nal group, eager, keen of inunusu\nThey were an\nfor this opportunity.\nion to go on with education.\ntellect, with mature minds and an ambit\n\nor thirteen to go into the factory.\nMany of them had left school at twelve\nus one. For this reason, classes\nThe educational problem was a serio\nindividual work.\n\nhours of tutoring, or\nin small sections were followed by\ngrasping lectures, writing papers, and\nMany difficulties of studying, such as\n\n"}
{"page": 736, "printed_page": "714", "text": "714\n\nNaTIONAL\n\nEpucaTion\n\nAssocraATION\n\nreading, were evident, but great improvement was seen in all students\nwithin two months.\nIt was difficult to find books simple enough for\ntextbooks.\nThe courses offered were: English literature and composition, labor\neconomics, social and political history, hygiene, music, and special lectures\non science, industrial organization, women in the labor movement and\ncommunity life. Instructors were chosen who had had experience in\nadult education.\nThere was the organization of the health department, a feature of the\nschool so much appreciated by students that doctor’s recommendations\nwere\nfollowed by the students after their return home.\nThis department gave\nmedical examinations, treatment, corrective gymnastics, and hygiene\nlectures. Athletics including baseball, swimming, tennis, and folk-danc\ning,\nwere popular.\nGreat progress was made by students who had never had\nan opportunity for these sports.\nThe music course was also much appreciated.\nInformal singing and\nschool songs, as well as more formal concerts, were well liked.\nExcursions were held during the summer to Washington,\nPhiladelphia,\nAtlantic City, Valley Forge, and other nearby places.\nStudents elected representatives to all committees of manage\nment, as\nthe Directing Committee, House Committee, Health Committ\nee.\nThe\nStudent Committee met with the faculty for confere\nnces on matters of\ncourses and instruction.\nDebates and open forums were arranged by student\ns for discussion. of\nsuch subjects as Shop Committees vs. the Trade Union,\nthe Irish Question,\nand Legislation for Women.\nFreedom of speech was the keynote of these\ndebates. A decided growth of tolerance and open-m\nindedness was felt.\nFreedom of teaching and no propaganda were\ndecided on by the Joint\nAdministrative Committee as two policies of\nthe school.\nThere was a\ndiscussion of the possible attitude of organized\nlabor toward the school,\nand a conference of representatives of labor organiz\nations was called at\nBryn Mawr to discuss this question.\nA certificate stating that student had attended\nthis two-months’ course\nwas given to each student at end of term.\nReports are coming in from all\nover the country that students are going on\nwith studies, and demanding\ncourses for themselves and other industrial worker\ns through Y. W. C. A.\nand other groups.\n‘These students have formed an Alumnae Associ\nation\nand elected officers; they plan to keep in touch\nwith each other and the\nschool.\n\nNext year we hope to admit one hundred studen\nts, including a group\nof second-year students.\nNew courses for next year will be science,\npsychology, and history of the labor movement.\nA representative of labor\nis to be the Assistant Director of the school.\n\n"}
{"page": 737, "printed_page": "715", "text": "ALS\n\nDEPARTMENT OF DEANS OF WOMEN\n\nTHE PLANNING\nELMO\n\nCAMERON\n\nOF DORMITORIES\nBUILDINGS\nLOWE,\n\nARCHITECT,\n\nAND\n\nCHICAGO,\n\nSOCIAL\nILLINOIS\n\ncolleges\nWithin recent years there have been erected at many of our\nrectheir\nfor\nand\nwomen\nand\nmen\nof\nbeautiful buildings for the housing\nfor\n,\nHarvard\nat\nies\ndormitor\nn\nfreshma\nThe\nlife.\nreational and social\nCornell and at\nat\nies\ndormitor\nnew\nthe\nalso\nadmired,\nmuch\nare\nexample,\n‘The architects of the latter, Messrs. Day & Klauder, have\nPrinceton.\nvariations and\nsucceeded in combining in these buildings many interesting\nn also is\nPrinceto\nAt\nwhole.\nthe\nto\ncharm\nand\ndetails which add freshness\nd\nClevelan\nlovely\nthe beautiful quadrangle for the Graduate School with its\none\nis\n‘This\nBoston.\nMemorial Tower, designed by Cram & Ferguson, of\nThe\nin America.\nof the best groups from an architectural standpoint built\ncombine\nDodge,\n&\nPutnam\nAmes,\nby\nnew dormitories at Smith, designed\ndignity with a feeling of domesticity.\nal quandrangle at\nMore extensive than any of these is the fine memori\nt afternoon, a few\npleasan\nOne\nYale, designed by James Gamble Rogers.\ngs inspecting\nbuildin\nthese\nabout\nng\nmonths ago, I spent several hours strolli\nr make\ntogethe\ntaken\nwhich\ns\nfeature\nof\nds\nto my heart’s desire the hundre\nambled\nI\nAs\nAmerica.\nthem the most charming student dormitories in\nmany\nby\npassed\nand\nken\nslowly from one court to another I was overta\n.)\nautumn\nlast\ntime\nfirst\nthe\n(The rooms were occupied for\nstudents.\ndelight\nand\nons\naffecti\nof\nions\nexpress\nIt was most interesting to hear their\nthem was really appreciated.\nand to know that what had been done for\nwere not living in the quadI overheard two boys talking who evidently\nway every chance I get.”\nrangle. One said to the other, “I come this\ncious tribute to the\nuncons\nand\nThis seemed to me to be a most sincere\nmust absorb some\nthere\nliving\nboy\nevery\nSurely\ndesigner and builder.\nThe good proportions and the charmof the beauty of his surroundings.\nion never to be forgotten.\ning color must make upon him an impress\nfor boys in many details of\nBuildings for girls may differ from those\nmust always be present if\nics\nplan arrangement, but certain characterist\ncommon sense, simplicity,\ntaste,\ngood\nare\nthey are to be successful. These\nmaterials.\nand the economic use of constructive\nor designing of buildings which are\ning\nplann\nthe\nin\nhand\nWe who have a\nfour important years of their lives\nto be the homes of boys or girls for\nour architecture contribute somehave a serious task. We must make\nbeautiful things of life.\nthe\nof\non\nthing to the growing appreciati\njust made to the Yale Memorial\nIndividual units—Reference was\nMr. Rogers, the archiIt is interesting to know that when\nQuadrangle.\nto submit his design\nPlans\nBuilding\ntect, appeared before the Committee on\na study with two\nof\nplan\ntype\nthe\nonly\nfor the quadrangle, he laid before it\ne suite of rooms\nThis is the primary unit of a singl\nsingle bedrooms.\nThis arrangement of two\nopment.\nforming the basis of the full devel\nfor\neen it, as you know, is much liked\nsuites on a floor with a stairway betw\ngirls.\nfor\nused\nis\nit\ne\nI know of no instance wher\nmen’s dormitories.\n\n"}
{"page": 738, "printed_page": "716", "text": "716\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\n—_—_—\nee\n\nWe find at Pembroke and Rockefeller Hall, Bryn Mawr, a grouping of\nrooms into suites with a study-room and one or more bed rooms adjoining\nand connected directly therewith. At Michigan, in the fine new Martha\nCook Hall, two single rooms adjoining are separated from the main corridor\nby a small vestibule.\nOne door leads from this vestibule to the corridor,\nand one door opens from it into each of the rooms.\n‘Two students occupying the suite may have some freedom in devising their manner of living.\nEach may occupy a single room for study and sleeping or a common study\nmay be made of one room and a common sleeping-room of the other.\nIn\nthe vestibule is placed a wash basin with hot and cold water.\nIn the dormitories now under construction at Smith College the architect’s plans show\nthat all rooms are to be single rooms, opening directly from a 7-foot 6-inch\nwide corridor. ‘There seems to be, therefore, some difference of opinion\nas to the ideal arrangement.\nThe general feeling, as I gathered from my talks with many\ndeans, is\nthat sixty girls living together under one roof and under one control\nform\nthe ideal group.\nAt the University of Chicago the number varies from\nforty-two in Mary Beecher Hall and in Kelly Hall to\nsixty-seven in\nGreen Hall and sixty-eight in Foster Hall. The Martha Cook\nBuilding\nis large enough to take care of one hundred eighteen girls.\nI have visited\nthe building and have talked with a representative of the\nmanagement.\nShe does not feel that this building is too large for convenie\nnt control nor\nfor the best interest of the students who live there.\nMy own inclinations, however, is to favor a smaller\nunit, say of sixty\nor sixty-five. This is the plan at Smith.\nSince I am sure Miss Geary will explain to us the\nmost desirable arrangement of social rooms, dining-room, and so forth,\nI shall omit all\nreference to this important subject, and proceed to\nthe question of grouping.\nGrouping—Having determined the best size of\nindividual units, the\nnext question for consideration would naturally\nbe the relation of these\nunits one to another.\n‘Too often limitation of site. lack of definite plan,\nor other reasons cause the erection of a unit as\na single building without\nreference to any thing which has been done before\nor which may be done\nlater. You all know instances of this. The\nMartha Cook Building at\nMichigan, for example, is very attractive in\nitself, but it seems to me it\nwould have been more attractive if it had been\nconceived as a part of a\ngroup. Chicago University has built its dormit\nories in quadrangles.\nThe more recent buildings at Bryn Mawr\nare joined as you see. Miss\nWells will tell you that the proposed buildi\nngs for Indiana University\nwill be joined in some similar fashion. At\nSmith the present construction\nconsists of three units about a U-shaped\ncourt.\nIn the future another\ngroup of three\n\nunits will be erected forming a large square.\nA number\nof tentative plans for Northwestern have\nbeen made which show the dormitories placed about various shaped courts.\nIt is the intention here to do\nfor the women what was done so successfully\na few years ago for the men,\nnamely: Build the fraternity houses and\ndormitories about the same quadrangle. Most of the fraternities gladly\naccepted an invitation to build\n\n"}
{"page": 739, "printed_page": "717", "text": "DEPARTMENT OF DEANS OF WOMEN\n\nWAZ\n\nNone of them, I think, found the restrictions imposed\nupon the campus.\nThese restrictions were\nby the university to be other than advantageous.\nsite and must be\ndesignated\na\nupon\nplaced\nbe\nmust\nthat the buildings\ndesigned to harmonize in every way with the dormitories to be built by\nthe university for non-fraternity men on adjoining sites. Here we have\nfraternity and non-fraternity men living in equally comfortable quarters\nWhy should not the problem of\nin close proximity on the same campus.\nsame way?\nthe\nin\nhandled\nbe\nstudents\nhousing women\nOn a single city block provision has been\nNote the Yale Quadrangle.\nHere is, to my mind, the finest\nmade for 650 students in 1100 rooms.\ngrouping so far produced in America.\nment\nArchitectural treatment—While admitting that the plan arrange\nagree\nall\nwill\nyou\nhope\nI\nation,\nconsider\nt\nimportan\nmost\nis the first and\nbuildings is\nof\ngroup\nor\nbuilding\nthe\nof\nce\nappearan\nthe\nthat\nme\nwith\nI shall not point out examples of\nworthy of the most serious thought.\nyou have them to endure. The\nof\nthe poorly designed buildings. Many\ndesign it seems to me should be\nthe\nwith\non\nvery first thought in connecti\nappalling monotony so often\nthe\nfrom\nopenly\nand\nto get away frankly\nAs we look at some of the pictures which\nfound in institutional buildings.\ncertain features which\nwill be shown on the screen I shall call attention to\nation.\nconsider\nyour\nof\nseem to me to make them worthy\nTalbot to visit\nI hope you will all accept the invitation of Dean Marion\nNo pictures I have seen\nIda Noyes Hall at the University of Chicago.\nbegin to do it justice.\nwish is that you may\nMay I venture to offer a wish in closing? The\nand stone of your\nbrick\nin\nation\nrealiz\nsee this year the beginning of the\ngirls.\nyour\nof\nlife\nsocial\nthe\ndreams for the housing and\n\nPREPARATION\nCONSIDERATIONS GOVERNING THE\nORIES\nFLOOR PLANS FOR WOMEN'S DORMIT\nBLANCHE\n\nTHE\n\nGEARY,\n\nDIRECTOR\n\nOF\n\nBUREAU,\n\nNATIONAL\n\nBOARD\n\nCHRISTIAN\n\nOF\n\nECONOMIC\nAND\nARCHITECTURAL\nWOMEN’S\nOF THE YOUNG\n\nASSOCIATIONS\n\nrities for the suitable housing\nThe responsibility of the educational autho\nwider and wider recognition. The\nof students—men or women, is gaining\nrentable rooms oftentimes can be\npresent shortage of small houses in which\ndemand by the American girl for\nfound, coupled with the ever-increasing\ndemand for special building.\nthe\na college education, has forced home\nity that the deans shall\nnecess\native\nimper\nClosely linked with this is the\ntion and control of social life and\nhave a suitable setting for the promo\nstandards.\nal provision of living quarters for\nGranted the real need for the speci\nanswer concerns the character of the\nwomen students, the first question to\nit be of the cottage variety or not?\naccommodation we shall offer. Shall\n\n"}
{"page": 740, "printed_page": "718", "text": "718\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nMy studies lead me to conclude that the smaller the unit the better, because of its closer resemblance to family life, and because of its characterbuilding environment.\nBut, as a matter of practical politics, the costly\nduplication required by the cottage plan generally restricts the development of such a scheme and the need is consequently not met.\nSo many\nbasements to excavate, so many steam heating and hot water plants to\ninstall and care for, so many roofs, so many entrances to build, so many\nhouse mothers to find and to pay—spell defeat.\nIf enough suitable accommodation is to be provided, whether for the\nstudent or for the city employee, to the extent demanded by modern conditions, a floor plan and a specification must be chosen, I venture to think,\nwhich will house relatively large numbers under one roof. Per capita\ncosts for management and for upkeep argue loudly for this conviction.\n(It\nis far more economical to run one large heating plant than fifty small\nones ;one cook’s wages can serve many more than a cottage family.)\nIf we agree that the only practical type with which to meet a huge\nmodern need is the large residence housing 100 to 200 under one roof,\nwhat are some of the ideals which should control the inspiration of a good\nfloor plan in that type of building? ‘The time has gone by when a man,\nbecause he is president of a college or chairman of a board of trustees, is\nthereby qualified to make decisions on the floor plan for a woman’s building. Equally true is it that there are many architects whose performances\nwith State houses, schools, and post offices do not of necessity argue their\npreéminent qualification to design residential quarters for these large\ngroups of women!\nStill another consideration is economy in construction.\nAway with\nwaste space—it costs possibly sixty cents a cubic foot to build, and no man\nknows how much to maintain.\nOver-wide halls and corridors, unused or\nunusable spaces, whether upstairs or downstairs—let us with determination\ninsist upon the (a) minimum cubic contents which will meet the need.\n(4) Away with unnecessary expense in materials, having in mind, of\ncourse, the need of safeguarding against wear and tear and depreciation.\n(If limestone will serve, why buy granite?\nIf a Keene’s cement finish js\nsatisfactory, why supply tile? If a simple, uniform design for trim can be\nfound which is suitable, why pay for special designs for the special treatment of special rooms costing special prices demanded by special service at\nthe special mill?)\nIf scrupulously thorough study, seeking reduction of\ncost, will result in saving enough to add measurably to the housing capacity\nof the scheme, it behooves us all to give the time and attention required\nto effect the saving.\n(c) Away with extravagance in upkeep. As the\nyears roll by and the bills roll in, it is comforting to know that the clever\narchitect, allying himself with the proper specialists in such housing\nschemes, has given you a building in whith the natural draught of the\nproperly designed boiler does not call for an expensive fan system without\nwhich there is not draught enough to burn the coal to make the steam\nto\nheat the house that Jack built!\nIt means dollars and cents in wear and\n\n"}
{"page": 741, "printed_page": "719", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n719\n\ntear, in time and temper, when the housekeeping units are so separated\nthat constant elevator service, or endless stair trips, or long walks are required to perform properly the daily duties. The closest possible study\nis required of the relation of space to space. The influence of the floor\nplan and the specification on the financial results of operation are enormous\nand demand thorough and understanding attention.\nNext in importance to economy, which seeks to make the available\nThere must be\ndollars meet an apparently endless need, I place comfort.\nby the\navailable,\nbe\nmust\nheat\nthat\nand\nwinters,\nall\nfor\nheat\nenough\nway, for long enough hours. Our floor plan must encourage refreshing\nbe\nbreezes, or at least provide shaded spaces for all summers; there must\ndark,\nall\neliminate\nwill\n_\nas\nlighting\nof\nsuch a thoroughgoing study\nartificially lighted spaces during the daytime, and ensure enough cheerful,\neffective lighting at night. American eyesight, we have been told recently,\nreading\nis below par—let us be sure that there is plenty of light for the\nlibraries,\nBedrooms,\nnine.\nsaves\nthat must be done and for the stitch that\nnight.\nsocial rooms all need the comfort of enough light by day and by\nbe it\nFar\ng.\nplumbin\nof\nquestion\nthe\nis\nClosely related to comfort\nwhere\n,\nassemble\nwomen\nwhich\nat\ncenters\nare\nthere\nthat\nfrom me to suggest\nplumbing; we can\nthere is no noticeable punch in their demand for enough\nthey continue\nwhich\nin\nway\n_draw deductions, perhaps, from the gracious\nfor a vacant\nwaiting\nother,\nthe\non\nthen\nto stand in line, first on one foot,\nmuch in\nbasin\nwash\na\nat\nturn\nhurried\na\nfor\ntub or a shower, or a chance\nbasins,\nwash\n‘There is a recognized minimum in the provision of\ndemand.\nis not\nit\nwhich\nbelow\ntoilets, tub and shower baths (also of slop sinks),\nplea\na\nin\nput\ncomfort,\nof\nhead\nwise to plan. Can one, under the general\nneeded?\nwhen\nhour\nany\nfor enough hot water for all at\n. ‘The specialist on\nMy final desire for a minimum of comfort is privacy\nr students or wage\nwhethe\nwomen,\nfor\nce\nresiden\nof\nfloor plans for halls\nhaving in mind their need\nearners in the business and professional world,\nafford to overlook the confor conditions making for perfect health, cannot\nLackabsence of privacy.\nent\npreval\nnection between crowd-nerves and the\ned;\ncrowd\nis\nlife\nhome\nhouses,\nlacking\n;\ned\ning teachers, classrooms are crowd\ncrowdthe\nready for sowing\nhaving the crowd habit and the ground plowed\na crowd in her bedroom,\nfind\nto\nusually\ncollege\nreaches\ngirl\nnerve seed, the\nat every other moment\ncrowds\na crowd at her dinner table, and, inevitably\nnt inability of thouappare\npresent\nthe\nin her day. This explains possibly\nlife of their own\nfamily\ne\npromot\nto\n”\ncollege\nsands of women “down from\nwhether “home” is in the small\nwithout the ever-present crowd surrounding,\ntown or the larger city life.\ncter-building value and the\nThe ideal floor plan recognizes the chara\nand of privacy in the\nbasin,\nwash\nhealth-giving value of privacy at the\nVictorian prudishness,\nearly\nof\nme\naccuse\nmay\nSome here\nretiring rooms.\na real relation to culture and\nbut I think these niceties in early life have\n\nmorals.\nof beauty.\nA fourth governing consideration is that\n\nThe ideal quarters\n\n"}
{"page": 742, "printed_page": "720", "text": "720\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\ncannot be developed today without unqualified recognition of the educational value of true beauty of environment.\n‘These values are as obvious\nand as definite in their influence on life as are the results on health, of too\nlittle plumbing, or too much crowd.\nBeauty can hardly be attained without due regard to suitability, and since suitability by common consent is\nmother to simplicity, beauty will depend in the final anaylsis on perfection\nof design and color.\nIt is not impossible that, having lived for six years\nsurrounded by the utter absence of gingerbread ornament, rococo treatment, and florid escapades in woodwork, plaster, or wall paper, the charming college-bred bride of tomorrow will turn instinctively from such\nmodern “beauty” in apartment house or villa and will insist upon an\nexquisite simplicity and beauty which architects and builders will be bound\nto provide. My argument is not for barracks nor for palaces, but for the\nfriendly, well-equipped, well-run, harmoniously developed home which lies\nbetween the two extremes.\nThe ideal floor plan, it will perhaps be agreed, should contain the following items in measure large or small as the scheme demands: Social rooms\nvarying in sizes on the ground floor, predicating by reason of their friendly,\ninformal character and equipment, easy and pleasant conference with one’s\nmen friends and arguing boldly the possibility of occasions pleasant to the\nsocially minded, when folding doors are thrown wide open, rugs vanish, _\nand joyous music preludes good times of many kinds. On the ground\nfloor other spaces, such as sitting-room for the house mother, cloak rooms,\nlavatories, storage, and last but not least, as inconspicuously placed as\npossible, whatever business office may be required.\nAccess from this floor\nof course should be had to the dining room and its kitchen dependencies\nif conditions demand the provision of table board for the family. The\nideal plan cries aloud for windows on two or even three sides of the diningroom, which -thereby, and because of its charming furniture and color\nscheme, becomes the prettiest spot in the countryside in which to eat.\nMuch thought is given by all concerned to the elimination of waste\nfootsteps tramping hither and yon, whether on kitchen duty or waitress\nduty or whatever other duty bound.\nAdequate provision for the comfort and well-being of all the help while on duty and when off duty is of\nprime consequence in the perfect building.\nUpstairs a very large majority will probably sleep in single bedrooms.\nWhere circumstances demand adding one or perhaps two individuals to the\nroom or planning dormitory sleeping accommodation, certain it is that\neach girl should be given her own bureau, her own hanging closet, and\nopportunity for private care of her person, whether by means of properly\ninstalled screening or curtaining or partitions.\nAdequate trunk-room facilities, a laundry with a generous allowance\nof tubs, ironing boards, drying arrangements for the use of the family,\nand\npossibly, where prices and conditions favor it, a laundry for the\nhousework\nadequately equipped and staffed, should be provided.\nA certain small domain will probably be set aside for use as an\ninfirmary\n\n"}
{"page": 743, "printed_page": "721", "text": "DEPARTMENT OF DEANS OF WOMEN\n\nSS\n\nE\nEEE\na\nE\neee\n\n721\n\nfor the segregation of suspicious possibilities prior to disposal or treatment.\nThis infirmary would, of course, be suitably equipped.\nOn one or other of the bedroom floors or in some other suitable space\none would hope to find a neatly fitted up sewing room having in it a cutting\ntable, a sewing machine, a wall mirror, and a pressing iron and board.\nAnd in some suitable and accessible spot, would it not seem desirable to\ninstall a fudge kitchen of doll’s house dimensions but containing the necessaries in the way of a small sink, water supply, gas range, and china closet?\nMany more paragraphs could be added describing ideal closet accommodation of all kinds, whether for linen or brooms and brushes, or cook’s\nclosets, or office closets; and still more paragraphs to be written on bathroom and lavatory spaces, basement spaces, kitchen domain—all of them\nbut\nof first importance when the question of cost of operation is acute,\nmuch too detailed for a paper of this kind.\nNothing that I have said, it is to be hoped, will be taken by anyone\nas reflecting upon the many delightful house mothers brought through\npleasant\n- room registry efforts to the point of being willing to open their\nenough\nally\nemphatic\nspeak\nhomes to the reception of students. I cannot\nas\noffer\ns\nregistrie\nthe\nwhich\nservice\nle\nof my appreciation of the invaluab\nstandtheir\nto\ne\nadherenc\nsecure\nreally\nand\nfunction\nlong as they actually\nregistries out of\nards. One would not, I am sure, dream of arguing the\nand speciallyhuge\ninto\nbusiness and all the girls automatically herded\nheartily with\njoin\nwill\nwho\nthink,\nMany there are, I\nbuilt residences.\ncannot be\nwho\nstudents\nthe\nwhen\nhowever,\nme in hoping to see the day,\nfor in\nprovided\nsafely\nbe\nshall\nhomes\nsmall\ned\nsupervis\nhoused in efficiently\nclever\na\nby\nmade\nbe\nspecially-built buildings as much like home as they can\nskillful\na\nand\nr,\ndecorato\nand experienced architect, an artistic interior\nPhysical safety, moral safety, as well as intellectual\nhouse manager.\nlife are closely tied\n_ progress, and the character of future American family\nup with this whole question of housing.\n\nA DORMITORY\nAGNES\n\nE. WELLS,\n\nDEAN\n\nOF\n\nTHAT IS 4HOME\nWOMEN,\n\nBLOOMINGTON,\n\nINDIANA\n\nUNIVERSITY,\n\nINDIANA\n\n‘The answers\na home?”\nNo doubt every woman has asked ‘What makes\ng exists\nfeelin\na\n,\nreplies\nall\nlying\nunder\nyet\nare as varied as the questioners;\nwhich\nphere\na rhythmic atmos\nthat the fundamental principle is harmony;\na cosh;\nflouri\nand\nmaterialize\nsoothes and relaxes and in which ideals\nMany\n.\nothers\nfor\ndo\nto\ndesire\noperation that leads to friendships and to a\nbuilding, the furnishings, the\nof\ntype\nthe\nure;\nstruct\nits\ninto\nenter\nfactors\nhelpers, and most important\nand\nmembers of the household both family\nof all the directors.\nis determined first by the maThe type of building for a college home\n‘This then, for the most part,\nterial available at most reasonable cost.\n\n"}
{"page": 744, "printed_page": "722", "text": "722\n\nNATIONAL\n\nEpucatTion ASSOCIATION\n\ndetermines the style of architecture.\nAn English architect recently said\nthat the Tudor type, for stone buildings, as found at Bryn Mawr, is the\nbest, in his judgment, for American college buildings. The size is first\ndetermined by a paying unit, because no college can afford to run into\ndebt for the housing of her students.\nIt is the opinion of the majority of\npeople planning new buildings, that to have a dormitory a home the unit\nbuildings should not be large. Smith College has completed excellent plans\nfor a new group, each unit to house between forty and seventy-five.\nWhile\nnot the most economical number this seems to be, taking everything into\nconsideration, the most satisfying unit.\nAn arrangement of rooms as worked out after considering many buildings in coeducational institutions might be as follows: on the first floor, an\nentrance hall, office, elevator, reception room, men’s cloak room, drawing\nroom, library, living room, guest suite, and social director’s suite; in the\nbasement, receiving room for all deliveries, recreation room, trunk room,\njanitor’s suite, laundry, and lockers for help, storeroom and kitchen; on\nthe second floor, in the center above a tower entrance; a dining room and ~\nserving room, the rest of the floor to be given over to students’ rooms, both\nsingle and double; on the third and fourth floors, rooms for students; an\ninfirmary in the tower on the fourth floor; kitchenette and club rooms at\nthe end of each floor, and an enclosed fire-proof staircase.\nBeautiful architecture and well planned interiors have no real meaning\nunless the furnishings are harmonious.\nRooms furnished to be exhibition\nrooms have no home atmosphere.\nMany perfectly appointed buildings are\nnot homes; they are, rather, beautiful palaces or elaborate hotels. A home\nmust be adapted to the individuals who live in it. It must contain what\nis expressive of and necessary for the daily needs of the occupants.\n‘The\nfurnishings must reflect the physical, mental, and spiritual activities of the\npeople in the house. The aim in the furnishing of all college dormitories\nshould be to carry out this idea in such a way that the girls will take with\nthem into their own homes the unconscious training they have received by\nliving in perfectly appointed, though simply furnished rooms.\nThe first thing to consider is the color and finish of the floors, the walls,\nand the ceilings. The rule to follow is taken, as is everything worth\nwhile in furnishings, from nature; the ground dark, the trees and foliage\nlighter, and the sky lighter still. There must be a feeling of stability\nin\neach room obtained by this treatment of the background.\nIf the background is badly planned, the whole picture is spoiled. ‘The furniture\nmust be chosen for each room, not bought in wholesale lots, in\norder to\nsave expense, without regard to the place in which it is to be used.\n‘The\nrooms must be well balanced. ‘This is obtained in two ways, by\nsymmetric\nand by occult balancing.\nIn dining rooms and reception rooms, bisymmetric balance is used. Occult balancing is more subtle and\nshould reflect\nthe artistic taste of the home maker.\n‘The large college living room should\nbe the center of the social life of the dormitory.\nDesirable proportions as\nworked out, for a group of seventy-five, by experienc\ned architects are\n\n"}
{"page": 745, "printed_page": "723", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n723\n\nlength, forty-three feet, width twenty-five feet, and height, nine and one\nhalf feet. Such a room may be perfectly balanced by attractive grouping.\nBetsy Barber House in Ann Arbor is a good example of perfect balancing,\nboth bisymmetric and occult. For larger rooms, good examples of occult\nbalancing are the living room at the Martha Cook Building, Ann Arbor,\nand the large reception room in Alumnz Hall, Mt. Holyoke.\nVery often donors of buildings present pieces of bric-a-brac which are\nabsolutely inappropriate and have no meaning in a dormitory, but which\nbe used\nmust be used. A cabinet harmonizing with the fuinishings might\nfor such gifts.\nto\nThe colors used for rugs, furniture, and hangings might be chosen\n“Color\nbook\na\npublishes\nt\nLippincot\nharmonize with nature in the locality.\nto anyone\nSchemes for Homes” by Frohne, Jackson and Jackson of interest\nthey sugrooms,\nliving\nfor\nschemes\ncolor\nFor\ngs.\nfurnishin\nplanning home\nand\ngreen\nfaun,\nand\ngest brown and green, blue and old gold,-mulberry\nfurniture\nof\nstyle\nthe\nand\nrugs\ngray. They also suggest the kinds of\nbecause many\nto go with these color schemes. A study of color is essential\ncolors. A\nious\ninharmon\nby\nble\ndisagreea\nand\npeople are made unhappy\nand\ngreying\nand of\nstudy of primary, secondary, and complementary colors\nkeying is important.\nweight. When\nIn choosing the styles of furniture, the governing idea is\nto choose:\nwhich\nfrom\ntypes\nmany\nheavy furniture is wanted there are\nFrench\nItalian,\nand\nFrench\nearly\n,\nSpanish\nn,\nElizabethan, much of Jacobea\ne\nelaborat\nfor\ntypes\nLighter\n.\nMission\nand\nl\nColonia\nEmpire, American\nand\nXV\nLouis\nfrom\ndrawing rooms or reception rooms may be chosen\nlighter types are\nwhen\nparlors\nand\nrooms\nliving\nFor\nstyles.\nXVI\nLouis\nand Mary,\nWilliam\nof\nstyles\nthe\nwanted, the choice may be made from\nand\nAdam,\nhite,\nHepplew\ndale,\nChippen\nn,\nQueen Anne, Georgian, Jacobea\nve\nexpensi\nthan\nbetter\nare\nmodels\ngood\nof\nctions\nCheap reprodu\nSheraton.\nbut inartistic makes.\nce books needed by\nThe library should be furnished with sets of referen\nart and history,\nof\nthe students but most of all it should have books\nto read and\nlearn\nmay\ngirls\nthat\nbiography and literature, and good fiction,\nof life.\nview\nr\nbroade\na\nhave\nto\nbut\n”\nlove to read, not to “make a grade,\nenter\nto\nd\nallowe\nnot\nare\ngirls\nwhich\nHall\nMain\nVassar has a fine library in\nPic.\nreading\nthe love of\nwith note book or pencil. There they read for\nlife\nup”\n“hurry\nthe\nand\non,\nture shows, sugar-coated high-school educati\neading\nhome-r\nthe\nyed\ndestro\nbrought about by the automobile have largely\nin college a love for good books.\ncircles. Hence many students must acquire\nwomen who has for years had\nof\ndean\na\nng\nawaiti\nThere is an extra reward\nMany Minnesota women have\nfrequent hours of reading with her girls.\nn hours.”\nlearned to love to read through these “golde\nliving room and library may\nHowever important the furnishings of the\nof their time must be given\nbe, the rooms in which the girls spend most\ngood rug, probably of two\na\nhave\nEach room should\ncareful attention.\nwarm color for a north\na\nd,\npainte\nably\nneutral tones; the walls prefer\n\n"}
{"page": 746, "printed_page": "724", "text": "724\n\nNaTIONAL\n\nEpucaTion\n\nASSOCIATION\n\nroom and a cool color for a south room.\n‘There should be a comfortable\nsingle bed with mattress and pillow and a good dresser or chiffonier. The\nseparate mirror as in the Wellesley dormitories is practical and much less\nexpensive.\nNecessary also, are a desk, not too heavy to be moved easily\n(students often decide to rearrange their furniture at 1:00 a. M.) ; a desk\nchair, comfortable and durable; book shelves; an easy chair; a wooden\nsuitcase stand, useful as support for a tea tray; a floor lamp; and a wardrobe or closet. ‘The closet may be balanced by an enclosed lavatory with door panels perforated for ventilation, as in some of the rooms at Bryn\nMawr.\nThe play room in the basement should be furnished with a good floor\nfor dancing—as at Rector Hall, DePauw—and with a fireplace, a player\npiano, and a victrola.\nIn this room all “jazz sprees” should be worked off\nand only good music be played on the living room piano.\nThe advantages of a building of this description are many.\nLeast among\nthem are the physical comforts such as sanitation, proper light and heat,\ncleanliness, with the possibility of a daily bath instead of the two (often\nluke-warm) baths a week permitted in many rooming houses.\nOn a\ncampus especially in universities where from 50 to 60 per cent of the women\nlive scattered over the town, the standards are set by the girls in a dormitory. ‘The companionship of many girls instead of the loneliness of too\nmany of our girls in small scattered rooming houses is another advantage.\nTea prepared daily at four by the house social committee serves not\nonly\nto bring the girls together after classes for sociability, but often to interest\nthe listless girl in real college work through the lively social, philosophical\n,\nand political discussion of the upper classmen.\nThe development of a\nscholastic atmosphere is very important.\nWell-chosen pictures, books, and\nmagazines help to accomplish this. A scholarship committee\nis most valuable and should function constantly. Pride in house standing\nhelps to keep\na high standard of scholarship. ‘The girls learn to be a\nhostesses by entertaining formally and informally the faculty and honored college\nguests.\nIn order to bring about all of these desired results the\nuniversity should\nchoose as director a refined, cultured, well-bred, college\nwoman who has\n\nthe power to make an architectural pile a home; a woman\nof social graces\nso that talks on etiquette are not necessary ; a woman\nwho presides always\nwith grace and friendliness and who commands the\nrespect and admiration\nof all who know her. The business director should\nbe a college woman\n‘ of the same social standing as the social director,\nand their positions should\nbe recognized on the campus as on a par with\nwomen of the faculty.\nThe salary of each should be such as to attract\nto the positions the right\nkind of women and to keep them there. The\nbusiness director adds to the\nhome life by observing birthdays, special feasts,\ngiving dinner dances and\nby helping to direct the work for physical comfort\nso that no one is conscious\nof the machinery. ‘The social director may\nlove music, science, art, literature,\n\nbut above all, she must love humanity.\n\nShe must be able\n\nto direct\nthe taste of the girls in dress, etiquette, and\nspeech without the girls being\n\n"}
{"page": 747, "printed_page": "725", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n725\n\nconscious of it. She must be able to bring order out of chaos, to bring\nharmony to dissenting groups—in short, she must be a superior woman.\nIt\nis her friendliness which will create the atmosphere which makes the college\ndormitory a home.\n\nORGANIZATION\nEDITH\n\nSOUTHER\n\nOF THE WORK\n\nTUFTS,\n\nDEAN\n\nWELLESLEY,\n\nOF HEADS\n\nOF RESIDENCE,\n\nOF HALLS\n\nWELLESLEY\n\nCOLLEGE,\n\nMASSACHUSETTS\n\nIn taking up the topic assigned me, I must necessarily limit it to the\ncollege which I know best, the only one of which I have sufficient knowledge to speak with authority.\nMy subject therefore becomes The Organization of the Heads of Halls at Wellesley College.\nDoubtless all colleges, at least the larger women’s colleges, have had a\nsimilar history of gradual development.\nNo one of them has sprung\nAthena-like into life, fully armed from the brain of a founder Zeus.\nMy own college, after the fashion of Mt. Holyoke and Vassar, began\nwith a single great building, assembling under its roof all the college\nactivities. To this was added after six years, a second hall housing approximately one hundred students and the department of botany. A year\nlater was built a smaller house intended for those students who found themNorumbega followed in\nselves unequal to the strain of the large groups.\nit contained the\nbecause\ndistinction\nof\nhouse\nour\nyears\nfifteen\nfor\n1885,\nUp to this\nPresident’s suite, in addition to rooms for thirty odd students.\ntime to the best of my knowledge, no especial need for organization was\nfelt. Each house presented its own problems, which its head met as best\nshe might, being responsible directly to the president of the college.\nTwo more cottages, so-called, were built within the next five years upon\nNorumbega Hill and this group of four was completed by the erection of\nWilder Hall in 1900.\nMeantime the first of the village houses was Eliot, bought by Mrs.\nDurant and equipped by generous friends to house thirty students upon the\ncodperative plan. The college had also in the nineties equipped a second\ncodperative house for forty students at one of the entrances to the college\ngrounds. ‘These two houses carried on the tradition of “domestic work”\nabandoned for the remainder of the student body in 1894.\nThe first need of organization to secure consistent action was felt in the\nearly nineties and by the end of the decade the meetings of the heads of\nhouses had become comparatively regular and were presided over by the\nThe Registrar of the college\npresident of the college, or her representative.\nd that she had appointed\nannounce\nPresident\nthe\nacted as secretary. In 1904\npermanent chairman\nHall,\nWilder\nof\nhead\ntime\nthat\nat\nMiss Olive Davis,\nHalls of Residence.\nof\nDirector\nof\ntitle\nthe\nwith\nHouses\nof\nHeads\nof the\np the\nMiss Davis held this post for thirteen years and under her leadershi\nin\nresign\nto\nher\ncompelled\nIll health\npresent organization was developed.\n\n"}
{"page": 748, "printed_page": "726", "text": "726\n\nNaTIONAL EpucATION ASSOCIATION\n\n1917. The years since have brought some further developments but the\ngeneral scheme is practically as she left it.\nWellesley has now twenty-six houses varying in size from little Homestead with its ten students to Tower Court with its 200. ‘Thirteen of\nthem are within the limits of the college grounds, thirteen in the village\nof Wellesley as near as possible to the college boundaries.\n‘he thirteen\ncollege houses in the village of Wellesley differ in size and character quite\nas much as those upon the campus.\nFour of them have dining rooms seating from fifty to 135, each sufficiently large to accommodate more than\nthe students living in the house. A fifth dining room with no student\nrooms attached has seats for eighty. Nine lodging houses, either owned\nor rented by the college, help fill the extra dining room places, leaving still\nsome space for the lodgers in the few supplementary private houses.\nI may\nstate in this connection that Wellesley has been able since September 1919\nto feed all its undergraduates at its own tables.\nThe summary of dormitories at Wellesley is then as follows: Thirteen\nhouses on the campus—One for 200, six for 100 (approximately), four for\n50 (approximately), one for 40 (codperative), and one for 10 (lodging\nhouse only) ; fourteen houses in the village—four with dining rooms seat-\n\ning from 50 to 135, one additional dining room for 80, and nine lodging\nhouses, housing from 13 to 24.\n‘The detached dining room is under the charge of the head of the nearest\nlodging house. ‘Two other lodging houses are under the charge of one\nhead, assisted by one of the instructors as resident chaperon.\nWith so varied an equipment Wellesley might be expected to have data\nfor deciding upon the ideal size for a college dormitory.\nWe consider\na house of from ninety to one hundred the most desirable unit from\nthe point of economy in administration, though in our present opinion a\nhouse of sixty is perhaps more nearly ideal, so far as social life and standards\nare concerned, if one need not consider the matter of expense.\nWe have\ntentative plans for our next dormitory group on the basis of a common\nkitchen, serving three connected dormitory units of sixty, each with its\nown dining room.\nUpon the resignation of Miss Davis, the Registrar of the college succeeded to the chairmanship of the Heads of Houses.\nIt seemed advisable\nto the President in 1919 to make a clear and consistent division between\ncertain of the offices. She therefore changed the title of Registrar to Dean\nof Residence as more accurately describing the duties of the position and\nby certain readjustments assigned to this office the superintendence of that\npart of the college life connected with the housing and social intercourse\nof the students.\n‘The Dean of Residence is the third administrative officer\nof the college, a member of the Academic Council of the college, a member\nof the Senate of the College Government Association and a member ex\nofficio of the Committee on Discipline.\nIt has been the policy of Wellesley to gather the duties of house superintendence into the hand of a single officer. ‘The Head of House is therefore\n\n"}
{"page": 749, "printed_page": "727", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n727\n\nnot only social head of her household and house mother of her students,\nbut head also of the domestic department, engaging her own staff, organizing\nthe work of her dining room and kitchen, making out her menus and ordering her supplies through the college buyer. While this creates a position\nof unquestioned difficulty, we believe that it also creates one of great\ninterest and that the work is more unified and the home life a more complete and satisfactory whole than when the authority is divided.\nThis centralization would not be possible, if Wellesley were not most\nfortunate in her purveyor.\nSince 1896 the College has employed a single\nbuyer for all its houses.\nMrs. Charlotte S$. Whiton, who for more than\ntwenty years has bought the food supplies for the Wellesley dormitories, is\n\nthe second person to hold this office. Mrs. Whiton is not by any means\na mere buyer of food, receiving mechanically once a week the orders of\nthe Heads of Houses.\nShe is a counsellor of greatest value, understanding\nnot only the market, but also the needs of the houses and the preference\nof the students, and is ready at all times to advise and suggest.\n“To a new\nHead of House her help is beyond price. Mrs. Whiton has her home in\nBoston but spends a certain amount of her time in Wellesley, having her\noffice in the Administration Building. It is her custom to meet weekly with\nthe Heads of Houses in groups,—with the village heads of dining rooms at\none time, with the Quadrangle heads at another, with the hill houses and\nwith the remaining four at still other times.\nAnother officer closely connected with the heads of houses is the Purchasing Agent who buys supplies other than food for the houses—furnishings,\nlinen, china, and the like. Miss Bertha L. Caswell has served the college\nexcellently in this capacity for twenty-five years.\nTo secure greater efficiency in work the Heads of Houses are subdivided\ninto committees—the Food Committee, whose gallant service during the\ntrying years of the war will not soon be forgotten; the House Committee,\nwhose province is the various details of house equipment ;the Social Service\nCommittee, which is in charge of the interests of the maids, their wages,\nsocial life, and so forth; the Committee on Student Interests, which is\nconcerned with the house and social life of the student body, connecting\n‘These committees\nclosely with the College Government Association.\narises.\noccasion\nhold meetings at irregular intervals as\nThe policy of Wellesley is to secure uniformity in house management,\nFor instance, we do not have and do not wish to have the\nnot identity.\nthe same meal in every house. We have a keen apprecifor\nmenus\nsame\nWe\nation of the importance and scope of the position of Head of House.\nbut\nstaff,\nour\nfor\nintend to use the greatest care in selecting candidates\nbroad\ncertain\nwithin\nfreedom\nher\nhaving found the right person to give\n}\nlines to stamp her own individuality upon her house.\nThe meetings of the Heads\n\nof Houses occur\n\nupon the first and third\n\nTuesdays of each month, lasting from 10:30 to 12. I give a typica?\ndocket—(1) Minutes; (2) Letters of appreciation from conferences:\n(3) Committee Reports: Food—Announcement of meeting under auspices\n\n"}
{"page": 750, "printed_page": "728", "text": "728\n\nNATIONAL EpucaTIon ASSOCIATION\n\nof Educational and Industrial Union of Boston to discuss proper food for\nstudents; House—Letter from Purchasing Agent; Social Service—Report\non Maids’ Classes; and Student Interests—(a) Approved restaurants in\nBoston; (b) sales and agencies; and (c) chaperon regulations; (4) Report\non unsatisfactory students; and (5) Financial statements from cashier.\nWe make no claim to having achieved perfection at Wellesley, but we\nbelieve we are on the right road. We are eager to learn from fellowworkers in the same field. We see infinite possibilities for development\nin many directions. We hope each year to make some advance toward our\nideals of house management in order that our college may attain higher\nstandards in academic and social life. We are above all things interested\nin our job.\n\nMETHOD OF OBTAINING LEGISLATIVE APPROPRIATION\nFOR WOMEN’S DORMITORIES AT KANSAS\nINSTITUTIONS\n*\n\nALBERTA\n\nCORBIN,\n\nRead by Anne\n\nFORMERLY\n\nADVISER\n\nOF WOMEN,\n\nDudley Blitz, Dean of Women,\nLawrence, Kansas\n\nKANSAS\n\nUNIVERSITY\n\nUniversity of Kansas,\n\nTen years ago, there was little sentiment for dormitoriesin Kansas.\nThe older and more influential alumni had not yet realized the change\nthat had come about in the living conditions of students. ‘They thought\nof their own almost ideal college life where students were taken into the\nhomes of citizens and faculty and made members of the family during\ntheir college course. A movement undertaken about 1910 to collect\nprivate funds for a “building for girls” at the University of Kansas did\nnot reach the goal but did succeed, at least, in informing the alumni of the\nunfavorable conditions in which the young women in State schools live\n\nand in making the alumni sense the need for college homes.\nThe attempt to collect money having failed, thought was then turned\ntoward a legislative appropriation.\nSeveral times after 1910 the university included a dormitory for women in its budget, but without avail.\nIt now became a question of education, not of the alumni alone, but of the\npeople of the State.\nVery soon after the movement had been undertaken for a “building for\ngirls” at the university, there was formed the Kansas Council of Women,\nan organization\n\nmade\n\nup of president and past-presidents\n\nof State-wide\n\nwomen’s organizations such as the State Federation of Women’s\n\nClubs,\n\nthe American Association of University Women, the Women’s Christian\nTemperance Union, the Daughters of the American Revolution, the\nWomen’s Relief Corps, and the League of Women Voters.\nDeans of\nWomen are also ex-officio members.\nThe object of this organization is\n\nservice to the State.\nthe women\n\nFortunately\n\nfor the cause of dormitories, one of\n\nwho had been closely associated with the movement\n\nfor the\n\n"}
{"page": 751, "printed_page": "729", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n729\n\n“building for girls’ was an active member of the Kansas Council, and it\nwas through her influence that the council voted to undertake the securing\nof an appropriation for dormitories as one of its principal achievements.\nFor several legislatures the council merely supported the bills introduced\nby the schools, but finally a plan was made for independent action. The\nplan was, in reality, developed at the State meeting of Deans of Women\nand Deans of Girls that was held in January, 1920, at Pittsburg, Kansas.\nThere a motion was introduced and passed to request the presidents of the\nState schools to form a State-wide committee on student housing, to con-\n\nsist of four members from each school to be appointed by the president\nof the school and to be made up of the Dean of Women and one representative each from the faculty, the alumni, and the student body.\nThe presidents received the suggestion favorably, the State-wide committee was constituted, and had an early meeting in Topeka to discuss\nplans.\ncommittee,\nCost of building was at that time almost prohibitive but the\nof AdminBoard\nthe\nschools,\nthe\nof\nts\npresiden\nafter consulting with the\nof all\nfavor\nthe\nhad\nthat\nplan\na\nended\nrecomm\nr,\nGoverno\nistration, and the\n000\n$1,000,\nof\nthese persons: namely, that a bill providing for a bond issue\nbuilding\na\ninitiate\nto\norder\nbe introduced into the next legislature, in\nEventually this plan\nprogram for dormitories at the five State schools.\noriginated by the\nwas\nit\nIndeed,\nCouncil.\nwas taken over by the Kansas\nde organization\nState-wi\na\nThus\ncouncil.\nthe\nof\ndeans who are members\nwhich had\nschools,\nfive\nwas effected which had the favor not only of\nalumni,\nfaculty,\ntheir\nwith\nusually appeared as rivals before the legislature,\nr, but\nGoverno\nthe\nand\n,\ntration\nAdminis\nand student bodies, the Board of\nthan\nmore\nwomen,\nof\nbody\nvast\na\nof\nsupport\nwhich also had the solid\ninterpersonal\nsince no\n80,000 altogether. “The cause, too, was an asset,\n.\ninvolved\nests were\nthe prosecution of the plan.\nThe council entered with great vigor upon\nary publicity, to draft the\nnecess\ne\nA committee of five was created to provid\nl bill had the favor\ncounci\nthe\nWhile\nbill, and push it in the legislature.\nseparate from the appropriation\nof the schools, it was of course entirely\nnce so far as could be noticed\nbills for the schools and had no adverse influe\nttee had also to provide funds.\nupon those bills. Incidentally the commi\nactual expense for railway fare,\nall\nNo worker was paid for her time, but\ntelegrams were met by friends\nand\nnery,\nhotel bills, printing, stamps, statio\nof the expense\nAt two of the schools, a large per cent\nof the movement.\nstudents. It\nwomen\nbutions of the\nincurred was raised by small contri\nof experimen\nby\nmade\ns\nted budget\nmay be of interest that while the estima\nactual\nthe\ns,\ndollar\n2500\nto\n1500\nfrom\nence in legislative lobbies, ranged\n\nwas slightly over $700.\ntotal of the campaign in question\nrt\nthe campaign. The formal suppo\nuct\nIt was no small task to cond\nreal\nmade\nbe\nto\ntions of the council had\nof the various constituent organiza\nthe\nthis purpose the cause was laid by\nFor\nl.\nappea\nand active by personal\nand\ny,\ncount\nict,\ndistr\n,\nState\nbefore the\nDeans and others vitally interested\n\n"}
{"page": 752, "printed_page": "730", "text": "730\n\nNatIonaL\n\nEpucatTion ASSOCIATION\n\ncity meetings of many organizations.\nThe publicity woman was very\nactive.\nBulletins from all the schools were sent out to the Alumni, stories\nwere run in all the leading newspapers—all this throughout the fall\nmonths.\nAfter the legislature assembled in January, petitions, letters,\nand telegrams were called for from local constituents to overcome opposition or stir the active interest of legislative members.\n_ The council members themselves, sixty to seventy-five in number, did\nadmirable work, in fact the chief work of the committee in charge was to\ndirect and organize. At the annual meeting of the council, which occurred soon after the legislature convened, it was voted to register en\nmasse to lobby for the bill. At this meeting, too, the names of the\nmembers of the legislature were divided among the women, in order that\neach member might receive full information about the needs of the schools.\nThe chief characteristic of the lobby was its educative policy, the idea being\nthat the knowledge of the actual facts and conditions would secure votes.\nFrequent conferences of the council were held in Topeka during the\nsession of the legislature.\n‘These conferences were more or less open ; wives\nof members of the legislature were invited to be present; so were also as\nmany women as possible who were leaders in the local community.\nSome\nof these women rendered valuable assistance.\nIt was an interesting and valuable experience to watch the bill on\nits\n\nprogress through both houses—an identical bill was introduced into each\nhouse at the same time.. It was introduced into the House of Represent\na-\n\ntives by a woman, had the support of all the women members,\nand was\nintended to be treated as a woman’s measure.\nIn the Senate it was introduced by the Chairman of the Committee on State Affairs.\nThe choice of persons to introduce the bill and the selectio\nn of the\nchief supporters was carefully thought over in advance by the\ncommittee\nin charge, great care was given to the drafting of the bill\nin the first place.\nThe possible committees to which the bill might be referred\nwere carefully considered with the probability of their favorable\nreport in mind.\nThe members of the committees to whom the bills were\nreferred were\ninterviewed preparatory to the hearings and the present\nation of the cause\nat the hearings was planned with the greatest care.\nAfter the bills were\nreported favorably and before they came up for discussi\non, every member\nof both houses was interviewed.\nWhen a member was found to be doubtful or opposed, every endeavor was made to win\nhim over, especially by\ngiving him information and by securing the interest\nof his constituency\n“back home.” At least two members of the committ\nee in charge stayed\nalmost continually at the Capitol, and for days\ntogether they had the\n\nassistance now\n\nof one woman,\n\nnow\n\nof another,\n\nwhose\n\ninterest was\n\nkeen\n\nand whose support was felt to be needed at various junctur\nes.\nThe actual obstacles to the passage of the bill\nitself were considerable.\nBuilding prices were still high and farmers were\ncomplaining of high\ntaxes.\n“There was strong opposition to any bond issue,\nbecause Kansas\nhad burned her bonds some years before and\nwas proud and boastful about\n\n"}
{"page": 753, "printed_page": "731", "text": "DEPARTMENT\n\n731\n\nOF DEANS OF WOMEN\n\nbeing out of debt. The bill called, besides, for the limit of indebtedness\nunder the State law. The bill passed the Senate as originally introduced,\nIn the House a lively fight was made\nhowever, by a majority of one.\nit had been amended by substituting\nuntil\npassed\nagainst it, and it was not\nand by cutting the amount from\nissue\nbond\nthe\nfor\nappropriation\na direct\none million to half a million dollars. At the urgent request of the friends\nIt did\nof the bill, the Senate voted favorably on the House amendment.\nneed\nreal\nvery\na\nwas\nthere\nnot seem safe to try for an increase. While\nthat\nfelt\nwomen\nthe\ncalled,\noriginally\nbill\nthe\nfor all the money for which\nrewarded.\nbeen\nnevertheless\nhad\nforth\nput\nthe effort\nA great American architect has recently said that success is due to three\nelements, untiring work, interest (rather than inspiration), and codperameasure.\ntion. ‘These three elements the council certainly had in rich\nintermany\nof\non\ncodperati\nthe\nto\ndue\nwas\ning\nThe success of the undertak\nsure,\nbe\nto\nout,\nstands\nleader\na\nthere\nand\nHere\nworkers.\nested, untiring\nmentioned.\nbut in fairnéss to the many, perhaps, no names should be\n\nHOW\nGRACE\n\nTO OBTAIN\n\nGREENWOOD,\nUNIVERSITY\n\nMONEY\nPRIVATE\n\nSOCIAL\nOF\n\nDIRECTOR\n\nMICHIGAN,\n\nFOR DORMITORIES\nGIFTS\nOF\nANN\n\nBY\n\nDORMITORY,\n\nMARTHA\n\nCOOK\n\nARBOR,\n\nMICHIGAN\n\n, it is obvious that\nIn view of what has been said by the previous speaker\nely the present growing\nwhatsoever the legislature may do to meet adequat\n\nit is highly improbable\ndemands of housing the women of State universities,\nd for a complete\nrequire\nsums\nthat these needs can be fully met. The\nsystem of dormitories for housing women,\n\n’\n\ntogether with the other most\n\nat the present time it\npressing needs of the universities, are so great that\nto grant sums needed\nis unthinkable that the legislatures will find it possible\nto\nIt would therefore appear that we must appeal\nfor such purpose.\nneeded dormitories.\nother sources to secure, as soon as possible,\n\nnities of the various\nThe first thing to do, then, is to make the commu\nfacts\n\nState universities\n\ne,\nrealize sufficiently, and to the fullest measur\n\ntive university.\nof the situation as they obtain in their respec\n\nthe\n\nFor this\n\nuniversity a representative compurpose, it is necessary that in every State\nto gather all information bearmittee be appointed by the governing bodies\n\nit in the most emphatic and\ning upon the housing question and formulate\nare urgently presented\nfacts\nthese\nthat\nimpressive way, and then see to it\nwould be wise, from\nit\nthink\nI\n,\nIndeed\non every opportune occasion.\nin the leading newspapers of\ntime to time, to have these facts published\nall-imIn other words, a sound sentiment on this\nthe respective States.\nnity.\ncommu\nevery\nportant question should be aroused in\nto me the idea should be stressed\nseems\nit\nts,\nrespec\nthese\nall\nin\nl,\ngenera\nIn\nts in their houses should be\nstuden\nthat it is important that the life of the\n.\nrsity\nunive\nthe\nof\ns\nin full accord with the ideal\n\n"}
{"page": 754, "printed_page": "732", "text": "732\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nAfter public sentiment has been aroused, it is reasonable to suppose and\nto assume that some wealthy and public-spirited men and women will be\nmade to feel that a great service to society may be done in this field. It is\nmy feeling that the manner in which these public-spirited citizens should\nbe approached or appealed to has not been at all times sufficiently considered. Every benefactor has certain distinct views as to the way in which\nthe needs and ideals of his particular university may be furthered.\nIt\nwould be, it seems to me, the part of wisdom for the person or persons\nentrusted with the task of interesting such prospective benefactor to find\nout in the first instance just how and what he feels in respect to the phase\nof university life which requires his interest and assistance.\nWhether we\nagree with him or not as to the prime needs of the university, it is but just\nand fair to determine as closely as possible his point of view, whether it\nbe broadly philanthropic or more restrictedly religious or generally social.\nThe representative of the university coming to this point of view would\nthen naturally make it his task to try as far as possible to adjust this point\nof view to the ideals of the university. This, to my mind, is the ideal of\nthe true university diplomat.\n\nRECREATION\nJESSIE\n\nS. LADD,\n\nDEAN\n\nAND\n\nTHE\n\nOF\n\nWOMEN,\n\nMINNEAPOLIS,\n\nUNIVERSITY\n\nMIXER\n\nUNIVERSITY\n\nMINNESOTA,\n\nOF\n\nMINNESOTA\n\nDean Wells of Indiana, in her request for a paper on the subject of\nRecreation and the University Mixer, says that she understands that we\nhave “practically solved this problem at Minnesota.”\nKnowing well how\nfar we are from this blessed consummation, I am rather loath to speak\non\nthe subject. However, I am glad to tell you of what we have\ndone, if\nyou, on your part, will remember that we do not consider the problem\nsolved.\n.\nWhat opportunities are there for social contacts at the Universi\nty of\nMinnesota?\nIn the first place, as the center and heart of the recreational\nactivities of the women, we have our Woman’s Building, Alice\nShevlin\nHall. Shevlin Hall was given to the women of the University\nof Minnesota about fifteen years ago, by a wealthy Minneapolis man,\nthe late Mr.\nThomas Shevlin. We were very fortunate in that a man of\nlarge and\ngenerous ideas was able to see the need. It was due to the efforts\nof the\nWoman’s League and the Young Women’s Christian Associat\nion that this\nneed was made clear to him. First, then, there was the\nneed; second,\nthe need was made clear, and, third, the need supplied.\n\nFrom the spacious hall there is a generous view of the living\nroom, a\n\nlofty, panelled room suggestive of old-English comfort\ns.\nThere are inviting chairs—pleasantly uninstitutional—davenports,\nand_ tables on\nwhich are the latest papers and magazines.\nOn cold, wintry days a fire\nblazes in the great fireplace. Thirty to fifty girls\nmay be seen here at\n\n"}
{"page": 755, "printed_page": "733", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n733\n\nall hours of the day, visiting or studying.\nOn Wednesday afternoons,\nfor the last fifteen years, I have read aloud in this room to groups of girls.\nThe Fireside Reading Hour has come to be quite a feature at Minnesota.\nI read short stories and the girls come and go as they please. It has\nproved a very restful and pleasant hour. We serve cocoa and cakes, and\nI have an opportunity to chat with the girls in a most informal fashion.\nDuring the week of examinations, I serve refreshments.\n‘This gives\nan opportunity for lessening the strain of this trying period. ‘The girls\nflock in and seem so grateful for the hot tea, the informality, and the\natmosphere of “nothing is expected of you now.”\nThen for those students who wish a smaller and more intimate meeting place, we have a room, cozy with fireplace and candles, where groups\nof twenty or more may gather. This may be reserved in advance, and\nthere is seldom an afternoon when this room is not in use for small teas, for\ncommittee meetings, for various women’s organizations on the campus.\nThere is no charge for this privilege.\nOpposite the living room is the assembly room, white enameled, sunny,\nwith a good floor and graced by the portraits of ex-President Vincent and\nHere, at the noon hour, the girls dance.\nour beloved Maria Sanford.\nThey are mostly non-sorority girls. This has always seemed a happy, carefree time, when they can chat and play and cast off the strain of the class‘The room is provided with a piano, victrola, and stage curtain.\nroom.\nEvening lectures, plays, dances, and musicals are also given here.\nI will mention some of the clubs which entertain at teas and evening\nparties at Shevlin Hall. There are the State clubs, the women’s class\norganizations: Bib and Tucker, Pinafore, Tam O’Shanter, and Cap and\nGown—Pharmacy, Dental, and Chemistry Clubs, Girl Scout Clubs, the\nMenorah Society, made up of Jewish men and women ; the Women’s Glee\nClub, Scroll and Key, the Architectural Club, Torch and Distaff, a new\nThen too,\nHome Economics Honorary Society, and the Mortar Board.\nwithout\nalmost\non\nso\nand\nclubs,\nthere are the literary societies, dramatic\nend.\nIn this connection, I might say a word about the chaperonage of parties\ny\non the campus, which is under our immediate jurisdiction. Practicall\nSator\nFriday\non\ngiven\nare\nall evening parties are dancing parties, and\neach party.\nurday evenings. We ask for two faculty chaperones for\nthe dean’s\nto\nreport\nto\nchaperone\neach\nasking\nPrinted slips are sent out\nWe\nreceive.\nthey\nwhich\ncourtesy\nthe\nand\ndancing\nof\nstyle\noffice as to the\ntheir\ntake\nto\ntend\nfeel that some gain is made in this way, as chaperones\nrequested.\nduties more seriously if they think an accounting is\nbeyond the\nThe Young Women’s Christian Association rooms are just\nhere once\nheld\nare\ns\nmeeting\nus\nReligio\nassembly room of Shevlin Hall.\nthe assoby\ngirls\nty\nuniversi\nthe\nto\ngiven\nare\nteas\nMany general\na week.\n\nopportunity\nciation. The Christian Association parlor affords another\nyear the\nthe\nin\nfor girls to meet and visit with their friends. Early\nor more\none\ngive\ntion\nAssocia\nYoung Men’s and Young Women’s Christian\nreceptions to the new students.\n\n"}
{"page": 756, "printed_page": "734", "text": "734\n\nNatIionAL Epucation ASSOCIATION\n\nThe lower floor of the building is occupied mainly by the constantly\nexpanding cafeteria.\nFifteen years ago we could only seat 200 in the\ndining room.\nNow, owing to a generous appropriation from the legislature we are able to seat 600. About 700 girls lunch here daily. This\nlunching together helps the girls to become acquainted and to form friendships. ‘There are both large and small private dining rooms for the use\nof any group signing up in advance with the cafeteria director.\nFor the\nnon-sorority girl this is a most desirable feature. A successful innovation\nof this year is the small kitchen which has been furnished for the use of\nthe girls who want to prepare their own spreads and teas.\nThe third floor is given up to the Women’s Self-Government Association office, the study room, rest room, the Women’s University Club room,\na small sewing room, and the office of the Housing Bureau.\nOur Housing\nBureau, under the supervision of a most competent woman, Mrs. Mary\nStaples, is taking an increasingly important part in bettering the living\nconditions for the students.\nIn connection with this, you might be interested to know of the success which we have had with our Householders’\nCouncil.\nThis was started four years ago by Dean Gertrude Beggs.\nSemi-monthly meetings are held at the different rooming houses.\nMeetings of the same sort are held by the sorority chaperones.\nMatters of\ninterest concerning the health and well-being of the girls are discussed.\nIn this way the Dean of Women has had the confidence and codperation\nof the heads of the houses.\nTo return to Shevlin Hall, my own office is on the first floor, a most\ndesirable feature as it is easy for the “new” student to find and convenient\nfor the older students.\nThe soul of Alice Shevlin Hall, if you will allow that a building may\nhave a soul, entered with the class of 1907. This class was most appreciative of the wonders of Shevlin in that they had known what it was to\ngo without it. ‘The delight in the building, with its opportunities for comfort and the forming of friendships, has somewhat cooled as the years\nhave passed. ‘The students are less conscious of its joys but their use of’\nthe building and its steady influence in their lives plays as important a\npart as formerly.\nThe second most important factor in providing a satisfactory recreational and social life for the women students is our splendid Women’s\nSelf-Government Association with its council room in Shevlin Hall.\nIt is an organization to which all the women students belong. Two of\nits express purposes are: (1) To create a sense of unity and fellowship\namong the women; and (2) to promote and to maintain the highest\nstandards of university life. I cannot speak in terms of too great praise\nof the place the Women’s Self-Government Association holds in university life. “There are eighteen members on the board. The Dean of\nWomen, at the invitation of the board, attends all meetings.\nI am always\nhighly pleased at the serious and enthusiastic manner in which business\nis conducted.\nThe Women’s Self-Government Association is a tower of\nstrength to the Dean of Women.\nI will mention some of their activities.\n\n"}
{"page": 757, "printed_page": "735", "text": "DEPARTMENT OF DEANS OF WOMEN\n\nG35\n\nEvery two weeks, on Saturday afternoon, they give sunlight dances.\nThese were started in 1914 to help the girls who have few opportunities\nof making acquaintances among the men.\nThe men are asked to pay\ntwenty-five cents, the girls pay nothing. Two or more faculty women act\nas chaperones.\nIntroduction committees of both men and women are\nappointed.\n‘These parties are given during the fall and winter quarters\nand are attended by from two to three hundred couples.\nIn the spring,\nthe students seem to prefer the out-of-doors.\nThe students have attempted\nto have good music, not jazz, and I think that it has made some difference\nin the manner of dancing.\nIf a couple are noticed to be dancing objectionably, a card bearing this inscription is handed to the man:\nUNIVERSITY\n\nOF\n\nSchool\n\nYear\n\nMINNESOTA\n\n1921-22\n\nWe do not dance cheek to cheek, shimmy, or dance other extreme\nA second notice will cause your public removal from the hall.\n\n“Help keep up the Minnesota\nSigned,\n\ndances.\n\nYou\n\nmust\n\nnot.\n\nStandard.”\nWomen’s SELF-GOVERNMENT ASSOCIATION, and\nASSOCIATION OF MINNESOTA UPPERCLASSMEN\n\nThe threatened public removal from the hall has occasionally been exercised by a strong armed force of men.\n‘The most favorable and hopeful\noutlook on the style of dancing is that our strong women’s organizations,\nsuch as the Women’s Self-Government Association, the Young Women’s\nChristian Association, and the Women’s Athletic Association, do not favor\nextreme dancing.\nLord Northcliff says, in a recent publication, that “what interests a\nperson one year may not interest him the next.\nWe are always outgrowing ourselves.\nOld people cannot set their mental clock back and see things\nwith the eyes of youth. I am fifty-six and for the life, I cannot understand young folks’ interest in dancing.”\nNow, although I am older than\nLord Northcliff, I can perfectly comprehend this great interest, even passion for dancing, for I have loved to dance from youth to age.\nTo cite other activities of the Women’s Self-Government Association.\nEarly in the year, they have open house on Sunday afternoons, at Shevlin.\nA general invitation is-given out and many lonely students, both men and\nwomen, come and enjoy the open fire and the opportunities of meeting other\nOccasionally the Young Women’s Christian Association acts\nstudents.\nas hostess at these meetings.\nEvery Friday afternoon, a social hour is held at Shevlin. Some little\nentertainment is given, and light refreshments are served. A general invitation is given to all university women, and seventy-five to one hundred\ngirls attend. The Pan-Hellenic Association is also giving teas at Shevlin\n\nonce\n\nin two weeks.\n\nAll university\n\nnon-sorority girls attend.\n\nwomen\n\nare invited.\n\nSorority and\n\nI am sure that this mixer makes for a better\n\nfeeling and is a move in the right direction.\n\nA genuine attempt is being\n\nmade on the part of the sorority girls for more democracy in the sororities.\n\n"}
{"page": 758, "printed_page": "736", "text": "736\n\n;\n\nNatTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nIt is an interesting fact that if these Pan-Hellenic teas were given in sorority\nhouses, very few non-sorority girls would attend.\nThe House Council is one arm of the Women’s Self-Government Association. “They attempt to improve living conditions at the university,\nand also to regulate matters of conduct in connection with the houses.\nJust now, they are trying to reach the lonely girls in boarding houses.\nA big party, the first of its kind, has recently been given, to which all such\ngirls were especially invited. About one hundred and_ twenty-five\nattended, and it was a great success. An organization of these girls has\njust been formed for mutual enjoyment and benefit. The girls at the\nhead of this movement are so fine and democratic that I am hoping for\ngreat results. The House Council has recently passed a ruling whereby\nthe dormitory and all the sorority and rooming houses may hold open house\non Saturday evenings.\nThe valuable work of the Big Sisters is also under the direction of the\nWomen’s Self-Government Association.\n“These Big Sisters are appointed\nin the spring term from the ranks of the junior and senior classes. For\nsome years the attempt was made to have a Big Sister for each incoming\nfreshman, but it proved to be unsuccessful in that the Big Sisters had too\nmany freshmen to be able to look out for them in a satisfactory manner.\nLast year the board decided to appoint Big Sisters to look after all outof-town freshmen.\n‘This has proved much more satisfactory.\nBig Sisters\ndo not have more than three or four Freshmen to look after. The Freshmen\nare written to during the summer, and are often met at the train and assisted to find a rooming-place and helped in registration.\nLater, a tutor is\nfound for them if they have difficulties with their studies.\nParties are given\nfor them, and they are escorted by their Big Sisters.\nIn this way a sisterly\neye is kept upon the freshmen until they become accustomed to the university and learn its ways and traditions.\nThe Women’s Self-Government Association have a dancing class every\nThursday from seven to eight p. m. in Shevlin Hall.\nA fee of ten cents\nis charged. The class is taught by university girls and is well attended,\nespecially by freshmen who have not had many social opportunities.\nTo\nwork together or to play together seems the best way to form real friend_ships.\nThe Women’s Self-Government Association also gives a Thanksgiving\ndinner, each year, to out-of-town girls, and they make great efforts to see\nthat the lonely ones really come and that they have a good time.\nThe second organization which offers recreational opportunities is the\nWomen’s Athletic Association.\n‘The purpose of this organization is to\npromote an effort for physical efficiency, to stimulate an interest in athletics, and to create a spirit of good sportsmanship.”\nAbout fifty girls\nbelong to this association.\n\nThe membership basis of the Women’s Athletic Association has recently\n\nbeen changed from the open to the closed type. A certain number of\nhonor points are an eligibility requirement, the points to be won by class\n\n"}
{"page": 759, "printed_page": "737", "text": "DEPARTMENT OF DEANS OF WOMEN\n\nol\n\nteam membership and other ways.\nThe number out for the various sports\nis an indication of the variety of interest shown: During the fall, 75 to 80\nfor field hockey ;in the winter, 25 to 30 for ice hockey, 90 to 100 for basketball, and 40 to 50 for skiing; in the spring, 90 to 100 for baseball and 25\nIn addition,\nto 30 for archery. ‘These are all contestants for class teams.\nand\nBaseball\nHouse\nthe\nin\nplaying\ngirls\nmore\nhundred\none\nthere are about\nThe House teams were begun in an effort to stimulate\nBasketball teams.\ninterest in sports among the sorority girls. \"The teams playing in the\nHouse Contest are from all the sororities, East and West Sanford Hall\n(our one dormitory) and the three codperative cottages.\nThe Aquatic League is also a branch of the Women’s Athletic AssociaThey meet once\ntion. ‘This has a membership of about twenty-eight.\na week, and an exhibition of fancy swimming is given about once a month.\nAnother group which offers recreational opportunities to all women is\nthe Trailers Club. There are forty active members and a large and enEvery Saturday afternoon, the Trailers,\nthusiastic group of Alumne.\nwith some outside girls, get together for some sort of fun—skating, hiking,\nswimming, snow-shoeing, and skiing. Also, during the spring vacation\nWe\nevery year, we girls—this includes myself—have a “spring running.”\nWe\ntramp.\ndays’\nthree\nor\ntwo\na\nfor\nback,\non\nstart out with knapsack\novernight\nwherever\nnight\nover\nstay\nand\ndoors\nof\nout\nlunches\ncook our\nall\ntakes us. A rest of ten minutes out of every hour, helps one to tramp\nthrough\nanticipate\nto\njoy\na\nis\nday without excessive fatigue. This hike\nTo awaken the love of tramping, or as Stevenson\nthe winter. months.\nthe tightening of the muscles of the thigh,” to know\nof\nputs it “the delight\nthis is a most worthwhile endeavor.\nroad\nopen\nthe\nof\nthe joy\nthe importance\nIn conclusion, let me say that we at Minnesota recognize\nserve her best\non\nrecreati\ns\nstudent’\nOur task is to make the\nof recreation.\ndance, of the\nstudents\nsome\nwhich\nin\nway\nthe\nWhen I think of\ninterest.\nI feel almost\nmany,\nthe\nof\nss\nloneline\nthe\nof\nfew,\nthe\nof\nexcessive gayety\nso. ‘The\njustly\nand\nwar\nthe\nto\nlay\nmay\nwe\nthis\nof\nsome\nBut\ndiscouraged.\nhands\nmore\nand\nago,\ntwo\nmethod of dancing is much better than a year or\npatience\nWith\nhope.\nis\nthere\nSo\nare being held out to the lonely girl.\nat the University, we\nand the active codperation of the fine student leaders\nible.\nimposs\nthe\nmay accomplish\n\nDOES\nLUCY\n\nM.\n\nTHE\n\nCOLLEGE CURRICULUM\nSCHOLARSHIP?\n\nSALMON,\n\nPROFESSOR\n\nOF\n\nPOUGHKEEPSIE,\n\nAn able woman\n\nHISTORY,\nNEW\n\nPROMOTE\nVASSAR\n\nCOLLEGE,\n\nYORK\n\ncollege\nwhose education was being acquired outside of\n\ndoes for its students.\nwalls recently asked a young sophomore what a college\nconviction, “Well,\nwith\nreplied\nthen\nand\nHer guest reflected a moment\nIs it possible\nts.”\noptimis\nyou\nmake\nthey\nthen\nand\nfirst they teach you poise,\n\n"}
{"page": 760, "printed_page": "738", "text": "738\n\nNatIoNAL EpucaTion ASSOCIATION\n\nthat the college student unconsciously expressed the judgment we have all\nat times secretly formed as to the negligible character of every curriculum\nin the process called education?\nOur present curriculum retains little in spirit or in content of the old\nGreek curriculum whose sole object was education, whose content was\nplanned to promote education, and whose only instrument in achieving it\nwas the teacher.\nOur present curriculum derives rather from the\nmedieval period when education was controlled by the Church, when\ninformation of a very definite character was essential to the promotion of\nthe interests of the Church, and when the teacher was the friar.\nOur\neducational system has retained many of these characteristics, but it has\nadded others growing out of the real or fancied needs of the State, political\nparties, industry, business, the professions, and also of conventional social\nlife.\nIf then the question is asked, “Does the college curriculum promote\nscholarship?” the categorical, dogmatic reply must be made, ‘“‘No, that is\nnot its object.”\nBut it is far easier to define its object in terms of negation\nthan it is to state its object positively.\n“The universal criticism of the\ncurriculum is directed towards its shortcomings and its failures.\nIt pleases\nno one,—all vie in pointing out its inconsistencies and its imperfections,\nin showing its utter inadequacy to prepare for the particular conditions\neach person deems it imperative the curriculum should meet, and all protest\nthat it must be changed in the particular direction each desires.\nAccepting this collective opinion that “something must be done,” the\nquestion naturally follows: What are the obstacles in the way of working\nout an ideal or even a satisfactory curriculum?\nThe college, like the individual, is not a free agent and back of it is the\nState represented in its legislature. When one State legislature proposes\na bill that prohibits any institution that receives State funds from teaching\nthe theory of evolution; when another proscribes the teaching of the theory\nof a protective tariff; when a third virtually compels the teaching of the\ngold standard; and when the most populous State in the Union compels\nsubscription to a specific form of patriotism, the privately endowed college, .\nas well as the State institution, may well shrink from working out a\ncurriculum that will conform to the demands of the body politic.\nChurch organizations also make their demands on the curriculum, and\nwhile they have not shown the superiority of the Presbyterian method\nof teaching the classics, of the Baptist way of teaching science, or the\nMethodist manner of regarding mathematics, or the Roman Catholic attitude towards modern languages, all denominations prefer their\nown\nspecial colleges with the usual curriculum, but with the addition of religion\nas they severally understand it. To satisfy the demands of one\nsect, the\ncurriculum must include the study of the Bible; to satisfy another\nthe Bible\nmust be excluded.\nAnother obstacle is the effort to make the curriculum the\nvehicle for\nconveying information of a definite character.\nVocational and pre-voca-\n\n"}
{"page": 761, "printed_page": "739", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n739\n\ntional training, professional and pre-professional preparation are urged as\nobjective points in shaping a curriculum, but such objects are far removed\nfrom scholarship. ‘The college student as an individual is forgotten in\n“The young woman in\nthe effort to train him for a special occupation.\na curriculum is urged,\nand\nparticular is often the object of special solicitude\na life of domesticity.\nfor\nher\nprepare\nto\nbut\nnot to promote her scholarship,\nBut this is aiming an arrow into the air, for it often seems as if the young\nwomen who have been trained for domesticity go into business or the\n\nprofessions while those who have been trained for business or the profesIncidentally, could not a solution be\nsions marry and bring up children.\nwomen to attend special schools\nyoung\nfound in arranging for engaged\nand the rearing of children?\nhomemaking\nfor\ntrained\nbe\ncould\nwhere they\nBoards of college trustees may act as a brake on changes proposed. Since\nthey have the ultimate responsibility for the expenditure of funds, they may\ncomplain that they have provided an elaborate and costly equipment for\nwork in certain fields of knowledge; that courses in these fields are no\nlonger largely elected; that this equipment must be utilized; and that\ntherefore the study of these subjects must be required.\nThese are but suggestions of certain conditions that block the path of\nThe promotion of scholarship has not been the goal of\nthe curriculum.\nthe present curriculum, nor do any of the changes proposed to-day apparently consider scholarship an aim to be considered in and of itself. The\nBut\nulterior object may be one far removed from scholastic pursuits.\nat\nhave\nall\nthey\nthemselves,\namong\nvary\nmay\nplans\nthese\nmuch\nhowever\nleast this in common,—they record the belief that it is the primary function\nof the college to pass on to college students a body of ready-made, readyto-wear information.\nThis confusion of information with education that characterizes so much\nof our thinking, explains in part our distrust of the present curriculum.\nWe distrust any arrangement of college courses that is definitely proclaimed\nto be a preparation for citizenship, or for service, or for life. Any curriculum thus arranged not only fails to promote scholarship but it must\nfail to educate... And if the college fails to educate in the true meaning\nof the word, if it fails to draw out from college students the best that is in\nthem, and to train them along these lines, is it strange that college graduates\nin\noften feel that the best they received from their college course was not\niculum\nextra-curr\nfrom\nany way related to the subjects studied, but came\n,\nactivities, from friendship formed, from social relationships established\nes\nopportuniti\nthe\nfrom\nknowing,\nworth\npersons\nfrom the contacts made with\nof\ngiven of visiting famous art collections, of hearing eminent musicians,\nobject\nprimary\nthe\nis\nit\nIf\n?\npersonages\ned\ndistinguish\nmeeting\nof\nand\nseeing\nity of the\nof the college to educate its students; and if it is the responsibil\n\nwhatstudents to apply that education to whatever end is essential, under\nshorttheir\nin\nstudents\nthat\nstrange\never conditions may arise, it is not\nhand.\nat\nnearest\nobject\nsightedness apply it to the\nbe atBut ‘the failure of the college to promote scholarship must not\n\n"}
{"page": 762, "printed_page": "740", "text": "740\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ntributed wholly to the curriculum.\nHave we not fixed our attention’\nexclusively on the content of the curriculum to the exclusion of all discussion of the ways and means of carrying it out, and to the exclusion of\nall consideration of the soil and the atmosphere necessary for its growth?\nThe ideal curriculum will not and can not promote scholarship unless it is\nplaced in congenial surroundings.\nThe colleges for women are particularly susceptible to a certain form of\nmaternalistic language that is diametrically opposed to scholarship.\nWhen\na boy goes to college, he becomes a man, but when a girl goes to college,\nshe is always called a girl, is addressed by her given name, and is often\nreferred to as a child; the college students collectively are often called\n“children,” and the college as a whole is referred to as “the college family.”\nThis aversion to putting away childish things and to becoming. women\nseems incompatible with high ideals of scholarship, yet as long as young\nwomen profess to like it, and as long as we are unwilling to abandon coddling our students, there will be obstacles in the path of scholarship.\nThe academic world has brought over from politics customs that unerringly record the existence of a system based on suspicion and fear and\nthat results in series of checks and balances, prohibitions, preventive\nmeasures, and obstructions that are fatal to genuine progress.\nWhen the\nroutes to progress have been carefully barricaded, when every advantage\nhas been balanced with disadvantage, and when we have carefully made\nit\n\nimpossible to do very much, we congratulate ourselves that we have at\nleast\nforestalled disaster.\n\nIf then, whatever may be the printed curriculum, the assumption\nis that\nit is not intended to promote scholarship; that neither faculty\nnor students\nare primarily interested in scholarshp; if students assume\nthat the curriculum is a necessary evil in floating the more essential\npart of college life;\nif it is not strange that “a college man is cocksure of\nknowing, as has\nbeen said, ‘that mediocre C is a gentleman’s mark;’”\n1 if the effect of\nputting into the hands of college officers a system of marks\nand grades is to\nencourage among students, not a love of scholarship, but\na desire to “please\nteacher,” by finding out what “teacher wants,”\ncan we wonder that the\n\nresult is not scholarship, but “the golden age of successfu\nl mediocrity,” as\nBuckle has characterized the age of George III.\nBut granting that it is possible to arrange\na curriculum satisfactory to\nall and that it Is possible to wipe from our academ\nic code every statute that\nhas its origin in competition, fear, suspic\nion, or distrust, scholarship will\nstill not be attained without the cooperation\nof the teacher. Any curriculum, no matter how perfect it may be\nin itself, is but a lifeless mechanism without the inspiring teacher to\ngive it vitality. No curriculum\nwill promote scholarship if it is carried out\nby teachers who are indifferent\nto their classes, who are unsympathetic with\nthe problems of the individual\nmembers of their classes, and who\nregard discipline as the chief cornerstone of the educational system.\nScholarship does not thrive where teach\n*C. Britten, “School and College Life,”\nCivilization in the United States,\np. 114.\n\n"}
{"page": 763, "printed_page": "741", "text": "=\n\nDEPARTMENT\n\nOF DEANS\n\nOF WoMEN\n\n741\n\ners are self-centered; where their eyes are fixed on securing an administrative position because the salaries attached to such posts are higher than\nare accorded those in the professorial ranks; where research absorbs time\nand energy because success here means “‘recognition” while teaching does\nnot; whose constant reference to “my department” carries an implied\nwarning to all trespassers to “keep off” the claim staked out in the field\nof knowledge.\nThe function of the teacher in the educational system does indeed seem\nnegligible when the attitude of the public towards teaching is recalled.\n- Teaching may do well enough for women, but it is not the thing for virile\nEvery discouragement is put in the way of able young men\nyoung men.\nwho are considering teaching as an occupation, especially if they belong\nto well-to-do, prosperous families without absorbing intellectual interests.\nThe ideal teacher, as he has been described by George Herbert Palmer,\nmust have, among other characteristics, “‘an aptitude for vicariousness” and\nMore recently, Henry Noble Mac\n“a readiness to be forgotten.’\nCracken has stated the prerequisites of a teacher to be a belief in his subject,\nMust it not be said that, in\na belief in his pupil, and a belief in himself.2\nheld by at least a part\nteacher\nthe\nof\nopinion\nspite of a semi-contemptuous\ncurriculum without\nthe\nmisgivings,\nfrequent\nown\nhis\nof\nand\nof the public\nthe true teacher is but a grinning skeleton?\nBut our difficulties do not end here. Granted that all the conditions\nonce con- are favorable for the formation of a new curriculum, we are at\ne is\ncompromis\nno\npeace,\nno\nwhom\nfronted by two hostile camps between\n‘To\n.\nstandpoints\nc\nantagonisti\nfrom\ncurriculum\nthe\npossible since they view\non,—\ninformati\nfurnish\nto\nis\ncurriculum\nthe\nof\nfunction\nsole\none group the\n“To another\na view supported by the much-advertised five-foot shelf.\nthe attainin\ne\nprerequisit\na\nis\ngroup, the development of a method of work\ned\ndistinguish\nof\nsupport\nthe\nhas\nalso\n‘This view\nment of information.\n“‘seems\nHadley,\nPresident\nsaid\n”\neducation,\n‘The ideal college\neducators.\nnot going to use\nto me to be the one where a student learns things he is\nformer element\nin after life by methods that he is going to use. The\nopinion cited\n”—an\ngives the breadth, the latter element gives the training,\naddress.\ninaugural\nwith approval by President Lowell in his\ninstitutions state\nAs long as many persons connected with educational\ndeny the posand\non\neducati\ncalled\nprocess\nthe\nin\nthat they do not believe\nat the mastfly\nothers\nmany\nas\nlong\nas\nand\none,\nany\nng\nsibility of educati\njust so\nwork,\nof\nhead a belief in the importance of acquiring a method\nform\nand\nces\ndifferen\ncilable\nlong will it be impossible to reconcile irrecon\ngroups.\ng\nopposin\nthese\nof\na curriculum satisfactory to both\nin education is to acFrankly stating the belief that the first essential\nhere, what are the\neveryw\nable\nservice\nbe\nmay\nthat\nquire a method of work\nhas long been a tendency\nsubjects best adapted for securing it? ‘There\nEvery subject in the\n.\nfor all subjects to approach each other in method\n1G, H. Palmer, ‘The\n2H. N. MacCracken,\n\n1907, 99: 433-442.\nIdeal Teacher,” Atlantic Monthly, April,\nJanuary, 1921, 127:\n,\nMonthly\nc\nAtlanti\ni,”\nMagistr\no\n“Religi\n\n76-84.\n\n"}
{"page": 764, "printed_page": "742", "text": "742\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\ncurriculum is a means through which may be developed accuracy, observation, imagination, experimentation, interpretation, the value of evidence,\nand correct reasoning. ‘This training constitutes education in’ the truest\nsense and there are no subjects in the curriculum in which any of these\ncharacteristics of education can be dispensed with.\nIs it not possible to\nsecure training—education—through any group of facts that seem of paramount interest to the student?\nTechnique is method applied to a particular subject. Conversely each\nsubject developes its own technique and this technique is necessarily determined by the nature of the subject. The study of tone, color, form,\nfacts of nature, facts of human relationship, abstract theory, each and all\ndevelop a different technique, but the method employed by music, art,\nscience, history, economics, mathematics, philosophy, by all subjects in the\ncurriculum is fundamentally the same.\nThe superstition prevails that virtue is inherent in certain subjects and\nthat therefore they must be retained at all cost. This is especially true\nof mathematics that still holds its own as a required subject in a curriculum\nthat has greatly increased its elective courses.\nIt is retained on the theory\nthat only through it can logic and the processes of reasoning be taught.\nIs not our thinking illogical, are not our judgments hasty and ill-founded,\ndo not our own personal experiences suffice for far-reaching decisions in\nregard to the subjects to be included or rejected in planning a college curriculum, in spite of the courses we have all taken in logic and higher\nmathematics?\nMoreover since all subjects tend to approach each other in method of\nwork, and have indeed become identical in method, is it necessary to retain\nas a required subject any study not required in a sequential course?\nIt\nhas recently been suggested? that educational psychology has shown that\ntraining in one field does not “carry over” into another, and that the study\nof solid geometry for example prepares students to solve problems in solid\ngeometry, it does not “strengthen the mind,” make students logical, or in\nany way help the processes of reasoning applied to other subjects. The\nstudy of mathematics is of use in the further study of mathematics and in\nsubjects based on a knowledge of the principles of mathematics, but it is\nnot necessarily of use in other fields.\nSomewhat the same feeling prevails in regard to the classics. They\nhave long held and still hold an honored place in the curriculum.\nBut\nwhen we find that students who have nominally been studying Latin and\nGreek for five or six years are still unable to read Latin and Greek\nwithout thumbing a dictionary, we draw the conclusion that it is useless\nto\nstudy Latin and Greek.\nWould a more reasonable conclusion be that such\nstudents have never studied these languages as languages, and\nthat they\nhave never acquired a method of work that has enabled them\nto master\neither language or literature?\n‘James\nFebruary,\n\nHenle,\n\n“Unhonored\n\n1922, 215: 249-254.\n\nEducational\n\nHonors,”\n\nNorth\n\nAmerican\n\nReview,\n\n"}
{"page": 765, "printed_page": "743", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n743\n\ne?\nIs there not moreover great confusion between language and literatur\nas\ne,\nliteratur\nEvery student should be familiar with at least one great\nlitive\ncomparat\nof\nevery student of literature should become a student\nthe\nBut is it necessary that this familiarity be acquired through\nerature.\nfollow.\nly\nnecessari\nnot\ndoes\nThis\nwritten?\nlanguage in which it is\nGreek and\nThe New Testament is presumably read by few in the original\noriginal Hebrew,\nthere are still fewer who read the Old Testament in the\nIgnorance\n.\nexistence\nin\nyet the Bible is probably the most widely read book\n\ne of these\nof the Scandinavian language does not prevent the literatur\nSwedish\nand\nDanish\nwhom\nto\ns\nthousand\nby\ncountries from being enjoyed\nRusthe\nof\ne\nignoranc\ndoes\nNor\ntongues.\nacquired\nnor\nare neither native\nrepreof\nthought\nsian language prevent any one from reconstructing the\nand Tolstot.\nsentative Russians through the translations of Tourgeneff\nof all questions\nt\nignoran\nes\nWe find college students and college graduat\na remedy in\nfind\nwe\nand\ntheory\nic\nscientif\nof science and of the history of\ne that\npossibl\nit\nIs\ne.\nraduat\nunderg\nevery\nof\nscience\nrequiring a laboratory\nbe acmay\nscience which\nwe confuse information of the development of\nmay\nwhich\nwork\nof\nquired outside of a laboratory, with a scientific method\na\nin\nnature\nof\nstudy\na\nh\nbe gained through other means than throug\n\nlaboratory?\nessential principles in any\nWhat may it be said should be some of the\nFirst, it must\nscholarship?\ncurriculum that is formulated to promote\nthat\n\nnormal person,—a curiosity\ndevelop the curiosity inherent in every\ninvestigation and later into reunder favoring conditions develops into\ncuriosity, as does our social\nses\nrepres\nOur curriculum largely\nsearch.\nbe interested in what is about\nor\nity\ncurios\nshow\ntraining; it is not polite to\nsed, although imagination\nIn a similar way the imagination is repres\nus.\nIn hundreds of advertisements\nlies at the bottom of all constructive work.\nthe qualification most frens,\nnoted for men desired in important positio\nplace must have “vision.”\nthe\nfor\nd\nquently specified is that the man desire\nmaturing into research\nity\ncurios\nh\nthroug\nis\nIn the educational world, it\nand it is through the imaginathat the confines of knowledge are extended,\n\nof research are vivified.\ntion developing into vision that the results\nof work is to be developed from\nA second principle is that if a method\ntaking advantage\n\nn, it is best done by\nthe germs of curiosity and imaginatio\nRoughly these may be classed into\nof the natural interests of students.\nIf the interests of students\nnature.\nthe two groups that concern man or\npast and the present, a method of\nare primarily with human life in the\nsubjects that concern the life of manwork may be developed through the\nare chiefly concerned with\nSimilarly if the interests of students\nkind.\na method of work must be\nthat\ne\nnatur\nnature, it is through the study of\nnts of both groups certain\nBut is it not possible to give stude\ndeveloped.\nduce them to great fields of knowledge\n‘nformational courses that will intro\nng\nring a method of work and gaini\nat the same time that they are maste\ne\ncolleg\nin\nnts\nstude\nbest\nIt is often the\nthe technique of a special subject?\nquota\nthe\nup\nfill\nwill\nthat\ncourses”\nwho are looking for one or two “snap\n\n"}
{"page": 766, "printed_page": "744", "text": "744\n\nNATIONAL\n\nEpuUCATION ASSOCIATION\n\nof hours and thus allow them more time for their own special interests.\nWhy not recognize this fully and frankly and provide informational courses\nthat will meet these needs?\nIs it necessary to deprive a student of science\nof all knowledge of classical literature if he has no knowledge of the\nclassical language?\nIs it necessary for a student of the humanities to be\ndeprived of all knowledge of science and of scientific theory unless he gains\nit by personal experience in the laboratory?\nA third principle must be suggested that raises a somewhat different\nquestion.\nEducation as thus far considered has been concerned only with\nthat part of training connected with research and information, each inseparable from the other. Assuming that the college curriculum has provided a method of work applicable to any subject and the technique of a\nspecial subject, that it has brought to maturity curiosity and imagination,\nand that from the standpoint of the educator these complete the circle of\nthe educational process.\n‘The plan, as looked at by the student, still\ndoes not provide for the pearl of great price. He seems to himself to be\nin the position of the man who married a dumb wife, as described by\nAnatole France. The curriculum has provided no outlet for his “suppressed desires,” no medium for conscious expression of the new ideas\nsurging within him. Some outlet must be found, and the college curriculum practically offers none.\n‘The student is thus driven to find his\nown means of self-expression. The college student, finding in the curriculum comparatively little opportunity. for self-expression, resorts to\ncollege and intercollegiate athletics, dramatics, or dancing of every form;\njazz music and the moving pictures; “writing,” “selling copy,” and scores\nof unregulated heterogeneous methods of attempts at self-expression.\nCollege faculties strive to regulate these efforts through suppression, through\nprohibitions, through penalizing students who take part in them at the\nexpense of their laboratory and library activities, but these efforts\nare\npractically vain.\nIs it not possible for the curriculum to recognize the obvious necessity\nfor providing such training and for giving it a legitimate place in college\neducation? In so doing is the curriculum not taking advantage of the spirit\nof the times and turning it to better advantage? While the spirit\nof competition in business is being supplanted by the larger, more generous,\nand more\neffective principle of codperation, it must be remembered that\nthe principle\nof vicariousness in our recreations, amusements, diversions\n, and all means\nof self-expression is still in the saddle.\nMust not the curriculum recognize\nthe changing conditions of home and social life, must\nwe not as college\nofficers realize how large a part of the education that\nonce was found in\nthe home has now been made impossible through changed\nconditions of home\nlife? Where once the home afforded opportunity\nfor self-expression and\nan outlet for the emotions, it no longer does so.\nThe desire for self-expression, finding no outlet in the home and repressed\nin the college, forks outside the home into vicarious recreation, and\nwithin the college into\nextra-curriculum activities.\n\n"}
{"page": 767, "printed_page": "745", "text": "i\n\neee\n\nDEPARTMENT OF DEANS OF WOMEN\n\n745\n\nee\n\nEvery\nEducation outside of the college has already met this demand.\ndramatic\nfor\nschools\nnewspaper advertises by the score schools of expression,\nexpression, instruction in how to become a writer, in how to write short\nthe\nstories, how to write plays, how to write scenarios,—what is this but\nthe\nfor\noutlet\nan\nfor\ninterests\ncommercial\nthrough\nprovided\nopportunity\n.\ncurriculum\nthe\nin\nignored\nand\nconditions\nhome\nby\nsuppressed\nemotions\nIf the college has with some measure of success provided means by which\nto\nnatural curiosity matures with research and the imagination is able\nnot\ncollege\nthe\nnot\nmay\nplaces,\nand\ntimes\nother\nreconstruct conditions of\nuniversal\nonly justifiably provide courses that train, control, and direct this\nAre\nso?\ndo\nto\nn\nobligatio\nunder\nnot\nit\nis\nbut\nssion,\nself-expre\nfor\ndesire\nin\nfound\nare\nthey\nas\nnot art, athletics, dancing, dramatics, music, writing,\nto\neducation\nof\nfailure\nthe\nof\ntheir worst forms in life today, one result\nIf these\nprovide a legitimate place for them in the college curriculum?\nnot beit\nis\nlife,\nstudent\nof\nactivities\nemic\nnon-acad\nthe\nsubjects make up\nthat they\nplea\nthe\non\nm\ncurriculu\nthe\nfrom\nbanished\nbeen\nhave\nthey\ncause\ninto\nare not intellectual subjects or that they have never been admitted\nand\nCuriosity\nip?\nscholarsh\nit, because it is said they do not promote\nthe\nor\nssion,\nself-expre\nm,\ncurriculu\nthe\nin\nimagination are provided for\npale.\nthe\nwithout\nwaits\nyet\nemotions,\nthe\nreasonable training of\nat the door of the\nBut this does not complete the opportunities knocking\ntion of what\nintegra\ncurriculum. The desire of the college student is for the\nknowledge\nsome\nseeks\nhe\nAt the beginning of his course,\nhe has acquired.\nthat\ncourse\nsome\nseeks\nhe\nend\nthe\nat\nof what the aim of the college is, and\nle.\nprincip\ng\nunifyin\nthe\nhim\ngive\nto\nfails\ncollege\nshall unify his work, yet the\n\nporary civilization\nFrom time to time new courses, like that on contem\nthey prove of absorbat Columbia, are introduced into the curriculum and\nremarkable interest\nThis\ning interest to instructors and to students alike.\ner of the content\ncharact\nmodern\nhas been explained by some as due to the\nnew experiment.\na\nin\ng\ninherin\ninterest\nthe\nof the courses, and by others to\nthese courses\nion\nunificat\nthe\nin\nlie\n,\nhowever\nDoes not the real explanation,\nseparation\nThe\n?\nted\nunrela\nsly\npreviou\ndge\nknowle\nof\ngive of several fields\ns bestudent\ncollege\nfor\nof knowledge into water-tight compartments has\nthe\ndown\ng\nbreakin\nof\nity\ncome so much a matter of course that the possibil\nit\nIs\nabove.\nfrom\nion\nrevelat\na\nas\ndivisions between them comes almost\nthe\nin\nlum\ncurricu\nthe\non\ne\ncapston\nthe\nput\nnot possible for the college to\ntion of the different fields\nform of a course that looks towards the integra\nof knowledge?\n\nMETHODS\nMRS.\n\nPEARL\n\nLARSHIP\nFOR PROMOTING IDEALS OF SCHO\nAMONG AVERAGE STUDENTS\nRANDALL\n\nWASSON,\n\nDEAN\n\nOF WOMEN,\n\nBURLINGTON,\n\nUNIVERSITY\n\nOF VERMONT,\n\nVERMONT\n\nchaps, chaps who make\n“T realize that I am just one of the second-rate\nw,—but—and this is a\nfello\n-best\nup this big land of ours,—just a second\n\n"}
{"page": 768, "printed_page": "746", "text": "746\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\nbig ‘but’—I know that Columbus discovered America in a second-best\nboat—that the British whipped the Spanish Armada with a second-rate\nfleet; that the Revolutionary War was won by a second-best army; that\nhistory fairly shouts the deeds of second-rate folks and that I’m going to\nbe at eighty the best second-rater in my line or bust.”\nCrudely but vividly,\nwith these words, a modern plumber voices the constantly advancing ideal\nwhich leads ever onward an individual who frankly recognizes the fact\nthat he belongs to the great class known as “average” and who visions\nclearly the tremendous possibilities which lie before the average man or\nwoman.\nThe last sixteen or seventeen years have brought a startling change in\nthe personnel of our colleges and universities.\nIn 1905-6 (according to\nstatistics published by the U. S. Bureau of Education) the total attendance\nat institutions of higher learning in the United States was 258,603.\nIn\n1915-16 this number had increased to 387,106, or an increase of 49.7\nper cent.\nMr. George F. Zook, of the Bureau of Education, Washington,\nD. C., tells us that, notwithstanding the powerful influence of\nthe war,\nthere was little falling off in the total student attendance during\nthat\nperiod.\nIn 1919-20, 221 out of 250 colleges report increased enrolment\ns\nand nine report an increase of 100 per cent or over.\nSince 1890 the total\nhigh-school enrolment has likewise grown greatly.\nCertainly, as one of the by-products of the world war, we\nfind the great\nmass of our American people impressed, perhaps unconsc\niously, with the\nideal which was voiced years ago by James Madison, “A\npopular government without popular information or the means of acquiri\nng it, is but the\nprologue to a farce or a tragedy, or probably both.\nA people who mean\nto be their own governors must arm themselves with the\npower that knowledge gives.”\nIt has seemed almost necessary to make this long digress\nion in order that\nwe may see clearly the problem which faces the univers\nities and colleges\nof today. The college may limit its student body,\nthe college world may\nbe divided into those colleges which admit by compre\nhensive examinations\nand those which admit by certificate, into those which\nlimit the Freshman\nclass by one means or another and those which\nadmit all who satisfy the\ncollege entrance requirements.\nOne college may consist of students who\nhave been carefully selected, may proudly point\nto the fact that no student\nwith an entrance condition is a part of that college\nbody, that every member of the Freshman class has been chosen by\nthe process of elimination of\nthe “lesser fit” and that the maximum number\nof students has been determined by the maximum college capacity\nto house and train its student\nbody. Another college may point with\nequal pride to the fact that its\nstudent body is unlimited but that every student\nrepresents a human being\nwho has met the standards which have been\ndetermined by the coéperative\nspirit of college and high-school administrators\n.\nEach one of these two\ntypes has its problem of the average student\n.\nThe first college has by its\nprocess of elimination raised its standard\nof the “average” student, and at\n\n"}
{"page": 769, "printed_page": "747", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n747\n\nage known as\nthe same time increased the measurement of the small percent\ntion and selection,\nhonor or superior students. With the careful elimina\ne humanity.”\n“averag\nof\nsuch a college has also eliminated a cross section\nprocess of\nvery\nthe\nby\nis,\nbody\nThe “average student” of such a student\nand in\nship\nscholar\nof\nideals\nhigh\ndefinite\nelimination, imbued with certain\nIn\nent.\nattainm\nr\nsuperio\nachieve\nshould\ns,\nthe majority of cases, doubtles\ndefinite\na\nhave\ncolleges\nsuch\nthat\ne\nconclud\nto\nfair\nother words, is it not\nutions of scholarfunction in the educational world and that direct contrib\nproblem contains\n‘Their\nship not the average may be expected from them.\n, polished\nselected\nly\ncareful\nthe joy of building when the material has been\nmay bring\nwhich\ntouches\ng\nfinishin\nthe\nin preparation for use, and ready for\nart.\ne\ncreativ\nand\nities,\npossibil\nout hidden beauty, unexpected\nwhich many students\nWhat then is the problem for those colleges in\nStatistics\natory school?\nrepresent the average ability of the average prepar\nwith\nponds\ncorres\nschool\nshow that the scholarship rank of a student in high\nd\nGrante\n.\ncollege\nin\nyear\nthe grades of that same student in Freshman\nhool\nhigh-sc\nwhose\ns\nstudent\nnts\nthat the Freshman class in college represe\ns to give to such students\nrecords are at least average, how are the college\nqualities and lead to the\nt\ndorman\np\ndevelo\nideals of scholarship which will\nmaximum extension of individual capacity?\nSociology” contends that\nProfessor. Lester F. Ward, in his “Applied\nupon economic, social, and\n“Genius is latent in all classes and is dependent\nIn other words he insists that the spark of\neducational opportunity.”\nneously force itself to exgenius, engendered by heredity, will not sponta\nic conditions make its\neconom\ne\nbecaus\npression but may remain dormant\ninterest to the probadded\nan\nlends\ntheory\n‘This\ndevelopment impossible.\nOne psychiatrist has defined heredity as ‘‘the\nlem of the average student.\nancestors have affected to their\nsum total of the adjustments which our\niency depends on capacity, and\nvarious environments” and adds that “Effic\ny is for that matter largely\ncapacity is chiefly a matter of training,—mentalit\na product of training.”\nstudy are determined in childThe unfortunate thing is that habits of\nem of overcoming in many\nprobl\nthe\nwith\nhood and the colleges are faced\nearning or crudity that the young\ncases the “slant of prejudice, of half-l\nre retains as a heritage from the\nman or woman inherits and in some measu\nThere is one encouraging thought howhome and school of childhood.”\nHe is\nwith a new world in college.\never: The average Freshman is faced\nto\nand\nheroes\nhave\nto\nready\nis\nhe\nat the age when he must have ideals;\nhis\nof\nthe beginning\nThe character of this hero worship at\nworship them.\nopinion of the\nsite\ncompo\nthe\nof\ny\nlargel\nFreshman year is the reflection\nAt the close of his Freshman year\nstudent body in which he finds himself.\nopinion but also intellectual horizons\nhis ideals reflect not alone student\nards which have been presented to\ntogether with ethical and zsthetic stand\ne asks ‘‘Do colleges stress sufficiently\nhim by the faculty. A recent articl\nIf education is really to educate, it\nthe inspirational side of education?\nstudent and leave with him its most\nmust generate motive power ‘n the\n\n"}
{"page": 770, "printed_page": "748", "text": "748\n\nNATIONAL\n\nEpucaTION ASSOCIATION\n\nvaluable bequest when he goes forth into the world of action, those moral\nand spiritual ideals and incentives which will arouse, stimulate, kindle, and\ninspire throughout life.”\nWinthrop Dudley Sheldon says that “Motive power in human life is not\nproduced by spontaneous generation any more than is a steam engine” and\nsuggests that the first duty of the college is “to inspire the student to know\nhimself,” and the next is “to weave into his character the great principle\nof moral obligation as the supreme source of motive power.”\nI should add\nto these requisites a sense of values, of the interdependence of the great\nsources of knowledge and power in the world, a bird’s-eye view, as it were,\nwhich would show to the student the unity of all knowledge.\nIn the\nFreshman mind there is complete ignorance of relationship between history\nand economics, for example,—between English and history or mathematics and science.\nIn the psychological tests we have a means of inspiring in the\nstudent\nknowledge of himself, but like all instruments of knowledge,\nthe tests must\nbe used with discretion.\nSemi-selfknowledge is sometimes a deadly weapon.\nI have in mind a student thirty-three years of age, a Freshma\nn, who has\nentered college for the second time. Fifteen years ago\nhe was sent away\nfrom college by the President who frankly told him “You\nshould not stay\nhere, you have not the mental ability to do college\nwork.”\nDuring the\nfifteen years he has sent his sister to college, assisted\nhis brother, and now\nenters college only to fail in mathematics and to find\nhimself rated a ‘“‘neargenius” in English.\nDuring the fifteen years, like a perpetual extinguisher\nof initiative has sounded the thought—“I am sub-norm\nal mentally.\nI am\nbound to fail.” In interviews with Freshmen who\nhave fallen below or\nwho have barely averaged in our recent intelligence\ntests, I find a decided\ntendency on their part to accept this classification\nof themselves as subnormal. Ambition, courage, and vision are\nblocked at least temporarily.\nYouth needs, must have an ideal which is constant\nly advancing but which\nseems possible of attainment.\n‘Che intelligence test, a measure of experience, environment and, in a limited sense, of\nnatural ability may reveal the\nstudent to himself but with the knowledge\nof his limitations there also\nshould be given to him in some way a glimpse\nof his potentialities.\nThis is\nnot an easy thing to do.\nThe potentialities of the individual are determined by the long chain of ancestral\nreactions to environment.\nUnexpected opportunities often arouse unsuspec\nted abilities.\nHowever, it is\npossible to point out to every individual\ndominant faculties which will\nachieve worthily if once aroused by the proper\nstimuli.\nHow this may be\ndone is one problem of the college.\nI believe there is a renewed ideal in the\nmind of the average college\nstudent today. There seems to be an incre\nasing feeling that the colleges\nare to exist only for those who are worth\ncollege training, and that the\naverage student as well as the honor stude\nnt must find his ultimate goal\nand develop his possible power.\n‘Thus, is he not beginning to have\nsense\nof his obligation to society?\n\n"}
{"page": 771, "printed_page": "749", "text": "DEPARTMENT OF DEANS OF WoMEN\n\n749\n\nHow are we to present to the average student a glimpse of world-wide\n‘This is the most difficult problem of all,\nlearning, a vision of wisdom?\nWithout this perspective,\nbut it is the one whose solution is most essential.\nthe student masters a number of disconnected facts, of whose inter-relationHe must in some way be brought to see the\nship he has no conception.\nvalue and the joy of learning,—but how?\nThe personality of the teacher must ever remain the great vital force in\nthe development of any student’s intellectual life. Today, as of old “Mark\nHopkins on one end of a log and a receptive student on the other would\nThe really great teacher is the link that connects\nconstitute a university.”\nIt is not enough\nhis students with the scholastic tradition of the world.\nthat the teacher should be master of his subject. Through the magnetism\nof his personality, the compelling force of his humanity, he leads his students to direct, personal contact with culture in its universal aspect.\nAlthough the teacher must always be the direct moulding force in student life, yet other less direct and more subtle influences contribute to the\nThe college years are\ndevelopment of the undergraduate point-of-view.\nthe ones in which the eager, expanding mind absorbs involuntarily, from\nwhatever surrounds it, foundations for its future tastes and ideals. ‘The\ncollege must see that the suggestions made to the developing consciousness\nby environment should contribute a receptivity for the higher kinds of\nTo live day after day for four years in buildings whose\nscholarship.\nharmony of line and coloring stamp themselves upon the subconscious mind\nwill create a permanent longing for beauty which is after all a synonym\nfor truth. The masterpieces of painting, of sculpture, and of music with\nan\nwhich the college should surround its students will produce in them\nBlest\nculture.\nof\nexpressions\nfiner\nthe\nfor\nneed\never-increasing love and\nartistic\nindeed is the college which gives to its students, in addition to the\npart.\nher\nplays\nNature\nwhich\nin\ninfluences\nman,\nof\ns\nachievement\nown\nWhen our average student has gained an understanding of his\nhas\nility,\nresponsib\nmoral\nlimitations and possibilities, has accepted his\nof\nconquest\nthe\nfrom\ncomes\nwhich\nlearned from experience the satisfaction\nlearned\nhas\ngoal,\nhis\nand\nhim\nbetween\na difficult obstacle which stands\nthe untried, has\n“by doing to do,” is no longer afraid of the unknown and\nbeauty, as it exists\nsensed in a measure the scope and power of wisdom and\nis ready to\nstudent\nin the world and through the ages, then the average\nand intellistudent\nfollow with understanding the leadership of the honor\nof the\nresearch\nthe\nby\nd\nunearthe\ngently to put into circulation the truths\ndevelop\nto\nequipped\nstudent\naverage\n‘Then, and only then, is the\nscholar.\nof the inherent\nevery possibility of his inherent capacity; in the development\ny.\ndemocrac\nof\nfuture\nthe\nfor\nhope\nthe\nlies\ncapacity of the average\n\n"}
{"page": 772, "printed_page": "750", "text": "750\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nTHE SPECIAL HONORS.PLAN\n\nAT SMITH\n\nHELEN\n\nWRIGHT,\n\nDIRECTOR\n\nOF\n\nAPPOINTMENT\n\nNORTHAMPTON,\n\nBUREAU,\n\nCOLLEGE\nSMITH\n\nCOLLEGE,\n\nMASSACHUSETTS\n\nAlmost everyone engaged in educational work is, I suppose, frequently\nimpressed with the amount of time and thought which must be expended\nupon the unpromising student, the backslider, the student who for lack of\nwill or of mental capacity, raises doubts as to whether she is quite able to\nabsorb the benefits of a college education.\nEvery teacher faces the problems\nraised by the presence of such students and every teacher must sometimes,\nI think, regret having to turn away from offering the opportunities which\nbetter students could use so well, in order to put the class through tedious\ndrill that might well be dispensed with, were it not for the laggards.\nThere is no new discovery here, no novel idea that has suddenly thrown a\nnew light upon educational systems; but there is, perhaps, a tendency recently to discuss this phase of our work, to recognize the conditions and\nabuses that now exist, and to make a concerted effort to devise ways and\nmeans of giving the brilliant student more nearly her share of the advantages the college has to offer. Such students suffer not more from the\nnegative effect of having their own best powers lie dormant, than they do\nfrom the positive disadvantage of being frequently in an atmosphere of\nintellectual standards lower than their own, and of having their thoughts\ndirected into commonplace and stultifying channels.\nIt is conceivable that\nsuch students might better not be in college at all; and if one admits that,\none must next ask whether the colleges should not, in justice to society,\neither eliminate the students capable of only the lowest passing grade, or\nelse make plans to give the ablest an opportunity for far more advanced\nmental development.\nIt is, I think, out of some such considerations as these that certain colleges are working out plans for specialized work largely “without benefit\nof classroom” which may be elected by high-grade students for the later\nyears of the course.\nAt Smith College, we call our plan that of “Special\nHonors.”\nColloquially it is known among the undergraduates as the\n“Oxford System,” but no one knows just why they hit upon that title.\nThey have shown a great deal of interest in the plan and indeed two or\nthree juniors, as soon as the plan was announced last fall to the freshmen\nand sophomores, asked to be considered as candidates although it had not\nbeen our plan to begin with their class. Their request was considered\nfavorably however, and certain adaptations will have to be made because\nit is not possible now to give them two full years of this type of training.\nNine or ten juniors have already begun to work under the new regulations,\nas candidates for Special Honors.\nThe plan is too new to be thoroughly worked out as yet. Many details\nwill have to be acted upon in the light of practical experience.\nCandidates\nare expected to apply in April of the Sophomore year; they must have\nat-\n\n"}
{"page": 773, "printed_page": "751", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n751\n\ntained an average of at least B in the work of the first three semesters and\ntheir applications must be approved not only by the Committee on Special\nHonors, but also by the department or departments in which they seek to\nIf a student’s average is not quite B, she has still a chance\ndo their work.\nif highly recommended, and she has further, the right to\naccepted\nof being\nbe considered if she brings her average up to B by means of the fourth\n\nsemester’s work.\n\nSo much for admission into this select group. ~The work during the\njunior and senior years will be designed to throw upon the student herself\na much larger share than we now do, of the responsibility for her own\nher\neducation. She will be excused from all regular class work, except when\nto her\nrelating\nlectures\ncertain\nattend\nto\nher\nfor\nwise\nit\ndeem\ns\ninstructor\nexerown special studies—and in such cases, she will be excused from class\neight\ninto\nfall\nwill\nwork\nHer\ncises and examinations in such courses.\nworking\nstudent’s\na\nhalf\nis\nunit\nA\n“units.”\ndivisions, which we have called\nThere will be a general director for her course, and\ntime for a semester.\nIt is generally expected that\nspecial instructors.\ntwo\nto\nher\nhe will assign\nher work to these\nshe will, in alternate weeks, report on the progress of\ncoming in for her\ninstructors so that there will be some kind of statement\nand Senior years\nJunior\nthe\nfor\nhours\nOur required\nabout once a week.\nof preparation\nhours\ntwo\nthat\nn\nassumptio\nhave been fourteen, with the\npresupposes\n“This\nrecitation.\nof\nhour\neach\nfor\nwould normally be necessary\na fair estimate of a unit\nwork for about forty-two hours a week, so that\nwould be twenty-one hours of work weekly.\nlargely upon the genOf course, the outlining of this work will depend\nafter consultation\ndecide,\nwill\nHe\neral director of each student’s course.\nns of her task\ndivisio\nthe\nupon\nher,\nwith\nwith other faculty members and\nof departcking\ninterlo\nthe\nand\nstudies\nher\nof\nand upon the combinations\ned to\nexpect\nbe\nwill\nThe preparation of a single paper or thesis\nments.\nthe\nof\nr\nsemeste\nin the last\noccupy one full unit and will usually be done\ngeneral\nto\nd\ndevote\nbe\nwill\nr\nSenior year. ‘The other unit for that semeste\nclose of the course and coverthe\nat\nheld\nations\nexamin\nfinal\nthe\nfor\nreview\nstudies of the Junior and Senior\ning all parts of the field included in the\nd and no regulations are laid\nrequire\nare\nNo other examinations\nyears.\nExperience may show the\nmatters.\ndown as to absence or other technical\nstipulations, but it will doubtless\nneed for change or extension of the present\nleeway in the administration of the\nalways seem wise to allow considerable\nherself her own rule of life.\nsystem and let the student work out for\nes—Highest Honors and Honors.\nHonors will be awarded in. two grad\neither, she may yet be granted\nded\nawar\nIf a candidate for honors fails to be\nmerit.\na pass degree if her work is of sufficient\nWe hope\nand time to administer.\neffort\nres\nIt is clear that all this requi\nof money\ny\noutla\nional\nut great addit\nto be able to carry it on, however, witho\nwe shall\nher\nWhet\nthe regular staff.\nand without appreciable increase in\nif those\nas\nlooks\nit\nfar,\nSo\nquestion.\nsucceed remains, I suppose, an open\nthese\nof\nn\nuctio\ninstr\nthe\nfind\ns\nwho have most te do with it, will alway\n\n"}
{"page": 774, "printed_page": "752", "text": "752\n\nNATIONAL EpucATION ASSOCIATION\n\nHonor students a stimulating and rewarding part of their work.\nIt doth\nnot yet appear that there are any insuperable obstacles to the plan, and we\nall entertain high hopes that it does contain some helpful suggestions for\nmeeting the challenge that our abler students certainly present.\n\nREGULATION\nCAROLINE\n\nGROTE,\n\nDEAN\n\nOF EXTRA-CURRICULA\nOF\n\nWOMEN,\n\nCOLLEGE,\n\nWESTERN\n\nMACOMB,\n\nACTIVITIES\n\nILLINOIS\n\nSTATE\n\nTEACHERS\n\nILLINOIS\n\nWe are coming more and more to believe that education\nshould determine its main objectives before determining its curricula.\nMany vital\nelements of education have not found their way into the classroo\nm.\n‘The\nschools and youth of today are seeking to supplement standard\ncurricula\nby providing and engaging in extra-curricula activities.\nWhat are these\nand how should they be regulated?\nFortunately the Commission on the Reorganization of\nSecondary Education, appointed by the National Education Associa\ntion some years ago,\nhas summed up for us, in the able bulletin, entitled\nThe Cardinal Principles of Secondary Education, as the main objectives\nin education, (1)\nhealth, (2) command of fundamental processes, (3)\nworthy home-membership, (4) vocation, (5) citizenship, (6) worthy\nuse of leisure, and (7)\nethical character.\nTo what extent do our classroom activities take\ncare of these objectives?\nIs it desirable that they should take care of all\nof them?\nWhen we are\nwise enough and have experience enough to\nuse the socialized recitation\nto the best advantage for all concerned, it\nmay become unnecessary for\nus to have extra-curricula activities. Then\nand not till them, we may\nbe able to trust ourselves to take care of all\neducational activities in the\nclassroom, that is, make it a clearing-house\nfor the information, experiences,\nand activities we have gained, and even\nthen, the clearing-house may not\nbe the better way. We Deans of Women\ncoming from and representing\nthe normal\n\nschools and teachers’ colleges where teachers\nare\n\ntrained, we\nteachers -of teachers, should, above all\nothers, understand the problems\ninvolved and be able to regulate the extras\nin such a way as to have them\nrender the greatest service to education.\nTaking the objectives in the order deter\nmined by the Commission, health\ncomes first.\n\nIn Western Illinois State Teachers’ Colle\nge we have a great\nvariety of courses in biology and physi\ncal education which offer a specific\nprogram in health studies and yet\nwe largely depend upon our extra\ncurricula activities along these lines\nto do for the students the things they\nhave long\n\nknown how to do for themselves. They\nhave needed the spur\nof some voluntary organization to\nmake themselves take care of their\nphysical well-being. Girls who knew\nperfectly well that they. should\nobserve regular sleeping hours for healt\nh’s sake would transgress frequently\n\nunder pressure of work or social duties\n, but since joining the Woman’s\n\n"}
{"page": 775, "printed_page": "753", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n753\n\nAthletic Association, which prescribed specific hours of sleep, they have\ntaken care of this matter for themselves. “They refrain from eating between meals, from doing without meals, from eating sweets, because they\nare in training.\n\nIn the upper grades of our training school, we have the Boy Scouts and\n\nthe Camp Fire Girls.\n\nThese are regulated in accordance with the rules\n\nand regulations of the National organizations but are sponsored by some\nmember of the faculty who is vitally interested in them. When we have\nlacked the right leadership for either of these organizations, we have\nfailed to accomplish what we have desired.\nIn our academy and college groups.we have tennis, hockey, basketball,\nfootball, baseball, and track events.\nSome of these are class activities.\nA few of them are managed by clubs. Others come under the general\ndirection of the various athletic associations, of which there are three, the\nAthletic Association, which takes in the entire school, the Woman’s Athletic Association, and the Academy Athletic Association.\n‘The last two are\nfor girls and take care of many of their extra-curricula physical activities.\nThe Athletic Association is controlled by a joint committee of faculty and\nstudents, known as the Athletic Board of Control.\n‘The student members\nof the board are nominated by the students and the faculty members by\nthe faculty, but both are elected by students and faculty. The board\nmakes the rules and regulations, but these are subject to faculty approval.\nMembership in\nThe association manages the boys’ and men’s events.\nNo student is perthese activities is based on scholarship and character.\nmitted to take an unlimited number of curricula or extra-curricula activities. We have a definite weighting system and the Dean of Women is\nFor\nchairman of the weighting committee for both men and women.\neach of the athletic associations there is a faculty adviser, director, or\n‘The physical director\nsponsor, the title varying with the organization.\nfor men and the physical director for women are usually the moving spirits,\nbut they are assisted and strengthened by other enthusiastic faculty memStudent\nbers. Che students are learning to take care of themselves.\nregulatof\nway\nsatisfactory\na\nproving\nis\nsupervision,\nfaculty\nunder\ncontrol,\ning such activities in our school.\nThe contribution that the physical makes to health is emphasized by\ngiving over one day each spring to field events in which neighboring\nschools are invited to participate. Another day is given to interclass contests. \"Iwo days are given to a basket-ball tournament.\nFor years the problem of permitting dancing proved very vexatious.\nNow it is regularly permitted in the gymnasium on stated occasions and is\nRules and regularegulated by a joint student and faculty committee.\nby the comenforced\nare\ntions were adopted by this committee, and these\ngrace,\npoise,\nthe\nto\nng\ncontributi\nare\n‘The dances\nmittee and chaperons.\n.\nself-control\nteaching\nare\nand\nstudents,\nand health of the\nThe second objective given by the Commission is command of funda-\n\nmental processes.\n\nOur regular classroom activities take care of this ob-\n\n"}
{"page": 776, "printed_page": "754", "text": "754\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\njective, but plays and games and supervised play are used to aid in acquiring this command.\nPerhaps the Safety First and the Audubon and other\nclubs among the children help here also, and if they do not, they at least\ninitiate the children into the mysteries of group life which stands them in\ngood stead a few years later.\nThe third objective given by the Commission is worthy home-membership. It applies to both boys and girls and is not confined to adult life.\nHere we have a Home Economics Club which works for better homes and\nimprovements of all kinds in food, shelter, and clothing.\n‘This is regulated\nfrom within. ‘The girls take care of themselves almost entirely, making\ntheir own rules and electing their own officers, but they are under the guidance and direction of the head of the Household Arts Department, a\nwoman of rare grace and power, and by her assistant, who possesses boundless energy and loves the girls. It would doubtless be correct to add that\nour musical organizations contribute to worthy home-membership.\n“They\nwill be considered in another place, however.\nThe fourth objective is vocation.\nNaturally, a normal school or teachers’ college exists—as it does—for the purpose of preparing people to teach,\nand is a highly specialized vocational institution. Everything that we do is\nin some way linked with this vocational purpose. Our young people look\nforward to leadership in our extra-curricula activities when they enter\ntheir vocation and most of them realize the importance of doing other\nthings than simply taking care of classroom work.\nThe fifth objective is citizenship.\nOur literary societies contribute\nlargely to this objective. We have wonderful courses in history, government, and sociology, but the literary societies aid in giving the ability to\nperform the services necessary to society in general in music, art, literature,\nexpression, debate, and parliamentary usage.\nOur literary societies are\nstudent activities fostered and encouraged by faculty members.\nThe basis\nof membership is school membership and scholarship.\nThere are three\nsocieties, one for first-year academy students, one for second-year academy,\nand the other for senior academy and college students.\nMembership in\nand attendance upon the first two are compulsory.\nTwo faculty members are appointed as their advisers.\nThey hold themselves responsible\nfor these societies and assist them in every way they see possible. Meetings are held bi-monthly.\nOfficers are selected by the members from\ntheir own number.\nPrograms are prepared by committees assisted by the\nadviser.\nSchool and group spirit is fostered and encouraged and has done\nmuch to inculcate in the youthful members the qualities that make for\ncitizenship.\nThe older society is different and is more largely regulated by the students themselves.\nMembership is not compulsory and so attracts only\nthose who want civic and cultural opportunities, and not all of these find\nit possible to belong.\nIn it you will find the leaders of tomorrow, those\nwho have high academic standards and who aspire to a high intellectual\nplane. This society calls itself the Forum.\nIt has the usual faculty\n\n"}
{"page": 777, "printed_page": "755", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n755\n\nencouragement and conforms to the general regulations for all such activities. It meets bi-monthly during a regular assembly period, at a time open\nto all entitled to belong.\nOther activities in which the students have a controlling interest are\nthe Courier Board, the Oratorical Board, the Sequel Board, the StudentActivity-Fee Board, and the Student Council.\nThe Courier is the weekly school paper and is managed by the Courier\nBoard, which consists of editor, assistant editors, exchange editor, athletic\neditor, business manager, circulation manager, advertising manager, carQuite a magnificant array for a\ntoonist and assistants, and reporters.\nIt has been said\nare students.\npeople\nthese\nof\nAll\nsmall college paper!\nneck that turns\nthe\nis\nwoman\nthat\nbut\nfamily\nthe\nof\nhead\nthe\nis\nman\nthat\nthe head. The Courier has a big head, and the neck that turns it is a fine\nlittle woman from the English department, who succeeds in effacing herare\nself so well that the students really think they run the paper. They\nthink\nthem\nlet\nto\nenough\nbig\nis\nshe\nand\ntraining\nand\ngetting the experience\nthey could do it alone, and perhaps they could.\nand exThe Oratorical Board arranges for oratorical, declamatory,\ndepartpeaking\npublic-s\nthe\nThe head of\ntemporaneous speaking contests.\nShe\nd.\ncontrolle\nstudent\nlargely\nis\nit\nment is a member of this board, but\nchild.\nher\nof\nways\nthe\nafter\nwell\nlooks\nand\nis its godmother, however,\nthe Sophomores.\nThe Sequel is the year book of the school, put out by\nand is advised by\nThe Sequel Board is made up of members of the class\nin the school\nents\ndepartm\nthree faculty members, representing different\ndecidedly a\nis\nbook\nyear\nthe\nions\nor college. Aside from certain regulat\n\nstudent activity.\nit was voted by the\nIn order to finance the various student activities\na dollar a term studentstudents some years ago to assess all students\nwithout additional fee\nactivity fee, which should entitle to membership\ned other requireprovid\nto all organizations then existing in the school,\npractically supsecured\nthus\nfund\nments of membership were met. The\npermitted to\nare\ns\nzation\nOrgani\nschool.\nthe\nports all the activities of\ns, and\nmusical\nshows, movies,\nsupplement funds thus obtained by giving\nsuch\nfor\nsion\npermis\nns, but\nplays, and by having stands on great occasio\ncome\nnot\nmay\nthey\nthat\nso\nendeavors must be granted by the president,\n‘The student activity fund\ntoo frequently or encroach upon each other.\nor makes appropriamoney\nthe\nions\napport\nis managed by a board which\nto their relative membership and\ntions to the various applicants according\nimportance in the school.\na full complement of officers.\nThere are also class organizations with\n\nbut entering classes each year\nThese are not managed by faculty members,\ncandidates for the various\ntheir\nname\nare advised to organize at once and to\nSome\nentation.\n\nentitled to repres\nboards and committees in which they are\nr, but they manage their own\nsponso\nor\nr\nadvise\ny\nof the classes elect a facult\ntion as to time and place of\naffairs, subject always to some faculty regula\ntake.\nunder\nmay\nmeeting and to the kind of extras they\n\n"}
{"page": 778, "printed_page": "756", "text": "756\n\nNATIONAL\n\nEpucaTION ASSOCIATION\n\nThe faculty annually gives three parties made to include all of the\nstudents. ‘These are for the pleasure of the students and are intended\nalso to give some insight into management of social functions to those who\nhave been deprived of that experience.\n\nThere are two annual receptions,\n\nfor students in the fall and for summer students.\nLast in the group that make for civic value is the Student Council, a\nsmall body of students, selected by the classes, that meets bi-monthly, at\ntimes with the president of the college, frequently without him. Questions of student policy and conduct are discussed.\nSuggestions and recommendations are made and requests preferred to the faculty.\nWe are finding this council an aid in the affairs of the college in things pertaining to\n\nconduct and discipline.\nThe sixth objective in education is worthy use of leisure.\nHere, too, we\nhave extra-curricula activities to supplement the regular classroom\nones.\nLiterary societies contribute to both citizenship and worthy use of leisure.\nThe same may be said of physical activities.\nOur library, through the\naid of the efficient librarian and her assistants, helps to locate the materials\non any topic in which the students are interested.\nThe literary societies\ngive ability to present to an audience with reasonable clearness\nand effectiveness any body of thought organized for that purpose.\nPresumably, the\nfaculty have had such training.\nThe physical and literary activities are not the only ones\nthat contribute\nto the worthy use of leisure. There are the musical\n, dramatic, and\nforeign-language clubs that make extensive contributions\nalong that line.\nA chorus, a glee club, a band, and an orchestra, all\nsponsored by the\nmusic department, give abundant opportunity to develop\nand cultivate any\nline of musical ability. Membership in the musical\norganizations is based\non ability and scholarship and willingness to serve,\nand willingness to meet\nregularly for systematic and thorough practice.\nThey are regulated more\ndirectly by faculty members than are the other\nvoluntary organizations of\nthe school. They assist in such programs as\nare occasionally offered for\nthe\n\npleasure of the school. They are financed\nin part out of studentactivity funds, but on the theory that the member\ns get quite as much as\nthey give, that music training is largely a\npersonal advantage, they are\nallowed partly to finance themselves.\nA strong dramatic club helps in the produ\nction and appreciation of high\nclass plays. The head of the public speak\ning department guides and\ndirects this club in the selection and rehear\nsal of: plays. The most surprising feature of the club is that it can\ntake care of so many different\npeople in so many different ways and bring\nout the talent of each. Membership is open only to those who have been\ntried out, but people who want\nan opportunity are usually found to have\nenough ability to be admitted.\nEvery member is held responsible for some\npart of the play being learned,\nwhether it is presented publicly or not.\nThere are prompters, stage managers, property\n\ncast.\n\nmen, electricians, mistresses of wardrobes,\nand all of the\n\nNo part is too humble to be mastered thoroughly.\n\nThey meet once\n\n"}
{"page": 779, "printed_page": "757", "text": "DEPARTMENT OF DEANS oF WoMEN\n\n757\n\na week for an hour, but they may have to remain longer. This club gives\nan opportunity for self-expression to those who, consciously or unconsciously, are hungering for it. It has something to do with making them\nunderstand themselves and preparing them to live their own lives.\nAnother of our extra-curricula activities is the moving picture. We\nhave the necessary equipment. At more or less regular intervals, a\n“movie” is given for the pleasure and profit of the student body. This\nenterprise is managed by a faculty committee, who select and present the\npicture. ‘This is one of the things we do “just for fun.” +*Organizations\nare allowed to put on a movie once in a great while to improve their\nfinancial condition.\nThe sophomore class gives an annual play. This is a tradition of the\ndays when we were a normal school. ‘This play is guided and directed\nby the same leader who guides the dramatic club. From the standpoint\nof an educational objective, the class play contributes largely to the appreciation of high-class plays. Shakespearian plays have been rendered in a\nhighly creditable manner; occasionally a strong modern play is given.\nThe difference in production and effort under different leaders, shows how\nlarge and important a factor good leadership is.\nStill other extra-curricula activities that lead to worthy use of leisure\nare our lecture course and summer plays. “These are managed by faculty\ncommittees and are partly financed out of the student-activity-fee fund.\nBy means of the former, prominent speakers and leading musical talent are\nbrought to us about three times a year. ‘These lectures and musical entertainments are offered to students at reduced rates and financed from\nthis source and the higher rate charged outsiders.\nWe have a fine outdoor\ntheater in a natural ravine on the campus.\nPageants are put on annually under the combined direction of the\nMuch of the\nphysical education, the art, and the music departments.\nwork is done by the students, who thus get the training, but the efforts\nare guided and regulated by the faculty.\nIt meets once a\nA faculty club is managed by a faculty committee.\nmonth from 4:00 to 5:00 or 5:30 and its programs vary from serious disIt\ncussion of some of the leading questions of the day to faculty teas.\nmakes for better acquaintance and fellowship.\nDuring the past year the Dean of Women has held regular conferences\nwith all of the girls, grouped according to classes, in various sections.\n‘The girls are expected to be\nThese are scheduled in the regular program.\n\nhese informal\npresent, and they seem to be entirely willing to come.\nconduct of the\nand\nconferences have been on the questions of the social life\nday.\nThe seventh and last objective in education as worked out by the Com1 believe that character is developed in meetmission is ethical character.\nthat classroom activities are powerful factors\nlife,\nof\nproblems\ning the daily\nliterature, science, mathematics, music,\nhistory,\nthat\nnt,\ndevelopme\nsuch\nin\nthat there\nand art, all contribute their quota to character building, but\nschool the\nour\nIn\npurpose.\nthis\nfor\nis still room for extra-curricula effort\n\n"}
{"page": 780, "printed_page": "758", "text": "NatTIONAL EpucATION\n\n758\n\nASSOCIATION\n\nY. M. C. A. and the Y. W. C. A. contribute to this end. They are\nEach of the\nmanaged in the regular way of cabinet and advisory board.\nassociations has one faculty adviser, who may be counted upon to attend\nthe weekly meetings, and to whom they feel free to go for help and suggestions. The money comes from the student-activity fund, but both\nassociations are permitted to supplement their finances in other ways, subject to the general restrictions placed upon all organizations.\nFor ten or\nmore years the Y. W. C. A. has maintained a little store, where necessary\nschool supplies are sold. “This yields a small but regular income.\nIn a normal school, or teachers’ college, it sometimes seems almost impossible to find a regular time of meeting for Christian associations.\nWe\nsolved this problem a few years ago by giving one assembly hour a week\nto the associations.\nAttendance is not required, but no one has the right\nto demand the time of any student for that one hour.\n‘Therefore, every\nstudent who wants to come is free to do so. . The only exception to this\nis that those who are teaching in the training school at that time cannot\nbe excused.\nNot all attend. The study hall and library are full then,\nbut there is always a goodly number in attendance.\nWhen programs\nare worthwhile, they get a good attendance; when programs are allowed\nto slump, the attendance slumps also. All in all, the associations are doing\nmuch for the school in giving a vivid sense of membership within a world\ngroup, a group consciousness in relation to this world-group, the idea of\nworld-brotherhood, of community of right, duties, and needs, and a disposition to follow the leadership of the world’s great moral leaders. “The red\ntriangle and the blue speak for service and render it, not always unselfishly,\nbut, nevertheless, with a feucieae and habit dictated by an enlightened\nreligious sense.\nThe curricula and extra-curricula activities form the college life of the\nstudent.\nTheir connection is ofttimes quite close, but their distinction is\nstill fundamental.\nIt may not always be. We musi so regulate both\nthat there may be no over-emphasis and no neglect. The problem confronting all of us is how best to establish proper relations between the two.\nThey should complement each other. They need to be so regulated that\nfaculty control is maintained and given full prestige, and that student\nresponsibility in their management will develop high qualities of leadership and make for the attainment of all the objectives in educational activities.\n\nTHE\nMRS.\n\nRELATION OF THE COLLEGE WOMAN TO THE\nGENERAL FEDERATION OF WOMEN’S CLUBS\n\nGEORGE\n\nW.\n\nPLUMMER,\n\nCORRESPONDING\n\nFEDERATION\n\nOF\n\nWOMEN’S\n\nSECRETARY\n\nOF\n\nTHE\n\nGENERAL\n\nCLUBS\n\nFirst let us Speak of Woman then upon that division of the sex called\n“college women,” for after all, like the Colonel’s Lady and Judy O’Grady\nthey are sisters under their skins.\n\n"}
{"page": 781, "printed_page": "759", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n759\n\nYou will agree that it is not easy to organize women.\n‘They have been\ntaught that they are Queens of the Home, and do not take kindly to being\nin the ranks and taught the goosestep.\nAll prefer to be the queen-bee\nabroad as well as in the hive, and this has its difficulties.\nI suppose the first organizer among women was she who organized a\nhome and induced primitive man to sleep in one cave more than two consecutive nights and bear at least a part of the burden of the support of\ntheir children.\nI fear no contradiction when I declare in the language of\nIt is true that there have been\nthe street that she was “some” organizer.\nlapses—in fishing time for instance—but on the whole the home as an\nSince then women have\norganization has withstood many serious strikes.\nand industry, but\nchurch\nthe\nof\ninterests\nthe\nin\ntogether\nbanded themselves\nthe woman’s club movement has done more than any other one factor to\nteach teamwork, self-reliance, group-consciousness, discipline, tolerance, democracy, and loyalty. The institutions of learning have lifted and widened\nthe horizon of a favored and gifted minority, but the woman’s club has been\nthe door of opportunity to thousands who might never hope to enter the\nscholastic gates.\nBut my task is to show the relation of the College Woman to the General\nIt is true that the college woman before\nFederation of Women’s Clubs.\nmarriage or before the cares of life press upon her, has little regard for the\nwoman’s club of the usual type. Their College Clubs rarely join the\nFederations—District, State, or General, and these College Clubs are devoted mainly to entertaining notables, hearing clever papers, and to social\ngatherings.\nThose of us who had not the advantages we have secured for our daughters, looked forward eagerly to the time when these gifted and trained\nminds would come into our membership and push to a successful and\nglorious termination the tasks over which we had long labored. Alas!\nThey use it to whet their witty\nmother’s club does not often attract them.\ncults, the more radical and\nnewer\nthe\nto\ntongues, and are more attracted\n“slow.”\nclub\nmother’s\ndub\nThey\nexciting causés.\nThe General Federation of\nNor is this complaint without cause.\nWomen’s Clubs has always debarred from its membership clubs or organizawell as\ntions having sectarian or political qualifications for membership, as\npolitics\nthat\nd\nconsidere\nwas\nit\nIn the days of its inception\nsecret orders.\nfor an\ntopics\nsafe\nbe\nto\nfeeling\nmuch\ntoo\nand religion were fraught with\ndrew\nwe\nso\nand\nharmony,\nupon,\ndepended\nlife\norganization whose very\nconthe\nleaving\nand\nsister\nive\nconservat\nmost\nthe\nthe cordon including\n7\ntroversial questions outside.\nFederation,\nAs a great army moves no faster than its rear ranks, so the\nready\nwere\nall\nthan\nfaster\nalthough seeing the vision, pressed forward no\nenabled\nhas\nIt\n.\nstrength\nour\nand\n‘This has been our weakness\nto follow.\nand push to the\nother organizations to snatch the banner of a new cause\nGeneral Federathe\nof\nphalanx\nsolid\nthe\nwhen\nlead, but on the other hand\ngh exhausted\nwell-ni\nes\nsometim\nand\nardent\nour\nof\ntion came to the support\n\n"}
{"page": 782, "printed_page": "760", "text": "760\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsisters, the cause was won.\nWhile the Woman’s Club may not attract the\nyoung college woman in the first flush of her intellectual strength, there\ncomes a time later when she is glad of its motherly comfort and support.\nMay I tell you briefly the story that was told me the other day by a little\nmiddle-aged woman of the faded-calico type, with eyes that tears and\nanxious watching had dimmed; whose once bright hair looked now like\nsun-bleached hay, her hands bruised and knotted by domestic work and\nwhose shoulders still kept the gracious bend of baby-tending.\n“T was married almost immediately after I left college,” she said, “and\nmy first baby came within a year.\nMy husband was not successful in business and we had a hard time to make strap and buckle meet.\nWe had six\nbabies in ten years, and I did my own work. JI had specialized in English\nLiterature in college, and I hoped to write for the magazines.\nI carried\nthe plot of a novel in my brain as I carried my babies under my heart, but\nI worked so hard I could not create; my brain seemed asleep; I thought\nthrough the cotton-wool of fatigue.\nMy idea of perfect bliss was a good\nnight’s uninterrupted sleep. I grew dull, did not care even to read the\npapers, dreaded company, and grew careless of my personal appearance.\nThere came a day when one of my neighbors insisted on my being her\nguest to her woman’s club because the president of my college was to speak.\nI went and I was like a lost child who hears for the first time the call of\nthe searchers. ‘That was a “white night” for me.\nLike a drowning person I seemed to see my past life like a panorama, and before stretched the\nfuture like the Desert of Sahara.\nI took my courage in both hands and\njoined that club. I could not enter into all of its activities, but I attended\nsome of its classes and lectures and kept my soul alive.\nNow that my last\nbaby is in my old Alma Mater, I am taking my share of the work, and\nevery night I thank God for that club. It has meant fellowship, the keeping alive of my ideals and it has taught me to love women.”\nA composite picture of many blended into one reveals only the lines of\nunity, leaving shadowy and vague those diverging from the common type.\nEven so the General Federation is the composite of two million women—\nwomen who come from all walks of life, having all degrees of culture (or\nnone) ;women who have had every advantage that wealth and position\ncould give; women from the little towns, from the great cities, from the\nfarms; women who are in industry, who have the care of great fortunes;\nwomen who work for their board and clothes from ten to eighteen hours a\nday, business and professional women,—all, all blended and united into\nthe\ncomposite club woman.\nAs our president, Mrs. Winter, puts it, the club\nwoman sees life whole and not in terms of causes or conditions or\ncreeds.\nThe departments of work illustrate this; they are Fine Arts, Applied\nEducation, American Citizenship, Public Welfare, Legislation and\nPress, and\nPublicity.\nThe women who head these departments, their divisions, and\ncommittees\nare experts; you have some of them at this table. The General\nFederation\nhas through its sane outlook and its conservative and thought\nful manage-\n\n"}
{"page": 783, "printed_page": "761", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n761\n\nment of its policies, grown into the respect and confidence of city, State and\nNational governments.\nIt is appealed to on every hand; it is the support\nof every noble cause.\nIt is not spectacular; it does not always lead the van\nin new causes, but it has the strength of a trained army, with an unshaken\nmorale, under great leadership.\nIt needs the young college woman.\n‘That\nit does not always get her in the first flush of her young womanhood is a\npoignant regret.\nBut when life teaches her that she was never born to\nset it right alone, the Mother of Clubs welcomes her to share in her tasks\nand partake of her bounty.\nSuccess speaks not only in the beat of the drum, the waving of the banners, the tumult and the shouting. There must be the steady, unfaltering,\nloyal rank and file, who will keep step, obey orders, and carry on as faithfully in the least as well as in the grandest service. The woman’s clubs\noffers then to the college woman a laboratory in which to test her theories.\nIt offers her an opportunity for discipline—teaching her to subordinate her\nIt offers—although this may be harder to beplay to that of the team.\nlieve—a post-graduate course in many lines not to be despised, and most of\nall it offers her an opportunity of service to her less favored sister. ‘““No\nman is greater than the service he renders to the world.” The Woman’s\nClub invites her service; it needs and can reward that service.\n\nNATIONAL\nAURELIA\n\nASPECTS OF THE AMERICAN\nOF UNIVERSITY WOMEN\nHENRY\nOF\n\nREINHARDT,\n\nMILLS\n\nCOLLEGE,\n\nVICE-PRESIDENT,\nOAKLAND,\n\nASSOCIATION\nAND\n\nPRESIDENT\n\nCALIFORNIA\n\nOrganization\nOrganization for group purpose is as old as mankind.\nOrganion.\ncivilizati\nof\nfor altruistic group purpose is a late development\ntwo\nlast\nthe\nto\nbelongs\nwelfare\nzation of women solely, for the public\nlands.\npeaking\nEnglish-s\nin\nns\nexpressio\nvaried\ngenerations, and has had most\nHere tonight the hostesses are a national organization of women whose\nprofession is the administration of an educational system as it touches,\n~\nmay I say, the morale of American girlhood. ‘The guests are representa\nsome\nin\neducation\nwith\ntives of other national organizations concerned\nand its\nrespect, its professional standards, its direct relation to legislation\nways.\nof\nvariety\na\nin\nlife\nindirect effect on the Nation’s\n\nwhose _perThe President of the National Education Association,\nSouth has\nthe\nsonal contribution to the transforming of rural education in\nof which\ngroup\nonal\nwon her country-wide recognition, represents a professi\nex-President Eliot of Harvard\n\nis continually quoted as estimating that 93\n\nThis National Education Association\nper cent of the workers are women.\nall its aspects—standards of teacherin\non\neducati\nconcerns itself with public\nschedule, finance, and legislation.\nlum,\ncurricu\n,\ntration\ntraining and adminis\nof specialists in education,\ntion\nAssocia\nan\nsuch\nof\nforce\nl\nThe potentia\nin teaching,\nwhere nearly seven hundred thousand people are engaged\nneeds no proof.\n\n"}
{"page": 784, "printed_page": "762", "text": "762\n\nNATIONAL\n\nEpucaTion\n\nASSOCIATION\n\nThe General Federation of Women’s Clubs, that largest and most inclusive of Women’s Associations in purpose and in membership, has done\nmore than it knows to create in the average woman of America a respect\nfor accurate knowledge and a belief in broader and more firmly founded\neducation for all women.\nIt has proved to literally millions of nonprofessional women that like Portia, they were not yet so old but they\ncould learn. Through more than a score of special departments they have\nencouraged volunteer leaders to gather about them students of art or public\nhealth, literature or civics, drama, parliamentary law, inscription, rural\nhousing, or city plannings, and the results have been many.\n“he members\nbecame mentally more alert and broader-minded; they grew to see the.\nrelation between home, community, and State; they learned some of the\nvalues of group activity; and their national conferences brought women\nof the South, West, East and North into sisterly understanding, which\nmakes for National intelligence. The efficiency’ shown during the War\nby “the second line of defense’? was due in part to the study and group\ngovernment of women’s clubs.\n:\nThe National League for Women’s Votes, that Athena which sprang\ninto life full-panoplied among women’s organizations after the passing\nof the Susan B. Anthony Amendment, sees American women as American\ncitizens—its purpose is frankly and concretely to educate all women to\nthink and to legislate nationally.\nWhat is there left for us to do educationally, we, of the American Association of University Women?\nIt is a generation since the Association\nof Collegiate Alumnz was formed, by certain college and universitv\nwomen who were aware in the eighties of a number of educational facts:\nfew women were entering college; fewer were entering research fields;\nthey were not always welcome; women students at college were given little\ncare, academic, ethical or social; few scholarships and fellowships had\nbeen founded to encourage brilliant women to continue research; few\npositions in colleges and universities were open to graduate women, however brilliant; and so on and so on. ‘These early college women said,\n“The future will need more trained women, let us work to increase opportunities for study, let us standardize life for the college woman, and\nlet. us create an interest in giving juster rewards for individual achievement.”\nThus, simply and altruistically, was begun a movement which within\nforty years has put Deans of Women into Universities and into practically\nall other coeducational institutions.\nIt has opened the doors for women\ninto all subjects of study and into professional schools.\nIt has encouraged\nvocational advising, made research into occupation for women, opened\nplacement Bureaus, and studied standards of remuneration, rank, and\nauthority in different lines of business and in professions.\nIt has founded\nopportunities for research in memory of women or institutions working\nfor the cause of higher education.\nFellowships known by the names of\nAlice Freeman Palmer, Sarah Berliner, Anna C. Brackett, and Julia C. G.\n\n"}
{"page": 785, "printed_page": "763", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n763\n\nee\na\n\nPlatt, as well as the Fellowships of the Association of the Collegiate\nAlumne, Boston Alumne, Gamma Phi Beta, and others bear witness to\nthis work.\nIndirectly and more generally the organization has given much service\nOur system of public instruction is\nto the cause of American education.\na local matter in all the States. ‘There exists no machinery to stimulate\na locality to better standards and ideas unless the stimulus is from within.\nThe Association of Collegiate Alumnz brought together women who were\nunited by an inner bond. They had enjoyed like training, a like inheritance\nof mental treasure, and had grown to possess a like faith in ideals and\nsdeas. As individual members and as branches of the national body, they\nhave\nhave been sensitive to educational conditions in their environment,\nbettersuch\nfor\ncodperated\nhave\nand\nknown how to better these conditions\nThey have carried the idea of higher training to girls who have\nment.\nin\nno information, and by virtue of their training have become leaders\nit\nas\nis\nThis\ncommunity movement for social betterment of all kinds.\nconbe\ncannot\nwomen\nshould be. ‘The activities of a group of university\nThe power\nfined to a few formally stated purposes however excellent.\nexpression.\nclaims\nphases\nits\nall\nin\nand desire to enrich life\nCollegiate\nAt the national meeting of the association in 1920, the\naccombeen\nhad\nAlumnz realized that the first purpose of its existence\nwas\ntime\nthe\nand\nlegion\nplished. Opportunities for women had become\nforward\ngo\nto\nand\non\ngenerati\nripe to restate a purpose fitting the new\nwith educational improvement as this decade requires it.\noutnumbers\nThe total of women students in colleges and universities\nachieveonal\nOpportunities for training, for research, for professi\nthe men.\nin her\nwoman\nal\nThe success of the individu\nment are found on all sides.\n\npersonal ability and\nchosen field of work will in the future depend on her\nuniversity woman\nthe\nupon\npresses\nThe newer problem which\nstability.\nprocess for all.\nonal\neducati\nthe\nng\ndeepeni\nand\ng\nof today is that of widenin\nimproved,\nvastly\nbe\ncountry\nthis\nin\ng\nteachin\nary\nelement\nParticularly must\nbetter\ngiven\nbe\nmust\nand to bring this about the elementary teacher\ntime\nthe\n,\nFurther\nion.\nfinancial remuneration and professional recognit\n\nof the public-school\nhas come when the national as well as local problem\nsome of the reasons\nare\n“These\ncitizens.\nsystem must be understood by all\nthe purpose of the\nrestate\nto\n1920\nin\nnce\nwhich led the National Confere\nits members. It begged the\norganization and to urge certain activities upon\nworking membership from the\n12,000 faithful to double and treble their\nIt pledges the\nthis country.\nquarter of a million university women in\nd for the\narrange\nIt\nion.\nlegislat\nmembers’ codperation in impending\nmight\nworker\nfield\na\nthat\norder\nin\ny\nselection of an educational secretar\nthe\nof\nAlumnz intelligence\ntake from branch to branch of the Collegiate\naction\ne\nstimulat\nion and\nprogress made in this important field of instruct\nHouse and Headquarters\nClub\nl\nNationa\na\nfor\nd\narrange\nIt\nin its behalf.\noutward and visible sign\nan\nbe\nin Washington in order that there might\nand in order that they\nland,\nour\nof the unity of the university women of\n\n"}
{"page": 786, "printed_page": "764", "text": "764.\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nmight act as perpetual hostesses to the university women journeying through\nour country from other parts of the world.\nAnd finally, as proof of the\ndesire to work for international understanding, the name of the Collegiate\nAlumne was altered to one more like the University organizations across\nthe Atlantic.\nIt became the American Association of University Women.\nPlans were then perfected to codperate with the International Federation\nof University Women, a codperation which included financial help, exchange of information regarding colleges and universities, and arrangements for interchange of students and instructors.\nHow purposes grow in significance with the passing of time!\nWhere\nscholarships and fellowships were local they are now being founded to\nsend American women to England, France, Germany, and Italy and to\nbring women of these countries to America.\nInternational hospitality for\nstudents and instructors will mean patient effort, but it will also mean\nunderstanding and friendship. ‘Those who seek truth with sincerity cannot be mortal enemies however different are the tongues in which they\nspeak. ‘Those who study to ameliorate the sorrows of the poor, the\nignorant, and the diseased cannot but respect each other in whatever part\nof the world they may have been born.\nBecause the work of university\nwomen is high-minded and altruistic, its power for good cannot be limited\nto one locality or one time.\nThe purpose of the association should appeal to all women here present.\nAll women teaching in colleges and universities, officers of administration\nand others should be aware of this National and international movement\nin which women who have enjoyed the opportunities of training are endeavoring to make possible better training for all women and therefore to\nadd to life a finer beauty and higher dignity.\nLet the undergraduate\nstudent know of this movement, what it has done, what it is doing, and\nwhat it may do in the future. And let her graduate into active working\nmembership.\nAlumnz organizations are of imperative service with their bonds of\n\nyouthful friendship and their institutional loyalties.\n\n‘This organization of\n\nwomen from all colleges and universities is wider in scope and more varied\nin usefulness.\nIt supports not one institution, but all institutions of higher\n\nlearning.\n\nIt emphasizes not the differences, but the likenesses of higher\n\n. training.\nIt carries the benefits of such training into all localities and to\nall people, whether or not they have enjoyed like opportunities.\nIt is a\ncall to student girlhood to fit for the finest type of womanhood.\nIt says\nthere are no national limitations to goodness, to truth, and to brotherly\nlove,\nbut in so far as we search for and possess these three we are\nall kindred.\nTo you deans of women in colleges and universities, you, whose alluring\n\ntask has to do with the morale of the woman student of America,\nmay I\nput a last question—Are we making clear to our students\nthe purpose and\nfunction of education?\nDo they see it as a means or an end? As a\nprivilege, a luxury, or a responsibility?\nDo they associate it with accurate\nknowledge, moral character, commanding personality,\nand creative imagina-\n\n"}
{"page": 787, "printed_page": "765", "text": "765\n\nDEPARTMENT OF DEANS OF WOMEN\n\ntion? Do they believe it a preparation for making a living or is it a part\nof life? Do they realize that it is through education that human beings\nHow can women\nmay veritably become co-creators of this modern world?\nstudents of today make the university more truly the center of learning\nand how can they make it for tomorrow the most important factor in a\ncivilization of individual beneficence?\n\nRELATIONS\nMRS.\n\nR. F. MC WILLIAMS,\n\nTO OTHER\nOF\n\nPRESIDENT\nWOMEN\n\nIN\n\nORGANIZATIONS\nTHE\n\nFEDERATION\n\nOF\n\nUNIVERSITY\n\nCANADA\n\nA distinguished citizen of our commonwealth, dwelling near the heart of\n“A\nthings in London, has recently set forth in the preface of her book,\nof\ncause\nthe\nin\nneedful\nis\nit\nthat\nbelief\nher\nEurope,”\nin\nPolitical Pilgrim\nthen\npeace that all should become pilgrims, if possible, and if not pilgrims\nNo patriot, she says, can\nprophets and priests of peace and good-will.\nbegin to make it come\nmust\nafford to wait for peace to come right. He\nas does Mrs. Philip\nnot,\ndo\nI\nand\nright. I have no claim to distinction\ncenter but rather at\nthe\nat\ndwell\nyou,\nto\nSnowden whose book I commend\nwhich we are both\nof\nealth\nCommonw\nBritish\nthat\nof\none of the outposts\nexpression that I\ngiven\nhas\nshe\nwhich\nto\nspirit\nthe\nin\nis\nit\nYet\ncitizens.\ne of a thoupilgrimag\ncome to you tonight willing, yes, eager, to make my\nto the forgion\ncontribut\nsand miles, if by so doing I can offer the smallest\nof peace—\nlove\ncommon\na\nin\ning of the links which bind our two countries\nover a\nfor\nrealized\nhave\nwe\nwhich\nin a common wish to see that peace\nstrivings.\nvain\nwith\nrent\nso\nworld\ncentury spread through the\ncontribution to the general\nOther speakers this evening have made their\nother organizations from the\ntopic of the relation of your association to\nWill you for a\nown country.\nviewpoint of those who dwell within your\nupon your\nthink\nand\ny\ncountr\nmoment turn now your eyes outside your own\nrelation—\na\nbe\nthere\nif\nFor\nlarge.\nat\nrelation—your service—to the world\nsity\nUniver\nof\ntion\nFedera\nthe\nn\netwee\nand I think there is a vital one—b\nin\nn\nWome\nation of Deans of\nWomen in Canada and the National Associ\nonly\nvital\ns\nbecome\nfrom and\nthe United States of America, it arises\ntowards world service, which\ns\nimpetu\nthat\n,\nonship\nrelati\nthrough that world\nday into which we have entered.\nis the sign of life and growth in this new\nmay view this new day. Only\nThere are many aspects under which we\nis that now\nat this moment,\none I ask you to hold in your minds\n\nand that\n\ne we grasped as a theory only, that\nwe see clearly and definitely what befor\neducation which is your first care, or\nbuild we never so well in matters of\nof\nof haute politique, or even matters\nmatters of philanthropy, or matters\nbe\nnot\nmay\nings\nbuild\nthat all our\nbusiness we shall never build so well\nrly we knew this because we\nForme\nwar.\nof\ne\ntroph\ncatas\na\nswept away in\nwe have seen it happen under\nse\nNow we know becau\nread it in histories.\nits naked horror to those of\nall\nin\nen\nour own eyes. ‘That it did not happ\n\n"}
{"page": 788, "printed_page": "766", "text": "766\n\nNatTIONAL\n\nEpucaTIoN\n\nASSOCIATION\n\nus who live on this continent is due to a happy fortune and the valor of our\nmen.\nThat it may not yet happen to us, no man can say.\nSeeing this\nclearly we have a new conception of the value of the search after peace—\nof the need of determining greatly that with all our building we shall build\nfor world peace.\nIt is in that necessity to work for the peace of the world\nthat we shall, I hope, find the basis for instituting and maintaining a real\nrelationship between your association and the federation which I have the\nhonor to represent.\n:\nFrom the fundamentals of human nature it follows, I believe, that a\nsmaller nation thinks more about its relation to a larger nation than does\nthe larger one about the smaller.\nI have lived my adult life in that period\nof the history of my country which has seen the rise of a national consciousness—a consciousness much intensified by the war.\nIt has been for us a\nmatter of happiness and for you, I think, a matter of some pride that that\nnational sense has been developed not as a protection from racial enmity\nand aggression from the outside but rather from a desire to play worthily our\nrole in the British Commonwealth of which we are a part, as well as to\nemulate happily a successful and friendly neighbor.\nAnd something in\naddition.\nFor any careful student of the growth of Canadian consciousness has seen interwoven with it—slightly before the war, predominantly\nsince—the compelling sense of a special and a high destiny.\nPerhaps like\nthe man of small physique we overestimate ourselves, but it is not to be\ndenied that in the minds and hearts of thoughtful Canadians lies ever the\nhope that it is their mission to aid in drawing together the two great\nbranches of the English-speaking race who through the madness of a King\nand the vanity of his Minister were needlessly estranged.\nThat our Federation might have some real part in that was one of the motives actuating\nthose who hastened on its formation, so that it might be ready to share with\nthe American Associations and the British Federation in the work of creating the International.\nWe are, as our name will indicate, a federation of existing organizations:\nsome of them alumnz of our universities, others clubs of the graduates of\nany university living in the same city. We started in the autumn of 1919\nwith seven of these organizations.\nWe now have twelve with a thirteenth—we hope a lucky thirteenth—just ready to come in. We have not,\nas I understand your organization has any individual members, but we\nhave through the federated bodies nearly 1,100 women in membership and\nthey live in a territory which extends from Montreal to Victoria, from tide\n\nwater on the east to the Pacific Ocean on the west. We hope through the\nthirteenth organization of which I spoke to be able to describe our territory\nin the words of the well-known hymn “From ocean to ocean.” With your\nlarge membership that 1,100 must sound very small. Perhaps you will\npermit me to remind you that, having regard to our respective populations,\nthis is equivalent to a membership for your association of 14,000.\nThe purposes of| our organization as set forth in our constitution are\nthreefold; first to stimulate the interest of university women in public\n\n"}
{"page": 789, "printed_page": "767", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n767\n\naffairs and provide an opportunity for the expression of united opinion;\nsecond to promote the higher education of women and especially to encourage research work; and lastly to promote social intercourse and co-\n\ndperation between the women of different universities. And may I say\nhere that we seek this codperation not only among the graduates of our own\nuniversities but among the university women living in Canada, admitting\nfreely to our membership the graduates of any university who are eligible\nto membership in their own national body?\nAs has been said, we were able to help in the formation of the International Federation in the summer of 1920—that International which beginning with three nations less than two years ago now includes fourteen.\nThat organization cannot we feel but contribute greatly towards our first\nLess than two years after our organization meeting.we had our\nobject.\nfirst scholarship winner over in France preparing to take up her work in\nWe have already\nhistorical research at the Sorbonne, where she is now.\nof selecting\nmatter\nthe\nscholarship,\nsecond\na\nfor\nmoney\nin the treasury the\npurpose of\nsecond\nour\nserve\nwe\n‘Thus\nhand.\nin\nnow\nbeing\nwinner\nthe\nbeing.\nWith the third object in mind, we have carried out through the medium\nof our educational committee a survey of the primary schools with intent\nto display the variation in accomplishment of the different provinces and\nWe are\nto reveal points at which our federation might be of assistance.\nimportant\nmost\na\nsystem,\nlibrary\nthe\ninto\nenquiry\nsimilar\na\non\nnow carrying\nmatter in a country so sparsely settled as ours. We feel sure that out of it\nwe shall find a work for our organization to do in the matter of winning\nthe\npublic support for making good books easily available to the people of\nvoa\nof\nmatter\nthe\nin\nbeginning\na\nmade\nWe have\nsmaller communities.\ncational bureau proceeding by way of codperation with our Government\nSome day we hope to be as successful in this matter\nemployment service.\nfine bureau maintained by the university women of\nvery\nthe\nin\nare\nas you\nthis country.\nthe\nMore interesting to you, as offering a basis of comparison between\nbe\ndoubt,\nno\nwill,\ncountries\ntwo\nour\nfate of the university graduates in\nrecently\nip\nmembersh\nour\nof\nanalysis\nnsive\nsome figures from the comprehe\nWithin ranks are the graduates\ncompleted by our membership secretary.\nare Canadian and no fewer\nfifteen\nonly\nwhich\nof\nies\nuniversit\nof some sixty\n‘This should help to give us the cosmothan thirty-three are American.\nfrequently\npolitan outlook, which it is a commonplace smaller countries\nby\nfollowed\nvocations\nthe\nof\nlack. But it is when we come to the analysis\ny\nUniversit\nCanadian\nthe\nwhat\non\nlight\nour members that we get most\none\nnumbers\nround\nin\nSpeaking\ncountry.\nher\nto\nwoman is contributing\nwoman not\nthird of our membership belongs in the category of the married\nteaching\nthe\npursuing any remunerative occupation; another third are in\npurthird\nlast\nthe\nprofession including the universities and schools; while\nopened\ny\ngraduall\nbeen\nhave\nsue a variety of those newer occupations which\n‘hese vocations are classified under thirty heads including\nto women.\n\n"}
{"page": 790, "printed_page": "768", "text": "768\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nsocial service workers, librarians, journalists, doctors, lawyers, dentists,\nnurses, motion-picture censors, psychiatrists, women in administrative positions in colleges, hospitals, the large departmental stores and government\nservices, while one of the largest sections of this third group includes those\nuniversity women who have found their way into the work of commerce\nand who are industrial chemists, seed and textile analysts, economic experts, insurance and advertising agents, commercial artists and private secretaries and clerks of various kinds.\nBetween the first and third of these groups and the deans of women there\nwould seem to be little relation. Yet I am not sure that it is not there.\nIn the third group are those more adventurous spirits who are doing the\npioneering of these days and so making easier the ways of those who come\nafter. In another way, too, the married woman among us is preparing the\nway.\nYou will find her in all the woman’s clubs, in all the movements fo:\nprogress; not always the vocal leader, but generally the backbone of the\nworking committee, giving of her heart and strength and leisure to the improvement of the social fabric.\nj\nI have said that it is a truism that in the hard and fast union—I mean\nof course, a union of the spirit and not in political form—of the Englishspeaking peoples rests the world’s greatest bulwark of safety. Perhaps I\nshould say that it is a truism with us, since it is not simple for one outside\nyour country to sense your opinion however carefully your journals be read.\nTo us for instance the great outcome of the Washington Conference was\nnot the limitation of the building of great ships, not the four-power treaty,\nnot the Shantung settlement, not any one of the formal agreements though\nwe hail them all as achievements of great worth.\nThe greatness of the\nconference to our eyes lay rather in ‘the fact that for the first time in\ngenerations your people as represented by Mr. Hughes, and our people as\nrepresented by Mr. Balfour worked side by side with high courage, incomparable skill, and a firm belief in each other’s sincerity of purpose and\nthat out of that working together they wrought, to quote Lloyd George,\n“one of the most notable contributions statesmanship has ever made for the\nsum of human peace and human happiness.”\nShall we not together build on this foundation?\nShall we not make the\nmost of the happy circumstance that between our countries lies almost\n\nnothing of suspicion of motive and no shred at all of ancient wrong and\nbuild as we may for this world union of the English-speaking races? Right\nat our hand lies so much material for building that it would almost seem,\nour eyes being opened, we can miss the way only through wilfulness.\n\n"}
{"page": 791, "printed_page": "769", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n769\n\nCONSIDERATIONS TO BE TAKEN INTO ACCOUNT IN THE\nSTIMULATION OF GRADUATE WORK FOR WOMEN *\nLOUISE\n\nPOUND,\n\nPROFESSOR\n\nOF\n\nENGLISH,\n\nLINCOLN,\n\nUNIVERSITY\n\nOF\n\nNEBRASKA,.§'\n\nNEBRASKA\n\nThe question, once warmly debated, “Are women able to do graduate\nwork?” is now omitted from programs.\nNew questions are being considered today. Accepting the woman graduate student and her ability\nas demonstrated facts, how shall she be attracted to educational institutions\nin greater numbers and higher quality?\nIs it wise to try to attract her?\nMay not a\nWhat shall be done with her when her study is completed?\ntime be looked forward to when it will be neither profitable nor necessary\nto speak separately of graduate study for men and for women?\nCurrent\nSome present views concerning graduate work for women.\nexpressions of disappointment at the supply of academic positions available\nfor women with higher degrees, and the inferiority of most of these positions. Are opportunities for the holding of academic positions by women\n‘Their present status on the faculties of educational institulessening?\nDoes anything turn for them on advanced study, outside activities,\ntions.\nOr is it wiser for them to stay by the routine of\nor published work?\nPercentage of men appointed on the faculties of\npedagogical details?\nSuggestion of the committee, headed by Dr. A.\nwomen’s institutions.\nCaswell Ellis, of the American Association of University Professors on\nthe status of women, that the reasons given for the appointment of men\non the faculties of women’s institutions hold also for the appointment of\nAt present, work in gradwomen on the faculties of men’s institutions.\nwork itself, rather than\nthe\nfor\nuate humanistic subjects must be followed\nin lines like houseopportunities\nSuperior\nwith a view to direct returns.\nphysical training,\nclothing,\ntextiles,\ndietetics,\neconomics,\nhold arts, home\nAdvisability of\ncompete.\nnot\ndo\nmen\nwhich\nfor\netc.,\nhalls,\nof\nheadships\nstudents\nindividual\nof\nthe taking into account by professors of the capacity\nopportunities\nthe\nof\nas\nwell\nas\nwho are encouraged to continue work,\n\nopening up.\navailable for\nThe often-heard affirmation that few strong women are\nof Phi\nability\nEvidence regarding feminine\nacademic positions not valid.\ngrades\non\nbased\nis\nn\nBeta Kappa statistics, when the method of selectio\ntreattheir\nin\nnate\ndiscrimi\nty,\nonly. Some institutions, as Brown Universi\nuipped\nWell-eq\n.\nstudents\nwomen\nof\nntage\nment of the sexes, to the disadva\nif they are wanted.\nwomen easily had or developed for academic positions,\n\nry schools.\nStrong material now to be found on the faculties of seconda\nThe more optimistic view.\n\nGreat progress already made.\n\nexperiment and adjustment inevitable.\nciple that women\n\nof women\n\nA stage of\n\nGrowing recognition of the prin-\n\nnumber\ninstructors are needed in fair proportion to the\n\nproportion to\nstudents, just as men teachers are needed in. fair\n\n——<—<—\n\nSociety, Vol. XV, No. 387, May 27, 1922.\n‘This paper was printed in full in School and\n\n"}
{"page": 792, "printed_page": "770", "text": "770\n\nNATIONAL EpucATION ASSOCIATION\n\nthe number of boys in attendance at high schools.\nSome of the large\ninstitutions slowest to see the fairness of employing an adequate percentage\nof women teachers are California and Michigan.\nImprobability that the\npercentage of women on the faculties of coeducational institutions will\nremain so small. Willingness of the larger-minded men, when they understand and get around to it, to lend a helping hand.\nMeantime, much\n\nturns on the scholarship of women in the graduate school. Helpful\nagencies like the Association of University Women now encouraging higher\neducation for women.\nLeadership of far-seeing women like Miss ‘Thomas,\nof Bryn Mawr, and Miss Gildersleeve, of Barnard.\nLarger part to be\nplayed by intelligence tests to be welcomed.\nRole played by organizations\nlike that meeting today. Promise of the outlook.\n\nSOME\n\nRESULTS\n\nOF GRADUATE\n\nWORK\n\nMARION\n\nTALBOT,\n\nOF WOMEN,\n\nOF THE\n\nUNIVERSITY\n\nCHICAGO,\n\nILLINOIS\n\nDEAN\n\nBY WOMEN\nOF\n\nCHICAGO,\n\nThe question is frequently raised as to the status of women in graduate\nwork and their future in academic positions.\nIn the belief that the experience of the University of Chicago has been long enough and the\nnumber of students in the Graduate Schools has been large enough to\nmake some study profitable or at least suggestive, a few facts have been\ngleaned from the university records, covering in general the years 1910-15\ninclusive. ‘The period is long enough to indicate some general tendencies\nas well as a few definite facts.\nThese may be summarized as follows: (1) A larger proportion of\nwomen than of men admitted to candidacy for the master’s degree complete the course and a smaller proportion for the doctor’s degree; (2) the\nproportion of women taking the doctor’s degree with the lowest grade is\nsmaller than of men, with the highest grade larger and approximately the\nsame for the intermediate grades; (3) a smaller proportion of women\nthan of men hold college and university appointments, a larger proportion\nhold normal and high-school appointments, and the same proportions are\nin miscellaneous occupations; (4) nine per cent of the men holding the\ndoctor’s degree from the university occupy faculty positions and 5 per\ncent of the women; (5) eighty-seven per cent of men Doctors of Philosophy holding faculty positions in the University of Chicago are of professional rank of different grades and 66 per cent of women.\nFrom certain points of view these results are very discouraging, but it\nmust be remembered that graduate schools have been open to women for a\ncomparatively short period of time and considering all the circumstances,\nwomen have made satisfactory progress and have ground to believe that\nin time recognition will come to them in proportion to the thoroughness\nand scholarly quality of their attainments.\n\n"}
{"page": 793, "printed_page": "771", "text": "DEPARTMENT\n\nRETIREMENT\n\nGRACE\n\nA.\n\nSTAYT,\n\nDEAN\n\nOF DEANS OF WOMEN\n\nSYSTEMS FOR WOMEN\nCOLLEGE FACULTIES\nOF\n\nWOMEN,\n\nKNOX\n\nCOLLEGE,\n\n771\n\nMEMBERS\n\nOF\n\nGALESBURG,\n\nILLINOIS\n\nThe college woman of today is committed to the principle of economic\nindependence.\nShe is no longer satisfied to know that she is able to provide food and shelter for herself during the years when she is actively con-\n\ntributing to the world’s work; she wants the assurance that, when this\nperiod of productivity is over, she can look forward with good cheer to the\nyears which Browning, in a fine spirit of optimism, has characterized as\n“the best ——, The last of life for which the first was made.”\nBut this “last of life’ can never be the best if, overshadowing it, is the\nconstant fear that increasing years may bring deprivation of the things that\nmake life dear.\nI am not speaking of material things but of qualities of\nthe spirit, serenity, self-reliance, courage.\n“These qualities cannot long\nwithstand the insistent siege of dependence and fear of want.\nIt is from\nthe deadly foes of anxiety and apprehension that a wisely conceived retirement system is able to release the teacher, leaving him free to bring to bear\nupon the every-day duties of life the quickening impulses of an unfettered\nspirit.\nWhat constitutes a well-conceived retirement system?\nBriefly expressed,\nthe answer would probably run about as follows: A system, which, through\nsome form of pension or annuity, or combination of both, assures to the\nworker adequate protection against dependence due to old age or disability.\nI should like to establish at the outset that, while it is true that most\nteachers’ retirement systems owe their existence to a newly awakened sense\nof social responsibility, they are in no sense a form of charity. The provision for the continuance of a teacher’s salary beyond the years of actual\nservice is simply a form of deferred pay which no teacher, however\nscrupulous his feeling in regard to maintaining his independence, need hesi-\n\ntate to accept.\nTo what extent have the colleges of the country been able to assure\nmembers of their faculties continuance of income after their teaching days\nare over? A few of the larger colleges have established retirement systems of their own, in some of which the entire burden of support has fallen\nupon the institution; in some, upon the, teacher alone, through a plan of\n\ncompulsory\n\nmonthly\n\ncontributions\n\ntoward\n\nthe purchase of deferred\n\nan-\n\nnuity, and, in other cases (probably the largest number), upon both institution and teacher, each making an equal contribution during a series of years\n\nfor the purchase, generally at the age of 65, of a deferred annuity—the\nincome of which is available either to the teacher alone or to the teacher\nand his heirs.\nWithin the past three or four years several institutions, which had\npreviously maintained independent retirement systems, have abandoned\nthese, accepting in their place participation in the contributory plan of old-\n\n"}
{"page": 794, "printed_page": "772", "text": "2\n\nNATIONAL EpUCATION ASSOCIATION\n\nage annuities offered by the Teachers’ Insurance and Annuity Association\nof America and other insurance companies.\n‘The total number of colleges\nand universities which have voted to adopt such a plan at the present time\nis sixty-three.\nIncluded in this last number are Bryn Mawr, Mount Holyoke, Smith, and Wells.\nThe formulation of such a plan usually includes provision for the payment by the institution of an amount equal to 5 per cent of the teacher’s\nsalary toward the purchase of a deferred annuity or endowment insurance\non the condition that the teacher contribute a like amount for the same\npurpose; that participation in the system be optional, the institution not to\ncontribute for the teacher unless he contributes for himself and that the\ncontribution of the institution cease when the teacher reaches the age of\nsixty-five.\nSeventy-four colleges and universities, known as the “Associated Institutions of the Carnegie Foundation,’ enjoy the benefits of the system of\nretiring allowances established by the Carnegie Foundation.\nThis operates\nunder two distinct plans, the first of which applies to members of college\nand university faculties whose connection with an Associated Institution\nbegan prior to November, 1915, and includes, briefly stated,\n(1) Provision for an old-age retiring allowance computed as follows:\n(a) For an active pay of twelve hundred dollars or less, an allowance of\none thousand dollars, provided no allowance shall exceed ninety per cent of\nthe active pay.\n;\n(6) For an active pay greater than twelve hundred dollars, the retiring\nallowance shall equal one thousand dollars, increased by fifty dollars for\neach one hundred dollars in excess of twelve hundred dollars.\n(2) Provision for a disability allowance computed as follows:\n(a) For an active pay of twelve hundred dollars or less, a retiring allowance of eight hundred dollars, provided that no allowance shall exceed\neighty per cent of the active pay.\n(b) For an active pay greater than twelve hundred dollars, the retiring\nallowance shall equal eight hundred dollars, increased by forty dollars for\neach one hundred dollars in excess of twelve hundred dollars.\nThe second plan applies to members of faculties who entered Associated Institutions after November, 1915, and who are participants in the\ncontributory plan of annuities maintained by the ‘Teachers’ Insurance\nand\nAnnuity Association of America.\n‘It offers the following benefits:\n(1) The privilege of setting one’s own date of retirement, ‘“‘the amount\nof the retiring allowance to be based upon the joint contributions\nof the\nteacher and his college and their accumulations,”\n(2) In total permanent disability a disability allowance of “two\nthirds\nthe amount the teacher would have obtained if he had continue\nd to age\nsixty-five average contributions equal to the average of the five\nyears preceding his disability.”\nBut there are many colleges and universities which\ndo not enjoy the\nprivileges of the Associated Institutions of the Carnegie\nFoundation; which\n\n"}
{"page": 795, "printed_page": "773", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n773\n\nhave not committed themselves to the support of any system of retiring\nallowances and which do not codperate with existing agencies in making\nany provision for retiring allowances.\n‘To teachers in such institutions\nthere is still the opportunity of making individual provision for protection\neither through a deferred annuity contract or endowment insurance in any\nresponsible insurance company.\nAs to younger teachers, if they are receiving fair compensation for their services, this can be taken care of without\nundue hardship, perhaps, but to older teachers, whose expectation of continuance in the profession is limited to a brief period of years, it is likely to\n\nprove a great burden.\nThe payment, for instance, of a monthly premium of ten dollars beginning at the age of twenty-five will give a woman an annuity beginning at\nthe age of sixty-five and payable in monthly installments of ninety-six dolBut if she waits until she is forty-five before\nlars and twenty-seven cents.\nshe begins to make her payments, the same premium, ten dollars per month,\nwill yield her at the age of sixty-five a monthly income of thirty dollars and\nseventeen cents (less than one third of the first amount), which is reduced\nto twenty dollars and twenty-nine cents if payment of premiums is not\nbegun until the age of fifty. The whole value in any such system obIt is the accumulated earnings exviously lies in making an early start.\ntended over a long period of years that count.\nThe importance of this principle can not be too strongly recommended\nTo those who are just entering upon\nto the attention of young teachers.\nretirement seems far removed but\nof\nday\nthe profession of teaching, the\nbefore we know it and the rainy\nyesterday\nbecome\ntoday and tomorrow\nstill has a place in the teacher’s\nmade,\nbe\nmust\nprovision\nwhich\nfor\nday,\ncalendar.\nIt seems altogether probable that a better understanding of the economic\neffect of retiring allowances will eventually convince Boards of Trustees\nof their interests in the matter, for the day will inevitably come when the\nteacher in deciding between two institutions, one which offers protection\nagainst the loss of income earning power, either through disability or age,\nand the other which says “These are matters of no concern to us” will\nknow which one to choose.\nIn the meantime, I fancy that many a college teacher for whose protecthe\ntion no provision has been made, is looking somewhat enviously upon\nschools.\npublic\nthe\nin\nteacher\nthe\nof\nrespect\nmore favored situation in this\nTo be sure, the pension of the public school teacher is usually small. Four\ndollars is the\nhundred dollars represents a fair average, but four hundred\nand how\nincome at four per cent on an investment of ten thousand dollars,\npoint\ncan\nservice\nof\nmany college teachers, at the end of twenty-five years\ndollars?\nthousand\nten\nto an accumulation, from their earnings, of\ne to\nWith few exceptions, retirement systems are framed with referenc\nconsiders\none\nWhen\nwomen.\nof\nthan\nthe needs of men teachers rather\nactively\nthat out of the six thousand five hundred ninety-three teachers\n\nof the Carengaged in service in the seventy-four Associated Institutions\n\n"}
{"page": 796, "printed_page": "774", "text": "774\n\nNATIONAL EDUCATION ASSOCIATION\n\nnegie Foundation in 1917, only seven hundred, fifteen were women, one\ncould hardly expect it to be otherwise.\nIn reality, these needs differ in\ncertain important respects.\nFor instance, the assumption in the case of the\nman is that he is married and has a family dependent upon him.\nHis\ninterests, therefore, would seem to be best met by an arrangement that will\nmost satisfactorily provide for the joint protection of himself and family;\nin the case of the woman, while it is true that in a large number of cases\nshe has dependents, the general assumption is that she has only herself to\nprovide for. Her needs would, therefore, apparently best be met by whatever arrangement would give her as large an income as possible for her own\nuse during her own lifetime.\nThis might best be accomplished by the\npurchase of a straight annuity without provision for return of money\neither in case of death during active service or after retirement.\nThe cost\nof such an annuity should, I understand, be about one fourth less than that\nwhich guarantees the return with interest of all money paid in the form of\n\npremiums.\nAs to the woman with dependents, the situation still differs from that\nof the man in that, in his case, the time of greatest responsibility for dependents is usually during the earlier years of his active service while his\n\nchildren are still young.\nAs they grow older they become an increasing\nsource of protection to their parents; the dependents of the woman teacher,\non the other hand, are usually older than herself, a father or mother, older\nsister or brother, and are apt to become an increasing responsibility as time\ngoes on, the greatest need for care coming presumably during the\nlater years\nof her service.\nThere would often seem to be small need for an annuity\nthat would continue for a long period of time after the death\nof the\nteacher—an option of cash value at death, such as is found\nin the superannuation scheme of the English universities, or an option\nbetween a five,\nten, fifteen, or twenty-year period for the continuance of\nthe annuity, such\nas is permitted in many of our commercial insurance companies.\nThe\namount of the annuity being, of course, proportionately\nlarger for the\nshorter periods, would seem to be of value in such cases.\nOnly a limited number of institutions afford adequa\nte protection to the\n\nteacher who has reached the years of middle life, before\nhaving an opportunity to contribute toward a retiring allowance.\nHer contributions begin at too late a period to admit of the purchase,\nat the age of retirement,\nof an adequate annuity.\nMany colleges make no retiring allowances to\nteachers who were in\nservice prior to November, 1915, for the reason\nthat, as members of an\nAssociated Institution of the Carnegie Founda\ntion, they are eligible to the\nretiring allowances made by that organization\nto teachers whose connection\nwith their institution began before that date.\nThis suggests another matter for considerat\nion,—namely, that while new\ncontributory systems practically all permi\nt of retirement at whatever age\nthe college and teacher may jointly agree\nupon, the teacher who retires\nupon a pension from the Carnegie Found\nation must have reached a mini.\n\n"}
{"page": 797, "printed_page": "775", "text": "DEPARTMENT\n\n775\n\nOF DEANS OF WOMEN\n\nmum age of sixty-five. While we all know many instances of women\nrendering conspicuous service to their institution up to and beyond the age\nof sixty-five, nevertheless, I believe it is true, in the main, that few women\nhave the physical endurance to meet the strenuous demands of a teacher’s\nlife beyond the age of sixty. Moreover, public sentiment is, in some\nplaces, so opposed to their continuance in service after this age as to make\n‘Chis means that a large proportion of the women who\nit undesirable.\nhave done the greater part of their teaching during the years when salaries\nwere at a low ebb are in danger of being cut off (either from inability to\ncontinue their labors longer or from pressure of public opinion) from any\nshare in the protection offered by existing systems—other than such as is\nafforded by the disability clause.\nProbably there is\nLastly comes the question of disability allowance.\ne due to\ndependenc\nthan\nmore\nno one thing that the average women dreads\nprotection\ng\npurchasin\nin\nsure\nvery\nmake\ndisability, and so she would like to\nshall\nagainst dependence that the loss of income through physical disability\nwaiver\na\npermit\ncompanies\ninsurance\nMost\ntion.\nbe taken into considera\nbut\nof premiums in disability; a few guarantee a disability allowance\nrailroad\nof\nlives\nthe\nusually under conditions that are more applicable to\nThe provision for a disability allowengineers than of college teachers.\nFoundation\nance to members of the Associated Institutions of the Carnegie\nof the\ntrustees\nthe\nbelieve\nI\naddition,\nIn\nhas already been touched upon.\nconunder\nhave\nAmerica\nof\non\nAssociati\nAnnuity\nand\nTeachers’ Insurance\nmaking\nof\nty\nsideration at the present time the question of the desirabili\nits life insurance\nwith\nn\nconnectio\nin\nincome\ndisability\na\nfor\nprovision\npolicies.\nwhich are offering\nThere are certain commercial insurance companies\n\nof freedom in options\nindividual and group insurance whose greater range\nAnnuity Associations,\nand\nnce\nInsura\nrs’\nover those offered by the Teache\ncompensates in part,\nneeds,\nual\nindivid\nto\nion\nthus permitting greater adaptat\ncost.\nhigher\nat\nsomewh\nat least, for their\n\nHOW\n\nTIME\nMAY THE DEAN BEST APPORTION HER\nAMONG THE ACADEMIC, ADVISORY, AND\nSOCIAL SIDE OF COLLEGE?\nANNA\n\n,\nL. TANNAHILL, DEAN OF WOMEN\nBELOIT, WISCONSIN\n\nBELOIT\n\nCOLLEGE,\n\nn \\among the various imTo apportion the time of the dean of wome\nas she may, seem to demand every\nportant phases of her work, which, plan\nIt\nof her time, is no easy matter.\natom of her strength and every moment\n.\nation\nardiz\nstand\npractically amounts to an attempt at\nwork which may be termed adWithout question those aspects of the\nimportance and should receive\nount\nministrative and advisory are of param\n\n"}
{"page": 798, "printed_page": "776", "text": "776\n\nNATIONAL EDUCATION ASSOCIATION\n\nby far the greatest allotment of time. It is highly desirable, if compatible\nwith the organization of the college, that the dean of women should act\nfor the women students as dean of the college. This entails the supervision of scholarship, with the attendant sending out of notices to students\nwhose work is below the standard required by the college or reported by\ninstructors as below the grade of which they are capable; the holding of\nconferences with individual students to ascertain the causes of such deficiencies, and with the scholarship chairman of the various groups to keep\nthem informed as to the scholastic status of the members and to help them\ndevelop within the groups right attitudes toward scholarship and practical\nand effective means of upholding it. It entails also the consideration of\nthe cases of students who wish to carry more or fewer than the required\nhours and the granting of such permission when the requests are justifiable.\nIt requires the placing upon probation of such students as do not obtain in\nany given quarter or semester the number of hours and credits required of\ntheir class and the recommending to the faculty committee concerned the\ndismissal of such students as are hopelessly deficient in scholarship.\nIt\nrequires also the assignment of each incoming freshman to a faculty adviser who should remain her college adviser until she selects her major,\nand the codperation with this adviser in matters affecting the interests of\nthe student.\nOther administrative matters demanding the time and attention of the\ndean of women are the general oversight of the halls of residence, with the\nappointment of properly qualified directors; the selection and supervision\nof rooming houses, if the college has not adequate accommodations for all\nof its women students; the finding of employment for young women who\nneed entirely or in part to earn their way in college and the special oversight of those who are working in private homes for room and board; the\nkeeping of careful records of attendance together with the granting of\nexcuses for non-attendance when such are warranted, and the keeping of\nrecords of the health and of the activities of the individual students.\nNo\nsmall portion of the time which the dean of women devotes to administrative duties needs to be given over to work on various important faculty\ncommittees, such as those on administration and student work, course of\nstudy, regulation of student activities, religious and social life, and physical\neducation.\nHer administrative duties shade off into the advisory.\nOf the latter\nthose requiring the most time have to do with the personal or scholastic\nproblems of the individual students, with the women’s self-government\nassociation, with the big-sister movement so important in inducting\nnew\n\nstudents into the life of the college and helping them make their adjust-\n\nments, and with helping the young women to develop their various organizations.\nFrom my point of view these important administrative and\nad-\n\nvisory responsibilities demand at least seventy per cent of the\ndean’s time.\nThe remaining thirty per cent, I believe, should be divided about\nequally\nbetween academic work and social relationships.\nThat the dean of women\n\n"}
{"page": 799, "printed_page": "777", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\nTi\n\nin the coeducational college should be a recognized member of the faculty\nand that it is desirable that she be accorded at least the rank of assistant\n‘The importance of her having a definite\nprofessor needs no emphasis.\nplace upon the instructional staff is fourfold—in its effect upon the regard\nof the student body of the college; in its effect upon her relations with\nthe faculty, in that academic accomplishment will engender respect and\nthat similar experiences in the classroom will create a bond of sympathetic\nunderstanding; in its effect upon her wise discharging of her administrative\nduties; and finally in its effect subjectively, in that it will broaden her\nhorizon and prove a saving relief from the routine of administrative duties.\nImportant as teaching is, it is, however, imperative that it should not be\nallowed to consume too great a portion of the dean’s time. Although a\ndynamic part, it is, after all, in matter of importance, a relatively small\nnot\npart of her work. I feel strongly that the dean of women should\nthat\nand\nsemester,\nor\nquarter\nteach more than one course during any given\nOne excepif possible this should be not more than a three-hour course.\nfor the\nsanction\nto\nbrought\nbe\ncan\nfaculty\nthe\nIf\ntion I would make.\ncollege\nin\ncourse\none-hour\na\nyear,\ncollege\nthe\nof\nsemester\nor\nfirst quarter\nwill\nshe\nwomen,\nfreshmen\nlife and adjustment to be given by the dean to\nthan\ntime\nof\neconomy\nactual\nin\nand\ngain more in the way of results\nany other way.\nthrough the expenditure of an equal number of hours in\ntime will care\ndean’s\nthe\nof\ncent\nper\nfifteen\nremaining\nthe\nTo say that\nto the face of\nfor her manifold social duties will of course bring a smile\nto them\nassigned\nmerely\nI have\nevery one familiar with these demands.\nimportrelative\ntheir\nfeel\nI\nwhich\nday\nthe portion of a normal eight-hour\nthe\nwhich\nhours\nthose\ninto\nover\ncrowd\nalways\nance justifies. They will\nand\nmany\n‘They are\ndean would like to call her own, but never does.\ngroups; holding\ninformal\nin\nand\nteas\nat\nstudents\nvaried—entertaining\nat the\nfrequently\ndining\nfireside story hours; attending student functions;\ntown\nof\nhomes\nthe\nat\nand\nhouses,\nseveral halls of residence, at fraternity\nand relaparents\nmeeting\ncollege;\nthe\nof\nguests\nstudents; entertaining for\ncollege, and likewise meeting the\ntives of the students, when they visit the\nmany important social demands\nparents of prospective students; meeting\nbring into normal social relationin the town community ; endeavoring to\nfor room and board in town\nships the young women who are working\nimportant of all perhaps,\nmost\nand,\ngirl;\nhomes; drawing out the shy\nlife among the women students\ndeveloping and guiding a distinctive social\nof the college—demands which, if\nwhich is not dependent upon the men\ncould easily leave little time for the\nwe meet them as our hearts prompt,\nas are the social relationImportant\nlarger responsibilities of the office.\nand advisory duties of\nadministrative\nthe\nships and the academic contacts,\nand should receive by far the greater\nthe dean are her larger responsibilities\nportion of her time.\n\n"}
{"page": 800, "printed_page": "778", "text": "778\n\nNATIONAL EDUCATION ASSOCIATION\n\nEXTRA-CURRICULA ACTIVITIES—WHAT ONES DO YOU\nCONSIDER\nOF SUFFICIENT IMPORTANCE\nTO JUSTIFY THEIR EXISTENCE AND HOW\nMAY\nWE\nKEEP THEM IN A SUBORDINATE POSITION?\nMRS.\n\nGERTRUDE\n\nS. KINGSLAND,\nRIPON,\n\nDEAN\n\nOF\n\nWOMEN,\n\nRIPON\n\nCOLLEGE,\n\nWISCONSIN\n\nAn _educational problem confronts us in extra-curricula activities.\nThe\nproblem is too salient to be unseen, too wide-spread to be unrecognized,\ntoo consequential to be ignored.\nIt is conspicuous on every campus; it is\ndiscussed in every assemblage of educators.\nAccording to differing opinions\nit either threatens to push aside all scholarship, or promises to correlate\nwith the curricula in building character and developing ability. Professor\nRobert Corwin, of Yale, has said that the scholastic work accomplished\nby\nthe students does not compare, either as to amount or quality, with that\non the playing fields and in all extra-curriculum competitions.\nAre these\nactivities of value in accomplishing what education desires?\nDo they\ninvite academic codperation?\nDo they need academic control ?\nThe varying answers denote unsettled opinions and\nindicate the\ntransitional period through which we are passing. Althoug\nh periods of\ntransition are always dangerous, yet advance cannot be\nmade without passing over from an old order to a new.\n‘Time was when education was\npreparation for life, which began theoretically at Commen\ncement; time is\nwhen education is guidance in living, and the indepen\ndent, self-reliant existence directly follows college matriculation.\nTime was when knowledge\nwas acquired to educate the human being into a\ngentleman of society ; time\nis when men and women with whetted curiosity\nseize upon facts and ex:\nperiences in order that they may form their\nown philosophies, live to the\nfull their own lives, and give richness of health,\nsupport, inspiration, and\njoy to an ever-widening circle. Time was when\nthe college provided the\nliving conditions for the students, dictated\ntheir sports, and appointed\nand arranged their social functions; time\nis when fraternities and clubs\nmanage their own luxurious homes, athletic\nassociations control the intercollegiate sports, and social functions monopol\nizing week-ends and holidays,\nclamour for intervening dates.\nThrough two generations the extra-curr\nicula activities have been transforming college conditions.\nThey appeared on the horizon fifty\nyears\nago like a small evanescent cloud; today\nthey overhang the academic sky,\nthreatening, as some educators believ\ne, a devastation, or promising, as other\ns\nthink, revivification and growth.\nCollege faculties waver before this\nthing\ngrown so suddenly great and omino\nus.\nBut out of much discussion and\nout of many varied experiences,\nthey will come to some concerted\nopinion\nand, discriminating the activities\nof value, will place them in a\nrecog\nnized\nposition where the student in freed\nom will be guided by the wisd\nom of\n\n"}
{"page": 801, "printed_page": "779", "text": "DEPARTMENT OF DEANS OF WOMEN\n\n779\n\ncounsel and will receive the benefit of training as well as accomplishment,\nwhich many of these activities offer.\nWhat are these activities which are prized by serious minded educators\n‘They are the activiand contribute to the right formation of character?\nsympathy,\nintelligent\njustice,\ncalm\nenthusiasm,\ndynamic\nbeget\nwhich\nties\nloyalty to friend and college, and honesty in sports as well as in work.\nFurthermore, activities which develop initiative, poise, courage, judgment,\nperseverance, are worthwhile for the college life that now is and for the\nThere are activities athletic, ethical, musical,\nfreer life which is to follow.\nliterary, governmental, scholastic, and\noratorical,\ndramatic, controversial,\nsocial. These activities afford fields for both individual and group achieveThe students to gain individual distinction are spurred on by amment.\nbitious parents; to win honors for the college they are incited by active\nalumni.\nAthletic contests, glee clubs, debating teams, and college publications\noffer not only opportunities for both personal distinction and group achievement, but, being recognized advertising media, are given faculty attention\nUnder right control these activities contribute to the\nand supervision.\ndevelopment of character and the experience of living. The ethical field,\nthough the most neglected and neglected usually in direct ratio to the increasing number of the students, has its Christian associations, missionary\ninterests, and welfare service clubs. While large universities hire secretaries to encourage the work of the Christian associations, the colleges with\nequal appreciation of the work appoint faculty advisers who give time and\nthought to the fostering of these organizations whose ethical influence\n‘The departmental clubs, superseding the old\nreaches beyond the campus.\nformulas, and formalities of the class- |\ntheories,\nthe\nbring\nliterary societies,\ndemonstration in the intimacy\npractical\nand\ndiscussion\nfree\nthe\nto\nroom\nof the club. The governing forces of the classes, clubs, legislative and\nexecutive councils place a responsibility which develops control and diploBursars, treasurers, auditors, receiving and paying\nmatic management.\nout moneys, making budgets, auditing accounts, are growing financiers\nEven the social life develops such valuable traits as\nand economists.\ncourtesy, esthetics, and, perhaps as great as any,\nsympathy,\nfriendliness,\n\nthe spirit of joy.\ndeEncouragement, therefore, is given to the extra-curricula activities\non\nkept\nare\nactivities\nthese\nin\nstudents\nof\nsired. In some offices records\nstudents.\nthe\nof\nemployers\nfuture\nby\nsought\noften\nare\nfile and these records\nactivities.\nLiberal space is given in the college papers for the publicity of\ngiven\nPrizes are awarded for general excellence, as letters and trophies are\n;\nservice\nsocial\nreward\nSocial distinctions\nfor definite participations.\nare\nadvisors\ncolleges\nmany\nIn\nhonorary positions repay expressed talent.\nand to\nappointed to augment the interest in the worthwhile activities\nthese\nthrough\nwhich\nbenefits\nthe\ning\nRecogniz\n.\nsncrease their excellence\nas\nwell\nas\nmodesty\nlearns\nthereby\nwho\nstudent,\nthe\nto\nactivities accrue\nbusiness\nfortitude, leadership as well as loyalty, ethics as well as esthetics,\n\n"}
{"page": 802, "printed_page": "780", "text": "780\n\nNATIONAL EDUCATION ASSOCIATION\n\nmanagement as well as social grace, the educator wisely determines to hold\nfast to that which is good.\nBut knowing that often these same activities\nwhen left without guidance or restriction tend to extremes, extremes which\nwaste health, intellect, time, money, and morals, he firmly sets himself to\ncompute and control, to devise, and to deny.\n“The proper restriction of\nactivities is the unknown solvent to the solution, the hidden twist in the\nknot. ‘The evils entailed by unrestricted activities are self-evident.\n“They\nneed not be enumerated.\n‘They are not additional activities of a baser sort\nbut are the excesses of the good.\nThe faults of the college activities, however, are the faults of similar\nactivities in the world, the greater discretion and control preponderating\nin the college. ‘The age is restless, pleasure-seeking, irreverent.\nWealth\nand popularity are at a premium; duty is below par.\nBizarre fashions,\nbarbaric music, hysterical actions, and extravagant display are prevalent in\nall circles of society.\n“The college is the place, however, where responsibility should fall most heavily, where concerted action can control, and\nwhere exemplary conduct is expected.\n‘This responsibility college faculties\naccept. They are by various methods trying to allay the social frenzy,\ndisentangle the intricacies of overlapping interests, and secure from each\nactivity the greatest good for the greatest number of students concerned.\nExperiments are going on in every university, college, normal, and high\nschool.\nPoint systems are devised, amended, discarded, and restored.\nScholarship requirements check in the heady activities.\nCouncils, congresses, and conferences of students, organization presidents, and intercollegiate representatives meet, legislate, and act. Faculties advise, dictate,\nand dominate.\nBut as yet no established policy workable in all schools\nhas been constructed.\nNo plan approximately adequate for correct limitation has been discovered.\nThe pioneer work in the control of activities has been done by the boards\nand associations which govern athletics.\nSome uniform basis being necessary for intercollegiate sports, the different athletic associatio\nns of the\nStates and districts have established rulings which not only give\nuniformity\nof control to athletics but suggest methods for the limitatio\nn of other\nactivities. “These associations require full college standing\nand definite\nhours of passing work; they forbid professionalism and\na fifth year of participation. The regulations are not perfected.\nConstantly cases arise\nwhere financial offers, direct or indirect, thwart the\nideals of the association; even professors at times pervert their gradings\nto give the athlete\nthe required passing hours. On the whole, however,\nthe rulings of the\n\nathletic associations do set metes and bounds to\nathletic activities.\nIn the\ncomity of colleges should not the professionalism\ncried down in athletics\nbe forbidden in other activities? The athlete\nmay not commercialize his\nmuscle, but the glee-club man may commercialize\nhis music.\nIs not the\nprofessional musician on the glee-club program\nas gross a misrepresentation\nof student ability as the imported professional\nbaseball pitcher who falsified\nthe diamond twenty-five years ago?\n\n"}
{"page": 803, "printed_page": "781", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n781\n\nThe scholarship qualifications are without doubt the most effective and\nreasonable means of limiting other activities than athletics.\nMost colleges\ninsist that a man not passing in the hours required for good standing must\nnot be allowed to make a public appearance representing the college. This\naffects especially public games and entertainments.\nWhen the requirement includes grade points as well as hours this basis of scholarship may\nhave its disadvantages.\nA mediocre student may need the training the\nactivity offers, but the scholarship requirement being beyond his reach may\nexclude him entirely, or may entice him into a struggle of such intensity\nthat to meet the requirement he brings upon himself mental or physical\ninjury.\nChicago University presents definite rulings on eligibility for public\nappearance, including under public appearance not only contests, entertainments, and exhibitions for which an entrance fee is charged or prizes given,\nbut also management of social affairs for which an entrance fee is paid,\nand official service on any publications for which a subscription price is\nTo be eligible for such public appearance a student must have\nasked.\nfull-admission ‘credit, at least six majors of credit for resident classroom\nwork of college grade with not less than nine grade points, must sustain\nhis current work at an approved grade, must have a satisfactory health\nrecord, and be qualified, in the judgment of his Dean, to assume additional\nduties.\nPoint systems are used as means of control in many schools, especially\n‘These systems bear some variation but work on\nin the large universities.\nthe same general plan. In the University of Wisconsin the Census Bureau\nmaintains “‘a card catalogue, in which is recorded the name of every girl\nin the University, the office she holds, and the committees on which she\n‘There is a rating of point values and a checking of point\nis working.”\nUpper classwomen are allowed sixteen points; lower classexcesses.\nMajor points in most colleges using the point system\nwomen, twelve.\nare the captains of the athletic and debating teams, the two editors and the\nbusiness managers of the college publications, the presidents of the large\nassociations, the chairmen of the committees in charge of the Junior Hop,\nMinor points include\nthe college circus, or affairs of equal importance.\nthe officers of classes, clubs, and lesser organizations. ‘The University of\nMinnesota after many years of experimenting with a point system, has\ndivided all activities into three classes, and allows a student only one\nposition in the major activities designated first class, two in those of the\nsecond class, and any number in the third class.\nIn the best established point system, however, there is little or no control provided for those willing satellites who revolve about popular leaders,\ndo their bidding, consume time and energy, and yet whose names do not\n‘Thus all the iniquities\nappear to reveal the overwork which is being done.\nunder the shadow of\nresult\nmay\nhealth\nbroken\nof neglected classwork and\nleaders but cannot\nthe\nprotect\ndoes\nwhich\nsystem,\npoint\nd\nthe best formulate\nassistants.\nunnamed\nbut\nwilling,\nred,\ngood-natu\nthe\ncontrol\n\n"}
{"page": 804, "printed_page": "782", "text": "782\n\nNATIONAL EDUCATION ASSOCIATION\n\nMany colleges rely with greater confidence upon special faculty advisers, one of whom is appointed for each activity.\nIf an adviser is in\nclose enough contact with the students to be regarded with confidence, he\nmay not only mould general opinions but often influence the choice of\ngroup leaders, and, recognizing latent ability in the untried student, be\nable to bring him to a better opportunity.\nCertain conditions and requirements in the colleges indirectly but forcefully control the extra-curricula activities.\nBusiness methods demanded\nby the college authorities have a salutary effect not only in training the\nmanagers of activities but in limiting the procedures.\nAmong these\nmethods required are a budget system for every organization, requisitions\nmade out in duplicate or in triplicate for all purchases, moneys collected\nthrough authorized channels, and all financial accounts passed by an appointed auditor.\n“The number of activities is limited also by the necessity\nof submitting constitutions for approval and sanction to the governing control, whether that control be the president, the faculty, or the student\ngovernment association.\nCouncils and congresses composed of the presidents of each activity form a controlling force which not only unifies the\nwork of the activities but tacitly withholds unmeritorious organizations\nfrom forming.\n‘The “try outs” afford the natural selection of ability for\nplays, debates, oratorical contests, glee clubs, and other public entertain-\n\nments.\n\nThe social activities, though difficult of adjustment, are when\nrightly\nguided of great value to the student body. These encroach\nmost\neasily upon other college interests, monopolize the time and\nthought of\n\ncertain students, and often overshadow worthy organizations.\nTo keep\nthe social activities within bounds and to guide them into the\nbest channels\nrequire the constant vigilance and broad understanding\nof some director\nor supervising committee.\nThis supervision and management is usually\nentrusted to the dean of women. A social committee\nmay assist, college\ntraditions may have established precedents to follow,\nbut the advisory\nrelation and the restricting force come from her office.\nThe formal social events tend yearly to greater\nfinancial expense and\nto more frequent recurrence.\nNew social functions creep in, trivial social\naffairs multiply, later hours are requested,\ngreater freedom is demanded.\nIn the bewilderment of requests that come\nthe dean finds a work constantly awaiting her attention.\nThe importance to the welfare of students\nthat these social affairs be freely but proper\nly conducted, elegantly but inexpensively appointed, frequently but restric\ntively held, presents bewildering contradictions to confuse the wisest.\nIn an age of hectic gaiety when\nhalf the world stands aghast at the daring\nsocial escapades of the other half,\nwhen the college is divided against itself\nin social observances, when cliques,\nfraternities, and clubs threaten to hold\nforever at variance college unity,\nit is supremely important that a faculty\nmember who is in close sympathy\nwith the student body as well as with\nthe college policy be the authority\non social concerns.\nWhether in the Management of the\nsocial activities\n\n"}
{"page": 805, "printed_page": "783", "text": "DEPARTMENT\n\n783\n\nOF DEANS OF WOMEN\n\nthe dean of women is chairman of a joint committee of faculty members\nand students, or whether she merely holds an advisory relation with a\nThe\nstudent committee, the control of the situation is in her hands.\nwith\nsucceeds\njudgment,\nher\nwith\nrestriction, license, or modification rests\nIn most schools she registers all social events in advance,\nher strength.\nthe event, time, place, chaperons, and estimated expense.\nof\ncharacter\nthe\nShe restricts these events to Friday and Saturday nights, or those preceding\nIn some schools she submits her reports for approval to a\nholidays.\nboard on organizations, or to the faculty itself. By such methods the\ndetails of the social activities are made to conform with the general policy\nof the college.\nThe extra-curricula activities are keeping pace with the Nationwide\nWhile the brunt of the burden of control falls\ntendency for organization.\ncontrol almost universally on the dean of\nsocial\nthe\nand\ndeans,\non the\nwomen, the importance of these activities in the lives of the students reDifferent methods of limitation\nwards the advisor for the time exacted.\napply to different institutions, but certain principles apply to all. Scholarship requirements, try-outs, point systems, student boards of control, faculty\nA combinacommissions, and faculty advisers, all have been found useful.\nsympathy,\ninterest,\npersonal\nthe\non\nemphasis\nwith\nmethods,\nthese\nof\ntion\nand wisdom of the faculty adviser, is the most promising solution to the\ncomplex problem of the extra-curricula activities. These activities have\ncome to stay. Though now in a transitional stage, they will settle back\nto a subordinate but acknowledged place, where, regulated by college\nauthority and conducted by student enthusiasm, they will yield educational\nvalues in character formation and in applied wisdom.\n\nSTUDENT\nLULU\n\nE. WIRT, DEAN\n\nLEADERSHIP\n\nOF WOMEN, NEBRASKA STATE\nKEARNEY, NEBRASKA\n\nTEACHERS\n\nCOLLEGE,\n\nbeen\nThe trend of all lines of organization since the World War has\none\nevery\nlife,\nreligious\nthe\nand\npolitical,\nthe\nIn the business,\ndemocratic.\nunless\nd\ndevelope\nbe\ncannot\ngroup\nthe\nbut\ngroup,\nthe\nof\nhas been thinking\nOver-stressed leadership tends\nsomeone leads the individuals in the group.\n‘The\nBolshevism.\nto autocracy; over-developed individualism leads to\nntal\ngovernme\nthe\nIn\ncontrol.\nto\nseeming balance is a democracy subject\nthe ideal.\nlife of America, a directed democracy seems to be\nreligious and political\nthe\nin\nIf such method of organization is needed\neducational papers\nAll\nional?\neducat\nlife, why is it not more vital in the\norganize in order\ns\nteacher\nthat\nions\nsuggest\nand journals are filled with\ndoes this seem to be such\nto secure proper professional recognition. Why\n\nt any true leadera hard problem? Probably because we have been withou\nment. We as\nGovern\nl\nship, since we have no representation in the Federa\n\n"}
{"page": 806, "printed_page": "784", "text": "784\n\nNATIONAL EpucATION ASSOCIATION\n\nteachers have not sufficiently advertised education to make the public\nfeel this great need.\nWhat are the aims of an education?\nIn the findings of a recent questionnaire it was learned that a liberal education ranked first, civic and\nsocial education second, character third, and leadership fourth.\nBut we\ncannot develop civic and social education apart from leadership.\nThe\ncolleges have been giving most of the time to teaching instead of training; they have been giving time to the “what” instead of the “why” and\n“how.”\nIn teaching citizenship, we must emphasize leadership, since the\ntrue purpose of leadership is to develop the individuals in a democracy.\nOne cannot be educated unless “led out,” and in order to be “led out”\nsome one must do the directing.\nIt is said that the university is the school of leadership, but when we\ninvestigate statistics and find that one per cent of the American people are\ncollege graduates, we recognize what a problem is before us. If the universities which have a four-year course have difficulty in producing a sufficient number of real leaders, how vital it is that normal schools and\nteachers’ colleges pause for introspection and study carefully the principles\nof training leaders. Although the need of developing our students\nas\nleaders is recognized, yet very little attention has been given the idea by\neducational writers.\nStudent leadership means leaders in training—training for the solving\nof problems in the practical world.\nThe characteristics of a student leader\ntherefore should be those of the leader of any great organization.\n\"The\ncharacteristics of the great leaders of our past can be best classified\nin the\nterms personality, knowledge, and initiative.\nOften some phase of these\nqualities is inherited, but in many people these qualities would\nlie dormant\nif not drawn out by training.\nPersonality, the first characteristic of a leader, is the intangib\nle something\nwithin which exerts an unspeakable power through\na faithfulness and\nsympathy for others which is bound by no thought of self;\nit is the understanding which knocks at the doors of the most timid, enters\nwith the keys\nof insight, tact, and helpfulness, and wins the good-will\nof all who follow.\nKnowledge, the second characteristic, is the power\nto inspire confidence,\nto understand situations, or to meet any occasion be\nit intellectual or social.\nMembers of any group will not follow one who\ndoes not show some\nsuperior quality. Absolute honesty in knowledge\nmust be evident; a\nleader must stand on a rock foundation, not on bags\nof bluff.\nInitiative is the third quality of a leader, for\nhow is one to guide and\ndirect even if he has knowledge and personality\nif he is not able to make\nthese qualities effective. A leader must have\na vision and then have the\npep and “ginger” in power of organization\nto put across the ideas which\nhe has conceived.\nThere are many intellectual dreamers,\nwho are not\nleaders, because they have no method of\ncrossing the stream.\nA project\ncannot be put across or a group cannot be\nled unless the leader knows how\nto guide by being able to organize so well\nthat he can subordinate his own\n\n"}
{"page": 807, "printed_page": "785", "text": "‘\n\nDEPARTMENT\n\nOF DEANS OF WOMEN\n\n785\n\nThe true leader’s place is not\npersonality to the personality of others.\nMen of influential position\nabove and in front, but behind and beneath.\nhave failed in leadership, because they were always in front, while others\nin an unostentatious way have succeeded by developing their subordinates.\nIt is said that a leader must be a scene shifter and not a star. “True leadIt is not a gift of fate, but a gift of “pay the price.”\nership means service.\nAgreeing that a trained leader should have personality, knowledge, and\ninitiative, the problem is how are we to develop these characteristics.\nFrom a questionnaire we discover that few schools are making conscious\nefforts along the line as yet, although some schools believe that attention\nshould be given in colleges to the advancing of superior ability. This has\nbeen a recognized part of the elementary and secondary education in the\nIf some attention is given in the earlier part\nsemi-annual promotions.\nof the course, there should be greater aid given in college life. What are\nHow can\nthe conscious or unconscious means of developing leadership?\nto promethods\ntheir\nand\ncurricula,\ntheir\nideals,\ntheir\nadjust\ncolleges\nour\nI think one of the greatest difficulties is that the faculty,\nduce leaders.\neither individually or as a unit, does not work to this goal. In the normal\nschools the students are usually so young, so inexperienced, so changing in\nPupils in\npersonnel that opportunity is not given to accomplish results.\ncome\nthey\nwhen\nthat\ndirected\ncarefully\nso\nare\nschool\nhigh\nand\ngrades\nthe\nThe\nto the college they are not ready to think or act for themselves.\npeer\nnot\ndo\nthey\nthat\nfaculty is usually so absorbed in their departments\nin\nindividuals\nthe\nout\nleading\nof\nfield\ninto the future and see the broad\nfaculty\nthe\nby\ntaken\nbe\nshould\nmovement\nsome\nreason\nFor this\nthe group.\nIt is just\ntoward advancing superior ability and finding hidden talent.\nAlthough\nit.\ngain\nto\nas important to know how to use knowledge as it is\nlarger\nthe\noverlooked\nhave\nto\nseem\nnormal schools stand for training, they\nhumanistic\ntrue\ndevelop\nto\nhow\nknowing\napplication of education in\nqualities of the individuals.\nvernment.\nAnother method of developing leaders is student self-go\nhave\nothers\nt;\nMany normal schools report no form of self-governmen\nor a\nUnion,\nMen’s\nes,\ncommitte\nstudent advisory councils, student executive\nent\ngovernm\nstudent\nhad\nhave\nthey\nthat\nSome report\nWomen’s League.\nOthers have a modified form, preffor two years with marked success.\nThe principal advantages of\nent.\ngovernm\ntative\nrepresen\nerably called\narguments, are to\nstudent self-government as we find it in many able\ne of learning by\nprincipl\nthe\ncreate a sense of responsibility and to apply\ntendency toward\nsome\nis\nthere\nes,\nIt seems as every school progress\ndoing.\nthrough the call\ncomes\nt\nmovemen\nthis\nr\nwheneve\nstudent government, and\nby the faculty. The\nof the student body, it should be carefully fostered\nall interests, subafter\nschools are for the students, and they should look\nschool governin\nion\ncodperat\nject to the control of the faculty. Student\naffairs.\nty\ncommuni\nfor\nbility\nment develops high sense of responsi\ndevelopment of leaders.\nBesides the self-government associations for the\nEach one of these should have as.\nwe have the extra-curricula activities.\n\n"}
{"page": 808, "printed_page": "786", "text": "786\n\nNATIONAL EpuCcATION ASSOCIATION\n\nits goal to develop the individual for the sake of the group.\nAmong these\nclubs we have the departmental clubs, each of which attracts in interest\ndifferent types of students.\n‘The various organizations train, of course,\nalong the line of their major interest. The debating society appeals to the\nlogical, the science to one adapted to research, the language clubs to those\nof literary turn, the dramatic to those, of artistic nature.\nEach in its\nturn tends to develop leaders whose ability would be otherwise unsuspected.\nTo these may be added the athletic clubs, the religious organizations,\nhonor associations, the Women’s League—all of which afford opportunity\nfor talent hitherto undeveloped.\n\nThe main function of the extra-curricula life of the school is to train\nfor future service. Officers of class organizations, chairmen of committees, and even membership on committees help to give confidence, and\ncreate an interest which will bring marked results.\nIn making an estimate\nof the number of organizations in the schools, we find that the average\nis twenty.\nWith four officers and the chairman of three committees we\nwould be giving opportunity to about one hundred fifty persons for some\nleadership during a term.\nIf the regulation for extra-curricula activities\nis well organized, either by the point or group system, so that there will\nbe a rotation in office each term, a large number of the students will have\nsome means of assuming responsibility.\nThe tendency is to load down\nthe student of proved ability rather than to try out new talent. Sponsors\npermit regulations to be overstepped and allow the natural leader to remain\nin charge either on account of following the line of least resistance or\non\naccount of aiding the progress of the club which will advance much better\nin the hands of the experienced leader. Teachers depend too much\nupon\nthe seniors and give them all the honors. They undoubtedly do\nmanage\nwell, but when they are gone there is no one trained to start the\nnew year.\nResponsibility should be best placed upon the juniors and the\nbest underclassmen, in.order that there may be good material for the\nsucceeding year.\nThere are many other ways besides the self-governmen\nt councils and\nextra-curricula activities which furnish training in\nleadership. The\norganization of the daily class on the principles of the element\nary socialized\nrecitation will accomplish much.\nOften there are class officers and leaders\n\nof special groups which have a definite problem\n\nto work out.\n\nAny ot\n\nthese methods of giving responsibility will add much\nto the regular work.\nThe special attention and direction which a faculty\nmember as adviser\ngives to a group of students assists much in helping\na student to find himself and to know in what line he should develop\n.\nIn some schools we\nhave an excellent illustration of a conscious effort of\ndeveloping leadership\nthrough an Open Forum, where a number of\nselected students conduct programs, these students being specially prepared\nto answer any questions\nwhich are asked by a student body. This is\nespecially fine in taking up\nworld problems.\nLeadership is gained principally through\npractice, and in every way\nimpression precedes expression.\nIt is undoubtedly the experience of every\n\n"}
{"page": 809, "printed_page": "787", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n787\n\nteacher that students do not usually assume responsibility, but depend too\nIf the sponsor does not\nmuch upon their advisers to carry on their work.\nof the faculty should\nmember\na\nreason,\nthis\nFor\nlead, nothing is done.\nThe chairman of\nguidance.\ntrue\nof\nprinciples\nthe\nwith\nherself\nacquaint\na committee should be held responsible for a certain task in a group, but\nbefore she can be held responsible for this task, such as taking charge of\na devotional committee of a Y. W. C. A., she must know what is the policy\nHere as in teaching we must have direction\nand the aim of the committee.\nshould take part in making plans but\nSponsors\nteaching.\nor illustrative\nnot in carrying them out. Directions too often are vague and students\nfail to measure up. Faculty must give counsel but not take work out of\nBefore a girl can be held responsible for a task she must\nstudents’ hands.\nknow exactly what it is. After a sponsor knows that a student understands the general plan of work, then all opportunity should be given her\nIf students are given free reign to accomplish\nto develop her own ideas.\nMake the student\na certain end, this desired end will be accomplished.\nonly as fast\npower\nand\nprivileges\ngive\nresponsible for fact and form, but\nand\namount\nin\nincrease\nwill\nContributions\nas they can be assimilated.\nleadership\nTrained\nexperience.\nand\nage\nin\ngains\nstudent\nthe\nas\nability.\nCollege teachers should\nrequires direction and sympathetic coéperation.\nenter upon their careers because of the opportunity to develop leadership\nis no\nin young people, and thus render to society a great service. ‘There\nsuccess\nthe\nof\nreport\nthe\nthan\nmember\nfaculty\na\nto\nmore gratifying news\nof a graduate in any social or intellectual leadership.\nwork\nSince there is such a growing tendency to measure all educational\nment\nmeasure\nof\nstandard\na\nupon\nby standard tests, one pauses to reflect\nIt should be judged by the people interested in\nfor student leadership.\nthat it is hard to measure either the process or\nknows\nthe group, but one\nlife there can be\nthe ultimate products since in the mental and spiritual\nA\nl process.\ncontinua\na\nis\nLife is a growth, and growth\nno ultimation.\nreward\nng\ngratifyi\nmost\nA\nleader must grow with the world’s progress.\n, socially, and\nof a teacher is to watch a student grow physically, mentally\ngrowth.\nthat\nin\npart\na\nhad\nhas\nshe\nthat\nknow\nspiritually, and to\nrs should realize that\nWith the great change in world conditions, educato\nectual—which means\nintell\nwe are to develop the humanistic as well as the\nLet us understand\nhip.\nleaders\nand\na development in personality, culture,\nconcrete ways of\nmany\nthe\napply\nthen\nleader,\nthe characteristics of a great\nh our well-trained stutraining these leaders. Then shall we see throug\n\ndent leaders many changes in the social world.\n\n"}
{"page": 810, "printed_page": "788", "text": "788\n\nNATIONAL EDUCATION ASSOCIATION\n\nRELATION OF THE DEAN OF WOMEN TO THE\nFESSIONAL LIFE OF THE STUDENT\nMRS.\n\nBESSIE\n\nLEACH\n\nPRIDDY,\n\nDEAN\n\nCOLLEGE,\n\nOF\n\nWOMEN,\n\nYPSILANTI,\n\nMICHIGAN\n\nSTATE\n\nPRO-\n\nNORMAL\n\nMICHIGAN\n\nIt may be well to state in advance that inasmuch as this paper is written\nfor a Normal School section of the Dean’s Conference we are putting\naside all thought that young women in our respective institutions may be\npreparing for other professions than teaching, excepting in so far as when\nwe are compelled to seek the elimination of any students from our normal\nschool. We may at those times necessarily look over the palings of our\nmost sacred precincts and try to point our rejected ones to other vocations\nand professions.\nIn devoting our attention, then, exclusively to the topic of how deans\nof women may aid normal students in their professional life the question\nthat naturally arises is, is teaching a profession?\nIf we answer affirmatively for either the present or the future it will be necessary for us to\ndefine for ourselves just what we mean by a profession.\n“In a true profession the pursuit of gain is subordinated to the aim of service.”?\nThere\ncan be no nobler thing to demand of man than that he have a constant, a\nsincere, and a dominating desire to serve society.\nIf this is to be the first\nsignificant trait that entitles teaching to be classed as a profession we shall\nrest assured that we shall be scarcely able to find any other distinguishing\ncharacteristics so important as this thing of demanding that a man or\nwoman be possessed of a consuming desire to have this world better for\neither having lived in it. But there are other very essential earmarks of\na profession and probably to the ordinary mind the really distinguishing\nmark of a profession is the fact that in order to practice one it is necessary\nto acquire somewhat difficult technical knowledge not possessed by ordinary\npeople and not at all necessary for them to acquire in order to be successful\nin unprofessional walks in life, knowledge, the benefits of which they are\nto receive through the agency of these same professional people.\nIt goes\nwithout saying that this certain knowledge is presupposed to be actually\nand honestly and thoroughly acquired.\nSometimes it is taken for granted\nthat those acquiring it are especially talented.\nThere is a corollary to this\nmatter of the professional classes possessing a body of technical knowledge;\nthe layman is necessarily entirely dependent upon the classes that\npossess\nit, he must put himself trustingly in their hands.\nThen it follows as the night the day that there is the necessity\nof excluding the unfit from the ranks of the professional callings as\nwell as the\ndesirability of attracting to these ranks the highly suitable and\nsuperior.\nThere is also the social recognition of the value and importan\nce of the\nservice rendered, this recognition coming formally through\ncertain privileges and protections accorded by law to the various so-called\nprofessions\n\"Ross, Edward Alsworth, Principles of Sociology,\nParts\n\nof the discussion\n\nof a profession\n\nalso follow\n\np. 474.\nRoss.\n\n"}
{"page": 811, "printed_page": "789", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n789\n\nand informally in certain intangible social attitudes unmistakably present\n‘The truly professional in spirit\nwhen professional services are rendered.\nplacing the client’s good before\nclients,\ntheir\nof\nare devoted to the welfare\nto serve him. Yet the highest\nundertaken\nhave\nthey\nonce\ntheir own when\nprofessional attitude lies in considering the good of all society even before\n.\nthe good of the client.\npay or\nwithout\nserve\nPeople in truly professional attitude will often\nlaud\nneither\nwill\nthey\nand\npay,\nto\naccording to the ability of the client\nlaboring\nbidder,\nhighest\nthe\nto\nwares\ntheir\nsell\nthemselves nor seek to\nfor\nalways for love of the work and interest in the problem rather than\nreward\nbecause\nimpaired\nnone\nbe\nwill\ntoo,\nservice,\nTheir\nwealth.\nor\nfame\nthemselves\nfails, nothing less than the best that is in them can they bring\n\nto give.\ncertain loyalty\nWe think of the one in a profession as having not only a\nalso expect\nwe\nbut\nservice,\nof\nideal\nown\nhis\nto\nand\nto the client, to society,\nin them,\npride\ncertain\na\ners,\nco-work\nhis\nto\nfidelity\ncertain\na\nhim to have\nthem\nwith\nng\nachievi\nzeal for them, and even an enthusiasm not only for\nconwe\nlastly\nAnd\ngs.\nsufferin\nbut a capacity for suffering through their\nhed\nestablis\nwithin,\nfrom\nhas,\nthat\nion\nceive of a profession as an institut\nsociety\nof\ns\ninterest\nbest\nthe\nwith\nble\ncompati\nh\nalthoug\na code of ethics which\nis none the less enforced from within its own group.\nperhaps none will\nJust what services may be classed as professional\nprofessional attia\nin\nmainta\nagree. “That many times people are able to\ned the dignity\nconced\nlong\nhas\nSociety\ntude only in part is doubtless true.\nart of politics\nthe\nWhen\ny.\ntheolog\nand\nne,\nof professions to law, medici\nional attitude in service to\nhas produced a statesman, we have the profess\nwe perceive that he escapes\nthe State; when we study the mere politician,\nfailure to let the spirit of\nhis\nbeing great by that margin which measures\npublic accountant, the\nthe\nct,\narchite\nservice dominate his activities. “The\neven the banker, the\nt,\nnovelis\nthe\nst,\ndramati\nthe\nartist, the editor, the poet,\nional spirit but where gain\nmerchant, or the maid may achieve the profess\nnature of the work, the probecomes the objective, no matter what the\nfessional life is not created.\nps better answer the question\nWith this prelude in mind we can perha\nmay we as deans of women in\npropounded to us this afternoon—‘“How\nLet us conprofessional lives?”\nnormal schools aid the students in their\ntechnical\nof\nt\namoun\nn\na certai\nsider first the characteristic of possessing\neffort\nand\ntime\nand\nmoney\nof\ne\nknowledge, acquired through expenditur\ny.\nabilit\ncall\nwe\nhing\nsomet\nnable\nindefi\nand also perhaps by virtue of that\npower\ntheir\nyet somewhat limited in\nThe deans of women are certainly as\ntheir influence in the shaping of\ninly\nCerta\nto influence this condition.\nUsually to them is given the occasional\ncurricula is not large at present.\nnt upon her selection of a course\nopportunity to advise with some stude\nts within the course. At the best\nof study or upon her choice of subjec\nalmost accidental. A surer but not\nthese opportunities are haphazard and\ncomes in periodic consultations with\naltogether to-be-desired opportunity\n\n"}
{"page": 812, "printed_page": "790", "text": "790\n\nNATIONAL EDUCATION ASSOCIATION\n\nfailing students.\nOpportunity for suggestion at these times is not particularly promising, because here they are always dealing with the handicapped,\nthe limited, the misfits, and yet right here if they can but get the time to\nprepare individual schedules and study each case as carefully as a social\nworker would her cases of dependency, delinquency, and the like, they\nmay in time both systematize the methods of determining and treating\ncertain types of problems and also be ready to aid students in attempting\nto obtain the particular kind of technical knowledge and develop the particular kind of skill for which their abilities and environment have fitted\nthem.\nThat administrators in education have much of power to attract young\npeople of superior ability into certain lines of work is of course recognized\nby all. Probably the nearer their own characters square to the ideals of\npersonal worth, the greater will be their contribution in bringing others\ninto the teaching profession.\nOn the point of the power of the dean of\nwomen to raise the standards of our professional life by the elimination\nof the unfit doubtless many’of us have most decided opinions.\nIt is my\npersonal feeling that so far as the women students of an institution are\nconcerned a dean of women should have it within her power to eliminate\nobjectionable young women from the campus, checked only by a review of\nthe cases by a faculty committee, this committee acting only in an advisory\ncapacity.\nIf a woman is big enough to take the responsibility of the welfare of the women on her shoulders she certainly should be trusted enough\nto be allowed to eliminate the dangerous from the group for which she is\nresponsible.\nThe statistics of the institution with which I am most familiar ‘go to\nshow that fully 90 per cent of the social problems on the campus\ncome\nfrom the group of girls whose mentality by the army test measures below\n110 points. Low mentality and faulty early home environment practicall\ny\ncover cases of grave social errors, and we would be furthering both\nthe\ninterests of the teaching profession and simplifying campus\nproblems\nenormously if we could expeditiously subtract these people from\nthe student\nbody.\nIt is always an open question if people of low-grade mentalit\ny can do\ncollege work well enough to warrant expenditure of State\nmoney upon\ntheir education.\nTheir fitness to enter the teaching profession is most\ndoubtful, the economic waste of the process of trial and\nerror is terrific,\nand the social menace accompanying the experiment is\noften unfair to the\npeople with whom they are thrown in contact.\nInasmuch as scholastic\nachievement quite markedly parallels the findings of the\narmy test it would\nseem reasonable after applying said test to all freshmen\nto allow all those\naccepted under a certain grade to be placed on probatio\nn for one term\nonly, to be dropped either for inability to do the\nwork or for doubtful\nsocial standards.\nThe establishing among the women of an institu\ntion of the ideal of\npainstaking, accurate high-grade scholarship is\nno mean task for a dean\n\n"}
{"page": 813, "printed_page": "791", "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n791\n\nof women to set for herself. The trend of modern education has been\nutterly away from the emphasis on scholarship for scholarship’s sake. The\nutilitarian value of subjects taught, the market value of skill attained, and\nresults rather than methods have engrossed the thoughts of twentiethThe pace of modern life has caught the whiz in\ncentury schoolmen.\ntransportation and the tum-tum of the jazz, and youth seems reeling in\na hectic swirl, where joy is found in a high exhilaration of the senses, of\n‘Those quiet satiswhich the sense of motion seems to be the most courted.\nfactions that once came from appreciation of esthetic values, from acquisition of intellectual comprehension and power, from speculation upon and\ninterpretation of the everlasting meanings of human living seem no longer\nto be the objectives of education.\nTo an administrative woman would come the precious opportunity of\nfinding and gathering about her souls still open to this sort of appeal if\never her work were standardized enough to leave her time and strength\nfor such vitally constructive efforts. As the position of dean goes today,\nhowever, the time of the office is absorbed with the bad: actors and the\npoor thinkers, with the problems that should be off the campus instead of\non it, and the people of promise achieve, if achieve they must, with little\nof aid or attention, with even much of obstacle that should have been removed from their paths. Ability to eliminate would save muck-raking\n\nand increase building power.\nSomething of this spur to scholarship, however, the office of the Dean\nmake\nmay apply to student group life by leading women’s organizations to\ncompetinspiring\nformal recognition of scholarship achievements and by\nScholarly attainment may\nitive spirit in regard to scholarship attainments.\natmosphere through\nscholarly\na\nof\nbe further promoted by the creation\n\nactivrecommended lectures, available reading material, and type of social\nmost\na\nbe\ncertainly\nwould\np\nscholarshi\ntruthful\nto\nDevotion\nity fostered.\nprofesfor\nn\npreparatio\na\nas\npeople\nyoung\nthese\nfurnish\nto\nasset\nvaluable\nsional life.\nis a\nThe helping a student to find the proper sphere in the teachng life\ny\nabsolutel\nit\nfind\nGirls\nwomen.\nof\nadvisers\nto\ntask that sometimes comes\nof\nout\ngirls\ngirls,\norting\nSelf-supp\nd.\nattempte\ncourses\nnecessary to change\nour especial\npeculiar environments and the children of immigrants all need\nplaces of\ntheir\nattention that they may find with as little waste as possible\nare\nItalians\nand\nJews,\nToday Finns, Poles, Russian\ngreatest service.\nSerbs\nand\nCzechs\nbe\nwill\nit\nw\ntomorro\nfiltering into our normal schools,\nQuite often one finds them filled with an earnest desire\nand what not.\n\nown people.\nto so prepare as to be best able to go back home and teach their\nwork, an opization\nAmerican\nreal\ndo\nto\nthis\nis\nity\nopportun\nan\nWhat\nto be emportunity sitting as it were on our own doorsteps and waiting\n\nwith the special problems heretofore\nstudies arranged in a card file with a\nwill be\nregular social worker’s schedule of the case under consideration\nfor inblanks\nhave\nshould\nschedules\nSuch\nvalue.\nfound to be of great\n\nIn all these cases as\nbraced.\nmentioned the special individual\n\n"}
{"page": 814, "printed_page": "792", "text": "792\n\nNATIONAL EDUCATION ASSOCIATION\n\nformation on home address, high-school record, church, parentage, age,\nnativity, data on pre-college experiences, college address, course, scholarship record in college, financial situation, social record, health, notes as to\ntalents, ambitions, present plans, possibilities, and mentality.\nOn the\nreverse of this card could be kept any post-college activities known so that\nas the years go by one will be able to measure, somewhat, precision of\njudgment in advising and efficacy of one or the other method of treatment\nof peculiar cases.\nAs to this biggest thing of all in the professional life of the teacher,\nthe spirit of service, perhaps here is a golden opportunity for our ilk.\nEthical and moral principles seem to be best taught when they are presented\ncasually, occasionally, and unexpectedly.\nAdvisers of women may by their\nown examples, by their formal talks to women’s organizations, by communications to house groups and by individual work get over to the student\nbody this very necessary ideal for the teaching profession and they may aid\nin many ways the development into the kind of woman that can really\nserve.\n\n2\n\nA teacher’s service has two big general subdivisions, the service she\nrenders to individuals and the service she gives to the community.\nA part\nof her service to individuals lies in her fitness to be an example to others\nof fit living, seemly looking, gentle acting, and high thinking.\nTo\nlearn the art of sane, well-balanced living while a college student\nis no\nmean or easy accomplishment in these modern days of ours,\nto lead the\ntwentieth-century girl to dignified and demure adornment would\nindeed\nsurprise the gods themselves, to obtain the well-modulated\nvoice, the\npatient, loving kindness, the neighborly hand from one to\nanother is of\nworth beyond computation, and she who can alter the standards\nof valuation for the next generation, who can lead the young to prize\nthe things of\nthe mind and the spirit, has indeed created treasure beyond\ncompare.\nThe simplest matters of health and sanitation, of proprie\nty in dress and\nmanner, of seemly conduct in both business and leisure\nhours, of attitude\nof mind to companions, to youth, to age, to inferior\nand superior, all of\nthese things enter into the preparation of our student\ns for the teaching\nprofession.\nMuch of this must be obtained if obtained at all,\nfrom extracurricula activities.\nIf once the prospective teacher fully absorbs the\npoint of view that she\nis seeking the privilege of leading a life of\npersonal example which many\nof the next generation will elect to follow,\nsurely her spirit will be chastened and her manner tempered.\nThe revelation to the young people of a true\nteacher’s place in community\nliving is the crowning opportunity for all\nwho now teach or administer.\nOn the finding of this place rests the hope\nof future progress.\nOne by one\nrestraints and sanctions of authority seem\nto melt away and be disregarded.\nIn this new freedom that seems recently\nto have been almost precipitated\non us, in this utter absence of so many\nof the old restraining influences,\n\n"}
{"page": 815, "printed_page": "793", "text": "DEPARTMENT\n\nchaos and anarchy,\n\nOF DEANS OF WOMEN\n\ndestruction without\n\nreconstruction\n\npas\n\nwill surely come\n\nunless in the absence of other control, self-control be learned.\nThe art of teaching self-control may perhaps be placed as the real ultimate goal of the educator.\nOn the basis of a desire for self-control rests\nOn account of\nour faith in all student self-government organizations.\nour faith in being able to develop self-control we are keeping ourselves\nFrom the ones who have learned the art of\nheartened for the future.\nself-control the community life of this country must draw its leadership.\nEvery community has a right to expect such leadership from its teaching\nbody.\nWe were once a highly individualistic people. Pioneer condition, homogeneity of culture, ideal, race, and religion, the agricultural basis of our\neconomic life all tended to emphasize the self-sufficiency of individual\nComplex social life has come, heterogeneity of race, religion, culworth.\nture, and ideal is upon us. Only as we succeed in developing self-conscious\n\nand ably lead community living here shall we be able to make survive\nthose ideals we as a people prize.\nIt has been said that a Nation is a way of thinking upon fundamental\nIf there is an Americanism it is the sum total of\nsocial institutions.\nAmerican ideals of home, of church, of school, of business life, of State.\nUpon this profession of teaching rests the responsibility of perpetuating\nIf the preparation for this professional life is well guided,\nsuch ideals.\nTo be a\nthen the true mission of this professional life will be achieved.\ntrust.\nsacred\na\nindeed\nis\npreparation\nsuch\nguide in\n\n"}
{"page": 816, "printed_page": "794", "text": "Pctha ai\n\noa\n\na\n\naor\n\naie 4\n\noe estas\n\n°\n\n;\n\ntoes\ntht \"\n\npb Ha\nAp 09%. < pARARUARIAER IO, WATANABE\nene\neee anny TH Oe, |gr rpaloe:goes\n“een Saunt\n¢\n\nPa\n\nqT\n\nOS Hae 10 stil uAEBOD\n\n:rag Aplerkee', yas \" ene\n\narta)\n\nie Oy\nirs Tp\n\nates\n\ncentlyrie bet\n\ney.\n\nBextor\n\noF At ak\n\nnae\n\niaaat3\n\nbe\n\naps Moqh,\n\n“ao\n\n$41 gapaang) .ova 9hea\n\neee Hea ci oan fi | saealacen,oipgui gy ya a3\n\n.<\n\nA\n\na\n\n¥-\n\ney: ty, eo, leur has ihe\n\ny\n\nSe+} 5 “iAbe\n\n>\n\ngilt Oath, Avied\n\n2 ean’.\n\na\n\niegiaiy?,.ot poh 7 ‘9\n\nius Lgiet bi,aet, a ee: ettpila\nBY anu\nRAN\n\ntise3a Osae\n\nBrura Foti\n\nqi pide.\n\ntf\na\naN\n\n¥\n\nLspertge bt dceayy. mnid cists io ee;\n,\n\n;\n\nie\n\npiel to\nME\n\ntt,\n\ni “CaM\n\nunes\n\ncige i\n\nSesbius\n\nwey ditions. 9\n9 blOh, ri iTiyy\n\nve\na\n\n,\n\niS\n\nt\n\nPer\n\nJ ‘Ey\n\naR\n\naT ER\n\nSeat\n\n“s\n\n»\n\npleas\n\nin\n\nPeete ba\neee\n\nte\n\n2?\n\nacorn\n\nTe\n\nCupar\n\ncake,\n\nGes\n\nfee\n\nfrig\n\nGis\n\n2\n*\n\n-y,\n\nae\n\n}\n\nj\n\nra\n\ni\n\na\n\nP\n\n7\n\nt:\n\nt\n\nyee!\n\n(me\n\nrts\n\nBye\n\n‘\n\npiy\n\nrae\n\niinet\n\nFa earRe\n\n:\n} a\n\nPog\n\n>\n\n-\n\n2\n\nAe iy\nx7\n\nae\n\n.\n\n714\n\noes\n\nrats!\n\ni\n\n7\n4 eaee a\netms all>t., Jee\n\n*\n\n;\n\nMarts\nbey ol Fl PVN\n’\nf\n\nct}\n\nRie\n@\n\nrec-4\nSePere GF ° Petec\nets\n\nr\n\n4\nTivkhas\n\n=\n\nBa\n\nfrites Sect\n\ntty\n\nvr\n\n“]\n\nTe\n\n7\n\nuty ‘dts\n\nPaes\n\nyo\npatent\n\n;\n\ni.\nWit\n\nol”\n\nprise\n\ntanh\n\neM res\nEFS\n:\n\nBaiaa\n\ntae\n\n‘ *)\nik\nZ\n;\nily\n\nte\n\n°\n\nQria I ana er\n\nivy <0\n\ntrend\n\nSi)\n\nfrencts\n\nrv\n\n’\n\nwe\nareal\n\nLa\n\nWentvy\n\nriien\n\n)\n\nabteie the itondytilg: nf *\n\nalt SO\n\nt,o\n\nwa\n\n4?\n\ncd\n\n‘\nsee\n\nnated\n\nees\n\ncin\n\nct hates!\nre\n\nwidest\n:\n{ihesti\n\n49\n\n|\n\nos\n\nyond fran\n\npoonratt nite lalas . leo\n\naoe,\n\n.\n\nte “obbtiy the:Asay vest alted ve\n\nthe ndigtiborly\n\narct\nake\naPCLiy, |fas\nAse> €¢\nPoh\n\nOreeiatct\n\n‘\n\na ge,\n\nCHIE ct Fee aod ote why\n\n“ft: nik\n\nfaet®s\n.\n\nd\n\nAl\n? raphe )\n\nAaa\n\nGWA Whe\n\n,\n\n'\n\node\n\nRee\n\n;\n\n‘ehest\n\n:\n\n+ +7 he fi\n\nFt\n\n)\n\n:\n\ndy gol\near,\n\noe f aifte dori\n\nJe si iG L =\n\nxd\n\noti\n\nie io ip,7thme\n\n:\n\n(are\n\nir\n\nWitwW-\n\nRe\n\nSeb\n\nSar\n\na\n\nh oboe\n5\n\n-\n\nDet\n\ni\n\n:\n\nGL\n\n“.\n\neea\n\nhr\n\nar\n\n; ctrunke\n™\n\n-\n\nee\n\nfry evenaenits\nos\n\n:\nIGM\n\nioe, : *\n\n+ ies by ofiteg\n\n-~\n=»\n\nasteypa rfieds-\n\n"}
{"page": 817, "printed_page": "795", "text": "Department of Educational Publications\nSECRETARY’S\n\nMINUTES\n\nOFFICERS\nPresident, Grorcr 1, Towne, President of the University Publishing Company, Lincoln, Nebr,\naoe Chicago, Ill.\nne\nSe oot ad\nSecretary, C. W. Taser, Western Manager of Lippincott & (Otyangi\n\nThe meeting of the department was called to order promptly at 2 o'clock\nby J. W. Searson, professor of English of the University of Nebraska, who\nwas asked by President Towne to express to the department his sincere\nregret at being prevented by the doctor’s orders from attending the Boston\nMr. Searson also expressed the regrets of Secretary Taber, who\nmeeting.\nwas prevented from attending meeting on account of important business.\nOn motion, J. W. Searson was unanimously requested to preside at the\nThe following promeeting and take the minutes of the proceedings.\ngram was then carried out:\nArrer-War RECOVERY IN THE TEXTBOOK PUBLISHING BUSINESS—\nCharles H. Seaver, Manager of Educational Department, The Macmillan Company, New York, N. Y.\nKerrpinc Pace witH NATION-WIDE DEMAND FOR REORGANIZATION\nor ELEMENTARY-SCHOOL Course oF Stupy—Howard R. Driggs, Author and Lecturer, New York, N. Y.\nnal\nDiscussion—Led by Charles Swain Thomas, Editor of Educatio\nMass.\nBoston,\nPress,\nDepartment, The Atlantic Monthly\nChiSart Economics In Trexrsook Maxitnc—George W. Ohler,\nIl.\nChicago,\n,\nCompany\nng\nPublishi\nty\nUniversi\nThe\n,\ncago Manager\nGENERAL DISCUSSIONS\ng officers\nAt the business meeting following the program, the followin\nL.\nGeorge\nt,\npresiden\nFor\nyear:\ncoming\nthe\nwere elected unanimously for\n;\nNebr.\nLincoln,\n,\nCompany\ning\nPublish\nity\nUnivers\nthe\nTowne, president of\nChiCo.,\n&\ntt\nfor secretary, C. W. Taber, Western manager of Lippinco\ncago, Ill.\n\nAFTER-WAR\nCHARLES\n\nH.\n\nSEAVER,\n\nTHE\n\nIN THE TEXTBOOK\nBUSINESS\n\nRECOVERY\nPUBLISHING\nMANAGER\n\nMACMILLAN\n\nOF\n\nEDUCATIONAL\n\nCOMPANY,\n\nNEW\n\nYORK\n\nDEPARTMENT,\nCITY\n\nnot fully realized\nThe effects of the war on the school-book business were\nuntil after the war.\n\nAmeriDuring the first three years of the war, before\n\n-book business gradually\ncan participation, the costs involved in the school\ncertain small adjustments of\nrose. This was recognized here and there in\niation of any change and\nprices, though publishers were slow in their apprec\n[795]\n\n"}
{"page": 818, "printed_page": "796", "text": "796\n\nNATIONAL EpUCATION ASSOCIATION\n\ngenerally adhered to established prices of books already published.\nIn 1917\nand 1918 the rise in costs became more marked.\nPrices had to be adjusted\nall along the line, but the fetish of the pre-war as the normal was still\ncherished and adjustments sufficient to meet the realities of- the situation\nwere not ventured.\nThe two years after the war was a precarious period\nfor publishers of school books, already injured by their slowness to appreciate the tendencies of the times and not fortified against a day of trouble by\nanticipatory measures.\nAll of us expected a speedy return to normalcy and\nthought we had weathered the worst storms.\n‘Then came the real effects\nof the war for us.\nIt is painful to open old wounds, to recite in detail the ills we suffered\nin those days. We tried to make bricks without straw—books without\npaper.\nMuch wisdom was left unexpressed for lack of paper, and in those\ndays paper was certainly more precious than wisdom. Compositors, electrotypers, printers, binders took vacations with exasperating indifference or\nworked with exasperating inefficiency.\n“A binder, a binder, my kingdom\nfor a binder!’’ was the cry of many a publisher, and some nearly sacrificed\ntheir kingdoms.\n‘The labor turnover in offices also increased the publishers’\ndistress.\nStories are told of weird and wonderful bookkeeping and shipping. Authors whose manuscripts had been put in cold storage during the\nwar now thought them well cured and wanted them published and marketed in spite of almost*prohibitive conditions.\nHigh on a throne of royal\nstate, dominating the school-book business, it seemed that Satan exalted sat.\nAmid such difficulties and with costs 200 per cent greater than had pre-\n\nvailed before the war, we were expected to furnish for the schools, with\nusual promptness, books of unimpaired quality, at prices in many States\nand other communities fixed by contract or listing when another level of\ncosts prevailed. We tried to obtain mercy or at least justice. We got\nsome concessions.\nMany school men were sympathetic, but in general the\nlaws as interpreted allowed no relief. Codperation on the part of the publishers might have mitigated their common distress, but for various reasons\ngeneral and whole-hearted codperation seemed impossible.\nIn one way or\nanother, however, we all struggled through.\nThe years 1921 and 1922 have been years of recovery.\nThe present\nsituation offers several contrasts with the situation that has just been briefly\ndescribed; five features of the situation may, perhaps, be worthy of mention.\n\n(1) Costs have been reduced to some extent and seem to be fairly well\nstabilized, at least in comparison with the day-by-day shifting costs of the\nfew previous years. Manufacturing costs are probably about three fourths\n\nhigher than in 1914 or 1915, but substantially lower than in 1919 and\n1920. In manufacturing costs the element of labor has shown little\n\nchange, but the efficiency of labor has improved ; the element of\nmaterials,\nsuch as paper and cloth, has shown considerable change. Operating\ncost,\nworking expense, overhead—whatever this necessary part of\nthe cost of\nschool books may be called—has not fallen to any large extent\nand seems\nunlikely to fall, though the enforced introspection and economy\nof the war\n\n"}
{"page": 819, "printed_page": "797", "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\n197\n\nexperience may have sometime brought about more efficient methods and\nabolished some wasteful practices. The principal elements, salaries and\nAll who are sincerely\nwages, cannot be reduced under present conditions.\nandintelligently interested in education believe, I am sure, that the superintendent, the principal, and the teacher, the author and the publisher of\ntextbooks, and the bookman, the missionary of new educational ideas, are\nall worthy of their hire. Our Salvation Army of the Gospel of Educational Progress, constituted by the organizations of school-book publishers,\nmust be maintained to bring light into dark places, to make wise the simple,\nand to equalize educational opportunity.\n(2) Although in every other industry increased costs were quickly reflected in increased prices, publishers of school books were slow to respond\nto the demands of new conditions, as has been noted, on account of the\nkeen competition of the business, the variety and complexity of school-book\nlegislation, and the general optimism that long prevailed. ‘They made\nadvances in prices only when ruin stared them in the face. When relief\ncame, publishers generally charged off losses on stock manufactured at high\ncosts and gave the public the benefit of prices fixed according to the new\nSome publishers had survived the severe ordeal by such a\nlevel of costs.\nso\nnarrow margin that they were unable to respond to new conditions\nquestiona\nof\nexpenses\noverhead\nquickly as others; and others have so-called\nbeen such\nable character that require high prices; but in general there have\ng\nprofiteerin\nthat\nshowing\njustifies,\ncosts\nof\nlevel\npresent\nreductions as the\nthe\nof\ntextbooks\nsubject\nevery\nIn\nbusiness.\nthis\nto\nchargeable\njustly\nis not\nunhighest quality in content and manufacture can now be obtained at\nly\nsubstantial\nbe\nto\nlikely\nnot\nare\nquestionably reasonable prices, which\nfuture.\nlowered in the near\nto year\n(3) The market for school books, varying somewhat from year\nrelation,\ndirect\nany\nin\nnot\nthough\nns\nconditio\naccording to general business\nA serious problem\nseems reasonably steady and not at all discouraging.\neducational needs\nng\nincreasi\nmeet\nto\nis\nn\neducatio\nof\nboards\ning\nconfront\n, in one way\nprovided\nbe\nmust\nBut there\nwith limited taxing possibilities.\nteachers, and\nined\nwell-tra\nt,\ncompeten\n,\nor another, adequate school buildings\ns is such a\ntextbook\nof\ncost\nThe\ns.\ntextbook\nsuitable\na sufficient supply of\n2 per cent\ntrivial item in the total educational expenditure—probably about\nto keep\nefforts\nhis\n—that the publisher is not likely to be asked to abandon\nmission\nhis\nin\nged\ndiscoura\nbe\nto\nor\nAmerican textbooks the best in the world\nand\nthought\nnal\neducatio\nin\nadvance\nsteady\nthe\nto incorporate in this form\nour\nthrough\npass\nwho\nchildren\nof\nmillions\nng\nincreasi\npractice for the\nschools.\nthe war.\n(4) The term propaganda came into general use during\nent\nGovernm\nda,\npropagan\npro-Ally\nda,\npropagan\nman\npro-Ger\nThere was\npropaan\nRepublic\nda,\npropaganda, peace propaganda, Democratic propagan\nst propaganda, Socialist propaganda, prohibition propaganda, Bolshevi\nwith usealong\ntalk\nsilly\nmuch\nwas\nThere\nganda, and so on in profusion.\n\nful agitation.\n\nFor instance, I attended a schoolmasters’ meeting in 1917\n\n"}
{"page": 820, "printed_page": "798", "text": "798\n\nNATIONAL EDUCATION ASSOCIATION\n\nwhere a New York lawyer pointed out the terrible menace of a reader\nused in American schools.\nIt contained a story in which Frederick the\nGreat of Prussia appeared in a favorable light. If Greece and Italy had\njoined the enemy, what should we have done in those days to Homer’s\nIliad and to Caesar’s Commentaries?\nSchool books were examined with\nhigh-power microscopes for words or phrases which, with or without their\nsetting, might be construed as pro-German or anti-Allies, or pro-Socialist, «\nor pro- or anti- something else. The habit of looking for propaganda in\nschool books, or conversely of insisting that propaganda be placed in school\nbooks, has not yet reached pre-war proportions but is certainly waning.\nIf\nany authors and publishers yielded to the pro-British propaganda of the war\nperiod to the extent of emphasizing the British side of the controversy that\nled to the American Revolution and depreciating the cause of the Revolutionists, they now confront an anti-British propaganda at least equally\nvigorous and most embarrassing.\n‘This is but one example of propaganda\nand counter-propaganda.\nWith Vierecks, Stevensons, Forrests, and other\nprofessional propagandists busy earning their living in this interesting profession, what are the publishers to do? “The temptation to aid and abet\nthe agitators whenever our interest happens to lie that way is almost\nirresistible, but a vicious practice is thus encouraged and experience has\nalready shown that those who applaud one inquisition may be the victims\nof the next. ‘The temptation also to sacrifice truth and justice in weakly\nyieldingto propaganda has been alluring to some authors and publishers.\nOne is reminded of the candidate for a teaching position in a rural community who was asked by the examining trustee whether he taught that\nthe earth was round or flat. He replied, “I am prepared to teach either,\naccording to local sentiment.”\nIn regard to propaganda of the sorts I\nhave mentioned, if authors and publishers steered a straight course, fairly\nconsidering all criticisms but trimming their sails to none of the current\nbreezes that would blow them outside such a course, they would find their\nown interests and the interest of the school-book business and the interest\nof education, in the long run, best served.\n(5) Schoolmen and bookmen whose experience gives them a good\nperspective, who can compare present conditions with those of fifteen or\ntwenty or twenty-five years ago, have noted a real change in the relations\nof school-book business to the school world, in the Ways and means of\nchoosing textbooks and of securing the choice of them. The ideal of the\nchoice of textbooks according to merit and the submission of them on the\nbasis of their merit would exclude from competition the greater part of our\ntextbooks and perhaps some publishers altogether, but yet it would allow\nsome range to school authorities and publishers on account of disagreement\namong experts as to educational methods and the demand for progress\nthrough experimentation.\nWhile no such ideal, of course, is fully realizable, schoolmen and school-book publishers ought to join in keeping it before themselves and in prizing it as an ideal; ought to resent and to combat\nthe scorning of it. School books are submitted and adopted by\nhuman\n\n"}
{"page": 821, "printed_page": "799", "text": "DEPARTMENT\n\nOF EDUCATIONAL\n\nPUBLICATIONS\n\n799\n\nbeings, it is true, rather than by disembodied intelligences. We might compare our minds even in this highly intelligent age to the old-fashioned houses\nthat many of us knew in our youth. ‘There is the parlor of reason, in\nwhich we take great pride but which we seldom enter, except on extraordinary occasions.\n‘There is the sitting-room, a sociable place where we\nspend much time in adjusting ourselves to our environments and entertain‘There is the dining-room where we\ning our friends and acquaintances.\ntake in mental food and drink, nutritious and unnutritious, furnished by\npublishers, or by the N. E. A., or other sources. There is the bedroom\nThere is\nwhere we rest, which some of us occupy almost continuously.\nthe attic, where the outworn furniture, old clothes, and rubbish of our\nSchool books are sometimes offered and adopted in the\nminds are stored.\nparlor by a thoroughly rational process—a procedure found to be fairly\npossible under proper administration and, of course, highly desirable.\nMore often these things are done. in the sitting-room or dining-room in\nhuman and not altogether deplorable ways, with perhaps brief excursions\nto the parlor. Then, too, schoolmen may be mentally bed-ridden or somnolent and cannot be waked up, especially when publishers and bookmen\nSome also live so much in their mental attics that\nare likewise disposed.\nBut let us try earnestly at least to keep textbook\nold prejudices rule them.\nadoptions from being made in the cellar. There may have been some\nreaction after the war—a little more license for the continuance or revival\nof practices that were gradually becoming outlawed in the school-book\nbusiness; but in the long run, superintendents of schools, textbook commissions, and other school authorities still show increasing unwillingness to participate in or to countenance the prostitution of their positions and of their\nMoreover the standards of publishers in general have\nschools in this way.\ncertainly risen within the past twenty-five years and most of them are more\nregardful than ever of the good repute of the school-book business.\nIn summary, we have put behind us our troubles and liquidated our\nlosses of several disturbed and disturbing years. We face new conditions.\nin\ndifferent from what prevailed before the war, in some respects worse,\nI\nas\nsituation,\npresent\nour\nof\nfeatures\nt\nSignifican\nbetter.\nmost respects\nwar\nthe\nof\nhave mentioned, are the stabilizing of costs on a level below that\nperiod but above that of the pre-war period ;the adjustment of prices on a\ncorresponding level; the steadiness of the school-book market; the gradual\nsubsidence of propaganda affecting school books; and the persistence, even\n.\n‘na time of reaction and in spite of many exceptions, of high standards\nbusiok\nschool-bo\namong schoolmen and bookmen as to the conduct of the\nthe realities of today and should\nness. We all recognize and are studying\nhas left permanent effects.\nperiod\nwar\nso-called\nbe fully conscious that the\n\nwhich we must take into our reckoning.\n\nThe war was not a mere paren-\n\nthesis, and pre-war conditions will, of course, never return.\nWhat is normal is change and development.\nnot the normal.\n\nThe old is.\n\n"}
{"page": 822, "printed_page": "800", "text": "800\n\nKEEPING\n\nHOWARD\n\nNATIONAL EpucaTION ASSOCIATION\n\nPACE WITH THE NATION-WIDE DEMAND\nREORGANIZATION OF ELEMENTARY\nCOURSE OF STUDY °\nR. DRIGGS,\n\nPROFESSOR\n\nUNIVERSITY\n\nOF\n\nOF\n\nUTAH,\n\nENGLISH,\n\nSCHOOL\n\nOF\n\nSALT\n\nCITY,\n\nUTAH\n\nLAKE\n\nFOR\n\nEDUCATION,\n\nA few winters ago a blizzard swept over New York, burying the city\nunder several feet of snow, paralyzing surface traffic and keeping most\nfolk at home for a few hours.\nWhen the storm finally subsided, the\nspeaker, in company with a number of other dwellers in the “human filing\ncases,’ in trying to make his way to the nearest grocery store to replenish\nhis larder, saw a rather interesting sight. Along the car track along Broadway were more than a thousand men all working with the same central\npurpose: They were digging out the life line. Beneath the snow and\nbeneath the frozen ground was the electric wire.\nUntil that was uncovered not a street car on that line could move a wheel.\nWhat has this incident to do with textbook production? Nothing, except\nto serve as a kind of parable with which to illuminate the main point in\nthis talk.\nIn the frantic effort of publishers to keep pace with ‘the times,\nwithin recent years our schools have been subjected to a blizzard of books.\nFrom the days of the old blue-backed speller we have rather suddenly leaped\ninto a time when texts are being broadcasted over the country by the\nbillions. It is a very grave question whether this storm of printed pages\nwill not eventually stop the wheels of educational progress—if, in some\nmeasure, it has not already done so.\nHow, you ask. Principally in three ways: first, by substituting reading\nfor thinking; second, by smothering the curriculum with hurriedly written,\ntime-wasting texts; third, by piling up burdens on the school budget till it\nbreaks,\nRegarding the first point, there certainly would seem to be more dissipation than education in the ordinary reading of today.\nIt consists for the\nlarge part of glancing at the headlines, fingering nervously through the\nmagazines to see the pictures; or chasing through some popular novel to\ndiscover whether the Sheik, or some other hero, finally landed the prize.\nAs to school work, there is much of the same superficiality.\nFrom the\nold pioneer diet of the ‘““Three R’s,” our course of study has developed into\na Thanksgiving feast. The result is that pupils are nibbling of this and\ntasting of that and getting in most cases not a sound building up but mental\ndyspepsia. There is too much reading and too little thinking in our schools.\nChildren are being flooded with printed matter. And worse still, familiarity\nis breeding contempt for books.\n'\nAs\n;\nAll of which brings us to the second. vital point. Much of this disrespect for books comes from the books themselves.\nIn the mad race to\nkeep up with recent kaleidoscopic changes in education, publishers have been\npouring out a multiplicity of “half-baked” books. These thoughtlessly\n\n"}
{"page": 823, "printed_page": "801", "text": "DEPARTMENT\n\nOF EDUCATIONAL\n\nPUBLICATIONS\n\n801\n\nprepared, unteachable texts have been thrust upon the schools to the distress\nof teachers and pupils alike. ‘The result has been a deplorable waste not\n\nonly of teaching and study effort, but of school funds.\nAnd this brings us to the third point. In face of the serious financial\nstringency through which our schools are now passing this question must\nbe faced fearlessly. “Io what extent is this stringency caused by wasteful\nmethods in textbook making and book buying?\nPublishers, as well as teachers, are most vitally concerned in the answer\nto this question.\n“They are even-more deeply interested in the solution of\nanother question which naturally springs out of the one just propounded:\nWhat practical measures can be taken to prevent the production of illprepared, unteachable texts?\nThe temptation is strong right here to propose a ten-year-textbook holiday to dig out the life lines. Such a daring suggestion might seriously\nshock the hopes of a few million textbook bees that have been started\nbuzzing ’round various heads by bookmen, over anxious to win adoptions,\nbut there are certain folk who would give it a hearty welcome.’ The holiday would offer to a host of buried editors an opportunity to dig out; it\nwould give authors a chance to think before they write; and it would enable some big men to read through the book with a little more care before\n\nthey allow their names to go on the cover thereof as co-authors of the\nproduct.\nBut setting aside the suggestion of a textbook recess as impracticable,\nif not undesirable, let us face a few suggestions that may offer a practical\nway to protect both the publisher and the public from poorly prepared texts\nand at the same time keep our schools moving along the life lines of real\nprogress.\nTextbooks we must have.\nOnly the very best are good enough.\nIt\nmay be to get these we must still continue to go through the wasteful\nprocess of fiercely competitive selection, which results too often not in “the\nsurvival of the fittest” but rather in the selection of those with the best\npolitical pull. But our hope is that real merit will come eventually to its\nAnd to further such merit we propose for consideration the followown.\ning protective preliminary requirements:\n1. “Camouflaged texts” are hereby taboo—the real author’s name must\nhereafter appear on the cover.\n2. “Tangent texts” are likewise to be given little or no consideration.\nThe book must fit sensibly into the course of study.\n3. Duplication of subject matter under new headings is not to be allowed.\nEach new line of work must stand on its own ground.\n4, Authors are to be asked to submit with all texts for children answers\nAnd\nto their own questions, and to work out the exercises they propose.\nlessons.\nthe\nof\npracticability\nthe\ndemonstrate\nto\nready\nstand\nto\nfurther\n5. Texts must be written in clear, correct, concise, and stimulating\n\nEnglish.\nIf some such requirements as these were made, the result would\n\nbe a\n\n"}
{"page": 824, "printed_page": "802", "text": "802\n\nNATIONAL\n\nEpuCATION ASSOCIATION\n\n“scrapping” of thousands of useless texts that now burden our schools and\na protection of defenseless teachers and pupils against the blizzard of poorly\nprepared books that are robbing us not only of money but time and the\ntruest educational training.\nIn a word, it is my feeling that the best way to keep pace with the\npresent mad chase is to set a new, more sensible pace by demanding greater\ncare in the publications prepared for our schools.\n\nDISCUSSION\n.OF MR. DRIGGS’ TALK ON KEEPING PACE\nWITH THE REORGANIZATION OF ELEMENTARY\nEDUCATION\nCHARLES\n\nSWAIN\nTHE\n\nTHOMAS,\n\nATLANTIC\n\nEDITOR\n\nMONTHLY\n\nOF\nPRESS,\n\nTHE\n\nEDUCATIONAL\n\nBOSTON,\n\nDEPARTMENT,\n\nMASSACHUSETTS\n\nIn contemplating the changes that have taken place in the making of\nAmerican textbooks during the past years, it is interesting to note the\nemphasis that has been placed upon what I shall call four different notes:\n(1) The individual note; (2) the inspirational and interpretative note;\n(3) the human note; and (4) the esthetic note.\nThe individual note—Perhaps if there has been one consideration that\n\nhas dominated all others in American education during the last twenty\nyears, it is the consideration that has been given to the individual pupil.\nWe have seen the errors that result when we have tried to educate children\nin large unwieldly groups.\n“There was a tendency in the past to think of\nthese in a collective way, and to ignore the peculiarities of the especially\n\nbright or the especially dull child. A teacher was satisfied if there was\nsecured at the end of the term a reasonable level of efficiency.\nIn the best of our schools that tendency is no longer observable.\nWe\n\ngive consideration to the students of exceptional ability, and\nto those whose\nmental growth has been unfortunately retarded.\nWe have even in many\n\nschools abandoned our emphasis upon class instruction,\nand have made it\ncenter upon individual instruction.\nWe have adopted both here in America\nand England what has come to be known as the Dalton Plan.\nBy this plan\na comparatively few number of recitations are held. Pupils\nare given the\nindividual assignment of work for an entire week, or\nan entire month, in\nall the branches studied.\nThe time in which this work may be done arid\nthe way in which it may be done is left to the individu\nal pupils. If he wishes\nhe may complete all his arithmetic work in a single\nday, and allow the\nwork in language to lapse until the end of the\nweek or the end of the\nmonth.\nHe is held to the strict accomplishment of the\ntotal task, but left\nlarge freedom for the execution: of the particular\ntask. Always he is encouraged to seek the personal aid which their instruct\nor in conference may\ngive,\n\nEmphasis upon this type of instruction guides\nthe textbook editor in his\nmethod of procedure.\nHe sees the work being done, not in class\ngroups\n=)\n\n"}
{"page": 825, "printed_page": "803", "text": "DEPARTMENT\n\nOF EDUCATIONAL\n\nPUBLICATIONS\n\n803\n\nbut by the individual pupil. The editor is naturally a little more careful\nto see that his instruction is so clear that the dullest may understand, and\nat the same time, so comprehensive in scope that the brightest may be\n‘The editor, as well as the teacher,\nproperly incited to higher attainment.\nis looking to the fullest possible development of the individual.\nThe inspirational and interpretative note—Another tendency in textbook\nmaking and in school instruction is seen in the emphasis that has been placed\nWe have\nupon what I have called the inspirational and interpretative note.\nin the\nmuch\nso\nconsist\nnot\ndoes\neducation\nthat\nfact\nthe\nrecognize\nto\ncome\naccumulation of a mass of data as it does in the arousal of the spirit. We\nshall always recognize the value of information, and we shall place proper\nstress upon the mastery of technical details and care in such important\nessentials as spelling, punctuation, and grammatical form; but in all our\ninstruction, particularly in our language work and particularly in literature,\nwe shall be concerned in the interpretation of the spirit of the selection.\nWe shall try to make the student feel that he should, so far as possible,\ncome into co-incident thinking and co-incident feeling with the author.\nTo do this with poets of high merit is difficult, but it should, nevertheless,\nOnly by such an endeavor can we\nbe the constant aim of the reader.\nand the higher spiritual note\nthought\ndeeper\nthe\nreally come to understand\nof any given author.\nIn particular ways, moreover, the teacher and the editor can be of constant help. Mere abstractions can be explained by the means of many\nThe character of an individual in fiction can be\nconcrete illustrations.\ninterpreted by his likeness to or his difference with certain individuals in our\nown acquaintance or within the acquaintance of the group to which we\nmake our appeal. A description of some particular landscape in England\nmay, by a teacher and editor, be made clearer by bringing to the attention\nof the readers similar well-known scenes in the United States. Political\nevents and movements of one country may be explained by reference to\n“The method of conpolitical events and movements in another country.\nmessage be made\nthe\nand\nused,\nbe\nconstantly\nwill\ntrast and comparison\nclear and at\nthought\nthe\nmake\nto\nendeavor\nAn\npractice.\nsuch\nby\nclearer\nthe pupil,\nof\nthe same time to fire the enthusiasm and inspire the spirit\n\nwill be the constant aim.\ntexts,\nThe human note—We have made, particularly in our geographical\nwith\nsatisfied\nlonger\nno\nare\nWe\nappeal.\nhuman\nthe\ntremendous progress in\ninspire\nto\nwish\nWe\n.”\nKentucky\n“Bound\nas\ndemands\nsterile\nsuch bare and\nand the men\nour pupils to acquire acquaintanceship with the boys and girls\nand see\nStates\nvarious\nWe lead them through\nand women of Kentucky.\n\ndistricts,\nconditions in various parts of the country, in the cities, in the rural\nimaginain\n,\nourselves\nmake\nto\nstrive\nwe\nat home and abroad—everywhere\nWe throw emphasis upon the men at work\ntion at least, cosmopolites.\ng of their feelings in the shop, or on the\nsomethin\nnd\nand try to understa\nWe try to get away from mere figures, and maps,\nfarm, or in the home.\nmanifests itself\nand plans, and allow full scope for the imagination as it\n\nin human, intimate ways.\n\n"}
{"page": 826, "printed_page": "804", "text": "EpucaAtTIoNn ASSOCIATION\n\nNationaL\n\n804\n\nThe esthetic note—A contrast of the study of the textbooks of many of\nour foreign countries reveals the emphasis that we are placing upon the\nformat of the book, the type that we use, the illustrations that we insert,\nthe binding selected—all these are recognized elements in present-day\nAmerican education.\nIt has recently been my privilege to spend three or four months in visiting English schools. While I have recognized in certain directions superior\nqualities in British instruction, I have been pleased to note the superiority\nof American texts, particularly in this manner of esthetic appeal. While we\nare striving to make our books attractive to the child, we are not unmindful\nof a permanent esthetic base in our schoolroom instruction.\nWe try to\nintroduce more comfortable and warmer effects. We are not satisfied that\nour esthetic temperature should be low and frigid in textbook-making as\nit is low and frigid in English schoolrooms.\nMuch remains to be accomplished in this line in America.\nCompetition\nis keen, and school boards are crying out for economies.\nSome publishers\nhave yielded to this cry and have used a poor quality of paper, poor style\nof type, and cheap and unattractive bindings, but these are becoming rare,\nand reputable publishers refuse to compete for business that must be secured\nat such a sacrifice.\nAs we review all these tendencies in American textbook-making, we\nbelieve we are justified in the assertion that those engaged in the editorial\nand in the manufacturing departments are dominated by an ideal that is\nalready high. As the results in these four directions that I have enumerated\nbecome more apparently perceived by American parents and teachers we\nbelieve that provision will be made for a constantly increasing elevation\nof standards.\n‘There will be the recognition that the child in his formative\nperiods shall not be sacrificed; that he shall, on the other hand, in these\nearlier years, receive sound training along all those lines that make for\nfirmer and firmer intellectual and spiritual integration.\nWe shall, as\nteachers and publishers ourselves strive for greater success along these lines\nand perhaps some day—\nThe tasks in hours of insight willed\nCan be through hours of gloom fulfilled.\n\nSAFE ECONOMIES CONSISTENT WITH IMPROVED\nSTANDARDS OF TEXTBOOK MAKING\nGEORGE\n\nW. OHLER,\n\nCHICAGO\n\nMANAGER,\n\nCOMPANY,\n\nCHICAGO,\n\nTHE\n\nUNIVERSITY\n\nPUBLISHING\n\nILLINOIS\n\nWhen our president sent me a copy of his program for this\nmeeting and\nrequested that I discuss the question assigned me, I was\ntempted to decline\nthe honor, but on second thought remembered that I\nhad always urged\ncloser codperation among publishers and because of\nthis stand could hardly\n\n"}
{"page": 827, "printed_page": "805", "text": "DEPARTMENT\n\nOF EDUCATIONAL\n\nPUBLICATIONS\n\n805\n\nrefuse to help, if by my help better trade conditions might be brought about\nI have attended a number of these programs and I know\nin our industry.\nthe tendency of hard-boiled publishers to find holes in suggestions made\nand to criticize the papers read, but since I have criticized your papers as\nwell as enjoyed them it is only fair that I take my part of the load.\nNo paper gets far these days without discussing present economic conditions and in order to keep in step I shall briefly mention some things which\nGeneral busiare of common knowledge and concern to us as publishers.\nother induswith\nCompared\nbetter.\ngrowing\nness conditions are slowly\nas a whole,\nwe,\nyears\nfew\nlast\nthe\nduring\nthat\nthink\nto\ninclined\ntries, I am\nup rehave enjoyed far better than average prosperity. Business has held\nare.\nthey\ndoubt\nno\nand\nmarkably well if reports of our sales are correct,\nand\nstability\nthe\ndoubt\nof\nquestion\nall\nThe past year has shown beyond\nbusiness\ngeneral\ngreat\nof\ntime\nin\nsince\nbusiness,\ntextbook\nsoundness of the\nfine prosdepression it has increased in volume of sales and today shows\nstress we\nof\nperiod\nthis\npects for a continuance of good business. During\nwe must\nSurely,\ninformed.\nam\nI\nhave had no financial failures so far as\nindustry\nan\nof\nstrength\nand\nsense,\nbusiness\nrecognize the honesty, good\nrecord.\nwhich holds so fine a\npast. Paper\nToday we find war-time manufacturing costs a thing of the\neverything\nlly\npractica\nion,\ncosts, labor costs, because of increased product\nrably reconside\nis\nbusiness\nour\nof\nend\nthat enters into the manufacturing\noverhead\nand\nselling\nnately,\nUnfortu\n1920.\nof\nduced from the peak prices\nand I doubt if ever\ncosts have not immediately reflected the same decreases\nnot likely to exare\nSchool officials\nthese items will be greatly reduced.\nwe cannot ask\nWhile\nprices.\npect sharp reductions at once in our selling\nus textpernicio\nof\nreason\nby\nsuffered\nthem to make up the losses we have\nnt\njudgme\nbusiness\ny\nordinar\ngood\nuse\nto\nfailures\nbook legislation and by our\nmust\nwe\nns,\nconditio\nin adjusting our prices soon enough to meet changed\npresent situation and\nthe\nmeet\nto\ns\nourselve\nadjust\nto\nright\nthe\ninsist upon\nturing, selling, overprice our product in accordance with present manufac\nr to meet our cusendeavo\nour\nIn\n.\nhead, and other legitimate expenses\ncosts without payknown\non\nprices\nour\nbase\nmust\ntomers’ fair demands we\n“The selling and overing undue attention to our competitors’ price lists.\nit seems to me only\nand\nhead expenses vary considerably between houses,\nally and price its\nindividu\nproblem\ngood business far each house to face its\nss of what the\nregardle\nprofit\nbusiness\nble\npublications to make a reasona\nother fellow may see fit to do with his prices.\nwe must recognize cerTo make the most of our present opportunity,\n\ndo with textbook making.\ntain clearly defined fundamentals which have to\nand sound business poliservice\nof\nWe might group these under the heads\ne, as I view it, spells\nServic\nies.\neconom\nsafe\ncies, which certainly embrace\nand selling prices high\nforward-looking textbooks, superior authorship,\nis not better than others in its\nenough to insure these. The book which\nexistence other than to create\nfield and which has no special reason for its\nSuch publicaeconomies.\nsafe\nof\nsales, certainly does not fit into a policy\nnd big sales.\ncomma\ncannot\nbest\nat\nand\nigns\ntions demand heavy selling campa\n\n"}
{"page": 828, "printed_page": "806", "text": "806\n\nNATIONAL\n\nEpuCcATION ASSOCIATION\n\nTheir lives are limited to a few years and seldom do they bring satisfactory\nreturns.\nMost of them were brought out to enable publishers to add to\ntheir lists so that they might go after business in more subjects, rather than\nbecause the books were of outstanding worth and fitted to serve better than\nothers the places for which they were intended. We all can remember the\nexperiences of many concerns which almost over night sprang into the\nfield with long lists of books and with a determination apparently to make\nthese lists complete in the shortest time possible. We all know the period\nof adjustment through which these concerns had to go before they found\nthemselves with shorter lists, most of which represented new material quite\nforeign to the books with which they had started and with a cavity in their\nresources almost equal in size to that of Mammoth Cave.\nBooks should be built right for long life and long sales if big returns\nare expected.\nNot many books for a period of ten years live vigorous lives\nthat bring increasing sales as the years go on. You can count them without employing an adding machine to help you.\nMost of us owe our beginnings and such success as we enjoy to this type of book, ‘Their sales\nwon us friends, because they were so made that sales and services were one\nand the same.\nCertainly improved standards in textbook-making mean\nthat we must hold closely to the policy of selecting books for publication\nthat are outstanding, books that fit into their proper places better than\nany other yet produced, books that are sure to have long and steady sales,\nand books that make friends through service.\nCertain economies in harmony with the above standards can be practiced. First in importance is the selection of authorship which offers the\nfinest type of constructive new material and long-time codperation.\nA\nlarge per cent of the long-time costs of textbook-making is due to poor\nguesses as to the authors and their willingness and ability to codperate.\nRapid change of authors has the virtue of bringing in new life and new\nmaterial occasionally, but the right choice of outstanding authors with\nbigger vision would accomplish the same results with far less cost.\nEvery\nauthor has to be developed and it costs a great deal less editorially and\ncommercially to develop him to a satisfactory degree. The overhead of\nediting and developing authors is reported to be as high as 40 per cent in\ninstances where the best editorial safeguards are placed about the new\ntext. It would be better to spend a bit more money in discovering what\nbooks not to publish than to spend so much on books having a temporary\nlife and questionable educational influence. The day of wild-cat publishing is over.\n“Temporary profits and the speculation in texts, which have\nbut temporary or local appeal, should be passed at once.\nAgain, we must keep the right book growing to meet changing needs\ninstead of wild-catting in new books of questionable merit. To do this\nwe must keep alive the author’s interest in this production.\nIt is seldom\nadvisable to purchase outright his right to share in royalties. To keep\nthe\nbook alive to changing conditions the publisher must make revisions\nfrom\ntime to time.\nNo one can coéperate so well in this as the creator of the\nbook. If his rights to participate in the earnings have\nbeen disposed of,\n\n"}
{"page": 829, "printed_page": "807", "text": "DEPARTMENT\n\nOF EDUCATIONAL\n\nPUBLICATIONS\n\n807\n\nhis real interest in his book and his desire to perpetuate its influence are\ngreatly lessened and any work he may perform in its revision is likely to\nbe half-heartedly done. If the right type of author is selected, his financia:\nrights in the book secured, and the right encouragement from the publisher\nis given, he will be anxious to codperate with the publisher to help make\nthe book grow up to fullness of stature and usefulness.\nTo continue our program of economy we must make books right mechanically. ‘The very best illustrations which add to the content should be\nused. Color used should be selected and applied with artistic care.\nGaudy, grotesque, or inharmoniously colored illustrations may temporarily\nattract buyers but in the end will displease the teacher and the child. ‘The\nwise publisher will use color only when by so doing he adds distinctly to\n- the interpretative power of the illustration as well as to its artistic value.\nColor without purpose other than to make pretty pictures temporarily to\nIt costs too much and fails to fulfill its\nattract buyers should be avoided.\nright line lengths, right spacing,\nprint,\nThe most legible\nreal mission.\nand the like are in the end most\nbindings,\ndurable\nright care in securing\nto the user and in turn become\nsatisfaction\ngive\nthey\nbecause\neconomical,\nSatisfied customers are always our\nthe best advertisers for the product.\n\nbest advertisers.\nFurthermore we must consider ourselves as exponents of the highest type\nof bookmaking and as such wé certainly cannot find room in our publicafeed.\ntions for the advertising of food products, soap, perfume, and stock\nit\nbut\nplaces\nrespective\ntheir\nin\nmerit\nsuperior\nof\nbe\nmay\nThese products\nn\nconnectio\nslight\nany\nhave\nthey\nthat\nimagine\nto\nfancy\nof\nflight\nfar\na\ntakes\nIf we as publishers expect to have the school people\nwith textbook making.\nright\nof the country show us the respect and honor we crave and have a\nthat\nplane\na\non\nourselves\nkeep\nmust\nturn\nto receive from them, then we in\nour\nmarket\nand\nre,\nmanufactu\nfinance,\ncannot\nwe\nIf\nwarrants such regard.\nadthrough\nhelp\nto\nindustries\nforeign\nupon\ncalling\nwithout\npublications\n‘Textschool.\nthe\nto\nnecessary\nnot\nare\nwe\nthen\nproduct,\nour\nin\nvertising\nthe field of\nbook publishers should leave to the newspapers and magazines\nIf we\nagencies.\nother\nthan\nadvertising which they have covered better\neducation\nwhich\nwithout\nservice\nserve the school well and offer a necessary\nfor such service sufwould be crippled, then we have a right to ask a price\nwithout help from\nprofit\nand\ndignity\nwith\nbusiness\nficient to maintain our\noutside sources.\nks only, I shall\nSince my discussion has to do with the making of textboo\nall know the\nWe\nend.\nnot attempt to deal lengthily with the selling\nabuse of the\nthe\n,\nproblem\nge\nThe exchan\ntroubles that beset us there.\nnt only\nreprese\ns”\ngrafter\nbook\nthe\nof\nh\nsample copy privilege, and the “onrus\nte\ncoopera\nto\nry\nnecessa\nht\nforesig\ns\nbusines\nthe\nUntil we get\na few of them.\nrs\ncustome\ners and\nin a trade organization for the mutual benefit of publish\nwe determine to\nUntil\nneed.\nwe\nrelief\nthe\nget\nto\nwe can scarcely hope\ncan agree upon,\nwe\nas\ncodéperate, even just a few of us, along such lines\nthey may elect,\nas\nout\nstay\nletting others come into our organization or\n\n"}
{"page": 830, "printed_page": "808", "text": "808\n\nNATIONAL\n\nEpucaTIon ASSOCIATION\n\njust so long will we fail to carry over into the selling and distributing end\nof our business a few sales economies which certainly are in harmony and\nconsistent with approved standards in the textbook selling.\nTo sum up, I have endeavored to show that wise economies are possible\nin textbook-making only through expert business and professional care.\nThe books must be built right for long sales, life, and service. The authors’\ninterests must be kept one with the publishers’ interests.\nThen, right\nbooks made right mechanically may be kept growing through effective\ncooperation.\nAdvertising should be excluded from textbooks and left to\nnewspapers, magazines, and other legitimate mediums.\nThe publishers\nthemselves should codperate in a friendly way to reduce unnecessary competition. With all these economies practised the customer may be assured\nthat his children may have the highest class textbook available at the\nlowest\ncost.\n\n"}
{"page": 831, "printed_page": "809", "text": "Department of Elementary Education\nSECRETARY’S\n\nMINUTES\n\nOFFICERS\nNew Jersey\nPresident—Mary E. Lawurr, Principal of School No. 12....+..+-+++0++ Paterson,\nMoines, Iowa\nSecretary—BrEsstz Bacon Goopricu, Director of Elementary Education....Des\n\nFirst Srsston—_Wednesday Afternoon, July 5, 1922\nThis was a joint session of the departments of Classroom Teachers, Elementary Education, Elementary School Principals, Kindergarten Educa‘The meeting\ntion, and the National Conference on Educational Method.\nthe Departof\npresident\nLawler,\nE.\nMary\nMiss\nby\norder\nto\ncalled\nwas\n‘The following program was presented :\n‘ment of Elementary Education.\nThe Mental Health of Young Children—J. Mace Andress, Head of\nDepartment of Psychology and Child Study, Boston Normal School, Boston, Mass.\nPresent-day Tendencies in Education and their Relation to the Kindergarten and Primary Departments—Eugene R. Smith, Headmaster of Park\nSchool, Baltimore, Md.\nThe Adjustment of Elementary Education to the Project Method—\nJames F. Hosic, Teachers College, Columbia University, New York, N.Y.\nThe Needs of Young Children in Rural Schools—Mrs. Katherine R.\nCook, Specialist in Rural Education, U. S. Bureau of Education, Wash;\nington, D. C.\nThe Value of the National Education Association to the Classroom\nTeacher—Agnes S. Winn, Assistant Secretary, National Education Association, Washington, D. C.\n\nSreconp SEssion—Friday Afternoon, July 7, 1922\nAt the second session of the Department of Elementary Education, held\nFriday afternoon, July 7, Dr. A. E. Winship, editor of the Journal of\nEducation, gave a splendid talk on “New Elementary Hopes and Fears”\nhis\nwherein he showed the progress of elementary education and expressed\nteachers\ngood\nHe especially stressed the fact that\nhopes for its future.\nwork.\nshould not be too anxious to enter the special field in educational\nHowat\nn\nEducatio\nof\nSchool\ne\nGraduat\nDean Henry W. Holmes, of the\nProand\nGrading\nof\nhy\nPhilosop\nGeneral\n“The\nard University, spoke on\nvaluable\nof\nnumber\na\nmaking\n”\nTesting,\nence\nIntellig\nto\nmotion in Relation\nsuggestions with regard to the use of tests.\n\nDr. M. B. Hillegas, Teachers College, Columbia University, New York\nent to\nCity, spoke on the “Intelligence and Standard Tests as a Supplem\nshould\ntests\nnce\nintellige\nthat\nfact\nthe Teacher’s Judgment,” emphasizing the\n\nbe a means to the end.\n[809 ]\n\n"}
{"page": 832, "printed_page": "810", "text": "810\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nThe topic ‘Measuring the Capacity of Pupils and the Efficiency of\nSchools” was ably discussed by Mr. Lincoln Owen, principal of the Rice\nSchool, Boston, Mass.\nMiss Harriet M. Barthelmess, Department of Elementary Education,\nTeachers College, New York City, talked on “The Contributions of\nMeasurement to Education.”\nIra A. Flinner, Headmaster, Huntington School, Boston, Massachusetts,\nillustrated his talk on ‘“‘Rating Students on the Basis of Native Capacity\nand Accomplishment” with a number of well-arranged charts.\nMiss Florence Holbrook, Forestville School, Chicago, Illinois, had as her\ntopic “The Value of Tests” but in her talk she stated that, until teachers\nwere given classes with fewer pupils, tests should not be used as a criteria\nof judgment.\nMiss Myra L. Snow, ex-president of the Seattle Grade Teachers’ Club,\nSeattle, Washington, spoke on “Codperation Between Civic Organizations\nand School Authorities.”\nMiss Snow was well qualified to speak on this\nsubject since the Seattle Chamber of Commerce had paid the expenses of\ntwo delegates from Seattle to the N. E. A. convention, because of assistance\nrendered by the teachers in advancing the Chamber’s project, an exhibit\nof the Northwest products.\nAt the close of the professional part of the program, Miss Marjorie\nMoody sang a group of songs, from Miss Jean M. Loughbridge’s “Fifty\nRote Songs for Little Singers.”\n\nTHE MENTAL\nJ.\n\nMACE\n\nANDRESS,\n\nHEAD\n\nNORMAL\n\nHEALTH\nOF\n\nTHE\n\nSCHOOL,\n\nOF YOUNG\n\nDEPARTMENT\nBOSTON,\n\nOF\n\nCHILDREN\nPSYCHOLOGY,\n\nBOSTON\n\nMASSACHUSETTS\n\nOne of the most significant educational movements of our time is the\nincreasing attention to the health of children.\nIt is a natural sequel to the\nlong chain of brilliant discoveries beginning with Pasteur and Lister and\nthe remarkable achievements in sanitary engineering.\nWe once had the\nbelief that the great battle for health could be brought to a successful conclusion through the improvement of environment and the prevention\nof\ndisease infections.\nThis belief has not been justified.\nThe recent revelations in connection with malnutrition, for example, show the need\nof additional methods to promote the vigorous health of our children.\nWe have now entered a new epoch in health education and control.\nJt\n\nis a period of realization that the training of the individual\nis of tremendous\n\nworth.\nSanitary science may provide pure water and milk, but one\nof the\ngreat needs of the present is to teach both children and adults\nto drink the\npure water and milk provided.\nA campaign for the inculcation of health\nhabits has now been inaugurated.\nThe U. S. Bureau of Education, the\nChild Health Organization of America, the National Tubercul\nosis Association, and many other National organizations have\nso popularized training\n\n"}
{"page": 833, "printed_page": "811", "text": "DEPARTMENT OF ELEMENTARY EDUCATION\n\n8il\n\nin health habits that it is no exaggeration to say that no problem has been\nattacked with more originality and vigor in the last few years. Teaching\nour\nhealth habits has now become a vital part of the curriculum of many of\npublic schools.\nThe health habits now taught, however, relate almost exclusively to the\nThere is an obvious neglect of training\nphysical welfare of the child.\nHere is a virgin field for parents\nhealth.\nmental\ninsure\nthat\n‘n those habits\nthe one which is now making\nto\ne\nimportanc\nits\nin\nle\ncomparab\nteachers\nand\nSuch training is now known\nits dramatic appeal to teachers and children.\ndisorder.\nnervous\nto be necessary to prevent insanity and\nStatistics show\nproblem.\nwhole\nthis\non\nlight\nThe recent war shed much\nof mental\nbecause\narmy\ndraft\nour\nfrom\nrejected\nwere\nthat 72,000 men\nbecause of\ned\ndischarg\nwas\nfive\nin\nsoldier\none\narmy\nBritish\nthe\nIn\ndisease.\nIn our own country today one in every three\nfunctional nervous disorder.\nThe\nof our disabled service men in hospitals is a neuro-psychiatric patient.\nmental\nof\nce\nprevalen\nshocking\nthe\nshowed\ndraft and world war not only\non and cure.\ndisturbance but also the effectiveness of measures of preventi\nhospitals is\nmental\nour\nin\npatients\nof\nnumber\nthe\nthat\nIn peace we notice\npatients\nnew\nabout equal to those in all other hospitals. About 200,000\nState.\nthe\nto\nexpense\nThey represent a tremendous\nenter every year.\npatients\nmental\nfor\ns\nfacilitie\nhospital\nHowever, all authorities agree that our\n\nBesides the more serious disorders requiring instiare quite inadequate.\nnervousness and nervous\ntutional treatment there are minor ones called\nIn addition\nsuffering.\nbreakdown which entail great economic loss and\ndelinquency\ne\njuvenil\nto\nwe have nervous and behavior disorders leading\nand twists of character.\nmust be appalled by the\nThe thoughtful student of mental disorder\nwill find their way this\nwho\nduals\nindivi\nof\nsituation today. The thousands\nmental breakdown\nand\nsness\nnervou\np\ndevelo\nor\nls\nyear into mental hospita\nour public and private schools\nhave with very few exceptions passed through\ndisorder or without any steps\nwithout any recognition of the signs of mental\nBoth parents and teachers\ny.\nbeing taken to prevent a personal traged\nbut it is even more\nbance,\ndistur\nneed to recognize the signs of mental\nen so as to prevent\nchildr\nwith\ndeal\nto\nhow\nknow\nnecessary that they should\nthe appearance of any such symptoms.\nDr. Riggs in a\npractical.\nFortunately prevention is both possible and\n\nng a little of the knowledge\nrecent article says that “Simply through applyi\nly all, cases of nervous\nprobab\nmany,\nformulated by mental hygiene, a great\ndiffer as to the amount of\nbreakdown could be prevented.” Authorities\nschools, particularly to our\nThe present situation is a challenge to our\nis in early childhood that many\nkindergartens and elementary schools; it\nlater on in adult life result in\npernicious mental habits are formed which\nthat children in the very\nthen\nHow important it is\nnervous disorder.\nlife in the right way.\nmeet\nto\nd\ntraine\nbeginning of school life should be\nl children with a good inheritance\nWhile heredity is very important norma\nIt is only by\ngh bad training.\nmay become mentally unbalanced throu\n\n"}
{"page": 834, "printed_page": "812", "text": "812\n\nNATIONAL\n\nEpucaTION ASSOCIATION\n\ninculcating good mental habits that children will develop strong and wholesome personalities capable of adjustment to an increasingly complex civilization.\nMany of the mental habits which mental hygiene would have established\nseem commonplace, but those who have come in contact with the mentally |\nunbalanced and have had a hand in their reéducation back to sanity appreciate their significance.\nBefore considering those habits which are primarily mental let us notice\nthe importance for mental health of the cultivation of those habits which\nrelate more specifically to the physical health.\nIt is an obvious principle\nof psychology and physiology, although frequently disregarded, that conditions of mind affect the body and conditions of body affect the mind.\nEvery teacher should keep this principle in mind: A healthy mind makes\nfor a healthy body. The literature of mental hygiene is filled with proofs\nof mental disorder carrying in its train abnormal physical conditions,\nIndividuals who shrink from meeting the real facts of life in their failure take\nrefuge in a neurosis with symptoms of physical illness. We all know that\neven a cold or some other minor disability clouds our mental horizon.\nIt is evident that the health habits that are now being stressed in our\nschools—habits such as playing in the open air, cleanliness, drinking plenty\nof milk but avoiding tea and coffee, eating fruit and green vegetables, long\nhours of sleep, and daily elimination—help to make the body strong and\nvigorous and thus promote healthful states of mind.\nOne of the habits\nwhich is now being stressed in nutrition classes, but should be emphasized\nwith all children, is that of taking a few hours every day for thorough relaxation and rest. ‘This habit if established in childhood and carried on into\nadult life will tend to prevent fatigue psychoses and help in the cultivation\nof a sense of leisure so badly needed to withstand the strain\nof modern\nlife.\nWhat is not generally recognized by parents and teachers today\nis that\nthe persistent resistance of certain children in forming food and\nsleep habits\nmay be a sign of nervous disorder and should be treated as such.\nIn a discussion of some of the distinctive mental habits which\nlittle\nchildren should form it should be borne in mind that these\nhabits are\nessential at every age. Great effort should be made to have them\nformed\nin early childhood, however, because this period is characterized\nby great\nplasticity. At no time can they be learned with such ease.\nThis early\nperiod is also a danger period when vicious mental habits\nmay fasten themselves on children unless good mental habits are fostered.\nA brief review of some of the more important mental\nhabits for normal\nchildren now follows:\nMeeting reality squarely—This is a statement of a very general\nattitude\nwhich is involved in every mental habit to be discussed.\nReality in the\nsense in which it is used here refers to everything in the world\nto which\nthe individual is called upon to make adjustments.\nIn a broad way it\nincludes one’s environment of people and things. The\nmost pernicious of\n\n"}
{"page": 835, "printed_page": "813", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n813\n\nmental habits is that of dodging reality. The little child soon realizes\nthat crying will often lead to satisfying the sensations of hunger.\nLater\nhe may discover quite unconsciously that an attack of tantrums will also\nhelp him to avoid something disagreeable.\nHe dominates the household\nand imposes his will not merely in situations relating to food but in all\nother situations which he wishes to avoid. An indirect rather than a\ndirect way is found to gain his ends. A vicious habit of mind is formed.\nHe becomes a fussy and nervous child. All this happens because the parents\nare likely to have mistaken ideas of sympathy; they lack insight and courage\nto train the child to meet reality directly and successfully.\nThe nervous\nchild answering this description needs to cultivate better habits of adaptation to life. With such a child the teacher can do very little without the\ncooperation of the home.\nIt is in just such situations that we need psychopathic nurses or psychiatric social workers to visit homes and help\nto reéducate the parents so that a child’s home program may be revised.\nEvery school system needs also among its regular school physicians one or\nmore physicians who are skilled mental hygienists.\nEvery teacher may do something to encourage children to attack a problem squarely and carry it through to a successful conclusion.\n‘The child\nthat attempts to do something and finds it much more difficult than he\nexpected, who tries to avoid it by shallow excuses, needs to be inspired to\ncarry on until he succeeds.\nHe can be shown in this way that the reasons\nhe gave for not continuing his efforts were unsound.\nChildren when they\nare beaten at a game or a contest are likely to develop grudges and grouchiness.\nInstead of trying to discover just why they failed they are likely\nto give irrelevant excuses, such as being tired, sick, or perhaps younger\nthan their competitors.\nThe spirit of good sportsmanship needs to be\nAdmiration for the good player and the play should be\nencouraged.\nThe loser should be inspired to profit from his mistakes and\nstimulated.\nTo teach children to lose gracefully without illthe victory of others.\nwill should be the aim of every good teacher.\nExpecting and achieving success—Success is one of the necessities of\nhealthful living. It takes the sting out of worry and makes life happy and\nHabitual failure leads to depression and a morbid state of mind\nefficient.\nwith accompanying nervous disorder.\nOne of the most caustic criticisms to be made of our schools is their\ninculcation of habits of failure. ‘This is the result in part of a discredited\npedagogy which emphasizes the teaching of subjects rather than children,\nbut it is probably due largely to the teacher’s ignorance of the varying\nIf the teacher really knew that certain pupils were\nabilities of children.\nunable to do certain kinds of work she would not attempt the impossible ;\nshe would teach those children what they could learn and that would mean\nThe development of educational measurement\nsome measure of success.\noffers alluring possibilities in helping us to teach children what they can\nlearn. A thorough physical and mental examination of children at school\n\n"}
{"page": 836, "printed_page": "814", "text": "814\n\nNaTIONAL\n\nEpucaTion\n\nASSOCIATION\n\nentrance should be encouraged.\nIt will enable teachers to know much\nmore about the material with which they must work.\nIn the more perfect school system of the future we may hope that failures\nwill be so uncommon that they will be reduced to a vanishing point. This\ndoes not mean that every boy and girl will be successful in graduating\nfrom grammar school, high school, or college.\nIt means that we may\n\nknow so much about children’s abilities that they be directed into those\nfields where they will be successful.\nOne of the first essentials of mental health is this: An individual must\nretain respect for himself.\nHe has a most insistent craving for the approbation and respect of others and for a certain amount of superiority over\nthem.\nHis own life must seem to him to be worth while.\nIt requires\nbut little reflection to realize this. Recall how sensitive you are to slights\nand how depressing often a slight failure is to all of us. But witness also\nthe intoxication of success.\nMany of us can trace the larger successes of\nlife back to the minor ones of childhood.\nWhile a certain amount of\nfailure is desirable, particularly if used-as a stepping-stone to achievement,\nhabitual failure is a crime. ‘The child meeting with habitual failure is\nbound to retain his self-respect through the bypaths of physical disability\nor possibly by becoming a delinquent.\nThose of us who lived through the experiences of the World War know\nhow important morale’ was considered.\nWe strove to undermine it among\nour enemies and by the most skillful methods we endeavored to get our\nsoldiers and civilians to expect and achieve success.\nIf morale is so important for armies how important it is for the great army of boys and girls\nin fighting the battles of life.\nEffective action in the face of difficulties—When a disagreeable situation\npresents itself the natural tendency is to run away from it, to deny that it\nexists, to worry about it and finally perhaps to build up defense mechanisms\nof delinquency, nervousness, and physical disability.\nNone of these reactions make for effective living. The difficult situation still remains and\nthe method of response only makes the situation worse.\nInstead of fleeing\ninstinctively from danger it is better from the point of view of mental\nhygiene to face and attack the danger.\nIn dealing with little children we should try to realize that their little\nproblems are often as acute, if not more so, than our own and that it is\nvery important that they should be taught to solve them in a satisfactory\nway. Training children to make clear cut decisions and act in difficult\nsituations eliminates the feeling of helplessness, reduces fear, and repels\n\nworry. Encouraging children to do their best and to abide cheerfully by\nthe consequences is of tremendous worth in furthering a happy childhood\nand in the prevention of nervous breakdown in later life.\nSelf-expression—The nervous breakdowns of adolescence and later life\nare never due to hard work.\nIt is the conflict between doing what one\nfeels that he must do and doing the thing that he would like to do that\nsaps one’s vitality and disturbs mental balance.\nNo better example of\n\n"}
{"page": 837, "printed_page": "815", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n815\n\nhealthful mental activity can probably be found than in the life of ‘Thomas\nEdison, whose indefatigable and fruitful application is a marvel to the\nHe has found an adequate expression of himself in his work.\nworld.\nthe kindergarten was a pioneer in the field of self-expression\nFortunately.\nen and elementary schools are fairly well launched\nkindergart\nboth\nand now\nprojects and free work which promises much for\nof\nadventure\nnew\nthis\non\nmental health and education.\nSelf-control—Giving children a chance to express their instinctive life\nthrough wholesome, habitual activities leads also to self-control without\nLack\nwhich the individual is helpless in the mastery of self or the world.\nhis\nand\nideals\none’s\nbetween\nbreak\na\nis\nof self-control means that there\ndisorder.\nmental\nof\nallies\nboth\non,\ndissociati\nand\n‘This means failure\ndeeds.\nnot develop\nParents and teachers need to remember that self-control does\nworthwhile\nof\nfrom prohibitions and inhibitions but through the growth\nhigher\nfrom\nreacting\nof\nhabit\nIf children form the\n‘nterests and activities.\neness.\nattractiv\nmotives lower impulses will lose their\nis comConcentration of attention—In the child’s world of play there\nat\nproblem\nthe\non\nintently\nfocused\nis\nn\nattentio\n“The\nplete absorption.\n‘There is no opportunity for vicious dissociation.\nhand.\nwith tasks that\nBut in the schoolroom the child is too often concerned\ndaydreams, exns\nconditio\nsuch\nUnder\nare humdrum and meaningless.\nreality. His\nfor\nte\nsubstitu\na\nbecome\nlife,\nive\npressions of his instinct\ntasks that\nschool\nthan\nve\nattracti\nmore\nmuch\nso\nbecomes\nworld of dreams\ning with\ninterfer\nsness\nit projects itself frequently into the stream of consciou\nmind.\nnt\ninefficie\nand\norderly association and promoting a disorderly\norderly association\nTo develop habits of concentration of attention and\nchildren will have\nthe\nthat\nway\na\nsuch\nin\nwork\nthe teacher should plan her\n\nshould be adjusted to their\na clear notion of what is expected of them; it\n\nIn the lower grades the class periods should be\ncapacities and interests.\nNo dawdling\nion.\nshort and vigorous followed by change and relaxat\ne the regular\nadvanc\nonly\nnot\nwould\nshould be tolerated. Such a procedure\nn.\nchildre\nthe\nof\nhealth\nmental\nthe\nwork of the school but also\nmaking adjustments to\nObjective interests—Mental health depends on\ng difficulty in adjustfindin\nen\nchildr\nthe world in which we live. Many\nute wistful thinking\nsubstit\nnt\nointme\ndisapp\nkeen\nment and experiencing\n‘This drives the mind inward\nfor reality. Facts are replaced by symbols.\nusness and a divorce from\nto escape reality and develops ‘morbid self-conscio\nthe real world.\nand one way to prevent it\nMorbid introspection is a bad mental habit,\nMuch of our\nobjective world.\nor cureit is to develop interests in the\nt with a\ncontac\nleads to a lack of\nacademic work in schools unfortunately\nlearning\ng,\npastin\nand\n, cutting\nreal world of things. Playing with blocks\ninterests\nfoster\nies\nactivit\nuctive\nto use tools, gardening and the various constr\nthat are desirable for little children.\noccupational therapy in our\nThe rapid and successful development of\nof the worth of objective interests,\nmental hospitals is an eloquent testimony\n\n"}
{"page": 838, "printed_page": "816", "text": "816\n\nNATIONAL\n\nEpucaTion ASSOCIATION\n\nNormal social relationships—The escape from reality often means an\nescape from human beings. Practically every case among the thousands\nthat flow through our psychopathic hospitals bears evidence of social maladjustment.\nTreatment invariably means making such a change in social\nrelationships that the individual can get along.\nThe flight to an ideal world is normal to a certain extent.\nIt is found\nin early childhood.\nLittle children build up a play world peopled by companions of their own choosing.\nOrdinarily this is a pleasant diversion,\nmakes the commonplace interesting and offers an opportunity for originality\nand creative imagination.\nIt is only when this world becomes habitually\nmore attractive than the real social world and takes on the tang of reality\nthat there is grave danger.\nSuch a child finds the real world of people\nhard to get along with, shrinks from contact with it and develops antisocial\ntendencies.\nIn attempting to get along with people such a child may be\nso keenly disappointed that he retires more and more into a shut-in personality. Then in his dreams all desires are satisfied; his ambitions become\nrealized; but he finds it more and more difficult to get along with real\n\ncompanions.\n\nIn dealing with such children we are often likely to make fun of them\nor to be over-sympathetic in our attitude.\nBoth methods will tend to\nconfirm them in their bad habits.\nThe best way is to let the child know\nthat you understand his sensitiveness.\n\"Then try to inspire him to take the\nspirit of the sportsman and mingle with his fellows in spite of\nhis feeling.\nTo provide opportunities for social codperation, to teach children\nhow to\n\nget along with others is of the very greatest significance\nfor mental health.\nSelf-reliance—This is one of the virtues associated ordinarily\nwith moral\n\nand successful living. We now know that it plays a powerfu\nl part in\nmental health.\nOne of the hardest things in life is to learn to depend\non one’s self.\nEach step forward in normal growth means pulling up\nanchor in a safety\ncove and embarking on an untried sea. Children are likely\nto shrink from\nsuch undertakings unless they are carefully trained.\nFailure in this often\nleads to much mental disorder and invalidism.\nFailure in self-reliance is common in our homes.\nParents prefer to do\nthings themselves rather than to be “bothered”\nto train their children.\nFrequently the excuse is that it is so much easier to\ndo it themselves.\n‘This\nis doubtless true but they are neglecting opportunitie\ns for character development.\nOne cause of failure is the mother’s desire to\nkeep her children young\n\nas long as she can.\n\nShe bathes, dresses, and fondles a child, and gives\n\nhim\nhis own way to such an extent that his emanci\npation from parental control\nis greatly handicapped. Often a father wishes\nhis children to have all the\nthings he missed. Since he had to work in\nchildhood he decides that his\nchildren shall have all their time for play.\nThe development of healthy\nwork interests, which every child should\nhave, are forbidden.\nThe father\nforgets that in handing his children such gifts\nwith no effort on their part\nhe is giving his children a poor training for life.\n\n"}
{"page": 839, "printed_page": "817", "text": "DEPARTMENT\n\nOF ELEMENTARY EDUCATION\n\n817\n\nAs teachers we have been obsessed with the value of the formal studies\nto such an extent that it is only recently that we have emphasized the need\nof giving children responsibility so that they might learn to do things themselves and so gain confidence.\n“This newer tendency is one of the most\nhopeful signs of our times.\nW holesome interests and attitudes—We have been so interested in teaching children facts that we have sadly neglected the education of the child’s\nfeelings.\nPower to recall facts is desirable, but modern psychology teaches\nus that the process of forgetting is exceedingly rapid after learning.\nMost\nof us would pass a sorry examination on the facts of ancient history that we\nstudied five or ten years ago. If this is true of other studies we might\nseriously ask ourselves: ‘“What is education?”\nIf the fact jamming process\nis largely a failure what does count?\nIs it not attitudes and interests?\nDoes the study of history leave our students with a craving for more\nknowledge, with an admiration for the great personalities of the past or is\nthere a feeling of exultation that one part of the disagreeable road toward\npromotion and graduation is over?\nNo matter who studies history he will\nHe will hate it\nforget most of the facts learned but attitudes will remain.\nor abhor it, he will be indifferent or he will be fired by brave deeds and\nperhaps realize more fully his obligation to the past, his opportunities and\nresponsibilities in everyday citizenship.\nMental hygiene emphasizes the importance of children cultivating wholeIf these are not established school and home\nsome interests and attitudes.\ntraining is a failure. Children should be taught to love the things they\nDo not be deceived.\nought to love and hate the things they ought to hate.\nAre you teachessentials.\nare\nmind\nof\nsets\nand\ninterests\nThese attitudes,\ndevelop a love\nto\ngraciously,\ndefeat\naccept\nto\ntruth,\nlove\nto\nchildren\ning\nof fair play, courage, self-control, cheerful contentment, determination\nto do the best they can and be content no matter what the result? Are\nyou teaching your pupils to feel that they count in the world, that they are\nworth while? If you are, you are doing something worthwhile for the cause\nof mental health.\n\nIn this very cursory review of a few of the mental habits which young\nchildren should form it will be observed that the problem is one of adjustment to environment.\n\n‘The way the little child learns to meet his world\n\nis of the greatest significance in after life.\n\nTo learn to face life aggres-\n\nsively, to meet every situation fairly and squarely, to learn to feel satisfied\nwith one’s best, to get along well with one’s fellows, to preserve optimism,\nself-respect, and good-will, to develop such habits means steady growth in\nsanity and mental poise. To retreat from reality, from the actual world,\n‘5 to seek satisfaction in dreamland, in extreme sensitivity, in twists of character, in perversions, in nervous breakdown, in what the layman is pleased\nto call insanity.\nMay I pause here to pay my respects to the kindergarten whose crowning\nglory lies in its revolutionary conception of the need and value of a school\n\n"}
{"page": 840, "printed_page": "818", "text": "818\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nwithout books. From its very beginning it has recognized, as no other part\nof our school system has, the worth of the individual child.\nIt has recognized the child as a human being with human instincts and human problems.\nSatisfying the legitimate human needs of childhood has always\nstood above the thraldrom of methods, dogmatic theory, and subject matter.\nThe social note, too, has always been conspicuous in the kindergarten.\nIt\nwas among the first to realize keenly the need of socializing the child.\nChildren must be made fit to get along with others. ‘The sensitive, the\nstubborn, the peculiar child—now the particular problems of mental hygiene—have always absorbed the attention of the kindergarten.\nIn other\nwords you have been teaching mental hygiene unconsciously for many years.\nIt is now possible for you to see your old problems in a different perspective,\nto realize more clearly their origin and meaning and to grapple with them\nmore effectively.\nThere is so much caustic criticism of our schools that it is a pleasure to\nrefer to the humanizing tendencies in elementary education beyond the\nkindergarten.\nIn giving children more self-expression, in developing a\ncurriculum related to their interests, in encouraging self-reliance, originality,\nfine morale, and in its growth in appreciation of childhood, the elementary\nschool has done much for the mental health of children.\nAs teachers if we are to play your part more consciously and skillfully\nin training for mental health we must realize that in this field as in all\nothers example is better than precept, that children, particularly little\nchildren, are sensitive to our moods, ideals, and habits.\nIt would be difficult, if not impossible, for any teacher to convince children that cleaning\nthe teeth was very important if she neglected cleaning her own teeth. Likewise we shall be greatly handicapped if we have not made our own lives\nsweet, sane, and wholesome.\nAs long as you remain human and teach\nchildren rather than formal subject matter, you will be powerful aids in\npromoting mental health. The study of mental hygiene by the kindergarten\nand elementary teacher presents one of the most fertile and fascinating\nfields today for practical child study. Learn to practice with your pupils\nthe habits of mental health. Take the world as you find it. Do not kick\nagainst the pricks, Assume that you are a pretty good sort of person and\nthat this is a fairly good sort of world.\nThen train yourselves in sportsmanship qualities in the mastery of yourself and your world.\nThe program\nfor mental hygiene is ideal, but we shall be richly rewarded in proportion\nto the efforts we make in practicing the principles of healthy living.\nIn closing I should like to quote a paragraph from Dr. Austen Fox\nRiggs which is suggestive for us as adults and teachers:\n“Do not criticise your part in the play; study it, understand it, and\nthen\nplay it, sick or well, rich or poor, with faith, with courage, and with proper\ngrace.”\n\n"}
{"page": 841, "printed_page": "819", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nPRESENT-DAY TENDENCIES IN EDUCATION\nRELATION TO THE KINDERGARTEN\nPRIMARY DEPARTMENTS\nEUGENE\n\nR.\n\nSMITH,\nTHE\n\nOF\n\nTHE\n\nCOUNTRY\n\nDAY\n\nHEADMASTER\nBEAVER\n\nPARK\n\n819\n\nEDUCATION\n\nSCHOOL,\n\nSCHOOL,\n\nAND\nAND\n\nTHEIR\n\nBALTIMORE,\n\nAND\n\nBOSTON\n\nSince the title for my talk was decided upon, this meeting has been\n1 am very\nchanged to include a much wider range of educational interests.\nor less\nmore\ntreated\nbe\nglad of that because it seems to me education must\nto\nafternoon\nthis\nmyself\nconfine\nto\nI therefore am not going\nas a whole.\na\nas\ns\ntendencie\nthe\ntreat\nshall\nrather\nbut\nthe kindergarten and primary\nnts.\ndepartme\ndifferent\nthe\nto\nons\napplicati\ntheir\ning\nwhole, emphasiz\neducation,\nWhenever one speaks of modern tendencies or present-day\nthere\nthat\nfeeling\na\nsome,\nthere is a feeling of antagonism on the part of\nsuch\n,\ncontrary\nthe\nOn\nchanges.\nmust be something very radical in such\ny\nprimaril\nabout\nbrought\nare\nThey\n.\nexpected\nbe\nchanges are natural and to\nin all\nabout\ncoming\nchanges\nthe\nof\ne\ninfluenc\nthe\nFirst,\nby two causes:\ngo on in any conour living habits; second, the natural progress that must\nstructive activity.\nthe first is that\nThe question of living conditions presents two sides;\ntaking away\nties,\ncommuni\nclose\ninto\nmore\nand\npeople are crowding more\nfor getting\npast\nthe\nin\nhad\nthey\nnties\nopportu\nnatural\nthe\nfrom the children\nthe home\nwhich\nfor\npart\nfor themselves a part of their education, that\nin\nhands—\nthe\nof\nuse\nthe\nin\nformerly gave facilities. It included skill\nhe\nwork—t\nschool\nas\nred\nconside\ntime\ndoing things that were not at that\nand the moral and social\nopportunity for physical preparation for life,\nion from the country,\npopulat\nthe\nabsorb\ncities\nour\nAs\ntraining of the child.\nnts instead of living in\nas we more and more largely crowd into apartme\nto that extent do the\njust\nsmall communities with the family as the center,\nchildren lose those opportunities.\nsecond is that the school\nBut that is only one side of the question. The\nthan has ever been\nation\ninform\nof\nt\namoun\nr\ngreate\nmust teach a much\nn life as during\nmoder\nIf you think of the complexities of\ngiven before.\nall children must\nthat\namount\nthe last two decades they have increased the\nteaching must\nfact\neven\nnt\nefficie\nmore\nlearn about, you realize how much\nes.\nadvanc\nbecome to keep pace with such\nThis has always existed\nThe most fundamental change is in child study.\ning emphasis beyond anything\nto some extent, but at present it is receiv\nfind out not only about children\npreviously dreamed of. We are trying to\npeople look exactly alike, so\ntwo\nas a whole, but about each child. As no\nchild has to be studied\nEach\nalike.\nno two children think, or act, or are\nEven the physical\nindividual.\nas an individual and has to be treated as an\nss the last few years than in all\nstudy of children has made greater progre\ncannot know what\nUntil we know his physical condition we\nprevious time.\ncapable of doing.\nis\nhe\nwhat\nhe has,\npossibilities a child has, what handicaps\nfor scientific\nway\nthe\ng\npavin\nin\nThe wonderful work done by Binet\n4\n\n"}
{"page": 842, "printed_page": "820", "text": "820\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\nmental testing has opened up a new field and has given educators a tool\nwhose value is beyond estimating. Although the study of mental ability\nand characteristics is still in its infancy its success has already been startling,\nand the promise for its future is still more significant.\nIt seems certain,\namong other things, to reach a stage where, by its use, we shall be able to\nwisely decide upon courses for those of varying types of thinking ability,\nand even to help them select fields of occupation in which they can be useful\nand contented.\nBut physical and mental studies cannot alone determine the possibilities\nand the weaknesses of a child. Work habits, social and moral responses,\nin fact all the personal characteristics, inherited and acquired, are also of\nvital importance.\nThe more or less objective study of such factors is one\nof the later developments in the movement for better understanding of\nchildhood.\nDr. Patty Hill, of Teachers College, was one of the first to\nfind a practical way by which teachers could make such studies of kindergarten children, and her work has been expended and carried on by others.\nThere are now in process various experiments along this line, varying in\nuse from kindergarten children to those in high school or college. One\nthat seems to serve the double purpose of focusing the minds of the teachers\non child study, and of giving a background for constructive work with the\nchildren, separates its pupils into five classes in each of a number of characteristics.\nFor example, the classes under Industry are:\nClass I—Those who try to get as much as possible from the course,\nshowing enough interest and initiative to investigate beyond the\nteachers’\nrequirements.\nClass 2—Those\n\nwho conscientiously meet all requirements, both in giving attention and in doing assigned tasks.\nClass 3—Those who have the general intention of conscie\nntiously applying themselves to their studies, but fail often enough\nin carrying out this\nintention to force the teacher to take too much responsibility\nfor work the\npupil should do.\n\nClass 4—Those who are decidedly irregular in their\nattention and application, so that the teacher must continually apply\npressure.\nClass 5—Those who will not, or cannot, hold\ntheir attention to their\nwork.\n‘This may be shown in class, in project work or study,\nor in all,\nSuch work habits and social and moral characteristic\ns are of equal importance with physical and mental qualities and must\nequally be studied by\nthe school.\nEducation must, then, take each child as an individ\nual problem\nand must consider that problem from all sides,\nDiscovering that children are as different as\nthey are has had a tremendous effect on curriculum and methods.\nThe elementary school in\nparticular was, in the past, a place where\nteachers taught only certain fundamentals of learning: reading, writing,\nand arithmetic.\nThe kindergarten was too often a place where the\nchildren were simply kept out of\nmischief, in other words a nursery rather\nthan an educational institution.\nThe kindergarten has become a place\nwhere habits are formed, where\n\n"}
{"page": 843, "printed_page": "821", "text": "- DEPARTMENT\n\nOF ELEMENTARY EDUCATION\n\n$21\n\nstrong characteristics are made use of, where weaknesses are overcome, where\nevery move—whether under the name of play or not—is planned and has a\n‘The elementary school has broadened its scope until nothing that\npurpose.\naffects the child’s life is left out. It is not only a place to teach subjects,\nit is one to give opportunity to meet and prepare for the things coming\nin after life.\nIn industry, and especially in manufacturing, those in authority study\nthe material available on the one hand, and the market for their products\non the other. The mill or factory then takes the material and tries to\nIf it is a good factory\nchange it into a finished product that is in demand.\nand to do it ecoservice\ngive\nto\none\nit tries to turn out an honest product,\nnomically and efficiently.\nSo, when the school has studied the material that comes to it, it is also\nIts work\nits business to know the world’s needs for its human products.\nthen lies in economically and efficiently preparing the child material to\nbecome a product fitted to these world needs. Everything that comes\nbetween the raw material stage of the uneducated child and the state of\nIt is on this account that\npreparedness for after school life is its business.\nthe scope of the school for all ages of children has so greatly broadened.\nThere are those who object to\nThis has not come without opposition.\nthe time spent on the playground, in the workshop or kitchen. We often\nI went to\nhear parents say, “That was not done when I was young.\non a trip\nor\n,\nplayground\nthe\nto\nshops,\nto\ntaken\nnot\nI was\nschool to work.\nme.\ntaught\nwhat\nis\nthat\nand\ntime,\nthe\nall\ndrilled\nwas\nI\nto a museum.\nbut\nmatter,\nSchool today must not only make people prepared in subject\naccuschildren\nmake\nIt must\nmust make them prepared in citizenship.\ntomed to succeed, but it must also prepare for enjoyment of leisure. The\nlack of capacity of many of our citizens to get anything at all out of their\nLack of resources for enjoyment means dissatisfree time is a menace.\nattitude toward the pleasures and progress\ndestructive\na\noften\nand\nfaction\nart,\nof others. We do not know how to enjoy the things of worth—nature,\nelse.\nanything\nas\nmuch\nas\njust\nmusic; taste for them must be cultivated\nemic\nThe school also gives and takes more and more from the non-acad\nhave\nwho\nmen\nthe\nbrings\nit\nstore\nand\nfactory,\nFrom the country,\nworld.\non to the\nit\npass\nto\nthem\nasks\nand\nlife\nin\nwhile\nworth\nng\nfound somethi\ngo out\nWe no longer stay inside of the four school walls; we\nchildren.\nWhatchildren.\nour\nto\nin\nworld\ninto the world to learn, and we bring the\nbecome part of our\never lessons life has, wherever they are taught, they\n\nschools.\nto this extent, it\nIf the purpose and the scope of schools are broadened\ng. There\nteachin\nof\ns\nnecessarily makes a tremendous difference in method\nadvance\ng;\nteachin\nin\nare two particularly significant sides to the changes\na freer\nto\ntion\ninstruc\nk\ntextboo\nin scientific methods and a change from\nic\nscientif\nin\ns\nadvance\nThe\nclasses.\nof\nand more coéperative handling\nhere\nchanges\nt\ngreates\nthe\nof\nOne\narten.\nkinderg\nmethods start from the\nd on the understanding\nis the use of larger material. ‘This change is founde\n\n"}
{"page": 844, "printed_page": "822", "text": "822\n\nNatTIoNaL EpucaTtion ASSOCIATION\n\nthat the larger muscles can better be used in young children.\n‘There is\ngreater pleasure and interest to the children also if they make things that\nseem real to them.\nI remember the tremendous pleasure it was to me\nas a boy to get hold of pieces of lumber large enough to make a shanty into\nwhich I could get—it marked distinctly the difference between a plaything\nand something that seemed real. When kindergarten children make something large enough to be real, they have obtained a genuine satisfaction, as\nwell as the muscular, social, and mental gains that go with the project.\nAs you go into the elementary section, changes in methods of teaching\nsubjects are very important.\nOne of the most interesting experiments on\nmethods ever tried seems to me to be the one carried on at the University\nof Chicago in regard to reading. A moving-picture camera was used to\nget a record of the movements of the eye while reading.\nPoor and good\nreaders, young and old, silent and oral, were photographed, with results\nthat should influence the teaching of reading everywhere.\nMany teachers have taken it for granted that the eye in reading moved\nsmoothly across a line of print. ‘The pictures showed that what some\nprevious experimenters had claimed was true, namely that the eye could\nmove only in jerks or steps, stopping at the end of each step to see a word\nor group of words if one read rapidly, or a few letters if one read poorly.\nAmong the lessons that came from this proof were, that a child should learn\nto read, not by building words from letters, but by learning to recognize\nwords or phrases as a whole, that oral reading should not be persisted in\nto an extent that would prevent the more rapid eye moves needed for good\nsilent reading, and that a child should read much for himself instead of\nbeing read to by adults. The teaching of reading, while better than ever\nbefore, can still profit by the study of such experiments for there is still\nmuch poor teaching, and many are still handicapped by it; school children\nwho have supposedly learned to read well, may show ranges of reading\nspeed as wide as from ninety words a minute to five or six hundred.\nEven\nin high school, pupils sometimes prove unable to do the work simply because they read so slowly. The cause is many times an oral reading habit\ndrilled into them by unwise teachers until they are tied down by the speed—\nor rather the slowness—of their tongues.\nRecently I had a sixteen-year-old\nboy come to me with a record of failure after failure in school.\nHe had\nan intelligent quotient of 110 and every qualification, apparently, for success. But he could read only about 100 words a minute.\nHis eye habits,\nfixed by poor teaching, were so bad that he could not finish the study he\nmust do each day. Such cases, unfortunately, are not rare.\nIn other subjects also experiments are being made in scientific methods.\nWriting seems to depend so largely upon rhythm that experiments in teaching it with the aid of music are going on. The question of writing\nis,\nhowever, still an unsettled one.\nThe increasing use of the typewriter as\nwell as other conditions make it difficult to arouse enthusiasm\nfor its improvement.\nOne of the surprising things about the teaching of arithmetic is\nthat so\n\n"}
{"page": 845, "printed_page": "823", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n823\n\nfew schools follow the reports of various committees on the teaching of\nI have gone over every report I can find issued since 1900\nmathematics.\non teaching arithmetic and I cannot find anything in this country or abroad\nthat does not stress the Austrian or shop method of subtraction and does\nnot recommend that schools use it. Yet I often find teachers who never\nsuch\nheard of it and who resent a suggestion that they try it. Many other\ndiscuss\nto\ntime\nno\nhave\nI\nbut\n,\nschoolroom\nthe\nentered\nhave\nmethod changes\nor even list them.\nthat\nThe most interesting advance in classroom methods is the freedom\nworka\nbecoming\nis coming more and more into the work—the classroom\nIt seems to be conclusively proved\nshop where children are self-active.\nit, children gain more than they\nbehind\ninterest\nthat by self-activity, with\ncan in any other way.\nWhatever one calls\nWe hear a great deal about the project method.\nof what 1s\nit, the present tendency is to have the child actually inside\nto him.\nreal\nbe\nmust\nthing\ngoing on, feeling himself a part of it. The\nus\ntremendo\na\nit\nbehind\nis\nthere\nway\nsome\nIf a child is living his work in\npulling\nmankind\nin\ninherent\nimpulses\nand\nincentive\nforce of interest, all the\nas soon as you\nwith the school and the teacher instead of against them. Just\nlose all this,\nyou\nput the child down as a passive thing to be acted upon,\nin.\nforce\ncan\nteacher\nand it is simply a question of how much the\nworkshops, one\nIf one uses free methods and changes schoolrooms into\nfundamentals\ntheir\ngetting\nare\npupils\nthe\nif\nsee\nto\nis not safe without testing\ng up of\nclearin\ne\ncomplet\nwithout\ninterest\nhave\nto\nwell, for it is possible\nprovide\n,\npurpose\nthis\nStandardized subject-matter tests serve\ndifficulties.\ning\nincreas\nan\nto\nand\nment,\nminimum and maximum standards of achieve\n“Their\nses.\nweaknes\nual\nindivid\nfinding\nin\nextent, serve as a means of analysis\nand bounds.\nuse is already widespread, and it is growing by leaps\ndone in arithmetic\nbeing\nthat\nis\nwork\nstic\ndiagno\nof\ne\nAn excellent exampl\nHe reports remarkable\nby Dr. Colin Scott in the Springfield schools.\nof weaknesses disation\nprogress in speed and accuracy after the eradic\nA girl in a\nes.\nprocess\nental\ncovered by complete surveys of the fundam\nand more\nmore\nhave\nto\nand\netic\narithm\nin\nsixth grade began to drop back\nout\nturned\nit\nand\nher\nwith\ntried\nwas\ns\nanalysi\ndifficulty in it. Such an\nand\n8,\n7,\nthe\nin\nmultiplication,\nthat her mistakes practically always came in\n9 tables.\n\ncorrect this weakness.\nOf course an attempt was made at once to\n\nyear when those tables were\nThe child’s career was also traced back to the\nand out of school at that\nsick\nbeen\nhad\nlearned and it was found that she\nsufficiently well done,\nnot\nwas\nit\nbut\nup,\nmade\ntime. ‘The work had been\nburied under the accumulation\nso the child was left with that weakness\nthey are\nWe often go on burying weaknesses until\nof new things studied.\ncarried for years.\n\nt to find from\n“Their results show, but it is very dificul\n\nvaluable\nSuch diagnostic discovery is one of the most\nwhere they come.\nnt.\nmoveme\ntesting\nthe\nof\nresult\na\nthings that have come to us as\neducation is one that in the utPerhaps the greatest tendency in modern\nthrough college, uses the children’s\nmost degree possible, from kindergarten\n\n"}
{"page": 846, "printed_page": "824", "text": "824\n\nNationa\n\nEpucation AssociATION\n\ncooperation and the ability to serve that is in them. We have thought\nof children as good or bad, instead of as ignorant of all social and moral\nlaws when they were born, and only so far informed afterward as the teaching of parents and teachers has made them.\nWe must teach them laws as\nstandards to respect and understand, giving them experience in forming\nstandards themselves and in putting them into effect both for themselves\nand for their school communities.\nJust so far as we do these things we\nwill build up citizenship fit for democracy.\nWe now turn men and women into full citizenship, allow them to vote,\nignorant when they are twenty, no better prepared when they are 21, and\nexpect to have good government.\nWe do not get it, and will not get it\nuntil you and I, and every teacher, are working for citizenship from the\nfirst day the child is confided to us. If in place of our deciding everything\nwe let the children have a chance, ask from each as much as possible, give\nthem increasing opportunities, lead them on day by day to greater development, then, just as surely as we do that, the time will come when they\ncan shoulder the responsibilities we are carrying today far better than we\nare doing it. In building up this social and moral responsibility, precept\nhas some part, but example and participation, and being given responsibility,\nhave the greatest influence.\nThe most important tendency in our schools today is this one of building\ncharacter through codperative service.\nNo matter how handicapped you\neach may be by size of classes and other conditions, no matter\nwhat you\nhave been working against, you can nevertheless instil] into the\nchildren,\nby your belief in them, the power to think social and moral problems\nout\nfor themselves.\nYou can make them strong in service, and proud to serve.\nThis is the greatest of all that you can do for them, for it is\nonly through\nunselfish service that the world will be saved.\n\nTHE ADJUSTMENT OF ELEMENTARY EDUCATION\nTHE PROJECT METHOD\nJAMES\n\nF.\n\nHOSIC,\n\nEXTRAMURAL\n\nASSOCIATE\nCOURSES,\n\nPROFESSOR\n\nTEACHERS\nNEW\n\nOF\n\nCOLLEGE,\n\nYORK\n\nEDUCATION\nCOLUMBIA\n\nIN\n\nTO\n\nCHARGE\n\nOF\n\nUNIVERSITY,\n\nCITY\n\nThe improvement of elementary education demand\ns formative ideals.\nThe most fruitful of these at the present time is embodi\ned in that conception\nwhich may be conveniently suggested by the term\nproject method.\nThe\nterm has been used by several in a narrow sense.\n| wish, however, to employ it as a fundamental educational viewpoint.\nWhat is meant by the project method may be conven\niently suggested by\ncalling attention to the ordinary use of the word\nproject. When we speak\nof a project, we generally mean an enterprise of\nsome sort which is entered\ninto with zest because it is thought worth while,\nwhich is pursued with a\nmore or less clear view of the goal to be attaine\nd, and which is guided by\n\n"}
{"page": 847, "printed_page": "825", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n825\n\na conception of the appropriate means.\n‘The pursuit of enterprises is\ncommon enough in life and should be in education.\nUnfortunately, our\neducative processes become, from time to time, unduly formal and must\nbe revised.\nIt is such a redirection which is now taking place.\nWe may ask, properly, what will be the influence of the project concept\non the making of courses of study?\nIt is clear that in the first place the\ncourses will be restated in such a way as to suggest project activities. A\ncourse in geography, for example, will be no longer a mere outline of topics\nlogically arranged, but a series of problems so presented as to suggest selfdirected activity on the part of the pupils. This type of activity will be\ndescribed and illustrated and the means by which it may be made effective\nwill be set down.\nIn a word, the course of study itself will be a guide\nto the enterprises which the pupils should engage in. “The outcomes, moreover, will be stated not merely in terms of facts to be rememberd but of\nskills to be developed and particularly of attitudes to be induced.\nNotable examples are\nSuch courses of study are already in existence.\nBerkeley, California,\nin\nsupervisors\nand\nteachers\nby\nprepared\nthose recently\nAs a backWilson.\nB.\nH.\nSuperintendent\nof\ndirection\ngeneral\nthe\nunder\nground for these courses, the volume prepared a year or so ago by Professor\nBonser, entitled, ““The Elementary School Curriculum,” will be invaluable.\nWe are clearly at the point where courses of study will be conceived as in\nfact a series of experiences to be realized by the children in the pursuit of\ncertain social values.\nThe second field in which fresh application of the project idea should be\nThe course of study represents the point\nmade is in the field of teaching.\nof view of the supervisor and his helpers as to what ought to happen. ‘The\ndoes\nteacher in the classroom, however, is the final arbiter. What she\npupils\nthe\nwhich\ncourse\nactual\nthe\nmeasure,\nlarge\nin\ndetermines finally,\nFortunately, large numbers of teachers are interested today in the\npursue.\nNever before in. the history of the\nstudy of the principles of teaching.\nin classes\ncountry has so large a number of teachers in service been enrolled\nmost\nare\nmethod\nproject\nthe\nin\nCourses\nfor the study of education.\nhere\nthat\nreason,\nwithout\nnot\nand\nfeel,\nto\nseem\npopular of all. “Teachers\nvagaries,\nmany\nof\nspite\nIn\nclassroom.\nthe\nof\ntechnique\nthe\nis a new key to\nin the kind of\nwhich are to be expected, there is marked improvement\nand fewer are\nFewer\nappeal which teachers are making to their pupils.\nthey seek\nleast\nthe\nAt\ns.\nassignment\ncontent merely to give out formal\nplans of\nthe\nand\nout\ncarried\nbe\nto\npurposes\nto orient the pupils as to the\ntheir\ndefine\nto\nthemselves\npupils\nthe\nencourage\nthey\nAt the best\nwork.\nplans.\ntheir\norganize\nand\npurposes\nout of a new\nThat there should be some waste of energy in the trying\nthat better\n,\nhowever\ncertain,\nidea is not to be wondered at. It seems\ny the\nProbabl\ne.\notherwis\nthan\nmethods\nresults are obtained by project\nproject\nthe\nd\nemploye\nShe\ntypical.\nis\nhy\ngeograp\nexperience of a teacher of\nsuperior officer, who\nmethod in that subject contrary to the wishes of her\nAt the close of the term she gave to the\nfeared a lack of thoroughness.\n\n"}
{"page": 848, "printed_page": "826", "text": "826\n\nNATIONAL\n\nEpUCATION ASSOCIATION\n\nclass an examination more rigid than usual. The results surpassed her\nexpectations.\nShe handed her papers to the superior who, at last accounts,\nhad nothing to say in protest.\nIn adjusting our teaching technique to the project idea, the most important consideration is that we should recognize that it is, in fact, not\na single idea but rather a synthesis, or union, of ideas of method.\nFew,\nif any, of the concepts which have been shaping our practice since the days\nof Rousseau are without a place in this new principle.\nSelf-activity, learning to do by doing, interest, motivation, concreteness, individual differences,\ncooperation, permanent retention, transfer, judgment of values, training\nin leadership—all these and many more are obviously included. At least\nthis is so if we are disposed to interpret the concept liberally and not in\nthe narrow sense of planning tangible activities or carrying out concrete\nconstructions, as some would have it.\nWe should beware of the attempt to bring about wholesale change.\n‘The\nprincipal who announced that on November 14 the project method would\nbe introduced into his schools had, of course, a rather superficial view.\nMuch better is the more conservative step of discussing with a body\nof\nteachers the question as to how far the pupils have clear-cut purposes\nin\nwhat they do. This may easily be made to lead on to experimenting,\nand,\nultimately, to a fresh appreciation of the place of purposes in activity.\nWith this entering wedge, other aspects of method may be called to\nattention one by one and genuine growth be brought about. As\na matter of\nfact, very many good teachers have more or less completely\nembodied the\n\nproject ideal in their work whether they use that term\nor not.\nOur task\nnow is to develop the idea into a conscious educational policy\nand work\nout an appropriate technique for it.\n\nThe third aspect in which there is the possibility and need of adjustm\nent\nof elementary education to the project idea is in the field\nof supervision.\nHere, as everywhere else, example is more powerful than precept.\nThe\nsupervisor who would have his teachers use the project method\nmust use\nit himself.\nHe has but to raise the question as to how the teaching in\nthe\nschools may be improved to call out responses from various\nmembers of\nhis staff. Once these are subjected to discussion, a\npolicy of experiment\ndecided upon, and the teachers at work each in his own\nway, and the idea\nis launched.\nThe follow-up will consist of group and general meetings\n,\nvarious visits of the supervisor to the classrooms, individu\nal conferences,\nand, from time to time, a summing-up of results to\ndate.\nThis implies, of course, that the supervisor himself\nis an earnest student\nof educational method.\nHe cannot, certainly, expect to run the mill with\nthe water that is by. Ideals and practices good\nenough in his youth are not\ngood enough now.\nHe must expect to find in his classrooms suggest\nions\nnew to him and should approach these with an open\nmind.\nAbove all he\nshould bring to bear upon their evaluation\na reasonable grasp of modern\neducational philosophy and its counterpart, modern\neducational psychology.\nThe supervisor is really a teacher of teachers,\nand, as such, has an un-\n\n"}
{"page": 849, "printed_page": "827", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n827\n\nThrough his sympathetic leadership of the memmeasured opportunity.\nto the pupils of\nbers of his staff, he multiplies his personality and insures\nile, he 1s\nMeanwh\ngrowth.\nof\nnities\nopportu\npossible\nhis schools the best\nss of his\nhappine\nthe\ninstrumental in enlarging the lives and increasing\nus who\nof\nAll\ns.\nblessing\nteachers, and adding to his own a wealth of\nto the\nns\naccessio\nlarge\nfor\npray\nwell\nbelieve in the project method may\ne exeffectiv\nand\nent\nintellig\nits\nbecome\ncan\nnumber of supervisors who\nponents.\n\nof our theme. ‘Lhis,\nThere is time to touch upon but one other aspect\nmost fundamental of|\nthe\nBy some it would be called\ntoo, is fundamental.\nce upon the vocaentran\nfor\npeople\nall. I refer to the training of young\nare now entering\nwho\nschools\nhigh\nour\nof\ntion of teaching. The graduates\noom experience\nclassr\na\nhad\npart,\nmost\nthe\nfor\nour normal schools have,\nwe picture when we think\nmore or less widely at variance with that which\nhigh\nThis is especially true with regard to the\nof the project method.\nare\ns\nsubject\nschool\nhigh\nThe\n.\nschool years which lie immediately behind\ns.\nmethod\nformal\nby\nted\npresen\noften\ntoo\nas yet largely formal and they are\nhigh\nto\ns\npresent their subject\nCollege graduates, as is well known, tend to\nsubjects to them in their\nthose\nted\npresen\nsors\nprofes\ne\ncolleg\nschool pupils as\nentering normal\nAs a result, the common conception of the\ncollege years.\nand later in\nlesson\na\ning\nassign\nin\nschool student is that teaching consists\nestablished\nbecome\nhas\ne\npractic\nn\nmoder\nhearing it, and not until a more\nion will\neducat\nschool\nhigh\nand\nn\ncommo\nof\nthroughout the twelve years\nn conmoder\nthe\nwith her\nthe young person entering normal school bring\nthan\nul\npowerf\nmore\nis\nAs was said above, example\nception of method.\nquite\nprove\nwill\ncourse\nschool\nThe other years of the normal\nprecept.\nt point of view unless it domiinadequate for the development of the projec\n‘The most effective lessons\nschool.\nng\ntraini\nthe\nnates all the activities of\nIt follows that\nrs themselves.\nin method are the examples set by the teache\nng, as well as\nteachi\nof\nprinciples\ncourses in educational psychology and in\nthemselves be\nmust\nes,\nbranch\nin the teaching of the various common school\nthe principles\nbut\nso,\nonly\nNot\n.\nmethod\nconducted in the spirit of the project\non of the\nattenti\nthe\nto\ncalled\nbe\nmust\nd\nwhich characterize that metho\nSuch a\nng.\nous policy of teachi\nbeginner and made a part of her consci\nin the\ne\npractic\nand\nes theory\nprocedure is evidently economical if it combin\nthe\nof\npart\na\ns\nbecome\nit\ne\nbecaus\nsame class hour and insures application\nphy\ngeogra\nd\nstudie\nhas\nwho\nt\nstuden\ntotal experience. The normal school\nwhat is meant and will have\nby the project method will understand\nher activities when she comes intc\nrelatively little difficulty in adjusting\nMere theory by itself, however, will\nthe practice school to try her hand.\n, an effective making-over of\nnot accomplish, as it never has accomplished\nthe student teacher’s notion of teaching.\nrked that the adjustment of eleBy way of conclusion it may be rema\nlong\nmethod has been going on for a\nmentary education to the project\nies\nembod\nit\ns\ne the various conception\ntime. We have reached the point wher\n\ned in a single fundamental point of\nmay be effectively combined and focus\n\n"}
{"page": 850, "printed_page": "828", "text": "828\n\nNATIONAL EpuCATION ASSOCIATION\n\nview. The time is right for the widespread application of a philosophy of\nmethod.\nFor more than a generation we have had mainly a somewhat\nformal scheme for the conduct of the recitation.\nThe new concept of\nmethod is much more far-reaching and much more flexible. It affects, as\nwe have seen, many of the more important aspects of educational organization and endeavor.\nBecause it is found in life we can go to life for its\nmeaning and interpretation, and because it is as far-reaching as life, it is\nalso inexhaustible in its possibilities.\n\nTHE EDUCATION\nMRS.\n\nKATHERINE\n\nM.\n\nBUREAU\n\nOF YOUNG CHILDREN\nCOMMUNITIES\n\nCOOK,\n\nSPECIALIST\n\nOF EDUCATION,\n\nIN\n\nRURAL\n\nWASHINGTON,\n\nIN RURAL\n\nEDUCATION,\n\nU.\n\nS.\n\nD. C.\n\nTo an audience made up as this one is of specialists in the education of\nyoung children it would be as fulsome as it is unnecessary on the part of\none, not such a specialist, to enumerate or enlarge upon the principles\ngoverning this kind of work.\nWhatever may be the truth of the statement credited to some authorities on, and critics of, education that the\nquality of teaching in our public schools is best in the kindergarten-primary\ngrades and continues to decline in quality as we go up through the grades,\nhigh school, and college, it is, I think, safe to say that no group of teachers\nis more expert in the knowledge and application of the best ideals,\nprinciples, and methods than are those represented in this audience.\nI need\noffer no apology then if I confine myself in this paper chiefly to the\nfield\nof rural education and to the question uppermost in my own mind—even\nat the risk of seeming narrow in yours—namely, what can the\napplication\nof the principles now practiced in our best kindergarten-primary\nschools\ndo for the education of young children in rural communities\n?\nI wish to discuss this question from three viewpoints: first,\nthe practicability of their application to the needs of rural children\nas understood\nby the thoughtful farmer, himself, and his children and by\neducators working in this field; second, the efficacy of those principles\nin working out the\nsolution of the special problems of rural education as\nunderstood and recognized by thinking country people and by those of us immedia\ntely engaged\nin securing better educational conditions for country\nchildren; and third,\nthe possibility of the use and adaptation of these\nprinciples to the organization of the new kind of country school.\nI say “practicability” advisedly, but with some\ntrepidation, feeling as I\ndo the connotation of the word, and knowing\nthat its use is almost inevitably misunderstood.\nI hope I may be pardoned then for a brief explan\nation. With those to whom ideals in education\narouse reverence I am in the\nutmost sympathy.\nMay I, however, remind you that we are\nnot talking to each other alone\nif we are looking for results. It is a fact\nthat must always be remembered\n\n"}
{"page": 851, "printed_page": "829", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n829\n\nby those of us engaged in rural education that the farmer is an eminently\npractical person, that farm boys and girls are the most practical of children.\nThey deal with realities as other children do not. The farm home is also\nthe farm workshop or at least it is close to and familiar with it. The\nchildren know the economic problems of running a home and making a\nliving in all their varied aspects. “They share the knowledge and fear of\nmisfortune from unfavorable conditions as well as the elation and uplift\nwhich comes from favorable ones. The farm child is nothing if not\nWith this experience and attitude we perhaps deal as\npractical-minded.\nothers in our profession do not in our efforts to disseminate educational\nideals. I like, therefore, to weigh principles and their application on the scale\nof what I call their practicability—meaning their probable appeal to the\npractical farmer, the man on the road, if I may so paraphrase the popular\nour\nexpression signifying the average man, with whom we must deal if\nadto\npracticable\nthen\nit\nIs\nrealities.\neducational ideals are to be made\nand\nprinciples\nnew\nthese\nof\nintroduction\nthe\npeople\nvocate to thinking farm\ndifpractices for the education of young children, or are farm children so\nin\nsuccessfully\napplied\neducation\nof\nprinciples\nthat\nnatures\ntheir\nin\nferent\neducation\nthe\nin\nefficacious\ncity kindergarten-primary schools are not equally\n\nof rural children?\ncity\nFarm children know that they are alike as they wish to be not unlike\nintelAny\ngoose.\nthe\nfor\ngood\nis\ngander\nthe\nfor\nchildren—what’s good\nIndeed, it seems to me to\nligent farmer, too, will answer the question.\nPrinciples of education, if they are right, are right\ncarry its own answer.\nIf there\nthroughout the school course and in however varied surroundings.\naccident\nthe\non\nbased\nchildren\nof\nnature\nthe\nis any fundamental difference in\ncity, we\nof place of their birth, that is, whether in the country or in the\nassumed\nbe\nmay\nit\nmeantime\nthe\nIn\nfact.\nthis\nof\nevidence\nhave\nhave yet to\npotentialities,\nand\ninstincts\nsame\nthe\nwith\nborn\nare\nchildren\nthat\nsafely\ncommunity.\nthe same educability whether in a crowded city or isolated rural\nof the\njustness\neternal\nthe\nfor\nspeak\nCertainly not in this group need one\nent\ndevelopm\nof\nfullness\nfor\n;\nity\nopportun\nof\nright of all children to equality\nit all, is\napply\nwe\nif\ne,\nknowledg\nOur\nknow.\nwe\nmeans\nby all, whatever\nmeager enough.\nneed the adThere are those who say that the country child does not\nin the\nchildren\nto\noffered\nbe\nvantages which they, themselves, agree should\nand\nto\nbrought\nbe\nmust\nwhich\ntraining\ncity, that the country per se offers\nhis\nfollows\nwho\nchild\nrural\nthe\nthat\ncity:\nthe\ndevised for the children of\ngets\ntasks,\nld\nhouseho\nher\nabout\nmother\nhis\nor\nd,\nfarmyar\nfather about the\nkindergarten-primary\nof his own accord all the education which the trained\nthat there is any\ndeny\nto\nspecialist has to offer. , To say this seems to me\nas the science of\nthing\nsuch\nany\nsuch thing as a profession of teaching, or\neducation.\nNo one believes more than I\nLet us examine this contention further.\nchildren, especially young\nrear\nto\nwhich\nin\nplace\nin the country as the ideal\nfor children\nIt is the real “child garden” designed especially\nchildren.\n\n"}
{"page": 852, "printed_page": "830", "text": "830\n\nNatIonaL Epucation ASsocIATION\n\nby the greatest of teachers.\nIt offers as no other environment does, the\nopportunity, the materials for education.\nBut, like all opportunity, it\nmust be utilized; like all other materials of education these offered by nature\nare useless unless organized, in “significant sequences.’\nAll education\nmust use and supplement the experiences the child has already met.\nIt the\nfarm in itself, the mother and the father without training can do this, of\nwhat use are prepared teachers?\nIf trained teachers are not needed for\nyoung children why are they needed for any?\nExperience, too, fails to bear out this theory.\nNothing has seemed to\nme so pathetic as the prevalence among country people and country children of eyes that see not, of ears deaf to everything worthy about them, of\nthe paralysis not alone of the senses but of the finer sensibilities to the\nmiracles of nature that surround them in such abundance.\nOne month\nspent visiting schools in the country would be to any one here an everlasting\nrefutation of any such tenet as that mentioned.\nAny careful observer of rural people, especially of rural children, could\ngive numerous illustrations of the sordid, monotonous existence of the inhabitants.\nNo misfortune, it seems to me, can be greater than that country\nchildren should grow up with the conviction that life on a farm is necessarily one of uninspiring drudgery.\nYet this is the attitude we are implanting in them by the shortsighted system through which we have crushed\nout joy and beauty and inspiration from education of country children and\nsubstituted a little formal knowledge designed to increase production and\nthereby save the nation from rearing a peasant class or from added increase\nin the cost of living.\nWe need to understand then that it is not safe to leave the child to the\nchance of being educated by his environment unassisted.\nAll country\nchildren are not Lincolns in ability. The fundamental principles of sound\neducation for rural as for city children recognize the importance of bending\nthe twig as the tree should grow; that children of the age we are discussing—namely, from 4 to 8 years, are in that period when lifelong reflexes\nare established; that the opportunities and materials of education, varied\nand abundant as they are in the country, must be organized and used\nand\nthat only those with special adaptability and training can do this\nbest.\nTo return now to our second consideration that is, the efficacy\nof the\nprinciples practiced in kindergarten-primary schools in the solution\nof the\nspecial problems met in the education of rural children.\nPerhaps first in\nimportance among the needs of country children I should\nput love\nand appreciation of nature for fullness of life and joy in\nthe day’s work\nwithout which life in the country is uninspired drudgery.\nTo this I have\nalready referred.\nAny career must have a “setting of inspiration” if\nit\nis to appeal to the child with imagination, and the\nfoundation for this\nmust be laid early in life before the golden moments\nwhen impressions are\nglorified by imagination have forever passed.\nIn these early years or never\nmust the love of farm life be instilled.\nIt is all very well to appropriate money from the\nFederal Treasury to\n\n"}
{"page": 853, "printed_page": "831", "text": "DEPARTMENT\n\nOF ELEMENTARY EDUCATION\n\n831\n\npromote production through vocational agriculture, but much of it is and\nwill be wasted because these golden moments have passed and the boy\nor girl has faced in the wrong direction before this opportunity comes.\nAppreciation of nature, love of the open country, a wholesome respect for\nthe land and the people who live in it must, like appreciation of literature,\nmusic, and all the fine arts, be developed through early association with\nwhat is good and beautiful in each at a time when much of life is accepted\nIt must come from association, contact, fawithout undue questioning.\nmiliarity ;just as a teacher must be a child among children so must she be\na nature lover among other nature lovers. ‘The country child needs the\nstimulus of success, pleasure in his surroundings, physical, social, spiritual,\nand intellectual training to supplement his experiences, just as any other\nchild does if he is to develop ideals and sentiments of worthy living and to\nHere, indeed, can\ncultivate love and appreciation of life in the country.\nthe teacher with the special training for teaching nature, and its appreciation\nhelp us to solve our special problems.\nIn school and out of school we are beginning to give some consideration\nto the health of rural people. ‘Time was when, like those critics already\nreferred to, who think that country life in itself obviates the need of kindergarten training; there were those who said that the country was a healthful\nplace.in which to live and rear children, therefore, all country children were\nessentially healthful and special provision or attention to this matter was\n‘That delusion has been dispelled by the draft data and by\nunnecessary.\nevery investigation made concerning the health of rural children. ‘There\nhas been of recent years a good deal of scientific study devoted to the education of little children from which it seems to me the country child has\nour\nprofited least. No one now would deny that we must begin early in\ncaremost\nteachers\nthe\nthat\nor\nwelfare\nconsideration of the child’s physical\nfully trained for it at the present time at least are those who have\nspecialized in kindergarten-primary work.\nand\nThe country child notoriously lacks the social graces, the ability\nreared\nare\nchildren\nMany country\ndesire to play with other children.\nthe opalone or in small families and are deprived almost or entirely of\nown\ntheir\nof\nchildren\nother\nof\nsociety\nthe\nportunity to play with or enjoy\nabounds\nstill\nfamily\nlarge\nold-time\nthe\nthat\nthink\nto\nage. It is a mistake\nA study recently made of farm families in a rural comin the country.\nto be a fracmunity shows the average number of children per farm family\nat the\nchildren\nfind\nyou\nand\nVisit any typical rural school\ntion over one.\nand\ngames\nfew\nknowing\ngroups,\nsmall\nin\nor\nrecess period sitting about alone,\nd\nconsidere\ns\nsometime\nis\nJack\nwonder\nNo\nfewer.\nfinding pleasure in still\nand\ndullness,\na dull boy! Lack of the companionship of other children,\ntraining has\nearly\nof\nperiod\nthe\nbefore\nwork\ntheir\ndone\nall\nhave\nboredom\npassed.\ns the imagiWe find little in the curricula of rural schools that develop\nliterature\ngood\nof\nstudy\nthe\nas\nideals\nnation, builds character, and instills\nrhyme\nnursery\nthe\npasses\nwho\nchild\nthe\nMr. Chubb tells us that\ndoes.\n\n"}
{"page": 854, "printed_page": "832", "text": "832\n\nNATIONAL EpucaTION ASSOCIATION\n\nstage without knowing Mother Goose has missed a contact which no\namount of after training can fully supply and that this loss can be detected in a certain lack of full appreciation of literature in later life.\nWhat shall we say of the child who misses entirely the culture which comes\nfrom a familiarity with good children’s literature which the trained kindergarten teacher knows how to select and tell? No one needs appreciation\nof literature and love of books and reading as the farmer and farm homemaker whose isolated lives throw them on their own resources for recreation\nand amusement.\nIndeed, students of rural education and of farm life\nand its needs are becoming more and more convinced that “as a man and\nas a citizen in a democratic country the farmer needs and js entitled\nto\nthe same education for human development for sweetness and light\nand\nfor an understanding of the responsibilities of citizenship as is\nany other\nman.” ‘The farmer, the farm homemaker, and the farm child\nare dependent on their own resources for culture and recreation as others\nare not.\nIt appears, then, in considering the educational needs of young\nchildren\nin cities and of elementary children in rural communities we\nare on common\nground fundamentally at least. Both groups interested—nam\nely, those\nin the rural education and in the kindergarten-primary\nfields are working\nfor more nearly equitable educational opportunity for\nall children based\non their needs rather than on any accident of the place\nor the time of their\nbirth. Both are interested that education should grow\nout of the child’s\nown experience and environment in increased opportu\nnity for social contacts and development of social instincts through\nwork and play under\nguidance and in right surroundings and in laying\na foundation for liberal\neducation, through more general appreciation of\nNature, music, literature,\n\nand other arts.\nThere remains, then, for our consideration\nonly the practicability of\nadjustment to the organization of the new kind\nof rural school.\nI mean,\nof course, the larger consolidated schools which\nare now rapidly increasing\n\nin number and extent throughout the countr\ny; so much so that there are\nnow probably 12,000 such schools in\noperation.\n‘Their special needs,\ntherefore, give rise to problems worthy of\npractical study and consideration.\nAmong these may be mentioned the follow\ning: (1) In all rural communities—those having consolidated schools\nincluded—many children enter\nschool before the customary age of six years.\nThis is due in part to laxity\nof rural boards in making and enforc\ning regulations, as is customary in\ncities where crowded conditions usually\nlead to more drastic action; in\npart to the fact that legal school age\n(in many States five years) and the\nage at which children should enter school\noften confuse country people.\nC2 eelhe introduction of large motor\ntrucks for transportation has led\nto the practice of using each vehicle\nto cover two or more routes or to\ncover the same route two or three times,\nhauling a large number of children\nper vehicle. This method of transp\nortation is the most economical.\nWherever teachers act as drivers\nof transportation trucks and more\nor\nless wherever transportation is used\nextensively the children have from\n\n"}
{"page": 855, "printed_page": "833", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n833\n\ntwenty to thirty minutes before and after school which, for larger as well\nas smaller children, could be busily and happily employed in supervised\nplay, a story hour, with directed handwork, or in various other ways which\nthe trained kindergarten is especially well fitted to direct. In many schools\nthis free time of children offers a serious problem to the regular teachers\nwho have been accustomed and desire to spend this time in preparation of\nwork for the day.\nThese conditions offer at least two opportunities for the introduction\nof a special teacher and special room for young children in consolidated\nIf a teacher with kindergarten-primary preparation were emschools.\nployed in the school to have charge of a room for young children from\n4 to 8 years of age, either by herself or with an assistant, she could\nconduct a school of the ungraded type, retaining all the traditional freedom\nand spontaneity that have characterized the best of the old one-teacher\nschools and at the same time having all the advantages of the best modern\nIn addition to the regular work of the special teacher\nideas in education.\n(particularly in small consolidated schools) all the children of different\nages who arrive at the school building early or leave it late on the transportation busses could be under her charge during these free periods.\nThe question naturally arises if the introduction of special training for\nyoung children is practical in consolidated schools in rural communities why\nThose whose special-interest this field\nhas it received so little attention?\n\nof education is, must speak for themselves.\n\nFor those of us whose special\n\ninterest is in country children, I think I may say authoritatively that neither\nindifference nor lack of appreciation of benefits to be derived is responsible.\nThe problem is one of administration and finance in the larger consolidated\nProschool with the added one of organization in the smaller schools.\ntremendous\na\nis\ns\ncommunitie\nmoting better school conditions in rural\nis\nproblem with serious handicaps which need not be enumerated here. It\ngradually.\nand\nslowly\nonly\novercome\nbeing\nare\nthey\nfar\nenough to say that so\ncomAdequate financing is not only difficult but impossible in some rural\nand\nraising\nfor\nmunities and will be until States.pass more equitable laws\nschools\nfinance\nto\nable\ns\nIn communitie\ndistributing State and local funds.\nthat\nwithout better administrative organization it must be remembered\nof\nmajority\nthe\nin\nmovement\nnew\nly\ncomparative\na\nconsolidation itself is\nfarmer,\nthe\naffecting\ncrisis\nfinancial\nserious\npresent\nthe\nStates, and that\nwith\ncame just at a time when the situation seemed in a fair way to improve\na\noffers\nit\nleast,\nat\ngreater rapidity than before, and that for the present,\nvery difficult obstacle to overcome.\nalso the\nThe introduction of this special work in rural schools involves\nless\npresent\nAt\n.\nteachers\nd\nprepare\nely\nadequat\nadded problem of securing\nwhattraining\ne\nadequat\nany\nhave\nteachers\nrural\nthe\nthan 25 per cent of\nTo introduce a new field without a sufficient\never for their work.\n‘The rural kindernumber of prepared teachers would be a serious error.\nbut rather of\nletter\nthe\nof\ngartner when she comes must be no follower\ned of by\nundream\nworld\na\nopens\nthe spirit of the law; to such the country\n\n"}
{"page": 856, "printed_page": "834", "text": "834\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe city teacher, a world where every child may see at first hand the miracles\nof growth in their own natural setting, where opportunities for service\nin new and untried fields open up with amazing regularity and where the\nuses of initiative, ability, and possibilities of experimentation are infinite\nin variety and extraordinary in appeal. ‘To open up such a field to an untrained group would hamper rather than further the desired end.\nNot too much at a time must be our guiding slogan.\nIf we are able\nto secure consolidated schools for our country children we will, we hope,\neventually get the other advantages which accompany them.\nIn the meantime we must be patient and reasonable in our demands—without losing\nsight of the ultimate goal. We want for children in rural communities\neducational opportunities equivalent to those now offered, or which shall\nbe offered, in the more progressive cities. We shall be satisfied with no\nless. Without insisting on their immediate fulfillment there is no time\nbetter than the present to work toward this end. Various conditions,\naccidental and otherwise, have combined to popularize the idea of greater\nliberty in the education of children.\nThe mind of the public is better\nattuned to educational needs of small children than ever before.\nIt is\nexpedient while popular interest is alive to these needs that we keep constantly foremost all that makes for better education, for more normal,\nfuller, and richer lives for country children.\n\nTHE\n\nWORK OF THE NATIONAL EDUCATION ASSOCIATION AS VIEWED FROM THE STANDPOINT\nOF A CLASSROOM TEACHER\nAGNES\n\nS. WINN,\n\nASSISTANT\n\nASSOCIATION,\n\nSECRETARY,\n\nNATIONAL\n\nWASHINGTON,\n\nEDUCATION\n\nD. C.\n\nThe most pressing duty that lies before those of us who are engaged in\neducational work today is to convince those outside of the profession that\nwe are united on a common program—the training of the children of the\nNation for the highest type of citizenship.\nGroups vying with each other\nfor influence and prestige can never bring this about. They must be willing to lay aside their group interests and unite their forces to carry forward a professional program of National service.\nThese first few months at headquarters have strengthened my previous\nideals for a great National association, an association having the unique\nprivilege of binding the teachers of the Nation in one great professiona\nl\norganization with a common purpose, with a common understanding,\nand\nwith common ideals. Through my office at headquarters I am hoping\nto\n\nkeep in close touch with both administrators and teachers in every section\nof the country to assist in bringing about this unity.\nSince its reorganization at Salt Lake City two years ago the Association’s membership has increased from 35,000 to 110,000. With this\nre-\n\n"}
{"page": 857, "printed_page": "835", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n835\n\nmarkable growth in mind, the officers realize that the Association must\nequip itself for a greater future service and for a more vital influence in\nthe lives of its members than it has ever exerted before.\n_ For this purpose a Research Department has been established where\ninformation on salaries, tenure, and pensions, educational State and Federal legislation, rural schools, in fact anything pertaining to the school\nIt is there to serve you\nsystems of the country may be had for the asking.\nestablished to give\nbeen\nhas\nJournal\nThe\ndesire.\nyou\ncapacity\nwhatever\nin\ninformation regarding the Association’s policies and to acquaint the members with the activities of the field and with the larger problems of education.\nThe benefits you receive from membership in the Association will depend\ncolargely upon what you are willing to put into it in the way of helpful\nours.\nnot\non,\nIt is your Associati\noperation and constructive suggestions.\nAssembly to\nUse your opportunity at the meetings of the Representative\nknow what\non\nAssociati\nthe\nof\nwork\nthe\nlet those of us who are carrying on\nneeds of\nthe\nmeet\non\nAssociati\nn\nEducatio\nwe can do to make the National\ntoday.\nof\nthe educators\n\nMEASURING\n\nCY\nCAPACITY OF PUPILS AND THE EFFICIEN\nOF SCHOOLS BY MEANS OF TESTS\n\nLINCOLN\n\nOWEN,\n\nMASTER\n\nBOSTON,\n\nOF THE\n\nRICE\n\nSCHOOL,\n\nMASSACHUSETTS\n\nIntelligence and School\nThe general topic, The Value of Measuring\nindividual intelligence,\ning\nProgress by Standard Tests, means to me measur\n\nan individual school.\nindividual progress, and the efficiency of\nrily test language capacity and\nordina\nIn giving an intelligence test we\nintelligence and from these\ntest\nwe\nthan\nexperience considerably more\n.\nresults we infer the degree of intelligence\ngiven recently in grades four and\nwere\nTests\nThe National Intelligence\nSoon after Courtis Tests in Arithmetic\nsix of the school under my charge.\nfraction tests in grades six, seven,\nwere given in grades four and five and\nand eight.\nthe results obtained my teachers\nIn attempting to find the meaning of\ngraphs. We have made many\nsome\nprepared digests of thé results and\nyear may be taken as the most\nthe\nfor\ncard\n‘he pupil’s rank\ncomparisons.\njudgment as to the mental capacity\nreliable evidence of a teacher’s honest\nsix is a critical year, and I shall use\nof the individuals in her class. Grade\nin that grade.\nfor illustrative purposes the results\nd agreement in about 80 per cent\nmarke\na\nfound\nwe\ntested\nIn all classes\ngence need to be interpreted and\nof each class. The cases of wide diver\nexplained.\n\nWhen\n\nwith the judgment\nresults of scientific tests agree so markedly\nwhile to give such tests? “This question\n\nof experienced teachers, is it worth\n\n"}
{"page": 858, "printed_page": "836", "text": "836\n\nNATIONAL EDUCATION ASSOCIATION\n\nhas been given to many principals and many teachers and the composite\nanswer is ‘‘Yes, provided the tests do not run in grooves and thus stimulate\n\nexcessive preparation for the passing of tests.”\nTABLE\n\n1—GRADE\n\nSIX\n\nClass A\n(R 14)\n\nClass B\n\nRank Card Intelligence Test.\nNo. 1 is No. 10\n2,\n\n“\n\n3\n\nSpas\n\n23\n\nforeign\n\n«\n\n23\n\n“\n\nbak\n\n4\n\n4\n\n(R 17)\n\nRank\n\nCard Intelligence Test.\nING. 1) 1S) eNO\nmen\ng\n\n“\n\n6\n\nShoes’\n\n10\n\nq\n\n«6\n\n18\n\nCle\n\na\n\n13\n\nee\n\n31\n\n10 “\n\n1 (148.1)\n\n10\n\nZO\n\n25\n\n20\n\n4\n\nce\n\n17 new\n\n31\n\nSpans\n\nshirk with\n7 'poor habits\n\nre\n\nbe\n\neye\n\n22\n\n33/4\n\n32\n30\n\n29\ni\n\n3\n\nOm\n\n32\n\nBye\n\nyf\n\nee\n\n27\n\n65a\n\nkes\n\n28\n\nWhat can be done with the results of these special tests?\n1. Understand and interpret them.\nAsk and answer the questions suggested by them.\n2. Comfort the teacher by confirming her judgment.\nImprove the\nteacher’s power to rate capacity fairly.\n3. Use them as a help to a better understanding of one’s individual pupils.\nFind the shirks.\n4. Use them as a help in grading pupils. Many schools admit 50 per\ncent of the pupils from grade six into the foreign language divisions of grade\nseven on the basis of the results in the intelligence tests!\nThe results of these tests are revealing and suggestive, but they are not\nabsolute.\n4\nScientific tests of intelligence, of arithmetic, of reading, and all other\ntool subjects—important and suggestive as these are—do not adequately\nmeasure the efficiency of a modern school. What then are the types of test\nor forms of inspection that would enable one to determine whether or not\nan individual school satisfies reasonable expectations?\nAn inventory that is reasonably thorough should cover the following\npoints: the spirit of the school and its dominating ideals; the physical condition of the pupils; the methods and the processes of the classrooms; the\nadaptability of subject matter and of required activities to the needs and\ncapacities of individual pupils; and intellectual results—both tangible and\nintangible.\nBecause of time limitations I must omit a consideration of the most\nvital elements that determine the efficiency of a school and comment briefly\nupon schoolroom tests in comparison with scientific tests as a means of\ndetermining individual capacity, individual habits, and fitness for promotion.\nThese same pupils were given searching tests upon their work in fractions.\nClass A whose average score was ten points lower than the average score\n\n"}
{"page": 859, "printed_page": "837", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n837\n\nof Class B surpassed the record of Class B in three out of five tests. In\nearlier school tests upon fraction work Class A also surpassed Class B in\neach of five separate trials.\nThere was a striking correspondence between the teacher’s merit list\nfor promotion and a list based upon the fraction tests.\nIn my view the judgment of a fair-minded, experienced teacher as represented by the report card plus a recommendation by such teacher is a safer\nbasis to be used in grouping pupils for next year’s work than the results\nof intelligence tests.\nWhy, then, do the private schools make so much use of intelligence tests\nBecause they have not reliable data furnished\nas a basis of classification?\nby experienced teachers to serve as a basis of classification.\nSchool tests in arithmetic and English can be made to yield to the principal results which have values of a high order. A few years ago a brother\nmaster gave a test in arithmetic in my school in grade four. While only\nseventeen out of forty-two had perfect papers, this test showed clearly that\nthe class possessed intelligence, the habit of attention, and a willingness to\nattack a new problem.\nSuch a test is suggestive but it would not be suited as a means of deIn June, the same class took an approtermining fitness for promotion.\nthirty-one perfect papers and no child\nwere\n‘There\ntest.\nproblem\npriate\nwas below passing.\nWhen arithmetic tests, however, become so scientific that they test only\nabstract work, they tend to induce excessive drill upon the fundamental\nprocesses and there is no permanent gain in doing either abstract or problem\nTest results should be confirmed by comparison with standard\nwork.\nscores, when available, and with the results in other classes or schools.\nUnless we are to confine research tests to the fringe of arithmetic, some\nproblem tests should be given.\nAny attempt to determine the efficiency of a school should include some\n“The most\ninspection of desk habits and an inventory of English results.\nby memn\neconomical test in English is a dictation exercise, with correctio\nof\nnumber\nthe\ncounting\nbers of the class, and a rank mark obtained by\nminutes.\ntwelve\nthan\nmore\nSuch an exercise need not take\nerrors.\norally to some\nThe work in composition should be tested in writing, and\nclass criticism\nsome\nby\nnied\naccompa\nbe\nshould\nOral composition\nextent.\nshould be marked\nto reveal the custom of the class. Written compositions\ntop and the poorthe\nby the teacher and should be arranged with the best at\nest at the bottom.\n\n?\nWhat shall be done with the results of such tests\n\n.\n1. Keep some as an index of attainment and growth\nyear.\nthe\nin\ntests\nearlier\n2. Compare with\n3. Compare with some other school.\nresults—Do\n4. Ask and answer the questions suggested by the\n\npupils have sufficient variety in their composition work?\nnative and resourceful?\n\nthese\n\nAre they imagi-\n\nAre they reasonably correct in the use of language?\n\n"}
{"page": 860, "printed_page": "838", "text": "838\n\nNATIONAL EDUCATION ASSOCIATION\n\nSomething may be learned from the criticisms of our schools.\nSome of\nthe educational ideas of business men are expressed by their criticisms.\n“The children cannot add correctly.”\n‘They are not thorough in anything.” ‘They cannot write a short letter and spell the words correctly.”\nA few hours’ visit to any classroom would change these wholesale condemnations to a fairer statement beginning with “some.”\nIn reference to tangible intellectual results there is now a widespread\nmovement throughout the country to test schools and rate their products.\nThe subject in which results can be easily tested is arithmetic.\n[his subject is taken partly because its results can be easily tested, partly because\nthe subject is found in all grades, partly because it is fundamental in character, and largely because business men say: “All children should add correctly and they cannot.”\nWith reference to this insistent demand for thoroughness, whether made\nby business men or professional testers, it is important to observe that absolute thoroughness is not the most essential element in a successful life.\nOf course, honesty, truthfulness, and fidelity are of fundamental importance,\nbut the required power that makes for effectiveness in every department\nof activity is good judgment.\nMuch of our school work, therefore, must\nbe concerned in training children and young people to make wise decisions\nthat they may become possessed of good judgment.\nWith reference to the adaptation of the course of study to the needs and\ncapacities of individual pupils, we are not succeeding in a manner entirely\nsatisfactory. We are however, approximating to a condition of efficiency.\nWe are efficient in adapting our program to about 85 per cent of our\npupils. Schools generally are least efficient with the slower children.\nIn\nnearly every class there are some children who are over-age for their grade.\nThis problem, however, of dealing with over-age pupils is already half\nsolved because we recognize the problem, its seriousness, and the direction\nin which the solution lies.\nIt is the teacher’s duty to improve the average, but it is just as much a\nduty to improve the best and the poorest.\nChildren differ greatly as to\ntheir capacity to do school work, for example, to express themselves in\nwritten exercises.\nIn a set of papers written in a classroom the results will\nvary in quantity from half a page to two pages.\nThe variation in quality\nwill be equally great. As Dr. Charles W. Parmenter has stated the case,\n“In any given group of pupils, there are enormous differences of native\naptitude, industry, ambition, and perseverance that cannot be overcome by\nthe best organization and the most competent teachers.”\nThe\n\nfundamental\n\nneed is to make sure that every individual\n\nweek by week a reasonable gain.\n\nis making\n\n"}
{"page": 861, "printed_page": "839", "text": "DEPARTMENT\n\nEDUCATION\n\n839\n\nRATING STUDENTS ON THE BASIS OF NATIVE\nAND ACCOMPLISHMENT\n\nCAPACITY\n\nIRA\n\nA.\n\nFLINNER,\n\nOF ELEMENTARY\n\nHEADMASTER,\n\nBOSTON,\n\nHUNTINGTON\n\nSCHOOL,\n\nMASSACHUSETTS\n\nIn this article I am making a plea for a careful study of the boys and\ngirls who are placed in our care and for whose development we have a great\nresponsibility.\nWe schoolmasters can learn a valuable lesson by observing\nthe athletic coach.\nOn the athletic field the coach sizes up his material\nand assigns boys to tasks in keeping with their abilities. A boy is asked\nto play fullback because he possesses certain qualifications or certain potentialities which make him valuable for that position. ‘The track coach does\nnot select the under-sized boy of small muscles to try out for the shot put,\nHe assigns his manor does he select the big, heavy boy for the dashes.\nterial according to pretty well-established principles, which are the result\nof long experience.\nSuch a study of individual differences should take place in classroom\nAmong teachers there is a tendency to suppose that all students can\nwork.\ndo all kinds of mental work and that all students can attain high rank in\nIn fact considerable pressure\nschool subjects if their effort is great enough.\nof all the raw material.\nout\nstudents\nhonor\ndevelop\nto\nbear\nto\nbrought\nis\nScholarship prizes, honor societies, honor lists, and praise by instructors, are\nmeans that most schools use to encourage the whole school to a high accomIt is decidedly laudable to secure excellent performances, but\nplishment.\nteachers and parents must realize that only a limited number of students\nClassroom teachers must appreciate that\nare able to do superior work.\npupils differ as much in their ability to do mental work as in their ability\nIf teachers and parents understood this fact\nto do certain physical work.\nfully, then greater effort would be made to secure high grades from superior\nindividuals, and less discouragement given to individuals of average intelligence who do not measure up to the expectations of teachers but who,\nnevertheless, are working in accordance with their talents.\nIn some respects school children are like gas engines whose ratings have\nbeen established by the manufacturer and under favorable conditions are\nexpected to perform according to the official ratings. Each child has a\ndifferent mental ability, ranging from very poor to very good. To set\nbefore individuals of average and poor mentality tasks that are very much\nbeyond them is unwise and unjust. To be satisfied with average accomEach\nplishment from individuals of superior ability is just as unwise.\nshould\none\nEach\nindividual should perform according to his possibilities.\n\nbe urged to give his maximum effort so as to produce results in accordance\n\nwith his ability.\n\nThe great task before educators today is a scientific study of the raw\n\nWe are now able, by psychological tests and through other\nmaterial.\nmeans, to estimate quite accurately the ability of individuals to do mental\n\n"}
{"page": 862, "printed_page": "840", "text": "840\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nwork—that is, the ability to acquire subject matter such as is given in our\nschools today.\nAt Huntington School we have devised a rating plan which takes into\nconsideration both the accomplishment of the student and his native intelligence. By native intelligence we mean the innate capacities by virtue\nof which the individual is capable of learning, and by accomplishment we\nmean what he has learned because of those capacities.\nAt the beginning of the school year, 1921, each of the three hundred boys\nin the school took the Otis A and the Otis B group psychological tests.\nTABLE\nA=60+;\n\nName\n\nING Shes\neT\nee\nVND SoeaR\nSo erie\nAilepwe\nes Sic: ce toe\nAD ey eee PS Peer\nAve Were\nee oe ee\nBa. AAs eee\n[sie aoe\nSe eT eee\nBie\nees Sasser eee\nBibeiaip\nFaeek ee.\nSee Fe:\nBid eee econd wac teeta eases\nDBA Sc tenia Sea\nOR fee gh\ndeEBare tenettee\nBrights\nsarsieaie\nead:\nBee.\n\n1—OriIs\n\nSCORES\n\nB=30to\n59; C=0to\n29; D=—20to0;\n\nGees Sian oe ted 7:\n\nBee rence\neee eee\nBate,aes\nCaries\ntet aie Se, or Wes\n(eit\nspit\nite\n\nIDpey cote\nArent\nGel hae\nRO eee\nCha\nHotei\nOnan\nRO ie\nRogtres\nMNAMEy see\nWeiss’ os\nase\nHesa.ca\n\nAge\n\nmee\n\n15-1\n18-4.\n18-3\n17-2\n18-3\n20-2\n16-3\n13-4\n14-1\n13-3\n18-4\n17-5\n13-4\n\n—20\na2\n25\n31\n38\n42\n53\n89\n14\n37\n1\n—23\n65\n\n—\n\nE=—xto21\n\npe\n\nAv.\n\nGrade\n\n1\n82\n34\n73\n50\n57\n53\n93\n16\n60\n44\n17\n70\n\n—10\nii\n30\n1B\n44.\n49\n53\n91\n20\n60\n44\n17\n68\n\nD\nA\nBA—\nB\nB\nB\nA+\nS\nA-—\nB—\n(e\nA—\n\naE eee\n\n17-1\n\nOmer.\nHdkatar\niWileee eee:\n|Wihehe oer\n\n2A\n\n19-4\n16-5\n15-3\n15-5\n\n19\n\n25\n71\n56\n18\n\n20\n\nCc\n\n43\n66\n40\n21\n\n34\n69\n48\n19\n\nB-—\nA—\nB\nCc\n\nScores obtained from the Otis A and Otis B group tests for the first\neighteen\narranged.\nThe scores recorded are the number of points above or the number\nof points\nbelow the Otis norm for the ages given.\nboys alphabetically\n\nThe A and B scores were averaged in most cases.\nWhen large differences\nappeared between the two tests the higher score was used as in\nCase 4.\nEighty-five per cent of the student body received scores\nabove the standard\n\nnorms.\n\nIn Table 1 are given the scores which the first eightee\nn boys in the\nschool alphabetically arranged secured.\nIn Column 1 are given the ages of the boys; in Column\n2 the number\nof points each boy secured in Test A above or below\nthe standard norm;\nand in Column 3 the number of points for Test B above\nor below the norm.\nIn the third column are the averages of the two tests.\nIn some cases, however, where there was wide variation in the results,\nas in the case of the\nfourth boy, who scored 31 above the norm in Test\nA and 73 above the\nnorm in Test B, we took the liberty of adopting\nthe higher score.\nSuch\n\nwide variation we attributed to errors in testing,\nand so gave the student\n\n"}
{"page": 863, "printed_page": "841", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n841\n\nObviously no boy could do better than his native ability,\nthe higher score.\nbut there are many reasons why he might not perform according to his\ncapacity. These increments and decrements were then translated into\nterms of the school grading system, using A, B, C, D, and E, as indicated\nJust how the transition was made from the number\nin the fifth column.\nscores to the letter grades will be explained in a later paragraph.\nIn addition to these group tests we called upon the teachers to make\nAt the close of the first two months of\nestimates of native intelligence.\nschool teachers were asked to give their estimates of native capacity of the\npupils whom they had in their classes, using the regular school grading\nIt was understood that they considered all students\nletters for this purpose.\nrated A, B, and C able to prepare for college, that boys rated D and E,\nalthough they would profit by pursuing many of the subjects in a college\npreparatory program, would not likely enter college. Teachers generally\nare fairly accurate in estimating the native ability of students who lie at the\nextremes on the scholarship scale—that is the superior and the inferior\npupils, but they are not always able to differentiate between good and\nIt is also a matter of record that where there is any\naverage students.\nto separate college material from the non-college\nmade\nattempt\nconscious\n“That our teachers were able to\nmaterial there is considerable accuracy.\nestimate the native capacity of the students fairly accurately is indicated\nand\nby the fact that the correlation between the average of their estimates\nhigher\nconsiderably\ncorrelation,\nthis\nThat\n71.1\nis\nthat of the Otis scores\nand the\nthan is usual, was secured is due very largely to our small classes\nteachin\nexperience\nfact that all members of the staff had had considerable\n65.?\nto\ning. Correlation scores usually run from 50\n1 and the estiIn Table 2 are the same eighteen boys listed in Table\nnumbers from\n“The\n.\nteachers\ntheir\nby\ngiven\nas\nmates of their native ability\nwill observe\nreader\nThe\ns.\nestimate\nmade\nwho\nteachers\nthe\n1 to 5 refer to\n’ estimates.\nteachers\nthat there is considerable agreement among the various\ning done\nestimat\nthe\nof\nsample\nThese eighteen cases can be considered a good\nal estiindividu\nthe\ner\nWhenev\n300.\nby the staff for the entire school of\nteachers\nthat\nshowed\nation\ninvestig\nn,\nvariatio\nmates of teachers showed wide\nwhich to\non\ndata\naccurate\nhave\nnot\ndid\nratings\nwho made these variable\nFor example, some of the pupils who were rated\nbase their judgments.\nduring the first part of\ntoo high were repeating courses and for that reason\nboys received esti‘These\ncourses.\nthe school year were doing well in those\nratings which\ns’\nTeacher\nability.\nreal\nmates that were higher than their\nlast column\nthe\nin\n2\nTable\nIn\nout.\nthrown\nwere\nwere obviously not correct\nwill be observed that the\nthe average of the various estimates 1s given. It\n.\nestimate\nal\naverage varies but little from each individu\nated into the letter\ntransl\nwere\nNow let me explain how the Otis scores\n\ngrades.\n\nwhich ranged\n“The increments and decrements of the Otis scores,\nNS\n\nP\n\nJ\nboth the Otis scores and the\nis due to imaccuracies in group\ntests,\nts, lack of time for\nBee alate of less than roo\nthe\ntaking\ni\nwhen\nness\nnervous\nv\nto\nI refer\nach che estiimates.\nover-age students repeaters\nrated\nability, teachers\nnative\ning\nestimat\nIn\netc.\nLae pi ore\nibd\n“d\nand loafers inaccurately.\nz\n\non’s method.\n\n"}
{"page": 864, "printed_page": "842", "text": "842\n\nNaTIoNAL EpuCATION ASSOCIATION\n\nTABLE\n\n2—TEACHERS’\n\nESTIMATES OF THE NATIVE\nEIGHTEEN Boys\n\nName\n\nAge:|\n\nINTELLIGENCE\n\nLov|-2-9/iSeledoiulde\n\nING oo.toetes\ncae\noe\nTA\nae 8 OE ey ee\nAl ag tiramessttis.\ndes a:\nae\nRe ye\nAN te ee\na Oe oe ee\n\n1Dymge\nUN a\nGe auce\nROS sare.\nChee\n\ntS\n18\n18\nil\n18\n\nC=C\nA\nA\nB\nA\nB\nB\nS\nG;\n\nBaten\n\nry: arr ae Aas\n\nHore\n\n2e\n\n20\n\nBigh\n\nyay the, Fatah\nvale:\n\nLowa.ee\n\n16\n\nBi ee 2 ee\n1B Derkathens\nApda tied he\n\nASKo has\nRO. oe\n\nBis he\nee ornare\nBAS kesh\nSey 5\nGED sere coer tee\nBite\noh Se ee\nite\na\nPe a oo\nlier\neee ee ae\nBeate\nas tee\neee\nCaras.\nered. seme.\nCaters face\nSie. de one\n\nWhe or\nWeak ccs\nBasa\nHe: eee\nJax cats:\nsO es teecer\ndoes tespe\niW Sree\nBib ees\n\nOF\n\nTHE\n\nSAME\n\niit adMeee\n\n(Cee\ni®\nASA\nB\n|B\nBae\n[Del sere\n\nsir,\nAp hard\nands\ney\nrin\n\nC—\nA\nB+\nB+\nC-—\n\nA-|A\n\nCows\n\nsis 3p\n\nB+\n\nB\n\nB\n\nCC\n\naes\n\nB-\n\n13\n14\n\nB\nC+\n\nA\n)C\n\nA\n|A\nCaer\n\nee,\n\nAC—\n\n13\n18\n17\n13\n17\n19\n16\n15\n15\n\nA\nB+/|A\n/A\nCc\n€\n1B eee\nD—|B\niD)\njueiDy\n4/6:\nA\nB\nAN), CHE\nE\nCc\n1B\nPeer\nS\nB\n(Ou leapt Ail\nA\nB\nA\n|A\n|B\nce\nD\nGrit\nie\n(S\nC— | BC\n\n{CAB\n\nfrom —60 to +80, were plotted on a base line of fifteen divisions.\n\nAC—\nC—\nA-—\nD+\nC+\nA—\nC-—\n(S\n\nEach\n\ndivision included ten points. Likewise the teachers’ estimates of students\nwere plotted, using a base line with fifteen divisions corresponding to the\nletter groups A, B, C, D, and E, each one divided into three groups by\nthe use of minus and plus signs. As previously stated, it is likely that\nthere is greater accuracy in teachers’ estimates between the C and D groups\nthan at any other point on the curve.\nAccordingly the line separating the\nD and C groups as indicated by teachers’ estimates was extended to cut\nthe Otis curve.\nAn examination of the curves on page 9 will show that\nthose who made Otis scores above the norm could be considered in the same\nclassification as those who were estimated by the teachers in the A, B, and C\n\ngroups.\nThe reader will readily see, therefore, that the middle or C group\nmust include those with Otis increments ranging from 0 to 30; the\nB\ngroup with increments from 30 to 60, and the A group increments above\n60.\nThe writer realizes that the fifteen divisions are really not of the same\nsize, but for all practical purposes they can be considered equal.\nSo far the data which we have discussed in classifying the students\nof\nthe school included the two group psychological tests and the\nteachers’\nestimates.\nInasmuch as there were inaccuracies in both these methods of\nrating students, it seemed wise to give to each student the *Stanford\nRevision\nof the Binet Simon Tests to check results.\n1 These tests were given by a trained psychologist\n\n"}
{"page": 865, "printed_page": "843", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\n843\n\n60 -50-YO\n\n-30-20-10\n\n0./0 20\n\n30 ¥050\n\nGO 70 0\n\nIR\n\nJOY\n\nI2]%\n\n3964.\n\n/2. Je\n\nPPM\n\nlb%\n1—OTIs\n\nFic.\n:\n\nGC GGt bile Asien\n\nP62\n9.24 5086 286\nTEACHERS ESTUTATES\n\nScORES—NUMBERS\n\nON THE Base\nTHE INDIVIDUAL\n\nLINE ARE\nSCORES\n\nTHE\n\nDIFFERENCE\n\nBETWEEN\n\n"}
{"page": 866, "printed_page": "844", "text": "844\n\nNATIONAL EDUCATION ASSOCIATION\nTABLE\n\nA=120+-\n\nB=110\n\nto 120;\n\n3—BINET\n\nC=95\n\nSCORES\n\nto 110;\n\nD=80\n\nto 95;-\n\nK=x to 80\n\nAge\n\n| I. Q. | Grade\n\nEOS Sateee\nAres a8\nGes ee\nRO. tek\nChakee\n\n15\n18\n18\n17\n18\n\n80\nD—\n120 | A—\n110 | B—\n110\nB—\n106\n‘€\n\nlakopey ic 2\n\n20\n\n116\n\nLOWeaee\nROn eee\nROs = ee\nWithee\nWastin.\nTape, aoe\nHercrs\naes Ze\nJom one\nBde: ae\nWi eae\nLincs\n\n16\n13\n14\n13\n18\ni\n13\ney\n19\n16\n15\n15\n\n110 | B—\n128 | A+\n104\n113\nB\n107\nGS\n102\n&\n139 | A+\n98\nC—\n104\n(C\n116\nB\n113\nB\n104\nC\n\nName\n\nVANS We Ray Cente eR cs os CRE Ree\nFD\nacs occ Shae\n(AO oe AA ORR,\nSe. ee\nae\not, ae\nJy oeSeer ke\neee NE em\nOP\nee es eee 3\nAN) OENE ASI, -cyn.09-c BRLOe moe\neee ce\nACY Seen ae CMR eo Sees Ao had ARM JR\nIR\nRE at\n\nou cM\n\nmR Ne RP RRC\n\nOR.faeSA SIN FR\n\ni\n\na\n\nSBE eee gM oat Sg\na\nte Aa Te DeA a\nBit ca\nah. o> OO\nPAD cat ica ae he\nSS\nSO ee\neo\nAEN Se ane Re\nee ee\nBi gereeere. +. ska aicons,2's Sees RR\nod othcus ce aes\nBUR eis wcting ok 6 2\nen\nee ee\nGOB ia\nas ct cate PO\nee\nee\nPed hee\n|5 eR\na RIS ARERR 2 2 opin creeR air -aee ChE ANGEEONEN\nBY gut. dates as pct\nee\neo\nae\nee\nBrie\nte eee\nOey soe\nee\ncee\nBae osc. Bee ioe oeedak ote oe\nee eee\nCa.\nRP\nGRE 4 os» SR\nGAS\ndon ens ie acccartes NAS, ns heen Ne\nTABLE\n\n3—THE\n\nINTELLIGENCE\n\nQUOTIENTS OF THE SAME\nNUMBERS AND LETTERS\n\nEIGHTEEN\n\nBoys\n\nB\n\nGIVEN\n\nIN\n\n~The following distribution was used: A120\nand above; B—110120; C==95-110; D==80-95, and E below 80. This is approximately the distribution recommended by Terman.\nIn calculating these intelligence quotients sixteen, as recommended by\nTerman, was used as the divisor for all boys sixteen years of age and over.\nThere seems to be considerable evidence available to indicate that the\ngrowth of the innate capacities of individuals does not continue for the\nmajority of persons beyond fourteen and one half years.\nIf we had used\nfourteen and one half as the divisor for the boys of that age and older,\nas recommended by Professor Dearborn, of Harvard, we should then have\nto increase the I. Q.’s for those boys from ten to twelve points. In the\nthird column of Chart 4 we have given the I. Q.’s in terms of the schoolgrading system. ‘Those boys who received I. Q.’s of over 120 were classified as A boys; those between 110 and 120, B boys; between 95 and 110,\nC boys; and between 85 and 95, D; below 80, E. This classification was\nmade more or less arbitrarily. We should have included in the A, B, and\nC groups only those who had I. Q.’s above 100, because we found that\nall A, B, and C boys as classified by teachers received scores above the norm\non the Otis tests; therefore they should be rated above 100 in the individual\ntests. We chose to include within the C group I. Q.’s from 95\nto 100\ninstead of from 100 to 110, first, because we wanted to give the\nbenefit\n\nof any doubt to the student and, second, our data indicated that the\nI. ae\nof boys fourteen and one half years and over were too low, as\nalready\nexplained.\n\n"}
{"page": 867, "printed_page": "845", "text": "DEPARTMENT\n\nName\n\nINGO ee oe\n/Nilsiseenpceaite\nPAT ERIGR, TIE\nfert abr 3%\nAare\nPNVaNOETs stata x che\nAe Ret eretae ee\n[Biss teaSeneaee\niD oearananee\noe\nIota\n[Diner Ge baste\nRae Sears\nDig\ndeBeees usosRie eeeeee\nBins Seperehl spss\nSioa cae AAO\nBU . eiShaks Braden\n(Care pales Rite\nTo eeene\n(COE\nTABLE\n\nDR aoe\nTes erga\nGera on\nRO mee\nGites,&\nHoghag ;\nlpoyae Hae\nROR es\nRote:\nWiha ee\nANY. eee\nal Res\ni exrcscm-§\n| Ee eee\nBiKoteecletet\nidl 2 degot\nWarcne\nApe aee\n\nOF ELEMENTARY\n\nAge\n\nHQ:\n\nIQ:\n\n15\n18\n18\n17\n18\n20\n16\n13\n14\n13\n18\n17\n13\n17\n19\n16\n15\n15\n\n80\n120\n110\n110\n106\n116\n110\n128\n104\n115\n107\n102\n139\n98\n104\n116\n113\n104\n\nD—ABB-—\nCc\nB\nB-—\nA+\n©\nB\nCc\nCc\nA+\nS\n©\nB\nB\nC\n\n845\n\nEDUCATION\n\ni\nOtis\n\nA\nBA-—\nB\nB\nA+\nic\nABC\nAc\nBAB\nC\n\nT.\nEst.\n\nPiglet\n\nC-—\nA\nB+\nB+\nC—\nB+\nBAC-—\nAC-—\nC—\nAD+\nC+\nAC—\nCc\n\nD\nA\nB\nB\nC+\nB\nBA\nC\nAc\n(c\nA\nC-—\nC+\nABCc\n\nES AND BineT\n4—DaTA FROM OtTIs Group TESTS, TEACHERS’ ESTIMAT\nSYSTEM\nWITH THE SCORES GIVEN IN THE SCHOOL GRADING\n\nTESTS,\n\nobtained from the two\nIn Table 4 we have combined the various results\n\nintelligence, and the indiOtis group tests, teachers’ estimates of native\nchart is given what we call\nvidual Binet scores. In the last column of the\nat by averaging or weighthe “Huntington Index of Intelligence,” arrived\nleft. On the basis of\nthe\nto\ns\ning the evidence given in the three column\nNo. 1 has D ability;\nt\nstuden\nthat\nstate\nthe data given we are able to\nability; student No. 4, B\nstudent No. 2, A ability; student No. 3, B\nthat there is considerable\nability. A glance at the chart will indicate\nIn the case of the first\ns.\nagreement in the three methods of rating student\nthan that given\nhigher\nhat\nboy the estimate given by the teachers is somew\nwork of an\ntaking\nwas\nboy\nthe\ne\nbecaus\nby the psychological tests. This is\nboy A.\nsecond\nthe\nrating\nin\nagree\ns\nmethod\nelementary character. All\ny explainable.\nWhenever there is wide variation it is usuall\n\nof the three scores, but\nIn some instances we did not use the average\nTo cite an example: In the case of one\nce.\n\nweighed the available eviden\nA; by the Otis group test C;\nstudent his ability was rated by his teachers as\nof 140. We found a disQ.\nI.\nan\nand by the Binet test he was given\nof age we could readily\nyears\neleven\nonly\nis\ncrepancy here. Since the boy\nwas most likely to be incorrect.\nsee which one of the three methods of rating\nby the group test and used only\nWe, therefore, threw out the score given\nthe Binet I. Q. and the teachers’ estimates.\nt, it remains to explain\nHaving obtained the ability index of each studen\nof his efficiency. The\nre\nmeasu\na\nas\nhow we use this index. It is used\ngives his efficiency.\nigence\nintell\nhis\nby\nd\ndivide\naccomplishment of a student\nor weighing\nIntelligence, arrived at by averaging\n1H. I. I. is the Huntington Index ofBinet scores, and teachers’ estimates.\nthree ability scores: Otis group scores,\n\nthe\n\n"}
{"page": 868, "printed_page": "846", "text": "846\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nAn A student who does A work has an efficiency of A divided by A, or 1,\nbut for convenience the score of 100 is used. A student of B ability who\ndoes B work also receives an efficiency rating of 100, likewise the C and D\nstudents who do C and D work.\nBut the A student who does B work\nscores less than 100, as does also the C student who does D work.\nTo\nobtain the actual efficiency score which each student of a known ability\nshould get because of a certain accomplishment one must assign numerical\nvalues to the various letter grades.\nE-|\nA+ | 44\n\nA\n\nE|/E+/D-|\n\nD|D+]C—|\n\nC\n\n|C+]B-—\n\n|-48 | 52 | 56 | 60 | 64 | 68 | 72 | 76 | 80\n\n48 | 52 | 56 | 60 | 64 | 68 | 72 | 76'|\n\n80 | 84\n\nA— | 52 | 56 | 60 | 64 | 68 | 72 | 76 | 80 | 84 | 88\nB+ | 56 | 60 | 64 | 68 | 72 | 76]\nB\n\n80 | 84]\n\n88 | 92\n\n60 | 64 | 68 | 72 | 76 | 80 | 84 | 88 | 92 | 96\n\nB— | 64 | 68 | 72 | 76 | 80 | 84 | 88 | 92 | 96\n\n|100\n\nC+ | 68 | 72 | 76 | 80 |]84 | 88 | 92 | 96\n\n|100\n\n}104\n\nCc\n\n|100\n\n|104\n\n|108\n\n72 | 76 | 80 | 84 | 88 | 92 | 96\n\nC— | 76 | 80 | 84 | 88 | 92 | 96\n\n|100\n\n|104\n\n|108\n\n|112\n\nD+ | 80 | 84 | 88 | 92 | 96\n\n|100\n\n|104\n\n|108\n\n112\n\n1116\n\nD\n\n|104\n\n|108\n\n|112\n\n|116\n\n]120\n\n84 | 88 | 92 | 96\n\n|100\n\nD— | 88 | 92 |96 {100 |104 /108 {112 |116 [120\nE+ | 92 | 96\n\n|100\n\n104\n\n|108\n\n|112\n\n]116\n\nE\n\n96\n\n|100\n\n|104\n\n]108\n\n|112\n\n|116\n\n]120\n\nE—\n\n|100\n\n|104\n\n|108\n\n]112\n\n|116\n\n|120\n\nTABLE\n\n5—A\n\nCHART\n\n|120\n\nOF EFFICIENCY\n\nQUOTIENTS\n\nThe letters at the left of the chart indicate the classification of the students,\nand the letters at the top of the chart their accomplishment or scholarship grades,\n\nproperly averaged.\nThus the B boy who does B work receives a score of 100; an\nA boy He does A— work receives a score of 96; a B boy who does C work receives a\n8.\nscore of\n\nIn compiling Table 5 we used the following values: A, 95; Be SSCL 5:\nD, 65; E, 55. The values given to A plus and A— are, respectively, 98.33\nand 91.66; to B plus and B— 88.3 and 81.33, and in like manner the\nnumerical equivalent for the other three grades were determined.\nThe\nnumbers in the squares are the quotients obtained by dividing the numerical\nvalues of the letters at the top by the numerical values of the letters\nat the\n\n"}
{"page": 869, "printed_page": "847", "text": "_Jtjwe.\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nhi\n\n847\n\nEDUCATION\n\nthe\nside. The letters at the top indicate the average accomplishment and\nletter at the side the grade of intelligence of the individual.\nThis chart has been subjected to a smoothing process, the reason for\nof\nwhich will be seen in the following explanation: The quotient\nD265\nSeeghd\nd85\nBo\nPRES\n= 88; 2 pa Sick eS\n—\n— — — — 89; the quotient of ——\n\nCORT\n85\nB\n95\nA\nthe larger numdividing\n‘by\nobtained\ns\nquotient\nthe\nnoted, therefore, that\n\nBy using the actual\nbers is larger than by dividing the smaller numbers.\nwhose ability\nstudents\nquotients there would be, therefore, an unfairness to\nvarious quothese\nbetween\nwas low. Accordingly the differences found\nng the\nsmoothi\nBy\nchart.\nentire\nthe\nfor\ntients in the C column were used\nin case\nsame\nthe\nis\nstudents\nall\nfor\nscore\ny\nefficienc\nchart in this manner the\nof a\nscore\nThe\ne:\nillustrat\nTo\nability.\ntheir\nbelow\nstep\nthey do work one\nA\nor\nC,\nD,\na\nfor\nB boy who does B— work is 96. So also is 96 the score\nboy who does D—, C—, or A— work.\nScholarship Grades\nName\n\nil\nirk cer:\nING OS Son oe\nNee hence: tee « Ar era\nGere,\n(Ninesoo\nyas Bes pee Rowe: 2\nNNT eae nae one Ch eetes\nHo.\nave ceos\nIB alepange\nLo.\nBitte ee\nRorys 2\nBisiy. S5oe88\nRoa: ais.\n(etic, Peotone\neee eA Wiles\n]Bi hin,\nVW eee\nIS:\nBU\neae capetee\ndeBiia. see\nHiohieae\nBite nian trates\nacts\nBeeman\n{Omar\nBrenan ene\nEd! Aue.\nBitte hea erckae\nWier ces\neRe\n(Gaye\nGCacweeeoe - Tete. Sys.\n\nAve.\nGrade\n\nAge\n\n1S\n18\n18\n17\n18\n20\n16\n13\n14\n13\n18\n17\n13\n17\n19\n16\n15\n15\n\n2\n\nD\nD—-|\n©\nCc\nB\nce\nGeile\nD\nE\nC\nc=\nCc\nc-|\nB\nA\nD\nD—-|\nB\nA\nD\nD\nD—-|\n(e\nplete\nNe\nC-—|\nCc\nB\n(S\nPRES)\nD\nD+;\nE\nD\n©\n\n3\n\n4\n\n5\n\n6\n\nD\nAe eee eee\n(DS || Ce!\nBC+)|BB+\nC+)\nA+)\nic\neee. Be.\nSRDS\nPet\nCAE | Beis ae G\n&\nF+\n1B Pann es coon nel ie erent\nE\nNae, eaters IC\nA\neB\n1\nG\nSe AAD.22\nCTD\n€\nAoA Sapellinwege: ost he ters:as\nB\nD+\nCC\nC—.|\nS\nE\nABee\" wares\nA\nA—|\nek oe Dcob.\nDs et Etoile\nD\noe eentyn See\nDMRS\nD\nA\nee iene eas resi\n1S\nC-—\nCAS |ARR. :\nD\nD\nB4 vee mel ease:\n(O\nC+\nioe oo\nBate\nEP\nPTO 9\nD+\n| eehoriici\n(SEM sesae\nC\nC—\n|eiac. Aor\nBar\nD\n\nSAME\nARSHIP GRADES GIVEN TO THE\n6—ACCOMPLISHMENT OR SCHOL\nBy VARIOUS ‘TEACHERS\n1922,\nTerM,\nG\nSPRIN\nTHE\nBoys FOR\ncourse.\nhour examination in each\nGrades are based on a two-\n\nEIGHTEEN\n\nTABLE\n\nh they\neighteen boys and the grades whic\nIn Table 6 are listed the same\nvarious\nthese\nof\nage\naver\nThe\ninations.\nobtained on the spring term exam\nbe re.\nmn. In examining them it must\ngrades is given in the last colu\nsetts\nachu\nMass\nare preparing for Harvard,\nmembered that: these students\nuing\npurs\nare\nand\n,\ncollege board examinations\nInstitute of Technology, and\nstudy.\n\nse of\nfor the most part a classical cour\n\n"}
{"page": 870, "printed_page": "848", "text": "848\n\nNATIONAL EDUCATION ASSOCIATION\nTABLE\n\nA | B | Av.|\n\nGr.\n\n1.Q.\n\nTeachers\n\nae\n\nCases |Age! Otis |Otis |Otis |Otis\n\nA.R...|\nA.C...)\n\nL\n\n17]\n18]\n\n31]\n38}\n\n73)\n50)\n\n73/A—J110|B—/B+ |B\n44/B\n|106;0\n|C—ic\n\nB.L.../\nB.R...|\n\n16]\n13}\n\n53)\n89)\n\n53)\n93}\n\n53/B\n|110/]B—|B—|B\n91/A+|128}|A+/A—/B\n\nB.W..| 13]\nB.W..|18|\n\n37]\n12}\n\n60)\n44)\n\n48)/A—|113/IB\n44/B—|107IC\n\nB.H...|\nBJ...|\n\n13]\n17]\n\n65)\n21)\n\nB.E...| 16}\nC.W..|15|\n\n25]\n\n70)\n19}\n\n71)\n56}\n\n14]\n\n42)\n\n14)\n\ndeB.L.| 17 |—23]\n\nC.L...)\n\n2\n\n15 |—20/— 1;-10/D | 80)\\D—|C—{/c—|c\n18]\n72) 82) 77/A\n|120A—/A\n|A\n|A\n18]\n25} 34) 30/B—|110|]B—|B+/B\n|A\n20)\n\nB.J...|\n\nEstimates\n\n19]\n15]\n\n18)\n\n57;\n\n49/B\n\nScholarship Gr.\n\nee\n\nee\n\nee\n\n/|116B\n\n|B\njc\n\n|B+/A—|A\n\n|3/4\n\n|5 |6|\n\n1\n\n2\n\n|c|Dj..|..\\D—|D\nIAJAJ..).1C\n[CG\n|BIBI..|.\\¢\n|B\n|BIAI.. |C+/C+\n|DJ|..|..|./E\n|D\n\n|C|B|..|.\\C-|c\n\n3\n\n4\n\n|D—Ic\nJA+/0+\n|B—|D\nJE\n[EB\n\n5\n\n|B\nIC+\n\n92\n76\n\npee |Ofer tt\n|A— JA\n\n92\n96\n\n|A-— |A—\nD—|C\n\n100\n84\n\n{C+ |B+\n..|C+\nweet |ecee|e eee |HH\n\n|D—|B—|A—|..../c\n\n|CJE|..|.|D-|D\n\n|A—|A\n|C—|c\n\nB+\n|c\n\njE\n\n|AJA]..|..|A\n|DI..|..|/ID\n\n|B\n|D\n\n|A—jA\nD—|E\n\n43)\n\n68)/A—/139)A+|A—/A\n2010\n93\\C— |(D-F IE\n\n34/B—\n\n|B\niC\n\n69/A—|116)B\n48/B\n|113;B\n\nIc}../...lc\n\nAy\n|e\n|eae\n|C=—|6-41D*\n1D\n\n66)\n40!\n\n|B’\n\nsales\n|Se|sAr\nDIC}.\n\n|B\n|D\n\n|B\n\n|AJAIB\nIc|DI..\n\n|A+/D—|B\n|D+\\/C\n|C+\n\n17]\n\n21)\n\n17/C\n\n1910\n\n|1041C\n\n|102;¢\n\n10410\n\n|1041C\n\n|C—|C+|C\n|C—|D—|B\n\n|C+/C\n\n|A—JA\n|C—|C\n\n|C\n\n|c\n\n|DID|c|_|c\n\n|D\n|E\n\n|c—|Bicic|.la\n\n[a\nB+\n\n|D—|D\n\n|p\n\n|Av.\n\n100\n84\n88\n\n|C|CIB|.|c—Ic\nJAJA]|../.|A\n|B\n\n20/C\n\n6\n\n|....}..../D\n|p\n/C+ /B+ |[B— /A\n|....|..../0\n|B\n\n|B\n|A\n\n16}\n\neee\nH.1.1,)C.A.\n\n/Av. | °1\n\nB.H...)\n\nB.R...|\n\nee\n\n;\nN/\n\nA.E...|\nA.A...)\nAG...}\n\n7—COMPOSITE\n\nJe\n\nID\n\nC\n|A\n\n|c\n\nBe\n\n|o—|¢c\n|B+\n\n|E\n|B\n\n|B\n\n|B\n\n88\n\nD+/C\n\nDI\nA\nC—\n\n92\n\n88\n\njA\n|C—\n\n100\n100\n\nB-—/C+\n\n| 104\n\nCc\n/A—\nD+/B—\n\n80\n84\n\nC—|C\n\n96\n\nTable 7 gives all the data concerning these eighteen boys which have\nbeen given in the preceding charts. In the last column are the efficiency\nscores of these students for the spring term of 1922, obtained by dividing\nthe accomplishment by ability. The scores range from 80 to 104. It\nwill be noted that of the boys who receive a perfect score: Student ra,\n13, 14, one is a so-called D boy, one an A— boy, one an A boy, and one a\nC—boy.\nAll deserve the same score, for each has performed in accordance\nwith his capacity. Practically all quotients are less than 100, as might\nbe expected. When higher quotients are obtained, it is because the work\nis easy or the students put forth unusual effort. It must be remembered\nthat the ability scores were obtained when students were in most cases\nperforming with a maximum effort; so it is not likely that many of our\nstudents will do much better than their ability indices. In rare cases\na\nboy who may obtain a score of 100 does not put forth his maximum effort,\nbecause such a boy belongs to the brilliant group, and even the\narduous\ntask of preparing for college does not challenge his best ability.\nThe rating plan which has been described and which\nis in use at the\n\nHuntington School in Boston is supplementary to the\nusual method of\nrating students.\nIt is used very largely by the school office and by teachers. The efficiency scores are not given to the students\nor to the parents\n\nin any perfunctory manner.\nStudents of honor ability are informed of\ntheir rating-in conference.\nIn the case of a boy of poor or average ability\nthe information is used very largely to aid the parents\nand the school to\nguide him wisely in his program of work and in\nthe choice of his career.\nWith the office and teachers informed as to the possibil\nities of the students,\nit is possible to secure under this rating plan\nbetter work from all the\nstudents than from the usual rating plan alone.\nThere is a tendency in\nany school system for the principals and teachers\nto direct their attention\nto boys\n\nin the lower extreme of the scholarship scale,\nbecause it is from that\ngroup that come practically all the failures\nin scholarship.\nBut an A boy\n\n"}
{"page": 871, "printed_page": "849", "text": "DEPARTMENT\nene\n\nOF ELEMENTARY\n\nEDUCATION\n\n849\n\nse\n\ndoes E\nwho does B work is really failing just as badly as a D boy who\nall the\nto\nschool\nthe\nof\nattention\nthe\ndirects\nrating\nwork. ‘This plan of\nintellisuperior\nand\ngood\nof\nstudents\nwith\nhelp\nmost\nof\nis\nIt\nstudents.\ngrade\na\nfall\nthey\nif\ngence. ‘These students are checked up just as carefully\ndealing\nin\nvaluable\nis\nIt\nfail.\nbelow their ability as are the students who\nged by an\nwith average or poor students, because they are not discoura\nunfair.\nexpectancy which is\nstudent should perThe whole theory of the grading plan is that each\nbe asked to do\nshould\npupil\nform in accordance with his capacity, and no\nmore through\nd\nobtaine\nis\nlife\nin\na task that is beyond his ability. Success\nd.\nrecorde\nare\nthat\ns\nfailure\nh\nthroug\nthan\ntasks that are accomplished\nwhich will show\nx\ny-inde\nabilit\nan\nthat\nwriter\nthe\nof\ntion\nIt is the conten\ndual is likely to have in\nwith some degree of accuracy the success an indivi\nin secondary schools can\ngiven\nthe type of school work which is ordinarily\nes, and individual\nestimat\ns’\nteacher\ntests,.\nbe arrived at by the use of group\ngreat, practically\ntoo\nis\ntests\ndual\nindivi\ngiving\nof\ne\ntests. Where the expens\nfor the general\ntests\ngroup\nthe same results can be secured by using several\ngroup and individual tests for doubtful cases.\nfairer to judge a student on\nAfter securing such an ability-index, it is\nhis accomplishment by his\nng\ndividi\nby\nat\nd\nthe basis of his efficiency arrive\nalone.\nability than by the use of comparative grades\nforegoing\nthere are a number of inaccuracies in the\nviewed from\nSpecra Notse.—The writer realizes that\nnone that will seriously affect the results,\nare\nthere\nbelieves\nhe\nbut\nions,\ncalculat\n;\nan.\nthe standpoint of the practical schoolm\n\n"}
{"page": 872, "printed_page": "850", "text": "heute tol@ § oko e\n\n“mbt ‘heeetoort pe\n\ntoyysis\n\na9\n\n-ifinani, tap\nequachet\nhohe Wy|\n\n| tery? fet Salle aK neywe\n| ~o@iilesb x aideulng: wt had odve sphlig\n\npone)Se\n\nhea\n\nir ein’ ed\ny\n\n‘~<\n\niad\n\nof\n\nteaitsiey indy\n\n-\n\n7\n« bli “wilbits\n\nHiga. Hitures re trays CPOayaa\n\nsome\n\n3\n\nik\n\ne*\n\n‘\n\n;\n\n: ‘aha: at aboot\n\nbsg oa ag\n\n2),\n\nad\n\nre xr)\n\neid aie.\n\ncen Tht (hypo eek; pag\n\noh\n\nExaileflaw aioieeh awtiett-ypilsds. geyiks tastyofAPH\n\nTi sath wtfyloail atip\nmara silt gongt\natta celond “i cibbucrine nts\nfnmaherd i outer. how\n_ deviivitini: hielo iiehniees %\nPoo rape wo\nnh\nyUenitang 7i4y, ont-2i abeat losbretbn? ghivy Reber\net\nInvqg7e sf? wt ties ek | fsr4a yore\ny\nyd\n\n» | Sees\n\na ig tia\n\nTO\n\non\n\nReh\n\noth\n\nvel ¢ se\n\nTAEHIM-\n\nSars\n'\n\n'\nslau\n\naol\n\n;\nri\n\nicy\n\nvier\n\nne\n\na4\n\nriax tenis\n\nCnet\n\nhae\n\npls\n\nrt\n\nhes tants the\n\nwit\n\nIRR\n\nWAMT\n\neN TY\n\noo\n\nVL ge- arip\n\nY\n\nletter\n\nUikely\n\nthan\n\nth\n\nthee\n\nwee\n\nwinlite\n\nw)\n\niedion.\n\n- Trem\n\npit firth wousuel Aaa\nOEP iniee ny t¢\nAte abculded when Pidleae werp Ti est\n\n:\n\n;\n\n;\n\ny\n\n‘\n\n2\n\no~uw\n\ntb\n\n’\n\nih\n\nete\n\nCay\n\nn\n\nes,\n\nof\n\nP\n\nwet\n\n]\n\nwala\n\n%\n\n\"|\nt\n\n>\n\nF\n\nPot\n\ntt\n\n+\n\ni]\n\nj\n\nsrt\n\nae\n\nci\n\nft\n\nfo\n\n%s\n\nS\n\nant\n\nae\n\nWy gee\nthe\n\nhw\n\ni\n\n:\n\nCha\n\na\n\naeeigad\n\nmie\nTia)\n\ni\n\nSirebeedetie\n\ncha\n\nhie sanel,\n\nar\n\n.\n\n:\n\n:\n\nnm\n\nSie\nin\n\nth\n\noj!\n\n:\n\nenies\n\noh its\n\nwe et\n\ns\n\nee\n\nie ditenuegs —\n\ni\n\nT\n\nz\n\n;\n\n3\n\nl-s\n\n»\n\n¥\n\n«\n\nwe\n\naheg phased,\n\nheat\nfitziy\n\nTie’\n\n=\n\nemma aameatis\nac?\n\nbp\n\n:\n\n«\n\n(.\n\nSee,\n\n~ {oye\n\nOe ekeens\nee\n\nur\n\n"}
{"page": 873, "printed_page": "851", "text": "Department of Elementary School Principals\nOFFICERS\nSchool............ Port Arthur, Texas\nPresident—Luonarp Power, Principal of the Franklin\nof Public School No. 6...... New York\nFirst Vice-President—KaTHERINE D., BLAKE, Principal\nof the U. S. Grant\nCorresponding Secretary—Joun L. BRACKEN, Principal\nesi cleraieyo e\\sie\\ehs Duluth, Minnesota\nSTOO eee TAREE eta « Reate-c ona elaroieodereletsre = eieloletsiotlar=yaiekaseis:o\nMcCtuvrE, Principal of Gatewood\nChairman of Yearbook Committee and Program—WortH\nSeattle, Washington\naoG ln pote co amaidiblancin en GonInigio 0d 0 OSE CoG OTC\nhei\nSAG\n\nPROGRAM\nFIRST\n\nOF CHICAGO\n\nSESSION—Monday\n\nMEETING\n\nAfternoon, February 27, 1922\n\nPrincipalship\nThe Professional Status of the Elementary School\nSoME\n\nOBJECTIVES\n\nPower,\nTue ELEMENTARY\n\nOF THE DEPARTMENT\n\nPrincipal\n\nOF ELEMENTARY\n\nof the Franklin\n\nSCHOOL PRINCIPAL\n\nSchool,\n\nSCHOOL\n\nPrincipaLs—Leonard\n\nPort Arthur,\n\nTex.\n\nNT—\nFROM THE VIEWPOINT OF THE SUPERINTENDE\n\nNewark, N. J.\nDavid B. Corson, Superintendent of Schools,\nnt of Schools, Oakland, Calif.;\nntende\nSuperi\n,\nHunter\nM.\nFred\nby\ned\nDiscussion—L\n, Toledo, Ohio; Edward N. Stitt,\nCharles S. Meek, Superintendent of Schools\nDavid C. Porter, Superintendent\nY.;\nN.\nYork,\nNew\nnt,\nntende\nSuperi\nDistrict\non, Superintendent of Schools,\nDavids\nM.\nm\nWillia\nJ.;\nN.\nton,\nBridge\nof School,\nrgh,\nPa.\nPittsbu\n\n1922\nTuesday Afternoon, February 28,\n\nSetting\nThe Elementary School in Its Social\nSoctaL Unit—Ide G. Sargeant, Principal\nDEVELOPING THE ELEMENTARY SCHOOL AS A\nof School No. 10, Paterson, N. J.\nof the\nC ScHoot—Elizabeth Dolan, Principal\nTHe Pusiic LipRARY AND THE PUBLI\nMo.\nCity,\ns\nKansa\nMark Twain School,\nAshland\nes—W. W. Walters, Principal of the\nTue SPECIAL TEACHER IN THE Grap\n\nSchool, St. Louis, Mo.\nL—Olive M.\nFACTOR IN THE ELEMENTARY ScHoo\nJUVENILE DELINQUENCY AS A SocIAL\nY.\nN.\nYork,\nNew\n120,\nNo.\nJones, Principal of Public School\n, Jr., PrinL Coursr oF Stupby—Thomas Agnew\nSOCIALIZING THE ELEMENTARY-SCHOO\nJ.\nN.\nne,\nBayon\n,\nSchool\nMann\ncipal of the Horace\n\nWednesday\n\nAfternoon,\n\nMarch\n\n1, 1922\n\nTIME TO\nAND Avorp GIVING UNNECESSARY\nPrincipats May PLAN Tuer Work\nof Elementary Edussor\nProfe\nnder,\nAlexa\nas\nThom\nPetry Routine Matrers—\nfor Teachers, Nashville, Tenn.\ncation, George Peabody College\nPrincipal,\nSSIONAL LEADER—C. E. Marston,\nPROFE\nA\nAS\nIPAL\nTue ELEMENTARY PRINC\nMo.\nCity,\nas\nKans\nWoodland School,\n\nHow\n\n2, 1922\nThursday Afternoon, March\n\nAn open conference.\n[351]\n\n"}
{"page": 874, "printed_page": "852", "text": "852\n\nNATIONAL EpucATION ASSOCIATION\n\nSOME\nLEONARD\n\nOBJECTIVES OF THE DEPARTMENT\nELEMENTARY-SCHOOL PRINCIPALS\n\nPOWER,\n\nPRINCIPAL\nTEXAS,\n\nOF\n\nTHE\n\nPRESIDENT\n\nFRANKLIN\n\nOF THE\n\nSCHOOL,\n\nPORT\n\nOF\n\nARTHUR,\n\nDEPARTMENT\n\nWe must bring to our problems the combined thought of all members of\nthe Department. To do this we must have a ready means of disseminating\nour studies. ‘This necessitates a Yearbook and will probably necessitate a\nmonthly bulletin.\nWe shall have the first Yearbook in the hands of members before the\nschools close this year, by the fifteenth of May if possible. This Yearbook\nwill be the basis for the summer program at Boston. This program will be\nconducted by Mr. Worth McClure, who is chairman of the Yearbook\ncommittee,\nWe expect to unite all organizations of elementary-school principals. Instead of having each struggling at tasks not known to others and perhaps\ninvestigating problems that have been carefully studied by other organiza-\n\ntions, we shall make known the work of each to all. The Departmen\nt will\nbecome a clearing-house for all principals. It will save much duplication\n.\nWe propose to learn the present status of elementary-school principals\n.\nWe expect to raise the professional standard to a higher level. This will\nbe done by encouraging more men and women of high ability to enter\nand\nremain in positions as principals of elementary schools. We shall stimulate\n\nthem to take higher degrees after having investigated problems\nfor this\norganization.\nWe propose to hold two meetings annually. The summer meeting\nwill\nput us in closer touch with the teachers. The winter meeting\nwill put us in\ncloser touch with the superintendents and other supervisory\nofficers.\nOur programs will contain numbers of sufficient worth to pay\nBoards of\nEducation to send representatives to hear them. Organizations\nof principals will be encouraged to do the same. The inspiration and\neducation will\nbe worth more than the expense to these organizations.\nAbove all, we are unitéd for professional advancement.\nOur problems\nhave long been in need of the kind of collective study\nthat we propose to\ngive them. Problems of almost every other field of educati\nonal endeavor\nhave been more carefully studied than have our problem\ns.\nNow we have\ndecided to set forth the results of our own studies. We\nhave some of the\nNation’s greatest educators in our ranks, and we believe\nour task to be\nsecond in importance to none other.\n\nTHE\nDAVID\n\nB.\n\nELEMENTARY-SCHOOL PRINCIPAL FROM\nVIEWPOINT OF THE SUPERINTENDENT\nCORSON,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nNEWARK,\n\nThe principal discussed in this paper is the man\n\nNEW\n\nTHE\nJERSEY\n\nor woman placed in\ncharge of an elementary school in either a suburban or\nurban community to\n\n"}
{"page": 875, "printed_page": "853", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n853\n\ns.\nmanage the school and to supervise the instruction given in the classroom\ngrade\nhighest\nthe\nof\nteacher\nthe\nmerely\nnot\nand\nhead\nHe is the responsible\nover\nwith incidental duties as an administrator and with negligible influence\nnominal\na\nhe\nis\nNor\nthe instruction given in classes other than his own.\nmajor portion\nprincipal free, mayhap, from teaching a class, but giving the\nwork.\nal\neducation\nthan\nof his time to executive rather\nof work which\nSuperintendents agree that there are two distinct kinds\na good school—\nmake\nto\norder\nin\nperform\nshould\nl\nprincipa\nary\nthe element\nThey acknowledge that,\none administrative and the other educational.\nparticularly in the\nlarger,\nbecause the school is becoming larger and ever\ng more and more\nbecomin\nis\nit\nof\nment\ngreat cities, and because the manage\ntrative duties are\nadminis\nthe\n,\nproblem\nthe\nof\nity\ndifficult, due to the complex\nprincipal and that the\nengaging too much of the time and thought of the\nn. He is in danger\npedagogical duties are deprived of their rightful attentio\nl connotes more\nprincipa\nof\noffice\nof becoming the school manager, but the\na nobler conupon\nbased\nis\nIt\ntion.\ndignity and better professional prepara\nl should\nprincipa\nThe\nimplies.\nalone\nactivity\nception than any managerial\nshould\nHe\npower.\nonal\nbe the dynamo of the school, the source of educati\nthrough\nforce\ng\nunifyin\nthe\nbe\nsee the work in its largest aspects. He should\non, making everything else a\npedagogical knowledge, insight, and convicti\nleadership.\nmeans to the great end of educational\nof administrative skill. If anyvalue\nand\nNo one denies the importance\nit upon a higher plane than it\nthing, the leadership in mind tends to place\nthat much of the\nIt is a matter of common knowledge\nnow occupies.\nprofessionally deand\ne\nroutin\nand\nexecutive work of the principal is petty\n, common sense,\nschool\nthe\nof\ns\ndetail\nthe\nbilitating, requiring familiarity with\nthan it ought to be.\nand judgment, it is true, but less vital\nhouse or of an institution of any\ness\nbusin\ngreat\nThe chief officer of a\nistering his trust with some regard\nimportance is under the necessity of admin\nassumed\n\na school executive. Even if it be\nto cost. This is not required of\nen\nge his school with the relation betwe\nthat one of his functions is to mana\nthe\nthat\nit\nis so little attention given\nexpense and results in mind, there\ns,\nschool\nof\ncost\nWith the increasing\nmatter is more theoretical than real.\n\nod should be devised whereby a princustom should be changed and a meth\n.\nnsibility for the expenditure of money\ncipal should have more actual respo\n, but\nmoney\nsave\nto\nsolely\npt\nattem\nto\nnot\nIn doing this, care should be taken\n.\nefficiency more and more satisfactory\nand\ncost\nen\nbetwe\nratio\nthe\nto have\ncise\nexer\nits\nand\n,\nutive skill of a high order\nHerein is a possibility for exec\nleadership\na real aid in the attainment of\nwork\nve\nrati\n.\ntends to make administ\n7\nof outstanding character.\nion.\ninstruct\ner in his supervision of the\nThe principal should be a lead\nods and means,\n\nof education, its aims and meth\nHere is where his knowledge\nand an exemplar of the best\nHe should be a good teacher\nis most needed.\ndo as much as any other one\nHis skill as an instructor will\nin teaching.\nteach is not all of a prin-\n\ntful place. To\nqualification in winning his righ\nbe confundamental in that all else must\nmost\nthe\n‘5\ncipal’s work, but it\n\n"}
{"page": 876, "printed_page": "854", "text": "854\n\nNATIONAL EDUCATION ASSOCIATION\n\nditioned upon his ability to lead the teachers among whom his work is done.\nIt secures confidence, coéperation, and effort on their part. His presence is\nnot always necessary, for his influence will be felt in every classroom. His\nenergy and wishes and ideals are influential and effective in numberless\nways. The teachers will aim to reach his standards; they will work for his\napproval ;they will value his commendation; they will grow in professional\nspirit. He recognizes and appreciates the good in their work, knowing the\ndifficulties, but is frank in his suggestions for betterment wherever it is possible. In a school where teaching skill of a high order prevails, it will be\ndiscoverable that the principal has developed it. Of principals it may truthfully be said that ‘“‘as the principal so the school.” It is the principal who\nshould radiate courage, firmness, moral stamina, who should breathe the\nbreath of life into a school and make it a living spirit. A school that is not\na living spirit but only a building with an indifferent personnel following\na deadening routine reflects the ideals of the principal as well and makes\nclearer the truth, when contrasted with another school having a principal\nof stronger inspirational power.\nEducational leadership of the principal may be shown not only in his\nassociation with the teachers of his school, but in his relation to the superintendent. ‘This may be aptly stated as somewhat similar to that of\nthe\nFederal Union and the States—the respective States have powers and prerogatives, arising from their local sovereignty; the Nation has other powers\nand prerogatives which are exercised for the benefit of all, the National\nConstitution and the laws and treaties made thereunder being the supreme\n\nlaw of the land. Likewise, the superintendent has authority and\njurisdiction over the whole school system, and his policies, designed for the\ngood of\nall, should be the dominating thought and influence in the schools.\nThe\n\nprincipal should know these policies and should seek to make them effective.\n\nHe is the representative of the superintendent in certain respects.\nThis\ndoes not mean that he shall be a subservient nonentity, for he\nhas jurisdiction and powers all his own. The two fields are different but\none includes\nthe other. The principal should have reasonable freedom.\nHe should have\nthe night of initiative, provided it is in harmony in a broad\nway with the\n\npolicy of his official superior. He should have the opportunity\nof leadership. The schools are not autocracies, although the practices\nof some great\ncity systems appear to make them such.\n\nWhatever is wrong in methods of\n\nteaching, or of discipline, or in results achieved should be\nplaced squarely\n\nupon him. He is the commander in his building.\nHe should be able to\ncommand.\nHe should be supported, if worthy, in the command.\nOne of the specified requirements of a principal in a modern\nschool system\nis to pass professional judgment upon teachers, the\nsame being recorded in\nan official rating filed in the office of the superintendent\n.\nSuch ratings are\nnecessary, because there must be some record of a teacher’\ns work available.\nMerit schemes of all kinds, where professional men\nare engaged in large\nnumbers, as in engineering, or hospital service,\nare made to insure fairness\nand justice. With some teachers there is resentm\nent against any rating\n\n"}
{"page": 877, "printed_page": "855", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL PRINCIPALS\n\n855\n\nplan. Efforts have been made by superintendents to remove the irritation\nand misunderstanding which it has caused, but they have not been wholly\nsuccessful. Because of this feeling among teachers, principals often fail to\ngive a true and just rating; this causes inferior teachers to become fixtures\n‘nthe schools. Some teachers are able to create disturbance and to becloud\nthem a\nthe issue so successfully that it is the path of least resistance to give\npurpose\nthe\nof\ntion\nmisconcep\nwas\nthere\nthat\nis\nreason\nAnother\nhigh rating.\nof efficiency records when they were first introduced.\nA principal, before giving a rating, should become so familiar with the\ne evidence\nwork of a teacher that it is possible for him to furnish conclusiv\nry\nsatisfacto\nsecure\nto\nthem,\nof\nlack\nthe\nor\nof the teacher’s ability and skill,\nprinthe\nof\njudgment\nthe\nbe\nshould\nrating\nThe\nway.\nresults in a proper\nThere\nfeeling.\ncipal, given without sentiment, favoritism, or personal\nshould\nthey\nand\nlow,\nor\nshould be explicit reasons for rating a teacher high\ncannot evade the\nbe so clearly convincing that any unsuccessful teacher\nthis be so the\nUnless\n.\njudgments\nle\nunfavorab\nissues raised or explain away\nduties.\nimportant\nmost\nhis\nof\none\nof\nnce\nperforma\nthe\nin\nprincipal has failed\nand\ncapacity\nal\nHis reaction in this matter is a reliable index of his profession\nof\nsuccess\nand\nprogress\nfor\nfitness. Enfolded in it are all the possibilities\nhis school.\nexpressive subjects—that\nThe inclusion in the program of studies of the\ntraining, and physical\nmanual\n,\nscience\nic\ndomest\nis, art, music, domestic art,\nof the principal and somewhat\ntraining—somewhat threatens the authority\nFor the supervision of these arts a new officer\nchallenges his leadership.\nIn many places there are supercalled the supervisor has been employed.\nkindergarten. Although this is\nthe\nand\ns\nvisors as well of academic subject\ntable for the instruction and\ntrue, still the principal should be fully accoun\nDivided responsidepartment.\ninspiration in all the subjects and in every\nprincipal in the\nthe\nof\nng\nstandi\nbility weakens the school and injures the\neyes of his teachers.\nngs with the teachers of their\nSupervisors find it necessary to hold meeti\nto secure effectiveness in the\norder\nin\ns\nrespective subjects or department\nexplanations of the\nDirections for teaching and official\nteaching body.\nUnless\nteachers.\nof\nwhole group\ncourses of study are thus given to the\nthe\n\nat a disadvantage in discussing\nprincipals attend these meetings they are\nFrequent misunderstandings and\nsubject or subjects with their teachers.\ncondition. It may not be convenient\nnot a little friction are caused by this\nto\ngs, but a method should be found\nfor the principal to attend all meetin\nmay\nthere\nso\nrs\nteache\nction given the\nfurnish him the information and instru\n.\ndered\nengen\nwill\nill\nno\nand\nbe unity of effort\ns relation to the supervisor and of\nThe question, “What is the principal’\n. ‘The answer 1s not so evident as in\nthe supervisor to him?” is often asked\nendent, especially in the case of super\nthe principal’s relation to the superint\nsoe\n‘Thes\n.\nclear\nupon reflection is it\nvisors of the special subjects. Only\nnot been and are not now a part of\nhave\nthey\nse\ncalled special studies, becau\nare taught by\ntraining.\ngeneral education, require special\n\nSome of them\n\n"}
{"page": 878, "printed_page": "856", "text": "856\n\nNaTIONAL EpucATION ASSOCIATION\n\nspecial teachers in the school, and, because the principal lacks training in\nthem, he may shift the responsibility for their supervision wholly on the\nsupervisors. “That should not be. He may not know the subject-matter or\nthe technique of a given subject in detail, but he is under obligation to inform himself sufficiently in order that he, with the assistance of the supervisor, may perform his task. The supervisor’s function is therefore advisory. The relation between the principal and the supervisor may be such\nthat the principal has confidence in the supervisor and does not accompany\nhim in school systems where supervisors make such visits for inspection, preferring to receive a verbal report with criticisms, suggestions, and recommendations based thereon before the supervisor leaves the building. That\nis a reasonable solution of the problem—cordial personal and professional\ncooperation of supervisor and principal.\nThese considerations suggest the whole matter of the qualifications of the\nprincipal. Since he is one of the essential trinity in educational leadership—teacher, principal, superintendent—it is not too much to require that\nhe be a person of broad scholarship, of professional training, and of personal power and fitness. ‘To these qualifications as a minimum must be\nadded those of experience in handling people and the wisdom which insight\nand reflection beget.\n\nSuch a person does not spring Minerva-like into being\n\nbut grows and develops with the years. ‘There are many principals who\nbegan as teachers, became head teachers, then principals, at first in small\n\ncommunities then in larger communities, and finally in the large cities, de-\n\nveloping and ripening with their expanding responsibilities,\nNo one will seriously question the desirability of adequate\n\nfor the principal.\n\nscholarship\n\nHe should know well not only the subjects taught but\n\nshould have the general academic equipment for admission to any profession.\nScholarship gives a view of the field of learning which develops insight and\ncreates scales of value.\nHe should possess it, for it stimulates interest,\ncommands respect, brings the experience of the past to bear upon the present,\nand gives freedom of action and sanity of judgment to its possessor.\nOf\ntwo principals one with and the other without scholarship, there\ncan be no\nquestion as to the greater worth of the first in comparison with the second,\nexperience and personal fitness in each having about the same weight.\nThe professional equipment of the principal is necessary.\nHe must know\nthe field of education, its science, its art, its history, its purpose.\nHe must\nhave the practical sense of the business man and the finesse of the\ndiplomat\ncombined. Knowledge of the science of education enables him\nto call that\n\nwhich is valuable to him in his work from many sciences, such as ethics\nand\n\npsychology; knowledge of the art of education gives him the techniqu\ne of\nthe educational process; the history of education makes him familiar\nwith\nthe accomplishments of the past as well as the theories and the\ntremendous\ninfluences and movements that have affected educational practice\nand development.\n‘This equipment is as essential to the principal as is that\nof\nmathematics to the engineer, of a knowledge of materia\nmedica to the\n\nphysician, of the methods of procedure and of jurisprudence to\nthe lawyer,\n\n"}
{"page": 879, "printed_page": "857", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL PRINCIPALS\n\n857\n\nSuch professional attainor of exegesis and homiletics to the clergyman.\nwork, and help to make\nhis\ntoward\nattitude\nonal\nprofessi\na\ncreate\nwill\nment\nnal man.\nhim an upstanding, confident, clear-seeing, and efficient professio\nthat of his\nto\nnce\nimporta\nin\nThe personal fitness of the principal is equal\nin the\nelements\nthree\nthe\nof\nweakest\nthe\nIt is often\nother qualifications.\nshould\nhe\nthat\nc\naxiomati\nis\nIt\nl.\nprincipa\nary\nelement\nmaking of an efficient\nis seriously handihave vigorous health, for an invalid or a misanthrope\nhave a sane\nshould\nHe\ncapped and not likely to be a stimulating influence.\nspirit.\ncheerful\n,\ntolerant\nbroad,\na\nattitude toward life, comprehending it in\nhabits\nsocial\nand\npersonal\nin\nand\nmanners\nHe should have the training in\na gentleman. He should\nwhich will enable people to classify him at once as\nthat will make him\nhave convictions about truth and the eternal verities\nthat blessed thing\npossess\nHe should\nbalanced and stablé and worthy.\nurbanity, and\npoise,\ne,\ntoleranc\ncalled character which means, at least,\nmoral,\nmental,\nphysical,\nof\ne\ncomposit\nthe\nstrength of will. His personality,\nand say,\nrise\nmay\nworld\nthe\nall\nthat\nsuch\nbe\nand spiritual health, should\n“This is a man.”\nthe part of the elementary\nThe possibility of educational leadership on\n, powers, and duties. All\nrights\nhis\nprincipal calls for a resumé of some of\nto him by statutory enactwhere\nevery\nd\nof these may not be legally secure\nposition. He has the right to\nment, but if they are not they inhere in his\npolitics or of changing majorities\nbe protected against the uncertainties of\nsecure against personal animosity\nin the controlling boards. He should be\ndual member or members of the\nand vindictiveness on the part of an indivi\nthe influence to annoy and\nhave\nmay\ny\nboard of education who temporaril\nsal. This right of tenure should\nto harass him and even to cause his dismis\nnot more than three years, in which\nbe given after a probationary period of\ned his ability and fitness as an\ntime the principal should have demonstrat\nbecome inactive or indifferent or\nmay\neducational leader. The fact that he\nis not a valid reason for denying him\ninefficient after obtaining his tenure\nmeans to relieve school systems of printhis right. There should be found\nthey should. The competent principal\ncipals who have ceased to function as\nwith the dignity and value of his\nhas the right to a salary commensurate\nd\nbeen wholly inadequate, but an arouse\nwork. Until recently the salary has\noffice\nThe\nsatisfactory salaries to be paid.\npublic sentiment has caused more\nbut as a professional one, requiring\ninate,\nsubord\nshould be rated not as a\nOn\nprofessional skill and judgment.\nsuperior resources and initiative and\nthat\nis\nright\nthird\nThe\nined.\nbe determ\nthis basis should the remuneration\nor age\nage in the form of a disability\nold\nand\nlity\ndisabi\nfor\nof provision\nn\nsustai\nto\nhelp\nthat the beneficiary should\nretirement allowance. It is just\nparto\nhim\ns\nentitle\nby law. His service\na fund, payments being compelled\nthe extent that he and the State share,\nto\nfund\nthe\n‘1\nticipation by the State\nntment,\nprovision. With permanent appoi\non an equal basis, in making this\nsure\nwith\nty,\nsibili\nrespon\nhis\nwith\nte\nwith certainty of income commensura\nhim\nto\nd\nthe principal would have secure\nprovision for disability or old age,\nof\non\nulati\naccum\nfrom worry which the\nthe independence and freedom\nprovides.\nmoney from a gainful occupation\n\n"}
{"page": 880, "printed_page": "858", "text": "858\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\nThe powers of a principal should be clearly defined and generally recognized. “They should be such that he has authority as well as responsibility.\nHis jurisdiction is that of the school, the unit of school administration, and\nhis powers should be sufficient to enable him to control and govern the\nschool, to enforce all rules and regulations of the Board of Education, and\nto carry into effect the requirements of the superintendent of schools.\n' This comprehensive statement of a principal’s powers may be made specifically to cover concrete conditions which may arise in the administration\nof the school. The weakness at the present time is that the authority of\nthe principal may be unpleasantly and unreasonably attacked by dissatisfied\nand unreasonable patrons or critics. The state of public opinion does\nnot\nyet assume that the principal has powers and that his action may be within\nthem. ‘The presumption appears to be in favor of the critic who can sometimes damage a principal’s reputation and influence without a rebuke.\nThe\nremedy lies in a widespread recognition of the powers of the principal\nso\nthat pettiness, or prejudice, or malice cannot injure him.\nThe duties of a principal are multitudinous.\nThe great danger is that\nthe lesser and relatively unimportant may absorb his time and\ndissipate his\nstrength and influence. Again, the increasing size of city schools\ntends to\nenthrone mechanism and formalism.\nIn our great city systems there is\nmuch clerical work to be done; in fact, we are in an age\nof quantitative\neducation.\nWe measure education in units and credits, we survey, we\ndevise questionnaires and collate the answers thereto, we\ntest and examine\npupils, we investigate plans and methods, we write plan books,\nwe collect\nstatistics bearing upon every phase of school administration,\nevery subject\nof the curriculum, every characteristic or qualification of\npupil, teacher, or\nprincipal. This quantitative ideal taken in connection\nwith the effort to\ncontrol large numbers of people from a central office,\nthe formalizing of\nmethods—all tend to mechanize and to devitalize schools.\nIt may be useful; it may be necessary to some degree; it may even be\nvaluable in its illuminating effect. It must, however, be within reasonabl\ne limits. Clerical\nwork should be done by clerks, Investigations should\nbe limited to fruitbearing varieties. The principal’s chief duty is to\nsupervise and inspire and\nlead his school. He must find a way to relegate\nthese quantitative functions of his office to others, reserving his thought\nand action for the larger,\nbroader, supervisory work that shall make his\nschool a forceful and an\ninspiring center of educational life.\nEducational leadership may further be shown\nin the relation of the principal of an elementary school to the parents of\nthe children and to the community. Leadership will insure support of his\npolicy and confidence in him\nas a disciplinarian. Without it, the school will\nbe hampered greatly. The\nfirst means of acquiring this support is throu\ngh the management of the\nschool itself. The principal can by wise, tactful\n, firm, and just treatment\nof pupils and teachers secure the order and system\nwhich command approval\nand commendation.\nA man inherently strong will do this almost\nunconsciously, but if lacking in such native endowment,\nhe should seek persistently\n\n"}
{"page": 881, "printed_page": "859", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\neee\nS\nee\ne\nSe\n\nSCHOOL\n\nPRINCIPALS\n\n859\n\nae\n——\n\nons\nto acquire it. There will be given in the homes of his pupils descripti\nrepeated\nbe\nwill\nadvice\nand\nof his conduct and methods, and his suggestions\nof him\nand discussed, and upon these reports opinions and general estimates\nof the\nbehavior\nand\nattitude\nthe\nin\nshown\nis\nwill be formed. ‘The reflex\nresult,\nthe\nis\nfailure\ne,\notherwis\nif\n;\nassured\nis\nsuccess\nchildren. If friendly,\nindirect\nThis\nshown either in indifference or antipathy, open or covert.\nntal and lasting in\ncontact with the parents is admittedly the most fundame\nassociation by\ndirect\na\nby\nented\nsupplem\nits effect. It can be and should be\nof him\nopinion\ntheir\nform\nmay\nthey\nthat\norder\nin\nthe principal with parents\nhood\nneighbor\nthe\nin\nlive\nto\nprincipal\nthe\nto\ne\nadvantag\nan\nis\nat first hand. It\nHe\nlife.\nty\ncommuni\nof his school if he can do so, and to be a part of the\nand\nclub\nof\ntype\nother\nsome\nor\nmay be a member of the athletic or literary\nall his social relations he is\nthus make himself an influence and power. In\nrelationship should be\ndirect\nThis\nend.\nsame\nunconsciously effecting the\ninto an organization\nmore definitely augmented by bringing the parents\nparents. With it as\nof\nhaving for its object the cultivation of the interest\nthe principal and\nwith\nance\nthe center of attention and concern, acquaint\nwith his aims and ideals is certain.\nmade because of the burden\nSome objection to a Parents’ Association is\nWhile such\nthe meetings.\nfor\nams\nprogr\ning\nof work entailed in prepar\npreparation\n\ndoes require extra\n\neffort, the return for the labor is so well\n\nted by showing the work of\nrewarded that it is justified. It may be regula\ndebates, gymnastics or calisthe school in the form of model lessons, essays,\npeople about the school or\nthe\ninform\nto\nthenics, and an address designed\nent groups of children pass through\nabout some phase of education. As differ\ncharge of this organization and difthe school different persons will be in\nthe school and its work and by the\nferent people will profit by the study of\nNo better\nthat will be made.\ndiffusion of information about education\nfavor of\nin\nn\nopinio\npublic\nthe\nof\nt\nopmen\nagency can be found for the devel\nsuch an\nhave\nEach school should\nthe school and of education in general.\ne of\nwelfar\nthe\nto\nal\nized as essenti\nassociation, which should be duly recogn\nary\nauxili\nul\npowerf\nthis\npossess\ncan\nthe school. The elementary principal\nthe\nhold\nand\narouse\nto\neffort\nextra\nthe\nfor his work, if willing to make\nndous\ntreme\nservice may have\nIt is conceivable that this larger\nparents.\nand the labor unions of the\nages\nmiddle\nthe\nof\npossibilities. The guilds\n‘True,\ns’ associations may become.\npresent day are types of what parent\nthe\ne\nbecaus\ns,\nzation\norgani\nof these\nthey will not have the cohesive power\nan\nsuch\nhad\nschool\neach\nif\nbut\nimpelling,\nmotive for their existence is less\ntheir\nthat\nwere federated it is possible\norganization and these organizations\ngreat.\nbe\nwould\ninfluence on public education\nto complain that they do not hold\ne\npron\nare\nSome elementary principals\n.\n\nician holds\nthe clergyman, or lawyer, or phys\nthe place in public esteem that\nhonor as\nof\nseats\nhave\nnot,\nings they do\nIt is claimed that at public meet\nteacher\na\nman,\na\nKapp\nBeta\nPhi\nhave. A\nother leaders of the community\nliner coming\n\nhis experience on an Atlantic\nin a high school, recently related\npted\nfor the first few days out, an acce\nwest a few years ago. He was,\n\n"}
{"page": 882, "printed_page": "860", "text": "860\nen\n\nNATIONAL EDUCATION ASSOCIATION\n\nmember of a small group of gentlemen, holding his own in games and discussions.\nIn a conversation inevitable because of the friendliness established, each man told of his business and of his material success in life.\n\nFrom this point of view the teacher was the least successful.\n\nIn relating\n\nthe incident he spoke of the change in manner which the announcement of\nhis work caused in the other men. They became less friendly but formally\npolite, and before the voyage ended he had ceased to be a member of the\ngroup.\n\nIt may be asserted that this incident is not typical or that these\n\nmen cannot escape criticism for their snobbery.\n\nNo one, however, will\n\ndeny the desirability of recognizing the principal as a leader and a man\namong men. True, he must deserve it because of devotion to his profession\nand of manly qualities. It is also true that the public must place a higher\nestimate upon his work as a part of National and social life and not regard\nit merely as an incidental in the lives of children. A change of attitude is\nslowly but surely taking place. The principal can hasten the process by\ncontact with his community, by quietly and modestly magnifying his work\nin every legitimate way. He must realize, as we all must, that “it is not\nin\nour stars but in ourselves that we are underlings,” and by outstanding\nleadership bring the community and society to accord the respect and recognition and honor due him and his work.\n\nDEVELOPING\nIDE\n\nG. SARGEANT,\n\nTHE\n\nELEMENTARY\nSOCIAL UNIT\n\nPRINCIPAL\n\nSCHOOL\n\nNO.\n\nSCHOOL\n\n10, PATERSON,\n\nAS A’\n\nNEW\n\nJERSEY\n\nLord Bryce and other thoughtful observers of American\nevery-day life\nhave pointed out the dangers threatening our National\nlife, through our\nrapid growth in wealth, industry, and population, unless\nthat along with\nthis marvelous development in material riches we can\nbuild, as a carefully\nadjusted counter-balance, a community conscience which\nwill insure the\nsame high sense of honor, on the part of each individual,\nin regard to public\nneeds, public expenditures, and public affairs generall\ny, as is now shown by\nour best people in their private affairs. Each citizen must\ndevelop a willingness to assume his part of the public burden, an acquain\ntance with the public\nneeds, a sense of his personal obligation to the commun\nity and the same\nalertness to see that he has met this obligation as\nhe shows in his private\nlife between man and man.\n.\nIn the old days when the Nation was largely\nrural, men met in small\ngroups in town meetings, or other political divisio\nns, passed ordinances and\nlegislated for districts with which they were perfec\ntly familiar. They were\nalso acquainted with each other and knew each\nother’s qualification for a\ngiven position.\nBut with the coming of vast industries and\ncongested\npopulations our people lost this intimate knowledge\nand personal acquaintance with municipal questions and the qualifi\ncations of their fellow townsmen.\nWith the loss of the personal touch with\npublic questions and their\n\n"}
{"page": 883, "printed_page": "861", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n861\n\nee\neee\n\nfellowmen, went also a loss of interest in public affairs. Because of this\nhas\nthe management of municipal affairs in many American communities\nseverely\nreflects\nand\nwaste\nand\nnce\nextravaga\nof\norgy\nul\nbecome a disgracef\ny\nupon our national intelligence. The remedy is to get back to a communit\neach\nknow\nand\nneeds\nunit small enough to enable its citizens to know its\nvast to\nother. Just as in the Union we are finding that the Nation is too\nand\nproblems\ncertain,\nof\nhandling\nefficient\nand\nallow a complete knowledge\nmuthe\nin\nso\nStates,\nl\nindividua\nthe\nto\nthem\ndelegated\nconsequently have\nof an intinicipal group we must have divisions small enough to permit\nits local\ndevelop\nwill\nmate knowledge and an alert interest. ‘This group\nwill\ncity\na\nin\ngroups\nvarious\nthe\nof\nleaders. A conference of the leaders\nwill\nwhich\nce\nintelligen\ny\ncommunit\na\nand\nspirit\ngive that city a community\nes.\ncommuniti\nour\nof\nmany\nso\nafflicting\nevils\ndo away with the\nis the logical\nFor this community unit the public school of a district\nality. It\nmunicip\nthe\ncenter. ‘he building and its equipment is owned by\nlimited in\nntly\nsufficie\narea\nan\nIt is the center of\nis convenient of access.\nprincipal\nThe\nparts.\nits\nall\nin\nit\nknow\nextent to enable all its residents to\n\nAll can\nnon-sectarian.\nin his school administration is non-partisan and\nmed to\naccusto\nn are\nmeet him on an equal basis. “he parents and childre\nthe\nhas\nschool\nThe\ncoming here as to no other place in the community.\nion.\ninstitut\nother\nany\nthan\nconfidence of all the people to a larger degree\n\ntheir money that runs it.\nIt is theirs. It is their money that built it. It is\nin bringing into being\npart\nlarger\na\nplayed\nWhy, then, has the school not\nFor several reasons:\nd?\ndesire\nbe\nto\nmuch\nso\nlife\nthe better community\nsalaries, that we have not\nFirst, because we have paid such niggardly small\nently large ability to\nsuffici\nof\nbeen able to secure the services of principals\nof our principals\nmany\n‘Too\ngrasp.\nenvision the possibilities within their\nthe position dewhich\nss\nsivene\naggres\nbroad\nlack energy, ambition, and the\nprovincial, have too narrow a conmands. Many of our principals are too\nso-called 3-R’s. In their loyalty\nception of their work and are slaves to the\nhave sacrificed the big opporto tradition and a false notion of ethics they\ntunities of life.\ner and not at the head of\nToo many of our principals belong in the cloist\nare not good mixers.\nThey\nblood.\nred\na big public school. They lack\nthat publicity is the life of trade.\nThey are timid. All big business knows\ngiving their schools publicity. They\nBut many of our principals shrink from\n. Yet these same principals deconsider it unethical and not professional\nPeople are not generally\ns.\nmatter\nnounce the public’s indifference to school\nMany principals\nno knowledge.\ninterested in things of which they have\ncs and are absolutely colorless on\npride themselves on taking no part in politi\na white heat. This is wrong. The\nquestions that arouse other citizens to\npartisan or a tactless hothead, but he\nprincipal should not be an offensive\nno\nhis district on current politics. In\nshould be the best versed man in\nis entitled.\n\nrt for his school to which it\nother way can he command the suppo\nproper development of the school\nA second big factor in preventing the\nby\nrestrictions imposed upon principals\nas a social unit has been the petty\n\n"}
{"page": 884, "printed_page": "862", "text": "862\n\nNatTIoNAL EpucATION ASSOCIATION\n\nboards of education and superintendents. The principal has been burdened\nwith class teaching, denied clerical assistance, housed in a building-making\ncommunity work practically impossible and in some instances denied the use\nof the building for community work when a suitable building existed.\nA third obstacle in the way of developing a virile, social community spirit\nhas been the multiplicity of agencies attempting this work.\nInstead of\ncentering all.this work under an intelligent, forceful head at the school,\none familiar with all the ins and outs of his district, and able to codrdinate\nthe various activities effectively, we find various agencies working in\nthe\ndistrict with little knowledge of what others are doing with the consequent\nduplication and waste that always results from an attempt by several agencies to do what should be done by one. In short, in our methods we\nhave\nbeen using the shotgun where we needed the rifle.\n.\nAssuming that the principal has the requisite ability and training\nto be\nat the head of a large school, he is the one best fitted to direct\nthe various\nactivities which will give us a broader and better community\nlife. He\nshould be the ablest teacher and the ablest supervisor in his\nbuilding, but it\nshould be in the sense of the expert. Much of the detail must\nbe done by\nclerks and assistants. Like the manager of a big manufac\nturing or mercantile plant, the principal must be able to organize, coérdina\nte, and inspire\nhis force to do the big job at hand. The principal should\nrarely play the\ndictator as a community leader, but rather the part of the\nlookout and the\nskilful man at the wheel. If this is done tactfully, he will\nhave all needed\nhelp from those in his school and in his community.\nPerhaps I can best illustrate what should be done to\nmake a beginning in\ndeveloping a school toward a social unit by relating\nwhat has been done at\nPublic School Number 10, Paterson, New Jersey.\nIn 1908, we organized\na school Alumni Association and later an Improv\nement Association, the\nlatter partaking of the nature of a parent-teacher\nassociation.\n‘The Improvement Association meets the second Wednesday\nand the Alumni the\nsecond Friday of each month. Committees of\nthe associations for different\nactivities meet several times a week as the need arises.\nSometimes it is only\na conference in my office between the officers, citizens\n, and myself,\nAt the time these organizations were formed our\nbuilding was very poor.\nRooms with light and floor space for twenty\n-four children were crowded\ndaily with ninety-six. We had no school\nassembly or gymnasium.\nOur\npeople were discouraged and felt nothing could\nbe obtained in the way of*\nrelief, as my district is an industrial one and\nour children represent over\nthirty differe\n\nnt nationalities.\nThrough the efforts of these organizations\nbacked by a progressive mayor,\nBoard of Education, and Superintendent,\nwe were able in September, 1918,\nto move into a new fifty-room building,\nwhich was commended by Dr.\nStrayer in his survey as one of the most\ncompletely equipped school plants\nwhich he had examined.\nThe first step in making a social unit is\nto begin with the children. Our\nschool nurse has her regular daily hours\nin school, with other hours for\n\n"}
{"page": 885, "printed_page": "863", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n863\n\nvisiting the homes or the mills if need be. Our baby welfare nurse has her\nregular hours in school for a clinic to which mothers come for instruction\n\nin feeding, dressing, and caring for the little ones. The rest of her time is\nconsumed in visiting throughout the district, advising with mothers and\nprospective mothers. This nurse is able to confer with and aid about two\nhundred mothers yearly.\nThe school dentist, with a completely equipped office and an assistant, is\nemployed full time in attending to the children in our part of the city, six\ndays in the week, twelve months in the year. A fully equipped gymnasium,\nwith male and female directors, is in charge of the physical instruction of\nthe children and adults from 8:30 a.m. to 9:15 p.m. The night classes\nfor men and women in the gymnasium have cleared the loafers off the\ncorners and given the younger element wholesome instruction in wholesome\n‘This, supplemented by a weekly dance in the gymnasium\nsurroundings.\nand moving pictures in the auditorium, provides entertainment free from\nvicious surroundings. . Many of our women attend the dress-making, millinery, and cooking classes with profit to themselves, and the men make many\ntroops\nuseful articles of furniture in the manual-training shops. Boy Scout\norder.\nand\nlaw\nin\nones\nand the Junior Patrol do much to train the younger\n\nwhen\nDifferent social groups—as Lithuanians and Italians—have a night\n\nt for the\nthey are responsible for the program of an evening’s entertainmen\nand other\nclub\ndramatic\na\nhave\nwe\nclasses,\nnight\nthe\nBesides\ncommunity.\nsocieties of a special nature.\n\nto look on\nThere has also been the personal service which has led many\nflour\nWhen\nagency.\nnal\neducatio\nan\nthe school as a protective as well as\nat\nbarrels\n350\nplaced\nwe\nbarrel,\nper\n$14.25\nto\nsuddenly jumped from $10\nschool.\nthe\nof\nrhood\nneighbo\nte\nimmedia\nthe\nin\nhomes\nthe\n$11 a barrel in\na shipment of\nWhen many families were unable to get sugar we secured\nof children in\nnumber\nthe\nto\n40,000 pounds and rationed it out according\nout of his\nmen\nour\nof\none\nbuncoed\nWhen a shyster had\nthe families.\nand\nshyster,\nthe\nfor\nsent\nwe\nus,\nto\nned\ncomplai\nLiberty bond and the wife\na\nWhen\nrightful owner.\nafter much bluster he returned the bond to the\nbaby\nsick\na\nwith\nr,\nDecembe\nwoman who had paid for coal in July, and in\ndays, because the dealer\nthree\nfor\ncoal\nwithout\nherself\nfinding\nhouse,\nin the\non the coal dealer, who\ncalled\nwe\nus,\nwould not deliver any, complained to\nmany instances of the\nte\nenumera\ncould\nI\nsent her coal within two hours.\nPublicity. We have a\nsort. What enables us to secure quick action?\n\nfacts to the press if the wrong is\ncommittee which gives the bald, honest\nwe will do it; it is also known\nnot righted. It is pretty well known that\ndo not prevail.\nmethods\nthat this committee will fight if milder\nr lawyers, contractors,\nnumbe\nwe\nneeds\nIn this support of our community\n\nrs.\nrailroad men, manufacturers, and day labore\n\nThe millionaire and the\n\nof codperation. We realize we\nsmall wage earner have shown a fine spirit\nbetter things for\n\nsure that much\nhave made only a beginning, but we feel\nfurther community action.\nus are just within the shadow awaiting\n\n"}
{"page": 886, "printed_page": "864", "text": "864\n\n_\n\nTHE\nWILLIAM\n\nNationa Epucation AssocraTION\n\nSPECIAL\n\nWADE\n\nTEACHER\n\nWALTERS,\nST.\n\nPRINCIPAL\nLOUIS,\n\nIN\nOF\n\nTHE\nTHE\n\nGRADES\n\nASHLAND\n\nSCHOOL,\n\nMISSOURI\n\nIn the Ashland School every teacher specializes in some department of\nschool work.\nAs the interests of the teachers have centered upon fewer\neducational activities and have been extended over a much longer period of\nthe development of their pupils they have tried to find out all that is useful\nand possible to know about their special subjects and the best methods of\nteaching them. ‘They have ceased to think of just so much ground to be\ncovered in a period of ten or twenty weeks and have come to follow with\na much more intense interest certain phases of the growth and development\nof the personality of their pupils through a period of two to three years.\nThe older pupils stay in school better and enjoy their work more from\nyear to year. ‘The special teacher knows how to get the best out of a pupil\nthat comes to her the second or third year in the same educational activity.\nThere are many theoretical objections to specializing in the grades.\nThese objections do not seem to stand the test of thoughtful, careful, sympathetically guided experience.\nInstead of a narrowing effect upon the\n\ncharacter and efficiency of the teacher, it tends to broaden her scholarship,\nimprove her pedagogy, increase her zeal, and make her more efficient in the\nproper stimulation and guidance of the pupils with whom she associates for\na longer period of time. Since all education is for the purpose of development and desirable modification of the personality of the pupil, we do not\ntry to make any distinction between instruction and moral influence and\ntraining. But the experience of years has shown that the personal influence\nof the special teacher with a daily contact of forty-five minutes lasting\nover\na period of years is much better than that of the general teacher who\nis\nwith the pupil several hours a day for only a few weeks.\nSome have feared that the special teacher would not work harmoniously\nin the supervised activities. Practice has proved the opposite to\nbe true.\nThe departments of drawing, music, penmanship, and physical\neducation\nhave found their supervision easier and more effective with the\nspecial\nteacher, for the special teacher is more appreciative of the help of\nthe supervisor. ‘The efficiency of the principal and all visiting supervisors\nis much\ngreater with a corps of specialized teachers than that of a school\nthat assigns\nto every teacher a little of everything in the curriculum.\nThe special teacher and specialized classroom equipment\nafford great ad-\n\nvantage in the furnishing of educational instrumentalities.\nIn the senior\ndivision of the organization of the school there are fourteen\nclasses and\n\nfourteen teachers.\n\nFor this division only one room is furnished for history\n\nand one for geography instead of seven for each.\n\nOnly one room is equipped\n\nfor fourteen classes in drawing and one for penmanship\ninstead of fourteen\nfur each, There are only two gymnasiums instead of\nfourteen, only two\nmusic rooms instead ef. fourteen, only two rooms for\narithmetic, two for\n\nlanguage, and two for reading. The equipment for the\nfourteen classes is\nvery much better and more economical than under the\nnon-specialized plan.\n\n"}
{"page": 887, "printed_page": "865", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n865\n\nWith special teachers better and more scientific methods of instruction\nhave developed even more rapidly than the demand for more and better\ninstrumentalities. A teacher devoting all or most of her time to one subject\nfinds much more available material in the homes and community life near\nthe school than is possible for the teacher of many subjects. This tends to\nmake the work of the school less artificial. It tends to make the work in\nthe school function out of school, to socialize instruction, to influence conduct, to modify personality, to make of the child a better citizen, to develop\nWe know that our specialization has helped in all this. We\ncharacter.\ncould not turn back to the non-specialized school.\nSocial democratic class organization—Our classes range in numbers\nfrom a minimum of thirty-six pupils to a maximum of forty-eight pupils.\none\nMost classes have from forty-two to forty-five pupils. There is but\nes.\nemergenci\nduring\nperiods\nbrief\nfor\nexcept\nteacher\na\nof\nclass in the care\nThe school day is divided into seven periods of forty-five minutes each.\nThe work of the day is divided into seven divisions. Above the third grade\nart\nno two divisions of the day are devoted to the same subject. Pupils take\nions\norganizat\neight\nare\nthere\nthat\nso\nweeks;\nand penmanship on alternate\nare\nof each class for different kinds of work. All organizations of work\nto make\nactivities\ntwo\ncombine\nwe\nsome\nin\nalthough\nweek,\nper\ndays\nfive\nfor\nare put in\nup the work for the week. Grammar, composition, and spelling\nand\nmusic\nand\ntogether,\ngrouped\none division. Geography and nature are\n:\nunit.\nd\nfive-perio\nanother\nsocial welfare work make\nschool\nIn each of these eight divisions of the educational activities of the\nity and in\npersonal\nin\nhighest\nrank\nwho\ngirls\nthree\nthe\nand\nboys\nthe three\nteacher as team\nefficiency in the subject in hand are selected by class and\nleaders for\nclass\nare\ncaptain\ngirl\ncaptains. The ranking boy captain and\ninto three\nd\norganize\nare\nboys\ng\nremainin\nthe one period and subject. “The\nPupils\nway.\nsame\nthe\nin\nd\norganize\nare\ngirls\nThe\ncarefully graded teams.\nfor\nranking\nfourfold\na\ngives\n‘This\nranking.\nand\ntion\norganiza\nassist in all\ndifwo\nthirty-t\nmaking\nall classes in each of the eight divisions of the work,\n\nferent ranks for each class.\n\nIf all had the desire and ability to lead it\n\nht to become a capwould be possible for every pupil in a class of forty-eig\nwho do become\nnumber\nactual\nThe\ntions.\ntain in one of the eight organiza\nclasses.\ndifferent\nwith\nably\nconsider\nvaries\nperiod\nr\nhalf-yea\nleaders during a\nwho\nthose\nand\ntime;\nof the\nMore than half of every class are captains all\ncan\nthey\nthat\nall\nilities,\ncan never win a captaincy are given other responsib\n\ncarry.\nteacher in the rankThe captain and the members of each team assist the\nThe fourth\neach quarter.\ning of the members of the team at least twice\nweek.\ncontest\nas\nknown\nare\nweeks\nten\nof\nquarter\neach\nand ninth weeks of\n\neach team is carefully\nDuring the third and eighth weeks of the quarter\nthe first and second\nof\nranked, and two or three of the poorest workmen\nTwo or\nteams.\ntheir\non\nplace\na\nto\nteams are required to defend their titles\non the\nplace\na\nfor\ncontest\nto\nd\nallowe\nare\nthree of the best in the second team\nto cond\nallowe\nare\nteam\nthird\nthe\non\nbest\nthe\nof\nfirst team. Two or three\n\n"}
{"page": 888, "printed_page": "866", "text": "©\n\nTae\n\nNek ae\n\nian\n\noak\n_\n\nro¥sed Lae\n\noy aft ren?\n\nHi? ORD of mals ‘vid t6.\nthe \"at dle gitire\n\nstil, vriniiome Doe ind\n\no} ebos: cull.\n\nlatins\n\nny sos fest oa. .sueuke USE TAT\n\n- golaesh, of\nS\n\nat abaya\n\nod) odor\n\nui Hoss\n:\n\nofp an)\n\n2reidos game rode: a\n\nwise\n\noN!\n\n’\n\nastal Q-bhido\n\n9¥/ aid: Hs 1m bs tion =ssi\nSs\n\n;\n\n:\n\nLoi\n\ntil\n\nF\n\nj\n\n!\n\n.\n\ny\n\nieee eB: separ\n\nos\n\nffod\n\n49: Conse\n\n;\n\nvieib\n\nal:\n\nTA\n\npane\n\nnomaieKeo:\n\n4))\n\n:\n\nSy\n\nat\nof\n\n)\n\npbesy\n\nvinenc\n\nTibttk\n\n=\n\nto\n\n<8.\n\n4?\n\n.\n\nWits\n\n\"\n\nenn:\n\nethic\n\nVee\n\nuM\n-\n\nstn:\n\nf\n\nrz\n\n:\n\neel\n\n=\n\"\n\nSe\n\nst\n\nCOR.\n\n>.\n\n;\n\n[\n\n,\n\nwd\n\nee ey ieee\n\nchip als\n\nToes\n\nrly\n\naidl\n\nReinier\n\nke\n\nsR!\n\nuy\n\nYet\n\ni\n\n.\nat\n\ncoe\n\ni\n\n'\n\nin\n\n— Py\nrrohis\n\nat\n5\n\nry.\n\n,\n\ngee\n\n72\n\ni)\n\nRita\n\nie?\n\n5 TS\n\n*\n\n_\n\nol\n5\n\n“tise\n\nBald\n\nPUD\n\n+)\n¢\ntied\n\n: re\nsrt\n\nvisys:-40. dud\n!\n\nEAkS to\n=\n\naw\n\nyet\n\n4 ioe\n\nrf\n\n&\n\ni\n\nwht ori,oeeatig\nrt\n-“couRK\n\nai Tek\n\nahi\n\ncsivot\n\nee\n\nver\n\ni\n\nae\n\nthy\n\nie\n\nequi\nee\n\nPastel\n\nae\n\na\n\n|\n.\n\nLa\n\nfrit\n\nH\nuy\n\n'\n\n¢\n\nfr\n\nnehaived\n\n>\n\n»\n\nvi:\n\ntage\n\nBo viens\natLS?\n\nyer\n\nit\n\nssi\n\nade base: eri)\n\n7\n\n#\n\nms\n\nBias tetqan: yom” avait\n\nOS\n\n{\n\n.\n\neee\n\nbaal z siltenee: :sant i wn\nnewrnkiaw fel\n«)\nne\n2\n\nt72}0e-st\nbabs £33\n+ ri.\nSart ey isidetetiees\n|\nATi\n\nie\n\nhewhs\n\nri(menandd fe, ya vty Saad\n\n:\nNGO\n\n.\n\n.\n\nfis\n\nliner:\n\nLD\nI\n\n2\n\ngaeteeyt see! waite inshe\n\nWeanmeccd isakiovt atl) vist?deena od .\n\nPe\n\net\n\n:\n\n:\n\n:\n\n4 ”\n\nhernee\n\n>\n7\n\nPa) ee |\ncl beh etie ap web ofl ebei aa\n\nFrdamte sithtH Ghessitile.\nwet\n\nae\n\n0\n\nStVif\n\n“\n\n’\n\neter bshiviheetiet beled ioe ott\n\nre\n\nJin)\n\nLt)\n\nFi\n\ni peat: intake\n\nself) of basowah aie, (8h anda tee QOte\n\niat,\n\n,\n:\n\nj\n\npt\n\n:\n\n?\n\nbekins\n\nrh\n\nui\n\ni\n\n_\n\nPLR)\n\n—\n\naes|\n\n3\n2\n\nPott\n\nopbl) AAD apap\n\nxine(iia Bot\n\nTad) Meyer\n\nt\n\nar\n\n>\n\nc\n\n33\n\niy,sa) iid, pes aie\n\ncir t- 74\n\nggoe\n\na>\n\n:\n\n>\n\nSee\n\nat\n\napariot\n\na\n\nDP\n\nE\n\naise\n\n|\n\n21h 2h\n\niB\n\nEIEOR\n\n01\n\n,\n\nhbo,\n\nm eborraq dobads bub tee x fabs | Q iccorna Mis\n\nStow ry brs!\n\nHOOKS\n\n5\n\nbv\n\nmod) 4! peti\n\nlees Srp srice\n\n> Sve dap\n\nart,\n\na mage\n\n10. arurEaN\n\n#95 ney peta 2\n:\n\nOF 1Pileanera\n¥\n\n: “sr ga$ eed ssaW\n\nsdinina .ti By ae\n\ncam rin TAH\n‘std\n\n‘cody\ndus ty iu0 Aottanatt\n\nses\n\nLas\n\n,\n\nr\n\nie\n\nOs\n\nof\n\n>\ndar\n\n7\n\nevetiogmdy! ftucceric ot\n=\n\n~f\n\nws\n\n>\n\nSEP\n\nTp\n\nBPM\n\nM4\n\nP\n\nay\n\n:\n\nq\n\nte\n\nS005\n6\n\n4\n\n7\n\n.\n\n:\nr\n\n:\n\n>\n\now\n\n7\n\n5\nae,\n\n:\n\ni\n\neT\n:\n\n’\n\n,\n\nYe\n\n“4\n\nis\n\nAr\n\nSTA\n\naie\n\n.7\n\n"}
{"page": 889, "printed_page": "867", "text": "14 whom ae\nMG lpa mite ye wrath\n\narta\ndl\nsidei!\n\n34\n\n;\n\nA Jacr egpivansRaat ee\n\ni\n\nhex\n\n:\n\n:\n\nobest: pret a ea tilishiean : sy. \\divit\n\npio\n\na\n\na\ni anata LPs ama\n\nMale,\n\neoctilese?\n\nar\n\nts\n\n=\n\n5<tetinils\n\nais\n\nkeitsions.cdiulscrseot\n\nradze: bar\n\nwy\n\nBec Teli ane\nhl\n\na\n\naN\n\ns¥itaieqiso\n\n51!\n\nf\n\ndtoce «\n\no>\n\nent\n\neeeriahas ito-ecmmtlet |i\n\nus nciern tosiniy gto arr cen\n\nPorbetesiion\n\newe\n\n(ale\n\npeel\n\norlt- ni\n\ns5sem\n\n*\n\n“Sole\n\nsuarmowttohysA?\ns\n\nted mer\n\n“is\n\nlxater\n\n1 ‘ vuitie©\n\nhem\n\nhet\n\ndinqeity Avi eetenls Sal F\n\nFenety.\n\n=\n\n£\n\n;\n\ni\n\n7\n\na\n‘\n\nTi\n\na\n\n2\n\ni.\n\nKo thdoess prevabcn.qurmnirrimoied\nim: fad\n\ni\n\nf3\n\n’\n\nSar n\nsorte\n\nsy.\n\n} br\n\nid\n\nM\n\n:\n\nai\n\n*\n\nLa\n\ny\n\n|\n\nfay\n\n‘\n\n,\n\n=\n\n+,\n\n_\n\n=\n\ny\n\ne\n\n'\n\nA\n\nj\n\nnN\nPs\n\n@\n\n=\n\n}\n\nA\n\nvow J >\n\n1\n\n\"9\n‘\n\nv\n\nj\n\n*\n\n=o)\n.\n\n+\n\nBerns\n\npe\n\ni\n\n:\n\nbarodicy\n\n:\n\n¥\n\n:\n\n*\n\nLes!\n\n:\n\n*\n\n«\n\n1:6\nm\n\ni\n\n"}
{"page": 890, "printed_page": "868", "text": "868\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nof thought to another at will, purposeful thinking, and the ability to effectively follow up the solution of a problem when other interests are pressing\ntheir claims for attention;\n\n(6) Such training in citizenship as will best develop worthy citizens of\na progressive social democracy, with powers and habits of initiative and selfdirection, self-restraint, responsibility, codperation, leadership, and those\ncompanionable qualities that characterize desirable members of social, educational, and industrial teams, clubs, societies, and other organizations and\ninstitutions of codperative welfare; and\n(7) The well-rounded growth and development and desirable modification of an individual personality, whose activities will bring rich returns of\nwelfare and satisfactions to himself and to those with whom he lives and\nworks and plays.\nThe socialized school at work—Our social democratic organization of\npupils into carefully graded teams with many leaders has been described.\nI have given an account of the coéperative departmental organization of the\nteachers. In addition to the social relations of teachers to their pupils and\nto one another, as already indicated, they are organized among themselves\ninto many cooperative units. In this, also, the democratic idea of alternate\nleadership is practiced.\nNo teacher in the school works alone.\nEvery\nteacher belongs to more than one codperative group.\nEvery teacher exercises leadership and carries responsibilities with other teachers. The teaching corps is much more thoroughly socialized than the classes of pupils.\nAt 8:10 to 8:15 a.m. the general officers of the school begin to arrive\nand assume posts of duty in playgrounds, basements, and hallways. These\nofficers are thirty in number and are elected from the three or four highest\nclasses of the school. At 8:30 all these officers are on duty, and gongs sound\nin basements and hallways announcing that all pupils are welcome to all\nparts of the building. ‘Teachers and pupils are expected to be in advisory\nrooms at 8:45, though pupils are not legally tardy until after the 9 o’clock\ngongs. At 9 o’clock the work of the first forty-five minute period begins.\n\nThe period from 8:30 to 9 is a very busy time.\n\nThere is the assembling\n\nof twelve hundred pupils through eight different entrances. Teachers, general officers, class leaders, captains, special officers, and a host of others go\nabout their duties in a businesslike fashion. If it is Tuesday morning three\nemployees from the public library are with us. Books are being gathered\nand stamped and laid out for new distribution. The Tuesday issue has\n\naveraged about eight hundred books for several years.\n\nAs each class gets its\n\nturn to go to the library during the day its reading teacher comes to\nmeet it and act as advisor and guide in the selection of books for home\nreading.\nWithin the classrooms and in the gymnasiums and playrooms each class\nat 9 o'clock takes up the work where it left off the day before. All or most\nof the teams of a class may have work left over from the day before. If so,\n\neach team\n\ngoes about its business without\n\nments, or supervision of any kind.\n\nwaiting for directions,\n\nassign-\n\nIt is possible that the teacher may call\n\n"}
{"page": 891, "printed_page": "869", "text": "=\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n869\n\nthe attention of the entire class to some new business or to finish some preparatory work left from the day before or to hear a report that is of interest\nto the entire class and has been prepared by one of the teams. ‘Two or three\nof the six teams may have had work assigned them near the close of the last\nperiod. ‘These teams devote themselves quietly to individual work, each\npupil doing the work in hand unaided or reaching the limit of his resources\nin the attempt. Two or three other teams may go at once into conferences\nfor which they prepared the day before. Some team may ask the teacher to\nreview with them some work they have been preparing to present to the class.\nThe teacher inspects the work of individuals and teams, examines and\ninstructs individuals when necessary, calls the class from individual and team\nwork to class work when the codperation of all is necessary or of more importance than the work of smaller units. Most time is given to individual\nwork by the pupils and individual instruction by teachers. The next larger\nshare of the time is given to team conferences and other coéperative work\nof the members of teams. Class work gets the smallest share of the time.\n\nThe best teachers use the least amount of time in class work. We never\nforget that self-activity is the only means of developing or modifying personality, the only education. We have practically eliminated passive listening. When the class listens it is to something relating to work just completed or to be taken up immediately. We have given up the attempt to\neducate a child by requiring him to listen to the teacher and other pupils\nninety-nine one-hundredths of the time he is in the classroom and to get his\neducation at home of evenings.\n\nJUVENILE\n\nDELINQUENCY 4S A SOCIAL FACTOR\nELEMENTARY SCHOOLS\n\nIN LAE\n\nYORK CITY\nOLIVE M. JONES, PRINCIPAL OF PUBLIC SCHOOL NO. 120, NEW\n\nIf I chose, I could stand here for more than my allotted time and\n\nmake you\n\nyears passed\nlaugh at stories of boys, labeled bad, who have in the last fifteen\ntell you of\ncould\nI\nCity.\nthrough Public School No. 120, New York\nhim to\ntake\nto\ntried\nwho\ny”\n“tru-nt\nor\nPhilip, who could lick any teacher,\nneck\nthe\nof\nback\nthe\nby\nfellows\nlittle\ntwo\nin\ng\nschool, and ended in bringin\nyou\ntell\ncould\nI\n.\nbravado\nhis\nsubdued\nhad\nthat\nnt\nto get the same treatme\ngone\nwas\nlunch,\nmy\nbuy\nof another Philip, who went out with a quarter to\n“extras,” and returned\nin\nquarter\nmy\ninvested\nhe\nwhich\nduring\nhours,\ntwo\na dollar profits in his\nover\nand\nwith the lunch, the change of the quarter,\nown pockets.\nthe problem of juvenile\nBut I want to get you to believe with me that\nance than any other\ndelinquency is a social problem of far greater import\nI want your help in making\nsocial problem affecting our community life.\nis not keeping order. We have\nteachers and principals realize that discipline\nt\n\nwhich says on this subjec\njust issued a Teachers’ Handbook in New York,\nMany a poor\norder.\ng\nkeepin\nmean\npline does not\n\nof discipline: “Disci\n\n"}
{"page": 892, "printed_page": "870", "text": "; teri ad ve aha\n\ntett\n\nree Sy eee Pi ‘ie .\n\nOve\n\ntee!\n\n\"sift aries seo eet Let\n\nsilt 2)\n\naeclS-\n\naf\n\n5.\n\n,\nMetis\n\nainon\n\nrela’ bs “\n\n‘\n\nae\nee\ncaf) 1) TR\n\nAe\n\niS\n\n1h,\n\nWV\n\nisis STV\n\nTies,\n\n“aides\n\nlit\n\nSe)\n\nee\n\noman)\n\nhype\n\nfms\n\nbet\n\nod\n\nwo\n\nwe\n\n:\n\n(ie\n\n_\n\n;\n\ndite\n\nee\n1%\n\nx\n\nabel\n\npe\n\nHEAL\n\nsete “EFS\n\nitereqios Ste |at\n\nates\n\njour ada rasta\nior\n\nates\n\ntoysi\n\n4\n\ng2e5Tsulthoaw aa a\n\nHy:\n\nrelearn ataviton-dfoay;\n\ni Gor teens\n\nif\n\nto . ela eaenngt ene nadarod\nt\n\n+3\n\nof)\n\ncyan\n\nis geal orl .geriie ru ne edrhnriuta\nabate-\n\nop eateliet iit eatiupar apd Ashido\n1%\n\nAGO\n\nFo\n\n=\n4\n\n;\n\nyer r\n\nacstiae\n\n‘\n\nSiS ns ove ON\nHye\nah\n\nis,\n\nae\n\nt\\\n\nweve\n\ndint\n\n§\n\ni\n\nA\n\nn:\ntele Maro\nTT\nj\n\nBee BS\n\ne\n\nten\n\ne\n\nrude\nor?\n\n.\n\nows\n\n|\n\nSdel 20to\n8\nbsread 15%\n\nOUST\n\nWAM one il Aiat\n\n‘7- Fite\n\nni\n\nJOH\n\nBi\n\nyy ont , ‘tite\n\nonizimnd RB\n\n:\n\n.\n\nfy; phi\nvivid\n\ni\n\nMiva\n\nBt 30\nip\n\nrife\n\n.\nLas\n\ni\n\nates\n\n|\n\nie\n\nMAWES\n\nsmitd\n\n“\n\ncompli ab ens —\nnit\n\n©\n\n2\n\nha AW SQ SAO ‘ye\n\nARATE\n\n;\n\n'\n\n\"ed it+ shoecar bio ion\nst in ;\n\noid sess\nee 265 aackeadl’ zenloindl tinge\n\nGOR\n\nSheth\n\nalter\n\neke\n\ntr de aeseon\n\n—~\n\nbet\n\nWer\n\nihae\n\nie\n\nof\n\nadparts.#10¥8 gnhine reraef\n10\n\nth? 2may\n\n:\n.\n\nTsSip j\n\nSigqnoinp\naed hoestee? |nadkgs\n\n:\n\n,\n\n® aidy Ow\n\n‘\nyah Self Biot are‘bu\n\nLos rer ben: leu atig\n\n51\n\nne\n\nbadd ni S08\n\nLt\n\nhrdvoatuettedi\n\n4\n\n:\n\ni:\n\ntyes\n\nTARA ne 40shove dt\n\nnt\n\n2\n\nnatiraltt.\n\nenn\n\nbro\n\nlis\n\nbait Ske\n\nHPS\n\nuot\n\nif\n\n‘seo\n\nPsi\n\need\n\ny ' i Secret\n\nsaieed\n\noo\n\na\n\n4)\n\nair\niad\n\n: Attn\n\nsvotsd\n\ndaubtviltinmed ends arly\n\nhint te\n\nP\n\nQTE\nhem\n\netl\n\nfgeebein'et\n\nParse\n\nten”\n\nmet\n\nheneid\n\nDirithd\n\na\n\nie dete vi\n\n29 ‘Artery\n\n:\n\netal\n\nrqnoed vertb paeh am\n\ntt?\n\nst Naat aft on sian ey iat\nbrn\n\n:\n\nety\n\n;\n\nBae have\ns\n\nmy\n\npis te hy\n\nwgtieet\n\nont\n\notzst\n\naitt ial\n33Ay} Tis\n\n:\n”\n\n-\n\n‘ike ioctinam Ww\nTiger Srieb eT ce ee\n\n4\n\n4\n\nere ap hileh\n\n4\n\nThs\nhd\n\n"}
{"page": 893, "printed_page": "871", "text": "ee\n\nRI\n\nialighe ihe aya\n\n:\n;\n\nfs a\n*\n\nBeet thLanc\n\n-\n\not Sra\n\nwhet\n\nog\n\nsed head of T\n\n2 eben i\n\ntill\n\n4\n\na3ar xttilidisnoye\n\n7\n\nPett\n\n>\n\nbh. t th?\n\n;\n\n4\n¥ ay ai\n\ntom ate a1\n\n¢\n\nVe\n\nBow\n\nwD, nis hs per\n\nSer\n\nor ey,\n\nhan\n\n:\n\npy\n\n* hiob gr\n\nrawaintt\n\ni\n\n‘\n\nrs Beguiitsh: >}\nii iat\n\nif ene\n\nM\n\nSigs ‘Ady Bir\n\nbaicstavaseib\n\n1b Leadoines wi Baik\n\nvfFire ba\nr\n\ny\n\nnSHDBaad’\n\nSF\n\nto\n\n909\n\nA\n\n413\n\nHig\n\n#tablisorie ey\n\nwit\n\nJ ei\n\n16\n\nret\n37aa)\n\n<= -\n\n=\n\n=\n\nrf thhay nt +3 fb yaa\n\nHrw\n\nvlaleid filVist KO tot\n\nparesft ues shy aitgaia\n\nit WL\n\n-* =~\n\net\n\n“\n\nSivrkap\n\nenor\n\naa\n\ndogs\n\nbotainnuvis\n\nt hes\n\nWider Anvil sori\n\nigs\n\n>\n\nAinwt\n\nsuiisG\n\ngate (res!\n\n98\nDoasins7hy< 9\n\nsarsid\n\nAs ririe\n\n-\n\nvelvse\n\nnt Ra Tie Une Bub-aayiw, >it3 beki3-\n\nPi\n\nVe\n“aiid\na\n\neoruiz\n\nbitin\n\nSyait\n\npon\n\nbor buds gnoupmsh\n\nnntweumrita\n\nbikys Kea need atl hersas\n‘\n\nWi\n\n‘\n\naa.\n\nVs\n\nal sec)\n\nPy, | +i) tw\n\n<r\n\nut\n\n‘\n\n>.\n\nbni\n\nail? no\n\nSen roi ;-\n\nae\na\n\ns1atell s\n\nSs\n\n1 Ri {jest\n(OR\n\n‘\n\neel dayIT\n\nGME\n\nPA\n\nearteil\n\nPiPi eS\nMERA\n\nLie\n\ngin (9ah titty. Wires\n4\n\nAL L).\n\nof ‘loo tie 2s bebo: S25 Lode in\n\n)) \"Yo ‘gta’\n\nsi\n\nretwD\n\na\n\n22\n\ndace\n\n«\n\nsions 3\n\nig\n\n“ti\n\nbauat\n\nsvi\n\n;\n\nate\n\ndati\n\na2\n\nwy\n\nleo\n\nP\n\nAste\n\nx antl\n\nst are e\n\nPehiomsy & obrvorg T seo, 20 syns? Wn 08\nob. xd si ylleot\nmies alt fa Fas Sa! Sooty 4 NG. Te zach mn\ni) gore\ntS\naay Shih\nWate\nAPSR\nc Aycmilt sayings (4 bedendaes jatidy 3\nait bie\n|\n\nart\n\n=\n\nOH\n\nVs i SULIT\n\nRperiy yd oslo\n:\n\n6 Spas! sunititte\nIto\n\ngin\n\npita “nie: iifetignin\n\n1B\n\neee.\n\n| i nr\n\nSt\n\n6A.\n\nThy\n\nseu sede\n\nFPOLTISIIG\n\n“ /\n\ntui Tia\n\nto noiingoosa\nQn it?\n\n; }\n\nSemetene bam\n.\n\ntiie af\n\nBSalivisy\n\nmoms\n\nVV\n\net!\n\nsyn)\nHit\n\nrf\n\npire\n\ncrt)\n\niroo\n\nhalinater\n\nfu\n\ngn\nwed\n\nwon\n\nban\n\nLeite\n\nid\n\nagus Ri\n\nra}\n\n:\n\n:\n\ntoa\n\nb\n\n}\n\niit\n\nsonal\n;\n\nae\n\na sett\n\nioniteh.\n\nzeris\n\ntert\n\nevs\n\nsear\n\nyi\n\nLt\n\n;\nt\n\n»\n\n’\n\nbrn\n\nao tf\n\n(i\n\n¥\n\n}\n\n:\n\nge\n+\n\nnor\ni\n\nee\n\nas\n\n:\n\n;\n\nwe\n=\n\net\n\n-\n\nys\n\nEy\n—-\n\nTosco\n\nmtg.\n\newal\n\n¥:\n\n'\n\n=\n\n70\n\n:\n\nJAS Seth i\nstd zien\n\nswal\n\n:\n\n_\n\n[-\n\ni, beresrzegs\n\n41\n\nfh)\n\n‘remrtaat\n\nSMR\n\nbi\n\n7\n\ni ryt\n\nAt\n\nreid\n\nee re\nar\noie\nAi (t) aaVe, 14\n\ny fier te ip aot LAL)\n\ni\n\nwail\n\nht ,\nal\nQIOT ia\nNT\n\nAS} | 7\n\nair Potlind ery\n\nrete\n\nbn\n\nq\n\nhens\n\naaa\n\nLAL\nee\nAY rier - (pint\n\nisanioamn\n\nwieruded:\n\nflit\n\n}\n\nends\n2\nA)\nee ure? Sica\nrat til\n\nen tou\n\nWile\n\nWe oni\n\nota) 570\n\nie t=\n\nYG\n\nvhs\n\nHe Wadi\n\nmabegiusTb\n\nKiiw\n\nws)\n\n- wiirtsins\n\non. otLtn\n\nhater ae poesia “<\n\n1} vas ba JW. sty tia? atidnd\n\n7 {:\n\n| opal oN\nindt) witQbt TSdk1Y. Ot £910. & Soa\nWR\nSonstipniay say bi 14 4\nto}\nmay.\n\ngad ree\n\nST lioet r tlw\n\noe\n\n"}
{"page": 894, "printed_page": "872", "text": "Sia\n\nNATIONAL EDUCATION ASSOCIATION\n\nvention of much adult crime, the study of the problem becomes the business\nof the average citizen.\nThe best way to bring home to the average citizen the community responsibility is to urge him to study the causes of juvenile delinquency.\nBefore listing these causes, I desire to say with great emphasis that they\nare causes, to be regarded as such only, to be removed, and to receive scientific and organized care. They are not excuses by means of which we can\nput the blame on the Creator or on society or on Government, and shrug\nour own shoulders free. ‘They are not excuses which are to make us pity the\ndelinquent child and forgive his wrong-doing, without taking steps to teach\nhim self-control, and how to overcome his defects, to rise above his delinquencies of birth or circumstance.\nThe majority of treatises of causes of juvenile delinquency and the majority of persons seeking to find the causes have been too apt to regard their\nwork as completed when they have discovered and stated the cause.\nThe\nmajority of people who read these statements of causes rest satisfied that they\nhave found the explanation of the thing which displeases them and seem to\nthink that because they have excused the wrong-doer and generously forgiven\nhis wrong-doing, he will forever after be good!\nThe truth is that: (1) Stating the cause, however accurately and scientifically it be done, does not remove the cause or provide a remedy;\n(2) Removing the cause does not at once remove the effect of the cause.\nHabits, established by long practice through a child’s first eight or nine years\nof life, no matter what the cause, will continue long after the cause has been\nremoved and will require careful attention and definite training before right\nhabits can be substituted. Recognition of the cause, unless followed by proper\ntreatment, reminds one of the physician who is a good diagnostician but\nwhose efforts at cure leave his patient a prey to greater ills than he previously knew; (3) For the treatment of cause of juvenile delinquency, we do\nnot need new laws and new machinery so much as we do need an effective,\nefficient administration of the laws and machinery already existing. More\nthan all do we need coérdination and codperation among all the agencies\nengaged in child welfare.\nIt is a shameful reflection upon all concerned\nthat, in this work above all, jealousies, ambitious aims, religious differences,\nclass distinctions, financial inability are ever permitted to interfere with\nthe best interests of even one delinquent child.\nStated simply and classified as determined by my experience for sixteen\nyears, the causes of truancy and delinquency lie: First, in the schools:\n(1) By putting unfit and unwilling children through the same training as\nother children; (2) By lack of sympathy on the part of teachers; (3) By\nlack of disciplinary power on the part of teachers; (4) By large classes and\nlarge schools, preventing proper care of the individual child. This last condition is greatly on the increase since the Great War; (5) By failure to meet\nracial differences by appropriate modifications of the course of study and\nmethods of training; and (6) By insufficient or improper provision for the\nenforcement of compulsory education laws.\n\n"}
{"page": 895, "printed_page": "873", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n» Os\n\nSecond, in the streets: (1) By lack of play space; (2) By unemployed\nyouths and men; (3) By gangs and “‘Fagins”; and (4) By moving pictures,\nmore particularly the posters outside of moving-picture theatres; (5) By\n.\ncigarettes; and (6) By gambling.\nBy\n(2)\nparents;\nindulgent\nor\nThird, in the homes: (1) By inefficient\nthe\nbusiness,\nin\nabsorbed\nmother\nthe\nmother,\nabsent\nworking mothers. The\nbreadwinner-mother cannot train children; (3) By widowed mothers; (4)\nBy step-parents; (5) By broken or unhappy homes; and (6) By parents\nuninterested in or ignorant of their children’s right of education and of the\nState’s right to demand that children be educated.\nFourth, in social conditions: (1) By housing conditions; tenement conditions and frequent moving, with necessary changing of schools and consequent lack of steady habits; (2) By racial differences; (3) By immigration.\nChiefly because large groups of immigrants have been permitted to colonize\nin sections of New York City and perpetuate their foreign customs and language; (4) By cupidity of employers who use child labor and thereby tempt\nare\nchildren to remain out of schools. The worst offenders in this respect\npackage\na\nwants\nwho\nman\nthe\n,\nshopkeeper\nsmall\nthe\nbut\nnot large concerns\n\nthe like.\ncarried, the wagon driver who wants a temporary helper, and\nadolescence—\nto\nFifth, in childhood nature: (1) By conditions incident\nor unduly\nunwisely\nages 9 to 16 years; (2) By rebellion against restraint\nes; (4)\ntendenci\ninherited\nand\nes\nimposed; (3) By temperamental difficulti\nmoney.\nBy desire for spending\n\nnce which\nSixth, in physical condition: (1) By peculiar personal appeara\nloneliness\nadults,\namong\nn\nrepulsio\nof\nfeelings\nes,\nnicknam\nleads to ridicule,\n(4)\ndefect;\nspeech\nand loss of playmates; (2) By partial deafness; (3) By\ns\ndisorder\nphysical\nother\nBy\n(6)\nBy crippled condition; (5) By sight defect;\nity.\nexcitabil\nand\ness\nnervousn\nBy\n(7)\nnot evident to the observer; and\nnot accidental,\nThe order in which these physical causes are listed here is\nanyone\nScarcely\nnce.\nimporta\ntheir\nng\nindicati\nas\nchosen\nbut deliberately\nappearpersonal\nrealizes the torture experienced by children with a peculiar\none side was most\nance. A lad whose face was drawn and crooked on\nincluding parents\npeople,\nolder\nby\noff\nrepulsive in appearance ;he was shoved\na tornado of\nbecame\nhe\nuntil\nboys\nother\nby\ned\nand teachers, and was torment\nwas unobHe used to carry a pocket mirror, and whenever he\nresentment.\nsaw\nmother\nHis\nit.\nen\nserved he would pull at his face, trying to straight\n\nwise, kind, and gentle\nhim one day, came to school and told his teacher, a\ntold him so, and gradteacher\nhis\nand\nwoman. He had really very fine eyes,\nif he\n\npeople forget his face\nually led him to believe that his eyes would make\nnature.\ngood\nand\ns\nthought\ngood\nby\nmade his eyes attractive\ndeaf child because he\ntotally\na\nthan\nworse\nsuffers\nchild\ndeaf\nThe partially\nof all sound. The\nious\ns suspic\nso often hears wrong and because he become\nmates and the imhis\nof\ne\nridicul\nchild with speech defect suffers from the\nspeech.\n\nto express himself in\npatience manifested by adults over his inability\nsuffer especially from the\ndefect\nsight\nwith\nThe crippled child and the child\nchildren. The child suffering\ninability to share naturally in the play of other\n\n"}
{"page": 896, "printed_page": "874", "text": "c\n\na\n%\n\n8\n\na,”\n\nyRvUthS Pp\n\n;\n\n*\n\nhe,\nSeok\n\n& volqananas. 44S}\n\n“a\n\nt? ee\n\na\n\njee\"\n\nsh\n\noy\n\n.\n\n‘ fire\n\n‘¢\n\nEe\n\n,\n\n“fi ee Salng stl at a Heariisit\n\n:\n\nSi\n\naioe\n\ntei\n\nre sets Colt Be Beri\n\nmay\n\nbaal wf. mit\n\né)\n\n)\n\nar.\n\nia\n\nms\n\nrere vf rc.\n\nSF to ’ duis\nA\n\nee\n1\n.\n\n5\n\ntar’\n\ntt +\n\nut\n\nbas erisedy/, ret baele iste rhxi cf) nae soely\nSaltese ‘here\n\nHage\n\nae\n\ntotes asa 790) dyer.\nCoe\n\na.\nents re briny? iH fe]\n\nSxinoind\nar lottiin\n\nBeatays teh leon. vO (5) vat ui\n\ned real aval epee\n\nonal bin bekitded i\nMet\nS¥6\n\nyy\nS143\n\n£\ngan\n\nbd| (MiSs\n\n:\n\n“>\n\nme ASDIORT\n\naber\nst? bik’\n\nirene\n:\n\nVisei\n\n(ey)\n\n> Asoo)\n\nFiled\n\ntactiut\n\nja\n\nHiow\n\nSaat\n\nalinsslse toL\n\n,\n\nUS AR\n\neet\n\na) 15 /jplgor\n\ndit ¢ TON\n\npoiaud ‘ag\n4\n\nog fou iret\n\n0G TPiaS if oneSai\n\nvem)\n\nSear\n\nfeseathi\n\nTe\n\nsat”\nexrs\n\nAlia\n\nine 1 Sb\nwa\n\non\n\n|HG “BED Pir .\n\nher Yoda! BIG eit oily any ye qs, Ap.ees\n\n“rssqe4t\n\nWiewicg\n\nte1 16 ee MOT\n\nPY Vind MRIS\n\n«\n\nVat 119s 45 laatbad gs @ AS}:\n\nbaa“Salva b‘tetnstorThy: peat\n\nms\n\n(eed\nmotte\n\nnye\n\nst\n\nBiol\n\nee ab\n\naaa, uiogibawa,\nperish\n\nan\n\nHohuigar + Zqnil99)\neon elzin, 0 niin\n\na\n\né\na eh enti inbred ESS\nPetsextenrealg, peas! ae\niq tao\nvet\n\nbi k:\n\n|\nteehee\n\n<=\nS\n\nfourh\n\nfata a\n\n“i;\n\ni\n\n:\n\nUT\n\nSav\"\n-\n\nat i ep i Ie: nerd\n\n5 at t ti\n\nSetteyyyi\n\nSort\n\nDOT\nA\nEa\n\ne\n\nShire.\n\nSli\n\nSata » ii¥ “i (F):\n\nTelh:5\n5a\noS\nW\n\nen\n\nSt\n\nB9400TS\n>\n\nsyn\n\net\n\nSS\n\nsehy\n\ni wt ie\n\n+,\n7\n\ni\n\nna\n\nT°\n\n~\n\n:.\n\n:\n\nAe\n15] bet\n\n.\n\nbie\n\nbed\n\n}\n\n2\n\n:\n\n,\n\nheat\n\nAral\n\nfle\n\noe ay\n\naoe}\n\noid:a\n\nfii\n\nT\n\nbal A\n\nBas\n\na} nai De®\n\nOF Ses\n\net\n\niat\n\nmtd big\n\nbrie 1Lents\n\na At\n\neit\n\nfine\ng bet sa\n\nq\n\nwri\n\n-i\n\n=\n\neng\n\n7\n\nne ft 19 ¥\n\nHi key\n\nCare\n\notit iad\n\neo fe\n\n.\n\npene\n\nhin\n\nMeera\n\naf\n\nURIS\n\n\"G YG atvert is Fis\n\nFanta NS}\n\nGe\n\nai\n\n|\n\n3\n\nrf\n\nSititeVi hs s4iah 4d=sa\n>it\n\n@\n\nOMe\n\n1\n\nfae\n\n5\n\n:\n\ntay? » Oe aa\n\n6 lime eis ead aes bole i\n\nni? cus vllerasfen ciglia, «\n\naS\n\nod dis,\n\nHier, bf : ‘\ncr 7. em\nayy\nbel\n“a\n\n7\n\nhd\n\nag\n\nMewreg\n\noa\n\nvent\n\nald Rae\n\n? nit taal\nMET?\nbeth ed\n\nHire\n\n—_\n\nseat bad eld on b Ozh uss\n\noyzSts\n\nBy\n\n¥\n\nhes 2\n\n“ “Vi b Ane\n\n}\netude\n\nti\ni oe\nSieibie\nSt ’ Me=\nysPahiiitl at;\n1,\n\ntli\n\nUAT\n\nSint ae.|gig Thaw at haupee” ~\n\naS abel geile\n\na wy id\n:\ntoed\n\nrt\n\n2E3;\n\n'\n\ndite to aOR]\n\nOfori\n\ni teeery\n\nFeu yr\n\na\nPeer\nas\nae:\nPoin\nStem\nrat :\n\n=\n\nvausyeditabe aught\n\nvo Ho barons nt! OY Re Ra\n2\n5%\ntod siti ad bacanrTOt eae Dein aetadonyy heme\n<\n\"\nz\n\nUrtle\n\ntant Se Sg Tae Moi\nz\n\nSila\n\nPs\n\ntie\n\nBae HAE\n\nhe ROR\n\n=\nth\n\n3 ' sity Sakis ‘ ma Pe\ner 12073 ot m41;ae)\nr\n7\nLA\n\n$\n\nifrath: SIFT\n\nhod\n\nsett sauder ai wab\nap\n\nyen firTh \"St5ai7 aon ibe\n\nainsina savbulnitekjosg wo\nty obhmiir o setae anus\nMES\n\nwrbnga, Slag . ‘eth\n\nespg Vian ei tt) figs + iow Toa yh) ot inohiy\n\n.\n\nBe\n\n"}
{"page": 897, "printed_page": "875", "text": "mee\nas\n\nme\n\n?\n\nraft\n\n| &\n\nhee rai\n\nfy\n\n;\n\n7\n\nae\n\n=\n\nalt\n\n.—\n\n~\n\nSS\n\n——\n\n-\n\n7\n\n4\n\n4\n\n%\n\nbe =\n\n:\n\nj\n\nrs\n\nVobLeert\n\nbt\n{\n\nie i\n\nAct\n\n—_\n\n;\n\na\n\n-\n\n}\n\nit a\n\nsie)t\n\niteoh siete!\n\ni\n\nhie2-:\n\n| Rh\n; leah) ralewberstn,\n\nnyfe\n\nta\nahm be saab 16\n\natt.\n\n‘a. -\n\n‘\n\nMie\n\ny\n\na7\n\nba an\n\n’\n\niy\n\n5\n\nTt.\n\n?\n\n¢\n\n1m\n\n*<ri\nBry\n\n2\n\nAO\n\nys\n\nrsmm\nfh\n\nfh ’\n\n==\n\\\\\n\n|\n\n-\\\\\n\n*\n\ni\n\n'\n\nis\n\nou\n\nP\n\ni\n\n.47\n\n4\n\nyf\n\nait\n\na\n\n.\n\niin\n\n*\n\n2\n-\n\nptr\n\nsesh\n\n\\. -\n\nJ\n\nAi f\nTy\n7 al\n\n|\n\n: ‘\n\naiTS\n\nTinea SORTER OIG\n2 re\ne\np E2379\n\nF\n\n;\n\na\n‘\n\ni]\n\n>\n‘\n\n,\n\n"}
{"page": 898, "printed_page": "876", "text": "876\n\nNATIONAL EDUCATION ASSOCIATION\n\nof space-binding beings. He has offered up to his god of individualistic success a bloody sacrifice of not only the finer qualities of his own generation,\nbut of much of the good which should be the heritage of his progeny. He\nhas measured even the value of his own attainments by standards which are\ndegrading in their beastliness. He has depressed man from the plane of a\nbeing “made in God’s image” and “‘a little lower than the angels” to the\nlevel of an animal with vague longings for ‘‘a place in the sun.”’\nSocial and political sciences have adopted this fatal premise from older\norganizations of knowledge. ‘The President of the United States in a recent\nspeech said in substance, ‘As long as man remains preéminently self-centered,\nthere can be no universal peace, there can be no disarmament, there can be\nno alleviation of human suffering. Wars will continue as long as human\nnature remains unchanged.”\n‘This is right in part.\nHowever, it is not\nhuman nature that must change; it is man’s conception of human nature that\nmust alter. Man must learn that only through the application of the principles of codperation with his fellows can his ultimate destiny be approached.\nTime proceeds in an arithmetical progression; humanity has the possibility |\nof developing in a geometrical progression. But individualistic ideals, war,\ndisease, and other forces growing out of man’s false premise in respect to his\nown nature, have interfered with man’s time-binding properties. If it were\nnot for this, civilization would be eons ahead of where it is today.\nBut what is the significance of these facts to the elementary school and its\ncourse of study? The worth of this conclusion to elementary education\nlies in the fact that the problems of the school may be approached with a\nnew method, in a new spirit, and with a new point of view. No reorganization of any department of the school can be attained unless a modified ideal\n\nof the purposes of the school is formulated.\nThe old ideal of becoming\neducated (so temptingly held out to the scholar in days gone by) in order\nto attain material success in life is rapidly disappearing and is being replaced by the concept of social service.\nWhile the ideal has changed progressively, the organization of the sub-\n\nject-matter to which the pupil must react remains practically static.\nIn\nform, it is distinctly individualistic, recognizing only slightly the relation-\n\nships between the different courses. In fact, there exists no course of study,\nbut a multitude of courses of study, which do not recognize that growth in\nknowledge may be latitudinal as well as longitudinal.\nThe curriculum of the present elementary school apparently appreciat\nes\nnot the principle laid down in the greatest book of knowledge in the world,\n\n“The wisdom of the ages is my wisdom, there is but one wisdom.”’\n_To the child in school there appears to be little codrdination among\nhis\nstudies.\nHe does not acquire power or knowledge, but he takes subjects.\n\nThe student’s knowledge, gained outside the school and before\nhe enters,\nis much more highly socialized than that which he secures through\nformal\ninstruction, because it relates almost entirely to his needs and\nthe uses of\n\nthose with whom he comes in contact. When the young child\npresents\nhimself at school, he possesses, barring the meager knowledge and\ndevelop-\n\n"}
{"page": 899, "printed_page": "877", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n©\n\n877\n\nment which his pre-school days have given him, two things full of potentiality—the native ability which he has inherited [probably no greater than his\nprogenitors] and the power to improve upon the work of his forefathers. To\nwhat end thus to attain his greatest possible growth in ability in order that\nhis creative power may be such that not only are the factors through him\npreserved and developed which are essential to his particular civilization,\nbut also that his improvements may be handed on to succeeding generations.\nAnd the import of all this to the course of study in our schools is that the\nsubject-matter to which the pupil reacts must be so organized that it offers\n‘This will require foresight as\nthe greatest possibilities for these purposes.\nwell as insight on the part of those whose task it is to prepare the course of\n\nstudy for the school.\nIn addition, it carries with it the implication that material once useful to\nIt\nsociety at earlier periods, but no longer of service, must be eliminated.\ngoes further and indicates clearly that knowledge which may be needed only\nunder special and unusual circumstances should be organized into such form\nas to be available to pupils when an actual need for such information arises,\nand not continued as required subject-matter in our courses of study. The\ninnate capability of children to respond to educational stimuli is not without bounds. Therefore it is an offense against society and an unfair limitation of the individual’s right to function his greatest degree, if the time\nand energy of youth is wasted upon the non-essential.\nConsequently, two standards of judging the value of the curriculum may\nbe established. In an interrogatory form they are: (1) Does the course of\nstudy present the greatest opportunity for developing the creative power of\nthe pupil? (2) Does the subject-matter contain within it all elements nec-\n\nessary to the requirements of a present and future complex society and no\ne?\nmore; and are these elements indicated in order of their relative importanc\nbe\nmust\nit\nbecause\nfirst\nnamed\nis\npower\ncreative\nof\nThe development\nce\nrecognized that as an end in education it must share equally in importan\nfor\nscope\nfinds\npower\nwith the acquisition of essential knowledge. Creative\n\nwhich\nits activities not only in physical fields, but also in those realms in\nart.\nand\nmusic,\nture,\nns—litera\naspiratio\nman endeavors to express his highest\nhighly\nof\nseries\na\nthrough\nfaculty\nthis\nexercise\nto\n,\nIt is proposed, therefore\nl mission the\nsocialized topics or projects which will have as an additiona\nfrom the\napproach\nan\nunification of the courses of study. While making\nty and\ncontinui\nthe\ndown\nbreak\nstandpoint of human interest, this does not\nnecpresent\nat\nly\napparent\nis\nwhich\ncoherent organization of subject-matter\nhistory.\nas\nsuch\nsubjects,\ncertain\nof\nessary to the presentation\nthe danger of\nThe projects fall roughly into three groups. Venturing\nto designate\nused\nconfusion, the terms applied to types of life are here\nprojects.\nhaving some chem(1) Energy-producing and preserving projects, those\nobtaining shelter,\nfood,\nof\ntion\nproduc\nthe\nas\nistry-binding attributes, such\nand the like.\n(2) Space-binding projects, locomotion or transportation.\n(3) Time-binding projects, music, literature, art, and social service.\n\n"}
{"page": 900, "printed_page": "878", "text": "3\n\nam\n\nv-\n\n77 A cath\n\ni ao] iat é geht oe\nfs\n\n=tos)\n3\n\n|\n\nba\n\nath,\n\nti\n\n:\n\nists\n\na\n\nte iGers +f aay 9909 inh ot ay a\n\nrye\n\nsald ins\n\n<j;\n\nganitng ges\nne\n\nAPD\n\n4 he rthies i) Sept HY, a\n\nsf\n\nout\n\nsiieey\n\n’\n\ntit)\n\nWa\n\ni\n\npo,\n\n‘\n\nj\n,\n\nj\n\nce\n\nTG\n\n“\n\nx\n\nOF\n\nAr\n\npan\n\nJae\n\n,\n\nwr\n.\n\n\\\n\n:\n\n&\n\n“i\n\n,\n\n“\n;\n\n;\n\nae\n\np\n\ntir\n\nhens\n\nPia!\n\niy\n\n.\n\nFi\n\n1\n\n<7\n\n;\n\nath\n\nST\n\n,\n\nat\n\noF ‘pana wl faz\n\nPST\n\ni\n\nas\n\nFa\n\npiY\n\n?\n\nBua\n\n:\n\nter\n\n;\n\n74\n\nWE\n\npk\n\nes\n\nt\n\nSAfesibt: stasé\ner\n\nioe\n\nye ¥\n\nBt : oy theenst nia pad\n\nwNs1S\n\nI TwIssS\n\nut\n\ni\n\nfe\n\na|\n\neri\n\nse51t nk saan\nths wiqblsvah % rr\n\nTo\n\nbas\n\n©\n\nfe\n\nxt wi tmovtitq' Hi\n\nor\n\nsarlt. bas\n\n‘a\ncerrybra\n\n1?\n\nsor V\n\n5\n\niste Ry\n\nbowitoue\n\ni ne\n\n22\n\ni\n\naA)\n\na\nAbn\n\n.\\y\n\n21)\n\n-\n\n»\nTh tates\n27 In\nto notsonipe\n\nye,\n7+\n\ny\n\n=\n\nan\n\nis\n2\n\nlhe\n\n;\n\né\n\n‘\n\nft\n\nvir\nPIMC)\n\ni\n\nee\nIF\n\nPT rie\n\n‘\n\n>.\n\nay\n\n>!\n\n7\n\ns\n\nAh\n\n.\n\n:\n\nnase +\n=\n\ni tLSrily\n'\nee a\n\nPe\n\no\n\n‘\nae\n\nivine\n\nr\n\n|\n\nP\n\n‘i\n\nx\n\npits\n\nHin\n\noe\n,\n\ni 9\n\nviride\n/\nit te vyhot; ant Hinedia “bits\n\nr.\n\n2\n\n)\n\n~\n\nHut quiinigyrs: +\n\nrts\n\n}\n\n> ee\n\nse\n\nanhiabtas BS 59 6 oo deo)elie ati BI moet\n\nt\n\n;\n\n;\n\n—8\n\n;\n\nMA\n\n4 Wi c\n\nrd “AT\n\nOAS th‘tid\n\nbe\n\nth Ie\n\nrta Hida ¥,\n\nsidlo va\n\nfiery\n\nCul\n\nag\n\n= ar e%: tt AL 4 val\n\n;\n5\n\nSetismos\n\n-\n\ncg BE eed aiHis 4\nom BL}\ngree\npis\nTae\nmetei uti pate 7\n\nOITA TROT\n\n5\n\nre\n\n=.\n\nLe\n\nwi\n\nZ\n\nAly\n\nWN\n\n}\n\nTG\n\nin-=og\n\nsi\n\n\"3\n\ns\n\n@\n\nOe\n\niserte |\n\nWO\nT9 Sh\n\n'\n\n>\n\n,\n\n:\n\n‘\n\n4\n\n(\n\n,\n\nCULT\n\nHejitie\n\np97\n\noh Ww\n\nee 52) Sa efigadeg\n\n2\n\nood\n\nOt\n\ni*\n\n.\n\n\"\n\n™\n\nOOUY\n\ni\n\nita iG‘| Sil, ASE\n\nathe\n’\n\nTaek?\n\nas\n\nenSap yorgin ad nil\nTra\n\nany pt asils ffs Yn2\n\nToes\n\nig\n\naye\n\ni\n\n>\n\nAFD\n\nitt\n\nj\n\n7\n\n'\n\n4\n\n431\n570,\na ‘ie as me\nJar\n.\n\nus\n\net\n\nRiAi 9,72\n\n‘ry?\n\ncE\n\nae\n\nSpan\n\n‘ze ie\n\n(Wel\n\nee\n\nRae\n\noi\n\n:\n\nonhests\n\nOo!\n\nVises\n\nmy\n\nity\n\nce\n\ni'r.\n\n-\n\n=\n\n>. fils\n\n“\n\nVee\n\n=\n:\n\n~\n\nnetHTIO?D\nts\n\n-\n\n'\n\nFE\n\n7\n\n"}
{"page": 901, "printed_page": "879", "text": ">\nrT\n\nBi\n—.\n\n:\n\nTit\n\nse fn. Seo\n\n,\n\nsate a <dorwlbntses 9\" Pedal\n\nam Mis ots a Taha: A WVibier:\nWy Serie Rue\nweUty j ioctl\n\nait.\n(3)\nFes “AF\n\nap che rea\n\nas\n\n.\n\na tes\n\n3\n\n=\n\nay\n\n:\n\nLue\n\n5;\n\n*s\n\n=\n\neo)\na\n\nft\nSurety\n\n>\n\n—————\n\n1\n\n‘\n\nsate\n\nt\n\n\\e\n\n®\n\nfie\n\n|\n\n\"\n\n: é\n\noe\n\noe\n\n>e\n\ni\n\n:\n\nhake\n\ni\n\nmE\n\nlocas\n\nal\n\n,\n\n°\n\nGOTT\n\ni te es\n\nisa\n\ntytn?\n\nried ek »Se fo yy\n\nSie PATRIOT |Mes oA\n\n>\n\nrit\n\nia has\n\n|\n\nof\n\n7\n\n4\n\nay\n\n~\n\nby\n\n:\n\n=a\n\nRNZARAD\" Vedi\n.\n\naes |\n~s\n\nse\n\n7\n\nad\n\nae\n\na\n\nsis 917\ni.\n\nz\n\n7\n\n4\n\nCF\n\nf\n\ng\n\ni\n\nbier ph: dian: ‘sant! sporesieee at ve ed\nfry\nijt wobied rtusevtLi\n’\noto eet ht, cece Bi: “Aaiocibenls\npoten!\noateedleuardt\nAe\n\nat? 1 Alo\n«\n\nPut\n\n=p\n\nzi rere\n\n’\n\n7\n\nYT,\naun? |\n2: :\n4\n\nr\n\nry\n\n“tahoe aia\n,\n\nOOuRN\n\nhs\n\ntd\n\n‘er <7\n\n£\n\n‘2\n\ni\n\n’\ny\n\n’\n\n‘\n\n¢\n\n-\n\n.\n\n’\n\n‘44\n\n’\n\n+\n\ne\n\na3\n\nf\n\n>\n\n‘\n|\n\not\n\n-\n\nfn\nCe)\n\nr\n\n#y\nwen\n\n!\n\n:\n4\n|\n\n>\n\nty\n\n.\nhi\n\n;\n\na\n.\n\nFi\n\n.\n\nbf\n\n.\n\nre\n\nin\n\n=\n\nbas\n\n.\n\n;\n\ni\ni\n\nuo\n\n«\n\n“\ner\n\n1\n\n.\n\n‘\nne\n4\n\n"}
{"page": 902, "printed_page": "880", "text": "880\n\nNATIONAL\n\nEpucaTION ASSOCIATION\n\nsary subject-matter already incorporated in the course of study. However,\nit does to a certain extent emphasize some of the more important elements,\nfrom a social point of view, in each of the courses.\nIt does present definite\nfactors through which a super course of study may finally be created which\nwill act as a centripetal force, drawing together the now dissociated\ncourses of study. But, above and beyond all, it opens up a wealth of opportunities for the exercise of the pupil’s creative faculty, to the end that mankind may become more human and that society may attain that normal\nrate of progress established for it by the inner law of its growth.\n\nTHE\nC.\n\nELEMENTARY\nE.\n\nMARSTON,\n\nPRINCIPAL\nLEADER\n\nWOODLAND\n\nSCHOOL,\n\nAS A PROFESSIONAL\n\nKANSAS\n\nCITY,\n\nMISSOURI\n\nOut of the scientific discoveries and inventions of the past century has\ncome a new economic world and with it a new social order.\nSince the\nschool exists to satisfy the demands of society, its curriculum, methods, and\nadministration have undergone sweeping changes.\nPresent tendencies indicate ever-increasing social and industrial complexity. Human adjustment\nis largely a process of education.\nNew demands are met through specialization. The farmer is no longer a blacksmith, carpenter, tanner, weaver,\nand soap maker; the barber is no longer surgeon and dentist. It is a far\ncry from the day when the village cobbler made the shoes for his community\nto the modern factory where several hundred men work on a single shoe\nbut supply a world market.\nTime was when an Icabod Crane was pedagogue, farmer, chorister, and sometimes minister or lawyer.\nBut just as\nmodern machinery with its enormous output has crushed many trades, so\nrising academic and professional standards have crowded out of teaching\n\n“the Jack of all trades.”\n\nWith the development of the science of education and growth of skill in\nthe art of teaching, our profession has reached a higher level. The superintendent is now an educator instead of an administrative member of the\nboard of education.\nThe high-school principal has rapidly acquired authority and responsibility because of the great extension of higher education among\n\nthe common\n\npeople.\n\nWith\n\nuncertain\n\nstatus\n\nthe elementary\n\nprincipal is now recognized. Will he continue to be an upper-grade teacher,\na visiting principal, or become an important unit in the school system?\nAt\npresent it is difficult to determine the actual work of elementary principals.\n\nFew are trained in supervision, and it is safe to assume that an overwhelm-\n\ning majority devote their time to petty details of a clerical and administra\ntive nature. In the words of an eminent educational authority, “Ofttimes\nhe becomes little more than a mere unskilled, unprofessional,\nodd-job man\nengaged in oiling the places in the machinery which have a tendency\nto\ncreak.” ? His first duty is to improve instruction.\nIn order to do this, he\n+ Babbitt, Elementary School Journal, January, 1920.\n\n"}
{"page": 903, "printed_page": "881", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n881\n\nmust find time for thinking, planning, and supervising. He must delegate\nroutine duties to others. It is his job to get work done rather than do it\nDr. Alexander has shown how this can be done. The principal\nhimself.\nto be an inspector and become a co-worker with his teachers.\ncease\nthen\nwill\nHis power and influence with them will depend on his fitness. If he cannot\ndetect weakness in teaching and suggest the remedy; if he cannot demonstrate how the work is to be done, he lacks the professional ability to be a\nleader of progressive teachers. The political favorite who often masquerades as principal is usually lacking in education, vision, and moral responsibility.\nOne of the best tests of professional leadership is the ability to professionalize teaching. Evidence of this is seen, first, in the willingness of his\nteachers to diagnose their teaching by standard tests and apply remedial\nmeasures; second, by their interest in intelligence tests and vocational guidratance; third, by their eagerness to secure constructive supervision and a\ntheir\nby\nfifth,\nand\ngrowth;\nfor\ndesire\ntheir\nby\nfourth,\nability;\ntheir\nof\ning\nprofessional ethics.\nSociety is\nThe principal should encourage the spirit of investigation.\n; hence,\ninfancy\nits\nin\nis\neducation\nof\nforever being reconstructed; the science\nIt is\nt.\nexperimen\nto\nteachers\nstimulate\nto\np\nit is the part of wise leadershi\nschools.\nbest\nour\nshes\ndistingui\nthat\nattitude\nthis scientific\nschool\nProfessional leadership may be directed, first, in strengthening the\nin\nthese\nof\nEach\nsystem and, second, in the training of teachers in service.\nturn will be discussed.\nwill be glad\nA superintendent, whose administration 1s loyally supported,\nprofessional\nand\nenergy\nmental\nthe\nusing\nto improve the school service by\nand, if his\nwork,\nthe\nto\nclosest\nis\nl\nprincipa\nThe\nability of his principals.\nnce fit\nexperie\nul\nsuccessf\nand\n,\ntraining\nonal\nprofessi\nents,\neducational attainm\nin\nslow\nbe\nnot\nwill\nhim to render valuable assistance, the superintendent\non\nty\nauthori\nan\nbe\nshould\nl\nmaking use of it. The elementary principa\nof study and write\nsome school subject ;able to construct a part of a course\nshould participate\nHe\nsystem.\nentire\nthe\nto\nbulletins on subjects of interest\nngs and contribute to\nin local, State, and National educational gatheri\nHe should be able to advise with the architect in\npedagogical magazines.\nHe should be the best judge of apparatus\nthe construction of buildings.\nHe should be competent to\nand supplementary material for his school.\nschool policy if asked to do\ngeneral\non\nadvice\nrender unbiased and scientific\nthe school is doing that is\nso. Through him the public should learn what\nte and support it. He should\nworth while, to the end that they will apprecia\nty.\ncommuni\ntake an active part in the social life of the\ncritical supervisor ; an\nbut\nc\ntheti\nsympa\nIn teacher training he should be a\nthe pupils indirectly,\ns\nreache\nhe\nSince\n.\ninspiring and constructive leader\nHe\nand training his teachers.\nhis greatest responsibility is in directing\nte\nemana\nshould\nhim\ne. From\nshould be the embodiment of a teachers’ colleg\ny\nmaster\nand\nples\nprinci\nl\nlogica\nright educational aims; true social and psycho\nThe\nr.\nteache\nid\nsplend\na\nbe\nf\nHe should himsel\nof the fine art of teaching.\n\n"}
{"page": 904, "printed_page": "882", "text": "ae oh\n\nned.\n\nFe ae\n\nis\n3\nAs sho\n\na\n\nA\n\n‘sqakr\n\nes eh ood4\n\nq nay Jane\n\nnod:\n\ndiiwqahiov 13D..8 ativead\nyin\n\nbh gs 30308\n\n;\n\nstil tla, coca San\"\n\nbon 90)\n\nah Wi ceowle ;\n\nb od ot ei gov slaw\n\neaere\n\nPrt\n\nOl YA st\n\n‘S Bae or beety\n\npat.\n\n,.\n\nite\n\nMRT\n\n:\n\nrigs\n\nr.\n_ ort\n\nbyeigi\n\nania\n\nwating\n\n: 4\n\nti, eg ix rea hes\n\naR\n\nry,\n\n;ian sags ih a\n\nwinia\nmarl\non\n\nx\n\nitanie\nbini 3\n\ntai\n\n41\n\n~hotl ad of\n\ni\n\not\n\n7\n\nCeo\n\nPe\nBe\nst\n\niether\n\n5\nSere\n+\n\nMg\n\ngsaek\n\n*\n\nZ\n\n\"\n\niat\n\nr\n\nVQ\n\n>\n\na\n\n;\n\ntits\n\niy\ni\n\n32TH\n\nM30\n\nésrps\nwt\n\n5\n\nhaere\n\n227\n\nimi\n\n=\n\na\n\n;\n\nTHINS\n\n™\n\na\n\n7\n\nurs?\n\nt\n\na\n\n5S\n\nAt\n\n7\n\ni\n\ncy\n5\n\n-\n\nn\n\nteef\n\n:\n\n1\na\n\ni\n\nrt:\nany\n\n:\nt\n\n4\n\n:\noy i\n\nly\n\n;\n\niat\n\ny\n\nbrpenet\n\nry\n\n}\n\nuyht\n:\n\n:\n\n{\n\n‘\n\n\"\n\na eit\n\nis\n\ntet\n©\n\n=\n\n?\n\nii4\n\n*\nF\n\nHL\n%\n\n!\n\n‘\n\nKS\na\n\n’\n\n.\n\nwo rrite,\n\nre.\n\n.\n\ni\n\n.\n\n)\n\n?\n\nz\n~~\n~\n\na\n\n{\n\nee\nTr\n\n’\n\nbe\n\n«3\nPay\n\n‘\n\nt\n\n4 .\n\nial yr Oeybi:ona\ninitobs stort\n\n.\n\ni:\n\n}\n\npel.\n\nLi\n\nee\n\nI\n‘\nuestees\nete\nfaestos fio as\n: se\n< elie\nt\n~\nes\n.\nys\n|\na¥\n'\ne\n2\n) Pa Foe\nib eeteciy. an 1\nSLATE TG ehf? st\n\n:\n\n|\n\n“S005\n\nea\nSeo\n\nere\n\n2G.\n\niin: wsthcnrt sltesa\n\nesoptonss lok psvizetgets ro:neat Basten\n\n.\n\n&\n\n2\n\nrie ada deere viltenlp shastings: wey\n\n, oe geatoars\n‘Viupertlyarn we\n\nsoy\n\nHw\n\ntesth\n\nni, bres ised\n\n{\n\nray\n\nal eetote cet nitlespbea!. ste thet togtiad = i oe\n\neral\n\nieicd\n\noa, EY\nPAMISSALO\n\node\n\ngeoty\n\ntreet\n\n—~—\n\nigh! iia fe\nBye shasyiametity ht\nbi 40 egies ods; beaauiaenegs: grid\nweoed 2\n\niF\n4\nbod\n“\n\nb>\n\n+\n\n.\n\n*\n\n:\nw\n\ni\n\nle\n>\n\n?\n\nf\n9\n\ns\n\n|\n\n“ a\n\nSE\n1\n\n*\n\nwy\n\neam\n\n"}
{"page": 905, "printed_page": "883", "text": "utader- 4 Hii ‘—-\n\nih\n\nva\n\nto ore\n\n*\n\n-\n\nVeith)\nPR ine\nv2\neHtaser\n\nEP\n\nei\n\nsitu\n\na\n\nae\n\n2 asji.-4\n\ny\n\n7\n\nst |\n\n'\n\n+\n\n;\n\nSeesrey\n\n7\n\nget a ty; DsTivene\n\n|t\n\n=\n\nAPnine\n\ndoze\n\nrt\n\n-\n\nif :\n\n‘eens; be re\n\nsy\n\n> niiers?\n=\n\nee\nefor\n\ner\n\nwetta\nZ\n\n>\nf\n\n5\n\nse\n\nysoop .\n\nte ft\n\ntz\n\nk=\n\niScxXe\n.\n\n-\n\n‘\n\n7\n‘\nf\n\n.\n\n4\n\n'\n\n+3\n\nin\n\nrte\nn\n\nz\n\n.\n\n‘\n\n|\n\nrere\n\ni\n\nx\n\n:\n\n=\n\nt\n\nA\n\n§\n\n=\n\new\n\n®\n\"\n\n==\n\n*\n\nBa\n\nr\n\n7\n\n* .\na\n\nTEN;\n\n'\n\n.\n\nFi\n\n>\n\n| t\n\ngee\n\n/\n5\n\n;\n\nra\n\n.\n\nP\n\n:\n\na, 4 Ie\n\n-\n\ni\n“ Ted | on\n\nHine\n\nPe\n\nnoise\n\n'\n\n—\n\n;\n\not: —\n\nnecptyir\n\n|\n\nSo Pact\n\n.\n\nwy\n\n\\frotate\n\naf\n,\nsity! } ofa amnlye +» et\n\nf\n\n:\n\nabe\n\nsail. te\n\nlgiA\n\nT\n\ncakes aitiginie ail PT =f »\n¢\nyiviedetOL &. od dykteasted\n\net\n\ni\n\nft\n\ngr.sul Ahi\nvant ‘ es ie af 1\n\ntae\n\nae\n\nwiiGeos\net yest ze 7aii at ait\n\nst ap\n\n:\n\ny\n\nf\n\nte\n\nae\n\na.\n\n.\n\n.\n\n"}
{"page": 906, "printed_page": "884", "text": "884\n\n:\n\nNATIONAL EDUCATION ASSOCIATION\n\ninspire his teachers.\nLike General Sheridan, he should turn defeat into\nvictory, or like Kipling’s sergeant, who worked the ‘everlasting miracle”\nwhen “‘he drilled a black man white, he made a mummy fight.” 1 Unless a\nprincipal has this power of “arousing the divine life imminent in every\nhuman soul,” he lacks the personality of a great leader.\nThe author of the statement, “As is the principal, so is the school,” recognized that a school has a soul that is dominated by a leader. The character\nof a principal’s school is an expression of his ideals, vision, and philosophy\nof life. We can measure in part his work as a supervisor, but who can even\nestimate his influence on the lives of others? His is the most human pro-\n\nfession and the most far-reaching in its results. We should never forget\nthat spiritual forces are the greatest in life. The inspiration of the principal\nto pupils and teachers is his greatest contribution as a professional leader.\n\nSECRETARY’S\n\nBoston\n\nFIRST\n\nMINUTES\n\nMEETING\n\nSESSION—Monday\n\nVISITATION AS A MEANS\nSchool, Worcester,\n\nAfternoon, July 3, 1922\n\noF D1aAGNosis—George\nMass.\n\nRugg, Principal\n\nof the Quinsigamond\n\nTHE\n\nRATING OF TEMPORARY TEACHERS AFTER A SINGLE SUPERVISORY Visit—Rose A.\nCarrigan, Principal of the Shurtleff School District, Boston, Mass.\nINFORMAL TEsTSs AS A MEANS FOR THE IMPROVEMENT OF INsTRUCTION—Clifford\nWoody, Director of the Bureau of Educational Reference and Research, University of Michigan, Ann Arbor, Mich.\nTHe VALUE oF INFORMAL Tests—William F. Butler, Principal of the Belmont\nStreet\n\nMass.\n\nSchool, Worcester,\n\nWednesday\n\nAfternoon, July 5, 1922\n\nJoint meeting of the Departments of Classroom Teachers, Elementary Education\nElementary School Principals, and Kindergarten Education, and the\nNational Conference on Educational Method.\nSee program under the Department of Elementary\n\nEducation.\n\nzs\n\nThursday\n\nAfternoon,\n\nUsING THE RESULTS OF TESTING—Jessica\nToledo, Ohio.\n\nJuly 6, 1922\n\nMarshall, Principal of the Newton\n\nSchool\n\nINTELLIGENCE TEsTs As A BASIS FOR Re-CLassiFICATION—Benjamin\nC. Gruenberg,\nPrincipal of the William T. Harris School, Manhattan, New\nYork, N. Y.\n\nTHE\n\nMEASUREMENT\n\nOF TEACHING\n\nGENCE AND EDUCATIONAL\n\nEFFICIENCY\n\nTrsts—Albion\n\nPaterson, N. J.\nFINDING THE INDIVIDUAL—THE\n\nBY MEANS\n\nOF STANDARDIZED\n\nU. Jenkins, Principal\n\nINTELLI-\n\nof School No. 2\n:\n\nSUTHERLAND\n\nMETHOD\n\nOF\n\nINDIVIDUAL\n\nEpucATIO\n\nN—\nMargaret H. Smith, Principal of the 61st Street School,\nLos Angeles, Calif.\n\n+“Pharaoh and the Sergeant,” McClure’s, Vol. IX.\n\n"}
{"page": 907, "printed_page": "885", "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n885\n\nFriday Afternoon, July 7, 1922\n\nBusiness Meeting\nIn the absence of the President the meeting was called to order at 2:15 P. M.,\nin the assembly room of the Girls’ Latin School, by Miss Katherine D. Blake,\nIn the absence of the Secretary, Miss Sara L.\nof New York, Vice-President.\nRhodes, of New York, was appointed secretary pro tem.\nThe chairman asked for a list of the States present. They comprised Alabama,\nCalifornia, Louisiana, Massachusetts, Michigan, Minnesota, Missouri, New York,\nPennsylvania, Rhode Island, Washington, and Vermont.\nThe matter of a program for the next meeting was introduced.\nMiss Olive M. Jones, of New York, referred to letters received by the President,\n\nMr. Powers, which indicated several lines of interest.\n\nMr. Longshore, of Kansas City, moved that the classification of studies in schools\nbe a subject of study, suggesting that consideration be given to the relation, simpliMotion seconded and carried.\nfication, and correlation of subjects.\nMrs. Peixotto, of New York, stated that the Boy Scouts are seeking to secure cooperation with the schools and that the Department of Elementary School Principals\nwould be the appropriate channel through which the matter could be handled.\nbe\nMr. Severson, of Minneapolis, suggested that the subject of visual education\ntaken, with the study of scientific data to determine its value and application.\nno less\nMiss Jones added that Mr. Searly, in investigating, had discovered that\nthan\n\nthree\n\nassociations\n\naffiliated\n\nhad\n\nthe\n\nin hand,\n\nmatter\n\nand\n\nsuggested\n\nthat\n\na\n\nother intercommittee be appointed to bring together these three groups and all\nSuch an effort would be certain to be approved by the Executive\nested groups.\n\nCommittee.\nnot complete,\nThe Treasurer, Mr. Courtland Davis, presented a brief report,\nthe Treasurer was\nbecause not all outstanding bills had been met. The report of\naccepted unanimously.\ncalled for. A\nThe report of the nominating committee was the next business\nthat the committee\ndiscussion ensued, regarding the present constitutional provision\npresent two names for each ofhce.\n\nnominating comIn the absence of the chairman and two other members of the\nreport was presented by Mr. Kottinger, of Oakland, Cali-\n\nmittee, the following\nfornia:\n\nSeattle,\n\nPowers,\n\nLeonard\n\npresident,\n\nFor\n\nFor\n\nWashington.\n\nTexas;\n\nArthur,\n\nPort\n\nKatherine\n\nfirst vice-president,\n\nD.\n\nWorth\n\nMcClure,\n\nBlake, New\n\nYork,\n\n_ For second vice-president,\nNew York; Thomas Agnew, Jr., Bayonne, New Jersey.\nFor\nMorris, Denver, Colorado.\nMary\nMissouri;\nCity,\nKansas\n,\nLongshore\nT.\nW.\n; S. O. Severson,\nMichigan\nRapids,\nGrand\nFink,\nJessie\nMrs.\nident,\nthird vice-pres\nhia,\n\nMinnesota.\n\nMinneapolis,\n\nPennsylvania;\n\nFor\n\nrecording\n\nA. B. Collins, Boston,\n\nMary\n\nsecretary,\n\nMassachusetts.\n\nV. Reisse, Philadelp\n\n— For corresponding\n\nsecretary,\n\nChicago, Illinois. For treasurer,\nJulius Dorsey, Dallas, Texas; Florence Holbrook,\nFor director, John W. Anthony, PittsCourtland V. Davis, Norfolk, Virginia.\nburgh, Pennsylvania.\nregarding the above report of\nThe following action was taken by the meeting\nthe nomination committee:\nthat the report presented by\nIt was moved, seconded, and unanimously carried\nand filed, and that, in the\naccepted\nbe\nee,\ncommitt\nthe\nof\nrest\nthe\nMr. Kottinger for\nby the\nof\n\nthe\n\ncommittee,\n\nsecretary,\n\nMrs.\n\nJessie\n\nmembers\n\nabsence\n\nof\n\nseveral\n\nfornia;\n\nfor\n\nrecording\n\nthe\n\nvacancies\n\nbe filled\n\nthe committee retire and after\nappointment of three other members, and that\neach office, to be acted upon\nfor\nte\ncandida\na\nof\nconsideration, report one name\n.\nelection\nas the committee report for the\nGrace C. Swan, Worth McClure,\nThe three members added to the committee were\nLeland.\nPorter\nAbby\nand\nan) then reported the following\nThe committee (Mr. Kottinger acting as chairm\nas the officers for the ensuing\nelected\nously\nunanim\nwere\nlist of candidates. These\n; for first vice-president,\nngton\nWashi\nSeattle,\ne,\nMcClur\nyear: For president, Worth\n, Thomas Agnew, Jr.,\nesident\nvice-pr\nsecond\nfor\n‘Anna L. Force, Denver, Colorado;\nArlett, Oakland, Calith\nElizabe\n,\nesident\nBayonne, New Jersey; for third vice-pr\nFink,\n\nGrand\n\nRapids,\n\nMichigan;\n\nfor\n\n"}
{"page": 908, "printed_page": "886", "text": "& aces\n\noe\n6°Ss atts vt Bietotiny San ab\n\ncg.\nni i\n\nall.\n\nvA\n\nbaie bio aa BEA\nae be| “ath? “vil 1Sit\n:\n\nes Ayes\nAbe\n\ncata\n\nlt\n\ni¢o\n¥o\n\n7\n\nOF\n\naT)\n\np\n\nUA\n\nTHK\n\notal’\n\nuh\n\nAe, 4 att) ds WOT\ni\nee\naia yitie -\n\nws or subaeibi\n19\n\nBis\n\nait\n\nloieossy\n\nsin\n\nef\n>\n\n7.\"\nF\n\nve\n\naiiodh\n\n“7* his!\n\ni\n\nfi)\nyi\n\n5\n\n¥\n\nTimadety\n\nae\n\nbotwarh fi\n\n2.2 ai\n\ni\n\n7\n\nin) wil.\n\nba\n\n:\ngo\n\n,\n#1\n\nme Ieiy Re\n\ndotall’,\n\nry: now Yo\n\n‘irs\n\n+h\n\nSS\n\n7M\n\nin tostefiegstl aly reds bis loodse mals i\nLp *conterthgworte Ginineid> -pee ai al eri\n\net Gh Teil) Boye”\n\nieTikes\n\ntrooitne\n\nsalti\n\ntals\n\n+\nbed\nbarn!\n\nSOY\n\nhey ‘Pobifgte aS pel whirse oats\ni a:\nyimeowns ob peiagseox\nTE sad os eound\nee bsteiliiin>:\n1sdiegot gaied at Thinkigqe od\n\n1m\n\n3\n\nGplepmgiee\n\nSnarmeses\n\n\"a\n\njae PSI TES M4\n\n1ORTS\n\n+! istuyrer nay? ne dou2 equ\nme\n‘t\n\nGiaieeng.ebeall “ingHus\")\n\nstf- aye\n\nirot dod bat «lfid unthaetenotle jas\n.\n\nwastend\n\na53i)\n\n(orl\n\nAO\n\nye\n\ny\n\nsew.\n\nseta\n\necy\narleyeenieai iu\ngeite gin: ot Salt FH\npug\n\nLitheh\n\nsonietiges\n\nenie Yee\n\noy Haining\n\naitto 22\nAa\na\nsi\nrT\n\n“hde Msentis\nves Avy! F\n\nurn\nxo TF\n\n'\n\nSera\n\nht\n\ncea\n\n2h\n\nSistaee\n\n;\n‘\n\n:\n\na\n\nwi?\n\nme\n\nfrnge\n\ndi\n\nahs\n\nwi\n\nAS\n\n;\n\nea\n\n,\n\na!\n\nbk\n\n1 we\n\nyi4.\n\no4d?,\n\n22\n\ntv\n;\n\nvot\n\nP\n\ni\n,\n\nc\n\nA\n\n+P\n\n+\n\n:\n\n;\n3993\n\niyrynt —\n\nhhaaod'l\n\nry\n\nnOtENaer. sR.\nbevom av 1}\n\ntail\n\nba\n\nWoneW\n\nenter stifiwns\n\noot\n\ndenen.\n\n-@err\n\n|\n\nLN?\n\nUTDTES\n\n7\n\n“9\n\n3%\n\noT\n\nia}'s}\n\n+\n\nwt\n\nsie\n\nSAietiom\n\na\n:\n\ntaictieope\n\n>}\n\nal\n\na\n\n:\n\nonal:\n\nal) so% aepatigdt AN +\nletevge\n4\nareas\n\now\n\n7\n\nad actiotn _\ntht Leygees, ‘\n\nnai val\n\nped.\n\nUPA.\n\n=\n\n-\n\nof\n\nSb\n\nisty\n\ni\n\n8 5\n\net he den\nww Sir\nih\n\n/\n\nei\n\nLE:\n\nat\n\n5\n\nreeti\n\n+2orih\n.bshoads\n\nbar\n\nPag\n» Self\n'\n\naw\n\n4\n\nLA : tinewhanas\"\n\ntine\nei\n\ninuwigdgi\n\n232\n\nsell)\n7\n\nwen be al\n\niM siloqeate\n\nat\n\n:\n\nal\n\n!\n\n\\\n\n[\n\nSra!\n\ntabizaot THE\n\n:\n\nsate)\n\n)\n\nities\n\n4\n\nw09\n\nT Faas)\n\ntN\n\n: ty\n\ntig bet yy\ni\n\nSamer\n\nkl\n\noS.\n}\n\n4 soieeh\n\n&\n\nVode\n\n=\n\nwnileerr\n\nes\nSaDIA1i\n\n;\n\nerprieest dé,\n\n,\n\n:\n\nZod sate\n\n(-Ditrieth Cave ack Wiieoiter\nods 3\noni A teh «atooeel\natnesde 1debionge reat Ci\n;\n’\nFas\n;\nUF\n;\nwi\nwit\ne inten!Wire sitheee\n+h\nfeasted\naL, *\naf.\neco T dw utr\n\n7\nb\n\nas\n\nslate Ores\n\nIwl einen awd soe\n\nwi\n=\n\nVom\n\nsafe +\nwi\n\ni:\n\nitt: oe\n.\n\nol\n\n—\n\nIo salt” >\n-\n\n"}
{"page": 909, "printed_page": "887", "text": ",\n\nar\n\nbe\n1” &\na\n\n*\n\n4\n\nsdehael\n\na\n\nTuner\n‘cing\n\n491 \"phateibs\nad. tedickrin\nRarteteta ? fi ih sav im be\nital:\nvod ty:mtus hensis urs\nVa dace\nwytisaAa ob an ot\nseiies IR.\nri Ticshe erios my\n\n>\n\noy\n\nJ\n\nAG z eaconist\n\ni geedtish\n“~\n\n$\n\n4\n\n4\n\n<i\n\niy\n\noti\n\nBi\n\ney\n\n‘\n\n=\n\nvy\n\nEe\n\nMBIOOY ad shou “a x NAO\n\ninist eeu\n\ned\n\nSs\n\nhes\n\nbccn\n\nili oe\n\ntagiey “Bert\n\nhh Aor silly 3 Peep\n\n’\n\nnent\n\ntorex aod\n\nS| aad teaf teLLL\n\nae\n\nFEOIIG\n\nf ite\n\n-.\n\n-\n\nco\n‘piralaTenvdes teepom\n\nuf\n\noc wes\n\nMIKTAwtTrY:\n\nA,\n\noe NIV aoe a0\" Siey\n\nSivks rt\n\n‘pirgrioart co\n\n.\n\nBx bolidan wreal\n\nipaes\n\nthins are ade: neater\n\nfot,\n\na\n\ni ee ui\n\nTH\n\npeas\n\n77\n\n“We diggs\n‘en\n\n- wine!\n\nTa\n\nry\n\nSir\n\nnr\n\nrye:\n\nf\n\ni.\n\ny,\n\nFe ortiect\nd\n\nsf\n\need\n:\n\n7\n-\n\nin\n\nvais\n\nyh\n\ntny\n\nNV\n\ni, Ctoatht sie oay fren. hirreg\n\npal SebA SASL -\n\nTroi\n\nWow\npt)\n\nS\n\n;\n\ni'\n\nOh ‘gore\n1\n\ntal\n\nplated afte fo tiers\nSaran\n\nNest\n\n:\n\nsoderthdaGiang\n\n6\n\nhet\n\n3,03\n\nwld\nBIC\n\n“bf\n\na;\n\n=\n\nony\n\nribesbey Ere (wered) Absbepores Ait tut theme\nvoutielcix shows\n\nft*=\n’\n\n:\n\neee\n\n;\n\nwe\n\n‘\n\nte\n\n- art setaniodth 3\n\ntpl\n\noon\n\n7\n\nric\n\n:\n\nart\n\n+\n\n!\n\na\n\nse 7\n\na\n\nWEP. etlinns\n\naaeaingsbdrm\n\na\n\nAye\n\n3\n\nHea\n\nsike Sibs\n\n:\n,\n\n: a\nody\n\n"}
{"page": 910, "printed_page": "888", "text": "888\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nlic opinion and social policies and in the management of the machinery\nnecessary to make them effective. With reference to such an institution\nas education the ideals and programs adopted must have broad foundations\nin the will of the common people and the machinery used must respond\nto that will. The problem before us, then, is not to determine whether\ndemocracy shall exist in education but how can we best guarantee that it\nshall exist and be made effective.\nMore specifically, what are the relations\nbetween the public and its schools and among the responsible social groups\nwithin the school that will best promote democracy in higher education?\nBefore attacking the specific questions at issue it is necessary to lay solid\nfoundations on which to build.\nMany-errors and much acrimony might\nbe avoided if the protagonists of different policies would keep clearly in\nmind two fundamentals: first, the distinction between democratic machinery and democratic action, and second, the relations of mutual dependence existing among the various social groups concerned in higher education.\nWith reference to the first of these fundamentals it should be borne in\nmind that democratic machinery and democratic control do not necessarily\ncoincide.\nThe success of a democratic society depends in no small degree\nupon harmony between the institutional mechanisms adopted and the\nability and willingness of the people to use these mechanisms.\nDirect\ndemocratic devices may and probably should lead to democratic control\n\nbut again they may,\n\nand often do, not.\n\nThe\n\nessence\n\nof democratic\n\nma-\n\nchinery is popular suffrage; but if the ballot is not regularly and\nintelligently used the machinery plays into the hands of interested parties.\n‘Thus\n\narises the boss system so frequently found in our politics\nand the necessity\nof such reforms as the short ballot and commission government,\nnot for the\nsake of limiting democracy but the better to get at the\nwill of the people.\nIn a college or university faculty if the group intelligence is not reached\nby a popular ballot, or the sense of responsibility is\nnot sufficiently aroused,\na veiled autocracy may rule as well as in city government.\nFor example, in\na university faculty where interests are diverse,\nprsonalities are not well\nknown, and individuality is stimulated, concern over\ngeneral problems may\nbe so scant that in a popular ballot a solid block\nof ten per cent of the total\nvoters can easily control action in all except\nrevolutionary cases,\nOn the other hand, the central feature of\ndemocratic control is that the\nwill of the people be enforced. In large, unsocialized\n, or indifferently\nmotivated groups authority has to be delegated. Thus\nhas arisen repre-\n\nrose aem nan emma el oft\n|\n\nissues are\n\n:\n\ntechnical,\n\né\n\nor complex,\n\nect ballot; in fact, where the\n\nor interest\n\nis sp asmodic,\n\nrepresentative\nmachinery is likely to enact the will of the masses\nbetter than more direct\nmethods. The genius of popular suffrage\ninheres in personality choices\nand in checking up general principles and\npermanent policies. Detailed\nprograms and administrative complexities requir\ne the services of the repre\n\nsentative who is somewhat expert if democ\nratic machinery is to be ag\n\n"}
{"page": 911, "printed_page": "889", "text": "DEPARTMENT\n\nOF HIGHER\n\nEDUCATION\n\n889\n\nsocial machinery\nOne of our problems, then, is to determine the type of\nissues involved.\nthe\nof\neach\nin\nmost likely to produce democratic results\na clear\ndemands\ng\nthinkin\nsound\nntal,\nfundame\nIn regard to the second\ncongroups\nsocial\nfive\nthe\namong\nexisting\ns\nrelation\nvision of the mutual\ncontrol,\nof\n‘These are: the public, the board\ncerned in higher education.\nbody. No\nthe administrative staff, the teaching corps, and the student\ngrounded\ny\nproperl\nbe\ncan\nties\nsignificant policy in colleges and universi\ninterests\nand\n,\nfunction\nnature,\nthe\nration\nconside\nwhich does not take into\nt in favor\neloquen\nwaxes\nrsialist\ncontrove\na\nMany\ngroups.\nof each of these\nequation leads him to\nof a program that is false because his personal\nof the other groups.\nmore\nor\nmagnify his own group at the expense of one\ngroups who not\nthe\nof\neach\nin\nsts\nMost of us are familiar with extremi\nLet us briefly\ngroups.\nother\nthe\nof\nall\nt\ncontemp\nonly ignore but hold in\nanalyze this social background.\n, the public, or social\nAt the extremes of this list are two general groups\nmust assimilate the\nand\nion\neducat\nof\nclientele, which provides the facilities\nconsidering the\nwere\nwe\nIf\ned.\neducat\nbe\nto\nproduct, and the student body\nshould have to start with\nprimary problem of democracy in education we\nwe are here concerned more\nthe will and interests of these two groups; but\nining democratic relations\ndirectly with the secondary problem of mainta\nate body. With the\ncollegi\nthe\nof\namong the actively controlling groups\nal and class equaperson\nthe\nof\nvirtue\nby\nmen,\nspecific caution that college\nthese larger and more general\ntion, are apt to overlook the sanction of\nound of our discussion.\ngroups, we can relegate them to the backgr\ngroups: the board of directors\nive\nNext to the extremes come two select\nsocial clientele of the schools,\nthe\nng\nsenti\nand the faculty. The board, repre\nc, is a body of men chosen\nwhether political, religious, or philanthropi\nand general interest in education.\nsupposedly for strength of personality\ntional experts but usually exhibit\n‘They are not, and should not be, educa\naffairs. Having been chosen as\nl\nthe best lay intelligence in educationa\nthey represent mass opinions and\nthey most generally are by mass methods,\nof highly selected groups to be overprovide mass checks upon the tendency\npath of progress into tangential bytechnical and to drift off the central\nspasmodically but they keep to the\nways. The masses move slowly and\nratic society for an educational\ndemoc\na\nmain road and it is never safe in\nof education may and should pro‘nstitution to lose the check that a board\nvide for expert leadership.\nis the faculty, an aggregation of\nThe second of these selective groups\nhighly specialized. They are selected\nexperts, each technically trained and\nrather than personality, for academic\nprimarily on the basis of education\ny. On the whole they represent\nachievement rather than general abilit\nthoroughness rather than breadth,\nscholarship rather than adaptability,\n\nsense. As a result they are intel‘ntensive culture rather than common\nr slowly, and are in continual\nrathe\nlectually contentious, fuse ‘nto a mass\ntele\nthe student body, or the social clien\ndanger of losing contact either with\npopuof\nlack\na\nand\nion to their work\nof the school, or both. Intense devot\nand self-absorption and detailed\ness\ntiven\nsensi\nuce\nlar appreciation prod\n\n"}
{"page": 912, "printed_page": "890", "text": "‘\n\nDaa\n\n7\n\nnen\n\nae\n\n;\n\nack\n\nsuiee ane mil penne: eed, i i\nSeimnidiead Jyihe Oey coords anya\n\nes\n\n=.\n\nPoe\na\n\n\"*, Shoploant: dounet: Snokeaaanel\n\ni. ry aoa\n\n2)\n\n¢s abnamsh- soitaids bana» fairl\n\ntins euietg\n\n> ps ae\n\n, donainic\n\noe\n\nbee\n\nisha: svibinds Serum quitties. ana\n\nto bisod tal dieey orl\n\nRA. . ophod. insbute,oddthas. as\n\n? chabedoe.- tasqerquod\n\nj\n\n2SYk hyaytt Fo) , ies) S00\n\nwhidonar eels, eit\n\nUnwex entsicvovinie int ey\n\neveeset oso gion?\n\non vent als onott dishes sof iby\n\n46\nsnettyel ni ripnbelly ney tilsianwoitneond HAT.\nsee\n_\nois\nOD Mriily aleal wiIetADD, togiierog MIF. seunoscd gala: Sabie\n\noe\n‘\n\nh-opiy\n\nPOLUOTY 388 nti dy\nay te PEND roan\n\nva\n\nr BUTE\n\none\n\negy 1\n\ndo semeqyve data “quelg\n\nopty ta» ilSieseprt:(Risiaistdesg idin vr enti\n\n;\n\nr ‘se >\n\ntv\n\nREPL\n\nBe\n\naflaiad 2s his PROT: sien Belt dor dle sqirrsteabat en\nbiuinnides ah\n\n;\n\nvs aici odd\n\nlijooa\n\nSdivrthlitnises\n\netal\n\net\n\nbavorgbed intake 9\n\neqonts pata cmd ov dail eid 9a awustixa\n|\n\nJovm, bas : apes, do unlined+sid\n\nobieian Hh eriy\n\natt anhshieain, »\n\n2\n\n1. vecherie bb aebuasi bcd tqeab ieee oeOn\ntipte at sy 2hh ile, sa Nestrie a:\nPaegh\n\nite\n\niw areldew i cli atiq”\ntual tagg\nena bienada Neieieeaapteli *|\n»pts asecm\nhidtealdoxe eas brown “ode dh\nshod “seen re\nre\nWt “tcaqueny,\n\n2050 Oy nis3thieewed\nAsoiials:.\nsieving,\nVio.\n\neriilgirag\n\ntips cesly\nSNS\nr.\n\ntom, bra\n\n<\n\n‘.\nF\n\nLA\n\ngaa\n\not\n\nAqQuogs\n\note\n\nGs54.\n\nsein\n\nUinta\n\nwails\n\nDicloie\n\n»\n\n“LISI.\n\nSe\n\nJ\n2\n;\n\nval\n\ncy\n\nae\n\nrt\n\nJensaes:\n\nae Bante, laren\n\na)\n\nsul\n\nDONE\n\nTAPES\n\nstb\n\nLs\n\na\n\nen tst Abb.\n\nnd Git dasi ihn ys\n\nvier File ifgnp ‘)\nAMELIE,\n\nOo} PRAM, & Sailt wath\n\nars\n\nneo\n\natt\n\nBF\n\nai.\n\n9 oieey\n\nSiMe\niba\n\nMh\n\nGites ship. WALA\n\nats eal yy maser\n\nete:\n\nRi\n\nedn\n\nice\n\n;J\n\ntte\n\ndu\n\nbin\n\nin\n\n;\n\nBehi\n\n3\n\nress MGT fe\nAION\npat\n\nOU FLERE AST\n\n2 OF\n\n3\n\na.\n\nsal 02. Atte) hehe\n\n1g! ohiy *\n\naoe wt.\n\nyiptazd jill etydoas thats\npape whe MS altng! vit\n\nTires\naie\nty> itote\nad\n\nuaal\n\nony\n\niuzieh. Bfae\n\nin.)\n\ndt>\n\ndoles\n\nus aight oe\n\nos\n\nallay\ntisieo:.\n\n:\n\nHoai mab fir TH RRA Roy Set\n<i 3k bie ‘Dhar, xs\n\nshiewav\n\nhints\n‘\n\nto) dion.\n\nBY\n\naye\n\nwhol\n\nAula, ol /tMig Bia)\n\nLarBatre\nign\nbeed\npevese- ay ealsinir woh yom “it\nOt ifthogu\n\nyee 4\n\nart\n\nAluods\n\n4 i.e\n\ntick,\n\nLh)\n\n.\n\nioe\n\nzeniuipeg:.\n\nae\n\non REMGU\n\nDe ae “apthunih Sotsi\nfisilss«. Moiabloty:\ni)\n\nsrt abalindy ganers “bang dllinsems\neet\n\ntrom vere\n\na\n\n——\n7\n\nbatogles gdoutio\nt to Oak)\n\n“*\nfq\n\n|‘ntegalys es (ony NM Pea\n\nLeto tenas (tes iersee: beg\nMeats\n\nOCT Lean\nin)\n\n;\n\nhe TORI Eaen tht - doch ened cob) Iqaortaty 7\n\nae oie al wiry f % damoi\ntnoabes yod\n\n4 penis,\n\nWil\n\nits: ‘atgoad\n\n; EAD, Ayinieles ried sero wits ten oor\n\naid\ni\n\nVP RAO\n\nats\n\npot\n\nFO Hauengate vith: aify,,Giesth\n\nelooeko e+ ds teAes “ao! Plarpc\nas.4} 1, tae\nnt\nFoe:\n‘had\n8 a7\nAagitar tern lackey:\ntdittes\n\nm\n\nWG\n\nio. dnc\"\n\nOE Rr\nen\n\nliad.\n\neftieas IH\n\nMWsh\n\n| os\n\nLes laioedag otttto AUG td tae sa6tive reel! nediteagey\nsy age\n\n:\n\n*EIRG ED -\n\nag Haandion ,\ntaLeo ea age = =<\n\ngalas\n\nNicusede\n\nrire a\n\nfat\n\neeeh ci, alD Leeagy Me\n\nUretagrd\n\niti\n\n(ods\n\nat\n\nlowsh\n\ntot = shal\n\nseastab:\n\nitive ws, Te\n\n- aa\ncritics . sotP ibeg nwo#iteete\n\ni\n\n.\n\n4\n\n"}
{"page": 913, "printed_page": "891", "text": "ic\n\nAator set iaeyibpate\ntie\nae\ndydens) podaqen\n\nWF\n\noy\ntics’eyocigratny\ncare\nadic\nps\n*\nie\n\net\n\n1 ale\nlia re isisee. oh: rocksBa way h vied “nsge Sao4 —_\nens od) rhs\noS)in\ni\n——F\n*) Sh ererse asilt ier\n\nhy at\n\nAh Mine’\n\nHissar bid ue\n\na\n\na iduiq ;\n\nBVOC ti vis2arab\n\na\n\n1\n\nty\n\n‘ hare\n\nae vt Lup? a\n\nhritsyio\n: bik itnisini of sien:\n;\nBY Ati Wieddd Saw le ee \"yee Adds Nous zeidgan\nPres, DUWEC eansitt\n\nam i\n\nShen”\n\noitoe\n\n(hin\n\nej\n\noni\n\nig\n\nSi)\n\n©¢\n\nhi\n\nwis\n\nSolgar\n\nae\n\n=\n\n:\n\nSorrel“3\n\n25a\n\nMis 2\neee\n-—\n\na *.svuds Bai Fito piteee!\n\nYai\n\nee\n;\n\nain.\nfod\n\n;\n\nlid PE” Seethes\nh th ue’ int tie 1 side gesqeiyy\ni of sumiqe\nbesrangas\nbim\n203\nvo\niis. We adi:\na\nbg Badlieent wes only i sorte Sia’ leraoe ‘eet\nait\ndy\nie\n\nof walla\n\nlacy\n\nofr ae PRET Pen vali sible\n\nprat\n\nFruit 4\n\n2e2Akt oe\n\n6)\n\nbicdss\n\ntot iw,\n\na ba\n\nte\n\nie\n\nballets!\ntrie\n\nArsinissi)\naybei al a a ES wat 306\nWi\n1\nwe\nTov ys\nDAS EE\nmugry Made\n\nay\naGasty\n\n4\n\ntear .ci)\n\nte\n\nrte ta ols i\n\ni or piralrhey\ny. Wb auirttnbs. au 3803, + Pra) rami\nTe es\n\n—\n\n—\n\ninh\n\nJeniste\n\nOtiw\n\nyo\n\nHiss »\n\nMb\n\nit ot ere.\n\ni\n\naah 4c bbest=\n\n;\np\n\n;\n\nmbtbel\n\neset me “iuont uh\nae\ncy\n:\nvel au le hesa tA”\na\nit\nSe\nsiq\nte\ntasheo\n*\ne\n5 Sey. i bie ye\n7.\n\neax.\n\n—\n\net ‘bas\n\nae\n\nlignwiaARsG\n\nhud 3i\n\nYiasgdistG:\n\nne\n\neV\n\n‘wis\n\nSat\n\ndr\n\nsity’ pit‘wy y\n\noe\n\ncry\n\n~\n\n¥ Biya\n\naii\n\ni.\n\n10 Al btn\n\nlapis mbtstont Dy\n\nsit out\n\nwe\n\nvee odd ovr -\n\nniussale\n\nDiet\n\n'\n\naus\n\ny Fs\n\nae\nae\n\n90\n\naut ihe\n\n1 Tee\n\nBae\nry\n\n‘\n\nnai\n\n;\n\nie\n\na2\n\na\nq\n\n=\n\noe\n\nage\naE\n\n=\n\n_\n\nal HUNTT\n\nGT\n'\n\nDe\n\nee\n\neer)\n\nx\n\noi? ri ve Pivione\n\nsashyi ay sy\n4\n\neT\n\naie\n\nyond\n}\n\n’\n\neit SU latip jth P atbos ea\nSs ren] “bie\n\n|\n\nWd\n\na\n\nsei\" veit\n\nSyo5t\n\nsgt!\n\nRt\n\nSisekoeh, ici rs SNpalgttion yt)\naoe,\n\n(Tike\n\nie\n\n.\n\n“\n\nhi ‘\n\ntri\n\nwi. HOLIg!n\n\n‘\n\nOFA.\n\nhie\n\n—a\n\n0\n\nTruth\n\nrss,\n\naed gjraeitys Re\n\nz=\n\n-\n\nrh\n\nSOP\n\nod bieed\n\nvindiviinn\n\ntol\n\nSm\n\nv coal ety ni\n»\n\neins\n\neat)\n\nFS)\n\nGiuoel\n\n+ihd=\n\nweir e of b feieii\n\navira\n\n7.\n\nue?\n\ni's\n\noF. wlio fgets\n\niye( ines, Suites\n\nGASH\n\n:\n\n7 ah\n\nA\n\nut” el\n\nid th bayeinstay\n\nOt thal Waris\n\nas\n\n94\n\nr WITGSAY,\n\nih\n\n738\n\naie ;\n\nSs\n\n4)\n\n(choise\n\nPatty age Se Selsey eh Pied\n\not\n\nJeeee\n\ntie »\n\n>\n\nBe\"7 Wwumeth\n\nvealte\n\n=*\n\nin hdaeecr a oF‘Longilsb-\n\nshy Stag aOF oR Bios! oll ¥rab\n\nMagiodise eit\n\nntsefbrhuk ‘te ue\nbot ibis\n\naot ke ier\n\nte “out\n\nwit\n\nS}T :\n\ni re EvititcraG\n\naliit fu fea\n\nTivus\n\nBax\n\n-\n\nf\n\n“ripdios\n\nps\n\nBete\n\nNe\n\nng 373\n3\naly Bari\n\nJorn” nid gs AtRiodiye\n\nYiaw\n,\n\nis\nrhs\n\nFayy Hap dUr or hd\n\n:\n\n27e)\n\nee\n\nS\n\nbe\n\nrr\n\nPes\n\nit\n\n’\n\n"}
{"page": 914, "printed_page": "892", "text": "892\n\nNATIONAL EDUCATION ASSOCIATION\n\ncensus without too much cost in time and good-will.\nHence wide faculty\nparticipation through direct methods will be limited by the extreme specialization of its members and the narrowness of interest which characterizes the specialist.\n7. In a democratic society avenues of contact and mutual influence must\nbe kept open between the institutions of higher education and the general\npublic.\nIntensity of specialization on the part of faculty members requires\nthat this service be performed mainly by administrative officials who are\nequally responsive to internal and external influences.\nWith emphasis upon the fact that sound thought requires continual\nreference back to the social background outlined above a tentative application of the principles set forth may be made to the leading controverted\nissues. While attempting this I am fully aware of the differences of\nopinion to be encountered and the possibility of error; but if the logic of\nthe social situation in which our institutions of higher learning are imbedded seems to justify the trend of present-day practice that trend is likely\nto persist whether with or without our professorial recognition and consent.\nI have no thesis to uphold with reference to any issue but shall try\nto\nfollow the principles where they lead. The brevity of this paper forbids\ndetailed treatment, but it is to be hoped that later discussion will elaborate\nthe arguments.\nThe first of the specific problems to be faced is that of administ\nrative\nand faculty appointments.\nAt the head of this list is that of president.\nSince the board of trustees\nrepresenting the supporting public meet only occasionally\nand render voluntary service most of the authority vested in them by\nthe founders is\ndelegated to the president.\nHe becomes their responsible agent and they\nwill naturally be held accountable for his selection. Such\nan authoritative\nposition calls for talent that can be discovered only\nby consultation and\nresearch, and this can be done intelligently only by a\nsmall group.\nHence,\nif the board be a large one, the preliminary canvass\nmust be delegated to a\ncommittee.\nBut the president has large executive functions\nwithin the\ninstitution and the faculty are also interested jn\nhis selection.\nMoreover\ntheir technical knowledge of the situation ought\nto enable them to render\nvaluable assistance.\nIn a large faculty this assistance cannot be\nrendered\nen masse but should as in the board be delegated\nto a small committee.\nIt\nwould seem to meet all of the requirements\nof the principles above\nenunciated if the nominations were made\nby joint action of a committee\nof the board and one of the faculty and the\nelection be made by the board\nin full session.\nWith reference to deans the situation js\nmore complex.\nthe deans are assistants to the presi\ndent and therefore\n\nIn large measure\nshould have the\n\nsanction of the board acting for the\npublic. But likewise and in equal\nmeasure they are agents of the faculty\nin the particular schools they represent.\nHence they should also have faculty sanct\nion.\nTheir qualifications,\nhowever, would seem to be too tech\nnical for board s elect\nion and too\n\nre-\n\n"}
{"page": 915, "printed_page": "893", "text": "DEPARTMENT\n\nOF HiGHER\n\nEDUCATION\n\n893\n\nsponsible to the public to be trusted to faculty selection. ‘This is particularly true in State institutions and others with large and specialized\nMoreover a combination of general faculty and board action is\nschools.\nto one who knows the eccentricities of each. Under such\ne\nunthinkabl\ncircumstances some agency must be found that is able to consult with and\nunderstand the desires and needs of both board (representing in this case\nfaculty\na specialized public, such as the legal or medical), and the particular\nas\npresident\nthe\nto\nly\nunmistakab\npoint\nto\n‘To me this seems\nconcerned.\nboth\ndesired\nis\nauthority\nexecutive\nupon\ncheck\na\nIf\nthe appointing power.\nselection; but\nboard and special faculty might be called upon to ratify the\nultimately\nmust\nion,\nsince the president, to be successful in his administrat\nthe check\nprovide\nto\neffort\nthe\nthat\nsatisfy both groups there is some danger\ndeeither\nadding\nwithout\nmachinery\nmight complicate governmental\nresults.\nthe\nto\nmocracy or efficiency\nmembers,\nBeyond the deans, that is, in the selection of specialized faculty\nly sugprevious\nthe board can take no intelligent part. The qualifications\nly\nthorough\nthe\nby\nonly\nd\ngested require technical understanding possesse\nof\nion\ncombinat\nsome\nto\nleft\nbe\nmust\ntrained; hence faculty appointments\ntoo\nare\nions\ncombinat\nPossible\n.\nmembers\nent\npresident, deans, and departm\nof all concerned is\nnumerous for brief treatment, and since the opinion\narise to produce\nusually sought under any form of choice, few cases\ncontroversy.\n\nis that of salaries and\nThe next specific problem leading to controversy\nwill depend upon the\nbudget\nthe\nof\nbudgets. Quite naturally the extent\nconcerning it will be\ns\npolicie\nlarger\nthe\nand\nsocial clientele of the school\nlarly the president.\nformulated by the board and its representatives, particu\ncance both to\nsignifi\nand\nThe internal distribution of funds is of interest\nby either.\ndetail\nin\nout\nworked\nthe board and the faculty but cannot be\nfunds for\nsalary\nand\nnance\nmainte\nboth\n‘This is evident from the fact that\naffect\nwill\nity\nunivers\nor\ncollege\nthe\nof\nn\ndivisio\nand\neach department, school,\nbe\ntion\ninstitu\nNot only will money spent in one part of the\nevery other.\nextent,\nsome\nto\naffects,\nunavailable in another but each professor’s salary\n\nthe budget as a whole.\n\nNo other phase of institutional management calls\n\ninto the general function\nfor a more comprehensive and detailed insight\nthan the distribution of\nwork\nits\nof\nphase\nand comparative value of each\ns\n\nof individual member\nits budget. Hence whatever may be the feelings\nonly with the faculty,\nof the board and faculty, and we are here concerned\n\nare administrative matters\nthe maintenance fund and the salary schedule\nery.\nmachin\nand must be handled by administrative\ncollege and engineering\nIt is conceivable that in large schools such as the\ntee of faculty memcommit\native\nconsult\nelected\nschools in a university an\nLikewise in small departments\nbers might serve a desirable purpose.\nBut\nby soviet methods.\nincreases and promotions might be agreed upon\ne\nindicat\ntions\ninstitu\nin other\non the whole both human nature and practice\nimis\nmaking\nbudget\nin\ns\nthat general participation by faculty member\nmembers it\nIf justice is to be obtained by individual faculty\npracticable.\n\n"}
{"page": 916, "printed_page": "894", "text": "-\n\n:\n\nity 5\n\n‘aes\n\ni> athe\n\nt\n\nab iitve itvenos oF sida a teal bnoa} 34 ryan.er“ave\nrape\n© ade my writen oy mi) bogod dtud to.eb Pell bag Sana\nCsr efastetta? at 9 hrs Algaibora yo [sual alt ay, doua,\na\n\nSagbiegAdy ea avi WH ae “ny\n\nIniog oF a8. au\n\nHod. boriesh “al dhod\nSawaza Haque doone s\nf,Brea (oii reine¢ ag? aes) aoqs, folins gd skate 7th\nyearn eet Ace eat mbe dil mi, Lotezoag fe ot OF.\n2, silt Shivaig oi softs forth sails , ST atte 2\narc\n\niS ay\n\na\n\no\n\ni)\n\nadd\n\nHise\n\nBat bie\n\nvont\n\nfilgea“CIEVOL\n\n.\n\nvaHttet Yerqniilyg m\n\npositnraage, $e\nte nitate\n\nTST. 20107\n\nsnd\n\nsat\n\nVe ihan\n\nbe nongnid\n\nae\n\n:\n\n=\n\n10\n\nMine)\nin\n7\n\n,\n\nt\n\nHd\n\noy.\n\nrR titra?\n\nchit\n\n7G\n\ntyre\n\nto\n\nynoe\n\nbig\n\n4\n\nis aot =.=\n\n7\n\n:\n\nt\n\nOi)\nac}\n\nD as\n’ hi\n\nqi\ntits\n. ay\nrt\n\nlineb\nhae\n\nwel\n\ney\n\n;\n\nbai fonts oh to ail\n\nefi bor. brrod. bdp yd 6925\n\ney “et ‘about to noidudirsec\n\nMi tps\n\nSho\n. done\n\n0%\n\n225\n\n9\n\n10\n\n92\n\nhis\n\nert te a6\n\n3h\nid\n\nins Uigy\n\nrhe\n\ntthe\n\nrer\n\nRENE\n\nhe\n\nbe\n\nGres brsod -ast7 to\n\nSORCOT Cin sila\n\nyd. helbns i sq FeAl O bag\n\n‘\n\nI ne teri. aiclevisao oa 4331\n\nvoll\nnoge,\n\n“atta wet\n\nott bre\n\n)\n\nt\n\nslot: Ee\n\n9d acts RI vaI eC He s0n0 Hi dagbyd .\n\ntut\n\nOTS\n\n;\n\nsata, ca\n\ntdgters bolisb bag svrencde\nLUTHYD JDM, BIg\nf\n\nny\n\n;\n\nyal Hons rt ‘aldeligy\n\nto sentte I9lig a,\n\nroTd\n\nSnsarh 16h stag\n\nfod\n\nsive\n\nto 2\n\n&\n\nrs\n\nvino 307%\n\nesac\n\nTE\n\nwant\n\nPe\n\nDry\n\nTihlea\n\nOl\n\nrine\n\nVITHTPHiAU\n\n4th}\n\nmG: 1\n\ndoors\n\nty Dime\n\nt\n\nIrubivibal\n\nEe\n\nte tetas\n\n_219Ha\n\nROH\n\nrset\n\nwi\n\npas, Mi\nring\na Ne iebied\n\nhs\n\n» batiow, 94 Jonnes sid Rhee) aft bus4\nin\nty aot in hij\n\n7\n\nados to\n\nTeISAIE\n\nidmeogt\n\nsant\n\ncf 29\n\nhi\n|\n\n12197\n\ni\ni\n0 r anigunien\n\nAt\n\nprerte\n\nTyas\n\nBOWES\n‘\n\nyiieliorr\n\nLeis’\nte\n\ni\n0173\n\nat\n\n|a as pontEiiatoe): Dale\n\nrat a\n\nvf\n.J\n\na\n\nintatious a djoibnat restdi\n1\nfay ‘ohea age\nabi, och tetThy ot}, wins wii ati\n\nfive\n\n“-\n\n5\n\nantbnagershehny\nHol od feu Acointc\n\nie\n\naft bizar\n\n>\n\ni\n\nTagg, ae fae Au:\nLee A\n\n4idieesT\n\nbas. a5nelnz\nott no $i)\n: >\n\nMe 4\n\nboas\n\n1\n\nMat 91\nbav\n\nleup\n\nBiers\n\n*\n\nIMIG\n\nbig\n\n01\n\nlion?\n\ndf\n\nie viata\n\nq\n\nSidsiesb, & avane\n\nnm ai¢oloorlos\n\nBuse. 2g FOATIC ge\nsuten\n:\n\nO\n\nnerud\n\ne2897 30) =\n\ndtod sk achyy.‘ of¥ 90\n\nTH ADA\n\nod\n\nGyo. aod ee\n\nL So;S4uI( a\n\n] 4\n\nerly\n\n"}
{"page": 917, "printed_page": "895", "text": "“Ss\n\nise fy: }\na bie\nmining\nre\n\n.\nre\n\n7\n\nRe chicane\nah is\ni Bold en\nx\n\ni\n\nPeVAMAVAR\nRSET\n\nS\n\nbas i)5\n&s\n\n“ZL\n\nTai\n\nStet\n\ni\n\n:\n:\n\n<\n\n‘.\n\nHs\n\n>\n\ntee\n\n“DIE\n\n——.\n\nats\nee\ni\n\n‘\n\n=\n\n:\n\nas\n\n—\n\nJ\napne\n\nSAR\n\n7\n\n-\n\nBAivd ORI\n\nQAYA\n\nAD BE Te AM\n\nV5\n\nota ee oa\nLe\n\n“< Hiotiny\n“arias\n\nue? Meue\n\nlining\ni” buf\n\n‘5\n\nFrtshe\n\nily\nLy\n\nae\n\nHi Soe aie\nmy\n\na?\n\no\n\n:\n\nae\n\nLs Hr\nf\n\na\n\nait\n\n:\n\nony\n\nv\n\nbeint Sq\n\nnf iti\n\nici\n\n‘\n\n.\n\n»\n\na\n\nFi\n\n:\n\n“git\n\n7\n\n:\n\n:\n\nhogan? | EArt\n\n,\n\n;\n\nb\n\nalts\n\n(ai\n\n}\n\ni\ni?\n\n,\n\n’\n\nFy\n\nMapu\n\nFs\n\n:\n\nad\n\n-\n\n:\n\n;\n\noT?\n\n:\n\n:\n\npera\n=\n\n]\n\nFeERE\n\nUru?\n\nTI64\n\nrein\n\n:\nuse\n\nten\n\nrs\n\nhem\n\n,*4\n\n:\n\n>\n\n4\n\n¢\n\nbes: hi\n\ntat\n4\n\n:\n\n:\n\n:\n\n] “5ie hom\n\nSoba tar\n\nArtie DOE\n\nOh lt\n\nhne-?\n\n|\nrH.\n\noe\n\n=\n\n2\na)\n\nLe\n=\n\nYiu\n\nis) rae Soe\n\n7\n\n=.\n\na\n\n.\n\n=:\n\ner\n\n.\n\n"}
{"page": 918, "printed_page": "896", "text": "896\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nwith confidence that the principles enunciated are in harmony with social\ntendencies outside academic circles and that the increasing democratization\nof society and the enlarging size and complexity of our institutions will\ntend more and more to force colleges and universities to adopt forms of\ngovernment found effective in older and more adaptable social institutions.\nWe can no longer, even if we choose, cultivate remoteness and exclusiveness\nand for the sake of the cause we répresent, we must not close our eyes to\neffective methods that will increase our contribution to general culture\nand social progress.\n\nADVANTAGES\nJOSEPH\nAND\n\nINVOLVED IN EXTENDING\nPACULTY PARTICIPATION\n\nA. LEIGHTON,\nCHAIRMAN\nIN\n\nPROFESSOR\nOF THE\n\nUNIVERSITY\n\nOF PHILOSOPHY,\n\nCOMMITTEE\n\nON\n\nADMINISTRATION,\nOF\n\nUNIVERSITY\n\nOHIO\n\nFUNCTIONS\nAMERICAN\n\nTHE SCOPE\n\nSTATE\nOF\n\nOF\n\nUNIVERSITY,\n\nFACULTIES\n\nASSOCIATION\n\nPROFESSORS\n\nThe fundamental problems and general principles of faculty participation in university government have been presented admirably in the\ncomprehensive address by Professor W. R. Smith.\nI do not dissent\nfrom the general tenor of his address, which seems to me to be in\nharmony with the principles enunciated in the report of Committee T of\nthe American Association of University Professors; the lion’s share in the\npreparation of which report naturally fell on me as chairman.\nI would\nadd one principle.\nI think that the students should have a consultative\npart, through duly chosen representatives, both in matters of discipline, and\nin discussion of broad educational policies underlying the fashioning\nof\ncurricula.\nIn the latter regard, I am much impressed by the good judgment embodied in the recent recommendation of the “student’s curricula\ncommittee” at Barnard College.\nI believe that serious-minded students\nhave ideas in regard to courses and curricula, which it is good\nto give\nrespectful attention to. We professors are all in danger\nof cerebrosclerosis.\nThe advantages that may accrue from a fuller participation\nin university\nadministration by faculties, working mainly through represen\ntatives, seem\nto me to fall chiefly into three categories, which indeed\ninterpenetrate.\n‘These are:\nImprovement in the mutual understanding, and consequ\nent good-will,\nof trustees, administrators, and faculty members.\nIt goes without saying\nthat all three of the chief agencies in the conduct of universi\nties are aiming\nhonestly at the advancement of education and learning\n.\nI may have been\nunusually fortunate in my academic relations.\nI have never known personally a trustee, nor even a president, who was\nnot honestly and wholeheartedly concerned for the advancement of educati\non and learning.\nI\nhave heard of trustees that pushed personal and\nparty advantages to the\n\n"}
{"page": 919, "printed_page": "897", "text": "DEPARTMENT\n\nOF HIGHER EDUCATION\n\n897\n\ninjury of education.\nI have heard, more than once, of presidents that\nwere self-exploiters, of others that were lineal descendants of Ananias and\nSapphira, and of some that were both.\nI have never known in an intimate,\npersonal way any of these scalawags.\nThe ill will, mutual suspicion, misinterpretation of motives and aims\nthat I have known have arisen, in every instance, from lack of mutual\nknowledge.\n‘The educational blunders that have been made by trustees\nand administrators, even most of the personal injustices that have been\nwrought on the teachers, have arisen from ignorance—the fruitful mother\nof misunderstandings and conflicts. When trustees and presidents have\nembarked on unwise educational policies, it has been due to their inability\nto see the implications and consequences of such policies; an inability that\nmight have been removed by sitting down with competent and disinterested\nmembers of the faculties and threshing things out over the cigars. I have\nknown many cases in which blunders have been avoided, and right policies\nestablished, by informal conference.\nInjustices done to individuals are\nlargely of the same origin. ‘There is an obverse to this matter.\nIf trustees\nand presidents always knew how incompetent some of the teachers were,\nthere would be some shaking of dry bones in the valley of decision.\nI\nfeel strongly that it is a paramount duty of faculty members to keep the\nteaching staff up to the highest possible point of efficiency. On the other\nhand, faculties should, through their own representatives, always have a\nvoice in estimating the efficiency of their fellows and subordinates.\n“Teachers should never be dismissed, nor their promotion held back, on the basis\nof back-stair gossip conveyed by irresponsible, prejudiced, and ignorant\npersons to trustees and administrators.\nWe are all fallible, but surely\nthe best judges of the quality of a teacher and scholar are his confréres.\nThe second category under which improvement may be expected is in\nIt will conduce to increased self-respect, joy\nthe personnel of the faculty.\nthe professor can feel that, notwithstandwhen\nwork,\nhis\nin\nand efficiency\ning the inevitable multiplication of administrative machinery and his own\nindividual remoteness from the supreme power—the board of trustees—\nhe is recognized to be a real participant in the determination and execution\nof educational policies, not a mere wage-earner employed to do his stint\nunder the direction of an autocratically placed departmental superintendent; whether head of the department, dean, or president, or all of these.\nNo one is worthy of the profession who does not regard his calling in the\nsame light in which every honest minister of the Gospel regards hig—\nnamely, as a spiritual vocation, essential to the stability and improvement\nA church which treats its minister as its hired\nof human civilization.\nand prophesy smooth things, is on the way\nbidding\nservant, paid to do its\nDevil; and a university which regards its\nthe\nof\ninstitution\nan\nto being\nteachers as hired and paid to teach what any class or sect may think it wants\ntaught, is a spiritual fraud, a sham, and a mockery of the sacred cause\n\nof truth.\nWe professors\n\nare called to the high, difficult,\n\nand\n\nholy vocation\n\nof\n\n"}
{"page": 920, "printed_page": "898", "text": "898\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nnourishing and augmenting that light by which alone associated mankind\ncan walk with reasonable surety in its journey through time—the light\nof wisdom, which is fed by knowledge, enlightened good-will and moral\ncourage.\nWe, in greater measure than any other group of public servants,\nare the custodians of the great tradition of humane civilization.\nOur vocation it is to transmit to the youth the best insights of the past\nin order to help them, the oncoming torch-bearers, to bring these insights,\nenlarged, if it may be, by our devotion, to bear on the present and impending problems of Human Good.\nUnless we are to have an effective voice\nin the control of the institutions through which we serve, this holy calling\nwill be lamed.\nWe must bear in mind that a university, like any other\nsocial institution, is not an end, but an instrument, an instrument\nfor the\nprogressive, perfecting of man in society. We need the best\nminds and\nthe most virile characters, in this calling. We shall not\nget them, or\ngetting them, shall warp and thwart them, unless faculties\nhave an effective\nvoice in determining institutional policies.\nMoreover we need this responsibility, this duty, in\norder to save ourselves from the ever-imminent danger of becoming\nmere inhuman and unsocial specialists.\n‘The two most insidious temptations of our calling,\nas\nI see it, are: (1) The danger of developing, from\nour constant relation\nto immature and docile minds, an authoritative\nand dogmatic attitude.\nWe are prone to speak de haute en bas, to become\ncrotchety and doctrinaire.\nSalvation from this danger will come through\nkeeping alive the spirit of\nresearch, and the humble-minded sense of our\nown ignorance in the presence\nof the vast mysteries of the realms of nature\nand man.\n(2) The other\ndanger is that of regarding one’s own subject\nas the most important one,\nand of disregarding the universe of learnin\ng in its relation to civilization\nin its totality. There is no one of us\nthat does not need frequently to\nprobe and debate such questions as these:\nA. What are the best organizing and\nguiding principles of higher education, liberal, vocational, and liberal-vo\ncational ?\nB. What is the value, for the conse\nrvation and progress of civilization,\nof my subject and of the other subjects?\nWe all need, for our own soul’s healt\nh, and for the health of the university, to think individually, and\nto debate collectively, on the phil\nosophy\nof education.\nWe all need to be challenged, and\nawakened frequently, to\nconsider and reconsider educationa\nl policies in the light of principles\n.\nIt\nis the duty of every university profe\nssor to think on these things.\nHe\nwill\nbe stimulated to do so by having\na more effective part in the dete\nrmination\nand execution of educational polic\nies.\nWe have been passing, in this\ncountry, from the traditional\nYankee who\ncould teach anything, to the\nnarrow specialist who knows\none thing and\nneither knows nor cares for anyt\nhing else. It may be that I\nam prejudiced\nsince, as a philosopher, my only\nspecialty is the universe; but\nI feel strongly\nthat much of our specialized teac\nhing and research is being done\non too\nnarrow a basis—that a specialt\ny begun in callow youth, built\nup on shallow\n\n"}
{"page": 921, "printed_page": "899", "text": "DEPARTMENT\n\nOF\n\nHIGHER\n\nEDUCATION\n\n899\n\nand narrow foundations, and pursued without regard to its relations to the\nwhole universe of knowledge, is pursued blindly and ineptly; and that it\ntends to turn its practitioners into mere mechanical fragments of men.\nAs for the poor students on whom your partisan and blind specialists operate, I can only say, God help them! I have come into contact with\nspecialists who seem to be injuring the minds of their students and injuring\nthe cause of higher education.\nSociety has the good right to ask, as it is\nasking, what is the human good, the social value, the use to civilization of\nyour specialists?\nThe third advantage of more faculty participation arises from the second.\nWe are servants of society. Our special service is to be the agents in\ntransmitting, to the generation that is to carry on the work of civilization,\nthose social principles, scientific methods, spiritual insights and values,\nideals of social conduct, by which society is perpetually renewed and advanced, through the transmutation of the natural man into socialized\nWe can serve as transmitters of culture,\nrational ‘and spiritual personality.\nand quickeners of the living spirit—\nawakeners\nonly in so far as we become\nthe intelligence, the feelings, and dynamic impulses of youth. Every\nEdumethod and content of liberalizing education is part of the process.\ncation is the continuous process of spiritual regeneration, of mental and\nmoral new birth. We are engaged, in our American democracy, in the\nhigh and hazardous adventure of educating every son and daughter of\nin order that they may become fit participants in the cooperative\nman,\nIn no other time or state\neffort to carry on and improve civilization.\nhas this immense enterprise been undertaken on so universal a scale as here\n\nand now.\nTwo dangers threaten its success: (1) mechanization and (2) a low\n“These dangers are really two\nmediocrity in aims and achievements.\nof the task before us, its costs\nimmensity\nthe\nFor\ndanger.\none\naspects of\nin money, materials, and human effort, seem best met by more organization\nand standardization, by more quantity production, by goose-step, mass\nWe face the danger of a machine-like regimentation, from\ninstruction.\nOur classes grow ever\nnecessary increase in administrative organization.\nfor tangible results\nclamor\nthe\nunwieldly,\nmore\nlarger, our institutions\nto the Registrar’s\nin\npass\nwe\nand\ncrowds,\nto\nlecture\n-We\nmore insistent!\noffice stacks of credit slips. There is great danger that we shall forget the\nindividuality of the student; forget that the work of education is the reorientation, the re-organization, of an individual soul, by living intercourse\nwith another individual soul. If education is not this, it is as sounding\nWe stand in jeopardy every hour of becoming\nbrass and tinkling cymbal.\nturning out mediocre results, handing out\nmechanism\nsoulless\nparts of a\njust sufficient fragments of it to enable\nback\nreceiving\nand\nstuff,\nstereotyped\nus to ease our consciences into signing credit slips.\ny,\nIf we professors are not to succumb to the rule of mechanical mediocrit\nindemore\nbecome\nmust\nwe\nation,\nredeemed only by mole-eyed specializ\nfully as\npendent, more courageous; we must be able to function more\n\n"}
{"page": 922, "printed_page": "900", "text": "900\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ndynamic personalities in the classroom, the faculty meeting, and the committee. We must feel that we havea good right to be listened to on all\nthe concerns of higher education.\nJust now one of the most baneful tyrannies is that exercised by the\nboosters for, and patrons of, gladiatorial athletic performance, as the chief\nsocial end of a university. A professor who would stand out against this\nprostitution of education to “Roman holidays” is apt to be dubbed an\nacademic pedant.\nThe economic status of our profession is still too low to attract enough\nmen of vigorous personality.\nA professor who does not inherit or marry\na competence must still face, not simply narrow circumstances, but poverty\nthat harasses him and hampers his work; that often prevents his having,\nfor his own use, a sufficient library; that shuts him out from associatio\nns\nwith competent men in other fields that would broaden him; that\nhinders\nhim from refreshing travel; that often keeps him worried over the\nfate of\nhis wife and children should he die before the children are able\nto earn\ntheir own livelihood and take care of their mother.\nSo long as, by statute\nand ordinance, university professors have only the legal status\nof employees\nin open shops, only a small portion of vigorous individualities\ncan be expected to enter the profession.\nNot enough able men will be willing to\nsacrifice, even for the joys of teaching service and research,\nthe prospects\nof personal autonomy and economic competence.\n‘The relatively low social\nstatus of our profession is chiefly a consequence of its legal\nand economic\ndisabilities.\nIf it be true that, for reasons given above, the present\npersonnel of our\nprofession lacks as a whole the vigor, independent courage\nand professional\nconsciousness necessary to bring about a more effectiv\ne recognition of its\nvalue to society, and the value of a deeper and humane\nr social wisdom, will\nit not be a risky adventure to entrust to professors\na larger measure of self-\n\ngovernment and university control? Does it not seem\nlike telling a man\nto lift himself out of a quicksand by pulling on his\nown belt?\nBut we shall not get a higher average of person\nnel unless the conditions\nare changed and made more attractive.\nWe have been moving in a vicious\ncircle, and we must take the plunge. Every advent\nure in self-government\nis a big risk. But surely here the prize is worth\nthe gamble!\nAnd there\nis no other way.\nIf faculties are now given a larger measure of\nparticipation in university government, in many cases\nprofessors will make fools\nof themselves.\nIf they are denied a larger measure of partic\nipation, we\nmay expect the persistence of the present propor\ntion of timorous dolts and\nsolemn asses. There is your dilemma!\nBetter give us the opportunity to\nmake bigger fools of ourselves and learn to\nbe more dynamic men and\nwomen !\nGreater participation of faculties in gover\nnment, I urge then, not in\norder that we may feel that we boss the job,\nor may earn more money with\nless work, or may set ourselves up as a privil\neged class, immune from criticism.\nWe\n\nare servants of society, and we must ever\nstand ready to render\n\nan account of our stewardship.\n\nI urge it on the ground that, without a\n\n"}
{"page": 923, "printed_page": "901", "text": "DEPARTMENT\n\nOF\n\nHIGHER\n\nEDUCATION\n\n901\n\nfull measure of participation, we shall lack the courage and power to do\nour best work, lack the will and insight to prove sternly all nostrums, to\nweigh carefully all changes, to sift the specious from the genuine in\neducation; shall lack the incitement to function as dynamic personalities;\nand that we shall fail to bring that measure of wisdom, courage, and\nenergy to our tasks, without which higher education becomes a department store affair or an industrial concern, and without which democracy\ncannot be saved from the tyranny of the crowd and from the crudity and\n“If\nlow mediocrity in aim and standard which threaten it all the time.\nwe\nIf\nditch.”\nthe\ninto\nfall\nshall\nboth\nthe blind lead the blind, they\nknowledge,\nspecial\nin\nas\nwell\nas\ninsights\nwise\nin\nalive\nnot\nare\nprofessors\nin vision as well as in technical expertness, in courage and initiative as\nwell as in routine faithfulness, American society will not become, what\ntime’s wheel of fortune now offers it the chance to become, the foremost\nstandard-bearer of a new, fine, just, and more humanely rich world civilization. In brief I rest the plea for greater faculty participation on the call\nof the hour to our universities to be the nurturing grounds of leaders who\nwill guide western civilization out of its present dark hour into the promised land of a world at peace, a world wherein peoples are chiefly engaged\nin the generous emulation of increasing the participation of human kind\nin mental sanity, moral balance, the joy that comes from intelligent selffulfilment and social harmony.\nI verily believe that never before in the history of man has so glorious\nan opportunity and so heavy a responsibility been laid on institutions of\nlearning as are now laid on American schools, colleges, and universities. I\nbelieve that the future of human civilization rests more on what American\nschools, colleges, and universities may do in the next fifty years than on\nany other single type of social institution.\nWe need the biggest men and women, those of largest vision, more\nthe\npowerful mental initiative, fullest knowledge, and ripest wisdom in\nthe\nin\nthan\nchairs\nour\nin\nmen\nbigger\nmuch\nneed\nWe\nuniversity chairs.\nthe\nfor\nripe\nis\nworld\nThe\ntrustees.\nof\nboard\nthe\non\nor\noffices\native\nadministr\nproget\nwe\nShall\nharvest, but the laborers are too few and too weak.\nnot,\nfessors of the mental and moral stature that we need? We shall\nns.\ninstitutio\ntheir\nof\nconduct\nthe\nin\npart\neffective\nunless they can have an\nof an\nmeans\nby\nnation\na\nserving\nthrough\nhumanity\nserves\nA professor\nEvery true professor must be a thoroughly equipped, largeinstitution.\nIf he is this, he is surely fit to participate fully in the\nminded humanist.\nIf he is not this, he is not fit to be a progovernment of his institution.\nor so our colleges and universities, and\nyears\nfifty\nfessor. During the past\nhave been passing rapidly from the\nes,\nuniversiti\nState\ngreat\nespecially our\nand inquiry\nstatus of personal brotherhoods or communities of learning\npassage\n‘This\n.\nindustries\nal\ninto large-scale, highly-organized, education\nfrom\nStates\nUnited\nthe\nof\npassage\nthe\nhas been roughly parallel with\nsystem,\nfactory\norganized\nhighly\nthe\nto\nindustry\ndomestic and individual\nI fear that\nefficient in cheap quantity production and facile distribution.\neducahigher\nthere is all too much truth in the charge that our so-called\n\n"}
{"page": 924, "printed_page": "902", "text": "902\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\ntional system is becoming a complex and high-geared machine for quantity\nproduction and facile distribution.\nIn the large-scale industry the most important, best paid, and most\npowerful members of the concern are the presidents, directors, departmental\nmanagers, division superintendents, and foremen.\nIn the organization of higher education a fatal parallel obtains with\nthe large-scale industry. The administrator, president, dean or director,\nis valued more highly, paid better and receives more recognition than the\nvital and inspiring teacher, the profound scholar, the original thinker.\nAmerican society has transferred the standard of values that holds in largescale industry to a field that is, in essence, beyond the reach of mechanism\nand superintendence by rule and measure.\nFor education and research,\nfrom top to bottom, is a spiritual process; its essence is the enkindling\nof\nmind by mind, in living personal communion, supplemented\nby communication of spirit to spirit through the printed page.\nWe have thus experienced a baneful transvaluation of values—\na confusion wrought by the transfer of forms and values from regions\nwhere\nthey belong to’a region in which they do not belong. Thus,\nthere has\ncome to pass a relative depreciation of the real work of\nthe teacher, the\nthinker, the scholar.\nNaturally the uninstructed public regards the administrative superintendent of the educational machine,\nthe educational\nmanager as the most important man in the system.\nNotwithstanding our much vaunted democracy and individ\nualism, we\nAmericans are too subservient to the crowd-mind, and\ntoo prone to overvalue organization.\nWe are lacking in a keen sense of the social and cultural worth of strong individuality, of personality rich\nin intellectual and\nspiritual qualities. American society will not go\nforward in humane\ncivilization, either through the blind urge of the mediocr\ne crowd-mind or\nthrough the mechanical efficiency of elaborate organization.\nIf America\nis to be a leader in the work of civilization we must\ncombine the qualities\nof a genuine mental and spiritual aristocracy—an\naristocracy of great\nminds and strong characters, inspired with the spirit\nof service of the highest cultural values—with a democracy which means\nequal opportunity for\nevery child to achieve his best possible ;which means,\nin turn, a career open\nto every talent.\nThe universities should be the genial mothers of\nall the higher talents.\nThey should even be the genial mothers of genius\n—places where, in the\nsciences, arts, letters, philosophy, social administrati\non, and statesmanship,\nour most richly endowed youth will find the\nintellectual and spiritual\nfood which will enable them to develop, to the\nhighest point of preparation\nfor the service of society, their own God-given\nindividualities.\nThe universities cannot be the genial mother\ns of the best equipped,\nfullest, and ripest individualities ; they cannot\ntrain the right types of\nleaders until the professorate is restored to its\nrightful place. Not until\nwe\n\nhave more effectually recognized that the\nteacher, the scholar, and\nthinker—the professor rich in knowledge,\nwise in insight, and strong in\npersonality—is the real heart of a university;\nI say, not until our society\n\n"}
{"page": 925, "printed_page": "903", "text": "DEPARTMENT\n\nOF\n\nHIGHER\n\nEDUGATION\n\n90 OO\n\nrecognizes this principle, and gives to the professorate a better status, a\nmore adequate income, and a fuller part in governing the university, can\nIn the modern world there is\nthe university fully achieve its mission.\nnothing that moves, beyond the blind forces of nature, but thought—\nthought increasing in intensity, persistence, clear-sightedness, all-sidedness,\nThe progress of civilization is measured by\nand harmonious coherence.\nover the blind forces of nature and the\nthought\nof\ncontrol\nincreasing\nthe\nraw passions of human nature—a control gained by persistent interrogation,\nobservation, experiment, and the creative synthesis achieved by the intelThought\nlectual imagination of scientist, artist, scholar, and statesman.\nharfull,\nstrong,\nof\nmedium\nthe\nthrough\nonly\nresults\nlives and achieves\nTo nurture such personalities, for service through\nmonious personalities.\nHow can they\nleadership, is the paramount purpose of the universities.\nbe not\nresearch\nand\nteaching\nof\nfulfill this purpose if their vital business\nconor\nbecome\nprofessor\na\ncan\nHow\npersonalities?\nconducted by great\nas a\ntreated\nbe\nhe\nif\npersonality\nd\nvitally-minde\nwise,\nstrong,\na\nbe\nto\ntinue\ncontrol\nand\nhired employee who has no effective part in the determination\nTo become a strong perof the policy and personnel of his university?\nto suggest, to criticise,\nree\nresponsible—f\nand\nfree\nsonality one must be both\nand does.\nsays\nhe\nwhat\nfor\nsociety\nto\nresponsible\nto initiate, and\n\n"}
{"page": 926, "printed_page": "904", "text": "vw\n\nvanadate\nadh gr\n\nes yathe twviedte Sbilg\n\np\n\nai wsthe Hen aribhoer\nat al\ntamed WE NOTE aun ial\n\nLida\n\ntee éeyrot “bedich pers\n\nprevaliabic- ts\n\naisteidtenaaaitieet fBatik! sitechris wid\nwing Seaton ud beater hevthoo qe\nBu.\n\n‘tar Whbtesilincsewbate cde idscheku\nftanor'f ...\n(br etddin seinen\n\net\n\nek\n\nanes\noie\n\neho Veteiartit@as\nost: élsjensdl 1e-rfemnpl\n\n* Sptionds cari f rot iniitribeseame, soe osruting WT eae\nemt wap wotlk\n\n_aeisteesrvima Tae teHOA Tit SeOnecTAd\n\ngear atl atime Sree spent domegenediia\nPeeterieniad «farsi:\nito. 20) sapsoahe cree wy aud deb bin Sebi\nca\n\nbebiore\n\n=\n\nseb er ti vrilgeatray ‘oksefinds-9\nHeyy tae\n\nistry tects yea |eézict? sss ty guld ee\n\"May- yours s/omend oT iwtiady whey vt 4c\nWET en tesgzeie lie: then peer eaie tne\nrt\n\nbn\n\n= /éa\n\nSie\neM\nee\n\nwht\n\nAe\n\nati\nEo\n\nin\na\ne\n\n<suaiitadae Teed,\n\n=iysited\nie lee\neyo\n“Peeegc\nin's\n\nae\n\n<nil ;\n\nay\n\ncar\n\nlartey tt\nry he niwk mind ied ieenek ' en\n\ntnt\n\n\\'¢\n\nwr\n\n‘\n\n;\n\ndu mechanical\net\n'\n\nwt Te erenitivy ith, ivire flores a\n\nSes ee\n\nwill\n\n% e\n\nce fi wird 8%\nSetar re chow\n\nPh\n\nAhan ak Mabie ste igisieapid, a\n\nug\n\ntan\n\nthe\n\nYiod\n\n> «:\n\n—\n\n\"\n\nching tn « Veer’ aiier of the dncw) Andee\n\n‘martoig\n\n;\n\na-3fest\n\nure\n\nWh vid ualiGe-\n\npatito\n\n2\n\nol wihy\n\nrege\n\n‘ud\n\nti4GGn,\n\n,\n\n}\n\n<6 ow ‘oaths\n\nter\n\n—34\n\nVe\n\na\n\npied ool the aiit ot or ee\n\n)\n\nSse\n\n4\n\nm-\n\nWien\n\nwictn\n\nrey\n\nTw\n\n3\n\nY\n\n[\na\n\n| si\n\n‘ tc\n\nta ths\n\nbbe\n\ncdineke\n\n7\n\nJ\n\nah rhe\n\nie\n\nWhine\n\nioe\n\nwin?\n\nit\n\neeteiy\n\nGab\n\nCrd\n\noe\n\neet\nhet\n\note eth\n\nake\nve et\n\nBathets AF\nern\n\nhiededt\n\nSata’ of\n\na s nha xind\n\\ e®, Gt unt]\n‘\n\n«\n\nyal\n\nSy\n\naes\n\nahbncogint\n\n|\n\n"}
{"page": 927, "printed_page": "905", "text": "Department of Immigrant Education\nOF MEETINGS\n\nPROGRAM\n\nOFFICERS\nEducation. .Albany, New York\nPresident—W ILLIAM C. Smits, State Supervisor of Immigrant\nr Warrensburg, Missouri\nscr cr tees\nes-ee\nesses teeter\nSecretary—GRAck M. SHEPHERD.....6+\n\nSESSION—Monpay\n\nFIRST\n\nAFTERNOON,\n\nJULY\n\n3, 1922\n\nHoban, Special Justice of AMERICANIZATION—WHys, WISE AND UNWIsE—Owen A.\nMass.\nGardner,\nthe Court in Massachusetts,\nRichardson, State\nl\nSocIALIZING THE METHOD, CONTENT, AND ProcepurE—Ethe\nDirector of Immigration for Calfornia.\nBE So_vep ?—Clara B. SpringHow SHALL THE PROBLEM OF THE IMMIGRANT MOTHER\nam, N. Y.\nsteed, Assistant Superintendent of Schools, Amsterd\n\nSESSION—WEDNESDAY\n\nSECOND\n\nShiels,\n\nEpucaTion FoR CiTizeNsHip—Albert\nversity, New York, N. Y.\nTHe\n\nDemocraTic\n\nAWAKENING\n\nIN\n\nADULT\n\nAFTERNOON,\n\nJULY 5, 1922\n\nTeachers\n\nCollege,\n\nEpucaATION:\n\nAN\n\nColumbia\n\nUni-\n\nOpporTtuNiry—Frank\n\nN. Y.\nGraves, State Commissioner of Education, Albany,\nRejall, Chairman\nA New Literary Test ror Votinc—Alfred E.\nTest Committee, New York.\n\nP.\n\nRegents Literary\n\nDIFFICULTIES—\n\nVEMENTS—PRESENT\n\nACHIE\nDeming, Director of AmericaniFROM THE VIEWPOINT OF THE STATE—Robert C.\n, State Agent for AmeriHerlihy\nM.\nCharles\nConn.;\nzation, New Haven,\nMass.\ncanization, Boston,\nliam McAndrew, Associate\nFROM THE VIEWPOINT OF THE SUPERINTENDENT—Wil\nSuperintendent of Schools, New York City.\n\nOUTSTANDING\n\nFrRoM\n\nTHE\n\nVIEWPOINT\n\nOF\n\nTHE\n\nCITY\n\nE.\n\nDirecror—H.\n\nM. J. Downey, Boston, Mass.\nzel\nFRoM THE VIEWPOINT OF THE TEACHER—Ha\nLillian P. Clark, Columbus, Ohio.\n\nStone,\n\nErie,\n\nR. Porter, Stamford,\n\nPa.,\n\nand\n\nConn., and\n\nGENERAL DISCUSSION.\nBUSINESS SESSION.\nTHIRD\n\n(Boston\n\nPemberton\n\nChairman,\n\nB. Preston\n\nClark,\n\nJuLy\n\nMorninc,\n\nSESSION—Tuurspay\n\n6, 1922\n\nHarbor)\n\nVice-President of the Plymouth\nPlymouth, Mass.\n\nCordage\n\nCompany,\n\nF.\nMAssACHUSETTS UP TO DATE—George\nDEVELOPMENT OF Facrory CLASSES IN\ns.\nhusett\nMassac\nof\nries\nIndust\nQuimby, Service Secretary, Associated\nY CLASs PROGRAMS IN—\nREPORTS OF INVESTIGATIONS INTO FACTOR\nBosch-Magneto\nBruyn, American\nret\nMarga\nCiry—\nE\nTEXTIL\nLarce\nA\n(1)\nCompany.\n(2) AN INDUSTRIAL\n\nTown—Thomas\n\nF.\n\nPower,\n\nAssistant\n\nSuperintendent\n\nof\n\nSchools, Worcester, Mass.\nINpusTRIES—Caroline Whipple, New\n(3) A City anp A TOWN OF DiversiFlep\nAlbany, N. Y.\nion,\nEducat\nof\nYork State Department\n, Delat, Supervisor of Immigrant Classes\nBurnet\nJ.\nret\nMarga\nby\n—Led\nsston\nDiscu\n\nware.\nTHe\n\nINDUSTRIAL CLASS SITUATION\nSchools, Detroit, Mich.\n\nIN\n\nDerroir—Frank\n[905]\n\nCody,\n\nSuperintendent\n\nof\n\n"}
{"page": 928, "printed_page": "906", "text": "906\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nLuncheon—Pemberton\nChairman,\n\nE. E. Bohner,\n\nAssociated\n\nSpeaker—Wentworth\nFOURTH\nFOREMEN’s\n\nFoRUM:\n\nPERSUADING\n\nIndustries\n\nStewart,\n\nSESSION—Tuurspay\nEMPLOYEES\n\nInn\nof Massachusetts\n\nBoston,\n\nMass.\n\nAFTERNOON, JULY 6, 1922\nTO\n\nENROLL\n\nIN\n\nFactory\n\nsented by several foremen from representative industries.\n\nIMMIGRANT\n\nPupits:\n\ngrant pupils.\nQUESTION\n\nHow\n\nI HAvE\n\nBEEN\n\nHELPED\n\nBY\n\nFACTORY\n\nCLAsses—Pre-\n\nCLASsEsS—Two\n\nimmi-\n\nof Americanization,\n\nState\n\nBox.\n\nSUMMARY AND OUTLOOK—John J. Mahoney, Supervisor\nDepartment of Education, Boston, Mass.\n\nAMERICANIZATION—WISE\n\nAND\n\nUNWISE\nOWEN A. HOBAN, GARDNER, MASSACHUSETTS\n\nBefore I say anything to you about the details of the\nGardner experiment, in order that you may get it as we see it, I shall\ntalk a little about\nfundamentals.\nThere is a story of recent vintage which is in line with\na little point |\nwish to make.\nIt is of an Irishman who was very active in ward\npolitics.\nComing home one evening, he burst into the house\nwhere his wife was\nwaiting for him for news from the battle, saying,\n“Mary Ellen, the foreigners are driving us out of the country.\nI have just been down to the ward\nmeeting, and there were five nationalities there.\nThere were the Lithua_nians, the Polacks, the Greeks, the Dagos—Bego\nrrah there were five of\n‘em, there were the Lithuanians, the Polack\ns, the Dagos, the Greeks—\nBegorrah, I can’t think of the other one.”\n“Maybe,” says Mary Ellen, “ twas the Ameri\ncans you were thinking\nabout.”\n“It’s true for you, woman; I forgot all about\nthem.”\nNow, that situation could be duplicated\nin any large manufacturing city\nor town in the northeastern part of this\ncountry, east of the Mississippi\nRiver and north of the Mason and Dixon\nline.\nThere are probably over fifteen millions\nof people in this country, ten\nyears of age and over, who were born outsid\ne the territorial limits of the\nUnited States, and upwards of five millio\nns of these can neither read nor\nwrite in the English language.\nIn 1915, in Massachusetts alone, there\nwere 346,000 persons who could not read\nand write in the English language,\nand of these 118,000 could not read or\nwrite in any language.\nThe situation would not be quite so\nbad if these good people were distributed evenly among the population\n.\nBut they are industrial workers\nfor the most part, and congregate\nin the large manufacturing cities and\ntowns, where they live together\nas national groups, speak their nativ\ne\nlanguages, read a native language\npress, adhere to their native customs\nand\ntraditions, and actually live among\nus as nations within the nation, out\nof\n\n"}
{"page": 929, "printed_page": "907", "text": "oa\n\nDEPARTMENT OF IMMIGRANT EDUCATION\nere\nee\na Oe\nSe\n\n907\n\nprogress of\ntouch and time and tune with the hopes, aspirations, and\nAmerican life.\nbeing. He\nThat is not all the problem. The immigrant is a human\nhim the\nwith\nbrings\nhere,\ngets\nhe\nwhen\nup\nis usually pretty nearly grown\nand\nies\nanimosit\nage-old\nthe\nwith\nhim,\nbehind\nons\ntraditions of generati\nin the cities\ne,\nminiatur\nin\nhere,\nup\nthem\nsets\nhe\nand\nEurope,\nof\nantagonisms\nThe national antipathies, animosities, and the\nand towns of the country.\nany large manuquarrels of Europe can be duplicated in a small way in\nStates. ‘The\nUnited\nthe\nof\npart\nfacturing city or town of the eastern\nhas stirred\nia\nLithuan\nof\npart\na\non\ny\nauthorit\nattempt of Poland to impose its\nalong\ngetting\nnot\nare\nthey\nthat\nso\ns\nneighbor\nPolish\nup our Lithuanian and\ngo to the\nnot\ndo\ns\nCatholic\nian\nLithuan\nthe\nGardner\nin\nUp\nvery well.\nthey are in\nPolish Catholic church, but come over to my church, because\nsovereignty\nthe\nover\nthe minority. The quarrel of Sweden and Finland,\nantagonism\nin\nresulted\nhas\nBaltic,\nof a few islands in the Northern\nI believe,\ncould,\nyou\nSo\nhere.\nities\nnational\namong the people of these\nage-old\nthe\non,\npopulati\nlitan\nmetropo\nany\nin\nduplicate in this country,\nworld war\nterrible\nthat\nof\nion\nfoundat\nthe\nlaid\nwhich\nquarrels of Europe\ninto which all civilization was drawn.\nto convict him of\nThe first thing to do when a man is to get religion is\nour community\nin\nm\nsin. We have not to be satisfied that we have a proble\nreal; and then\nis\nm\nor State; we have got to be assured that that proble\neradicate it,\nto\nery\nmachin\nthe\nup\nbe convinced of the necessity of setting\nthe mind\ninto\ncomes\nthat\nn\nquestio\nfirst\nif it is worth while to do so. The\n‘Well,\nis,\ny\nseriousl\nvery\nm\nproble\nthis\nof\nof a man who has-not thought\nWhat do\ns?\nnumber\nthese\nin\nhere\nare\npeople\nthese\nif\nwhat of it? What\n1882 or 1883. Why\nwe care about it? They have been coming here since\nAmericanized, they\nbe\nIf they want to\nnot let nature take its course?\nway.”\nwill Americanize themselves in their own\nThe genius of\nWell, the first answer to that is: It is politically wrong.\noperation on\nful\nsuccess\nour institutions is such that they depend for their\nof public\nforce\nthe\nby\nhere\nlaws\nan intelligent public opinion. We make\nour\nupon\nlaw\nafter\nlaw\nwritten\nhas\nopinion. The legislature of this State\nthe\nof\nnt\nPreside\n‘The\n.\nopinion\npublic\nof\nce\nstatute books through the influen\nof the\nMayor\nthe\nand\n,\nwealth\nCommon\nthe\nof\nor\nUnited States, the Govern\nlaw of the land under the\ncity are all public servants, and they execute the\nsuffrage of a sovereign\nguidance of public opinion. They are chosen by the\n:\npeople.\nth\nnweal\ncommo\na\nn in\nNow how can you have intelligent public opinio\nthe English language\nwrite\nor\nread\ncannot\npeople\nits\nof\n0\nwhen 346,00\n0 of them prob118,00\nwhen\nor properly exercise the right of franchise, and\na law or proas\nced\nannoun\nwas\nably could not understand anything that\nposed as a public program?\nfive million, or any numIt is a political anomaly for fifteen million, or\nout by reason of a language\nber of people in a country like ours to be shut\n\n"}
{"page": 930, "printed_page": "908", "text": "908\n\nNaTIONAL\n\nEpucATION\n\nAssocIATION\n\nbarrier from participating in the development of the political life of the\nnation.\nIt is socially wrong.\nIt is wrong not to set up social contacts, between\nyourselves and your alien neighbors, to get into their hearts and have them\nget into ours, so that we may realize together the hopes and aspirations of\na common social existence in the community.\nThere is a teacher friend of mine who has been teaching English to\nforeigners.\nAn old Polish woman came into her class, sixty-nine years,\nof age, too old to successfully learn English.\n‘The teacher was kind, and\nencouraged her all she could for awhile; but she made poor progress,\nand\nfinally the teacher said to her, through an interpreter, “Don’t you think\nit is going to be a hopeless task for you to get this English language\nso that\nyou can ever use it to advantage; aren’t you rather discouraged\nat the\nprogress you are making here?’\n‘The old woman put her hand inside the\nbosom of her dress and drew out a letter written in English,\nupon stationery\nfurnished by the Y. M. C..A. to the American Expedition\nary Forces in\nFrance, and answering through the interpreter, she said,\n“Here is a letter\nwritten to me by my boy not long before he was killed,\nwhile fighting in\nthe United States Army in France.\nIt has been read to me a hundred\ntimes, by my neighbors and friends, but I don’t believe\nthey are telling me\nall it contains, and I shall never be satisfied until I\nhave read that letter\nin English myself.”\nThe social value of that mother to the city of\nQuincy, where she lives,\nand the value of all such mothers in the world to\ntheir communities, cannot be estimated in dollars and cents.\n| doubt if there is anybody in\nQuincy who knows of her life and love except\nthat New England country\nschool-teacher who is still trying to teach her the\nEnglish language.\nIt is economically wrong.\nA man who employs a great number of aliens\nasked one of them to drive him home one evenin\ng in his automobile.\nJohn\njumped into the car with his employer and\nstarted up town at about thirty\nmiles an hour.\nComing to a bad curve, where there was\na sign posted,\n“Slow Down, Blow Your Horn,” John\ncontinued on around the curve\nat the same speed. “Can’t you read that\nsign?” asked his boss. “No, me\nno understan’, me can’t read,” John replied\n.\n“How do you get along,\ndriving this car?” said his employer.\n‘Oh, me careful,” said John. The\nCommonwealth of Massachusetts has licens\ned that man to operate that\nautomobile on the highways of this State,\nmaking him a danger to himself\n.and a menace to every lawful traveler\non the highway, due to his inability\nto read the common warnings posted\nfor the protection of his life and\nthe lives of others.\n\nNow use your imagination about such\na man working in a factory where\nthere is an elevator with a sign on it,\n“Danger, Don’t Open This Door”;\nor a tag on a piece of mechanism, “Oil\nThis Machine Once a Day”; or\nwhere the cost system requires him\nto put a time check on a card; and\nyou\nwill have some idea of the losses to\nindustry in this country in employing\nmen who cannot read and write the\nEnglish language.\n\n"}
{"page": 931, "printed_page": "909", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n909\n\nThe only thing which prevents these good people from joining in the\npolitical life of the country, bars them from social intercourse with us,\nand which keeps them from making the fullest possible economic contribution to industry and business, is the barrier of language which Nature. has\nraised up between them and the rest of the people in this country.\nPolitical, social, and economic considerations, if no other, ought to stir\nus to take immediate, active interest in the solution of this most intricate\nand fascinating of our domestic problems.\nHaving decided that we have a foreign language problem and that it\neught to be solved, the next question is, Can it be done?\nMany people\nsay, ““‘What is the use?’ ‘These people are merely clods of the earth,\ncountry people, born on farms, come here ignorant; what is the use of wasting time and money in educating them?\nIt can’t be done.”\nThe mind of man is essentially the same today as it was in the day of\nMoses.\n‘True, Moses didn’t have a telephone, electric lights, or a TwinSix. He didn’t have woman suffrage, or an eighteenth amendment.\nBut,\nif these things had been in existence in his day, I’ve no doubt that he\ncould have given Central hell because he didn’t get the right number, could\nhave driven the [win-Six through the Red Sea, apologized for his fortyyear opposition to woman suffrage, and raised a thirst even in the desert.\nThe average man, of any race, has the mental capacity to understand\nthe institutions man has erected on this continent for the government and\ndevelopment of society. The co-mingling of the races on the battlefields\nof Europe taught men to understand that differences of race, language, or\nreligion, have nothing in the world to do with the capacity of the human\nmind to grasp and hold firmly to a great truth.\nThe homely virtues—love of home, love of offspring, love of country,\ncharity, purity, and honesty—are as well-known in the frozen North, the\nOrient, or on the sands of the desert, and quite as frequently practiced\nthere, as they are in Boston.\nMen the world over are capable of exemplifying in their lives all the virtues we think so necessary to good citizenship.\nRace, language, or previous political conditions cannot and do not prevent it.\nAll we have got to do is to have a little good-will in the matter, go out\nof our way just a little, lay our hands on the shoulder of the immigrant —\nand bring him into contact with our life, and we solve the problem.\nHow do you do it? Simple enough.\n‘There isn’t anything mysterious\nat all about it. It is just developing points of contact—social, educational,\npolitical, and economic—with the alien within our gates; approaching him\nwith a little neighborliness; getting the knowledge of our language over\nto him; telling him the story of our country, and laying on him the mantle\nof our common citizenship.\nThat was our problem, up in Gardner; and this is the way we went at it.\n\nWe started away back in 1900. I have the figures, but I will not read\nthem now, because they are lengthy.\nWe started in 1900 with the evening\nschools.\nWith that large alien population up there, all the people we could\nget interested in the idea of learning the English language were one hun-\n\n"}
{"page": 932, "printed_page": "910", "text": "910\nee\n\nener\n\nNaTIONAL EpuUCATION ASSOCIATION\now\nBS\nEUENE IN CONE\n\ndred, and some of them were not even aliens, but Americans who wanted\nSo we dribbled and drooled along, with 110 the\na little improvement.\nand 268 the next year. With the year 1907\nnext,\nthe\n155\nyear,\nnext\nthere came to the schools in Gardner a man from Manchester, New Hampshire, Ralph Fitz, assistant principal of the high school, who took charge\nHe found that the night schools were not getting\nof the night schools.\nthings done in the night way.\nSome of the men were anxious to pea citizens of the United States;\nand so, outside of school hours, at odd times, at the factories and other\nplaces, he got them together, made out first and second papers of citizenship,\nput them through their paces to pass the Federal test, and was instrumental\nin helping them to become citizens of the United States.\n\nThe night school record, under Fitz, went from 303 up to 557—just by\nshowing a little interest in the alien.\nThen the war came on and calls for troops were made, and we found\nthere were 700,000 men in the draft who could not read or write English;\nand of the men who went from Gardner some could not understand “Halt,”\n“Fire,” “Load”; some could not read an order.\nWe began to wake up,\nand with other people, make up our minds that we were going to tackle\nthe matter in a proper way.\nWe set up an Americanization program which\nhas for its purpose—\nFirst, to break down the language barrier which prevents us from communicating our ideas to our alien friends and prevents them from communicating theirs to us.\nSecond, to lay on their shoulders the mantle of citizenship.\nThird, to instruct them as fully as possible in the patriotic traditions and\nhistory of this country, and relate that history and tradition, if we could\nlearn how to do so, to the history of their native countries.\nFinally, to give them a night school that provides further opportunity for\nself-improvement.\nWe have a vision of a great auditorium in our town,\n\nto be erected as a memorial to the men of all races who gave their lives\nunder our flag to make the world a better place to live in, in which we can\nassemble our alien neighbors, on Polish night, or Swedish night, or Italian\nnight, and there let them give expression, dramatic, literary, musical; in\ntheir own language, or ours, make their cultural contribution in their own\nway to the town of Gardner.\nWe must contemplate building up in the alien a love for this country,\n\nwithout asking him to lose his love for anything that is decent and good\nin his own.\nIn making out that program and attempting the Americanization work\nin Gardner and conducting the night school work, under the twenty-five\nor thirty teachers trained by Mr. Mahoney and his assistants, we have\ndiscovered that teaching the alien is a somewhat different job than we\nthought.\nOne night-school teacher, not well equipped to handle the work labored\nlong and patiently with a fine-looking, fair-haired alien. using common,\n\n"}
{"page": 933, "printed_page": "911", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n911\n\nordinary beads, on a rod, moving two beads over, then two more beads over,\nand trying to teach him that two and two makes four. This young fellow\nwent away, and never came back. A year or two later one of us happened\nto meet him on the street and asked, ‘“Didn’t you once go to the night\n\nschool ?”\n“Sure,” he answered, speaking English as we hear it most spoken.\n“What did you give it up for?”\n“Why,” said he, “I went down there and that teacher tried to teach me\nthat two and two are four. ‘That disgusted me! it was insulting. I am\na graduate of Gutenberg University, a civil engineer, and I have forgotten\nmore about mathematics than she ever knew.”\nWe found out, if you please, that our alien friends knew the facts of\nnature, of mathematics, and of science, and that we were insulting the intelligence of a great many of them, by trying to teach them some things of\nwhich they knew more than we did ourselves.\nSo we changed all that.\nNow we have a special corps of teachers, with special textbooks.\nWe try\nto have every one in the schools feel they are not being belittled, but are\nbeing helped to be more useful to themselves and to us.\nIn a word, appreciation, instead of depreciation, is the guiding principle which controls the\napproach we are trying to make to the alien’s heart and mind.\nWe made a survey of the town, with a view to locating all non-English\nFirst we took a street list, and by checking it with the\nspeaking adults.\nthat a great many of the people living in our town\ndiscovered\nlists\nvoting\nwere not voting citizens, and whenever possible found out the reason.\nWe discovered two or three streets on which there did not live one single,\nsolitary citizen of the United States; we found other streets in which the\npercentage of non-citizenship was 90 per cent, 80 per cent, 60 per cent.\nWe went to every factory in town and discovered how many non-English\nspeaking people there were there, and how many they had employed there\n“Then we went\nwho could not read and write English, and got their names.\n\nto the pastors of the churches, had sermons preached, and had the story\nof the Americanization plans and purposes communicated to these people.\nWe went to the manufacturers and induced them to codperate, by opening\nschools for their employees in the plants, and thus prepared to gather the\n\naliens into our schools.\nWe have now in operation in that little community of 16,000 people,\n30 factory classes, teaching English and citizenship, with 420 people attend-\n\ning these classes two days in the week, after they get through their day’s\nwork. In this slack time, when the men in the factories are working but\nthree days a week, we have school just the same; and if there is no work,\nthe men come to school at the factory, whether the factory is running or not.\nIf there are any absences from the factory school, we make note of the\nfind\nfact, take the names and next morning some one goes to the house to\n\nout why John Zobeiski didn’t come to school. Whether it is a school for\nat home,\n-Americanization or a school of the ordinary kind, in the church,\ngood\nor anywhere else, it is going to fall down unless you have a thoroughly\n\n"}
{"page": 934, "printed_page": "912", "text": "912\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nfollow-up system.\nAll the alien needs is a little encouragemens, to keep\nhim on the job; but if we don’t have somebody follow him up all the time,\nthe night school closes.\nWe have two mothers’ classes, one in the Young Woman’s Hebrew\nAssociation, the other for French Canadians.\nWe have a class for men in\nthe French Canadian Club.\nMost wonderful of all, we are negotiating,\nat their request, with the Finnish Socialist Club, about setting up an Americanization school for the club.\nWe have tonight in the schools of Gardner, in Americanization alone,\n620 people; and 906 people, all told. You may be sure that we are gratified; but we are not satisfied.\nI have the confidence to believe that some\nday Gardner will be a community where every man will be able to say that\nat some time in his life he had an opportunity offered him to become a citizen of the United States. We intend to make it impossible in our community for any alien to ever say he was not given a fair chance in the United\nStates of America, by the town of Gardner.\nWell, is the game worth the candle?\nIs it worth doing? What do we\nget out of it? That is a perfectly practical, New England question.\nWhat do we get out of it?\nNext to the matter of doing something for the other fellow, have you\nthought of what these alien friends of ours represent in the world of men?\nEvery nation, in the beginning, has some fundamental principle which\ndetermines the extent of its contributions.to the world’s welfare.\nIn\nPalestine it was religion; in Greece it was culture; in Rome it was law;\nand the history and the development of our own country clearly demonstrates that in America it was the enfranchisement of mankind.\nThere is\nno nation, certainly no civilized nation, with a history so barren of\ngreat\nevent or stirring movement calculated to affect the thought and manners\nof mankind but has contributed something at least to the sum total\nof the\nworld’s welfare.\nThe last immigrant who landed on Ellis Island today is\npotentially the greatest man of his race.\nThe population of this country represents a cross-section\nof the peoples\nof the earth.\nMen of every race, from every clime, are here, each bearing\nthe peculiar gift of his people—their culture, art, music,\nlaw, literature—\nready and willing to lay it on our altar.\nHave we received the gift in the\nspirit in which it should be accepted?\nHave we not been passing by our\nalien neighbors, without much knowing or caring who\nor what they are or\nhave?\nI am afraid so; and we have been missing glorious\nopportunities of\nself-improvement by a social contact with men who\nrepresent much that is\ngood and true and beautiful in this world of ours.\n' I am going to take the liberty of introducing\nto you some of your fellowcitizens and ask if you do not see in them somet\nhing you have never seen\n\nbefore.\n\nFirst, let me introduce Jean Baptiste Le\nBlanc, French Canadian citizen,\nwho came out here thirty or forty years\nago from old Quebec, to work in the\nmills at Lowell, Lawrence, or Fall River\n; brought out here his peculiar\n\n"}
{"page": 935, "printed_page": "913", "text": "DEPARTMENT\neee\n\na eA\n\nen\n\nOF IMMIGRANT\n\nfis be\n\nEDUCATION\n\n913\n\nee\n\nbeparochial system, lived by himself with his few friends and neighbors,\nbarrier.\nlanguage\na\nby\ny\ncommunit\nthe\nof\nrest\ncause he was shut off from the\nIt is very convenient, I know, to think of him and others like him as\nnothing but workers in the factories, spinners and weavers in the mills,\nWhy not think of them in the terms of the\ndwellers in the tenements.\nthe\nsecond generation—as great lawyers, merchants, bankers, judges upon\ntheir\nof\nterms\nin\nthem\nof\nthink\nbench, governors of States? Why not\ngreat history? ‘The great-great-grandfather of Jean Baptiste Le Blanc\nsailed into the waters of St. Lawrence Bay, and founded the trading settleEngments at Quebec and Montreal long before there was a permanent\nbirchthe\npaddled\nancestors\nhis\nof\nOne\nEngland.\nNew\nin\nsettlement\nlish\nbeautiful\nbark canoe which bore Champlain out on to the waters of that\n““coureur\na\n,\n“Voyageur\na\nwas\nAnother ancestor\nlake which bears his name.\ndown\nLakes,\nGreat\nthe\nthrough\nMarquette\nde bois,’ who went with Father\nat\npresent\nwas\nand\nMissouri,\nthe\nup\ni,\nMississipp\nthe\nthe Illinois River,\nwhich\nnames\nMary’s,\nSt.\nPaul,\nSt.\nJoseph,\nSt.\nLouis,\nSt.\nof\nthe naming\nraised the\nmark the spots in the wilderness where Christian missionaries\nYou\nrace.\nheathen\na\nof\ncross of Christ toward heaven for the salvation\nBlanc.\nLe\nBaptiste\nJean\nknow\nyou\ndon’t know your fellow-citizens unless\nblueLet me present John Anderson and Olof Erickson, fair-haired,\ncitizens.\nan\nNorwegi\nand\nSwedish\nNorth,\nthe\nof\nsons\neyed, pink-cheeked\nthe navy,\nOf course, we used to think of them as nothing but ‘‘gobs” in.\nthat is\nBut\ndocks.\nworkers on the fishing fleet, or “Jumpers” around the\nin\nthem\nof\nthink\nnot\nWhy\nnot quite fair to these two wonderful peoples.\nwho\nhall\nthis\nin\nman\na\nnot\nis\nThere\nthe terms of what they really are?\ng that\nwould wish to display his ignorance of modern literature by admittin\nNorth,\nthe\nof\nVikings\nthe\nwere\nancestors\nTheir\nIbsen.\nhe had not read his\nrepubunique\nits\nof\nfounders\nIceland,\nof\nrs\ndiscovere\nseas,\nseven\nthe\nof\nsailors\nfive\ntower,\nround\nlic, explorers of the Virginia Capes, builders of the\nborn.\nwas\ns\nhundred years before Christopher Columbu\nOh, what\nLet me present to you John Druzinski, modern Polish citizen.\nin subheld\ndown,\nd\ntrample\nover,\nrun\nhad;\nhave\na terrible time his people\ne\nlanguag\nGerman\nthe\npoke\nto\ntrying\ny\nGerman\nyears;\nof\ns\njection for hundred\nmore\ng\nbecomin\ndown their throats for forty years, and they surviving and\nthe heliocentric\nPolish than when this began! Copernicus, discoverer of\nof Kosciusko,\nheard\nnot\nhas\nWho\nsystem, was a Pole, born in Cracow.\nthe greatest\nnot\nis\nand\n;\ngton\nWashin\nto\nand Count Pulaski, aide-de-camp\nt of\npresiden\nfirst\nski,\nPaderew\nthan\nother\nnone\nmusical genius of the age\nc?\nthe Polish Republi\nCosmopolis,\nLet me present another group: Luigi Limbardo and Alexis\nand the\nGreece\nwas\nmodern Roman and Athenian citizens; “the glory that\n\nI know it is easy to think of the Italian as\ngrandeur that was Rome.”\ncrawls under the\nthe “wop” and the “dago,” that shovels in the trench,\n\nof the sensational\nriver, labors on construction work, and fills the columns\nof the Greek\nthink\nto\neasy\nis\nIt\nbrawls.\ny-night\nnewspapers with his Saturda\ndown the\ndrive\nyou\nwhen\nway\nyour\nin\ngets\nwho\nman,\nas the push-cart\navenue in your T'win-Six.\n\n"}
{"page": 936, "printed_page": "914", "text": "914\n\nNatioNnaL\n\nEpucation\n\nAssociATION\n\nBut the little Italian boy, shining your shoes at the station, has been on\nthe Grand Canal at Venice, has seen the beauty of Florence, and stood\nawe-inspired before the majestic grandeur of Rome.\nThere may be coursing in his veins the blood of Virgil, Horace, Cicero, Michael Angelo,\nor\nany one of the thousands of those who bore magic Italian names;\nand who\nknows but that the little Greek is a descendant of Homer,\nAlexander,\nPlato, Socrates, Pericles, or of any one of many mighty Greeks?\nThese\npeople were civilized, had law, organized government,\nart, music, letter\nculture, and a place in history, when your ancestors and\nmine were barbarians in the forests of Northern Germany, or offering\nhuman sacrifices\nto an unspeakable god in the swamps of England or Ireland.\nFinally, let me presentto you Solomon Levy, Jew of\nJews, from Russia,\nPoland, Austria, or God knows where.\nHas any race ever been persecuted\nas his has been? For nineteen hundred years the hands\nof men who ought\nto have known better have been against him. Oh,\nI know it is very easy\nto think of them as ragpickers, and junk dealers,\nand offensive persons in\nthe dining cars.\nBut why not think of them in the terms of their\nachievements ?—the greatest bankers in the world, the greates\nt merchants in the\nworld, the greatest manufacturers in the world—\na race which produced,\nin Abraham, the greatest single leader any people\never had, and in Moses\nthe greatest lawyer. Out of the loins of this race\ncame the light and hope\nof the world.\nThey belong to the very best of the human family.\nTheir\nancestors stood on the hills of Jerusalem and\ncommuned with God.\nThese and many others I have no time to mentio\nn are our fellow-citizens,\nAll we need to make them what we would\nlike to have them be is vision,\ntolerance, and a little money.\n‘They come, as we do, from the hand\nof\nGod, and they go, as we do, to the grave.\nWhy not join hands with them,\nand by coéperating with them, build\nup on this continent what this\ncountry really ought to be—the greatest\nrepublic the world has ever seen?\n\nSOCIALIZING\nETHEL\n\nTHE METHOD,\n\nRICHARDSON,\nIMMIGRANT\n\nASSISTANT\n\nCONTENT,AND\n\nSTATE\n\nEDUCATION,\n\nSUPERINTENDENT,\n\nSACRAMENTO,\n\nPROCEDURE\nIN\n\nCHARGE\n\nOF\n\nCALIFORNIA\n\nIn the history of the world there has\nprobably been no more eventful\nperiod than that through which most\nof us have lived who are attending\nthis National Education Association\nconvention.\nWe have seen evolution\nand revolution, industrial, economic,\npolitical, and social. We have\nwatched the world change from hand\n-made to machine-made.\nThere is\nno field of adventure, endeavor,\nor thought in which there have\nnot been\ngreat discoveries. There has been\nno change which is more significant,\nfor\nthe future of society and civilizati\non than the recent developments\nin\nthe\nfield of education.\nWe are fortunate to be living, teach\ning in an age when\nwe can see the dawn of\nan era of a real education\n\nas important\n\nas the\n\n"}
{"page": 937, "printed_page": "915", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n915\n\ning\nLeaders of thought for many years have been attempt\nRenaissance.\nogical\npsychol\nthem\ng\nto intrigue the common sense of educators by showin\nthan by developing\nreasons for teaching a child by developing him rather\nIt is\ndeaf ears.\non\nfell\nwords\nFor the most part their\nsubject matter.\nhave\nwe\nthat\nDewey,\nJohn\nof\nhip\nleaders\nthe\nonly in our own time, under\nlife.\nand\non\neducati\nof\noneness,\nthe\nstill\nbetter\nship,\nbegun to find the relation\ndevelop\ning\nthe surpris\nWith the increasing complexity of existence, and\nhuman\nof\nvolume\nthe\nment in the facilities for disseminating knowledge,\nto the next has so exexperience to be transmitted from one generation\nentire body of knowlthe\nSince\nry.\npanded that selection becomes necessa\n\nof the race, could not\nedge, skills, and attitudes, the cumulative possession\na need for wide difped\ndevelo\nthere\nual,\nindivid\neach\nbecome the heritage of\nto be obtained in the school,\nferentiation. For that part of education which is\noften discard what was\nwe have been compelled to evaluate, appraise, and\nrecognize that the imto\nWe have come\nonce regarded as indispensable.\ndepends for its value\nbut\nt\nimplici\nnot\nportance of any bit of knowledge is\ns it. Hence the\nemploy\nwho\nual\nindivid\nlar\non its usefulness to the particu\none generation to another\nmethod of passing on human experience from\n\npossible the contact with\nhas changed from pouring in facts to making\na need for them and can\nthose facts at a time when the individual feels\nto put them to social\norder\nin\nmake them a part of his own development\nom and the teacher\nclassro\nthe\n;\npassive\nuse. ‘The student has ceased to be\na richer and more\nnce\nexperie\ncan\nhe\nwhich\nin\nare merely.the environment\nintense life.\ntherefore wants education\nAmerica is striving to create a democracy and\ndemocracy demands that\na\nfor\nEducation\nthat does not produce docility.\na good citizen, with a\nbut\npupil\nthe product of the schools be not a good\nMuch is said lately\nons.\ndecisi\nt\nenden\nindep\ncapacity for wise judgments and\nproduction of citizens. That\nabout the business of the schools being the\nIt is\nof the State is maintained.\nmay be true provided no narrow idea\nwhich\nlife\nof\nss\nrichne\nfor\nonment\nthe business of the schools to create envir\ndoes, has to suggest succeeding\n“depends upon the tendency, what one\nto give opportunity to those\nschool\nIt is the business of the\nactivities.”\nintegrity, not through showand\nteness\nwho attend it for achieving comple\nng them how to think. It is not\ning them what to think but through showi\nthe pattern or the cast, or to set\nthe business of the school to determine\n\nthat they may fit any particular\nup any limitations for its pupils in order\neach individual is developing to\ntheory of education or the State. When\nut fear for its citizenry.\nwitho\nbe\nhis own greatest capacity, the State can\nples to which the school\nprinci\nl\ntiona\neduca\nThese in brief are the broad\nnition of a theory, however, or\nis attempting to reshape itself. The recog\ndifferent from discovering the\nthe logical rightness of a principle, is vastly\nbe made to function, particularly\nvehicle by means of which the principle can\nso large and long-established an\nwhen the application must be made to\nthe machinery and equipment of the\norganization as the public school. All\ner end. All the arrangements of\nschools has been devised toward anoth\n\n"}
{"page": 938, "printed_page": "916", "text": "916\nNATIONAL\ne\n\nEpucaTIon\n\nASSOCIATION\n\ne\nEE\nEOE\nTRE\n\neee\n\nthe schoolroom and the teacher are predicated upon the idea of pupils\nas\nplastic and passive, molded by a superior being who in every instance\nis\nbetter able to decide, to make choice or judgments concerning\nboth their\nimmediate and remote needs. ‘To find specific ways in which\nthis hidebound system could be bent to carry out the accepted principles\nhas been\nthe task of all the great teachers of our generation. ‘The\nfact that the\ndevices and methods which have been suggested as a means\nof effecting\nthe practical application to the classroom of these general\nprinciples of work\nhave been seized upon by the superficial as an end in\nthemselves, by no\nmeans lessens the importance of the contribution.\nUnintelligent teachers\nhave misused valuable methods because they failed to\nunderstand their purpose, but they have sometimes cleared the way for\nintelligent use of the\nsame tools by the more discerning who regard each\ndevice as a step towards\nthe discovery of another which will be more\neffective.\nAmong the methods that have been proposed\nto give the child greater\nopportunity to gain experience rather than learn\nfacts, the most important\nare the project and the socialized recitation,\nA wealth of material can be\nfound on these two subjects, written both\nby those who have followed scientific methods and those who are eager to\nuse “catch words” as substitutes\nfor thought. ~ The significant principles\nwhich the project method attempts\nto embody are (1) that learning must be\nan accompaniment of pleasurable\nactivity, and (2) that the activity must\nhave purpose in the mind of the\nindividual.\nProvided these two conditions are presen\nt the individual can\nmake the efforts of the school room\na part of himself.\nThe socialized\nrecitation is in a sense an aspect of the\nproject method.\nThe most successful projects are those\nin which groups of children are\nengaged together, sharing one another’s\nexperience and each profiting by\nthe successes and failures of the other\nmembers of the group.\nOnce such\na vital project is undertaken the teach\ner becomes a less important factor\nin\nthe classroom.\nShe is there for reference and consu\nltation, but not for all\nthe initiative and leadership to be\ndisplayed.\nThis is equally true whether\nthe. project be of the more manual\nsort, such as making a doll’s house\n, or\nhouse, or a drill which would\nmake possible the dramatization\nof a story\nwritten about the doll’s house,\nWhatever the project, its succe\nss depends\nupon the self-activity of the pupils,\nThis is as far removed from\nthe first interpretations of the\nsocialized\nrecitation, where one child was\nsubstituted for the teacher andfollowed the\nold question and answer method\nwith less technique than the teac\nher, herself, might have done. In\n\nthe real socialized recitation\neach individual\n\nhand.\nMoreover, there are impl\nications in the Project met\nhod which\nlead the group from the som\newhat artificial surroundings\nof the school room\ninto the world outside.\nThis project, as Kilpatrick\nsays, “A unit of the\nworthy life.” Charles Pend\nleton, of the University\nof Wisconsin, says\n\n"}
{"page": 939, "printed_page": "917", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n917\n\nthat the recitation as usually conducted is a failure because “it fails to\nIn contraestablish a microcosm resembling the real world outside.”\nmodified\na\nentirely\nnot\nis\nrecitation\nsocialized\n“The\nthis,\nto\ndistinction\nrecitation, or any recitation in the conventional sense, but a substitute as\nIt is not\nIt becomes an attitude of the school.\na class room procedure.\na method, but a point of view.”\nUnder the old system we had courses in hygiene and sanitation in which\nthe pupil learned from a book certain facts with regard to the spread of\nAs facts, it was\ndisease, or the necessity for proper disposal of waste.\npossible for information to remain entirely outside the experience of the\nWith\nchild and to have no valuable effect whatever upon his behavior.\nmake\nto\nled\nbe\nwill\nschool\nhigh\nthe project method certain children in the\nthem.\nto\nimportance\nassume\nwill\nliving\nhygienic\ncertain discoveries whereby\nThis might be through becoming aware of the fact that the part of the\nschool grounds used by their own class was less or more tidy than the other\npart of the school.\nBecoming conscious of a condition is a step toward assuming some responsibility with regard to it. It would soon be easy to lead the class to a study\nfrom\nof causes of sanitation and insanitation, which apply to the school and\nwould\nchild\neach\nproject\na\nsuch\nIn\ncity.\nthe\nand\nhood\nthat to the neighbor\nWithout a combined effort of\nfind his own place as his interest dictated.\nthe entire group the project would fail and the interplay of knowledge\nindividual.\ngained would be infinitely greater than the experience of any\nwhole\n“The\nthat\nsays,\nDewey\nas\nsort,\nIt is through relationships of this\nparts.”\nits\nall\nof\nis greater than the sum\nbeen\nMuch experimentation and a considerable amount of writing has\nappliLittle\ndone on this subject in the field of the education of the child.\nabove or the\ncation, however, of either the general principles enunciated\nmade con-'\nbeen\nhas\nresults,\nmethods by which those principles can realize\nspecific\nlittle\nbecause\npartly\nHere,\ncerning the education of the adult.\nmatter\nsubject\nthe\nbecause\npartly\nand\nteachers,\nto\ntraining has been offered\nis\n‘This\nprevail.\nstill\nmethods\narchaic\nmost\nthe\nis as yet undetermined,\nthe\nin\nnt;\nthe immigra\nparticularly true with reference to the education of\nwith the problem of\n(1)\nitself\nconcerns\nn\neducatio\nthat\nbecause\nplace,\nfirst\ned of all the\nintrench\nmost\nthe\nteaching languages and the languages are\ntradition and\nclassical\ntheir\nto\ndue\nis\nThis\nsubjects in the curriculum.\nstudy has\nlanguage\nour\nof\nmuch\nwhich\ne\nthe theories of formal disciplin\nas much,\nis\nthere\nthat\nclear\nremains\nit\nless\nNeverthe\nused as a bulwark.\nProchild.\nn of the\nif not more, need for reform here than in the educatio\nion\nAssociat\nWorld\nthe\nof\nfessor Albert Manbridge, of England, Chairman\nof\nout\nis\nn\neducatio\nadult\non Adult Education, said that it is now clear that\nof\nqualities\npeculiar\nwith\nmaterial\nits swaddling clothes; that it requires\nend\ns—‘‘the\ntextbook\nin\nfound\nnot\ny\nfreshness, directness, and simplicit\nHe would\nsatisfaction.”\nof adult education is more than bread and butter\nthings.\nhigher\nfor\nhunger\ncreate\nwould\nit\nif\ncks\ngive a course on broomsti\nion\nmentat\nexperi\nfor more\nIt still remains for some one to devise means\n\n"}
{"page": 940, "printed_page": "918", "text": "918\n\nNatTIonaL Epucation\n\nASssocrIATION\n\nin this field so that educational theory can be applied to the night school\ncurriculum for foreign adults. The night school has two fundamental tasks\nor rather there is one problem which incorporates within itself a lesser\nproblem: namely, making possible free communication between the foreignborn and his American environment.\nEstablishing such communication in\nits largest aspect, is the orientation of the individual in the social group.\nIn a lesser way it is giving him the tool which makes that orientation possible for the first medium of communication is the common language.\nIn\nthis the teaching of English tothe foreign adult differs from modern\nforeign language-teaching in the secondary schools or universities.\nIf the\n\naim of the latter has been to establish a closer relationship with the people\n\nof the language studied, the methods pursued have not revealed that aim.\nOn the other hand, all of the assistance which the directors of immigrant\neducation have had in attacking the inadequate character of the teaching\nhas come from such scanty material as can be found on the subject of\nmethods of teaching a modern language.\nIn the beginning either the\n\nmeans which were used to teach Latin and Greek, or those employed to\n\nteach reading to the primary children, were found in practically\nall of\nour night schools. An impetus, given by the war, to greater\nexpansion\nof the night school program came at about the same time as\nthe revolution\nin the traditional methods of teaching French or German\nor Spanish in\nthe high schools. As with the project method, mere devices,\nformulated\nby the modern language specialist in an effort to discover\na more natural\nmethod of learning a language, have been seized upon\nby the poorly trained\nteacher of adult immigrants as a carry-all for teaching\nEnglish.\nThe larger benefits of the project method and the socializ\ned recitation,\ngained by those who understood their use, have never\nbeen shared by the\nschool for foreign adults.\nEven where the teacher has eliminated the\nbéte noir of language instruction—namely, oral reading\nand grammatical\npresentation, she still maintains her place as the\ndictator rather than the\ncompanion of her pupils. After visiting English classro\noms all over America I find that the old discarded system still\nprevails in most instances—\na little effort at desultory conversation, and\nthen the book.\nSometimes\nthe book is a lesson specifically written around\nthe interests of the group.\nOftener it is the text prepared with little science\nand with no relation to\nthe particular class. The real purpose of\nthe school is forgotten—the\nestablishment of modes of communication betwee\nn the foreign adult and\nhis American life. The dictatorship of\nthe teacher prevents that one\nactivity which would contribute to the accomp\nlishment of this real purpose—namely, practice in the art of speakin\ng the language.\nAll language teaching in his native tongue\nfor the American child has\nbeen encumbered with over-emphasis on\nreading and writing.\nThe capacity\nfor fluent oral expression, which is probably\nthe acid test of education, is the\npossession of very few. The necessity,\ntherefore, for assiduous effort in\ndiscovering a classroom procedure in which\nas little as possible of the\nvaluable time shall be absorbed by the\nactivities of the teacher and as much\n\n"}
{"page": 941, "printed_page": "919", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n919\n\nas possible given to the class, is obvious.\nBeyond this, it is important that\nthe time devoted to the activity of the pupil will have purpose for him\nwhich will give him a desire for self-expression and will eliminate selfconsciousness.\nProbably the poorest place in the world to teach a language\nis in the ordinary schoolroom.\n‘There is so much more involved in language\nteaching than the acquisition of new symbols for old concepts.\n‘There is\nthe entire past experience tied up to the old symbols. They carry an\nemotional connotation which has more to do with the meaning than their\nexact relation to the imagery which they may call up. ‘Therefore, to\nattempt to substitute a new symbol unstrengthened by the habits and attitudes of the past in an atmosphere devoid of interest and most suggestive\nThe foreigner comes to\nof hard work, makes the task almost impossible.\nfor the new language.\nneed\ntremendous\na\nby\nhis English class motivated\nbetween him and the\ncontact\nof\npoint\nonly\nthe\nand\nasset\nonly\nThat is his\nteacher. All the other factors are against his learning. The strangeness\nof his surroundings, the inappropriateness of the school room, and the\nentire disturbance of his emotional life reader him unfit for the learning\nTherefore, the teacher’s most important task is to create in that\nprocess.\nsense of\nclassroom an atmosphere in which the pupil loses not only his\na task.\nundertake\nto\ncome\nhas\nhe\nthat\nbelief\nhis\nbut\nfatigue and shyness,\nchild\na\nthat\ntrue\nis\nit\nIf\nremoved.\nbe\nmust\ntask\na\nof\nidea\nThe whole\nmore\ninfinitely\nis\nlearns most while engaged in pleasurable activities, it\noften been\ntrue that a foreign adult can supplant the language which has\nof new\nacquisition\nthe\nwhen\nonly\nthe most cherished possession of his race\nintercourse.\nsocial\nabsorbing\nin\nspeech habits is secondary to his participation\nexperimentation\nSpecifically how this is to be done is a matter for much\nall that conabandoned\nhave\nwe\nrate,\nany\nat\ntheory,\nIn\nand long striving.\nlife\neveryday\nthe\nto\ntent of material which does not bear a direct relation\nprinciple\npedagogical\na\nWe have furthermore established\nof the foreigner.\nshould precede reading\nthat in learning a language, hearing and speaking\nare devoting a larger\nteachers\nbetter\nour\nand writing. Therefore, all of\nand writing.\nreading\nto\nless\nand\nless\nand\namount of time to talking,\nping language in\ndevelo\nof\nmethod\nGourin\nthe\ns\ncation\nIn its many modifi\nour most common vehicle\nseries with the emphasis on verbs has become\nin\nIt has undoubtedly served a splendid purpose\nfor language teaching.\nthe\nof\ninstead\nmethod\nreal\nwith\noffering one way of using oral English\nns against classical procecasual conversations, which were the first reactio\n\ndure.\ntely destroys the naturalOn the other hand, if used very much it comple\ne in that it emphasises the\nness of the group and is particularly objectionabl\nSo long as this relationship prevails, there will\nteacher-pupil relationship.\npupils of their immediate needs\nbe little or no expression on the part of . the\ning\n\nthose desires are receiv\nand desires, or of the degree of satisfaction which\nJ\nin the classroom.\nng\nteachi\nof\non the methods\nThis paper does not pretend to offer a treatise\nDr.\nby\nr\nchapte\nd in the\nEnglish. This subject has been so well covere\n\n"}
{"page": 942, "printed_page": "920", "text": "920\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nGoldberger in The Schooling of the Immigrant that further discussion is\nunnecessary.\nWe are concerned here, not so much with the technical\npresentation as with those classroom attitudes which make possible the\nfunctioning of the technique.\nCertain definite rules may be followed with\nsuccess: (1) Let the pupil determine and express his own needs; (2) Serve\nthe pupil’s immediate needs rather than those more remote, even though\nthe latter be more important; (3) Provide a regular channel through which\nthe pupil’s expressed desires may come to the teacher; (4) Establish a\nmethod by which the pupils can test their own progress; (5) Find a substitute for the play situation in which children learn a foreign language\nso easily; and (6) Have activities in the school that will carry over into the\nlife outside the school.\n1. A special study should be made of each pupil as he enters the school\nroom.\nThe arrangement found in many night schools is the usual questioning concerning name, address, and other categorical inquiries which have\nlittle to do with the causes for the student’s attending school, or with the\nthings which he hopes to accomplish.\nThis accounts in large measure for\nthe inadequacy of the grading in most of our schools.\nIn many instances,\nthere is no one free to make this fundamental examination of each student.\nIt is, therefore, very important that every night school have a principal\nwhose main concern is not with record keeping, and other clerical\nwork, but\nwith the social relations of the pupils.\nIn many instances it will be necesSary to use an interpreter and carry on an extended interview,\nperhaps over\nseveral evenings, before a student is properly classified.\nWhen such classification is made it may be possible that there will be no grade\nwhere the\nparticular service desired can be rendered.\nIn this case, it should be the\nduty of the principal to give the necessary individual instruction\nto satisfy\nthe wants of the newcomer.\n2. A night school which is teaching the English languag\ne in general,\nand not supplying the particular lack which the student recogni\nzes will not\nkeep the student long enough to interest him in the aims\nwhich the school\nhas determined upon.\nDewey says, ‘A man must know many things which\nseem useless to a child: teach a child what is of use to\nhim as a child, and\nit will take all of his time.”\nThis is just as true, perhaps more true, in\nthe teaching of a foreign adult.\nIf we teach him what he needs at the\nmoment, the meeting of that need will create other needs\nto be satisfied.\n3. It is not enough to determine upon the classification\nfor each student\nas he enters.\n“There must be a permanent arrangement for him\nto make\nhis wants known.\n‘This can be done where a night school council,\nmade\nup of representatives from each class, meets\nregularly with the principal\nand teachers to discuss the classroom activities,\nsuggest new material in\nwhich the students are interested, and to report\non devices which have been\nused and found helpful in increasing the speaking\nability.\n4. It has been discovered that the child learns\nmore readily when he\nunderstands the purpose behind each task and\nacquires each new skill as\na tool in the successful completion of a self-in\nitiated activity. It is all the\n\n"}
{"page": 943, "printed_page": "921", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n921\n\nmore important, therefore, that an adult mind should not be expected to\nChildren are always\nwaste time doing things without knowing the reason.\nhappy to check on their own progress and to discover their increased power.\nProvided the proper conditions are created, the adult is much better fitted\nthan the child to measure his own progress.\nDuring the past year a most successful class has been conducted in an\nevening school where the students fully understood the teacher’s methods\nIt had been previously\nand cooperated with her in making them a success.\ndetermined by the teacher, through careful experimentation, that the average night school student could increase his vocabulary at the rate of about\nsix new words a day, and could increase his capacity for correct usage by\nJust what this\nnot more than two new problems of grammar or syntax.\nvocabulary would be was determined by a careful study of all the members\nLessons of a theme charof the class, with the help of the interpreters.\nMembers of a\nacter were then prepared, incorporating that vocabulary.\nability to\nanother’s\none\ntest\nto\nwhich\nclass prepared questions outside with\nown\ntheir\ntest\nto\nand\ncombinations,\nnew\nin\nuse the acquired vocabulary\n‘This\ninvolved.\nproblems\nstructural\nthe\nwhich\nidioms\nthe\nof\nunderstanding\nselfcorrective intercourse was so stimulating that fear of losing the daily apportionment made the attendance on the class almost perfect, and where\nabsence was necessary an effort was made to get the new lesson before\nIn the same way the students reported their increasing ability\nreturning.\nto make themselves understood in specific situations outside the classroom,\nand asked for assistance in saying correctly those things which they had\nsaid with difficulty.\n5. To find a substitute for the play situation in which the children learn\na language so easily is by far the most important point in the procedure\nrather\nand has to do with making the language a part of the individual,\nlearn.\nnever\nthan an awkward tool whose use he can\nnonThe problem is simple enough when it comes to the child. When a\npower\nthe\nwithin\nentirely\nis\nit\ngrade\nfirst\nthe\nenters\nchild\nEnglish speaking\nthe strange\nof any teacher to remove his handicap and make him at home in\nchildren\nmany\nso\nIn the light of this fact it is unfortunate that\nlanguage.\nnding\nundersta\nlife\nschool\nsit through one, two, and even three years of their\nUnthem.\nabout\nplace\ntaking\nare\nlittle or nothing of the activities which\nEnglish.\nlearning\nfor\nmotive\nno\nhas\nchild\nthe\ng\nlike the adult, in the beginnin\nhe enters school.\nHis mother tongue has supplied all his wants up to the time\ndo this only by\ncan\nShe\nmotive.\nsupply\nto\nteacher\nthe\nof\nIt is the business\nand where his\ntalk\nto\ncreating a situation where he is desperately anxious\nplay situation.\nthe\nis\nThis\nmother tongue will not communicate his ideas.\ne in the\npresenc\n—his\ntalking\nfor\nAlthough the adult has all the motive\nthe\nsupplies\nseldom\nom\nclassro\nhe\nthat—t\nof\nschoolroom being assurance\nent\nconsequ\nthe\nand\nchild,\nthe\ngive\ncan\ngames\nand\nstimulation which the toys\nSo long as the English is used as an\nself-forgetfulness is never achieved.\nadult will never get\nexercise for acquiring language facility the foreign\nessence of all real\nthe\nis\nthe “feel” of the language (sprachgefiihl), which\n\nunderstanding.\n\n"}
{"page": 944, "printed_page": "922", "text": "522\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nJust how this is to be accomplished with the adult is difficult to say.\nIt comes nearer accomplishment in those schools which are highly social\nin character.\nI, myself, never saw it so well achieved as at one school\nwhere all the pupils were acting as host to the pupils of a neighboring school\nwho had been invited, with their teachers, to spend the evening and visit\nclasses. An effort was made to have each school interpret itself to the other\nschool by the spontaneous expression of the student.\nThe visitors were\nnot only newcomers to the community, but to this country.\nAll of them\nwere young Greek boys, and their hosts were Italians.\nEach class in the\nschool acting as host, had prepared a dramatization of some problem which\nits members had had on first coming to America, and they were bent upon\npointing a way to their guests by which their own difficulties could be\navoided. ‘This led to the Greek boys recounting some of their own experiences, particularly with regard to the problem of employment in which\nthey had all had much the same misfortune.\nAfter such consultation it\nwas agreed that both schools would set about to find ways by which these\ntrying situations could be eliminated.\nThe sympathetic sharing of experience, and the new companionship, as well as the prospect for working together, overcame many language difficulties while presenting language problems for future solution.\n6. When such an atmosphere can be created in the schoolroom it is not\ndificult to obtain a close relationship between the schoolroom and\nthe\ncommunity.\nIt is in the achievement of this last aim that the implications\n\nof the fundamentals of adult education are carried. So long as the\nnight school is merely a group of classrooms, organized ever so efficiently\nfor the teaching of language, it has met only the smallest part of its\npublic\nobligation.\nIt is the business of the night school to create an environment\nin which the pupil can live an American life. It is often said\nof us that in\nspite of our effort to be a democracy, we have as yet organized\nno institutions which are training for democratic living. The most\nflagrant violation\nof this ideal is in our penal institutions, where we are rather\ntraining men\nand women to be good prisoners than to be good, responsibl\ne citizens. In\na measure less obvious but none the less real, our evening\nschool, although\nit claims to offer training for citizenship, seldom makes\nany contribution\ntoward the greater participation of its students in American\nlife.\nThree fundamental changes will be necessary before\nwe can have this\nenlarged conception of the night school:\n1. Citizenship can no longer be narrowly conceived\nas preparation for\npassing naturalization examinations.\nIn many cases this has nothing to\ndo with citizenship, whatever.\nThe skill required to meet this test must\nbe added after the student has become an American\nin everything but word.\nThe ordinary naturalization class is the poorest place\nto train for citizenship.\nThe students, strained to memorize all the require\nd facts, are in no mood\nto be interested in the larger aspects of the\nquestion.\nIt would be like\nasking a college student, on the day before his\nfinal examinations, to spend\nhis time in drawing up a constitution of self-g\novernment for the student\n\n"}
{"page": 945, "printed_page": "923", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n923\n\nbody. The citizenship education in the night school should begin on the\nfirst night the pupil enters the school.\n2. The content of the language education of the foreign adult, once he\nis beyond the very beginning stages, should cease to deal with trivial suggestions used for language exercises, and should concern itself with the\nlarger ideas which are interesting to adult minds.\n3. The night school teacher should have broader contact with the foreign\n\npeople, on the one hand, and the American community, on the other. ‘To\nmake specific the meaning of these three suggestions I shall have to draw my\nillustrations from California, because it is the only field with which I am\nsufficiently familiar.\n_ (1) In order to make the night school a less scholastic institution and to\nhave it a real part of the life of its students, many of the schools in\n\nCalifornia have been organized as a club. This club undertakes all the\nresponsibility of running the school. “The Cosmopolitan Club of Berkeley,\nwhich is now eight or nine years old, is one of the most successful organizations of this type. Here the teachers and students are integral parts of the\nsame body, each rendering the service for which he is most fitted. ‘There\n\nis a committee of the students on attendance, which follows up absentees\nand keeps strict reporton the reasons for leaving school. ‘There is another\ncommittee on school activities, which has representatives from each class.\nThis committee makes suggestions concerning new courses of study and\nkeeps those courses which are in progress close to the interests of the student\nbody.\ne\nThere is another committee on entertainments which, with a committe\nwhich\nnight\nfrom the neighborhood, plans the Friday evening community\ninitiative\nhas become a regular part of the club’s activities. Through the\nfrom\nobtained\nbeen\nhave\nof the club, the speakers on all important subjects\nall\nto\nrelating\ndirectly\nquestion\na\nWhen\nthe University and elsewhere.\nlectures\nhave\nto\nnecessary\noften\nis\nit\nup,\nbrought\nis\nof the men in the school\nEvery public occasion and holiday is utilized to\nin several languages.\nto the nations of\nthe full, including those festivals and holidays belonging\nthe various countries represented.\nwalls a semOther schools have more nearly realized within the school\nng their\nextendi\nand\ncontacts\ntheir\nng\nincreasi\nblance of the world outside by\nship\nCitizen\nand\nEnglish\nthe\nin\ned\ninterest\nnot\nare\nservices to groups which\nof\ngames\nfolk\nand\ndances,\ndrama,\ncooking,\nsewing,\nMillinery,\nclasses.\nrather\ns\nactivitie\nother countries, when properly organized as neighborhood\nof the life of a comthan classes, make the school the important center\nin the past has been\nwork\nn\nmunity. The difficulty of most of this extensio\nmay be a woman’s\nking\ndressma\nin\nclass\nwith the way it was set up. A\nThe spirit and\nteacher.\na\nby\nrun\nclass\na\nsewing club or it may be merely\nrepresents.\ngroup\nar\nparticul\nany\ntype\nwhich\nshow\nthe attendance wil quickly\nenough to enable\n(2) As soon as the vocabulary of the foreigner is large\n\nthe acquisition of more\nhim to use his English for other things beside:\nthe content of English\nwith\nEnglish, the class should concern itself as much\n\n"}
{"page": 946, "printed_page": "924", "text": "924\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nas with the technique of modern language teaching.\nWhether it be speaking or reading or writing, both vocabulary and facility will grow through\ninterest in the subject matter.\nIn a large number of our night school\nclasses, we find the intermediate and advanced groups spending their time\nreading Fifth Grade histories and Seventh Grade geographies, which are\nwithout interest to the adult.\nHere is the best opportunity in the night\nschool for the use of the project method.\nSeveral interesting projects\ncarried out in schools in California this year have proved their value not\nonly as general education but as methods of teaching a language.\nOne excellent history project came from a study of the life of Columbus. A school club, largely Italian, was interested in utilizing Columbus\nDay for one of its regular entertainments in order to show the bond\nbetween Italy and America.\nIt was decided that a play would be given\ndramatizing important events in the life of Columbus and the discovery\nof America, in which each class would take its own part. The most advanced class prepared the material which the beginning class carried out.\nIn the other groups, committees were appointed who looked up particular\nevents and reported on them, and after the study had been carried\non for\nsome time a play committee was selected to write a dramatization.\nHistory,\ngeography, and citizenship were all taught by this project, as well\nas considerable understanding of the use of libraries for reference.\nAnother project carried on by a country school began with interest\nin\nthe problem of water supply for that district.\nThis was an irrigated\ndistrict to which the water had been brought many miles. The\nstudy of the\nprinciples of irrigation and the reasons for regulations wiped\naway a great\ndeal of local dissatisfaction and led to an investigation of\nlarge projects,\nsuch as the Colorado River and even the Panama Canal.\nIn the course\nof the study, comparisons were made of water supply in\nCalifornia and in\nthe home country, and a splendid opportunity was made\nfor a talk by the\nfarm adviser on proper care of the land with referenc\ne to water.\nBeside\nthe County Library, the students were forced to consult\nthe State Library,\nthe State Department of Agriculture, the Universi\nty, and several depart- ments at Washington, in order to understand\nthe whole question.\nSome\nof the findings of this class which would be useful\nto all the farmers in\nthe district were reported in the night school paper.\nThe night school paper in a new form has\nbecome another valuable\nproject in the language work.\nWhereas these papers once contained compositions by the students, which no one but the\nstudents or his friends would\nbe interested in reading, they now serve as\na valuable text for classroom\nwork, carrying items of interest to the whole\ncommunity.\nThis method of\npreparing their own reading material has\nbeen particularly valuable in the\ncountry. In fact, where a number of countr\ny schools are maintained under\nthe same supervision, they have served as\na medium of communication and\nhave set up a friendly feeling between\nthe various districts through which\nthey are distributed.\nIn another school district in the country,\nwhere taxes had become burden-\n\n"}
{"page": 947, "printed_page": "925", "text": "DEPARTMENT OF IMMIGRANT EDUCATION\n\n925\n\nsome and the thrifty Portuguese were rebelling, the class undertook a study\nof the uses to which their tax money was put. Without giving the details\nof the numerous heated discussions and consequent search for new facts,\nthe total result of this effort was the carrying of school bonds after they\nhad been lost in three previous elections.\nThe Labor Movement for workers’ education in both England and\nAmerica challenges the public school to reorganize the content of its\nadult education to matters which are more mature and which involve all\nof the present-day problems. When one visits a class of young Italian\nwomen in New York City, all of whom have been in this country but a\nfew years, and finds them studying the history of the organization of\nsociety in order better to understand their own industrial relations, one is\nsomewhat chagrined at the childish pabulum which the public schools are\nIf men and women want such education when they pay for it\noffering.\nthemselves, they undoubtedly will prefer it when it is furnished from\n\npublic funds.\n(3) All of the problems of the night school are more nearly met when\nthe night school’s relationship to the world outside is explicit as well as\nIn California it has been possible to make that relationship more\nimplicit.\nsubstantial through the employment of the full-time teacher of adult immiSo long as all of our\ngrants, of whom there are now more than a hundred.\nare their prinschools\nday\nwhose\nimmigrant education is done by teachers\ncontact\nsufficient\nmake\nto\nschool\nthe\nfor\ndifficult\ncipal profession, it will be\nworld\nthat\nwhether\nit,\non\nimpression\nmuch\nmake\nto\nworld\nwith the outside\nevery\nPactically\n.\ncommunity\nforeign\nthe\nor\nAmerica\nnative\nbe the\nhas the\nschool district, whether it be the large city or the rural community,\nHer first task is to know\nservices of this interpreter of the school.\nthe radius of the school\nwithin\nliving\nthoroughly the foreign-born people\nnumbers of people in\nlarge\nknowing\nmeans\nThis\nwhere she is employed.\nleaders, and being\ntheir\nof\nattitude\nthe\ning\nunderstand\na friendly way,\nthe American\nknows\nshe\nplace,\nsecond\nthe\nIn\nleader.\na\nas\nherself\naccepted\nbe inducted.\nultimately\ncommunity into which the foreign-born resident must\nthat comof\nlife\nsocial\nand\nShe understands conditions in the civil, political,\nabout\nbringing\nin\nutilized\nbe\ncan\nwhich\nShe knows the forces\nmunity.\n.\nnative-born\nand\nrn\nforeign-bo\na closer union between the\nhome or AmeriIn the city districts this teacher is usually known as the\nShe has a definite assignment to one school... ‘There,\ncanization teacher.\ns clubs and classes,\nshe is responsible for organizing and teaching mother’\nand girls above\nboys\nthe\nfor\nfor creating a more wholesome environment\nand girls of\nboys\nMany\nschool.\nschool age, and for organizing the night\nthey\nbecause\ngroups,\nsocial\ntheir\nfrom\nd\nnative parents are entirely uproote\nity.\nnational\nno\nto\nbelong\nhence\nand\nhome\ntheir\nfor\nhave lost the respect\nlittle considered in\n‘They are sorely in need of assistance and have been\nis also the\nteacher\nIn many instances this\nmost citizenship programs.\nneighborthe\nthrough\ncontact\nprincipal of the night school, so that her daily\nhood results in a well-attended school.\n\n"}
{"page": 948, "printed_page": "926", "text": "926\n\nNATIONAL\n\nEpucaATION\n\nAssocIATION\n\nIn the rural districts this teacher is employed by the high school which\nhas in its union a large number of elementary schools, often at great\ndistances from the high-school building. As ditector of immigrant education for the high school, the teacher is responsible for organizing an evening\nschool in each elementary school in the high-school union where there is\na large foreign population.\nHer territory is large and scattered, so that\nit is necessary that she make these local night schools as independent as\npossible and although she employs and supervises the teachers, she attempts\nto make the responsibility for the growth and development of the school\nrest upon the community.\nWhether in the country or in the city, through the effort of these teachers,\na number of concrete accomplishments may be noted, all of which\nhave\ncontributed to vitalizing the night school and making it a part of the social\nlife of its students.\nIn one city, there has been organized a night school\nboard which acts as an adviser to the city supervisor of immigran\nt education. ‘This board is made up of leaders of the various nationalities\nrepresented in the city, and a number of the night-school principals\n.\nAs a part\nof the general plan, many local schools have advisory boards\nwhich work\nwith the principal.\nThis board is made up of people from the neighborhood who can make useful suggestions concerning the\nnight-school program, and representatives from each class in the school.\nThe local boards\nare also represented on the city board.\nThis has made a wonderful channel\nfor the ideas and suggestions which the foreigner himself\nhas to make about\nhis own education.\nOne such city advisory board arranged for a beautif\nul pageant of the\nnations.\nBecause through their work during the year the\nforeign leaders\nhad become better acquainted with their own groups\nthan they had ever\nbeen before, and because the Americans knew where\nto turn for help, the\nfinest display of old-world art was collected.\nMore than that, artists and\npeople with all kinds of special ability were\ndiscovered.\nThe city is beginning through this effort to know itself.\nThe night schools with this advisory board are\ngiven unusually interesting publicity in the foreign newspapers, becaus\ne in a sense it is the foreigners\nthemselves who are running the night schools.\nAnother plan which has been found useful\nin bringing the night school\nstudents into touch with an American instit\nution, has been the arrangement\nby which a local newspaper carries an\narticle twice a week upon some important item of current events, written in\nEnglish which the foreigner can\nunderstand, about a subject in which he\nis interested. An effort is now\nbeing made to have these articles prepa\nred each week by a different class and\nto have some member of the class take\nthem to the newspaper office and make\nthe arrangements.\n\nAs all studies of methods of American\nization have pointed out that the\nbest work is done by the foreign\norganizations themselves, the fulltime\n\nAmericanization\n\nteacher devotes considerable\n\nattention\n\nto strengthening\nthe life of the native groups and\ngiving those groups American conta\ncts.\n\n"}
{"page": 949, "printed_page": "927", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n927\n\nIn one place—this is particularly significant because the nationality is\nMexican, a people generally believed to be hard to organize and uninterested in education—the local teacher was able to revive a society which\nhad been inactive and was responsible for obtaining for the Mexican comAfter numerous efforts\nmunity a church for which they were clamoring.\nit themselves, devoting\nbuilt\nthey\nto have the church established for them,\nthey have a charmresult,\na\nAs\nwork.\nthe\nto\nSundays\nand\ntheir Saturdays\ning stone edifice which would put to shame the ugly frame structures so\nAfter the church was\noften built in new countries by native Americans.\nbuilt, a club house was undertaken for a meeting place for education classes.\nThis club house is now in constant use. A well-baby clinic occupies it in\nthe morning, mothers’ classes and club for young mothers meet in the afternoon and the recreational club activities for the younger Mexican boys\n‘The night school outgrew the club room and was\nuse it in the evening.\nThe real reason for moving to the school, however,\nmoved to the school.\nThe board of directors of the club said that non-club memis interesting.\nbers should not be deprived of the opportunity for education, and although\nthey were all welcome to the classes they would probably come to a school\nhouse more freely, since it belonged to everyone.\nIn another school a Mexican club put up a building for the use of the\nschool because the school house was too far for the women to walk. This\nagain was undoubtedly due to the activities of the full-time Americanization teacher.\nOne night-school principal has made it possible for the neighborhood to\n‘This\neducate the school, as much as the school educates the neighborhood.\nn\ninformatio\nan\nmaintain\ncan\nhe\nthat\nso\nfree\nevenings\nhis\nkept\nhas\nprincipal\nhas\nhe\nWith the help of the home teacher,\noffice for the neighborhood.\nadvertised that the school will be an information service station to which\nThousands\nanyone who cannot speak English and needs help may come.\nis made\nrecord\nA\nassistance.\nof\nsort\nevery\nfor\nof people have come to him\nas\nclasses\nupper\nhis\nin\nused\nis\nthis\nand\nhim\nasked\nare\nthat\nof the questions\npeople of\nutilizes\nhe\npossible\nas\nfar\nAs\nwork.\np\ncitizenshi\ntheir\nfor\nthe text\nown indethe neighborhood to solve the difficulties, thus increasing their\nhas been\ncity\nthe\nin\non\nAlmost every social and civic organizati\npendence.\nis\nschool\nthe\nce\nconsequen\nin\nand\ncalled upon at some time for assistance\nwell known far and wide.\neducation\nThe most complete example of using the adult immigrant\nin Los\nrhood\nforces for community organization is found in one neighbo\nout\nwork\nto\nwas\nwho\nHere the school appointed one teacher\nAngeles.\nthan\nnumber\nlarger\nmuch\na\nreach\na plan of civic education which would\na theory that\nare ever inveigled into attending night-school classes. On\nactivity, the\ncivic\na\nin\ng\nengagin\nfrom\ncomes\nn\nthe best type of civic educatio\nthe people\nwhich\nin\nsort\nthat\nof\nactivity\nsome\ndiscover\nteacher set about to\nIn order to inform herself and to know what was\nwould be interested.\nher neighbornecessary about their interests, she spent six weeks in studying\nposition of\nsome\nhad\nwho\nShe interviewed more than 100 people\nhood.\n\n"}
{"page": 950, "printed_page": "928", "text": "928\n\nNatTIONAL\n\nEpucaTion\n\nASssocIATION\n\nleadership, as well as making friends-with countless others from whom she\ngot some expression of opinion.\nIn the end, she discovered that a large\nnumber of people wanted to read books and papers in their own language\nwithout going to the public library in the center of the city.\nAs an initial effort, therefore, she had a committee of the leaders call\ntogether the whole neighborhood to undertake obtaining a library. All of\nthe steps in the process, from circulating petitions to the final interview\nwith the city librarian and the city council, were taken by the people themselves. Offers were made in the neighborhood to supply the necessary\nattendants and thus a young woman was discovered who had formerly been\na librarian in the city of Prague, at this time working in a shirtwaist factory,\nwho was glad of the opportunity to renew her contact with books.\nThe\nbuilding used was a small house on a city playground, and the equipment\nwas built in by the neighborhood carpenters.\nIn spite of the skepticism\nof many in authority during the first half year after it was installed, this\nlibrary had the largest circulation of any deposit station in the city. What\nthe people had worked for they were glad to use. The solidarity of the\npeople brought about by working together for a common cause made possible\nmany later achievements.\nAt one time committees canvassed the neighborhood for talent, listing\neveryone who claimed to be able to do anything by way of entertainment.\nAs a result of this survey came a drama club, an orchestra, and a chorus.\nThe drama club has since been able to finance other activities of the neighborhood association.\nIn two ways, after a year and a half of substantial\ngrowth, the organization showed its strong civic character.\nAt one time there was a plan to remove the playground which had\ndeveloped under the protection of the neighborhood organization.\n<A delegation immediately appeared before the city council and, although interpreters were necessary to make the explanations and although technical\nphraseology such as “juvenile delinquency” could not be used, it was made\nperfectly clear to the city council that with a playground children\nwere well\noccupied and without it they got into very serious difficulties.\nAt another time, when the schools were campaigning for a\n$17,000,000\nbond issue, the most successful and best attended of the campaig\nn meetings was held under the auspices of this neighborhood organiza\ntion.\n\nHOW\n\nSHALL\n\nCLARA\n\nB. SPRINGSTEED,\n\nTHE PROBLEM OF THE\nMOTHER BE SOLVED?\nASSISTANT\n\nAMSTERDAM,\n\nIMMIGRANT\n\nSUPERINTENDENT\nNEW\n\nOF\n\nSCHOOLS,\n\nYORK\n\nThe statement “America will be as strong as her women”\nis popularly\naccepted but not often thoughtfully and seriously applied\nto the immigrant\nmother.\nWhy should it be? What demands will its applica\ntion make\nupon the educational authorities of the country?\nHow shall these demands\nbe met?\n\n"}
{"page": 951, "printed_page": "929", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n929\n\nIf America’s strength is to be tested by her women, why regard the\nimmigrant mother as a special problem?\nFirst, because she represents\nbetween one sixth and one fifth of the total number of women 21 years of\nage and over in the United States, and in New York State one third of the\ntotal number of women 15 to 44 years of age.t Second, because it is a\ngenerally accepted fact that the birth rate among foreign-born women is\nconsiderably greater than among native-born women.\nAccording to a comparison of the birth rate of native-born and of foreign-born white women\nin the State of New York during 1916, made by P. R. Eastman, of the\nDivision of Vital Statistics of the New York State Department of Health,\nthe birth rate of native women in New York State is so low that it is undoubtedly as low or lower than that of France, and the birth rate of foreignborn women is almost twice as great as that of native women.*\nReports\nfrom Utica, New York, indicate that 60 per cent of all births in that city\nare to foreign-born women, although the foreign-born population represents only about 25 per cent of the total population.\nThird, because the proportion of illiteracy among foreign-born women is\n16.7 as compared with 0.5 among native-born women of native parentage\nThe\nand 0.4 among native-born women of foreign or mixed parentage.\nneed of overcoming illiteracy for the sake of the mother, for the integrity\nof the home, for the welfare of the community, and of the State, should be\n‘The necessity of overcoming it in States\napparent to every thinking person.\nwhich have literacy qualifications for voting as in Massachusetts and New\nOne mother, a citizen, although nonYork has now become imperative.\nEnglish speaking, expresses her need of learning the language as follows:\n“T am the mother of three children and I cannot speak English yet. I\n‘That is why I feel very glad\nwas in a mother’s class for a few months.\nbecause I am an Amerilearn,\nto\neager\nespecially\nam\nI\nEnglish.\nto learn\n‘That is why I think that I could not behave\ncan citizen like my husband.\nlike a true citizen if I do not receive at least some instruction in the\nlanguage and the customs of the United States.”\nAnother claims her right to the same advantages offered her children and\nher husband: “Ihe mothers should have the same chance to learn to speak ,\nand write English as the men and the children. Some of the mothers are\nWe have a right to an education.\nMore of us will be soon.\nvoters now.\nOur children are ashamed if their mothers cannot speak, read, and write\nEnglish. Is it good for the United States for the children to think they\nknow more than their mothers do?”\nFourth, because the inability of many immigrant mothers to speak the\nlanguage of this country is a serious handicap to them in their homes and\nand over in the\n1 According to the 1920 census, the total number of women 21 years of age 21 years of age\nUnited States was 29,483,150; the total number of foreign-born white women44 years of age in\nto\n15\nwomen\nof\nnumber\ntotal\nthe\n5,570,268;\nStates,\nUnited\nthe\nin\nand over\n15 to 44 years of\nNew York State, 2,591,453; the total number of foreign-born white women\nage in New York Siate, 829,446.\n\nwomen in the State of\n2 A comparison of the birth rates of native and of foreign-born whiteNew\nYork State Depart-\n\nNew York during 1916 by P. R. Eastman,\nment of Health, Albany, N. Y., page 3.\n\nDivision of Vital Statistics,\n\n"}
{"page": 952, "printed_page": "930", "text": "930\n\nNATIONAL ‘EDUCATION\n\nASSOCIATION\n\nin securing contacts with the social and economic world about them. The\nhusband picks up an understanding and speaking knowledge of English on\nthe street, in the trolley, and in the shop; the children learn English in\nthe public school; but the mother is isolated in her foreign environment and\noften seems to be helpless in securing opportunities to acquire the language.\nShe hears her husband and children speaking a language strange to her, she\nfeels them growing away from her, she finds herself scorned by her English\nspeaking neighbors and sometimes she has the cruel experience of being\nridiculed by her own family.\nOne mother expresses her embarrassment\nas follows:\n“When we come in this country my children learn very quick English.\nTo us foreigners do not appeal to our thought so easy then to our children.\nWhen they ask some questions we do not explain them.\nSome children\nsay, “Oh, Mother, why are you so bad, you do not explain to us?”\n‘They\nare too young to understand we are not bad. We are sorry for our miserable life. We iook strange to our own children.”\nAnother mother, who was invited to join a mothers’ class in her neighborhood, thought the matter over very carefully and finally said: “Yes, me\nwanta study English. Sammie (a boy of 9) come home from school and\nspeak English.\nI tell Sammie to do something for me.\nSammie say: ‘Me\nno understand Yiddish.’ Sammie run away.\nMe wanta learn English.\nMe wanta keep Sammie home.”\nThis little story suggests the whole problem of home discipline and of\njuvenile delinquency as a result of weak home discipline.\n\nMr. Bernard J. Fagan, of the Children’s Court, New York City, gives\n\nthe following statistics to show the possible relationship between the inability\n\nof the parents to speak English and juvenile delinquency:\nLast year out of 15,000 children who were arraigned in the children’s court,\ncity of New York, there were referred to the probation department of the\ncourt\n\nfor\n\ninvestigation\n\nand\n\nsocial\n\nanalysis,\n\n6621\n\nchildren.\n\nThis\n\nincluded\n\nall\n\nclasses\n\nof offenses. In tabulating our statistics on nativities, we did not separate\nthose\narraigned for delinquency and those for improper guardianship.\nThe summary of the tabulation shows:\nNative-born children, native-born parents................... 1971 or 29.8\nper cent\nNative-born children, foreign-born parents.................. 3899\nor 58.8 per cent\nForeign-born children, foreign-born parents.................\n751 or 11.4 per cent\nI have no hesitation in saying that the inability of foreign-born parents\nto speak\nEngligh is responsible for a large contribution of juvenile\ndelinquency in this\n\nThe foreign-born mother often has the control of the family budget,\na\nvery important consideration.\nIt is she who must decide between essentials\n\nand non-essentials, between a fancy lamp and cooking utensils,\nbetween a\nvictrola and enough coal to keep the family warm, between\nstaying in a\ndamp, poorly lighted basement or moving to a bright sunshiny\nlittle flat.\nThe health of the family depends to a very great extent\nupon the choice,\npreparation, and serving of food. The foreign-born\nmother finds some\ndifficulty in choosing and preparing fruits, vegetables, and\nother foods which\nare strange to her. She needs assistance in learning\nEnglish to do her\n\n"}
{"page": 953, "printed_page": "931", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n931\n\nown marketing, advice as to proper substitutes for foods which she has\nused in the homeland and cannot secure here, lessons in common measurements and exchange of money.\nIt is a decided advantage for a mother\nto be able to do her own buying. She will be far more thoughtful and\neconomical than her inexperienced children and she will have more time\nthan her busy husband.\nIn times of sickness the immigrant mother needs to have some one to\ndirect her to the clinic, to explain about the public health nurse, to go with\nher to a reliable physician, and to assure her that the hospital is a safe\nplace for her to send her child. ‘The idea that a person never comes out of\na hospital alive is quite prevalent among foreign-born persons.\nThe immigrant mother’s difficulty in caring for her children properly,\nin knowing what to do when they have minor ailments, in preventing death\nfrom serious illness, is due, in some cases at least, to her inability to speak,\nread, and write English and her consequent lack of knowledge of sanitary\nand health regulations.\nMr. Eastman’s statement that:\n“Altogether the alien mother’s loss exceeded that of the native mothers’\nby more than five in a hundred—and that whereas three children died to\nevery ten native mothers, six died to every ten foreign mothers,” shows\nthe necessity of helping to overcome every factor, including illiteracy and\ninability to speak English, which contributes to the high rate of infant mortality among foreign women.\nSince foreign-born women represent one sixth to one third of our total\npopulation of women, since the number of children given to them to prepare for future citizenship is notably greater than the number of children\nof native mothers, since foreign-born women are seriously handicapped by\nilliteracy and inability to speak English in making the most of themselves,\nfor their own sakes, for the sake of their families and the welfare of the\n\nState, since it is unreasonable to impose a qualification for voting upon\ncitizens without providing those citizens with the means to meet that quallification, immigrant mothers demand the special consideration of educators.\nSo long as immigrant mothers who occupy such an important place in our\nnational life, remain untouched by our educational system, just so long\nwill our boast of a free, public, universal education for all who can utilize\nit remain a theory untried, unpracticed.\nBut are the schools not doing their part in providing evening and day\nschool classes with teachers especially trained to instruct foreign-born\n‘They are doing much in making such proadults, both men and women?\nvision, but they cannot reach immigrant mothers in large numbers, because\n\nin many cases the mothers cannot leave their homes, or neighborhoods to\ngo to school for instruction on account of small children, who need their\n\nconstant care and on account of overwhelming household duties. For such\nwomen school authorities should extend educational facilities to homes or\nAs Mr. E. C. Hartwell, superintendent of schools\nneighborhood centers.\n“Those who cannot come to instruction should\nsaid:\nwell\nhas\nBuffalo,\nin\n‘The issue is too important to allow\nhave instruction brought to them.\n\n"}
{"page": 954, "printed_page": "932", "text": "932\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nnarrow conservatism on the part of the school or city authorities to interfere with the organization of outside classes.”’\nThe immigrant mother in industry offers another problem. In New\nYork State over 25 per cent of the women work and earn money and nearly\none third of these women are employed in the manufacturing and mechanical\nindustries.\nIn this group 3.4 per cent of these women are classified as semiskilled operatives.1 Although there are no statistics available the conclusion\nthat to the group of semi-skilled. or unskilled operatives belong the majority\nof foreign-born women in industry is justifiable. Their work is usually\nmonotonous, unremitting, and deadening to the spirit, because it lacks appeal\nto interest and creative sense.\nSome of these workers, charged with\nthe upkeeping of a home in addition to their industrial work are in no\ncondition, after the grind of a long day to put the house in order, provide\nfood and clothing for the family and otherwise administer to its needs.\nCan they be expected to go out to evening school classes?\nShould they\nhave classes in their homes?\nObviously not. The only way to reach\nthese women is through factory classes on part or full time of the employer\nduring the regular working day and not at the noon intermission or after\nhours in the afternoon or evening.\nThere are few educators or laymen who do not acknowledge the value\nand even the necessity of reaching the immigrant mother, but the expense\nof the undertaking has been a serious obstacle.\nThose who have been vitally\ninterested and actively engaged in mothers’ classes have struggled to put\nthem on the same financial basis as evening school classes, but they have\nnot usually succeeded from the bare financial point of view.\nHome and\nneighborhood classes are more expensive than evening school classes, but\nhere as elsewhere, the more important task is the more expensive one.\nIn consideration of the expense it is interesting to note that in Syracuse,\nNew York, one of the first cities of New York State to have home and\nneighborhood classes for foreign-born mothers, the average number of pupils\nmet twice a week by a full time paid teacher was 58. The individual\nattention which the women receive in the small group often makes it\npossible for them to progress as rapidly by two lessons a week as they\nwould by four in a larger class. This item needs to be kept in mind in\nconsidering the expense of mothers’ classes, although it cannot be represented\nby figures.\nAccording to the latest reports from the New York State Department of\nEducation, the per capita cost of instruction in home and neighborh\nood\nclasses has been established at $.17 per pupil hour. Utica’s is $.178 as compared with $.148 for evening school classes. Mothers’ classes in Syracuse\ncost $.23 per pupil per hour on the basis of the average number belonging\nand $.26 on basis of average attendance, while evening school\nclasses cost\n$.16 per pupil per hour on the basis of the average number belonging\nand\n$.2314 on the basis of average attendance.\nThe figures for night school\ndo not include cost of janitor service, heat, and light.\n1 Consumers’\n\nLeague\n\nof New\n\nYork, Monthly\n\nBulletin for May,\n\n1922, Vol. I, No. Sé\n\n"}
{"page": 955, "printed_page": "933", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n933\n\nWith these facts and figures, which represent actual experience in\nmothers’ classes, is it not possible, is it not imperative for school authorities\nto arouse their communities to the problem and necessity of solving it?\nIf our educators everywhere were possessed of the consuming flame which\nburned within the breast of Mary Lyon until Mt. Holyoke was a reality\nand which was expressed in her words: “Everything that ought to be done,\ncan be done,” then would our public educational system become truly\ndemocratic, truly universal, and free to all who can utilize it.\nThat all mothers’ classes should be under the direction and supervision of\nBut in the meantime, until public\npublic-school authorities is our aim.\nopinion is aroused sufficiently to support the instruction of the immigrant\nmother and until boards of education have seen the light and are ready to\nfollow it, the volunteer unpaid worker and the privately paid worker will\nhave an important role to play.\nPublic spirited, socially minded women have responded intelligently and _\nwhole-heartedly to the call for volunteers in mothers’ classes and many\nIncidentally the\nan immigrant mother will rise up to call them blessed.\nconditions, a\nsocial\nof\nknowledge\nsaner\na\ngaining\nin\nservice to themselves\noutsympathetic\ntruly\nmore\na\nand\nnature,\nhuman\nof\nng\nunderstandi\ndeeper\nAlbany\nlook toward other human beings has been of no small account.\nhad at one time the honor of reaching the largest number of mothers through\nvolunteer teachers of any city of the State. Sixty-seven women met 385\nimmigrant mothers at least twice a week for instruction in English, marketTheir work was under the direction\ning, shopping, and home making.\nwhose salary was paid by the State\nspecialist\nfull-time\none\nof\nsupervision\nand\nDepartment of Education.\nwhat\nNew York City is just now proving to the rest of the country\ncarry\nto\nfunds\nthe\nsecure\ncannot\nsystem\nhool\npublic-sc\nthe\nwhen\ncan be done\nA special emergency committee composed of representative\non this work.\nwhich\nmen and women has undertaken to see that the mothers’ classes,\nfrom\non\ncarried\nand\nn\nEducatio\nof\nwere organized by the State Department\ncomthe\nof\naims\nThe\ngrow.\nto\nallowed\n1918-1921, are maintained and\nmittee are:\nto devote full time in\n1. To engage well trained and experienced specialists\nn-bound racial groups reside.\nselected districts where the most backward and traditio\nscientific\nnt women careful\n2. To work out in these newer fields with the immigra\nrk needed, both as to method and subject matter,\n\nstudies of the best type of classwo\nas well as the most convenient and successful\n\nplaces for accomplishing\n\ndesired\n\nThe specialists in each disends in English, citizenship, and home making arts.\ne in every way with\ncodperat\nand\nclasses\nown\ntheir\nteach\nand\ne\ntrict will organiz\n:\nfields.\nallied\nand\nthis\nin\nworking\nall city agencies\nalike and to\ngroups\ns\nreligiou\nand\nracial\nall\nserve\nto\n3. The Committee aims\n\non in the City. The\nin close coéperation with the Department of Educati\nbe known by all of the\nselected and the types of work conducted will\nee’s workers desire to cooperate\nspecialists under the city with whom the Committ\nwill be possible.\nto the end that no overlapping of effort\nthe Emergency Committee, the\n4. As only a limited fund is now available for\nwhere the city does not have\nspring work will be conducted in five or six districts\nwork\n\n‘places\n\nclasses.\n\n"}
{"page": 956, "printed_page": "934", "text": "934\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\n5. The standards for the selecting of the teachers engaged by the Committee\nwill be such as will meet with the approval of State and City requirements, with\nthe hope that after a few years when the “Emergency” may terminate and the City\nbe able to finance similar work, it may be taken over by the City Department of\nEducation.\n\nBut this is only an emergency committee as the name indicates.\nThe\nproblem of the immigrant mother will never be solved until instruction for\nher becomes an integral part of the public-school program and until it is\norganized, directed, and supervised by public-school officials as its importance demands that it should be. ‘The life of the community must be\ndrawn from the self-sacrifice and the codperation of all the human beings\nthat compose it; in every political, economic, and social arrangement the\npublic interest must overrule the private; the material and the spiritual\nresources of the Nation must be used for the common good.”*\n\nEDUCATION\nALBERT\n\nSHIELS,\n\nTEACHERS\nNEW\n\nFOR CITIZENSHIP\nCOLLEGE,\nYORK\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCITY\n\nOne outstanding conclusion that impresses the student, as he observes\nthe many societies, organizations, and individuals that are engaged in the\nwork of assimilating our foreign-born residents is that although they all\nseem to be following the same signpost they have yet very different conceptions of their common destination.\nCurrent professions and practices suggest considerable disagreement\non\ncertain fundamental questions.\nTo take but a few as examples: Is assimila-\n\ntion a procedure involving direction or compulsion, or is it determine\nd by the\nsubjective feelings and desires of the foreign-born themselves?\nIs citizenship significant as it implies character and right action in relation\nto the\nState, to the family, the vocation, and the community, or is it\nrather a pledge\nof political allegiance, or the possession of a body of informati\non?\nIs the\ndemand for first papers to be dependent upon an immigrant\n’s desire, or\nshould he be pleaded with, cajoled, or threatened into\nasking for them?\nShall the Americanization program be determined by\nthe enthusiast who\nsees the problem primarily in its legislative terms,\nor by him who believes\nthat study should precede action, and that pledges,\noaths, and information\nare significant only as they rest on the earnest desire\nto become a citizen\nand to undertake the citizen’s responsibilities,\nQuestions like these bear directly on the issue.\nThere is another question, however, which is frequently brought into\ndiscussion that provokes\nmuch confusion, because, though profoundly\ninteresting in itself, it bears\nlittle or no relation to citizenship training.\nI refer to the comparative desirability of different immigrant races.\nThe qualities of various races are.\nIt Is true, germane to problems of immigrant\neducation, and to this ater\n1“The\nnomics\n\nEquipment\n\nResearch\n\nof the Workers,”\n\nSociety,\n\npublished b\n\nSheffield, Ragland, Be\n\nilli\nge\n\nSoe\n\neee\n\ni\npated aa\n\neee\n\n"}
{"page": 957, "printed_page": "935", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n935\n\na later reference will be made.\nBut whether or not the Italians of the\nnineties are superior to the Irish of the sixties; whether only Nordics are\ndesirable; Alpines questionable; or Mediterraneans objectionable, are matters which though of supreme importance in determining a policy of immigration yet have little to do with the assimilation of those already here.\nThe builder whom circumstances compel to construct a house of stone\nwastes no time examining the merits of wood or steel for the same structure.\nWe must keep clearly in mind that the problems of immigration and assimiWe are now inquiring only what: education is\nlation are wholly distinct.\nbest adapted for the fourteen millions now resident in the United States.\nOur opinions or theories on the merits or demerits of one race or another\nwe may retain as we wish; however we may differ, as teachers we can agree\nthat the work we have to do is now laid out for us.\nIt is true that the public schools touch only a small part of the fourteen\nBut this is not to say that they are not being educated every\nmillions.\nmoment of their day. Does this education concern us?) The answer lies\nin educational history.\nThere was once a time—it yet survives in many places—when the schools\nconsidered the schooling of children as a separate five-hour daily process,\nlaid out without respect to the pupil’s home, his associations, or his peculiarities. In good schools that time has long since passed away with the result\n\nthat mere instruction has been displaced by real education.\nthe adult alien progress has not yet been so rapid.\n\nIn teaching\n\nIt is becoming fashionable to say education for citizenship is a National\nof\nquestion—that it applies to everybody and that therefore the education\ny\neverybod\nnot\nBut\nthe immigrant is but a piece of a single problem.\ncertain\nly\ncomplete\nis—how\nstatement\nrealizes how profoundly true the\napply to all\nprinciples that have been evolved in the education of children\nent\ndevelopm\nthe\ntly\nconsisten\nhow\nadults—\nthese\nto\nlearners and therefore\npathway.\nsame\nthe\npursuing\nis\nthem\nteaching\nin\nmethods\nof better\nseems but a\nThe schooling of foreign-born adults a few hours a week\n\nits elaborate aggrepatch to the larger educational scheme for children with\n\nBut\nof teachers.\ngation of texts, its splendid organization, and its armies\nteachtrained\nately\ninadequ\nthese\nbenches,\nble\nthese few hours, these unsuita\n\nan old story—and a\ners, this insufficient revenue are but the repetition of\nchange is coming.\n-born, however poor\nTherefore, the enlightened teacher of the foreign\nthe necessity of knowing\nthe pay or casual the employment, is realizing\nIt is two-fold, conscious\nants.\nimmigr\nmore about a better education for\nAmerican influences\nwork:\nat\nare\nforces\n“Iwo distinct\nand unconscious.\n\nves.\nand influences among the foreign-born themsel\nknow at least the kinds of\nshould\nwe\nces\ninfluen\nan\nAmong the Americ\ncal information, but as\norganization and the varieties of effort, not as statisti\n\nwhat to avoid.\nmaterial suggesting what to do and, it may be added,\n\nIn.\n\nes of codperation between\nthe work of private organizations are fine exampl\n\nwould profit in adopting;\nnative and foreign-born leaders that the schools\n\n"}
{"page": 958, "printed_page": "936", "text": "936\n\nNatTionaL\n\nEpucation\n\nASSOCIATION\n\nthere are examples of unconventional organizations during hours and in\nplaces more attractive to the adult learner than the typical school classroom.\n‘The best libraries have tried some extraordinarily effective methods\nof education, largely because of the freedom most librarians enjoy. Again\nthere is a more general recognition of the need of using the language in\ngiving the immigrant information on things he cannot understand during\nthe painful process of learning English well worth a trial in the more\nformal program of the schools.\nThere are other things among the activities\nof Americanization organizations less worthy of imitation—propaganda for a\ncause, and extraordinary belief in external forms, a painful indifference\nto racial susceptibilities.\nOf these evils unfortunately no single group\nhas a monopoly.\nBut it is the unconscious American forces that are the most effective.\nThe immigrant’s experiences in shops, mills, and factories; the kinds of housing not infrequently forced upon him; the type of recreation afforded;\nthe\nattitude of the American community, whether of welcome, patronage, intolerance, or openly expressed prejudice.\nThese things the teacher cannot\ncontrol, but in a measure he can neutralize them.\nCertainly he should be\naware of them.\nConcerning the influences operating among the foreign-born there\nare,\namong the conscious factors, his press and his organizations.\nThey afford\nus a glimpse of what the foreigner desires, and these we\nshall discover are\nimportant things to know. We have need of understanding\nthe peculiarities of the extreme radical movement ; the codperative activitie\ns; the church\ninfluences.\nNot less important among the unconscious influences\nis the\nfact of segregation—its causes, its effects.\nTo ask for a knowledge of all these things would\nappear like an extraordinary demand, but the teacher need not know\nevery race.\nHis is a\nlocal problem.\nIt is extraordinary the sense of confidence and\nadequateness which comes to the teacher who knows the\ninfluences and experiences\nthat affect a group of foreign-born in their\nAmerican daily life. Even\nif he be poorly paid, his labors attain in his\nown eyes a new dignity and\na new value.\nIn this complex of educational influences is\nthe teaching that goes on in\nthe school itself. It is natural that when\neducation for the immigrant was\ninitiated the educator, before considering\nthe psychology of the learner or\nthe spirit or method of organization, should\nfirst have concerned himself\nwith the curriculum.\nVery appropriately the first teaching\nwas of the\nEnglish language, and in this instruction\nour efforts have proved the most\nsuccessful.\nThe immigrant as a rule desires to\nlearn English and this\nresponse has been met by an intensive\nstudy of methods of instruction that\nhas greatly improved the quality of\nteaching.\nUnfortunately the popular\ninterpretation has led to unfounded\nassumptions that all immigrants with, Out respect to age can and should\nlearn English so as to use it habitually.\nAnother error has been the insistence\nupon the exclusive use of English\nin instruction; a theory quite soun\nd when teaching the language, but\nobvi-\n\n"}
{"page": 959, "printed_page": "937", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n937\n\nously absurd when applied to the newcomer for content subjects like civics,\nhistory, or social customs.\nAside from English early attempts were made to teach civics by giving\ninformation on the organization of government and the qualifications and\nfunctions of officials even to details in which the new arrival, unless he\nalready had a considerable educational background, would have little immediate interest.\nSince that early and depressing period two new advances\nwere made: the first, a modification of the curriculum, the second and\nmore profound, a revolution in the curriculum as determined by the psychology of the learner.\nThe first modification expressed the reaction against the deadening lessons in political organization, and appeared in the guise of American history.\nTo make these lessons in history more interesting the foreigner was regaled\nwith the sufferings and triumphs of the Pilgrims, the heroic exploits of the\nRevolution, the naval victories of 1812. “Then was added a study of the\nmap of the United States, and then a few more or less stirring biographies—\nMiles Standish, William Penn, James Otis, Daniel Webster, and other\nheroes of our history. There was in some schools a provision for teaching\nAmerican principles and institutions.\nHad there been a clear cut conception\nBut whatof these principles a great step forward might have been made.\never the reason, any consideration of them was for the most part honored\nin the breach.\n;\nIt is possible that the suggestion for a better knowledge of pupils grew\nIt was the name of the great\nout of a single biography—that of Lincoln.\nleader—himself an example of greatness from humble beginnings—that\nLincoln was a name the immiseemed to inspire a genuine enthusiasm.\nIt fitted\nEuropean peasant.\nthe\nto\nThe name is familiar\ngrant knew.\npersonification\nthe\nwas\nIt\nenthusiasm.\nhis\nrekindled\nIt\ninto his thinking.\nof the American spirit. The grain of suggestion which this enthusiasm\nevoked seems to have blossomed.\nToday the curriculum in citizenship no longer begins with the names\nof senators, the difference in legislative, executive, and judicial branches,\nor the names of former generals. It consults first the immigrant’s own\nWe are beginning to apply to the adult immigrant the old\ninterests.\nWe are\nlesson long since learned in American education for children.\nconsidering not what we think the immigrant ought to know, but what he\nhimself wishes to know—where he can place his labor; how he may protect\nhis savings and his health; insure his own security, and obtain for himself\nthe American comforts he sees others have. It is not the sort of knowledge\nthat can be easily arranged into a general curriculum, for it must be locally\napplied. The future course in citizenship for the foreign-born, however\nit may provide for a discussion of general truths and principles will bristle\nwith local applications as they fit their vocational and social as well as civic\nneeds.\nEven a superficial familiarity with the immigrant’s background—and\nthis includes the history of his country, his political experiences, his educa-\n\n"}
{"page": 960, "printed_page": "938", "text": "938\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\ntion, his national feast days, and his racial characteristics—will bring the\nteacher and pupil more closely together.\nA casual reference to a national\nanniversary is an open sesame to the foreign-born learner, who will appreciate it as an example of extraordinary insight, profound knowledge, and\ndeep sympathy, especially if the teacher be not of his own race.\nIt is recognized that not all Americanization workers will agree that the .\ninterest of the immigrant should guide educational procedure.\n‘There are\ntwo fundamental conceptions of Americanization.\nBoth of these conceptions agree in emphasizing loyalty to America, to our Government, arid\nto the Constitution.\nOne of them, however, goes further.\nIts idea seems\nto be that the sooner the immigrant forgets his language, his racial culture,\nand pride in his ancestry, the better it will be for our country.\nThe other\nview is that America will profit to the degree that the foreign-born immigrant endeavors to conserve the best of his old civilization so as to contribute\nit to the enrichment of our own.\nSuch cultural qualities as those of industry, thrift, thoroughness and\nenergy, the love for color and laughter, the folk lore and folk songs,\nthe\npride in ancestral history, in a word all that is fine in life tend,\nalas, to\ndisappear too quickly in the drab life of the immigrant settlemen\nt unless\neffort be made to save them.\nMoreover, although a race have potentially\nthe power of finer achievement, the immigrant is forced by the\npressure\nof his labor to think of elemental things.\nHe has little time to contribute\nto the country more than the work of his hands.\nCulture, so far as it\ninvolves leisure, needs later opportunity for fuller blossomin\ng.\nThe immigrant should learn English.\nOn the other hand his Americanborn child should know at least one language beside his\nown, for youth is\nthe golden time for learning.\nIf the boy learns the language of his fathers\nhis relation to his home is strengthened.\nIf the child knows not the one\n\nlanguage nor his parents the other the home is divided and\nparental authority\nwanes.\n\nIt is worth remembering that social control is a\nmatter of social sanctions among which respect for the parents is importa\nnt.\nIf the child is\nisolated from the parents, if he does not speak their\nlanguage and is indifferent to their feelings one great social sanctio\nn is removed.\nBecause a\nchild attends public school and learns lessons\nof patriotism and allegiance,\nhe does not thereby get the American background\nwhich only the American\nhome can give. He will get this as he matures\n, but it develops slowly.\nIn\nthe meantime no corresponding social sanctio\nn replaces the one which\nestrangement from parental authority and\ndignity have denied him. It\nis a perilous adventure, this breaking of old\nsanctions.\nOur enthusiasm may have misled us, We\ndo not need more Americans\n\nas much as we need better Americans.\n\nAmerica will benefit by\n\nintegrating\ninto its life not so much things that are\nforeign as things that are good.\nThese include the best in every nation.\nThe process of transfer is delicate\nand comes not through books or packages,\nbut through people. The boy\ner girl who understands all the custom\ns, language, and traditions of his\n\n"}
{"page": 961, "printed_page": "939", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n939\n\nfather’s people, who respects them and has learned the value of the best\namong them, need not the less be a sterling and enthusiastic American boy\nwith an uncompromising loyalty to his own country—America.\nOn the\ncontrary some of us think he would be an especially useful American because his peculiar equipment and knowledge would enable him as he grows\nolder to contribute the culture of other nations to his own, whether that\nCertainly we\nculture were in the domain of science, art, or philosophy.\ncan conceive that an American boy or girl so endowed would be an infinitely\nmore valuable citizen than one who has lost the traditions of one country\nand yet lacked the background of the other.\nThe American teacher, whether of children or adults, native or foreignborn, may well fix in mind the distinction between the fundamentals of\nAmericanism and the interpretation that has been put into it by vociferous\npatriots always ready to impose upon the rest of us their own special brand\nof Americanism, prone to credit their ideas to the Fathers, though it is\ndoubtful whether the Fathers would always be able to recognize the offLet us remember that some very un-American\nspring attributed to them.\nthings may be uttered even when the band plays loudest and the National\nIt is un-American to despise the humble\nstandard waves most vigorously.\nplays so large though not eximmigrant\nthe\nwhich\nin\nsociety\nof\nworkers\nclusive a part; it is un-American to weaken a child’s faith in parental\nauthority; it is un-American to forbid a man to read in the only language\nhe can understand; it is un-American to take advantage of a foreigner’s\nignorance to exploit him in industry, to discriminate against him in his\nhousing; it is un-American to impose private opinions on one’s neighbors; it\nis even un-American to try to improve people or change them by force,\nfor one fundamental of Americanism is that men should work together—\nthat we work not for people, but with them.\nThe making of citizens is not an immigrant problem only. Yet more\nwhen we\nimportant is it to preserve American principles for ourselves\nat Washproposed\nbeen\nhas\nas\nIf,\nt.\nimmigran\nthe\ntalk of Americanizing\na foreign\nin\nis\nit\nbecause\nlicensed\nand\nregulated\nbe\nto\nis\npress\nington, the\nof indiion\nlanguage; if there is to be a system of government registrat\ned\nintroduc\nbe\nto\nare\non\nviduals; if methods and devices of police supervisi\ncies—all\naristocra\nEuropean\nin\nlife\nof\nlike those that have been the plague\nhigh. Once\nunder the guise of assimilation—the cost to ourselves is too\nto American\npractices\ns\nperniciou\nthese\nextend\nto\neasy\ninitiated it will become\nMany of\nns.\ninstitutio\nAmerican\nour\nto\nare\nthey\nalien\ncitizens, however\nwe need\nthat\nand\nus believe that these measures are altogether unnecessary,\ning the\ndetermin\nlaw\nexercise only ordinary care in enforcing the existing\nproposals\ncan\nun-Ameri\nSuch\nsure:\nOne thing is\nadmission of immigrants.\nPersecution, even\nwill but provoke antagonism and retard assimilation.\nmore closely\npeople\nbring\nnot\ndoes\non,\npersecuti\nthough it be but petty\ntogether.\nadopt our standards,\nWe wish the foreign-born to learn our language,\nwith us as fellow\nves\nand admire our institutions, even to identify themsel\n\n"}
{"page": 962, "printed_page": "940", "text": "940\n\nNaTIONAL\n\nEpucaTion\n\nASSOCIATION\n\nAmericans.\nFor a century we have been engaged in the work of making\ncitizens of these foreign-born arrivals, largely by observing American\ntheories and applying American principles.\nUntil the war we had been\ntoo optimistic; since then we have swung the pendulum and have sought\nto modify our laissez faire methods by more energetic efforts towards\nAmericanization.\nUnfortunately instead of depending on a more intensive\ninterpretation of our own principles, some of us have gone to Europe to\nlearn there the lessons of assimilation—the methods of Compulsion, Segregation, and Special Regulation.\nSuch methods have failed lamentably in\nmaking loyal citizens.\n‘Their only success has been in compelling an unwilling and sullen conformity that could not conceal the sense of social\nor political repression.\nWhen the opportunity arose the flames of political\nantagonisms burst forth. Why should we in our eagerness hurry this\nprocess of assimilation which works best as it works slowly, which succeeds\nonly as it reflects a voluntary desire? Why should we concern ourselves\nwith methods that have failed among-other nations? Americanization is\na simple theory in its elements.\nLet a man get social justice ;let his education be significant in his own eyes; let him learn, however slowly, what a\nwonderful country he lives in; let the consciousness seep into him that he\ncounts for something; that if he behaves decently he will be treated fairly,\nand the great majority—Latin, Semite, or Slav—will be integrated into\nAmerican life. Once the connection becomes well settled, progress will\nbe accelerated.\nGive the immigrant American treatment.\nIf he be a normal person he\nwill respond in kind.\n\nTHE\n\nFRANK\n\nDEMOCRATIC\nP. GRAVES,\n\nAWAKENING IN ADULT\n=ANSOPPORTUNLTY,\n\nCOMMISSIONER\nALBANY,\n\nOF\n\nEDUCATION\n\nNEW\n\nFOR\n\nEDUCATION\nNEW\n\nYORK\n\nSTATE,\n\nYORK\n\nIn this country we have embarked on a policy that is\nabsolutely unique\nin the history of civilization; we have determined to give\nto each and every\none all the training of whatever kind he can possibly\nutilize. We have\ndone this deliberately, despite the gloomy predictions\nof other nations, in\nthe firm belief that it will not only produce the most\nnearly perfect development of the individual, but will best promote\nthe welfare of society by\nenabling it to secure the benefit of all its human resourc\nes. Accordingly,\nwe have come to hold that every one should be\noffered the training that\nwill best suit his educational needs.\nActing on this principle, we have for some\ntime been providing in our\nschool systems for all varieties of intelligence.\nNot only have we arranged\nfor all types of defectives, delinquents, and\ndependents, but are now slowly\ncoming to afford opportunities for gifted\nand supernormal children.\nBut\nthere are striking gaps in our American theory\nwhen we come to deal with\n\n"}
{"page": 963, "printed_page": "941", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n941\n\nthose past the compulsory age, whom, in contrast to the others, as implied\nin the title of this discussion, we may consider as “adults.”\n‘There are a\nlarge number of young people who leave the school as soon as the law permits, and a tremendous mass of older people whom the law seems never\nto have reached.\nOut of twenty-five pupils of school age, only ten complete the eight grades and but two finish the high school, while less than\nthree quarters of our pupils have the benefit of schooling up to fourteen,\nand much less than one half of the young people between fourteen and\ntwenty are in schools of any kind.\nThe proportion of illiterates and of aliens among our adults, as estimated\nfrom the statistics taken during the war, is still more disturbing. To\njudge from the examinations given in our army camps, approximately one\nquarter of our people are unable to read an English newspaper or write\nan intelligent letter, and from twelve to fourteen millions, more than one\neighth of the population, are foreign born. Even more serious are the revelations concerning the intelligence of our people. If we can trust the estimates\nmade by Dr. Robert M. Yerkes in the Report of the Psychological Examining Board in the United States Army, almost one half (47.3 per cent) of the\nwhite men in the draft, native and foreign-born, proved, through intelligence tests, to be morons; that is, while adults, to have a mental age of\nThis is appalling but we pile Pelion upon Ossa\nseven to twelve years.\nHere we\nin our problems, when we turn to the statistics of foreign-born.\nAmericans\nnative\nthe\namong\nfind that, while persons of inferior intelligence\nform twenty-two per cent of the group, there are forty-six per cent in the\ncase of the foreign element as a whole, and sixty, sixty-three, and seventy\nin the case of the natives of Russia, Italy, and Poland, respectively.\nLet us first of all stop once and forever the flood of illiteracy and inferior\nintelligence from Europe, and admit only the foreigners who can strengthen\nour\nour stock and ideals. We shall have difficulties enough in maintaining\nthe\nand\nmorons,\ne\nhome-mad\nown\nour\nof\nstandards, with the handicap\nreceived.\nalready\nhave\nwe\nthat\ns\nforeigner\nweaker\nassimilation of the\npossible\nBy means of intelligence tests and vocational guidance, it is now\nus and\nof\neach\nto approximate the place in life that should be occupied by\n\ncannot\nthus greatly increase the welfare of all. And it is known that we\nWe\narise.\nwill\ngenius\nour\nsociety\nhope to predict from what stratum of\n\nand training him\nmust, therefore, seek the most efficient means of detecting\nsucceeded\nextent,\ncertain\na\nto\nnow,\nhave\nWe\nwherever he may be found.\nry\nelementa\nthe\nin\nwork\nthe\nof\niation\ndifferent\nthrough\nhim\nfor\nin providing\nand,\nschool,\nhigh\nschool and in the variety of elections and options in the\nin almost any line\nwest of the Alleghenies, he may obtain a higher education\nprovision, there\nthis\nof\nspite\nin\nBut,\nwith little or no financial resources.\n\nnatural leaders,\nstill remains the problem of furnishing a training for those\nthe ordinary\nin\ninterest\nof\nwant\nances,\ncircumst\nwho, through straitened\nd\nschool course, or accident of location, have been prevente\n\nfrom securing\n\nto accomplish\nthe education that would develop them best and enable them\nat present in\nthem\nthe most for society. The opportunities furnished for\n\n"}
{"page": 964, "printed_page": "942", "text": "942\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nthe evening courses, both in extent and variety, are quite inadequate.\nOccasionally one of the intellectual leaders has shaken himself loose from his\nsurroundings and after maturity has obtained a higher education, but he\nhas had to achieve this through some private foundation.\nAnd this service\nshould not be limited to private education.\nIt should be the effort of all\nproprietary institutions to render themselves unnecessary.\nThey may perform duties to which the dear public has not yet aroused itself, but if there\nis any function of education that.requires attention, it should be made possible to carry it out under public auspices. As a whole, every sort of adult\neducation must be provided by evening or day classes, by long or short\ncourses, and through training adapted to the abilities, interests, and needs\nof the person not now provided for in the public system. And this must\nbe done, not at the expense of the training of children under fourteen, but\nthrough a separate and distinct appropriation for the purpose.\nNeither\nphase of our public education can be neglected.\n\nOUTSTANDING\nROBERT\n\nACHIEVEMENTS FROM\nOF THE STATE\n\nC. DEMING,\n\nSTATE\nNEW\n\nDIRECTOR\n\nHAVEN,\n\nOF\n\nTHE\n\nIMMIGRANT\n\nVIEWPOINT\nEDUCATION,\n\nCONNECTICUT\n\nMay I here briefly summarize the achievements in immigrant\neducation\nin Connecticut during the past year, nor will I differentiate\nbetween the\nachievements and the difficulties; the difficulties were occasion\nally transformed into achievements.\n1. The responsibility for Americanization or immigrant\neducation was\nplaced squarely upon local educational authorities that the\ngreat illiteracy\nin the State could be reduced.\nThe body-politic was educated as far as possible throug\nh leading civic\norganizations as to the real meaning of the work.\n2. Teacher-training institutes were held in many places,\na course given\nat the Danbury Normal School, and a six weeks’ course\nat the Yale Summer\nSchool. There will be no lack of trained teachers in\nthis State.\n3. Codperation was asked for and obtained from\nall organized groups\nof races, interests, and needs, and many of influen\nce were converted to the\nneed of great activity and skill in this branch of\neducation.\n\n4, The State system of the Department of Americanizat\nion was highly\norganized through courses of study, new methods,\ncircular letters, group\nconferences, and State conferences.\nThe remaining “difficulties” might be summarized\nas follows:\n1. Financial.\n2. Understanding of the actual work done under\nthe name “Amer\n\nzation.”\n\nicani-\n\n3. Receiving the complete and scientific cooper\nation of industry, accord-\n\ning to a definite program.\n\n"}
{"page": 965, "printed_page": "943", "text": "DEPARTMENT\n\nOUTSTANDING\nWILLIAM\n\nOF IMMIGRANT\n\nEDUCATION\n\n943\n\nACHIEVEMENTS FROM THE VIEWPOINT\nOF THE SUPERINTENDENT\n\nMC ANDREW,\n\nASSOCIATE\nNEW\n\nSUPERINTENDENT\n\nYORK\n\nOF\n\nSCHOOLS,\n\nCITY\n\nThe president of this department, W. C. Smith, asks me to sum up\nexperiences on the festival side of this work.\nA large association of citizens in New York organized themselves under\nthe name “America’s Making” last year to work for national unity. They\nformulated their aims thus:\nPurpose—America’s Making is a festival and exhibit celebrating the contributions of immigrant races to the development of this republic from the earliest\n\nIt aims to impress the great idea of American unity and the\ntimes to the present.\nIt designs to teach the\nbroad meaning of the national motto “E Pluribus Unum.”\nlater immigrant, as well as all people, his respectable share in our material and\ncivic prosperity, to remove unbecoming condescension of earlier toward later\nimmigrants, and to dislodge the new immigrants’ consciousness of such condescension. It aims to promote the civic equality proclaimed in the original document\nof our nation, the Declaration, and emphasized by leading Americans from 1776\nto the present. It intends an increase in the spirit of brotherhood and ‘good\nIt proposes\nwill; an abatement of racial animosities aroused by the World War.\na closer relation between public education and the large problems of citizenship.\nIt plans to promote a more perfect American union, an increase in the blessings\nof peace, of prosperity, and of the general welfare.\n\nThe association invited societies, schools, churches, libraries, museums,\nContributions to American life were grouped according to\nand citizens.\n\nthe lineage of our citizenry:\nDutch\nEnglish\nScottish\nWelsh\nTrish\nFrench\n\nSpanish\n\nSwedish\nDanish\nNorwegian\nGerman\nMagyar\nFinnish\nLettish\n\nJewish\nItalian\nPolish\nCzecho-Slovakian\nJugo-Slavic\nRussian\nUkrainian\n\nGreek\nLithuanian\nPortuguese\nRumanian\nNear Eastern\nFar Eastern\n\nAfrican\n\nThe project included an exhibit of historic objects, portraits, painting,\nand sculpture, commemorating characters and events, pictures, sketches,\narts,\nand cartoons, models, industries, with workmen, motion pictures,\nof\nmeans\nby\nations\nrepresent\nalso\nwere\n“There\netc.\ncrafts, foods, games,\nathletics,\ndancing,\nmusic,\naction,\ndramatic\nparades,\n,\nspectacles\nprocessions,\nhistoric\ngames, ceremonials and pageantry, showing the racial origins of the\nand\nal,\neducation\n,\nindustrial\nmaterial, cultural, civic, social, economic,\nartistic wealth of the Nation.\nns, and evenings.\nThe festival ran for two weeks, mornings, afternoo\ncharge of it are\nhad\nwho\ntee\ncommit\nthe\nnce,\nAs a result of our experie\ncelebrated at frequent\nagreed that the festival side of citizenship ought to be\nent exEvery town should have a civic centre with a perman\nintervals.\n.\nAmerica\nof\nmaking\nthe\nto\nhibit of the contributions of the various races\nus\nmake\nto\naiming\nyear\nevery\nEvery town should have a civic festival\ncultural wealth which\nacquainted with the artistic, musical, and other\nform.\ncomes from our composite\n\n"}
{"page": 966, "printed_page": "944", "text": "944\n\nNatTIoNaL\n\nEpucatTion\n\nASSOCIATION\n\nThe tendency of Americans of various descents to attend only on the\nnight when their own contributions are shown defeats the larger purpose\nof the movement and should be modified by putting on three or four\ngroups at every performance.\nThe amount of talent available even in small cities is astonishing.\nIt\nshould be capitalized in favor of better neighborliness amongst us.\nThe participation of the schools extended a whole year.\nIt involved\nan intensive study of American history from a new angle. Schools are\ngiving shows every term.\nMany of the performances are nonsensical\nvaudeville.\n‘To direct the dramatic and spectacular instinct to the form\nof a great patriotic epic is not hard and is well worth while.\nOur committee wants the induction of new citizens into American life\naccompanied by pageant dancing and song. We don’t want war to have\nall the banners, ceremony and music, leaving education and citizenship\nthe drab affair it often is.\nWe believe the pursuit of happiness, long ago proclaimed as one of the\naims of our government, should be exemplified by every city in popular\nfestivals centered around a civic idea.\n\nOUTSTANDING ACHIEVEMENTS AND PRESENT\nDIFFICULTIES FROM THE VIEWPOINT OF THE\nCITY DIRECTOR\nH.\n\nE. STONE,\n\nERIE,\n\nPENNSYLVANIA\n\nThis Department of Immigrant Education is, in\nmy judgment, one of\nthe big outstanding achievements in the Americanizat\nion movement. — It\nmeans much to the city director to know that the\nwork he is engaged in is\nconsidered of sufficient importance to receive\nrecognition by the National\nEducation Association.\nIn the main the outlook for Americanization\nis good. A nation-wide\norganization of informed, courageous, and\nunselfish workers is being built\nup.\nMethod and content are quite well develo\nped.\nIn some cities trained\ndirectors of Americanization and experienced\nteachers of adult immigrants\nare “doing the job” and doing it well.\nThere are, however, some dark shado\nws in the picture. A wave of\nsuspicion, prejudice, and intolerance seems\nto have spread over the country—\nreligious, racial, social. This, together\nwith congressional stupidity, makes\ndifficult the efforts of those who are worki\nng to mould attitudes and ideals,\nto develop love for this country and\nits people.\nLack of obedience to law\nand the bad example of native-born\nleaders in certain cities also serves to\nnullify classroom teaching about the duties\nof citizens.\nRight here I take the opportunity\nto register my opposition to two proposed Federal measures, the Johnson\nbill and the Shortridge bill. They\nare unnecessary and unjust.\nIt will be another outstanding achie\ny ement\nif they fail to pass.\n\n"}
{"page": 967, "printed_page": "945", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\ng45,\n\nEDUCATION\n\nConcerning the work in Erie I have little to say, except to bear testimony that, thanks to the work of Mr. C. C. De Witt, of the Ford Motor\nCompany, and to the efficient service rendered us by Mr. Castle and Miss\nJones, of the Division of Americanization, Pennsylvania Department of\nPublic Instruction, we have built up a corps of efficient teachers who have\nworked faithfully and enthusiastically.\nIt has been my good fortune to direct the Americanization activities continuously in Erie for the past five years. “The outstanding feature of our\nwork has been its continuity and the large number of coéperating agencies.\n\nWorthy of mention are the Americanization socials conducted through the\nhelp and codperation of the Parent Teacher Associations and the Woman’s\nClub of Erie. On some evenings as many as four thousand native and\nforeign-born residents mingled together and learned to like each other.\ne\nAbout two years ago we formed a city-wide Americanization committe\nValuable\nhundred.\nto succeed the superintendent’s committee of one\nhelp, and\nreports have been made to this committee, and encouragement,\nadvice received from it.\nng everlastingly\nIn closing I want to emphasize the necessity of “keepi\nour lip service.\nexceeds\nservice\nactual\nour\nthat\nsure\nat it,’ and of making\nare not where\nm\n‘The arm chair, the flat-top desk, and the speaker’s platfor\nwe do our real Americanization work.\nschool administrators\nIt is our duty to educate the educators—to awaken\nto a realization that Americanization\n\nis more\n\nthan just ‘“‘a branch of the\n\nIn every\n“‘side show.’\nnight schools.” Let Americanization cease to be a\nadult\naking\nglishing-spe\nAmerican city where there are thousands of non-En\nforeign-born\n\nresidents\n\nit deserves\n\nand support by school directors.\n\nample\n\nconsideration\n\nby administrators\n\nIt needs a place in the main educational\n\ntent.\n\nQUTSTANDING\nCULTIES\n\nM.\n\nJ. DOWNEY,\n\nACHIEVEMENTS AND PRESENT DIFFI\nTHE\nOF\nFROM THE VIEWPOINT\nCITY DIRECTOR\n\nDIRECTOR\n\nOF\n\nEVENING\n\nSCHOOLS,\n\nBOSTON,\n\nMASSACHUSETTS\n\nalmost impossible to draw a line\nIn common with other speakers I find it\nto merge,\n\nlties. “They tend\nof demarcation between achievements and difficu\nts, which in turn bring\nvemen\nachie\none into the other. Difficulties beget\nare undoubtedly\nforth new difficulties.\n\nThen, too, accomplishments which\n\ns where Americanization work\noutstanding achievements in communitie\nbecome in other communities mere\nhas been but recently organized, have\nrecognized parts of the regular\nroutine tasks, long-established and wellevening schools\nBoston, for example, has been conducting\nschool program.\nfor over a\nrants\nimmig\nadult\nfor\nfor over half a century and day classes\ng the unhavin\nstill\nin\nand\nhad\ng\ndozen years. We are fortunate in havin\nof the\nrs\nmembe\nthe\nall\nof\nrt\nsuppo\nous\nqualified approval and the gener\n\n"}
{"page": 968, "printed_page": "946", "text": "946\n\nNATIONAL\n\nSchool Committee.\n\nEpucATION\n\nASSOCIATION\n\nWe receive all the money we request or need.\n\nOur\n\nappropriation is never curtailed and our term is never shortened.\nBoston\nwill provide a teacher and will furnish books and supplies in any section\nof the city at any hour of the day or evening in school buildings, factories,\nstores, settlements, or elsewhere, if the accommodations are suitable for instruction purposes, whenever there is a call for instruction in English or\ncitizenship on the part of fifteen resident immigrants.\nOur day-time classes\nand our evening classes held in places other than the regular evening schools\nhave, since 1916, been conducted by a type of organization called the Day\nSchool for Immigrants.\nThis school was served during the year just closed\nby six full-time instructors and forty part-time instructors.\nIf there is\none achievement more than another that is unique or outstanding in Boston’s\nwork with immigrants, it is the organization and development of the Day\nSchool for Immigrants.\nWe have been fortunate, too, in securing the cordial cooperation of\npractically all agencies interested in immigrant welfare, such as the city\nof Boston Committee for Americanism and the Americanization Committee\nof the Chamber of Commerce, the Federation of Jewish Societies, the\nWomen’s Municipal League, the Federal, State, and municipal officials,\nthe press, and the leaders and organizations of the foreign-born.\n\nAs the result of a recent conference of the School Committee held upon\n\nrequest of representatives of certain of these agencies, the Director of Evening Schools was authorized to expend a substantially increased amount\nof money for publicity next year, to arrange for two courses of training\nfor teachers of immigrants, and for a special examination for persons desiring to qualify as teachers of immigrants, to employ attendants for children\nin mothers’ classes, and to assign the Assistant-in-Charge of the Day School\nfor Immigrants to assist in the organization and supervision of new classes\nfor immigrants.\n\nMay I say just a word about the part which the Commonwealth takes\nin immigrant education?\nMassachusetts was the first State and for a\nlong time the only State to require the attendance at evening school\nof\nilliterate minors between sixteen and twenty-one years of age. In\n1919\nMassachusetts enacted the so-called ““Americanization Act” by the provision\ns\n\nof which the Commonwealth has obligated itself to reimburse\ncities and\ntowns for one half the cost of instructing immigrants over\ntwenty-one\n\nyears of age.\n\nI cannot forbear, even though but a moment of time remains,\n\nto take this occasion to pay my tribute of praise to the efficient\nmanagement,\n\nthe sound judgment, and the able leadership of the man\nwho has been\nintrusted with the responsibility of administering the American\nization Act,\nMr. John J. Mahoney, who has contributed so much\nto the success of\nAmericanization work in Massachusetts,\nI should like, also, to congratulate his successor, Mr. Charles\nM. Herlihy,\nupon his well-merited promotion, to assure him of our\ncordial well wishes\nfor success in his new position and of our sincere\nhope that it may be but\nan earnest of future honors in store for him.\n\n"}
{"page": 969, "printed_page": "947", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\n947\n\nEDUCATION\n\nACHIEVEMENTS AND PRESENT DIFFIOUTSTANDING\nCULTIES FROM THE VIEWPOINT OF THE TEACHER\nHAZEL R. PORTER, DIRECTOR OF AMERICANIZATION\n,\nSTAMFORD, CONNECTICUT\n\nWORK,\n\nIn order to report and represent the entire teaching force, in so far as\npossible, I have consulted with our own evening school teachers in Stamford\nand with many in different parts of the State. It is interesting to note\nthat a difficulty in one section becomes an achievement in another.\nThe first and greatest difficulty is that caused by the attitude of many\nAmerican people. In many towns it is found impossible to secure adequate\nto\nappropriations. This brings low salaries for teachers, leading in turn\nhigh.\nstill\nis\nbarrier\nsocial\nThe\ntraining.\nspecial\nin\nst\nnon-intere\nday.\nMost of our teachers are in the day school five hours or more each\nday\nboth\nof\nns\nconditio\nhome\nknow\nThey regret that there is not time to\nand evening pupils better.\ncaused\nLarge classes with the ever-present difficulties in grading have\nleaving\nsmaller,\nwere\nclasses\nthe\nIf\nce.\nattendan\nholding\nin\nes\ndifficulti\nmany\nd.\ntime for more individual attention, this problem would be simplifie\ncause\nthe\nbeen\nhave\nEaster\nand\nas,\nVacations at Thanksgiving, Christm\nof loss of pupils.\n(1) Material for mixed\nRequests fall into the following classes:\n\ngroups;\n\n(2) Detailed course of study for substitutes and inexperienced\n\nwork.\nteachers; and (3) Type examination to standardize\nthemselves for adult\nfit\nto\ncourses\nspecial\nThe teachers who have taken\nstandards when\nraising\nin\nnced\nexperie\nis\nty\ndifficul\ngreat\nwork report that a\n\nmany\n\nexperienced teachers without training are teaching adults,\n\n“They\n\nhope for a stricter plan of certification.\nreport that\nTeachers who have worked in both day and evening schools\nand secure\nns,\nconditio\nhome\nwith\ny\nsympath\ndeeper\nthey have a broader and\nbond of symThe\nparents.\nthe\ng\nknowin\nby\ntion\ncoopera\nhome\nmuch better\nrstandings of\npathy between adult pupil and teacher overcomes misunde\ntion of civic\ncoépera\nh\nThroug\nAmerican Government and institutions.\nworking for\nagencies\nthe\nabout\nmore\nlearned\nagencies adult pupils have\nModern\nhip.\ncitizens\nity\ncommun\nfor\ne\nadvanc\nin\nstep\na\ncivic betterment,\nge.\nknowled\nmore\nfor\ndesire\nthe\nd\nincrease\nhave\nmethods\ntheir children.\nParents who attend school lengthen the school life of\nhas raised the\ngroups)\nrhood\nneighbo\nin\nWork among women (especially\n‘The interest\nfamily.\nthe\nin\nplace\ns\nmother’\nthe\nfamily standards by raising\n\nincreasing.\n‘n home and neighborhood classes on the part of the women is\ncan‘“Ameri\nterm\nthe\nof\nOne of the greatest achievements is the broadening\n\n.\nTeachers appreciate opportunities for special training\n‘sm.’\nent of\nDepartm\nState\nour\nfor\nagent\nMiss Marguerite Hickey, field\ntime\nFrom\nnt.\nexperime\nan\ncalls\nshe\nwhat\nng\nAmericanization, is conducti\nState\n‘The\nmeeting.\nce\nconferen\na\nto\ntowns\nfrom\nsent\nare\ns\nto time delegate\nd in three\nis districted to facilitate the work. “The conference is conducte\n\n"}
{"page": 970, "printed_page": "948", "text": "948\n\nNatTIONAL\n\nEpucATION\n\nASSOCIATION\n\nsections, each section in charge of a round table leader. The outline followed by beginners, intermediate, and advanced groups is as follows: (5)\nProblems, (2) methods of solution, (3) conclusions, and (4) suggestions\nand requests.\nThe chairman reports to the field agent and the suggestions are acted\nupon.\nSuggestions from teachers are always welcomed by the State Department.\nModel lessons for special occasions were requested and were\nsupplied.\nThe codperation secured between the State and the teaching force has\nbeen productive of much good, both to the schools and the teachers. ‘They\nfeel that this is no longer an experiment, but an institution from which\nthey may obtain help as well as to which they may contribute.\n\nOUTSTANDING\nACHIEVEMENTS\nAND PRESENT DIFFICULTIES FROM THE TEACHER’S VIEWPOINT\nLILLIAN\n\nP.\n\nCLARK,\n\nDIVISION\n\nOF\n\nAMERICANIZATION,\n\nOF EDUCATION,\n\nCOLUMBUS,\n\nSTATE\n\nDEPARTMENT\n\nOHIO\n\nIn 1922 the teacher of adult immigrants has achieved many of\nthe aims\nso carefully laid down for her. One needs only to examine the\nspecimens\nof pupils’ work in this splendid exhibit to realize how much\nthe technique\nof teaching adults has been developed through her applicat\nion of the principles given her by her practical leaders.\nAt this time, I prefer to speak of her greatest handicap.\nIn spite of her\npersonality, for I think we all agree that personality plays\na greater part\nin the teaching of adults than in the teaching of children\n, in spite of her\nspecial training fitting her for her specialized kind of\nwork, and in spite of\nher experience, that most valuable asset, the teacher\nof adults is given little\nrecognition as a teacher by the educational forces.\nShe has none of the\nprivileges of regular teachers and is usually conside\nred an “extra hand,” so\nto speak, in grave danger of being “let out” at the\nfirst sign of “hard times.”\nThere seems to be no uniform law regarding certifi\ncation which fixes her\nstatus among teachers. ‘T’rue, certificates are issued\nwhen a special course\nhas been taken and passed. Such a certificate\nis not a license to teach any\nmore than a diploma from a university, for\nexample, is a license for a\ndoctor to practice medicine.\nI am in favor of a provisional certificate based\non training, to be succeeded by a permanent\ncertificate based on training\nand a definite length of experience.\nUnder the present condit\n\nions, the teacher of adults has no bindi\nng contract (she is usually considered in the same\nposition as a substitute). She\nhas no definite\n\nlength of term. She may be working three\nmonths or eight.\nHow much time can she afford to devote\nto special training with such an\nuncertain outlook? Furthermore there\nis no uniformity of qualifications.\nWhen the demand is great, many teache\nrs are added to the teaching staff\non the strength of their day-school\nexperience, a condition which tends\nto\ngreatly decrease the effectiveness\nof the practical program sponsored\nby\nthis Department of Immigrant Education.\n\n"}
{"page": 971, "printed_page": "949", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\n949\n\nEDUCATION\n\nExperience in teaching adults is by no means considered on the same\nbasis as day-school experience. I should like to cite three instances of this\n;\nas they occurred in my own State.\nneceswas\nit\ncity\nlarge\na\nin\n1. In trying to fix the salary of a supervisor\nsary to determine the length of her experience. She had taught eight years\nin this particular kind of work, during which time she had devoted two\nHer other six years were\nyears of full-time work to Americanization.\nconsidered as one and she entered the service on the basis of three years’\nexperience.\n2. Another supervisor was applying for a life certificate and lacked two\nweeks of the necessary time of day-school experience. She had been super-\n\nvising for several months, teaching many demonstration classes, which\nof\nwould have aggregated much more than the required time. The Board\ndefinite\nno\nare\nthere\nthat\ngrounds\nthe\non\nExaminers refused the application\nqualifications for an Americanization supervisor and no credit can be given\n_\nfor such irregular experience.\ny\n3. One city in the State had been issuing certificates rather generousl\nnot\nteachers\nall\nfor\nions\nand the State department insisted on examinat\nThe order was then issued that all special\nholding State certificates.\nteachers were exempt. Such a condition\nschool\nday\nteachers who were also\nteachers of adults with experience varyl\nsuccessfu\ned—many\ndevelop\nas this\nion, while\ning from two to twenty years were required to take examinat\nuntrained\ntotally\nand\nefficient\nless\ntheir more fortunate and sometimes\nexempt.\nentirely\nwere\nteachers,\nschool\nday\nbe\nto\nfriends, who happened\nrepreI don’t know how much this problem affects the several States\nwe\nbegun,\nwell\nso\nsented here, but I do know that to continue the work\nand\ndefined\nbe\nmust\nteacher\nthe\nhave reached the point where the status of\nFor the teacher who loves this kind\nher position must be strengthened.\nbetter citizenship, who is willing to\nof\nideal\nthe\nto\nof work, who is devoted\nthe technique\nstudy the attendant problems, and who is trying to perfect\nmotion the\ninto\nset\nus\nof teaching, I should like to make this plea: Let\nbased on\ntion,\ncertifica\nof\nsystem\nforces which will bring about a uniform\nlike, but\nyou\nas\nrigid\nas\ntions\nqualifica\nthe\nmake\ntraining and experience;\nchoose,\nyou\nif\nfirst\nat\nnal\nprovisio\nte\ncertifica\nthe\nmake\nmake them definite;\nimmiadult\nof\nbut eventually it must be permanent, so that the teacher\nworld.\nnal\neducatio\nthe\ngrants may assume her rightful place in\n\nOPENING\nB. PRESTON\nNORTH\n\nCLARK,\n\nREMARKS\n\nVICE-PRESIDENT,\n\nPLYMOUTH,\nASSOCIATED\n\nAND\n\nPLYMOUTH\nEXECUTIVE\n\nMEMBER\n\nINDUSTRIES\n\nOF\n\nCORDAGE\n\nCOMPANY,\n\nCOMMITTEE\n\nOF\n\nMASSACHUSETTS\n\ndifferent\nWe shall this morning listen to reports dealing concretely with\ned InAssociat\nthe\nof\nmember\na\nAs\non.\nEducati\nnt\nphases of Immigra\nce,\nconferen\nthis\ndustries of Massachusetts, it is a pleasure to preside at\nMassaof\nturers\nbecause it makes clear the mutual desire of the manufac\n\n"}
{"page": 972, "printed_page": "950", "text": "950\n\nNATIONAL\n\nEpucaTIon\n\nAssocrlaATION\n\nchusetts, and of the Educational forces of the State, to work in close cooperation for the common good.\n. I am not an educator, just a business man, and I cannot hope to tell\nyou men and women anything you do not already know.\nThe most I can\nhope to do is briefly to express what I believe to be in the minds and hearts\nof us all, as to what immigrant education really is.\nIf an immigrant is a person who has come from some foreign land, and\nif education is the bringing out of the latent powers of a person, then immigrant education is the bringing out of the latent powers of all those who\nhave come to us from foreign countries.\nThis is hardly broad enough.\nI would like it to include the bringing out the capacities of all those\nwho\nspring from immigrant stock.\nThis definition includes every one of us here today. ‘The only\nnativeborn American is the American Indian, and he, poor chap, is\nmostly dead.\nWe who are here today are many of us Anglo-Saxons.\nBeing one myself,\nI think they are pretty good people, but there are lots of other\ngood people\ntoo. We Anglo Saxons have our limitations, and one of them\nhas been\nthat, being a strong race, we have been too sure of ourselves\n, sometimes\ntoo arrogant.\nWe must get over it.\nWe Anglo-Saxons came here first, we have contributed much\nto American life, and shall contribute more.\nBut we are not the whole push. We\nare today a nation of forty races, and we all have\nmuch to learn from\none another. We must in fact learn from one another\nif we are to be a\nunited people. The stars on our flag I like to feel\nstand for these races\nas well as for the States.\nOne of the greatest missionaries I have ever known,\nHoward Bliss, of\nBeirut, Syria, said that the true missionary tried to\nexchange the best that\nwe have with the best the other races have. It is\na thought we may well\nbear in mind in immigrant education.\nAs President Lowell, of Harvard, said so splend\nidly, “The American is\nnot a finished product.\nHe has been in the making ever since the first\nwhite man set foot upon our shores, and\nhe will continue to be in the\nmaking so long as streams of foreigners pour\ninto our land. Americanization does not mean moulding them to an\nalready settled type, but the\nblending together of many distinct elements.\nNo one of the peoples that\nhave come from Europe to our shores is\ndevoid of qualities that can enrich\nour common heritage, and some have alread\ny contributed greatly thereto.”\nOne of the purposes of teaching English\nis surely that through a common\nlanguage we may the better understand\none another.\nIt has been my happiness to live my\nlife among all sorts of people.\n[\ndid a ten-hour day, and at one time\na sixteen-hour day in a Massachusetts mill.\nThe nineteenth century was remarkable\nfor many discoveries, many inventions. The great discovery of the\ntwentieth century in this country\nwill, I believe, be the latent capacities\nof these forty races under free American conditions.\nThe world has never seen what\nthese people could do\nunder such conditions.\n\n"}
{"page": 973, "printed_page": "951", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n951\n\nIn some small way, it is given to each one of us, to help to bring out\nthese latent capacities in ourselves and in others. It will not be done\nIt will\nby programs alone, though there must be intelligent planning.\nlargely be done through making a vision which we all share in common,\nreal in golden fact, through such wise and loving personal work, as you\nwho are gathered here this morning, and thousands more like you, are\nIn such work let\ndoing from week to week and from month to month.\nme wish you all Godspeed.\n\nDEVELOPMENT OF FACTORY CLASSES\nMASSACHUSETTS UP TO DATE\nGEORGE\n\nF.\n\nQUIMBY,\n\nINDUSTRIAL\n\nINDUSTRIES\n\nOF\n\nSERVICE\n\nSECRETARY,\n\nIN\nASSOCIATED\n\nMASSACHUSETTS\n\nThree periods—There have been three distinct stages of development in\nimmigrant education in Massachusetts factories. “The first factory classes,\nso far as I have been able to learn, were established in Cambridge in the\nplant of the Boston Woven Hose & Rubber Company as early as the year\n1906. The factory English class movement then, with us, is at least\nsixteen years of age. Yet in Massachusetts we sometimes talk today as\nWe may be justified in speaking\nthough the factory class idea were new.\nthis way because it really has only recently begun to come into its own in\nthe educational program.\nBack in 1906 and earlier, the CamWho started these first classes?\nof holding noon-day meetings in the\nhabit\nthe\nin\nbridge Y. M. C. A. was\nof these meetings noticed that\npromoter\nThe\n.\nCambridge\nfactories of\ncould not understand what\napparently\nattendance\nin\npeople\nthe\nof\nmany\nto\nwas going on or much of what was said. [here was an evident need\nBoston\nthe\nof\nnt\nmanageme\nbreak through the language barrier. he\nn in\nWoven Hose & Rubber Company was willing and classes for instructio\n\nEnglish were established.\n\nSome five years later, when I first visited these\n\non\nclasses, the management had established a rule requiring attendance\nin\nmet\nmen\nMore than 100\nthe part of non-English speaking employees.\nservice\nsocial\nstudents—\nthese noon-day classes and were taught by Harvard\nof ‘‘Roberts’ Lesvolunteers—whose principal equipment comprised a set\n(I am\nhose.\nrubber\nof\npile\na\nagainst\nup\nsons” and a blackboard propped\nof\nline\nunbroken\nalmost\nan\nbeen\nhas\nthere\nthat\npleased to say in passing\nschool\npresent\nThis\nyears.\nsixteen\nlast\nthe\nduring\nplant\nthis\ninstruction in\nnt of the\nyear, for the first time, the Y. M. C. A., and the manageme\ne public\nCambridg\nthe\nto\nindustry have turned the classes entirely over\nprivate\nvision,\nprivate\nof\none\nThe first stage was therefore,\nschools.)\nthis\nfollowing\ndecade\nnext\nthe\nDuring\ninitiative, and private experience.\nprivate\nother\nand\nA.\nC.\nM.\nY.\nthe\nby\ntried\nwere\nexperiment similar projects\nagencies in other cities.\n\nmore intelliDuring this same period industrial management was giving\n\n"}
{"page": 974, "printed_page": "952", "text": "952\n\nNatTIONAL\n\nEpucATION\n\nASSOCIATION\n\ngent attention to labor relations and developing better means of handling\nlabor problems.\nNew management departments were brought into being\nin the larger industries which were variously called, “Welfare,” “Employment,” “Service,” “Industrial Relations” departments, and the like.\nSome industries conducted English classes for their immigrant employees as\none of their service activities, usually using foremen as instructors and drawing their meagre supply of text materials from widely scattered sources,\nsupplemented by subject matter of immediate employment interest.\nThis\nmarked the second phase of immigrant education in Massachusetts factories\nas a definitely industrial project.\nThe third stage is the one in which we now find ourselves with public\neducation in direct charge aided by the codperation of industrial managers\nand of voluntary organizations.\nIt may be well, at this point, for us to\nexamine some of the stepping-stones in the progress from an entirely private\nendeavor to a public enterprise.\nDevelopment—In 1918 the Executive Committee of the Associated\nIndustries of Massachusetts, realizing that thousands of non-English-speak-\n\ning aliens were employed in our industries, assigned two staff secretaries\nto the task of helping provide educational opportunities for such employees.\n\nThe effort was made in the faith that it would be good business as well\nas\ngood civics. There was no publicity, no blare of trumpets.\n“hese secretaries quietly and earnestly went to the plants where the managers\nwere\nready to be shown what could be done and how best to do it.\nAt about the same time, in the early days of the World War,\nthe State\nDepartment of Education in Massachusetts, recognizing\nthe real need for\npublicly promoting immigrant education, engaged the\nservices of Charles\nF. Towne.\nI remember going up to the city of Lowell in the winter\nof\n1917-18 and there witnessing an experiment in factory\nclasses which Mr.\nTowne had established.\nHe had trained some foremen and developed them\n\ninto emergency teachers. The management entered\nwhole-heartedly into\nthe project and saw to it that the non-English-speaking\nworkers gathered\nregularly into rooms especially built for the purpose.\n‘There were no two\nways toit. All the employees in that plant must\nknow English. There was\na war to be won and that plant was going\nto do everything possible to\nprepare its employees for their largest possible\nshare in that war!\nSimilarly a regular drive was made elsewhere\non the factory class idea\nduring the war period.\nPublic schools began to take a real intere\nst in\nthis phase of immigrant education.\nEverybody was talking about ‘“Americanization” and the need for “100 per cent\nAmericanism”—and the interpretations thereof were myriad.\nThe Washington conference in 1919—You\nwill remember the big conference held in Washington in May, 1919,\nunder the auspices of the Federal\nBureau of Education.\nThe industrial people at that confe\nrence were\nasked to formulate the principles which\nshould govern industrial Americanization, so-called.\nWhen we counted noses we found that\namong the more\nthan four hundred people at the\nconference there were only twenty-two\n\n"}
{"page": 975, "printed_page": "953", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n953\n\nof us representing industry. We recognized the absurdity of any attempt\non the part of such a small group to speak for industry or to formulate a\nThis group, however, agreed to call a National\nstatement of principles.\nof studying the whole question of ‘““Amerpurpose\nthe\nfor\nconference later\nBecause of the interest of the Associated Inicanization in Industries.”\ndustries of Massachusetts in factory English classes our industrial friends\nfrom the other States rather insisted on coming to Massachusetts.\nThe Nantasket conference in 1919—The conference was consequently\nheld at Nantasket in June, 1919, just three years ago. About two hundred delegates came from ten industrial States. Out of the widely varied\nexperiences and tremendous differences in points of view, two of the planks\nadopted by that conference of industrial representatives were, I think, funOne resolution was ‘That instruction in English for\ndamentally correct.\nnon-English-speaking people should be carried on in cooperation with the\npublic educational forces provided those forces are prepared and will assume\nAnd we, then and there, pledged our aid in our\nthe responsibility.’\nA second staterespective communities to bring about this cooperation.\nment was “That we, as a representative group of industries, unanimously\ndisapprove making naturalization a condition of employment and recommend that every community establish at least one school for citizenship.”\nThat was pretty good work for a group of industrial people in such a time\nof stress and patriotic hysteria.\nThat same summer, 1919, a new and important State law became\nIt is called the “fifty-fifty” law because it provides that at the\noperative.\nof\nexpiration of each school year, on the approval of the Department\ninstrucproviding\ntown\nevery\nto\npay\nshall\nalth\nEducation, the commonwe\np in\ntion for adults in English and the principals of American citizenshi\namount\nthe\nconjunction with the State Department of Education, one half\n(There really\nexpended for supervision and instruction by such town.\nproposition\nnew\na\nor\ndone\nisn’t any more effective way of getting things\nof them!)\nall\npay\nyou\ness\nbills—unl\nthe\nhalf\nput through than to offer to pay\nboards\nschool\nthe\ntelling\nState\nthe\ndown\nand\nup\nwent\nAs John Mahoney\neducation\nt\nimmigran\nfor\nprogram\nthis\nabout\ntowns\nand\ncities\nof the various\nat work on the\nhe soon discovered that the Associated Industries was\nSince\nsuggested.\nwas\nCoéperative effort\nfactory class end of the program.\nof\nnt\nDepartme\nState\nthe\nbetween\nthen there has been cordial team-work\ndevelopthe\nin\netts\nMassachus\nof\nIndustries\nEducation and the Associated\nment of factory classes.\nthese two\nThe Plymouth conference in 1920—In September, 1920,\nof\npurpose\nthe\nfor\nagencies jointly conducted a conference at Plymouth,\nwhich\non\neducati\nnt\nformulating and developing the procedure in immigra\n\nes working comight best be pursued by the public schools and the industri\nes adopted a\nindustri\nand\nschools\nthe\nof\ns\noperatively. The representative\nbetter educational\nstatement of principles which recognized the need of\nthat employers\ndeclared\nwhich\n;\nbarrier\ne\nlanguag\nthe\ng\nfacilities for removin\n\nnts employed\nshould help the schools reach the non-English-speaking immigra\n\n"}
{"page": 976, "printed_page": "954", "text": "954\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nin the industries; which reiterated that “the education of the immigrant is\na public function and wherever possible should be carried on by publicschool authorities in accordance with the plans formulated by the State\nDepartment of Education” following the provisions of Chapter 69 of the\nGeneral Laws (the “fifty-fifty” law) ; and which urged the appropriation\nof enough money to get the job done well.\nIn recognition of the fact that the education of the immigrant is a public\nfunction and that the industries should codperate with the public authorities\nin every reasonable way, Mr. Charles A. Andrews, who was at that time\npresident of the Associated Industries of Massachusetts, said at Plymouth:\n“As our program for the education of children has developed we have\nfound that assistance on the part of the home is necessary, but we have\nnever turned over to the home the administration or execution of the educational program.\nNow as we take up the question of the education of\nthe adult, who is a factory worker, we may well conclude that we need\nthe assistance of the factory, but we must never conclude that we shall\nturn over to the factory the administration and execution of such educational program as is devised for the adult.\nPublic authority must devise\nand execute the program.\n‘The place of industry in the scheme is to give\nits assistance to the public educational officers in carrying out the program.”\nPractical procedure—The Plymouth conference did not stop with a\nmere\nstatement of principles.\nIt was agreed that these principles should be\ninterpreted in terms of definite procedure which should assign specific\nduties\nto the public schools and equally specific duties to industry.\n‘These are the\ndefinite steps recommended: First, that the schools (1) accept\nprovisions\nof Chapter 69, of the General Laws, Sections 9 and 10; (2)\nappropriate\nenough money to get the job well done; (3) provide for\nclasses in industries whenever organized; (4) provide a director of immigran\nt education;\n(5) train and supervise teachers; (6) provide suitable\ntext material (including motion pictures) ; and (7) organize courses of\nstudy.\nSecond, that the industries (1) conduct preliminary\nstudy to learn the\nextent and nature of the problem; (2) centralize\nresponsibility in a plant\ndirector or committee or other effective agency;\n(3) recruit classes; (4)\nprovide satisfactory school accommodation ; (5)\nestablish an efficient followup; (6) provide incentives; and (7) collaborate\nin training teachers and in\nproviding special text material.\n‘These last seven steps had been found to be\neffective as industry’s best\nprocedure in the joint project by which public\n-school classes are conducted\nwithin industrial establishments. For this\nreason and this reason alone,\nthese seven steps were adopted at Plymouth\nas industry’s job in the Massachusetts program.\nP\nThis program outlines an ideal situa\ntion—the normal, best, all-around\narrangement or set-up. Obviously,\nadjustments must be made to fit th\nparticular industries in certain communitie\ns wh ere the ideal\ni\n7\nset-up is\nclearly out of the question. Other\nspeakers this morning will doubtless\ntell]\nus how well the plan has worked when\nfully tried, or how poorly where\nsome important steps have been omitt\ned by one side or the other.\n\n"}
{"page": 977, "printed_page": "955", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n955\n\nSelling the Plymouth platform—We were not content to let the Plymouth Conference end with the adoption of this statement of principles\nand procedure. We realized that the whole program would have to be\nsold to the schools and industries in the various cities and towns in our\nState. We were anxious to translate the findings of the Plymouth Conference into action. A real barn-storming campaign was conducted. Miniature “Plymouth Conferences” were held in many places, conducted jointly\nEverything looked rosy when the bottom\nby schools and industries.\na bang and the serious period of industrial\nwith\nbusiness\nof\ndropped out\ndepression set in. In spite of that fact, however, I am glad to be able to\nsay that the factory class movement had sufficiently passed the early experimental stage to prove its worth and the Plymouth Conference and the\nfollow-up of it had generated a momentum which did not stop. At the\nsame time the schools in the various cities and towns were being organized\nMany full-time school directors of immigrant\nto handle the program.\neducation were getting into action. ‘These factors all helped the factory\nthe\nclasses overcome the adverse conditions of business which necessitated\nactivities.\nemployee\nindustrial\nother\ndiscontinuance of many\nou will remember that the industrial\nStatistics and public responsibility—Y\nresponsibility in\npeople at Nantasket declared for the assumption of public\nis not the busin\neducatio\nry\nEnglish instruction, recognizing that elementa\nh ConPlymout\nthe\nthen\nAnd\nd.\norganize\nness for which industries are\nn\neducatio\nthe\nthat\ndeclared\nlikewise\npeople\nl\nindustria\nference of school and\n“Avail\nto\nis\nof the immigrant is a public function and that industry’s part\nschools and to coitself of the educational facilities offered by the public\nA brief review of\n.”\nfacilities\nthese\noperate in every feasible way to perfect\nbeen accepted\nhave\ns\nprinciple\nthese\nwhich\nto\nextent\nthe statistics shows the\nand adopted.\nNumber\nNumber of\nclasses\nYears\n1919-20. . 304\n1920-21. . 380\n1921-22. . 368\n\nDirected by\nVe MIC? 8\n\nDirected by\nindustry\n\nDirected by\npublic school\n\nEnrolment\n\ndifferent\ncities and\ntowns\n\nNumber\ndifferent\nindustries\n\n30\n5\n1\n\n83\n68\n1\n\n191\n307\n366\n\n4267\n5241\n5316\n\n40\n40\nai)\n\n99\n105\n97\n\nresponsibility in\nMassachusetts has clearly accepted public educational\nhad managed\nwhich\nies\nindustr\nthe\nand\ns\nPrivate agencie\nfactory classes.\nover to\nclasses\nfactory\nthe\ngive\nto\nwilling\nbeen\nhave\nclasses themselves\nmanal\nindustri\nas\npublic-school supervision and direction almost as rapidly\nto\nposition\na\nin\nwere\nagers have become convinced that the public schools\nsecreal\nindustri\nby\nshown\nattitude\nadequately do the work. ‘The generous\nthey had pioneered\ntaries of the Y. M. C. A. in thus releasing work which\nentirely public\nbeing\nas\nmention\nlar\nparticu\nof\nand built up is worthy\nschool\nSome secretaries went even further and introduced\nspirited.\nstart.\ngood\na\nto\ns\ndirector\ndirectors to industrial managers, thus helping these\n\nthe foregoing\nPresent status—Where are we and whither headed? From\nemployees\nant\nimmigr\nof\nnds\nthousa\nreached\nit is obvious that we have not\nthat ought to learn our language.\n\nWe\n\nare encouraged,\n\nhowever,\n\nby the\n\n"}
{"page": 978, "printed_page": "956", "text": "956\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nfact that there were enrolled in the factory classes this past year over a\nthousand more adults than the total number found in all kinds of classes\nfor immigrants in this State some four or five years ago. ‘The progress\nto date, at best, can only be considered as a start in the right direction.\nWe are facing certain problems which must be solved before we can\nmake much further headway. Obviously the task just now is to keep our\n\npresent hold. The time, so far as business is concerned, is not opportune\nfor any rapid extension of factory classes anywhere. Employers who have\nnot already been sold or converted to the idea are hardly in a mood today\nto consider new projects. Their business worries are too numerous.\nIt may be difficult for us to secure money enough to enlarge our program.\nCity councils are engaged in the popular pastime of paring school appropriations just as business concerns are, of necessity, practicing rigid economies.\n(Of course we all believe in economy if it does not hit us or the\nactivities in which we are interested harder than we or they deserve.) The\npoint is that the factory English class enterprise must continue to prove of\nvalue if it is to hold its place in the school program or as an industrial\n\nactivity.\n\n.\n\nI was encouraged recently when the new President of the Associated\nIndustries, Colonel Charles R. Gow, said that he still believes it very\nimportant for the Associated Industries to do whatever it may, even at\na\nsacrifice, to promote the cause of immigrant education among immigran\nt\nindustrial employees.\nOne of our problems is in our own thinking. Do we as workers in this\npart of the educational field think of factory English classes as a regular\npart of the immigrant educational program, or do we, perhaps,\nconsider it\na fad born of the war and likely to soon be forgotten?\nIf we are a bit uncertain in this regard ourselves it is quite likely that we are\nnot doing\nenough to acquaint citizens generally with the results of\nfactory English\nclass efforts. We must have public opinion with us else we\nmay not be\nallowed to grow-—or even to live at all.\nBusiness is bound to improve. I believe the tide is already turning.\nLet\nus hold our own now and keep in trim ready to go out to meet\nthe better\ntimes that are coming. Are we ready to bring into line\nthe local school\ncommittees that have not yet adequately organized\nto offer educational\nopportunities for adult immigrants?\nAre we prepared to convince industrial managers who do not yet see the wisdom of\nhaving such activities\nwithin the industrial plant that there is a business value\nin English instruction? In other words, do we believe sufficiently\nin the goods which we\nhave to sell? Our school supervisors or full-time teacher\norganizers must\nbe good salesmen before they can exercise as good\norganizers and administrators. ‘They must continue to win their way\nby demonstration and by\nappeal to reason and not by any assumed authorit\ny of position.\n\nUnder the restrictions of the 3 per cent immig\nration law now in operation very few new, green immigrant worker\ns will arrive. There will therefore be a growing tendency on the part of indust\nrial managers and others to\n\n"}
{"page": 979, "printed_page": "957", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n957\n\nn\nEE\na\nEE\n\nbelieve that factory English classes are no longer necessary. We must convince such people that we only desire opportunity as long as there is a real\nneed for the work. We must, at the same time, not allow ourselves, or any\none else, to be fooled by the smattering of English spoken by immigrants\nwho are still illiterate in our language.\nEnglish as a means to an end—We ought to bear in mind in our factory\nclasses that a knowledge of English is, after all, only one factor in the\nprocess of becoming an American citizen. Through factory classes we can\ngive the immigrant employee the very help which he may need to fit himself\ninto the industrial organization as well as into the life of the community.\nWithout English he is at a loss when he tries to engage with his fellows\nin various employee activities. With English he can feel much more at\nhome. With English he can more readily rub elbows with older Americans.\nThat is surely one of the objects which we should seek to attain through\n‘The teacher, by taking a personal interest in her\nEnglish class instruction.\npupils and by devotion to her work, actually does help to develop a better\nhelps\nspirit within the plant in which her classes are held. Anything which\nindustry,\nthe\nfor\nonly\nnot\nwhile\nworth\nis\nindustry\nwithin\npromote good-will\nclasses are\nbut also for the community in which pupils reside. The factory\n.\ncitizenship\nundoubtedly promoting preparation for wholesome\nto emRecapitulation—The value of factory English classes to pupils,\nas in\nwell\nas\npeace\nof\ntime\nin\nproved—\nbeen\nhas\nty\nployer, and to communi\nstatepositive\ncordial\nThe\nfair.\nin\nas\nweather\nbusiness\nwar—and in foul\nput them\nments of industrial managers in answer to a recent inquiry surely\nng stateinteresti\nThe\nclasses.\non record as in favor of continuing factory\nents\ndevelopm\nreal\nthat\nshow\nexercises\non\nments made by pupils at graduati\nclasses\nfactory\nthat\nthen,\nbelieve,\nWe\nmade.\nbeen\n‘1 mind and heart have\nin Massawill remain as a part of the immigrant educational program\nchusetts.\nto five\nWhatever success this movement has had has been due largely\nwith\ndollar\nits\ng\nmatchin\nState\ne\ntion—th\nlegisla\nfactors: (1) Good sound\nin\nout\nworked\nas\n,\nprogram\ndefinite\nA\n(2)\ntown.\nor\ncity\na\nthe dollar of\norip\nleadersh\n(3) Capable educational\njoint conference at Plymouth.\nin State and local\nganizing just enough, and not too much, school machinery\nmanagers—the\nal\nindustri\nof\nce\nassistan\n(4) Interest and\ncommunities.\nand indusbusiness\nof\ntion\nCoépera\n(5)\nworkers.\nnt\nemployers of immigra\nboth\nusetts,\nMassach\nof\nes\nIndustri\ned\nAssociat\nthe\nlike\nations\ntrial organiz\nconyour\nto\nfactors\nState-wide and local in operation. I commend these\nhelp\nto\nseeks\nwhich\nse\nenterpri\nference as essential in any public educational\nas a\nAmerica\nto\ntion\ncontribu\nbest\nhis\nmake\nthe adult immigrant worker\nty.\ncommuni\nthe\nin\nand\nhome,\nthe\nin\np,\nworksho\nthe\ncapable citizen in\n\n"}
{"page": 980, "printed_page": "958", "text": "958\n\nNATIONAL\n\nEpucaTIoN\n\nAssocIATION\n\nREPORT OF INVESTIGATION INTO FACTORY CLASS\nPROGRAMS IN NEW BEDFORD, MASSACHUSETTS\nGERTRUDE\nSPRINGFIELD,\n\nBRUYN,\n\nAMERICAN\n\nMASSACHUSETTS,\n\nIMMIGRANT\n\nBOSCH\n\nAND\n\nEDUCATION,\n\nMAGNETO\n\nJOSEPHINE\n\nSPRINGFIELD,\n\nCORPORATION,\n\nD. MASON,\n\nSUPERVISOR\n\nOF\n\nMASSACHUSETTS\n\nCity of New Bedford—Location—Situated, as New Bedford is, on\nBuzzard’s Bay, eighteen miles from the track of all ocean coast-wise commerce passing outside of Cape Cod, and within seven miles of the line of\nall vessels passing through Cape Code Canal, 185 miles by water to New\nYork, and fifty-seven miles by rail to Boston, it is not surprising that this\nlittle but important whaling community has grown into a large textile\ncity, now being the fourth city in the State.\nPopulation—New Bedford between the years 1900 and 1910 increased\nits population 33 per cent and between 1910 and 1920 doubled it again.\nIn a city where the packets come directly from the foreign shores and\nunload their cargoes at its port it is no wonder that out of a total population of 122,000 at the present time there are 35,000 foreign-speaking\npeople. More than 13,000 besides these are foreign born of English\nspeaking races, bringing the percentage of foreign born up to approximat\nely\n\n35 per cent of the whole.\n\nAs in most textile cities the French Canadians\n\nfigure prominently, and are excelled only by the Portuguese, who\nnumber\nabout 16,000. The Polanders, Russians, Greeks, and Syrians then\nfollow\non to add fairly representative national groups.\nOf the 67,000 native\nborn it is interesting to note that almost 50 per cent are native\nborn of\nforeign parentage, and 15 per cent more are of mixed parentage.\nThat\nthe problems of illiteracy in English and the training to\ncitizenship are\nextremely important ones may be seen from the fact that 20\nper cent of\nthe foreign-born population, or 8 per cent of the total population,\nare nonEnglish speaking. And only one third of the foreign born\nover 21 years\nof age are naturalized.\nThis might be regarded as extremely significant\nfrom a political point of view.\nIndustries and trade—While the world is the market\nfor the products\nof the industries of New Bedford, the fact that\nwithin a radius of 400\nmiles there resides a population in excess of 30,000,\n000, shows clearly its\nadvantageous position in the domestic market.\nCotton and silk manufacturing heads a long list of industries, including\ntools, twist drills, dies,\nsilverware, rope, cordages, shoes, and paper goods.\nWhile the city owes\nits early growth to the whaling industry, it now\nenjoys the reputation of\nbeing the largest cotton-goods producers in the world\nand standing second\nin the number of spindles. The capital investe\nd is reported to be more\nthan $125,000,000.\nThe twenty-seven corporations, financed by\nlocal\nmen, operate sixty-eight mills, and employ more\nthan 40,000 people, representing a pay-roll of $64,000,000 during the\nyear 1919,\nGeneral situation in regard to Americanization\nwork—A ttitude of the\npublic—Classes in immigrant education were\nstarted in New Bedford\n\n"}
{"page": 981, "printed_page": "959", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n959\n\nthree years ago under the auspices of the Young Men’s Christian Association. ‘They were started in three of the industries where they are now\nCredit should be given\nbeing held under the Public School Department.\nto the Y. M. C. A. for the valuable pioneer work which they did and also\nfor the fact that, when the School Department realized that the schooling\nof the adult immigrant was a public function and undertook this as one\nof its definite policies, the ¥Y. M. C. A. recognized the value of the publicschool-trained teacher and so withdrew from this field of its many activities. ‘Ihe industries, on the other hand, had seen the good that came to\nthe industry through the teaching of English, and therefore welcomed the\ncoming of the School Department.\nAttitude of the School Department—That more than ordinary interest\nhas been shown by the New Bedford School Board is evinced by the fact\nthat last year they appropriated $25,000 for Immigrant Education, which\nThat the foreignis 2 per cent of the whole school appropriation.\nthem to attend\noffered\nspeaking people have responded to the opportunity\n15 classes held\nbeen\nhave\nthere\nthat\nclasses in English is shown by the fact\nclasses held in\neleven\npersons,\n291\nof\nenrollment\nan\nin foreign clubs with\ntwenty-two\nand\npersons,\n185\nof\nenrollment\nan\nwith\nhouses\ncommunity\nclasses held in the churches where the foreigners attend with an enrollment\nof 457 persons. Can there be any question as to the eagerness with which\nof\nthe foreign born welcome the opportunity to learn the language\nAmerica?\nin a\nAttitude of industry—General policies—The immigrant problem\ntalking\nno\nport like New Bedford is so extremely apparent that it requires\nthat the Amerpoints or salesmanship course to point out to employers\nproblem of\nThe\n.\nessential\nbut\ne\nicanization classes are not only desirabl\nwhich is\ns,\nemployer\nthe\nof\nminds\nthe\ncitizenship does not seem to trouble\nany of\nin\nheld\nclasses\nhip\ncitizens\nno\nwere\nthere\nthat\nillustrated by the fact\npossibly\nmay\nthis\nthe industries during the past year. The reason for\nEnglish classes have\nized\nsystemat\nthat\nyear\nsecond\nthe\nonly\nis\nthis\nthat\nbe\nhave not had the\n‘been held, and therefore a large number of employees\nthem to secure\ncause\nto\nforce\nt\nsufficien\nmatter brought home to them with\nbest be beside\nwould\nntly,\nconseque\nclasses,\nhip\nCitizens\neven first papers.\nyear.\nnext\nthe point until\nas purely a business\nHowever, the teaching of English is regarded\nand time saving\nlabor\na\nis\nproposition. The elimination of the interpreter\nive as a means\nexecut\nthe\nto\ns\ndevice, as well as a money saver, and appeal\noverhead costs\nall\nof\ng\ncuttin\nthe\nas\njust\nof cutting the cost of production\npart been\nmost\nthe\nfor\nhas\nry\nindust\nof\ne\nattitud\nappeals. ‘Therefore, the\nthe\nwhere\nies\nIn the very few industr\none of 100 per cent codperation.\nto\nmuch\nso\nnot\nuted\nattrib\nbe\nresults of the classes have been poor, it can\nthe\nselling\nof\ns\nmethod\ntheir\nto\nthe lukewarmness of the management as\n|\nthrough which they worked.\nidea to the overseers, who were the media\nin\nheld\nclasses have been\nDuring the year 1921-1922, Americanization\ne classes, and totaling\nty-on\nseven\nng\nsenti\nrepre\ntwelve industrial centers,\n\n"}
{"page": 982, "printed_page": "960", "text": "960\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\n872 pupils. This is a 100 per cent increase over the previous year, which\nyear marked the beginning of work by the Supervisor of Immigrant Education under the School Department, when there were thirty-one factory\nclasses with an enrolment of 315 pupils. Besides these pupils from the\nindustries it must be remembered that 1569 of the foreign-born of New\nBedford come under the compulsory attendance law. Just how many of\nthese are employed in the industries, it is impossible to state.\nWhen the work was organized by the present supervisor there were\nfifteen industries approached regarding classes, only three of which seemed\nindisposed.\n‘Three of the remaining twelve industries, had voluntarily\ntaken up the matter with the supervisor and asked for classes.\nOne of\nthe mills unwilling to coéperate made a statement that they did not care\nto interfere with the personal affairs of their employees, such as pleasure or\neducation.\n‘They felt that they paid them for their work.\nPresent working conditions—While none of the industries engaged in\nAmericanization work are at present producing normally, all but one are\nwithin 90 per cent of normal production.\nIn the case of the semi-successful\nclasses there was rather a subtle admission that they would like to have the\nexcuse of abnormal times to shield them, but in spite of whatever failures\nthere might have been, the apology of small forces and periodic lay-offs\ncould not be offered.\nPersonnel in charge of Americanization work—In only two of the mills\napproached are there employment managers, or personnel directors.\nWe\n\ntrust that it has been in spite of this fact and not because of it that the Amer-\n\nicanization work was least successful in the two plants which were\nsup' posedly progressive enough to have a specialist in the employment department.\nIn two mills the classes were operated under the supervision of the\nnurses or first aid departments.\nOne case worked out very well because\none of the nurses there was employed as a Portuguese interpreter\nwho\naroused much enthusiasm.\nIn the other mill, the experiment fell flat. The\nbalance of ten mills placed the supervision of this work directly\nunder the\nsuperintendent or assistant superintendent who in turn communica\nted with\nthe overseers.\nAs most of the classes were organized by rooms, this was\nproved to be the logical way in which to work.\nEmployment policies—If a concern in New Bedford should\nattempt to\nadopt the policy of employing only English-speaking races,\nas many plants\nin other cities do, it would soon find itself confronted with\na terrific labor\nshortage and be forced to abandon the policy. Therefore,\nthe source of\nsupply is almost limitless, and the employment policy that\nof hiring anyone,\nBohemians or Bravas, Canadians or Czechs, Polanders,\nor Portuguese. The\n\nrecording of statistics seems to be the least of the troubles\nin the cotton\nmills. If anyone wished to arrive at a definite figure, it\nwould be necessary\nto conduct a regular investigation into the employment\nrecords of any one\nplant and list the foreign-born therein. Further informa\ntion than this\nwould be impossible to secure as no statistics are kept\nof the number without papers, or with first papers, or naturalized.\nIn only one mill visited\n\n"}
{"page": 983, "printed_page": "961", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n961\n\nwas there any policy of hiring citizens rather than non-citizens, other\nthings being equal. In most of the mills citizenship is not a requirement\nfor employment.\n‘The reason for failures to keep up-to-date files on the\ncivil condition of employees is the obvious one of its being almost a superhuman task. The circumstance of an employee who calls himself Govoni\nin one place, goes by the name of Picard in a second, and changes to Smith\nin a third, would be too difficult to trace. ‘The employment departments do\nnot even attempt to keep the addresses up-to-date.\nFrom conversations held with the superintendents of the various mills\nit might be concluded that about 40 per cent of the total employees of mills\nwhere the classes have been held are foreign-born.\nPortuguese, including\nthose from the island of Brava, are always predominant, then Polanders,\nFrench Canadians, and Irish combine to make up the larger part of the\nworking force. The majority of them are literate in their own tongue.\nMethods of showing interest—Whenever a management has manifested\na willingness to have the classes organized, it has matched that willingness\nwith the same spirit of codperation in providing and equipping the schoolrooms. In all but three instances, classes were held in the workrooms of\n“wo mills erected\nthe factory, which were always clean and attractive.\nwork,\nAmericanization\nof\npurpose\nthe\nfor\nsolely\nbuildings\nseparate small\nand one mill provided a room in a near-by tenement block for the purpose.\nIt has been the custom for some representative of the management to be\npresent at either the beginning or closing meeting of the class, or both. The\nsuperintendent always spoke at the closing exercises when the diplomas were\npresented; in one mill the members of the class were presented with Eversharp pencils. During the period of lay-offs one company has put itself on\nrecord as being in favor of retaining all the people at work who were attend-\n\ning Americanization classes.\nClasses—Possibly there are some present who will be interested to know\nKP rhe\njust how classes were started in the industries in New Bedford.\nhim her\ntold\nmill,\nthe\nof\ntreasurer\nor\nagent\nthe\nsupervisor interviewed\nthe one\nwas\neducation\nimmigrant\nthat\nhim\nconvincing\nfinally\nproposition,\n(2) The agent or\nthing needed to make his mill a complete success.\n\ntreasurer introduced the supervisor to the superintendent, who in turn\n(3) In some instances\nwas convinced of the worthiness of the proposition.\nthe supervisor exand\noverseers\nthe\nthe superintendent called together\nthe school deand\nindustry\nthe\nof\nproposition\njoint\nplained to them this\n\n(4) The overseers made a survey of their departments, finding\npartment.\nwomen who wished to avail themselves of this opportunity\nand\nmen\nany\n(5) These prospective pupils reported at a central place\nto learn English.\n(6) The classes\nwhere they were met by the supervisor and teachers.\nthe overseers’\nhave\nto\nnecessary\nbegan. In other instances it was not found\n\nmeetings but the superintendent or the person directly responsible for the\nwork directed the overseers to recruit the elasses. In the organization of\nthe classes it seemed to make little difference how the recruiting was done\nprovided some one person was responsible for it.\n\n"}
{"page": 984, "printed_page": "962", "text": "962\n\nNatTIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nIn talking with these superintendents of the mills the general feeling\nseemed to be that the value of these classes in English to the industry was\nsufficient to warrant the overseers asking the non-English-speaking people\nto attend the classes. “This does not mean in any way compelling them to\ndo so, but simply using the “gentle persuasion” of one in authority.\nIn 12 industries there were 71 classes and an enrolment of 872 persons,\nan average of twelve persons in a class. In these twelve industries there\nwere classes numbering 25 for women, with an enrolment of 250. Whenever the numbers would permit, grading was done.\nIn general, the teachers\nused the State themes supplemented by the Goldberger and O’Toole books.\nNo special lessons for a particular industry were used. “The percentage\nof the non-English-speaking persons attending the classes compared with\nthe number of employees varied from 1 to 50 per cent, the average being\nprobably about 20 per cent.\nOf this number a few attended evening\nschool.\nHowever, probably 80 per cent of them would have attended\nno class at all had there been none provided for them in industry. The\nnumber of classes in the individual industry varied from 2 to 12. As has\nbeen stated, these classes were all held in places provided by the industry.\nThere is such an excellent spirit of codperation on the part of the industry\nthat ‘the superintendents are willing to enlarge the school-room facilities, to\nbuild, or to do anything that may be needed to help make these classes even\nmore successful another year.\nNo expense apparently will be spared. Each\nclass was held twice a week, on the employees’ time, either between 12\nand 1, or between 5 and 6. All the women’s classes were held between\n12 and 1. In these industries the employees are allowed to eat their lunches\nwhile they are working, thus giving them the full hour for their classes.\nIn one mill it was found difficult to arouse any interest among the women\nuntil a teacher of their own nationality, Portuguese, was found, then the\nwomen flocked to the classes.\nThe follow-up is done through the overseers.\nA list of absentees is given\nafter each class, by the teacher to the overseer.\nIn some instances these\nare followed up, but in many instances, not.\nThe superintendents themselves agree that the follow-up work has been the weakest spot of this whole\nproject. Probably one reason for this weakness is that sometimes the overseers spend little or no time in looking up the absentees.\nIn one or two\nmills, the teachers themselves arrive at the class early and go through\nthe\ndepartment where the classes are held and encourage the pupils to attend.\nTo make this important part of the work effective it is necessary for\nthe overseers to spend a little time in looking up their men.\nThis, however,\nthe superintendents feel is time well spent.\nThe attendance in the classes varied from 60 to 99 per cent, the average\nbeing about 80 per cent.\nNo special devices were used to keep up the\nattendance. The men and women were most enthusiastic\nabout these\nclasses, feeling very grateful to the School Department\nand the industry\nfor providing this opportunity for them.\nToo much cannot be said about the necessity of having speciall\ny trained\n\n"}
{"page": 985, "printed_page": "963", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n963\n\nteachers for these classes.\nIn every instance the men whom we interviewed\nsaid that they felt the greater part of the success of the classes was due\nto the fact of having these trained teachers.\n“The pupils themselves paid\ngreat tribute to their teachers.\nThe classes seemed adequately supervised.\nConferences with the teachers were usually held by the supervisor at the\nindustry where the teacher had her classes, either preceding or following\nthe hour of appointment.\nTo summarize—Besides the 71 classes in industry with an enrolment\nof 872 there are 15 club classes, enrolment 291; 11 community classes,\nenrolment 185; 22 church classes, enrolment 457; and 38 evening-school\nclasses with an enrolment of 840. This gives New Bedford 157 classes\nfor adult foreigners with a total enrolment of 2645, an enviable record\nfor any city.\nA few generalizations may not be out of place here to show why immicrant education has been so successful in this textile city: (1) A large\nnumber of foreigners anxious to learn English; (2) a group of industries\nrealizing that these classes promote a feeling of good-will and understanding between the employer and employee, and anxious to help in teaching\nthese foreigners English; (3) a school department ready to appropriate\nsufficient money to insure the work’s being well done; (4) each class with\na specially trained teacher in charge of it; and (5) an extremely competent supervisor with energy and personality that are bound to make the\nwork a success.\n\nREPORT\nTHOMAS\n\nON FACTORY CLASSES IN SOUTHBRIDGE,\nMASSACHUSETTS\nF. POWER, ASSISTANT SUPERINTENDENT\nWORCESTER, MASSACHUSETTS\n\nOF SCHOOLS,\n\nSouthbridge, Massachusetts, is a town of approximately 14,000 population, 4000 of which is foreign-born.\nIn a factory class which has passed the experimental stage, in so far as\nit has been maintained for four years, are sixty pupils, sixteen of whom are\n‘This class meets twice a week for one hour, on Monday and\nwomen.\nThursday, for a period of eighteen weeks, entirely on the employees’ free\ntime. The employees quit work at a quarter of five and begin school at\nfive o’clock. This avoids what might be a long pull home in all kinds of\nweather with consequent doubt or hesitancy about going out again in the\nevening. ‘The session is of such length as not to interfere with garden\nwork in the spring—namely eighteen weeks. In so far as the hour of the\nsessions is advanced to five o’clock, this is an excellent attempt to solve\nsome of the old problems which have caused the ups and downs of the\nevening schools.\nTwo public-school teachers are employed in this plant, one of whom has\nhad twenty-eight years’ experience in immigrant education, the other seven\n\n"}
{"page": 986, "printed_page": "964", "text": "964\n\n‘\n\nNaTIONAL\n\nEpucation\n\nASSOCIATION\n\nyears; both have had training courses in immigrant teaching. Recreation\nrooms equipped by the company are used. Such equipment—large chairs,\ngood electric lighting system, large-size tables—probably help to account\nfor the greater percentage of attendance than usually obtains in evening\nclasses for immigrants held in grade school rooms where the seats and desks\nare small and the lighting more or less inadequate, since most school buildings—especially those now used in foreign sections—were not properly\nlighted when built because it was not expected that they were to be\nused\nevenings. What artificial light there was was merely an aid to the natural\nlight of day.\nThe classes in Plant W. were recruited by foreign-language posters and\nby the members of the preceding year’s classes. Regular attendance\nwas\nmaintained by follow-up work by an officer of the employment department.\nNo special lessons for industry were prepared. The aim was for general\nEnglish for the purpose of general improvement of the individual,\nwhich\nreacts in general improvement on the job. In this plant the teachers\ngive\nassistance in filling out naturalization papers, but no class in preparat\nion for\nnaturalization is conducted in the plant.\nEmployees who wish to attend\nsuch classes go to the community classes in the evening schools.\nAttitude of employment manager—1. The interest and oversigh\nt of\nthem does not interfere with production and recruiting does not\ntake much\ntime.\n2. Not over 25 per cent of our foreign language speakin\ng men attended\nthese classes, but no compulsion was used.\n3. The pupils have shown themselves to be worthy of\npromotion.\n4. Public-school teachers held the interest of the employees.\n5. The classes will be continued next year.\n\nFollow-up work on the part of the foremen does not\ntake an average of\n\nfive minutes\n\ndaily.\n\nThe\n\nforemen\n\nin\n\nthis\n\nparticular\n\nplant\n\ncomme\n\nnt\nfavorably upon the noticeable improvement of the pupils.\nAttitude of the employees—They are interested\nin learning English and\ndo not attend only because of the company’s\ninterest in their learning English. The students have expressed approv\nal in various ways of the help\ngiven them and they have helped in recruiting classes\n,\nAttitude of the officers of this industry—“\nThese classes have promoted\ngood-will and a better understanding betwe\nen officers and employees. They\nhave helped to reduce the number of injuri\nes and accidents to the foreignborn. ‘They have helped the use of the\nfirst-aid department by the foreignborn. ‘They have helped safety campaigns\nand recreational programs by\nbetter understanding on the part of the\nforeign-born, but there is a little\nuncertainty as to helping directly or\nindirectly to reduce the waste of\nmaterial,”’ The management believes\nthat the English classes are one\nmore connecting link between the emplo\nyer and the employee.\nMost of\nthe foremen whose employees attend\nthe classes find that they can make\nthemselves more clearly understood.\nThe foremen feel that production\n\n"}
{"page": 987, "printed_page": "965", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n965\n\nwas increased by the men’s understanding their orders better. While no\nfigures are available showing the reduction in accidents to the foreign-born\nand since only 4 per cent of the total number of employees are in these\nclasses, it is difficult to say with certainty if accidents have been reduced\nbecause of these classes. However, “we have every reason to believe that\nthose who attended the classes can more readily read notices and: signs.”\n“In general,” says the management, ‘““This work, along with other welfare work, tends to draw the different nationalities together, therefore\ncreating a better feeling among the employees.”\nThe management of this plant believes that industry can assume some\ncivic responsibility in the work of Americanizing the alien, also that the\nemployee who cannot read and write English is more of an accident risk\nthan the man who knows English.\nCase O—Case O is an organization of 171 pupils attending class wholly\nIn this plant, also,\non their own time. Eighteen of the 171 are women.\nMay, 1922,\npassed.\nbeen\nhas\nthe experimental stage in factory classes\na week for\ntwice\nmeet\nclasses\nThe\nyear.\nfourth\nmarked the end of the\nThursday\nand\nTuesday\na\nor\nWednesday,\nand\nMonday\na\non\none hour each\nThe\np.m.\nto8\n7\nor\n7,\nto\n6\nor\n6,\nto\n5\nfrom\nare\nhours\nThe\n.\ncombination\nterm is eighteen weeks.\nHere, again, we have a practical demonstration of the conducting of\nan evening school immediately after work for those who live at a distance\nand who probably would not go to evening school on account of distance,\nbut in addition we have classes for those who live in the immediate vicinity\nThe latter are enabled to go home at ten minutes of five,\nof the works.\nwhich is the closing hour of the works, have supper, and return to class at\nsix o'clock. Others return at seven o’clock. ‘This seems to be a flexible\n\norganization.\n\nIt probably was based on an intention to meet the varying\n\nHere also the public-school teachers\nconditions of home life after work.\nout applications for naturalization.\nfilling\nin\nassist\nand\ngive the instruction\nExperiand the dispensary.\nclassrooms,\nrooms,\nlunch\nin\nmeet\nclasses\nThe\nall\nyears,\n20\nto\n4\nence of the teachers in immigrant education varies from\nexcept one having had a special training course.\nWe find here a most original device for recruiting classes. A committee,\nthe\ncomposed of representatives of the different nationalities, known as\nnewsanguage\nforeign-l\nthe\nin\nclasses\nthe\nadvertises\nBoard,\nCompany School\npapers, by making foreign-language posters, and, in other ways, giving assistRegular attendance is maintained through codperation\nance in recruiting.\n‘They frequently visit the classes and report to their\nwith the foremen.\ndepartment heads the results of the visit.\nJob English is taught by means of specially prepared industrial lessons.\nAn elaborate social and industrial program marked the closing exercises.\nThe attitude of industry in this plant—An executive officer testified\nas follows:\nindustrial plant\n1. The interest and oversight of these classes by officials of the\n.\nproduction\nwith\ndoes not interfere\n\n"}
{"page": 988, "printed_page": "966", "text": "966\n\nNATIONAL\n\nEpucation\n\nAssocriATION\n\n2. Though no form of compulsion was used in recruiting students,\nabout 25 per\ncent of our foreign-born employees who need instruction in reading\nand writing\nEnglish have been persuaded to attend classes.\n3. Some of the pupils have shown themselves worthy of promotion\n.\n4. Public-school teachers held the interest of the employees.\n5. The classes will be continued next year.\n6. We regard our Americanization classes as of rare value\nin our labor policy\nof developing personal relations with individuals. These classes\nestablish personal\ncontacts with an element of the labor force that we find difficult\nto reach otherwise, not only with men and women who work for the company,\nbut also with\ntheir familes, which is a further advantage.\nThese good results seem to be\nlasting. Even after the men and women have completed the course\nthey continue\nto talk over their problems with our employment departmen\nt.\nWe have supplemented the school with affidavit service to the foreign-born, who\nwish to bring\ntheir women and children over and establish homes in this country,\nand also aid\nin naturalization matters.\nIn regard to the more tangible value of the school, our productio\nn department\ncounts an understanding of English as an important essential\nto instruction by\nforemen in quality production.\nIn fact, 37 men with more or less experience,\nhave been laid off in one department during the past six\nmonths for insufficient\nunderstanding of English to learn their work, and yet nearly\nall of them can\nunderstand the language somewhat.\nIn view of this situation, we have prepared\na set of lessons teaching “job English,” aided with objects\nand photographs.\nWe\nbelieve these courses will more than justify their expense\nunder this plan.\nThere are now a fair number of boys and girls and young\nmen and women, of\nsuperior intelligence and character, recently arrived\nfrom foreign countries, and\nrelatives of our workers, idle because we cannot employ\nthem.\nWe are admitting\nthese, finding them quick learners.\n\nThe above statement was written by the treasurer\nof this plant which\nemploys approximately 3000 hands, to the treasurer\nof another plant who\nhad asked for information on the value of the work.\nIt is highly probable that many executives will raise\nthe question, “What\nis the value of Americanization classes to my compan\ny during the period\nof depression?”\n‘This executive says, “I believe these classes are\nworth\ntheir cost to the company.\nFirst, because they help the foremen to get\nthese people to understand English.\nIn fact, the foremen were consulted\nin advance and suggested ways for making\nthe course help production.\nSecond, the absence of overtime work, a strong\ncompetitor of this school,\nmakes the present period of depression an ideal\ntime to accomplish results\nwith a large number of cases. Third, the\ncompetition for jobs is leading\nmany to attend voluntarily who would not\notherwise be taught.\nFourth,\nit is a most extensive and the least expensive\nform of individual and personal\ncontact with the more unskilled workers\nwhich the company has. The\nAmericanization classes in the company have\nbeen fine factors in our labor\npolicy for three years.\nFifth, it is a means of expressing our\n“family”\nlabor policy. Sixth, just now, during the\ndepression, the school is a form\nof consideration for employees.\nWe have invited employees laid off\nto\ncontinue their attendance and they are\ndoing so. The school attendance\nhas held up, even now, to 90 per cent\nof registration.\nSeventh, it is a good\nway of getting into close contact with\nthe idle during the depression and\nis, therefore, a form of insurance of\nlabor supply of the more desirable\ntype.\n\nAttitude of foremen—They\n\nfeel that their part in training work\ners for\n\n"}
{"page": 989, "printed_page": "967", "text": "DEPARTMENT\n\nOF IMMIGRANT\n\nEDUCATION\n\n967\n\nquality production is made easier when their workers understand what is\nsaid and meant.\nBelieving that their employees should know English\nto do good work and having been shown by experience that recruiting\nemployees for classes does not take much time, and that following up\nabsences is not an annoyance, they are reported as “sold” to this factory\nclass idea for non-English-speaking employees.\nAttitude of foreign-born employees—They are reported as showing an\nIt seems to me that there is good evidence\ninterest in learning English.\nof this in the fact that they maintained such a high attendance in classes\nthat were held after a hard day’s work or in the classes that amount to an\nevening school organization, namely from 6 to 7 and 7 to 8 o'clock. In\nvarious ways they have expressed their approval of the help they received.\nCommenting upon the closing exercises, the educational director says,\n“’The demonstration of the work on the part of the pupils, the observation\nof the labor force at their best by the foremen, the informal social mingling,\nand the presence of the families of the workers, prove valuable in our labor\nThese features are long remembered by the pupils and in our\nrelations.\nminds seem to attach a personal halo to the concern.”\nHere then has been presented evidence from industry, answering the\nquestion, “Why should industry coéperate?” We find industry offering\na place of meeting that removes excuses for the men’s not attending evening\nThis is evidently\nschool because. that evening school is too far away.\nis helpful in the\nwhich\nsystem\nrecognized as an extension of the school\nof industry\nproblem\na\nmuch\nas\nis\nwhich\nassimilation of the foreign-born,\nin our\nforce\npotent\na\nas\nindustry\nbecause\nsystem,\nschool\nas it is of the\ny\nunfortunatel\nwho,\nemployees\nget\nto\ncompelled\nbeen\nhas\norder\neconomic\nfor this country, have an obstacle in the form of the foreign-language.\nWhat does the School Department ask of industry in this work of helpIn brief\ning to assimilate the millions so necessary to our economic order?\npart\nthe\non\nannually\nwork\nhours’\nfour\nabout\nit is this—a place of meeting;\nfive\nof\naverage\nan\nclasses;\norganizing\nand\nrecruiting\nin\nof one employee\nrecogof\nextent\nthe\nto\nn\ncodperatio\nabsences;\nup\nfollowing\nfor\ndaily\nminutes\nnizing the work by allowing teachers to go over the plant to find material\nlook\nto use; with a final request that the foremen and the superintendent\nschool\nthe\nto\nleft\nbe\nwell\nmay\n‘The rest.\nin on the class occasionally.\ndepartment.\n\nREMARKS\n\nON FACTORY\n\nFRANK CODY, SUPERINTENDENT\n\nCLASSES\n\nOF SCHOOLS, DETROIT, MICHIGAN\n\nIn Detroit we group many extension classes of all kinds under the head\nforeign\nof factory classes; for instance classes in the city prison, various\nas\nclubs, churches, Board of Commerce branches, and the like, as well\nof\non\nregistrati\na\nLast winter they showed\nclasses in industrial plants.\n452.\n1127, an average membership of 676, and an average attendance of\n\n"}
{"page": 990, "printed_page": "968", "text": "968\n\nNATIONAL\n\nEpucaTIOoN\n\nASSOCIATION\n\nOur experience with classes in industrial plants covers only\nabout ten\nreally successful cases; this, in spite of strenuous efforts to make\nfactory\nclasses a large feature, and in spite of a favorable attitude\non the part of\nfactory managements.\nOur experience has led me to believe that it is\nalmost as difficult to hold school successfully in an\nautomobile or other\nfactory as it would be to make automobiles successfully\nin a school.\nWe find factories by tarns too busy or not busy enough.\n(a) Too busy,\nbecause when times are good, double and triple rotating\nshifts prevail or\nelse constant overtime is the rule. Attendance at class therefor\ne fluctuates\nto an extreme degree (McCord Manufacturing Company\n, two Studebaker\nplants, American Radiator Co., etc.) ; or else the factory\nis so crowded on\nproduction that no room is available (for example\n, Penberthy Injector\nCompany, where classes were held with the men\nstanding about in a noisy\nworkroom).\n(5) Not busy enough, because when times are bad\nthe factories close down almost entirely (Sulphite\nPulp and Paper Co.) or in\nretrenching they close out all welfare activities\nand leave the classes orphans\n(Solvay Process Co.).\nAll the plants mentioned above have had succes\nsful classes, but they at\nbest led a fitful existence and the work done\nwas far inferior to that done\nin regular night school.\nOur policy, formulated in the light of the above,\nis (a) Freely offer the\nservice to industries and conduct classes\nin every case requested; (4) But\nalso establish night schools convenient to every\nworkman and maintain some\nday classes for men on night shifts; and\n(c) Seek the cooperation of industries in getting their men into the regular\nnight schools and try to interest\nthem in keeping check on their employees’\nattendance.\nSOME\n\nFACTS\n\nABOUT\n\nFACTORY\n\nCLASSES\n\n1. The management is often favorable\nto classes but the detail devolves\nupon already overworked subordinates\nof lower ideals who fail to push\nthings.\n2. The largest experiment in private\nconduct of factory classes (Ford’s)\nwas finally given over as not worth the\nexpense and effort.\n3. Factory classes cost us eleven cents\nper student hour, which is just\nwhat our average for all schools is.\nOn the whole, it is cheaper to run\nfactory classes than similar classes in\nschools. The accomplishment is less,\nhowever.\n\n4. Factory classes do get some pupil\ns who would not otherwise go to\nschool. They reach their widest usefu\nlness in communities where no night\nschool program is provided and in\nsmall communities where most work\nmen\n\nlive near the factory.\n\n5. Factory class teaching should\nalways be controlled and paid\nfor by\nthe school authority.\nOtherwise amateur methods are\nprobable.\n6. Attendance should be voluntar\ny.\n7. It is usually a mistake to\npay workmen to go to school,\nthough the\nSolvay Process Company got fair\nresults by going 50-50 with the\nstudents.\n\n"}
{"page": 991, "printed_page": "969", "text": "Department of Kindergarten Education\nSECRETARY’S\n\nMINUTES\n\nOFFICERS\nPresident—Marton S. Hancxet, Supervisor of Kindergarten and Primary Grades......\nBie ce ctetchah «Pecan slate ote ticles late << tele ots. Pode\neis iafelsielt, Vole as loke thes &oly a Aes .. Richmond,\nVirginia\nSecretary—Nina C, VANDEWALKER,\nSpecialist in Kindergarten Education, Bureau of _Eduose eloleA sistee douches ob 68 sueterlolet Oe odes csvele Washington,\nCAEIOM airtel\n\nFIRST\n\nSESSION—WEDNESDAY\n\nAFTERNOON\n\nJULY\n\nD.\n\nC.\n\n5, 1922\n\nJoint meeting of the Departments of Classroom Teachers, Elementary Education,\nElementary School Principals, and Kindergarten Education, and the National\nSee program under the Department of EleConference on Educational Method.\nmentary Education on page 809.\nSECOND\n\nSESSION—TuHurspAy\n\nAFTERNOON,\n\nJULY 6, 1922\n\nThe Department of Kindergarten Education convened in regular session at 2:30\nThe meeting was\no’clock at Arlington Street Church, Boston, Massachusetts.\ncalled to order by the president, Miss Marion S. Hanckel. The general topic\nTo this was\nfor the session was CHANGING CONCEPTIONS OF THE KINDERGARTEN.\nThe following program was\nadded the topic THE NursERY SCHOOLS oF ENGLAND.\npresented:\nCHANGING CONCEPTIONS IN PRACTICE AS THE OUTGROWTH OF NEw INnsIGHT—Catherine\nR. Watkins, Supervisor of Kindergartens, Washington, D. C.\nCHANGING CONCEPTIONS OF KINDERGARTEN SUPERVISION—Ella Ruth Boyce, Supervisor of Kindergartens, Pittsburgh, Pa.\nCHANGING\n\nCONCEPTIONS\n\nOF TEACHER\n\nTRAINING—Luella\n\nA. Palmer,\n\nSupervisor\n\nof\n\nKindergartens of Greater New York, and President of the International\nKindergarten Union.\nTue Nursery SCHOOLS OF ENGLAND—Grace Owen, Manchester University, Manchester, England.\nA business meeting was then called, and the minutes of the Des Moines meeting\nwas\nread. The report of a committee appointed to formulate a new constitution\nchief item\nthen presented by the chairman, Miss Lucy Wheelock, of Boston. The\nso as\nin this was lengthening the term of the officers from one to two years\nnext. The\nto make a greater continuity of work possible from one year to the\nadoption of the\nreport was adopted and the department voted to recommend the\nThe president then mentioned some projects\nconstitution to the Delegate Assembly.\nOne of these\nthat need working out which could be worked out on the new basis.\nand from\nis the working out of a promotion card from kindergarten to first grade,\nAnother was the collecting of material for a circular on “A Day’s\nfirst to second.\nthe National Council |\nWork in Kindergarten” to correspond to that published by\nof Primary Education on “A Day’s Work in a Primary Room.”\nOhio, chairThe president then called upon Miss Anna H. Littell, of Dayton,\nthe following\npresented\nshe\nand\nreport\nher\nfor\n,\nCommittee\nng\nNominati\nthe\nof\nman\ne, University of\nnames: for president, Miss Alma L. Binzel, College of Agricultur\nAbbot, Bureau\nWade\nJulia\nMiss\ndent,\nvice-presi\nfor\nMinn.;\nMinnesota, St. Paul,\nWestern State\nof Education, Washington, D. C.; for secretary, Frances Kern,\nThe report of the committee was accepted,\nNormal School, Kalamazoo, Mich.\nand the meeting adjourned.\nAFTERNOON, JULY 7, 1922\nby Miss Mary C. Shute, Boston\nprepared\nThis was a Song and Story program\nThe following\nNormal School, Boston, Mass., and presided over by Miss Shute.\nprogram was presented:\n[969]\nTHIRD\n\nSESSION—Fripay\n\n"}
{"page": 992, "printed_page": "970", "text": "970\nA Group\n\nNATIONAL\n\nEpucATION\n\noF SoNGs BY THE KINDERGARTEN\n\nASSOCIATION\n\nGLEE\n\nleader.\nA Group oF Stories By Mrs. JouN W. CRonan.\nA Group oF Soncs By Miss DororHy FAIRBANKS.\nA Group oF Stories BY Mr. JoHN W. CRONAN.\n\nCLUB—Miss\n\nNina\n\nCHANGING\n\nOlivia B. Hazelton,\n\nC. VANDEWALKER,\n\nSecretary.\n\nCONCEPTIONS OF THE KINDERGARTEN\nTHE OUTGROWTH OF NEW INSIGHT\n\nAS\n\nCATHERINE R. WATKINS, SUPERVISOR OF KINDERGARTENS,\nWASHINGTON, D. C.\n\nThe heroine in one of our recent novels exclaims: “Everyt\nhing’s breaking\nup, and everything’s turning into new shapes and colors.\nAnd I love it.” °\nWhether this be our attitude toward change or not,\nwe know that to say\ntoday that any department of human activity is changin\ng is simply to state\nthat it is part of the great stream of modern life,\nthat it has been caught up\nand affected by the mighty forces which are\nat work, and, therefore, that\nit Is a necessary factor in the new world which\nis so rapidly evolving out\nof the old.\n'\nThat our own particular field of activity is\nchanging should, therefore,\nbe a cause of thankfulness, rather than of regret,\nfor if it had remained\nuntouched it would mean that the great\nmovements of today had passed\nus by as outgrown and useless, that we\nwere to have no part in shaping\nthe course of the vast onward stream of progre\nss.\nThe attitude which each kindergartener\ntakes toward these changes will\ndetermine the extent and the character\nof her individual contribution to\npresent-day thought and practice.\nIt is but natural that we should find\nin these attitudes the two extremes which\nmark every new movement.\nOne\ngroup going forward eagerly, thoughtles\nsly, welcoming any change in the\nspirit of youth, which rejoices in the\nnew simply because it is new, and\nquickly adopts any fad which appears\nabove the horizon; the other group\nrefusing to face the new, shutting itself\naway from all that threatens beloved\nand familiar tradition, and willing,\nlike the figures which Dante portra\nys,\nto walk forever with their faces turne\nd backward.\nI feel that the one unfailing safeguar\nd against these two extremes, whic\nh\nprevents on the one hand the disas\nter of too rapid advance, resulting\nin\nweakness and failure, and on the\nother the equally serious disaster\nof arrested progress, is the attitude whic\nh constantly seeks for the foundati\non\nupon which the new rests, whic\nh asks “why this change,” and\nrefus\nes\nto\nadopt the new until its basic\nprinciple is known, tested, and\napproved.\nWhenever a change in practice canno\nt be defended by some such know\nledge\nit rapidly descends to the level\nof device or fad—adopted becau\nse it seemed\nthe popular thing to do at the mome\nnt.\nWe face today changing concepti\nons of kindergarten practice beca\nuse the\nkindergarten, as a system, has\nbecome an integral part of the\ngreat whole\n\n"}
{"page": 993, "printed_page": "971", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n971\n\nof education and, therefore, reflects all the forward movements tn modern\npedagogy and psychology in the changes which distinguish the modern\nkindergarten from the older, traditional type.\nSome of these changes are\nnow so universally accepted that they are unquestioned as a part of kindergarten practice—such as greater provision for school-room hygiene, large\nplay apparatus, active games and rhythms for balanced physical control, and\nenlarged play materials, all of which have come because of increased knowledge of physiology and hygiene.\n‘There are other changes, however, which\nare more radical and which are so recent that many of us are still in\nthe throes of passing from the older, traditional usage to the more modern\nways.\n[he most significant and vitally important of these changes are\nthose which affect the methods of teaching, the curriculum, and, more\nincidentally, the materials we use.\nIt seems hardly necessary to say that the introduction of the project\nmethod in education has been the direct cause for these changes, for it. has\nrevolutionized our teaching and necessitated a thoroughgoing revision of\nIts adoption by many was on a somewhat superficial basis at\ncurricula.\nIt was so\nfirst, hence there was much confusion and misinterpretation.\nused and\nbeing\nwas\nmethod\nproject\nthe\neasy to go into a schoolroom where\nto work\nback\ngo\nthen\nand\nfeatures,\nsuperficial\nits\nonly\none\ntake back with\nof\nutilization\nthe\nthat\nall\nat\nseeing\nwithout\nmethod\nnew\nthe\nout\ntry\nto\nchildren’s purposes, which is the core of the project method, was the application to the educative process of the discovery of new laws—the laws which\ncontrol learning and which can no more be ignored, if we look for normal\ngrowth, than can the laws of the physical organism.\nThis finding out of conditions under which learning takes place is one\nof the most valuable insights which psychologists have contributed to education in the past decade and the project method is its direct outgrowth.\nI take for granted that these laws are too well known to you to require any\n\ndefinition here.\nearted\nIt is because these laws are operative wherever there is ““whole-h\nmakes\nwhich\neducation\nin\nmethod\nnew\nthis\nvigorous activity” that we have\nschool\nof\nunit\nthe\nchildren\nthe\nby\npurposes\nof\nout\nthe planning and carrying\nbrought\nprocedure. We must remember also that this method has been\nunder\ns\ncondition\ninto the schoolroom, not only because it provides the\nlife\nthe\nwith\nharmony\nin\nwhich learning takes place, but also because it is\nqualithe\ndevelop\nto\nity\nopportun\nan\noutside the school, giving the children\nand efficiency.\nties which society demands today—self-reliance, initiative,\nconsciously before\nNor is the ethical element forgotten, for these laws hold\n\nas well as\nthe teacher every phase of conduct—the feeling and the willing,\nbut\nalone,\ne\nthe thinking; also, all the controls of conduct, not knowledg\nas\nus\nto\ngoals\nnew\nThese are not\nhabits, attitudes, and appreciations.\nproject\nthe\nof\nprinciple\ntal\nkindergartners, nor should the great fundamen\na re-interpretation\nmethod be new, but rather an evolution from the past,\nself-activity.\nthrough\nent\ndevelopm\nof\nprinciple\nof our own fundamental\nby doing”\n“Jearning\nof\ndoctrine\nthe\nng\nconfirmi\nbut\nis\nModern psychology\n\n"}
{"page": 994, "printed_page": "972", "text": "972\n\nNaTIONAL\n\nEpucation\n\nAssociATION\n\nwhen it gives us the laws controlling the “learning,” and\nplaces its seal of\napproval on the “doing” or purposing.\nIt may seem strange that with so familiar a principle so\nmuch confusion\nand misinterpretation should have arisen in its practical\napplication, but I\nthink that the real trouble has been that the purpose\nand meaning of the\nproject method was not understood.\nUnfortunately the terms “free choice\nof materials,” “free schools,” “free days,” were so\ncommonly used that\nmany were misled into mistaking freedom for the\nend and aim of the\nproject method, instead of simply a necessary conditi\non for the working\nout of individual or group purposes.\nI know that there are many who\nhonestly feel that they are adopting a progressive\nmethod in education when\nthey are simply turning the children loose among\na lot of materials. ‘There\ncan be free choice of materials and at the same\ntime only aimless dawdling,\npoor habit formation, and absolutely no unit\nof work demanding either\nindividual or group thought for its accomplishment\n.\nAnother mistake which has arisen out of the\nhonest desire to leave the\nchildren unhampered has been the absence of proper\nleadership on the part\nof the teacher.\nIt was thought that all purposes must origin\nate with the\nchild himself in order to secure the interest,\nthe undivided attention, the\nproper “mind-set” necessary for real learning.\nSo much emphasis was placed upon the child’s\nown idea that there was\ngrave danger of leaving him fastened within\nthe limits of his narrow\npersonal experience, with the great world before\nhim to re-conquer as best\nhe could. We failed to see that the question\nwas not one of who originated\nthe purpose, but of whether the child so approp\nriated it that he was “easily\ndrawn into it,” making it his own and giving\nto it his whole-hearted interest. Not only may the teacher suggest,\nbut as the foremost companion\nof the children, as their leader, she must\nfrequently provide the situation\nwhich will motivate desirable purposes.\nAs Dr. Kilpatrick says, ‘there\nare times when the teacher must set the stage.”\nThe adoption of a method which ackno\nwledges the important place which\nchildren’s purposes should fill in education\nhas meant also a thoroughgoing\nrevision of curriculum, for we cannot\nretain a formally organized course\nof study, more or less externally impos\ned, and at the same time allow the\nsubject matter to develop in relation\nto children’s present needs and interests. The change from a curriculum\nlogically organized from the adult\npoint of view, which includes not\nonly a definite arrangement of subje\nct\nmatter but also of materials, to a curri\nculum which is fluid, changing, growing out of the responses of children\nto their experiences, has been as diffic\nult\nas the change of method and has led\nto the same extremes, for method\nand\ncurriculum are inherently related,\nIn many instances practice lost its\ncontent value; children were left\nto\nselect and arrange their own proje\ncts in any order which appealed\nto them;\nand there seemed to be no objectives\nin the teacher’s mind toward whic\nh\nshe was directing the children’s progr\ness.\nThis was no fault of the project\nmethod but simply a failure to\nkeep the\n\n"}
{"page": 995, "printed_page": "973", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n973\n\ntwo aspects of curriculum-making balanced—the children’s native tendencies, interests, and impulses, on the one hand, and on the other the great\nracial heritage which we hold in trust for them and to which they are\nentitled. To defraud the child of this inheritance by fastening him in\nthat which is “immediately stimulating and obvious only”’ is, in the words of\nDr. Bonser, ‘“‘assuming a responsibility little short of criminal.”\nThis\nrecord of what the race has thought, felt, and achieved must ever be the\nrelatively permanent factor in curriculum making, not for the grades only\nbut also for the kindergarten, and must be the same for all. ‘The changing\nfactors and the ‘‘detailed approaches” to these permanent values can safely\nbe left to the individual teacher to work out with her particular group,\nbut I feel very strongly that there must be in the kindergarten a general\nplan, a flexible type of curriculum, which will hold consciously before the\nteacher the valuable life objectives; to help her to know in what direction\nshe should lead; to be her guide in selecting and organizing the children’s\npurposes; and to enable her to recognize their “leading on” possibilities.\nSo shall we escape the danger of waste in time and effort, so shall we provide an equal opportunity for each child and preserve a right balance.\nSince we know today that child and curriculum are not mutually opposed,\nthat the child’s experiences differ only in degree, and not in kind, from those\nof the race, we ought to be able to keep him steadily moving forward from\nhis narrow, personal world into the large life of the race with all the\nwholehearted interest which insures true learning.\nAnd now just a few words in regard to the change of materials, for\nthey are very closely bound up with changing conceptions of practice.\nThere are many who seem to feel that it is impossible to use the newer\nmethods without discarding all, or nearly all, of the Freebelian materials,\nIt is true that these materials cannot\neven in their present enlarged form.\nbe presented, as formerly in a logically arranged sequence, advancing according to a definite organization, since this would be wholly contrary to\npresent-day psychology, for we know that our adult logical cannot become\nthe possession of the child by any method of imposition or transfer; that\nBut to\nhis logical must be built up step by step by successive experiences.\nthe\nchange\nto\nmean\nchange the way of using materials does not necessarily\nnewer\nthe\nto\nthemselves\nlend\nnot\ndo\nmaterials themselves, unless they\nmethods or are in some way detrimental to the child’s development.\nWe have been using the project method for several years now and we\nhave not found it necessary to discard the old materials, even the much\ndiscussed and doubtful tablets have been eagerly used at times by small\ngroups of children who were interested in working out designs. Aside\nfrom all their former uses and interpretations, I know of no other group of\nmaterials as well adapted to little children, as rich in possibilities, as varied\nin properties, and as stimulating to the child’s creative powers as are the\nI do not, however, hold them as a closed series,\nFroebelian materials.\ntoys, large floor blocks, and any supplementary\nthem\nto\nadd\nwould\nI\nfor\nBut I would\nmaterials which the children’s purposes seemed to demand.\n\n"}
{"page": 996, "printed_page": "974", "text": "974\n\nNatTIONAL\n\nEpucation\n\nASssoclATION\n—\n\nkeep the latter type of material as supplementary, not as primary, so\nthat\nour equipment would not be loaded with a lot of heterogeneous supplies\nor\nmiscellaneous scraps.\nIn regard to all these changing conceptions of kindergarten practice,\nI\nfeel that we are true to the Froebelian principles and spirit in proportio\nn\nas we are true to the best interests and the highest development of\nthe\nlittle child of today.\nIf this means guiding our practice by psychologic\ninsight unknown to an earlier age, we cannot but accept, and be\nobedient\nto, the newer vision, realizing that the great educational leaders\nof the\npast were likewise obedient to the highest which they could\nsee. ‘The\nclearer light of today may be changing some of our past practices\nand\ncorrecting some of our interpretations, but we must not forget\nthat it is\nalso throwing into stronger relief and extending into far\nwider fields many\nof the truths which Freebel, with marvelous intuition,\nembodied in his\nsystem.\nAmong these are surely his fundamental principle of self-activ\nity\nand his insisterice upon the simultaneous development\nof the three-fold\nnature of the little child.\nStanding upon this sure foundation, we should\nface the future with confidence and with hope.\n\nCHANGING\nELLA\n\nRUTH\n\nCONCEPTIONS\n\nBOYCE,\n\nOF KINDERGARTEN\nSUPERVISION\n\nSUPERVISOR\n\nOF\n\nKINDERGARTENS,\n\nPITTSBURGH,\n\nPENNSYLVANIA\n\nThe topic of the afternoon is expressed in\na form which shows both\nwisdom and insight, since it carries a double\nimplication which is in the\nvery heart of the kindergarten movement.\nFor on the one hand it indicates the permanence of the kindergarten—on\ne feels that here is recognition that in the kindergarten is something\ndeep, vital, and enduring, and\non the other hand it recognizes that the\nkindergarten possesses the characteristics of all living things, in that here\nis also change and growth.\nThis has not; perhaps, always seemed\ntrue. For undoubtedly the kindergarten went through a long phase in\nwhich there seemed to be little or no\nchange. Many people, both within\nand without its confines came to think\nof the kindergarten in terms of\npainted circles, checkered tables,\ngift\nsequences, occupations, and little\nelse; in other words, in terms of\nmaterial\nand mechanical elements rather than\nin terms of an animating idea.\nSlowness of development in the biolo\ngical world is an indication that the\nfinal attainment in the scale of life\nis to be high. May it not prove\ntrue\nthat its long germinating period\nis the source of the present stren\ngth and\nthe future\n\nhope of the kindergarten ?\n\nAnd now I come to the first\nresponsibility of the supervisor.\nIt is to\nkeep in touch with progress\nin education.\nShe should first of all keep\nherself fully informed as to\nwhat is going on, I feel it\nis important that\n\n"}
{"page": 997, "printed_page": "975", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n975\n\nshe should not be over eager for change for its own sake—she must realize\nthat movement is not necessarily forward—so while keenly observant of\n\nis\nnewer developments, she should not be first to adopt them. Her mission\nproved.\nare\nthey\nwhen\nothers\nof\nents\ndevelopm\nthe\nrather to use\nmeans that\nThe newer conception of the kindergarten then, as I see it,\nupon\nchildren\nto\ngive\nwe\nwhat\nbase\nto\nattempt\nwe are now making the\nntalities\ninstrume\nthe\ndevised\nhe\nwhen\nFroebel\nactuated\nwhich\nthose insights\nwhich we had come to accept as the kindergarten.\nhas always tried\nCan we express in a few words what the kindergarten\nWill these three\nto give children, and what it is still trying to give them?\ns? Can we\netation\ninterpr\nwords convey the idea—experiences, opportunities,\nthe kinderin\nfound\never\nhave\nwe\nnot put under these headings everything\nnce? Just\ndiffere\nthe\nlies\nthen\nWhere\ntoday?\ngarten or that we find there\nbe the\nshould\nwhat\ng\ndecidin\nfor\ncriteria\nas\nd\naccepte\nhere. Formerly we\nthings\nthose\nn\nchildre\nexperiences, opportunities, and interpretations given\ng\nexaltin\nof\nresult\nble\ninevita\nwhich had been formulated for us, with the\nthe\nis\non\ncriteri\nreal\nonly\nthe\nthat\ning\nthese specific things, and of forgett\nwas dragged through\nreactions of children. Thus many a reluctant child\nwas a valuable experience,\nsequences, because the kindergartner believed this\niming so vigorously, that\nfailing to realize what all modern study is procla\nis participating, there is\ninterest\nexcept the child, himself, and of his own\nconcerned with devices\nmore\nwas\nr\ngartne\n‘Thus the kinder\nno experience.\nh particular activithroug\nn\nchildre\nthe\ndecoy\nmight\nby means of which she\nthem. ‘Today we are trying\nties than she was with his real attitude toward\nI do not call it a new angle,\nto make our approach from a different angle.\nian angle of approach,\nFroebel\nfor it is my firm conviction that it was the\nchild.\nthat of the play interest of the little\nof any of their treasured\nTo many this does not mean the elimination\nonly because they justify\nso\ndo\nthey\ninstrumentalities, but where they remain\nIn other words we are\nion.\ncriter\ntrue\nthe\nthemselves in the light of this,\na principle. I would not be misturning from a formula as our guide, to\nrgarten has ever failed to use\nunderstood here, as meaning that the kinde\nto say, is that, in the past these\nprinciples as its guides, but what I do mean\nlated thing which we were\nformu\nthe\nprinciples have been used to justify\ngiving to children.\nnew conception affects supervision\nIt will be at once apparent that this\nthe faith that there was virtue in\nvitally. When a supervisor was firm in\nfor the best interest and developparticular things, and felt sure that it was\n, her work was comparatively\nthings\nment of little children to do certain\nwith something tangible by\ndone,\nbe\nto\ns\nsimple. Here were concrete thing\n\nemphasis in the kindergarten\nwhich to judge results. Today, with the\npermit the children’s choice to\nworld upon free organization which shall\nhas a vastly more complicated\naffect the daily procedure, the supervisor\nop, not skill in\nteachers to devel\nproblem, for what she must do is to help\nand more delicate thing.\nsubtle\nmore\nmethod, but judgment, a much\n\nThus\n\nhow many Third Gift exerit was at one time, comparatively easy to say\n\n"}
{"page": 998, "printed_page": "976", "text": "976\n\nNATIONAL\n\nEpucaTIoNn\n\nASSOCIATION\n\ncises a group of children ought to have than it is today to\nanswer such\nquestions as “How long shall I let Mary string beads?” ‘Those\nwho have\ncourage to try it out are coming to realize that there is much\nmore hope\nthat Mary will blossom from bead-stringing into somethi\nng more interesting, as creative self-expression, than there is danger that\nshe will become\narrested upon bead-stringing; though even that need\nnot wholly daunt us,\nsince it might merely indicate that Mary’s level of esthetic\nappreciation is\nthat of many more mature people who find their highest\njoy in some form\n\nof mechanical hand-work.\nSo it seems to me that where formerly there\nwas need of faith in a particular form of organization,\nnow there is needed\nmore faith in childhood; and as the supervisor\nwas largely the source of\nthe one so must she now be the chief inspiration\nof the other.\nThen there is danger today that standards of work\nwill not be maintained—that we may indeed lose sight of the fact\nthat there are such things\nas standards. Under our present usual type\nof free organization, a kindergarten may be a happy, comfortable place, with\nchildren busily at work, and\nyet fall far short of what it ought to be in\nthat the children are not working\nup to their maximum capacity, and cannot\ntherefore grow as they might.\nMany a kindergartner with her thought\nconcentrated on freedom for her\nchildren fails to recognize that there\nis no bondage so heavy as that of\nignorance, or inefficiency, or narrowness\nof vision.\nOne compulsion in\naccepting the call to bring freedom\nto children is to help them to develo\np\npower along all lines—\npower of control over materials,\n\ncontrol over their\nphysical movements, over their interes\nts as well as self-control.\nIt must\nfall to the supervisor’s lot to see that\nthis vision shall not fade.\nAnd as supervision now calls for\ndeeper faith and clearer vision, so\nit\ncalls for greater courage. Reorganiza\ntion is a real adventure, and when\nit\nis done as leader in a band of earnest\nworkers it demands rea] courage.\nI am leaving until the last what is the\nmost important thing I have to\nsay about supervision, namely, What\nis the deepest obligation of the super\nvisor? There is a wide-spread feeli\nng, and I believe a dangerous one,\nthat\ndemands for teachers the same free\ndom for self-expression that is being\ngiven children. While undoubtedl\ny, unless the teacher feels that\nher work\nis a form of self-expression which\nbrings her joy, there can be no\nsatisfaction to any one concerned ; the\nfundamental truth is that no teach\ner is in\nthe classroom, no kindergartner\nis in the kindergarten, primarily\nthat she\nmay enjoy self-expression.\nShe ought to choose to be there\nbecause she\nfinds it her best medium,. but\nin doing so she chooses a situa\ntion already\ncreated, not for her, but for the\nchildren. So the supervisor’s\nchief obligaAs a by-product, she is naturall\ny interested in the welfare of\nthe teachers,\nbut this should never be her\nfirst consideration.\nMuch misconception of the\nsupervisor’s work and prac\ntically all criticism of supervision as supe\nrvision is based on failure\nto recognize this\nfunction of the supervisor.\nShe is usually spoken of,\nwhether in praise or\nblame, in terms of her teac\nhers. Or in going to the\nheart of any criticism\n\n"}
{"page": 999, "printed_page": "977", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n977\n\nof supervision made by teachers, it will usually be found that it is made,\nnot in terms of the children’s interests but of the teacher’s predelictions.\nWe find a striking example in music in the kindergarten. A kindergartner,\nherself insensitive to beautyof tone, may stimulate her children to a vigorous form of singing, which it can be easily demonstrated to her is producing\nin the children, voice habits which are unmistakably bad, and probably\npermanently harmful.\nYet she will resent any suggestion by a special\nsupervisor tending toward improvement in tone.\nWe tend strongly toward those things we most enjoy doing and do most\neasily, and we are told that learning proceeds in this fashion, and in this\nfashion only. But in any work with children, the important thing to consider is what the children enjoy most and do most easily.\nAs a matter of fact, this point of view is one to which teachers respond\nwith wonderful interest once it is presented to them. It makes them less\nconcerned with their personal, individual desires and concentrates their\ninterest upon a wider problem than that, nothing short of sharing the\nmolding of the oncoming generation. It changes entirely the relationship\nbetween supervisor and teacher in that it makes it not that of an autocrat\ndirecting others, but that of co-workers with a common purpose.\nFurthermore the supervisor is not only responsible, but she is under obligation to all the children under her supervision. ‘There is a possible type\nof office or faculty supervision in which the supervisor offers help through\nclasses and demonstrations to teachers who are entirely free to apply for it.\nThis could hardly stand were it not linked with a rating system whose\neffect would be to eliminate those teachers who showed no voluntary interest in growth. In that case its final effect would be the same, though\nits method of reaching that effect would be less direct.\nTo sum up, the supervisor should always hold before herself the necessity\nfor deepening her faith, for widening her vision, for strengthening her\ncourage. Armed with this triple might she should judge herself in terms\nof what she is able to secure for all the children in her group, with and\nthrough the group of teachers.\n\nCHANGING\n\nLUELLA\nAND\n\nA.\n\nCONCEPTIONS\nIN TEACHER\n\nPALMER,\n\nPRESIDENT\n\nSUPERVISOR\nOF\n\nTHE\n\nOF\n\nOF THE KINDERGARTEN\nTRAINING\n\nKINDERGARTENS,\n\nINTERNATIONAL\n\nGREATER\n\nKINDERGARTEN\n\nNEW\n\nYORK,\n\nUNION\n\nWithin the past decade the curriculum of training schools for kinderNot only have new courses of study been\ngartners has changed greatly.\nintroduced but the content of such courses as were previously given has\nMost of this modification is in line with the changes\nbeen much modified.\ntaking place in all training work and these changes are due to the new and\nclearer view of the scope of education and of the function of the teacher.\n\nIn a recent Teachers College Record, Ellwood Cubberly stated this new\n\n"}
{"page": 1000, "printed_page": "978", "text": "978\n\nNaTIONAL\n\nEpucation\n\nAssociaTION\n\nview as follows: ““The teacher herself must be thorou\nghly conscious of\nthe ends towards which she is working that she may\ngradually build up\nin the minds of the youngsters the ideals, hopes,\naspirations and_ beliefs\nwhich will form the warp and woof not only of their\nlives but of the nation\nas well.” The scope of education extends over the\ntraining for citizenship\nas well as individual efficiency and the teacher must\nstrive consciously to\ninfluence the character and creativeness of her\npupils.\nThe new concept of education as training\nto fit an individual to cope\nsucces\n\nsfully and happily with life situations has\nnecessitated a reorganization of courses and methods in all normal\nschools.\nChildren in a democracy must be aided to acquire the knowl\nedge and habits which will\nenable them not only to become self direct\nive but to endeavor to improve\nthe conditions which they encounter.\nTeachers who are to stimulate such\nprogress can no longer be mere instructors\n; they must be guides and leaders.\nThis new idea of the function of the\nteacher calls for a new type of\ntraining.\nThe character of this training must\nbe such that qualities of inspiring\nleadership are developed, and knowledge\nmust be provided which can\nsupply wise guidance.\nSince the teacher is consciously to educa\nte through\nher personality, more stress must be\nplaced upon her own personal attributes, she must be fitted to live and\nbe, what she wishes her children to\nlive and be. Attention must be paid\nto her physical development, her\nposture and grace; to her manners,\npoise, and courtesy; to her method\nof\nspeaking, her voice and tone; to her\nmode of thinking, interpreting and\nreasoning; to her interest in art, litera\nture, music, science, nature; to her\nattitude towards her work, her hones\nty, independence, sympathy, helpf\nulness. ‘The knowledge which she will\nneed in order to be a wise guide is\nnot only a grasp of subject matter\nsuch as formerly was required, but\nalso\nan intimate practical knowledge of\nthe child and the means by which\nhe\nassimilates subject matter and forms\nright habits towards it. A teach\ner\nmust have a working knowledge\nof the ways in which children of\ndiffering\ntemperaments may be led to enjoy\nthe acquisition of knowledge and\nso\ndevelop the habit of desiring it;\nin other words a teacher must\nlearn to\ngive such an emotional accompan\niment to the presentation of\nfacts that\nthey are converted into dynamic\nideas. Teaching is no longer\nconsidered\nsynonymous with instructing, and\na more intelligent, more cultured\ntype of\nperson must be selected for the\nposition of teacher.\nThe principal changes in trai\nning schools which have resu\nlted from the\nacceptance of the newer ideas\nof the function of the teacher\nhave related\nto (1) higher scholastic requ\nirements for entrants, (2) long\ner period for\nteacher training, (3) introduc\ntion of courses to influence the\nteacher’s own\nhabits and interests, (4) chan\nge of content of courses deal\ning with subject\nmatter to admit of considering\nits acquisition psychologically\nby the child,\n(5) more courses dealing with\nthe child and his development,\nphysically\ning with measurement of\nnormal steps in development and with the formulati\non of scales of attainment.\n\n"}
{"page": 1001, "printed_page": "979", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n979\n\nIn training schools for kindergartners there is an added feature which\nis a direct effect of the new movement.\nKindergarten training schools\nhave been turned into training schools for teachers of young children.\nSince education is development, it must grow out of the past experiences\nof the individual and is therefore necessarily a continuous process.\nAs\nthere is no decided break in a child’s interests and capacities at the sixth\nyear, it seems folly to educate one teacher to teach children in the limited\nperiod between four and six years of age while another teacher is being\ntrained to teach children during the longer period when they are changing more rapidly between six to twelve years of age. The first teacher\nbecomes overspecialized and the second. teacher must spread her study\nAnother\nover too long a period of development to grasp it thoroughly.\nreason for enlarging the scope of the training schools for young children\nis the realization that children between four and eight years of age have\nsimilar characteristics and interests, similar methods can be used and the\nsame qualities are desirable in a teacher throughout this period. The result of the new understanding of childhood is that there are few schools\ndevoted entirely to the training of kindergartners, they now include the\nSome even train for the third\ngrades, kindergarten, first and second years.\nextending this training over\nof\ndanger\na\nis\n‘There\nand fourth years also.\nmay be carried too\nkindergarten\nthe\nof\nmethods\nplay\nthe\nperiod;\na\ntoo long\nfar or the more formal methods adapted to the third and fourth years may\nbe carried down into the kindergarten according to the temperament of the\n\nteacher.\nThe effects of the changes general in all training schools have been felt\n(1) The students who are\nin the kindergarten-primary training schools.\nof a four-year highgraduates\nbe\nto\nrequired\nare\nschools\nadmitted to such\nmanners and love\nagreeable\nwhen\npassed\nlong\nhas\nday\nThe\ncourse.\nschool\nfor little children would enable a young girl to pass the entrance requirements to become a kindergartner.\nclasses\n(2) One year was the length of time spent in the early training\nall\nyears\nmany\nFor\nteaching.\npractice\nin\nand most of it was occupied\nat\nand\ncourse\ndiploma\na\nfor\nyears\ntwo\nrequired\nhave\nschools of standing\nive institutions.\npresent the third year is a requirement in most progress\nschools of .New\nnormal\nIn September the entering students in the State\nfor graduation.\ncourse\nar\nthree-ye\na\nYork State will be required to take\ntime to investihad\nnot\nhave\nI\nbut\nstates\nThe same may be true in other\nwill be added\nyear\nfourth\nthe\nthat\nprospect\na\nis\nThere\ngate the matter.\nto collegiate rank.\n‘n the near future bringing the training of teachers up\ntaught.\nbe\nto\nThis will be required irrespective of the grade\n\ns such subjects are\n(3) To influence a teacher’s own habits and interest\nphysical culture,\nas\nulum\ncurric\nschool\nbeing introduced into the training\nfor appreciation,\nmusic\nand\nure\nliterat\ng,\ntrainin\nEnglish composition, voice\naid in cultiThese\ns.\nsubject\nsimilar\nand\ncivics\ngy,\nchoral singing, sociolo\nhis eneting\nin interpr\nvating a teacher’s own personality and help him\ndirect\na\nbecome\nto\nThey prepare a teacher\nvironment more broadly.\n\ns of the pupils.\ninfluence through example on the conduct and interest\n\n"}
{"page": 1002, "printed_page": "980", "text": "980\n\nNATIONAL\n\nEpucaTiIon ASsociATION\n\n(4) The new point of view has resulted in a change in the\ncontent and\ncharacter of various courses.\nFor instance handwork is now often given\nunder the title of “Play Materials”; formerly it was listed\nas “Gifts”\nand “Occupations,” words understood only by the initiated\n.\nOriginally\nthe materials of the kindergarten were considered unique,\nwith the subject\nmatter logically arranged inherent in their form;\nthe materials were\nstudied as things in themselves.\nNow the child’s experiences and interests\nare considered first. Selection and improvement\nare then made upon the\nbasis of what will appeal to him and at the same\ntime provide wise guidance towards permanent social values in knowledge\nand skill. The characteristics of much of the material technically called\ngifts and occupations\ndo appeal to the child and educate him at this\nperiod but the values derived\nfrom their use are seen to be values in the\npsychological development of\nthe child rather than in his logical grasp of\ntheir properties. Teachers\nare now trained to see handwork as means through\nwhich right habits of\nstudy can be formed and mental organization\ntake place.\n(5) A large share of the time is spent in studyi\nng the child, as an individual and in relation to general educat\nion.\nHis physical development is studied and the general laws of health\n, his acquisition of subject\nmatter and the laws of learning, his group\nactivities and social adaptation,\nhis experiences and the effect of heredity\nand environment.\nHours are\nstill devoted to the intensive study of the\nMother Play and other Books\nof Froebel but other hours are employed\nin the study of History of Education, Methods of Teaching and Prima\nry Methods.\nFroebel’s writings\nstill have a large share of attention becaus\ne they relate particularly to the\nbest methods for young children.\n(6) The subject of tests and measurements\nis being introduced.\nIt is\ndifficult to formulate standards and scales\nfor young children, the results\nwhich they attain are so crude that impro\nvement seems hardly measurable.\nThe subject is still in its beginning\nparticularly as it relates to young\nchildren yet the kindergarten-primary\ntraining schools are considering the\nsubject so that the young teacher may\nbe prepared to understand the trend\nof educational effort, be ready to aid\nin putting it on a scientific basis and\nto adopt results intelligently when they\nare worked out.\nThe character of the new type of train\ning is such that the period spent\nin the training school is necessarily lengt\nhened.\nAn endeavor is being made\nto encourage the teacher to think indep\nendently, to be able to interpret\nchildren’s motives, to learn how to\nanalyze a classroom situation, to\nbe\nresourceful in meeting it, to respond\nquickly, to adapt her methods to her\nparticular group, to go to the best sourc\nes to get the criteria for judging\nher work, to have professional pride\nin doing her best. As courses of\nstudy are no longer detailed plans\nfor daily work but mere outlines\nwhich\nsuggest the ground to be covered durin\ng the term, a teacher must be ready\nto accept more responsibility in plann\ning the work for her particular\nclass.\nMore intelligence,\n\nof teachers,\n\ncreativeness, and adaptability are\nrequired on the part\n\n"}
{"page": 1003, "printed_page": "981", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n981\n\nThe “Case Method” in teaching has great value in showing training\nstudents the relation between specific details of practice and the principles\nunderlying them.\nThere will never be time enough to discuss all of the\nincidents which arise in actual observation and practice.\nSome way must\nbe devised of presenting the most typical instances and judging and weighing them. The Case Method seems to provide the best means for study\nof typical details and for classroom discussion.\n\"This will never take the\nplace of first hand observation nor of practice teaching, it will never develop habits of teaching, but it will give insight upon which intelligent\npractice can be based. When we realize the great value of this method\nin the training of teachers, we will begin a systematic compiling of\ntypical data.\nAs in all progressive movements there is danger of going to an extreme.\nThe change in kindergarten-primary schools presents no exception.\nThe\ndangers which I have seen are such as the following: (1) In an effort\nto give a wide knowledge of a subject, too little attention is given to the\nspecific subject matter needed to guide the children at the particular period.\nFor instance I have known a young teacher who could give the principles\nunderlying the selection of a good story and who could tell stories very\nwell but she had never been shown how to select stories to adapt them to\n(2) Other training students are\na certain stage of mental development.\ntaught to follow the child to such an extent that they lose the power of\nguiding. They may be very skillful in interpreting the desires and activities of the children but they do not know how to emphasize, or put into\nthe situation, anything which would make it more educational than if\nthey were not present, they do not know how to contribute to the children’s\n(3) Other\nexperiences nor how to aid in organizing their expressions.\nyoung teachers have been encouraged to watch the children and let them\nexperiment, to such an extent, that they do not feel the necessity of making\ntheir own plans. ‘They allow chance to determine the activities of the\nchildren rather than, by foresight, arrange for valuable educational situations. (4) Other students have been allowed to consider any response on the\nThey have not been given criteria by\npart of the child as educational.\nwhich to judge the relative value of results. “They have not learned the\ndifference between mere activity and activity which indicates distinct adA balanced training course must give a general view of education,\nvance.\nof children, of subject matter and methods, but it must not neglect giving\nknowledge of the particular changes in activity most educational at the\nparticular period.\ny,\nA teacher must be trained to realize her new place in the communit\nGood\nrace.\nthe\nof\nevolution\nspiritual\nthe\nin\nfunction\nto\nshe must endeavor\nteachers have always done so, but it must now be realized as the conscious\nto be;\nambition of all. ‘Teachers must be what they wish their children\nmore\nis\nfirst\nthe\nwords,—\nas\neducation ‘must be through actions as well\neffective\nand\nal\neconomic\nan\nin\nshed\nEducation must be accompli\npotent.\neducation\nway, the interests and desires of the child must be multiplied into\n\n"}
{"page": 1004, "printed_page": "982", "text": "982\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nthrough the example and intelligence of the teacher.\nShe must inspire as\nwell as instruct.\nAnd the trainer of teachers may well pray, “God, give\nus vision, give us sympathy, give us a divine passion that shall\nburn away\nour prejudices and shall make us fit to lead’”—to lead the\nleaders of little\nchildren.\n\nT'HE NURSERY\nGRACE OWEN, MANCHESTER\n\nSCHOOLS\n\nOF ENGLAND\n\nUNIVERSITY, MANCHESTER,\n\nENGLAND\n\nThe aim of the nursery school movement js to make\navailable for every\nchild the best we know of the right physical conditi\nons and care, the right\ntraining, and the most favorable opportunities\nfor intellectual and social\ndevelopment for the critical period between babyho\nod and school life.\nThe need for such an institution as the nurser\ny school is often questioned.\nIs not the ordinary life of home, it is asked,\nsufficient for these\nvery early years of life? I want to take\nthis opportunity of reminding\nyou of the facts which have brought England\nas well as other countries to\nthe serious conclusion that there is indeed\na need for nursery schools, and\nthat the National system of education, if\nit is to be placed upon a sound\nfoundation, must provide at its base for the\nnursery school.\nThe institution of ‘medical inspection of\nall school children in 1907\nbrought to light a mass of preventable\nphysical defect in children at the\nage of entrance to school, that is at five\nyears of age.\nIt was found that\nmalnutrition, adenoids, rickets, unsound\nteeth, and stomach troubles were\nalready undermining the health of large\npercentages of the children, while\nthe rate of mortality of children betwe\nen one and five years of age in\n1908 was 16.81 per thousand as agains\nt only 3.36 in children between five\nand ten years of age. ‘These facts\nabove pointed to an intolerable condition of things—for where physical defect\ncan be forestalled, it is surely the\nworst kind of waste to allow it to\nappear and get established—and then\nto\nspend large sums of money later on\nin trying to eliminate it. Thus it becam\ne\nrecognized that there was an urgent\nneed for State action that might secure\nfor every young child proper physic\nal care—as a great preventive measu\nre\nagainst physical defect.\nThe need of nursery schools was\nfelt in England also to express a\nreaction\nagainst the unsuitable conditions\nof the Babies’ Classes of Infants\nSchools,\nwhich have always included child\nren under five, A great many\npeople\nwould have liked to solve the prob\nlem merely by turning the “babies”\nout\nof the infants’ schools and providin\ng for them no longer—but the\nmajority\nof those most competent to judge\n, as is shown by the Report of\nthe Consultative Committee of the Board of\nEducation, in 1908, recognized\nthat though\nany kind of formal instruction\nfor very young children was\neither futile\nor harmful, the right kind of ment\nal environment is no less impo\nrtant for\nthem than physical care—that\nit is as easy to do lasting harm\nto the developing personality of a little child\nthrough mistakes or neglect as\nit is to allow\n\n"}
{"page": 1005, "printed_page": "983", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n983\n\nhim to become the victim of physical neglect or disease. Since 1908, the\nwork of modern psychologists has served but to deepen the conviction that\nas regards sensitiveness to environmental influences, the importance of this\nperiod of life—two to five years of age—is second to none that succeeds it.\nIts possibilities and dangers are borne in upon all thoughtful parents and\nteachers with every year of experience, while it is true that we become\nmore and more self-restrained in our attitude towards the little child, and\nmore and more conscientious as to non-interference with his spontaneous\nactivities, nevertheless, the policy of laissez-faire, so commonly advocated,\n\nbecomes more and more impossible.\nRather it becomes ever clearer that\nthe nursery school is needed to take its place beside the home in helping to\nprovide the most favorable mental environment, and that no skill, care, and\neffort to this end can be out of place.\nLastly, we have in England faced the fact that though nursery schools\nmight or might not be desirable if all homes were ideal, the modern situation as to the home conditions of a large proportion of very young children\n“he employment\ncontributes an urgent demand for just such an agency.\nof women in industry so widely encouraged during the war, brings with it\nHousing\nthe dangers of child-neglect and the abuses of “child-minding.”\nTo a\nchildren.\nlittle\nfor\nunsuitable\nappallingly\nconditions are often\nlamentable extent they are not enjoying even the proper space and fresh\nair which are surely their right, and which are considered elementary\nconditions in every nursery school. Again, children are suffering incalNot poverty, but ignorculably from well-meaning ignorance in parents.\ndefect in young\nphysical\nthe\nof\npart\nlarger\nance, has been responsible for a\nprevails. The\nwhich\ntraining\nhome\nearly\nin\ndeficiency\nthe\nchildren, and\nconditions of town-life also has deprived a considerable proportion of our\nchildren of that contact with nature which should be the rich source of\nideas and feeling for every child.\nTherefore the Education Act of 1918 included a clause which gave\npower to every local education authority to establish and maintain nursery\nschools within its area, and also provided that approved nursery schools\nalready in existence should receive an annual grant up to the amount of\nIn the case of a nursery school receiving\n50 per cent of its expenses.\ngrant, representatives of the local education authority were to join the managing committee of the school. It should be noted that under this clause,\nno local education authority is obliged to establish nursery schools, and\nno parent is obliged to let his child attend and the development of the\nmovement now depends on the strength of public opinion in each area.\nThe nursery school has been given a place in our National system of\nIt sets out to provide for children between the ages of two\neducation.\n\nand five:\n1. Favorable physical conditions—Not only as regards buildings and an\nmedical\nopen-air life—but also—diet, clothing, physical activity, rest, and\nsupervision.\nna2. Skilled care and training indesirable habits—Through workers\nturally gifted and suitably prepared.\n\n"}
{"page": 1006, "printed_page": "984", "text": "984\n\n«NATIONAL\n\nEpucaTIoNn\n\nASSOCIATION\n\n3. Fruitful experiences—Through the provision of a garden, through\nmusic, stories, pictures, toys, games, occupations, and the simple community\nlife in which they gradually take part.\nIt seeks to provide an environment which the little child may readily\nmake his own, to which he will reach easily, developing his own powers\nthrough it, and within which he may achieve a considerable degree of\nfreedom.\nAll this, it aims to carry out in close cooperation with the home.\nThe child is not taken out of the home in any real sense, rather his home\nlife is extended and enriched.\nIt is one of the most important aspects of\nthe work of the nursery-school superintendent to build up the right\nrelationships between the nursery school and the homes it serves.\n[he nurseryschool superintendent and the mother must work hand in\nhand, and there\nmust be unity of spirit between them as to the management\nof the little\nchild if the more permanent possibilities of the work are\nto be realized.\nThe keynote of the nursery-school movement is perhaps the\nendeavor\nto establish an institution which shall in itself meet the demands\nof health,\neducation, and social relationships for this particular period\nof life—namely,\ntwo to five years of age. So far we have had day-nurseries,\ndealing with\nthe necessary conditions of physical health and coming\nto the assistance of\nmothers going out to work—we have had kindergartens\nwhich take the\nchild at four—and emphasize development through\nplay; we have the work\nof social settlements which seek to raise the standard\nof home life. The\nnursery school is concerned with all this work\nas it affects the period\nstretching from babyhood to school life; and because\nof this it contains in\nitself great possibilities both for the individual\nchild and for the community as a whole.\nIt claims that for the best interests of the child\nthis\nunity is desirable and necessary, and in order\nto carry it into effect, it has\nbeen necessary to devise a special training\nfor the nursery-school superintendent which shall secure a comprehensive\noutlook with regard to her\nwork.\nShe must receive a practical training in\nhygiene through work in\nhospitals or welfare centers.\nShe must assimilate the best of our modern\nmethods of educating young children, and\nshe must be put in contact with\nneighborhood life. Only so, can we, as\nI believe, secure for the nurseryschool movement the most fruitful results.\nThe immediate need is for the estab\nlishment of experimental nursery\nschools which shall be given every chance\nof working out as fully as possible\nthe underlying ideas of the movement.\nIn England, a score of nursery schools\nare being supported by the State,\nand though progress is very slow, it is\nsure.\nMiss Margaret McMillan,\nwhose pioneering work is known every\nwhere, has recently extended the\nscope of her\nthe open-air\n\nexperiment in London.\n\nlife for young\n\nchildren,\n\nMiss McMillan\n\nwith\n\nstands firmly for\n\nresults so encouraging—both\n\nwinter and summer—as to make the\nmost reluctant agree that newly-built\nnursery schools should be open-air school\ns,\nIn Manchester, a nursery-school\npolicy has been adopted by the\neducation committee, which took over the\nMother Training College, and open\ned\n\n"}
{"page": 1007, "printed_page": "985", "text": "DEPARTMENT\n\nOF KINDERGARTEN\n\nEDUCATION\n\n985\n\na Demonstration Nursery School in connection with it in 1919. ‘There are\ntwo other nursery schools in Manchester receiving grants—and a system\nof nursery classes is being developed in connection with the public schools\nof the city. A special supervisor also has been appointed with reference\nto nursery schools and classes.\nThe Derby Education Committee has established a fully equipped nursery\nschool, and it is doing excellent work.\nIt has been with the deepest interest that we in England have heard of the\nbeginnings of a nursery-school movement in the United States—and at\na time when progress seems slow with us—it is an inspiration to hear of\nI need not say with\nthe work begun in Detroit, Boston, and New York.\nwhat keen interest we shall watch developments on this side of the Atlantic.\nIt is my privilege to bring heartiest good wishes and sympathy from English\nworkers in the same glorious cause.\n\n"}
{"page": 1008, "printed_page": "986", "text": "om\n\nsong\n\nDE. sot\n\nRUC\n\ntd\n\nitiot\n\nrtere Bedale\n\n.\n\n:\n\nERE\n\nDs\n\n’\n\na\n\nalonstin aaldeity cals, Seicceaae tae ie\npoe pte\nheslentiies pipiens pte aan are\niapcthd:\nweve batons bi PsLaan Alesossciiset? nate\nisephd,\n\n‘\n\n‘iy\n\nts ae\n\nwires tiolimapgnioby eiiss\n\ndene\n\nNAO Aegan sited halchersGh ony? teeltcgean ster rhoenbl wbnsfarunabed bg\nthi\nben-—eeet\nLimits\ne baits <i sh STs\n‘ioilse-qusmrccn ortetegy ty\ntinned or Roitn tunes My BA i —eaye es ive rarer per\na i vd\n\nth Geceae tode h\n\nlupo’ wisi beet ,coeaedsk} “tromtoGh:\n\nhi\n\nSOO\n\nmise\n4dalottal\nn Avastthnbde sictea eursenqoleysd) doses\nHache oe aitod onal\nmae Letra}: edaeceven dacnedeny soc fant\nundl, stisdigns\nerty tien\nDY\n\nViper\n\nHu\n\n(rate Mi itlesseyh\nol earoroty oreysorry\n\nhin\n\nTrertyh-o\n\n“od\n\nyO CHEACT\n\nYar go rticeay period af\nEA\nc\n\now\n\neee\n\n“tr\n:\n\n=\n\np\n\n<3\n\no\n\nate\n\nnecks\n\n7\n\n2\n\n* aes\n\noll elie\n\nhor\n\ning\n\nMe\n\nue\n\nthar.\n\n¥ eg\n\nen\n\nWPT\n\nwork\n\nne it aes\n\nppdie dual\nthe\n\nDarin\n\nH\n\n\"Sor\n;\n\n‘\n\n_——\n\n’\n\nad\n\nHe\n\nway tae)ts) % capeaty\n\nWy\n\n\"Mest\n\ntie\n\nebifa\n\ncfipct, ae\n\na!\n\n>.\n\ni\n\naf the\n\n«i vive\n\neo\n\n4\n\nvacate\n\nPicke\n\nul (or these\n\nwaiters\n\nCBPTy\n\nbes\n\nrhe es\n\noboghte i? Vergiaelee\n\nohitd\n\nhint\n\ntt wedeyr\n\n,\n\ncurd. ‘oe?\n\nthee ? viel\n\n_\n\nwetk\n\n2\n\net\n\n:\n\ncs\n\nhe\n\ntor\n\ntae\n\near.\naz Teer\n\nPy\n\n‘\n\n“%\n*\n\n~\n\nrite\n\n\\\n\n‘Xe\n\npan\n\n1a\n\n.\n\ni\n\niisercy\n\n-\n\ni\n\n4\n\natSON\n\nA\n\n¥\n\nDeed\n\nure\n\n2,\n\n:\n\nreel\n\nOe\n\n‘\n\niT]\n\nt\n\n:\n\ni+\n\n=\n\na\n\nsnes\n\nT,\n\nv2\n\nwie:\n\nPol@iicd§\n\nche\n\nSb.\n\nne\n\neee\n\nid |\n\n?\n\n’\n\n~\n\neee\n\nST)\n\nel y- belly\n*\n\nF,\n-=\n\n5\n\nLyi\n\n=\n‘cal\n7)\n\nLye tt eee neil a\niJ\n\n19\n\nOsa\n\ntee he, ce\n\naad peeve.\n\nto\n\nvewi\n\n;\n\naes\n\nwae Pon st, aefd\n\ndet bodeizariow ahi)\n\nlieal TS\n\nJt\n'\n\nie\n\nfo paannt throug) play - wee awe '\nrk ts. chia We Sanday af deme difs\n\nste\n\nnit\n\n;\n\n“RTE Ta ghaclé peut: be derpands: <\"?\n\n:\n\naby\n\neae iee\nale\nerage\n\n3\n\n+4\n\n‘\n\nvile\na\n\n"}
{"page": 1009, "printed_page": "987", "text": "Library Department\nSECRETARY’S\n\nMINUTES\n\nOFFICERS\nDivision, Department of EducaPresident-——SuERMAN Wrutxiams, Chief of School Libraries\naid Ce Albany, N. Y.\nwwe Miao Ro rtarc Aono iS Sab op dirs OCU ctor oc cot ig CuOLMORsGS\nTaye:\n\nDes Moines, lowa\nVice-President—Gract D. Rost, Public Library........-+e-eeeeeeerrereees\nChicago, Ill.\nSecretary-Treasurer—Marcaret EF. Envy, Public Library........2---seseecoeress\n\nBOSTON\n\nMEETING\n\nheld its annual\nThe Library Department of the National Education Association\nwere three aftermeeting at Boston with the Association, July 5-7, 1922. There\nnoon assemblies, July 5, 6, and 7.\n\nWednesday\n\nHow SHALL\nDEVELOPED?\n\nADEQUATE\n\nLIBRARY\n\nAt these the following programs\n\ngiven:\n\nJuly 5, 1922\n\nAfternoon,\n\nSERVICE\n\nwere\n\nBE ESTABLISHED\n\nWuere\n\nIr Is Nor\n\nNow\n\nCollege, Detroit, Mich.\n(a) IN THE ScHooL—Martha C. Pritchard, Teachers’\nCommission, Trenton,\nLibrary\nPublic\nAskew,\nB.\n(b) In THE Locatity—Sarah\nN27 J:\n(c) In THE NaTion—Joy E. Morgan, Washington, D. C.\nMaine.\nLrpraries AND RurAL ScHoots—Florence M. Hale, Augusta,\nN. Y.\nChazy,\nDrake,\nE.\n—Ruth\nLisrary\nScHooL\nRuRAL\nTHE CONSOLIDATED\nNGEYS\nAlbany,\nWilliams,\nrman\nANS—She\nLipRARI\nAND\nLrpraries\nThursday\n\nAfternoon,\n\nJuly 6, 1922\n\nHis AMERICAN CONTRIBUTION—\nHow THe Liprary HELPS THE FOREIGNER TO Make\nY.\nN.\nYork,\nErnestine Rose, New\nAND THE PUBLIC SCHOOL—\nEFFECTIVE CoOPERATION BETWEEN THE PUBLIC LipRARY\nMass.\neld,\nBertha M. McConkey, Springfi\nMadison, Wis.\nTue Darcy NEWSPAPER IN ScHoor—O. 8. Rice,\nCarter, Port Arthur, Texas.\nEdward\nE—Mrs.\nSERVIC\nLisRARY\noF\nSpirit\nTue\nIATION—Edith C. Parker, BufSrory-TELLING, ITs RELATION TO LITERARY Apprec\nfalo, N. Y.\n\nScHooL\nTue Pupits’? CONTRIBUTION TO THE SUCCESS OF THE\n,\nHall, Brooklyn N. Y.\nFriday Afternoon, July 7, 1922\n\nJoint Session with National\n\nCouncil\n\nof Teachers\n\nLisrary—Mary\n\nE.\n\nof English\n\nHighlands, Mass.\nBooks For Boys—A. B. de Mille, Winthrop\nLaura Grover Smith, Los Angeles,\nWorx—\nSCHOOL\nH1GH\nJUNIOR\nIN\nS\nOPPORTUNITIE\nCalif.\nCosgrove, New York, N. Y.\nTue STIMULATION OF HOME Reapinc—Helen\nTerre Haute, Ind.\nTobey,\nTRAINING FOR SCHOOL LiprariANs—Ruth\n, New York, N. Y.\nMelcher\nG.\neric\nTue Cuitp’s Own Reapinc—Fred\nLiprary Work IN NorMAL\n\nSCHOOLS TO Fir STUDENTS\n\nFoR THEIR Work\n\nGeneseo, N. Y.\n1nc—Mary E. Richardson, State Normal School,\n[987]\n\nIN 'TEACH-\n\n"}
{"page": 1010, "printed_page": "988", "text": "988\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nA library luncheon was held at the Hotel Vendome\n\non Thursday.\n\nAt this there\n\nwere a number of five-minute talks on library topics. The luncheon was followed\n’\n:\nby a social hour of general discussion of individual problems.\nfolThere was an attendance of about 150 at each meeting, general discussion\nlowed\n\nthe papers when\n\ntime\n\nallowed,\n\nand there was\n\nopportunity\n\nfor interchange\n\nof ideas among librarians and teachers present.\nAt the business meeting preceding the July meeting the officers: for the next year\nwere elected. They were as follows: President, Martha C. Pritchard, ‘Teachers\nCollege, Detroit, Mich.; Vice-President, Mrs. Edward Carter, Port Arthur, Texas;\nSecretary-Treasurer, Della Frances Northey, State House, Indianapolis, Ind.\nThe Library Department organized as to membership this year and now has a\nAny member of the National Education Association or emtotal of 181 members.\nployee of institution which is a member of the National Education Association may\njoin the Library Department on payment of a fee of 50 cents.\n\nHOW\n\nSHALL ADEQUATE PUBLIC LIBRARY SERVICE\nESTABLISHED WHERE NONE NOW EXISTS\nIN THE NATION?\n\nBE\n\nJOY E. MORGAN, MANAGING EDITOR OF THE “JOURNAL OF THE NATIONAL\nEDUCATION ASSOCIATION,” WASHINGTON, D. C.\n\nIt is to the things that have not been done rather. than to achievements\nof the past that this subject points. It is not necessary to review the splendid ideals of the men and women who founded the free public library in\nAmerica or to describe the wonderful service which notable libraries are\nrendering their communities.\nIt is not necessary to review the work of\nthe American Library Association during the War, although it constituted\nNational recognition of the importance of library service.\nNeither is it\nnecessary to evaluate the standards that have been set by library organizations for school and public libraries. These are significant achievements.\nThey point to a time when the Nation will face the problem of making\nlibrary service genuinely universal as it has faced the task of making\nelementary education universal.\nUnder our system of government the control of education is placed en-\n\ntirely in the hands of the States. Yet there is not a single State in the\nUnion which does not have compulsory school attendance.\nThis highly\n\ndesirable result has been achieved by force of example and by the publicity\nwhich has been given comparative studies in education.\nCompulsory school\nattendance without free library service is an absurdity. The one implies\nthe other. It is for the library to conserve the high purpose and the ideals\nof work and life which schools exist to create. Possibly the public school\nmakes a more direct appeal to the community than does the public library\nbecause it deals daily with the children of the community.\nBut, looking\nat the matter broadly in the light of the complexity of our life, the public\nschool is hardly more essential to the perpetuity of our National ideals\nthan is the public library. The amount of education that can be given\nduring a brief period of eight or even twelve years is too small to guarantee\neffective citizenship. These years can only lay foundations.\nThe Nation\n\n"}
{"page": 1011, "printed_page": "989", "text": "LipraAaRy DEPARTMENT\n\n989\n\ncannot afford not to build upon these foundations. Maintained intelligence\nis no longer a luxury for the individual, for the community, for the State,\nOur political, social, industrial, commercial, and ecoor for the Nation.\nnomic life all require a sympathetic understanding of current happenings\nand a mastery of the sources of reliable information vastly greater than\nhas been necessary in years gone by.\nAccording to every indication the future will demand maintained intelligence even more sternly than has the past.\nThe demand for intelligence is implied in the new world leadership that\nIt is implied in the\nhas come to America in the years since the War.\nin a rapidly increasresults\nwhich\nmachine\nautomatic\nthe\nenlarging use of\non and transcommunicati\nof\nmeans\nperfected\nin\nimplied\nis\nIt\nleisure.\ning\nMerely to mention the telephone, the motion picture, the talkportation.\ning machine, the automobile, the airplane, and radio is to suggest the vast\nextent of the new forces that are playing upon our boys and girls, that are\ntransforming the lives of adults, that are calling for increasing mastery of\n‘nformation and surer educational backgrounds for the great mass of the\npeople. ‘These inventions and those that are certain to follow promise\nfor the common man and woman opportunities and responsibilities that\nthe\nbut a short time ago were the exclusive privilege of royalty. Unless\noverfruitless\nand\nfrivolity\nin\ndissipated\nbe\nto\nis\nrace\nhuman\nthe\nenergy of\nmust\nstimulation the common man and woman must be equipped to live,\nThe\nlife.\nof\nthings\nbetter\nbe trained to earn and to demand the finer and\nlibrary.\nthe\nis\nthereto\ndoor\nthe\nand\nkey to these things is education\ngreater\nNo other single educational agency has in proportion to its cost\nset\nstandard\nThe\nlibrary.\npublic\nfree\nthe\nthan\nties\npossibili\noped\nundevel\na\nas\ncapita\nper\ndollar\na\nby the American Library Association calls for\nover\nrequire\nwould\nThis\nservice.\nreasonable expenditure for public library\navailable\na hundred million dollars for the Nation. The latest figures\nservice.\nsuch\nfor\nspent\nbeing\nis\ndollars\nmillion\ntwenty\nthan\nindicate that less\ncost may be\na\nslight\nso\nat\nwhich\nservice\npublic\ngreat\na\nwords,\nother\nIn\nactivity has\nmade to touch and quicken every phase of community life and\n‘There are\n.\nefficiency\nle\nreasonab\nits\nof\nfifth\nbeen developed to less than one\nthere are\nlibrary;\nfree\nthe\nof\nbenefits\nthe\nknown\nnot\nvast areas that have\nwithout\nname\nthe\nthousands of communities which have libraries that carry\ncomthe\nof\ninterests\nadministering in any effective way to the dynamic\nngly\nsurprisi\nwork\nof\ntypes\ncertain\ndo\nmunity. ‘There are city libraries that\nscratch\nto\nmerely\nable\nare\nthey\nthat\nfunds\nin\nwell, but which are so limited\nthe surface of their educational opportunities.\nfull development\nThe American public library will not have reached its\nstore and\ngrocery\nthe\nas\nhand\nuntil its service is as universal and as near at\n\nis not only\nthe motion picture hall. To bring about such a development\n.\nproblem\nl\nNationa\na\nis\nit\n;\nm\nproble\na local problem and a State\nunite our\nThe social, economical, industrial, and political bonds which\nof powers between\nseveral States grow stronger year by year. The division\nto education\napplied\nas\nand\nStates and Nation has proved generally wise\n\nit may be expected to continue.\n\nThe educational leadership of the Nation\n\n"}
{"page": 1012, "printed_page": "990", "text": "990\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIt is\nn.\nis overwhelmingly committed against Federal control of educatio\nthe\nof\nion\nrecognit\nfull\nand\nfrank\nto\nd:\ncommitte\nlmingly\nequally overwhe\n“The\nip.\ncitizensh\nresponsibility of the Nation for the education of its\nOnly\nNation cannot control education, but it must encourage education.\nip\ncitizensh\nits\nof\nquality\nthe\nimprove\nit\ncan\nthrough such encouragement\nsuperand\ne\nignoranc\nof\ninfluence\nng\ndestroyi\nthe\nfrom\nand protect itself\nstition.\nThe legislative program of the National Education Association as embodied in the Towner-Sterling Bill has brought forth much discussion of\nMen who are familiar with the\nthe Nation’s responsibility for education.\nit is only a matter of time until\nthat\nconfident\nare\nn\nWashingto\nat\nsituation\nthe essential provisions of the Towner-Sterling Bill will be enacted into\nPerhaps before we are aware education will have primary recoglaw.\nnition in the President’s Cabinet, and there will be Federal subventions to\nencourage the States in the improvement of certain phases of education.\nIt may take a vear, it may take two years to bring about this achievement,\nbut when it comes we shall wonder why so important a responsibility was\nnot sooner assumed by the Federal Government.\nWhen education receives primary recognition in the Cabinet of the\nPresident, there will follow a period of reorganization of the educational\nThe divisions and activities of the new Departactivities of the Nation.\nment of Education will be defined. When that time comes the librarians\nof the Nation must be ready to act. “They must be ready to present to the\nSecretary of Education a program for the Federal encouragement of\nlibraries. ‘The library forces must have agreed upon the basic principles\nthat underlie such a program of library development and must have a committee of men and women who stand solidly for those principles and who\nare free to work for them.\nSuch a committee could enlist in behalf of its\nprogram the support of many organizations throughout the Nation and\nof many leading citizens who stand ready to do battle in behalf of public\neducation.\nSuch a committee would, in the first place, need carefully to define its\nscope in order to avoid activities and ramifications that would dissipate its\nenergy and influence.\nSuch a committee should be charged with the single\nand responsible task of determining what measures the National Government should take to encourage the development by the States of genuinely\nuniversal free public library service in charge of professional or trained\nlibrarians.\nQuestions of technique, of management, and of organization\nwithin the library and within the State should be held in abeyance. “They\nwill find ready solution when the first and larger problem has been met.\nThe libraries which are directly maintained by the Federal Government\nshould not come within the jurisdiction of such a committee.\n“They constitute a separate problem, no more related to the primary problem of universal library service than West Point is related to elementary public education.\nHaving defined its scope, the committee might well consider what measures should be undertaken by the Federal Government to encourage uni-\n\n"}
{"page": 1013, "printed_page": "991", "text": "Liprary\n\nDEPARTMENT\n\n991\n\nversal library service and how the Government may best be induced to\nundertake those measures.\nTwo possible activities of the Federal Government with relation to\nlibraries are investigation and Federal subventions for their encouragement.\nSection 5 of the Towner-Sterling Bill provides for investigation in specified fields, including (a) illiteracy, (4) immigrant education, (c) public\nschool education, (d) physical education, (e) preparation of teachers, (f)\nhigher education, (g) such other fields as in the judgment of the Secretary\nof Education may require attention and study. Free public libraries should\nalso be specified. Perhaps this change can be brought about before the bill\nis reported out by the committee.\nThe importance of having libraries specified lies in the fact that the items\nspecifically mentioned in the bill would first receive consideration by the\nSecretary of Education as a possible basis for the organization of his\nThere should certainly be a division of libraries\ndepartment into divisions.\ncharged with the responsibility for the investigation of problems relating\nto the development, financing, organization, and administration of libraries\nin the various States and localities. This field has been so greatly neglected that there is not in Washington a single trained library worker\ndevoting himself to the investigation of the basic problems of public library\nSuch systematic investigations as have been made have been\nextension.\nconducted by persons not trained for the task and not primarily interested\nin public library development.\nIt is not possible to estimate the enormous loss to education that has\nresulted from the failure of the Government to bring persistently to the\nattention of the Nation the best library experience of the various States\nNeither is it possible to estimate the impetus that would\nand localities.\ncome to libraries in consequence of the studies that might be made by the\n‘That the influence of such studies would be great\nFederal Government.\nhave been achieved in other fields of public\nthat\nresults\nis indicated by\nactivity where careful investigations have been made by experts.\nHaving pointed out the function of the library as an agency for insuring\nintelligent citizenship, the Federal Government should assume its share\nIt should encourage the States in the promotion of libraries\nof the burden.\nns or grants of Federal aid. ‘The arguments in favor\nsubventio\nof\nby means\nof such subventions\n\nare based on the same\n\nprecedents\n\nand needs as the\n\narguments in favor of Federal aid for the removal of illiteracy, the Americanization of foreign-born, physical education, the training of teachers,\nIn fact it is possible,\nand the equalization of educational opportunity.\n\neven\n\nprobable,\n\nthat a part of the money\n\nappropriated\n\nfor these other\n\nobjects would be used by the several States for the promotion of libraries,\nparticularly in the promotion of the work of libraries in Americanization.\nwith\nHowever, the library is so distinctly a separate institution charged\n\na unique function in the scheme of education that it should receive separate\n\nSuch encouragement need not be large—\nrecognition and encouragement.\nat first—but its ultimate effect would\nannually\ndollars\nmillion\na\npossibly\n\n"}
{"page": 1014, "printed_page": "992", "text": "992\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nFederal\nprobably be greater than that of any similar amount spent by the\nent.\nGovernm\nThese are the two most important problems that would logically come\nbefore a committee charged with the development of free public libraries\non a national scale. Having stated them clearly and having gathered\nample facts and precedents, the committee would be in a position to state\nits conclusions and to enlist in support of its program the organized\n‘librarianship of the Nation, along with educational and civic organizations\ngenerally. ‘The free public library has always made a strong appeal to\ncitizens of unusual public spirit.\nAmerica has produced no institution more characteristic of its democratic spirit. ‘The free library stands for equalized opportunity for maintained intelligence. It stands for good citizenship and for all the best in\nIt is a\nlife. It represents the spirit of freedom that founded America.\nthrough\nfrequently\nwho\nmen\nself-made\nNation’s\nthe\nto\nfitting memorial\nbooks have caught the spark of inspiration that has been the soul of their\nleadership. The library can magnify manyfold the influence of the elementary school, the high school, and the university. As librarians, as educators let us point with just pride to our great libraries in city and in\nuniversity, let us point also to those other great libraries that are serving\npeople in the small towns and on the farms, but let us not forget the tens\nof millions of men and women—often in isolated places—who in vain\nwait for the inspiration and the guidance that more fortunate ones enjoy.\nLet us not in our own plenty pass by on the other side.\n\nLIBRARIES AND\n\nRURAL\n\nSCHOOLS\n\nFLORENCE M. HALE, AUGUSTA, MAINE\nIn 500 of the one and two-room rural schools of Maine we have School\nImprovement Leagues comprised of parents, teachers, and pupils working\ntogether for school improvements, notably school equipment.\n‘Through\n\nthis organization permanent libraries have been started in many of the\nschools and good books added from time to time. Perhaps the greatest\nhelp our rural schools have received in the line of library facilities is the\nsplendid system of traveling libraries which exists in our State. While\nwe are waiting for a library to be established permanently in each way\nplace, this travelling library is helping to educate a whole generation of\ncountry children in the love of good books. The travelling library idea\nin our State had its beginnings in the minds of some of our progressive\nclub women who saw the need of making good books accessible to the\npeople of the way places and to the children of the rural communities.\nIn 1899, twenty-one such travelling libraries were made a part of the State\nLibrary equipment and were sent out at request over the State.\nIn 1914\nthe calls had been so insistent that 171 sets were necessary to fill ees\nand last year 581 such sets were sent out from the State Library.\nI could\n\n"}
{"page": 1015, "printed_page": "993", "text": "Liprary\n\nDEPARTMENT\n\n993\n\nspend a much longer time than is available for this whole paper in describing\nthe many lines of community service which these travelling libraries have\nrendered, but I must keep closely to my particular subject of the rural\nschools.\nIn passing, however, I must say that one of the largest calls\n- for these libraries, according to the library organizer in charge of them,\nis in the remote lumber camps of the State.\nAnother feature of travelling library service that may prove suggestive\nto other workers in this field is the benefit that has been wrought by placing the travelling libraries in summer resorts. Each book bears the stamp\nof the State Travelling Library and in this way news of the work is spread.\nSummer visitors have become interested and in some communities these\nsummer people have maintained library stations for the use of residents in\nthe winter time and have made it possible for several rural schools to have\ntravelling libraries of their own.\nIn one fishing village where the village\nand the schools have thus been enabled to secure the best kind of reading\nmatter, the State librarian tells me that this broadening influence of good\nbooks has resulted directly in the starting of a forward movement and\nin the development of a community spirit. “The Maine Federation of\nWomen’s Clubs and the Colonial Dames each year give a considerable\namount of money which is to be given to remote schools selected by the\nState Department of Education and the State librarian working together.\nThe plan of the travelling library for rural schools is as follows. ‘There\nare in the State Library different sets of books available for schools.\nIn\neach set there are fifty volumes.\nPrinted lists of the titles of books in each\nset are sent out upon application.\n‘The school may select from these lists\nthe set whose titles most attract the pupils and teachers. A fee of $2.50\nis required to obtain the library of 50 books—or 5 cents apiece. ‘This fee\nincludes all charges of packing, expressage, and the like, and the library\nmay be kept six months and renewed upon request. “The books are carefully selected for listing—there is a “juvenile” list which covers the needs\nof the ordinary rural school—there is the so-called “children’s” list\nespecially appropriate for young children. ‘Then there is the rural highschool list made up about as foliows: books dealing with history 10—\nscience 10—English 10—fiction, poetry, drama 10—miscellaneous (war\nbooks, sociology, biography, travel).\nIn putting up the matter of the service of the travelling library to our\nlast legislature in the hope of securing increased financial aid, our State\norganizer in speaking of the school demand said, ‘““While we have been\nable to supply nearly all types of demands with a slight wait on the part\nof the applicant we have been totally unable to cope with the demand on\nthe part of the teachers of rural schools who clamor for the juvenile sets\nfor the children in their charge. Last spring saw thirty of these applications unfilled owing to the lack of books.\nFor example on June | there\nwere on file 12 applications for these sets for September use and as the\nbulk of our demand comes in October there were certain to be many disappointments.\nThree or four years ago these sets sent out to the rural\n\n"}
{"page": 1016, "printed_page": "994", "text": "994\n\nNatTIoNAL\n\nEpucATION\n\nASSOCIATION\n\nion what they do\nschools did not in fouf times out equal in book circulat\nbe glad to note\nwill\nYou\ntwice.”\nat present after having been out only\nzed the value\nrecogni\nture\nLegisla\n80th\nthe\nthat in response to this appeal,\nof the\ncorners\nt\nremotes\nthe\nto\ns\nfacilitie\nlibrary\nng\nof the work of extendi\ndepartment\nn\nextensio\nthis\nof\nwork\nthe\nfor\n$20,000\niating\nappropr\nby\nState\nalone.\nlibrary\nAnother valuable service to our rural schools of the travelling\nconThis\nes.\nthemselv\nteachers\nidea is the professional library for rural\navailbooks\nonal\nprofessi\nbest\nthe\nof\neach\nvolumes\nsists of sets of twenty-five\nand\nable and is obtained by the payment of $1.25 per set of twenty-five\nin\nteachers\nseveral\nfor\ncustom\ncommon\na\nis\nIt\nmonths.\nsix\nkept\nbe\nmay\nexby\nthen\nand\na rural community to unite in obtaining one of these sets\nchanging. The cost of reading the best books in their field becomes, in this\nway, nominal only. Where the teachers do not themselves have such a set,\nit is the custom of some of our rural superintendents of schools to keep a\nset of these professional books constantly on hand and as they drive from\nOn the next visit these\nschool to school to leave one with each teacher.\nbooks are simply exchanged from teacher to teacher and thus the good\nIf any of you sometimes believe that the days of Lincoln\nwork goes on.\nwas a precious possession are days wholly of the past,\nbook\nwhen one good\nI wish you might have my place some day as I ride about over the rocky\nhills of Maine with these earnest young superintendents and see the joy of\nmany a rural teacher in little schools, sometimes ten and fifteen miles from\na railroad, when the superintendent passes her the one new book.\nOne\nsuch teacher said to me, “I just look forward to Superintendent B’s visit,\nbecause I know he’ll always bring me some fine book.”\nFrom our State library any rural school may also obtain post-card collections, victrola records, or any single desired volume upon payment of\npostage only.\nThe above are some of the ways in which rural supervisors and librarians\nare working together for the love of good books and the inspiration that\nthey bring.\nIn closing, as one outside of the immediate field of expert\nlibrary workers, I must express to you the appreciation of the school workers for the great service you are rendering to education throughout the\ncountry.\n“The increasing movement for trained library workers in every\ncommunity is one of the most hopeful movements for community spirit\nand character building of this generation.\nIn my own State, our State\nLibrarian, Dr. Dunnack, and his force are considered an indispensable\n\npart of our educational system.\nMuch of the success of the travelling\nlibrary movement which I have herein described is due to his vision and\nto the executive ability of the travelling library organizer, Miss Stewart,\nfrom whom I have obtained the figures used in this study. Let us then,\nlong-time lovers of good books, our unfailing friends, continue to work\nhopefully together to spread the inspiration of such friendship to those\nway places of the earth so remote that oftentimes human comfort and helpfulness may not always be at hand.\n\n"}
{"page": 1017, "printed_page": "995", "text": "Lrprary DEPARTMENT\nTHE\nRUTH\n\nCONSOLIDATED\n\nB. DRAKE,\n\nLIBRARIAN\nCHAZY,\n\nRURAL\n\nOF THE\n\nCLINTON\n\nCHAZY\n\nCOUNTY,\n\n_\n\n995\n\nSCHOOL\nCENTRAL\nNEW\n\nLIBRARY\nRURAL\n\nSCHOOL,\n\nYORK\n\nEducation is our greatest rural problem today for upon the boys and\ngirls attending rural schools rests the responsibility of making countrylife the solid foundation for future democracy.\n‘The consolidated rural\nschool movement, which is rapidly becoming national in scope, proves the\nsignificance of the centralization of educational facilities in relation to\nthe community, State, and Nation.\nA well-equipped and well-selected library plays an active and an important part in the life of the rural school. The time is approaching when\neach State will consider such a department an indispensable feature of\nevery consolidated school.\n‘The librarian in charge, trained in educational\nas well as library methods, will be employed for full-time and possess a\nstatus equal to that maintained by the head of any other recognized school\ndepartment.\nTo be thoroughly efficient she will portray not only a love\nfor and understanding of childhood, but a genuine interest in rural life\nand an eagerness to share in the solving of its problems.\nA committee of the National Education Association has prepared a\nvaluable report, ““The Standard Library Organization and Equipment for\nSecondary Schools,” and is, | understand, now working on a similar report\nfor elementary schools. A guide to the standard library organization and\nequipment for consolidated rural schools would be extremely timely and\nuseful, and I hope this matter may be taken into consideration at the\npresent meeting.\nThe organization of a library in the modern rural school has its peculiar\n\nproblems. Since the consolidated school usually registers children of grade\nand high school ages, the library must combine elementary and secondary\nfeatures and serve as a book laboratory for the entire school. Perhaps a\nbrief outline of the methods\n\nemployed\n\nin a model\n\nrural school in New\n\nYork State, which methods could be adapted for use in the average consolidated school, may be of interest.\nIn the school under consideration, a\nreading-room, centrally located on the first floor of the main building, is\n‘This is equipped\nopen each school day from 8:30 a.m. until 4 p.m.\nwith a professional library for the teachers, an adequate reference collec-\n\ntion for upper grade and high-school use, current periodicals of general\nand departmental interest, and a carefully selected elementary library.\nTables and chairs are provided sufficient to accommodate at one time onefourth of the total school attendance.\n“Io supplement the book collection,\n\nA combination stack and workslides, pictures, and clippings are featured.\nroom adjoins the reading-room.\n“Library periods” for pupils in the elementary department are considered\na part of the regular school curriculum, each class spending an entire\nperiod weekly in the library according to schedule. A corner of the reading-room reserved for the youngest patrons 1s made as alluring as possible\n\n"}
{"page": 1018, "printed_page": "996", "text": "996\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nof selected pictures and\nby the arrangement of a fascinating collection\ntwo grades assemble in\nfirst\nthe\nin\nChildren\nposters as well as books.\nfor their use and\nucted\nconstr\nally\nespeci\ntable\nsmall groups around a low\niation of the attractive\nthe librarian not only assists them to an apprec\nin the proper care and\nm\npicture-books and primers but instructs the\nare able to sense, to a\nthey\nSoon after entering school\nhandling of books.\nto eight, inclusive\nthree\ns\nGrade\ncertain extent, the “library atmosphere.”\nthey receive\nwhere\nhours\nschool\nduring\ncome to the library weekly by classes\ndo any reference work\n‘nstruction in the use of books and libraries,\na week for home reading,\npreviously assigned by their teachers, obtain a book\nThe selection of all books\nand look at the current magazines and papers.\ncreate a love of reading\nto\nonly\nis supervised by the librarian who aims not\na choice of books from\ninduce\nto\nbut\nand a taste for the best in literature\nas well as pleasure.\nation\ninspir\nand\nprofit\nderive\nwhich the readers may\nand coéperation with\n‘The librarian’s familiarity with the school curriculum\nbooks which directly\nthe teachers make it possible to help the pupils select\nthat this correlation\nhoped\nis\nIt\nsupplement the work of the classroom.\nvision.\nul\nyouthf\nthe\nns\nbrightens the daily routine and broade\nyet been found\nnot\nhas\nit\npupils,\ngrade\nwith\nIn working out the plan\nYoungstown’\nthe\nthough\n,\nreading\nhome\nfor\ncredit\ndesirable to give school\nd to submit\nrequire\nis\n(Ohio) plan is followed to the extent that every pupil\n, the.\nthereby\nfor,\ne\nreports on books read. This information is valuabl\nalso\nbut\nreading\nhis\non\nint\nviewpo\nlibrarian not only obtains the child’s\nread\nure\nliterat\nof\ntype\nthe\nof\nrecord\ne\naccurat\nhas on file a complete and\nReading circles are encouraged, and certificates issued\nby each individual.\nwho have satisby the State Department of Education are granted to those\ned books.\napprov\nof\nfactorily completed the reading of a definite number\na week\noon\naftern\none\nopen\nis\nVacation reading is possible since the library\nadtake\nto\ncare\nwho\npupils\nall\nof\nuse\nthe\nduring the summer months for\nnity.\nvantage of the opportu\nin the conIt has been found that a centralized library for the grades\nthe highthan\nt,\nsolidated rural school is as important, if not more importan\nto apd\neducate\nnot\nare\nIf children in the early years\nschool library.\nlibrary\nthe\nof\nuse\nthe\nthrough\nnt\npreciate the possibilities of self-advanceme\nthem to the\nand do not have the preliminary training which introduces\nschool,\nleaving\nafter\nn\neducatio\ntheir\ning\ncontinu\nof\nmeans\npublic library as a\nmany\nSince\nlife.\nof\nnts\nendowme\nrichest\nthe\nof\none\nof\ndeprived\nthey are\nool\nhigh-sch\nthe\nreach\nchildren in the rural districts leave school before they\nto\nd\npresente\nbe\nmust\nage, an opportunity for specialized library training\nnot\ndo\ns\n‘Teacher\n|\ncourse.\nary\nthem before the completion of the element\ns are\nhave time to take charge of classroom libraries since their program\nhave\nnot\ndo\nchildren\nthe\nreason,\nsame\nthe\nFor\nbrim.\nusually filled to the\nOn\nhours.\nschool\nduring\nreading\nof\nlove\ntheir\nsatisty\nto\nnity\nan opportu\nfrom\nand\nto\nted\naccount of the fact that the majority of them are transpor\n1 Wheeler,\nber 1, 1920.\n\nJ. L. Home Reading\nv. 45, pp. 679-682.\n\nwith\n\nSchool\n\nCredit.\n\nLibrary Journal,\n\nSeptem-\n\n"}
{"page": 1019, "printed_page": "997", "text": "Lisprary DEPARTMENT\n\n997\n\ntheir homes in busses which leave promptly at the closing hour, it is not\npossible for them to linger after school in the classrooms to choose or enjoy\ntheir books.\nIf they go to specialists for their music, art work, or gymnastic\ntraining, why is it not as necessary to go to a specialist for so important\nan accomplishment as reading!\n_\n\nHigh-school pupils are permitted to use the library before and after\nschool and during school hours whenever they have a free period and wish\nto do reference work, read, or glance at the daily papers and current magazines. Standard reference books and a well-balanced collection of works\npertaining to literature, fine arts, industrial arts, household arts, science,\nagriculture, travel, history, and biography are provided.\nThe librarian\nselects with care each year volumes necessary to keep the library thoroughly\nup-to-date, so that it may meet the increasing demands of teachers and\npupils. Material aid is given in the compilation of supplementary reading\nlists and the reservation of books on special topics to be discussed in the\nclassroom.\nCollege and university catalogues are on file for the use of\nthose students contemplating higher education.\nVocational books, covering\nall fields, are available, so that pupils desiring to train for a special trade or\nprofession may obtain practical assistance.\n\nAs a special feature of the work with the English Department, instruction is given in the use of books and libraries and a limited number of\npupils showing adaptability for literary work are allowed to help in the\nlibrary after completing a short apprentice course.\n‘They are able to render\nvaluable service to the librarian in the matter of shelving books, mending,\nand the mechanical preparation of books for the shelves. In this way it\nis possible for the librarian to have whatever assistance she needs in order\nto accomplish the daily routine of her department. The pupils also\nderive much benefit from the experience.\nThe library not only serves the pupils of the school but also the administrative officers, teaching staff and other employees connected with\nSchool laws, blue-print drawings of school buildings and\nthe institution.\nsuch as The American School Board Journal,\nperiodicals,\ngrounds, and\n‘The principal calls\nare on file for the use of the Board of Education.\non the library for catalogues of other schools, professional books and\njournals, educational reports and proceedings and publishers’ catalogues\nfrom which trade information may be obtained concerning textbooks\nwhich may be ordered for school use. Educational journals, as well as\nbooks are provided for the teachers so that they may find it easy to inform\nthemselves of modern tendencies which concern their profession and read\nfor profit as well as for pleasure. “The resources of the library are introduced to each member of the faculty individually.\nSince the consolidated school is, in many instances, the center of the\ncommunity, the library has an unusual opportunity to exert its influence.\nWhile it is not advisable, especially in localities which support public\nlibraries, to allow the public to use the school library, it is possible to reach\nthe community through the children. The school library should be a\n\n"}
{"page": 1020, "printed_page": "998", "text": "NatioNAL\n\n998\n\nEpUCATION\n\nASSOCIATION\n\nof the younger generation,\nstepping-stone to the public library, and members\nwill, in the future, deif properly trained to know and appreciate books\nThrough the inities.\ncommun\nmand adequate library service for their\nare fostered\nloyalty\nand\nhonor\nnity\ncommu\nfluence of the library, National\ne to create\npossibl\nis\nit\nbooks\nof\ntion\ninspira\nthe\nh\nand deepened and throug\nportrays:\nully\nbeautif\na living faith in country life, such as Norman Gale so\ngreen,\nHere in the country’s heart where the grass is\nLife is the same sweet life it e’er hath been,\nTrust\n\nin God\n\nstill lives;\n\nand\n\nthe bell at morn\n\nTolls with the thought of God o’er the rising corn,\nGod comes\n\ndown in the rain and the crops grow\n\ntall,\n\nThis is the Country Faith—and ‘the best of all.\n\nLIBRARIES AND\nSHERMAN\n3\n\nWILLIAMS,\nOF\n\nCHIEF\n\nOF\n\nSCHOOL\n\nEDUCATION,\n\nLIBRARIANS\nLIBRARIES\n\nALBANY,\n\nNEW\n\nDIVISION,\n\nDEPARTMENT\n\nYORK\n\nconIn a democracy like ours in the long run public opinion is certain to\nnt\nintellige\nan\nhave\nwe\nthat\nce\nimportan\nutmost\ntrol, therefore it is of the\nproper\nand\ned,\nintention\nwell\nhonest,\nbe\nit\nthat\nenough\nnot\nis\npublic. It\nspirited. It is not enough that the people are unselfish, that they love\nIt is not enough that they possess all the\ntheir neighbors as themselves.\nIt\nvirtues of humanity and none ofits vices, if they are not intelligent.\nto\nenough\nnt\nintellige\nbe\nmust\nThey\nwell.\nmean\nthey\nis not enough that\nbe able to act well.\nIt is proper that people be taught arithmetic, history, geography, and\nother subjects usually studied in school, but all this may be done and the\npeople still not be intelligent in regard to the relations that should exist\namong men regarding what should be done or avoided to secure general\nwelfare in homes, communities, and States, and to the betterment of\nhumanity generally.\nTo bring this about the people must in some way come to have a fair\nIt will be a long time\ngeneral understanding of elementary social science.\nshould be done\nWhat\nfully.\nvery\nthis\nbefore our schools will accomplish\nin the meantime?\nOur pupils should be trained to form the reading habit, and led to make\nuse of a public library in order that their after-school education may partially make good what they failed to acquire in school.\nIt is well to try to see that all are well educated while in school, that\nevery one has at least a good high school course, but ‘we all know that the\npossibility of bringing this about belongs to the somewhat remote future.\nWe know that the great majority of pupils will never graduate from a high\nWe know that a majority will leave school and go to work quite\nschool.\nearly in life. We know that they may, and that many will, take an active\n\npart in governmental affairs.\nWe should see to it that they realize that their schooling is very meager\nand that they should continue their education as long as they live. “They\n\n"}
{"page": 1021, "printed_page": "999", "text": "Lisrary\n\nDEPARTMENT\n\n;\n\nDoo\n\nwill do this anyway; they can hardly avoid it. But the kind of education\nthey will secure will depend upon the make-up of the individuals and upon\ncircumstances and conditions.\n“The newspapers will be an important element in their education, but they are of necessity hastily written, and are\nmore or less superficial.\n‘There is not time to make them otherwise.\nMagazines that are published only once a month can, and usually do, give\ntheir writers time to prepare articles with considerable care; but even these\ncannot compare with books written by those who have taken months and\noften years to prepare themselves for their work, some giving the results\nof a lifetime of study and observation.\nWe should so train children that they may know where to go for the\nbest books on all subjects and to have a desire for the best. All the agencies\nmentioned are important.\nWe must rely upon newspapers for matters\nof local interest, for a hasty glance at the affairs of the world.\nOne must\nrely upon magazines for a fuller treatment of matters of immediate interest than newspapers can give. But it is through books alone that we may\nhave the best thought of the world on matters of enduring interest.\nWe need to keep clearly in mind that ours is not primarily a department\nof school librarians, or public librarians, but an organization that is devoted to the task of making it possible for every one in our land to have\neasy access to a free library. Whether this be done through school libraries,\npublic libraries, State libraries, county libraries, traveling libraries, or any\ncombination of such libraries, is for each State, county, or locality to determine for itself. We should hold tenaciously to the general proposition\nthat some provision should be made whereby every one may have easy\naccess to books, leaving each State, or locality, to determine the methods\nbest adapted to its conditions.\nIt is important that the relations between the school and public libraries\nbe clearly understood,\nnot merely by librarians and library trustees, but by\nthe general public as well.\nIt is not at all clear that they are understood\ntoday.\nUntil those relations are understood there will be more or less\nworking at cross purposes, and more or less confusion in the mind of the\ngeneral public.\nLet us at the outset try to recognize that the school and public libraries\nare the two parts of a whole, and while each may help the other, and should\ndo so as far as may be practicable, that neither can do in a satisfactory\n‘The problems that each has to deal with\nmanner the work of the other.\nare quite distinct from those of the other.\nThe school library deals, or should deal, chiefly with children, while the\npublic library should be most concerned with adults or pupils who are\napproaching adult age. “This does not mean that the school library may\nnot sometimes properly provide to some extent for the adults in the district, or that the public library may not do some very effective work with\nchildren, but that in the main the school library should confine its interest\nto children, and the public library to those who have finished the common\nschool course.\nThe school library has for its main work that which is a teaching propo-\n\n"}
{"page": 1022, "printed_page": "1000", "text": "1000\n\n~~\n\nNatronaL\n\nEpucaTIon\n\nASSOCIATION\n\nthat which is worth while.\nsition. It is to train the children to love to read\npossible for the public\nnot\nis\nIt\ndo.\nThis it is possible for the school to\ncountry as a whole\nthe\ng\nTakin\n.\nextent\nerable\nlibrary to do it to any consid\nattending school, ever\nit is not probable that one half the children, while\ncannot do much for\ny\ngo to a public library, and certainly the public librar\nthe public library\nto\nwent\nall\nthose who never go to it. If the children\nbe a great lack\nwould\n‘There\nd.\nhelme\nthe librarians ‘would be utterly overw\nof librarians, room, and books.\ntherefore it is at least\nAll the children go to school. ‘They have to do so,\npossible to reach them there.\nteachers for all. There\nIn the schools there is room for them all, and\nis quite feasible to give\nIt\ndone.\nis time to do the work that should be\ne a love for good\nacquir\nto\nthem\nlead\nto\nthe children the training needed\nthough there is a\nwork,\nthis\nfor\nrs\nteache\nof\nlack\nno\nreading. ‘There is\nfor it, and it is\nng\nlack of teachers who have had the right kind of traini\nthink and say\nwho\npeople\nlikely to continue as long as there are very many\nit cannot\nthat\nwork\na\n,\nlibrary\npublic\nthat this work can be done by the\nthis it\nts\nattemp\nlibrary\npublic\nthe\nWhen\npossibly do, as has been shown.\nfrom acschool\nthe\ns\nhinder\nit\nextent\nerable\nconsid\na\nto\nbut\nnot only fails,\ncomplishing the work that it might easily do.\nPrimarily to act as a feeder\nWhat is the work of the school library?\nto love to read that which\nchildren\ntraining\nfor the public library, through\npublic library both for\nthe\nof\nuse\nmake\nwill\nthey\nthat\n‘s worthwhile so\nshould train the pupils\nIt\nlive.\nthey\nas\nlong\nas\nion\ninstruct\nfor\nand\npleasure\ninciso that they will know how to use the public library intelligently,\nstudy\nthe\nent\nsupplem\nto\nlibrary\na\ndentally it should train the children to use\nof geography, history, English, science, and other subjects taught in school.\nTo say just how this work should be done is outside the province of\nLibrary and educational journals, and addresses at educational\nthis paper.\nAs to\nmeetings, suggest any number of devices for doing such work.\nfateachers,\n,\nconditions\nvarying\nwhich device is best depends upon many\ncerWe\nmatters.\nother\nand\n,\nsentiment\npublic\nwork,\ncilities for doing the\ntainly must have clearly in mind what the outcome of such work ought to\nbe, for without it we cannot make any real headway.\nThere should be a sufficient number of public libraries so that there may\n‘These libraries should be\nbe one within reasonable distance of every one.\nschools because they are\npublic\nthe\nas\nsame\nthe\nsupported by public tax\nthe only institutions\nare\nlibraries\nPublic\ninstitutions.\neducational\nfree\nthat can satisfactorily serve as continuation schools for any considerable\nnumber of people. They furnish the only school for the adult immigrant\nIt is only through the\nthat is open to any considerable number of them.\ncan become\nimmigrants\nadult\npublic libraries that the great majority of\nacquainted with our history, our government, our ideals, our hopes, our\nOnly those who know these fairly well can\ndesires, and our ambitions.\nreally become Americanized.\nWhat is the work that the public library should do? First, it may aid\nthe school library, which seldom has enough books. ‘The public library\n\n"}
{"page": 1023, "printed_page": "1001", "text": "Lrprary\n\nDEPARTMENT\n\n1001\n\nmay relate itself closely to the school library and the school librarian.\nIt\nmay loan books to the school library. It may send members of its staff\nto the school now and then to talk about public libraries and their use.\nIt may through its wide experience suggest to teachers books worth reading, books for themselves and for the children.\n‘Chere may well be held\nfrom time to time joint meetings of teachers and librarians to discuss matters in which they should have a common interest.\nIt may make pupils\nfeel at home when they first begin to use the public library.\n\nHOW\n\nTHE PUBLIC LIBRARY HELPS THE FOREIGNER\nMAKE HIS AMERICAN CONTRIBUTION\nERNESTINE\n\nROSE,\n\nNEW\n\nYORK\n\nCITY\n\nMy paper is conceived from this angle and in this spirit. A suggested\nnew coin for America: on one side, the Statue of Liberty, in one hand a\nbook, in the other a cake of soap; on the other side, a line of stoop-shouldered\n\nimmigrants with burdens on their backs.\nWe have considered what “Liberty” typifying America thinks of these\nimmigrant figures—what she has to offer them. Let us consider now\nwhat they think of America, what they have to offer her. On these considerations hangs, to great extent, the future of our country.\nIts base is Anglo-Saxon, but the superstructure will be Mid, Eastern,\nand Southern European—that is, New York is made up of foreign cities;\nPoles and Germans in middle West; Jews in every line of life and effort.\nPolitics, commerce, music, and art are permeated by “foreign” influence.\n\nWhat then have these races to offer?\nWhat is expected of a loyal citizen? Honesty in work, obedience to\nAre these all?\nlaw, an intelligent vote, his sword in time of war.\nMore subtle qualities of devotion, generosity in civic life, constructive\nexpressions of individuality, self-sacrifice, courageous adherence to ideals,\nall these helped to make America.\nAre the immigrants giving her these qualities? ‘That they have them\nto give, the artistic life and wonderfully constructed civilization of Europe\ntestify. If they are not offered to America, we must ask, ‘““Has America\ngiven opportunity to the immigrant for the development of these qualities?”\n‘They\nWhat are the institutions interpreting America to the immigrant?\nand\nSchool;\n(c)\ncourt;\nPolice\ninclude: (a) Church, often foreign; (b)\nefficient\nuniversally\nmost\nthe\nas\nof\nthought\nis\n(d) Library. The school\nBut less than ten per cent of children go beyond the\nAmerican agency.\nMoreover,\nless than two per cent go to college.\nand\ngrades,\ngrammar\nThe library is the most unischool does not touch the older immigrant.\nIt makes no\nversal and democratic public institution in potentiality.\nage.\nor\ncreed,\ncolor,\nrace,\ndistinctions and erects no bars of\nis\nThe New York Public Library, where my experience has been,\nthe\nin\nBranch\nWebster\nthere:\nlibraries\nbranch\nthree\ntypical. Consider\n\n"}
{"page": 1024, "printed_page": "1002", "text": "NATIONAL\n\n1002\n\nEpUCATION\n\nASSOCIATION\n\nBohemian section, Seward Park in the Russian Jewish Ghetto, and 135th\nStreet in colored Harlem. In Webster, there is a Bohemian department presided over by a Bohemian, where there is the largest collection of Bohemian\nliterature outside of Prague, and where also there are paintings and other\nforms of art from Bohemian lands. ‘This place is an: intellectual centre\n\nfor the neighborhood.\nThe same is true of Seward Park, but here the whole district is Russian\nMany assistants\nJewish, so the library must as a whole serve for a centre.\nare Russian Jews and there is a large Yiddish collection.\nAt 135th Street there is a growing collection of books not only on race\n“There are also colored assistants\nquestions, but on Africa and Africans.\nhere.\nIn each case, opportunity is offered for growth and expression of originalThis, far from militating against the\nity, peculiar gifts, and aptitudes.\nAmericanizing process, aids it. Loyalty is developed, opportunity for giving\nis offered. “Those who would never learn English come to get books in their\nown language and stay to “get the English,” hence the gulf between generations and civilizations—a great danger to American life—is being bridged.\nMoreover, it is to be remembered that the libraries are primarily American, in their generous spirit, in the majority of assistants, and in the overwhelming majority of books.\nThe most, the only efficient method of bringing the foreigner into\nAmerican life is to offer the opportunity for a wider and freer expansion\nof his personality and abilities. Such an opportunity the library has to\ngreat degree.\nAmericanism is not a structure built 300 years ago into which must be\ncrowded ever-increasing numbers, incompatible and restricted, but a road\nwhich we started to travel 300 years ago, and in which we are being joined\nconstantly by all the races of the world, each with its own contribution,\nwhich we need.\n\nEFFECTIVE CO-OPERATION BETWEEN THE PUBLIC\nLIBRARY AND THE PUBLIC SCHOOL\nBERTHA\n\nM.\n\nMC CONKEY,\n\nASSISTANT\n\nSPRINGFIELD,\n\nSUPERINTENDENT\n\nMASSACHUSETTS\n\nOF\n\nSCHOOLS,\ni\n\nNo two educational agencies are so closely akin as the public library and\nthe public school, and there is already a good degree of codperation between\n\nthem in certain favored cities. “Chis codperation might everywhere be closer\nand more effective; libraries in the smaller cities and towns are.often poorly\nequipped to render much needed service to the schools. The children in\nthese communities too often think of the library as a repository for story\nbooks rather than as a source of information.\nThey know nothing of its\nresources and it has never become a positive factor in their lives. On the\nwhole, librarians seem to be more disturbed by this state of affairs than\n\n"}
{"page": 1025, "printed_page": "1003", "text": "Liprary\n\nDEPARTMENT\n\n1003\n\nare teachers.\nIt is evident that the rank and file of teachers should come\ninto closer touch with the librarians of their communities, that they may\nhelp in the solution of some of the problems.\nOn the other hand, it would\nbe well if every librarian were an active, interested member of the National\nEducation Association, fully conversant with its aims and proceedings, for\nevery librarian is a teacher the effectiveness of whose work depends largely\nupon his knowledge of the trend of education.\nHe must know what the\nschools and colleges of the world are doing and how and why they are\ndoing it, or he cannot adequately meet the demands of his position.\n‘The problem of effective codperation between these two allied branches of\npublic service should receive the earnest attention of librarians, school superintendents, and teachers everywhere.\nIt would be well if every superintendent of schools should arrange for at least one meeting each year between\nthe teachers of the city or town and some member or members of the\nlibrary staff. At this meeting a teacher or principal representing respectively the elementary, the junior high, and the senior high schools might\nprofitably outline the probable needs of these schools for the year, stressing\nnew viewpoints in education and noting the outstanding elements of\nstrength or weakness in the previous year’s library service.\nSome representative of the library might in return review the situation from the point\nof view of the library, outlining any contemplated changes in plans, calling\nattention to certain valuable library bulletins, and referring teachers to books\nof recent issue and vital interest. Very few libraries do enough of this\nsort of book advertising.\nMerely allowing book bulletins to lie on library\ncounters in the hope that they may be picked up by teachers is insufficient.\n’ Marked bulletins should frequently be mailed to schools with the request\nthat they be given a place-on the bulletin boards or that they be brought\nto the attention of the faculty in teachers’ meetings.\nThe new impulse in education tends to encourage children to “dig out”\nPupils working out projects in social\nfor themselves needed information.\ngroups are seeking to verify their impressions and to make some contribution that will help carry things forward to a successful issue. They are\nIt is the psychological time\ntherefore discovering their need for the library.\nlibrarians since they have,\nand\nteachers\nbetween\nfor intensified codperation\nnew demand on the part\nthis\nmeeting\nin\ninterest\nequal\nan\nhave,\nor should\nof pupils for access to sources of information.\nWhere branch libraries are located in schools, the problem is comparatively simple. But where books must be furnished, on demand, from one\nor two centers, the solution may call for the services of a boy and a delivery\ncar. Why should not teachers be supplied with stamped and addressed\nenvelopes and blanks upon which they may note the project or projects\nunder way or about to be undertaken in a class or a school? By return\n\nmail they could be advised of helpful reference books available for use on\n\nA telephone message with the subsequent dispatch\nthe subjects indicated.\nthen quickly meet the demand and the work of\nwould\ncar\ndelivery\nthe\nof\nDelivery service should not, however,\nthe schools be greatly advanced.\n\n"}
{"page": 1026, "printed_page": "1004", "text": "1004\n\nee\n\nee\n\nNATIONAL\nee\n\nee\n\nEDUCATION\na\n\nASSOCIATION\n\nee\n\nbe permitted completely to take the place of visits by pupils to the library,\nas it is very desirable that children should not only learn the way to the\nbuilding, but should be taught by the librarians themselves how to use the files and reference books:\nClassroom loan libraries mark an advance in practical coéperation, and\nIts purpose is to\nthis service should be made more nearly universal.\npupils will enjoy\nthat\nbooks\nof\ncollections\ngraded\nwith\nsupply classrooms\nreading, rather than with reference books or books that are informing but\ndull. The reference book service should not displace the classroom library\nservice but should be a separate feature of the cooperative program.\nNo summer playground should be without library facilities of some sort,\nThe\nand it is encouraging to note the growing interest in this direction.\nplayground instructors and librarians in each community should together\nwork out a plan for as liberal a distribution of books as possible during\nthe summer season, and children who are regular patrons of the playground may well be encouraged to take home books for the use of the adult\ninembers of their various households as well as books for their own reading.\nThe promotion of vacation reading affords a wide field for effective\ncoéperation between school and library, and many teachers throughout\nthe country are ably seconding the efforts of librarians to establish a close\nrelation between the library and the children during the summer vacation.\nBy encouraging library clubs among school children, teachers and\nlibrarians are establishing new contacts with one another.\n“These clubs\nhave grown to such proportions in some cities, notably in Cleveland, that\nspecial supervisors of school library clubs are in charge of the work.\nI do not know the qualifications of these supervisors, but if they are trained\nteachers who have also had a librarian’s training, they can do a great deal\nfor the cause of liberal education.\nReaders are made, not born, and the distractions of present-day town and\n\ncity life gravitate against the cultivation of the habit of reading worthwhile books.\n\n\"The newspapers,\n\nthe magazines,\n\nmoving\n\npictures, and the\n\nlight, brief novel absorb the reading time of too large a percentage of the\neducated public, and there is need for much of the sort of work that is\nbeing done by the library club leaders who are bringing to the attention\nof groups of enthusiastic children the great pleasure and profit to be derived\nfrom an acquaintanceship with good books.\nLibrary club supervisors might well be paid jointly by school and library\nboards since their work is closely related to both library and school.\nThere should be library service of some kind in connection with every\npublic evening school and Americanization center. A well-lighted reading\nroom should constitute a feature of evening school and Americanization\ncenters, and the neighborhood should be made welcome there. Expensive!\nYes! but greatly needed as.an aid in forwarding the work in Americanization.\n\nBooks in all the languages of the quarter, as well as many books\n\nin English, should have a place on the shelves at these evening centers.\n\n"}
{"page": 1027, "printed_page": "1005", "text": "Liprary\n\nDrepartTMENT\n\n1005\n\nExhibits of various kinds under the direction of the library should have\nan important place, and there should be demonstrations of the more simple\nscientific principles and their applications to daily life—these in addition\nto picture shows and popular lectures on books and their contents.\nStill another problem calling for codperative action is that of supplying\nschools with material for visual education:\nThe educational value of pictures has in the past been rather stupidly overlooked.\nChildren have\nlong known that the most instructive features of a geography are its pic-\n\ntures, and it must be a source of some satisfaction to them that their teachers are now adopting their point of view in this regard.\nMoving pictures,\nstereopticon pictures, and stereoscopic photographs are all important as\neducational assets, but the sketches, photographs, etc., that are so universally\navailable today constitute a mine of wealth upon which teachers should\nmake constant demand.\nComparatively easy as it is to secure suitable pictures for illustrative\npurposes, no teacher or school can collect and mount enough of the best\nof them to meet the needs of present-day instruction.\nThe public library,\ntherefore, should be the great storehouse for these pictures. In order\nto get a good running start in the direction of a sufficiently large collection\nfor school use, some enterprising librarians have sought the codperation of\nwomen’s clubs, chambers of commerce, and interested friends.\nMany\npeople are glad of the opportunity to contribute old copies of the Geographic\nor other magazines or out-lived children’s picture and story books, rich in\nillustration.\nOne library founded its school picture collection upon a\ngift of old copies of the Chatterbox and Geographic Magazines and the\nLondon Graphic.\nThe mounting of the collection upon cardboard or heavy building paper\nneed not strain the resources of the library staff if an appeal for help with\nthe task is sent out to women’s clubs or the girls’ and boys’ scouts.\nMounting bees might well become a recurrent feature of the library year.\nAll pictures should be of good size, 2 x 4 prints being taboo.\nIt should\nbe remembered that the pictures are for class use and that they are of little\nvalue if very small.\nPortfolios of two or three sizes should be provided\nin which to send the pictures out when they are called for. These holders\nshould have a pocket for the library charge card. ‘The fine for lost pictures\nshould be very small and should be submitted at the end of each year to\nthe superintendent of schools for payment by the school board, since the\naim is to encourage, not discourage, the widespread use of pictures as a\nmeans of education.\nFor the enrichment of these educational picture collections, librarians\nshould not hesitate to cut up entire books or to sacrifice a book in order to\nsecure even one or two especially desirable pictures.\nIt is becoming evident that there should be in every library a supplementary supply of stereoscopic pictures that may be loaned to schools for\nthe illumination of certain texts. \"The wisdom of multiplying indefinitely\nindividual school collections of stereopticon slides is open to question. Widely\nuseful collections of such slides are unduly expensive in view of the fact\n\n"}
{"page": 1028, "printed_page": "1006", "text": "NaTtIoNAL\n\n1006\n\nEpucaTION\n\nASSOCIATION\n—_\n\noccupied by a collection of any\nthat they are not in constant use. The space\nindividual school collections\nof\nsize is also an item, and the incompleteness\ner it is not one of the\nwheth\nore,\nI question, theref\nlimits their usefulness.\nfor all stereoscopic\ncenter\nbuting\ndistri\na\nas\nprovinces of the library to serve\n.\nschools\nfor\ned\nphotographs and slides requir\nby the school and the\nThe cost of the service rendered the community\ntful will not complain of\nlibrary is steadily increasing, but the though\nserve more people year\nmounting costs if these great educational agencies\na concerted effort on\nfor\nby year and serve them better. The time is ripe\nssary duplication\nunnece\nthat\nend\nthe part of teachers and librarians to the\ninterests of true\nthe\nin\nd\navoide\nbe\nmay\nof effort, equipment, and space\nAssociation\ntion\nEduca\nal\nNation\nThese\n.\neconomy and improved service\nsion and\ndiscus\nl\nmutua\nfor\nunity\nopport\ne\npossibl\nbest\nconferences afford the\nyear\neach\nand\n“They are markedly codperative in spirit,\nenlightenment.\ny\nlibrar\nand\nschool\nen\nthey are bringing us nearer the ideal interchange betwe\nthat is our ultimate goal.\n\nTHE\nO.\n\nS. RICE,\n\nSTATE\nOF\n\nDAILY NEWSPAPER\nSUPERVISOR\nPUBLIC\n\nOF\n\nSCHOOL\n\nINSTRUCTION,\n\nIN THE SCHOOL\nLIBRARIES,\n\nMADISON,\n\nSTATE\n\nDEPARTMENT\n\nWISCONSIN\n\nIt is of interest in connection with my topic that the first English newspaper printed in America was issued in the city where we are now meeting.\nThis was in the year 1690, and the paper was entitled Publick Occurrences,\nIt was to be issued once a month, but oftener\nBoth Foreign and Domestic.\nIt was printed on three twoif “any glut of occurrences” happened.\ncolumn pages of a folded sheet, seven by eleven inches, one page being\nblank. ‘The paper was immediately suppressed by the authorities and so\nthe first issue was also the last. Fourteen years later the Boston NewsIt was published by the postmaster and “by authority”\nLetter appeared.\nand so was permitted to survive.\nIt is a far cry from these struggling attempts at journalism to the cry\nof the modern newsboy as he heralds the latest daily “uxtra” in this and\nother cities today. Every day thirty-three million copies of daily newspapers are sold to the people of the United States. Estimating that, on\nthe average, each copy is read by two persons and making allowance for\nmany who read more than one paper, we have a total of some sixty million\npeople who, as it were, each day are saying, “Give us this day our daily\npaper.”\nTwenty minutes per day is a low estimate of the daily time spent by\nthe average reader on newspaper reading. ‘This gives a total of twenty\nmillion newspaper hours per day; or, enough to keep two million people\nbusy reading ten hours per day.\nEleven billion copies of daily newspapers are issued annually in our\ncountry. The aggregate of printed matter in this total is at least equal\nto that in six billion books.\n\n"}
{"page": 1029, "printed_page": "1007", "text": "Liprary\n\nDEPARTMENT\n\n1007\n\nWhat of the influence exerted by this vast aggregate of newspaper reading? As much as fifty years ago a prominent essayist said: ‘““The daily\npress furnishes nine tenths of the subject matter of conversation.”\nIf,\nperhaps, that was a somewhat exaggerated statement then, it surely is close\nto the truth now.\n‘Thomas Jefferson is often quoted as having said: “If\nI had to choose between a government without newspapers and newspapers\nwithout a government, I should prefer the latter.”\nSome recent writer\nhas truthfully said: “It is difficult to imagine how the social reforms that\ndistinguish the age could have been realized without the aid of news-\n\npapers.”\n\n<4\n\nParaphrasing what Melville Stone, in his Fifty Years a Journalist, says\nof the Associated Press, we may say of newspapers in general: “On the\naccuracy of the newspapers the people of the United States depend for the\nconduct of their various enterprises, as well as for the facts on which to\nbase their opinions of the activities of the world.”\nOur dependence on the daily press was well illustrated by Professor\nBleyer in an address last year before the students of the Medill School of\nJournalism when he said: “If the American péople were to decide by\nballot tomorrow upon the merits of the threatened railroad strike, they\nwould have to decide almost solely on the basis of what they have gleaned\nin the last ten days from the newspapers.”\nNewspapers are the greatest single influence on the course of events\nwhich are determined by public opinion.\nParallel with the great services\nof newspapers run the possibilities for doing harm.\nEvery agency for good\nhas its possibilities for evil. Power can be applied destructively as well\nas constructively.\nThe necessarily great haste with which newspapers are prepared accounts\nfor many of their misstatements of facts. “The itch for “scoops”. detracts\nSome one has said, newspapers used\nfrom the reliability of the daily press.\nto be satisfied with having the last word, now they are even more concerned to have the first word.\nPowerful political interests use the newspapers as much as they can for\n‘This at times makes their political news unreliable\npropaganda purposes.\nHowever, the number of really independent\nand the editorials misleading.\nIn\nnewspapers, politically, has greatly increased in the past few years.\nis\ntrivial\n‘The\nemployed.\noften\nis\norder to increase sales, sensationalism\nare\ninterest\npopular\nless\nof\nbut\nimportance\nmore\nof\nThings\nmagnified.\nrelatively ignored.\nThe great cost of issuing a daily paper makes the commercial feature a\nIn 1880, the\nEspecially is this true of the advertising.\ndominant one.\nsales $49,and\nsubscriptions\nfor\nreceived\nnewspapers of the United States\nless for\ndollars\nmillion\nten\nis,\nthat\n$39,000,000;\nadvertising,\n000,000, for\nadvertising than for subscriptions and sales. In 1919, the receipts for\nsubscriptions and sales were $205,000,000, for advertising, $408,000,000 ;\nthat is, twice as much for advertising as for subscriptions and sales. In\nview of these figures, it would be too much to expect that the effort to\nsecure advertising would not at times wrongfully influence the editorial\npolicy.\n\n"}
{"page": 1030, "printed_page": "1008", "text": "1008\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nthe great majority\nNotwithstanding these and other adverse influences,\nthe editorials as\nand\nreliable\nare\npers\nof news articles and items in newspa\nnewspapers this\nsome\nOf\nobjects.\nworthy\ne\na tule are written to promot\nhand, it is\nother\nthe\non\nwhile,\nothers,\nof\nthan\ntrue\nless\nmuch\nis, of course,\nthem.\ndecidedly an understatement of the merits of some of\nin common\nThat newspapers have their “‘seamy side’’ is but a feature\nprincipal\nthe\nis\nthis\n‘That\n.\nagencies\nwith all of man’s institutions and\nwould\nCheck,\nBrass\nThe\nin\n,\nSinclair\nUpton\nas\nand almost the only side,\ndeved\nunreser\nthe\nbe\nwould\nas\ntruth\nthe\nfrom\nfar\nas\nis\nhave us believe,\nstatus,\nreal\nThe\nnunciation of theaters, politics, or the legal profession.\nProservices, and disservices of the press are well given in Bleyer’s The\napwhich\nwriters\nvarious\nby\narticles\nof\nfession of Journalism, a collection\ncintrodu\ninating\ndiscrim\na\nng\nincludi\nand\ny,\nMonthl\npeared in the Atlantic\ntion by the editor.\nDue to the immense influence of newspapers, their faults are of great\n‘To protect society against the evils of colored news, suppublic concern.\npression. of legitimate and important news, and the cunning propaganda of\n“doped” headlines and cartoons and other expedients for wrongfully inAn endowed\nfluencing opinion, various remedies have been proposed.\n“These\nnewspaper has been advocated by a number of influential writers.\nto\nbowing\nof\nn\ntemptatio\nthe\nargue that such a paper would be relieved of\ngrind,\nto\naxes\nwith\nothers\nor\ns,\npolitician\nthe wishes of advertisers, partisan\nPublicly owned newsand would be free to serve the truth at all times.\npapers have been proposed and to an extent tried out. Treating news\nBetter and more stringent\nagencies as public utilities is suggested by many.\nlibel laws are favored by others.\nWhatever of merit may be connected with these proposals, it must be\nkept in mind that a plan for improving the press which amounts to government censorship would merely substitute one great evil, historically proved\nas such, for a number of lesser evils. Besides it would conflict with the\nguarantee of freedom of the press provided in the first amendment to the\nEven an endowed newspaper might come to be controlled\nConstitution.\nby special interests.\nBut why should discussion of this subject, almost without exception,\nconcern itself only with what can be done to improve the newspapers? This\nis not half the problem.\nImprovement of the readers as readers of newspapers is far more to the point. Furthermore, improving the readers as\nsuch will lead to improvement in the newspapers.\nFor, in the last analysis,\nthe reading public determines the quality of. the press.\nHere the schools can do a service of vital importance to society. By\ntraining young people to be intelligent and discriminating readers of daily\npapers, much will be done to increase the good results of newspaper reading to a maximum and to reduce undesirable effects to a minimum.\n‘This\nwill require not only that the daily newspaper shall come regularly to the\nschool, but also that a definite and comprehensive course in newspaper\nreading be given in the upper grades and in the high school.\nBy the time pupils reach the upper grades they will have had consider-\n\n"}
{"page": 1031, "printed_page": "1009", "text": "Lisprary DEPARTMENT\n\n1009\n\nable experience in reading newspapers.\n“This gives the necessary background for the course.\nDuring the course in newspaper reading, all the\ninstruction and exercises should be directly connected with daily papers to\nwhich the pupils have access at the time. There is here an opportunity\nof teaching and training under ideal conditions. ‘The pupils will have\nhad the necessary preliminary experience, they will have access to the thing\nstudied at the time it is being studied, and they will continue the use\nthereof throughout life.\nThis pedagogically perfect situation is so unlike most conditions in teaching that teachers are likely at first to be confused as to how to proceed.\nThe lack of any such instruction when the teacher was a pupil adds to this\nparadoxical hindrance.\nWe have here an added reason for a carefully\nplanned and definite course of study in newspaper reading, with accompanying concrete exercises.\nWithout such provision, we shall have only another\nof the useless “snap” courses with which teaching is at all times more or\nless afflicted.\nFirst, we must select the topics which are to be treated in the study of\nthe daily newspaper.\n“These would include: (1) Analysis of the contents\ninto news, editorials, information about the paper itself, advertisements,\nmarket reports, and weather forecasts; (2) analysis of news articles into\nheadlines, lead, and details, with consideration of the part played by each\nboth when used legitimately and when “manipulated”; (3) general news\nand classified news; (4) local, State, National, and foreign news; (5)\neditorials; (6) how news is gathered, including the news agencies, such\nas the Associated Press, the United Press, etc.; (7) how newspapers are\nmade; (8) how to read newspapers, with special attention to judging the\nreliability of “news.”\nIn this series of topics, with the related sub-topics, there is sufficient\nmaterial for serious and practical study of the daily newspaper.\nIf the\ninstruction is made concrete throughout, with practical exercises as a large\npart of it, we shall get results which will please the pupils at the time and\nwhich will prove to be one of the most valuable contributionsof the\nschool course.\nThis presupposes that sufficient time and a sufficient number of class\nperiods will be allotted to the course.\nSimply hurrying on and dragging\nthe pupils through “by the ears,” as it were, would be worse than useless.\nIn order that the newspaper lessons may be given the time necessary without the necessity of disturbing the daily program with an extra class, they\ncould well be given in the civics class or in the English class, with both of\nwhich classes their subject matter is closely related.\nAs an illustration of practical exercises, may be mentioned the making\nof newspaper clippings and mounting them on bulletin boards. Groups\nof pupils in turn daily clip and mount significant news, timely editorials,\nand other contents of the daily papers.\n“This may be started in the class\non the newspaper, but should be continued after the course of lessons has\nbeen completed.\nCredit for the work with clippings, in proportion to\nmerit, should be given in English or some other related subject.\n\n"}
{"page": 1032, "printed_page": "1010", "text": "1010\n\nNationaL\n\nEpucation\n\nASSOCIATION\n\nfrom that in the\nThe high-school course on the newspaper would differ\nof each topic.\nent\ntreatm\nthe\nin\ned\nadvanc\nupper grades mainly in being more\ns would\nagencie\nnews\nthe\nof\nservice\nthe\ngrades\nFor example, in the upper\nnews\nthe\ngather\nthey\nhow\nto\nas\ngiven\nidea\ngeneral\na\nand\nbe explained\nagency\neach\ncourse,\nIn the high-school\nand distribute it to the daily papers.\nCertain pupils might be asked to\nwould be given considerable attention.\nthe Associated Press and report\nto\ng\nrelatin\nfnd all the information they can\nUnited Press, the Federated\nthe\non\nreport\nwould\nto the class; other groups\ns.\nagencie\nforeign\nleading\nthe\nPress, and\nvogue in\nThe use of magazines in current events classes is now much in\npapers.\ndaily\nwith\nwork\nthe\nto\nthe high schools. his is closely related\nthe\nfrom\ngained\nons\nimpressi\nwrong\nof\nes\nOne of the most effective correctiv\nly\nEspecial\ns.\nmagazine\nreliable\nof\nreading\nnating\ndiscrimi\nis\ndaily papers\na\nwith\ny\nimportant for this purpose are weekly periodicals issued especiall\nview to giving accurate information of current events.\nLessons on the newspaper are beginning to appear in high-school English\ntexts. ‘The lessons in such books, however, are likely to be from the standpoint of teaching the correct and forceful use of English; this is a good\njustification for the inclusion of such lessons. Training pupils how to read\nnewspapers for the purpose of accurately knowing what is taking place\nwhich has a bearing on their lives is quite a different matter and needs\nradically different treatment.\nBoth in the course for the upper grades and in that for high schools,\nlessons on the daily newspaper are included in manuals issued by the WisIt will require some\nconsin State Department of Public Instruction.\nwill be given\nimpetus,\nthat\nwith\neven\nlessons,\nsuch\ntime, however, before\nsubjects.\ntraditional\non\nlessons\nthe\nas\nuniversally\nas\nand\nwell\nas\nBut, say the spokesmen for “the defence,’ the school curriculum is\nHere you come with another subject, a last straw\nalready overloaded.\nwith which to break the camel’s back.\nIf it is\nThis brings into the discussion the matter of relative values.\nmore important, for example, that a pupil spend a full year on algebra,\nwhich he will never use after he leaves school ; if it is more necessary that\nhe muddle his brain with intricate points of technical grammar beyond\nhis mental reach; if it is more needful that he learn scores of things in\nschool which he will probably forget after leaving it (or before leaving it) ;\nif it is of greater concern that such things be given all available room in\na crowded curriculum than it is to train pupils in the use of the greatest\nagency of the times for enlightened public opinion—the daily paper, which\nthey will daily read—then we must of course keep the daily newspaper out\nof the school and out of the course of study.\nBut, if the school is to prepare for life, as educators have for decades\naffirmed and now assert more emphatically than ever, then the daily newspaper should come to every school with pupils far enough advanced to read\nit and lessons on the newspaper should be given to the end that the people\nmay be trained to ascertain the truth relating to the times in which they\n\nlive, the truth which is necessary to make and keep them free.\n\n"}
{"page": 1033, "printed_page": "1011", "text": "Liprary\n\nDEPARTMENT\n\nTHE SPIRIT OF LIBRARY\nMRS.\n\nEDWARD\n\nS. CARTER,\n\nLIBRARIAN,\n\nHIGH\n\n1011\n\nSERVICE\n\nSCHOOL,\n\nPORT\n\nARTHUR,\n\nTEXAS\n\nWhen Chairman Williams gave me the choice of my topic, with a\nlibrarian’s true instinct to seek the best, I chose the “Spirit of Library\nService,” for did not the Master ‘Teacher who came that man might have\nlife and have it more abundantly say, “It is the spirit that giveth life’?\nThe purpose of the library is to contribute its part to the more abundant\nlife. . The accomplishment of this purpose is commensurate with the spirit\nof service rendered.\nYou are familiar with the psychological law that\nknowledge plus feeling determines conduct.\nSubstitute for our library\nlaw codperation plus conviction determines service and you will have the\npoint of view in this paper.\nThe method of library service is essentially that of codperation.\nThe\nbest barometer of the library is the desire and ability of its staff to cooperate with individuals, institutions, and organizations.\nNow for the second factor of our law—conviction.\nA digest of the\nfaith, philosophy, and experience of librarianship for the past twenty-five\nyears converges into the growing consciousness, the conviction that the\nlibrary functions over and above all other educational factors in enriching\nthe human life with (1) The best perspective of the past; (2) The best\nmastery of problems of the present; and (3) The best prophetic vision of\nthe future.\nIndividual service—The librarian should go to her service as to sacrament because her tools give to her more than to any other workman the\ntruest perspective of the past. “This lore is her leverage in serving the\nneeds of the individual in (1) Information; (2) Recreation; (3) Inspiration.\nWhere is the place\nInformation—“Where shall wisdom be found?”\nWhere can we procure this heritage that is more\nof understanding?\nOur answer, fellow workers, is, “Go to your public\nprecious than rubies?\n‘‘All that mankind has done, thought, gained\nlibrary and find it in books.”\n‘“Books are\nin the pages of books.”\npreservation\nor been is lying in magic\nfor\nfulcrum\nthe\ncivilization,\nof\nrecord\nthe\nknowledge,\nof\nthe storehouse\n‘They are the precious life-blood of master spirits\nthe lever of progress.”\nembalmed and treasured up on purpose to life beyond life.’ The librarian’s privilege is to reveal this heritage to the wonder-loving mind of\nthe reader.\n‘The\nThe reader is continuously seeking the solution to some problem.\nquestion may be one of family relationship, finance, or the correct method\nBooks point to the effiof using a silver service at a formal luncheon.\nciency short-cut in every problem—mental, physical, or spiritual. ‘They\nprevent useless experimentation and show how to secure quickly the useful\nand to concentrate intensely upon the practical.\nRecreation—The library outranks the moving-picture show, the vaudeville, and the city natatorium in the quality of its recreational service. An\n\n"}
{"page": 1034, "printed_page": "1012", "text": "1012\n\nNaTIOoNAL\n\nEpucatTion\n\nASSOCIATION\n\nerstwhile Board member of the institution I serve once said to me in part,\n“The library is the reservoir of my recreational hours. The earth is big.\nOther lands\nI would see it. Strange men live. I would know them.\nunderstand\nwould\nI\nprevail.\ncustoms\nStrange\nthem.\nvisit\nare. 1 would\nIn an eyeflash I ride the surf of\nthem. ‘The library is my magic carpet.\nI travel from GreenI round the world in eighty seconds.\nHonolulu.\ns strange with\nAdventure\nland’s icy mountains to India’s coral strand.\nand famine.\nstrife\nhunger,\nfrom\nme\nsafefold\nmen, with beasts, with elements\ndoors fast\nand\nwords\nmagic\nthe\nspeak\nI\ne.\nopen’sesam\nmy\nis\nlibrary\nThe\nclosed by time are opened and I talk with those who are but never were.\n‘The library\nThe characters of fiction come and go at my merest whim.\nto do my\nappear\nGenii\nis my Aladdin’s lamp. Space and time vanish.\nof Babel.\ntower\nthe\nor\ncity\neternal\nthe\nof\nbidding, be that the rebuilding\nThe library is my Jacob’s ladder to give wings to my imagination and set\n\nmy fancies free.”\nInspiration—“The poet is the best benefactor of society. The soldier\nfights for his native land, but the poet touches that land with the charm\nthat makes it worth fighting for, and fires the warrior’s heart with energy\nThe recent war proved that men are still willing to give\ninvincible.”\ntheir lives for ideals. The library is the custodian of the traditions of\njustice, equality, liberty, and democracy as recorded by statesman and poet.\nThe library gives the reader vision. He comes to a true perspective of\nlife. He realizes that history repeats itself, that to look backward carefully and studiously is to look forward successfully, that through a\nknowledge of what has been one may grow a prophetic sense of what\nis to be.\nSocial service—Aside from service to the individual, the library cooperates with institutions and organizations in the dissemination of knowledge. ‘These twain, the librarian and the book, serve as an open sesame\nfor problems educational, social, and civic.\nEducational—My conception of the ideal relationship that may exist\nbetween the public school and the public library is beautifully expressed\nby Elbert Hubbard in that part of his autobiography which explains his\nRoycroft organization.\nHe speaks of this codperative plan which begets\na high degree of personal diligence, a loyalty to the institution, a sentiment\nof fraternity and. feeling of permanency among the workers that is beneficial to all concerned.\n‘Each worker calls it Our Shop and feels that\nhe is an integral part of the whole.\n‘The Roycroft idea is one of reciprocity—‘“you help me and I’ll help you.” Mr. Hubbard continues, “We\nwill not be here forever.\nSoon Death, the kind old nurse, will come and\nrock us all to sleep and we had better help one another while we may; we\nare going the same way but once; let’s go hand in hand.”\nAnd so it is that the public school and the public library are going\nthe same way.\n“They both have to do with the education of the people.\nBoth the school and the library are an integral part of education.\n‘The\ndifference is one of scope and intensity.\n“The school has to do intensively\nwith the education of the child during the first twenty years of its life,\n\n"}
{"page": 1035, "printed_page": "1013", "text": "Lrprary\n\nDEPARTMENT\n\n1013\n\nwhile the library touches the educational development of the individual\nfrom the cradle to the grave.\nInasmuch as both the goal and purpose of\nthe library and the school are practically identical, should they then not\nwalk hand in hand in mutual faith, mutual trust, and mutual confidence?\nThe effort of the Public Library at Port Arthur, Texas, and the public\nschool to work together in book engineering has been made possible by the\ncoéperation of the board of education, the superintendent, and the faculty.\nThis co6perative spirit may be briefly summarized.\n1. Passes and permits are issued to the maximum of thirty students for\neach of the eight periods of the school day. All students have free access\nduring the noon hour and from 4 to 6 p.m.\n2. Through the codperation of the head of the English Department,\nthe library becomes a laboratory for intensive study in current periodical\nliterature during three weeks of each term. Each student of the High\nJunior class is assigned thirty stories, autobiographies, essays, dramas, and\nletters. “The reading is supervised by his English teacher.\n3. An annual lecture is given to the senior classes by the librarian,\n\npreparatory to selection of topics and materials for their graduation essays.\n4, Reserve shelves are prepared upon the request of any teacher.\n5. Depository libraries of 1200 and 800 volumes are maintained in the\nEnglish and history departments of the high school. ‘These branches are\noperated upon the same plan as the public library under the supervision of\nmembers of the senior class. ‘This plan has many advantages: (1) Teachers are able to personally supervise all reading; (2) The library through\nthese channels serves an indefinite number of pupils; (3) Pupils may\nprocure reference material during the transition periods; (4) The teachers\ncan check upon students who are not reading.\n6. Branch library collections from 1500 to 4000 volumes are operated\nin the grammar schools. ‘The school librarians are members of the public\nlibrary staff.\n7. Each student above the fourth grade has his library period each day.\n8. Pupils promoted from the grammar grades to the high school have\na “journey through the library.”\nThey are shown the floor plan, the card\ncatalog, the class arrangement of books, etc.\n9. Heads of departments assist in the selection of books.\n10. Students in arrears with the library may receive neither promotion\ncertificates nor diplomas.\n11. Teachers may not draw pay checks at the close of the year until they\nhave in hand an O. K. slip from the librarian.\n12. Each class in the high school is given a lesson on how to use books.\n13. The librarian makes a monthly and an annual report to the superintendent covering circulation statistics, usage of books by pupils, refer;\nences procured, new books of interest to schools, etc.\n14. The board of education and the superintendent are given a list\nof the names of teachers using the library and the number of books read.\n15. The history department codperates with the library through a\n\n"}
{"page": 1036, "printed_page": "1014", "text": "NATIONAL\n\n1014\n\nEpucaTION\n\nASSOCIATION\n\nto the Youngscertification scheme for high school history reading, similar\ntown (Ohio) plan.\neach library\n16. During Children’s Book Week, a lecture is given to\nand the\nprizes,\nPosters, stickers,\nperiod and to teach auditorium period.\nEnglish\n“The\nschools.\nthe\nusual publicity methods are carried on through\ntests.\nary\nvocabul\nand\ndepartment conducts questionnaires\nArthur\n17. The library closely codperates and correlates with the Port\ns are\nmaterial\nlecture\num\nDictation lessons and auditori\nBusiness College.\nfurnished by the library.\nng\nLibrarians are more and more stressing the knowledge of book-usi\nthe\nme\ngrant\nyou\nShould\nbooks.\nof\nrs\nprofesso\ng\nbecomin\nskill. ‘They are\ntraining in\nliberty of prophecy, I should say that within the next few years\ntion\ncertifica\nto\nsite\nprerequi\nthe knowledge and skill of book usage will be a\nall\nof\ns\nessential\nnal\neducatio\nm\nminimu\nand will take its place among the\nge\nknowled\nall\nten,\nand\nyears\nscore\nthree\nof\nIn man’s brief span\ntime.\ncomes through contact with nature, with books, and with people. ‘The\natlibrarian serves with the conviction that “Education consists not in\nge\nknowled\nthe\ng\ntempting to master all there is to know, but in masterin\nof how to find information on any topic when it shall be wanted.”\nin\nCultural—The library is not only educational, but it is also ‘cultural\nexalways\nhas\nthat\nservice\nand\nsympathy\nof\nbond\nclose\nits sphere. “The\n‘sted between libraries and women’s clubs is too patent for us to pause for\n‘The library recognizes its debt of\nmore than a moment in the discussion.\ngratitude to women’s clubs for their support and development of the library.\nAt Port Arthur, Texas, the close codperation between the clubs and the\nlibrary may be briefly summarized:\n\n(1) The chairmen of all program\n\ncommittees of the Department\n\nof\n\nFederated Clubs assist in the selection of books; (2) Books used for\nprogram purposes are purchased and circulated by the library; (3) Refer-\n\nences and materials for club papers and addresses are collected by the\nLibrary Club—a student organization; (4) Materials desired for yearbook\nand annual programs are arranged and placed at the disposal of the pro-\n\n“These committees meet at the library; (5) The\ngram committees.\nlibrarian is a member of and attends as many club meetings as her work\npermits; and (6) The president of the Department Club automatically\nbecomes a member of the Library Board.\nCivic—One of the greatest opportunities for mutual exchange of service,\nteamwork in service for the common good exists between the library and\ncivic organizations, Red Cross, Hospital, Men’s clubs, Campfire girls, Boy\nScouts, etc. Among the important features of the institution which I\nserve are the channels opened for us by the American Red Cross, opportunities for service to merchant marines, and codperation in community\npageantry.\n\nOne of the great values of books is the therapeutical value.\n\nLibrarians\n\nhave found that one of their greatest opportunities for service\n\nis through\n\nbranch collections in their city hospitals and sanitariums,\n\n"}
{"page": 1037, "printed_page": "1015", "text": "Liprary\n\nDEPARTMENT\n\n1015\n\nIndustrial—It is too frequently thought that libraries have to do only\nwith ideas and ideals. ‘They have also a very practical value. Large industries are more and more realizing that there is a very tangible benefit\nin increased skill and power of the library-using laborer. Wherever\nlibraries can extend their influences through industries they are blessed.\nIn\nour city the library and industries codperate in the following ways:\n,\n1. The composition of the Library Board is something unique in the development of library administration.\n“The members of the Board, representing as they do civic administration, technical, school, industrial and\nbusiness interests, indicate the harmony that should exist between the\nvarious interests of the city in their mutual acquaintance and mutual action.\nInasmuch as every man is a member of the Board by virtue of his office,\nall vacancies are filled automatically.\n2. The Texas Company subscribes for twenty-five technical and scientific\nperiodicals annually for the library.\nRefineries also donate files of scientific\nand technical materials.\n3. The refineries post bulletins and notices to encourage library usage.\n4. The head of the Chemical and Engineering Departments assist in\nthe selection of all technical and scientific books.\n5. A branch library is maintained in one department of the Texas Company for women employees.\nSpiritual—All of you are familiar with the service which the library\nrenders in spiritual uplift, through codperation with the Ministerial Association, churches, Sunday schools, young people’s societies and leagues.\nEvery Christmas, Thanksgiving, Mothers’ Day, Easter program gets its\ninspirational idea from the library. The Triple Entente (the librarian,\nthe reader, and the idea) constitute the alchemy of prophecy and vision of\nLibrary service is not a simple elemental\nthings pertaining to the future.\nOne receives this\nthing; it is a synthetic process as is harmony or beauty.\nDry bones\nfusion.\na\nis\nthere\nSuddenly\ninterested.\nis\nidea and that; one\nidea\nsingle\n“One\nsaid,\nEmerson\nthat\nrecall\nyou\nDo\nlives.\nsoul\nthe\nstir;\nmay have greater weight than all the labor of all the men, animals and\n‘The librarian in bringing the right persons and\nengines for a century.”\n‘Through ideas and ideals men come\nthe ideas awakens the souls of men.\nis spiritual, not material.\nprogress\nof\nto realize that the foundation\n“T gave a beggar from my little store of wealth some gold,\nHe spent the shining ore and came again and yet again\nStill cold and hungry as before;\nI gave a thought and through this thought of mine\nHe found himself the man supreme, divine,\nFed, clothed and crowned with blessings manifold\nAnd now he begs no more.”\nWe must have the two-fold vision of both a Martha and a Mary.\nAbove all we must retnember which is the better part. Just as in the\nphysical world gravitation is more powerful than the planets which it holds\ntogether, and radium is more wonderful than the masses of matter which\n\n"}
{"page": 1038, "printed_page": "1016", "text": "NationaL\n\n1016\n\nEpucaTion\n\nASsocIATION\n\nsupremest sphere.\nit has power to remove, even so the spiritual uplift is our\nand ideals, is the\nPersonality, flowering into intelligence through ideas\ncurse of God;\nthe\nis\n“Tgnorance\nsupremest marvel of the Universe.\nward.”\nheaven\nknowledge the wing wherewith we mount\n\n' STORY\nEDITH\n\nTELLING: ITS RELATION\nAPPRECIATION\n\nC. PARKER,\n\nSTORY\n\nTELLER\nBUFFALO,\n\nIN\n\nTHE\n\nNEW\n\nTO LITERARY\n\nBUFFALO\n\n:PUBLIC\n\nSCHOOLS,\n\nYORK\n\nand\nMany books have been published on the subject of story telling,\nmany story tellers of recognized worth are filling educational positions\nthroughout the country, but all do not approach the subject by the same\nroad. ‘Their aims differ according to their personal revelation.\nSome feel that the aim of story telling is to emphasize ethical points and\nlines of conduct, others use it as a point of departure in teaching nature\nstudy; others use it as an aid in teaching history, or biography, while others\nthink its artistic and literary value is sufficient worth for its being.\nNow I do not intend to discuss the relative merits of these differing aims;\nI shall simply state my own\neach is supported by reputable advocates.\npoint of view. I believe that story telling has for its primary object the\npresentation ofthe great literature ofthe world, in’such a manner_as to\nmake the Strongest and happiest impression at the time when it will have\nFoe\nmaski,\nthe greatest appeal.\nUnfortunately children do not select for themselves the great literature\nof the world for their reading. ‘The subject matter is removed from their\nBut the story\nown experience, and there is little to arouse their interest.\ndramatic\nsome\nit\nteller may take some great masterpiece and choose from\nincident, which if it is told artistically and sincerely will awaken a dramatic\njoy that is amazing; the emotional response will be sufficiently strong to\ncarry many of them out to find that book and read that story for themselves.\n|\nWhen the first cycle of stories from the Iliad and Odyssey were told\nto the seventh and eighth grade children in the Buffalo public schools,\ngreat numbers of them went to the libraries asking for books from which\nthey could read the stories of the siege of Troy and the adventures of\nUlysses. The only way a person may know the genuine from the counterfeit in literature is through experience; through intimate, sympathetic intercourse with the best literature, and story telling is an opening wedge to\nthat end.\nOf course the time to begin training children in the appreciation of literature is at the beginning. “The average child brings to the kindergarten\na real literary background.\n‘The beautiful lullabies, the mother-goose\nclassics, have not only familiarized him with rhyme and rhythm, but with\nthe conventions of literary diction as well. For does he not say: “Curly\n\n"}
{"page": 1039, "printed_page": "1017", "text": "Lisrary\n\nDEPARTMENT\n\n1017\n\nlock ‘wilt thou’ be mine” and “The North wind doth blow” and “Mistress\nMary, quite contrary.”\nIt is sad that such an excellent beginning should\nnot be continued and the standards maintained.\nVery often this is so, and we find the kindergarten and primary teachers\nfollowing Mother Goose with the beautiful poems of Robert Louis Stevenson and Christina Rossetti, and these followed in turn by some well-chosen\nfolk tale that has been worn smooth by the centuries—folk tales that are\nfrequently models of form and containing all the essentials of a good\nstory—action, suspense, climax; leading the child away from the common\nplace into a delightful world of fancy.\nBut unfortunately this is not\nalways true. The teacher with her adult point of view gets in the way,\nand her desire to teach and instruct, to pour in authentic information\nthrough every possible channel, leads her to select stories for the matter\nrather than the form, and the result is that she is presenting stories with no\nliterary value.\nShe does not realize that she ay be laying a foundation\nfor the child’s future taste in literature.\nAfter a child has been taught and preached at through stories or books;\nand after he has had to read certain required books and write about them,\nlearn meaning of words from poems and find certain data about the author,\nwhich he ought to know, he has often had quite enough of literature to\nlast him for the rest of his life. Frequently children have looked at me\napprehensively when I was about to tell them a story for the first time\nand some have had the courage to ask: “Will we have to write about it?”\nBut when I have assured them that they had only to listen and enjoy the\nstory, they settled down to do that in a most thorough manner.\nIn arranging stories from the classics, great care should be exercised to\nchoose the version that has the greatest literary value and charm, and to\nmaintain so far as possible the style of the author. Then when the child\ncomes to read that book there is a certain familiarity which makes it easier\nSome stories, where the form is as important as the\nfor him to go on.\nmatter, should be read to the children, that is unless a story teller is able\nSuch stories are Kipling’s\nto tell a memorized story with ease and charm.\n“Just So Stories.”\nAs a matter of fact, a good story, well chosen, appropriate to the age of\nthe children, may include the points desired by the teacher of ethics, nature\nstudy, history, geography what you will. But stories chosen for these\nends should always be made to pass the standards required by good\nliterature.\neases\n\nabet\n\nEprror’s Nore—Miss\nling and Stockton.\n\nParker’s\n\nremarks\n\nwere\n\nsupplemented\n\nby stories from\n\nKip-\n\n"}
{"page": 1040, "printed_page": "1018", "text": "NatTIOoNAL\n\n1018\n\nTHE\n\nPUPILS’\n\nEpucATION\n\nASSOCIATION\n\nCONTRIBUTION TO THE\nSCHOOL LIBRARY\nMARY\n\nE. HALL,\n\nBROOKLYN,\n\nNEW\n\nSUCCESS\n\nOF\n\nTHE\n\nYORK\n\n‘Twenty years ago a library could run very easily without help of pupils.\nNow, it is impossible to run satisfactorily without their help.\nIn two schools this\nOccasionally school libraries are started by pupils.\ntts, had but\nMassachuse\nLexington,\nSchool,\nGrammar\nms\nwas done—Ada\nthe books\nstore\nto\nused\npupils\nthe\nThis\ncloset.\nlighted\na\nhad\nIt\nbooks.\nten\nwhich they bought from the proceeds of candy sales and special parties.\nThey used the adjoining corridor for a reading-room which the manualtraining department equipped with tables and chairs. Gradually all\nlibrary furniture was supplied by individual pupils. Again in a Junior\nHigh School in the South—Huntington, West Virginia—there was an interesting project worked out. The public library was unable to handle the\nAn English teacher decided to work up a library by means\nschool needs.\n‘This is described in the Journal of the National\nof the project method.\nEducation Association for December, 1921.\nThe problem in the Girls’ High School, Brooklyn, New York, was the\nIt was a question of attracting at first; immediate results\nrapid growth.\nfollowed efforts along this line. Therefore the need arose for extra assistance in the administration, and the library established what is known as\npage service. The number used is eighty students a year. “The teachers\nrecord the number of periods of service given which is kept as a record\nof service to the school. At the close of the year there is a special talk given\nby some celebrated speaker especially for the pages.\nIn the Boys’ High School, Brooklyn, they have boys’ squads, and at\nthe Morris High School they also have a library service group.\nThe students advertise the library and bring in the newcomers and ask\nfor special books. ‘They recommend books in the Girls’ High School,\nand a file is kept of their comments on books they have read.\nThe pupils give books to the library in the Girls’ High School instead\nof silver cups.\n‘They are inscribed, and are much more attractive than the\nusual gift. They also present furniture and luxuries which cannot be\nsecured otherwise.\nAll this is a very joyous service.\n\nBOOKS FOR BOYS\nA. B. DE\n\nMILLE,\n\nWINTHROP\n\nHIGHLANDS,\n\nMASSACHUSETTS\n\n‘The problem of sound reading for boys has been attacked by every\nteacher, but for most of us, I fear, the final solution is far away, and we\nmust be numbered among the “inheritors of unfulfilled renown.’\nIn the\nhalf-hour placed at my disposal today, I should like to offer some suggestions based upon experiment, as a modest contribution to an important\nsubject.\n\n"}
{"page": 1041, "printed_page": "1019", "text": "Liprary\n\nDEPARTMENT\n\n1019\n\nOf the value of good reading there is—or ought to be—no doubt; here\nall educational authorities are at one.\nBut when we come to the explanation of what is meant by “good reading’”—what books ought to be put\nin boys’ hands, we find a marked—almost a hostile—difference of opinion.\nThe opposition engages itself all along the line: it discusses not only the\n“What,” but the “how” and the ‘when.’\nShall it be the classics, the great\nbooks, that stand preéminent?\nOr shall we say that the modern boy is\nbored by Ivanhoe, David Copperfield, or The Pathfinder, and should\nfollow the bent of his own tastes into easier fields? How should he read—\nunder guidance, or at his own sweet will? We all remember Ruskin’s\nadvice about browsing in a library; yet what kind of fodder will be sought\nby the boy who reads cheap magazines and haunts the movies?\nOf his own\naccord will he ever set foot inside a library? When shall he read?\nOn\nevery side we hear the calls of athletics, of home affairs, of social functions—not to mention the exhaustive demands of the curriculum.\nAnd through the shouting and the tumult that interesting creature,\nthe boy, to whose ultimate good it is all directed, goes his cheerful way like\nKipling’s midshipman—“diverse, undulating, and irresponsible.”\nBefore coming to speak\nHow are we to reconcile these differences?\nabout the books themselves let us look for a moment at some underlying\nWhat the boy will read is almost wholly a matter\nneeds of the situation.\nOur effort should be to form the habit and\nenvironment.\nof habit and\nIn the large private\nHow can this be done?\nprovide the environment.\nschools, particularly throughout the east, the problem presents fewer difficulties, since the careful supervision both in school hours and outside\nmakes possible a direction of reading which in general is wisely and benIn the public schools we have to take into account\neficially exercised.\n‘There is the huge heterogeneous school population,\nobstacles.\nsome serious\nincreasing year by year, the crowded condition of the classrooms, the lack\nof library facilities for this great section of youth, the numerical inadequacy\nof the teaching staff, the complexity of the curriculum, the lure of all\nsorts of outside interests—the automobile, the club, the theatre, the magazine. ‘The way, certainly, is hard to find, and yet, if we admit the value\nof reading, some way must be found.\nent ?\nWhat is the best way, then, to form habit and provide environm\nbe\nmay\nway\none\nThe best way, perhaps, has not yet been discovered, but\nsuccess.\noutlined which has the elements of reasonable\nBy “boys” I mean normal young AmerLet us first define our terms.\nown supply, to whom the English\nhome-gr\nicans of high-school age—the\nsome ideas and traditions growleast\nat\nhave\nwho\nand\nlanguage is natural\nBy “books” I mean the fiction\n.\nlanguage\nthat\nin\nwritten\nbooks\ning out of\nread outside\nor miscellaneous material that such boys may be influenced to\ntowards\nboys\nturn\nto\nhow\nis\nthe regular school hours. ‘The problem\nhelp.\nfor\neven\nn,\nsound books for amusement and recreatio\nthe teacher\nThe initiative rests fairly and squarely upon the shoulders of\n\nof English.\n\nIn the almost complete absence of home training or influence,\n\n"}
{"page": 1042, "printed_page": "1020", "text": "1020\n\nNatIONAL\n\nEpucaATION\n\nASSOCIATION\n\nIf reading be worth while, it is he who\nhe is the only one who cares.\nhabit; he must organize enthusiasm, both\nthe\n“must show the way to form\nHe is hard pressed—if he is\ns.\ncolleague\nhis\namong\nand\namong his boys\nhis fellows; he labors, like\nof\nany\nthan\nwork\nmore\ndoes\nhe\nious,\nconscient\nArnold’s weary Titan, under the too vast orb of his fate. Yet he must\nIf he uses his chances, however, this burden\nshoulder one burden more.\nsoon will become no burden at all.\nbooks.\nWe must assume a teacher of English who is an enthusiast about\nsound\nbut\nsm,\nenthusia\nonly\nFor this teacher three things are necessary ;not\nwell.\nread\nto\nability\nthe\nbut\nge,\nknowledge; not only sound knowled\nyoung\nalert\nof\nup\nmade\nare\nclasses\nHis\nattack.\nthe\nArmed thus, he begins\nminds, and for a certain number of hours every week he has them at his\ndisposal. The routine work, of course, is insistent; but he seizes five\nminutes at the end of a period for a bit of reading which has no connection\nHe picks up, let us say, Conrad’s Typhoon and\nwith the required work.\nNext day, he\nreads a paragraph or two about the coming of the storm.\nStory of a\nd’s\nMasefiel\nfrom\nstanzas\nfew\na\ng\nwith\nbeginnin\nfollows up this\nRoundhouse, as an example of stirring poetry written by a real sailorman, who tells what he has actually seen. After a few experiments of\n“I don't know,” he\nthis nature, the enthusiast inserts a delicate wedge.\nif you do we might\nbut\nreading,\nabout\ncare\nsays, diffidently, “if any of you\nsome books. that\nhave\nI\nthen.\nand\nnow\nhour\nan\nhalf\nfor\nget together\nmight interest you.” There will be some response, if only from motives\nof curiosity, and it will go hard if he cannot build something upon these\nbeginnings.\nBut this is only the first step. There is an idea prevalent among school\nboys that reading, as distinguished from study, is a pleasant vagary of the\nThe duty of the teacher is to show that it strikes\nEnglish department.\nmuch deeper; that books are concerned with life in general, and not only\n‘To\nwith that section committed to the charge of the English department.\ncolleagues.\nhis\nof\ncodperation\nthe\nenlist\nto\nseeks\nhe\nend\nthis\nHe goes, then, to his friend of the history department and after bemoaning with him the incapacity of the average pupil and the hard dealings\nof the College Entrance Board, he makes his suggestion, walking delicately,\nlike Agag in the Bible. ‘Do your boys carry on any outside reading?”\nhe says. “Certainly, as much as they have time for,’ is the suspicious\n“Because,” proceeds the English teacher, “I saw a book the\nresponse.\nIt\nother day which I thought might possibly be in line with their work.\n\nwas\n\ncalled Scaramouche,\n\nand the scene\n\nis laid in the French—”\n\n“O,\n\n“I hardly think they would find that useful.”\nfiction!” rather scornfully.\nAt the end of half-an-hour’s hard work, the English teacher pledges him-\n\nself to make a list of some sound historical novels, and the history man\npromises to look them over.\nNext he seeks out the palatial abode of the Science department.\nSome\nnatural tears he sheds as he notes the exhaustive and gleaming array of\napparatus without which no self-respecting science department would\n\n"}
{"page": 1043, "printed_page": "1021", "text": "Liprary\n\nDEPARTMENT\n\n1021\n\nconsent to carry on its work for a moment, but he dries them as his\ncolleague bustles up, brimful of energy and exhaling a fine full flavor of\nchemicals.\n‘Splendid equipment you have here!” says the English teacher.\nHis friend glances round disparagingly.\n‘Fair—tair,’ he remarks,\n“But what we really need is—’ (you know the list).\nAfter some desultory chat in which the intruder gallantly tries to conceal\nhis lack of scientific small-talk, he puts forth his feeler. “I suppose your\nboys don’t find much time for outside reading.’\n‘“Well—no, they don’t.”\nThe scientist is perfectly frank about it. “They have so much real work\nto get through that they can hardly be expected to take time for the unimportant things.”\n“There were two books that I happened to notice recently,” continues\n‘Vhey\nthe other, “the Life of Edison and the Chemistry of a Candle.\nscience\nof\nman\nThe\nsubject.”\nyour\nought to be more or less in line with\ninvolves himself in a mist of vague good-will and retires to his retorts and\ntest-tubes, while the English teacher seeks his unimposing classroom.\nDoubtless there are many schools where codperation is welcomed—\nwhere departmental jealousy is unknown and the lamb lies down happily\nwith the lion. Codperation in some degree we must have if we are to\ncreate the kind of reading environment which is right for the boys. So\nmany books of literary value have a direct bearing upon the work of departments other than English that they, no less than the boys, will profit\nif they can be brought to see the value of reading for reading’s sake. “The\nboys will gain some notion of the immense field of good literature; the\nother department will learn something about the practical value of English\nreading.\n\nReading for reading’s sake—how many of us really believe in it? It\nis unpractical, you say; it is not good pedagogy; it produces no definite\nNow “pedagogy” is a word that I am very much afraid of, so\nresults.\nFor the other objection it may be said\nI shall let it respectfully alone.\n\nits divithat reading for reading’s sake is both practical and definite—but\nobjection?\nour\nof\nroot\nthe\nthis\nIsn’t\npayable.\nly\nimmediate\ndends are not\n“reactions,”\nIsn’t it true that we are over-anxious to get immediate results,\ndole of\ninstant\nthe\nfor\nand the like? That we baulk the end half-won\npower\nhe\nresults—t\nbroader\nand\npraise? Do we not risk losing the deeper\nthe\nby\nobscured\nis\nvision\nour\necause\nwhich is not matured in a moment—b\n,\nsomething\nmiss\nboys\nour\nDon’t\nd?\nforegroun\nglamor of the immediate\nas\nthan\nrather\nbecause they regard books as guides and philosophers\nfriends?\nwhat we >\nThere is a great gulf fixed between what a boy reads and\nfamily\nthe\nin\nup\ngrowing\nboys\nhas\nthink he ought to read. Anyone who\nated\nemascul\nthe\nOptics,\nOliver\nmodern\nthe\nknows how eagerly they absorb\nof\nCarter\nNick\ncrusted\nold\nfine\nthe\nded\nsuperse\nhave\ndime novels which\nsome\nthing—\nsort of\nour own youth. Here are a few titles that show the\nThe Motor Boys’\nfamily.\nown\nmy\nin\nfound\nwere\nsay,\nto\nregret\nof them, I\nFog; Submarine\nGreat\nClub at Golden Gate, or a Thrilling Capture in the\n\n"}
{"page": 1044, "printed_page": "1022", "text": "1022\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nBoys; Square Dollar Boys; Range and: Grange Hustlers; Pony Rider\nBoys; Boys of Steel; Battleship Boys; Circus Boys; and Automobile Girls.\nThe real objection to these books is not that they do harm, but that they\nVice is still punished and\ndo no good. ‘Their perspective is all wrong.\ndear old dime novel days,\nthe\nin\nhappen\nto\nused\nas\nVirtue triumphant, just\nthey are less obviously\nYet\nlife.\nreal\nwith\nkey\nof\nout\nis\nthing\nbut the whole\nout of key than the old style of book—and that perhaps is where the harm\ncomes in. Moreover, they are monotonous, and they act as a drug upon\nthe youthful mind. A course in these books will check the development\nof sound taste. They are widely read by boys, and their reading, if unchecked, leads either to the abandonment of reading altogether, or to the\nselection of extremely undesirable material as the boy grows older.\nSo much for what the boy reads. What we think he ought to read brings\nus at once to the core of the subject.\nThe matter presents itself to me\nunder three sections, and so I hand it on to you: (1) How shall the boy\nread? (2) When shall he read and (3) What shall he read?\nHow shall the boy read?—Should the boys have definite guidance, or\nshould they be left to themselves?\nIt would seem that what we have just\nsaid about the natural taste of the average boy shows the need of some kind\nof leadership—what kind depends so much upon the type of boy and the\nquality of the teacher that it is difficult to lay down any definite rules.\nFor the average boy, probably definite guidance, but limited requirement,\nwould serve the purpose.\nAnd guidance may be perfectly definite, yet\nveiled, suggestive, incidental, so as not to frighten the most motley-minded\nyouth; all boys, like the majority of older human beings, enjoy most what\nthey think they do not have to do. But, be it said again, without a teacher\nwho is himself widely read and enthusiastic, the matter will not proceed very\nfar. If he is widely read, there is not much limit to what he can do. For\nboys respond, for instance, to the pure beauty of literature, if only it be\nadequately and sympathetically presented to them.\nI have seen a group\ncf western school-boys—a most unpromising company——held motionless\nwhile they listened to the opening of Aeneas’ tale of the Fall of Troy—\n“Infandum, Regina, jubes renovare dolorem,” “You command me, O\nQueen, to renew my memories of unutterable grief.’ I have seen a class\nof fourteen-year-old boys look grave over Antony’s beautiful lament: “O\nmighty Czesar, dost thou lie so low . . .” The thing can be done,\nunder competent leadership—and it is well worth doing.\nLet us have\nguidance, then—veiled, if need be, under a teacher who is himself a bookman.\nWhen shall he read?—Here, of course, we meet the time limitations\nwhich form so serious an obstacle to our advance. Time?\nWhere are\nwe to get it? Modern educational systems encourage a schedule which is\npacked to the limit, and the three “R’s” (of which, mark you, Reading\ncomes first) are swamped under a list of studies, required and elective.\nSometimes it almost seems as if any one who has a panacea to try, or a pet\nproject to foist on the long-suffering child, can get it adopted if he has\nperseverance and a slogan. But this is beside the point. ‘Time is the\n\n"}
{"page": 1045, "printed_page": "1023", "text": "Lrprary DEpaRTMENT\n\n1023\n\nquestion.\nAs for time within the school period, we can only fight for it,\nusing as the basis of our argument the fact that sound reading tends to\nproduce sound minds, that sound minds are not easily stampeded—they will\nweigh, and balance, and draw reasonable conclusions—in a word, they\nwill think straight. As regards time outside the school hours, we must\norganize the interest of the boys so that they will take time for reading\nwhich ordinarily would be given to some less worthy thing.\nWhat shalljhe read?—To this question, although it is perplexed by several complications, it is possible to give a definite answer.\n‘The list? which\nhas been distributed at this meeting presents some suggestions.\nIt is not\na final list; it does not lay down any law; but it does possess the value conferred by actual experiment inside the classroom and out. ‘The books\nhave all been tested, at various periods, with boys of good—not exceptional—\nability. Upon this list one may turn boys loose, I think, with but little\nguidance; from it they will derive both pleasure and profit. The books\nshould serve as a general guide, and while they form part of a series which\nis capable of indefinite expansion—especially in the direction of recent\nfiction—yet as they stand they should be found usable.\nThe list contains but few recent titles. “There are two reasons for this.\nIn the first place, boys will read recent fiction anyway; it can take care\nof itself—there is no object in making any appeal in this direction.\nIn the\nsecond place, recent books lack what must be considered from our point\nof view, an important limitation—they have not stood the test of time.\nThe books cited on our list have been read and enjoyed by generations of\nboys—all of them most remarkably like the boys who throng our classes\ntoday.\nThe insistence upon the modern in literature, which colors more or less\nof our teaching at the present time, has been commented upon by Professor\nBrander Matthews in the following words:\nThere is no more patent absurdity in our education today here in America than\nOur schools and\nthe devout attention we are paying to contemporary literature.\n\nour colleges and our universities have little enough time to acquaint students with\n\nthe masterpieces of literature, with the works of the great men of old. If teachers\ncannot provide students with a knowledge of the abiding traditions of literature,\nwith an understanding of the underlying principles of the art of letters, where are\nthese things to be acquired by the young? The fleeting fashions of the moment do\n\nnot need to be expounded and made plain in the classroom; they can be got from\nc £\nthe nearest news-stand.\nIt cannot be said too often and too emphatically that what is contemporary is\nfour parts temporary, and that what is up-to-date is certain swiftly to be out of\n. . . Why waste our time in criticism\ndate. Then why study the ephemeral?\nof the minor men of today when the major men of yesterday and of the day before\n\nyesterday are awaiting valuation\n\nand revaluation?\n\nThe criterion laid down in the selection of books for this list was a\n‘That is, they\n(1) They must be popular with the young.\nsimple one.\ncriticism.\nboyish\nunbiased\nand\nfrank\nof\nexamination\nthe\nmust have passed\n(2) ‘They must have literary merit. The books on this list all are written in good clear style, show knowledge of plot construction, and evince\n1See ist at end of address.\n\n"}
{"page": 1046, "printed_page": "1024", "text": "NatIoNAL\n\n1024\n\nEpucaTIon\n\nASSOCIATION\n\nand excitement,\nviews of life which may be shot through with adventure\nbut which are never distorted.\nwe must\nIf we believe at all in literature as a living and moving force,\nmagacheap\nthe\nread\ncan\nbe ready to bear witness to our faith. Any boy\nWells,\nG.\nH.\nor\nVerne\nJules\nof\nzine, the cheap school story, the rehash\ngood taste,\nwhich reveals to an observer the pirate’s lack of knowledge, of\nnot be\nmust\nwe\nBut\nart.\ntary\nrudimen\nof\ncanons\neven of the ordinary\nread.\ncan\nboy\nany\nwhat\nwith\ncontent\nBy all means, I should say to my boys, cultivate a love of good books—\nYou will gain much besides mere amusemake yourselves book-lovers.\nYou will gain mental strength and moral tone. Your daily work\nment.\nin after life will draw upon reserve stores which you-are laying up unconHours of loneliness will\nsciously by your contact with great personalities.\nbe to you unknown, so long as you are within reach of books; you willhave congenial companionship—and the better the books the better the\nThe book of travel will open up new realms for you, in your\ncompany.\nown country or in the uttermost part of the sea; in the heavens above or\nin the waters under the earth. ‘The biography will introduce you to good\nmen and true—brave soldiers and far-wandering navigators—great hearts\nthat you are the better for knowing; the novel and the drama will stir\nyour imagination and your emotions deeper than ever plummet sounded.\nPerhaps so. Yet it seems to me that the whole\nDoes this sound fanciful?\nt\nexperimen is worth a careful trial.\n\nCOMPILED\n\nSUGGESTIVE\n\nLIST\n\nOF\n\nBOOKS\n\nFOR\n\nFOR THE\n\nENGLAND\n\nSCHOOL\n\nLIBRARY\n\nNEW\n\nBOYS\nASSOCIATION\n\nThis list is neither exhaustive nor final; it is intended to be a guide for\nthose who are interested in the question of sound reading for boys of highschool age, and to serve as the basis of further experiment.\nIt is the outgrowth of tests extending over a number of years; all the books cited have\nbeen submitted to frank schoolboy criticism.\nAs the “classics” normally form part of regular school work, it was\njudged best to omit them from a list of “outside” reading. The few\nrecent publications included are those which were found especially well\nadapted to the purpose in hand.\nSchool life—\nTom Brown’s Schooldays, Thomas\nVice Versa, F. Anstey.\n\nHughes.\n\nThe Hill, H. A. Vachell.\n\nJeremy, Hugh Walpole.\nThe Tennessee Shad, Owen Johnson.\nThe Jester of St. Timothy’s, Arthur S. Pier.\nStalky and Co., Rudyard Kipling.\nThe sea—\nMr. Midshipman Easy, Captain Marryat.\nTom Cringle’s Log, Michael Scott.\nTwo\n\nYears Before the Mast, R. H. Dana.\n\nMoby\n\nDick, or the White Whale,\n\nHerman\n\nMelville.\n\n"}
{"page": 1047, "printed_page": "1025", "text": "Liprary DEPARTMENT\n\n1025\n\nThe Cruise of the Cachelot, F. T. Bullen.\nA Year with a Whaler, W. N. Burns.\nThe Wreck of the Grosvenor, W. Clark Russell.\nThe Captain of the Kansas, Louis Tracy.\n\nCaptains’ Courageous, Rudyard Kipling.\nDory Mates, Kirk Munroe.\nOut of Gloucester, J. B. Connolley.\nYouth, Joseph Conrad.\nThe Nigger of the Narcissus, Joseph Conrad.\n\nNaval Occasions, ‘“Bartimeus.”\nThe Mutineers, C. B. Hawes.\nLost Ships and Lonely Seas, R. D. Paine.\n\nTravel and exploration—\nIn the South Seas, Robert Louis Stevenson.\n\nMystic Isles of the South Seas, Edward\n\nO’Brien.\n\nThrough India and Burmah with Pen and Brush, A. H. Fraser.\nAcross Australia, Spencer and Gillan.\nThe Old Transport Road, A. Melrose (South Africa).\nSouth! Sir Ernest Shackelton.\n\nJournal of Captain Scott.\n(The two preceding books deal with the South Antarctic Continent. )\nFour Years\n\nin the Arctic, Donald\n\nMacMillan.\n\nVoyage of H. M. S. Beagle, Charles Darwin.\nPolicing the Plains, R. G. McBeth (Canadian Northwest).\nCampfires in the Canadian Rockies, R. Hornaday.\nLocality—\n(Books in which the setting has a special significance.)\nOld Times on the Mississippi, Mark Twain.\nRoughing It, Mark Twain.\nThe Virginian, Owen Wister.\nRobbery Under Arms, Rolf Boldrewood.\nThe Raiders, S. R. Crockett.\nBlack Rock, Ralph Connor.\nDoctor Luke of the Labrador, Norman Duncan.\nThe Mirror of the Sea, Joseph Conrad.\nThe Blazed Trail, Stewart Edward White.\nAnimals—\nWild Animals I have Known, Ernest Thompson-Seton.\nBob, Son of Battle, Alfred Ollovant.\nGrayfriar’s Bobby, E. §. Atkinson.\nBlack Beauty, Anna Sewall.\nJock of the Bushvelt, R. Fitzgerald.\nA Dog of Flanders, Louise de la Ramee.\nRab and His Friends, Dr. John Brown.\nThe Call of the Wild, Jack London.\nLad—a Dog, Albert Terhune.\nScally, Ian Hay.\nThe Bar Sinister, R. H. Davis.\nWild Brother, W. L. Underwood.\nThe School of the Woods, R. Long.\nA dventure—\nKing Solomon’s Mines, H. Rider Haggard.\nSoldiers of Fortune, R. H. Davis.\nThe Prisoner of Zenda, Anthony Hope.\nThe Wings of the Morning, Louis Tracy.\nThe Great Impersonation, E. Phillips Oppenheim.\n‘\nHistorical novels—\n(The dates indicate the approximate periods in which the action takes place.)\nThe Count of the Saxon Shore, Alfred Church.\nClose of the Roman Occupation of Britain. 412.\nHereward the Wake, Charles Kingsley.\n1070.\nThe Last Stand of the Saxons against the Normans.\n\n"}
{"page": 1048, "printed_page": "1026", "text": "OCIATION\nNaTIONAL EDUCATION ASS\n\n1026\n\nMaurice Hewlitt.\nRichard Yea and Nay,\nSome period as Ivanhoe.\nhe Lion-Hearted.\nA Study of Richard ieat\ne.\nDoyl\nan\nCon\nSir A.\nthe Hundred Years’\nThe White Company,\nat the Beginning of\nEngland and Europe\n1360-70.\nth, Charles Read.\nThe Cloister and the Hear\n1470-80.\nce—Europe.\nsan\nais\nRen\nDawn of the\nenson.\nStev\ns\nLoui\nrt\nRobe\n1480.\nThe Black Arrow,\nWars of the Roses.\nEngland Just before the\n.\nsley\nKing\nWestward Ho! Charles\n1560-88.\nabeth.\nThe Reign of Queen Eliz\nett.\nMaster Skylark, John Benn\n1600.\nShakespeare’s London.\nworth.\nAins\nison\nHarr\n’s,\nPaul\nOld St.\n1665-6.\nFire of London.\nt\nGrea\nand\nue\nPlag\nThe\ne.\nkmor\nBlac\nard\nRich\ne,\nLorna Doon\n1670-90.\nouth’s Rebellion.\nWestern England and Monm e Thackeray.\npeac\nMake\niam\nWill\nAbout\nHenry Esmond,\nReign of Queen Anne.\nEarly Eighteenth Century;\n\nGilbert Parker.\nThe Seats of the Mighty,\nand for Canada.\nStruggle of France and Engl\ny.\nThe\n\nness\nScarlet Pimpernel, Baro\n\n1190.\nWar.\n\n1700-13.\n\n1750.\n\nOrcz\n\nt 1793.\nFrench Revolution. Abou\nfrey Farnol.\nGeof\nway,\nHigh\nd\nBroa\nThe\nth Century.\nSocial Life; Late Eighteen\nSt. Ives, Robert Louis\n\nStevenson.\n\nAbout 1800.\nNapoleonic Wars.\nn Doyle.\nRodney Stone, Sir A. Cona y—the “Regency.”\nEarly Nineteenth Centur\nson.\nRamona, Helen Hunt Jack\n.”\nCalifornia in the “Forties\n\n1810.\n\nF. A. Steele.\nOn the Face of the Waters, an Mutiny 1857.\n\nLife in India—the Indi\niet Beecher Stowe.\nUncle Tom’s Cabin, Harr\n.\nThe South before the War\non Page.\nNels\nmas\nTho\n,\nRock\nRed\nuction Period.\nThe War and the Reconstr\nHumor—\nTwain.\nHuckleberry Finn, Mark\nK. Jerome.\nThree Men in a Boat, Jerome\nJacobs.\nW.\nW.\nCargoes,\nMany\nSpanish Gold, George Birmingham.\nStreet.\nAbroad at Home, J. L.\nLeacock.\nNonsense Novels, Stephen\nP. G. Wodehouse.\nThree Men and a Maid,\n\nMiscellaneous—\nScoville, Jr.\nEveryday Adventures, S.\ngs, A. R. Bond.\n\nThin\nWith the Men Who Do\n.\nntions, Archibald Williams\nRomance of Modern Inve\n, Geo. Iles.\nera\nCam\nthe\nand\nity,\ntric\nFlame, Elec\nA. Jones.\nThomas Alva Edison, S.\nThings, R. B. Brownlee.\nChemistry of Common\ns, Mary Proctor.\nHalf Hours with the Star\nStockton.\nof Our Coasts, Frank R.\nBuccaneers and Pirates\nVerrill.\nH.\nA.\nIt,\nUse\nand\ne\nHome Radio, How to Mak\nA. H. Verrill.\nHarper’s Aircraft Book,\n\nShort stories—\n, etc., Bret Harte.\nThe Outcasts of Poker Flat\n, Rudyard Kipling.\nWork; Puck of Pook’s Hill\ne\nSoldiers Three; The Day’s\nlin Garland.\nMain Travelled Roads, Ham\nGilbert Parker.\nPierre and His People, Sir\nSir A. Conan Doyle.\nentures of Sherlock Holmes,\n\nThe Adv\n\n:\n\n"}
{"page": 1049, "printed_page": "1027", "text": "Liprary\n\nDEPARTMENT\n\n1027\n\nThe Four Million, O. Henry.\nThirty Strange Stories, H. G. Wells.\nTom and I on the Old Plantation, Archibald Rutledge.\nTales of Our Coast, “Q.”\nGhost Stories of an Antiquary, M. James.\nPoetry—\n(Experience with the following selections has shown that\ninterest normal boys in good poetry in a normal way.)\nThe Ghost Heath Run (Reynard the Fox), John Masefield.\nThe Story ofja Roundhouse, John Masefield.\nCollected Verse of Rudyard Kipling.\nTales of the Mermaid Tavern, Alfred Noyes.\nRhymes of a Red Cross Man, Robert Service.\nModern\n\nAmerican\n\nit is possible\ni\n\nto\n\nand British Poetry, Untermeyer.\n\nThe following books have been found useful for boys who wish to write\nfor their school papers, or who are interested in writing generally.\nThe\n\nShort\n\nStory, Albright.\n\nShort Story Writing, Barrett.\n\nra\n\nThe Plot of the Short Story, Phillips.\n\nSelf-Cultivation in English, Palmer.\nA Study of Prose Fiction, Bliss Perry.\nEssentials of Poetry, Cross.\nHandbook of Poetics, Gummere.\n\nOPPORTUNITIES\nLAURA\n\nGROVER\n\nSMITH,\n\nIN JUNIOR\nLIBRARIAN\nLOS\n\nOF\n\nANGELES,\n\nHIGH\nTHE\n\nSCHOOL\n\nVIRGIL\n\nJUNIOR\n\nLIBRARIES\nHIGH\n\nSCHOOL,\n\nCALIFORNIA\n\nThe Junior High School Library plays its part in the general scheme\nof the junior high school plan, it works for the same objectives and shares\nthe same opportunities. As is well known, the plan originated in California,\nand was first worked out as feasible in Los Angeles. ‘There are at present\neight schools of this kind in the city, two are ready for next year, and five\nmore are to be built from the last bond issue. ‘The librarians in all high\nschools rank as teachers and are subject to the same laws governing salaries,\nvacations, and retirement.\nAs some of you may not be familiar, other than theoretically, with the\njunior high school plan, I may be pardoned for using the various “‘objectives” as a series of texts.\nRetaining ninth grade children in the Junior High School is to start\nthem far on the way to a higher education, and has prevented the exodus\nat the end of the eighth grade which was formerly a discouraging feature.\nThis saving of children for the higher schools is perhaps the first great\nachievement of the plan. \"To accomplish this, it was found necessary to\n‘The library has aided in this, by direct reference work\nvitalize education.\nand in supplying illustrative material of all kinds, making the daily lesson\na picturesque thing, a reality based on things that are.\nFor example, in the study of geography there is infinite material about\nthe great natural and artificial water-ways of the world, the commerce of\ncountries and the way people live. Geography is no longer only a glib\n\n"}
{"page": 1050, "printed_page": "1028", "text": "1028\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\noo\n\nn lines and\nworld, with maps of wavy ocea\nrecitation of the capitals of the\nthe movies\nwith\nete\ncomp\nWe have to\nseries of parentheses for mountains.\nbe as keen\nld\nshou\nrian\nlibra\nl\nand the schoo\nin the way of visual education,\npresentin\nient\neffic\nas\nand\nr,\npape\na news\na gatherer of facts as the editor of\ning them to her voracious readers.\nmy mother called “the apple core\nThe Junior High School age is what\ntime in life when reading gives such\nand book age.” ‘There is no other\nantly\nlife when education can be so pleas\nkeen pleasure, and no other time in\nand\nh,\neight\nnth,\nsseve\nthe\n,\nschool years\ndisguised as these three junior high\nninth grades.\ndesirable stories, this is the age when\nBesides, reading the inevitable and\nded living by reading biography—the\na child glimpses gallant and high-min\ning the Dark Trail,” “Roosevelt, the\nstory of General Gordon Hawkes “Hitt\nHe learns of interesting experiences\nHappy Warrior,” and many others.\nDog Sled,” “The Story of New\nby reading “Ten Thousand Miles with a\nce\n\naft,” and something of scien\nEngland Whalers,” “The Romance of Aircr\na new angle on mathematics,\nres\nacqui\n:n Mitton’s “Story of the Stars,” and\nHe see great events afresh\n”\nin Dr. Smith’s “Number Stories of Long Ago.\nvement what can be more fasin Hall’s “High Adventure,” and in achie\nAcross the Atlantic.”\ncinating than the Curtis book “The Flight\n\nion for the gradual transtThe junior high school provides a better provis\nIt was found that the\n.\ntion from the elementary to the high school\nally and mentally for\nphysic\nyoung\ntoo\naverage eighth grade child was\nNinth-grade children\ngirls.\nand\nboys\nolder\nassociation and competition with\nshowing in the tenth\nwho remain in the junior high schools make a better\nEntering the\nision.\ngrade, having had one more year of individual superv\nore, this\ntheref\nlife,\nseventh grade is the first “grown up” step in a child’s\nyoung\nstill\nis\nhe\nchild;\nthe\nto\nyear of encouraged reading is of great benefit\nenough to be guided.\nbut occasionally\nIt does not often happen that a boy does not care to read,\nand the choice\nbook,\none\nread\nto\ned\npersuad\nbe\none does not, and if he can\nbeen made\nhas\nlife\nand\nmade,\nbeen\nhas\nreader\na\none,\nhas been a happy\nmore interesting for not only that boy, but his group.\ncatalogue.\nIn this transition age, the librarian must supplement the card\nplus the\nlibrarian\na\nstill\nNo matter how many analytics are made, she is\ncard\nthe\nbe,\nshould\nand\nbe\nmay\nit\ncard catalogue, and in the high school\nBrown\nMr.\nbecome\nMary\nand\nJohn\n.\ncatalogue plus the librarian\n\nstill\nand Miss Jones in the high school, but in the junior high they are\nbuilding\nis\nlibrarian\nhe\nthink—t\nto\nhelped\nbe\nmust\nand\ngirls,\nlittle boys and\nbridges all day.\n\nAnother objective of the junior high school plan is the adapting of the\ncourse of study to the individual needs of adolescent youth. ‘The library\n\naids in this by supplementing the usual course of study and suggesting ways\nIn connection with the new note in education,\nof adapting new material.\nthe possibility of the “beyond average” child advancing along individual\nlines is assisted by the librarian’s oversight of his reading. As there are\n\n"}
{"page": 1051, "printed_page": "1029", "text": "Liprary\n\nDEPARTMENT\n\n1029\n\nmen and women who attain more culture and acquire more general information, so there are children with a like facility, and added opportunities\nshould be furnished them.\nThe normal group of children quite naturally find the average in books,\nand as we have the super-normal, we have also the more or less subnormal\ngroup, with its claim for special books.\nOne of our greatest pleasures is working with the English teachers—\nwe seem to have much in common and reach the same objectives by much\nthe same roads. I recall one teacher who teaches the children to love the\nbooks they are required to read.\nHer class was reading a Shakespeare\nplay when one of the little girls came in to find out, what “Love lies\na-bleeding” was. With some research we found it was a flower. The class\nhad been finding the flowers mentioned in the play, and in that way had\nlearned to know the background of beautiful old gardens and the hedges\nand woods of England, which Shakespeare looked upon.\nIn connection with the codperation of the departments of the schools\nand the librarians, the junior high school librarians of Los Angeles have\nrecently compiled a list of books of about 1800 titles which I think is the\nIt shows\nfirst one definitely arranged for this new departure in schools.\nthe gradual approach from the elementary to the high schools with the\nnecessary overlapping at each end. ‘The preparation of this list was a\nrevelation of the individuality of our various junior high schools. The\nclassification was divided among us, and we proceeded to put on the list\nthe books we thought useful. There was great difference of opinion, and\nin this way, we were able to arrive at a somewhat basic list, by a process of\nIt is a limited list, many of the best books we\nelimination and addition.\nhave are not in it, but it is at least tentative and suggestive, and because\ncompiled by a group is general in character.\nThe possibility of enforcing more suitable discipline for children of the\nIn\nninth-grade age is obviously an advantage in the junior high school.\nthis, the library also functions with the school. ‘The librarian has many\nways of reaching the child, and is frequently able to give a bit of kindly\nadvice, which a boy will accept. The fact that she has been able now and\nthen to help him over a rough spot in his studies makes him sufficiently\ngrateful and appreciative, to be willing to accept a suggestion as to morals\nThe library being a place of special privilege, it is easy\nand manners.\nto point a moral by withdrawing the library privilege.\nlibrarian\nfor the\nThere is no doubt about the library and concentration—as a boy said\nto me one day “When a boy is reading, he is just as good as dead.” I\nknow of nothing that diverts a group of reading boys except the arrival of\nIf I pass through the room with the latest number,\nthe Radio News.\nthey rise here and there like fish to bait, asking for the first privilege.\nLikewise, when I have a number of new books, both boys and girls seem to\nknow it by subconscious mind and find their way to the shelf, almost in a\n\ntrance.\nI wonder what there is about bound volumes to make them so delight-\n\n"}
{"page": 1052, "printed_page": "1030", "text": "1030\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nold volumes of Harpers were\nful—I remember when we were children, the\nvolumes of the National\nbound\nthe\nOur school children read\nenchanting.\nry Digest, with as\nLitera\nand\nok,\nOutlo\nGeographic, Popular Mechanics,\n.\nstories\nmuch pleasure as they would\ngeneric phrase familiar in\n“Exploratory Opportunities” is the somewhat\nmade for the side excursions\nJunior High Schools that defines opportunities\nof\nIt is the age of ideals, of dreams, of imagination,\nof the child’s mind.\nadvenof\nlove\na\nwith\nmixed\nis\nexperiments, and a constructive sense which\nwithout the library. In\nture. This mind traveling would not be possible\nfield with freedom to\ngreat\na\nin\nf\nhimsel\nfinds\nthese magic years the child\nthe definite aims of\nwander—a few years later his vision narrows with\nsome have said this\nlife and successful education must go in paths. As\ns subjects.\nis the age one teaches children—a little later one teache\ntatters—we take\nand\nshreds\nOur scientific magazines are torn into\nand Radio News,\ncs,\nMechani\nPopular\nScientific American, Popular Science,\nbut all that\nbind,\nto\nleft\nnothing\nis\nthere\nand at the end of the month,\nchildren,\nthe\nof\nminds\nactive\nthe\nin\nplace\nits\nfound\nhas\nscientific information\nand we take extra copies for binding.\ne\nStill another objective, in the Junior High School, or perhaps advantag\nbetter expresses it, is a social one.\n\nTeachers\n\nare able to come\n\nnearer the\n\nchildren, and so nearer the parents with children of this age. Our library\nis the common meeting-ground—1100 children are assigned to the library\npertwice a week, and may come for special reference at any time with\nConsequently we know them very well, having\nmission from the teacher.\nmet each one at least twice a week during the seventh, eighth, and ninth\ngrades.\nWhether a child is conscious of it or not, there is a continuing influence,\nSuch\nand he must, with no effort on his part become a reader of books.\npermanent\na\nleave\nmust\nbooks,\nof\natmosphere\nthe\nto\nexposure\nsystematic\nSchool libraries are feeders of the Public Library, as an army\nimpression.\n\nof trained readers go out from the schools each year.\nThe parent-teachers in our school have a friendly feeling for the library—\n\nevery year they give a tea in the large room—about the time our new\nI am usually asked to talk a little on our work and\nbooks are on display.\n\nthe books. The consequence is, that the mothers realize something of the\ncollateral influence the library has in the school and are reassured as to\nwhat and why their children are reading. “The reaction from this is that\nI have many requests as to what books are good for Johnny’s birthday and\nChristmas presents.\nThis so-called pre-vocational age is the time of reading and formulating\nideals. Not that these children are being pledged to certain vocations—\nthey are simply having spread before them the range of human activities.\nThere was a pre-vocational survey made in our school recently with the\ninteresting revelation that more than half of our 1100 children expect to go\nto college and a large proportion have decided on professions implying a\ncollege education.\n\n"}
{"page": 1053, "printed_page": "1031", "text": "Liprary\nee\n\nDEPARTMENT\n\n1031\n\nSSS\n\nAll Junior High School librarians have children as assistants, and in addition to the five periods of work each week, one period of instruction along\nthis general outline is given, on the structure and history of the book, simple\nclassification and the card catalogue, magazines, and the Readers’ Guide—\nthe dictionary and encyclopedia, special reference books, and something\nAfter a lesson\nabout the editors, publishers, and libraries of the world.\nof the boys\none\ncatalogue,\non simple classification and a talk on the card\nI conDewey?”\nlike\nanything\nus\ncame to me and asked “Was Callimach\nCalliabout\nnothing\nbut\nDewey\nMr.\nabout\nfessed to knowing something\nthe\nwas\nus\nCallimach\nguy\n“the\nthat\nme\ninformed\nhowever,\nHe,\nmachus.\ncatalogue\nclassified\na\nmade\nand\na\nAlexandri\nat\nlibrary\ngreat\nthe\nof\nlibrarian\nits priceless\nof the books,” which afterwards I learned is all we know of\n\ntreasures.\n\nOur lesson on the dictionary revealed many surprises and delighted the\nclass—especially about the retirement of old and the making of new\nwords—aviate, nose dive, hangar, shoot, camera, and now, broadcast, jamming the ether, and hook up. Real estate agent and insurance agent have\nthe\nrecently been scrapped, and the dignified insuror and realtor taken\nry—\ndictiona\nWagnalls\nand\nFunk\nplace. Hike and joy-ride are in the last\nthe latter gravely defined as ‘‘a ride taken in some one else’s automobile,\nusually at a high rate of speed.”\nAnother of my boys, so his father tells me, thinks that the library economy\nion\nwould be greatly improved, if the publisher would stamp the classificat\n!\npublished\nis\nit\nwhen\nnumber on the back of the book and on the title page\nskeletons\nthe\nsend\nmight\nThis opened endless possibilities. “The publishers\nwho\nof their books to a committee of the American Library Association,\nsimplify\nwould\nit\nhow\nlist—and\nbook\nthe\nin\ndone\nwould classify them as is\ntoo\neverything if catalogue cards could accompany each book! ‘That is\ng.\ninterestin\nwas\nit\nof\nthinking\nboy\nthe\nof\nfact\nthe\nut\ndream—b\nto\nmuch\nnew,\nAt the suggestion of one of our teachers we are starting something\ntheir\nhave\nand\nhour\na teachers’ library class. ‘They come at the lunch\nand\nlunch in the library, and we talk about library things, the classification,\narticles,\nrecent\nand\ns\nmagazine\nour\nabout\n,\nbrush up on the card catalogue\nIn this\nsomething of publishers and editors, library news, and late books.\nthink\nwe\nyear\nnext\nand\nother,\neach\nhelping\nare\nwe\nnge\nmutual intercha\noutside\nl\nit will develop into an interesting symposium with an occasiona\nEach term we hope to have, perhaps, four or six of these meetings.\nspeaker.\nIt is a sensitive age with children “where the brook and river meet.”\nto\nThe librarian who is obviously not over the child, as one who is trying\nhas\nwork,\nthat\ndo\nto\nability\nthe\nfor\nhim\nmake him work and marking\nT’o paraphrase—\nanother kind of influence and a grave responsibility.\nthinketh.\nhe\nso\nreadeth\nchild\nwhat a\nIt is a shining opportunity to be in at the character moulding of children.\nOne sees beautiful expectant youth with eyes toward an unseen goal—as\nhe attains it he will receive the gifts of wisdom and understanding, the\nknowledge of good and evil, and on the way will write his own page in\nthe Book of Life.\n\n"}
{"page": 1054, "printed_page": "1032", "text": "NATIONAL\n\n1032\n\nEpuCATION\n\nASSOCIATION\n\nTHE STIMULATION OF OUTSIDE READING\nHIGH-SCHOOL PUPILS\nHELEN\n\nW.\n\nCOSGROVE,\n\nTEACHERS\n\nINSTRUCTOR\n\nCOLLEGE,\n\nIN\n\nCOLUMBIA\n\nENGLISH,\n\nHORACE\n\nUNIVERSITY,\n\nNEW\n\nAMONG\n\nMANN\nYORK\n\nSCHOOL,\nCITY\n\nread outside\nWhat children, especially children of high-school age, shall\nbooks\nbetter\nand\nmore\nread\nto\nged\nof school and how they shall be encoura\nchildren\nin\ned\ninterest\nall\nat\none\nevery\ning\nare questions that are challeng\nlike\nand books. Mine, naturally, is the teacher’s viewpoint, and I should\nons\nto present to you for consideration, and possibly discussion, some conclusi\nI have reached in regard to the stimulation of outside reading among highschool pupils. First, the purpose of reading is fun and more fun;-second,\nthe major purpose of an English teacher is to make reading fun, and in\norder to do this she needs to be a book expert; third, the way to stimulate\nchildren to read is to help them find fun and more fun of an increasingly\nhigher type.\nFirst, the purpose of reading is fun and more fun. I have used the word\nCan you\n“fun” purposely instead of our more academic term “pleasure.”\nremember when you first read Robinson Crusoe, or Little Women, or\nDavid Copperfield? Wasn’t it fun to live with the characters, to laugh\nwhen they laughed, to cry when they cried, to do brave deeds or have\nDidn’t you ever rise from extreme poverty to the\nthrilling adventures?\ninnumerable obstacles with an Alger hero;\novercoming\nluxury,\nof\nepitome\nor go through innumerable colleges with a Patty or a Frank Merriwell?\nHaven’t you fought battles with Ivanhoe, walked to the guillotine with\nSydney Carton, mourned the lost gold with Silas Marner, and rebelled\nWasn’t it fun?\nwith Carol Kennicott, or agonized with Alice Adams?\nup all the new\nlooked\nfirst\nyou\nwhen\nremember\nyou\ncan\nhand,\nother\nthe\nOn\nwords in the first three chapters of “Treasure Island,” studied the paragraphs, bisected the chapters, and trisected the plot until the joy was gone\nout of it? How you gradually came to build a wall between the books you\nread in school and those you read by yourself for fun? ‘The last situation\nis undoubtedly exaggerated, but the fact remains that children do regard\nreading in school and outside of school as two entirely separate activities.\nIn the early part of May candidates for admission to Horace Mann in\nthe following year present themselves with their credentials for examination, and members of different departments meet them and question them,\nto find out if they are fitted for the work of the department in that particular grade. Among the candidates last year was a little girl, aged fifteen,\nwhom we will call Marjorie for convenience, accompanied by her mother.\nWhen I asked, “Do you like to read?” I got an enthusiastic affirmative.\n“What do you read?” “Good books, the classics,” came in affected tones\n“What do you mean by\naccompanied by approving smiles from mother.\ngood books?”\nMarjorie started to explain, but her mother interrupted,\nI should think it was your\n“Aren’t you acquainted with the classics?\nplace to know,” and launched into a lengthy description of the complete set\n\n"}
{"page": 1055, "printed_page": "1033", "text": "Liprary\n\nDEPARTMENT\n\n1033\n\nof the World’s Best Literature, which she had just purchased.\nLater,\nwhen Marjorie handed in her written work I had a chance to ask another\nquestion. ‘““What do you read just for fun?” Her face brightened. ‘Oh,\nmy brothers’ books, the Boy Scouts Series, they’re great; and I just love\nSwiss Family Robinson. Ivanhoe is great, too. I like knights and fighting.”’\nThen she added ‘That is a good book, too.”\n\nThat term “good book” I somehow find objectionable.\n\nIt has an in-\n\nsincere, snobbish connotation and suggests an arbitrary separation into\nsheep and goats.\nIt doesn’t seem to me culture is as simple a thing as\nhaving read a certain list of standard books, the Five-foot Bookshelf of\nadvertising fame, for instance.\nIt seems to me that the essential thing is\nan honest taste for reading just books, and a good book will be a matter of\nself-determination on the part of each individual. It is a term very much\nqualified by the time, place, and person.\nFor little Johnny from East One\nThoity-thoid Street, coming to me in the summer session, “The Motor\nBoat Boy” was a very good book. He could think and talk nothing but\nboats and motors, so we thrilled over Jack and his pals on the motor boat\nwhere something happens on every page. We agreed that thrilling things\nhappen on the sea and I suggested “Captains Courageous.’\nFor two days\nthere was silence.\n‘Then came remarks.\n‘Gee, that fellow likes boys,\ndon’t he? Did he write more stories like that?” I had to admit no more\nsea stories just like that, but put several volumes of Kipling in easy reach.\nHowever, near the Kipling lay a volumne of Terhune, ‘Bruce, a War\n\nDog.” That went the rounds and the cry was for more animal stories.\nThe hope would be that the Motor Boat Series was a thing of the past\nand that he was ready for a classic, but he probably wasn’t. However, those\nboys found their books sincerely good, and tested both books and authors\nby a safe and honest standard—their nearness to life.\nAcademically we may raise our eyebrows at Zane Grey, but he has given\nmany an eastern boy his only acquaintance with cowboys and ranchers on\nthe western plains. John Fox, Jr., has made many of us who might never\nhave the privilege or opportunity know the mountain folk of the South.\nMark Twain has left none of us unable to experience the feelings of a\nreal live harum-scarum boy. If breadth of mind means the taking into\nconsideration of other points of view, then these books certainly widen the\nexperience.\nHonore Willsie’s “Enchanted Canyon” may fall short in\nmany respects of becoming a classic, but the reader is entertainingly informed about the Grand Canyon and about a great deal of the work of the\nDepartment of the Interior.\nHistory books can give all that, but you\nknow that facts, situations, and problems that form the background of a\ngripping story are more real and consequently more lasting.\n\nSeeing one of Ralph Barbour’s books on the desk of one of the boys in\nthe summer school, I asked, “Why do you always read Barbour’s books?”\n“Why do you\n‘Because I like the fellows in them,” came the answer.\nlike them?” ‘‘Because they always play square. They do the right thing.”\nSam and a great many others are at the point where they like their heroes\n\n"}
{"page": 1056, "printed_page": "1034", "text": "1034\n\nNatIionAL\n\nEpuCATION\n\nASSOCIATION\n\nFrom that\nly punished.\nperfect, and the villains must always be proper\nreaders\nyoung\nthe\nthat\nfact\nvery\nthe\nbut\n;\nd\npoint of view actions are judge\nin\npoint\na\ns a standard, is\nbegin to judge actions, even from so obviou\nfavor.\ndistinctions between\nI do not mean by all this that I do not make any\ngame for the teacher\nbooks. I most certainly do, and I think the fun in the\ncome more and\nhave\nI\nis helping the child to find those distinctions, but\nto better and\nn\nchildre\nte\nstimula\nto\nmore to believe that if we are going\ner it is, and\nwhatev\nlevel\nown\ntheir\non\nthem\nbetter reading, we must meet\nrather aptly\ncase\nthe\nput\nago\nyears\nthree\nof\ngirls\nMy\nup.\nhelp them climb\nto dub\nbegan\nand the phrase still clings in the classes. After a time they\nthe\ned\nexplain\nand\n”\nstories,\nmany books that were reported on ‘Goce cream\nthey\nbut\nlasted,\nthey\nwhile\nnice\nvery\nphrase by saying that some books were\nthe\nleft only a flat taste afterwards. So we began to look for books that had\nfine\ning\nsometh\nus\ngave\nn\nadditio\nin\nwhich\nbut\ntale,”\ncream\nfun of the “ice\nand real beside. Some of the booklists prepared by those classes, I think,\n.\nshow that some at least are climbing up to pure, intellectual fun in reading\nin\nall\nIs there any one who hasn’t had the experience of being asked\nI like books with\nfive minutes, “Where can I find somé good sea stories?\nMy mother\nstory?\ndetective\nlots of fights. What’s the name of a good\nyou ever\nDid\nnot?\nWhy\nread.\nto\nme\nfor\ngood\nsays ghost stories aren’t\nthe\nabout\nstories\ngood\nsome\nwrote\nWho\nbooks?\nDell’s\nEthel\nof\nany\nread\nI think it’s a not unusual occurrence for many of us,\nFrench Revolution?”\nand it is the reason for my second contention—the English teacher needs\nto be a book expert.\nIt goes without saying that we must love to read and have read much,\nand that our reading must be catholic. I'd like to add here, if I may, a\nvery necessary postscript to an English teacher’s background, I think it may\nwell be a prayer—‘‘Dear Lord, let me never forget the books I read in my\nyouth, classic or no; and let me never forget the thrill of a first attack on\na thoroughly good story.” For if we have forgotten the first joy of “Tom\nSawyer” or “Treasure Island,” can we ever share it with a group? An\nEnglish teacher can’t afford to let good stories become old stories.\n“Keeping up with literature,” when 100 wide-awake girls set the pace, I\nfind is no small task, though I had thought that I read quite a little. With\nlimited time, then, what is the best way to know all the available material?\n‘There are many aids that I’ll name over, though probably most of them\nare familiar: The publications of the High School Librarians’ Association;\nthe A. L. A. “Booklist”; ‘“The Children’s Bookshop Lists” (published by\nthe Women’s Industrial Union, Boston) ; the “Boy Scout List” ; individual\nlists of various schools which one gathers from one’s locality. Let me say\nin passing that such lists are primarily for the teacher and not to be placed\npromiscuously in children’s hands.\nCurrent literature is just as important “to keep up with,” especially\nwhen one considers the number and popularity of magazines published.\nOne class of thirty girls last March reported over 100 magazines read in\n\n"}
{"page": 1057, "printed_page": "1035", "text": "Lisrary DEPARTMENT\n\n1035\n\ntheir homes.\nOf course it is impossible to know and read all, but one\nshould have the monthly habit of dropping in at the library and reading\nthe best standard ones. Other helps for keeping in touch with the newest\nin literature are the book reviews in the papers (Saturday edition of the\nEvening Post and Sunday Times and Tribune in the vicinity of New\nYork) ; book reviews in magazines, such as the A ftlantic’s Bookshelf; book\nads in magazines, where.full reviews and quotations from reviews are frequently given; publishers’ catalogues; and lastly, the Boo&list, published\nmonthly by the A. L. A.\nNow, for the third point. How is one going to help children to find\nmore and more fun of an increasingly high type?\n‘Three years ago I\nstarted in my present position, and one of the first questions raised in my\nfourth-year or Sophomore classes concerned outside reading. Was I going\nto require outside reading? How many a month would I require? Would\nI post lists? What kind of written reports did I want? One of the very\nfew instructions I had received as a new instructor was “encourage them\nto read.” My experience in the past with posted lists and lengthy reports\nhad not been too:satisfactory.\n‘To the first question I countered, ‘“Aren’t\nyou all reading anyway?”\n“But those don’t count,’ was the answer.\n“Why not? Why shouldn’t they?”\nWould I count them?\nBefore I\ncould consider an answer, ‘“‘Let’s not have reports; let’s talk about them\ninstead,’ came. And so what amounted to a book forum started, in which\nwe mutually discussed the books we'd read and tried to pass on the best\nof a story that had thrilled us so that the rest would want to thrill too. It\nwas in this connection that the phrase “ice cream story” started after a\nnumber of best-sellers, so-called, had proved thin and flat discussion material, and of a remarkable sameness.\nGradually through the free, and\nsometimes alarmingly frank, discussions, standards began to evolve, which,\nthough they did not prevent or cure light reading, caused it to be evaluated\nalmost invariably at its true worth.\n\nMost of the success of this beginning venture with outside reading, |\nlay to the fact that the first book on the list for class study in that year\nwas the ‘““Tale of Iwo Cities,” which is most admirably adapted to group\ndiscussion, and that, after all, is only the kind of conversation we all like\nbest. The class work almost invariably colors the outside reading somewhat, if not in type, in author. For instance, the fire of revolt in Dickens’\ntale led to more stories of that period—‘“The Reds of Midi” and “The\nScarlet Pimpernel,’ even to some reading in Carlyle’s history, which I\nslipped on to the class reserve shelf; spread out into stories about France\nand by French authors; and eventually was replaced by reading of dramas,\nbecause the class work had marched on through some Shakespeare, “The\nRivals,” and ‘Beau Brummel,” by Fitch. ‘That in turn gave way to the\n\nmaking of short-story bibliographies when our class book was “Atlantic\nNarratives” (second series).\nSince we were spending so much time and thought on this reading the\nneed arose for some way of keeping track of it in order to give credit.\n\n"}
{"page": 1058, "printed_page": "1036", "text": "1036\n\nNatIoNAL\n\nEpucaTion\n\nASSOCIATION\n\nmost convenient\nThe regulation library card was finally adopted as being\nIt was easy to check and easily taken care of,\nfor the girls and for me.\nAt first it\nfor many girls began to keep individual lists in card boxes.\ncharsetting,\nauthor,\nTitle,\nwas filled out bearing the following heads:\nsoon,\nVery\nt.\ncommen\nand\ne),\nsentenc\nacters (important only), plot (one\nthe\nt,\ncommen\nthe\nonly\nauthor,\nand\ntitle\nbeside\nhowever, it came to bear\n.\nanyway\npart\nvital\nthe\nwas\nthat\nargument being\nor less typical of\nWhat I have just described of one group was more\n“To have the\nd.\npersiste\nhas\nand\nspread\nidea\nthe\nthe others, for of course\nin dealing\nble\nimpossi\nis\nknow\nall\nwe\nwhat\nexpect\nto\nis\nsame\nreaction the\nion in\ndiscuss\nl\nwith human beings; but the principle of free and informa\nfrom\nposting\na\nwith\nlists,\nual\nInstead of individ\nclass groups has remained.\nthe\nall\nwhich\nin\nbox\na\nkept\nclass\neach\ntime to time of class lists, this year\nany\nto\nle\naccessib\nwas\nbox\nthat\nand\nyear,\nthe\nfor\ngroups filed their cards\nOne group this\nmember who wished a suggestion for something to read.\nseen;\nyear introduced the discussion of movies and plays the members had\nled\nthat\ninterest\nan\nbooks,\nanother became interested in the writers of the\nbecome\nhaving\ngroup,\nan\nfreshm\ninto reading biographies; still another\n‘nterested in the word “bibliography” pursued the making of bibliographies\nThe discussions that attended this interest and the\nfor several months.\nThat same group started\nresulting widespread reading were gratifying.\nand conducted during this year a circulating library which they called the\ngreen vegetable department, in contrast to the guaranteed canned goods\nto be procured in the school library. Need I say the books were largely\nThe initiation fee was a book; one borrowed them at five cents\nmodern?\na week.\nAlthough the group work just described was the biggest single part of\nthe problem of outside reading, there were many other helps, all of which\nyou are no doubt in the habit of using. An illustrated edition or an\nespecially well bound edition of some story brought into class and talked\nover, rarely fails to bring a response and creates in many a desire for\nA reserve shelf in the library, or in some easily accessible\nownership.\nspot if the school has no library, is another help. Finding a shelf of interesting books, relating to a class discussion, right at hand frequently\nstarts an interest that might never have come to life if one had to hunt\nthe shelves over to locate material; and the interest is later often voluntarily pursued.\nBefore leaving the point altogether, I want to say an especial word about\npoetry. Young people frequently have an aversion to it as being difficult\nto understand, but that doesn’t happen if they hear it first and learn to\nFor adults even, poetry is best read aloud, and where\nlike it that way.\nread silently the one who is enjoying it is constantly aware of its aural\nSo if we would have poetry on their book lists and shelves it\nqualities.\nis my belief we must read it aloud and have it read beginning with those\nin which the rhythm is strong and the story easy, like Noyes’s “Highway\nMan,” Kipling’s “Ballad of East and West” or “Gunga Dhin.”\nCollec-\n\n"}
{"page": 1059, "printed_page": "1037", "text": "Liprary DEPARTMENT\n\n1037\n\ntions such as “Poems of Action,” Jessie Rittenhouse’s Anthologies, or “One\nHundred Narrative Poems” (Lake Classics) are good for desk and reserve\nshelf. Poetry, more than any other type of literature, it seems to me,\nrequires of us that we meet the individualon a common level, make the\njoy and the fun most apparent, and climb up with him.\nThe big point then that I would like to make in this connection is the\none I stumbled on by -accident. The most successful way to stimulate\nreading by children is to get into the fun with them, thrill with them,\nlaugh with them; help them carry on and carry on with them the kind\nof conversation we all enjoy most—a give and take of opinions of the\nbooks we read and the plays we see. That is what they are goingto be\ndoing when they leave school rather than analyzing paragraphs and outlining plots. So I would like to conclude with the ideas with which I\nstarted: the purpose of reading is fun and more fun; the major purpose\nof an English teacher is to make reading fun, and in order to do this she\nneeds to be a book expert; the way to stimulate children to read is to help\nthem to find fun and more fun of a higher type.\n\nTRAINING FOR SCHOOL LIBRARIANS\nRUTH\n\nTOBEY,\n\nTERRE\n\nHAUTE,\n\nINDIANA\n\nIn the development of school libraries, one factor looms large—the\nnecessity for a well-trained, able person to administer the school library.\nThe committee on Library Organization and Administration of the National Education Association has given us standards for the qualifications\nand professional requirements which are necessary to produce this welltrained, able person.\nIts report states that the librarian of a high school\nshould have a college or university degree and one year post-graduate\nlibrary training in an approved library school, that the librarian of a junior\nhigh school should be a normal-school graduate with college or university\ntraining in addition and be a graduate of an approved library school with\nspecial training in children’s work.\nThese are admirable standards and\nwe should work for their adoption wherever possible.\nIn some States it\nis useless to urge their adoption, for the qualifications for teachers are not\nthat high. In those States one cannot expect the school authorities to insist\non these requirements for their school librarian, even were there an adequate supply of qualified librarians to be had.\nFurthermore, there are many small high schools in communities with\nno public library, or, at least, no adequate one, where the school authorities\nare awake to the possibilities of a school library and eager to institute one\nor improve the one they already have.\nBut their school funds do not\npermit them to hire a thoroughly trained full-time librarian.\nWhat can be done to meet such a situation?\nBeing in the work I am\n\ninterested in what normal schools are doing and can do for high schools\nand grade schools in the small communities with no adequate public library\nfacilities and with no funds for a full-time highly qualified school librarian?\n\n"}
{"page": 1060, "printed_page": "1038", "text": "NATIONAL\n\n1038\n\nEDUCATION\n\nASSOCIATION\n\nor an\nand see the school stenographer\nAre we going to let things drift\nwe\nare\nor\nry,\nlibra\nthe\nof\nge\nuate take char\nespecially bright high-school grad\njobs\ne\npective teachers to take part-tim\ngoing to prepare teachers and pros\nschools require of\nr,\nIf the latte what can the normal\nas school librarians?\nthese students?\nmfor the library-school course reco\nIn the first place, we can substitute\nifica\nclass\ng,\noguin\ncatal\nring\ncove\ncourses\nmended by the committee technical\n,\nbooks\nand evaluation, use of reference\ntion, library economy, book selection\nadloaning of books, equipment and.,\nand\nindices, and library helps, care\ny\nenjo\nand\nuse\nto\nto instruct children\nministration of a library, and how\nstaff.\nt library\nbooks and libraries, given by a competen\nclasses will go into small school\nthese\nin\nnts\nstude\nthe\nthat\ned\nGrant\nuction in these subjects should not\nlibraries as part-time librarians, the instr\nlibrary work but all the processes\nonly be limited to the scope of school\nBy\nof a small library in mind.\ntaught should be simplified with the idea\nthis\nto\ngiven\ntime\ner\nshort\nof the\neliminating non-essentials, the handicap\n.\nished\ndimin\nbe\nwill\nwork\nshould give credit for practice\nIn the second place, the normal school\nfirst, of reference work with chilwork in the library field, this to consist,\nin the children’s department\ndren, and any other phase of library work\nian who has charge of the work\nunder the supervision of the normal librar\nin teaching the use of books\nce\npracti\nwith the children, and, second, of\n.\nschool\ning\ntrain\nthe\nof\nand libraries to the children\nlibrarian is part-time\nthe\nthat\nfact\nthe\n,\nements\nrequir\nAs to academic\n\nBut the\nfor teachers.\nteacher will insure the minimum State requirements\na\ndiplom\nthis\nto\nlead\nthat\nts\nmere diploma is not enough, the choice of subjec\nhelp\nwill\nion\neducat\nin\ns\ncourse\nwhat\nplace,\nIn the first\nis very important.\nthe prospective librarian?\n\nmethods, first of all,\nHer work in education should include a study of\nteachers on professional\nnot only that she may intelligently meet the\nto correlate the teaching\ne,\ngrounds, but that she may be able, for exampl\n, that she may make\nhistory\nand\ncivics\nin\nof Readers’ Guide with the work\nundertaken in her\nms\nproble\nproject\ns\nvariou\nthe\nin\nthe library a vital part\nto administer her\norder\nin\nfor\nla,\ncurricu\nstudy\nshould\nshe\nschool. ‘Then\nmodern school\nthe\nlibrary successfully, she must know the curriculum of\nand especially her own.\nAunce.\nLiterature is, of course, another subject of primary importa\nteachera\nfor\nmajor\nbest\nthe\nis\nre\nliteratu\nthat\nthorities are generally agreed\ngo tolibrarian, for teaching literature and administering a school library\nre\nliteratu\ngether logically. In this literature work a course in children’s\nhigha\nor\nn\nlibraria\nis highly desirable. Whether a junior-high school\nheroic\nschool librarian, a knowledge of the folklore, fairy tales, fables, and\nre.\nliteratu\nof\nation\nappreci\nh\nthoroug\na\nstories of all ages is essential for\nHistory is another subject, the knowledge of which is necessary for the\nAnd as history these days is taught with an\nefficient school librarian.\nemphasis\n\non\n\neconomic\n\nand\n\nsociology should be required.\n\nsocial\n\nproblems,\n\ncourses\n\nin economics\n\nand\n\nChild psychology or educational psychology\n\n|\n\n"}
{"page": 1061, "printed_page": "1039", "text": "Liprary DEPARTMENT\n\n1039\n\nis a course generally required of all prospective teachers and is anothe:\nfundamental subject for the librarian.\nI can hear many of you say—this is all very well but how can you require\nall these subjects of people who already have so much required work to\ntake in order to get their teaching certificate? This is a problem and a\nrather difficult one at that. But if there is any virtue in teacher-librarian\ncourses, is not this the time to study what should be included in such a\ncurriculum and then, in the event of changes in the general normal school\ncurriculum, put in our plea at the proper moment for an adjustment whereby\nthese subjects can be required?\nI am strongly convinced that in normal schools are many opportunities\nfor the solution of problems relating to curricula of school librarian courses,\nfor the teacher’s viewpoint and knowledge of educational technique so\nnecessary for our school librarians, is there, right at hand.\n\nTHE CHILD’S OWN\nFREDERIC\n\nG. MELCHER,\n\nCHAIRMAN\n\nMOVEMENT,\n\nREADING\n\nOF THE\nNEW\n\nYORK\n\n“CHILDREN’S\n\nBOOK\n\nWEEK”\n\nCITY\n\nIf there is truth in the saying that there must perpetually be a race between education and catastrophe, we will all agree that it is the children\nwho must be groomed for the race.\nOpinions may differ, however, as to\nthe regimen to be offered to the young people, the character and theory\nof coaching, and also as to the value of children’s own theories of preparation. ‘The catastrophe which is to be avoided is not wholly food shortage,\nbut, what we fear even more, a lessened vision or a decreased faculty of\nleadership.\nA short time ago I was visiting a Western library and was to be shown\na collection of books that had been gathered for a Children’s Book Week\n\ndisplay, a collection to show how much foreign countries had contributed\nto our reading heritage. While the bookcases, which were in the back\nof a lecture room, were being opened, I heard a teacher talking to a University Extension Division about Browning's life and education, emphasizing the fact that Browning’s education had been personal and informal and\n‘This, the teacher thought, gave new emphasis to the\nnot in class groups.\nold saying that the ideal education consisted of Mark Hopkins at one end\nof the log and a pupil at the other. If there is any pedagogical saying\nthat gives me continued irritation, it is the Mark Hopkins’ anecdote—the\nSuch\nargument that only by individual tutoring can genius be developed.\nmust\nwe\nwhether\nwonders\nconditions of teaching will never exist, and one\nI\nforever consider our class groups as a handicap to effective education.\nchildren\nbeen\nhad\nthere\nif\nthat\nspoke,\nteacher\nthe\ncould not but think as\nin the room instead of advanced students they could have turned to those\nbook shelves and found a way to every part of the globe, to every literature,\nSurely with such chance for individual ento every type of writing.\n\n"}
{"page": 1062, "printed_page": "1040", "text": "NaTIONAL\n\n1040\n\nEpucaTION\n\nASSOCIATION\n\nopen-shelf reading, there\nthusiasm and development as can come from\nmust be pulled down\nminds\nneed be no fear of levelling, or that bright\nto the speed of dull ones.\nof general reading while\nIf we can but develop in our classes the habit\nhandicap to individual\nno\nbe\nneed\nwe are teaching the ability to read, there\nballot for the Twothe\non\nist\nbook-l\nthe\ngrowth. Turn for example to\nCannot a future\ntoday.\nhands\nyour\nin\nbeen\nhas\nFoot Book Shelf, which\n“The Hero Tales of Amerileader of national affairs get inspiration from\nveins get\nCannot the boy with the pull of the sea in his\ncan History”?\nt the\nCanno\nlot”?\nCacha\nthe\nof\nsome sense of its power from ‘““The Cruise\nss\nfinene\nthe\nof\ntion\nconcep\nsome\nget\ns\ngirls who are to be our home-maker\nss\nbusine\nfuture\nthe\ncannot\nOr\nn”?\nWome\ne\n“Littl\nof real home life from\njudgment in such\nman see more clearly the characteristics of good human\nOpen-shelf\nlin”?\na volume as “The Autobiography of Benjamin Frank\nput some\nwe\nwhere\nd\nmetho\nria\nreading in school might be called the cafete\nIt is\ntable.\nthe\nby\ncome\nwho\nthose\nof\nreliance on the taste and palates\nients\ningred\nand\nng\ncooki\nthe\nthat\nand\ned\nbalanc\nis\nfor us to see that the menu\nare good.\nence has gone\nThis morning’s papers record prominently that this Confer\nto be held\nss\nCongre\nonal\non record in favor of an International Educati\npower of\nbinding\nthe\nanew\nze\nnext year, a congress which will emphasi\ntogether\ngetting\na\nsuch\nfor\nwork\nground\nthe\nPerhaps\nschools and of books.\nnot the\nAre\n.\nreading\nn’s\nchildre\nthe\nin\nlaid\nbeen\nof nations has already\ngiving\nLarsson\nof\npicture books of Boutet de Monvel, of Caldecott, or\nstories\nnot\nAre\nes?\nthe children an insight into the ways of other countri\nthem\nsuch as “Heidi,” ‘“‘Pinocchio” or “The Story of Mankind” giving\nbooks\nsuch\nh\nthroug\nones\nolder\nthe\nnot\nAre\nknowledge into lands afar?\nDoone”\nas “The Three Musketeers,” ‘David Copperfield,” or “Torna\nthese\nnot\nwill\nand\n?\nnations\nother\nof\nlives\nthe\nof\nion\nconcept\nsome\ngetting\nour\nuntil\nopen-shelves of the literature of other nations grow steadily\ny\ntionall\ninterna\nand\ny\nminded\nchildren shall have become internationall\ny\ncapacit\nown\nits\nin\ngrow\nonly\nnot\nwill\ntolerant? ‘This school book-shelf\ncollecbook\nthe\nwith\ncontact\ning\nincreas\never\nschool’s\nbut also through the\ntions of the public library and of the growing interest on the part of both\nschools and libraries in the increase of home book collections.\ninIn order to increase the codperative power of the different groups\ndefirst\nwas\nWeek\nBook\ns\nterested in the increase in reading Children’\nIn four years the movement has grown to be of national imveloped.\nportance among all those who work with children, and has also increased\nIt was four years\nthe genuine interest of the boys and girls themselves.\nago, at a convention on this same Copley Square, that Franklin K.\nMathiews, chief librarian of the Boy Scouts of America, first suggested\nthis plan. It was my privilege to help in its development by having close\ncontact\n\nwith\n\nbooksellers\n\nmatter as a parent.\n\nand\n\nlibrarians,\n\nand\n\na personal\n\ninterest\n\nin the\n\nThe book publishers of the country, who are leading\n\nthe world in the amount of intelligent interest paid to children’s needs,\n\n"}
{"page": 1063, "printed_page": "1041", "text": "Liprary\n\nDEPARTMENT\n\n;\n\n1041\n\nwere from the start actively codperative and supplied the larger part of\nthe funds needed for supplying material and covering the office expense.\nWe are asked sometimes why such an effort should be encompassed in\na “Week.”\n‘There is a little feeling today that “weeks” are not so effective medium as once they were, but it should be remembered that while\nwe all want the increase in children’s reading to be a year-round growth,\nstill it is impossible tojcapture the public’s attention through the newspapers over a long period.\nIn a ‘““Week”’ it is possible to get all interested\ngroups together and to introduce into the event some of the play spirit that\nwill dramatize the idea in the minds of parents and children.\nNovember\nis selected for the date because the new books are out in greater numbers at\nthat time and new books are stocked in larger quantities and a fresher\ndisplay seen at that time, for the Christmas season is just ahead, the best\ntime to get increases made to children’s home libraries.\nChildren’s Book Week has certain characteristics as a promotion effort\nIn the first place the plan has complete\nthat I should like to emphasize.\nflexibility: the Committee in charge, which is made up of representatives\nof many interests, has no fixed program for all communities, and any idea\nThe Committee is able, by\nthat will work is a good idea to encourage.\nto communities where\nplace\none\nfrom\nideas\ngood\nthe\npass\nto\nits circulars,\nEach year we need new suggestions and\nit can be of increasing value.\nIn some communities they\nplans to give new aspects to the movement.\nolder boys and girls do\nthe\ncall the occasion “Good Book Week” so that\non a full community\ntakes\nmovement\nthe\ncities\nIn some\nnot feel excluded.\nstarted to use the\ngets\nthat\ngroup\nor\nsection\none\nonly\nis\nit\nothers\naspect, in\nSecondly, the movement stands for no\noccasion to its full advantage.\nstandardized list of children’s reading, although it encourages the publicaIt would not be well to\ntion of lists by any competent organization.\neffort to increase reading,\nwhole\nthe\ntitles\nof\ncrystallize into any one list\nlist. Children’s\ndefinitive\na\ndraw\nto\ncompetent\nis\none\nand certainly no\nto imaginative\nnew,\nto\nand\ntitles\nold\nto\nattention\nthe\nby\ngrow\nwill\nlibraries\nParents need concrete suggestions\nliterature and to informative literature.\nwhen their interest is aroused, and for that reason lists are of great value.\nmoveThirdly, this movement does not wish to be labeled as an uplift\nThe\nname.\nthat\nto\nattaches\ns\nsometime\nthat\nment with the present stigma\nHome.\nthe\nin\nBooks\nBetter\nslogan\nits\nfor\nused\nhave\nCommittee might\nBut the wording More Books in the Home\nThat is really the purpose.\nWhers.\nkeeps it from falling under suspicion of the children themselve\nbetter\nof\nn\ndiscussio\nis\nthere\never there is discussion of children’s reading,\n”\n“wooden\ndo\nn\ndiscussio\nno\nis\nthere\nchildren’s reading, and only where\nprogram\na\nfor\nstood\nhas\nt\nmovemen\nthe\nAgain,\nbooks get their chance.\nefforts; to the best\nthat would supply a background of publicity for local\nto children’s\nattention\nof their ability, the central Committee tries to inspire\ns, on\ncolumnist\nand\ncritics\nthe\nreading in newspapers, magazines, among\natthe\ncreates\npublicity\ngeneral\nSuch\nmagazine covers and by lectures.\nto\ndone\nbe\ncould\nmore\nIf\nthrive.\ncan\nmosphere in which local efforts\n\n"}
{"page": 1064, "printed_page": "1042", "text": "1042\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n——\n\nor\nbring good lecturers or authors or authorities on children’s reading\n12,\nr\nNovembe\nof\nparents themselves to the platforms during the week\ngreat good would be accomplished.\nAgain, the Committee tries to supply concrete material that will enable\nlocal groups, schools, libraries, or book stores to draw the public to the\nproblem of children’s reading. “The Jessie Willcox Smith poster, designed\nfor the first campaign, is still in active use, because still the most effective\nweapon we have. This poster, of which I am sure you have seen reproductions, gives the feeling of the delight children can have in growing up\nFifteen thousand of those posters will be disamong plenty of books.\nform it is made in postcard size and sold at\nsimilar\nin\nyear;\nthis\ntributed\nthe nominal price of 50 cents a hundred for the use of local committees.\nWe also send out streamers, thousands of circulars, suggesting plans for\nA favorite suggestion has been the building of Thomas\nthe celebration.\nThis\nof which a sample is in the next room.\nbookcases,\nBailey Aldrich\nbookcase is a replica of one in the old memorial house in Portsmouth, the\nBoys and girls\nworking plan supplied by Mrs. Aldrich’s kind interest.\nwalls.\nwill be interested to make such cases for their own\nFor the continuance of this work organization has been necessary, and\nthe Committee has permanent headquarters at 334 Fifth Avenue, New\nYork, with Miss Marion Humble in charge of the work.\nInteresting programs have been arranged of plays with book characters,\nor costume parties with many children dressed after the people in their\n\"There have been competitions in essays on reading with\nfavorite books.\nbooks offered by local stores. ‘There have been competiof\nperhaps,\nprizes,\ntions in lists of books, some times lists of what the child actually has at\n‘There have been competitions in poster designing or book plates.\nhome.\nSamples of such book plates, which were made in Providence, are on exhibit.\n\nAgain there have been authors’ lectures, usually in the school assembly\nWomen’s clubs have put the subject of\nhall or in library lecture rooms.\nchildren’s books on their programs, ministers have talked to Sunday Schools.\nAny\nFrom our headquarters, teachers can get material and suggestions.\nteachers who wish to turn this annual. observance to their school’s advantage will find that they can get codperative interest, not only from the\nlibraries, but from women’s clubs, Sunday Schools, booksellers, boy scouts,\nand other groups.\nIt is usually easy to get moving-picture houses to put\non a book film and to flash an announcement of the week.\nIn these and\nin a score of other ways, the interest in books can be dramatized.\nWe should not forget also that by creating a greater audience, we are\nalso creating literature itself, for the creator of literature is drawn out\nby the appreciation of literature, the author needs the audience as well as\nthe audience needs the author.\n\n"}
{"page": 1065, "printed_page": "1043", "text": "Liprary DEPARTMENT\n\nLIBRARY\n\nMARY\n\n1043\n\nWORK IN NORMAL SCHOOLS\nSTUDENTS FOR THEIR WORK\nAS TEACHERS\n\nE. RICHARDSON,\n\\\n\nLIBRARIAN,\n\nGENESEO,\n\nNEW\n\nSTATE\n\nNORMAL\n\nTO FIT\n\nSCHOOL,\n\nYORK\n\nThe normal seheol is the crucial point for improving the school library\nconditions of the State. It should send out graduates with a clear and\nhigh ideal of what a modern library should be and do. We librarians\nshould see to it first of all that our students associate during their normalschool course with the kind of library we wish them to imitate in the public schools.\nWe cannot be too careful what kind of library our students have access\nWe must give them an ideal toward\nto during their normal-school course.\nas high as possible. I am afraid it\nbe\nmust\nideal\nwhich to work and that\nis still true that superintendents and principals need to be convinced that\nthe library side of the school is of as great importance as any other side\nIn talking with the principal of a Maine high school just\nof its work.\nafter a new building had been erected—a very fine building with all kinds\nof provision for progressive school work—the principal admitted to me that\nhe had searched the country over for expert advice before completing the\nplans for most departments in the new building, but had assumed that any\nroom would do for a library. The result is that there are not proper\nfacilities for the librarian’s work to be done, there is not provision for a\nlibrary classroom, or committee work for the students, and nearly every\nperiod there are many students sent away from the library because of lack\nWe should make our students familiar with the pamphlet, High\nof room.\nSchool Libraries, by Mr. C. C. Certain, so that if they are in a town where\na new building is to be erected they can at least recommend this pamphlet\nBy doing so, some of these errors may\non the needs of the school library.\n\nbe avoided.\nA few years ago a normal-school librarian had to be her own judge of\nwhether her library was of the type necessary to give an ideal to the\nstudents which should have the right result on the schools of the State.\nNow we have a measuring-stick for normal-school libraries which ought to\ndo much toward unifying the normal schools of the country and also toward\nraising the standard of our libraries. ‘The National Education Association\nCommittee, of which Mr. Kerr is chairman, has worked out some excellent\nstandards to guide us in measuring our own libraries. So we no longer have\nThere may\nto guess as to whether or not we come up to the requirements.\nleast we\nat\nbut\nagree,\nbe some points in this report with which we do not\nare.\npoints\nweak\nour\nwhat\nout\nhave a measuring-stick and can find\n\nLet us make sure that every student who goes out from a normal school\n\nhas acquired unconsciously a clear, definite, and high ideal of what part\nthe library should play in the schools of today, just by associating for two\n\nor three years with a library which is functioning as the center of the school\nsystem.\n\n"}
{"page": 1066, "printed_page": "1044", "text": "1044\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSecond, we should give students clear and definite instruction in how\nEvery\nto use their own library intelligently, and without loss of time.\nhe\nthat\nn\ninstructio\nsuch\ngiven\nbe\nshould\nschool\nthe\ninto\ncomes\nstudent who\nHe\ncan find his way around the library without the help of the librarian.\nshould be able to locate all the tools of the library, such as the card catalog,\nIn fact, he\nthe reference books, the Reader’s Guide, the picture file, ete.\nthe first\nduring\nlibrary\nthe\nin\nhome\nat\nperfectly\nfeel\nto\nshould be made\nweek of his school year. We sometimes ask each student to make a plan,\nlocating all the tools mentioned above, and then follow this with a problem which requires the use of the card catalog and involves a slight underTeaching the use of reference books is a necesstanding of classification.\nsary part of “getting to feel at home in the library.”\nAnother part of this course which is not so generally given is directing\nthe students how to teach children in the grades about the use of the library\nand library tools. After getting their own background the students are\nprepared to answer the question “Just what of all this should be put in the\nFor we believe that there is\nfirst grade, the second grade, and the like?”\nno place in the whole school system where it is so important to teach the\nuse of the library as in the elementary grades. We believe that a child\nfinishing the eighth grade should be able to find for himself in any public\nor school library all the necessary material on a given subject about which\nhe may wish information for business or for pleasure. We believe that\nevery child before finishing the eighth grade should have formed the library\nhabit, so that he goes almost intuitively to the library for help when he\nwants information on some subject or has leisure time he wishes to spend.\nBeginning with the first grade let us consider what the main lesson is\nthat we will put into each grade.\nIn the first grade, teach the children the\ncare of books and the reason for learning to be quiet in the library. In the\nsecond grade, make the connection with the public library, teaching the\nchildren to go there for books which they would like to take home to read.\nTeach also the use of the table of contents.\nIn the third grade, give preparatory drills for the quick use of the dictionary, and drill on the usé of\nan index in a book, reviewing the table of contents.\nIn the fourth grade,\nteach a little of classification, and emphasize the use of a dictionary as a\nreference book.\nIn the fifth, teach the use of the card catalog; and in\nthe sixth, teach the use of the atlas and the World Almanac.\nIn the seventh and eighth grades, the children are ready to study such reference books\nas Who’s Who and Who’s Who in America and the quotation books—Bartlett and Hoyt—the Brewer reference books, and to learn how to use the\nReaders’ Guide to Periodical Literature.\nFrom the fifth grade through\nthe eighth, the encyclopedia, the World Book, is useful.\nThus, at the\nend of the eighth grade, as has already been stated, children will be able\nto go to any library, find fdr themselves material on a given subject, and\nin short, will have the equipment to carry on their education: through the\npublic library.\nOur next responsibility is to send out teachers who are lovers of children’s books, who know thoroughly and through actual reading the best\n\n"}
{"page": 1067, "printed_page": "1045", "text": "Lisrary DEPARTMENT\n\n1045\n\nof children’s literature.\nIn some normal schools there is provision made\nfor courses which give just the instruction and training necessary to do\nthis.\nThe home reading of the child is of the utmost importance in the child’s\ndevelopment of character.\nOnly recently have we come to appreciate how\nlarge a part in the formation of character guidance in the reading of the\nyoung plays. No one can doubt this who has had the experience of watching the growth of character of an individual child, under the influence of\ngood books, from a little savage with no tastes but for eating and sleeping\nand fighting to a civilized boy or girl with ideas of right and wrong and\nideals of truth and honesty and beauty. What better method could there\npossibly be of teaching a child high ideals and strong, clean morals than\nthrough good children’s literature?\nYet, a.teacher who has not a first-hand knowledge of the books for\nchildren has a serious handicap when she tries to guide their reading.\nSo\none aim of a course like this is to familiarize student teachers with the best\nin the world of children’s books—teaching them how to discriminate between the good and the bad, and also how to study into the child’s tastes\n\nand ability in order to recommend the right book to the right child at the\nright time. One writer says, ‘“Without doubt there is a most favorable\ntime in every child’s life for the reading of each book, and if offered to\nhim at just the right age, it appeals to his nature with peculiar power even\nto the extent of setting him on fire. . . . There would be wonderful\neconomy of effort if the books selected for children were always given\nthem at just this time.”\n'\nAnother aim of this course is to teach student teachers how to introduce\na book to children in such a way that the children will be interested to\nread the book, and at the same time not give enough to detract from the\nchild’s enjoyment in reading it.\nStill another aim is to give the student teacher a background of the history of children’s literature and an understanding of various classics for\nSuch a background increases the teacher’s interest in the books\nchildren.\nand adds to his enjoyment of the books themselves.\nThe real problem here is to conduct the work in such a way that the\nclass will come sincerely to love the books they are reading or re-reading,\nand become so saturated with the right atmosphere that they will unconsciously radiate among children a love of the best children’s books.\nAfter a brief study of the development of children’s books from the Horn\nBooks, Battledores and Chap Books to the books of the present day, it is\nwell to take up books in groups and have each student read just as many\nfrom each group as is possible. We have found a very good group of\nbooks to take up first, one which makes an easy transition from the book\nthe grown-up enjoys to the book a child enjoys, is the group which may be\nI do not know\ntermed “Books about children, but interesting to adults.”\nof any better way to acquire the child’s point of view in reading and to\ndeveloping an enjoyment of good children’s books than to read such books\n\n"}
{"page": 1068, "printed_page": "1046", "text": "1046\n\nNatTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nDorothy Canfield Fisher’s\nas Frances Crompton’s Gentle Heritage, or\nns.\nCitize\nLittle\ns\nKelly’\nUnderstood Betsey, or Myra\nnext. A discussion of\ncome\nwell\nmay\nclassics\nn’s\nA lesson on childre\nJames version of the\nwhat makes such a classic is profitable. The King\nSpencer’s Fairy\nTales,\nbury\nBible, Homer’s Odyssey, ,Chaucet’s Canter\npeare plays,\nShakes\nthe\nof\nbest\nthe\nQueen, Malory’s Morte d’Arthur,\nbecause they\ngreat\nare\nthese\nof\ns—all\nTravel\nRobinson Crusoe, Gulliver’s\nin exskilful\nlife,\nto\ntrue\nare\n“They\nh.\nstrengt\nwith\nity\ncombine simplic\npression, are imaginative, and are universal in their appeal.\nfor children,\nIn the course of study for normal-school pupils in literature\nthe classics:\nto\nregard\nin\nthis\nfind\nwe\npublished by the Newark Library,\nwith those\nis,\n—that\nmodels\nliterary\nbest\nthe\nwith\n~“(1) They acquaint him\nare perand\non,\nsuggesti\ntive\nimagina\nof\nfull\nare\nwords\nthe\nwhich\nbooks in\nhelp\nThey\n(2)\nfectly fitted to the theme and the theme is true to life.\nfilled\nis\nre\nliteratu\nAll\nreading.\nhim to understand and interpret his later\nwith turns of phrase, figures of speech, direct quotations and illusions taken\n(3)\nfrom the Bible, Shakespeare, and in less degree the other classics.\nChildhood is the language period. It is only through familiarity with books\nin which words are used to mean exactly what the author intends\nthat the child learns to understand words alike in their exact and their true\nmeaning, and to use them with precision and skill.”\nFrom this group of books we are ready to go on to the other groups—\nsuch as books of humor, including Lear’s Nonsense Rhymes, Burgess,\nGoops and How not to Be Them, and Lively City o’ Ligg, Alice’s Adventures in Wonderland, Benson’s David Blaise and the Blue Door, Thackcray’s Rose and the Ring, Hale’s Peterkin Papers, Stockton’s Rudder\n:\nGrange.\nOther groups are poetry, natural science, books of travel, and adventure,\ntrue stories of heroes, history stories, animal stories, and fairy tales.\nThroughout the course, we try to inspire in the student’s confidence that\na good child’s story is equally fascinating to an adult. If we can influence a teacher to love children’s books we shall have done something\nWhen she\nwhich will react favorably toward the child under her care.\nhas actually read and enjoyed the books we want all children to know and\nenjoy, we may be quite confident that the influence on children’s reading\nwill be good.\nIf we normal school librarians can do these good things—see that the\nstudents associate, during their years of training, with the finest kind of a\nmodern library, teach prospective teachers how to use their own library,\nand any library, intelligently and without loss of time, instruct them how\nto each children in the grades the use of a library, and so teach children’s\nliterature that our teachers will both know and love the best of children’s\nbooks—then our work will have been worthwhile, for normal-school students are soon to become the teachers of the children of the Nation, and when\nwe burn an ideal into a teacher’s consciousness, we are influencing the life\nof a nation.\n\n"}
{"page": 1069, "printed_page": "1047", "text": "Department of Music Education\nOFFICERS\nSHEE\n‘\n\nTO PORENE McConaruy,\n\nDirector of the Department of School Music, Northwestern\n\nSEAS\n\noe lop\n\nBUS Od OOS A\n\nator\n\nsb Jo ondiis dloromianad pane UdCn GoaOndn Oop Evanston,\n\nIl.\n\nVice-President—C. A. Fuiterton, Director of Music, Iowa State ‘Teachers College...\naperte stsof haleledsiodeucfaraer cus,coy ca ie cousecole stale ter tans ates iancisre, & Giansletes. shee: tacroeue apatc Ced\nFall\nSecretary—Mary McKay, Supervisor of MOM,\nGANS\nTT. ee\nee\n\nSECRETARY’S\nFIRST\n\nMINUTES\n\nSESSION—WEDNEsDAY\n\nAFTERNOON,\n\nJULY\n\n5, 1922\n\nMusic In THE RuRAL ScHoors—Thomas L. Gibson, State Supervisor of Music for\nMaryland; Evelyn C. Perry, Supervisor of Music, Buzzards Bay, Mass.; and\nJohn R. Kirk, President of State Teachers, College, Kirksville, Mo.\n: The Boys’ Glee Club, of Revere High School, composed of nineteen voices, sang\nsix songs illustrating “average results with average material in an average high\n\nschool.”\n:\nAt the business session which followed,\n\na nominating committee was appointed\nto report on Thursday.\nThis committee consisted of Samuel W. Cole, Massachusetts; Miss Garver, Ohio; William B. Kinnear, Larned, Kansas.\nMrs. Frances E. Clark moved that a committee be appointed in interest of greater\nrecognition of music education by the Department of Superintendence.\n‘The motion\nwas carried, and a committee, consisting of Mrs. Frances M. Clark and Samuel\nW. Cole, was appointed to report on Thursday.\nSECOND\n\nSESSION—Tuurspay\n\nAFTERNOON,\n\nJULY\n\n6, 1922\n\nPrEsIDENT’s AppRESS—School Music and the Community—Osbourne McConathy,\nNorthwestern University, Evanston, Ill.\nA Mopern VIEWPOINT OF Music EpucaTion—Ernest A. Smith, Superintendent of\nTue\n\nSchools, Evanston, Ill.\nNew America: A ProcRaAM oF FoLk Soncs oF Various Nations (including\nsongs of Italy, Brittany, Canada, England, Ireland, Kentucky Mountains,\nNegro, and Russo-Jewish)—Constance and Henry Gideon, Boston, Mass.\nBusiness Session\n\nAt this session, the Nominating Committee appointed the following officers:\nFor president, Glenn H. Woods, Oakland, Calif.; for vice-president, Teresa\nArmitage, Chicago, Ill.; for secretary, Mabelle Glenn, Kansas City, Mo.\nThe following resolution, framed by the Committee on Consideration of Music\nby the Department of Superintendence, was read and adopted:\n\ncurriculum,\nIn the interest of music as an educational force of growing value in the school\nto the consideraand in order that the importance of the subject be brought more prominently\nBe it resolved, That this body, the\ntion of leading educators and the public in_ general.\nEducation Association, in convention\nof the National\nof Music Education\nDepartment\nprogram next\nassembled, request the Department of Superintendence to include in its general\n\nyear\n\nan\n\naddress\n\non\n\nmusic\n\nas\n\nan\n\neducational\n\nforce,\n\nby a leading\n\nSCHOOLS\n\nMUSIC IN THE RURAL\nTHOMAS\n\nL. GIBSON,\n\nSTATE\n\nSUPERVISOR\n\nBALTIMORE,\n\nauthority.\n\nOF\n\nMUSIC\n\nIN\n\nMARYLAND,\n\nMARYLAND\n\nRural schools defined—The discussion of this subject in its general attiIn\ntude is based on public education as it is organized in my own State.\n\nMaryland\n\nall one and two-teacher schools located in rural communities\n[1047]\n\n"}
{"page": 1070, "printed_page": "1048", "text": "1048\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nregarded as strictly\nand conducting classes in the elementary grades are\nrural schools.\nnt\nIt might be inferred from the wording of this subject and its assignme\nin\nmusic\nof\nteaching\nthe\nthat\nd\npresente\nis\nto the section before which it\non\nout\nworked\nbe\nto\none\nand\nown\nits\nall\nproblem\nthe rural schools is a\nated\nprinciples differing from those relating to music in city and consolid\nbut\ne,\nIn its practical application there may be some differenc\nschools.\nschools.\nry\nelementa\nall\nfundamentally we believe the problem is the same in\nand\nWhen time allotment for recitations, experience of children, training\nmusic\nof\nteaching\nthe\nfor\nnt\nequipme\nmaterial\nexperience of teachers, and\nare taken into account, the problem may be, and usually is, a different\none in the rural school from that in the consolidated school. When the\ncharacter of the subject, however, and the natural endowments of children\nare considered, the problem, we believe, is fundamentally the same in all\nelementary schools regardless as to whether they are rural, suburban, or\ncity.\nA discussion, then, of the problem in the rural schools should take into\nconsideration (1) The time allotted for the study of music; (2) limited\nmusical experiences of rural children; (3) amount and character of content; (4) experience acquired through this content; (5). training of rural\nteachers in music; (6) material equipment as an aid in the study of music;\nand (7) technical study incident to song study.\nThe rural school program in Maryland provides for class study of music\nThis\nof 65 minutes out of a school week of 1800 minutes.\nminimum\na\ndoes not include, however, music during opening and closing, or any special\nexercises, of which music may be a part. A tentative course in music has\nbeen placed in all our rural schools, and-in this course the seven grades are\nGrades one, two, and\ndivided into two groups for the music lessons.\ngrades, the grammar\nfour\nother\nthe\nand\ngroup\nprimary\nthe\nconstitute\nthree\ngroup, classified, respectively, as Groups A and B. It is believed that the\nerammar group may receive valuable musical experiences from listening\nto and taking some part in the music taught to the primary group, so that\nthe grammar group receives in class actually 65 minutes of music study\neach week.\nThese 65 minutes for music do not, in my personal opinion, give enough\ntime to this subject, when compared with 545 minutes given each week to\nreading, 225 to arithmetic, 195 to language, 80 to writing, etc. In making\nthis comment, however, we must not forget that the children receive valuable musical experience in school in addition to that obtained from class\ndrill. As a matter of fairness also, in making a comparison of the time\nallowed for music study with the time allotment for other subjects, it\nshould be remembered that while to reading, for example, 545 minutes per\nweek have been allotted, this time must be divided among four or five classes,\nand that in music the entire school is taught, in most instances, as one class.\nThe necessity, also, for a greater amount of individual attention in other\nsubjects must be recognized and considered, and, furthermore, that reading\n\n"}
{"page": 1071, "printed_page": "1049", "text": "DEPARTMENT\n\nOF\n\nMusic\n\nEpuCcATION\n\n1049\n\nis the most important of the subjects taught must be fully accepted. With\nall this in mind, it is my opinion still that at least one hour each week, in\naddition to the 65 minutes, should be used in all rural schools for the\npurpose of giving the children, through the phonograph, or some other\navailable means, just such musical experience as they have been deprived\nof during their rural childhood.\nAs a rule, suburban and city children have had, in both their homes and\nschools, more musical experiences, and particularly during their most 1mpressionable years, than rural children can have. ‘They hear music almost\nevery day and evening, in their homes, in the Sunday Schools and churches,\nat the theatres and movies, and on many civic and social occasions, and\nlearn to recognize and to express both rhythm and melody with joy and\nskill almost as soon as they learn to walk and talk. On the other hand,\nrural children as a class, are more or less vocally awkward and deficient in\nWith a large number of our rural\nrhythmic feeling and expression.\nIt is evident\nchildren this awkwardness in voice and movement is pitiable.\nin their\nsinging;\nat\nattempt\nand\nreading\nin their walk and talk; in their oral\nlife.\nsocial\nin\nbarrenness\nand\nshyness, self-consciousness,\nThe two factors to be kept in mind in determining upon the experiences\nwhich should come through music in the rural schools are the song and\nIt is to be used so\nthe child. The song is the content of the subject.\nthat by its use it will furnish valuable emotional experiences, develop the\npower of careful, sensitive aural attention, and give skill in the correct use\nThe procedure is not that of teaching the song for\nof the vocal organs.\nlearning it, but rather to teach it for the sake of the\nchild’s\nthe\nof\nthe sake\nexperiences the child will acquire in learning it. The emotional reaction\nhas been advisedly placed first among the experiences to be brought through\nmusic to the child because of the interest awakened through the feelings.\nThe sense of hearing is more likely to be in perfect tune and the vocal\nchords are more likely to give out richness of tone when they are both\nIt is in the realm of the emotions that music\nstimulated by the emotions.\n\nhas its great value and the experiences which may be given children through\n\nsong are among the finest and most fundamental, we believe, in the entire\nIs it not largely through the human voice and the\nscheme of education.\nEvery\nmedium of emotional language that this experience is imparted?\nthe\nin\nfound\nis\nIt\npower.\nthis\npossesses\nmother and every good teacher\nLargo,\nHandel’s\nin\nPsalm;\nd\nTwenty-thir\nthe\nin\nmelodies,\nMother Goose\nin Wagner’s Pilgrims’ Chorus, in Brahms’ Cradle Song, in the Ave Marias,\nin the simple mother hymns and prayers, in Boy of Mine, and in the Long\nTrail; it is in America the Beautiful and in My Country \"Tis of Thee;\n\nit is in Foster’s folk songs and Nevin’s and MacDowell’s beautiful classics;\n\nit is in the Sermon on the Mount, and I have often wondered if there was\nnot divine power in the voice as well as in the words of the Master when\n\n“He opened His mouth and taught them saying.” I am quite sure there\nwere emotional expressions, charitable, chaste, comforting, convincing, com-\n\npelling, lifting toward heaven, in the voice of the Son of Man.\n\nAnd the\n\n"}
{"page": 1072, "printed_page": "1050", "text": "1050\n\n’ NatIoNAL\n\nEpucATION\n\nASSOCIATION\n\nthey are rural or urban, can\nchildren in the elementary schools, whether\nand it is for things similar\nunderstand the spiritual meaning of these things,\nweek in the program\neach\nmore\nto these that I would plead for one hour\n, in our plan of\nbelieve\nI\nday,\nnear\nIt will come some\nof the rural schools.\neducation.\nmusic for the elementary\nIn our Maryland tentative course of study in\ngone through the seven\nschools, our aim is to require pupils who have\nt voice, a few of which\ngrades to be able to sing at least fifty songs in correc\nwhich the pupils can\nof\nthird\nare easy two and three-part songs, and one\nhave the pupils able\nto\naim\nour\nalso\nIt is\nsing correctly from memory.\nthirty additional\nsome\nsung,\nor\nplayed\nto recognize, from hearing them\nts in each comelemen\nn\ncertai\nof\nous\nconsci\nbe\nto\nand\n,\nmusical compositions\nThe content is to be so varied in\nposition from which it is recognized.\nstandard sacred\ncharacter as to include patriotic songs, folk songs, ‘some\nof the past\nsongs\nr\npopula\nsome\nmusic, easy classical selections, a few whole\n, and\nythms\nre-rh\nmeasu\nkeys,\ns\nvariou\nin\nand present, and method songs\nscale intervals.\nschools in\nIn the organization of the music teaching for all elementary\nraadminist\nMaryland, outside of Baltimore city (which has its own school\nd\nregarde\nbe\nshould\ntion), we have proceeded on the principle that music\nly\neventual\nthat\nand\ntaught\nbe\nto\nas one of the regular elementary subjects\nary\nall elementary teachers should be trained in the teaching of element\nthe\nunder\n,\nsubjects\nary\nelement\nother\nteach\nto\ntrained\nmusic as they are\nend\nthis\nWith\n.\nsubjects\nother\nto\ngiven\nion\nsupervis\nand\nn\nsame directio\nin view, a course in elementary music was prepared the past year for our\n‘This same course has been placed also in\nnormal and summer schools.\nthe hands of all elementary teachers as a guide for the teaching of the\nsubject. Our State Department of Education regards thorough and intelligent supervision as one of the most. important factors in elementary education. ‘The county in Maryland is the unit for both administrative and\nprofessional direction, and a new school program looking to more complete\nsupervision in every county was enacted into law by the Maryland State\nBy this legislation, there will be next year a superlegislature of 1922.\nschools in every county, and, in addition to this,\nary\nvisor of the element\nary teachers reaches a certain number, there will\nelement\nof\nbody\nthe\nwhere\nbe one or more helping teachers, whose work will be somewhat similar to\nIt is expected that in the near future, both the\nthat of the supervisor.\nsupervisor and the helping teacher will be prepared to supervise the\nteaching of elementary music as a regular elementary subject. There is\nanother factor in the training which the elementary teachers of Maryland\nreceive that gives promise for better trained teachers in this subject. “The\ntime is rapidly approaching when no teachers will be employed in the\nelementary schools of Maryland who are not graduates of our normal\nschools, or who have not had an education equivalent to a normal school\ncourse.\nOnly graduates of four-year high schools are now enrolled as\n~ormal school students in Maryland and, in practically all the four-year\n\n"}
{"page": 1073, "printed_page": "1051", "text": "DEPARTMENT\n\nOF Music\n\nEDUCATION\n\n1051\n\nhigh schools, music is taught and will, beginning with the next school year,\nbe carried on under a definite course of study. The outlook for the teaching of music in Maryland is indeed encouraging.\nWhen all our rural\nteachers are graduates of a four-year high school and have in addition a\ntwo-year normal school course with definite early musical training in the\nelementary grades, continued through the high and normal school courses,\nwhen they have all this and then work under the direction of experienced\nsupervisors and helping teachers, as they will in Maryland, may we not\nexpect that this subject will receive the attention its value demands,\nin the way the best professional thought may direct?\n\nand\n\nMusic has been defined as an art, as a language, and it may be defined as\na science.\nFor its values in school and life, it appeals to me as being chiefly\na language, and a language that all may understand and use.\nIt had its\nbeginning back in the early experiences of the race.\nFrom the beginning\nof language up through the centuries, the individual, the social and racial\ngroup, the State and National units, each has had its slogan, motto, proverb,\npoem, song, and hymn for emotional expression.\nInto these have been\nwoven experiences of the past and from time to time a new vision and a\nIndividual morale and social, racial, and\nprofounder faith in the future.\nNational unity require these binding and directing expressions. To feel\ntheir finest effect and greatest power, they must be said and sung. Vocal\nexpression has been standardized, popularized, emotionalized, and beautified by putting it into song form; namely, a melody in foot and phrase\nrhythm in the major or minor mood, which form may embrace the entire\nThis statement applies to both vocal\nrealm of varied human emotion.\nand instrumental music, since the former is set to poetic language and the\nIt is purely an aural language, if indeed\nlatter complies with poetic form.\nthere can be any effective language other than that which primarily comes\nIt is a language which takes\nto children through the sense of hearing.\nand is a means of\ncharacteristics\nracial\nand\nsocial,\nindividual,\non strong\npreserving and handing them down as a valuable heritage of future peoples.\nIt has in it an emotional tonic that leaves no injurious reactions, but serves\n\nas a most healthful stimulus.\n\nMuch of all this can be had from the teach-\n\ning of a carefully selected content of song, and songs form the real content\nof this subject in the elementary schools.\nIt has been stated elsewhere in this paper that the best musical instrument that the school can have is the correct singing voice of the teacher,\nand if all our rural teachers had this acquirement, they could teach music\nBut even to the teachers who\nin the absence of all other instruments.\nother instruments and material\nare\npossess the correct singing voice, there\nOn the other hand, when\nways.\nvaluable\nin\nused\nbe\nequipment which may\nand a few are lacking\nvoice,\nsinging\nany\nhave\nnot\ndoes\nshe\nbelieves\na teacher\nin this respect, then a phonograph with an appropriate stock of records\nSteps have been taken\nis probably the first and best instrument to provide.\nby promoters of.this instrument to have phonographic records made which\nwill substitute in the lack of a teacher’s correct singing voice, with, however,\n\n"}
{"page": 1074, "printed_page": "1052", "text": "1052\n\nNatioNaL\n\nEpucaTIon\n\nASSOCIATION\n\nIt is difficult to secure in a\na limited amount of success up to this time.\nly combined tempo and\nrecord just the right quality of voice and a proper\nEven if these qualities were satisfactorily\npitch for children to imitate.\ne with anything like\nrecorded, there still is the difficulty of using a machin\nr can have. Howteache\nthe\nof\nthe same degree of reactions which the voice\nin these respects,\nmade\nbe\nwill\ndoubt\nno\nthat\never, with the improvements\nr who does\nteache\nthe\nto\naid\ne\nensabl\nindisp\nan\nbe\nthen\nthe phonograph will\nimitation singnot have a correct singing voice. In addition to its use for\nThe most\n.\nteacher\ning, it has other valuable uses to every elementary\nmay\nwhich\n,\n-piano\nplayer\nthe\nvaluable keyboard instrument for the school is\ny,\non\nunatel\nUnfort\nment.\nattach\nbe used either with or without the player\nmany\nof\nreach\nthe\nwithin\nnot\nis\nit\nment,\naccount of the price of this instru\n‘The most practical and satisfactory keyboard instrument\nrural schools.\n, when all things are considered, at the present time,\nschools\nfor most rural\nOther valuable equipment are\nseems to be the small folding reed organ.\nade\nthe pitch-pipe, staff ruler, and music in printed form for the grammar-gr\ne\nfor\nsurfac\noard\nle\nblackb\navailab\nIt is necessary also to have\nchildren.\nmusic.\ns\nof\nsymbol\neye\non\nthe\nof\nretati\ninterp\nthe\non\n‘Illustration and class drill\nThere is an honest difference of opinion among teachers as to when children should take up the study of music through the eye symbols of tone,\npitch, key, and measure signatures, note values, etc., for skill in sight reading. There is, on the other hand, unanimaus opinion that music is heard\nrather than seen, that it is a tone language, and that the first and most\nimportant procedure is to give children much experience in hearing music\nIt has been verified over and over that with\nand rendering it by imitation.\nskilful teaching most children can be taught at an early age to read at sight\nIt is not a question, however, of whether they can\nelementary music.\nbe taught to do so, but rather a question of whether there are other things\nIt is my\nof more value in music to the children in the elementary schools.\nbe\nshould\nschools,\nrural\nthe\nin\nmusic,\nfor\ntime\nthe\nof\nmost\nopinion that\nused in training the children to sing well many appropriate songs, to listen\nattentively and intelligently, to appreciate good music and to form a preferThere\nSight reading is an indefinite term.\nence for the best in music.\nare few, if any, perfect sight readers, and very few who even approach or\never will approach perfection in the sight reading of technically difficult\nmusic.\nLearning to read simple, elementary music, however, is not a\ndifficult feat for most children, but all along it is a gradual learning\nprocess as the score grows in difficulty. Just on this point the music\nteacher often goes astray by striving through repeated ‘drill to make sight\n\nreaders, rather than to give children real musical experience... It is my\nopinion that only a small proportion of the time scheduled for music in the\nrural schools should be spent in learning to read music from its eye symbols,\nand that this should be done almost wholly from blackboard drill, using\nsections of the music already learned by imitation as exercises for this drill\nwork.\nTo this drill I would add intelligent eye observation of the printed\nscore when it is played on the phonograph, by having sections of the score\n\n"}
{"page": 1075, "printed_page": "1053", "text": "DEPARTMENT\n\nOF Music\n\nEpucaATION\n\n1053\n\nwritten on the blackboard, and occasionally by having the printed score\nin the hands of the upper grade children.\nThe question of the value of sense impressions and through which\nof the senses the most valuable impressions are received is a very vital one\nand especially so in this day of the movie film, the clavilux, and all the\nschemes for an appeal through the eye. Is there not the danger of overestimating the value ‘of the eye appeal and forgetting that it is very largely\nthrough the human voice, and through this medium only, that children\nreceive and retain the best that the adult can give? The human voice is\nreally a living and divine thing and it has been through the voice and musical sound, the real and only language of childhood, that the mind and\nemotions of the child have been most deeply touched.\nMore and more of the rural school children are having the advantage\nof a high-school education in Maryland, and this fact should be kept in\n‘The\nmind when considering a course in this subject for the rural schools.\ntheir\nmusic,\ngood\nof\nappreciation\ntheir\nskill in the use of their voices,\nfamiliarity with a number of good things, and their elementary knowledge\nof the meaning of the most common of the eye symbols, all establish a musical basis on which to build in the high schools for a more technical study\nof the subject, on a credit basis, by those having special musical talent.\nOn the other hand, the large number of rural children who will not enter\nthe high schools shall have been given a basis for appreciation and some\nmeans of bringing joy to themselves through their own singing and through\nthe power they have acquired of listening to good music with intelligence\nand pleasure.\nnal\nThe rural school should be a distinctive social as well as an educatio\nhowever,\ny,\nindirectl\nting\ncontribu\ncenter, with the school itself as the center,\nRural children especially need the\nto the good of the adult community.\nvery properly may be given in\nwhich\ntraining\nr\nsocial, civic, and characte\n, and there is no other\noccasions\nholiday\nand\nary\nannivers\nconnection with\n\ntraining than\nschool subject that can be made to contribute more to this\n\nteacher has a\ncan an appropriate repertory of song material. The rural\nlearn each\nchildren\nthe\nhave\nshould\nspecial opportunity in this field. She\nto historic\nseason,\ng\nrecurrin\neach\nof\nfeatures\nthe\nmonth songs which relate to\nschool. *Inher\nin\nheld\naffairs\nty\ncommuni\nto\nand\nries,\nand holiday anniversa\nlargely guide the rural\ndeed, it is my belief that just such things should\nFor example,\nyear.\nteacher in selecting the music for the entire school\nforward to\nlooked\nor\nd,\ncelebrate\nthere is no holiday season more generally\nannual rethe\nis\nthan\nraces,\nand\nwith greater interest by all ages, classes,\nof the\nout\ncome\nhas\nwhich\nmusic\n.The\ncurrence. of the Christmas,time.,\nand\nanthem,\noratorio,\ncantata,\ncarol,\nof\nform\nthe\nChrist-mass season, in\nand\ntoward\nmuch\ning\nhymn is a heritage of immeasurable value, minister\nseason,\nThis\n'\nmen.\nto\npromising more of “Peace on earth and good will\nopportunity to get into\nas well as several others, is the teacher’s rarest\nparents through the\ntheir\nand\nclosest sympathy with both the children\nschool music activities.\n\n"}
{"page": 1076, "printed_page": "1054", "text": "1054\n\n-\n\nNationa,\n\nEpucaTIon\n\nASSOCIATION\n\ning vital points should\nTo sum up this rather brief discussion, the follow\nbe kept in mind:\nrural school as for the\nThe subject is fundamentally the same for the\nnt in the former only\ndiffere\nis\nIt\nmore closely graded consolidated school.\nof rural children,\nence\nexperi\nl\nmusica\nthe\nin time allotment for recitations in\ns, and in the\nteacher\nrural\nour\nof\nmany\nof\nin the training and experience\n.\nmaterial music equipment of most of the rural schools\ns of each school\nminute\n120\nthan\nless\nnot\nbe\nshould\nnt\nallotme\nThe time\nng rhythmic\nlisteni\nPart of this time should be given to purely\nsweek.\nexercises.\nfor acquiring musical\nSince the rural children have had little opportunity\n.initial step for the\nant\nimport\nmost\nthe\nschool,\nexperience before they enter\nnce.\nexperie\nthis\nthem\nteacher is to furnish\nchild, through song\nThe procedure is to bring emotional reactions to the\nattention; and to\naural\ncontent; to develop the power of careful sensitive\nThe song is the\norgans.\nvocal\ngive skill in the correct use of the child’s\nre.\nprocedu\nthis\nin\ncontent, first, last, and all the time,\nchildren\nDuring the seven or eight years in the elementary grades, the\nwhich\nof\nthird\none\nsongs,\nive\nseventy-f\nto\nfifty\nfrom\nwell\nsing\nto\nshould learn\nmere\nthe\nfor\nshould be memorized, and should hear twenty-five more\nsong\nThis\nmusic.\ngood\npleasure of knowing how to listen intelligently to\nmusic,\nsacred\nstandard\nsome\nsongs,\ncontent should include patriotic and folk\na\na few classic selections, and a practical list of simple method songs, and\nsongs.\npopular\nme\nfew wholeso\nElementary teachers should be trained in the teaching of music as they\nSupervisors and helping\nare trained to teach other elementary subjects.\nteachers should be able to supervise and direct the teaching of elementary\nmusic.\nIn its values in school and life, music is a language, emotionalized,\nstandardized, popularized, and beautified, and should be regarded as such.\n\nNecessary musical material equipment for the rural school are the\nphonograph, with a stock of carefully selected records; a keyboard instrument in correct pitch; a pitch-pipe; staff-ruler; blackboard space; and\nsome printed music for the upper grades. The best instrument, however,\nis the correct speaking and singing voice of the teacher.\nTechnical study of music is to be only elementary and incidental to song\n\nstudy, and based on the songs learned. ‘This technical study should be\ngiven by drills and illustrations on the blackboard, and by having pupils\nobserve with intelligence the printed music score when it is rendered on\nthe phonograph, piano, or sung by the teacher.\n~The human voice, in its use, is a living and divine medium of communication, and the aural sense the one through which deepest and most lasting\nimpressions are received by children.\nMusic training contributes to both school and community interests and\nis one of the strongest factors in unifying and socializing both the school\nand the community.\n\n"}
{"page": 1077, "printed_page": "1055", "text": "DEPARTMENT\n\nMUSIC\n\nOF Music\n\nEpucaTIon\n\nIN THE RURAL\n\n1055\n\nSCHOOL\n\nEVELYN C. PERRY, SUPERVISOR OF MUSIC, BUZZARDS BAY, MASSACHUSETTS\nMusic in rural schools, a most interesting phase of my work in public\nschools, varies greatly and depends largely upon the teacher and her preparation, the methods used, as well as the different community conditions.\nOne of the most difficult of all schools is that of the country village,\nwhich needs the strong hand and good judgment of an experienced teacher\nrather than that of a young, inexperienced person. From actual work in\nsuch a school, both as teacher and supervisor, I have been able to see both\nsides of the situation and have watched the growth under supervision and\nseen excellent results.\nWe hardly appreciate the amount of good and moral uplift, as well as\nmusical education, that can be obtained from the victrola in rural schools;\nthe possibilities of such an instrument are unlimited.\nAppreciation alone deserves much of our time and consideration, but it\nis rather the other side of music in these schools which I desire to present\nyou—namely, teaching these village boys and girls to sing and to become\nsomewhat independent singers.\nTo illustrate, let us take a school with six classes or grades. “The songs\nfor general singing may be taught the school as a whole during the morning\nexercises, just as any general instruction may be given them. Divide the\nschool into two groups—Grades 1 and 2 form the “B” group—Grades 4\nand 6 the “A” group. If there are more grades in the school, Grade 4 may\nbe the “flexible” one and be allowed to recite with both groups, thus giving\nsupport to the little people and also learning much themselves from the\nolder ones.\nTime allotment is a serious problem in these schools of more-thancrowded programs. Four ‘12-15’’-minute periods during a week are possible, however, alternating the recitations of the A and B groups.\nSongs for general singing are many and varied and may be chosen by the\nTwo books (Books I and II) of any course are preferable to a\nteacher.\n\n“one-book”’ course.\n\nThe work of the B group consists chiefly of rote songs—with syllables\nby rote and song study of several—chosen from Book IJ; that of the A\ngroup—the technical terms of staff rotation and sight reading songs to\nIn fact a\nillustrate from Book II with two-part work, when possible.\ndepends,\nMuch\npeople.\nGrade 5 outline is generally followed with these\nshe does\nif\nsurely\nand\nteacher,\ngrade\nthe\nof\nas I said before, on the ability\nshort of\nfar\nfalls\nshe\nknowledge,\nmusical\nof\namount\naverage\nnot possess the\nher privileges in those country schools, where she stands as the model in so\n\nmany ways to her pupils.\nAlternate songs and exercises each year, thus keeping material from becoming too familiar.\nAlthough merely an outline, this gives a general plan of work in music as\nused in my outlying schools and has produced some gratifying results.\n\n"}
{"page": 1078, "printed_page": "1056", "text": "NATIONAL\n\n1056\n\nEDUCATION\n\nSCHOOL MUSIC AND\nOSBOURNE\n\nMC CONATHY,\n\nASSOCIATION\n\nTHE\n\nNORTHWESTERN\nILLINOIS\n\nCOMMUNITY\nUNIVERSITY,\n\nEVANSTON,\n\ny\neen school music and the communit\nThe discussion of relationships betw\nmy\nin\nlies\ntime\nthis\nat\ntopic\ng the\nis not new. My apology for introducin\nct which, as far as I am aware, has\nsubje\nthe\nof\nphase\none\nnt\nprese\nto\ne\ndesir\nings—namely, the responsibility of\nnot as yet been discussed at these meet\nthe school as musical advisor to the family.\nbeen construed to mean the manner\nHeretofore the topic of this paper has\nprojected into community life by\n‘n which school music study might be\nl concerts, orchestra and band\nchora\nmeans of entertainments, operettas,\nal contests, and so forth. Or\nmusic\nother\nperformances, music memory, and\nof evidences of music interest in\npossibly the topic has led to a discussion\nand other musical events brought\nthe homes; the recital and concert halls,\nls. We have also heard\nabout through the music activities in the schoo\nsupervisor should occupy\nmusic\n-date\ndiscussions of the place which the up-to\nties, even suggesting\nactivi\nmusic\ny\nunit\ncomm\nof\nas a stimulator and director\nened into that of city\nthat in the future our profession will become broad\nhts are suggested\nthoug\nor community music leader. Possibly still other\ndiscussion of the\nbrief\na\nfor\nby my topic, but I shall dismiss them all\nthought above outlined.\nis to stimulate, elevate,\nAssuming that the object of public-school music\ncannot fail to realize that\nand guide public taste and interest in music, we\nmusic is highly desira-close relationship between school music and home\nthat they insist upon\nleast\nat\nor\n,\nable. ‘That the American people are musical\nby the amount\nshown\namply\nis\nhomes,\ntheir\nan enormous amount of music in\nof measmanner\nthis\ny\nPossibl\nmusic.\nhome\nfor\nof money annually spent\nbut,\nhy,\nunwort\nseem\nmay\nhomes\nour\non\nt\ninteres\nl\nmusica\nof\nuring the extent\nion\nindicat\ne\naccurat\nafter all, the American standard of dollars is a pretty\nmoney\nmore\nthat\nity\nauthor\ngood\nof American interest. We are told upon\nall higher\nis spent annually upon music education in this country than upon\nschools,\nhigh\nfor\nitures\nexpend\nthe\nall\nif\nsay,\nto\nis\nhat\ned.\neducation combin\nitheolog\n,\ncolleges, academies, normal schools, universities, technical schools\nly\nannual\nspent\nthat\nthan\ncal schools were combined, the sum would be less\ns,\nfor music education. This does not include the expenditures for concert\nmusic\nnts\nreprese\nbut\nctures\nmanufa\nand\ntrades\nopera, recitals, the music\nlessons alone.\nstop to\nAt first thought this statement seems impossible, but when we\nevery\nalmost\nIn\nconsider the situation, its possibility becomes apparent.\n\nfamily except the poorest, some of the children are given music lessons for\nat least a part of their lives, and in most families which we know, several\nchildren are studying music at the same time. These lessons are not items\nof small expenditure, either, but, per capita, amount to a very considerable\n\nsum.\nThe question which I would here bring to your consideration is, do we,\n\n"}
{"page": 1079, "printed_page": "1057", "text": "DEPARTMENT OF Music EpucaTIon\n\n1057\n\nas a Nation, as a community, as a family, get the value of the enormous\nsum spent in giving our children music lessons? Is it not quite possible that\nmuch of this money does not represent value received?\nHow many families have bravely started Johnnie or Jennie on a course\nin music, only a year or two later to give up the task which obviously has\nbecome hopeless.\nOf all the Johnnies and Jennies that begin music study,\nhow many continue toa point that enables them to even partly fulfill the\nhopes and wishes which first prompted the fond parent to start them on\ntheir musical way? How many parents are quite clear just why the child\nshould be sent to a music teacher and just what results should be expected?\nIn many homes the story begins in some such manner as this. Father\ncomes home some evening and at dinner mother casually remarks that\nJennie’s mother, across the street, had told her that Jennie had just begun\ntaking music lessons. This casual approach is merely a pleasant method of\nleading father to agree that their own son, Johnnie, should also take\nlessons, a proposition to which father agrees with a vague feeling that it is\nexpected of him, but a much more vague idea as to why it should be done.\nThen the question arises as to a teacher, and mother suggests that Miss\nWilliams, the elderly unattached daughter of the recently deceased minister,\nplans to give lessons and thinks that it would be so nice to send Johnnie to\nher. Just how well Miss Williams is prepared to help Johnnie, how well\ntrained a musician or teacher she may be, seldom enters into any careful\nconsideration. She is known to have studied, perhaps she plays the church\norgan—at all events she needs the help.\nJohnnie sets out to his task nobly promising to practice faithfully. But\nvery soon mother finds that unless she follow the proceedings quite carefully and persistently, Johnnie misses lessons and escapes practice with\nremarkable consistency. Soon each daily hour of piano practice is a period\nof forcing and urging and policing, until finally mother’s and Johnnie’s\npatience are both exhausted and the lessons come to an inglorious end.\nOf course the parents had no intention of making a professional musician\nof Johnnie. This they explain most carefully to Miss Williams, letting\nher understand that they merely wish the boy to play for his own pleasure\nand the enjoyment of his friends.\nMiss Williams is soon convinced that\nthere is no danger of professionalism in Johnnie’s young life, but that discovery has little effect on her mode of procedure. She was instructed along\na certain line, and Johnnie must tread the same path. If by any chance\nJohnnie’s or mother’s persistency lasts until Miss Williams marries or\nmoves, then the next teacher inevitably will assure the fond parents that\nthe course pursued by the young musician has been all wrong, and that he\nmust begin all over again.\nNot infrequently this experience occurs several\ntimes until even a really musical child becomes thoroughly discouraged.\nMy story is not an exaggeration, but is repeated times beyond number all\nover the country. I am here raising the question as to whether or not some\nmeans of musical guidance could be instituted under the auspices of our\npublic schools.\n\nIs there not some\n\nway\n\nto determine\n\nwhether\n\nJohnnie\n\nis\n\n"}
{"page": 1080, "printed_page": "1058", "text": "1058\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nadapted to piano? Maybe in putting him at that instrument a potentially\nexcellent violinist or cornetist or clarinetist is spoiled. Maybe a potential\nmusic lover and concert supporter is made to detest music. Is the piano\nMoreover, is the\nthe only approach to fuller acquaintance with music?\nto piano\napproach\nright\nthe\ntype of lessons which Miss Williams gives\nplaying for a vigorous young American boy or girl?\nOur schools are rapidly developing a technic in child study, in vocational\nguidance, and the study of the musical capacities, tastes and talents of children should do much to prevent the haphazard lack of method now\nSuch procedure\nprevalent in starting children on their musical studies.\nalso in the\nbut\ntraining,\nmusic\nin\nmisfits\nto\nonly\nshould be helpful not\ndiscovery of talent.\nMy plea is not for the training of talented children alone, but I would\nurge the study of children to the end that the training of each individual\nchild might be so conducted that music would play that part in his life\nwhich would bring to the child the greatest measure of happiness.\nSome\nchildren should learn to play, some to sing, some to listen, some to professional perfection, some to amateur accomplishment, but each to that\npoint where music would fill its finest place in his life.\nBut it is not alone in determining the type of music study to which the\nchild is adapted that the modern educator might well turn his studious\nthought. Our studies of teaching in general, our specific studies in all that\nconcerns the learning process, ought to enable us to so organize all branches\nof music teaching along lines in conformity with the best modern pedagogical principles.\n“That a very large part, if not most, of the presentday teaching of music is not in accord with these principles must be\napparent to the trained educator.\n[The unfortunate thing in this connection is that all but the very fewest educators are not sufficiently acquainted with music to apply their general knowledge of the laws of\nteaching to this particular subject. Moreover, educators apparently have\nseldom given any thought to the subject of music, even to those phases that\nappear as usual parts of our school curriculums. The matter of teaching\ninstrumental music has probably never occurred to them as a field for their\nthought, investigation, and study. But I respectfully protest that the vast\ninterest in music education shown by American parents, as demonstrated\n\nin the private music teaching all over the country, challenges the best efforts\nof our educators to place such instruction on a sound pedagogical basis.\n\nA MODERN\nERNEST\n\nVIEW-POINT\nA. SMITH,\n\nOF MUSIC\n\nSUPERINTENDENT\n\nEVANSTON,\n\nOF\n\nEDUCATION\nSCHOOLS,\n\nILLINOIS\n\nFrom the official head of the Women’s Music Clubs of America there\nhas lately sounded a startling challenge and prophecy in the statement, that\nthe hope of the nation for universal music culture rests upon music in the\n\n"}
{"page": 1081, "printed_page": "1059", "text": "DEPARTMENT\n\nOF Music\n\nEpucaTION\n\n1059\n\npublic schools. This involves a vast responsibility.\nHow is it being met?\nBulletin No. 9 U. S. Bureau of Education, 1921, shows voluntary reports from 359 high schools of thirty-six States which offer music courses.\nMusic is named as a possible subject in all State courses of study, but\nmade compulsory in only six.\nIf the common schools shall meet adequately their task, they must recognize that music as a school subject belongs to all the children of all the\npeople.\nNot the same sort of instruction will be given to all pupils, for\nthe recognition of individual differences is a cardinal tenet of present-day\npedagogy.\nTo be sure some intensely zealous musicians maintain that the\nfundamental harmonies are potentially present in almost every person,\nawaiting only to be heard or to be sung. Yet the question will very\nnaturally arise in the mind of the interested, ambitious parent, how can\nI find out whether my child is musical.\nIt may possess a good clear voice,\nhave a keen sensitive ear, a lively imagination and a bright intelligence.\nThese are all important contributory qualities, but they do not comprise\nthe full equipment of the gifted musician.\nOn the other hand the child may not have shown the slightest concern\nfor vocal or instrumental performances.\nIt is possible that a favorable\nattitude to music is deeply hidden; no special stimulus has opened an\navenue of expression.\n“The latent musical instincts of the child are the\nlegitimate province of the public school, just as much as is the reasoning\nfaculty or the sense of color and of form.\nModern education aims to\nrecognize the potential possibilities of every child and seeks to draw these\nout.\n‘The school of today does not conceive its purpose to be to fill a void,\nbut to lead forth what is latent and innate.\nMusic education then takes account of the native stock of each boy and\ngirl. This must be done patiently, broadly and scientifically. The second\ngrade is not too young an age to have a survey made of the group.\n‘The\ngeneral singing ability of each pupil can be noted by the room teacher.\nHis standard of mental attainment is shown in the school subjects, if the\nintelligence quotient is not estimated.\nHis sense of rhythm is reported\nupon by the teacher of physical education.\n‘The fourth factor in the study\nof the individual is supplied by a questionnaire concerning musical heredity,\nhome and social environment, degree of interest shown in music.\nAs a\nresult of this tentative survey choices are made of certain children who\nare invited to take free instruction in piano in the third grade.\nIn the classroom of the Evanston, Illinois, elementary schools it is discovered that the children have fallen into three groups, the actively\nFor the talented the\nmusical, the passively musical and the negative.\npiano is selected as the best medium by which the capable child will learn\n\ntone relationship. A lack of interest and failure to progress will bring\n‘The lessons in piano continue through\na discontinuance of instruction.\nthe two groups of the passively and\nFor\ngrades.\nthe fourth and fifth\nNot\nappreciation are prescribed.\nand\nsinging\nchorus\nmusical,\nnegatively\nuntil after the fifth grade is the listening course assigned as the only requirement for the few positively unmusical pupils.\n\n"}
{"page": 1082, "printed_page": "1060", "text": "1060\n\nNationaL\n\nEpucaTION\n\nASSOCIATION\n\ny there has been in operation\nIn addition to the early preliminary surve\ninvestigation of the native\ncal\nologi\npsych\nfor four years a program of\nthe fifth grade. First, there are\nmusical characteristics of every child in\nclassroom of listening to a series\nthe five fundamental experiments in the\npurpose is to throw light\nof Columbia records on the victrola. Their\nchild by determining its\neach\nof\non the problem of the innate capacity\nconsonance and musical\nity,\nintens\ntime,\ndegree of discrimination in pitch,\nof the Uni‘These tests were worked out in the laboratory\nmemory.\nn to the\ncatio\nappli\n‘Their\nversity of Iowa by Professor Carl Seashores.\ntion of\nEduca\nof\ntment\nEvanston Schools has been made by the Depar\n, and\nJones\nE.\nElmer\nDr.\nor,\nNorthwestern University under its direct\n. |\nMusic\nof\nl\nSchoo\nrn\nweste\nNorth\nthe\nof\ny\nProfessor Osbourne McConath\nal quotient.\nThese five basal experiments measure the average music\ntheir recognition of\nin\ncent\nper\nd\nNot many pupils grade one hundre\nof the true chords,\nsensing\nthe\nnce,\nconsona\nIn\ny.\npitch, time, and intensit\nIn the test for\nd.\nreveale\nis\ny\nharmon\nfor\nfeeling\nthe\nin\ny\na larger diversit\naccurate, the\nfairly\nmusical memory it often occurs that while the ear is\non exEvanst\nThe\nheard.\nis\nvoice is not able to reproduce correctly what\nof\ngrade\naverage\nan\nmake\nwho\nn\nperiment has indicated that those childre\nd.\ntalente\nly\nmusical\nthe\nof\ngroup\nve\ntentati\nthe\nto\nseventy-five per cent belong\nTheir number runs about twenty per cent of the entire fifth grade.\nwith this\nThe significant educational contribution made in connection\nvisit\npupils\nthe\nwhere\ntests,\nof\nseries\nthird\na\nin\nIllinois school system arises\nmusical\ntheir\nof\ns\nqualitie\nspecific\nthe\nhave\nto\nry\nthe Northwestern laborato\nreveal\ncapacity gauged. A dozen and more measurements are taken which\n“There\ncourses.\nthe abilities of the child for entering vocal or instrumental\ne, was inare sensory and motor tests. One of the machines, the tonoscop\nDirector\nby\ndevised\nbeen\nhave\nothers\nthe\nvented by Professor Seashores,\nwho\nthose\nFor\nstern.\nNorthwe\nof\nScott,\nDill\nWalter\nt\nJones and Presiden\nright\nand\nleft\nfor\ntests\nare\nthere\nas\norchestr\nthe\nfor\nes\ncandidat\nare possible\nhands in rapidity and precision of movement, in dexterity and grip.\nFree and conAuditory and visual reactions are accurately measured.\nto the\nrecorded\nlly\ngraphica\nare\ntrolled rhythm as interpreted by the pupil\ng\nrevolvin\nsmall\na\nupon\nfork\ntuning\nelectric\nan\nhundredth of a second from\ncally\nmechani\nvoice\nchild’s\nthe\nof\nns\nvibratio\nthe\ne\ntonoscop\nthe\nIn\ndrum.\nraise or lower a flame for each sound wave. A revolving card-board disk\ncarries rows of punctures upon which the tone is registered. : As the sound\nis made, the holes on the disk corresponding to the tone seem to stand still,\nthe other dots moving and tending to blur. Thus the pupil sees himself\nsing and the teacher has an exact measure of the tone.\nIn addition to the musical tests, the intelligence quotient of each child\nThe individual chart having been completed and\nss also calculated.\ndrawn, the supervisor is fully equipped with data for his campaign with\nLetters are sent to the parents, giving the ratings of the candithe homes.\ndate, which are interpreted from the showing in motor and sensory reactions, as indicating that it would be advisable for John or for Mary to\n\n"}
{"page": 1083, "printed_page": "1061", "text": "DEPARTMENT\n\nOF Music\n\nEpucATION\n\n1061\n\ntake lessons on the violin, the cornet, the piano or other instrument.\nIt\nis announced that free instruction will be given in the schools at the hours\nnamed and the parents who desire to avail themselves of the lessons are\nasked to notify the music department.\nIn Evanston in 1921-22, 13 per\ncent of the.total enrolment in four grades received free instruction.\nThis\nwas an increase of 60 per cent over the previous year. “Two thirds were\npupils in piano. Of the remaining one third, 60 per cent were pupils\nin violin.\nHave all the embryo artists been discovered?\n‘The answer is, not with\nexactitude.\nBut the special music teaching has been done with intelligence.\nMany gratifying incidents in the discovery of unusual talent and\nthe larger development of obvious musical ability are being registered.\nScores of children begin to take special private lessons, their public school\ninstruction having pointed out the field. “The various school orchestras\nare built up readily from ambitious, competent players. A musical card\nindex is kept for each child, giving the record of work and appreciation\nthrough the seven grades.\nA survey of 1921 estimated that of 2500 pupils from the first to the\neighth grades, 565 were taking private lessons at a yearly cost to their\nparents of $81,370. The outlay for music teaching of all pupils is but\na small fraction of this figure. ‘There is the tradition and the inclination\nin the homes to have music as a subject a special study for the children.\nThe Evanston schools by their program of musical tests supply some\nshare of scientific guidance as to the aptitudes of these young people. It\nhas been a modest effort in codperation in a community that has a sincere\ndevotion to the universal art of music and maintains a civic association\nfor its development.\nVocal instruction has received in the schools such attention as is appropriate to the voices of six to fourteen years of age. The upper grades\nsing yearly in the widely known North Shore Musical Festival. ‘There\nis careful training in the fundamentals and the pupils upon promotion\nMusical\nare ready for the more mature choral work of the high school.\nappreciation begins with listening lessons in the second grade and a course\nMusic memory contests are entered\nis outlined for the years following.\nwith enthusiasm and have been of signal assistance. “The aim is to awaken\n“There is the sound educaand secure an inner musical consciousness.\nfor himself, to be\nsomething\nout\nwork\npupil\nthe\nhaving\nof\ntional method\nable to hear inwardly, to know melody, rhythm, and harmony.\nThe instrumental work is of necessity introductory, the basal principles being laid. From group work, the more talented pass on to special\nA musical atmosphere is created. “The child experiences a\ninstruction.\nHe\nHe knows something of self appreciation.\njoy and gains a confidence.\nproductive\nbecome\nto\nway\na\nin\nis\nHe\n.\nexpression\nself\nis being trained in\nand original. The aim of musical education in the public schools of\nAmerica must be to produce children trained in the broadly cultural and\nappreciative side of the art, using band and orchestral training, vocal and\n\n"}
{"page": 1084, "printed_page": "1062", "text": "1062\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nversatility\n‘nstrumental instruction as tools for it. This will give the child\nthe cre,\ninitiative\nin the art. Our teaching must develop adaptability and\n;\native faculties.\nlooks,\nby\nancestry\ndifferent\ntheir\nNo matter how Americans may betray\nthey\nmarks\nshing\ndistingui\nthese\nof\nback\nyet\naccent and temperament,\nthought\nand\ne\nappearanc\nspeech,\nin\ng\nsomethin\nsimilar\nless\nor\npossess a more\nAn international musical language is\nwhich stamps them as American.\nan impossibility. We possess our distinctive national ideals and feelings.\nNot through negro\nHow shall they receive adequate musical expression?\nthe transplanted\nthrough\nnot\nmusic,\nIndian\nspiritual and songs, not through\nart. From\nimitative\nan\nnot\ncreative,\na\nis\nMusic\nEurope.\nfolk songs of\nthe foundation supplied in the public schools by devoted scientific and\nartistic teaching the generation is arising that will create an American\nmusic.\n\n"}
{"page": 1085, "printed_page": "1063", "text": "Department of Normal Schools\nSECRETARY’S\n\nMINUTES\n\nOFFICERS\nPresident—W. P. Morcan, President of the State Teachers College............ M\nbss Di.\nVice-President—A,. J. MattrHews, President of the State Normal School...... Neinge, ‘Ariz,\nSecretary—Rosert I. Exriott, President of the Nebraska State Teachers College........\neRe\neterete entterSec henster enter cere cisca tips circa a ieucrel nistopeoeuere lola cilGhiee ope acon Osco. Chadron,\nNebr.\n\nThe first session of the Department of Normal! schools began at 2 o’clock on\nWednesday\nafternoon, Room\n116, Simmons\nCollege, with President W. P.\nMorgan, President State Teachers College, Macomb, Ill., presiding.\nThe attendance was unusual and most encouraging to the officers.\nAfter a few preliminary remarks by the President, Dr. Wallace W. Atwocd,\npresident of Clark University, was introduced and gave an excellent address on\nthe subject, What Shall the Geography of the Grades Include?\nThis was followed\nwith an address by Robert M. Brown, of Rhode Island College of Education,\nProvidence, R. I., on Objectives in the Teaching of Geography.\n‘The last address\nwas given by Douglas C. Ridgley, Professor of Geography, State Normal University, Normal, Illinois, on Geography for the Rural Schools.\nA hearty discussion followed.\nPresident W. P. Morgan announced the appointment of a nominating committee, consisting of the following: John A. H. Keith, chairman, J. G. Crabbe,\nD. N. Cameron, and J. A. Pittman.\nAn inyitation was extended to all to attend\nthe banquet in the evening.\nMeeting adjourned.\nThe banquet, given under the direction of the Massachusetts State Normal\nSchool Teachers’ Association, was well attended, there being over two hundred\npresent.\nRoy Leon Smith, president of the Massachusetts State Normal School\nTeachers’ Association, presided and introduced the toastmaster, W. P. Morgan. Dr.\nJohn W. Withers, dean of the School of Education, New York University, gave\nthe principal address.\nThis was followed with short talks by Dr. J. G. Crabbe,\nG. E. Maxwell, Dean Russell, and Frank W. Wright.\nThe second meeting of the Department of Normal Schools was on Thursday\nafternoon, July 6, with W. P. Morgan, presiding.\nThe first address was given\nby Frank W. Wright, director of Elementary and Secondary Education and Normal Schools, Boston, Mass.\nThis was followed by an address by George H.\nShafer, principal State Normal School, Willimantic, Conn., and with a_third\naddress by John L. Alger, president Rhode Island College of Education, Providence, R. I.\nAll three of the addresses were well received and thoroughly discussed by\nthose\n\npresent.\n\nDr. Keith, chairman of the nominating committee, announced the recommendations for officers for 1922-23 as follows: for president, J. C. Brown, State Teachers College, St. Cloud, Minn.; for vice-president, Joseph Rosier, State Normal\nSchool, Fairmont, W. Va.; and for secretary, Ernest Silver, State Normal School,\nMeeting adjourned.\nPlymouth, N. H. The report was unanimously accepted.\nRopert I. Eviiorr, Secretary.\n\n[1063]\n\n"}
{"page": 1086, "printed_page": "1064", "text": "NATIONAL\n\n1064\n\nWHAT\n\nSHOULD\n\nWALLACE\n\nW.\n\nTHE\n\nATWOOD,\n\nEDUCATION\n\nASSOCIATION\n\nGEOGRAPHY\nINCLUDE?\nPRESIDENT\n\nWORCESTER,\n\nOF\n\nOF THE\n\nCLARK\n\nGRADES\n\nUNIVERSITY,\n\nMASSACHUSETTS\n\nstic\nWhen children come to the study of geography, they are enthusia\nworld;\nthis\nof\npeople\nthe\nabout\nmore\nknow\nto\nlove\nthey\n;\nresearch students\ntheir powers of imagination are keen; and if the study of the actual living\nin\nconditions in the various natural environments of the world is taken up\npeople,\nof\nhome\na\nas\nhabitat\na dramatic way, so that the children study each\nthe knowledge of geography will come as readily as the rules of play, and\nthe information thus gained will remain with those children because of the\nvital interest in that information at the time it was obtained.\nLater in the upper grades when a more systematic and well-organized\nstudy of geography must be included in our curriculum, the work should\nhave a sound, scientific basis. \"We need organization of our geographical\nIn no subject in the elementary school curriculum is there\ninformation.\n‘The problem of the teacher is that\na greater abundance of information.\nthe last few years we have come\nWithin\nn.\norganizatio\nand\nselection\nof\nto recognize, along with leading geographers in many European countries,\nEach\nthat the natural or geographic region should be the unit of study.\nwhich\nthroughout\nsurface,\nregion should include a portion of the earth’s\nthe geographic conditions which influence life do not differ greatly. ‘The\nstudy of geography becomes a study of man’s effort to adapt himself to the\nenvironmental conditions, and to re-adapt himself as evironmental conditions\nchange. ‘The study of one region after another leads to frequent comparisons, to the emphasis of contrasts, to the fixing in the memory and understanding of the child of the differences in geographic conditions in the different parts of the world.\nThe natural regions become complementary ;\none developing as a manufacturing region, another an agricultural, one a\nmining district, and another a grazing land.\nExchange of commodities\nbecomes necessary; domestic and foreign commerce develop; and world\nrelations soon grow out of these complementary conditions in the different\ngeographic regions of the world.\nThe study should then prepare the child to a sympathetic and intelligent\ninterest in the different peoples of the world, leading to a broader and\nbroader point of view, and in the end to a greater citizenship.\nNo subject\nin the elementary-school curriculum can so appropriately present to the\nchildren the accurate living conditions in the different parts of the world,\n\nand geography should take the responsibility of awakening and developing\nan intelligent and sympathetic interest in our larger national and international problems.\n\n"}
{"page": 1087, "printed_page": "1065", "text": "DEPARTMENT\n\nOBJECTIVES\nROBERT\n\nM.\n\nIN THE\n\nBROWN,\n\nOF NoRMAL\n\nTEACHING\n\nRHODE\n\nPROVIDENCE,\n\nISLAND\nRHODE\n\nSCHOOLS\n\n_\n\n1065\n\nOF GEOGRAPHY\n\nCOLLEGE\n\nOF\n\nEDUCATION,\n\nISLAND\n\nAt one of the meetings of the Association of American Geographers,\nrepresentatives from the Continental and Commercial National Bank of\nChicago, the American’ International Corporation of New York, and the\nSimmons Hardware Company, of St. Louis, told of the need of young\nmen trained in the rudiments of geography.\nThe plea was not that men\nshould be so trained as a subsidiary line in vocations in which a knowledge\nof geography is useful if not essential, but it was. made for the general\nbody of students who had any expectation of entering business. As an\nillustration, one of the speakers stated that a pamphlet on Egypt recently\ndistributed throughout his city told of 14,000,000 Egyptians engaged in agricultural pursuits who were using the crudest implements and that there\nA manufacturer was stirred\nwas a rich field for more modern products.\nby the opportunity and sent a cargo of spades of American pattern to\nAs these did not sell readily in the Egyptian market the manuCairo.\nfacturer was forced to bear his losses, and he probably resolved never again\nPart of the trouble with the spade market\nto engage in foreign trade.\nin Egypt was the fact that the barefooted Egyptians could not use the American spade with its sharp metal top, but the greater share of the difficulty\nwas the lack of money and credit of the bulk of the 14,000,000 Egyptians.\nThis is a typical case: It illustrates the tendency to treat foreign trade as\nit all the conditions in foreign lands were similar to those existing in the\nUnited States. An elementary teaching of geography if properly conceived\nand executed should have led the Chicago manufacturer not necessarily to\nknow off-hand that the Egyptians wore no boots and had no money, but\nto know that foreign customs were more frequently than not different from\nour own and that he would be wise to investigate the market before he\nFurthermore, a proper grammar school training in\nshipped his wares.\ntaught him how to make this investigation—if\nhave\ngeography should\nindeed it had not already given him the facts of it. If this lack of any\nfunctioning of the school geography with the affairs of the world is widespread, and recent experiences seem to assert it is, it is time for a thorough\nchange in the aim of our teaching—along lines which a small group of\ngeographers have always urged, but which more potent forces have not\ncarried to fruition.\nment of\nIn an address recently, President Faunce told of a consign\n\nat the\nAmerican cereals shipped in the usual pasteboard cartons arriving\nbeing completely\nport of Singapore and exposed to the heavy tropical rains\nd another\nsuggeste\nand\nthis\nof\nWhen later he spoke\nsodden with water.\nto pack\nway\nthe\nthat\ntold\nwas\nhe\nmethod of packing for such climates,\n\nthat that was\ncereals was in pasteboard containers and the inference was\npoint.\nthat\non\nsaid\nall there was to be\nWe in this country are a contradiction of desires.\n\nIn the slogan of the\n\n"}
{"page": 1088, "printed_page": "1066", "text": "1066\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nWe see\nalarm.”\npoliticians we both “point with pride” and “view with\nh\nalthoug\nit,\nrevive\nto\neffort\nno\nmake\nour foreign trade decreasing and we\ndriving\nis\ntrade\nan\nEurope\nthat\nconcern\nwith\nwe mourn the loss. We read\nit in words only\nour merchants from the markets of the world; we regret\nFrequently we\nand in the same breath we fear entangling alliances.\nies of world\nintricac\ninsist that we are sufficient unto ourselves; that the\nwithin our\neasily\nlive\ncan\naffairs are beyond our consideration; that we\nfrom\nremote\ntoo\nis\nmarkets\nforeign\nown borders; that all this stir about\nthis\nof\nry\ncitizen\nthe\nwhole\na\nas\nthat\nand\nman;\nthe pathways of the average\nhave\nwould\nthis\ndays\nearly\nIn\nthings.\nthese\nwith\ncontact\ncountry have no\nar, facts so crowd\nbeen presented to you in parable but today in this particul\nA mid-western\nin upon us that it is not easy to select from the abundance.\nconference on\na\nto\non\ntown a few years ago refused to accept an invitati\nIt bought\nlocal.\nentirely\nwas\nforeign trade on the ground that its trade\nwithin\ngoods\nctured\nmanufa\nits\nsold\nand\ns\nits raw materials for its factorie\nthis\nin\nwhich\nof\ngoods\ned\nproduc\nIt\nStates.\nfew\na\nthe limiting area of\nsurplus\nthis\nand\ncent\nper\n10\nabout\nof\nsurplus\na\nctured\nmanufa\ncountry, we\nEight years later the European markets were closed—\nwe sold in Europe.\nno other foreign market had been developed and the 10 per cent surplus\nThis surplus became a competing\nhad to be floated in this country.\ntern town and in course of time\nmid-wes\nthe\ny\nof\nproduct in the sale territor\nour foreign markets were gone.\nbecause\ndoors\nits\ns\nclosed\none of its factorie\nThis is but a sample of the attitude of many trade organizations: they\ncannot see that there is any foreign trade for them unless they are themselves selling to foreign markets; yet in the case of the mid-western city\ntheir entire market depended directly upon a successful continuance of\nforeign trade. “The members of that commercial organization were in dire\nneed of a good grammar school training in geography—such a training as\ntheir geography had not given them, but which we as leaders should insist\nWe are teaching much geogthat the young people of this country obtain.\nraphy without a vision, a geography of facts and names, and not a geography\nof utility. It will take a tremendous jolt to awaken the people to their\nIn pre-war days, the Consular Reports\nresponsibilities in this regard.\nexplaining the inadequacy of our knowlin\nissues\ndaily\ntheir\nfilled pages of\nedge of foreign markets; the inattention to conditions of transportation;\nand the disregard for the needs of foreign people. A stupid and unexcusable conceit reigned which could neither be penetrated by advice nor\nroused by diminishing orders.\n‘Those were the days God winked at; now\nhe calleth every man to repentance.\nA second objective is the study of the peoples of the earth. The general\n\nignorance of other races and what is worse, the obstruction to progress\nwhich this ignorance engenders is a very serious menace to the promotion\nof world affairs. There are many definitions of the word “race,” and\nmany ideas diverse and contradictory rush to the mind when the word is\nmentioned.\n\nI am talking of race as a social ritual; into which\n\na man\n\nis\n\n"}
{"page": 1089, "printed_page": "1067", "text": "DEPARTMENT\n\nOF NoRMAL\n\nSCHOOLS\n\n1067\n\nborn and out of which he rarely emerges.\nI have not time to defend my\ndefinition, but an understanding of it explains our attitude toward the\nimmigrants who come to our shores and is intricately associated with all\ntrue Americanization efforts.\nIt offers one a solace when his evenings\nare disturbed by the noisy demonstrations of our Italian people in celebration of a fiesta; when foreign flags fly in our streets in memory of some\nalien holiday; or when a group takes sides against us on issues involving\nthe land of their birth. It should double our efforts to make the children\nof these—born in our own social ritual—truly American.\nI like the\nstory of the boy of Italian parentage who, during the war, refused to take\npunishment from his father on the ground that ‘we Americans are not\ngoing to be licked by any foreigners.”\nAnd I condone the practice frequent in our public schools of classing as Portuguese, Italian, and the like\nchildren born under this social ritual of ours.\nTo know the races of the earth or to know those with whom we have\ncontact is a duty which every person in a land of so diverse a character as\nours should meet. We ignorant are fertile ground for the propagandist\nand many a voter has been unconsciously misled by a half truth attractively\nstated. Whether we like it or not, we have not the choice of being or not\nbeing involved in foreign affairs. We are involved and will be increasingly so. ‘There is no greater safeguard to hasty and ill-advised action on\nthe part of a country of wide franchise than an intelligent electorate.\nThe I. Q. of the American is said to be lowering, because of the influx\ninto the body of great numbers of middle and lower-class people from\nother lands. It is not comforting to contemplate this; but with the more\nrigid immigration rules of the present, especially the restrictive measures,\nwe can take heart if we undertake our task with courage and intelligence.\nThe foreign people to a large degree bring their prejudices with them;\ntheir lives have been ones of suppression; one of the greatest tasks of our\nschools is to teach the children of these immigrants to be constituents of an\namalgamated group, and not partisans of an isolated one. “There are many\nlines to be pursued, and here geography, well conceived, should be of vast\nhelp. It should give to them the background of the ideals of the land of\ntheir fathers; and not less so the aspirations of other lands equally as well.\nThe study is not one of capitals and boundaries, exports and productions,\nbut one of development of a nationality under the peculiar environment.\nAnd not only do these children of foreign parentage need this, but children\nof native parentage need it as much.\nAmericanization of foreigners is\nwell enough, but an intelligent American public is the greatest step toward\nAmericanization.\nOf course, if Americanization means what Russification\nor Germanization meant, we can get along with a deluded public; but I\ntake it that this is not true.\nIt has been confidently stated that the Conference for the Limitation of Armaments had every promise of failure\nbefore the actual meeting took place, because of the rabid anti-Japanese\npropaganda which was being inoculated into the public. ‘The telling blow\nwhich Secretary Hughes struck on the opening day drove this from the\npublic press and the Conference was little hampered afterwards by this\n\n"}
{"page": 1090, "printed_page": "1068", "text": "1068\n\nNaTIionaL\n\nEpuUCATION\n\nASSOCIATION\n\npublic be subjected to this; why\nfeeling. But why should the American\npupils to know Japan and the\nshould not the public schools prepare the\nCount the number of\n?\nelves\nthems\nJapanese well enough to decide for\nbeen decided by the propatimes in recent years that foreign policies have\nthe many; and you will be\nganda of a few rather than the thought of\namong us.\nalmost persuaded that we have another Potsdam\nnings of serious warnings conAgain we have in our magazines the begin\n“I'wo books have appeared, one\ncerning backward peoples of the earth.\nother on the threat of the supon the menace of the Islam world and the\nOne\noverstate the conditions.\npressed peoples, and both probably tend to\none\nand\ns\npeople\nced\nadvan\nas\nd\nclasse\nhalf a billion people of the earth are\none\nthese\nof\ne\nmenac\nThe\ns.\npeople\nard\nand one quarter billion as backw\nble\nequita\nand\nOnly by a just\nand one quarter is the theme of these books.\n‘They are realizing their\nclash.\nsome\navoid\nwe\ncan\nthese\ndealing with\npowerful leader may be\nyet\nstrength in numbers and some unscrupulous\nthrow again the world\nto\nand\npitch\nng\nable to bring these people to fighti\nity is to so befriend\ncalam\na\nsuch\nt\nagains\nnce\ninsura\ninto chaos. ‘The only\nso to develop their\nthese backward people as to render them unwilling and\nto create turmoil.\nresources for them as to make it unprofitable for them\non\nof races in our\nficati\nclassi\nThis cannot be done by teaching a superficial\nthe people\nrning\nconce\nation\ngener\nour\nof\nschools. The equipment of most\ns. We\ne\nviciou\ndegre\nlarge\na\nto\nand\nsort\nr\nmeage\nof the earth is of the most\n,\nand red\nyellow\nblack,\nwhite,\nthe\nd\ninto\ndivide\nis\nnd\ncan recite that manki\nwhite race is\nthe\nthat\nnue\nconti\nwe\nback,\ners\nshould\nour\nwith\nand,\nraces;\nonly\ncivilized and the others uncivilized and savage. A man who can tell\nnails\nfinger\ntheir\nlet\nand\nthat the Chinese wear queues, constrict their feet,\nain the open\nerow as a sign of gentility is not adequately prepared to maint\nmost of\nwhat\nis\nthat\nbut\n;\nion\nquest\nung\nShant\ndoor in China or discuss the\nard\nbackw\nthe\ne\nof\nmenac\nthe\ner\nconsid\nto\ntent\ncompe\nhe\nis\nNor\nus are doing.\nthe\nis\naphy,\npeoples if his only picture, as an inheritance from his geogr\nimis\nthings\nthese\nof\nNone\nCircassian Beauty of marvelous head-dress.\ns\nportant or necessary; most of them are irrelevant and lead to a viciou\ndisa\ninto\noped\ndevel\nhas\nraces\nng\nof\nthinking. In many cases the teachi\ncussion of fashion and should be classed with the Godey’s Ladies Book\nstyle of literature rather than geography. We need a knowledge of peoples in their environments; of the Japanese of such a character as to show\nhow in their peculiar physical setting, they have developed their ideals\nand aspirations, their nationality. We do not need to know the individual\nor exotic specimen; we need to know them collectively as a people.\n‘The commencement addresses brought to our attention this need ; and if\ncommencement addresses were potent in shaping public opinion, we have\nthe greatest hope that the steps which I am urging are on the way to\nfruition. Secretary Hughes in his Ann Arbor address emphasized the need\nof a sound public opinion, declaring that untruths concerning the peoples\n\nof the earth are the greatest present hindrances to the country’s foreign\npolicies.\n\n"}
{"page": 1091, "printed_page": "1069", "text": "DEPARTMENT\n\nOF NoRMAL\n\nSCHOOLS\n\n1069\n\nThe third objective is based on conservation. We have long lived in a\nprofligate country and our adjustments to a world in stress are slow. We\nhave boasted of our land of plenty, our asylum for the down-trodden of\nEurope; and our ability to give them liberty of mind and body.\nThe last of our free land is gone; our cattle ranges are being restricted;\nextensive agriculture is giving way to intensive cultivation of the soil.\nThe new generation must face a new day; not a day of wasteful extravagance, but a day of careful measurements of resources.\nThe last Census recorded that there were 100,000 less people in rural\ncommunities than there were in 1910; and 10,000,000 more people in continental United States: a 10 per cent decrease in food producers, and a 10\nper cent increase in consumers.\nThe United States Geographical Survey informs us that many here will\nsee the depletion of our petroleum preserves.\nWe have been using our forests at the rate of 40 cubic feet of wood\nper acre per year and growth is only at the rate of 12 cubic feet per acre\nper year.\nGreat plans are being presented to Congress for a Trunk Power line\nbetween this city and Washington, which has for its primary argument\nthe conservation of coal and the utilization of water power.\nYes. We are facing a new day. What are we to do about it? Shall\nwe continue to listen to youngsters, drone out the unrelated facts of wheat\nand lumber and fish? Or shall we induct them into the problems of production as it affects a world ready to starve or be easily fed according to its\nintelligent decision?\nThese are the objectives for the study of geography which I am presenting to you. I have purposely omitted one or more commonplace ones\nand I have refrained from arguing a place in the sun for geography, based\non purely academic reasons.\nThere is a great need for the knowledge which a proper study of\ngeography offers. This need is not apparent to the teacher whose main\nobject in her work is completing a prescribed course or finishing a textbook;\nnor is it patent to the supervisor whose attention is on set courses and not\non the world about us.\nThe public schools should face the demands of today and tomorrow in\nits geography program and not the conditions of yesterday. “This work\nappears to me as simple as it is desirous.\n\nWhy spend millions on a merchant marine and allow our young people\nto grow up ignorant of foreign markets?)\nWhy send a million or more\nmen into Europe to end the militaristic threat of a deluded people, and\nmake no attempt to dispel the delusion of our own people? Why turn\nall the available departments of our government to the task of conservation\nand utilization, and make no attempt to keep pace in the schools with these\nnecessary and intimate problems of livelihood?\n\n"}
{"page": 1092, "printed_page": "1070", "text": "NATIONAL\n\n1070\n\nGEOGRAPHY\nDOUGLAS\n\nC.\n\nRIDGLEY,\n\nFORMERLY\n\nOF\n\nCLARK\n\nILLINOIS\n\nEDUCATION\n\nASSOCIATION\n\nFOR RURAL\nUNIVERSITY,\nSTATE\n\nNORMAL\n\nSCHOOLS\n\nWORCESTER,\n\nMASSACHUSETTS,\n\nUNIVERSITY,\n\nNORMAL,\n\nILLINOIS\n\nfrom the view point\nThe previous discussions have presented geography\n‘These\ngeography.\ng\nof the course of study and of objectives in teachin\nrelathe\nupon\nand\nphy\ngeogra\nof\nviewpoints look out upon the entire field\n.\nschools\nrural\nin\nor\ncity\nin\nr\nwhethe\ntion of geography to all pupils\nof the opportunities\nIn this discussion, we are asked to point out some\n“The local enphy.\ngeogra\nof\ng\nteachin\ne\neffectiv\nthe\n‘n rural schools for\ndifferent from that\nvironment of the school in the open country, is widely\nadvantages as well\nits\nhas\nof the school in a large city. Each, however,\nof geography\nsubject\nthe\nof\nation\nas its disadvantages in the concrete present\nthe rural\nof\nteacher\n‘The\nschool.\ntary\nto boys and girls of the elemen\nabunesent\never-pr\nan\nhas\neach\nschool,\ncity\nthe\nof\nschool and the teacher\nmake\nto\nwhich\ndance of geographic materials in the local environment with\nactual\nthe\nand\nk\ntextboo\nvital connection between the geography of the\nwork-a-day world in which the pupils are living.\nthe boys and girls\nIn order to appreciate what geography may offer to\nof modern educas\nprogres\nthe\nmind\nin\nkeep\nto\nof America, it is necessary\nin particular.\nphy\ngeogra\nschool\nmodern\nin\ns\nprogres\nthe\nand\ntion in general,\n\nto the welIn an effort to have the school contribute more and more fully\n\na helpful way with\nfare of the individual, and to enable him to cooperate in\nto make.\nution\ncontrib\nunique\nthose about him, geography has its\n\nrelation to his\nGeography has always been a study in which man’s\nhas seemed\nstudy\nthe\ntimes,\nAt\nplace.\na\nhad\nnatural environment has\nfundawith\nplaces\nthe\nte\nassocia\nto\neffort\ndefinite\nt\nwithou\nto deal with places\n\nthe activities of the\nmental relationships existing between the region and\nto lead to an\nseemed\nhas\npeople living there. At other times the study\nregions of\nvarious\nin\npeople\nof\nes\ninteresting investigation of the activiti\nexerted\nces\ninfluen\nul\npowerf\nthe\nof\nation\nthe earth without a keen appreci\nIn reration.\nconside\nunder\nes\nactiviti\nthe\non\nnment\nby the natural enviro\nturned\nhave\nphy\ncent educational progress, students and teachers of geogra\net to boys\nmore and more to the point of view that geography is to interpr\nay work\nevery-d\ny,\nordinar\nthe\nn\nand girls, the relationships existing betwee\nall parts\nin\nlive\npeople\nwhich\nin\nnment\nof mankind and the natural enviro\nof the earth.\nattention in the\nThis relationship may first be brought to the pupil’s\nthe natural\nand\nactivity\nhuman\nthe\nhere\nfor\nhy,\ngeograp\nstudy of home\ndirection\nthe\nUnder\nenvironment are matters of first-hand observation.\nfactors\ntwo\nthese\nof a skilful teacher of geography the relationship between\ngrades.\nfourth\nand\nthird\nthe\nof\nbecomes readily apparent, even to pupils\ndge of\nIn the study of more distant regions, a concrete, first-hand knowle\ngainin\nvalue\ngreat\nof\nis\nlocality\nhome\nthe\nof\nships\nthe geographic relation\nhic\ngeograp\nThese\nregions.\nother\nof\nanding\nunderst\ntive\ning an apprecia\n\n"}
{"page": 1093, "printed_page": "1071", "text": "DEPARTMENT OF NoRMAL\n\nSCHOOLS\n\n1071\n\nrelationships of the home locality may center in the open country with\nits wealth of natural environment and its essential connection with the\ncity or, on the other hand, these relationships may center in the city with\nits wealth of human activities, and its vital dependence upon the open\ncountry.\nFrequent and direct comparison of the geographic relationships\nof the home locality with other regions of our own and of foreign lands,\nwill aid in developing ideas necessary for intelligent citizenship in America,\nand in the World.\n‘The teacher in the rural school has an exceptional\nopportunity to develop the study of geography by means of illuminating\ncomparisons with the region best known to the pupils.\nIn order to see the possibilities of the teaching of geography in the rural\nschool, it is desirable that the teacher have clearly in mind the factors of\nthe natural environment which are unquestionably geographic in their\nbearing, the kinds of human activities which are closely related to man’s\nenvironment, and the relationships which are strongly geographic in\ncharacter.\nThe natural environment in which the people of the world are living\nmay be considered under nine categories: location, climate, surface features,\nsoil, water supply, ocean, minerals, plants, and animals.\nThe human\nactivities of the world may be grouped under three categories: economic,\nsocial, political. The twelve topics of this enumeration include basic\nmaterials for all of the natural sciences and all of the social sciences. ‘These\ntopics may be treated separately, and fully, without touching the subject\nof geography.\nIt is the special province of the teacher of geography, however, to select from these two great groups of subjects the large, simple,\noutstanding facts and show the relationship existing between them.\nThese relationships are ever-present, fully operative, and readily ap-\n\npreciated in the local environment of every rural school. ‘The region in\nthe neighborhood of the rural school thus becomes a laboratory in which\nto develop definite, concrete geographic concepts, to test by comparison the\ngeographic facts of distant regions, and to make the study of geography\nreach beyond the covers of a book.\nLet us now turn to the opportunity thus offered to the teacher of the\nrural school and see how the materials at hand may be used. We shall\nassume, that a course of study in geography will follow the same large\nunits of study whether for rural schools or for city schools. We shall\nassume, also, that the great objectives to be attained in the study of\ngeography are suitable alike for pupils of country and of city. We wish\n\nmerely to examine how the teacher of the rural school may use effectively\nthe materials at hand in developing the course of study and in attaining\nFor this purpose, we shall\nthe objectives of good geography teaching.\nselect from the list of the geographic factors in the natural environment\na few topics which may readily find concrete presentation in rural schools.\nWe shall first consider climate, one of the most far-reaching controls of\nThis control is fully appreciated even withhuman activity in the world.\nThe facts of temperature,\nof meteorology.\nknowledge\nout any theoretical\n\n"}
{"page": 1094, "printed_page": "1072", "text": "1072\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nonship of man’s activities\nmoisture, and winds are self-evident. The relati\nin every locality. The\nated\nillustr\nto these climatic controls is concretely\nsing with the pupils\ndiscus\nof\nunity\nopport\nthe\nteacher of the rural school has\nt definitely and\nbrough\nbe\nto\nneed\n“They\narise.\nthey\nthese relationships as\nin their local inconcretely into consciousness in order to be appreciated\nlands, having a\nin\nls\nfluence and in order to appreciate the climatic contro\nthe school is\nwhich\nin\nregion\nvery different climate from that of the\ndelayed, or\nare\nions\noperat\nfarm\nwhen\nr\nIn times of wet weathe\nlocated.\nthe pupils\nhelp\nmay\nr\nteache\nthe\noccur,\nin times of flood when heavy losses\nhout the\nthroug\nplaces\nmany\nat\noccur\nions\ncondit\nto understand that such\nthe delessen\nge to\nworld and that people plan great systems of draina\nenough\nhigh\nbuilt\nbe\nstructive effects of too much rain; that bridges must\nIn\noccur.\nmay\nwhich\nfloods\nt\nand strong enough to withstand the highes\nsevere\nin\nor\nusual,\nthan\nless\nare\nyields\ncrop\ntimes of dry weather when\nlocal situadrought, when lack of rainfall results in serious crop losses, the\nthe earth.\ns\nof\nregion\nother\nto\nmade\nation\napplic\nthe\nand\nsed\ndiscus\nbe\nmay\ntion\nhome\nthe\nl\nfor\nrainfal\nThe desirability of a well distributed, moderate\nions\ncondit\nphic\ngeogra\nthe\nabout\nng\nlocality gives a basis for concrete thinki\nin extensive areas of the earth.\nbe\nWe may next consider surface features of the land. ‘This topic may\nAn\nschool.\nrural\nevery\nof\nlocality\ne\ndealt with concretely in the immediat\nexamination and a discussion of the actual relief of the land in the school\ndistrict, and as far beyond as the experiences of the pupils have carried\nthem, is well worth the time and effort required as a means of carrying\n‘Teachthe subject of Surface Features beyond the covers of the textbook.\ncompels\nrelief\nland\nthe\nlocality\ners and pupils may see that in their own\nthe expenditure of much money and labor in draining swamps, and that\nthe improved condition of the soil and the large production of crops year\nafter year yield a handsome return for the effort. They may see that\nthe upland ridges have a poorer soil and yield smaller crops than the\nThey may see that the slope of the land\nmore nearly level tracts between.\nto use certain portions of their land for\nlocality\nhas led the farmers of the\nSuch\nother portions for woodland.\nand\npasture,\nfor\nportions\ncrops, other\nconcrete observation of local relief and a discussion of the relationship of\nthis local relief to the actual work of the families to which the pupils\nbelong, lays a sure foundation for correct thinking concerning distant\nregions which can be known only through pictures and reading.\nA definite study of the plant life and animal life of the region about a\nrural school and their relation to the work of the neighborhood, will yield\nvaluable results in the study of geography.\nA good starting point in this\nstudy is that of the native plant life and the wild animal life of the region\nand their relation to the work of the Indians who occupied the region\nWe may then show the advantages of\nbefore the coming of white men.\nsubstituting cultivated crops for native forests or open prairie, and the\nadvantages of raising domestic animals in an agricultural region. “The\nvery existence of mankind is so directly dependent on plants and animals,\n\n"}
{"page": 1095, "printed_page": "1073", "text": "DEPARTMENT\n\nOF NORMAL\n\nSCHOOLS\n\n1073\n\nthat these factors of the local environment in any agricultural region, are\nnow dependent on man’s own work. A study of the kinds of plants and\nanimals in the locality of the school and the reasons for their selection in\nthis region aids greatly in understanding the local geography.\nA clear\nnotion of the geographic controls of the plant and animal life of the home °\nlocality gives a concrete basis for the study of the plant and animal life\nof other regions of the world.\n<A keen perception of the home situation\nenables the pupils to see that it is just as natural for the Laplander to\nraise reindeer as it is for us to have horses and cattle; that it is just as\nnatural for the Chinese to raise rice as their chief bread stuff as it is for\nus to raise wheat.\nAnother factor of the natural environment of wide application in\ngeography, is that of location.\nPupils may be led to discover that much\nof the work of the region in which they live is dependent in a very large\nmeasure on the location of their home on the surface of the earth. They\nmay be led to see that the location of the home region with reference to\nthe equator determines many things: the length of day and night throughout the year; the sun’s path through the sky; the time of year when each\nseason comes; the differences in the seasons; the kinds of crops that they\nThey may see\nmay raise; the kind of clothing which they may wear.\nthat their location with reference to the sea has direct consequences on the\nindustries of the locality. The location of the home region with reference\nto altitude, with reference to relief features, with reference to transportation lines, cities, and markets may be definitely worked out and applied\nto the ordinary activities of the people of the neighborhood.\nLet us now consider what such a treatment of the geographic materials\nin the locality of a rural school may accomplish for the boys and girls\n;\nof American rural schools:\nprogress\nthe\nthat\nfact\n1. It will give them a keen appreciation of the\nthe use\nby\nmeasure\nlarge\nin\nof their own community has been determined\nNature.\nof\ngifts\nthe\nthat has been made of\n2. It will enable them to see that all people everywhere are constantly,\nand necessarily. adapting themselves to the rural conditions of the region.\n3. It will show them that they would necessarily live very differently\nif they were in a region with a natural environment strikingly different\nfrom their own.\n4. It will lead them to see that people everywhere are very much like\nng\nthe people of their own locality in the fact that all people are endeavori\nwhich\nin\nent\nto get as good a living as possible from the natural environm\n\nthey live.\n5. It will give them a more wholesome attitude toward the peoples\nof other countries, and of other races, as the study leads the pupils to see\nmore clearly the common traits and common aspirations of all peoples.\n6. The rural school offers unsurpassed opportunities for teaching\ngeography with a concreteness that will insure to the youth of rural\nAmerica an elementary mental grasp of world relationships among people\n\n"}
{"page": 1096, "printed_page": "1074", "text": "NatioNAL EpucaTION, ASSOCIATION\n\n1074\n\noband among nations. This concept, through wide and well directed\ncompreand\nfirm\na\nservation and reading in after years, will enlarge into\nwill geoghensive mental grasp of national and world affairs. ‘Thus,\ntrained\nare\nwho\ngirls\nand\nboys\nthe\nraphy contribute its share in enabling\n‘n the wholesome environment of the open country, to become worthy\ncitizens and capable leaders in the economic, social, and political affairs\nof their local communities, their State, the Nation, and the world.\n\nTHE\nF.\n\nW.\n\nELEMENTARY CURRICULUM AS PRESENTED\nNORMAL SCHOOLS\nWRIGHT,\n\nSTATE\n\nSECONDARY\n\nDIRECTOR\nEDUCATION\nBOSTON,\n\nOF\n\nDIVISION\n\nAND\n\nOF\n\nNORMAL\n\nELEMENTARY\n\nIN\n\nAND\n\nSCHOOLS,\n\nMASSACHUSETTS\n\nFitting it is that a portion of this great conference should meet to consider the problems of teacher training. Less than ten miles from where\nwe are convened can be found a building marked with this inscription:\n“This building was used as The First Normal School in America. Opened\nwith 3 pupils, July 4, 1839.” An appropriate day and place for laying\nthe foundation of a movement so vital to the life of our Nation. Here\nHorace Mann established the principle that teaching was both a science\nand an art and required training and skill for its successful performance.\nWith the lapse of eighty-three years since the opening of this first State\nNormal School in Lexington, Massachusetts, the fundamental importance\nof Horace Mann’s statement that common schools will never prosper with‘This first State normal\nout normal schools becomes increasingly apparent.\nschool, opening with three students, has increased to 167 State normal\nschools enrolling 80,000 students.\nNotwithstanding the rapid growth of this type of educational institution,\nthe field of the State normal school is much larger than it has yet been\nable to occupy. With less than half of the 700,000 teachers of the Nation\npossessing any special preparation for the important duties of their work;\nwith an approximate annual demand for one hundred thousand new teachers and an output of but eighteen thousand trained teachers each year, it\nis clear that the normal school has not even approximately met the end\nfor which it was established—the training of an adequate supply of teachers\nfor the public schools. With thousands of children on part-time on\naccount of inadequate housing; with teaching groups running to fifty, sixty,\nand even more; with scores of thousands of teachers with not even a full\nhigh-school course as preparation, we are in need of more trained teachers\n\nthan can possibly be produced by our institutions established for that\npurpose, and as at present maintained.\nThe public seems to have been lulled again into a false sense of security\nwith reference to a situation that was much under discussion a year or two\nago—namely, the shortage of teachers. We need a new definition of\n\n"}
{"page": 1097, "printed_page": "1075", "text": "DEPARTMENT OF NorMAL\n\nSCHOOLS\n\n1075\n\nteacher shortage as a means of again arousing public interest in a situation\nthat should no longer be so complacently accepted.\nThere will be a teacher\nshortage until each child of school age is in school for a full day, in a\ngroup not larger than thirty-five, and taught by one who has had at least\ntwo years of professional training beyond the four-year high-school course.\nMore important than any ofthe ten points by which the school systems\nwere recently measured by the Russell Sage Foundation is the single outstanding factor of teacher training. We shall not know whether Montana\nis in first place, Massachusetts in ninth place, or Pennsylvania in twenty-first\nplace among the States of the Union in the efficiency of her school system\nuntil we determine the degree to which her teachers are trained, and such\ninformation is included and properly weighted in a National school survey.\nIndeed, a recent study of this factor by Dr. Burgess, affecting fourteen\nStates, established an index number for teacher training in these States\nthat is most suggestive and illuminating.\nIn his last published work, Modern Democracies, James Bryce says,\n“Democracy is based upon the expectation of certain virtues in the people,\nIt assumes\nand on its tendency to foster and further develop these virtues.\nby\npurified\nhonor,\nby\nelevated\nnot merely intelligence, but an intelligence\nrelies\nIt\ncommunity.\nthe\nto\nduty\nof\nsense\na\nby\nsympathy, and stimulated\nupon the people to discern these virtues and to choose their leaders by\nthem.”\nThat a democracy, founded as Bryce has here set forth, can long endure\nwithout a vigorous and broadly applied educational policy, is to expect what,\nby the very nature of things, cannot be. A nation cannot be free and\n\nignorant at the same time. A wide diffusion of educational opportunities\nand\nis essential to an intelligence elevated by honor, purified by sympathy,\nSpaulding\nDr.\nas\nIf,\n.\ncommunity\nthe\nto\nduty\nof\nsense\na\nby\nstimulated\ntenthrecently said, we are a nation of sixth-graders, taught largely by\ndemocracy\na\nin\neducation\nto\ngraders, we have need to give careful thought\n\n“The outas the index of our future National strength and character.\ninto\nbringing\nand\ntraining\nof\nthat\nis\nstanding task of American education\ners\ntask—teach\nhigh\ntheir\nfor\nfitted\nteachers\nthe schools of our democracy\nservice.\nwho are scholarly, professional, and devoted to the public\nan institution\nThe term, normal school, as used in this paper applies to\n\nr secondary\nthat requires for admission the completion of a full four-yea\nin length.\nyears\ntwo\nleast\nat\ncourse\ncourse, and which offers a professional\ncountry.\nthe\nof\nparts\nall\nin\nn\ndefinitio\nI find that this is not the accepted\nand\nschools,\ncondary\nquasi-se\nare\nthat\nions\ninstitut\nOn the one hand, we find\njunior\ncollege,\nnormal\ncollege,\n’\nteachers\nas\nterms\nsuch\nfind\non the other, we\nonce called normal\ncollege, and senior college associated with what we\nconfusion in our\ncreating\nof\nI fear that we are in grave danger\nschools.\nsupport our\nwho\npublic\nlay\ngreat\nown minds and in the minds of the\n\nterm, normal school,\ninstitutions in our apparent desire to abandon the\nmay not be accu\nterm\nThis\nons.\ninstituti\nin naming our teacher-training\nit has the virtue of meaning\nrately descriptive of the institution we serve, but\npeople.\nsomething very definite in the minds of the\n\n"}
{"page": 1098, "printed_page": "1076", "text": "1076\nae\n\nnn\n\npe\n\nNATIONAL\nNU\n\nEDUCATION ASSOCIATION\nSE\n\nschools\nIt has never seemed to me to be the true purpose of the normal\ns\nsometime\nI\ncolleges.\nto serve either as secondary schools or as liberal arts\nserving\nof\nout\nschools\nthese\nfear that, after having, in most States, raised\nas secondary schools with commercial, college preparatory, and other\ncourses, no one of which was specifically designed as preparation for teaching, we are in danger of leading them into the mist by having them serve\nas junior and senior colleges. We are in need of a clear reassertion of the\nreal purpose of the normal schools if they are to rise to their full stature\nand occupy the important place that is theirs to claim.\nIn commenting upon the tendency in some States to offer in teachertraining institutions, courses of college and non-professional character, the\nsixteenth annual report of the Carnegie Foundation for the Advancement\nof Teaching says: “There is no intention in what is said here of disparaging\nthe junior college movement either as an outgrowth of municipal secondary\neducation or as found in separate institutions; it is intended to urge emphatically what experience has made clear beyond question, namely, that a\nsound school for teachers must have its own exclusive curricula and student\nbody, its own staff of teachers, its own buildings and equipment, and its own\nindependent budget and administration for the reasons that hold good for\nevery form of advanced professional training.”\nInspection of some of the curricula of recently established teachers’ colleges and, indeed, of some of our normal schools, leads one to believe that\nnot always, or fully, have we realized that the sole function of teachertraining institutions is to train teachers. A catalog of the curricula offerings in these institutions would be long and varied, and would reveal some\nsubject matter that even the most elastic imagination could not include\nwithin the range of the curricula designed to prepare teachers for public\nelementary or secondary schools.\nClaim can here be made that our so-called teachers’ colleges (recently\ncalled normal schools) are designed to train teachers for the secondary\nschools. Doubtless this is an important function of these institutions, as\nis revealed by a recent limited survey conducted by F. L. Whitney, of the\nUniversity of Minnesota.\n‘This survey shows that 507 graduates of 3\ntypical State normal schools with a two-year course, and one typical teachers\ncollege with a four-year course began their first year of service as follows:\nOf the graduates of normal schools with the two-year course, 95 per cent\ntaught in the elementary school; of the graduates of the teachers’ college\nwith a four-year course, 89.9 per cent taught in the high school.\nI wish to state at this point, however, a firm conviction that in length-\n\nening our courses to four years in either normal school or teachers’ college\nwe should guard against the impression that the four-year course is for\nteachers in secondary schools only. .Increasingly, public opinion will demand four years of post-secondary training for teachers in the elementary\nand junior high schools as it now does for the senior high school. For\nyears, some Massachusetts State normal schools have offered a three-year\ncourse in addition to the standard two-year course, and a premium is\nplaced upon graduates of this course by committees seeking teachers.\n\n"}
{"page": 1099, "printed_page": "1077", "text": "DEPARTMENT\n\nOF NoRMAL\n\nSCHOOLS\n\n1077\n\nThe time may not be far distant when we shall pay teachers upon the\nbasis of preparation and successful experience, irrespective of the grade or\nyear in which instruction is given, as is now done in a few cities, notably\nDenver.\nThen can we hope for a compulsory four-year professional\ncourse for teachers in all grades of our public schools from the first through\n\nthe twelfth.\n\n&\n\nBroad training is essential to teaching in any grade or year of the\npublic school. Too long have we believed that the teacher in the primary\ngrades could be qualified on a lower plane than the teacher in the high\nIndeed, one might venture the opinion that pupils in the high\nschool.\nschool can better withstand the evils of poor teaching than those in the\nearly elementary grades.\nIn planning our teacher-training curricula we should constantly ask our“selves the question: What are these young people to be called upon to\nteach? I sometimes think that the question uppermost has been: What, as\npost-secondary students, ought these young people to study? It may seem\nthat these two questions are so closely related that they have the same answer.\n\nThe curricula of the public schools and not of the liberal arts colleges\n\nshould be the center of gravity in the preparation of the curricula of our\nteacher-training institutions.\nto a\nHow far short some of us have fallen is revealed in the answers\nrewere\nReplies\nquestionnaire recently sent out from Clark University.\nthe\ngive\nand\nStates,\n32\nceived from 75 normal schools, distributed through\ngeographic preparation of 5497 recent graduates, as follows: 15.7 per cent\nof\nhad no geography in normal school; 39.4 per cent had a single course\nhad\ncent\nper\n17.7\nweeks;\n18\nof\ncourse\nsingle\na\nhad\ncent\nper\n24.9\n12 weeks;\na single course of 24 weeks; 12.0 per cent had a full year.\ny a\nWhen we recall that almost none of these graduates made geograph\nnce\nsignifica\nthe\nsee\nwe\nschool,\nry\nelementa\nthe\nsubject of study after leaving\nnormal\nthe\nin\ny\ngeograph\nof\nmethod\nand\ncontent\nthe\nin\nof a sound course\nuniversity,\nschool. Since this subject is now given graduate study in the\nthe\narouse\nto\nfail\nwill\nthere is little danger that, properly presented, it\ninterest of students in the normal school.\ndescription in\nIn the light of the foregoing data, Edward Yeomans’\nextreme as at\nso\nseem\nnot\nmay\nhy\ngeograp\nof\nteacher\na\nShackled Youth of\njust as\nmight\nHe says, “She chose geography because she\nfirst reading.\nrememat\ngood\narly\nwell teach that as anything, and she seemed particul\ncares considerably\nbering the boundaries of things and principal rivers. She\nIts\nHall Caine.\nof\nbook\na\nfor\ndoes\nshe\nthan\nless for geography, per se,\nto\nit\nteaching\nliving\na\nmake\ncan\nshe\nthat\nfact\nthe\nin\nimportance consists\nchildren.”\nnt subjects in\nWhether similar investigations dealing with other importa\nresults in our\nparallel\nyield\nwould\nthe curriculum of the elementary schools\nbly sure\nreasona\nfeel\nmight\none\ndid,\nthey\nIf\nnormal schools, one cannot say.\nconsuch\nwhere\n,\ncolleges\n’\nteachers\nor\nschools\nthat graduates of normal\nor\nhistory,\nditions obtain, would make a sorry task of teaching hygiene,\n\n"}
{"page": 1100, "printed_page": "1078", "text": "1078\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwhat our\narithmetic. It is more important that we feel reasonably sure\nade\nfifth-gr\nin\nchildren\nof\ngroup\na\ngraduates will do when confronted by\nof\ngy\npsycholo\nthe\non\nwisdom\nexude\nto\nable\nbe\narithmetic than that they\nstate\nto\nsuffice\nit\nwill\nNor\nrule.\nslide\nthe\noperate\nto\nable\nnumber or be\nthat they have studied college algebra in the normal school or teachers’\ncollege. Splendid it is if our teachers of arithmetic can have advanced training in mathematics, but this should not come in the normal school at the\nexpense of method.\n\nOur problem, then, in preparing curricula for teachers in the normal\nschool seems to be that of so presenting the curriculum content of the\npupil in the public school to the student in the normal school or normal\ncollege on a level sufficiently high to make the work professional to the\nhighest degree. The normal school should not teach arithmetic, but should\nteach teachers to teach arithmetic.\nAs is suggested in the monumental report of the Carnegie Foundation\non the Normal Schools of Missouri, instruction in normal schools should\nnot consist merely of review of subjects in the elementary or secondary\nschools, with appropriate methods and devices, but should be a professional\ntreatment of the whole subject, which will clarify the understanding of the\nteacher in training, and deepen his appreciation of the subject.\nProper\npresentation of a subject in the normal school should include a knowledge\nof the processes of the subject, an understanding of the mental processes\ninvolved, and some study of the genetic development of the subject and\nits various applications. Subjects are to be made professional in treatment\nthrough proper selection and organization of material, by the adaptation of\nthe material to teaching, and by utilization of the experience of the normal\nschool student in learning as a means of throwing light upon his problems\nin teaching. To quote from this report: ‘The initial skill of teachers sent\nout from the normal school depends, in no small measure, upon the teaching\nto which they have been subjected.”\nIf we are to send into the schools teachers professionally trained, we must\nprofessionalize the subject matter they are to teach. In doing this we shall\nfind no subject in the elementary curriculum beneath the dignity of a\nteacher-training institution.\nIn placing the emphasis in teacher-training curricula for the elementary\nschool we should keep clearly in mind the major points of emphasis in the\n\ncurricula of the secondary school where our teachers in training received\ntheir preparation. The report of the U. S. Commissioner of Education\nfor 1917 shows the following distribution of time in American secondary\nschools: Foreign language, 17.5 per cent; English, 22.3 per cent; mathematics, 17.5 per cent; history and civics, 13.5 per cent; biological sciences,\n5.8 per cent; physical sciences, 7.6 per cent; vocational and practical arts,\n6.8 per cent; drawing and vocal music, 11.2 per cent.\nA survey of 184 rural high schools chosen at random in New York,\ncarried on by Professor Works of Cornell University, showed that 44\nper cent of the pupils’ time is given to the study of languages, including\n\n"}
{"page": 1101, "printed_page": "1079", "text": "DEPARTMENT\n\nOF NorMAL\n\nSCHOOLS\n\n1079\n\nEnglish, or almost 21 per cent, excluding English.\nApproximately 18 per\ncent of his time is given to mathematics as compared with 11.2 per cent\ngiven to all the natural and social sciences, including American history and\ncivics. ‘Che pupil in the typical small high school in New York State\ngives as much time to the study of foreign languages as he gives to the\nnatural sciences, agriculture, and> ‘the social sciences combined, according\nto Professor Works’ findings.\nThe important place that the social and natural sciences are to play in\nthe years that lie ahead dictates a policy of giving a large and important\nplace to these subjects in the preparation of teachers.\nAmerican history\nand civics, professional ethics, the elements of economics and sociology,\nnature study, hygiene, gardening, agriculture, and practical science, afford\na background for instruction in the normal school that will carry over into\nthe elementary school.\nWhen many of our secondary schools give as much time to Latin as is\n\ngiven to all of the biologic sciences and American history and civics combined, and as much time to modern foreign languages as to the physical\nsciences, economics, sociology, agriculture, home-making and shopwork\ncombined, there is need to shift the center of gravity in the curriculum\nof the normal school away from the traditional and academic and into the\nsocial and scientific if the six or eight years of preparation following the\nelementary school are to give us teachers who can train this generation of\nchildren for the important responsibilities that face them.\nThat English should be the centre of the elementary curriculum is obvious.\nI do not mean that we should spend our time in correcting the speech\nof normal school students, or in teaching them the elements of good form\nin writing letters. When we have the courage that we ought to have we\nshall admit to our normal schools only those who can pass a thorough\nexamination in at least the elements of literature, who can express themselves accurately and with some fluency in both speech and writing, and\nwho can spell the minimum vocabulary of a high-school graduate.\n‘There\nis more important work for the normal school to do in the field of English\nthan to serve as a correctional institution.\nA thoroughgoing course in\nliterature for children, dramatization, story-telling, oral and written composition, library study, and spelling content and method, offers a wide\nenough field for an elementary course in the normal school longer than two\nyears.\nThe normal school that would best serve the public schools of today is\nthe normal school that in its curricula gives proper place and attention\n\nto physical education,\n\nwith all that that term\n\nconnotes.\n\n‘Twenty-eight\n\nStates now have compulsory physical education laws in one form or another.\nNo State-wide program for physical education can be effective, however\nsplendid the law creating it, unless the normal schools of that State see the\ntremendously important part that they must take in carrying the program\nWe have made it clear to our recently appointed State superforward.\nvisors of physical education in Massachusetts that the State normal schools\n\n"}
{"page": 1102, "printed_page": "1080", "text": "1080\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n_—$$$<$<$$$<$<_\n\nA two-weeks’ conference\nare to receive a large share of their attention.\nschools and\nof all of the teachers of physical education in our State normal\nat the\nweek\nnext\nopen\nwill\nn\nour State supervisors of physical educatio\nschools\nsummer\ntwo\nwill\nas\nschools,\nsummer session of one of our normal\nunder the\nof physical education for supervisors and classroom teachers,\nphysical\nteach\nmust\nschools\nnormal\n“The\nors.\nsupervis\nState\ndirection of our\nd\nsuppose\nthe\nas\nics\ngymnast\nformal\nwith\nsatisfied\nbe\nnot\nand\nn\neducatio\nce.\nmeans of caring for the health of the students in attendan\nIf we are to become a nation of intelligent consumers, more attention\nmust be given to the fine and practical arts in the preparation of teachers\nDrawing and handwork, music, the elements of\nfor our public schools.\nmust be given their proper appropriation\nshopwork\nand\nhome economics\nand time allotment in the curricula of the normal school.\nAmong the new developments of our curricula for State normal schools\nin Massachusetts is a course in professional ethics. “There is now in process\nof printing a bulletin setting forth the work of a committee appointed\nAfter two\nfrom our faculties for the purpose of preparing such a course.\ndefinite\nsomewhat\ntaken\nhas\nit\nmaterial,\nthe\nof\ntrial\nand\nyears of discussion\nn of\npreparatio\nthe\nin\nemphasis\nfor\npoint\na\nis\nme,\nto\nseems\nit\nHere,\nshape.\nBoth the medical and legal professions are developing codes\nteachers.\nNo body of public servants with the intimate social contacts\nof ethics.\nof the teachers in our schools should be without a set of guiding principles\nTime should be found in our normal school curricula\nin doing their work.\nthrough projects, of the ethical responsibilities\nt,\npossibly\ndevelopmen\nfor the\nof our profession.\nThe occasion does not demand that a catalog be here given of the several\nunits of study that shall make up the elementary curriculum in normal\nSpecific reference has been made to three or four that seem\nschools.\nIt has\nespecially significant in the light of present educational tendencies.\nof\ncurriculum\nthe\nin\ncourses\nmethods\nhave\nwe\nthat\nbeen urged, however,\nthe elementary school, together with such courses of a cultural and professional nature as will give breadth and depth to the teacher’s preparation.\nThat has been, and is; the conception we have in this State of the duty\nof the normal school in preparing teachers.\nWith this conception in mind, a significant piece of democratic curriculum\nmaking has been going on in the State normal schools of Massachusetts for\nEighteen committees were appointed by the Departthe past three years.\nment of Education and a steering committee of three principals for the\ndistinct purpose of revising the elementary curriculum. Preliminary reports\nwere made at the end of the first year, at our second annual State conference of normal school instructors.\n_Mimeographed copies of each report\nwere distributed and departmental conferences held. After a year of\ntrial in the several schools, the reports were revised and presented for\nfurther discussion at our third annual conference.\n“These reports are\nbeing used as a teachers’ and students’ manual in the normal schools. Each\ngraduate will carry a copy away for her use as a teacher, a sufficient supply\n\n"}
{"page": 1103, "printed_page": "1081", "text": "DEPARTMENT\n\nOF NorMAL\n\nSCHOOLS\n\n1081\n\nof each having been printed for a five-year period. After further revision,\nthree additional reports are now in process of printing, including the report\non professional ethics, already mentioned.\nIt is our intention eventually\nto print all of these committee reports as the basis of the elementary curriculum in our State normal schools. ‘To be sure, we shall keep them\nunder constant revision and use them with sufficient elasticity to give free\nscope to the initiative of our most ambitious instructors.\nAs a means of interpreting this work in curriculum making, special\ninvestigations have been carried on for the past two years in the field of\nintelligence testing, with group and individual applications.\nSpecial committees are at work on the project method and on educational measurements\nin the training school. Our annual State conference makes an excellent\nclearing-house for these committee reports.\nAny curriculum to be effective must be under constant study and under\nconstant revision as to detail. ‘The survey of the curriculum from within\naffords the best means of appraising its value.\nIn Massachusetts we have\nin our State Normal School Teachers’ Association an effective agency for\nassisting in this work.\n‘This association, since its formation three years\nago, has, in conjunction with the Department of Education, set for itself\neach year some distinctly professional task. Through the efforts of this\nassociation, and in the light of our own present experience in curriculum\nmaking, we hope to keep not only our elementary curriculum, but all of\nthe curricula in our State normal schools abreast of the needs of the\nschools for which our teachers are being trained.\n\nMATTER\n\nSUBJECT\n\nGEORGE\n\nH.\n\nSHAFER,\n\nIN THE TEACHERS’\nCURRICULUM\nPRINCIPAL\n\nWILLIMANTIC,\n\nOF\n\nSTATE\n\nNORMAL\n\nCOLLEGE\n\nSCHOOL,\n\nCONNECTICUT\n\nFor some years now we have been talking in spots about professionalizing\nIn the more recent literature we come\nthe teachers’ college curriculum.\n, “‘professionalized subject matter.”\nterm—namely\nacross a still more specific\nthe birth pains in producing\nexperience\nnot\ndid\nwho\nus\nof\nthose\nNow to\nthese expressions, they give the impression of a specific, they convey some‘‘Professionalized subject matter”—it sounds\nwhat the odor of a nostrum.\nIt must contain some magical element, some\nso much like peptonized milk.\npotent for which ordinary subject matter is merely a vehicle or perhaps a\n\nsort of filler.\nwe\nBut then these are only superficial impressions for which perhaps\nbe\nto\ninstead\nought\nwe\nand\nus\nforgive\nto\nLord\nought to ask the good\nsigns\nshows\nn\ninstitutio\nic\ndemocrat\na\nas\ncollege\nteachers’\nthe\nthankful that\nenergies\nof life and health and that there are those who are giving their best\nin its\nsteps\nnecessary\ne\nin trying to comprehend and to define the immediat\nhave\nI\nwhich\nns\nexpressio\nadaptation. The fact of the matter is that these\n\n"}
{"page": 1104, "printed_page": "1082", "text": "1082\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\npurport\njust mentioned are tremendously significant both in their general\nis\ncollege\nteachers’\nthe\nthat\nindicate\nThey\n.\nmeanings\nand in their specific\ng\nbecoming conscious of itself and of its objectives and that it is beginnin\nIt is no longer\nto take itself seriously as an independent institution.\ncertificates,\nteachers’\nfor\nions\nto be a mere expedient in a system of examinat\narts\nliberal\nthe\nof\nshadow\nthe\nunder\nnor is it any longer to try to stand\n“These\non.\ninstituti\nthat\nfrom\nmay\nit\nglory\nof\ncollege and borrow whatever\nHereafter\nexpressions are the symbols of a declaration of independence.\nits appeal\nmake\nto\nis\nit\nand\nlight\nown\nits\nby\nshine\nto\nis\ncollege\nteachers’\nthe\nfor public support on the ground that it has a tremendously important\nfunction to perform in the general scheme of education and it will demand\nthat it be allowed to perform that function unobstructed.\n“The public supports\nEducation is both preventive and constructive.\nwater system,\neffective\nan\nsupports\ncity\na\nthat\nreason\nsame\neducation for the\nthe life and\nfor\nnecessary\nare\nthings\n“These\nstreets.\nand\nt,\ndepartmen\nfire\ngrowth of the city and for the comfort and convenience of every inhabitant.\nIt gives individuals and nations the\nEducation is a National necessity.\nlight necessary to appreciate the values of life and the power to control\nthose values.\n‘The\nThe effectiveness of public education depends upon the teacher.\nthe\ndirect\nmust\nwho\none\nthe\nis\nHe\nposition.\nstrategic\nthe\noccupies\nteacher\nexperiences of the learner so that life controls may result. The teacher\nHe must appreciate life values.\nmust be the artist, not the artist’s tool.\nHe must have as clear an understanding as possible of his particular function besides the technique of his profession.\nIt is the function of the teachers’ college to select—and I say select\nadvisedly—to select young men and women of adaptability and to guide\nthem as far as possible into the appreciations and controls of professional\nvalues and technique, always bearing in mind that professional values\n\ninclude life values for the ultimate objectives of teaching are found in life\nStrictly professional values are a means to an end. Life values\nvalues.\n\nHuman beings must learn to control natural and\nare ultimate values.\nand happiness of individuals and of groups of\nwelfare\nthe\nfor\nforces\nsocial\n\nindividuals. It is these life values that children must learn to appreciate\nand control. ‘The content of the curricula of our schools, history, geography, sociology, citizenship, economics, literature, mathematics, is the\nintellectual resultant of the experiences of the race in its efforts to gain\ncontrol of life values, and its purpose is to lead the oncoming\n\ngeneration\n\ninto such experiences as will make it possible for them most effectively\n.\nto gain control of life values in their generation.\nNow if teaching is to be effective, teachers must have a fair control of\nlife values, but they must also become conscious of the functions of specific\nsubject matter in bringing about these controls.\nHere is where the work of the liberal arts college and the teachers college\n\noverlap. It is the function of the liberal arts college to give control of\nlife values but it would be neither practical nor economical to make all\n\n"}
{"page": 1105, "printed_page": "1083", "text": "DEPARTMENT\n\nOF NoRMAL\n\nSCHOOLS\n\n.\n\n1083\n\nstudents conscious of the values of specific subject matter in bringing about\nthese controls.\nThe student in high school or college takes subject\nmatter for granted.\nIt is not so essential that he should know whence it\ncame nor how it effects its purpose.\nIt is sufficient for him that the\npurpose is accomplished, that he acquires the knowledge, forms the habits,\nand establishes the attitudes which are essential to control life values. The\nteacher, on the other hand, must not only acquire these controls as such,\nbut he must also learn to view subject matter, arithmetic, geography, literature, as an instrument of control.\nOne may think effectively without\nknowing how he thinks, without even knowing that he has a brain, and\nthat the thinking process is connected with it, but if he is to direct thought\nprocesses in others he must know the nature of a thought process.\n“The\nteacher must not only gain life controls by his reactions upon subjectmatter—he must also learn to test subject matter for its control values,\nand it is this added function which differentiates the subject matter courses\nof the teachers’ college from those of the liberal arts college. This, I take\nit, is the meaning of professionalized subject matter.\nThe course in arithmetic, for instance, should not only aid to give the\nstudent control of arithmetical situations in life, it ought also to make him\nconscious of the specific values of arithmetical processes in controlling life\nsituations.\nIo be more specific, the teacher ought not only to be able to\nuse the multiplication table effectively—he ought also to know something\nof the nature of the table as an instrument, how it was evolved, and what\nfunction it serves in the process of computation.\nAgain, the subject matter courses of the teachers’ college are differentiated in their specific content.\nCourses intended for elementary teachers\ncover the content of the elementary curriculum while courses intended for\nhigh-school teachers cover the content of the high-school curriculum but\nalways on a plane adapted to the maturity and ability of the students, and\nalways primarily aiming at the control of life values by the students.\nThe\nreason that review courses as offered in normal school in the past were so\n“They did not\nabortive was because they did not yield intrinsic values.\nyield a broader outlook on life, more extended knowledge, habits and atti“They set up an\ntudes more adapted for the control of life situations.\nartificial end, regarding subject matter as so much dead stuff to be accumulated and then doled out in small doses to children.\nIt is the practice in some of our teachers’ colleges at the present time\nto make subject matter courses carry the extra load of specific technique\nall on a very meagre allotment of time. Such courses do not meet the\nneeds of prospective teachers in gaining control of life values. They may\nbe effective as methods courses but they can yield very little of other value.\n‘These courses, when given exclusively, remind one of a certain characterization of Fletcherism, “It matters not what you eat, nor even whether you\neat anything, so long as you chew it well.”It maters not what you know\nnor even whether you know\n\nlatest method.\n\nanything so long as you can teach it by the\n\n"}
{"page": 1106, "printed_page": "1084", "text": "NATIONAL\n\n1084\n\nASSOCIATION\n\nEDUCATION\n\ng conscious\nIn summary, let me say that the teachers’ college is becomin\nto perform.\njob\ned\nfull-siz\na\nhaving\nion\ninstitut\ndent\nof itself as an indepen\nIt is neither a secondary school nor a liberal\nIt ceases to be an enigma.\narts college, it is simply a teachers’ college.\nMy sole purpose, in the short time allotted me, was to raise the question\num.\nof the status of subject matter courses in the teachers’ college curricul\ndifferare\nThey\nable.\nindispens\ny\nabsolutel\nbe\nSuch courses seem to me to\nin\nentiated from somewhat similar courses offered in liberal arts colleges\ncontrols\nlife\nyield\nto\nis\npurpose\ntal\nfundamen\ntheir\nWhile\n(1)\nways:\ntwo\nthey should also yield the point of view of subject matter as a means of\ncontrol, (2) In the kind and variety of courses offered by the liberal arts\ncollege the sky is the limit. The purpose of the teachers’ college is specific\nand restricted and subject matter courses should yield those life controls\nwhich all individuals should possess together with those more specific controls which are necessary for the particular class of service which the\nteacher will be called upon to render, always remembering that these controls should be acquired on the highest possible level.\nCourses which involve subject matter only from the point of view of\nmethod are totally inadequate to yield those life controls which “are an\nindispensable part of the teacher’s equipment.\n\nTHE PRACTICAL NATURE OF AN EDUCATION\nFOR TEACHING\nJOHN\n\nL. ALGER,\n\nPRESIDENT\n\nOF RHODE\n\nPROVIDENCE,\n\nISLAND\n\nRHODE\n\nCOLLEGE\n\nOF EDUCATION,\n\nISLAND\n\nAn education designed for the training of teachers is of necessity practical.\n1. It is based on mastery of the fundamentals—a mass of educative\nmaterial usually accepted as the visible mark of an educated person, but\ntoo often neglected in the haste to enter new fields of learning.\n2. It begins with an analysis of the process of learning. ‘The student\nof the art of teaching becomes proficient also in the art of learning.\n\n3. It is more than a study about something.\n\nIt carries with it at, all\n\ntimes the practical application of the study.\nStudents must learn to do and\nto be as well as to think and to know.\n4. Its subject matter has to do with the ideas and ideals of every-day life.\n5. It develops initiative, resourcefulness, and leadership.\n6. It gives an art that is essential in all professions.\nWhatever one\nwishes to accomplish with or through others, he is successful in securing the\ndesired results in proportion as he knows how to teach.\n7. It carries with it an assurance of success, not merely in the realm of\nstudy, but in making one’s way in the world.\n:\n8. It gives a preparation for most significant usefulness in training the\nrising generation for citizenship, a profession that challenges the finest qualities of character and culture.\nNo other calling offers greater opportunity\nfor service to one’s own generation and to the generations of the future.\n\n"}
{"page": 1107, "printed_page": "1085", "text": "Department of Physical Education\n\nSECRETARY’S MINUTES\nOFFICERS\nPresident—ETHEL Perrin, Assistant Director of Health Education.......... Detroit, Michigan\nSecretary—Witiiam Buroicx, M. D., Director of Public School Athletic\n\nDEO\n\ney ane a stons ton use sabesodedes edcoencongee\n\nFIRST\n\nSESSION—WeEpNESDAY\n\nDon accucrbacenas Baltimore, Maryland\n\nAFTERNOON,\n\nJULY 5, 1922\n\nRuraL Group ATHLETICS AND WHat 1r Means—Daniel Chase, Supervisor of\nPhysical Education, State Department of Education, Albany, N. Y.\nTue PLace or PuysicaL EpucaTION IN THE COUNTRY SCHOOL PROoGRAM—E. W.\nBroome, Superintendent of Montgomery County Schools, Rockville, Md.\nTue RELATION OF PuysicaL EpucaTion TO SociaAL HyciENE—Benjamin C. Gruenberg, Assistant Director of Educational Work, U. S. Public Health Service,\nWashington, D. C.\nTue TEAcHER’s Part In ScHooL MepicaL INSPECTION BASED ON A JOINT EXPERI-\n\nMENTATIONBY THE Detroir Pusiic SCHOOLS AND THE DETROIT DEPARTMENT\nM. Elliott,\nHeattH—C.\nCollege, Detroit, Mich.\nSECOND\n\nSpecial\n\nDepartment,\n\nEducation\n\nSESSION—Tuurspay\n\nAFTERNOON,\n\nDetroit\n\nOF\n\nTeachers\n\nJULY 6, 1922\n\nBenavioristic Heirs ror PuysicaL Epucation—Dudley A. Sargent, President of\nthe Sargent School of Physical Education, Cambridge, Mass.\nPURPOSES OF THE COMMITTEE ON WOMEN’S ATHLETICS OF THE AMERICAN PHYSICAL\nM.\nEDUCATION ASSOCIATION AND ITS PROGRESS UP TO THE PresENT—Cynthia\nWesson, Instructor in Physical Education, University of Wisconsin, Madison,\nWis.\nScHOOL—\nPuysicaL EDUCATION PROBLEMS IN THE INTERMEDIATE OR JUNIOR HicH\nBessie L. Barnes, Director of Physical Education, Brookline, Mass.\n\nRURAL\nDANIEL\n\nCHASE,\n\nGROUP ATHLETICS\nSUPERVISOR\nOF\n\nOF\n\nPHYSICAL\n\nEDUCATION,\n\nAND\n\nWHAT IT MEANS\n\nEDUCATION,\n\nALBANY,\n\nNEW\n\nSTATE\n\nDEPARTMENT\n\nYORK\n\nThe city problem in play and athletics is one of large groups and small\ngroups.\nspaces; the country problem, one of large spaces and small scattered\non.”\ncultivati\ne\n“intensiv\nby\nproblem\nits\nsolved\npartly\nhas\ncity\ne\nup-to-dat\nThe\nfor\nout\nmarked\nand\nIts available play spaces are usually carefully graded\nleaders\ntrained\nby\nd\nsupervise\ngames, equipped with play apparatus, and\nsocial\nwho know how to keep large numbers active and happy and know the\n.\nactivities\nplay\nand educational value of\nassuming\nThe country has made little effort to solve its play problem,\nneeded\nin,\nplay\nto\noors\nout-of-d\ngreat\nthe\nhaving\nchild,\ncountry\nthat the\nof the\nlife\nthe\nin_\ned\nsubstitut\nly\nfrequent\nbeen\nhas\nWVork\nmore.\nnothing\n.\nneglected\nchildren and necessary play opportunity entirely\nAttempts to assemble country children and grown folks for general\nthere by\nplay and recreation have been undertaken spasmodically here and\n[1085]\n\n"}
{"page": 1108, "printed_page": "1086", "text": "1086\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nY. M.\nchurches, schools, and community organizations, such as the County\nC. A., Farm Bureau Agents, and the like.\nWhere individual leaders have had the vision and the courage and have\nbeen willing to expend the energy needed to overcome the prevalent rural\n\ninertia, the Grange Field Day, the Sunday School Picnic, the School Play\nDay, the County Athletic Meet have come to be annual events looked\nforward to with eagerness by all the youth residing in these fortunate\nlocalities. Io have but one a year of such good times is a meager ration,\nyet many boys and girls in the open country are denied even this amount.\nNew York State and many other States are trying to change this condiState Laws requiring physical education in all\ntion through the schools.\nrightly interpreted to include organization\nand\nenacted,\nschools have been\ngymnastics and instruction in the care\nformal\nas\nwell\nas\ngames\nand\nof play\nof the body. Every school child is now having some time each week deA fourth\nvoted to supervised recreation as a part of his school training.\nof the\nsystem\neducation\n“R”___Recreation—has been introduced into the\n,\ntownship\nconsolidated\nnew\nthe\nin\nas\nwell\nas\n“little, old, red school house”\nschool.\nFrequent exhibitions and field days are held.\nCountry people are slow to pay out money for “new fangled” notions in\nschool work, or in any kind of community welfare or so-called “uplift”\neffort, until convinced that the proposition is of real benefit, and they need ~\nin some sections to be further educated to the possibilities and values of this\nnew training for their boys and girls before they will give it the necessary\nwhole-hearted financial backing.\nThey still need to be shown in many sections that physical training is not\nphysical straining, and convinced that active play is a necessary part of\nnormal growing and living. Workers are greatly needed to help teach\nthe regular teachers how to do their part—the biggest part of the actual\nwork—by teaching them the activities to be used, by explaining the way to\na more abundant physical life. “They must show how games and play and\nathletic sports may help train the future rural citizens in the ability to\nwork together, to live together as good neighbors, to have a richer, happier\nlife, as well as a longer one. The power to codperate is most easily acquired\nduring adolescence through team play. ‘This ability is frequently lacking\nin rural people, because the play training was left out of their education.\nThe “back to the land” movement will also be bettered by this “stay\non the land” effort. For a practical way to get young people to want to\n“stay in the country” is to give them a chance and show them how (and\nwhat) to “play in the country.” Whatever makes the social life of country\nboys and girls more satisfactory, will help offset the lure of the city.\nYoung folks want to be where there is something going on. ‘The thing to\ndo is to have more worthwhile, attractive things going on in the country,\nplay activities suited to the needs and desires of country boys and girls,\n“indigenous to the soil,” as the specialist would say.\nCompetition is important but hard to secure when schools are of varied sizes and widely\nseparated. The group athletic contest is one method of securing this valuable competition.\n\n"}
{"page": 1109, "printed_page": "1087", "text": "DEPARTMENT OF PuysIcAL EDUCATION\n\n1087\n\nWhat is a rural group athletic contest?\nIt is an athletic contest which\nevery rural school can enter, and in which the small school has the same\nshow as the large.\n“Ts this possible?” you say. Certainly, and very easily explained.\nIn\nthe last two years several thousand rural schools in New York State have\nparticipated in this form of contest...\nWe required in each school competing eighty per cent of the pupils over\neight years of age to take part in three simple events testing their athletic\nability, then scored the results on a percentage basis. “Then we divided the\ntotal scores made, by the number of contestants, and got the school score on\na percentage basis also. A school with forty pupils over eight years of\nage, had thirty-two official contestants.\nThe results of these thirty-two\nmay have totaled sixteen hundred (1600) points which divided by thirtytwo gives fifty (50), the score for the school. The school with ten pupils\nover eight, had eight official contestants who may have earned four hundred\nand forty (440) points. Four hundred and forty divided by eight equals\nfifty-five, the school score. ‘That is, the small school won from the large\nby having the highest percentage of physical ability, 55 to 50.\n“Yes, but what events did you use and how could you score on a percentage basis?”\nThe basic events tested running, jumping, climbing, and throwing ability!\nWe adapted the events to meet conditions in the unequipped country\nschool, a beanbag was the only absolutely essential piece of equipment\noutside of an ordinary watch with second hand, and a ladder or bar of\nsome kind for chinning.\nOh, yes, we did have to have a small piece of rope\nto tie across two trees for the ‘“‘toss and catch” test for girls and something to measure distances in the jumps, but these things are within the\nreach of any teacher at almost no expense.\nYou say, you can’t imagine what events were used?\nHere they are! For boys—(1) Fifty Yard Dash; (2) Standing Broad\nJump; (3) Chinning the Bar. For girls—(1) Fifty Yard Dash; (2)\nBean Bag Throw for Distance; (3) Toss, Run, and Catch.\n“How did we score points?” We established a minimum of performance\nand called it zero, then credited everything better than this mark up to\na maximum record, which was one hundred (100) points. We had two\ndivisions, pupils under the eleventh birthday were juniors, over the eleventh\nbirthday, seniors.\nFor example, a senior boy jumping ‘three feet eleven inches would score\nno points, but for every inch he jumped better than three feet eleven inches,\nhe would make two (2) points, up to eight feet one inch or more, which\nNo one was\nrecord would give him one hundred points for the event.\nevent.\nany\nin\npoints\n100\nthan\nmore\nallowed to score\nWe had a scoring standard for each event. The junior standards being\nFor instance, in the broad jump, every inch over\nlower than the senior.\ntwo feet five inches would scoretwo points for a junior boy.\nWe encouraged individuals to do their best, because every effort added\n\n"}
{"page": 1110, "printed_page": "1088", "text": "NationaL\n\n1088\n\nEpucaTion\n\nASSOCIATION\n\ndual honors as follows:\nto the school’s score and we also awarded indivi\n50 points, in each and\nrd,\nstanda\nhonor\nthe\nAny pupil winning or exceeding\nhonor (H). Anywith\ntest\nthe\npassed\nhaving\nevery event was recorded as\n\nevery event was given high\none winning or exceeding 75 points in each and\nLocal school\n(HHH).\nhonor (HH), and for 100 points highest honor\n.\nhonors\nmade proper provision for announcing individual\ng the State physical\nPupils who won honors had the privilege of wearin\nWe gave no prizes\nit.\nse\npurcha\nto\ncared\nability honor emblem, if they\nhighest scores in\nwith\nschools\nto\nsent\naward\nof\ncates\nexcept written certifi\neach supervisory district and county.\nnumber of teachers to\nWe divided the schools into sections according to\nSection\neach section.\nin\nmake competition even more fair and gave awards\n2\nSection\ns.\nteacher\ntwo\nthan\nmore\n1 comprised school districts with not\nhaving\nbut\ns\nteacher\ntwo\nthan\nmore\ning\ncomprised school districts employ\nSecphysical education.\nno academic department and no special teacher of\nbut\nment\ndepart\nic\ntion 3 consisted of school districts maintaining an academ\nof\ned\nconsist\n4\nSection\nemploying no special teacher of physical education.\nment,\ndepart\nic\nacadem\nno\nand\ns\nschool districts having more than two teacher\n5 comprised disbut which employ teacher of physical education. Section\nl education.\nphysica\nof\nteacher\nspecial\nand\nment\ntricts with academic depart\nined by\ndeterm\nwere\nsection\neach\nin\ns\ndistrict\nschool\nThe three winning\ndistrict.\nthe\nced for\nthe district superintendent, and championships announ\nof\nment\nDepart\nState\nto\nThe record of these schools was then forwarded\nand\nined\ndeterm\nonship\nchampi\nide\nEducation, and the county and State-w\nannounced.\n\nbetween widely\nBy this plan it is possible to have dual athletic meets\nday or during\nsame\nthe\non\nevents\nthe\ning\nconduct\neach\nseparated schools,\nIt arouses\ntelephone.\nthe same week, and exchanging results by mail or\nEvery\nwell.\nas\ninterest in the boys and girls, and among their parents\n\nsomeone else’s,\npupil likes to know how his strength or ability matches with\nwith others.\nison\ncompar\nin\nstands\ngirl\nor\nand every parent, how his boy\nthe total\nwith\ns\ncompare\nability\ntotal\nthe\nhow\nalso\nBut this method shows\nWe\nonce.\nat\nYou see the possibilities\nof some neighboring community.\nbasis.\nwide\nmay eventually have contests between States on a nation-\n\nTHE PLACE OF PHYSICAL EDUCATION\nSCHOOL PROGRAM\nEDWIN\n\nW.\n\nBROOME,\n\nIN THE COUNTRY\n\nSUPERINTENDENT OF MONTGOMERY\nROCKVILLE, MARYLAND\n\nCOUNTY\n\nSCHOOLS,\n\nBoys and girls are\nLife in the country provides for physical activities.\nactive. Country life is largely physical labor. Boys and girls find many\n“chores” to do. This is thought by many country folks to be sufficient\nphysical training, thus making unnecessary any effort in the school. It is\nnot so. Physical education includes values that cannot be built up through\n\n"}
{"page": 1111, "printed_page": "1089", "text": "DEPARTMENT OF PuysicaL EpuCATION\n\n1089\n\nsuch uncontrolled and unorganized activity. Physical education, along\nwith other values of education, must be developed in the spirit in which it\nwill be used. ‘This places it in the country school program.\nPhysical education must mean more than physical development.\nUndirected physical perfection is not enough.\nIt must be possessed for ends\nof service socially, otherwise its use will be controlled by standards of\nstrategy—the basis of animal behavior—rather than standards of control\nthat are ethical and a product of the cortex.\nPhysical development is a\nchoice individual possession.\nAn educated individual must be adjusted\nsocially and the more perfectly educated, the more perfectly adjusted\nsocially.\nPhysical perfection is not a possession outside this adjustment.\nIt is within it and must serve its ends. The school being a democratic and\nsocial institution must find place for the development of physical education\nthat shall be saturated with ideals of conduct and standards of physical\nbehavior in keeping with the nature of the school as an institution. Without this provision the physical may be perfected by some good fortune, but\nnot brought within the safety zone for civilized society. ‘Physical is a\nmeans not an end.”\nPhysical education as an accomplishment is built up as a direct physical\nchange.\nIt cannot be realized through knowledge about it. ‘The fresh\nair to benefit the body must get into the lungs, not the head.\nIt is a byproduct or result of certain right practices and habits of physical living.\nThe school cannot stop with merely furnishing information, however necessary information may be to knowing the habits and practices needed to produce the proper physical life. Habits and practices must be carried out, of\ncourse, as individual undertakings; in addition to this, they must be tied up\nin such situations as will impress, if possible, the social significance of\nphysical education.\nPhysical education is both an individual and a social\nbenefit.\nIt must be developed in an individual way and at the same time\nadjusted to serve not only the individual but society. Without a place in\npublic education there can be no adequate assurances that these functions\nwill be realized for country boys and girls. Ideals, attitudes, knowledge\nof facts, and practices must have a part in physical education.\nThe country schools of Montgomery County, Maryland, have been\nprovided with the services of a trained physician for the individual examination of pupils and with a nurse for follow-up work.\n‘The schools have\nstressed health chores and health habits among the pupils.\nHomes have\nbeen stimulated to codperate with the school in encouraging pupils to\ncarry out the health habits.\nSchool programs have provided for recreation and physical exercise with supervision in the school day. Appropriate\ngames for the different grades have been inaugurated through the Public\nAthletic League.\nInter-school contests have been provided for the various\nseasons.\nHot lunches have been started in the rural schools. A countywide athletic meet has been held each year, under the management of the\nPublic Athletic League of the State. All of which follow well-established\nprocedure in health education.\nThe Gaithersburg High School in the county has conducted through the\n\n"}
{"page": 1112, "printed_page": "1090", "text": "1090\n\nNationaL\n\nEpucATION\n\nASSOCIATION\n\nmeet for the one- and two-room\nhigh school pupils an annual athletic\nhave acted as coaches, visiting\nrural schools. The pupils of the high school\nThe\npreparation for the meet.\nthe local rural schools and directing the\ntion.\neduca\nal\nphysic\ngh\nthrou\ned\nschools have stressed the values to be realiz\nby the Board of Education.\nAn annual Health Week has been designated\nlated a program of values\nformu\nrence\nconfe\nin\ns\n‘The principals of the school\ntic Meet to include—\nin connection with the Health Week and Athle\ntags should be distributed\n1. Health—(a) Tags for each pupil. ‘These\npupils during the entire\nthe\nby\none to each pupil, on Monday and worn\nshould weigh should\npupil\nthe\ns\npound\nand\n,\nThe name, age, height\nweek.\ncard.\nthe\non\nspaces\nthe\nby\nted\nindica\nas\ncard,\nbe written on the\ncontain the names\nshould\nchart\nThe\nroom.\neach\nfor\nchart\nHealth\n(b)\nEach\nMonday.\non\nup\nhung\nbe\nIt should\nof all the pupils of a room.\ns,\nheading\nvarious\nthe\nunder\nweek,\nthe\npupil should check each day during\nof\nend\nthe\nAt\nday.\nthe\nfor\ned\npractic\nbeen\nhave\n‘ the habits mentioned\nas\ncolumn\neach\nthe week each pupil will have checked as many times for\neach\ncheck\nshould\npupil\nEach\nhe has practiced the habit during the week.\ncheck for several\nday the columns he is entitled to check and not wait to\ndays at a time.\nEvery\nAll charts are to be mailed to the office at the end of the week.\nThe\nweek.\nthe\nduring\nemphasis possible should be put on “health habits”\nthe\nduring\ns”\npractice\n‘health\nto\ntime\nhygiene classes should devote entire\ne\nstimulat\nto\nused\nbe\nshould\nSaturday\non\ncoming\n‘The athletic meet\nweek.\nthe\ndo\nto\nn\nconditio\nfit\nin\nbe\nto\norder\nin\nhabits\nhealth\nthe\nof\nces\nthe observan\nbest in the events.\n2. Athletic meet—A. How may the schools build up the standards\nneeded? The standards must be built up and accepted by the group of\npupils through the regular teaching service factor of the school. Standards\nmust be established before the time when they are to control conduct, for\nconduct not controlled by standards will most likely impress lessons through\nthe penalities incurréd.\n\nHistory, civics, literature and other content sub-\n\njects, and school activities, should be used in building the standards during\nthe school life in all grades. After the group accepts a standard, the\n“pressure” from the group is the best incentive to any individual member\nto live up to the standard.\nThe conduct in games and in the competition between representatives\nof different groups shows how the established standards are functioning.\nIt is what happens in conduct that is\nIt is a sort of try-out occasion.\nmost important, not what is talked of and ends in words.\nEach group (or school) should evaluate its conduct, practiced during the\ncontest, after it is over to see if there are any controls of conduct that need\nfurther emphasis and“attention, in order to make sure of the right sort of\n\nconduct in life. The habits of conduct formed will probably continue in\nthe citizenship activities through life.\nAny irregularities noticed should first be called to the attention of the\nindividual or group to make the correction or amends necessary, which\nthey most likely should wish to do on their own initiative.\n\n"}
{"page": 1113, "printed_page": "1091", "text": "DEPARTMENT\n\nOF PHYSICAL EDUCATION\n\n1091\n\nIt is as a last resort that the irregularity should be reported to the committee, director, or referee in charge. When an irregularity is called to\nthe attention of any one, it should be done in the spirit of helpfulness to the\nperson practicing the irregularity and not in a spirit of condemnation of the\nperson or group.\nIt should also be accepted in the same spirit and highly\nappreciated.\n\nTHE\n\nBENJAMIN\n\nRELATION\n\nOF PHYSICAL EDUCATION\nSOCIAL HYGIENE\n\nC. GRUENBERG,\nUNITED\n\nASSISTANT\n\nSTATES\n\nPUBLIC\n\nDIRECTOR\n\nEDUCATIONAL\n\nHEALTH\n\nSERVICE\n\nTO\n\nWORK,\n\nPhysical education and social hygiene have a common origin in the conflicts between the native impulses of the human organism and the requirements of social living.\nLiving in our highly complex civilization is not compatible with the\nPerhaps savagery is\nautomatic preservation of the health of the organism.\nalso incompatible with health, but neither we nor the savages are concerned\nabout that. Our mode of living is so far out of harmony with the basic\ninstincts and activities of the untrained organism that special steps have to\nbe taken to satisfy the impulses and at the same time maintain the moving\nequilibrium of social relations.\nWith relative security from the dangers which beset the primate in a\nstate of nature, and with relative certainty of food supply, there are lacking\nboth the opportunities and the stimuli for those activities of the chase and\nof escape from enemies which involve so large a part of the muscular and\n‘The exercise which we do have may mean excessive\nnervous mechanism.\noverwork for some, with highly specialized activities that insure an unOn the emotional side, the characteristic war neuroses showed\nbalance.\nhow far we have advanced from dealing with dangers, whereas the typical\nanxiety neuroses of peace show the extent to which fear and worry are\nundermining our health and morale.\nThe food which we eat, over-refined and predigested, contributes to the\nunbalance by modifying taste, dulling sensation and perhaps by withdrawing\nessential elements from the physical income.\nor\nOur capacity to draw upon reserves without immediate discomfort\nthe\nthrough\nn\nexhaustio\nand\ndepletion\ngradual\nsuffering makes possible\nover-stimulation\n\nto which we\n\nare exposed.\n\nEven\n\nrest and sleep must\n\nbe\n\ntaught.\nFrom every angle it may be shown that spontaneity is either impossible\nbecause directly obstructed, or disastrous because not suited to the artificial\nenvironment.\n\nA “natural”\n\nlife is out of the question, since sociability is\n\nguite as inveterate as the other cravings of the species.\nfor “physical education”\n\nHence the necessity\n\nas a conscious attempt on the part of society so\n\nto condition or modify the conduct of its members as to insure a greater\n\n"}
{"page": 1114, "printed_page": "1092", "text": "NATIONAL\n\n1092\n\nEDUCATION\n\nASSOCIATION\n\n=\n\ns of\nrwise result from unguided mode\ndegree of health than would othe\nconduct.\nsuperes physical education as “Such\nThe Mississippi State Code defin\nwill\nas\nin physical and health activities\nvision and training of the children\na\nin\n,\niency\nphysical and mental effic\njnsure progress toward maximum\nnot\nured\nmeas\nbe\nResults of the work should\nwholesome environment.\nncement\nnts of a few but by the steady adva\nshme\nmpli\nby the brilliant acco\nwonder\nI\nh,\nhealt\ne\ndefin\nattempt to\nof the entire body.” But when we\nmeans\nh\nhealt\nFor\ntion.\neduca\ncal\nsometimes why we link it with physi\nfuncthe\nh\nwhic\nto\ne\ndegre\nthe\nis\nIt\nwholeness, and is a relative matter.\nfactions\nsatis\nand.\nses\nimpul\nand\nities\nactiv\ntions and needs, the desires and\nand adapted to the requirements of\nare unified, adjusted to one another,\nmuscles that have\n‘There is no health in overdeveloped\nthe environment.\ndifficult technique\na\nof\nery\nthe mast\nno work to do; there is no health in\nof health educat\nobjec\nThe\nit.\nunder compulsion, with no desire to use\nconduct.\nand\nngs\nfeeli\nits\nof\nall\ntion should be the whole organism and\naims of physthe\nthat\nized\nrecogn\nlly\ngenera\nMoreover, it is coming to be\nnotwithstanding that our\n‘cal and health education are basically social,\nIn its pamphlet on health and physical eduefforts concern the individual.\nlgates the idea that “physical\ncation the U. S. Chamber of Commerce promu\nNation has of developing\nthe\nunity\neducation presents the greatest opport\nNational power.”\n\ndiscussed ;\n‘To what end that power is to be used is not\n\nsocial significance cannot\nbut that the processes of physical education have a\nbe questioned.\nincongruity, and is an\nNow social hygiene also rests on a recognized\nnature of the organthe\nle\nreconci\neffort to discover a mode of life that will\nthe side of hunger\non\nas\nsex\nof\nside\nthe\nOn\n‘sm with the nature of society.\na member of\nbeing\nwith\natible\nincomp\nis\nal”\n“natur\nand self-seeking, being\nderives from equally\nthe group; and the group cannot be escaped for it\n“natural” impulses and needs.\nspontaneous\nIn all education we seek to discover such substitutes for\nboth satisare\nthat\n,\nimpulses\nactivities, which are manifestations of native\neduphysical\nIn\nty.\ncommuni\nthe\nto\nble\ntying to the individual and accepta\nto\nbegun\nhad\nneglect\nwhose\nmuscles\nthe\nexercise\ncation we started out to\noccupaonal\nprofessi\nand\nial,\ncommerc\nal,\nindustri\nin\neffects\nshow deleterious\na set of\ntion groups. It would undoubtedly be possible to work out\nin the\nmuscle\nevery\nformal calisthenics and gymnastics that would give\nof\nint\nview-po\nthe\nfrom\n,\nbody an adequate and balanced amount of exercise\nfutile,\nbe\nwould\nknow\nalready\nwe\nphysiological need. But such a program\nsince it would disregard an equally essential element of that wholeness—\nnamely, the emotions. Indeed, we have already begun to develop a technique\nthat takes the primitive impulses into account; and the increasing use of\ngames as against gymnastics points to the further utilization of the emotions\nin the health program.\nWe are finding substitutes for those activities which would normally\nand spontaneously satisfy the. fighting impulses, as in athletic contests and\n\n"}
{"page": 1115, "printed_page": "1093", "text": "DEPARTMENT\n\nOF PHysiICAL EDUCATION\n\n1093\n\n‘Through the same instruments we are finding substitute\norganized games.\nsatisfactions for the desire to receive recognition. We utilize rhythm in\ndances and drills. We construct solid foundations in concrete experience\nfor the ideals of loyalty, codperation, service. These are coming to be\nthe commonplace principles of physical education.\nWe find that a great manyof the impulses which we thus exploit and\neducate into socially acceptable forms of expression are also constituents of\nthe sex life. The desire to be noticed, for example, is quite as much a part\nof the sex complex as it is of the ego development, and it becomes particuIt is probably in its origins related\nlarly conspicuous during adolescence.\nto the courtship activities of our ancestors. We may use it in physical education as a part of the motivation in establishing training-regimen and other\nregulations that are presumably conducive to efficiency in athletic display.\nThe element of combat is also found in sex interest and sex rivalry; and\nthis too may be satisfied while being integrated with the other impulses into\nsocially usable standards and ideals, such as fair play, chivalry, loyalty,\nhonor, on which the physical education program already lays increasing\nemphasis.\nIf the view is sound that education consists of establishing as substitutes\nfor primitive modes of action and expression such artificial or cultivated\nposiforms as are satisfying to the individual and acceptable if not always\n\ns\ntively useful to the community, then we should be finding such substitute\nthe\nof\nmany\nindeed\nAnd\nthrough other than athletic or physical prowess.\nelemental impulses and emotions related to sex are already finding educative\nthe\nexpression through music, art, oratory, dramatics, and so on. One of\nthat\nfact\nthe\nfrom\ncomes\nprogram\neducation\nhealth\ndifficulties of any\nand\nwhereas health implies an integration or unifying of the functions\nby\non\ncarried\nis\nwork\nal\ndesires and interests and activities, our education\nattention\nhis\nfix\nto\nrequired\nis\nwhom\nhighly specialized individuals, each of\nto what\nupon his own element in the organism’s life without much regard\nacademic\nto\nconfined\nnot\nis\noutlook\npartial\nthis\nAnd\nothers are doing.\nThus, in the\nteachers, specialists in mathematics or history or chemistry.\nent and\nDevelopm\n“Physical\ncodperative attempt to formulate the aim of the\nBobbitt\nDr.\nSchool,\nHigh\nAngeles\nLos\nMajntenance” curriculum for the\namong\nprinciples\nand\nns\nassumptio\ngeneral\nof\nset\na\nhas adopted tentatively\n:\nfollowing\nthe\nwhich we find\ninterest\n(1) Physical development and training will be the center of\nl.\nincidenta\nbe\nwill\nSocial training\nof the physical training department.\nshould\nplant\nschool’s\nthe\nat\nweek\n(8) The entire thirty hours of the pupil’s\n(9) The total program of\nbe utilized as physical training opportunity.\ntraining\nthis school should be utilized as fully as practicable for physical\n\npurposes.\nns\nWhat is implied in numbers eight and nine?’ The physical conditio\nwith\naccord\ncomplete\nin\nbe\nof the school plant should as a matter of course\nthe health\n\nrequirements\n\nof the pupils and teachers—the\n\nventilation,\n\nthe\n\nsanitary\nlighting, the adjustment of seats and desks, the cleanliness, the\n\n"}
{"page": 1116, "printed_page": "1094", "text": "1094\n\nNatIioNnaAL\n\nEpucaTION\n\nASSOCIATION\n\nure controls, the sequence of subarrangements, the temperature and moist\nof all.\n\nrespect to the health\njects and activities must all be planned with\nd\nts with the plant and its operations shoul\n\nMoreover, the pupil’s contac\nfor attention to the physical\nbe such as to impress him with both the need\nrespects which our science has\nfactors in health and the standards in these\nconscious and continuous coestablished for us. Beyond this is implied a\nof standard practice with\nation\noperation of all the teachers in the observ\nth respect to breathing,\nng—wi\nwalki\nng,\nrespect to posture—sitting, standi\ncontacts, maintaining\nious\ninfect\nly\npossib\ning\npersonal cleanliness, avoid\nnts of the day’s work\nemotional poise and control, and other routine eleme\nbeing of the pupils. All\nthat can affect the physical and emotional wellwould welcome intelligent\ntion\nwho are interested in health or physical educa\nrs in the ways suggested.\njanito\nand\nrs\nand wholehearted codperation of teache\n“That every\ntions?\nassump\nthe\nof\none\nBut what is implied in number\neducative\nthe\nfrom\ns\nemerge\ner\nwhatev\nthat\nand\nty;\nteacher has his special\nto him.\nrence\nprocess beyond that specialty is a matter of relative indiffe\natics\nmathem\nof\nteacher\n‘The\nPerhaps that is too extreme an interpretation.\nly\nprobab\nis\ntal\ninciden\non\nwho considers his contribution to moral educati\nize\nemphas\nto\nwish\nI\npoint\nthe\nBut\nce.\nnot indifferent to his moral influen\ntion among\nis the need for more deliberate and more systematic coopera\nual and for\nindivid\nthe\nof\nsake\nthe\nfor\nboth\nbecause\ns,\nteacher\nthe specialized\nnces to\nthe interests of the community the integration of the varied experie\nthat\naids\nneeded\ny\nwhich the child is exposed is one of the most urgentl\nschools and teachers can give.\nFrom this point of view it becomes necessary for the physical education\nmore\nteacher whose relations to the pupils and whose appeals are both\ntake\nto\nteachers,\nother\nmost\nof\nthose\nare\nthan\ntal\nfundamen\nmore\nand\ndirect\ninto account the various aspects of the pupil’s nature and development, and\nIn other words, the\nthe social conditions to which his life must be adjusted.\na legitimate,\nbecomes\nbody,\nsocial\nsocial side of health, the integrity of the\ned into\nassimilat\nalready\nhave\nWe\nteacher.\nan urgent concern of the health\non in\napplicati\npractical\ntheir\nand\nogy\nbacteriol\nof\nelements\nour teaching the\nvenethe\nregarding\non\nInstructi\ndiseases.\nable\ncommunic\nof\nn\nthe preventio\nBut social hygiene has more to\nreal diseases cannot longer be evaded.\nIf we should tomorrow find a\naccomplish than combating these diseases.\nsure cure for gonorrhea and for syphilis, and if we should the next day\ndiscover certain prophylaxis through vaccination-or other treatment, we\nshould still have with us the problems of utilizing the sex impulses in life\nwithout bringing about the disasters and social ill-health represented by\nprostitution, by illegitimacy, by broken homes, by sexual perversions, by\nrakes and prudes, and by many infantile fixations and transfers to unhappy\nJust as we expect the whole of the\nand anti-social forms of conduct.\nschool program to contribute to the personal health and adjustment of the\nindividual, we must expect the physical education department to contribute\nto the emotional health and social adjustment of the pupils.\n\n"}
{"page": 1117, "printed_page": "1095", "text": "DEPARTMENT\n\nOF PHysICAL\n\nEDUCATION\n\n1095\n\nPURPOSES OF THE COMMITTEE ON WOMEN’S ATHLETICS OF THE AMERICAN PHYSICAL EDUCATION\nASSOCIATION AND ITS PROGRESS UP TO\nTHE PRESENT\nCYNTHIA\n\nM.\n\nWESSON,\nOF\n\nPHYSICAL\n\nINSTRUCTOR\n\nIN\n\nWISCONSIN,\n\nMADISON,\n\nEDUCATION,\n\nUNIVERSITY\n\nWISCONSIN\n\nAs I understand it, I am here not to present to you a pet theory, or even\nOur problems are most of them still before\nthe working out of a problem.\nBut I am here rather to bring before you\nus and still to be worked out.\nthe facts regarding the development of the work of the Committee ‘on\nWomen’s Athletics of the American Physical Education Association, a\ndevelopment in both past and future which is of vital interest to all those\nwho are connected with work in physical education for women.\nAs regards the history of the committee: the original committee was\nUnder the chairmanship of Miss\nappointed several years before the war.\nball and field hockey were\nbasket\non\ntees\nsub-commit\nElizabeth Burchenal\nof the committee left\nmembers\nmany\nso\nsince\nwar,\nthe\nDuring\norganized.\nkind or another,\none\ntheir regular occupations for government service of\nAt the time\nstandstill.\na\nto\nthe work of the committee came practically\nDirector of\nTrilling,\nM.\nBlanche\nMiss\ncommittee\nof reorganizing the\nwas made\nWisconsin,\nof\nUniversity\nthe\nat\nWomen\nfor\nEducation\nPhysical\nmen and\nof\ncommittee\ngeneral chairman, and she has brought together a\nand\nschools,\ncolleges,\nng\nrepresenti\nwomen prominent in physical education,\nsubnew\ntwo\nher\nUnder\ncountry.\nthe\nof\nsections\nnormal schools in many\nEleanor\ncommittees have been organized: one for swimming with Miss\nField\nfor\nother\nthe\nDemming, Director of Camp Miramichi as chairman,\nphysical\nof\ndirector\nSibley,\nand Track Athletics with Miss Katherine\neducation for women at the University of Syracuse, as chairman.\non AssoAt the national convention of the American Physical Educati\ngiven\nwas\nmorning\ny\nSaturda\n1922,\nMay,\nin\nweek\nfirst\nthe\nDetroit\nciation at\nand\n,\nathletics\nwomen’s\nover to the section meetings on men’s athletics and\nTrilling\nMiss\nby\nd\npresente\nwas\nthe situation in regard to women’s athletics\ninterested in this\nand her sub-committee chairmen to nearly 500 people\nbrought out the\nand\nmeeting\nthe\nopened\nTrilling\nMiss\nparticular field.\nthe committee\nthat\nclear\ngeneral situation. At this time she made it quite\nwork—\nmen’s\nbehind\nfar\nlagged\nrealized that women’s work in athletics\nned\ndetermi\nbeing\ny,\nadvisedl\nslowly\nmoving\nthat the women, however, were\ncompetimen’s\nin\nd\ndevelope\nhave\nwhich\nies\ndifficult\nthe\nif possible to avoid\nThe committee’s aims as outlined by her, are\ntive and spectacular events.\nclearing-house for\nto set up standards, compile records, and to be a general\nBut\nathletics.\ngirls’\nwith\ndealing\nthose\nthe various questions that confront\nbody\ncentral\na\nbe\nto\nee\ncommitt\nthe\nof\ndesire\ngreat\nunderlying all this is a\nthe interests of the\nworking always along educational lines, and considering\nor nation in the\nschool,\nmass of students, rather than the pride of college,\naccomplishments of a few.\n\n"}
{"page": 1118, "printed_page": "1096", "text": "1096\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nt sub-committees\nting was given to the differen\nmee\noit\nDetr\nthe\nof\nrest\nThe\nt out at that time\nent the information brough\nand it seems logical to pres\nbasket ball, and\nof field hockey, swimming,\nunder the four sub-headings\nd\nfiel hockey summed\nan of the sub-committee on\ncotrack athletics. The chairm\nn\nThe mai points being the\nhockey situation.\nd\nFiel\nes\nup the development of the\nStat\nted\nUni\nmed\nwith the newly for\nthis\nby\noperation of this committee\nlished jointly\nOne set of rules is being pub\nHockey Association.\ndifficulties which have\nthe\nthat\nso\n;\nion\nassociat\ncommittee and the national\nOur committee cannot\navoided in hockey.\narisen in basket ball may be\nd Hockey Assowork of the United States Fiel\nclaim any credit for the other\nof the game, I\nnt\npme\nelo\ndev\nthe\ninterested in\nciation, but for those who are\nonal association\n. ‘The formation of the nati\nwant to give a moment to them\nted by the\nincreased interest in hockey crea\nwas the direct outcome of the\nas active\nhas\nion\nciat\nThis asso\nautumn.\nvisit of the English team last\nt three\nleas\nat\nof\nup\ne\nmad\nions which are\nmembers, local hockey associat\nalready\ng\nbein\nPhiladelphia, and Michigan\nclubs—Boston, New York,\nm of\nfor\nthe\nin\nallied members\nBesides this the association has\norganized.\nand\nions\nciat\nasso\ne\nthes\nBy keeping\nciations.\nschool and college athletic asso\ny\ncarr\nhelp\nto\ned\nhop\nis\nit\nn,\ngeneral situatio\ntheir members in touch with the\nry\nina\nord\ne after school or college into\nover the habit of playing the gam\nr athletic\nthei\nof\nh\nmuc\ndrop\ns\ngirl\nour\nof\nlife, since the way in which most\nin our\nege is one of the weakest points\nactivity the moment they leave coll\nseems\nA.’\n,\nFH\nS.\nU.\nOne more activity of the\nathletics for women.\ncoms\n“Thi\nhes.\ncoac\non\ntee\nmit\ntheir com\nworthy of comment, and that is\nlish\nEng\nof\nber\nnum\na\nfor\nion\nciat\nAsso\nh\nmittee has arranged with the Englis\n\nwhose\nrica this autumn without pay, but\ncoaches, who are to come to Ame\nthis\nof\nns\nmea\nBy\nh.\nes where they coac\nexpenses will be met by the plac\nEnglish coach for\n\ns can procure an\ncommittee, colleges, schools, and club\nral\nbe quite impossible without a cent\none week or more—which would\ncommittee arranging details.\nming guide were presented by\nThe plans regarding getting out a swim\nIt\nthe sub-committee on swimming.\nMiss Eleanor Demming, chairman of\nCamp\nof\nn\niatio\nAssoc\nthe\nby\ndone\nwas decided to include the work already\nVarious other\nlife-saving work.\nand\nards\nstand\nming\nswim\non\ntors\nDirec\nsuch as the\n,\nguide\nthe\nin\nded\ninclu\nbe\nto\nthings were also decided upon\nof dives\nparts\nent\ntion of the differ\nstandards for different age groups, valua\nming.\nswim\nin\nance\nendur\nt of\nfor judging competitions, and the developmen\nMiss\nThe section on basket ball was led by\n\nHelen\n\nFrost, of Teachers\n\nthe chairman could not be\nCollege, New York, since Miss Florence Alden\nes were discussed.\nIn_ this section particular rules and chang\npresent.\nfor developing a game of basket\nThere is always a desire among a minority\n. ‘This minority could not\nball which will be less limited by restrictions\nat this meeting and that if\nng\nhelp feeling that it was having a fair heari\nAt the present\ndevelop.\nwould\ngame\nl\nthe time was ever ripe a more libera\nd of women,\ninstea\nmen\nby\ned\ncoach\nare\nteams\ntime when so many high school\nthe comthat\none feels\nthere is a real danger of removing restrictions and\nity.\nmajor\nthe\nof\nt\nbenefi\nmittee is working along safe and sane lines for the\n\n"}
{"page": 1119, "printed_page": "1097", "text": "DEPARTMENT OF PHystcaL EDUCATION\n\n1097\n\nWhen we come to the situation on field and track athletics, there is by\nno means fair sailing. In the first days of the general committee there\nwas a desire on the part of some members of the committee for a subcommittee on track athletics. To quote Miss Trilling at Detroit: “No\nsub-committee on track athletics was appointed because it was recognized\nthat track was not an event which made as wide an appeal to girls and\nwomen in general as the other activities did and because it was felt that\ngroup activities were better.’\nThe result of not having a sub-committee\non track appointed, was the formation by Dr. Stewart, of New Haven, of\nthe National Women’s Track Athletics Committee, which has never had\nany connection with the committee of the American Physical Education\nAssociation.\nNot long before the Detroit convention, word came that the\nAmateur Athletic Union had been requested to consider taking over the\ncontrol of women’s track athletics and that they were sending out a reprint\nfrom the New York Herald of April 9, reporting a meeting to discuss this\nplan. At the same time the constitution of the Federation Sportive Feminine Internationale came to view and also plans for taking a team of\nAmerican women to compete in an international track meet to be held in\nThe problems arising from these developments seemed\nParis this August.\nmost serious to the committee and the following resolutions were passed\nnot only by the committee itself, but were later submitted to the section\nmeeting and unanimously passed by it. The first deals with the control of\nwomen’s track athletics by the Amateur Athletic Union and is as follows:\nSince the Women’s\n- Association\n\nCommittee\n\nis convinced\n\nPhysical\n\nEducation\n\nonly logical organization to direct the policies in women’s\nrecord as disapproving of any afhliation wth the Amateur\nrelation\n\nto athletics\n\nPhysical Education\n\non Athletics of the American\n\nthat the American\n\nAssociation\n\nis the\n\nathletics, it goes on\nAthletic Union with\n\nfor women.\n\nThe second is in regard to the proposal to take a track team to Paris this\nAugust, and reads:\nThe Committee on Athletics for Women appointed by the American Physical\nEducation Association, representing the entire country, feels very strongly against\nto be\nparticipation by American women in the Field and Track Meet in Paris\nin its\nheld during August, 1922. We feel that Field and Track for Women is\ninfancy in this country, that it is so little organized, that no team can be properly\nchosen as representative of the United States.\n\nThese two resolutions reflect quite clearly the general attitude of the\nIts aims are not to develop spectacular contests and intercommittee.\nso much as to encourage the mass of girls throughout the\nmeets,\nnational\ncountry to take part in sports for the real benefit which may be gained\nWe think that\nfrom them as recreative and health-building activities.\nto their\nopposition\nof\ndeal\ngood\na\ndiscovered\nprobably the A. A. U. having\nour\nWhether\ndrop.\nmatter\nthe\nlet\nwill\nathletics\ntrack\ncontrol of women’s\nSibley\nMiss\nas\ndepends,\nsituation\nthe\nhandle\nadequately\ncan\ncommittee\nthe chairman made quite clear, on the codperation of everyone working\nIn regard to the Paris meet, it seems that in\nwith women’s track athletics.\nWe are entertained more\nall probability a team will go over to compete.\n\n"}
{"page": 1120, "printed_page": "1098", "text": "1098\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nin our Sunday papers, entitled “Hurand more frequently by photographs\nthe international meet’’ or something\ndling in perfect form, in try-outs for\nc is growing bored with ordinary\nto that effect. We wonder if the publi\nthe added interest in the contestants\nathletic pictures and must now have\nand I bring it up only to make the\nt,\n‘The latest developmen\nbeing women.\nthe ‘Constitution of the National\nsituation quite clear, is the circulation of\ngiving physical directors an opporWomen’s Track Athletics Association”\nns. Under ‘‘objects’’ we read:\ntunity to join for their respective institutio\nc Committee of the American Physical\n1. To codperate with the Women’s Athleti\nations, the proposed Athletic FederaAssoci\nc\nAthleti\ne\nColleg\ntion,\nEducation Associa\nrdize, and control track athletics\nstanda\nage,\nencour\nto\nbodies\nsimilar\ntion, and other\nStates.\nfor women in the United\nand inter-school competition under\n2. To demonstrate the value of intra-mural\netc., emphasizing the educameets,\nphic\ntelegra\nmeets,\nal\nstrict control; by section\nular.\nspectac\nthe\nthan\nrather\ntional and competitive values\nFeminine Internationale in the\n3. To codperate with the Federation Sportive\nathletics for women throughout\nstudy, standardization, and participation of track\nthe world.\n\nd to the aims of the\nSince the second and third objects are directly oppose\ntion it seems hard\nAssocia\nion\nEducat\nl\nPhysica\nan\ncommittee of the Americ\nto see how the first can be sincere.\nour athletics\nWe are finally confronted with the question: “Can we keep\nor are the\nwomen,\nand\ngirls\nof\nmass\nthe\nfor women really for the good of\nIt is\nands?\ngrandst\nthe\nin\ncrowds\nthe\nfor\ninment\nfew to furnish enterta\ns of\ninterest\nbest\nthe\nhave\nwho\nthose\nall\nof\nsupport\nand\nhelp\nthe\nonly by\nphysical education at heart that we can even attempt to do this.\n\n"}
{"page": 1121, "printed_page": "1099", "text": "Department of Rural Education\nSEGRETARY’S\n\nMINUTES *\n\nCuHicaco MEETING\n\nOFFICERS\n\nPresident—ERNEST BurNHAM, Normal School..........seeeeeeeeeeees Kalamazoo, Michigan\nVice-President—J. C. Murrman, Bureau of Education........-+..++++++- Washington, D. C.\nSecretary—MazeEt Carney, Teachers College, Columbia University............ New York City\n\nAFTERNOON,\n\nSESSION—Monpbay\n\nFIRST\n\n27, 1922\n\nFEBRUARY\n\nLeadership and Achievement in Rural Education\nADDRESS—RESOURCES\n\nPRESIDENT’s\n\nof Rural Education, Normal\n\nLEADERSHIP\n\nTHE\n\nOF\n\nLire—Charl\n\nEDUCATION\n\nFROM\n\nTHE VIEWPOINT OF SocloLoGy—\n\nState College, Greensboro, N. C.\n\nE. C. Lindeman,\n\nCOUNTY\n\nSUPERINTENDENT\n\nIN\n\nDirector\n\nMich.\n\nSchool, Kalamazoo,\n\nPROBLEMS OF RuRAL\n\nSomE UNSOLVED\n\nBurnham,\n\nEpucaTion—Ernest\n\nIN RuRAL\n\nRurAL\n\nEDUCATION\n\nAND\n\nCOUNTRY\n\nO. Williams, Superintendent of Shelby County Schools, Memphis,\n\nTenn.\nANNOUNCEMENTS\n\nAND\n\nSECOND\n\nPRELIMINARY\n\nBUSINESS.\n\nSESSION—Tuespay\n\nAFTERNOON,\n\nFEBRUARY\n\n28,\n\n1922\n\nThe Rural High School\nOBJECTIVES OF PusLic EpucaTIoN IN AMERICA—Thomas H. Briggs, DepartNew\nment of Secondary Education, Teachers College, Columbia University,\nVOLK Newey\nof High\nTur SMALL Community HicH ScHoor—E. M. Phillips, State Inspector\nSchools and Director of Vocational Education, St. Paul, Minn.\n\nTHe\n\nCoMMUNITY\nKans.\n\nOF RURAL\nIN THE ORGANIZATION\nPRoBLEMS AND METHODS\nScHoots—F. P. OBrien, University of Kansas, Lawrence,\n\nTHIRD\n\nSESSION—Tuvespay\n\nEvENING, FEBRUARY\n\nHIGH\n\n28, 1922\n\nThe Rural School of Tomorrow’\nCONSOLIDATED\n\nSCHOOLS\n\nOF\n\nTHE\n\nMOUNTAINS,\n\nVALLEYS,\n\nAND\n\nPLAINS\n\nOF\n\nCOLORADO—\n\nC. G. Sargent, College of Agriculture, Fort Collins, Colo.\nPrincipal of the ConEpucaTion IN 1Ts Proper EnviroNMENT—Mary E. Sabin,\nsolidated Rural School, Chazy, N. Y.\nndent of Schools,\nA RuraL Tracuers’ PLatrssurc—A. O. Thomas, State Superinte\nAugusta, Maine.\nFOURTH\n\nSESSION—Tuurspay\n\nAFTERNOON,\n\nMarcu\n\n2, 1922\n\ndents’ Section\nThis session was held in conjunction with the County Superinten\nSuperintendent of Cook\nof the Department of Superintendence with E. J. Tobin,\nCounty Schools, Chicago, IIl., presiding.\nand record theL\nt\nand corrections\n(\n1[The proceedings here given include all proper additions\nwas rendered at this\nofficial program of the Department of Rural Education exactly as it\nmeeting.\n2\n;\nmotion-picture films.\n2Fach of the following discussions was jllustrated with\n\n[1099]\n\n"}
{"page": 1122, "printed_page": "1100", "text": "ASSOCIATION\n\nNatTIONAL EpucATION\n\n1100\n\nScHooL SurveY—J. E. ButterSoME CONTRIBUTIONS OF THE NEW YorK STATE Rurav\nof Agriculture, Ithaca,\nCollege\nCornell\non,\nEducati\nworth, Professor of Rural\nING VG\nQUESTIONS\n\nAND\n\nDISCUSSION.\n\nGENERAL BUSINESS MEETING\n\nOF OFFICERS.\n\nAND ELECTION\nSECTION\n\nMEETINGS\n\nthe Department of Rural\nOn Wednesday afternoon, March 1, five sections of\ng programs, each of\nfollowin\nthe\nd\npresente\nand\neously\nsimultan\nmet\nn\nEducatio\n.\nmeetings\nbusiness\nby\nfollowed\nwhich were\nSection I—State Supervisors and Inspectors of Rural Schools\nChairman,\n\nChapman,\n\nJ. Virgil\n\nDepartment\n\nof Education,\n\nFrankfort,\n\nKy.\n\nWis.\nSecretary, Annie Reynolds, Department of Education, Madison,\nInstitutes—\nTeachers’\nThrough\n(4)\nSERVIC:\nIN\nTur IMPROVEMENT OF TEACHERS\n(b) Through\nGeorgina Lommen, University of Minnesota, Minneapolis, Minn.;\nRock,\nSupervision—James R. Grant, State Supervisor of Rural Schools, Little\nArk.\nJohn M. Foote,\nA STATE PROGRAM FOR SUPERVISING INSTRUCTION IN RURAL ScHooLts—\nState Supervisor of Rural Schools, Baton Rouge, La.\nTRAINING SUPERVISORS FOR RuRAL ScHoots—W. S. Dakin, Regional Supervisor,\nHartford, Conn.\n\nSection I11—County Superintendents and Rural School Supervisors\nChairman, N. R. Baker, Superintendent of Jefferson County Schools,\nBirmingham, Ala.\nSecretary, Amalia M. Bengtson, Superintendent of Renyille County Schools,\nOlivia, Minn.\nUse or Tests AND MEASUREMENTS IN RuRAL ScHoors—L. J. Bennett, Superintendent of Miami County Schools, Troy, Ohio.\nREAL SUPERVISION FOR RuRAL ScHoors—J. S. Hoffman, Superintendent of Hunterdon\nCounty Schools, Flemington, N. J.\nTHe CURSE AND CURE OF THE COUNTY SUPERINTENDENCY—Ellen B. McDonald,\nOconto, Wis.\nTur County Unit PLan or HicH-ScHooL ConsotipaTion—A. L. Harman, Superintendent of Montgomery County Schools, Montgomery, Ala.\n\nTur\n\nSection I1I—Rural Normal Directors\n\nChairman, H. A. Bone, Illinois Normal University, Normal, II.\nSecretary, Etta Christensen, Normal School, Kutztown, Pa.\nScHOOL GRADUATES\n\nTue OurpuT or NorMAL\n\nENTERING\n\nTHE FIELD OF RURAL\n\nTEACH-\n\nCape\n\nState\n\nTeachers\n\nCollege,\n\nGirardeau, Mo.\nREPORT OF THE SECTION COMMITTEE ON THE PREPARATION\nchairman or a member of the Committee.\n\nOF RURAL\n\nTEACHERS—The\n\nInc—Charles\n\nEB. Benson,\n\nSoutheast\n\nFINDINGS\n\nAND\n\nRECOMMENDATIONS\n\nCONTENT\n\nAND\n\nCHARACTER\n\nOF THE\n\nMissouri\n\nNEW\n\nYORK\n\nStupEeNTs—H.\n\nOF THE\n\nW.\n\nFoght,\n\nSchool, Aberdeen,\nBusINEss MEETING.\n\nS. Dak.\n\nSection\n\nChairman,\n\nCourse\n\nPrincipal\n\nIN RuRAL\n\nON\n\nTHE\n\nC. Bagley, Teachers\n\nCol-\n\nRuRAL\n\nSTATUS AND PREPARATION OF RuRAL TEACHERS—W.\nlege, Columbia University, New York, N. Y.\n\nSCHOOL\n\nSocIoOLOGY\n\nof the Northern\n\nSecretary, Maud\n\nFOR RURAL\n\nNormal\n\nIV—V ocational Directors and Rural Extension\n\nC. V. Williams,\n\nSURVEY\n\nand\n\nNORMAL\n\nIndustrial\n\nWorkers\n\nProfessor of Vocational Education, State Agricultura!\nCollege, Manhattan, Kans.\nSheridan, College of Agriculture, Fort Collins, Colo.\n\n"}
{"page": 1123, "printed_page": "1101", "text": "DEPARTMENT\n\nOF RuRAL\n\nJunior Extension\n\nEDUCATION\n\n1101\n\nWork\n\nJunior Extension Work As DEVELOPED THROUGH THE PUBLIC ScHOOLs—W. J.\nWright, State Leader for Boys, Cornell College of Agriculture, Ithaca, N. Y.\nJUNIoR\n\nWork\n\nAs\n\nDEVELOPED\n\ndgsephine Arnquist,\n\nEXTENSION\n\nState\n\nLeader\n\nowa.\n\nPRINCIPLES\n\nSS\n\nAND\n\nPOLICIES\n\nOF\n\nTHE\n\nINDEPENDENT\n\nfor\n\nGirls,\n\nOF\n\nCollege\n\nTHE\n\nPUBLIC\n\nSCHOOLS—\n\nof Agriculture,\n\nAmes,\n\nae\n\nFEDERAL\n\nGOVERNMENT\n\nIN\n\nTHE\n\nDEVELOPMENT\n\nOF\n\nJunior Extension Work—George E. Farrell, Assistant in Boys’ and Girls’\nClub Work, Department of Agriculture, Washington, D. C. —\nGENERAL Discussion—Led by E. G. Kelly, State Agricultural College, Manhattan,\nKans.; Z. M. Smith, State Club Leader, La Fayette, Ind.; Amalia M. Bengtson,\nSuperintendent of Renville County Schools, Olivia, Minn.\nBusiness MEETING.\n\nSection V—Village\n\nand Consolidated School Principals\n\nChairman, C. C. Swain, State Teachers College, Cedar Falls, Iowa\nSecretary, Thomas J. Smart, University of Kansas, Lawrence, Kans.\nPRINCIPLES INVOLVED IN THE INTERNAL ORGANIZATION AND ADMINISTRATION\n\nVILLAGE AND CONSOLIDATED\n\nScHooLs—George\n\nOF\n\nA. Selke, Rural School Inspector,\n\nDepartment of Education, St. Paul, Minn.\nA CONCRETE PRESENTATION OF WHAT THESE SCHOOLS ARE ACCOMPLISHINGC—W. H.\nRay, Superintendent of the Tipton Consolidated School, ‘Tipton, Iowa.\nTHE PROVISION OF ADEQUATE HIGH-SCHOOL FACILITIES IN VILLAGES AND RURAL DIsTRICTS FROM THE VIEWPOINT OF A PATRON AND ‘TAxpAyeR—L. L. McShane,\nShawnee Mission Rural High School District, Merriam, Kans.\nTHE FINANCIAL ASPECTS OF SCHOOL ADMINISTRATION IN SMALL AND MEDIUM-SIZED\nHicH ScHoots—A. K. Loomis, Superintendent of Schools, Hiawatha, Kans.\nGENERAL\n\nBUSINESS\n\nMEETING\n\nOF\n\nTHE\n\nDEPARTMENT\n\nAt the general business meeting on Thursday afternoon the following action\nwas taken:\n(1) A Committee on Constitution under the chairmanship of Amalia M. Bengtson,\nof Minnesota, proposed several minor changes in the by-laws which were readily\naccepted by the members present and made a part of the governing rules of the\ndepartment.\nThe most important of these revisions increased the Executive Committee by the addition of “enough members-at-large to equal the number of section\nchairman” and provided further that these members-at-large should hold office\nfor three years, one third of the number retiring each year.\n(2) The Committee on Constructive Studies under the chairmanship of Norman\nFrost, Peabody College, Nashville, Tennessee, recommended three topics for investigation by the general department—namely, A comparison of instruction in\none-teacher and consolidated rural schools, rural school attendance, and the ruralCommittees on these subjects were authorized and have since\nschool curriculum.\nbeen appointed and started to work.\n(3) Resolutions for the department were presented by M. S. Pittman, Ypsilanti,\nIt was also voted to accept the\nMichigan, and finally approved and adopted.\noffer of Mrs. Katherine M. Cook and have these resolutions multigraphed and\nThis has since been done.\ndistributed by the U. S. Bureau of Education.\n(4) The report of the Secretary as presented at this time traced the rapid\ndevlopment of this new department, set forth its most urgent problems, and emphasized the necessity of codperation and employed service in meeting these problems. Fnancially the department came out even this year for the first time in its\n;\nhistory with a small balance in reserve.\n(5) A special report on the Journal of Rural Education was then made by\nthe business manager, H. W. Foght, Aberdeen, S. D., and pledges for securing\nabout five hundred new subscriptions were advanced by the various members\npresent.\n\n.\n\n.\n\n(6) The report of the Committee on Nominations was next received resulting\nin the election of the following officers: for president, C. G. Sargent, Agricultural\n\n"}
{"page": 1124, "printed_page": "1102", "text": "EDUCATION\n\nNATIONAL\n\n1102\n\nColo.;\n\nfor\n\nASSOCIATION\n\nvice-president,\n\nAmalia\n\nM.\n\nBengtson,\n\nSuperin-\n\nsecretary, Mabel Carney,\nCounty, Olivia, Minn.; for\ntendent of Schools, Renville\n; for treasurer, William McYork\nNew\n,\nrsity\nUnive\nTeachers College, Columbia\n©\nr High School, Orleans, Vt.\nKinley Robinson, Junior-Senio\nittee were then elected\nComm\ntive\nExecu\nthe\nof\narge\nThe following members-at-l\nSchool,\nNormal\nand the meeting adjourned:\nrs-at-Large—Ernest Burnham,\nEXECUTIVE Commirrer—M embe\ny County Schools,\nShelb\nof\nnt\nende\nrint\nSupe\n,\nWilliams\nKalamazoo, Mich.; Charl O.\nHarrisburg, Pa.;\nr, Department of Education,\nHee. Foght,\nMemphis, Tenn.; Lee L. Drive\nnd\nCeca\nD.\non,\ningt\nof Education, Wash\nKatherine M. Cook, Bureau\nNormal School, Aberdeen, S. D.\nCollege, “Fort\n\nCollins,\n\nPRESIDENT’S\nERNEST\n\nBURNHAM,\n\nWESTERN\n\nSTATE\n\nADDRESS—RESOURCES\nEDUCATION\nDIRECTOR,\nNORMAL\n\nDEPARTMENT\nSCHOOL,\n\nOF\n\nIN RURAL\nRURAL\n\nKALAMAZOO,\n\nEDUCATION,\n\nMICHIGAN\n\norganization, technique, personnel,\nResources in education are money,\nwith urban eduRural education is not, comparably\nand social control.\nthe inquiry\nfore\nthere\nrces,\nresou\ncation, well capitalized in any of these\nwhich this discussion presents.\nces have been successfully\nNational, State, and local financial resour\nam for the rebuilding of the\nunited in a Nation-wide progressive progr\nwill be available for roads in\ncountry roads. In my State $14,500,000\n0,000, the State $8,500,000\n1922. Of this amount the Nation pays $4,00\nand the counties $2,000,000.\nation of the Nation\nRural education has greatly benefited by the codper\nand industrial eduadult\nof\ning\nfinanc\nte\nadequa\nand the States in a fairly\nstations, and the land\ncation through the extension work, the experiment\n\ngrant colleges.\n\nFor some years now this combined aid by State and Fed-\n\nin support of certain\neral money has percolated into many high schools\nthe younger children\nof\nsome\nd\nreache\nhas\nnce\nvocational subjects, and assista\nwork.\nclub\ngirls’\nin the boys’ and\nas more\n“The public is beginning to realize that to urge higher education\nfundathe\ndeny\nto\nis\nfundamental than universal elementary education\nsubequally\nis\n“It\nthat,\nAnd\n.\nmental principles of democracy” (Bagley)\nolder\nthe\nfor\nity\nopportun\nnal\neducatio\nversive of these principles to provide\nchildren and to ignore the needs of the younger ones” (Vandewalker).\nVocational and industrial education did not become a conscious necessity\nalong with special professional preparation, and it is well that the public\nsupport of special education for the worker, so long withheld, should now\nbe made up in good measure.\nIs it not equally just to ask that the long standing obviously inadequate\nfinancing of elementary education, especially in the country, should be\nmade up by a great generous, codperative participation by the Nation, the\nStates, and the counties in an attempt to solve our problem, formerly altogether too greatly localized?\n\n"}
{"page": 1125, "printed_page": "1103", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1103\n\nThe adequate financing of rural elementary and secondary education is\na National as well as a State and a local necessity. Any effort to superimpose vocational education upon inefficient elementary and secondary\nIn order to insure maximum returns from\nschooling must prove abortive.\ninvestments of public money in vocational and college education more money\nmust be secured from every available National, State, and local resource\nand spent with the greatest possible effectiveness, proportionally to the\nplaces which need it.\nThe money problem in rural education is commended to the consideration of our great administrative and business statesmen in the hope that\nthey may make proof soon of sufficient power in thought and capacity in\nlegislative leadership to integrate the total possible budget that America\nLeaders in research in rural education and certain\nhas for all education.\nspecial efforts for rural advancement have available the funds of the great\nfoundations, notably the money administered by the General Education\n‘These funds constitute\nBoard and the American Council on Education.\nbe used to the great\nwill\nwhich\nresource\nfinancial\na large supplementary\nBoard beginning\nEducation\nGeneral\nThe\neducation.\nrural\nof\nadvantage\ntwenty years ago has already made an investment of more than $3,000,000\nin the improvement of the knowledge and the practice of farming and\nProjects of research, experimentarelated activities, largely in the South.\nare given due consideration by\neducation\nrural\nin\ntion, and demonstration\nthe administrators of these funds.\nThe service rendered by the National Red Cross, more than half of\nwhich is in small communities; by several bureaus of the Federal Government in health, child welfare, and other educational propaganda; and by\nendowed and tax supported independent and State institutions of higher\nlearning, part of whose effort bears directly on rural life—all of these educational services direct and indirect must be accounted in any attempt to\nget at the financial resource in rural education.\nThe problem of getting a square deal for rural education in the public\nmoney appropriated for State Normal Schools and for University Schools\nBoards of control and the execof Education calls urgently for solution.\nns of higher education who\ninstitutio\nState\nthese\nof\nators\nadministr\nutive\nthe\nallow State funds which have been assessed on all taxable property of\ndisproporbe\nto\npurpose,\ne\nState and paid by all the people for a State-wid\ntionately absorbed in use to the greater advantage of either city or country,\nthough not intentionally unfair, are certainly weakly dishonest.\nbut\nThis problem has become only gradually defined in public opinion,\nnow\nclearly\nit\noutstanding National, State, and institutional leaders see\nThe past should be appreciated\nand are reiterating it in plainer terms.\nlet no man think, whatever the\nbut\nand any wrong in it must be forgiven,\nthat he will ultimately escape\npower,\nand\nposition\nsecurity of his present\non weakness in public\ndescends\nwhich\nval\ndisappro\npublic\nof\nthat consensus\nservice.\nThe money resource for rural education should have the full bearable\n\n"}
{"page": 1126, "printed_page": "1104", "text": "1104\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwill permit, paid locally in order\nshare, which local economic conditions\nsatisfaction may be enlisted and\nthat local proprietorship, initiative, and\nsupplementary share,\n‘The States should bear their necessary\nconserved.\nand emergency, as\nal\nspeci\nthe\nserve\nand devise schemes to distribute it to\nd come soon to\nshoul\non\nNati\n\"Ihe\nwell as the general needs of localities.\nsity of bearing a proportionate\nacknowledge the righteousness and the neces\nThe discrimination\nc education.\nshare in the financial support of all publi\nward fields of education\nshown in extending National aid to certain back\nfor National financial\nsity\nneces\nwill lose the justification of necessity, but the\nwill be permanent.\nand\nnt\nprese\nis\nparticipation in general public education\nin education, always\ny\neconom\nand\nth\nstreng\nof\nOrganization as a resource\nof an endowment\ncance\nsignifi\nthe\nto\nraised\nbeen\nhas\nobviously important,\nh and in authorship\nin the past twenty-five years by the work in researc\nof groups of students and leaders.\nconstructive sugTheir working method is critical analysis, and their\norder that the\nin\ns\nagencie\nand\nneeds\nof\ngestions call for differentiation\nus view.\nconscio\ninto\ncome\nall\nmay\ncontrol\nof\nunit\nwhole situation in any\ntional, or\ninstitu\nState,\nl,\nNationa\nin\ngained\nbeen\nhas\nview\ntotal\nWhether this\nge to intellimore local educational situations, the vision carries a challen\nleaders, who\nional\nprofess\nand\ngence and to patriotism to which both laymen\nhave any spunk, respond.\nin the Federal\nSince 1911 there has been a Division of Rural Education\nfunction has\nof\ntiation\ndifferen\na\nsuch\nly\ngradual\nand\non,\nBureau of Educati\non plainly\nevoluti\nThis official\ngrown up in most of the State departments.\nDepartve\nExecuti\nl\nNationa\n‘ndicates a division of rural education in the\nming.\nment of Education, which is forthco\nUnder date of March, 1921, the Federal Bureau of Education classified\nfive\ntwenty-one States as having the county unit, and recognized four or\nothers as having made some beginning with this form of school organization. The Bureau said that Alabama, Delaware, Florida, Kentucky,\nNew Mexico, North Carolina, Tennessee,\nLouisiana, Maryland, Wisconsin,\nin Georgia have the county unit in the\ncounties\nMissouri, Utah, and four\nschool authorities constitute the\ncounty\nform\nthis\nIn\nform.\nstronger\ndominating school administrative agencies; the county is a considerable\ncontributor to public-school support; the county board of education is\ngiven power to arrange district boundary lines, to select the county superintendent, and to exercise control directly or indirectly in the matter of\nselecting teachers.\nThe Bureau enumerates the following States as having the weaker form\nof county organization: Arizona, Arkansas, California, Georgia, Mississippi,\n‘This weaker\nOhio, South Carolina, Texas, Virginia, and Washington.\nform of county unit organizations is characterized by the continuance of the\ndistrict system to such an extent that the district authorities predominate,\nbut some important functions partaking of the nature of county organization\nare given to county authorities.\nMontana, Nebraska, and Oregon have\nprovided for county organization in modified form and have made the\n\n"}
{"page": 1127, "printed_page": "1105", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1105\n\napplication of the law a matter of local option.\nIn some other States beginnings have been made where county boards are provided for one or\n\ntwo functions.\nThe Missouri County Unit Law was signed by the Governor in March,\n1921. ‘The gist of it is given here as an illustration of many of the best\npresent ideas on the subject. ”\nProviding for county-unit organization of rural schools, creating a county board\nof education of six elective members; empowering said board to appoint county\nsuperintendent of schools and necessary assistants, to contract with teachers after\ntheir selection from eligible lists by local district boards, to have supervision over\nschool property within county school district, to change boundary lines of local\ndistricts and combine such districts, to maintain high schools, to prepare annual\nbudget, to control annual levy of forty cents on the hundred dollars in the county\nschool district which levy may be increased by the voters, to borrow money and\nissue bonds as provided by law, to make rules for the government of district\nschools, to furnish needed supplies, to select textbooks and at its option furnish\nfree textbooks, and to discharge existing indebtedness of local districts; exempting\nfrom the operation of this act all districts maintaining high schools of the firstclass; requiring county boards to report annually to State superintendent; regulating State aid to independent districts and county school districts; providing\nthat on July 1, 1922, the title to school property within county schoo! district shall\npass to and be vested in said county district, except sixteenth sections and funds\nderived therefrom; authorizing independent district, by vote of its qualified\nelectors, to become part of county district, and authorizing part of a county district\nby like procedure, to become part of an independent district with consent of\nvoters of said independent district and of county board of education; providing\nthat local school districts and district boards shall retain all existing privileges\nand powers except such as are specifically given in this Act to county school\ndistricts and county boards.\n\nThis brings into the service of rural education a form of organization\nwhich will presently develop an informed lay control and a trained administrative and professional leadership.\nSuch informed laymen and prepared\nschool men are not now to any considerable extent available for this work,\nbut it is one of the primary functions of reorganization in education to\nmake possible that length of tenure, that breadth of responsibility and the\nsalary necessary to enlist and retain the services of educated and ambitious\n\nmen.\nTime does not permit adequate reference to the States not heretofore\nIn New England the town form of school organization inmentioned.\ncludes the relatively small percentage of rural population with the urban\nor suburban groups to a great extent, and strongly centralized State conIn the States having the local district system\ntrol has also been operative.\nprogressive districts have been developed\nmany\nand the township district\nofficials, and through consolidation.\ncounty\nand\ntownship\nby\ncitizens,\nlocal\nby\nConsolidation introduces large new items of expenditure for transporta-\n\ntion and for high-school service. The local districts, except in the most\nprosperous and wealthy communities, cannot bear the greatly increased\ntax rate involved and must be liberally aided from State appropriations.\nThis is being done through the States sharing in the transportation expenses\nand in the budgets for buildings and teachers’ salaries. In spite of many\nobstacles to be overcome, consolidation offers a defined and a tested objective\n\n"}
{"page": 1128, "printed_page": "1106", "text": "1106\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nitutes the best expression of that\nfor progressive organization. It const\nion, of which the rural public\nnecessary larger unit in public-service funct\n\nis rapidly becoming aware.\n\nally shifting from a preOrganization in rural education is gradu\nIn the meantime, the\nbasis.\ne\nservic\ndominantly political to a professional\nby taking advantage\nbe\nto\nlikely\nare\nand\nbest things have been achieved\nin State and local cases. The\nof both the politics and the school needs\nas professional victories in rural\nimmediate future offers as many political\nIn either case strategy\nble.\neducation, and the victors are equally honora\nof C. J. Galpin, “The\nwords\nthe\nIn\n‘5 not a sin and to win is not wrong.\nThe\nin the future.\nes\nbeliev\nand\nves\npercei\nwise man sees the present but he\nng the\nnderi\nsurre\nof\npoint\nthe\nto\nyield\nnot\nwill\nhe\nbut\npresent he yields to,\nfuture.”\nzation in education\nAccrediting the contributions to progress which organi\ne in itself, but beresourc\ngreat\na\nhas already made identifies it not only as\nfor the utilization\nway\nthe\nopens\nit\ne\nresourc\ncause together with the money\nel.\npersonn\nand\nque\ntechni\ns:\nprogres\nof\nof two other great sources\nthrough devely\nexpensi\nand\nslowly\nderived\nis\non\neducati\nin\nTechnique\nis overcome\nnce\nignora\ncreasingly uncritical experience, until the inertia of\nexperience\nmental\nexperi\nand\nd,\nto such an extent that supervised, analyze\n, until\npresent\nto\nseemed\nnot\nhas\non\neducati\n‘s here and there set up. Rural\nbecause\nly\nprobab\nian,\ntechnic\nthe\nto\nge\nchallen\nte\nadequa\nvery recent years, any\nnoand\naking,\nundert\nb\nf-thum\nrule-o\na\nlargely\nwas\nhere\neveryw\neducation\nwhere more so than in the country.\nIsolated workers have from the beginning solved many of the technical\nproblems of the multigraded rural school, but no effective aggregation of\nHowever, there is a study now\ntheir achievements has been recorded.\nDepartment of Education in\nState\nthe\nof\nguidance\nthe\nunder\nin progress\nIllinois, which has sufficient scope, ideas, and clarity of record to give\npromise of valuable results. \"The experiment in Porter District, Kirksville,\nMissouri, is standing the test of time, and in technique of both school and\nThese and similar efforts\ncommunity work makes a real contribution.\nconstitute a great National service.\n:\nA future resource in rural education will be in adapting the best ideas\nin administraion, psychology, supervision, and teaching derived from experience, experiments, and reflective research in any field of education to use\nin this field. That the pioneering in this work is already well under way\nin many counties, in State departments of education, and in a slowly but\ndefinitely increasing number of State institutions of higher learning is shown\nby the following facts and ideas:\nRepresentative county superintendents throughout the Nation responding\nto the inquiry ‘“What are the best things you are doing now?” answered: 1.\nHaving all school buildings put in a sanitary condition and kept that way.\n2. Organizing local play days in codperation with larger communities.\n3. Introducing standard tests particularly in reasoning and comprehension.\n4. Holding group meetings of teachers to present methods and new ideas\n\n"}
{"page": 1129, "printed_page": "1107", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1107\n\nand to stimulate study classes among teachers. 5. Pushing consolidation\nand rural high schools, with 250 more country than city children in high\nschool, although my county seat has 4000 more people than the rest of the\n6. A county program calling for effective community work.\ncountry.\n7.\nmust try to reach each patron and perform some service.\nschool\nThe\ninforPrompt and careful attention to correspondence and visitors as to\nthe\nin\nrecords\nof\nkeeping\nand\nSystematic filing system\nmation sought.\ninto\nschools\neight\nin\ndone\nformerly\nwork\nl\noffice. 8. Put the high-schoo\n\nthree with three full-time Smith-Hughes men, also have three part-time\nmen teaching agriculture in the smaller Junior high schools. 9. Constructe\ntive supervision by tests, score cards, notes of visits and group round-tabl\nintroin\nCross\nRed\ncounty\nthe\n10. Codperating with\nteachers’ meetings.\nducing hot lunch, the study of dietetics, and a health program.\nare bringRural education agents in many of the best State departments\nquestion:\nthe\nto\nreplies\nThree\nuse.\ninto\nideas\nive\ning current progress\nInreply—‘‘\nFirst\nquoted:\nare\ndoing?”\nare\nyou\nthings\nbest\nthe\n“What are\non\ninstructi\ning\nsupervis\naugurating and executing a definite program for\nteach\nto\nhow\nshowing\n(2)\nin rural schools by (1) demonstration teaching,\n(a) measure\npupils to study, and (3) using educational and mental tests to\nattainment,\nof\ns\nstandard\ne\nobjectiv\nestablish\n(b)\nthe progress of pupils,\nal and\nindividu\ndiagnose\n(d)\nschools,\nother\nwith\nons\ncomparis\n(c) make\ng\n“Pushin\nreply:\nSecond\nclass needs and inaugurate remedial teaching.”\npaying\nschools;\nized\nstandard\n6181\nstandardization by State aid, now have\neffective; aiding\nfor transportation of pupils from schools too small to be\nn; stimulating\nvaluatio\nassessed\nlow\nand\nlevy\ntax\ndistricts that have high\nunusually\noffering\nschools;\nsuperior\nto\naid\nal\naddition\noffering\nby\neducation\nassisting\nschools;\nated\nliberal building and transportation aid to consolid\nthe\npaying\n$50,\nof\naid\nal\nisolated children to attend school by individu\nhigh\nvillage\nthe\naiding\nthus\npupils,\ntuition of non-resident high-school\nrural child; enforcing\nschools and providing secondary schooling for every\nby State examination.”\na uniform standard of elementary-school completion\nin service by (1)\nThird reply: “First—Training county superintendents\n(2) encouragion;\nsupervis\nof\nhelping them to carry out a two-year program\nfor a year—\nwork\nschool\nof\nphase\none\ning them to emphasize with teachers\nthrough\ndone\nbe\nto\nthis\n,\nlanguage\nyear,\nsecond\nfor the first year, reading;\nsubject emphathe\non\nletters\ncircular\n,\nmeetings\nteachers’\nfrequent group\ntests; (3) getting them\nsized, and the use of language scales and reading\ntheir first and biggest\nis\non\nto realize that the improvement of instructi\nthe schools before the\nof\nneeds\nthe\nkeep\nresponsibility; (4) getting them to\nty meetings, and\ncommuni\nfrequent\nand\npublicity\npublic through newspaper\nschool in every county.\n(5) helping them to establish a rural demonstration\ngs on the needs\nSecond—Speaking, whenever possible, in community gatherin\nof schools, local, county, State, and Nation.”\nstudy and various technical\nAnswers to questions of content of course of\nand taught in 128 of 144\nsought\nproblems in rural education are being\nSixty-two of these\nStates.\nfour\nfortyState normal schools reporting from\n\n"}
{"page": 1130, "printed_page": "1108", "text": "1108\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\neducation, and seventy-five\nschools have distinct departments of rural\nion and training schools. NineState Normal Schools have rural demonstrat\nring had courses in rural\nteen of the twenty-nine State universities answe\nsummer terms, but eight\nin\nment\nenrol\neducation, with the bulk of their\nyear.\nthe\nghout\nthrou\nng\nhave established courses runni\nreported work in\nThree independently endowed colleges of education\nd in\ns\nIn Chicago University 32 student were enrolle\nrural education.\nyear.\nr\nregula\nthe\nin\ndone\nNot much is being\ntwo courses last summer.\nGeorge\nIn\non.\neducati\nrural\nin\ntheses\nNo graduate students are preparing\na four years’ course\nPeabody College for Teachers, Nashville, Tennessee,\na trained specialist\nof\non\ndirecti\nthe\nunder\ned\nprovid\nis\nin rural education\nand gradin this field, and there are five faculty members teaching college\nia UniColumb\n,\nIn Teachers College\nuate courses in rural education.\nthe suming\ninclud\nyear,\nlast\nd\nversity, 254 different students were enrolle\nin\nations\ndissert\n’\ndoctors\nEight\non.\nmer term, in courses in rural educati\nand\nyears,\nfifteen\npast\nthe\nin\nthere\nted\ncomple\nrural education have been\nfour such dissertations are being written this year.\nare\nThe general and special, local and National educational journals\nthe\nlikewise\nn,\neducatio\npresenting much excellent material about rural\nthree\nlast\nthe\nduring\nand\nls;\ndaily newspapers and the weekly periodica\nand\nyears the popular magazines published 465 titles about rural education\nbooks\nfor\nasking\nare\nhouses\nng\npublishi\nLeading\nsubjects.\nclosely related\nIn Cornell\nof real merit in this field, and a few such books are appearing.\nn, and\nWisconsi\n,\nUniversity and in the State Universities of North Carolina\npubbeing\nare\ny\nsociolog\nrural\nin\nother States some illuminating researches\nent\ndepartm\nthis\nd\nby\npublishe\nn\nEducatio\nRural\nof\nThe Journal\nlished.\nspecial\nin\njournals\ntechnical\nthe\nof\nany\nwith\non\ncomparis\nbear\nto\nfair\nbids\nfields of education.\nThe survey presented in the foregoing paragraphs is sufficiently itemized\nand inclusive to yield adequate evidence of the derivation, refinement, and\napplication of a rapidly improving technique in rural education.\nThere are in round numbers 360,000 persons now engaged in professional\nwork in rural education, and approximately 100,000 laymen are directly\ninvolved in it to some extent.\nProbably quality is more significant than\nquantity in any attempt to evaluate personnel as a resource in education,\nbut in spite of the irregular academic and professional standards which\nobtain for the 350,000 of the rank and file of country and village teachers,\n\nthey possess in large measure the potentialities of youth and growth with\nwhich to make response to the many means coming into use for their\ngeneral growth and technical preparation.\nCounty superintendents of rural schools; teachers of rural teachers working in local and State normal schools and as helping teachers in counties;\nextension teachers working as county farm agents or home demonstration\nagents, and as club leaders; official and professional National and State\nagents of rural education; and persons teaching college courses in rural\nsociology and rural life (a mailing list of 414 such persons is available)\n\n"}
{"page": 1131, "printed_page": "1109", "text": "DEPARTMENT\n\nOF RuRAL EpucaATION\n\n1109\n\nmake up an aggregate approximating 10,000 persons who constitute the\nleadership in rural education.\nIs it too much to ask that this great field in education, which has an\nactive National personnel of 360,000; 10,000 of whom have character\nmaturity, and experience or other preparation to justify them in places of\nleadership and power, should become self-conscious and take account of\nitself? This differentiating self-consciousness is not to make rural education a provincialism and a side-show, it is rather to lift it into intelligently vivid public appreciation in order that it may be reincorporated in\nhonest proportion and true perspective in great State and National programs of democratic education.\nTo take advantage of personnel as a resource in rural education the\nentrance for both the rank and file and the leadership must be made more\nattractive by being made more difficult. As the intellectual and professional\nlevels for work in every field of rural education are raised, self-respect and\nsatisfaction will increase, until leadership capacity will be identified earlier\n‘The present potential leadership is doubtless far\nand more fully developed.\ngreater than the paltry three per cent whom position identifies; through\nmoney, organization, and evolution in technique a far greater number of\nplaces, in which an enriched experience and stimulating personal contacts\nwhich nourish growth, will be derived.\nl\nWith the elimination of the competition of the unfit, the superficia\nscrutiny\ncloser\ninto\ncome\nwill\nfit\ncharacter of the fitting of the so-called\nal\nand be improved, until presently in the ranks of both lay and profession\naction\nand\nthought\nin\nitself\nsustains\nwhich\ne\nconfidenc\npositive\nworkers that\nin comparison with the best workers in all human enterprise will be demon[his will inspire every individual in the fellowship and in the\nstrated.\n;\nleadership of rural education with distinctness, clarity, and grip of purpose\nwill\nwomen\nand\nmen\nendowed\nnatively\nthen a great thing will happen,\nreal\nrise from our ranks by experience and severely critical preparation to\np\nfellowshi\na\nSuch\nstamina.\nmoral\ninvincible\nto\nand\nn\ndistinctio\nal\nintellectu\nas\nneeded\ngreatly\ntoday\nand such a leadership have been lacking, and they are\nresources in rural education.\ncontent of\nPrinciples underlying and determining the selection of the\nteaching,\nin\nideas\ncontrol\nstating\ntheses\ncurricula will then be made plain;\nand\nwritten;\nbly\nintelligi\nbe\nthen\nwill\nration\nsupervision, and administ\nwill be\nthem\nfeel\nmay\nnovice\na\nthat\nsincere\nand\nintimate\nso\nappreciations\ntrue\n[hen money, organization, and technique will get their\nachieved.\nend\nthis\nadvance\nto\nunited\nbe\nidentity as means to an end, and they will\nip.\nleadersh\ne\nby the human control of an adequat\nresource which\nSuch a leadership will successively invoke the richest\nhave in a\ncan\nse\nenterpri\npublic\ngreat\nother\nany\nrural education or\nSocial control is that thing which Kipling\ndemocracy—social control.\nsaid, ‘“‘A force\nmeant when in writing about the sinking of the Lusitania he\nforce that\nle\ninvincib\nsame\nIt is to this\ninvincible received that blow.”\nappeal.\n‘rural education must make its final\n\n"}
{"page": 1132, "printed_page": "1110", "text": "NATIONAL\n\n1110\n\nEDUCATION\n\nASSOCIATION\n\nuse of milk from tuberculinChild-welfare clinics and enforcing the\nthe public as well, aware of and\ntested herds makes not only parents but\nites. A great war emergency\nready to demand fundamental health requis\nseductive social diseases, and\nforces a quickened public intelligence about\nace and socially ostracise\ndisgr\nwhich\nthese diseases become legal disabilities\nnsus of disapproval.\nconse\na\nof\nty\nseveri\ntheir victims with the relentless\nitemization of facts and\nLikewise the searchlight of present-day scientific\nng the whole situation\nconditions in education with increased facility in putti\ndirect and compelling\nmore\nvividly in public review, are resulting in a much\nappeal for social control in education.\neducation has an\nIn turning to social control as its greatest resource rural\nrural situation\nthe\ns\npurpose\nonal\neducati\nfor\nthat\nin\nundoubted advantage\nity was the typehas all the potentialities of superiority. The small commun\nconservator of\nchief\nthe\nmaker of our American democracy and it is today\ngroups\nsmaller\nof\nlife\nve\ninclusi\ny\nthat type. In the simple but fundamentall\ninto\nlives\ntheir\nte\nelabora\nsurely\nbut\nslowly\nof people, children and youths\nhed\nnouris\nare\nlives\nTheir\nty.\nhumani\nof\nion\npossess\ntotal\na\nsomething like\nve\nintuiti\nan\nby\nby Nature, by parental and other adult companionships, and\neyes.\ntheir\nbefore\nevolves\nperception of an infinite plan as it constantly\nn\nTheir danger, and oftentimes their doom, is that isolated contemplatio\nlevel\nual\npercept\nthe\nat\nstop\nmay\nlives\ntheir\n‘Thus\nblights them with inertia.\nand a great conceptual understanding of life be denied them.\nPublic inertia is the chief obstacle in rural education. Social control is\nslowly but surely changing this characteristic from rest or slow advance\nEight million country children from their lointo accelerating progress.\nadvantages, escaping that inertia which has\neducational\ncation of natural\ncaught and held back many, hail with delight a new day. In this new\nday more money, better organization, truer technique, a worthier personnel,\nand the invincible force of a social control which unites all these resources\nfor maximum service is saving for them their richest American birthright,\nthe wealth of a free and an adequate education.\n\nSOME\nE.\n\nC.\n\nUNSOLVED PROBLEMS OF RURAL EDUCATION\nFROM THE VIEWPOINT OF SOCIOLOGY\n\nLINDEMAN,\n\nCOLLEGE\n\nPROFESSOR\n\nFOR WOMEN,\nOF\n\nTHE\n\nOF\n\nSOCIOLOGY\n\nGREENSBORO,\n\nAMERICAN\n\nAT\n\nN. C., AND\n\nCOUNTRY\n\nLIFE\n\nTHE\n\nNORTH\n\nEXECUTIVE\n\nCAROLINA\n\nSECRETARY\n\nASSOCIATION\n\nI perceive in this gathering and in the subject which I have chosen to\ndiscuss a most wholesome sign of the future. When we come to the final\nanalysis of a social problem, it invariably becomes evident that the ultimate\nsolution lies in some form of enlightenment or education.\nBy the same\ntoken, when we arrive at the terminal interpretation of the process of\neducation we stand face to face with the problem which is foremost in the\nmind of the constructive sociologist. The logic of this circumstance points\n\n"}
{"page": 1133, "printed_page": "1111", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\nLittl\n\nunmistakably to the future fellowship of the social science specialist and\nIt is my most earnest hope that this coalescing of mutual\nthe educationist.\nthe future progress of rural education so that, hand\ndominate\ninterests will\nin hand, the sociologist of rural persuasion and the educationist of rural\nvision will devote themselves with spiritual as well as scientific zeal to the\ntask of elevating the educational opportunities of those who live on the\nland.\nMy discussion deals with problems, problems which some of you may\nhave solved to your satisfaction, but problems which nevertheless demand\ncareful statement and painstaking analysis if progress is to be rational and\nI do not, myself, presume to have arrived at conclusions which are\nsure.\nIn regard to most of the issues which are here\ncompletely satisfactory.\nsay in paraphrase: I still see through a glass\nmight\nI\nraised, I think that\ndarkly, but, thank Heaven, I see.\nThe five problems which I desire to bring to your attention may be\n\nepitomized in the following terms:\n\n1. Should there be a vocational concept in the curriculum of the elementary grades of the rural school?\n2. Should the rural school teacher perform community services?\n3. Can equalization of educational opportunities proceed in such manner\nas to prevent pauperization?\n4. Does the consolidated school enforce new community alignments\nwhich consciously or unconsciously overlook the social advantages of old\nneighborhood or community groupings?\n5. Is there a relationship between rural migration and intelligence?\nMy purpose in discussing these issues from the sociological point of view\ns\nis, not to point to a new approach, but rather to combine various approache\nce\nsignifican\nsocial\nthe\nindicate\nto\nshort,\nin\nwhole;\nsocial\nin order to form a\nof questions which have already received your continued and earnest thought.\n\non?—\n1. What place should the vocational concept hold in rural educati\nthe\ny,\ns—namel\nconcept\nprimary\nThe answer to this query hinges upon two\nural\nagricult\nbetween\nrelation\nthe\nand\nfunction of education in general,\nindicating\npractice and rural life. Rural education must be interpreted as\nlargely\nso\ntime,\nthis\nto\nup\nis,\nn\neducatio\ny\nSecondar\nn.\neducatio\nelementary\nsigrural\nental\ncentered in cities and towns that it has little environm\nfirst\nthe\nfrom\nn\neducatio\nHence, rural education means general\nnificance.\nfact that secondary\nto the eighth grades. Disregarding for the moment the\ncompleted elehave\nwho\npupils\nthe\nof\nschools attract so small a portion\nis within the\nn\neducatio\ny\nsecondar\nthat\nassuming\nand\nmentary education,\ncapacity to perform\nreach of the majority of pupils who have the mental\nn?\nits tasks, what is the function of rural educatio\nquestion\nThe two schools of thought representing varying answers to this\nfit the\nmust\nn\neducatio\nthat\nhold\nwho\nmay be designated as: (1) Those\npupil\nthe\nfit\nmust\nn\neducatio\nthat\nhold\nwho\npupil for life; and (2) Those\ninsist\nformer\n“The\nally.\nvocation\nted\ninterpre\nlife\nof\nfor a particular kind\n\n"}
{"page": 1134, "printed_page": "1112", "text": "1412\n\nNationaL\n\nEpucation\n\nAssociATION\n\nservices: Cavalt\nupon an educational content which performs five definite\nwriting,\nreading,\nas\nequips the pupil with the tools of communication such\nhuman\nthe\nof\nhistory\nthe\n(0) It acquaints the pupil with\nand numbers.\npupil’s\nthe\nts\ninterpre\nIt\n(c)\n;\nes\nrace, its trials, failures, and its success\ntional\ninterna\nand\nl,\nNationa\nState,\nlocal,\nthrough\nplace in social organization\nc\neconomi\nthe\nwith\npupil\nthe\nts\nacquain\nIt\n(d)\ncontrol;\nforms of social\nphysical\nor\nprocesses and resources which combine to form his material\nexistence; (e) It interprets the pupil’s possibilities of usefulness and enjoyin\nment in life in terms of his bodily freedom, lack of disease, participation\nmode\ng\nchangin\na\nto\nion\nadaptat\nphysical\nand\ns,\nhealthful and zestful activitie\nof life.\nWith an equipment of this sort, the pupil is theoretically prepared to\ncope with the problems of life. Reading, writing, and arithmetic furnish\nhim with the tools wherewith he may secure intercourse and communication\nLiterature, history, and the industrial arts furnish\nwith his fellowman.\nforces, ideas, and aspirations which have\nmotives,\nideals,\nthe\nhim with\nbrought the human race to its present status. Civics and current events\nthrow light upon the pupil’s significance as a member of social groups.\nGeography, in its broadest sense, interprets for the pupil the physical or\nmaterial basis of life and man’s relation to the material universe. Hygiene,\nphysical education and recreation bring the pupil’s body into relationship\nwith the wholesome life process.\nAn education of this type is essential to all children, whether they happen\nBeyond this point,\nto have been born in cities or in the open country.\nextent of the\nThe\n(a)\nupon:\ndepend\nvariations in educational content\ninfluence of natural economic laws in determining vocational choices;\n(b) The opportunities for choosing vocations prevalent in the community\nwhere the school is located; (c) The extent of the economic pressure behind the students, which determines how much further time may be utilized\nin education before wage-earning must begin; (d) The extent of private\nindustrial enterprises in providing training in vocations; (e) The rapidity\nwith which occupations evolve into standardized forms regulated by automatic machines; (f) The theory of the prevailing political philosophy in\nregard to the state’s right and compulsion to enter the field of preparing\nskilled workers for private enterprises.\nIn short, if natural economic laws work toward an equilibrium in vocations, if the community produces more children than can be absorbed in\nits own industries, if pupils can enjoy no more education beyond the elementary grades, if private industries are not furnishing adequate training\nfor their demands, skilled vocations are likely to be more or less permanent\nand not automatic, and if the political philosophy of the day sanctions to\nthe State’s interference in the affairs of private industrial enterprise—if all\nof these conditions exist, then vocational education may begin with a\nthoroughgoing sanction.\nMany of these conditions do prevail in certain\nareas, and vocational education beyond the primary grades has produced\npositive and measurable results.\n\n"}
{"page": 1135, "printed_page": "1113", "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n1113\n\nThe advocates for vocational contest in the rural-school curriculum,\neven in the elementary grades, rest their case on such arguments as:\n(a) Children form their vocational choices or, at least, prejudices before\nthey reach the high school; (b) The secondary schools are now, and are\ndestined to be, largely city institutions; hence, their influence upon students\nwill be in the direction of city life; (c) Through the study of agricultural\nprocesses and practices, the pupil will be led to appreciate the worth of\nagriculture as a profession; hence, he or she will be more likely to choose\nan agricultural vocation; (d) Country populations are obviously being depleted ; one of the chief causes for the migration from country to city is the\ncity-minded teacher, the city-minded textbook, or, in short, the rural school\nwith no direct or distinct rural appeal or emphasis; and (e) The materials\nfor agricultural education are round about the rural school; since this is\nsound pedagogic theory, the school should make use of these materials.\nThe numerous other reasons for this standpoint in rural education need\nnot be mentioned before an audience made up of rural education specialists.\nTo answer the initial query in sociological terms involves a series of conclusions which shall be enumerated in categorical fashion:\n(1) The vocational concept in general does have a place in the program\nThat place is to indicate to the pupil the necessity of\nof rural education.\ntools of communication as means of enhancing one’s earning capacity; to\nindicate to the pupil the inexorable law of producing in order to live; to\nindicate to the pupil the relation between human progress and man’s\nproductive energies; and to enable the pupil to accumulate such information concerning vocations as will enable him to make a wise choice for the\nhighest use of his own capacities.\n(2) The vocational concept interpreted to mean that the rural school\nshould include in its curriculum courses of study dealing with the science_\nNeither the family\nand practice of agriculture is, sociologically, unsound.\nthe child’s\ndetermining\nin\nforce\nor\nprejudice\nexercise\nshould\nState\nthe\nnor\nThe choice of a life work, as well-as the\nchoice of work in the world.\nchoice of a lifemate, are matters of too grave import to place in the hands\nof leaders who guide the thoughts of impressionable youths.\nAs modifications and elaborations of the above dogmas, permit me to\npoint out several other considerations with which the sociologist is deeply\nconcerned :\n(a) The vocational concept should be clearly distinguished from the\n‘To use the environment of the\nenvironmental concept in education.\nas a basis for interpreting the\nsetting,\na\ncountryside as a background, as\nonly good pedagogics, but also\nnot\nis\n,\nseveral branches of general education\nThe mathematics of the home\ntheory.\nsocial\ngood\nand\ngood common sense,\nfor the study of mathedeparture\nof\npoints\nexcellent\nare\nfarm\nand the\nnot\nmatics in general; but they should be used as points of departure and\n\nas ends in themselves.\n(6) There is a distinction between agriculture as a vocation and country\nlife as a mode\n\nof living; this distinction should\n\nhave deep significance to\n\n"}
{"page": 1136, "printed_page": "1114", "text": "1114\n\nNatioNaL\n\nEpuCATION\n\nASSOCIATION\n\nlture.\nThere is no reason for doubting that agricu\nthe rural educationist.\nby\nated\ndomin\nmore\nand\nmore\nlike all other industries, will continue to be\nand\nes,\nthresh\ns,\nbundle\ncuts,\nnow\nThe grain harvester which\nthe machine.\nhappen when agricultural\nbags the wheat is a forerunner of what may\ns will come about inproces\nThis\n.\nnized\npractices are more fully mecha\nOn the other\nary.\nevitably when the food needs of the world make it necess\nmachines do\nafter\nue long\nhand, living in the country is likely to contin\nneeds is\nfuture\nthe\nof\nr\nmost of the work on the farm. What the farme\nIn\ny.\ncountr\nthe\nin\nlife\nfull\na\nlive\nan education which will enable him to\nhas\nsense\nal\nmateri\na\nin\nsful\nsucces\nmost\nbeen\nthe past, the farmer who has\nhis community’s life.\nnot been inclined to remain in the country to enrich\nty, his social wants\nAs soon as he is possessed with the purchasing capaci\nsful farmer has\nsucces\nthe\nbegin to expand; in order to satisfy these wants\n[In this\nmet.\nbeing\nare\nneeds\nsocial\ninvaribly migrated to the city where\ninconthe\nof\ntheory\nski’s\nKorzyb\nof\nconnection, may I suggest the study\nes\nscienc\nsocial\nthe\nand\nal\nphysic\nthe\nof\nation\napplic\nof\ngruity between the rate\nt\nstuden\nthe\nIf\nas explained in his book called The Manhood of Humanity.\nthis\nof\nsions\nal\npreten\nis able to divest himself of the questionable mathematic\nHis statement in barest conreference, he will be immeasurably benefited.\nd according to geometric\nprocee\nes\nscienc\nal\ndensation is this: That the physic\ning to arithmetical proaccord\nd\nprocee\nes\nscienc\nsocial\nthe\nprogression while\nThe future\ng\nprogress.]\nhaltin\nand\ntions,\nrevolu\nwars,\nour\nHence\non.\ngressi\naddition, if\nin\nl;\nfarmer will need to be a manager or enterpriser of capita\nand comfamily\nof\ntype\nhigh\nhe is to reside in the country and promote a\nand nonhigher\nthose\nwith\ned\nendow\nmunity life, he will need to be fully\nof\ngrades\neight\nThe\ne.\ncultur\nup\nmake\nto\ngo\nwhich\nvocational attributes\nAnd,\ntion.\nfounda\na\nsuch\nlaying\nfor\nlong\ntoo\nnone\nare\nschool\nn\nthe commo\nwhat is more, the rural boy and the rural girl will have in such an equipment a foundation for a satisfactory life in any occupational situation in\n\nwhich the future finds him or her.\n(c) The country-life problem of the United States is not likely to find\nThat problem is\nits solution in any form of paternalistic occupationalism.\nnot now, nor has it ever been, acute because of shortage of population.\nWhat the rural areas of America need is not increased numbers but inAdditional informacreased quality of the inevitably decreasing numbers.\nwill be needed.\nagriculture\nof\npractice\nand\nscience\ntion in regard to the\nthrough estabdemands\nfarmer’s\nthe\nof\nreason\nby\nsupplied\nbe\nshould\nThis\nlished agencies of education of a secondary or higher nature.\n\n2. Is the rural school teacher to be regarded as a specialist in education\nwith certain community functions imposed upon him or her, or is the rural\nschool teacher to be regarded as a promoter and organizer of community\naffairs with education as only one of his or her functions?—This inquiry\nPerdoes not adequately express the nature of the problem here involved.\nhaps it can be clarified by separating the query into several constituent parts:\n(1) Is there to be a decrease of emphasis upon the teacher’s function as\n.\na specialist in education?\n\n"}
{"page": 1137, "printed_page": "1115", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1115\n\n(2) Is there to be an increased emphasis upon the teacher’s function as\na community organizer?\n(3) Is the teacher to combine both functions in an equal degree?\n(4) Or, will it be necessary in the future to increase the specialization\nof the teacher and bring into existence another official to be known as the\ncommunity organizer or secretary?\n(5) Or, in the event of consolidation of rural schools, is it likely that\nsuch schools will have on their staffs a person specially trained to promote\nand organize community activities?\n(6) Or, shall the rural school be designated as the institution for training local, resident leadership for the promotion and organization of community activities?\n;\nmust be made in terms\nsociologically,\ninquiry,\nthis\nto\nThe first approach\n\nof the law of the division of labor.\n\nThe past teaches us that this law has\n\nIn every sphere of life in which progress\nwell-nigh universal implications.\ncan be measured it will be observed that individuals and institutions have\ndiminished the number of their functions and have become more adept in a\nnarrower field. ‘There seems to be no reason to doubt that this law is\nIn fact, it may not be too daring\napplicable in the sphere of education.\nto state that in a modern, progressive community any institution which\nattempts to increase the number of its functions is almost sure to be in the\nfirst stages of pathology.\nBut, this query cannot be dismissed by merely stating an abstract law or\nprinciple. ‘There is, as everyone connected with rural schools well knows,\nan insistent demand that the rural school engage upon certain community\ntasks which are only secondarily educative in nature; or, if educative in\nnature, these projects are intended to educate the adult and not the child.\nThis demand comes from many quarters—from agencies with rural programs to promote, from officials of county, State, and Federal governments,\nleast\nfrom commercial institutions, from school authorities, and, last and\nIt is a demand so insistent and so\nof all, from farm folk themselves.\npersistent that it must be answered in terms of both principle and practice.\nNor can the question be evaded by the citation of the so-called “excepal comtional teacher in the exceptional school located in the exception\nprove\nnot\ndo\ns\nexception\nmaxim,\nwn\nwell-kno\nContrary to the\nmunity.”\nthe\nof\nteness\nincomple\nthe\nor\nty\nimmaturi\nthe\nindicate\nrules; they merely\n\nrule.\nIn the case of the one-room\n\nrural school there can be little argument.\na highly-trained\nUntil such schools receive adequate support to employ\nabsurd to insist\nis\nit\nschool,\nuipped\nteacher to teach the children in a well-eq\nNot one third\ns.\nfunction\nity\ncommun\nal\nupon the school performing addition\nsufficient time\nprovide\nto\nable\nare\npresent\nthe\nof\nschools\nof the one-room rural\non adequately.\nand attention to teach the fundamental subjects of educati\nand primary\nntal\nWhen this function, which no one will deny is the fundame\nthe ways\nng\ndiscussi\nbegin\nto\none, is adequately performed, it may be time\nrender\nto\nd\nexpecte\nand\ntrained\nbe\nand means whereby the teacher may\n\n"}
{"page": 1138, "printed_page": "1116", "text": "1116\n\nNationaL\n\nEpucaTIon\n\nAssociATION\n\nnities have reached the stage when\ncommunity services. And, when commu\ns will obviously have reached\nnitie\nsuch provisions are made, such commu\nfor the more general comrship\nleade\nde\nthe plane of willingness to provi\nmunity activities.\nIn a\ny specialist teachers.\nThe consolidated rural school may emplo\nbe\nmay\nions\nprovis\nrs,\nteache\ncommunity which employs from five to fifteen\nwhose\nand\nmatter\nt\nsubjec\nwhose\nr\nmade for employing at least one teache\nThree general principles may be incommunity services are compatible.\nduced from the foregoing:\nable to the sphere of edu(1) The law of the division of labor, if applic\nwill inevitably become\ncation, indicates that the rural teacher of the future\na community organsingly\ndecrea\nincreasingly a specialist in education and\nreted to mean that\ninterp\nbe\nnot\nmust\nent\n[This statem\nizer or promoter.\nin approach or in\nt\ndualis\nindivi\nan\nbe\nto\nalso\nis\nist\nthe educational special\nto\nOn the contrary, the best specialist is he who knows how\nmethod.\nthe\n,\nteacher\nwise\nthe\n‘To\nintegrate his speciality with the social process.\nteaching process\nschool group presents a phase of social process ; the entire\n\nmay and should be a social one.]\n\n6\n\nto fulfilling\n(2) The nearest that the one-room rural school may come\nproperty\nschool\nthe\nof\nuse\nthe\npermit\nto\nis\ncenter\nity\ncommun\na\nthe office of\nprojects,\nity\ncommun\nfor community purposes, to encourage and stimulate all\neduextend\nto\nand\nty,\nto contribute to the general welfare of the communi\nAll\npped.\nhandica\nbeen\nhas\non\neducati\ncational opportunities to those whose\neducaof\ntype\nhighest\nthe\ng\nbecomin\nby\nachieve\nbest\nof this, the school may\ntional agency possible.\n(3) The consolidated rural school or the rural high school may perform\ncommunity\n\nservices provided adequate provision is made\n\nfirst for the dis-\n\nif a\npensing of its educational function. These services will succeed best\nample\nhave\nto\nteacher\nsuch\n,\nemployed\nis\nspecial teacher with special training\n\ntime for the special activities.\n3. Can equalization of educational opportunities proceed in such manner\nas to prevent pauperization?—Theoretically, and from the standpoint of\nNational economy, it appears that equalization of educational opportunity\n-is a sound policy. In addition, National economy and the current theory\n\nregarding the distribution of income makes it appear that elementary education at least should be supported by funds coming from local, county,\n\nEqualization of educational opportunity imState, and Federal sources.\nplies that a community, a county, or a State with inferior economic resources\nmay rightfully expect assistance from the larger unit of which it is a political\npart; such assistance is usually gauged in terms of the standard of education prevailing in the best areas or the average standard.\nA review of the literature on rural education covering the past four or\nfive years reveals the fact that this sort of equalization has been supported\nby the leaders.\nIn fact, it seems to me that a good case may be made out\nfor the statement that the movement looking toward educational equaliza-\n\ntion originated among the rural educational groups.\n\nInasmuch as there is\n\n"}
{"page": 1139, "printed_page": "1117", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\nay\n\nnow ample precedent for such equalization, both insofar as individual commonwealths and the National Government are concerned, it seems probable\nthat this end may also be achieved.\nFrom the viewpoint of social theory, the following questions need to be\n\nraised in connection with this issue:\n\n1. Is there any evidence to indicate that Federal and State aid to local\nunits has tended to keep those local units from exercising their highest\nefforts in meeting their own obligations or in raising their own standards?\nIn other words, does aid from the outside stimulate the local community\nto higher efforts on its own part, or does aid from the outside lower the\n.\ncommunity’s will to improve itself?\ny\ncommunit\none\nmind\nin\nhave\nI\nsides.\nboth\non\nThere are evidences\nat a\ncitizens\nwealthy\nits\nof\none\nby\nendowed\nwere\nneeds\nal\neducation\nwhose\never aptime when it seemed entirely unlikely that this community would\nexindustrial\nrapid\nthe\nHowever,\nproximate metropolitan proportions.\nstrikso\ny\ncommunit\nthis\naffected\ncentury\nthis\npansion of the early part of\n‘The endowed\ningly that its size went beyond all preconceived bounds.\nwere sudcitizens\nThe\ne.\ninadequat\nbe\nto\nfound\nwas\nsystem\nal\neducation\npurschool\nfor\ntaxes\ndenly confronted with the new experience of paying\nbeen\nhave\nyears\nten\npast\nthe\nand\n‘They resented the implication,\nposes.\nand its\nyears of bitter struggle between the few leaders of this community\ntaxation.\nschool\ntoward\ntic\nantagonis\npopulation—still\nof agriculOn the other hand, Federal aid for States establishing colleges\nof educaform\nthis\nted\nstimula\nhave\nto\nappears\narts\nc\nmechani\nthe\nture and\nthe point\nto\ncome\nhas\ntheory\nGood social\ntion in a most unusual degree.\nhe might\nwhat\nal\nindividu\nthe\nfor\ndoes\nof insisting that philanthrophy which\nwhat a\nne\ndetermi\nto\npossible\nit\nIs\nng.\ndegradi\nhave done for himself is\nsuch\nin\nd\ninvolve\nfactors\nthe\nare\nWhat\nitself?\nfor\ndo\ncommunity might\n\ndetermination?\n\nA community which has\nFirst of all, there is a psychological factor.\ne may go on thinking\nheritag\nonce been in poverty, or which has a poverty\nafter it has become\nlong\non\neducati\nitself too poor to provide adequate\nFor\nwealths.\ncommon\nour\nof\none\nin\ne\nWe have such an exampl\naffluent.\n\nfor adequate economic\nwell-nigh fifty years this State was in actual want\nPolitical cam.\nreserves; it was continually on the borderline of poverty\nso slowly\nfact,\nin\nSlowly,\npaigns usually hinged on the issue of taxation.\nState\nthis\n,\ncitizens\nthe\nof\nmost\nto\nthat the phenomenon was imperceptible\nunion\nthe\nin\nStates\nother\nfour\nor\nthree\nonly\nbecame wealthy. ‘There were\nState. In the meanwhose incomes exceeded those of this once “poverty”\nStates in the Union in\ntime, while this State was among the first five\nin the Union in\neconomic income, it was also among the lowest five States\nn.\nchildre\neducational opportunity offered to its\ncampaign which\nWhat did this State need? Obviously, an educational\nbetween ecotion\ncorrela\nthe\nlly\nforcefu\nwould indicate unmistakably and\nSuch a campaign is now going in this\nnomic resources and education.\nIn one\nare amazing.\nState with results which, to the older inhabitants,\n\n"}
{"page": 1140, "printed_page": "1118", "text": "1118\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n-\n\nional purposes than in\nyear this State appropriated more money for educat\nits previous corporate\nof\nthe entire one hundred and twenty-five years\nexistence.\nme to suggest\nWithout burdening you with too much detail, permit\nonal equalieducati\ny\nwhereb\ne\nformula\ndevising\nof\nthat there is a possibility\nthan present\njustice\nc\nscientifi\nof\ndegree\ngreater\nfar\na\nwith\nproceed\nzation may\nation\ncoérdin\nA\nSuch formulae should include: (a)\nproposals warrant.\narea;\nlocal\nthe\nof\nwealth\nbetween Federal and State aid and the per capita\nonal\neducati\nbetween\nation\ncoordin\na\nbe\n(b) In rural territories there needs to\nand\nwning\nLand-o\n(c)\n;\npractice\nural\nagricult\nof\nopportunity and the status\ne.\nformula\nthese\nin\ntion\nintegra\nto\nsubject\nbe\nalso\nmay\nfactors\nwning\nhome-o\nIn brief, it should be possible to devise a plan of Federal and State aid\nfor the equalization of educational opportunity which would operate on\n\na rising or diminishing scale in ratio to the indices mentioned above; if this\ncan be done, there can be no doubt concerning the ultimate social benefits\nto be derived from equalized education.\n4. Granting the one and two-room rural schools can in a majority of\ncases be eliminated because they have passed beyond their period of adaptability to modern\n\ndemands and, further, that the consolidated school is the\n\nideal for the future, what are the sociological implications of the consolidation process?—Consolidation of two or more traditional school districts\nin one larger or consolidated area is a process which involves such factors\nas: (a) The factor of communication or transportation of pupils to and\nfrom the school, including roads, climate, et cetera; (b) the factor of taxable property, or ability to provide adequate economic support for the\nnewer and larger plant; (c) the location of the school in relation to existing\n\npolitical units; (d) the location of the school in relation to geographic and\ntopographic conditions; and (e) the social factor which is concerned with\ntraditional neighborhood or community groups in which the school as a\nsocial or cultural institution has in the past played an important role.\n\nOnly one of these factors will be isolated for consideration—namely, the\nlast mentioned.\n\nBefore\n\nproceeding\n\nto this, however,\n\nmay\n\nI presume\n\nto\n\nsuggest that it may be possible to devise a non-rigid formula including the\nabove factors in such manner as to throw light on the desirability, the possibility, and the location of a consolidated school? For purposes of discussion, I should suggest that the following formula might serve as a point\nof departure:\nc== desirability, possibility and location of consolidated school.\na == communication, with numerical weight of 25.\n== taxable resources, with numerical weight of 40.\nc == politico-geographic factor, with numerical weight of 10.\nd =social factor, with numerical weight of 25.\nThe formula then would appear to be: C—=a-+b-+cttd.\nThis is,\nof course, a crude way of stating what is as yet a crudely-formed proposal\nto add scientific weight to the consolidated school movement.\n\n"}
{"page": 1141, "printed_page": "1119", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1119\n\nWhat effect does consolidation have upon old and established neighbor-.\nhood or community groups? Are these groups broken down after consoliDo they re-assimilate in smaller groups, or do they re-assimilate\ndation?\nIn cases where this\nin the larger group with the new school as the center?\nlarger type of assimilation is observable, are there also certain back-eddies of\nseparatist groups which refuse to be assimilated?\nThere are evidences that the consoliThese queries deserve attention.\ndated school has, in the past, given too much weight to a single factor—\nnamely, the desirability of the improved educational facilities for the\nI grant that this is the most important factor, but there should be\nchildren.\nmeans of discovering how the other factors may be coérdinated in such\nmanner as to insure better social integration, assimilation, and, hence,\nI must leave the inquiry with the\nprogress subsequent to consolidation.\nhope that some method will be devised in the near future which will make\n\nit possible to conduct certain studies which will cast light upon these problems.\n5. What is the rural social significance of the factor of intelligence as\n\nmeasured by current tests?—I doubt whether there is now available sufficient data upon which to base any conclusions in answer to this inquiry?\nI do believe, however, that it would be a worthwhile effort to study such\nmaterial as is available with a view toward continued observation and\nstudy. This implies something far more significant than current mental!\ntests which reveal certain superficial mental reactions; the word ‘intelligence’ is here used to describe something far more important about the\nhuman mind than the mental-age tabulations with their beguiling appearance of mathematical precision.\nIt appears to me that there is, for example, reason to expect that such\nstudies would reveal a distinct relationship between intelligence and rural\nSize of family, family limitation, economic status, occupational\nmigration.\ntendencies of rural migrants—these and numerous other factors might be\nilluminated if we could have scientific data based upon intelligence norms.\nOr, do the most intelliDo the least intelligent remain in the country?\nl practice present\nagricultura\nof\nstatus\nprevailing\nthe\nDoes\nmigrate?\ngent\nan intellectual challenge sufficiently strong to compete with other challenges\nwhich come to the alert and intelligent? Some have assumed that the\nteaching of agriculture in the rural school would tend to keep boys and\ngirls on the farm. We now know that the increased utilization of the\nmachine will make it unnecessary to retain the old ratio between rural and\nurban populations; we next want to know what force will keep the most\n\nintelligent on the farm to lay the basis for the future rural culture.\nTo state this question is tantamount to asking for the central and the\ncrucial touchstone of the philosophy of modern life. ‘There is, of course,\nno single force which will keep the most intelligent on the farm; a satisfactory social structure will, however, present a balance of forces.\nAgriculture will lose its drudgery aspects in proportion as its practices\nlift man from direct hand-contact with the soil, or, in other words, in pro-\n\n"}
{"page": 1142, "printed_page": "1120", "text": "1120\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n——\n\nDuring\nproduction.\nportion to the application of machinery to agricultural\nued\nintrig\nbe\nwill\nmany\ne,\npractic\nfarm\nof\nn\nizatio\nthe first stages of this mechan\nagainst\nx\nBut, curiously enough, and here is the parado\nby its fascinations.\nwarned, as machinery comes to be more and more\nbe\nmust\nall\nwhich we\nand less challerge.\nperfect and automatic, the brains of man receive less\nl or thinking\nrationa\nneed\nnot\ndoes\ne\nThe operator of an automatic machin\nso automatic\nquite\nbecome\nnever\nwill\ne\npractic\ncapacity. Obviously, farm\nforward\nlook\nmust\nwe\nyet\nand\ne,\ng\npractic\ncturin\nmanufa\nas industrial or\nof the\nnge\nNo, the future intellectual challe\nto a close approximation.\ncountry cannot be safely left to the machine.\nthe role\nBut here I must depart from scientific principles and accept\nis\nfuture\nthe\nin\nfaith\nMy\nseem.\nmay\nof the prophet, dangerous as that\nme\nTo\nman.\nof\nspirit\nthe\nin\nfaith\na\nrather\nbut\nnot a faith in “things”\nof cyniit appears, as clearly as such a far-off event can appear in an hour\nof the\ne\nchalleng\ntual\ncism such as we now live in, that the future intellec\nregard\nsocial\nng\nexpandi\nhis\nof\non\nworld is to be looked for in man’s expressi\nThe kingdom of heaven on earth is to be\nin a democratic environment.\nacy of the intellect and of the spirit\naristocr\nthe\nwhich\nin\na social process\nshall transcend the petty rewards of our present mechanical inventions and\nMay the country people be the first to grasp this vision and\nexploitations.\nto lead us out of this morass of materialism onward into the promised\n‘“inbrothering of man.”\nThe next and last problem of rural education which has been of particular interest to me is related to the newly-awakened consciousness among\nIt appears to me that there are distinct evidences\nAmerican farm women.\nof a veritable revolution in sentiment among the women of the countryside. Farm women are speaking in a new tongue, and their words have\nA portion of this\nthe ring of a new conviction and a new determination.\nnew consciousness may be accounted for as a belated expression of the\nWhatgeneral awakening of women everywhere during the past decade.\never its causes, it seems to me that the fact is discernible and ought to have\nsignificance to rural educators.\nHow may the newly-released aspirations of the farm women be turned\nI do not presume to suggest to\ninto the channel of rural school progress?\nyou, who are experienced in the task of relating public sentiment and opinion\nto educational promotion, how this shall be done; I merely point to the\nexistence of a new and a powerful force which is at your disposal.\nIf this\nforce can be appreciated and utilized it will do more for rural educational\nFor,\nprogress in the next decade than all of the other forces combined.\nthe heart of the rural mother is centered in her children.\nThrough them\nshe is destined to express the vision and the worth of her citizenship.\nAlthough this has been an essay dealing with problems to be solved, I\ncannot bring it toa close without expressing to you my hopes for the future\nof rural education.\nAmong the hopeful signs are: The splendid character\nof the leaders of the movement; the expanding interest in rural education\nmanifested by such rural organizations as the American Country Life\n\n"}
{"page": 1143, "printed_page": "1121", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\nIVA\n\nAssociation ; the high grade of investigation and educational experimentation\nnow going forward in rural areas; and, finally, the fact that those of us\ninterested in this inspiring problem are broad enough to disagree without\nbitterness, to codperate without thought of personal glory, and to perceive\nin diversification of theory the living pulse of progress.\n‘“‘Where people\nlaugh and agree, progress weeps.”\nWith us progress must be sure since\nwe do disagree, but we do laugh.\n=\n\nOBJECTIVES\n\nOF SECONDARY\n\nEDUCATION\n\nTHOMAS H. BRIGGS, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK\nEducation has been so generally accepted in the United States as a necessity that the public is more likely to approve anything bearing the label,\nespecially if traditional, than to realize the basis of its justification and to\ndemand results in terms of its purposes.\n“The only reason why school taxes\nare levied on parents and non-parents alike, why education is offered free\nof charge, why children from six to fourteen are compelled by law to\nattend school is that in some way each individual may be made better able\nand more inclined to contribute to the welfare of society.\nEducation, then, is an investment, not a generous gratuity. And as with\nany other investment, returns should be expected and demanded both by\nthose who furnish the raw material, that is, the children, and also by those\nwho pay the cost of operation.\nIn our organization the cost of the school\nis paid wholly or in the largest part by the local school district.\nIt follows\nas a matter of course that the school should make returns first of all to the\nbetterment of the local community and only after this obligation is satisfied\nto the State.\nThe interests of the local and the larger units of interested society\nfortunately have much in common, but at the same time there are differences, and failure to recognize these differences often results in a contribution by the weaker community to the stronger, a contribution that still\nfurther weakens the former while making still stronger the latter, which\nhas paid little or nothing for the preparation of its assets of new citizenry.\n\nInstances are numerous of rural and semi-rural communities heroically\ntaxing themselves to furnish an education which sends their youth away to\nthe larger cities. It may be cogently argued that the major cost of education should be borne by the State or even by the Federal Government, but\nat present it is not. ‘The result of the present general practice of the\nschools is that many communities have generously taxed themselves with\nconsequent impoverishment of the local society.\nThe remedy is not that schools should be less liberally supported, but\nrather that they should be so organized as to return profit primarily to the\ncommunity that pays the major cost of the investment.\nObjection to this\nproposed emphasis is likely to come from parents who have a desire that\ntheir children shall be prepared for life in the larger world, a desire that\n\n"}
{"page": 1144, "printed_page": "1122", "text": "NATIONAL\n\n1122\n\nEDUCATION\n\nASSOCIATION\n\nBut it is hardly reaand ambition.\nmay be creditable to parental affection\nt that their neighbors shall make\nsonable for them to demand or even expec\nit assuredly will result in making\na heavy contribution to this end when\nto make a living and to enjoy\nthe local community a worse place in which\nlife.\nntary and\nDifferences\n\nbetween\n\nthe purpose\n\nand\n\nthe practice of eleme\n\nthe history of education in the\nsecondary schools have not been clear in\nhave in the past been greatly\nUnited States, noreis there evidence that we\nnced in early times by\ninflue\ny\nThough largel\nconcerned in the matter.\nt organization and\npresen\nour\ns,\nschool\nundemocratic practices in European\nrather than of\nomise\ncompr\nof\nresult\nthe\nare\nmuch of our subject-matter\nIt is now\nprinciples.\nconscious development on accepted definitions and\nconceived\ny\nclearl\nthree\nproposed that education in the United States has\nfunctions\nown\nits\nwith\neach\n,\nphases: elementary, intermediate, and higher\nto the\nprofit\nreturn\nto\ntions\nobliga\nthe\nand purposes, all consistent with\ndual.\nindivi\nthe\nof\nt\nopmen\nState through the devel\ny for all\nThe elementary grades shall furnish the common training necessar\n,”\nvocation\nfuture\nchildren in a democracy “regardless of sex, social status, or\ncommon\nby\ncitizens\nfuture\nand by means of this training shall bind together\nknowledge, prejudices, ideals, and aspirations. With the longer school\n\nion,\nyear, better buildings and equipment, trained teachers, and supervis\nthe\nthan\nbetter\nyears\nsix\nin\nends\ntwo\nthese\nish\naccompl\ncan\nschools\nmodern\n\nolder ones with traditional means and indefinite purpose could in eight or\nnine. Doubtless schools could contribute even more in a longer time, but\nbefore the law permits children to withdraw and the investment of education to cease it is desirable to attempt other aims, which are characteristic\nof the intermediate period.\nFor this intermediate period junior high schools, accepting children from\napproximately twelve to fifteen years of age, have been instituted and are\n‘The five\nbeing widely adopted both in urban and in rural communities.\nso far\nand\ncontinue,\nto\nFirst,\nare:\nschool\nhigh\njunior\nthe\nof\npurposes\nmajor\nas it may seem wise and possible, and in a gradually diminishing degree,\ncommon, integrating education; second, to ascertain and reasonably to\nsatisfy pupils’ important immediate and assured future needs; third, to\nexplore by means of material in itself worth while the interests, aptitudes,\nand capacities of pupils; fourth, to reveal to them, by material otherwise\n\njustifiable, the possibilities in the major fields of learning; and, fifth, to\nstart each pupil on the career which, as a result of the exploratory courses,\nhe, his parents, and the school are convinced is most likely to be of profit\n\nto him and to the State.”\nThe last unit of local education is the senior high school, which shall\nfurnish increasingly differentiated education always promising returns to\nthe community and suitable to the capacities, interests, and most probable\nneeds of the groups of pupils attending.\n“The Commission on the Reorgani-\n\nzation\n\nof Secondary\n\n1 Briggs:\n\nEducation,\n\nThe Junior High School,\n\nappointed\n\npage 26.\n\nby the National\n\nEducation\n\n"}
{"page": 1145, "printed_page": "1123", "text": "DEPARTMENT\n\nOF RuRAL\n\nEpucATION\n\n1123\n\nAssociation, recommends that “‘secondary schools admit, and provide suitable instruction for, all pupils who are in any respect so mature that they\nwould derive more benefit from the secondary school than from the elementary school.”\nThe Commission also recommends that the following be considered the\nmain objectives of education: Health, command of the fundamental processes, worthy home-membership, vocational effectiveness, citizenship, worthy\nuse of leisure, and ethical character.\nAlthough these objectives should be\nsought by all educational units, the high school has a peculiar opportunity\nand obligation because of.the maturity of its pupils as compared with those\nin the elementary grades and of their number as compared with those in\nthe colleges.\nSome of the objectives, particularly the command of fundamental processes, have long been emphasized by all schools; but reflection\nwill show that acceptance of the seven as the chief objectives greatly widens\nthe conception of education and imposes obligations on every subject to seek\neach of them consciously and consistently so far as it is possible. The recent\nreport of the Committee on Science Teaching * to the Commission reveals\nto an extent how the several sciences can accomplish far more of the desirable ends of education than they are accustomed to do.\nIn a general sense the objectives of secondary education are identical in\njunior and senior high schools, whether urban or rural; but specifically\nthey vary as local conditions differ. Pupils in all communities must know\nand conform to the fundamental laws of health, for instance, but food,\nsanitation, human contacts, and physical exercise may differ much in two\nlocalities and in consequence necessitate wisely differentiated courses of\nstudy. In the past the rural and village school has too commonly adopted\neducational plans prepared by city schoolmen for urban conditions, thus\nunconsciously but no less surely contributing to the migratory urge and\nweakening the communities that sought through education to strengthen\nthemselves.\nA safe guide for any school that desires to justify itself is first of all after\nascertaining what are the desirable activities in its community, to help the\npeople to do them better; and second, to reveal to them higher types of\nactivities of all kinds—in health, in home membership, in the worthy use\nof leisure, and so forth—and to make these so desired that they will be\nsought after. Along with being directed by these aims the school should\nso far as possible organize every course so that it is profitable to the extent\n\nto which it is pursued.\n\nOne month of mathematics should be worthwhile,\n\neven if the pupils pursue the subject no further; one lesson in science\napproximately one-fortieth as valuable as forty lessons. ‘These principles\ncourageously and consistently sought can be applied far more frequently\nthan one would at first thought suspect; indeed, they are already common\nin such subjects as physical exercise, English literature, expression, civics,\nand general science. A most revealing and stimulating program is inevitable if one, for the moment disregarding traditional practice, makes an\n1U. S. Bureau\n\nof Education Bulletin,\n\n1920, No. 26.\n\n"}
{"page": 1146, "printed_page": "1124", "text": "NATIONAL\n\n1124\n\nEDUCATION\n\nASSOCIATION\n\nhis community, whether\ndesirable and possible in\ninventory of the activities\nm will contain many\nced or not. This progra\nthey are commonly practi\nnot only make those\ncourses of study, but it will\nelements of the traditional\nuce new elements\nrod\nint\nningful but it will also\nmea\ne\nmor\nined\nreta\nare\nthat\nter importance.\nare of equal if not of grea\nwhich common sense shows\nbeen placed on\nthe past decade very properly\nGreat emphasis has during\nd\necte this phase of\nold school had largely negl\nvocational training, for the\nwith poor health,\ne needs is not bookish men\neducation. What the Stat\nresponsibility, not\nc\ncivi\nof\nweak in a sense\nnot men skilled in vocations but\nwhat the State\nls;\nidea\ncal\nbut lacking in ethi\nmen trained to enjoy leisure\nd life of service\nfar as possible for full, rounde\nneeds is a citizenry prepared as\nand happiness.\nly of that\ntendency of education, especial\nA consideration of the current\nshould\nasis\nemph\nthe\nng inquiry as to whether\nfor rural schools, raises a stro\nonsiresp\ncivic\nip,\nersh\nmemb\naration for home\nnot now be placed more on prep\nng\nacti\ndetr\nre time. Without in any way\nbilities, and the wise use of leisu\nal\ntion\nvoca\nery of facts and processes, of\nfrom the obvious need of a mast\ne\nthes\nof\nnone\nthat\nreasonably be urged\nefficiency, or even of health, it may\nthe\nable\nprob\ns\nmake\nit makes possible and\nmatters is of great moment unless\ning\nhappiness of those about him. Noth\nthe\nand\nal\nvidu\n‘ndi\nhappiness of the\nt\nwha\nfor\ne,\nctiv\nobje\nent\npend\ninde\nan\nr as\nhas here been said of ethical characte\nined\nt of the other objectives atta\nis ethical character but the inevitable resul\nand coérdinated?\nraphs are presented without an\nIt must not be assumed that these parag\nefforts that have been made here\nappreciation of the valiant and laudable\nit to community needs, and\nadapt\nand there to improve rural education, to\nnot in ignorance of these\nis\nIt\n.\ntment\nto justify it as a wise public inves\na vision of the education of a\nefforts but because of them that one gains\ns already accomplished and\nnot far distant future. Emboldened by result\ncommon sense, the adminisguided by simply stated principles justified by\ne them an opportunity as\ntrators and teachers of rural schools have befor\nextensive as its satisfaction is assured.\n\nTHE\n\nSMALL\n\nCOMMUNITY\n\nHIGH\n\nSCHOOL\n\nOTA\nE. M. PHILLIPS, STATE HIGH SCHOOL INSPECTOR, ST. PAUL, MINNES\n1. The need for it:\n(1) Keeps rural community children in school until eighteen years of\nage.\n(2) And thereby enables them to secure the training and the knowledge necessary if they are to hold their own in the competition\nbetween rural and urban communities.\n(3) Prevents the development of a peasant caste in America\n(4) Assists and is the chief agency available in creating for the small\ncommunity desirable standards—intellectual, zsthetic, ethical\nand spiritual.\n\n"}
{"page": 1147, "printed_page": "1125", "text": "DEPARTMENT OF RURAL EDUCATION\nes\n\n1125\n\nin pub(5) Provides the training needed for intelligent participation\nip.\ncitizensh\ngood\ne.,\ni.\nlic affairs—\n2. Desirable characteristics of the small high school:\n(1) Modern building as to heat, light, ventilation, seating, toilets,\nattractive site and grounds, play ground equipment.\n(2) Modern equipment, including gymnasium, auditorium, labora-\n\ntories, moving picture apparatus, piano, works of art.\nschool head, elected by a school board that knows enough to\nA\n(3)\nlet him run the school until he is dismissed for inefficiency.\ncity school.\n(4) A school curriculum free from slavish imitation of the\nattract.\nwill\nsalaries\ngood\n(5) The best teachers that\n(6) A school year of at least nine months.\nthan one\n(7) Auto bus transportation for every child living more\nmile from the school.\n3. Extra-curriculum activities:\n(3) Public speaking—\n(1) Music—\na. Declamation.\nclub.\na. Glee\nb. Oratory.\nb. Orchestra.\nc. Debate.\nc. School band.\n(4) Club work.\n(2) Athletics—\nCommunity improvement—\n(5)\na. Foot-ball.\na. Roads and bridges.\nball.\nBasketb.\nb. Parks.\nc. Base-ball.\nc. Landscape gardening.\nd. Field and track.\nLaw and order.\nd.\ne. Tennis.\ne. Farm and home projects.\n\nentire community:\n4. Extended use of school facilities by the\nsium.\ngymna\nand\nrium\naudito\n(1) The\n(2) The laboratories.\n(3) The library.\none legitimate aim—\n5. All publicly supported schools have one, and only\ns.\ncitizen\ncan\nAmeri\nto make good\nhigh school:\n6. The sources of maintenance funds for the small\nto bear alone.\nnity\ncommu\n(1) The burden too heavy for the small\nis excessive\nlands\nfarm\non\ntax\nion\nvaluat\n(2) The strain of a property\n.\nonable\nand unreas\n(3) The remedy to be found in—\na. Large State support.\nent propb. The substitution of an income tax for the preval\n\nerty tax.\n\n"}
{"page": 1148, "printed_page": "1126", "text": "NatIoNAL\n\n1126\n\nPROBLEMS\n\nEpucATION\n\nASSOCIATION\n\nION\nAND METHODS IN THE ORGANIZAT\nS\nOOL\nRURAL COMMUNITY HIGH SCH\n\nF. P. OBRIEN,\n\nUNIVERSITY\n\nOF KANSAS,\n\nLAWRENCE,\n\nOF\n\nKANSAS\n\nc treatment of methods\nIn dealing with this subject a definite and specifi\nrequested by the committee\nin rural high-school organization has been\nfor\nAccordingly I shall make no further apology\nmaking the assignment.\nand\nt\ncontac\nown\nmy\nof\ndiscussing actual situations within the range\nIt will be\nschools in Kansas.\nexperience in the organization of rural high\nas a back-\n\nfacts and situations\nnecessary, first, however, to present certain\nand definite with reference\nreal\nvery\nems\nprobl\nground for the treatment of\nl theme of this talk will\nto the rural community high school. The centra\na combination of demodeal with the desirability and feasibility of using\nquite markedly from\ndiffer\nas\ncratic procedure and scientific direction such\norganization of this\nthe\nplish\naccom\nto\nthe prevailing methods employed\ntype of high school.\n\nwith its distinctive\nFirst, let me remind you that the rural community\n\nin Kansas as in\nproblems of the social and educational type predominates\nKansas has an\nof\nState\nThe\nthe neighboring States of the Middle West.\nits borders.\nwithin\ncities\nlarge\nno\n‘There are\nessentially rural population.\nhas formuKansas\ncities\nof\nnumber\nfair\na\nIn order to credit the State with\nof 250\ntion\npopula\na\nhaving\ntown\nAny\ncity.\na\nof\nion\nlated its own definit\nit\n2000\nreaches\npeople is called a city of the third class. If its population\ncity\nthe\nmakes\n15,000\nof\nbecomes a city of the second class. A population\nthan\none of the first class. The State has eleven of these cities. But less\nrural\nIf\n.\n10,000\nas\nlarge\nas\nities\ncommun\nin\none fourth of its people live\npopulation is defined as by the U. S. Census Bureau so as to include those\n\nresiding in towns of less than 2500 population, then 65 per cent of the\nState’s population is in the rural class.\n\nHere, as elsewhere in this country, during the past two or three decades,\nthe very remarkable extension of opportunities for secondary education has\nbeen evident. Kansas has made several attempts to provide high-school\nadvantages for the rural boy and girl. ‘These efforts have found expression\nin the legislative form and, as often happens, some of them have been of\nThe county highimportance only as temporary or transitional measures.\nproperty in the\nall\ntaxing\nof\nidea\nthe\non\nschool law in Kansas was based\nall high-school\nto\nopen\nbe\nshould\nwhich\nschool\nhigh\ncounty\na\ncounty for\nThe township high-school law represented the\nstudents in the county.\napplication of a similar idea to the township as a unit. The Barnes highschool law was a still further attempt to provide county aid under certain\nrestrictions for any high schools giving instruction to students outside of\nthe high-school district.\n: These movements culminated in the rural high-school law of 1917, by\nwhich it is possible for any group of contiguous school districts or parts of\ndistricts to organize for high-school purposes regardless of county, township,\nor district lines, and thus form a rural high-school district.\n\n"}
{"page": 1149, "printed_page": "1127", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1127\n\nThe popularity of this plan for providing equal opportunity in secondary\neducation for those living in rural districts is evident from the fact that\nthe rural high-school type of organization has spread over the State almost\nlike a contagion.\nDuring the period of less than four years in which the\nlaw has been in actual operation more than 200 rural high schools have\nbeen established.\nBut there has been no general direction or counsel in the\norganization of this type of school throughout the State, and many of these\nschools should never have been organized in the way they have been.\nAs a consequence of this rapid multiplication in numbers and the lack\nof competent direction in its development, the rural high school in Kansas\nhas been the victim of mistakes, numerous and serious. A majority of\nthe districts have organized with a valuation far too small to support an\nadequate high school without feeling too much the weight of the resulting\ntax burden.\nA large number of these schools have an enrolment so small\nthat the social contacts and influences expected of secondary education are\nimpossible.\nAnother result of the small enrolment in these schools, 25\nper cent of which have less than 25 pupils and 65 per cent less than 50\npupils, is that the per capita cost of instruction is high, even exceeding\n‘The usual instruction difficulties\n$400 a year per pupil in some schools.\nThe job does not\nthat characterize the small high school are all present.\nnot much variety\nis\nThere\nprincipal.\nattract and hold the better teacher or\nactivities\nExtra-curricular\nschools.\nsmall\nthese\nin\noffered\nof instruction\nare often negligible.\nUp to a recent date, with approximately 200 rural high schools organized,\nnot any had been classified by the State Department as of “A” grade; and\nonly five per cent of them were as high as “B” grade. The “DY; grade\nof school and those which are in the unapproved class still include the\nIn short, many of\nlarger number of the rural high schools in that State.\nthese schools handicapped by their smallness of enrolment and restriction\nof opportunity are giving an inferior grade of instruction at an excessive\ncost. These communities are paying for what they do not get, and the\ntime may not be far distant when the people will ask, “Where has the educational leadership of the State been hiding?”\nWhile the high-school buildings in which these schools are housed are\nalmost uniformly new, their lack of adaptation for the functions for which\nthey are intended usually disclose what the school board and the architect\nOften\ndid not know about the standards and functions of such a building.\nbeen\nhas\nfacilities\neducational\nof\nloss\nin\nprice\na tremendous and permanent\nof\ncost\noriginal\nthe\nin\ndollars\nthousand\nten\nor\nfive\nof\nsaving\nthe\nfor\npaid\nengiarchitectural\nin\nSenior\na\nwhen\nRecently\nbuildings.\none of these\nneering at the University asked me to direct him to a first-class rural high\nschool building in the State that he might study it, I was compelled to say\nthat I knew of none truly answering that description that had yet been\nbuilt in the State.\nThese buildings most often are planned and constructed without advice\nor counsel of anyone competent to judge the adequacy of the provisions in\n\n"}
{"page": 1150, "printed_page": "1128", "text": "1128\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nneeds of the district and the acceptterms of present and future educational\nSince these buildings are\non.\nable standards of modern school constructi\nthe errors of construction are\nrelatively permanent structures and since\n\nngs, the most serious feature\nsometimes as permanently fixed as are the buildi\ns of boys and girls will\nation\nof the situation is the fact that future gener\ns and short functionednes\nsight\nshort\nbe the victims and pay the price of the\ning of such construction.\n\nde\nThe problem then is twofold, first to provi\n\non, and secondly, to disdirection for insuring a better type of organizati\nBut how shall this be\ncount as far as possible, the mistakes already made.\nof democracy and\nples\ndone? How indeed shall we lay hold of the princi\ngive them direction so as to make them\nthe rural community high school?\n\nfunction in the development\n\nof\n\nschool district folThe prevailing method of organizing the rural high\nThe people\nnt.\nlishme\naccomp\nearly\nand\nency\nexpedi\nlows the line of present\nine how\ndeterm\nand\ndesire\nthey\nwhich\nsite\nthe\nselect\ny\nprobabl\nof some town\nproposed\nThe\n.\noutvote\nmuch of the nearby farming population they can\nexclude\nand\ninclude\nto\nas\nso\nboundaries of the new district are then drawn\nated\nenumer\nthe\nof\ncent\nper\nForty\nidea.\nterritory in keeping with that\nvotes\nthe\nof\nty\nmajori\nA\n.\ndistrict\na\nsuch\nfor\nn\npetitio\nvoters must sign a\n\n‘The farmers say, with considerable justicast will carry the proposition.\nthe\nfication, that they are “railroaded” into the new district to help support\ntheir\nand\nschool\ntheir\nis\nit\ntown school. They are not made to feel that\nschool problem. ‘The are not asked to do any thinking. They are asked\nNo time is spent on community education with respect to the\nto accept.\nproject that concerns these people so directly. There is more of feeling\nthan understanding involved on either side. A study of such principles as\nthe advantages of a larger district, how the functioning of a high school is\nrelated to the size of its enrolment, the right selection of location, the\nprobable demands ten years hence, the attributes that characterize a better\nerade of high school, how the type of building will condition the school’s\nactivities and the highly essential matter of securing community codperation\nand unity of effort in the project, receives no consideration or attention.\nSuch a study should from its very nature be regarded as fundamental before\n\nthe community is persuaded to invest its money in any high-school organization.\n\n:\n\nA procedure so opposed to democracy in method and spirit as is the prevailing practice certainly implies (1) that the proposition treated in this\nmanner does not possess enough merit to recommend it very strongly; (2)\nthat the people to whom it is addressed do not possess such intelligent or\nreasonable attitude, as will enable them to understand or accept the facts\nwhen presented; or (3) that the promoters do not have much confidence\nin their own ability to present the facts with clearness and force. Of\ncourse, it may sometimes indicate a lack of confidence in the practical service\nof that more democratic and perhaps slower procedure of community discussion and education, which should be preceded by a competent investigation of all the factors involved.\nThere seem to be many who are willing\n\n"}
{"page": 1151, "printed_page": "1129", "text": "DEPARTMENT\n=\n\neee\n\nOF RURAL\n\nEE\n\nEDUCATION\n\nan\n\n1129\n\nIt is evident however that there is a\nto make the end justify the means.\norganizing\ngrowing sentiment against making the end justify the means in\nhas made\nre\nlegislatu\nState\na district of this sort. ‘The latest session of the\nthe\nprovided\nit\ntime\nsame\nthe\nat\nand\nit possible to disorganize a district\nend.\nthat\nprocedure for accomplishing\nd, then\nAssuming that in any community a high school is to be organize\nschool\nhigh\nof\nkind\nwhat\nis\ned\nconsider\nbe\nto\nquestion\nrtant\nthe all-impo\nshould\nprocess\nthe\nit shall be and by what method organized? At this point\nIt may determine how great will be the usefulness of\ntake precedence.\nIt will often be the part\nthe organization when it has been accomplished.\na year or two and even\nleast\nat\ntion\norganiza\nfinal\nthe\nof wisdom to delay\ngetting what is really a\nof\nassured\nmore\nbe\nto\norder\nin\ny\nnecessar\nlonger if\nthe community\ncommunity high school rather than something imposed upon\nwill mean\nThis\nit.\nuse\nand\naccept\nwithout its first being made ready to\nwant the\nto\nty\ncommuni\nthe\ngetting\nin\nenergy\nthe greater expenditure of\nty may\ncommuni\nThe\ns.\nstandard\nright\nprize\nto\nand\nbest available school\nrespects\ncertain\nin\nrequire such an arousing and unifying of purpose that\nto acagencies\nchief\nThe\nit becomes an altogether different community.\nitself\nty\ncommuni\nthe\nin\nsought\nbe\ny\ncomplish such change should generall\nnow\nus\nLet\nagencies.\nthese\nthrough\nlly\nsuccessfu\nwith others working more\napplication.\npractical\nto\nsubject\nare\nmethods\nsuch\nwhether\nface the question\nthe rural high school\nThe general situation in the State with reference to\nn County, located\nwas as described, when certain school districts in Johnso\nh the county\nthroug\napplied\nnear Kansas City and the Missouri State Line,\nUniversity\nthe\nat\nService\nSchool\nof\nsuperintendent of schools to the Bureau\nes for\nfaciliti\nhool\nhigh-sc\nprovide\nto\ns\nattempt\nof Kansas, to aid them in their\nof\npart\nthat\ndistricts in\ntheir boys and girls. It was found that from 14\n‘The\nschools.\nhigh\nnt\nthe county 140 students were attending six differe\nrank as Kansas cities of\nwhich\nof\ntwo\ntowns,\nsmall\nfour\ns\ninclude\nry\nterrito\nhigh schools ranked in\nthe third class. Both of these were maintaining\n‘They were\nof work.\nyears\nfour\ndoing\nfor\ned\nthe lowest class that is approv\nwhich\ntowns\nOne of these small\nsmall and expensive as well as inferior.\nnding\nsurrou\nthe\nfrom\ns\nsupported its own high school and received student\ndue mainly to the expense\nmills—\n25\nof\nlevy\ntax\na\ng\ncarryin\nwas\ns\ndistrict\nthe district. The other high\nof their high school and the smallness of\nless.\ncosting\nschool was offering less and\nfor assistance arose primarily\nIt will be noted that the expressed desire\nany dissatisfaction with the\nfrom the pressure of taxes rather than from\n14\nIt should also be stated here that these\ninferior schooling offered.\nthe\nand\nory\nterrit\nof\nuity\ncontig\nschool districts had little in common except\nhave you think that it was\nlack of good high-school facilities. I would not\nnity already existed.\ncommu\nand\nunity\na homogenous population where\nfound there. The farmers\nMany rivalries, suspicions, and dissentions were\nMany\nthe small townspeople.\nwere avowedly suspicious of the motives of\npopnt\nreside\nlocal\nthe\nwith\nKansas City commuters having little contact\nsies\njealou\nand\nes\nrivalri\nKeen\nulation lived in a portion of this territory.\n\n"}
{"page": 1152, "printed_page": "1130", "text": "1130\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nexisted between some of the small towns.\nThe Catholic and Protestant\nelements of one district were in active opposition, even going so far as\nnominating rival tickets in their local elections.\nThe color line prejudice\nalso was present.\nSome of the districts had a considerable number of\ncolored residents, thus causing other districts to express opposition to any\ncloser association between the districts. Added to these factors of division\none found the influence of the substantial farmer type—sometimes unmarried—who feels no special need of good schools and who believes most\nheartily in that sort of educational organization which costs the least to\noperate.\n\nThe Bureau of School Service was authorized at a joint meeting of the\nSchool Board representatives from these 14 districts to make a survey of\nthe high-school needs in that territory and present recommendations to\nthat group of representatives.\nThe approval of this plan by the representatives present was mainly a formality with some of the members.\nIndeed,\nthere were some members present who had decided without investigation\nwhat should be done and they were inflexibly disposed toward any other\nsolution of the problem.\nBut the attitude of the majority prevailed, and\nthe survey was authorized.\nIn making this study of the high-school needs, Mr. Smart, professor of\nrural education, at the University of Kansas, and myself visited all elementary and high schools in the territory and secured the necessary information first hand from these schools or from the official records of the county.\nThe county superintendent of schools was invited to accompany us on\nall\nvisits. She gave codperation and assistance at every stage of the work,\nand performed an important part at some critical points.\nThe making of this study involved among other considerations an inquiry\ninto the high-school needs of these districts, the high-school populat\nion—\nboth present and prospective, the right size of high-school district\nfor the\ncommunity, the kind of high school needed, the ability of the\nterritory to\nsupport such a high school, the distribution of students and\nthe best location\nfor the high-school building, the size and cost of building\nrequired, the\ncourses of study, and the teaching staff.\n\nThe data gathered soon made it clearly evident that one\ncentral high\nschool was the best way of providing for the high-school\nneeds of these\ndistricts. It was found that the whole territory would\nform a desirable\nhigh-school unit. The total valuation of this territory was\nmore than ten\nand one half million dollars. The total school enrolme\nnt, including high\nschool, was approximately 900 pupils. The greatest length\nof such a highschool district would be about 10 miles. The current\nschool levy varied\nin these districts from .6 of a mill to 25 mills, showing\nhow unequal was\nthe educational task to be met in the different districts\n. While the actual\nhigh-school attendance in these districts was 140,\nthe upper elementary\nschool classes had enrolments from 75 to 90 pupils.\nWith the prospect\nthat perhaps sixty of these pupils would each year\nfinish eighth grade and\nenter a first-class modern high school rightly\nlocated, it seemed plain that\n.\n\n"}
{"page": 1153, "printed_page": "1131", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1131\n\nthe central high school would soon have an enrolment of at least 200\nstudents without taking into account how a superior high school would\nattract more people to the community.\n‘There is a strong probability that\nthe population of the locality will increase considerably in the next ten years\nbecause the commuting distance from Kansas City makes much of the\nterritory desirable for homes for commuters.\nA carefully prepared map showing the territorial distribution of the\nhigh-school students and another one for the elementary-school pupils\nshowed that the population centers for both groups were almost identical.\nThis center was also very near one of the two electric lines which cross\nthese districts, but it was more than a mile from the limits of the nearest\ntown.\nThis information and other tabulated data were all presented by means\nof large wall charts in making the report of this investigation to the schoolMimeographed copies of the charts\nboard members and school patrons.\nIt was the chief purpose of this report to give the\nwere also distributed.\nschool-board members and others the feeling of a self-discovery of the facts\nThat it was successful seems certain\nas they studied these statements.\nfrom the kind of responses secured. As an illustration, the correct location\nof a central high-school building was never seriously brought into question\nafter the center of school population was clearly shown on a map of the\nterritory—and this in spite of the fact that the representatives of one of the\ndistricts were opposed to any site outside of their own town.\nThe economic advantages of this location for a rural high school were\nalso observed in the fact that the concentration of population would come\nAs the transportation charges are not paid\nwithin the three-mile zone.\nthe three-mile zone such charges would\nwithin\ndistrict\nhigh-school\nthe\nby\nnot be imposed on the high-school district for more than 25 per cent of the\npupils if the building were located at the territorial center of the school\npopulation.\nWith reference to the type of high school to be recommended, the inquiry\nwas made to include (1) the occupations of the pupils’ fathers, (2) the\nThe resulting tabulations showed\npupils’ expressed choice of life work.\nthe diversity in kinds of vocational interests found in those districts and\nthe varied instruction demanded for the pupils in order to provide a fair\nIt was disdegree of equality with respect to educational opportunity.\ncent of the\nper\n25\nonly\ncommunity\nrural\ncovered that in this particular\nanalysis of\nAn\ngardeners.\nor\ndairymen,\nfarmers,\nare\nwho\npupils have fathers\nthat 16\nshowed\nschool\nelementary\nthe\nin\npupils\n748\nof\nchoices\nvocational\nthe\nto\nwanted\nmore\nper cent wanted to be farmers or dairymen; 2 per cent\n;\ncareer\nbusiness\na\nfor\nvoted\nraise flowers, poultry, or live stock; 12 per cent\nper\n15\ntraining;\nmechanical\ndemand\n13 per cent had selected callings that\nand\ncent preferred professional lines; many girls mentioned homemaking\nis\nthere\nWhile\nwork.\nlife\nof\nchoice\na\nexpress\nnot\ndid\nothers\nteaching; and\namount\nthe\nclearly\nindicate\ndo\nthey\ns\npercentage\nthese\nabout\nfinal\nnothing\nand kind of diversity of vocational interest represented.\n\n"}
{"page": 1154, "printed_page": "1132", "text": "1132\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIt is also significant that 91 per cent of these elementary-school pupils\nsaid ‘“‘yes” they were going to high school if possible; 5 per cent were not\nsure; 4 per cent said “‘no.’”’ Unless such evidence is entirely disregarded\nthe high school which makes adequate provision for these pupils must offer\nseveral different courses of instruction, including business, agricultural,\ngeneral or scientific, homemaking, and teacher-training courses.\n“lo these\nwould certainly be added physical training. A rural high school offering\nthese courses would require a teaching staff of at least twelve teachers and\na principal to care for approximately 200 students.\nThese conclusions were presented to the members of the school boards at\na joint meeting held about three months after the meeting at which the\nsurvey was authorized.\nAn analysis of the building provisions that would\nbe demanded for that kind of a high school, an estimate of the construction\ncost of such a building, and the probable operating costs were also presented.\nThe estimates showed that the school for 200 students could be operated\n- as recommended and also a building costing $150,000 paid for in ten years\non a levy of 3.5 mills if such a rural high-school district were organized.\nThis is less than the average levy paid for the rural high schools now found\nin the State. All effort was centered on giving the people a good school\nfor high-school purposes.\nReduced expense or cheaper provisions were not\nrecommended at the expense of quality.\nNo high-school building in the\ncounty nor very many in the State could reach the standards of the building\nrecommended here. ‘Teachers’ salaries were estimated higher than the\naverage paid anywhere outside of the larger cities of the State. Only an\n“A” grade of high school was ever admitted to consideration with reference\nto this project. The larger valuation of the larger district made all these\nthings available for a moderate tax levy. The possibilities of the larger\nhigh-school district quickly appealed to a majority of the people.\nThe organization recommended to the school board representatives was\nwithout a near rival in the State, among rural high schools, with reference\neither to size of the district valuation or the size of high-school enrolment.\nFew, if any, were in the same class with reference to grade of school, size\nand character of teaching staff, or adequacy of building provisions.\nThe\nidea of basing the organization on a careful study of the whole situation\nalso marked a departure from what had previously happened in determining\nthis type of school.\nWhen the report of this survey had been presented to the school-board\nmembers meeting in joint session it was referred by them to the separate\ndistricts for the purpose of hearing and discussing it. One or both of the\nauthors of the report and the county superintendent of schools visited district meetings in each of the fourteen districts, upon invitation.\nNot all of\nthese audiences were sympathetic.\nBut the proposition for a central rural\nhigh school seemed to gain strength and support as the people came to\nunderstand it and to feel that it was their responsibility to decide what kind\nof high-school opportunities they wanted for their boys and girls.\nIt was\ntruly a campaign of education of the people. All views were given\na hear-\n\n"}
{"page": 1155, "printed_page": "1133", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1133\n\ning and discussed. These meetings often lasted until late in the evening.\nSoon the elements of opposition asserted themselves, led by those who\nknew what they wanted long before the survey was made. ‘They proposed\na division of the territory into two or more high-school districts. A petition\nhastily prepared and signed by approximately 600 names was presented to\nthe county superintendent asking approval for the organization of a smaller\ndistrict of this sort.\nIt was quickly discovered that the promoters of the\nmovement had managed to include two thirds of the total valuation and\none third of the high-school pupils of the proposed large high-school district. A protest signed by more than 900 names was promptly sent to the\ncounty superintendent stating that the boundaries proposed in the petition\nwould forever preclude their children from securing the advantages of a\nfirst-class rural high school and asking the privilege of a public hearing.\n‘They asked only a fair\nHere is exemplified a faith in democratic method.\nin terms of quality of\nthink\nto\nbegun\nhearing. These people had already\nhigh school. Their\na\nby\noffered\nopportunity\nof\nkind\nthe\nand\ninstruction\nrequest for a hearing was granted.\nThis meeting was held in the court-house at the County Seat, twenty\nmiles distant, but the court-house was filled for the hearing by people who\nopposed the limitations and unfairness of the smaller district. Forty of the\noriginal signers of the petition for the small district had already asked to\nhave their names stricken from the petition. The merits of the whole\nThe interests of the larger\nproposition were fully presented and discussed.\nhigh-school district were represented by a committee of three citizens.\nIn her decision the county superintendent refused to approve the petition\nfor the smaller district because it was so manifestly unfair in its boundaries.\nIn this decision she stated plainly that she would be disposed to approve any\nrural high-school district within this territory which provided educational\nopportunities that were fair and equitable for the boys and girls; and that\nthis condition would demand:\n1. A fair division of educational responsibility (according to the school\npopulation).\n2. A fair and equitable distribution of the valuation in proportion to the\nresponsibility assumed.\n3. Encouragement of the highest type of school that it is reasonable to\nexpect.\n\n4. Provision for the most likely future needs and development.\nThe people had become aroused and they had been definitely informed\nso that they knew the high-school needs were real ones based upon an actual\nstudy of the situation. Following this’ demonstration of interest by the\ncommunity and the decision rendered by the county superintendent a\nunity of purpose was apparent among these people to secure the kind\nof high school recommended for the young people of that community.\nThe petition for the organization of all the territory into a rural highThe committee in charge\nschool district was duly signed and approved.\n\nprepared a twelve-page booklet of questions and answers relative to the\n\n"}
{"page": 1156, "printed_page": "1134", "text": "1134\n\ni\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIt was a fair and convincing presentation of the\norganization proposed.\nA double-page map of\nneeds, location, kind, and cost of such a school.\nthe district was included and the advantages of the larger district were\nmade plain. ‘This booklet of information was mailed to every home in the\nterritory before the date for the election on the organization of the new\ndistrict.\nTwo propositions came up for decision at the special election held in\nSeptember, one on the organization of the rural high-school district, the\nother on the issuing of bonds for the new high-school building needed.\nBoth propositions were approved at the election.\nMore than 2000 of the\n2800 registered voters recorded their votes at this election.\n‘This happened\nin spite of the fact that many of the commuters to Kansas City were not\n\nable to vote because the polls were closed at six o’clock, before they could\nreach the voting places on returning home. Here was a striking demonstration that the people respond when they are really informed and led to feel\nboth that the responsibility is theirs and that its importance is great.\nThe new district was given the name of the Shawnee-Mission Rural\nHigh School because of the fact that the territory is located chiefly in\nShawnee and Mission townships of Johnson County.\n‘The three members of the school board of the new district were elected at an election called\nfor the purpose in November.\nThe authorized bonds were then sold.\nWithout delay this Board purchased twelve acres of land near the center\nof high-school population as a site for the new building. Architects were\nemployed and set to work.\nTheir plans were subjected to the criticism of\nthe men who made both the survey and the recommendations for the building. ‘The county superintendent also was consulted.\nThis building promises to be a model of its kind among school buildings of the State. The\neducational features of the building have received as careful consideration\nas have the architectural features.\nThis is indeed a new departure in the\nplanning of small town and rural school buildings. The architects have\nbeen much concerned about how they could make the building better serve\nits educational functions. The board has sought this kind of service.\nOther efforts have been made by the opposing minority to arrest or prevent the organization of the Shawnee-Mission Rural High School, but the\ngratifying fact is that the community has been so well informed by the\nprogram of community education that it knows what kind of high-school\nprovision it wants for its boys and girls and it will not easily be led from\nits determination.\nThis distinctive rural community high school in the\nState is an evidence that the application of democratic procedure in\nthe\ndevelopment of better high schools is not a visionary theory, but if rightly\ndirected, it is a practical method of getting desirable results in rural\nhighschool organization.\n\n"}
{"page": 1157, "printed_page": "1135", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1135\n\nCONSOLIDATED SCHOOLS OF THE MOUNTAINS,\nVALLEYS, AND PLAINS OF COLORADO\nC. G.\n\nSARGENT,\n\nCOLORADO\n\nAGRICULTURAL\n\nCOLLEGE,\n\nFORT\n\nCOLLINS,\n\nCOLORADO\n\nSince all of our schools are not like those described in this address, we\nreluctantly admit that in Colorado we are still struggling with the ‘“District”? system, adopted by our State a half century ago and changed in no\nimportant respect since its adoption.\nEach rural district is clothed with\njust enough power and authority to have as poor a school as it pleases.\nEach is as jealous of its “inalienable” rights as if it were a sovereign State\ninstead of a fragment of a township.\nEach is as ready to fight to perpetuate\nits imagined “independence” with all the defects of its organization as one\nof the so-called republics of Central America.\nAnd instead of being one of\nour most democratic institutions, as it has long been called, it is very undemocratic, and if carried to its logical conclusion, as has been done in\nmany instances, it becomes individualistic.\nWe still have 2000 weak and inefficient rural schools, for the most\npart of the one-room variety, and with buildings of the traditional type,\nsuited only to pioneer conditions such as are suggested by the spinning\nwheel, the ox-cart, the cradle, and the flail, implements unused since the\ndays of our grandparents.\nMany of these are still taught by young and\nuntrained, or poorly trained teachers, and 60,000 country boys and girls,\nchildren whose parents are citizens of the United States, live in these districts.\nMany of ‘these do not even complete the eight-year elementary\ncourse, poor as it is, while but few of these who do graduate from the\neighth grade ever find their way to some town or city high school, for the\nentrance of which they have not been prepared, there to get their first experience in a real school, and to get at least a little inspiration to start them\non their long and difficult struggle for an education.\nNow with this frank admission no one should accuse me of trying to give\nthe impression that all of our rural schools are as fine as those we are soon\nto describe, although most of them might and could be.\nOur State-wide campaign for rural-school improvement is scarcely ten\nyears old, yet within the brief span of a single decade we have abolished\nsome 500 weak and otherwise inefficient rural schools, and have already\nreplaced them by 168 good consolidated schools that provide a graded\nelementary and most of them a strong four-year high school.\nThese new schools are found in forty out of our sixty-three counties and\nSome forty of them are found in the\nare well distributed over the State.\nnon-irrigated\n\nportion\n\nof eastern\n\nColorado,\n\nsometimes\n\nreferred\n\nto as the\n\nGreat Plains section. Eighty or more are found in the fertile irrigated\nvalleys of the South Platte and Arkansas river basins and their tributaries\nSome are in the high mountain valleys in the southern\nalong the foothills.\nand extreme western part of the State and some of our best ones are located\n\nat an elevation of 7600 feet above sea level, one reaching approximately\n\n"}
{"page": 1158, "printed_page": "1136", "text": "NATIONAL EDUCATION ASSOCIATION\n1136\nee\nne PE\ne\n“EOS\n\nand\n8000 feet! One is near the base of Mt. Blanca where the railroad\nand\nnamed\ns,\nmountain\nthe auto road cross the Sangre De Cristo range of\nmade famous by the early explorations of the Spaniards.\nAnother is securely tucked away in the mountains, “Out on top,’ where\nthe surface of the land is rough and broken and where the roads are merely\nmountain trails, where the families that live farthest away are compelled\nto move into their own winter cabins erected on the school grounds of\nforty acres acquired for that purpose just before the deep snows block the\nroads for the winter, while children who live nearer break trails and come\n‘This\non horseback and still others go on skiis over four feet of snow.\nschool is miles from a railroad, surrounded by the most difficult natural\nobstacles of any consolidated school the writer has ever seen, where only\nstouthearted and the most courageous scions of the original pioneers would\neven attempt to live, to say nothing of attempting to build and operate a\nconsolidated school, to erect a substantial and modern teacherage, and\nestablish a real community center with electric lights, moving pictures,\nwholesome entertainments, secure for themselves a United States Post\nOffice, install a telephone exchange, and create a community out of a few\nscattered cattle ranches on land that but a few years ago supported nothing\nbut sage brush and scrub oaks.\nStill another is found in the canon of the Arkansas River, just above\nRoyal Gorge, only a few miles from three noted mountain peaks, “Harvard, “Princeton,” and “Yale,” that are a part of the Great Continental\nDivide.\nThis is certainly the last place on earth where one would expect\nto find a consolidated school.\nSome counties have made wonderful progress in the reorganization of\ntheir rural schools by the consolidation of districts. Weld County leads\nthe list with twenty-five fine consolidated schools already established and\nhas equally good opportunities for a dozen more.\nEl Paso County comes\nsecond with seventeen located along the mountain divide that separates\nthe waters of the South Platte and Arkansas rivers and in the plains portion\nof the eastern part of the county.\nLogan County is third in numbers with\nfifteen, nine of which serve as branches of the Logan County High School.\nRio Grande County surpasses all others in the per cent of its children\nthat attend consolidated schools. This county has consolidated all of its\nrural schools, except two with a combined enrolment of thirty, into four\nof our largest and finest consolidated schools. Approximately 99 per cent\nof all the children in Rio Grande County attend completely graded consolidated schools with four-year accredited high schools—a record that\nperhaps cannot be equaled by any other county in the United States.\nThese are a few examples of the wonderful results already achieved by\nour consolidation campaign.\nThe rest of my time will be taken in showing\nthree reels of moving pictures of some of our finest consolidated schools.\n\n"}
{"page": 1159, "printed_page": "1137", "text": "DEPARTMENT\n\nEDUCATION\n\nOF RURAL EDUCATION\n\nIN ITS PROPER\n\n1187\n\nENVIRONMENT\n\nMARY E. SABIN, PRINCIPAL OF THE CHAZY CONSOLIDATED RURAL SCHOOL,\nCHAZY,.NEW YORK\nIn the extreme northeastern part of New York State, only a few miles\nfrom the Canadian border, in the broad valley of Lake Champlain, is the\nHere in this remote region is located, through\nlittle village of Chazy.\nthe generosity of a big-hearted man, probably the most wonderful rural\n‘This school is the expression of an ideal which grew\nschool in America.\nin this man’s mind for many years—an ideal of service, of self-sacrifice, of\nuntiring effort, of steadfast purpose to provide for the country children\nof this locality educational opportunities equal to those enjoyed by their\nmore fortunate brothers and sisters in the city. He saw clearly and has\nnever allowed himself to forget that the only hope for America’s future\nis in the education of its young people and that over half of these are\ncountry boys and girls.\nAmericans are often criticised as seeking only wealth and industrial and\nBut when wealth is poured out to secure for every\ncommercial efficiency.\nchild in America the educational advantages that should be his, and when\nall the wonders wrought by modern science in its applications to the\nmechanisms of life are drawn upon to surround young people with opportunities and experiences, are not these material appliances filled with a\ndeeper meaning and is not matter really transmuted into mind and soul?\nThe building and equipment are the\nAll this has happened in Chazy.\nattention to detail can make them.\npainstaking\nbest that thoughtful care and\n“The growth of the school\n.\nconsideration\nprimary\na\nbeen\nnot\nhas\nExpense\nhas not been hampered by restrictions imposed by reluctant taxpayers or by\nIf the future stacalculating board members with political ends in view.\ndepends upon\nalso\nit\nthen\nbility of the country depends upon education,\nare few\nThere\ncountryside.\nevery\nin\nthis\nlike\nthe multiplication of schools\nmoney,\nand\ntime\ndevote\nto\neager\nand\nwilling\nmentioned,\none\nmen like the\ncommutheir\nto\nboon\ngreat\nthis\ngive\nto\norder\nin\nsacrifice\npersonal\nmake\nto\nnities, but there are in most places—even in rural sections—two or three\nmen, or a group of men, who working together could make such a gift\nif once they could be induced to see the wonderful results possible from such\nan investment and if they could be given a taste of the deep and satisfying\nSuch a\npleasure that comes from the happy gratitude of little children.\neift, unrestricted in its use, added to the amount regularly raised by taxation in a consolidated district, would secure the building and equipment,\nnot equal to that in Chazy perhaps, but infinitely superior to what is now\noffered in the little one-room country schools.\nWhen buildings\nTwo things are necessary to make a school a success.\nhave been built and equipped in the best manner that the contributory\nNow must be secured\ncommunity can afford, the work is only half done.\ndevoted teachearnest,\nand welded into a unity, the group of well-trained,\n\ners, who are to make use of what has been provided.\n\nThere are thirty-\n\n"}
{"page": 1160, "printed_page": "1138", "text": "N\nNATIONAL EpucaATION ASSOCIATIO\n1138\nUE\naS FN e\nien\ntwo teachers in the corps of the Chazy School, an enthusiastic, codperative\ngroup. ‘Those who visit the school and comment on one or another feature\nof it are always told that what is being done there is possible anywhere else.\nAll that is needed is a clear vision of the ideal school, a willingness to sink\nWhat seem like\nself in service and a generous spirit of codperation.\nmiracles are possible when people work together to make an ideal come true,\nwithout thought of self-aggrandizement, with joy in the work because it\nis worthwhile, and with some little realization of the fact that if such\nopportunities could be made the heritage of every child the whole world\nwould be revolutionized.\nIn the past, experienced teachers have been reluctant to take rural positions. ‘This is true no longer in consolidated schools like the one at Chazy.\nWith excellent salaries comparing favorably with those offered in large\ncities, with a well-organized and progressive school system where codperation and harmony are the rule, with opportunities for professional and\ncultural advancement offered under the auspices of the school, and last, but\nnot least, a place to live which is both comfortable and homelike, with an\nopportunity for congenial social life, teachers are eager to secure positions\nin the school and anxious to retain them.\nMuch could be said about the building with its period rooms; its auditorium seating one thousand people and containing a pipe organ, a Simplex\nmotion-picture machine, and a well-equipped stage; the two swimming\npools, the suite of rooms devoted to Health Service, the laboratories, the\nmusic room, the library, and the laundry.\nAll afford much interest to the\nvisitor and are worthy of description, but perhaps a better idea of them\ncan be obtained from the school film than it is possible to give in words.\nCertain activities should be mentioned, however, which it is difficult to\nportray by means of pictures.\nThe school was organized at first on the usual 8-4 plan. That is being\ngradually changed into the more modern and. satisfactory 6-3-3 arrangement.\n‘The elementary course of study is enriched in many ways.\nMusic,\ndrawing and hand work, project work in agriculture, elementary science,\npoem and picture study, swimming and gymnasium floor work, shop and\nhousehold arts—all find a place in its elastic plan. In Junior and Senior\nHigh School the most important courses offered, since this is a rural neighborhood, are the Agricultural, the Industrial Arts, and the Household\nArts Courses.\nThe school film will make plain the emphasis placed on\nthese subjects. Every means is used to render this work attractive and\nprofitable and to impress its practical value upon young people, most of\nwhom will spend their lives in the country.\nMany people assert that the work of the rural school should be kept\ndistinctly vocational in character; that country children should be trained\nspecifically to be farmers and home makers.\nIt may be recalled that in\na set of resolutions formulated by the Department of Rural Education at\nthe Atlantic City meeting, this sentence occurs: “We stress the importance\nof a rural-school curriculum, broad in its social content, rich in its cultural\n\n"}
{"page": 1161, "printed_page": "1139", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1139\n\nresources\n. . . . ” The Chazy School is a hearty endorsement of that\nstatement.\nMusic is one of the most cultural subjects, and much attention\nis given to it throughout the elementary and the high school. Another\nvital cultural influence is found in ‘the school library. Every child has a\nlibrary period once each week.\nA love of books is inculcated and books\nto love are placed within easy reach. Will not rural life be freed from its\nloneliness and isolation when books and music are an intimate part of the\nlife of each family?\nThe evenings have ceased to be empty in the little country homes since\nthe Chazy School opened.\nHere is the son with his ’cello or flute, the\nyoung daughter with her school violin, and perhaps, as is the case in several\nfamilies, an older sister who is taking piano lessons in the school studio and\ncan accompany the others; around the table are the younger children with\nbooks brought from the school library, which even grandmother is reported\nto enjoy. The children are fresh and rosy with health for they have been in\nthe school pool today and have had a hot and nourishing lunch in the school\n\ndining-room.\nThe father is interested in the report brought back from the\nschool on the milk sample submitted for testing. The making over of a\ndress for some member of the family is made easier by the advice given by\nEven the little one whose weight is below\nthe Household Arts teacher.\nnormal is being helped by the nutrition work carried on by the school nurse.\nThere are evenings when all the family go in one of the big school busses,\nwhich is driven at night free of cost by the bus driver as his community\nservice, to the school auditorium to listen to the big organ, to see motion\npictures, to attend evening classes, or, as was done a week ago, to hear the\nrecital given by the senior orchestra, composed of fifty young people ranging\nfrom the fifth grade through high school. More than nine hundred\nfathers, mothers, and interested friends filled the auditorium while their\nchildren gave a program of which any adult orchestra might be proud.\nThe little one-room country school cannot disappear for many years, if\nit ever entirely does, but that fact should not prevent our earnestly striving\nto give to as many country children as possible the greater advantages of\nconsolidated schools like the one at Chazy. That every child shall receive\nthese benefits is but simple justice. Fortunate indeed will be the country\nchild who adds to all that he inherits of those God-given gifts, fresh air,\nhealth, the beauties of nature, the greatest gift that man can bestow, a good\n\neducation.\n\nYou do not need to be converted to this belief. The people back home\n‘This picture will convince them of the desirability of such\nare the ones.\nFacts and figures will convince them of its possibility. A vigora school.\nconducted by enthusiastic and courageous teachers supplecampaign\nous\nmented by the showing of such a film as this must arouse any doubting\ncommunity to believe that education in its proper environment is the herSurely that community will be animated\nitage of every American child.\n\nby a spirit of emulation to aid you to make the Chazy Central\nSchool a dream come true in every. section of this land.\n\nRural\n\n"}
{"page": 1162, "printed_page": "1140", "text": "1140\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\na\n\nAUGUSTUS\n\nA RURAL\n\nTEACHERS’\n\n0. THOMAS,\n\nSTATE\n\nPLATTSBURG\n\nSUPERINTENDENT\n\nAUGUSTA,\n\nOF\n\nPUBLIC\n\nSCHOOLS,\n\nMAINE\n\nUnless we can solve the rural-schoo! problems within the next ten years\nand give the boys and girls of the farm a square deal in education, we had\nabout as well turn over the food producing resources of America to a\npeasantry content to live without educational facilities, culture, and refinement.\n‘The farm is the greatest surety bond of the nation.\nToday a young man and his wife will not go into the country willingly\nfor a career, knowing if they bring up a family they shall not be able to\nWhen we can\ngive their children the right sort of educational advantages.\nmake our country schools as good as the city schools, we shall be able to\nconserve the best life of the Nation.\nIn the early days of our country there were a number of pioneers, the\nlog cabin, the ox team, the scythe, and the little old neighborhood school.\nThe log cabin has given place to the modern homes which dot our land.\n‘The scythe\nThe ox team has given place to the automobile and airplane.\nhas given place to modern machinery, but the fourth pioneer is still with us.\nThere are communities which have begun to solve in reasonably satisfactory measure this difficult problem, but there is no reason why it may\nnot be solved universally. Consolidated schools, standardization with\nproperly trained teachers will revolutionize rural school interests in most\nlocalities.\nIf we make the country school as good as the city school we must have\na new type of building, we must have gymnasiums, libraries, agricultural\nmuseums, art rooms, music rooms, shops, laboratories, and diversified courses\nof study.\nIn the consolidated school the welfare of the children must\nbe conserved by adequate facilities for transportation.\nMaine is undertaking to solve the problem.\nOur initial effect is with\nthe teacher. The legislature has given us a special fund which enables the\ncommissioner of education to select one hundred outstanding teachers who\nmeet the standards set up and place them in special training for rural\nleadership. ‘Three classes have already been trained. “They know country\nlife conditions, they know the language of the farm, they know the progress\nof rural school improvement.\n‘These teachers have all of their expenses of\ntransportation and board paid while in training. “They are hired by the\ntowns to teach the school, and at the end of thé year the State gives them\na bonus of 25 per cent of the salary they have earned during the year. We\nhave teachers who are drawing $1700 a year for country school teaching.\nThey are revolutionizing sentiment and working miracles in their localities.\nWe can solve the rural problem, but we need the elixir of life. Maine\nneeds five million dollars to build her country schools and the rest of the\nstates a proportionate amount.\nThat amount judiciously expended for\nequipment would make the country schools as good as the city. But the\n\ntime will come when we shall spend as much money for a schoolhouse as\n\n"}
{"page": 1163, "printed_page": "1141", "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n1141\n\nfor a machine gun, as much for a teacher’s salary as it costs to discharge one,\nas much for a school system as it costs to build a battle ship.\n\nTHE\nGEORGINA\n\nTEACHERS’ INSTITUTE AS AN AGENCY\nTRAINING TEACHERS IN SERVICE\nLOMMEN,\n\nUNIVERSITY\n\nOF MINNESOTA,\n\nST. PAUL,\n\nFOR\nMINNESOTA\n\nHistorical sketch—The Teachers’ Institute as an organized agency for\ntraining teachers in service is distinctly an American institution.\nIt was\nfounded by the early advocate of educational democracy, Henry Barnard,\nwho has aptly been called the Nestor of American Education.\nAs a training agency its appearance was simultaneous with that of the first normal\nschools of the Nation.\nMr. Barnard had implicit confidence in the worth\nof the institute and counted no professional or personal sacrifice too great\nfor the success of his experiment, even to the extent of personally financing\nthe organization in its early history when the legislature failed to respond\nto his requests for appropriations for its maintenance and extension.\nStated in Mr. Barnard’s own words, quoted from his delightful educational journals, the original purpose of the institute was to provide opportunity for review of the common subjects, to give acquaintance with\nsuccessful methods of teaching and school management, and to stimulate\nIn its concept, then, the teachers’ institute\nteachers to self-improvement.\naimed to serve the individual teachers as abbreviated professional training\ncourses.\nMr. Barnard’s successful efforts in Connecticut prompted Horace Mann\nto establish the institute in the commonwealth of Massachusetts, and later\nMr. Barnard carried the plan to Rhode Island when he became the chief\neducational administrator of that State.\nTwo unique features stand out in the Rhode Island plan. Mr. William\nG. Baker, a successful teacher, was employed by Mr. Barnard to conduct\na demonstration school for the institutes of the State, which he accomplished\nby moving his school of twelve pupils about from place to place in a covered\nFrom this incident it appears that demonstration teaching and\nwagon.\nsupervised observation are the professional innovations of another genMr. Barnard planned, moreover, to disseminate\neration than our own.\neducational publicity through the joint meeting of citizens and teachers at\nEducational tracts and essays inthe evening sessions of the institutes.\nfor State-supported school\nnecessity\nthe\nto\nmind\npublic\nthe\nrouse\nto\ntended\nsystems, as opposed to the rapidly developing system of parochial and private\n“There is an eleschools, were distributed and discussed at these meetings.\ninto the confipublic\nthe\ntaking\nof\nment of democracy in this early practice\nfor this\npossibilities\nof\nfull\nis\nwhich\ns\nadministrator\ndence of teachers and\ncause\nthe\ndemocratizing\nfurther\nof\nmeans\nand\nways\nasking\nare\nday when we\nn.\neducatio\npublic\nof\nDuring the present decade general dissatisfaction has been expressed with\n\n"}
{"page": 1164, "printed_page": "1142", "text": "NATIONAL\n\n1142\n\nEDUCATION\n\nASSOCIATION\n\nthe purpose, the conduct, and-the lack of practical bearing upon results in\nIt is urged by\nclassroom practice on the part of the teachers’ institutes.\nanachronism\n‘an\nis\nagency\nthe\nthat\ntion\ndissatisfac\nthose who express this\nprotraining\nl\nprofessiona\nadequate\nmore\nthe\nby\ndisplaced\nbeen\nwhich has\nvided by normal schools and later by expert supervision in the several States.\nHowever, with one half of the Nation’s teachers equipped with less than\na four-year high-school course, one tenth of the rural teachers having\nnothing more than the completion of the eighth grade, but two per cent of\nthem normal school graduates, and only one tenth of one per cent with\nspecial training for rural teaching, this*argument against the necessity for\nthe continuance of the institute is not valid at this time.\nIt is true that in many sections of the country county and local administrators accept the limited possibilities of training offered by any “short-cut”\nscheme as a substitute for the longer terms of more adequate training; it is\ntrue that many institute programs are haphazard, lacking in purpose, content, and method; that too often it requires no responsibility for participation on the part of the teachers in attendance; and that very often the\ncontent and method are stronger on the side of didactics, entertainment, and\neducational stimulation than in information of a truly professional character. All of these criticisms are valid, but the responsibility for these weaknesses should be placed upon unprogressive administration, not upon the\ninstitute per se.\nThese well-deserved criticisms have succeeded to the extent of placing\nthe teachers’ institute as an in-service training agency on the professional\nfiring line. With these conditions in mind the following study of the\ninstitute was undertaken in the hope that its inadequacies might be revealed,\nits worths vindicated, and its real evaluation in terms of professional service\nmight be determined.\nThe study reported in this discussion is based on the information received in response to inquiries sent to the chief educational administrator in\neach State. [he response was unusually hearty, an indication that educators are beginning to assume the responsibility for cooperative effort in\nattempts to evaluate educational practices. “This generosity in response\nmakes the report as fairly representative as it is possible to make such a\nstudy, forty-seven States having kindly forwarded reports on the information requested.\n.\nTHE\n\nADMINISTRATION\n\nOF THE\n\nTEACHERS\n\nINSTITUTE\n\nLegal status—It is interesting to note at the outset that in spite of the\nrather wide-spread dissatisfaction with the agency as it now serves, the\ninstitute is still continued in some form in forty-four States.\nOf the entire\nnumber of States reporting, thirty report its maintenance by law, eight\nStates recommend its support by law; four States are authorized by law to\nemploy the institute in effort to improve the profession within the State;\nand three States no longer maintain the institute as a type of teacher-training agency.\n\n"}
{"page": 1165, "printed_page": "1143", "text": "DEPARTMENT\n\nOF RuRAL\n\nEpuCATION\n\n1143\n\nTerms employed to designate the agency—In the form of inquiry submitted to the States the following list of terms were suggested as covering\nthe possible types of teachers’ organizations and meetings: ‘Teachers’ Institute, Teachers’ Conference, Teachers’ Convention, Teachers’ Meeting,\nTeachers’ Short Course, and Teachers’ Training School. This list was\nintended to cover all forms of organization where elementary teachers,\nsupervisors, and administrators convene for more than a day to consider\nquestions of professional interest and to receive stimulus to professional\nadvancement.\n‘The replies indicate that twenty-eight States still utilize\nthe original term as used by Henry Barnard and Horace Mann, Teachers’\nInstitute; six States reported a preference for Teachers’ Association; four\nuse the term Teachers’ Meeting; and three States designate the organization as the Teachers’ Conference.\nOne State, only, reported the term\nTeachers’ Convention.\nUnits of administration—The county unit of organization and administration is the most common form, being employed in thirty-four States,\nthree States employ township units for meeting and administration, five\nStates maintain only the annual State convention of teachers, one State\nalternates district (or State) meetings in the odd-numbered years with\nthe State-wide meeting in the even-numbered years, and one State employs\nthe State sectional meeting.\nAttendance—Of the thirty States requiring institutes by law, twentysix require attendance on the part of teachers, and of the eight States recommending the institute as a worthy agency, three require the attendance of\nall teachers for certification and renewal of certificates.\nIn thirteen States\nteachers are permitted to exercise volition with regard to attendance.\nCharacter of programs—In a day of extreme specialization and departmentalization of the teaching practice it is to be expected that the character\nof work provided by the institute program will be of a differentiated nature\nif it is intended to serve as more than an opportunity for social integration,\nbut the reports indicate that of the entire group only sixteen States provide\ndifferentiated programs for the trained and untrained attendants; in all\nother States only programs of a general character and interest prevail. It\nappears, then, that this practice justifies one of the current objections made\nto one phase of the institute conduct.\nIt is ever difficult to enlist the\nsustained interest and attention of teachers to a prolonged meeting based\non generalizations.\n‘The educational field is so weighted with specific\nproblems requiring attack that it would seem easy to meet one of the objections commonly made to the character of the institute program by making provision for the consideration of problems of a more special nature\nfor at least a half session each day. It may not, however, be amiss at this\npoint to urge the greater democratization of elementary teaching through\nthe joint meeting of grade and rural teachers in a coéperative deliberation\nof the problems common to the Nation’s elementary schools at large, regardless of urban versus rural situations. We need concerted effort to\nobliterate the social cleavages drawn even in the teaching profession; the\n\n"}
{"page": 1166, "printed_page": "1144", "text": "1144\nbh\n\nNaTIONAL\n\nnS\n\nEpuUCATION ASSOCIATION\nSSS\n\nss\n\nthe elimination of lines of\nwelfare of the profession depends now upon\nstatus.\nsocial\nin\nas\ndifferentiation in professional as well\nplans for financing these\ns\nvariou\nthe\ng\n—Amon\nMaintenance of institutes\nmaintain the entire exprofessional gatherings, eleven State departments\nrs of the State to\nteache\npense of their promotion; five States require the\nthis purpose and\nfor\nfees\nof\nnt\ndefray the expense of instruction by payme\nmaintain the\nStates\nsix\nfees;\ncation\nby the utilization of portions of certifi\neighteen\nns;\nriatio\napprop\nboard\ncounty\nby\ns.\ncost of these training agencie\nof education, county\nStates combine support from the State departments\nboard appropriations, and teachers’ fees.\nfrom all possible\nInstructional staff—The corps of instructors are enlisted\n, privately encolleges\nand\nties\nsources of professional talent; State universi\ns, local\ntendent\nsuperin\nhool\nhigh-sc\ndowed colleges, State normal schools,\nStates\nof\nnumber\nentire\nthe\nOf\n.\nteachers\nration\nsupervisors, and demonst\nother\nservice\nthe\nfor\nfitness\nand\nation\nqualific\nlar\nparticu\nrequire\nbut eight\ntors\ninstruc\nof\nn\nFive States report careful selectio\nthan success in teaching.\nibility\nrespons\nentire\nthe\ne\nfrom the practical field, and eight States delegat\ns.\nfor choice of instructors to the initiative of the county superintendent\nteachers,\nof\ntraining\nnal\nprofessio\nthe\nin\nAs a correlative agency engaged\nit was expected that a high degree of codperation would be shown between\nt\nthe State normal schools and the county superintendents in their contingen\nzo\nmake\nStates\nterritory, but the replies show that just one half of the\neffort to coordinate the interests of the teachers in the field with those of\nthe nearest institution engaged in the special task of creating teaching ability. Herein lies a serious defect. No educational agency in the State\nshould be so sensitive to the immediate needs of teachers in the service as\nIt is a serious criticism of any normal\nshould be the State normal schools.\nschool to be so engrossed in its internal problems as to neglect its professional opportunity to extend generously its best contributions to the communities which are ultimately to become its field of support and patronage.\nPlace of the educational expert in the teachers’ institute—The annual\nlocal institute is an excellent opportunity for the educational expert’s contribution to the solution of practical educational and social problems.\nWith reports, interpretation, and discussion of the current investigations in\nthe field of educational science, the expert may find a fruitful field from\nwhich to enlist allies and -aides for the problems of experimentation and\nOne of the most potent justifications for the annual local\ninvestigation.\nconvention of teachers lies just in the opportunity which it provides to acquaint teachers in service with the year’s development in the field of educaMuch benefit may come\ntional research and professional advancement.\nfor the stimulation of\nplace\na\nprogram\ninstitute\neach\nfrom providing on\ninterest, even in the rural schools, in problems of experimentation and\ninvestigation as a result of sympathetic understanding of what the educational experts are purposing and effecting.\nPreparation of corps for schedule—TYo the end that instruction in the\ninstitutes may be selective and of sufficient uniformity to integrate the out-\n\n"}
{"page": 1167, "printed_page": "1145", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1145\n\nstanding educational needs of the State, seven States maintain preliminary\nschools of instruction for the instructional staff preceding the opening of\nthe institute sessions. At this time State policies are formulated, instructional abilities of the staff are carefully organized, and they are assigned\nto best meet the assortment of local needs as indicated by county superinThis plan commends itself as an imtendents or teachers’ committees.\nmediate facility for improving the quality of instruction afforded by the\nagency, and it is to be hoped that its merits may be extended to a large\n\nnumber of States.\nConductors—Thirteen States report the local county superintendent of\nschools conductor of the county institute. ‘This presupposes the qualification of educational scholarship and power to provide professional stimula-\n\ntion; eighteen States report the employment of high-priced conductors not\nalways chosen on merits of professional ability and real contribution to\nthe service.\nSalaries There is much to be said in favor of the leadership of local\nadministrators, supervisors, and successful teachers, as opposed to the employment of silver-tongued enthusiasts from afar. The high salaries paid\nthese officials could often be more wisely spent in the engagement of successful teachers and supervisors who are really making progress in particular fields) Among the salaries reported for institute conductors the\nrange lies between $10 and $60 per day, while the range for instructors\nlies between $50 and $100 per week; the discrepancy is manifestly unprofessional.\n\nirregularly\nCost of institutes—The cost item of the institutes has been\nof the\nfew\nA\nmately.\nreported, and it is difficult to estimate even approxi\nState\nThe\nreport.\nbrief\nthis\nin\nd\noutstanding responses only can be include\n$3000\nof\nsalary\nannual\nan\nat\nsors\nsupervi\ne\nof Georgia employs five full-tim\n\ntheir entire time to\neach, with five assistants at $1500 each, who devote\n$500 per county\ninstitute instruction and supervision ;Arizona appropriates\nte annual\naggrega\nthe\nfor defraying the institute costs; Indiana estimates\n\nteachers’ wages\ncost of institutes to the State in instructional salaries and\n\nture that merits\nwhile in attendance approximately $265,000, an expendi\nsubstituted comhas\nIllinois,\ncounty,\nCook\n.\nresults in educational progress\nas a stimulatype,\nolder\nthe\nof\nes\ninstitut\nfor\nns\ncampaig\nmunity educational\nity mooncommun\nve\ntion to teachers and the public. One hundred sixty-fi\nPea:\nwith\n1920,\n,\nlight meetings were held the first week in October\ncirentire\nthe\nfor\nnce\nattenda\nin\nClaxton, F. G. Blair, and A. E. Winship\nto\nimpetus\nprovide\nto\neffort\nthis\nof\ncost\nThe estimated\ncuit of meetings.\n\nthe common schools was $84,600.\nexcess of $10,000 anThirteen States reported amounts equal to and in\ntes. Any educational\nnually expended for the promotion of teachers’ institu\nmust assuredly render\nagency involving so large an expenditure of capital\n\nbe delegated to the profesunmistakable returns on investment or properly\nsional discard.\ntheir sessions to the fall\nSeason of institutes—Twenty-two States confine\n\n"}
{"page": 1168, "printed_page": "1146", "text": "1146\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nseason, from September to December; nine States have summer sessions\nusually provided for in connection with summer sessions of the normal\n\nschools; one State conducts spring and fall sessions; and one State conducts\nThe most common length of\nwinter sessions in January and February.\nsession reported was from three to five days (twenty-eight States); five\nStates maintain 10-20 day sessions; and eight States hold sessions of but one\nor two days. The months of August and September were reported as the\nmost favorable time in which to secure expert representatives from the\nleading educational institutions and as the season least interfering with\nschool attendance.\nState versus local direction—Twelve State departments report the\nformulation of the institute programs in the State office and their application uniformly throughout the State; twenty-one State departments solicit\nand prefer suggestions from county superintendents and supervisors as to\nlocal needs. Only four of the entire number reporting make provision for\nprogressive units of work arranged on the rotation plan and covering\nseveral seasons.\nIntensive work on one or two subjects for one year, with\na careful comparison and checking of results in the follow-up work, has\nmuch to commend its consideration and is a present deficiency of the insti- |\ntute work which needs constructive attack. “The three-year schedule of\none State concentrated effort on geography, nature study, and their allied\narts during the first year; the second year’s institutes spent their entire time\non history, civics, and health; and the third year was given over to English\nand penmanship.\n‘This plan effectively meets the criticism so often advanced, lack of unity and singleness of purpose in the character of programs provided for experienced teachers especially.\nSupervision of institute sessions—Sixteen State departments report some\nsort of supervision of work done in the institutes.\nPerhaps in this very\nlack of leadership and supervision lies one of the serious causes of the institute’s failure to function in the classrooms.\nIntelligent and codperative\nsupervision could do much to obviate the current criticisms of inadaptability\nof instruction, failure to meet local needs, lack of organization, and the\nabsence of professional growth.\nDISTRIBUTION OF DEMAND\n\nDeniand\nDemand\n\nsteady seen ee\noe\ndecreasing__________\n\nDemand\n\nincreasing__________\n\nFor INSTITUTES\n\nIn States\nRequiring\nInstitute\nby Law\n\nIn States\nRecommending\nInstitute\nby Law\n\nIn States\nAuthorizing\nInstitute\nby Law\n\n12\n8\n8\n\n1\nZ\n\n2\nsy\n\n5\n\n2\n\nTotal\n\n15\n10\n15\n\nIt is most interesting to note after the above summary of facts the\npsychological frame of mind toward the institute on the part of those responsible for the reports.\nOf the States requiring the institute by law,\neight States report the demand increasing, and eight States report the de-\n\n"}
{"page": 1169, "printed_page": "1147", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1147\n\nmand decreasing.\nIn the group of States making the agency possible by\nlaw, one State reports the demand steady, five report the demand increasing, and two report the demand as decreasing. ‘These facts indicate the\nteachers’ institute as a training agency of steadily increasing serviceability,\na very surprising report in the face of currently expressed criticisms.\nTeacher participation—In response to the inquiries as to the character\nand the degree of teacher initiative and participation in the conduct of\nthe institute, the investigation bears out a justification for one of the most\nfundamental criticisms of the present institute work—namely, that teacher\nparticipation in the definition of aims, purposes, activities, and achievements\nhas been of minor character.\nEight States report participation on the\npart of local teachers in the consideration of time and place of meeting\nand in the suggestion of problems for attack.\nSeven States indicate that\nlocal teachers have opportunity to express a choice as to instructors and the\nnature of the problems to be considered; thirteen States report some form\nof committee activity of a sort, but no State specifies the organization of\ncommittees for the investigation of curriculum problems, the standardization of materials and methods, interpretation of standard test and measure‘The vital\nment results or consideration of the professional problems.\nabove problems makes’ them worthy of intensive consideration and the\ncharacter of the above problems makes them worthy of intensive consideration by the teachers themselves as the agents most intimately concerned\nObviously, the absence of teacher\nwith their adoption and development.\nresponsibility and participation in these respects has greatly affected the\ndesultory application of the fundamental principles developed during the\nsession, for from few sources did we receive commendable reports on the\ncharacter and quality of follow-up results of the institute work.\nTwenty-five States reported some demonstration teaching in the institute\nby local teachers, which is a most encouraging type of local initiative.\nTeacher contributions to entertainment features of the program and to\nexhibitions of local school products were the most generally reported forms\nof participation.\nOF FREQUENCIES IN TYPE OF TEACHER INITIATIVE AND\nPARTICIPATION IN INSTITUTE ACTIVITIES\nAssistance in preparation of program_---------------------------- 13\n8\nChoice of time and place of session-_----------------------------DISTRIBUTION\n\n7\ni\nee\neg\na\nee\nUIC LOLS eon ae\nOT CeRE AGEL\nyh\n---------------~-~-program_\nin\nDiscussion of problems involved\nDemonstration teaching _------------------------------------- 25\nEntry and exhibit of school work_------------------------------- 25\nEntertainment of institute attendants_-_-___---------------------- 28\nCommittee organization [functions not specified ]_------------------ is\n0\nCommittee investigation and reports on curriculum and standardization.\nThe need for educational publicity was never greater than at the present\ntime when new social policies are in the shaping. Yet the inquiry concern-\n\n"}
{"page": 1170, "printed_page": "1148", "text": "NATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n1148\nag\noS\nNUP\nNN\n\net\n\ning the convention of school officers and parent associations in conjunction\nwith the teachers’ institute brought a distinctly negative reply. Eleven\nStates, only, provide for joint meetings of teachers, parents, and school\nofficers once during the year, preferably at the time of the institute session;\nthirty-four States have made no effort to this effect, but thirty-six States\nenthusiastically affirmed the feasibility and the possible advantages of such\nWe need concerted good-will, sympathetic\ncoéperative meeting annually.\non the part of all the patrons and citizens\naction\njoint\nunderstanding, and\nof common education in America.\ncause\nthe\nof\nwelfare\ninterested in the\nFunctions of institute rated—The study made provision for securing a\ndefinition of the fundamental character of the work now being undertaken\n\"The comparative ratings of the six most commonly\nby the institutes.\naccepted functions rated by forty State administrations arrange themselves\nin the following descending evaluations: (1) To give instructions in\nmethods of teaching; (2) to inspire professional idealism; (3) to develop\nesprit de corps; (4) to provide local administrative and supervisory forces\nwith opportunity to promote and unify local plans for the educational\nprogram of the year; (5) to acquaint the local teaching body with the\nprogressive tendencies in elementary education as shown by the scientific\ninvestigation of educational leaders; and (6) to give instruction in subject\nmatter.\nTasLe\n\nI1—Functional\n\nDistribution\n\nScale\n| Mid-\n\nz\n\n2M\n\n3\n\n4\n\nseis\n\n| Qe\n\n1. Instruction in subject matter..............\n\nBu\n\n2. Instruction in special methods............\n3. Unification of administrative and superVISOTY GDL ANS: eps tagesahois/epeenesonsuscotysleuenesuesia\n\n1109)\n7\n\n4. Development of esprit de corps...........\n5. Acquainting teachers with results of scientific progress in education..............\n6. Inspiration of professional idealism.......\n\n6m)\n\n5\n\n6\n\nscore\n\net\n\nan\n\neS\n\n5\n\n3\n\n5\n\n1\n\nANY\n\n5\n\n7\n\nGe\n\n4\n\nPee\n\not\n\nLOM\n\nor\n\nSer\n\nom\n\nalome e\n\neS\n\nOn\n5\nAGES\n\n4d)\neer\n\nGl\n6.)0\n\nele\n41s\n\ni\ndaly\n\n4a\n250\n\n|\n\nIt is interesting to observe that, with the exception of the emphasis given\nto instruction in special methods of teaching, the original functions of the\ninstitute—namely, of actual instruction in subject matter and stimulation\nto self-improvement, have given way to the more ephemeral functions of\ninspiring to idealism and development of esprit de corps. Granted that\nprofessional idealism and esprit de corps are prime essentials in any program for educational progress, the comparatively high value set upon their\nfunctional character clearly affords a justification for one of the most\noutstanding criticisms of the present organization of the teachers’ institute:\nits failure to function in practical results in the classroom.\nConstructive suggestions—Among\n\nthe vital suggestions offered for the\n\n"}
{"page": 1171, "printed_page": "1149", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1149\n\nimprovement of the institute, none appear more important than one calling\nfor the reorganization of the type from that of the Chautauqua to one\nmore nearly resembling a school of investigation and study of local needs\nCorresponding to this suggestion for reorganization of type\nand problems.\nis that of making the occasion a time and place to federate professional\nand civic interests for the definition of local educational problems, discussions of possible solutions, and for practical standardization of results.\nThe brevity of the present institute sessions, from three to five days in\nmost of the States, and its inherent lack of organization for attack on real\nproblems of local character, permit an attitude of non-participating passivity\non the part of teachers which too often precludes the hope of productive\nIts present tendency\nreturns from the session in actual schoolroom practice.\ndoes not guarappeal\nemotional\nand\ninspirational\nof\nlevel\na\non\nto operate\nantee intensive follow-up attacks on problems of classroom instruction and\n\nmanagement.\nThe institute should assume the function of organizing local teacher\ninitiative for more purposeful attention and effort on curriculum building,\nconsideration of the more vitalized methods of teaching, such as the problem\nand project methods, and the extension of possibilities for professional\ngrowth through organization of local groups for study and the discussion\nof specific problems.\nIn the concluding query as to whether the teachers’ institute as an inservice training agency is worthy of continuation and on the whole professionally justified, thirty-two State administrators responded affirmatively\n‘This proportion would indicate that the\nand seven responded negatively.\n“The\nof service to the profession.\nelement\nsome\ninstitution still maintains\nseriously\nhas\nwar\nof\ntime\nthe\nin\nforce\nteaching\nthe\nupon\nmade\ndraft\nheavy\ndelayed the day of higher standards of professional qualifications for rural\non of\nand elementary teachers everywhere, and the necessity for continuati\n,\ninadequate\nhowever\nagency,\ntraining\nthe institute as a temporary in-service\nis evidenced above.\n\nA STATE PROGRAM\nJOHN\n\nM.\n\nFOOTE,\n\nSTATE\n\nFOR\n\nOF INSTRUCTIONAL\nSUPERVISOR\n\nLOUISIANA,\n\nBATON\n\nRURAL\nROUGE,\n\nAND\n\nSUPERVISION\n\nELEMENTARY\n\nSCHOOLS\n\nLOUISIANA\n\non, Louisiana\nUnder the leadership of the State Department of Educati\nsupervision.\nional\nis now inaugurating and executing a program of instruct\nwithin the\nonly\nbut\nago,\nThe movement had its beginning several years\ny of the\nmajorit\ngreat\nThe\n.\nlast three years has it made definite progress\nnt of\nstateme\nbrief\nA\npart.\ntaking\nnow\nare\nsupervisory officers and teachers\nmeans\nthe\nand\ns,\nembrace\nit\nwhich\nes\nactiviti\nthe\n,\nthe purposes of the program\nthose who are daily\nby which results are being insured may be of service to\n‘The importance\nconfronted with problems that arise out of supervision.\n\n"}
{"page": 1172, "printed_page": "1150", "text": "1150\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof formulating such a program for the guidance of supervisory officers and\nteachers cannot be too strongly emphasized. .\nADMINISTRATIVE\n\nAND\n\nINSTRUCTIONAL\n\nSUPERVISION\n\nDISTINGUISHED\n\nThere are two kinds of supervision commonly practiced over the country;\nfirst, that which is primarily administrative in character, and second, that\nwhich has to do with instruction.\n‘The first provides the facilities for\neducation, exercises general control over the school system, and sees to it\nthat the schools operate under reasonably favorable conditions.\n“The second\nis concerned directly with the teaching performance and the conditions affecting it. It deals with teachers, pupils, the course of study, and the activities that grow out of the classroom work.\n‘The purpose is to improve instruction.\nAdministrative supervision is as old as American education;\ninstructional supervision is yet in its infancy.\n‘The first has well-developed\nstandards of excellence, while the second is still in the formative stage.\nAdministrative supervision usually receives attention because it is more\nobvious, is easier to execute, and is more spectacular.\nInstructional supervision is more specific, requires more intensive study, greater technical skill,\nand a more intimate knowledge of child life, of subject matter, and of\ninstruction.\nINSTRUCTIONAL SUPERVISION\nPurpose—It is recognized that the purpose of instructional supervision\nis to secure efficient results in the classroom.\n‘The realization of this aim\nrequires (1) the maintenance of standards of instruction on a level with the\nbest prevailing practice; (2) such interpretation and application of the\ncourse of study as will insure to every pupil the opportunity of securing a\nwell-balanced education; (3) directing the work of teachers so as to carry\nout the educational policies adopted by the school board and the superintendent; (4) providing opportunities for the further education and professional growth of teachers in service.\nSuccess in the attainment of these\nessentials depends upon the supervisor doing three things: (1) Becoming\na thorough student of subject-matter, methods of teaching, and classroom\nrequirements; (2) centering his work around the teaching performance;\nand (3) recognizing that he exists solely for the benefit of the teachers\nand pupils under his direction.\nThe cooperation of teachers—The first important objective in instructional supervision is the enlisting of the hearty codperation of the teaching\nstaff. A sympathetic, intelligent, and helpful attitude is absolutely essential\nfor success.\nSympathetic understanding and wholesome cooperation must\nprevail on both sides. ‘Teachers should be led to realize at the outset that\nthe supervisor visits the schools for the purpose of helping the teachers and\nthat the interests both of teachers and supervisors are identical—namely,\nthe improvement of classroom instruction.\nThe supervisor makes his contribution to the education of the children mainly through the teachers and\nshould enter freely and sympathetically into their daily problems so that the\n\n"}
{"page": 1173, "printed_page": "1151", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n151\n\ncombined efforts of teachers and supervisors will prove effective.\nThe entering wedge that will secure the enthusiastic codperation of the coldest and\nmost indifferent teacher is the actual teaching of the class, the giving of\na test, or the engaging in some live schoolroom activity by the supervisor\nwho will then invite the teacher, after the dismissal of the pupils, to enter\ninto a discussion of the particular objects attempted in the classroom.\nWhen a spirit of mutual understanding and effective codperation has been\nestablished between supervisor and teacher in the instruction of children\nthen, and only then, can substantial results in instructional supervision be\naccomplished.\nThe course of study—Responsibility for interpreting and applying the\ncourse of study so as to satisfy the needs of the children being educated\ndevolves upon the supervisor.\nHe is to Some extent responsible for the\norganization of the course of study. Assuming that the course is a sound\neducational document, that it contains materials and methods of instruction in keeping with the best thought and practice of modern authorities, and\nthat the references for teachers and children are carefully selected, it becomes at once a most valuable instrument for use as a basis for supervision.\nSupervision on an objective plane—Scientific studies in education have\nprogressed far enough for supervision to be raised from the realm of opinion\nInstrucand casual observation to the plane of objective measurement.\nand\neducational\nof\nresults\nthe\non\nbased\nbe\nleast\nat\ncan\nsupervision\ntional\nThe first factor demental tests, supplemented by age-grade studies.\ntermines the results of instruction in comparison with established standards,\ndiagnoses class and individual needs, and may be used to determine the\nthe value\n\nof particular\n\nmethods\n\nof procedure;\n\nthe second\n\nascertains\n\nthe\n\nmental age which may be used as a means of determining the promotion\nand classification of pupils; and the third shows the rate of progress of\nIt is\npupils through the grades in comparison with the expected progress.\nessential that supervisory officers measure the efficiency of their schools in\nIn doing this the results of the achievement\nterms of known standards.\ntests and the age-grade data are the two most significant factors.\nThe recitation period—The time-honored recitation characterized by\nmultitudinous questions, brief or monosyllabic answers, and meager preparation by the teacher must yield to the review-assignment-study-test recitation.\nThis type of recitation places emphasis on very definite assignments, directed\nstudy, and testing to determine whether the lesson assigned has been mastered or not. The recitation period should be a learning period.\nto become\nis expected\nsupervisor\nteaching—The\nDemonstration\nthe several\nof\non\norganizati\nand\ncontent\nthe\nwith\nfirst,\nthoroughly familiar\nteaching\nin\npractice\nprevailing\nbest\nthe\nwith\nsecond,\nand\ntaught,\nsubjects\nthese subjects. With this background he should proceed to give in the\npresence of teachers demonstration lessons. These lessons should illustrate\nthe organization of the material and the best methods of presenting it. No\nother activity is so effective in developing in the teaching staff the teaching\nIt is not necessary that such lessons\nprocedure desired by the supervisor.\n\n"}
{"page": 1174, "printed_page": "1152", "text": "P1152\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nand should\nbe model or perfect, but they should be carefully planned\naccordance\nin\ndemonstrate the use of well-organized material presented\ntaught.\nsubject\nthe\nto\nwith the proper methods of teaching that apply\nteachers\nof\nmeeting\ngroup\nor\nTeachers’ meetings—The county institute\nfor\nused\ny\ncommonl\nbeen\nhas\nthat\nservice\nin\nis a means of improving teachers\nthe\nof\nbecause\nlessened\nmuch\nvery\nbeen\nhas\nness\nIts effective\nmany years.\nemphasis upon theoretical discussions too far removed from the actual teaching process. A marked change is taking place in the programs of the\nteachers’ meetings. ‘The “high brow’ academic, stilted type is being supplanted by the kind that centers around the material to be taught and the\nbest method of presenting it. For example, a two-day institute may\ndevote practically all of its time to the subject of reading, another to superSuch meetings are\nvised or directed study, another to spelling, and so on,\nnow the rule. Teachers fully approve programs of this kind, because they\n‘The teachers’ institute when\noffer definite help in doing better teaching.\nimproving instruction.\nfor\nso conducted becomes an effective means\na valuable contribution to\nmake\nmay\nsupervisor\nDirected reading—The\nstudy of his staff along\nand\nreading\nthe\ndirecting\nby\npurpose\nhis primary\n‘To do this\nthe lines that bear directly on his program for supervision.\nsuccessfully, requires more than a professional library in the superintendent’s\n“These are necessary, it is\noffice and carefully prepared bibliographies.\ntrue, but the need of self-improvement through directed reading must be\nRaise questions that must be\nbrought closer home to the teachers.\nCreate situations that require reading before they can be solved.\nanswered.\nOccasionally tell a teacher frankly her method or practice is erroneous\nand then tell her where to find a full treatment of the subject, or, better\nstill, place a book or magazine directly in her hands giving the necessary\ninformation.\nTeachers will study and read when they are placed in situations that demand help; otherwise, the majority will not.\n“The need of such\nactivity by the teacher must arise from the work of the supervisor.\nMany\nof our supervisory officers are proceeding as here suggested with splendid\nresults.\nJudging the teaching staff—Judging the members of the teaching staff\nis one of the difficult responsibilities devolving upon the supervisor.\nSo\nfar no emphasis has been placed upon any objective means of arriving at\njudgments.\n‘Training, education, growth, personality, conduct, general\nteaching ability, et cetera, have been and are still the factors that govern\nin forming this judgment.\nScore cards and the measured results of instruction have been used to a limited extent as a basis for judging teachers.\nWhile fully recognizing the merits of score cards and educational tests we\nmust raise serious questions as to the advisability of using either or both\nfor judging teachers. Any supervisor who does so systematically will have\nbut little time for more urgent duties. Educational tests should be used\nto measure the achievement of pupils, teaching situations, and the like.\nTheir use as a measure of teachers would interfere seriously with this\nprimary purpose.\n\n"}
{"page": 1175, "printed_page": "1153", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n158\n\nThese principles and activities constitute the State program of instructional supervision adopted for guidance in 1919.\nUnder the direction of\nthe State Department of Education, these factors have been emphasized\nduring this period.\nFortunately, our school machinery is centralized in two\nunits, the parish and the State. This is a condition that admits of the\nadoption and rapid execution of any educational program that may be\nagreed upon.\nSummary of accomplishments—Summarizing the accomplishments in\nterms of the activities employed, they may be pointed out as follows:\n1. Teachers and supervisory officers codperate fully.\n2. A new course of study has been prepared and is in use.\nIn this work\nsupervisors and many teachers took part according to their abilities.\nIt\nrepresents an effort to place in the hands of teachers a document containing\nthe best material, method, and bibliographies bearing upon the several\nsubjects taught.\n3. The effort to place supervision on an objective basis has progressed\nto such a point that supervisory officers hesitate to talk of the accomplishments of their schools in terms of personal judgment.\nInstead, they refer\nto the standing of their schools as measured by this or that test. “Tests\nare now commonly used over the State to measure classroom results.\nEdsuperfor\nplan\nour\nin\nrank\nhigh\ngiven\nbe\nmust\ntests\nmental\nand\nucational\nNothing is quite so stimulating as an interpretation of the\nvising schools.\nIt places the teacher and pupils in a situation where\nresults of a test.\nexcuses are useless—as a result, they work zealously to meet the objective\nstandard set.\n4, No activity in the schools is bringing such pronounced results in the\nimprovement of instruction as the demonstration of good teaching through\nUnder the leadership of the members of the Dedemonstration lessons.\npartment of Education, many of the supervisory officers over the State are\nSuch lessons\nnow giving demonstration lessons in the presence of teachers.\nand wellpedagogy\nsound\nrepresent\nare carefully planned and usually\nlesson\ndemonstration\nthe\nthat\nproves\nexperience\nOur\norganized material.\noften\nprejudice\nand\nsuspicion\nof\nbarriers\nthe\ndown\nbreaking\nin\nis effective\nIt commands respect and attention, it wins sympathy\nexhibited by teachers.\nIt invites the teachers to join in constructive criticisms;\nand confidence.\nit stimulates and directs them into a more thorough study of the problems\nthey are constantly meeting.\nbeen\n5. The inspirational, theoretical, “‘salt-and-pepper” institute has\nand\nmaterials\nthe\naround\nbuilt\nare\nprograms\nsupplanted by the type whose\ntaught.\nsubjects\nseveral\nmethods of the\n6. Under the stimulus of this program and the suggestion of selected\nthe best\nbibliographies, supervisory officers are now readers of several of\nMany\non.\nNational journals and many of the best books of recent publicati\nteachers are following their lead.\nmethod\n7. Supervisory officers are not encouraged to use any objective\n\n"}
{"page": 1176, "printed_page": "1154", "text": "NATIONAL\n\n1154\n\nEDUCATION\n\nASSOCIATION\n\n“The time may come later when methods of this kind\nin judging teachers.\ncan be recommended.\nWho are the supervisory officers and why can the educational forces of\na whole State become actively engaged in the execution of a program in so\nFirst, the leadership of the State Superintendent is wise and\nshort atime?\nforceful and his assistants are very active in field work over the entire State\nSecond, the parish superin carrying out the policies of the Department.\nintendents and supervisors, a competent, trained group of school people,\nhave accepted the program and are energetically and enthusiastically engaged in its execution.\nExperience has demonstrated that organizing and presenting a program\nfor the guidance of the school interests is essential to the success of instructional supervision on a State-wide basis. A supervisor without a program\nhas no point of departure and no destination.\n\nTRAINING\n\nSUPERVISORS\n\nFOR\n\nRURAL\n\nSGHOOLS\n\nW. S. DAKIN, REGIONAL SUPERVISOR, HARTFORD, CONNECTICUT\nThe\n\nhistory and present status of supervision training can be disposed\n\nof in a few words. A study of conditions and facilities in leading educational training institutions throughout the country indicates that beyond a\nfew elective courses in supervision no concerted effort to train for rural\nschool work is being made.\nOne school director even disputes the need\nfor such training in view of the fact that the consolidated school is absorbing the one-room districts. Another director states that politically chosen\ncounty superintendents have no interest in special training.\nThat there is no demand for this training must be admitted, but know-\n\ning that there are 200,000 one-room schools it must be likewise admitted\nthat not in one generation will their elimination be effected. “The problem\nfacing us today is not that of discussing specific courses of training, but it is\nrather to adopt an entirely new policy in our campaigns for rural improvement.\nFar too long we have sent into the field leaderless squads of highschool girls. “These immature young persons we have urged to re-direct\ncommunity life. We have told them that they must liberalize the rural\nmind; must discipline refractory youth; teach the farmers’ wives to cook\nand dance; initiate the men into the mystery of crop rotation, and, in\ngeneral, revolutionize country life.\nSafely entrenched behind office desks or college walls we have cheered\non these brave young teachers.\nWhen they failed, we have reinforced them\nwith more bulletins and pamphlets, but nevertheless our long-distance\npaper barrage could never take the place of actual leadership in the field.\nThis policy of absentee directorship has failed. We must train and put\ninto the field leaders, women\n\ntime to the field work.\n\nas well as men, who can devote their entire\n\nSupervision, service training of teachers, public\n\n"}
{"page": 1177, "printed_page": "1155", "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\nSS\n\neducation meetings, and conferences must be carried on by properly trained\nand selected persons in direct contact with parents, teachers, and pupils.\nAccording to the best available statistics there are in our United States\nsomething over 400,000 rural and village school teachers.\nNearly nine\nmillion children attend these schools—two million more than in the city.\nThe most optimistic students of educational affairs dare not affirm that 25\nper cent of these teachers are under expert educational supervision.\nWhen\nattempted, superyision in these schools is apt to be but a feeble replica of\ncity organization with its plague of paper-work and super-official direction.\nAt least 300,000 of these rural teachers then are under no supervision\nother than the financial and clerical oversight of county superintendents\nand district boards of laymen.\nThe best city practice seems to require at least one supervising principal\nFrequently he is reinforced by\nfor every twenty or thirty-room building.\nan assistant superintendent.\nand\nsupervisors\nsubject\nspecial\nof\na group\nImagine these same twenty or thirty rooms separated and isolated over\nsome seventy-five square miles of open country, and one may have a fair idea\nGranting, however,\nof the difficulties of supervision in rural communities.\nbe seen that to\nwill\nit\nunit,\nthat thirty teachers comprise a supervision\nwould\nsupervisors\n10,000\nof\nservices\nthe\nteachers\ndirect these 300,000 rural\nbe needed at once.\nTo secure candidates and train them is the most urgent problem facing\nPropaganda for consolidation, for the eliminaour State education leaders.\ntion of small districts, for higher teachers’ salaries, for improvement of\nbuildings, better health conditions, better attendance, must move slowly,\nif at all, until there is in the field an active force of trained, non-political\neducational leaders.\nAlthough the law of supply and demand is operative in public education\nand all other agencies for social improvement, it is sometimes forgotten\nTo say that the supply of\nthat the demand frequently must be created.\nand then to sit back and\ndemand,\na\nsupervisors will come when there is\nent.\nimprovem\nwait will never bring about\na teacher’s\nParents and citizens will not realize that supervision increases\nof scholarstandard\nthe\nraise\ncan\nit\nthat\ncent,\nper\nthirty\nto\ntwenty\ny\nefficienc\ntime increase\nship and lower the retardation of pupils, that it can in a short\nnot believe\nwill\nCitizens\nty.\nthe general educational level of a communi\nd they\nconvince\nonce\nwhen\nbut\nated,\nthese things until they are demonstr\ntheir\nfor\nit\nhaving\nupon\ninsist\nand\nion\nsupervis\nbecome loyal supporters of\nare\npeople\nthe\nthat\nshown\nhas\nEngland\nNew\nin\nce\nOur experien\nschools.\nin\ntried\nbeen\nhas\nit\nquick to appreciate skillful direction of schools after\ntheir own districts.\nrural teaching\nA source of supervision candidates may be found in the\nthe means for\nand\nve\nincenti\nthe\nif\nexists\ncorps itself. Abundant material\ncity men and\nd\n-traine\ncollege\nby\nschools\nof\nsion\nSupervi\ntraining are offered.\nSuch a personnel is never permanent.\nwomen will seldom be successful.\nIt is inclined toward reproduction\nIt has no background of experience.\nof city plans.\n\n"}
{"page": 1178, "printed_page": "1156", "text": "1156\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nto the hit\nThe training of rural supervisors cannot be left to chance, or\n\nor miss possibilities of elective courses in colleges and summer schools; first,\nbecause such methods secure the wrong type of person; second, because\nsuch training as may be offered is usually unpractical since it is under\nconditions that preclude the right point of view and adequate practice.\nThe training of public-school teachers is admittedly a function of the\nState. Just so, the training of public-school supervisors must be a function\nof the State. ‘The need is too imperative, the conditions too highly specialized to be left to routine recruiting with no directed training of such officers.\nBriefly then, it is recommended\nThe way to start supervision is to begin.\nthat States having a large rural population—and what State has not ?—\nshall start at once an expansion of their rural-school departments and\nthrough rural-school inspectors, now usually attached to every State office,\nselect promising candidates and organize courses in field training. When\nnear a university or normal school, extension courses can be utilized and in\nall instances directed summer courses should be required of beginners.\nCommence with small groups of promising men and women candidates,\nWorking fields can\ngrant them nominal salaries and traveling allowance.\nbe secured by offering free supervision to communities electing to accept it.\nWorking agreements may be made through county superintendents or\nthrough voluntary associations of school district trustees.\nIn this way small\ngroups of contiguous districts can be secured for supervision practice. Dr.\nPittman’s experience as described in his “Zone Plan of Supervision” well\nUnless\ndemonstrates the possibility of supervision under such conditions.\nthe demonstration of supervision is conducted on a plan to permit intensive\nFar better to have one or\nwork, its essential values will not be evident.\ntwo examples of intensive supervision in a county than to have two men\nacting as assistants to the county superintendent and attempting to spread\ntheir services over some two or three hundred schools.\nAs candidates prove capable, they can be certificated and efforts made to\ninduce adjacent districts to form supervision units.\nState aid, where possible—as in Massachusetts one half, and in Connecticut, Vermont, and\nNew Hampshire the entire salary—will depend on circumstances.\nExperience has shown that once a few of these districts have been successfully\nestablished and sufficient publicity given to the work many parts of the\nState will ask for supervision and will be willing to pay for it, thus starting\na demand that will soon attract candidates and establish supervision as a\nconstantly growing force for educational betterment.\nA further result has been the willingness of towns in supervised areas to\nseek and support larger and larger State aid appropriations.\nAim to\nequalize rural and city conditions.\nMaine with its State-aided, summer trained leaders; New Hampshire\nwith its full-time, State paid, rural supervisors; New Jersey with its fulltime, State paid helping, teachers, not to mention centralized aid in other\nStates, demonstrate the possibility of extending supervision through central\nmanagement.\n\n"}
{"page": 1179, "printed_page": "1157", "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\ntaliy7,\n\nInstead of circular letters from the State superintendent, there can be in\nthe field men who can hold meetings in every little schoolhouse and district.\nInstead of the annual inspection and inspirational tour of a county superintendent or State inspector there can be house to house canvasses and wayside conferences throughout the year to create sentiment for better teachers,\nbetter equipment, and better schools. “Che rural supervisor in the field—\nhis own field where-he is responsible—is the man to create the demand\nfor better things.\nSo much for the general plan. ‘The training of these supervisors must\nbe almost entirely field work.\nWe must assume, of course, as with teachers,\na minimum of general education; let us say a full high-school course, and\nat least two years of college or two years of normal school, and two or\nthree years experience as a teacher in elementary schools.\nIn many places,\nthe standard may be four years of college. During field training, it has\nbeen found desirable to have supervisors take advantage of extension courses\nThese extension courses together with the\nat nearby university centers.\npreferably be devoted to: (1) General\nshould\ncourses\nsummer training\ntheory of education; (2) educational psychology including measurement ;\nand (3) economics and sociology.\nThe field work must be organized and directed by the State department.\nThe best agencies for reaching the supervisor are: (1) Frequent district\nconferences; (2) carefully prepared circulars dealing with the assigned\nexercises and prescribed field work, including (a) investigation, (4) measurement, and (c) reports on specific conditions; (3) courses of professional\nreading varied according to needs and abilities of individual men; and (4)\nbest of all, personal visitation by the State inspector or his agents in which\nentire days can be spent with the supervisor visiting schools with him,\nattending his teachers’ meetings and committee meetings, planning and holding with him educational rallies for parents and citizens.\nWhen possible, the supervisor should be given some responsibility from\nthe very first. This can be done by assigning to him, under the direction\nof the inspector, the supervision of a small group of teachers for whom he\nmust plan the meetings, make regular visitations, and write out notes of\ncriticism and direction.\nThe response of candidates to this training will vary with individuals.\nfrom\nA man or woman educated in a rural school and not too far removed\nmay\ntime\nyear’s\na\nin\nand\nuseful\nbecome\nsoon\nwill\nage,\nby\ne\nits experienc\nhis\nof\ndirection\ntake almost entire charge of a district. Even in such cases,\noccasional\nwith\nthen,\nand\nwork should continue for at least another year\ntwenty-five\ninspections, he is able to handle a supervision district of from\nto thirty-five teachers.\nNew\nField training, however, must never be considered as completed.\nreadnal\nprofessio\nces,\nconferen\nthrough\nand\narising\nly\nproblems are constant\nof the State\nings, and assigned studies, with the advice and encouragement\n\nmay\ndepartment, the rural supervisor will find that his professional growth\ncontinue indefinitely.\n\n"}
{"page": 1180, "printed_page": "1158", "text": "NATIONAL\n\n1158\n\nEDUCATION\n\nASSOCIATION\n\n“They\nTraining of this sort, furthermore, appeals to school patrons.\nsince\nility\nresponsib\nits\nin\nce\nconfiden\nhave\nrealize that it is practical. ‘They\nfor\npossible\nit\nmakes\nfeeling\na\nSuch\nnt.\ndepartme\nit is backed by the State\nunder\nle\nimpossib\npolicies\nout\ncarry\nand\nforward\nput\nto\nor\nthe rural supervis\na plan of isolated, independent supervision where everyone is for himself\nand no concerted plan can be promoted over a large area.\nTo conclude, first, supervision is the most effective method of starting\npermanent improvement in rural schools today. Second, its establishment\nmust coincide with the promotion of a concrete program for school betterSchool improvement is in the hands of the people themselves and\nment.\nonly by showing them can they be convinced of its need and induced to incur\nthe necessary expenditures to secure it. Third, the supervisor in the field\nis the best agency for selling to the people the idea and ideals that mean\nFourth, among the rural school teachers themselves\neducational advance.\nsupply of candidates if the stimulus for training\nadequate\nan\nfound\nbe\ncan\nSuch selection and stimulus would also react favorably on the\nis offered.\nentire teaching force by giving it a future now found only by going to the\ncity. Fifth, the training of these supervisors must be a State function\nSixth, most States already have in\njust as is now the training of teachers.\nion to start such training\norganizat\nthe\neducation\nt\nrural\nof\ntheir departmen\nSeventh, by small additional appropriations a beginning can be\ncourses.\n‘The return to the State will be far in excess of the initial cost.\nmade.\nA quicker educational return will come from such an appropriation for\nsupervision than would come from an equal amount distributed in any\nother way.\nEighth, this training, with a sound basis of academic preparation, should be largely directed field work supplemented by professional\nNinth, the success of a few\nreading and appropriate extension courses.\ndistricts in each State will establish centers from which the demand for\nsupervision will readily spread so that ultimately all rural teachers can\nhave expert direction.\nAgain it must be emphasized that there is an imperative need today for\na field force of trained, non-political, long-tenure educational leaders.\n“The\ntraining of these leaders must be carried on by the State. Parallel with this\ntraining there must be wide-spread demonstration of the results secured\nfrom expert supervision.\n\nTHE\n\nUSE OF TESTS AND MEASUREMENTS\nSCHOOLS\n\nL. J. BENNETT,\n\nSUPERINTENDENT\n\nOF MIAMI\n\nCOUNTY\n\nIN RURAL\n\nSCHOOLS,\n\nTROY,\n\nOHIO\n\nMiami County, Ohio, is twenty miles square, lies in the fertile Miami\nValley in Western Ohio, Troy the county seat which lies in the center of\nthe county, being twenty miles north of Dayton.\nPiqua and Troy are\ncities of fifteen and seven thousand, respectively, and are not a part of the\nsystem.\n‘The county school system comprises three village units and thir-\n\n"}
{"page": 1181, "printed_page": "1159", "text": "a\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1159\n\nteen rural units, the villages in population being 2500, 2000, and 1600. ‘The\nlargest of these villages has the distinction of being the smallest town of\nthe world to qualify for a Rotary Club, and although a small town, is\ntherefore more urban than rural.\nSix of the thirteen rural units, or townships, are centralized. “The other seven still have one-room schools,\nalthough three of them are erecting new centralized buildings.\n‘The oneroom schools, two of the centralized schools, and one of the villages are\nunder the control of district or assistant county superintendents, devoting\ntheir entire time to supervision and administration.\n‘The other two villages\nand four of the centralized schools have local superintendents whose duties\nare divided between teaching supervision and administration.\n‘Thus the\ncounty superintendent in charge of these nine local superintendents is a\nschool manager rather than a superintendent of schools. There are still\na few folks in Ohio who think the county superintendent’s work is like\nthat of the Irishman who said he had an easy job: Nothing to do but carry\nbricks up three ladders all day long, while another fellow on top of the\nSo much for the organization of the particular\nwall did all the work.\nCounty used in this discussion.\nThe\nThere is nothing new about testing and measuring school work.\npioneer teacher had his own standard of measurement which usually consisted of finding out when a pupil had finished a book and promoting him\nto the next higher one.. Thus we once had promotion by readers, a child\nbeing in the first reader, later in the second reader, and so on. With a\nfine gradation of work, this system was replaced by the old-fashioned\nThe latest\nexamination and this finally supplemented by close supervision.\ndevelopment is the coming of the standard test, which attempts to measure,\nscientifically, certain fields of activities as well as the original’ ability of\n\nthe children.\nStandard tests, of course, are of two kinds: the intelligence test and\nthe so-called educational test. ‘The intelligence test is more interesting\nbut less useful and is certainly harder to give than the average educational test. The intelligence test often serves as a basis of reclassification of pupils, but is generally dangerous to use in this way except in connection with other factors, which must be taken into consideration, such\nas not only a pupil’s ability to do his work but also his willingness\nto work and the stage of completion of the work he has been attempting\nto do. The intelligence test probably does not give very valuable information about the great group of average children, because these children are\nalready fairly well understood by their teachers, especially those who have\nbeen in school two or more years. ‘The greatest value of this test is when\ngiven in a first or second grade. ‘The first-grade child is often badly misBrightness of tongue or backwardness of manner\njudged by his teacher.\nThe difference in good\nsuch misjudgments.\nof\ncauses\nusual\nare the\nFor\nor bad clothing will often cause the teacher also to make this error.\nbeas\nteacher\nhis\ninstance, a child in a grade recently tested was rated by\nshows\ntest\nintelligence\nThis\nlonging to the lowest quarter of the class.\n\n"}
{"page": 1182, "printed_page": "1160", "text": "1160\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nthat he belongs in the highest quarter and was not far from the top. “The\nand\nboy was poorly clad, came from a family of humble social standing,\nbashful,\nwas\nalso\nHe\nlearn.\nnot\ncould\nwho\nsisters\nand\nbrothers\nhad older\nnaturally. When the intelligence test revealed his potentialities, the teacher\nimmediately set out to develop him and at the close of the school year, he\nSuch a case is not likely to\nstood second in the class in his school work.\ns and dullness of\nbrightnes\nrelative\noccur in the upper grades, since the\n, although such is\nconditions\nexternal\nthrough\nshow\nchildren sooner or later\nhigh-school freshof\nteachers\nand\nteachers\nPrimary\ncase.\nthe\nnot always\nmen, when not acquainted with those freshmen, are often badly deceived\n\nby the sociable child and the child who is inclined to volunteer to recite\n\nSuch a child may be the brightest in the class and again\non all occasions.\nmay belong to as low as the second quarter of the class. The intelligence\nFrequently, this kind of child, especially the high-school\ntest is the check.\nIt is later disfreshmen, is at first given high grades and a high rating.\ncovered when the written work comes along that the child does not seem to\nSince the child is considered unusually brilliant,\nbe doing thorough work.\nthe teachers often have recourse to criticism and scolding when as a matter\nof fact, the child has lived up to his full mental ability. “There is no more\ndiscouraging failure than a high-school student who is led to believe he is\nmuch brighter than he really is and who finally discovered he cannot do\nthe work which others thought him capable of. The intelligence test given\nin the eighth grade is the proper check against this sort of disaster.\nAnother use of the intelligence test is in properly locating the extremes of\nthe class. For example, a one-room rural teacher may have had some\nbright girl in her school for several years.\nShe is well aware that the girl\nis the brightest in the class and probably brightest in her little school of\nfifteen or twenty children.\nShe has done practically all the school work\nassigned. Nevertheless, this teacher does not know how this child is going\nto be able to carry the burdens of high school or do life’s work, because\nin so small a school, being the brightest in the class does not necessarily\nmean much.\nIntelligence tests often show such children to be more\nordinary than they are supposed to be. On the other hand, a bright child\nin the class is occcasionally found to be more brilliant than anyone could\n\nimagine.\n\nI well recall the first intelligence test I ever gave.\n\nThe teacher\n\nthought the brightest boy in the class might be promoted to the next grade\nin the middle of the year. After giving this boy a group intelligence test,\nand later a Binet-Simon test, we found that this pupil had a mental age prac-\n\ntically three years higher than the grade in which he was located. He was\nat once promoted into the next higher grade and after being there two\nmonths, he made the highest grades in the room on written tests.\nHe\nwould show up in the usual age and grade reports as an accelerated child.\nAsa matter of fact, he was still retarded two years behind his mental age.\nThe intelligence test has revealed to us that we are usually less aware of\nour extreme cases in the upper end of the scale than in the lower end of\n\nthe scale.\n\nNo one knows how many of these geniuses have gone to waste\n\n"}
{"page": 1183, "printed_page": "1161", "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n1161\n\nin the past because they were allowed to develop habits of laziness and bad\ndeportment, not having enough work to do to keep them busy. One of the\ngreat problems for psychologists and educational administrators is this problem of the abnormally bright child. Merely advancing him in the grades\ndoes not offer a satisfactory solution, because in time he gets entirely out\nof adjustment socially.\nThe dull child who has dropped behind his grade a year or so is generally\nspoken of as retarded. The intelligence test has shown many of these\nchildren to be accelerated when measured by their mental age instead of\ntheir physical age. ‘The special training of one or two per cent of humanity,\nwho are the feeble-minded, has been worked out much more elaborately\nthan the training of the other end of the curve—namely, the child of the real\ngenius group.\nWhile we have given a number of tests in Miami County Schools for\nthe purpose of diagnosis in troublesome schools, yet no county-wide intelligence survey has yet been made, although one is planned for this spring.\n‘The tests, so far, made in villages and rural schools have not indicated\nany relative difference in brightness of children in town and country.\nBoth\ntown and country assume that their own group of people are brighter than\nthe opposite group.\nWhen a county-wide intelligence test has been made,\nthere will be some little evidence on this question, which, of course, will\nhold good only in the county which is surveyed.\nIt is my opinion that the\naverage will be found very nearly the same.\nIntelligence testing of oneroom schools is a slow and difficult process, but the centralized and small\ntown schools can be handled very nicely and the results obtained have been\nfound accurate enough for practical purposes.\n\nHere, as in everything else,\n\nthe centralized school proves its administrative merit. We feel that the\nintelligence test is necessary in the analysis before an accurate rating of\na teacher’s ability from any year’s work can be made.\nA teacher who has\nthirteen failures in her grade may yet be a superior teacher who has been\ntoo conscientious to promote the subnormal children which she may have\nfound on her hands.\n‘Teachers too frequently are rated by the number of\npromotions and high markings given, or by the smoothness with which they\ncan conduct class when the supervisor is present.\nWe can never have an\nefficiency quotient for teaching until we are able to determine just how\nmuch a teacher can do with a group of pupils with a given mental age and\na given intelligence quotient, and even then the rating will not be entirely\nscientific, because we have no standards for measuring the elements that\ngo to make up character.\nUsually a good teacher in the intelligence subjects is a good character builder.\nTime will not permit a more extensive discussion of the intelligence\ntests. We have done much more elaborate work in educational testing\nand some valuable experience as well as useful information has been obtained.\nShortly after becoming county superintendent, I tested a number\nof schools in Fundamentals in Arithmetic, using first Thompson’s Minimum\nEssentials and later Courtis Series B. All the children in the villages, in\n\n"}
{"page": 1184, "printed_page": "1162", "text": "1162\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nand we ran a selection\nthe grades from the third to the eighth, were tested,\nAll the testing was\nof one-room rural schools, taking one school in six.\nby the office\ngraded\nbeing\ndone by the county superintendent, the papers\nthe spring\nin\ng\ndrivin\nof\namount\n[his work involved a frightful\nsecretary.\ngrading\nmonths\ntwo\nnearly\nfor\nbusy\nry\nof the year and kept the secreta\nyears.\nthree\nfor\non\ncarried\nwas\ntesting\nof\nand tabulating. ‘This method\nbelow\nrably.\nconside\nwas\nwhole\na\nas\ncounty\nthe\nthat\nwas\nry\nOur first discove\nthan the\nstandard, the village schools, however, being somewhat better\nthe\nborne\nlong\nhad\nrural schools. This was a surprise, as the rural school\noperaental\nfundam\nthe\nng\nteachi\nreputation of a high grade of efficiency in\nin the various\ntions and had seemed to be able to demonstrate this fact\nneighborthose\nthat\nr,\nhoweve\nred,\ndiscove\nsoon\nwas\nIt\nciphering matches.\ning callightn\nthe\nof\nt\naccoun\non\non\nattenti\nmost\nthe\ned\nattract\nhoods which\nin the\nscores\nculators of their schools had uniformly low medians and\nthe\nthat\nfact\nthe\nto\ndue\nbe\nThis we discovered to\nfundamental operations.\n.\nstudent\ne\naverag\nthe\nted\nneglec\nand\nciphering matches overtrained the expert\nold\nthe\nas\nwell\nas\nion\neducat\nrural\nof\nThe ciphering match in the history\nhigh\nspelling school had a virtue in pioneer times of placing emphasis upon a\nn\nmoder\nIn\nities.\npossibil\nthe\ng\nshowin\nand\nstudies\nthese\nin\nskill\ndegree of\ne\nit\nbecaus\ntimes, however, this form of contest has become a positive evil,\nthis\nlages\ncamouf\ntime,\nsame\nalmost uniformly neglects the masses and at the\nneglect by advertising its few experts. As a means of entertainment, it is\nWe also discovered that\npermissible, but it is a poor educational device.\nom rural schools of\none-ro\nin\nions\npromot\nmany\ngreat\na\nthere had been\nwho in many cases\nt,\nbut\nsubtrac\nto\ntaught\nbeen\nnever\nhad\nn\nwho\nchildre\n‘had climbed as high as the fifth grade. This gave us a point of contact in\nour efforts to reduce reckless promotion of children in this type of schools.\nThe mass result of our testing of arithmetic was a gradual improvement,\nalthough the county schools, as a whole, never succeeded in reaching the\nCourtis Standards in speed in all the grades. “The improvement in the oneroom schools was much more rapid than in the village schools, the latter\napparently inspired with overconfidence as the result of the first test. A\nnumber of townships having one-room schools finally passed the Courtis\nstandards successfully.\nIn the\nImprovement made in arithmetic, however, was unsatisfactory.\nteacher\nneither\nthat\nwas\ndifficulty\nthe\nbelieve\nI\nexperience,\nlight of later\n“They were not\nnor local superintendents took a deep interest in the work.\ncalled upon to give or grade the tests and therefore were inclined to\nlook upon it as a mere stunt on the part of the county superintendent.\nConsequently, there was not the close study of methods that there should\nhave been in this field.\nAt the time we were testing arithmetic, tests were also given in spelling,\nusing word lists made from the Ayres scale. These tests were conducted\nby the local superintendents after receiving directions from the county\nThe papers were graded by the teacher and the results\nsuperintendent.\nwere: returned to the local superintendents. We soon found that spelling\n\\\n\n"}
{"page": 1185, "printed_page": "1163", "text": "DEPARTMENT\n\nOF RuRAL EDUCATION\n\n1163\n\nWas improving much more rapidly than number work and the schools,\nabove the fourth grade, were soon above standard, while the third and\n\nfourth grades were close to it. We discovered some deficiency in our oldtime spelling tests, but the best discovery of all was the enthusiasm and willingness to take part in this work on the part of the superintendents and\nteachers when once asked to do so.\n‘These earlier testing problems have inspired several local superintendents\nto carry out tests of their own, which did not interfere with the county\nprogram.\nOne school system has worked hard on spelling. ‘The superintendent made a syllabus on “Methods of Teaching Spelling” and placed it\nin the hands of the teachers. “There was little conference work in this\nschool system but the syllabus was expected to be used. Within a single\nyear this school brought its spelling from below standard to above the\nAyres Standard.\nAnother superintendent who at first was disgusted with\nthe intelligence test as first used by the county superintendent was glad\nto see its great value in solving his problem of establishing semi-annual\npromotions.\nHe has since tested his entire school system, high school and\nall, and has correlated his work with several tests given by the county superintendent.\n‘The correlations with the county superintendent were found\nto be quite high. We have several superintendents who have gone to\nsummer school as a result of the showings made in the test, one man to study\npsychology, another to study measurements of intelligence testing, and a\nthird to study methods of teaching reading. ‘The supervision of these\nmen in particular has been improved in these special lines a hundred per\ncent.\nThe most elaborate program of testing in the Miami County schools\nis the work we are now doing in reading.\nI came convinced that it would\nbe wise to narrow the field to the testing of a single subject and selected\nThe method of testing used was as folsilent reading for that purpose.\nlows: Each local superintendent was requested to test his own school\nsystem with the tests being given in the same week throughout the county.\nThe papers were to be graded by the teachers, the results tabulated and\nturned over to the local superintendent, who in turn forwarded a copy\nThis office has been kept quite busy tabulating and interpreting\nto me.\nThe first county-wide\nresults and reducing them to the form of curves.\nreading test was given in March, 1920. We found just what we exEveryone went to work\npected, our schools somewhat below standard.\nto improve silent reading.\nThe next county-wide reading test was given in March, 1921, just fiftyfour weeks after the first had been given. We were slightly below standard\nin 1920, but in March, 1921, we were much above the standard in every\ngrade. Comparing our figures with some figures given by Kelly, whose\ntest had been used, we found that the Miami County villages were above\nthe first-class cities of Kansas in all grades, and our one-room schools were\nabove a group of one-room schools in Kansas in all but one grade. ‘The\ngeneral standard for the county, instead of being below as in the previous\n\n"}
{"page": 1186, "printed_page": "1164", "text": "1164\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ne\neS\n\naa\n\nthat\nyear, was much above the Kelly Standard in all grades but one and in\nstandard.\nerade, the sixth, showed marked improvement and was above\nof\nThe fourth grade of 1921 was 46 per cent better than the fourth grade\nwas\nit\nbut\ntested,\nwere\npupils\nof\nOf course, a different group\n1920.\nhardly possible that there would be much difference in intelligence in the\nfourth grades of two consecutive years when spread over the entire county.\nThe third grade, which in each case was taking its first test in Silent Reading, showed 30 per cent improvement over the preceding year. “Che median\nNeedless to say, these\nimprovement of all the grades was 225 per cent.\neffect of growth was\nthe\nthat\nr\nRemembe\nresults were quite satisfactory.\n1921 was made by\nin\ngrade\nsixth\nthe\nfor\nscore\nthe\nnot measured, because\ngrade in 1920.\nfifth\nthe\nfor\nscore\nthe\nmade\nwho\nchildren\nof\ngroup\nsame\nthe\nTheir score was compared in 1921 with the sixth-grade score for the\nConsequently, the impreceding year made by this group of children.\nto systematic superturn\nin\n* provement was due to superior teaching and this\ntests and the\nreading\nthe\nof\nresult\nthe\nAs\nvision of this particular subject.\nmaterially\nbeen\nhave\nchildren\n2700\nover\nof\n,\nlives\nthe\non\nfollowing\nsupervisi\naffected for the better. This is the kind of supervision that really pays.\nReading is the fundamental subject. A 2214 per cent improvement in\nthe teaching of reading helps all these hundreds of children in all of their\nother school work except in work which is purely drill. All the content\nstudies and most of the arithmetic have been benefited.\nEach of the annual tests above described were made by the Kelly Reading\nTests.\nObjection might be made that there is a good deal of carry over\nfrom one year to the next, but we believe that such is not the case.\nFirst,\na repeated questioning seemed to demonstrate that the children did not\nrecognize ever having seen the test before when it was given the second\ntime.\nIn the second place, and what is more important, the third grade\nin 1921, which had never been tested before, showed a greater improvement\nover the third grade of the preceding year than any other grade had made\nexcepting the fourth.\nIf there were much carry over, this would not have\nbeen true.\nIn the fall and late spring of 1920 and 1921, two forms of\nthe Monroe Reading Tests were also given. One object was to measure\nthe improvement between October and May, due partly to growth, partly\nto teaching. ‘The Monroe spring test, however, will be used as the basis\nfor comparison with the third form of the Monroe Test which will be\ngiven in April, 1922.\nLast spring Monroe Test was compared with a test\ngiven in the city of Pittsburgh at the same time, using the same form of\nMonroe.\nWe found the Miami County schools to be above the Pittsburgh\nschools in reading in all grades as measured in comprehension, and in rate\nin all but two grades. “The Pittsburgh schools have been closely supervised and are considered among the best cities. We account for this showing by the fact that Pittsburgh is testing several subjects annually, while\nwe have narrowed our field to reading alone. Even at that, we feel that\nour showing is pretty good, for a system that still has a large number of\nrural one-room schools.\nA midyear Monroe ‘Test was also given in\n\n"}
{"page": 1187, "printed_page": "1165", "text": "ee\n\nDEPARTMENT OF RURAL EDUCATION\nSeema\nGAARA\nUllal: POTS Fe\n\n1165\neT\n\nJanuary of this year.\nThe purpose of this last test was to stimulate interest\non the part of the teacher and superintendent, and secondly, to make a\ndiagnosis of individual cases. \"The January test found all the villages and\npart of the centralized schools above standard in the form used.\nDiagnosis will be placed upon a chart made to illustrate the relative positions of each child in any given’ grade in a given school unit. The position\nof the child on this chart with reference to the standards for comprehension\nand rate will show at a glance whether this child is found below standard\nin rate or comprehension.\nIt will also illustrate the position of those\nchildren who are so far above or below standard as to raise the question\nThis chart is made on large cross section paper and\nof reclassification.\nhung on the wall of each schoolroom tested in reading. The chart in any\ngiven room or grade alone contains the figures of course for that grade\nor room, together with two primary axes representing standards.\nJudging\nfrom the results obtained in a few of the schools in Pittsburgh where such\ndiagnostic charts were used, we are hoping to make this method a very\neffective one for the rapid improvement of some of the slower children in\nreading.\nSo much for Miami County’s program for reading. We expect to keep\nup our testing at least until the law of diminishing returns shows we are\nnot making any further gains and it may be wise to test annually even after\nthat in order to avoid overconfidence.’ We are well aware that we are not\nthe only people carrying on an extensive testing program.\nSome of the\ncities are well equipped in our State with a psychological department for\nthe intelligence tests and with special supervisors for the educational tests.\nAs county superintendent, I have made several discoveries which might be\n\nof value to others.\nFirst, we have definite proof that the consolidated schools can be made\na more effective instrument than the one-room rural school even for the\nteaching of the traditional subjects.\nIt is not always true that this is the\ncase for it sometimes happens that the building of a new schoolhouse means\nthe neglect of the academic features of the work.\nIn our early testing, we\nfound our centralized schools somewhat poorer than our one-room schools,\nalike in reading, arithmetic, and spelling.\nNo sooner, however, was the\nemphasis placed on reading than the chances for close supervision in the\ncentralized schools showed results.\nThe percentage of improvement in\nthe centralized schools from year to year is much greater than in the oneroom rural schools.\nIn the second place, our village schools are uniformly better than our\nrural schools. We have been assuming that this is due to their having\nbeen established longer, and hence being better organized.\nSome of the\ncentralized schools, for example, have children in the upper grades who\nhave spent most of their school life in the one-room rural school, and some\nof the weaknesses of their past schooling are now showing up.\nIn the third place, I have noticed certain types of superintendents who\nI believe two qualities\nare more effective in producing results than others.\n\n"}
{"page": 1188, "printed_page": "1166", "text": "1166\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\nee\n\nence and insistence.\nare necessary for really effective supervision: persist\nforget all about it.\nlater\nbut\nSome men insist and make brilliant starts,\nabove standards\nare\nwho\nand\ngs\nshowin\nThe men who have made the best\nmeetings and\ns’\nteacher\nall\nin\nision\nsuperv\nof\nsubject\nhave made reading a\nof the various silent\nprepare syllabuses of methods and have made a study\ns.\nreaders and then put these in the hands of the teacher\nschools are quite\n- In the fourth place, two of my supervisors of one-room\nsubject. One\nlar\nparticu\nthis\nin\ndifferent in their ability to supervise schools\nto his own\ndue\nschools\nhis\nin\nreading\nof\nman has some splendid teaching\nin the\nshowing\nhis\nbut\ngood,\nso\nnot\nis\nreading\nefforts. ‘The other man’s\npuzzled\nwas\n|\nfirst,\nAt\nman’s.\nother\nthe\nas\nsame\nthe\nabout\nbe\nto\ntests seems\nmysteriously\nuntil I studied the retardation statistics and found that the\ntion in his\nretarda\nhas\nwho\ngood showing was made by a superintendent\nst in\nextreme\nan\nis\nman\nother\nThe\ncent.\none-room rural schools of 42 per\ncent\nper\n20\na\nWith\ncent.\nper\n20\nonly\nbeing\ntion\nretarda\nthe other way, his\nand\nteacher\nthe\nof\npart\nthe\non\neffort\nmore\ndeal\ngood\na\ntakes\nit\nion,\nretardat\nwith\ndoes\nit\nthan\nsuperintendent to make a showing in the standard tests\nOne result of this comparison has been that\na 42 per cent retardation.\none superintendent has got busy to reduce his retardation while the other\nis looking around to see if he hasn’t been too liberal about some of his\nRetardation figures, however, must always be taken in conpromotions.\nnection with high-school attendance. A superintendent with the 20 per\ncent retardation figures sends one third more pupils to high school per\ncapita than the one with the higher figures. Another significant result is\nin the high scores frequently made by seventh and eighth grades in oneroom schools. ‘This is not due to any superior teaching, and is the simple\nand natural result of elimination of a large number of average children,\ndue to the inefficiency of the one-room school in the lower grades. ‘The\nWe have done a good deal of\neffect on the public has been wholesome.\naverage amount of athletics.\nthe\nhave\nand\nschools\nclub work in the rural\ntalking about results in the\nand\nreading\ntesting\nbegan\nwe\nwhen\nfound\nWe\npress that many people were surprised to know that the modern schoolman\npaid any attention to anything so old-fashioned as reading. The result\nVarious local superintendents\nwas renewed confidence in the schools.\ned these results in the local\nd\npublish\nhave\nwhose results are above standar\nrate\nto the public by means of\ndemonst\nto\nmade\nbeen\nhas\neffort\nAn\npapers.\nthe standardized tests that the schools actually are improving in their\nacademic work from year to year.\n\nIn conclusion, a word of caution.\n\nAnyone who has never had any ex-\n\nperience with standard tests should not take them too seriously. “The intelligence test score for instance, of any particular child tested by a group\n‘This is especially true of low scores.\nNo\ntest may be wide of the mark.\nintelligence test should be given without the teacher’s estimate of the child,\nas a check against the major errors of this kind. ‘These misleading low\nscores are generally due to illness of the child. When the score is unusually high, it is more reliable, as there is practically no chance at all\n\n"}
{"page": 1189, "printed_page": "1167", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1167\n\n—\n\nof a pupil getting nearly everything by guesss. Where children are\nreclassified by the basis of the intelligence score, the extremes of the class\nshould be checked by the original Binet-Simon test. If there is no time\nfor this then there ought not be a great deal of re-classification.\nA superintendent sometimes rates teachers on the basis of an intelligence test, but this\nis often quite unfair.\nIt makes a great deal of difference as to who gives\nan educational test, as to the condition of the atmosphere, of the school- .\nroom, and in the third place, the relative intelligence of the child sometimes\nvaries remarkably from one grade to another.\nIf intelligence scores and\neducational scores in several subjects are compared, then some rating of the\nteacher might be possible, but even then the work of the preceding teacher\nmust be taken into consideration.\nAnother caution: A superintendent\nshould not attempt too large a program or he will find himself so involved\nin red tape in competition that his results will not show at all in a schoolroom.\nAnother caution: One should not assume too much about an intelligence test. The brightest child will not necessarily be the biggest\nsuccess, because character, good health, and future opportunity will all\ncomplicate the situation in the future.\nPeople who have had no experience\nin testing are likely to assume that some of us who do this work are freaks.\nAs a matter of fact, scientific measurement has a tendency to make one\ncautious about making up his mind hastily about individual cases.\nMany\npersons perhaps ought not attempt to do testing if it will jar their peace\nof mind.\n‘The test is a useful instrument only in the hands of that type\nof superintendent who first wants to know what is actually being done\nand in the second place, who wants some sort of proof that he is doing\nsomething in the academic field. If used by such a man with such a\nfundamental purpose, tests will be found to be invaluable aids in the supervision and improvement of schools, whether urban or rural.\n\nREAL\n\nSUPERVISION\n\nFOR\n\nRURAL\n\nSCHOOLS\n\nJ. S. HOFFMAN, SUPERINTENDENT OF HUNTERDON\nSCHOOLS, FLEMINGTON, N. J.\n\nCOUNTY\n\nThe objective of real supervision is the training of teachers in service.\nTo approximate this objective, helpful constructive supervision must reach\neach individual rural teacher in a very personal way so as to magnify in\nher own mind the importance of her opportunity for service, stimulate\ngrowth in the art of teaching, establish standards to measure her own\ngrowth through pupil accomplishment, evaluate her inner resources, and\narouse such latent power as she may possess into a dynamic force whose\ninfluence may have an appreciable effect upon the children committed to\n\nher care.\nThe one-teacher rural school offers the very finest field for teacher train‘There is less rigidity and more opportunity for flexibility\ning in service.\n\n"}
{"page": 1190, "printed_page": "1168", "text": "1168\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof a closely\nin organization than can be found in the exacting machinery\nthat should\nntation\nexperime\nfor\nfield\nHerein lies a virgin\ngraded system.\nof purspirit\nand\nidea\nthe\nwith\nimbued\nis\nwho\nattract the real supervisor\nposeful activity.\nThe opening of this field for the type of supervision suggested is largely\nan administrative problem, and is dependent upon professional organization, and the freedom of the supervisor from lay control.\nThe average rural community is either indifferent to progress in educational training or passively satisfied with inherited and established conditions\nand the good school keeper is as highly appreciated as the good school\nteacher.\n\nRural teacher growth depends upon administration, supervision, and the\nAll must codrdinate for best results, and each must\nindividual teacher.\nand importance of the other two factors. Wise adpresence\nrecognize the\nministrators and supervisors know that the ultimate result of their ideals\nand plans must reach the child through the teacher who is in intimate and\n\nconstant contact with him.\nNew Jersey’s system of real rural supervision had its. beginnings with\nthe administration of the late Doctor Calvin N. Kendall as State CommisDuring the first five years, with the rural school\nsioner of Education.\nand the rural child uppermost in mind, he created, organized, and put into\noperation, through democratic policies, a strong and effective organization\nand welded it into a unit by his striking personality and zeal.\nThis was accomplished through numerous conferences of city and county\nsuperintendents, supervising principals, and by the publication of monographs on elementary-school subjects embodying the very best method and\npractice of the day. He sent his elementary and high-school assistants\nthroughout the entire State visiting schools, holding teachers’ conferences,\nand addressing community gatherings; magnified and dignified the office\nof the county superintendent ;made personal visitations with them to lonely\nisolated sections of the State; fixed the impress and magnetism of his stimulating personality and leadership upon pupil, teacher, and county superintendent. He was always a constructive critic—saw something good\neverywhere, but always left the impression “‘there is still more to be done.”\nHe surrounded his appointees—assistant commissioner and county superintendent—with conditions that make for growth.\nThen came the opportunity to attach this strong power to its load and\nwith the same masterful leadership he welded the connecting link—real\nrural supervision under the title of Helping Teacher.\nThe best test of a policy lies in the results it produces.\nWhen these can\nbe seen they afford an easy and interesting way of judging its merits.\nConcrete explanations of helping-teacher supervision and its results followed.\n\n"}
{"page": 1191, "printed_page": "1169", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1169\n\nTHE CURSE AND CURE OF THE COUNTY\nSUPERIN TENDENCY\nELLEN\n\nB. MCDONALD,\n\nOCONTO,\n\nWISCONSIN\n\nThe curse of the county superintendency is threefold: It is not a profession; it is the football of politics; its horizon is limited to one county.\n‘The county superintendency is not a profession but a clerical job. The\ncounty superintendent still sits at his desk making reports to the State\nDepartment of Education, to the County Board of Supervisors, to the State\nDepartment of Health, to the Rural Planning Committee, to the Agricultural Committee, to the Committee on Common Schools, to many and\nvaried other authorities.\n“The schools cry out for help, for inspiration, for\nguidance; the members of the school boards need a friendly word of advice\nor a suggestion for specific help, but the superintendent has no time to help\nor even to discover the need. A well-trained clerk could make far better\nreports in less time and set the superintendent free for the field work so\nsorely needed.\nAs it is, he becomes a mere inspector of the schools; he\n“forms an opinion of the teacher’s work” instead of discovering the cause\nfor her weakness and training her for better work while she is yet in the\nfield. He has no time to study his field as a whole, nor to see its relation\nto, or difference from the work of the city schools, nor to the schools of\nthe State or Nation.\n“Then because of his limited vision, his schools do not\nmove forward, do not fit the boys and girls for the life they must lead.\n“Where thefe is no vision, the people perish.”\nThe county superintendency is still the football of politics. “That the\nState and the county superintendent, the one at the head, the other at the\nbottom of the educational ladder, are still chained to the wheel of politics,\nis strange.\nNo progressive city would for a moment think of permitting\nits educational head to be chosen at a general election, ‘They are too\nvitally concerned with the welfare of their children, and too wide-awake\nto the dangers of the system to even consider it again. Wisconsin recognized this danger but compromised by changing the time of election from\nthe fall or general election, to the spring or municipal election—“taking it\nout of politics,” they said.\nWe need not go into detail as to why a superintendent should not be\nchosen at a popular election.\n‘The reasons are well known.\nIf it is not\nwell for the city, it is surely not well for the country where the majority\nof electors are not informed as to the needs of education—sometimes not\neven as to the need at all; nor has he the vision of what education may do\nfor a rural community.\nHe is concerned with wrestling a living from the\nsoil and votes to “keep taxes down” if he is told which vote will do that.\nThe superintendent who wants to hold his job has his ear to the ground\nfor the voice of the elector. He makes no stir, asks for as little as possible\nfor the schools—no texts, buildings, nor better-trained teachers; enforces\nno compulsory education laws; becomes a spineless creature rather than\n\n"}
{"page": 1192, "printed_page": "1170", "text": "1170\n\nNatioNAL\n\nEpucaTION\n\nASSOCIATION\n\ncountry school may be and\none who walks erect with a vision of what the\ne appeal to a live redpictur\nthe\nDoes\ngirl.\ndo for the country boy and\nThink you he will be attracted towards the office\nblooded American?\nof county superintendent of schools?\nus do the best we\nTo win the election, stand not on a platform of, “Tet\nand women of\nmen\nthe\nare\nthey\ncan for the boys and girls of today, for\nour fathers\nfor\nenough\ngood\nwas\nTake rather, “What\ntomorrow.”\ngood roads\nfor\nons\n“Milli\nyet,\nbetter\nor\nn,”\nchildre\nis good enough for our\neconomy\ntax\nPreach that\nbut as little as possible for good schools.”\nto lower\ncount\nreally\nbegins at home with the schools where every vote can\nd,\nfollowe\npolicy\nabove\nthe\nand\nBecause the tax burden was heavy\ntaxes.\nof\nalone,\nsin\nWiscon\nof\nncy\nntende\nsuperi\nthere was a turn-over in the county\naper,\nturn-ov\nteacher\nthe\nthan\ngreater\nis\n‘That\n32 per cent last spring.\nBusiness is alarmed at a turn-over of far less than\npalling as that was.\nWe know both\nthat, and would call in experts at once to find the cause.\nthe cause and the remedy.\nof choice\nThe third curse of the county superintendency is that the field\nes\ncandidat\ndesirable\nout\nshuts\nThis\ncounty.\nthe\n‘5 limited to residents of\ninin\nputting\nin\nresults\nit\nand\ncounties,\nother\nin\nce\nexperien\nwho have had\nvaluable\nhow\nNo matter\nexperienced men whenever a change is made.\nin\nnor how well-recognized the service a superintendent may have given\nwork\nar\nparticul\nthat\nup\ngive\nmust\nhe\none county, if he loses out in election,\n‘1 which he won such rich experience and enter some other form of educaThink you that this blind door will attract or hold well\ntional work.\nAdd to this that under the elective\nprepared, experienced young educators?\nsystem the salary cannot be increased while in office, but that the county\nboard must increase the salary before an election, if at all, and you have a\nfinal reason why the county superintendency is filled with inexperienced\nambitious young people who lose out after a term or two, or with the educational politician who runs a farm or sells insurance or real estate between\nthe making of reports.\nIt is not far to seek. Provide a county board of education\nThe cure?\nGive it power to appoint the county superintendent from\nin every county.\nan unlimited field, going wherever they must to get the man with breadth\nof vision, rich qualifications, and practical experience needed; let them\nequip and organize the office for effective administration and supervision\nIn a word, let them hire, fire, and pay the county superinof the schools.\nThen unafraid and zealous for his work; calm in the assurance\ntendent.\nthat if well done, it will be recognized; and believing that it is the most\nimportant educational field, the county superintendent works on building\n\nup the real bulwark of the Nation, the country school.\n\n"}
{"page": 1193, "printed_page": "1171", "text": "DEPARTMENT\n\nTHE\nA. F. HARMAN,\n\nOF RURAL\n\nEDUCATION\n\nCOUNTY UNIT OF HIGH\nCONSOLIDATION\nSUPERINTENDENT\n\nSCHOOL\n\nOF MONTGOMERY\n\nMONTGOMERY,\n\nahve\n\nCOUNTY\n\nSCHOOLS,\n\nALABAMA\n\nIf the progress of consolidation of schools in Montgomery County is\ninteresting, it is due to a combination of circumstances, which cannot be set\nout in detail in this discussion.\nSuffice it to mention them cursorily.\nThose of you who come from sections of the country where a different\norder prevails, perhaps will be interested most in the fact that our progress\nhas been accomplished with the county as the urlit of organization in the\n\nadministration of public education in accordance with the laws of Alabama.\nThe county being the unit of organization, our educational affairs are\ndirected by a county board of education, consisting of five members elected\nby the people from the county at large. This board is an all-powerful\nbody performing such functions as the election of their chief executive\nofficer, known as the county superintendent of education, whom they may\nselect from any place in the United States; selecting trustees of very limited\npowers, and fixing their terms of office; apportioning and expending State,\ncounty, and district funds; and initiating county and school district tax\n\nelections.\n\nUnder this county unit plan, the county superintendent, according to\nthe confidence he can command and the codperation he can obtain from his\ncounty board of education, becomes a more or less powerful official. The\naverage Alabama superintendent will tell you that he is the storm center\nof all the ill educational winds that blow, or the harbor into which all\ngood educational ships must some day sail. He formulates educational\npolicies for the county; prepares and submits to his board for approval a\nbuilding program for the county; nominates to the board his assistants,\nsupervisors, clerical force, principals, teachers, transportation force, and\njanitors; selects textbooks when not in violation of the State Uniform\nTextbook Law; formulates courses of study, and performs many other\nfunctions of a similarly important nature.\nThe County unit of organization was perfected with the adoption of the\nAlabama School Code in the year 1919.\nThe consolidation of schools in Montgomery County may be interesting\nthe\nbecause of the rapidity with which the work has been done. With\nthe\nas\nrecently\nas\ncity,\ncapital\nthe\nnear\nschools\nsuburban\nthree\nof\nexception\nentire\nthe\nin\nexisted\nyear 1917, not one school of more than three teachers\nMore\n‘There was not one brick structure for school purposes.\ncounty.\nthe\nd\nconstitute\nbeggars,\npitiable\nschools,\nthan fifty one and two-teacher\nequipSchool\nchildren.\nwhite\nof\neducation\nthe\nfor\ncounty’s establishment\nattention.\nment was wofully lacking. Sanitation received little or no\nmust be\nfacts\n‘These\nn.\nsupervisio\nwithout\nabsolutely\nwere\nschools\nThe\nry\nMontgome\nin\nion\nkept in mind to appreciate the progress of consolidat\non.\norganizati\nCounty, under the county unit of\n\n"}
{"page": 1194, "printed_page": "1172", "text": "1172\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe consolidation of schools in Montgomery County may be interesting\nbecause of the sparseness of the population, and consequently, because of\nIn the\nthe territory served and to be served by our consolidated schools.\na ter,\nMontgomery\nof\ncity\nthe\nyear 1920, in Montgomery County outside\nwhite\n4697\nbut\nwere\nthere\nmiles,\nsquare\n781\nly\nritory of approximate\nthe\nAt\nmile.\nsquare\nper\npersons\nsix\nor\nyears\n21\nof\nage\nthe\nover\npersons\nsame time in the same territory, there were but 3020 white persons of school\nage, (minors over the age of six years) or four white persons of school age\nper square mile. ‘The uniqueness, if not the difficulty, of our problem may\nbe understood by the fact that our largest high school with an enrolment\nof 246 pupils serves a territory of more than three hundred square miles,\nthat another school: with an enrolment of 241 pupils serves a territory of\ntwo hundred square miles, and that none of the schools now in operation\nor to be put into operation in September of this year will serve a territory\nof less than one hundred square miles.\nConsolidation under the foregoing difficult conditions would have been\na thing impossible in Montgomery County but for a magnificent system of\npublic highways consisting of 750 miles of improved roads, 500 miles being\ngraded and graveled and passable every day in the year regardless of the\nweather.\nThe perfect harmony and unity of effort between the County\nBoard of Revenue and the County Board of Education in the laying out,\ndevelopment, and upkeep of roads as a part of the county’s educational\nscheme is an interesting contribution to education under the county unit of\norganization.\nConsolidation in Montgomery County may be interesting because of the\ncompleteness of the job. In September of this year, fifteen schools will\n‘provide ample accommodations for all the white children of the county\nand leave us a period of approximately five years for developing the schools\nfrom the more technical or professional point of view.\nOf these fifteen\nschools, three will be elementary schools (six grades) employing two teachers; four will be elementary schools (six grades) employing three teachers;\nfive will be combination elementary and junior high schools employing from\nsix to eleven teachers each; and three will be combination elementary,\njunior and senior high schools employing from twelve to sixteen teachers\neach.\nCommencing in the year 1917, with practically nothing but fine\nchildren and excellent roads we believe that the rapidity and the completeness with which our consolidations have been perfected would have been\nimpossible but for the county unit of organization.\nSome figures may serve to illustrate and emphasize the importance of\nour undertaking.\nOn July 1, 1920, there were in Montgomery County,\nthree substantial consolidations, one a suburban property estimated to be\nworth $30,000; one a school in the open country representing an investment\nof more than $90,000; and one ‘a school in the open country representing\nan investment of $130,000.\n‘These schools are monuments to the vision,\nenergy, and effort of my distinguished predecessor, Honorable William F.\nFeagin.\nOn May 10, 1921, the county being the unit of organization and\n\n"}
{"page": 1195, "printed_page": "1173", "text": "DEPARTMENT\n\nOF RuRAL\n\nEpucaTION\n\ntis\n\nthe electors of the city of Montgomery participating, voted to issue bonds\nto the amount of $300,000 for the erection of rural, consolidated schools.\nThe funds arising from this bond issue are now being used in the erection\nof five consolidated school buildings ranging in cost from $45,000 to\n$100,000, not including value of lands or equipment.\nBut recently the\nCounty Board of Revenue has made an appropriation of $62,000 from the\ngeneral treasury (not school treasury) of the county, $15,000 each for two\nsmall rural schools and $32,000 for an addition to a suburban school. In\norder to provide an adequate addition to this suburban school, representing\nan investment of $50,000, the County Board of Education has appropriated\nOn October 31, 1921, the County\n$20,000 from funds in its control.\nBoard of Education let the contract for an addition to one of the schools\nerected in the year 1918, this new addition representing an investment of\n$33,000.\nThese buildings, including the smaller projects, occupy sites\nranging from ten to eighty-three acres.\nDuring the scholastic year,\nOctober 1, 1921, to September 30, 1922, the Montgomery County Board\nof Education in coéperation with the Montgomery County Board of Revenue will have completed five major projects, two minor projects, and two\nsubstantial additions to present . buildings, which, including lands and\nequipment will represent an investment of $500,000, conservatively estiBased on. the entire school establishment for the county we have\nmated.\nan investment of $250 for each person of school age. ‘To appreciate the\nsignificance of these figures, it must be further understood that the total\nassessed valuation of property in Montgomery County amounts to only\n$48,000,000 with assessments of approximately $17,000,000 against property lying in rural districts.\n‘To assist in completing and perfecting the consolidated school organization in Montgomery County, the people of School District No. 2, constituting all that part of the county not already voting the tax, voted on\nJanuary third of this year to levy upon themselves a three-mill school tax\nin addition to all other school taxes then being levied.\nConsidering that\nthe bond election of May 10th prevailed at the very time that the Alabama\nTax-Payers League was actively engaged in a campaign to reduce taxes\nand considering the critical time at which the election of January 3d was\nheld, the depressing financial straits through which the people were passing\nand the impending $25,000,000 Alabama Road Bond election of January\n30th, we believe we have demonstrated in Montgomery County the wisdom\nand the possibilities of consolidating schools under a county unit system.\n\nTHE\n\nOUTPUT OF PROFESSIONAL SCHOOLS FOR\nERS THAT ENTER THE RURAL SERVICE\nCHARLES\n\nE. BENSON,\n\nUNIVERSITY\n\nACTING\n\nDEAN,\n\nOF OKLAHOMA,\n\nSCHOOL\n\nNORMAN,\n\nOF\n\nTEACH-\n\nEDUCATION,\n\nOKLAHOMA\n\nThe professional schools for teachers have a specific work to perform,\nMuch has been\nthat of training teachers for all types of teaching service.\n\n"}
{"page": 1196, "printed_page": "1174", "text": "NationaL\n\n1174\n\nEpucaTion\n\nASSOCIATION\n\nrendered by\nsaid and more will be said about the splendid service being\nof supply\nthese institutions: of the earnest attempt to solve the problem\nan\nposition\nteaching\nand demand: of the effort to place in each school and\nactual\nthe\nof\nsaid\nbeen\nhas\nlittle\nefficient and well-trained teacher: but\nsuccess of the institutions in meeting the demands made upon them.\nteachThis paper has to do with the graduates of professional schools for\ngraduaol\nhigh-scho\nbeyond\ncurricula\ntwo-year\nthe\nd\ncomplete\nhad\ners who\ntion before entering the rural field of teaching.\n, or\nThe rural school as used in this report is the one-room, two-room\ncountry.\nconsolidated school in the open\nThe 1920 report of the U. S. Commissioner of Education has the following statement: “The rural schools of the country comprise a vast organization. Of the 20,853,516 children enrolled in the schools, 12,266,915 are\nin the rural schools, with an average daily attendance of 8,788,600, while\nthe cities enroll only 8,586,601 and have an average daily attendance of\n6,760,314.”\nFrom these figures\nThis statement refers to schools in the open country.\nit can easily be seen that if there is to be an equity of educational opportunity the rural children are entitled to at least one half of the output of\nA careful study has been made of a selected\nteacher-training institutions.\nteachers ‘and it was found that this group\ntrain\nthat\nschools\ngroup of typical\nof schools graduated in 1910 a few more than 1600 students from the twoOf these 9.7 per cent entered rural schools, 28.4 per cent\nyear curricula.\nIn 1915\nentered village schools, and 41.8 per cent went into city schools.\nentered\ncurricula\ntwo-year\nthe\nfrom\nnine per cent of the 2353 graduates\nwent\ncent\nper\n42.7\nand\nschools,\nvillage\nthe\ncent\nper\n36.4\nthe rural service;\ninto city schools. In 1920, of the 2079 graduates, only 6 per cent entered\nrural work, 29.1 per cent entered village schools, and 49.1 per cent went\ninto city schools. These figures are for all types of rural service.\nAt this point it must be noted that in 1920 only 84.6 per cent of the\ngraduates entered any kind of teaching work.\nA further study was made of the proportion entering one-room rural\nIn 1920 it was found that only 5.2 per cent of the graduates\nschools.\nA supof the selected group of schools entered this type of rural service.\nin all\ninstitutions\ng\nplementary investigation was made in 55 teacher-trainin\ntwo-year\nthe\nfrom\ngraduates\nof\nnumber\nthe\nparts of the country to ascertain\ncurricula who entered one-room rural schools in the fall of 1920, the first\n‘The 55 schools from which data were secured had\nyear after graduation.\nOf these +44, or 8 per cent, entered one-room rural\n5524 graduates.\nschools.\nIt was found that the range for the institutions from which data\nwere secured is from none entering this type of school to institutions sending more than one half of their graduates into the one-room schools of the\nopen\n\ncountry.\n\nOf the male graduates from the two-year curricula in 1910, 19 per cent\nentered rural work, in 1915 this decreased to 17.2 per cent, and in 1920\nonly 4.3 per cent were willing to enter this kind of teaching service, and\n\n"}
{"page": 1197, "printed_page": "1175", "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\n1175\n\nthe majority of these became either principals or manual-training instructors\nin consolidated schools.\nFrom a study of the proportion entering the rural service of the graduates\nof the 55 schools sending in data it is evident that some of the schools are\nable to send goodly proportions of their graduates from the two-year curricula into the rural schools for at least their first teaching service. “These\nschools are by no means all located in States where by legal enactment\nteachers are required to have their first experience in rural or village schools.\nThey are not all located in rural States where towns and cities are few, but\nmany are located in the shadow of great cities, and are surrounded by towns\nand cities of considerable size. “The data secured from all parts of the\ncountry go to prove the statement that the location of a school training\nteachers rarely determines the number entering rural work.\n‘The investigation shows that the institutions with the greatest reputation for the training\nof rural teachers do not send the greatest number into this kind of service.\nThe study gives the following data relative to a State in the Middie West\nlocated in the very heart of the agricultural section of the United States.\nThis State has four institutions established for the specific purpose of training teachers for the public schools.\nOne institution located in the very\ncentre of rural activities sent in 1920 two graduates or 1.2 per cent from\nthe two-year curricula into rural schools. Another one of the institutions\nlocated nearly as well, in a part of the State where the best rural schools\nare located as far as boarding opportunities and salaries are concerned,\nsucceeded in inducing 3.5 per cent in the same year to sacrifice themselves\nupon the altar of the rural school. ‘The third of the institutions located\nin a less favorable section of the State as far as rural schools are concerned,\nsurrounded by cities of a population ranging from 5000 to 100,000 or more,\nand a large number of towns, sent into the rural service in 1920 more than\nThe fourth school\n42 per cent of the graduates of the two-year curricula,\nfew, sent 51.9\nare\ncities\nand\ntowns\nwhere\nState\nlocated in a part of the\nper cent into one-room rural schools.\nThese interesting data indicate that there must be some factor or factors\nat work in one of the institutions that is not present in at least two of the\nPerhaps it is best not to attempt to give the reasons for one of\nothers.\nthe institutions sending only 1.2 per cent of its graduates of the two-year\ncurricula into rural schools while another less favorably located sends 42.1\nper cent into this kind of teaching service.\nIt must be remembered that this paper has to deal with the graduates of|\nthe two-year level. Institutions doing little, if anything, for the rural\nschools on the graduate level of two years, may be doing a great deal\n\nbelow this level.\nThe\n\nfunction of teacher-training institutions is to prepare\n\nteachers\n\nfor\n\nall kinds of teaching service, but it has been found that many have become\ntraining schools for the cities of their districts. If this fact should become\nwell-known among the rural population it might lead to rather disastrous\n\n"}
{"page": 1198, "printed_page": "1176", "text": "1176\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nresults especially if the legislative bodies are composed of members from\nthe rural communities.\nThe investigation shows still further that the completion of a rural curIn one school\nriculum does not insure the teaching in a rural school.\nonly seven\nand\nm,\ncurriculu\nrural\nthe\nstudied 22 graduates completed\nto the\nhowever\npeculiar\nnot\nis\nThis\nkind.\nany\nof\nwork\nentered rural\ngraduates of rural departments of our professional schools, but is common\nin other branches of the teaching service. An illustration will serve to\nshow that the rural departments are not the arch sinners in this respect.\nThe following distribution of 52 graduates of one institution for one year\nwith their special preparation indicates a rather common practice.\nThree graduates from the commercial curricula, three from the physical\neducation, nine from the household arts, three from the manual training, and one from drawing taught the first year after graduation in the primary\ngrades. [wo graduates from the physical education curricula, seventeen\nfrom household arts, three from drawing, nine from manual training, and\nOne graduate from\none from music taught in the intermediate grades.\nOne from the manual\nthe physical education taught in the kindergarten.\ntraining taught in the grammar grades. These 52 graduates taught in fields\nfor which they were not prepared, as against eight graduates of special\ncurricula who went into fields for which they were prepared.\nIt was found that only 1.8 per cent of those entering the rural work in\n1920 from the two-year curricula had received specific training for the\nspecific work they were to do. In 1920 of those entering primary teaching\n37 per cent had received special training for the work.\n‘Ten per cent of\nthose entering intermediate grade work had specific training, and 16.9 per\ncent of those entering the grammar grades were specially prepared for their\nwork.\nAccording to the Commissioner’s report of 1920 one half of the children\nof America are in the rural schools, and it can safely be estimated that the\nmajority of the other half are to be found in the intermediate grades, then\nif the findings from a random sampling of the teacher-training schools of\nthe country are valid, there is still left a tremendous step to be taken by\nthe institutions before there is a perfect correlation between specific preparation and specific work.\nIt is believed that no one questions the statement that the rural child\nis entitled to as well a prepared teacher as are the children of the urban\ndistricts. When we compare the large per cent of the graduates of teachertraining institutions entering urban schools with the smal! number going\ninto the rural field of teaching it is evident that the children of the rural\ncommunities do not receive a just proportion of the trained teachers.\nIf\nthis tendency continues for a few years longer at the rate of the past ten\nyears the rural schools will be entirely without the professionally trained\nteachers—that is, those who have completed at least two years of study\nbeyond high-school graduation.\nThe results of the investigation show that a few of the normal schools\n\n"}
{"page": 1199, "printed_page": "1177", "text": "DEPARTMENT\n\nOF RurRAL EpucaTION\n\n77,\n\nand teachers colleges are sending a fair proportion of their graduates into\nthe rural service and attempting to give an equity of educational opportunity\nto the children of the open country.*\nsalto a_fuller discussion of the problems of teacher-training\nauthor’s Output of Professional Schools for Teaéhers.\nWarwick\n\nthe reader is referred to the\nand York, Baltimore, Md.\n\nJUNIOR EXTENSION WORK AS DEVELOPED:\nTHROUGH THE PUBLIC SCHOOLS\nW.\n\nJ- WRIGHT,\n\nSTATE\n\nCLUB\n\nLEADER,\n\nCORNELL\n\nCULTURE,\n\nITHACA,\n\nNEW\n\nCOLLEGE\n\nOF\n\nAGRI-\n\nYORK\n\n‘The framers of the Smith-Lever, or Codperative Extension Act of 1914,\nwisely refrained from stipulating in detail the means or methods by which\nits provisions were to be carried into effect. The only definitions or references to method in the Act are contained in one paragraph as follows:\n“Co6perative agricultural extension work shall consist of the giving of\ninstruction and practical demonstrations in agriculture and home economics\nto persons not attending or resident in the said colleges in the several communities, and imparting to such persons information on said subjects\nthrough field demonstrations, publications, and otherwise; and this work\nshall be carried on in such a manner as may be mutually agreed upon by the\nSecretary of Agriculture and the State agricultural college or colleges receiving the benefits of this Act.”\nThis has naturally led to a variety of plans based partly upon the ideas\nand ideals of those responsible for directing the work in the various States\nand partly upon the State statutes governing and defining the functions\nand activities of the State agricultural colleges or the departments of public\ninstruction.\n‘True there have been attempts to standardize the different\n\ntypes of extension work, a step which may have some justification on the\nbasis of experience, but which carried too far will destroy initiative and\nmust result in stagnation.\n“There seems to have been a greater variety of\nforms of organization in junior-extension work among the various States\nthan in senior extension.\n‘This is probably due to the fact that in dealing\nwith boys and girls we are dealing with a group, the majority of whom\nare enrolled in the public schools and whose educational program in many\nStates is placed by statute under the direction of the department of public\ninstruction.\nIt is doubtful if it will ever be possible to develop a uniform\nplan of organization for junior-extension work even if it were desirable\nto do so.\nGranted that junior-extension work was intended to be included in the\nscope of the codperative extension act by its framers, the question has been\nfrequently raised as to whether the U. S. Department of Agriculture and\nthe State Agricultural Colleges should be charged with the administration\nof a piece of educational work having to do with boys and girls of school\nage. ‘There are those who contend that the responsibility for all such\n\n"}
{"page": 1200, "printed_page": "1178", "text": "iby\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nible for public eduactivities should rest solely with the authorities respons\ncation.\nersy, but rather\nIt is not the purpose of this paper to re-open this controv\nnow in effect\nplan\ntive\ncoopera\na\ny,\nsecretar\nyour\nof\nrequest\nthe\nto discuss, at\n\nand the U. S.\nin New York State in which the College of Agriculture\nthe State Eduwith\nshare\nDepartment of Agriculture, which it represents,\nthe children\nas\nfar\nso\nwork\nthe\nfor\ncation Department the responsibility\n\nNot only do they\nwho aré enrolled in the public schools are concerned.\ndisposal of those\nthe\nat\nplaces\nion\ninstitut\neach\nbut\n,\nbilities\nshare the responsi\nery\nimmediately responsible for the development of the work such machin\nthe\noffers\nCollege\nthe\nand agencies as may be of special assistance. Thus\ndemonhome\nand\ntural\nagricul\nservices of its corps of specialists, its county\nof\nstration agents and provides rather liberally for the financial support\nother\nthe\non\nment,\nDepart\nion\nEducat\nState\n‘The\non\nwork.\njunior-extensi\nhand, directs that its superintendents of schools and its teachers shall assist\nin developing the work and also contributes to its financial support.\nBefore going further it may be well to consider the purpose or object of\n‘There seem to be at least three popular concepjunior-extension work.\nvocational, or in other words, its purpose is\npurely\nis\nit\nthat\nis\ntions. One\nto prepare boys and girls for country life and to keep as many as possible\non the farms. A second is a service or demonstration idea which, carried\nto its logical conclusion, would mean that certain few boys and girls\nin different communities would be selected because of superior advantages\nA third\nand trained to demonstrate cetain practices in the community.\nconception of the purpose of junior-extension work is that it should offer\nto all boys and girls not otherwise reached an opportunity for instruction\nalong some line of agricultural or homemaking activity either by demonstrations, publications, or otherwise but always supplemented by carefully\nIt is not vocational in the sense that\nsupervised home work, the project.\nit is deliberately planned to make farmers and farm wives of all the young\nBut the training should be practical rather than academic\npeople enrolled.\nto the end that it may be economically useful.\nFor example, the purpose\nof a potato club should be to give to its members a knowledge, based upon\nexperience as well as on study and demonstrations, of the methods of selecting and treating potato seed, and spraying, together with the benefits derived from such practices rather than a minute study of the potato plant\nor an exhaustive history of the potato plant’s development as a food. ‘The\nlatter is interesting from an academic point of view but does not coincide\nwith the fundamental object of all Federal subsidies for agricultural educa-\n\ntion from the original Land Grant Act to the Vocational Act, which object\nis the improvement of agriculture and farm life.\nIt is this third conception of junior-extension work that prevails in New\nYork and which I have taken the time to place before you in order to make\nclear the plan which I have been asked to describe.\nIt must be clear that\nfor the purpose of giving definite instruction in agriculture and homemak-\n\ning to a large number of boys and girls we already have the necessary ma-\n\n"}
{"page": 1201, "printed_page": "1179", "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n1179\n\n2\n\nre\n\nchinery, so far as boys and girls of public-school age are concerned, in the\npublic-school system.\nGiven the sanction and interest of the State Department, the codperation of the Superintendent and the help of the teacher,\nwe have a machine and a personnel already in the field which it is well-nigh\nimpossible to duplicate either financially“or otherwise.\n‘True many of the\nteachers are not trained in agriculture and homemaking, but they are more\n‘or less well-trained as teachers.\nIt is comparatively easy for the college\nspecialists to give to these teachers, in a few training schools, a fairly\ncomprehensive training in the use of the college publications which will\nenable them to direct the pupil in his work.\nIt is, however, frequently difficult to inspire teachers and superintendnts\nwith a desire or inclination to conduct club work, especially if they have\nhad no experience with it. This is shown by the fact that of the 15,064\nboys and girls enrolled for junior-extension work in 44 counties in New\nYork in 1921, over 70 per cent were in the 16 counties employing county\nclub agents.\nOn the other hand 831 out of a total of 941 local leaders\nwere in these same 16 counties, a majority of them being public-school\nteachers.\nIt is the county club agent who furnishes the inspiration and\nkeeps the machinery moving.\nCounty organization—Specifically the plan for junior-extension work in\nNew York State provides that it shall be directed locally by a county board\nfor junior extension composed of a committee of the farm and home bureau\nand the district superintendents of schools, the number of representatives of\nthe farm and home bureau being equal to the number of school superintendents in the county (from one to seven).\n‘This initial membership of\nthe Board may be augmented by representatives of other interested organizations such as Banker’s Associations, Pomona Grange, Breeder’s Associations,\nWomen’s Clubs, Parent Teacher’s Associations, and the like. ‘This Board\ncodéperates with the State College of Agriculture which also represents the\nUnited States Department of Agriculture, and with the State Education\nDepartment in employing a County Club Agent and assistants, in mapping\nout a program of work, in preparing a budget, and is responsible for local\nfinancing. A total of $1200 of State and Federal aid is available to each\ncounty employing a county club agent.\nThe county club agent—Under the above form of county organization,\nthe county club agent becomes the joint representative of the College, the\nU. S. Department of Agriculture, the State Education Department, and the\nlocal community as represented by the county board for junior extension.\nThe county club agent is elected by the county board but must be approved\nby the Director of Extension and licensed by the Commissioner of Education.\nCertain minimum standards of training and experience are required. The County Club Agent carried out the directions of the\ncoéperating parties in a general memorandum of agreement.\nHis principal\n\nfunction is to organize and direct the work within the county in accordance with a prescribed program, leaving the instruction and inspection\n\nlargely in the hands of the teachers who become the local leaders.\n\nHe\n\n"}
{"page": 1202, "printed_page": "1180", "text": "1180\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nhe either gives the\narranges for training schools for-local leaders at which\nsts from the\nspeciali\n-matter\nsubject\nthe\ninstruction himself or relies on\nual or group\nindivid\ngive\nmay\nhe\nn\nadditio\nIn\nCollege of Agriculture.\nfor certain\nleader\nlocal\nas\nact\nhimself\nions,\ninspect\nfield\nmake\ndemonstrations,\nhelp. A\nspecial\nfor\ngroups who have no local leader, or whose leader asks\ntraining\na\nas\nd\nutilize\ntly\nfrequen\nportion of the regular teachers conference is\ncases\nother\nIn\nwork.\non\nextensi\nschool for teachers who conduct juniored.\narrang\nare\nspecial training conferences\nexperience in\nThe teacher as a local leader—Because of her interest and\ncommunity\nthe\ndealing with boys and girls and because of her standing in\nextension\njuniorfor\nleader\nthe good teacher also becomes the good local\nity in\ncommun\nthe\nin\nlive\nto\nhappens\nThis is particularly true if she\nwork.\nthrough\nip\nleadersh\nher\ncontinue\nto\nable\ne\nwhich she teaches and is therefor\ncrops,\nwith\nwork\nin\ne\ndesirabl\narly\nparticul\nis\nThis\nmonths.\nout the summer\nAt\n.\nthe principal growing season of which is during the summer vacation\nthe\nin\nlive\nteachers\nof\npresent in New York State an increasing number\nFrequently they are the parents of boys\ncommunities in which they teach.\nSuch teachers with a\ng school.\nattendin\nes\nand girls who are themselv\nspecial school interest\ntheir\nfrom\naside\nty\ncommuni\nthe\nin\nnatural interest\nnaturally make strong and efficient leaders.\nThe vocational teacher as a local leader—A special arrangement with\nthose in charge of vocational agriculture and homemaking (Smith-Hughes\nSchools) makes it possible for vocational teachers of agriculture and homemaking to become local leaders of junior-extension work among the boys\nand girls in communities immediately surrounding the schools in which they\n“These\nteach and who are not regularly enrolled in vocational courses.\nvocational teachers assume the entire responsibility for the leadership of\njunior-extension work in certain prescribed areas under the general plan\n‘They obtain the literature, record\nand program prescribed for the county.\nsheets, and other material from the county club agent and make regular\nreports to the county club agent. The County Board for Junior Extension\nin no way supplements the salary of these vocational teachers, but it may,\nand sometimes does, pay all or part of their travel expenses necessary in\nYoung people enrolled in vocational\nsupervising junior-extension workers.\nschools are not enrolled as junior-extension or club members.\nIn counties\nemploying no club agent, vocational teachers may, and do, conduct juniorextension work, reporting to the State club leader or through the supervising official in the State Education Department.\nRecords and reports—In the matter of records and reports teachers who\nact in the capacity of local leaders have a peculiar advantage over those\nhaving no school connection.\n‘The interested, energetic teacher uses these\nrecords and reports as the basis of much of her schoolwork particularly in\narithmetic and geography.\nFor example, if a boy has a note due at the bank\nfor a calf which he has purchased this note makes a splendid concrete example for a lesson in interest.\nIf a New York boy grows potatoes which\neventually sell in Virginia the transaction offers a splendid opportunity to\n\n"}
{"page": 1203, "printed_page": "1181", "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n7\n\n1181\n\nteach geography, and likewise the boy learns something about the channels\nfor marketing his produce.\nWhile it is possible for local leaders not connected with the schools to bring out these same lessons, it is a far less natural\nprocedure.\nIn fact the virtue of junior-extension work is its ability to\nfurnish concrete problems for school work;\nSchool fairs and achievement days—The school fair or achievement day\nis coming to be regarded as a regular feature of the school work in New\nYork.\nIt affords an opportunity for a community gathering when old and\nyoung congregate to see the exhibits and hear the members tell of their\nwork.\nIncidentally it brings parents to the school who have scarcely set\nfoot inside the school building in a generation.\nWhen there are enough\nworkers in a district (five or more) the fair is held in the home district.\nFrequently it is necessary to combine districts. Occasionally township\nschool fairs are held where all the schools in the township are dismissed for\na day and all go to a central place where the exhibits and the program is\nheld and a picnic lunch with games and songs is enjoyed.\nThe boy out of school—It should not be inferred that junior-extension\nwork, conducted as I have all too briefly outlined, is an additional burden\nIt\non the hard-worked pupil. On the other hand it is quite the reverse.\ngives him a newinterest in the school and farm and in things around him.\nIt frequently brings a welcome economic income and what is more, often\nbrings to his’ father and to his mother a knowledge of better methods\nthrough the demonstrations he has made in carrying through his project.\nBut it must be confessed that the elementary school is not always successful in reaching boys on the farm who have left school and who may\nbe most in need of help and encouragement.\nIt may be argued that they\nare the concern of the vocational teacher rather than the county club\nagent.\nMany of these boys are being reached by vocational teachers, not as\nvocational pupils but as junior-extension workers.\nSometimes the county\nclub agent makes personal contacts; sometimes it is possible to organize a\nclub with some outstanding man or woman in the community as local leader.\nAgain it may be possible for the club agent to guide them into extension\nschools or short courses and thus help them to obtain the assistance and encouragement they need.\nNo real extension agent will stand idly by and\nsee young men and boys becoming discouraged because they do not know\nwhere to turn for help, nor will he pass them by because club work has no\nappeal for them.\nIt is the business of the extension agent to help such boys\nand young men though they may not swell his enrolment, or make an additional club.\nIn conclusion let me state that I do not offer the above plan as a perfect\nmodel applicable to all conditions.\nI have only sought to show how it is\npossible to have a full, happy, harmonious understanding and working agreement under which all agencies charged with “giving instruction in agriculture and home economics” within a State may do so efficiently and\nwithout jealousy or discord. From our point of view, the public-school\nsystem, properly organized, provides the machinery and equipment neces-\n\n"}
{"page": 1204, "printed_page": "1182", "text": "NATIONAL\n\n1182\n\nEpuUCATION\n\nASSOCIATION\n\nwork among boys and girls\nsary for effectively conducted junior-extension\nis for the purpose\nSuch other machinery as is being developed\n‘1 school.\n‘There has been no attempt to\nof reaching boys and girls out of school.\nwhen in the judgment of\nbring older boys and girls into club membership\nextension schools, short\nby\nserved\nthe club agent their needs will be better\ns.\ncourse\ncourses, or by attending vocational\n\nD\nJUNIOR EXTENSION WORK AS DEVELOPE\nTHE PUBLIC SCHOOL\nZ. M.\n\nSMITH,\n\nSTATE\n\nCLUB\n\nLEADER,\n\nLAFAYETTE,\n\nTHROUGH\n\nINDIANA\n\nBecause agriculture is basic\nInterest in the farmer is universal. Why?\n‘This interest is wholly\nes.\nactiviti\nductive\nto all productive and non-pro\ngently directed and apintelli\nalways\nnot\nis\nit\ny\nunatel\nlegitimate. Unfort\nare so simple\nplied. To the non-farmer agriculture and farm home life\nnon-farmer,\n‘The\ntherein.\n‘n their character that even a fool need not err\nrelationand\ns\nproblem\nfe\nrural-li\nof\nbelieving as he does in the simplicity\nand that\nlished\naccomp\neasily\nis\nons\nconditi\nrural\nin\nships, thinks improvement\nrural\ninsure\nwill\nthat\nactivity\nof\nm\nprogra\na\nting\nformula\nhe is capable of\nas we have\nms\nprogra\nt\ndifferen\nmany\nas\nhave\nwe\nuently\nConseq\nent.\nbetterm\nThe salvation of the farmer\nagencies working for rural improvement.\nto the Babel of voices which\nrence\nfrom utter bewilderment is placid indiffe\nadvising him they can lead\nsmugly\nare\ntions\nwith supplications and implica\nWere the ruralite\ntency.\nincompe\nand\nce\nignoran\nof\nhim out of his: slough\nwould not tolerhe\nt,\noptimis\nal\nperenni\na\nt\nand\nhumoris\nghbred\nthorou\na\nnot\nate the maintenance of a great deal of the local, State, and Federal machinery which is maintained presumably for his social and economic uplift.\nToo much is attempted for the farmer and not enough with him. We\ndeplore the lack of rural leadership and yet persist in superimposing upon\nour rural population ideas and methods that stultify in embryo latent leaderProportionately less effort should be made to render\nship qualities.\npaternalistic aid to the farmer, and greater stress should be laid on the obligation and necessity of the farmer’s assuming his own responsibilities.\nRural society will continue to suffer to the extent that rural leadership and\nan intelligent following of such leadership are lacking.\nAn adequate program for rural improvement will be characterized by a\nSuch a program will be\nsolidarity that is noticeably wanting at present.\nWe\nconstructed around and upon long-existing fundamental institutions.\nincluded\nactivity\nseparate\nare in error when we take the position that each\nin the whole program requires a separate, unrelated organization for its\nIn the United States of America, the public school is the.\nexecution.\nJunior-extension work may\nfoundation and center of public education.\n‘The successful\nbe and should be conducted as a phase of public education.\nprosecution of junior-extension activities should not require unnecessary\n\n"}
{"page": 1205, "printed_page": "1183", "text": ";\n\nDEPARTMENT\n\nOF RuRAL EDUCATION\n\n1183\n\nworkers and needless expenditures.\nNeither should the work require for\nits execution an organization disassociated from the public school, the one\ninstitution we have created and maintained for the education of our youth,\nWe are indulging in mere platitude when we assert that the public school\nchanges from time to time in its aims and methods and that it has not\nchanged with sufficient rapidity to keep pace with the legitimate demands\nupon it. Without impairing their general education, boys and girls can\nconnect their farm and home activities with their school work and thus\nprovide a means by which to make practical: application of their school instruction.\nMiss Marjorie Scholl, a high-school girl of Fayette County, Indiana,\nshows clearly in her club story for this year how the school and home\nwork can be correlated through club work.\nThis story is based on\nMarjorie’s experience in club work.\nShe relates an incident in her experience at the home of her young married cousin who is overburdened with\nhousehold cares and. her babies. Herewith are given excerpts from her\nstory which was submitted as part of her work in English composition.\n“Marjorie was as strong and capable as any girl of sixteen could be and\nshe went to work willingly.\nShe had been engaged in club work for four\nyears and had gained experience that taught her the easiest and most satisfactory methods of doing housework.\nAll day long she went about her\ntasks singing blithely, and when night came the washing was done, the\nhouse cleaned, and there was a delicious apple pie on the table for John’s\nsupper.\n“Oh! I had almost forgotten that we are nearly out of bread.\nI’ll\nhave to bake tomorrow,” said Jean as they were preparing supper.\n“Please, won’t you let me do the baking, Jean?” asked Marjorie.\n‘I’ve\nbeen doing all of ours this summer.\nI’m in the baking club you know.”\n“All right,” consented the older girl, “you may start it this evening, if\nyou wish.”\nThe next morning Marjorie kneaded the bread while Jean was washing\n\nthe dishes.\n“T do not understand why you like to bake bread so well.\nIt’s always\nbeen a bugbear to me,” said Jean.\n“Well, you see, I make a game out of it. In the botany class in high\nschool I studied all about yeast plants and how they grow.\nSo I pretend\nthat I am growing flowers in a garden.\nI make a rich, fine soil of the\npotatoes, sugar, and flour, and plant the young yeast plants in it.”\n“They grow very rapidly if properly cared for, and by morning they are\nready for cultivation.\nIt takes a great amount of cultivation, and the more\nthe better.\nI use a spoon for a cultivator.\nAs it takes a large amount of\nfood for the plants, I add quantities of flour and some milk and butter to\nmake the soil richer.\nWhen the plants in my garden have increased many\nfold, I cultivate again. This time I do it with my hands for it is such very\n\nparticular work. After this second cultivation, which is really the kneading\nof the dough, my garden grows so rapidly that I have to make it into\n\n"}
{"page": 1206, "printed_page": "1184", "text": "1184\n\nNationaL\n\nEpucaTION\n\nASSOCIATION\n\nd the flowering stage (the bakseparate plots. Now the plants have reache\nIt is\nkept exceptionally warm.\ning) and must be watched constantly and\ns\n’clock\nfour-o\nwatch\nto\nis\nit\nas\nop\nas much fun to watch these flowers devel\nin\nbrown\nn\ngolde\nful\nbeauti\na\nare\nthey\nopen. When they are full-bloom,\nany other flowers you ever\ncolor. You see they are so very different from\nsaw that it makes them interesting.”\nknow you think it’s silly, but\n“Now isn’t that a queer game to play? I\nsting.”\nit makes the work much easier and more intere\ncounty when I was of the\nthis\nin\n“J wish there had been club work\n‘““They say\ncousin’s story.\nher\nat\nd\nlaughe\nshe\neligible age,” said Jean, as\nand I’m\nyet,\nnot very old\nan old dog cannot be taught new tricks, but I’m\ngoing to learn to play your game.”\nCounty, Indiana, began\nClifford Anderson, a high-school boy, of Morgan\nHe has continued his\nago.\nyears\nhis club experience with poultry five\nHe\nlitter projects.\nand\nsow\nand\npig\nadded\npoultry work each year and has\nthe\nand\nshow\ny\npoultr\nState\nthe\nboth\nat\nor\nexhibit\n‘5 an annual successful\nWhite\nComb\nRose\nState swine show at the State Fair. He now has 500\nthe Spotted Poland\nof\nlitter\nand\nsow\nred\nregiste\na\nand\nducks,\n100\nns,\nLeghor\nconnection with his\nChina Breed. All of his club work has been done in\nlture teacher.\nagricu\nhis\nof\nision\nsuperv\nschool instruction and under the\nin IndianSchool\nHigh\nal\nTechnic\nthe\nin\npupil\na\nRoy Magruder, while\nsion of his\nsupervi\nthe\nunder\nprojects\npoultry\nand\ngarden\nout\napolis, carried\nfrom the school\nteacher of agriculture. ‘This June he will be graduated\nof agriculture of Purdue University.\nmember,\nFred Thomas, inspired by his success as a corn and a pig club\nhis club\ned\ncontinu\nHe\nyears.\neighteen\nof\nage\nentered high school at the\npay his\nto\nmoney\nhis\nsaved\nand\ncourse\nschool\nhigh\nhis\nwork throughout\nof\nSchool\nity\nexpenses in college. He is a leader in the Purdue Univers\nJune.\nin\nAgriculture, from which he will be graduated\nHarrison, St. Joseph, Fountain, Delaware, and other counties in Indiana,\nwork with\nhave demonstrated the value of codrdinating junior-extension\nthe public school.\nFollowing is given briefly the method ot procedure in Fountain County:\nand\nThe State club leader appeared before the county teachers’ institute\nconbe\nshould\nthat\nwork\nexplained the nature and character of the club\nnected closely with the school work in agriculture and home economics.\nHe then met with the county superintendent of schools, the county agricultural agent, and a group of teachers who would have classes in\nagriculture during the year, and assisted in outlining the club projects and\nthe school exercises for the year. “These outlines were given to the teachers\nat the beginning of the school year by the county superintendent of schools,\nAt each monthly teachers’\nand their nature and purpose were explained.\nwere furnished for the\noutlines\ndetailed\nmore\nyear\nthe\ninstitute held during\ngiven. Arrangewere\nns\nexplanatio\nfurther\nand\nmonth\nfollowing\nthe\nwork\nments were made with the County Fair Board for club exhibits at the\nannual county fair.\n\n“Iwo pavilions, 100 x 40 feet, have been constructed\n\n"}
{"page": 1207, "printed_page": "1185", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1185\n\nfor club live-stock exhibits alone, and they are filled to capacity annually.\nAs a result of the club and school work, farm dairy herds of quality have\nbeen developed, the production of pure bred hogs has been greatly increased,\nhome poultry flocks have been improved, home orchards have been made\nproductive, corn production has been increased, the landscaping of farm\nhomes has been given careful attention, and the social life of the young\npeople has been enriched.\nMany of the club members have developed into\nclub and community leaders.\nJunior-extension work furnishes a most excellent medium through which\npupils react in practical ways to the school instruction in agriculture and\nhome economics.\nThe normal child is active.\nHe does things. The things the child does\nare not always conducive to the peace of mind of the teacher or parents,\nbecause his superabundant energy is not always directed along lines of\nactivity born of plans thoughtfully wrought out. Too often the teacher’s\nplans call for nothing more than assigning lessons and hearing recitations\nfrom eight thirty o’clock in the morning until four o’clock in the afternoon.\nSuch plans do not meet the needs fully of the normal child.\nAgriculture and home economics, as practical arts subjects, are a boon to\nteachers who use them as a means of intelligently directing the energies of\nthe pupils. ‘The growing animal or plant appeals to boys and girls. Children prefer to work with things that are alive rather than read about them.\nWide-awake teachers are quick to take advantage of this by having pupils\ndo their agriculture and home economics work on a club-project basis. By\nthis method the pupil deals with things with which he is to some extent\nfamiliar and in which he has a personal interest.\nThe school authorities and the teachers need the codperation of active\norganizations such as the farmers’ federation, farmers’ institute, home\neconomics association, parent-teacher association, grange, county fair board,\nlive-stock breeders association, county bankers association.\nRepresentatives\nof these organizations should meet with the county superintendent of\nschools, the county agricultural agent, and the teachers, and discuss with\nthem the club projects and school work, and cooperate with them in an\nactive way in carrying out plans for codrdinating the important lines of\ncommunity activity. From the beginning of school in the fall until the\nculmination of the project work in the exhibit a year later, the school\nauthorities, the county agent, the teachers, the pupils and the codperating\norganizations must work together with a singleness of purpose.\n\n"}
{"page": 1208, "printed_page": "1186", "text": "1186\n\nSOME\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nNEW\nCONTRIBUTIONS OF THE\nVEY\nSUR\nSCHOOL\n\nYORK\n\nRURAL\n\nR\nOF THE COMMITTEE OF 21; PROFESSO\nJULIAN E. BUTTERWORTH, MEMBER\nYORK\nNEW\nCA,\nITHA\nERSITY,\nOF RURAL EDUCATION, CORNELL UNIV\nRural School Survey of 1920-22 |\nThe historical setting—The New York\nl events and tendencies in the State\nis so directly an outcome of educationa\na brief presentation of educational\nduring the last century or more that\nfamiliar with the\nOnly in this way may those not\nhistory is desirable.\nsurvey, its mode\nthe\nof\norganization\nState understand the significance of the\nits recommendations.\nof operation, and some, at least, of\nYork State, that of 1812, proThe first permanent school law in New\nthe machinery responsible\nbuilt\nbeen\nvided the framework upon which has\nOn the one hand that law proin large part for the survey referred to.\nthe most powerful influence in the\nvided for the district system that is still\nState direcOn the other hand it provided for some\ncontrol of education,\nrequired\nand\naid;\nState\n; gave\ntion; established the State superintendency\nand\ned,\nntinu\ndisco\nwas\ndency\ninten\nIn 1821 the State super\nlocal taxation.\nThis\ncio.\nex-ofi\ndent\ninten\nsuper\nas\nnated\nthe secretary of State was desig\nthe State superintendency was\narrangement continued until 1854 when\nreéstablished.\nbeen gradually extended.\nAs in other States the power of the State has\nzation may be menorgani\nAmong the powers given to the State educational\nteacher institutes,\nfor\nctors\ninstru\ntioned: the appointment of conductors and\n\nl schools, the apportionthe appointment of local boards for State norma\nlsory education act, unicompu\na\nof\nt\ncemen\nenfor\nment of State funds, the\nrds for buildings, and\nform examinations for teachers’ certificates, standa\nThis latter function was assumed by the\nsupervision of higher education.\ns of the University\nState in 1787 on the creation of the Board of Regent\ned with’ power to\nendow\nwas\nThis board\nof the State of New York.\n\nse supervision over\ncharter colleges and incorporate academies and to exerci\nestablished, there\nwas\nncy\nntende\nsuperi\nState\nthe\nwhen\nFrom 1812,\nthem.\noffice of the State\nwere, therefore, two agencies controlling education—the\nthe Board of\nand\ns,\nsuperintendent giving attention to the common school\ndivision of\nThis\ns.\nschool\nary\nRegents supervising the colleges and second\nas regards\nally\nespeci\nes,\nagenci\ntwo\nthe\nthe work led to such clashes between\nation\nunific\nled\nso-cal\nthe\n1904\nin\nthat\nion,\neducat\nthe direction of secondary\nzation\norgani\nthis\n,\nBriefly\nnce.\nexiste\nin\nnow\nzation\norgani\nact provided the\nature, having\nconsists of a Board of Regents of twelve, elected by the legisl\ner\nof education\nssion\ngeneral powers in the control of education; a commi\nby statute\nred\nconfer\ncally\nelected by the Regents with certain powers specifi\nforce\nlarge\na\nand\nts\n;\nRegen\nthe\nby\nhim\nand others that may be delegated to\ns,\nsioner\nnt\ncommis\n,\nassista\nthree\nsioner\nof workers including a deputy commis\n\nand chiefs and assistants of divisions and bureaus dealing with the various\nUnquestionably it\nimportant activities of the State’s work in education.\n\n"}
{"page": 1209, "printed_page": "1187", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1187\n\nis the most elaborate organization for the administration of a State school\nsystem to be found in the country.\nAfter this unification came a series of events that created the situation\nimmediately responsible for the recent survey.\nAndrew S. Draper, first\ncommissioner of education, believed strongly and preached widely the\ndoctrine of State responsibility for education.\nCertain decisions of the\ncourts established the doctrine that the school is a State, not a local, institution. One of the most important of these decisions was that of 1897\ngrowing out of a situation in the city of Watervliet.\nMembers of the\nlocal board, due to internal dissension, failed to appoint the necessary teachers and school officers.\nAn appeal was made to the State superintendent.\nHe ordered the schools to be opened by a certain date. ‘This not being\ndone, he sent a State official to act as superintendent temporarily.\nSchool\nwas opened with about 1400 pupils. Citizens then made application to the\nSupreme Court for an injunction restricting the State superintendent from\ninterfering with the local school system. ‘The request was denied and\nthe action of the State superintendent upheld on the principle that “the\nmandate of the constitution [for an effective system of schools] cannot be\nmodified at the will of any local board failing to discharge the duties imposed upon it by law, but that the power exists to compel obedience to this\nrequirement, and this power is lodged in the State superintendent of public\ninstruction.”\nYet such a principle\nThis principle most of us would accept as sound.\nemphasized and\nwhen\ncitizen\naverage\ncould readily be misunderstood by the\nbut looking to\nitself,\nin\ngood\nlegislation,\nby\naccompanied\nespecially when\nIt would appear that there has been\nan increase in the power of the State.\nsuch a misunderstanding.\nFrom 1857 school commissioners had been provided as supervisors for\nIn 1912, the name\n\"These were elected by the people.\nthe rural schools.\ngreatly increased.\nnumber\nthe\nand\nsuperintendent\nwas changed to district\noutside New\nlying\ncounties\n57\nthe\nin\nofficials\nthese\nof\n208\nnow\nare\nThere\nYork City. These superintendents are elected for a period of five years\n‘There is no board comparby a board that performs no other function.\nstates to represent the\nsome\nof\nable to the county or the township boards\nexecution of educaand\nformulation\nthe\nin\npeople of an intermediate unit\nis more nearly resuperintendent\ndistrict\nthe\nresult\na\nAs\ntional policies.\nThe\nthemselves.\npeople\nthe\nto\nthan\nDepartment\nState\nthe\nto\nsponsible\nfeeling of rural folks that this is so is increased by the fact that the district\nsuperintendent has certain powers on which the farmer is particularly\nsensitive—namely, the redefinition of district boundaries involving consoliOne hears not indation, and the condemnation of school buildings.\nby the people\nselected\nbe\nshould\nsuperintendent\ndistrict\nthe\nfrequently that\nin order that the people may again control education.\ner 1,\nIn 1916 the State Department issued an order that after Septemb\na\nprovide\nto\nrequired\nbe\nwould\n1918, all schools, with a few exceptions,\nde\nState-wi\na\nof\nlittle\nthat\nappear\nwould\nIt\nsystem of approved toilets.\n\n"}
{"page": 1210, "printed_page": "1188", "text": "1188\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ne the desirability of such action.\nnature had been done to show rural peopl\nWhile some followed the order\nAs a result a storm of protest was raised.\nThe facts of the survey show\ner.\nothers protested on one ground or anoth\ns. In general there has been\ntoilet\nor\noutdo\na lamentable situation regarding\ns were installed. The difficulty\nvast improvement where the approved toilet\nness of the order itself but with\ntherefore appears to be not with the sound\nious of the seriousness of conthe fact that the people were not made consc\nprescribed.\ny\nditions and of the effectiveness of the remed\nwar led to the establishment\nfor\nss\nredne\nIn 1916 the agitation for prepa\nThis provided for physical\nof a compulsory system of physical education.\nsalaries were to be paid\ntraining supervisors approximately half of whose\nwith the farmer’s failure to\nby the local districts. This cost, combined\nhis belief that his children\nby\nunderstand the purpose of the act as shown\nvirtual abandonment of\nthe\nto\nled\ngot sufficient exercise in home work,\nlegislatures.\nsive\nsucces\nof\naction\nthe\nphysical education through\nadministration and the\nlocal\nof\nunit\nthe\nmade\nwas\nip\nIn 1917 the townsh\ndiscontinued. “The next\ncentury-old common school district control was\nMany thought that the consolidation of disyear the law was repealed.\nschool consolidation the\ntricts meant the consolidation of schools. To\nd. “Then there was\noppose\ny\nbitterl\nt\npresen\nat\naverage New York farmer is\nthe redistributed\nwith\nand\ns\nburden\ntax\nsted\nreadju\nthe\ndissatisfaction with\nof complete\nIn fact the difficulty would appear again to be lack\ncontrol.\non.\nstrati\nadmini\npreparation for an entirely new unit of local\nthree acts of the legisThus we have, in a comparatively short period,\ng toward a modificalookin\ntment\nDepar\nlature and one ruling of the State\nn school district.\ncommo\nthe\nin\npeople\nthe\nby\ntion in the control of schools\nthese changes it was\nUnprepared as most people seem to have been for\nIt was natural too\n‘nevitable that opposition should have been created.\nEducation, should\nof\ntment\nthat the agent of the State, the State Depar\nany new educathat\nand\npower\ntic\nhave been accused of exercising autocra\nthe State were\nif\nsee\nto\nously\nsuspici\nized\ntional proposal should be scrutin\nAs to whether\n.\ncontrol\nlocal\nof\ne\nexpens\nthe\nat\nity\nseeking further author\nour concern here.\nsuch accusations and suspicions were justified is not\nas if they had\ncant\nThat many farmers feel as they do is almost as signifi\nDepartment\nthe\nwhile\nthat\ncause to so feel. Incidently, it may be said\nfor certain\nent\nsentim\npublic\nof\nsort\nright\nprobably neglected to develop the\nbeen arbihave\nns\ndivisio\ncertain\nthat\ntrue\nbe\nlegislation and while it may\nit is un,\nfarmer\nthe\nas\ngroup\nndent\nindepe\nan\nsuch\nwith\ntrary in dealing\n\nmore local\ndeniably true that the chief officials of the Department desire\nently\nconsist\nstood\nhave\ns\ncontrol. One evidence of this is that these official\nes\nibiliti\nrespons\nthe\nof\nmore\nfor some sort of intermediate unit able to assume\nof school control.\ntownThe creation of the Committee of T wenty-one—The repeal of the\n\nive citizens\nship act left, as may be expected, many of the more progress\nrealized the\nhad\npersons\nSuch\ns.\ncondition\nschool\nexisting\nwith\nied\ndissatisf\nthe townfor\nity\ndeficiencies of the rural schools and had seen an opportun\n\n"}
{"page": 1211, "printed_page": "1189", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1189\n\nship organization to provide an equalization of educational opportunities\nand a larger group contact that would have meant better conditions and\ngreater satisfaction after the inevitable rough spots due to new adjustments\n\nhad worn off.\nThe Department of Rural Education“of Cornell University at its 1920\nannual conference held during Farmer’s Week took cognizance of this feeling. It organized its program about the question: ‘““What can New York\ndo to Improve Its Rural Schools?’\n‘The discussions of this conference\nemphasized the obvious fact that the question could not be answered without data that were not available. As a consequence a resolution was\nadopted urging the appointment of a commission of representative lay and\nprofessional people to attack the problem. ‘The following day the Conference Board of Farm Organizations suggested the organization of a committee with three representatives from each of these groups: State Grange;\nState Farm Bureau Federation; State Home Bureau Federation; Dairymen’s League, State Teachers Association; State Department of Education;\nState College of Agriculture.\nEach organization then appointed its representatives and the first meeting of the committee was held in May, 1920.\nAt this meeting it was discovered that the State Department of Education\nhad some time previously taken steps to obtain money from the Commonwealth Fund of New York for a survey of rural education in the State.\nLater when the money was made available to the State Board of Regents,\nthat body placed in the hands of the Committee of Twenty-one the administration of the funds.\nAn executive committee composed of George\nA. Works, Professor of Rural Education, Cornell University; George M.\nWiley, Assistant Commissioner of Elementary Education for the State;\nand Mrs. A. E. Brigden, President of the Home Bureau Federation, was\nappointed.\nProfessor Works was designated chairman of the Committee\nand director of the Survey.\n1. Active control of the survey by a large representatve group of lay and\nprofessional people may therefore be given as the first interesting aspect of\nFrom the bethis piece of work. This control has not been perfunctory.\nfor the\nreports—one\ntwo\nbe\nwould\nthere\nthat\nplanned\nwas\nit\nginning\nprofession that would include the detailed findings and the unmodified\nrecommendations of the specialists in the various divisions; the other for\nthe public, that would represent the decision of the Committee as to what\nwas desirable and feasible under existing conditions.\nSeveral sessions were\nThe procedure of the Committee is of interest.\nthat ought to\nquestions\nthe\nundertaken:\nbe\nto\nwork\nthe\ndiscussing\nin\nspent\nbe answered; the general nature of the data to be collected; the sections\ninto which the work might be divided. The Committee on Direction was\nthen authorized to select the staff personnel. “This they did without interC. H. Judd, of the University of Chicago,\nference from the Committee.\nof Administration and Supervision ;W. C.\nDivision\nthe\nwas selected to head\nUniversity, the Curriculum and the\nColumbia\nCollege,\nTeachers\nBagley,\nTeaching Staff; Harlan Updegraff, University of Pennsylvania, Finance;\n\n"}
{"page": 1212, "printed_page": "1190", "text": "1190\n\nNatIoNAL\n\nEpucaTION\n\nASSOCIATION\n\nMeasurement ; Mabel Carney,\nM. C. Haggerty, University of Minnesota,\nunity Relations; J. E. ButComm\nTeachers College, Columbia University,\nR. Eastman, Editor of the\nE.\nings;\nterworth, Cornell University, Build\nThese heads selected their own asDairyman’s League News, Publicity.\nfrom within the State. Among\nsistants, some from outside the State, some\nwere district superintendents,\nthe groups thus utilized from New York State\nvillage principals, city\ntion,\nmembers of the State Department of Educa\nand instructors from\nctors,\ninstru\nool\nsuperintendents, teachers, normal-sch\nshared in this work.\nhave\n175\nabout\nall\nIn\n.\nvarious college and universities\nmost of the division\nBefore the collection of facts was actually begun\ndescribed their tentative\nheads appeared before the Committee of 21 and\ngeneral idea as to what\na\nmode of procedure. This gave the Committee\nof progress were made.\nreports\nwould be done. Then from time to time\ncompleted, a conferalmost\nwas\nwork\nfield\nIn September, 1921, when the\nof discussion all\ndays\nthree\nAfter\ncalled.\nwas\nns\nence of all heads of divisio\npreliminary report was\nmet with the Committee of Twenty-one and a\nwere appointed to report\nmade in each field. In November sub-committees\nn. ‘This was done\ndivisio\nto the whole Committee on the work of each\ny, and FebruJanuar\nber,\nDecem\nber,\nin various meetings held during Novem\nadministrawith\ndealt\nSurvey\nthe\nof\nms\nary. The fundamental proble\ns of the\nreport\nthe\ngiven\ncare\nthe\nof\nation\nillustr\nan\nAs\ntion and finance.\nwere\ndays\nthree\nspecialists in these fields, it may be mentioned that about\nthe\nto\nttee\nCommi\nwhole\ngiven by the sub-committee and three days by the\nmsub-co\nthe\nby\nspent\nwere\ndays\nquestion of finance. “Two and one half\nttee.\nCommi\nwhole\nthe\nby\ndays\ntwo\nand\nmittee on the administration report\nsed both as\nNearly every aspect of the various recommendations was discus\nhesitate to\nnot\ndid\nttee\nCommi\n.\n“The\nability\npractic\nits\nand\ness\nto its soundn\nSometimes\nists.\nmake modifications of the recommendations of the special\nthe\ntoward\nstep\nr\nshorte\na\nthese modifications were in the direction of taking\nthat\nttee\nCommi\nthe\nof\nbelief\nthe\nideal, but illustrations are not lacking of\nit was practicable to go further than the specialists advised.\nOne result, therefore, that has come from this active control by the Committee of Twenty-one is a healthful interaction between the two large\nIn\ngroups involved in education—the layman and the professional man.\n.\ninteresting\nis\ne\nCommitte\nthe\nthis connection an analysis of the personnel of\nnine\nand\nons\norganizati\nfarm\nrepresent\nOf the twenty-one members twelve\nOne Grange representative is a district superineducational organizations.\nprofessional and eleven non-professional perten\nare\nthere\nthat\ntendent, so\n‘T'wo of the professional representasons. Five of the group are women.\nOne of the farm representatives lives in a\ntives live in the open country.\nvillage and one ina city. Of the professional group three are State administrators, four are district superintendents, and three are university professors.\nIt is thus seen that the group is about as representative of various rural\ninterests as it could well be.\nOn the\nFrom this interaction has come some worthwhile by-products.\none hand, it has given the professional people a genuine appreciation of\n\n"}
{"page": 1213, "printed_page": "1191", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1191\n\nwhat the farmer can contribute in the way of viewpoint and sound common\nI doubt if there is a single professional member of the committee\nsense.\nwho will not gladly acknowledge a debt to the farmer representatives.\nThey have shown an earnestness, an intellectual keenness, and a willingness to learn that promises much for an improved rural education when\nAll of us professional people\nthe majority of country folks are aroused.\non the Committee are only too glad to acknowledge the influence that these\nmonths of contact have had on our professional development.\nOn the other hand, the farmer acknowledges his obligations: a greater\nrespect for the motives of the professional man, for his knowledge, and for\nhis technique.\nA second result of this democratic type of control has been a greater\nconfidence on the part of the farm’people toward the survey. ‘There have,\nof course, been critics but the number is probably small compared with\nwhat would have been had the committee been made up largely of nonFrom the beginning\nfarm people or had it failed to exercise active control.\nhave been\nMeetings\nof the work the Division of Publicity has been alert.\nin order\nand\nplanned\nbeing\nwas\nwhat\nof\nheld in order to inform the people\ndone.\nbe\nto\nought\nthought\nhe\nwhat\nto\nas\nto get the farmer’s suggestions\nattendance\nthe\nState\nthe\nof\nsection\nevery\nin\nheld\nbeen\nhave\nSuch meetings\nsometimes being as high as 400 to 500 from a half dozen neighboring\nLhe Division has sent out thousands of questionnaires to local\ncounties.\ngranges, Home Bureau organizations, and individuals urging discussion of\nNow that the work is\nthe questions raised and inviting suggestions.\nis being changed.\nmeetings\npublic\nthe\nof\nnature\nthe\npractically completed\ngatherings of all\ncounty\nand\nal\nsmaller—loc\nare\nmet\nbeing\ngroups\nThe\nSpecific recommendations are being presented and the criticisms of\nsorts.\nCritics are by no means lacking, but there is\nthe farm population secured.\nin practically every meeting evidence that the recommendations are being\nOrganiaccepted as along the right line. The Conference Board of Farm\ndisserious\nurged\nhas\nGrange\nState\n‘The\napproval.\nits\nzations has given\nsentisufficient\ndevelop\nto\nis\nnow\ntask\n‘The\nchapters.\nlocal\nits\nin\ncussion\nupon the\nment that will secure legislation and legislation that will remain\nCommittee\nIf this becomes impossible the obvious task of the\nstatute books.\nrecommendations, so as to suggest a program that is atits\nrevise\nis to\ntainable.\ntoward a\n2. The proposal of an administrative organization that looks\nng\ninteresti\ncontrol of schools that is both democratic and effective is another\naspect of the Survey.\nAt present the common school district has chief control of the schools.\nIt raises the necessary funds, selects the teachers, looks after the building,\nAll these\nfurnishes the equipment and supplies, and selects the textbooks.\nas\nmatters\nsuch\nwith\ndealing\nlaws\nState\nby\nmodified\ncourse\nof\npowers are\nconseand\naid\nState\nteachers,\nfor\nsalaries\nminimum\nterm,\nlength of school\nquent requirements for receiving the aid. There are also State Department\n\n"}
{"page": 1214, "printed_page": "1192", "text": "1192\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nteachers, courses of\nregulations regarding such matters as qualifications of\nstudy, and the promotion ofpupils.\nn in the\nDr. Judd and his assistants have shown a paradoxical situatio\nty\nauthori\nhas\ncontrol of education in the State. While the local district\non\neducati\nits\nto\nrespond\nin the most vital matters it has frequently failed to\ntrustee,\na\nfinding\nin\nty\ndifficul\nIt is often penurious; it has\nresponsibilities.\nit frequently\noften choosing a person not present at the annual meeting;\nneglects the\nit\n;\nes\nmeasur\nsive\nprogres\ns\nattempt\nwho\nfails to support a trustee\nof its\njealous\nis\ndistrict\nthe\nhand,\nother\nthe\nOn\nnt.\nequipme\nits\nand\ng\nbuildin\nappear\nthat\ns\npower and resents, as has already been shown, any measure\nto limit this authority.\nstateThree problems are involved in meeting such a situation: (1) A\nvarious\nthe\namong\ncontrol\nschool\nof\ndivision\nthe\ng\nment of principle governin\nand\ntypes of units; (2) a local unit that will secure a larger group activity\ngreater\na\nand\nschools\ntoward\nattitude\nve\nprogressi\nmore\na\np\nto-develo\nso tend\niate\nability to assume responsibility for school control; (3) a unit intermed\nable\nand\ninterests\nlocal\nof\nbetween local and State units representative\nof\nnature\nvery\nthe\nfrom\nnow,\nmust\nthat\nto assume some of the authority\nweak\nis\nunit\niate\nintermed\nthe\npresent\nAt\nState.\nthe\nto\nthe organization, go\n‘There is no policy-making board; the district superintendand unsound.\nent, while elected by a local group, is not responsible to this group except\nHe is primarily responsible\nwhen the 5-year selection period approaches.\nto the State Department.\nThe first problem was met by the Committee through the formulation\nof the general principle that no higher unit should exercise control that\ncan be exercised satisfactorily by lesser units. In application this will mean\nconsiderable revision of activities of control in regard to such problems as\nthe selection of teachers, the preparation of courses of study, and the promotion of pupils. In general the application of this principle will mean\nless control on the part of the local unit in some problems, less on the part\nof the State in some, and much more on the part of the intermediate unit.\nA corollary to this principle is that the higher units are responsible for the\nexercise of leadership that will enable the lesser units to do as much as\nDr. Bobbitt, accepting this principle, has\npossible in the way of control.\nworked out in detail the distribution of responsibility for various types of\nproblems.\nThe second problem—a larger local unit—was met by the proposal of\na community type of local organization that will be described later.\nThe third problem—that of a more effective intermediate unit—was\nsolved in the following manner.\nA number of community units are to be\ncombined into a territory comparable in size to that of the present supervisory district. (usually three to five townships).\nEach community board\nof education is to elect one member of the intermediate board.\nShould\nthis arrangement give a board of fewer than three members the problem\nis to be referred to a State Boundary Board, later described. ‘This intermediate board will select the superintendent (after the terms of the present\n\n"}
{"page": 1215, "printed_page": "1193", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1193\n\nsuperintendents expire in 1926) ; raise funds for administrative, supervisory,\nand clerical assistance; pass upon boundary questions of the various community units; approve plans for consolidation as submitted by the community boards; and perform other functions, in codperation with the superintendent, within its province, such as assisting in the selection of textbooks, and in making curricula.\nAt present all schools in communities under 4500 are under the jurisdiction of the district superintendent.\nIn practice the district superintendent\nseldom concerns himself with the work of the village board and its principal. However, since one of the most important. objectives to be attained\nis the welding of a village and its outlying territory into a single educational unit, it is clear that a close codperation is desirable between the district superintendent and the village principal. “To meet this problem it\nis therefore proposed that after 1926 the district superintendent be not\nonly the superintendent of the intermediate board but of each community\nboard as well. Actually it will mean that the principal of the village\nschool is the local administrator but subject to the district superintendent.\nSince the superintendent will, with such assistance as may be provided as\ntime goes on supervise the outlying schools and since he is also the chief\nexecutive officer of the village school, he is thus in a position, as time goes\non, to bring the two groups into more complete codperation.\n3. The recommendation of a larger local unit of control whose actual\nboundaries are based upon such factors as topography, social solidarity, and\ntrade area is a third important outcome of the Survey.\nNew York is a State of mountains, hills, valleys, lakes, and rivers of\nsuch a nature as to favor the development of rather definite areas of social\nand industrial contacts.\nIn view of this situation it is planned to utilize\ncommunity units for local control.\nProfessor Works, of Cornell University, who has for several years advocated some such unit, proposed its\nuse in this survey and worked out the details of its application.\nThe map on next page illustrates this proposed community unit for\nThe community units here\nDelaware County, in southeastern New York.\nIt will\noutlined were proposed after an intensive study of the situation.\nbe noticed that the community is not co-terminous with the town which in\nthe township law of 1917 had been made the local unit of administration.\nAs may be expected in a State with long-established traditions the rural\npeople hold to the school district. “That this is true was clearly demonstrated during the agitation that led to the repeal of the township act. ‘To\n\nmeet, if possible, this attitude, the Committee has after canvassing various\n\nIt recommends that\nmethods adopted a daring administrative proposal.\nits trustee upon the\nby\nrepresented\neach present common school district be\ndistricts will vary,\nsuch\nof\nnumber\nThe\ncommunity board of education.\nwill be about\nnumber\nfrequent\nmost\nthe\ndetermined\nbe\ncan\nas\nbut so far\nfifteen. The village that will usually be the center of this community\nShould the village\ndistrict will be represented by its board of education.\nfear the domination of its schools by the surrounding districts it may elect\n\n"}
{"page": 1216, "printed_page": "1194", "text": "NATIONAL\n\n1194\n\nEDUCATION\n\nASSOCIATION\n\nry\nUm,\n4\n\nSoa\n\nFicureE 1. DELAWARE\n\nCounty,\n\nNew York\n\n:\n\nTown (township) boundaries -- ———-—\nLocation of villages ///////\nSuggested community boundaries\nLocation of school houses indicated by dots\n\nto the board a number\n\nnot exceeding the number\n\nof representatives\n\nfrom\n\noutlying districts. This obviously cumbersome board has something to\ncommend it. For one thing it is clear to those in touch with the situation\nthat provision must be made for representation of the common-school districts if any larger unit for local administration is to be secured.\nThen\nthe coming together of these people will in itself be an influence tending to\nbreak down the present barriers of provincialism and suspicion.\nWhat\nwill very likely happen after a time is that the whole board will delegate\nmany of its functions to an executive committee.\nIn fact it would seem\nthat some are now ready for such an organization if we may judge by the\n\nreaction from several communities where the proposed scheme has been\npresented.\nAccordingly the committee suggests two alternative types of\nrepresentation: (1) A small board of, say six, three from the village with\n\n"}
{"page": 1217, "printed_page": "1195", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1195\n\nan equal number for the rural sections; (2) a small board of, say five or\nseven, elected at large.\nFor making these community units the plan provides for the appointment\nby the Board of County Supervisors ofa County Boundary Board.\n‘This\nwill leave the definition of boundaries to local people. Where serious\ndisputes arise or where adjustments must be made between counties, it is\nplanned to submit the question to a State Commission made up of the\nCommissioner of Education and two persons, living under the rural education law, appointed by the Governor.\n“This State Commission will also\nhave the power to determine the number of intermediate units in the State\nafter 1926.\nThus it will be seen that provision has been made for the development\nnot only of a more intelligent interest in education but of an ability on the\npart of local people to perform effectively more of the functions of school\ncontrol.\n4. A system of finance utilizing fundamental and constant factors for\nequalizing educational burdens and stimulating educational progress is\nAt present New York as a State contributes about\nanother contribution.\n“This is approximately 20\n$32,000,000 to the support of public schools.\nper cent of the entire cost. “The remainder is paid by the various districts.\n\nAs is to be expected the burdens in these districts vary greatly. In 1070\ncommon school districts Dr. Updegraff found variations from less than\n1.0 mill to 38.25 mills, the median being 5.44 mills on the real valuation.\nIn union free school districts the median real levy is 8.94 mills; in cities\nand village, 9.90 mills. The State funds are at present distributed largely\nupon district and teacher bases. While the intent has clearly been to aid\naccording to need and effort, studies that have been made show that the\nmethods employed fall far short of accomplishing the purpose desired.\nStudents of educational administration are familiar with methods of disSuch students are coming to realize that\ntributing State-school funds.\nthough the attendance basis is better in general than the census; the teacher\nbetter than the attendance; the valuation basis better than the teacher, etc.,\nnone of these can accomplish fully what is wanted because the factors are\nnot fundamental in indicating either the need or the effort of any community and are not constant under varying conditions.\nDr. Updegraff has presented a plan that is an important contribution to\nBriefly his scheme is this: He\nthe problem of apportioning State funds.\nfound the median real valuation back of each teacher in the State, rural,\nCommunities having a\nThis was about $290,000.\nand city combined.\nsmaller valuation than this are therefore relatively in need of assistance.\nThe extent to which any particular community is in need is dependent upon\nseveral factors: (1) The degree to which the per-teacher valuation of the\ncommunity falls below $290,000; (2) the number of teachers employed\n(since the $290,000 is the valuation per teacher); (3) the amount of\nmoney it raises as indicated by the tax levy. The formula proposed by\nDr. Updegraff for general aid is: ($290,000 minus the per-teacher valua-\n\n"}
{"page": 1218, "printed_page": "1196", "text": "1196\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntion) times the number of teachers times the rate in mills times .626. The\n.626 is a figure that shows the relationship between the present per-teacher\ncost of schools ($1054) and what a district with the median valuation\n($290,000) could raise with the median tax rate of 5.8 mills.\nUnder this\nplan a community that is relatively poor will be aided in proportion to its\nrelative poverty and its willingness to raise money for schools. The plan\nwill encourage better things in education because money spent for better\nteachers, equipment, more curricula, and the like will increase the local\ntax and hence the amount that the State will give. However no community is to be aided beyond a local tax of 10 mills.\nIf a community has\na valuation over $290,000 per teacher a flat grant per teacher is made the\ngrant varying with the wealth of the community.\nThus a community with\na per-teacher valuation of $300,000 to $399,000 will receive $40 per teacher\nwhile one with a valuation of $70,000 or over will be entitled to but $8\nper teacher.\nIn community districts in which the equalized valuation is\nless than $350,000 per teacher there is to be a distribution for high-school\nteachers on the same basis as is provided for the support of elementary\nschools, to apply to all districts with an equalized valuation of $350,000.\nDr. Updegraff then provides special aid to supplement this general aid.\nThus, assistance is to be given for the erection of buildings and for major\nrepairs, the aid varying with the wealth of the community ; each expenditure\nof $1200 for transportation is to add an additional teacher to the total\nnumber for whom aid is to be given; each normal-trained teacher in the\noutlying schools is to receive a bonus of $20 per month.\nWith such an equitable scheme of State distribution added to the plan\nof making the community unit, rather than the common school district,\nthe unit for local taxation, one of the great obstacles to the development\nof rural education in New York will be swept aside.\nI have thus presented what seems to me to be the four most significant\ncontributions of the New York Rural School Survey: (1) active control\nof the survey by a representative group of lay and professional people as a\nmeans of securing popular support; (2) the proposal of an administrative\norganization that looks toward a better distribution of authority in the\ncontrol of schools; (3) a larger local unit of control based upon natural\ncommunity boundaries; (4) a system of finance utilizing fundamental and\nconstant factors in equalizing educational burdens and stimulating educational progress.\nIn evaluating the recommendations of the Committee of Twenty-one\nthe reader should think of its proposals as providing not a perfected\norganism but a developing one.\nSome of the recommendations are not in\naccord with generally accepted administrative principles for the reason that\nthe State is clearly not ready to accept those principles.\nHowever, the\nproposals do make provision for an organization that will tend to stimulate\ncommunities to overcome their own deficiencies.\n\n"}
{"page": 1219, "printed_page": "1197", "text": "DEPARTMENT\n\nOF RuRAL EpUCATION\n\nSECRETARY’S\nBoston\n\n1197\n\nMINUTES\n\nMEETING\n\nOFFICERS\nPresident—ERNEST BuRNHAM, Normal School............cceeeeceeececees Kalamazoo Mich.\nVice-President—J. C. Muxrman, Bureau of Education.................. Washington, D. C.\nSecretary—MasEL Carney, Teachers College, Columbia University............ New York City\nTreasurer—Witi1aM M. Roszinson, Principal Junior-Senior High School........ Orleans, Vt.\n\nFIRST\n\nSESSION—Mownpay\n\nAFTERNOON, JULY 3, 1922\n\nThe Department of Rural Education of the National Education Association\nopened its sessions on Monday afternoon, July 3, at two o’clock in Jordan Hall\nof the Boston Conservatory of Music with the following program:\nSome Eastern\n\nContributions to Rural Education\n\nTHE HELPING TEACHER IN NEW JersEY—Rachel Anne Fuller, Helping Teacher for\nMorris County, N. J.\nMEASUREMENT As A MEANS OF SUPERVISION—Samuel S. Brooks, Union Superintendent of Schools, Winchester, N. H.\nRuRAL ScHOOL ATTENDANCE IN MaryLanp—John F. Hershner, Assistant Superintendent and Chief Attendance Officer, Baltimore County, Towson, Md.\nCOMMUNITY LEAGUES AND THE COOPERATIVE EDUCATION ASSOCIATION OF VIRGINIA—\nGeorge W. Guy, Executive Secretary, Richmond, Va.\nFINANCING RuRAL ScHoots—Albert\nS. Cook, State Superintendent of Schools,\nBaltimore, Md.\nSECOND\n\nSESSION—WEDNESDAY\n\nAFTERNOON,\n\nJULY\n\n5, 1922\n\nSome National Problems in Rural Education\nTHE\n\nCONSOLIDATION OF RURAL ScHoots—Lee L. Driver, Department of Education\nHarrisburg, Pennsylvania.\nTue PLAcE OF THE ONE-TEACHER RuRAL ScHooL—Fannie W. Dunn, ‘Teachers\nCollege, Columbia University, New York.\nSprciaL NumBer—Presented by Rural Teachers from Shelby County, Tennessee,\nin honor of Charl O. Williams, President of the National Education AssoCiation.\nTHE\n\nSUPERVISION\n\nPICTURES)—Ina\nBusiness MEETING.\n\nOF\n\nRURAL\n\nSCHOOLS\n\nG. Barnes, Rural\n\nTHIRD\n\nIN\n\nDELAWARE\n\nSESSION—Fripay\nSome\n\n(ILLUSTRATED\n\nWITH\n\nSchool Supervisor, Wilmington,\nAFTERNOON,\n\nFuture Needs\n\nMOTION\n\nDel.\n\nJULY 7, 1922\n\nin Rural Education\n\nTue\n\nNEEDS OF SMALL CHILDREN IN RuRAL CoMMuniITIES—Marion S. Hanckel,\npervisor of Kindergarten and Primary Grades, Richmond, Va.\nTue Neep oF HicH ScHooL OpporRTUNITY FOR CouNTRY CHILDREN—William\nRobinson, Principal of the Junior-Senior High School, Orleans, Vt.\nTue\n\nEXTENT\n\nAND\n\nCoNTROL\n\nOF RuRAL\n\nChild Labor Committee,\nDESIRABLE\n\nFUTURE\n\nButterfield,\n\nNew\n\nDEVELOPMENTS\n\nPresident\n\nCuILp\n\nYork\n\nLAsor—Charles\n\nM.\n\nNational\n\nCity.\n\nIN THE EDUCATION\n\nState Agricultural\nBusiness\n\nE. Gibbons,\n\nSu-\n\nOF RURAL\n\nCollege, Amherst,\n\nPEOPLE—Kenyon\n\nL.\n\nMass.\n\nMEETING\n\nAt the business session on Wednesday afternoon the entire time was devoted\nto a consideration of the financial problems involved in the publication of the\n\nJournal of Rural Education. As a result of this discussion definite policies looking\ntoward greater codperation and efficiency in the future management of the magazine were adopted. Plans for its continued publication were also approved and\n\ndelegated to the Secretary for execution.\n\n"}
{"page": 1220, "printed_page": "1198", "text": "1198\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nTHE HELPING\n\nTEACHER\n\nIN NEW JERSEY\n\nRACHEL ANNE FULLER, HELPING TEACHER, MORRIS COUNTY, DOVER,\nNEW JERSEY\nThe helping teacher is New Jersey’s answer to the need of a plan for the\nShe is appointed by the Commissioner, her\nsupervision of rural schools.\nappointment is approved by the State Board of Education, and she is\nWithin the county her territory is selected by the\nassigned to a county.\nIt consists of those townships which are either too\nndent.\ncounty superinte\nShe may\npoor or too indifferent to secure supervision for their schools.\nthus be assigned to work in from three to seven or more townships and will\ndirect from twenty-five to sixty teachers. The schools are largely of the\none- and two-teacher type, with an increasing number of four- to six-teacher\nand even larger consolidated schools. In some counties there is one helping\nteacher, in others three or four. The county superintendent is the administrative officer of the county, and all administrative work is performed by\nThe helping teacher’s job is specifically\nhim or by the local school boards.\nto improve classroom instruction and her work is expected to be purely\nsupervisory.\nEntire charge of the classroom work and the pupil activity\nof the schools in her territory is in her hands.\nThe main features of such supervisory work are:\nFirst—Her regular visits at intervals of from two weeks to two months;\ndecided by (1) the geographical distribution of the schools; (2) the total\nnumber of teachers under her charge; (3) the possibility of doing a constructive piece of work.\nSecond—The monthly, bi-monthly, semi-yearly, or yearly, teachers’ meetings, conferences, and visiting days.\nThird—The hours and days spent by the supervisor at her own desk:\nthinking, planning, reading, studying, working out the solutions of the\nproblems she will meet in the field.\nThe visits are for observation, for the analysis of some situation brought\nout by the teacher or the supervisor or the trial of a solution of such a\nproblem; or they may be for the purpose of giving special tests to measure\nthe pupils’ progress according to a predetermined plan. ‘The visit may\nhave been planned for the purpose of developing some activity, as: the playground side of physical training, or the hot lunch program, or the reorganization of the morning exercises to make of them a real social feature.\nA large proportion of the visits of the helping teacher are made with the\ndefinite aim of improving the teaching of some subject, as, geography, or\nhygiene, or spelling, or good citizenship. Then her work may be a discussion of prepared topics with the teacher and the class. Or it may be\nthat she will give a demonstration lesson. Or it may be that she will ‘outline with the teacher a series of lessons or activities that will develop the\n\nsubject in the manner desired.\n\nAlways the visit will include friendly dis-\n\ncussion of the work\n\nand\n\nprogress.\n\nobserved,\n\nalways\n\ncommendation\n\nof effort and\n\nGenerally there will be a touch of constructive criticism or sug-\n\n"}
{"page": 1221, "printed_page": "1199", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1199\n\ngestion for betterment, but this feature is quite as likely to be the teacher’s\ncriticism of her own work, as it is to be the supervisor’s observation.\nThe supervisor rarely interrupts the regular program but makes herself\nan inconspicuous listener.\nOccasionally by previous arrangement she may\n\ntake charge of a room to carry on;some detail of her work.\n\nThere will\n\nalways be a relation of preceding visits to the present one, and a looking\nforward to the next visit, with definite suggestions for the amount of work\nto be done, or progress to be made.\nHolding continuously in mind, as she does, the needs and abilities or\neach child and set of children, the single supervisor is able to direct the\nwork of the whole school.\nShe knows what are the best grade combinations to make, what organization of playground activities is best for the\nmixed groups of children.\nThe helping teacher plan in operation in New\nJersey is the best argument I know of against the proposal to try the advisability of having one supervisor to direct the primary grades, and another to\nguide the grammar grades.\nFrom the teacher’s standpoint think what it would mean to try to work\nThe organization of a one- or two-teacher\nwith two or more supervisors.\nis a big task, when the teacher and\nequally\npupils\nall\nbenefit\nto\nas\nschool so\nthe supervisor are putting their best efforts into it. Divide this task\nbetween supervisors urging the specific needs of different sections and the\nOne supervisor will see the needs\nteacher will face an impossible situation.\nphase of the school’s activities.\none\nof\nneeds\nthe\nnot\nwhole,\na\nas\nof the school\nMuch of her plan and policy is developed in group teachers’ meetings where\nby skillful leading the teachers are brought to contribute their experiences\nfor the common good.\nIf, as is done in New Jersey and in Delaware, the plan of one supervisor\nto one set of children, one supervisor to one teacher, is carried out, it\nbecomes evident that thorough and sound training in supervision is essential. No one realizes this more than does the supervisor who has worked\nShe must not only have professional training, but\nas a helping teacher.\nShe must know from\nshe must have had a wide experience as a teacher.\nfirsthand experience the actual schoolroom situations that arise, in each\nShe must have faced and solved the infinite and amazing\ntype of school.\nShe\nvariety of problems that are the common lot of the rural teacher.\nconsistent\nbe\nmust\nShe\nscholarship.\nthorough\nfor\ncontinuously\nmust work\nin demanding good citizenship on the part of the teachers and the children\nin that they shall perform thoroughly the work that is theirs to do. She\nAnd this must not be\nmust be expert in handling specific subject matter.\ntraining must have\nher\nand\nexperience\nHer\nby any hit-or-miss method.\nher methods\napplying\nin\nwork,\nremedial\nin\nanalysis,\nin\nproficient\nmade her\naccording to psychological principles.\nTo successfully employ supervision in any line all administrative duties\nThis principle was firmly entrenched in the plan which\nmust be excluded.\nAny experienced educational leader realizes that\nDr. Kendall developed.\nboard relations, the community leadership, the\nschool\nthe\nwork,\nthe clerical\nthousand and one decisions of an administrator, simply clog the current of\n\n"}
{"page": 1222, "printed_page": "1200", "text": "1200\naS\n\nNATIONAL EDUCATION\nee\nie\n\nASSOCIATION\nee\neee\n\nee\n\nIn actual practice the helping teacher has found\ndemocratic supervision.\nherself confronted by situation after situation where administrative work\nhad to be performed by her if way was to be made clear for the progressive\nimprovement of classroom instruction.\nOne instance will suffice for illustration, as it is most typical of the\nNo rural school has ever had an abundance\nhelping teacher’s experience.\nof textbooks for reading. ‘The common rule is a single book for a grade.\nNone have suitably chosen and\nFew schools have supplementary texts.\ngraded books for independent reading.\nIt became most imperative that\nthe helping teacher set in motion machinery to get that situation changed.\nNeither she nor the classroom teacher could even begin to improve classroom instruction in this most fundamental subject until the administration\nhad provided the tools.\nHer success in changing this condition to one in\nwhich it was possible to begin real supervisory work in the teaching of\nreading has led the helping teacher to undertake other administrative work.\nBit by bit she has performed practically all the duties of an administrator.\nBut she has never lost sight of the necessity for dropping such extraneous\nwork the moment the proper authorities could be educated to see for themselves the need of their performance.\nShe has attended board meetings\nfor the purpose of acquainting the officers with the conditions of their\nschools ;she has had to initiate programs for them and persuade the adoption\nof sound plans of procedure.\nShe has been obliged to take the leadership\nin rousing the community from lethargy or animosity to intelligent cocperative action in behalf of its own children.\nShe has had to struggle\nto open the eyes of such an awakening community to its civic duty and\nprivilege of electing to the school board men and women of good standing\nand real ability. The time for a gradual relaxing of this community work\nis beginning to appear in the growing strength of organizations like the\nhome-school associations and mothers’ clubs.\nThe helping teacher has been the prime mover and backer of such large\nmovements for the public good as the employment of public health nurses\nand the elimination of the old-style medical inspector; of the establishment\nof the county traveling library ;of health programs on a county-wide basis;\nof county festivals and play days. New Jersey has reason to be proud of\nthe splendid achievements of her most experienced helping teachers.\nBut\nthe helping teacher herself knows that she is but clearing her path of the\nbulk of administrative work that was “‘nobody’s’” business unless she made\nit hers. The hopeful factor is the growing recognition on the part of all\neducators that this type of work, wonderful and necessary as it is, is not\nsupervision. Remarkable as have been the achievements of the body of\nhelping teachers in the past six years they are looking forward to the time\n\nwhen they shall have “no administrative duties,” as was Dr. Kendall’s plan.\n\nThe coming of that day will mark another goal in the progress of rural\nsupervision.\n\nIf the supervisor's policies are worth anything at all they are worth\nenthusiastic effort. No helping teacher but has suffered acute discourage-\n\nment over the ineptitude of her teachers.\n\nShe has large numbers of teachers\n\n"}
{"page": 1223, "printed_page": "1201", "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\n1201\n\nwho through lack of personality, lack of scholarship, or some other reason,\nhave no business in the schoolroom.\nShe has others whose potentialities\nare great.\nFrom them she must secure, not passive acquiescence, but intelligent codperative performance.\nAnd this has been one of the crowning\nachievements of the helping teacher, She has developed a faculty for\nmaking friends, and the codperation which is inseparable from real friendship has followed.\n‘This has made it possible for her to play a waiting\ngame, but one in which the supervisor must inevitably win.\nRight here\nlies one of the greatest causes for discouragement and disappointment on the\npart of the supervisor.\nIt is one of the best illustrations of the need for\nmore thorough and intelligent administration.\nI refer to the teacher turnover, which yearly sifts out, not the incompetent and the unfit, but the\nbest of the rural teachers.\nTo make friends with from twenty-five to sixty teachers is in itself no\nmean accomplishment.\n‘To bring these diverse natures into agreement and\nharmony of action, and lay plans for another year’s growth is tremendous\ngain. How discouraging then to find that the new year presents a fifty per\ncent change of personnel, and all the delicate work of establishing the right\nrelationship must be done over again. Not until the administration sees\nthat it is an acute money loss to allow this situation to remain unchanged\nis it going to be cured.\nIt is an administrative duty to see that salaries paid\nto good teachers are sufficient to hold these teachers year after year. It is\nthe administrator’s work to provide right physical conditions and to supply\nsufficient and proper equipment.\nIt is unquestionably the administrator’s\nduty to remove the inefficient teacher.\nAn element that is beginning to present itself as a partial solution is the\nlarge number of splendid young people now coming up through the elementary schools under helping teacher supervision.\nFor the helping teachers\nwho worked with Dr. Kendall, Mr. Scott, Mr. Pitkin, learned to clarify\ntheir own plans so that the ultimate aim was as clear as any past performance could be. Day by day, week by week, year after year, they learned\nto eliminate non-essentials.\nThey concentrated on essentials, and analyzed\neach essential into its parts.\nStep after step was made plain. Purpose,\nplan, method, procedure, was worked over and over.\nUnlimited patience\nwent into the perfecting of technique, but under that was infinite care\nof the details of preparation.\n‘Teachers have learned to know themselves\nand steadfastly adhere to a program of advancement.\nPupils are beginning\nto see that their little tasks are a part of a whole, and that the perfection of\nthe whole depends upon the sound construction of each tiny part. Teachers,\npatrons, pupils, have learned to look to the helping teacher for educational\nleadership, and to compel themselves to greater achievement along the lines\nof modern education.\nSome of these young people will be trained and\nready before many years to take teaching positions. ‘Their advent into the\nranks will mark another big step in the development of rural supervision by\nthe helping teachers.\nFor these young people are going to enter the work\nwith a newly created respect for and loyalty to rural education.\nAnd they\n\n"}
{"page": 1224, "printed_page": "1202", "text": "1202\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof all that wise superwill be prompt and enthusiastic in their acceptance\nvision can mean.\nteacher superThis marks, I believe, the end of the first epoch of helping\nthe workers\nby\nreached\nI venture to prophesy that the next big goal\nvision.\nnce of the\naccepta\ne\ncomplet\na\nbe\nwill\n‘n rural education in New Jersey\nEducay.\nterritor\nher\nin\nleader\nonal\neducati\nthe\nas\nhelping teacher’s role\nonly\nadopted\nbe\nwill\ny\nterritor\nthat\nto\napplied\nas\npolicies\nand\ntional plans\neducawhole\nThe\nafter receiving her careful consideration and approval.\nsion will\ntional scheme of rural communities under helping teacher supervi\nwill be\nfuture,\nthe\ninto\nwell\nplanned\nbe\nbe laid along broad lines, will\nsound in every detail.\nThe foundation for this belief lies in one phrase of Dr. Kendall’s first\nreport on the appointment of helping teachers in New Jersey, and has to do\nDr. Kendall said: ‘“‘A condition\nwith helping teacher work as a profession.\nAn innocent\nschool.”\nsummer\nupon\ne\nattendanc\nbe\nof employment shall\nUnder the\nes.\npossibiliti\nlargest\nthe\nwith\nfraught\none\nbut\nnt,\nrequireme\nstimulation and inspiration of Dr. Kendall’s wise leadership the helping\nteacher has grown to be not only a superior teacher with undeveloped\npotentialities, but a woman of wide and sound experience, broadly educated,\nholding bachelor’s and master’s degrees in her chosen field. She has raised\nher own standards, and has deepened her respect for the field of rural work.\nGiven the right freedom now the helping teacher form of supervision will\nspell for the rural children under it the real beginning of equal educational\nopportunity.\nI would not leave this subject without warning again that to permit rural\nsupervisors, helping teachers, or whatever they may be called, to continue\nto do a large part of the work of the administrator, is to kill the best develEach has its place and its part: the pupils, the »\nopment of rural work.\nteacher, the supervisor, the administrator, the school board, and the community and its organizations.\nThe supervisor’s work must be allowed to\nwiden and deepen its own channel, else this growth of alien work will dangerously disguise its course.\nThe ways and means employed by the helping teacher and the tasks she\nhas undertaken are so varied that a perusal of the yearly reports of that\nfirst group fascinates the reader.\nHer accomplishments have been great.\nMuch of what she has done could be challenged as being not supervisory\nbut legitimate administrative work.\nYet the greatness of the need and the\ndelays to the real work of the helping teacher if this administrative work\nwere not performed, have in practically every instance justified the temporary employment of such means.\nAll of the work of the first helping\nteachers, whether strictly supervisory or wholly administrative ;whether it\nbelonged in the activities of the helping teacher, or was the duty of the\nadministrator, the school board, or the community, if it has contributed,\nand is contributing, to the arousing of rural America from its educational\nsomnolence, has been and is, sound policy.\n\n"}
{"page": 1225, "printed_page": "1203", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1203\n\nCOMMUNITY LEAGUES OF VIRGINIA AND THEIR\nCONTRIBUTION TO RURAL EDUCATION\nGEORGE\n\nW. GUY, EXECUTIVE SECRETARY, COOPERATIVE EDUCATION\nASSOCIATION OF VIRGINIA, RICHMOND, VIRGINIA\n\nThe Coéperative Education Association of Virginia was organized in\nIn 1905 it\n1904 as a part of the great educational revival of the South.\nconducted the historic “May Campaign” during which time the State was\ncovered with speakers in the interest of educational opportunities for the\nIt conducted the first two educational conyouth of the Old Dominion.\nferences held in Virginia, which conferences were participated in by the\nDepartment of Public Instruction and the State Teachers’ Association and\nhave come now to be the great educational gathering of the forces of education in Virginia during Thanksgiving week.\nThe Association is under the direction of the Governor of Virginia, the\nState departments, the higher institutions of learning and a group of citi‘The State superintendent of public instruction is chairman of the\nzens.\nExecutive Committee.\nThe Association organized the movement to interest our citizenship in\npublic education and for this purpose it formed “School and Civic Leagues,”\nThese Leagues have developed\nwith the schoolhouse as a center of work.\ninto community leagues—centers where is crystallized the sentiment which\nfinds expression in better schools, better health, better churches, and Sunday\nschools, better recreation, better care of the poor and delinquent, better\nhomes, beauty and cleanliness of the home town, and better community\nThe plan is to help and inspire the people to help themselves\nleadership.\nand to get the unorganized communities organized for self-help.\nThe grown people are organized into community leagues and the school\nchildren into junior community leagues and the organizations work together. The leagues of each county are organized into a federation with a\npresident in charge of the county work; the county federations are organized\ninto districts, with a Chairman in charge, following the same plan as that\nThe local leagues meet once a\nused by the State Teachers’ Association.\nmonth or oftener, the county federation at the time of the teachers’ institutes in the fall and the district rally as a part of the district educational\nconference, usually in the spring.\nThe State meeting is held as a part of the State Educational Conference\nOver 600 citizens were present last year at the State\nThanksgiving week.\nmeeting, in addition to hundreds of teachers who visited the exhibits of the\nThese league delegates were given\nAssociation and attended its sessions.\naccomplished during the year,\nwork\nof\nreport\nan opportunity to make\ncoming year’s work discussed.\nthe\nfor\nplans\nand\nheld\nare\nbusiness sessions\nCongressman Horace Mann Towner, co-author of the Towner-Sterling\nBill, was our principal speaker last year and addressed our delegates on\nThe Citizen’s Interest in Education, explaining in detail the creation of a\n\nDepartment of Education, with a Secretary in the President’s cabinet.\n\n"}
{"page": 1226, "printed_page": "1204", "text": "1204\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe Association is a big citizens’ organization having for its prime purpose the betterment of the educational and civic needs of Virginia and the\nNation.\nIt is composed of men and women, boys and girls, officials and\nnon-officials, all working together through the leagues with one aim, one\nhope, and one supreme faith for the development of the highest type of citizenship.\nThe late Franklin K. Lane said that the thing that impressed him so\nfavorably with the work was that it was so practical, that we did not\nwaste our time with vague theories as wide as the world but got down\nto the one big job of the world—in making the home town and all its parts\nbetter to look at, live in, and work with.\nDr. W. S. Learned, of the\nCarnegie Foundation, who studied our Association very closely, says: “The\nCooperative Education Association is the most appropriate, comprehensive,\nand effective organization in bringing about community codperation with\nspecial reference to schools that is to be seen anywhere in the country and\nits vitality is particularly evident from its success in accomplishing so much\nwith so little money.”\nThe keystone of the Association is coéperation and where we have loyal,\nwhole-hearted codperation it follows as night follows day, we must have\nprogress.\nOur motto: “Every public school in Virginia a community center\nwhere the citizens may unite for the improvement of their educational,\nsocial, moral, physical, civic, and economic interests.”\nA broad program;\nyes, but it takes a broad program to enlist the citizenship of a State.\nLast\nyear there were approximately 400,000 citizens who came together to discuss and study the various phases of school and community work, under the\nauspices of the community leagues. As a result of these group meetings\nintelligent public sentiment was created for the improvement of schools\nwhich has resulted in the passage of several million dollars in bond issue for\nschools quite recently.\nPublic opinion is fast crystallizing for a large bond\nissue for roads. The health meetings held in various communities, in cooperation with the State Board of Health, have reduced typhoid fever from\n14,000 to less than 3000 cases, or a saving of $11,000,000, apart from the\nloss of life, suffering, and suspense.\nMonthly programs are sent to the local leagues, emphasizing each month\nsome particular phase of work to be done.\nEach State department head\nsends a special letter to the leagues calling attention to the needs along their\nparticular line. The leagues are asked to do definite work and the suggestions are given them in a very concrete manner.\nFor instance, take this\nmonth—July.\nA Citizenship Day Celebration has been planned for them\nand a copy of the program, with appropriate readings, music,\npageant, etc.,\nsent to each organization.\nThe Governor of Virginia wrote a special message to our workers, calling upon them to set aside the\nfourth of July in\ncelebration of CITIZENSHIP, its opportunities and responsibil\nities.\nThe\nmayor of Philadelphia sent a beautiful photograph of the Liberty\nBell for\nreproduction in our paper, ‘“The Community League News,”\nand the Community Service, Inc., supplied a pageant which we printed\nand distributed.\nSpecial request was made for honoring the new voters of the State—the\n\n"}
{"page": 1227, "printed_page": "1205", "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n1205\n\nyoung men and young women who have acquired the right to vote within\nthe past year, bringing to their attention the questions of vital interest to\nour citizens at this time.\nThe reports that come to our office show this year 116 definite\nobjectives, including every activity from cleaning the schoolhouse to the\nerection of buildings and teacherages.\nThe leagues assisted in equipping\nschools wth adequate laboratories and libraries, playground and athletic\nequipment, supplemented salaries of the teachers, principals, and janitors,\npurchased pianos and phonographs, and moving-picture machines, entertained the teachers at institutes and at the beginning of the school session.\nNearly two hundred thousand dollars was raised by 891 leagues that\nreported to the central office last year and the small beginning started by\nthese leagues grew into a considerable amount as a community project.\nThree leagues that I have in mind raised less than $17,000 in actual money,\nyet their plants aggregate nearly two hundred and fifty thousand dollars.\nMany times the league will raise the first hundred or thousand dollars and\nas the interest in the work is increased the sum grows by leaps and bounds\nuntil a new building, a teacherage, an auditorium, or ample equipment\n\nhas been secured.\nMany times I have seen a few books grow into a community library, a\nfew bricks into a modern consolidated school and large, uninviting fields to\nattractive playgrounds with rollicking, romping children enjoying life to\nits fullest extent.\n“The magic touch of the league animated by the community spirit has wrought a wonderful work among our rural schools.\nThe biggest thing we have after all is not the development of the commercial and industrial activities, the size of our bank accounts or the expanse\nand extent of our territorial domain, the biggest thing that we have is that\ncommunity spirit. “That is the cement that binds our society together and\nhas made America the leader of nations.\nIf America is to continue to be\ngreat and be the Good Samaritan among the peoples of the earth she must\nstill rely upon that community spirit which has given us our place of power,\ninfluence, and prestige.\nAdvantages of community effort—1. The leagues will become recruiting\nstations. They will discover men and women of initiative and directive\npower that might otherwise escape notice. ‘They will set free the energy\nin the mass of our people as well as in the advantaged man.\nAll the people,\nif united, in a noble purpose can accomplish far more than the most tran-\n\nscendent genius, even Napoleon himself if he attempts it single handed.\nThe spirit of the whole educational movement condenses itself into the one\nword, cooperation.\n2. The people on the spot know better the needs of the neighborhood\nIf States differ, communities vary.\nthan the leaders at a distance.\n3. Through the leagues you enlist the constructive interest of all the\nThe distinctive thing about the present educational revival is the\ncitizens.\npart played by the citizens as distinguished from the teachers and officials.\nIn seeking to energize democracy in the South, the school is merely a means\n\n"}
{"page": 1228, "printed_page": "1206", "text": "1206\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n, to\nto an end. To stir the interest of citizens, to enlist their resources\nleagues.\nvitalize every neighborhood is the object of the\nthe\n4. The local leagues give vitality to a community’s will. What\nin\nlong\nToo\ny.\ncommunit\nthe\nto\nis\ntion\norganiza\nthat\nbrain is to the body\nprogsocial\nfor\ncenter\nng\nnucleati\na\nlacked\nhas\nhood\nneighbor\nthe\nSouth\nthe\nress which the school is admirably adapted to supply.\n5. The whole program of the South is found in miniature in the neigh‘The reclamation of exhausted soils, the improvement of roads,\nborhood.\nthe development of industries, the betterment of the home, the growth of\npublic libraries, the frank discussion of every public issue—all these aspects\nof Southern life lead up in the local league, which through the school tries\n“Thus\nto give efficiency to the community’s will in the interest of progress.\nthe\nby\nmean\nordinarily\nwe\nwhat\nthan\nwider\nfar\nis\nschool\nthe\nof\nthe scope\n‘The school is to be the agency through which the ecoterm education.\nnomic, social, intellectual, political, and religious conditions in the neighborhood are to be transformed according to the spirit of order, progress, and\nnational well-being.\nThe Rural Life Conference held in Richmond, May, 1921, the first State\nConference of its kind held south of the Potomac River, was called through\nIn this conference every State departthe suggestion of the Association.\nment having to do with rural life codperated, and as a result citizens from\nevery section of Virginia were in attendance during the two-days’ conference.\nA permanent committee of 25, with Congressman R. Walton Moore as its\nChairman, was formed for the purpose of conducting a State-wide campaign, holding group meetings in every school district in the State, using\nlocal, State, and National speakers for the purpose of stimulating a more\ndefinite and vigorous interest in the rural life conditions and to knit more\nclosely together the agricultural, educational, religious, and all organizations having a common purpose.\n‘The campaign has just been conducted\nmost successfully; over five hundred speakers volunteered their services;\ncounty directors were appointed and throughout all sections of the State\ngroup meetings were held that people might get together and discuss their\nown problems in their own way.\nThis simultaneous effort has brought\nforth most enthusiastic and inspiring ‘reports; many definite things have\nbeen accomplished and the campaign will be of tremendous value to our\nrural folk.\nAt a meeting held recently in our State the band played “America” and\nthe audience stood and sang the familiar words. As the last strains of the\nsong died away, one of the men present, with tears of patriotic delight\ntrickling down his cheeks, turned to his neighbor and said, “Oh, that I\ncould die for my country.’\nMy friends, there is a patriotism of peace as\nwell as war and history tells us that where one government has been destroyed by wars and pestilence and all other calamities combined, corruptionin time of peace has undermined a score. ‘There is just as much\npatriotism in giving one’s time to the betterment of civic conditions, in\ngetting good people into office as in baring one’s breast to the bullets of\nthe enemy in time of war.\nIn every sphere of life the right, the true, the\n\n"}
{"page": 1229, "printed_page": "1207", "text": "- DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1207\n\nlaw, education must always be fought for; the wrong, the lawless, the ignorant must always be fought against. It is not enough to be merely\nagainst wrong; you must be actively against it for your influence to count.\nThe farmer must not only sow the useful grain, but he must care for it\nand mature it, while the briars and thistles sown by accident and cared\nSo a field neglected will not grow\nfor by chance will flourish anywhere.\nup in useful grain, but in briars and thistles. A child neglected will not\nbecome educated or a good citizen of its own accord, but he will become\nbad and ignorant and to make that child good and to educate him takes the\nactivity, the energy, and the best thought of the community.\nThere is a story of an Eastern King who caused a great palace to be\nStone by stone the structure\nerected as the abode of majesty and power.\npride. One morning the\nwith\nswelled\nking\nthe\nof\nheart\ngrew and the\n‘What great treason hath been accomplished here!”’\npalace was in ruins.\nBut a wise man of the court thus admonished the\nthe king exclaimed.\nking: “There has been no treason here, thy house that was great and mighty\nhas fallen, because the builders used mortar without sand, hence their work\nhas come to ruin.” So with the State; external grandeur counts for\nWe may calculate our wealth as the sands of the sea, we may\nnothing.\nbuild the domes of our capitals and the spires of our churches until they\npierce the clouds and glitter among the stars; all must fall and crumble\naway unless it be welded and strengthened by those principles of Christian\neducation that constitute the groundwork of an enlightened citizenship.\n\nTHE CONSOLIDATION\nLEE\n\nL. DRIVER,\n\nDIRECTOR\n\nMENT\n\nOF\n\nTHE\n\nOF EDUCATION,\n\nOF RURAL\n\nSCHOOLS\n\nOF RURAL\n\nEDUCATION,\n\nBUREAU\n\nHARRISBURG,\n\nDEPART-\n\nPENNSYLVANIA\n\nIt might not be profitable to go into the history of consolidation very\nmuch, but I believe it would be of interest to trace in a brief way some or\nthe high spots in the depelopment of this class of school.\nConsolidated schools have not arisen like mushrooms; they are the result\nMr. W. S. Booth and Mr. U. J. Hoffman in the\nof a gradual growth.\nIllinois Bulletin on Consolidation of Schools, 1921, in answer to the ques-\n\ntion—““When\nthis answer:\n\nand where did the idea of consolidation originate ?”—gave\n\n‘This law\nIn 1853 a law was passed in New York permitting consolidation.\nMassachusetts claims to\nwas amended in 1864 but not much progress was made.\nIn 1869 Massachusetts passed a law permitting both\nbe the pioneer in this work.\nNot much progress was made in this State\nion.\ntransportat\nand\non\nconsolidati\nmuch headway.\ngained\nmovement\nthe\nuntil 1890 when\nConnecticut\nThe movement was not taken up in other States until 1889 when the\n\nlegislature first authorized\n\nvided\n\nfor transportation.\n\nthe consolidation\n\nMaine,\n\nRhode\n\nof districts\n\nIsland,\n\nand\n\nand in a few years pro-\n\nVermont\n\nsoon\n\nfollowed\n\nwith\n\nexpenditure\nlaws authorizing consolidation of schools. Pennsylvania authorized the\nin 1991.\nof school money for transportation in 1897 and the consolidation of schools\n1898, and made\nOhio started the work in 1894 and made the law State-wide in\nIndiana first authorized consolidation and transan additional advance in 1914.\ngreatest development of the plan has been in\nthe\nPerhaps\n1889.\nportation in\n\n"}
{"page": 1230, "printed_page": "1208", "text": "NATIONAL\na\n\n1208\nCe\n\nEDUCATION ASSOCIATION\nEe\n\nMinnesota has also made great progress in consolidaIndiana, Ohio, and Iowa.\ntion. The movement has gained headway in the southern and western States.\nIn fact, the plan seems to be a Nation-wide movement.\n\nMr. Burr F. Jones, Agent for Elementary Education in the Massachusetts Bulletin of 1920, says:\nIt would be difficult to say when and where the first consolidation of schools\nIn the larger towns centralization of schools occurred\noccurred in Massachusetts.\nat a very early date. The Latin grammar schools of the seventeenth century were\ncentralized schools, each school being established for the benefit of the whole\ntown, and the pupils being required to know how to read before admission was\ngranted. For the purpose of supplying this elementary knowledge of reading,\ndame schools had been established by many towns before the Revolutionary War.\nIn 1847\nBy 1850, a third division, the intermediate school, had become common.\nBoston instituted the graded school with separate classrooms, a type which was\nwidely and speedily copied in the larger towns of the State.\nIn the rural communities progress was not so rapid. By 1869, however, enough\ncentralization had been effected to bring about the passage of an act to authorize\ntowns to raise and appropriate money for conveying pupils to and from the public\nschools, the monev so raised to be expended by the school committee at its discretion. Towns immediately took advantage of this provision, both to convey remotely\nsituated pupils to the high schools, and to convey elementary-school pupils from\nsmall districts to larger ones.\n\nIn his annual report of 1880, to the Massachusetts Board of Education,\nSecretary John W. Dickinson recommended “that the towns unite their\nvery small schools, if they happen to have any, into larger ones.\nIf necessary, a small appropriation may be made for the transportation of those\npupils who would otherwise be obliged to walk a long distance. This plan\nis already adopted in many towns, and wherever it has been faithfully tried\nit has proved eminently satisfactory.”\nAn Iowa Bulletin states, ‘““The first consolidated school in lowa was\norganized at Buffalo Center, Winnebago County.\n‘Transportation of\npupils was begun in 1897, and by 1899 the new system was well established. ‘The second consolidated school in the State was established at\nTerrill in 1901, the third at Marathon, 1902, and the fourth in Lake\nTownship, Clay County, 1903.”\nIn The Story of Rural School Consolidation in Indiana we find the\nfollowing:\nCaleb Mills, a pioneer educator of Indiana, probably was the father of the consolidated school idea. As far back as 1856, when he was the State superintendent\nof public instruction, Mr. Mills put forward some suggestions looking to the\nabandonment of the one-room, one-teacher district school. He favored the larger\nunits and drew\n\nthe fire of much\n\nhis views.\nThe superior wisdom\n\nand\n\nopposition.\n\neconomy\n\nIn his report for 1856\n\n;\nof the large over\n\nthe small\n\nhe presented\n\ndistricts,\n\nsaid\n\nhe, become apparent on a fair exhibit and impartial comparison of their legitimate\nresults. A township of thirty-six square miles may be divided into districts of\ntwo miles square,\n\nas many\n\nof them\n\nreally\n\nare.\n\nThus\n\ncarved,\n\nit presents\n\nnine\n\ncozy, quasi corporations with a corresponding number of children, often so small\nas to forbid the establishment of a school, or, if established, so insignificant as to\nbelittle the enterprise and leave an unfavorable impression of its real character\nand consequence on the public mind. These nine schools, enfeebled by their\nnumerical poverty, languish, droop and become so attenuated that it is difficult\nto ascertain whether there is any literary life and activity in either teachers or\ntaught. It is a very natural conclusion that is often reached and acted on by\ntrustees, that the schools are too small to justify the employment of first-class\n\n"}
{"page": 1231, "printed_page": "1209", "text": "DEPARTMENT\nteachers and\nof literature\nof their own\nof the public\n\nOF RURAL\n\nEDUCATION\n\n1209\n\ntherefore an inferior grade is sought and installed in these centers\nand science to engineer their charge through the sublime mysteries\nignorance, put in the time and obtain a certified claim to a portion\nfunds. A more legitimate conclusion from given premises was never\n\nreached than that small\n\ndistricts\n\nterms, incompetent teachers\nunawakened intellects.\n\nand\n\ninsure\n\nsmall\n\ncorresponding\na\n\nand\n\nill-furnished\n\ninstruction,\np\n\nstructures,\n\nlifeless\n\nschools,\n\nshort\n\nand\n\nEqyally interesting information could be had from various parts of\nAmerica.\nIt will be seen, however, that the idea of consolidation seems to\nhave originated in Massachusetts, at least it was first practiced there.\nMr.\nMills, however, seems to have been the first one west of the Appalachians\n\nto advocate this policy.\nThere is no movement before the rural-school people today of greater\nimportance than the consolidation of its schools and there certainly is no\nproblem that is receiving greater attention on the part of school administrators in all the States. The little red schoolhouse of song and story has\nceased to function commensurate with the demands made upon society.\nOf\ncourse, there are those who harken back to the time “when we were boys”\nand view with a great deal of alarm that the institutions so near and dear\nto them are to be superseded by modern institutions.\nA school administrator is constantly coming into contact with those who\nare opposed to this system and who offer all sorts of reasons, excuses, and\nsuggestions as to why the new school should not be instituted.\nIn other\nwords, their policy is more of opposition than of construction.\nBack of the\nobjection is the objector and before his position can be fully understood, his\nreal motive must be known.\n‘The mere assignment of a reason does not\nnecessarily carry with it any weight.\nFor example, we have on file in our Department this objection to the\nconsolidated school, “The condition of our roads.” One community objects\nto it because their roads are all improved, while another community\n‘The first states\nto it because none of their roads are improved.\nis unwise to travel on an improved road with children; the second\nis impossible to travel with children on an unimproved road. Of\n\nobjects\nthat it\nthat it\ncourse,\n\nback of this is the real reason for their not wanting the school. Right here\nlet us note that practically every objection, where consolidation is feasible,\ncan be removed by proper administration.\nBefore consolidation is attempted in a community a thorough survey\nof that community should be made. ‘This should be done by the county\nsuperintendent, at least it should be county-wide so that the entire county\nmay be covered in the program and that no obscure community may be\n‘This survey should include the topography, the\nleft hopelessly stranded.\nof the public highways, the number and\ncondition\nand\nnumber, location,\nlocation of residences; the centers of population; the trade, civic, church,\nand political centers; assessed valuations; the possibilities of growth and\nimprovement of the general character of the people.\nNo pains should be spared to educate the people of a community to the\nneeds of such a school. The people should be prepared to go with the\nmovement as much as it is possible although the time has never been, and\n\n"}
{"page": 1232, "printed_page": "1210", "text": "1210\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nprobably will never be, that one could wait until all the people were favorable to the project. Majorities are not always right and oftentimes the\nweight of an intelligent minority in a community should be considered\nrather than the majority of people. I like to think that the determining\nfactor should be the majority of the intelligence of a community rather\nthan a majority of number.\nThis school should be established with the view of meeting the neetls of\nWe do not need to discuss here\nthe life of the people of the community.\nthat the course of study should appeal to the people. Every child is entitled\nto be educated for the life he is to live, and he should be given opportunity\nin his elementary school, as well as in high school to help form a basis for\ndetermining what his work is to be. The fundamentals should be given,\nand in addition to that music, drawing, commercial work, and vocational\nEvery consolidated school should, as far as poswork should be offered.\nIf the full four-year\nand high school.\nelementary\nboth\nof\nsible, consist\nhigh school cannot be established then as much of it as is feasible should be.\n‘The school building should be large enough to more than meet the needs\nof the community.\nWe presume that more mistakes have been made, oftentimes with the full knowledge of the administrators, in erecting buildings\ntoo small than in any other one thing. The pioneer in this movement\nespecially found it impossible to have auditoriums, gymnasiums, and laboratories.\nThe location of the building is important.\nGenerally speaking it should\nbe located to give the greatest opportunity to the greatest number of children with the least amount of transportation.\n“This is often modified,\nhowever, by the topography and condition of the roads.\nIn conducting a\ncampaign for consolidated schools, we have generally found that it is best\nto permit the question of the particular location to go unconsidered until\nall other necessary problems have been solved.\nPeople will quarrel more\nupon this point than upon any, or probably, all other points put together.\nBut when a school is once established, its success is only partially assured.\nAmong the greatest problems of administration is that of transportation.\nA careful study should be made of the school community.\n‘Transportation\nroutes should be established that will require a minimum amount of distance and time. ‘The transportation vehicle should be placed in charge of\na thoroughly responsible driver.\nOrdinarily, the vehicle should be owned by the school district, but\nwhether it is or is not owned by the district the directors should insist that\nit is sanitary, warm, safe, and comfortable for the children.\n‘Too much attention and care cannot be paid to the selection of the driver.\nIf people in the community are to do the work, we have found it ordinarily\nbest to employ the man whose children are the first on the wagon and the\nlast to leave it. This places the responsibility for the time of leaving,\nwhere objection is most apt to be raised.\nMany States have adopted the plan of the teachers driving the school\nconveyances.\n‘This has been done with a great deal of success, especially\nin those places where the teachers live in a teacherage, or near the school\n\n"}
{"page": 1233, "printed_page": "1211", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1211\n\nbuilding.\nThere should be a definite route established with a definite\nschedule and an insistence upon the vehicle maintaining this schedule.\nThe\ndriver should be placed under bond as well as contract for the efficient rendition of his work.\nA copy of a contract that has been found acceptable in\nmany communities will be found at the end of this article.\nIn most States, the wagon driver has by law been given the full power\nof control as well as responsibility of the children while in the conveyance\nto and from school. This is as it should be. The county superintendent,\nas well as the school directors, should always investigate any legitimate\nobjections, or complaints, that arise. When this is done they will be in a\nmuch better position to suggest a remedy.\nA garage, or suitable shelter, should be provided at the school building\nfor the housing of the school vehicle.\nTeacherages should be built wherever possible in connection with the\nconsolidated school. Many States have authorized the building of these\nSo far as we know all States which have estabhomes out of public funds.\nlished teacherages are convinced that it is a wise thing to do.\nA consolidated school should be so administered that it becomes the logical\ncenter for all community activities and if it does not become such a center,\nPublic sentiment, as well as community\nit isn’t functioning as it should.\nin the consolidated school. The school\nshaped\nand\nformed\nbe\ncan\ncharacter,\nThe school builds the comsoon reflects the real spirit of the community.\nmunity as well as the community builds the school.\nThe consolidated school gives school directors an opportunity to expend\nIt gives them the opportunity to\npublic money in the most efficient way.\napply the fundamental principle that schools should be administered on the\npolicy of not how little, or how cheap they can be maintained, but how well,\nThe taxpayer’s interest must,\nand how much can be efficiently expended.\nwhen his money is\nconsidered\nbest\nis\nthis\nbut\nof course, be considered,\nSchool taxes should be regarded\nexpended to the best interest of the child.\nas an investment, and the school should give the investor return for his\n‘This return, of course, will come in character, a high-grade\nmoney.\ncitizenship, and a community stability that is worthwhile.\nThe period of the little red one-room school wherever it can be eliminated is past. Conditions no longer warrant such a wasteful expenditure\nof public funds, or, far worse, the lack of opportunity for boys and girls.\nChildren are not chattels, although they are so regarded in some places;\nthey are beings entrusted to the care of the schools, and the schools can\nonly perform that obligation best when they have given to these children\nthe best that is possible to obtain.\nIn every State in the Union and in practically every community in which\nconsolidation has been given a fair trial, consolidated schools have fully\nthe\nestablished their superiority over the ungraded school. We gave in\nBut\n.\nmovement\nthis\nof\nbeginning\nthe\nof\nsketch\na\nopening of this paper\ntoday we are not so much interested as to who had the first consolidated\nschool as we are in knowing who has the last consolidated school, and you\ncomcan easily find out who has the last consolidated school in any given\nmunity by asking its superintendent.\n\n"}
{"page": 1234, "printed_page": "1212", "text": "EDUCATION\n\nNATIONAL\n\n1212\n\nTRANSPORTATION\n\nASSOCIATION\n\nCONTRACT\n\neer Ceorekenstts tata COUDtY <2 or cielas see\n\nRoute N Osisheasiis) it ca ae\n\nrae\n\n‘Township\n\nThis agreement entered into this ........ daysot frei.a 19.., by and between\n-ie ore County, by its Board of School\neats 3a School) District Ot mo.\nos seeiets\ntHe\nDirectors, party of the first part, and ............ OL eee ss , party of the\nsecond part.\n;\nThe party of the first part hereto hereby contracts with the party of the second\npart for the transportation to the ................ School of all of the children of\nschool age which reside along or adjacent to the route hereinafter scheduled during the school year 19..-19.. upon the terms and conditions hereinafter specified.\n1. The party of the first part shall pay to the party of the second part the sum\nOP gh cits\ncakesesoes dollars per day for every day he transports said children, said\npayments to be made at the end of each school month unless otherwise specified.\n2 Thetparty/ of the Sx uratrnee part shall furnish the conveyance to be used\nand maintain the same in good order and repair.\n3. The expense of operating said conveyance, if it be horse drawn, shall be borne\nby the party of the second part. He shall furnish, keep and feed all horses, supply\nand maintain all harness and other incidental equipment necessary.\nThe party\nof the first part shall supply at its own cost all gasoline, oil, grease, tires, and\nother necessary equipment if said conveyance be motor driven.\nThe party of the\nsecond part shall keep said conveyance in a clean and sanitary condition and\nshall wash it sufficiently to maintain the paint and metal parts in good appearance.\n4. The conveyance herein provided for shall be operated on the following\nschedule, a copy of which shall be supplied to the person in charge or control of\nthe children to be transported.\nBeginning\nwe\n\nele Wee\n\n60\n\nCe\n\neee\n\nerecercc\n\noe\n\n0 6 04\n\nOe fel Che epale..e a,6e\n\nCees\n\necce cece\n\nle\n\nat:\n\n|\n\n6 0 0 0 Wieis 06\n\nnen\n\ncereere\n\n0 sie\n\nree\n\neleke, 6 eels s 0.0/6 0.6 0)\n\neee\n\ne608\n\n00\n\nOe\n\n6 tee\n\n‘Time\n\nReturning to\n\nTime\n\ns)||| 6.0 6 07s lspele.6|liegu ele jel senile 616.9) /5,16) 4.6 6 ie thas (6\\e esl ahale: bee \\enn eladelate\n\neelovresseecelesecerecre\n\neoeee\n\nweseresscwescenrieceseceso\n\n¢ elle cole ase! 6/0) « | 016, 0] «(ate 6s)e (aisle ens) eleleic siepele\n\nele 0 00\n\n6 © © 00] 0.00 « 610 6 606\n\nie; eeiare i suels oX0e) 6be.s\n\n0s) eles © 016 6 910 ss) ee\n\n0 © |e ep) seks\n\nhele\n\n5. The party of the second part is expected to wait a reasonable length of time\nfor the children along his route and shall not leave any point on his schedule before\ntwo minutes after the time designated thereon, unless all children to be transported\nfrom said point are on board the conveyance.\nThe said party of the second part shall have control of all children while they\nare being transported by him and shall maintain discipline while said children\nare in his charge or control. He shall treat all children in a gentlemanly and\ncivil manner and shall care for and safeguard them to the best of his ability. He\nshall not use tobacco or permit it to be used by anyone in said conveyance while\nchildren\n\nare being transported.\n\nHe\n\nshall cause\n\nthe conveyance\n\nto come\n\nto a full\n\nstop before crossing any steam or electric railway and ascertain positively that\nit is safe to cross said railway before attempting to do so. He shall take such\nother care and precautions as the law or good judgment may require to safeguard\nthose in his charge.\n6. This contract shall not be transferred or assigned without the written consent\nof the party of the first part endorsed on the reverse side hereof. No temporary\nsubstitute may undertake the duties of the party of the second part without the\nconsent of the party of the first part.\n7. The party of the second part further agrees to give reports and information\nto the party of the first part or its designated representative, upon request, concerning the conduct of the children, the condition of the conveyance, maintenance of\nschedule, or other matters\n\nconnected\n\nwith this contract.\n\n8. Any violation of the terms of this contract may, at the option of the party of\nthe first part, operate as a forfeiture thereof.\n}\n9. The party of the first part shall adjust all matters arising out of this contract\nnot specifically provided for therein.\n\n"}
{"page": 1235, "printed_page": "1213", "text": "DEPARTMENT\n\nOF RURAL\n\nIn witness whereof the parties above\nseals the day and year aforesaid.\n\nnamed\n\nEDUCATION\nhave\n\nhereto\n\nLAS\nset their hands\n\nand\n\nrd\n\n(School District)\nBy ae cortare tne ioe fyctois, Savane c.0Ke arene ee oN MA\nPresident.\nai\n\nCe\n\ny\n\nSecretary.\n\n[SEAL.|\nBond\nKnow all men by these presents, that we ...............s0s0 as Principal, and\nMerete ie esve rere aussie. crs ass Aste sans as surety or sureties are held and firmly bound\nLinttor themey ci.\ne. eas School/District “of Te: ete.\nleee ee feAwe\noa. ee\nCounty, Penna., its successors or assigns, in the sum of .............. ; to which\npayment well and truly to be made, we do bind ourselves, our heirs, executors,\nand administrators, and every of them, firmly by these presents; sealed with\nour seal, \"and dated the 2.s/02\n4). .3. daylot RUMI ee... A. D. one thousand nine\nhundred and twenty.\nThe condition of this obligation is such, that if the above bounden ............\nSPER TO ERIOT SOE , his heirs, executors, administrators, or any of them, shall and\ndo well and truly comply with all of the conditions and undertakings in the foregoing contract to the best of their ability and do fulfill all the terms thereof unless\nduly released therefrom and particularly do at all times exercise special care and\ncaution for the welfare of the children transported under the foregoing contract,\nand provided that the said principal or sureties shall reimburse the district for\nall loss incurred by reason of the non-performance or mis-performance of the\nduties specified in said contract, then this obligation shall be void and of none\neffect, but otherwise it shall remain in full force and virtue.\n\nAssignment\nFor value received the party of the second part hereto hereby transfers, sets over,\nAMGMASSI OMS CO) Relves eeelogsioncle’: teers all of his right, title, and interest in and to the\nforegoing contract which said assignment, to be valid, shall be approved by party\nof the first part.\n\nDMopranyel WI\nSchool District.\n\ncagesoageoce\n\nt\ndoe be oepra:\nday7 OLfebeisaicet cries «e byatdeas\n\nPe\n\nee\n\n"}
{"page": 1236, "printed_page": "1214", "text": "NATIONAL\n\n1214\n\nTHE\nWILLIAM\n\nNEED\n\nEDUCATION\n\nASSOCIATION\n\nOF HIGH SCHOOL OPPORTUNITY\nCOUNTRY CHILDREN\n\nM. ROBINSON,\n\nPRINCIPAL\n\nOF\n\nORLEANS,\n\nTHE\n\nJUNIOR-SENIOR\n\nHIGH\n\nFOR\nSCHOOL,\n\nVERMONT\n\nPresident Harding is quoted as saying, “The opportunity for country\nboys and girls to have high-school education is all too slight;, <4 2 —aNG\nowe it to the childhood of the nation and the childhood of the agricultural\ndistricts of our land, to place at its disposal the utmost in educational faciliGovernment\nties.’ The need for more rural high schools is imperative.\nreports in 1910 show that 85 per cent of the high schools in the United\nStates are rural, i. e., high schools supported by communities with populations of less than 2500. ‘These enroll 40 per cent of all high-school\nThis means, assuming that the numbers of urban and rural\nstudents.\npupils of high school age are equal, that the urban child has a 50 per cent\nbetter chance than the rural child to be in high school.\nA study made by the supervising teachers of the State of Wisconsin,\nwhich does not count the number failing or dropping out of school, shows\nthat 54 per cent of the pupils who graduated from the 8th grade in the\nrural schools in June, 1920, went on to high school. Another study of\ntwenty-five counties shows that out of 3187 children in the 8th grade in\nrural schools in June, 1921, 2026 received diplomas and only 1052 of these\nwent on to high school. ‘These figures do not include the 33 per cent who\ndrop out before reaching the seventh grade, or the mortality between the\ngrades and the high school would be considerably higher.\nA partial study made by the Bureau of Education in 1918, indicates that\nbut 5 per cent of all rural pupils graduate from high school as compared\nto 29 per cent of all urban pupils. “This means in terms of high school\ngraduation, that the city child has almost six times the opportunity of the\ncountry child. Does this seem fair to the rural child who has already been\nhandicapped in the elementary school by a 40 per cent less per capita expenditure per year, by a school year shorter by over two months, and by an\naverage daily attendance nearly 20 per cent poorer than that of the urban\nchild?\n‘This handicap is not lessened by the fact that he is being trained\nby rural teachers, one third of whom have never completed even a high\nschool course and hence are likely to give him a training less broad and\nof poorer quality than that received by the urban child.\nThe one-room school is not, except under rarest circumstances, a good\nschool for rural children between 12 and 16 years of age. Except where\nconsolidated schools exist, little or no adequate provision is made for the\ncontinued general education of rural young people between these ages.\nMany of the rural high schools as they now exist are futile agencies for the\ncontinued cultural and civic education of those of their pupils who are not\nplanning to meet college entrance requirements.\nAnd college authorities\ninform us that even this 5 per cent or less are very poorly trained.\nHow may we meet the urgent need of high-school opportunity for country\n\n"}
{"page": 1237, "printed_page": "1215", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1205\n\nchildren?\n‘he solution lies first, in arousing the rural folk to a recognition of their need of educational equality, second, in providing school\norganizations and courses of study suited to their needs, third, in securing\nrural-minded teachers, professionally trained for these schools.\nI shall\ndiscuss each of these briefly.\n;\nPublicity is one of the most frequently recommended methods of reform\nin rural school conditions.\nSentiment must be aroused by press editorials,\nschool notes, school demonstrations and exhibits of work, community meetings and parent-teachers’ associations, and the enthusiasm of the teachers.\nThe people must be aroused from their lethargic attitude toward the traditional rural schools with their inferior educational facilities. An appreciation of the rural school must be developed.\nPeople must get the vision\nthat its aim is not to prepare for soft snaps nor white collar jobs, but for\nreal citizenship.\nThey must become acquainted with the new demands\nmade on the school and its changes to meet these demands.\n“They must\nbe helped to see that a high school education is an investment fitting pupils\nto their places in society and paying dividends to the community, the State,\nSchool trustees must be led to see that their primary\nand the Nation.\nfunction is not to supervise nor administer the work of the school, but to\nemploy one for that purpose who is specially trained in these lines and hold\nhim strictly accountable for results.\nTo those who may object to educational progress on the basis of higher\ntaxes involved we may add that it is probable that by the time the rural\nfolk may be aroused to their need, that sufficient Federal and State funds\nwill be available for distribution among those districts unable to support\nan adequate program of education to give them equality in educational\nopportunities.\nBut interest alone is not enough to enroll and to hold pupils in the rural\nIts type of organization and offerings should appeal to rural\nhigh school.\nIn this day of propaganda, of destructionists, fusionists, and advopupils.\ncates of the game, we must cautiously choose our way.\nOccasionally, however, a movement is set on foot that seems sufficiently\nin accord with experience and with common sense to give some promise of\nI refer to the rural\npermanence and hence to justify serious consideration.\njunior high-school movement which I have had the opportunity to observe\nIn the last six or seven years in Vermont\nat work for the past three years.\nthese schools have grown in number from five to fifty. Briefly stated the\nVermont junior high school includes the seventh, eighth, ninth, and tenth\ngrades.\nSome of the advantages of this organization are, first, it facilitates departure from the antiquated traditional methods and subject matter since\npatrons and teachers alike are unaccustomed to it, and changes may be\nSecond, it recognizes the principle of\nmade with little outside objection.\nindividual difference, those of adolescence being given special attention.\nThird, it affords social, moral, intellectual, and physical environment better\nFourth,\nadapted to the seventh and eighth grades than older organizations.\nholdgreater\nhas\nit\ncountry,\nthe\nof\nparts\naccording to reports from various\n\n"}
{"page": 1238, "printed_page": "1216", "text": "1216\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nbetter organizaing power on the pupils, due to more interesting material,\nbefore the high\nschool\nown\nmy\nIn\nration.\nadminist\neffective\ntion, and more\n82 per\nschool included the seventh and eighth grades, an average of only\nschool,\nhigh\nentered\ngrade,\ncent of the pupils promoted from the eighth\nthe\nwhereas during the last three years an average of 96 per cent entered\nhigh school.\n\nThe junior-senior high school organization involves more than departmental instruction and the mere inclusion of the seventh and eighth grades\n\nIt means a reorganization, and in some cases eliminain the high school.\nmatter which is traditional and the result of\nsubject\ntion, of the present\ndevelopment in the light of recent disconscious\nthan\nrather\nse\ncompromi\ncoveries. Its subject matter must be suited to the needs of the majority\nrather than to the small number preparing for normal school and college.\nIts courses must use the rural environment as their background or setting\nto intrepret the various studies—but they will not emphasize the science and\npractice of agriculture as a vocation at the expense of any other vocation\nand thus cause prejudice or undue force in determining any child’s choice\nof life work.\nThe junior high school in addition to continuing much of the common\ntraining begun in the lower grades, tending to integrate society, shall offer\nin so far as possible short course of exploratory material well worth while\nin itself to reveal the possibilities in the various major fields of learning and\nthus assist the pupils in their choice of studies in the senior high school\nwhich will contribute to the general fields of their liking.\nWhat subject matter shall be included in its course depends upor: tts\nrelative contribution to the objectives of education, namely, health, command of fundamental processes, worthy home membership, vocation, citizenship, worthy use of leisure, and ethical character, as announced by the\nAnd I am\nCommittee on the Reorganization of Secondary Education.\ninclined to think that emphasis in the rural school should be placed on the\nobjectives of home membership, health, citizenship, and the wise use of\nleisure.\nThe rural pupil who chooses to be a farmer, needs an education that will\n\nenable him to live a full life in the country.\n\nIf he chooses to enter any\n\nother vocation such a foundation will equip him for a satisfactory life in\n\nthat vocation.\nI shall now pass to my third point without mentioning any\nof the new subject-matter or courses that will contribute largely to these\nlatter objectives since much of it is now known to most of you.\nYou must have rural-minded teachers, professionally trained for the\nrural high school. ‘Teaching in rural schools is in all ways exacting and\nexhausting.\nIt calls into play the teacher’s every gift and power, with the\nobvious result that it makes great demands upon health, spirits, and courage.\nAll of these are necessary in a high degree to its success.\n“The teacher is\nquite often the only personal point of contact with the world living outside\nthe community.\nHis relation to the pupil must be peculiarly personal and\nsympathetic.\nTeaching so personal, variable, and subtle, above all other\nteaching should not be left to a young urban college graduate without\n\n"}
{"page": 1239, "printed_page": "1217", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1217\n\nprofessional training or a low-salaried unprogressive teacher. We must\nhave inspirational teachers.\nThe best rural teachers are such because they\nare filled with the spirit of rural life and have an understanding of rural\nconditions.\nRural teaching is not a commonplace thing, but a commonplace _\nteacher can make it seem so.\nThe theory held in unprogressive) quarters that any one can teach any\nsubject, should be exploded.\n‘Teachers should be selected with particular\nconsideration of their personal fitness and their special training in the subject. In hiring, the leaders for the extra-curricular activities should be\nkept in mind and distributed\n-as evenly as possible among the teachers.\nBecause of the teacher’s responsibilities in these activities and other community interests, he needs must spend most of his week ends in the community of his employment.\nThe rural teacher must not, however, be so overloaded that he is pushed\nto the verge of nervous exhaustion, since that will result in either the early\nbreakdown of the conscientious teacher who loves the work, or the spirit of\nindifference bred by the impossibility of doing effective work.\nAnd lastly, we must have longer tenure for teachers, for without it the\nteacher cannot assist the principal in developing a growing curricula fitting\nthe needs of the community in which the school is located.\nAnd the curricula can only adequately fit the community in the degree that the teachers\nbecome acquainted with the pupils, the parents, and the community.\n\nTHE\n\nEXTENT\n\nCHARLES\n\nAND\n\nE. GIBBONS,\n\nCONTROL\n\nSPECIAL\n\nAGENT,\nNEW\n\nOF RURAL\n\nNATIONAL\n\nYORK\n\nCHILD\n\nCHILD\nLABOR\n\nLABOR\n\nCOMMITTEE,\n\nCITY\n\nThere are many kinds of rural child labor and varied conditions under\nwhich it has developed, just as is the case in the industrial field. I wish to\nconsider the subject under two sets of agricultural conditions—namely,\ngeneral farming and one-crop farming.\nUnder the heading of general farming are included the raising of such\ncrops as corn, the small grains—wheat, oats, barley, rye, and the like—hay\nand forage crops, truck gardening and fruit culture for home consumption.\nThis form of agriculture may be divided into the two sub-types, general\ngrain farming and live stock farming, depending on which the emphasis\nis placed.\nUnder general farming conditions, land ownership is the rule, at least\nit is an attainable goal, by reason of tenancy being a normal stepping-stone.\nLaborers and tenants have a reasonable chance of becoming land owners.\nLikewise the family either owns the tools or enjoys a great measure of\nThere is little, if any, class feeling between the\nfreedom in their use.\nThe size of the farm is near that required to\nthree groups of workers.\ncommensurate with the highest return.\nproduction\nhighest\nthe\nmaintain\nThere are, of course, exceptions on this point as in the great corn and\n\n"}
{"page": 1240, "printed_page": "1218", "text": "1218\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwheat-growing belts of the Middle West where large acreages are given\nover to the cultivation of these crops, but because they have other characteristics in common with their cultivation elsewhere, I leave them in this\nclassification.\nFor the most part these crops are cultivated by the labor of the single\nThe character of this lahor\nParents and children work together.\nfamily.\nthe influence of machinery.\nto\ndue\nyears,\nfifty\nlast\nhas changed greatly in the\n‘The scythe and the cradle have\nHand labor has been greatly decreased.\ngiven way to the mower and binder, the flail to the thresher, and the single\n“This has made work on the\nplow to the riding cultivator and the tractor.\nfarms for both children and adults easier and of shorter duration.\nThe\nuse of machinery has decidedly tended to decrease the need for child\nlaborers, especially the younger ones.\n“The expense and complication of\nmuch of it has made it profitable to have adults, or older children at least,\nto handle it. But, despite a favorable economic system and the aid of\nmodern machinery, our investigations show that a great many children\nunder rural farming conditions are required to work.\nChildren were\nfound working long hours and doing tasks that undoubtedly were far\nbeyond their strength. ‘That is the experience of those who have come up\nthrough it and it is a condition that exists at the present time.\nNumerous\ninvestigations show that work is given as an excuse for the non-attendance\nat school of a great many country children.\nIn West Virginia, we found, of approximately 150 families who kept\ntheir children home from school, nearly one half said they considered work\nof more importance than school.\n‘This is not an extreme illustration.\nCountry parents have developed a work complex.\n“There was a day perhaps when it was necessary for the children to help make the living, but\nthat day has largely passed. “That attitude of mind, however, on the part\nof the parents still exists. “Too many still feel that they must keep their\nchildren at work so as to keep them out of mischief.\nThe constructive\nvalue of play is almost unknown.\nWith this attitude of mind, it is not\nsurprising that we should find premature work, overwork, unhealthful\nwork, uneducational work, yes, sometimes unproductive work, being done\nby country children.\nWork is not necessarily inimical to the best interests\nof childhood; in fact, it is necessary to the highest development of children,\nand no child should grow up without experiencing the discipline that alone\ncan come from work.\nChildren have a right to childhood and all that\nchildhood implies. “They have an inalienable right to health, education,\nand recreation.\nWhatever interferes with these things is to be condemned.\nChildren’s work should be developmental, educative, and have in\nit the element of training, but work for mere work’s sake is wrong.\nToo\nmuch of the work of rural children is mere drudgery, because too many\nparents are unable to differentiate between children’s work and child labor.\nThe parents have never learned to think of childhood in terms of health,\neducation, recreation.\n‘They, themselves, had little schooling when they\nwere children, so why should they be overzealous in seeing that their\nchildren get so much schooling. To their minds, health is a matter of\n\n"}
{"page": 1241, "printed_page": "1219", "text": "DEPARTMENT\n\nOF RuRAL\n\nEpucATION\n\n1219\n\ngetting better after illness overtakes them.\nAs children they had no time\nfor play, so why should their children waste their time in play. This\nattitude of mind is not intentional exploitation—exploitation seldom enters\ninto it—it is simply the result of not knowing what childhood is. Hence\nchild labor indirectly has become an important factor in the count against\ncountry life, and it is an evil that must be removed.\nThere is a wide divergence of opinion as to how this may be done.\nPersonally, I am not at all convinced that for the children living under general\nfarming conditions, the hope lies in prohibitory child labor legislation.\nIt\nmight be well to have a child labor law, simply to handle those who can be\nhandled in no other way, but in my mind, the problem is primarily one of\neducation, not legislation.\nExperience is showing this to be true of all\nforms of social progress.\nChildren will have a better chance in.getting the\nprotection that is due them, by getting the parents to understand what they\nneed, than by merely telling the parents what they cannot do.\nThe elimination of the evils of child labor is not the job of a single\nagency, but of every agency and every person interested in country life,\nand the first requisite is knowledge of country people and their problems.\nThere has been too much of a tendency on the part of social agencies, including the schools, to develop their programs of work without a clear\nunderstanding of the problems to be met.\n‘The school can be the greatest\nfactor in solving the child labor problem in general farming areas.\nIt is\nthe biggest socializing agency at work in the country today. It is one of\nthe oldest and comes nearer touching every community than any other one.\nIt has back of it vast resources, in money, personnel, and equipment.\nYet,\nuntil very recently, it has but dimly recognized its obligation.\n‘There has\nbeen no real leadership in the field of rural education.\n‘The kind of training was and in many localities is yet poor.\n‘The teachers are underpaid\nand inadequately trained, the equipment poor and the curriculum illy\nadapted.\nCountry children have not been taught in terms of their own\nlives, and have had practically no vocational training.\nI do not want to\nbe unduly critical—progress has been made and I am not unmindful of the\nalmost insurmountable difficulties to be overcome, but we must solve these\nproblems—we must search deeper and understand more fully the why of\n\nthe organizations we represent. We must write anew the aims and purposes ;we must understand more intelligently the needs.\nIn doing this, we\n\nmay be compelled to scrap a lot of our pet theories.\n\nIf necessary let us do\n\nit and do it fearlessly.\nLet us profit by the experience of other groups.\nAs\nsocial workers and as school people we can get a valuable lesson from a\ncareful study of the work of the county and home demonstration agents.\nIn their limited fields, they have done more to enrich, and make wholesome\nand happy country life, than any other group.\n‘The boys’ and girls’ club\nwork is more rapidly eliminating child labor and turning it into children’s\nwork than any other movement.\n‘The development is not negative, but\n\npositive. The education and training the club leaders are giving is not\nwhat parents and children ought not to do, but what they should do. This\nis the only rational solution.\n\n"}
{"page": 1242, "printed_page": "1220", "text": "1220\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncondiThus far child labor has been considered under general farming\nmost\nThe\ns.\ncondition\ntions. I wish now to consider it under one-crop\nonions,\nbeans,\nbeets,\nsugar\ntobacco,\nimportant single-crops are cotton,\nThe\ncelery, asparagus and other vegetables, fruits, berries, and grapes.\n.\nindustry\nof\naspects\nthe\nof\nmany\non\ntaken\nhas\ncrops\nthese\nof\non\ncultivati\nmost\nthe\nFor\nWe frequently hear the term “industrialized agriculture.”\npart the growth of these crops is peculiarly favored by soil or climatic conditions, or both. The return per acre is large, hence the price of land is\nhigh. A high degree of managerial ability is needed for their successful\ncultivation, especially the vegetable crops. ‘There is a great deal of large\nacreage holdings and absentee ownership, particularly in cotton and tobacco\nsections.\nTenancy is high. One-crop farming has had its most detrimental effect\nIn fact, one-crop farming is not generally practiced by\nupon the tenants.\nDiversifications in these areas is not as widely practiced\nowner operators.\nas in general farming areas, but whatever diversification there is, is carried\non by the owner operators, and the single-crops left for the tenants to cultivate. There are, of course, exceptions to this statement, for both owners\nand tenants.\nIn the cotton and tobacco sections of the South, the tenant is known as\na cropper.\nAsa\nrule he has no tools or equipment, and of course owns no\nland. The number of acres he may cultivate is determined by the number\nHis wife and his children from twelve years\nof work hands in his family.\nup are considered field hands.\nHe pays for half the fertilizer, does all the\nlabor, and receives half the crop.\nHe is subjected to the pernicious credit\nsystem.\nHe seldom has enough money to carry himself and family through\nOftentime the owner\nthe year, but must depend on the supply merchant.\noperates a commissary.\nThe credit price varies from 20 to 40 per cent\nabove the cash price. Some may raise enough tobacco or cotton to pay out\n\nin the fall, but many of them have never been out of debt. He is always\nseeking a place where he can do better and move nearly every year, although\nit may be no farther than from one house to another on the same farm.\nThe labor is hard and the hours long. It is nearly all hand labor. Tobacco\nmust be planted, hoed, weeded, suckered, wormed, topped, gathered, and\nprepared for curing and for markets all by hand, and the operations for\ncotton are not much less—this means child labor. It is said that it takes\nthirteen months to make a crop of tobacco, and that required for cotton is\nalmost as long. Child labor here is found in its most pernicious form.\nChildren as young as five years of age can be found working in the cotton\nor tobacco patch all day long. Partly because of ignorance and partly\nbecause of the press of other work, he does not raise his own garden supplies. Many do not keep a cow and hence have no milk for the children.\nMany of these communities are hot-beds of illiteracy. Because of their\nignorance, the parents have little, if any, interest in schools, and child\nlabor under this economic system is inevitable.\nIt is both cause and effect.\nIn so far as it is cause, child labor legislation will help to remedy the situation but to the degree that it is the result of the system, other phases call\n\n"}
{"page": 1243, "printed_page": "1221", "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n1221\n\nfor consideration. I believe initial consideration should be given toward\nrighting the economic system. The cotton and tobacco tenantry is largely\nthe product of the system.\nIn many communities sharp class feeling has\ndeveloped.\n“Tenants and land-owners do not mingle in a social way. More\nand more land-owners are sending their children to town schools, leaving\nthe tenant children to the mercy of ‘the poorly trained one-room school\nteacher.\nHere tenancy is a social status and the tenants have become almost\nhopeless and helpless, in so far as their own effort is concerned.\n‘Their\ncondition is little better than that of peonage, in the old-world meaning\nof that word.\nThey have that satisfaction that comes from a realization\nof the uselessness of fighting and struggling against such heavy odds. Social\nefforts and social legislation can have small chance of success against conditions like these, because the very fundamental of human welfare is not\nright. Many of the families do not have a living income, and for others\nthe margin above that required for mere existence is too low. ‘This must\nbe made right first. The problem is of national concern and is calling\nfor the best minds to help solve it.\nIn the sugar beet, vegetable, and fruit areas, the workers, for the most\nMost of them are migrant families who go out\npart, are called laborers.\nOccasionally the families come from\nfor the season from urban centers.\ncome from the mountains of\nworkers\nrural centers, as in Ohio the onion\nsingle men and single women\nmany\ngreat\na\nhowever,\nare,\n‘There\nKentucky.\nwho also follow the seasonal agricultural work.\nMany of the families are of foreign decent. The majority of them own\nIn Lincoln, Nebraska, from which go between 300 and\ntheir own homes.\n400 so-called Russian-German families, annually to the beet fields, every\none owns their own home and has it paid for. They live in a good section\nof the city and their homes are well kept, clean and tidy, but that cannot be\nsaid about the homes in which they live in the community where they work\nMany of the homes are mere shacks and overcrowdduring the summer.\nof them have no toilet facilities and the water\nMany\nfrequent.\ning is\nsupply is unprotected.\nIn the cherry and other small fruit sections, the workers are usually\nMother and\ncarried back and forth daily to the fields by the farmer.\nIn the\nwork.\nthis\nof\nmost\ndo\nalone,\nchildren\nthe\nchildren, or frequently\nmoral\nDecent\ncamps.\nin\nhoused\noften\nare\nworkers\nthe\nsections,\nstrawberry\n‘These camp followers work\nand sanitary conditions are hard to maintain.\ntogether in the fields where the local children are working and undoubtedly\nhave a bad influence upon them.\nFor beet workers the maximum length of the season will probably not\nBeet work seriously interferes with school atexceed seven months.\n‘The family leaves the city about the first of May. The beet\ntendance.\nfields are outside the jurisdiction of the city. In the country the rural\nschool is out or soon will be. In the fall the rural school has not started or\nelse the family will soon be going back to the city, and hence the children\ndo not start to school. Furthermore, in many localities the country people\nmaintain that since their families are here only temporarily and pay no\n\n"}
{"page": 1244, "printed_page": "1222", "text": "1222\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe fact\ntaxes, they ought not to be compelled to school their children.\nentitled.\nare\nthey\nwhich\nto\nschooling\nthe\ngetting\nnot\nare\nchildren\nthe\nremains\nSmall fruit picking, onions, celery, and other vegetables, do not, on the\nMost of the work comes\nwhole, seriously interfere with school attendance.\nduring the vacation period.\nThere is no compulsory regulation whatever as to hours.\nDuring certain operations, especially in beet culture, they are long. Where the laborers\nwork in gangs as in the onion, celery, and small fruit-picking sections, the\nhours are usually limited to ten per day, but climatic conditions may frequently upset this schedule.\nIn the cherry and other small fruit sections,\nno special means are taken to prevent children from falling out of the trees\nor off the ladders.\nIn the onion, celery, and beet fields, the children crawl\nalong on their hands and knees and infections are frequent.\n‘The ill effects\nof a stooping posture are given little or no consideration.\nChild labor under these conditions must be remedied by legislation.\nIt\nmatters not whether the children work with their parents, or in gangs under\na foreman; they are confronted by almost the same situation that children\nin factories face. “Chey are paid on a piecework or daily wage basis.\nChildren must be protected from exploitation, and education will help, but it\nwill not do what it can for the children under general farming conditions.\nThere the children are flesh and blood of those who own the land, tools\nand means of production.\nIn the country child welfare, once understood,\nwill receive primary consideration.\nIn the city profits are placed first.\nA strict enforcement of the compulsory education laws will greatly help,\nbut more is needed.\nThe protection of health and an opportunity for\nwholesome play must be given more consideration, thereby safeguarding\nthe unalienable rights of childhood.\n\n"}
{"page": 1245, "printed_page": "1223", "text": "Department of School Administration\nSECRETARY'S MINUTES\nOFFICERS\nPF OSMCNI—URA\n\nDh\n\nUSE cea\n\nSecretary—W1tii1aM\n\nclot sto\n\nctl ole oe\n\nia eater ERle sets oe Rearend atsCharlestown,\n\nThe first session of the Department was called to order by President\nin Gardner\n\nW.\n\nVa.\n\nC. Bruce, Editor of the American School Board Journal. .Milwaukee, Wis.\n\nAuditorium,\n\nState\n\nHouse,\n\nI. B. Bush\n\nBoston,\n\nMass.,\n\nat 2:30 o’clock, July 3, 1922.\n\nBuell\n\nSnyder,\n\nBoard\n\nThe following addresses were heard:\nj\nCOOPERATION BETWEEN CIVIC ORGANIZATION AND ScHOOL AUTHORITIES—Karl\nF.,\nAdams, Principal Lincoln High School, Seattle, Wash.\nACTIVITIES OF BENSON POLYTECHNIC HiGH ScHooL—Honorable George B. Thomas,\nMember of the School Board, Portland, Ore. (Read by Mr. E. H. Whitney,\nAssistant Superintendent of Schools, Portland.)\nCoNSOLIDATION\n\nOF\n\nRuraL\n\nScHooLts—J.\n\nof Education,\n\nPerry-\n\nopolis, Pa.\nACTIVITIES IN THE SCHOOLS OF EuropE—Mrs. Edith McClure Patterson, Dayton, O.\nThe meeting adjourned at 4:30 o’clock.\nThe second session of the Department was held on Wednesday, July 5, at 2:30\no’clock.\nPapers, illustrated with lantern slides, were heard as follows:\nRuraL ScHooL BuILpDINGs OF THE SouTH—S. L. Smith, General Field Agent for\nRural Schools, The Julius Rosenwald Fund, Nashville, Tenn.\nPLANNING THE Mopern HicH ScHoor—Dwight H. Perkins; Perkins, Fellows and\nHamilton, Chicago, Ill.\nGYMNASIUMS AND THEIR ACCESSORIES FOR MopEeRN ScHOoLS—Clarence D. Kingsley,\nState Supervisor of Secondary Education, Boston, Mass.\nTue Scuoot BuitpiInc or New York Ciry—C. B. J. Snyder, Architect, Board of\nEducation, New York, N. Y.\nScHOOLHOUSE PLANNING AS A SCIENCE—Frank I. Cooper, Architect, Chairman of\nthe N. E. A. Committee on Schoolhouse Planning, Boston, Mass.\n\nUpon\n\nmotion\n\nthe Department\n\nand for secretary,\n\nMr.\n\nDwight\n\nWilliam\n\nH. Perkins\n\nunanimously\n\nreélected\n\nmoved\n\nI. B. Bush,\n\nfor president,\n\nC. Bruce.\n\nhold\n\nthat the Department\n\nmeetings\n\nits future\n\nin connection with the Department of Superintendence and that the officials take\nthe proper steps to make this possible. The motion was carried.\nMtr. Frank Irving Cooper, of Boston, then moved that the chair appoint a committee to study the problem of preparing a constitution and by-laws for the Department and report at the February meeting.\nThe president appointed Frank Irving Cooper, Boston, Mass.; S. O. Hartwell,\nSt. Paul, Minn.; William C. Bruce, Milwaukee, Wis.; Frank Cody, Detroit, Mich. ;\nand J. Buell Snyder, Perryopolis, Pa.\n\nThe meeting adjourned at 4:20 o’clock.\nThe third session of the Department took place at 2 o’clock, Thursday,\nAddresses were made as follows:\nACADEMIC,\n\nVOCATIONAL,\n\nScHooLs—H.\n\nAND\n\nE. Stone,\n\nPERSONAL\n\nBoys’\n\nGIRLS\n\nOF\n\nBoys\n\nAND\n\nCentral\n\nHigh\n\nSchool,\n\nGUIDANCE\n\nCounselor,\n\nFINANCING STATE AND CiTy ScHooL SystEMs—Thomas\ntendent of Public Instruction, Harrisburg, Pa.\n\nE. Finegan,\n.\n\nIN\n\nJuly 6.\n\nTHE\n\nHIGH\n\nErie, Pa.\n\nState\n\nSuperin-\n\nRELATION OF ADMINISTRATIVE OFFICERS TO BOARDS OF EpucATION—George D. Strayer,\nProfessor of Educational Administration, Teachers College, Columbia University, New York, N. Y.\n\nKEEPING ABREAST OF SCHOOL Procress—A Mopern Scuoon SysteM—A. E. Winship,\nEditor of the Journal of Education, Boston, Mass.\nA motion was made and seconded that the chair appoint a committee to study\n\n[1223]\n\n"}
{"page": 1246, "printed_page": "1224", "text": "NATIONAL\n\n1224\n\nEDUCATION\n\nASSOCIATION\n\nthe problem of the relations of school boards and superintendents\ndepartment a statement of principles.\nThe meeting adjourned at 4:15 o’clock.\n\nCONSOLIDATION\nJ. BUELL\n\nSNYDER,\n\nAND\n\nBOARD\n\nSECRETARY\nSTATE\n\nOF\n\nOF RURAL\n\nEDUCATION,\n\nLEGISLATIVE\nSCHOOL\n\nWiuu1aM\n\nDIRECTORS\n\nC. Bruce, Secretary.\n\nSCHOOLS\n\nPERRYOPOLIS,\n\nCOMMITTEE,\n\nand report to the\n\nPENNSYLVANIA,\n\nPENNSYLVANIA\n\nASSOCIATION\n\nI count it a privilege to discuss any problem relating to the schools before\nthe Department of Administration of the National Education Association.\nThe business of public education is the biggest business in the United States.\nA business that employs 620,000 people and spends $800,000,000 a year is\na big business. The people of the United States believe in this business;\nthey believe in public education.\nAs I see it, the two great problems confronting the American people today\nare The Consolidation of Rural Schools and How to Guide and Direct the\nEnergies and Activities of the People when They are not Working or\nSleeping.\nYour Committee has assigned me a place on your program to discuss the\nformer problem The Consolidation of Rural Schools.\nThis problem has\nmany sides and it would take volumes to touch even slightly on each of the\nfactors involved.\nI shall confine my remarks in the major to the economic\nand social phases of consolidated rural schools leaving the curriculum to the\ninstructional forces of our schools.\nOne would naturally think that the rural population is always anxious\nto have the best come to them if it is the cheapest.\nSuch is not the case.\nWhen it comes to tampering with the little red schoolhouse by the roadside\nwhere father and grandfather went to school, the younger generation questions the advisability, even though you can prove to them that they can\nsave from 20 to 50 per cent in the running of the schools and get a similar\nper cent more educational equipment for their children.\nIt is only through\na space of years of constant effort that the consolidated school is welcomed\nin such a community.\nIt took years to convince the farmer that he would be financially ahead\nof the game if he would buy modern farm implements.\nIt took years to\nconvince him that it meant big money to him to have good roads.\nIt also\ntook years to make him see that financially he was ahead if he paid three\ntimes the road tax and had good roads instead of bad ones.\nIt will take\nyears to have some communities appreciate the advantages of consolidated\nrural schools.\nFrom the time the first consolidated school was established in Montague,\nMassachusetts, in 1884, every district that makes a move to consolidate finds\ngroups of patrons objecting.\nIn analyzing their objections, we find that\nthey usually concentrate on transportation and economy.\n‘They contend\nthat transportation will be impossible in their community for various\n\n"}
{"page": 1247, "printed_page": "1225", "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\n1225\n\nreasons.\n‘They say that it will be a financial burden on the community—\nthat it is all right for some certain places to have consolidated rural schools,\nbut their district is not ready for it.\nThe President of the National Education Association, Miss Williams,\nhas demonstrated in her county in Tennessee what can be accomplished in\nconsolidating rural schools.\nThe farmers, industrial heads, political bosses,\nand in fact every organization is back of her in perfecting her project.\nThey see the economy and the wisdom in the movement.\n‘They see the\nsocial and the educational advantages that not only the boys and the girls\nof their county are receiving, but they themselves are socially benefited.\nTaking the United States as a whole, we have made much progress in the\nconsolidation of rural schools during the last ten years.\nDuring the last\nthree years about 14 per cent of the one-room rural schools in the United\nStates have been closed.\nLast year we closed 6 per cent of the one-room\nschools in the State of Pennsylvania or at the rate of 18 per cent for three\nyears. “The next ten years will see rapid progress being made in consolidation and by 1935 more than 80 per cent of the one-room schools now\nin existence will have been closed.\nFrom now on, our normal schools, colleges, and training schools for\nteachers will train teachers to be boosters of consolidated rural schools just\nas we trained the teachers in the past generation to be boosters of hygiene\nand the evil effects of alcohol. The instructional forces must be in sympathy with consolidation.\nThey must have a vision of the future consolidated school.\nThe advantages of consolidated rural schools must be one\nof the chief subjects taught in our teachers’ training schools.\nAt present\nour colleges and normal schools devote more time to teaching How and\nWhy Cesar Crossed the Rubicon than they do to the Advantage of Consolidated Rural Schools.\nAlong every line the sun is shining on the future consolidated school\nproject. The future consolidated school will be built on a plot of ground\ncontaining twenty acres or more and located where the railroads and lines\nThe eastern part of the\nof transportation make the school accessible.\nUnited States is likely to be last in completing the consolidation project\n“The method of conbecause of long established customs and prejudices.\nthe next few years.\nduring\nrapidly\nperfected\nbe\nwill\nsolidating rural schools\nWe will have commissions empowered to lay off a county or a State in units,\nsuch as we are planning in Fayette County, Pennsylvania.\nIn Fayette County we are planning to have a joint meeting of the county\ncommissioners, county road supervisors, county school directors, county\nsuperintendent, and county surveyors, and at this meeting select a commission to plot the county as nearly as possible for future road building and\nThis plan will enable\nthe building of consolidated schools of the future.\nproper crossroads and\nthe\nat\nschool districts to build their future schools\nto be on the future\nas\nso\nhome\nhis\nbuild\nwill\nthe farmer or home-builder\nimproved road.\nMost communities now realize that the consolidated school is the social\nThey realize that it is the best place to adjust the\ncenter of the district.\n\n"}
{"page": 1248, "printed_page": "1226", "text": "1226\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsocial activities of the boys and the girls and give them’ the greatest possible\nequipment to be efficient bread and butter winners when they get out in\nlife’s school.\nThe future consolidated schools will have courses in home making, practical gardening, industrial farm work, marketing, stock raising, manual\ntraining, electricity, mechanics of farm implements, and many similar\ncourses including the academic.\nThe same schoos will also be equipped with auditorium, with modern\nmotion-picture apparatus, gymnasium with swimming pools and all modern\nappliances, play rooms—one for boys, one for girls, one for parents—modern\nequipped chemistry laboratory, modern equipped physics laboratory, athletic\nfield that will contain basket ball, baseball, tennis, volley ball, and all other\ncommunity games.\nThe future consolidated rural school and rural community will be in\naccord with each other. The rural school center will be getting its proper\nshare from the school. The Community will be giving to the school the\nhelpful and codperative financial support necessary to make the school\nefficient in all its phases. The future consolidated rural school will have\nadjacent to it a splendidly equipped home or apartment house for the superintendent, principal, and teachers.\nThe best and most beautiful room will\n‘This room will be equipped with substantial\nbe “The Democracy Room.”\nIt will be open 364 days in the\ntapestry, pictures, carpets, and furniture.\nyear for committee and conference work of the patrons, and on the 365th\nday, ““The Democracy Room” will be used as the Voting Room for the\nI have long contended that the Voting Room should be the\nentire district.\nmost beautiful room in the community so that when one steps in to exercise\nhis duties as a voter he will be impressed with the importance of the duty\nhe is about to perform.\nIt was only after the boys and the girls, who studied hygiene and the evil\neffects of intoxicants grew to be voters, that the National Prohibition Law\nwas put upon our Statute Books.\nIt will be after the boys and the girls\nwho are now in our public schools reach the voting age that you will find\n80 or 90 per cent of all the one-room rural schools consolidated.\nThere\nwill always be some one-room school buildings because of the topography\nof the different communities.\nIn every community the citizens will point you to General So and So\nor Attorney So and So or Banker So and So who was educated out there\nin the one-room school. We must convince this class of citizens that it\nwas in spite of the one-room school instead of because of it that these men\nmade good.\nThe evening school, the morning school, the all-day Saturday school that\nDad and Mother taught out on the farm or in the home had more to do\nwith the educational equipment that made it possible for these men to\nmake good than the instruction they received in that one-room rural school.\nThe realization of the need of a well-organized community center for\nboth the old and the young has taken on much impetus during the last few\n\nyears.\n\nAmong the factors that have contributed to this awakening in the\n\n"}
{"page": 1249, "printed_page": "1227", "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\n1227\n\nrural community are better roads, rural delivery, and automobiles.\nThe\nyoung people of the country are now able to gather in social groups instead\nof isolated pairs.\nThe American people now realize that the Nation needs its rural life\nstimulated, that Nations survive only when the rural life of the Nation is\nmade and kept efficient.\nIt is well that every citizen should know that\nevery Nation that has come upon the stage and acted its part and passed into\noblivion or become a nation of lesser rank passes through three ages: (1)\nThe Age of Peasantry, or the Crude Age.\n(2) The Age of Agriculture, or\nthe Age of Prosperity.\n(3) The Commercial Age, or the Age of Decay.\nI like to think of the United States as living in the second age, the Age\nof Agriculture or Prosperity, but since the efficiency of the rural population\nhas to do with the greatness of a state or a nation, I beg leave to call\nyour attention to the social shifting of our population toward urban centers.\nWhen Washington was President, 3 per cent of the people lived in\nthe city and 97 per cent lived in the country.\nWhen Jackson was President, 20 per cent lived in the city and 80 per cent in the country.\nWhen\nLincoln was President, 37 per cent lived in the city and 63 per cent lived\nin the country.\nWhen McKinley was President, 45 per cent lived in the\ncity and 55 per cent lived in the country.\nAnd now, we find that approximately 60 per cent of the people live in the cities and 40 per cent live in\nthe country.\nIn other words, when Jackson was President there were 80\npeople living on the farm to produce food to feed 100. While now we\nfind 40 people on the farm to produce food to feed 100. Or still another\nway of putting it is that in 1836 four fifths, or 80 per cent, of all our\npeople lived in the rural districts, while now, two fifths, or only 40 per\ncent, live in the rural districts.\nMany factors stimulate the march of our population to the city, but the\ngreatest factor is the poor and inadequate rural and village school.\nIn the\nlast half century we have improved everything in rural life except the rural ©\nschool. We educate the children in the country to go to the city. The\ncity newspapers come to the country and tell of the good things and the big\nthings they are doing in the city schools, and of course, it is only natural\nfor the fathers and mothers to pull up and go to the city where their children can get a practical education.\nMost of them would be willing to stay\non the farm if the schools were at all near the equal of the city schools.\nEvery State in the Union now has on its statute books laws favorable to\nconsolidation of rural schools, and future law-making bodies will frame\nbinding laws on the consolidation of rural schools, and appropriate money\nenough to put these laws into effect.\nI have gathered data on the consolidation of schools from thirty States\nin the Union and find that the average cost of operating such schools is\nas follows:\nAverage cost of one-room rural school per month per pupil................\nAverage cost of consolidated rural schools per month per pupil.............\n\n$6.48\n$5.55\n\nAverage cost of consolidated village schools per month\n\n$5.18\n\nper pupil...........\n\n"}
{"page": 1250, "printed_page": "1228", "text": "1228\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe social advantages of the consolidated rural school briefly are as\nfollows: (1) The pupils enjoy the advantages of that interest and enthu(2) Pupils can be better\nsiasm and confidence which numbers bring.\nattendance are reirregular\nand\n(3) Tardiness\nclassified and graded.\nor improper\nconduct,\nimproper\ng,\nquarrelin\nNo\n(4)\nduced to the minimum.\n(5)\nschool.\nfrom\nand\nto\nway\ntheir\non\nchildren\namong\ncommon\nso\nlanguage\n(6) Pupils\nNo wet feet or wet clothing, nor colds resulting therefrom.\nhave the advantage of better school rooms, better lighted, better heated,\n(7) This plan is sure to result in fewer and better\nbetter ventilated.\n(8) It makes possible a high school education for\npaid.\nbetter\nteachers,\ncountry boys and girls without breaking home ties in obtaining that educa(9) It provides means of recreation and entertainment in community\ntion.\ngames and sports, lectures, musicals, etc., which gives country life a variety\nand a charm that is absolutely impossible in the rural community without\nthe consolidated school.\nIn summing up the factors involved in this the biggest problem confronting the American people, we find that there are no well established\nEvery move in favor of consolidabasic arguments against the project.\nEvery move\ntion is a move toward social, economic, and moral betterment.\nEvery move\ntoward consolidation is a move toward better government.\ntoward consolidation is a move toward lowering the cost of living.\nIt is my belief that if we consolidate our rural schools the following\nhundred-year old prediction of McCauley’s will never come true.\n“Before the end of the twentieth century, either some class or nobility will\nseize the reins of government with a strong hand, or your republic will be\npillaged and laid waste by barbarians in the twentieth century as the\nRoman Empire was in the fifth, with this difference, that the Huns and\nVandals who ravaged Rome came from without her borders, while your\nHuns and Vandals will be engendered within your own country and be\nthe product of your own institutions.”\nIt is my belief that if we keep our garden and farm products in quality\nand quantity proportionate to the city and industrial demands, that we\nwill always have a happy and contented people. The rural people will\nbe happy because they have a market, the city people will be happy because\nthey have a rich supply of rural products.\nWe must encourage the tiller of the soil to own the soil he tills. We\nmust educate all the children of all the people to appreciate and conserve\nour national resources.\nThe one best place to give them this knowledge\nis in the consolidated rural schools.\nWe must save our rural schools\nif we are to save the Nation.\nTo save our rural schools we must build\nand maintain at appropriate places through our country thousands of consolidated, democratic school plants, and place in them highly trained\nteachers, teachers that fear God and keep His Commandments.\n\n"}
{"page": 1251, "printed_page": "1229", "text": "DEPARTMENT\n\nTHE\n\nOF SCHOOL ADMINISTRATION\n\nRELATION OF ADMINISTRATIVE\nBOARDS OF EDUCATION\n\nGEORGE\n\nD. STRAYER,\n\nTEACHERS\n\nPROFESSOR\n\nCOLLEGE,\n\nOF\n\nCOLUMBIA\n\nEDUCATIONAL\n\"UNIVERSITY,\n\n1229\n\nOFFICERS\n\nTO\n\nADMINISTRATION,\nNEW\n\nYORK\n\nCITY\n\nA board of education in American cities is the regularly constituted agent\nof the State, responsible for the maintenance of the public-school system.\nWhether elected at large by the people or appointed by the mayor, the\nboard of education is charged with the responsibility of carrying out not\nonly the requirements as expressed in the law of the State, but also the will\nof the people to whom they are locally responsible in the determination of\nthe policies which lie outside of and beyond the legal requirements.\nSchool boards have been maintained either as independent corporations\nor as a branch of the city government, because we desire, insofar as it is\npossible, to separate our schools from the partisan political administration\ncharacteristic of American cities. Even with the development of the Commission form of government our cities have maintained, and it seems to me\nmost wisely, their boards of education.\n‘That this has been done seems to\nme not to be accidental.\n‘The distinction between the legislative function\nof the lay board of education and the executive function of the superintendent of schools, as commonly maintained, would of necessity be found\nwanting were the board of education abolished under the commission or\nmanagerial type of municipal government.\nA commissioner of education\nwill, though he be a layman, come to exercise administrative functions,\nand the superintendent of schools will almost certainly become his assistant.\nThe result can scarcely make for efficiency in administration or for professional insight or wisdom in the development of the school system.\nThere was a time early in the history of the development of our public\nschools when laymen were the only advisory or administrative officers. In\nthe early days when the control and administration of a single school,\noften with only one teacher, rested in the hands of one or more laymen,\nany well educated man might reasonably have been expected to discharge\nthe dual function of board and superintendent.\nIn our modern school\nsystems with many teachers in each of a large number of buildings, with\ncourses of instruction from the kindergarten through the college, with\nmillions of dollars invested in plant and equipment, with the development\nof the science of education and the technique of educational administration,\nno well advised layman would propose to exercise the executive function.\nIt is worthwhile to note in passing that school executives are chosen\nthroughout the United States upon the basis of their successful experience.\nBy far the larger number of superintendents of schools in American cities\nhave served an apprenticeship in teaching and in the supervision and administration of single schools, or small school systems, before being elected\nto places of larger responsibility.\nIn like manner, the school superintendent is the only type of public servant in the United States who is\n\n"}
{"page": 1252, "printed_page": "1230", "text": "1230\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncommonly moved from locality to locality and from State to State across the\ncontinent because of his proved ability as an executive.\nWe have, as a matter of fact, developed the idea of professional service\nin the administration of public education in the United States, but even\nwith this accomplishment much remains to be done in defining clearly the\nrelationship which should exist between boards of education and their chief\nexecutive officer. It would be well if this definition were made so clear\nand so commonly accepted by members of the profession that no competent\nman would be willing to accept the position of superintendent of schools\nwithout having it understood that the board of education accepted the\nThe effect of such action would\nrelationship as defined by the profession.\nIt is unfortunate that as the situation is at present a\nbe most salutary.\nboard that usurps the function of the executive, and whoever on that\naccount forces him out of his position may confidently expect to find other\ncompetent men willing and anxious to accept the position so vacated.\nTo discuss the distinction between the function of the board and their\nexecutive officer is not to belittle the place of the board of education.\nNo\nman who serves as a member of the board of control of a railroad company,\nor a bank, or a manufacturing enterprise, thinks less of himself, or of his\ncolleagues by virtue of the fact that they entrust the execution of the\npolicies decided upon to their executive staff. No bank, railroad, or industry is more complex in its organization, or requires a higher type of\nprofessional executive than does the public-school system.\nMembers of the board of education may best represent their constituency\nby selecting the highest type of executive to be found.\nHaving rendered\nthis service they are under the obligation to require of him from time to\ntime a record of the work done and proposals for the development of the\nschool system placed in their charge. “The executive, if he be competent,\nmust present his case to the board of education, must be able to demonstrate\nthe wisdom of the policies which he advocates, must be ready to defend\nin terms of a measurable achievement his own administration.\nEvery board of education should in the course of a given calendar year\npass upon the budget proposed for the ensuing school year.\nIn many cases\nthis will involve the rate of tax to be levied.\nIn every case it will require\nthe best judgment of every member of the board with respect to the cost\nof the service as at present maintained, and the possible extension of the\nwork undertaken.\nThe executive officer may propose to the board of\neducation a single salary schedule based upon the proposition that men\nand women equally well qualified should be equally paid wherever they\nteach in the school system.\n‘This policy is contrary to the common practice\nin American school systems. The superintendent of schools proposing it\nshould be ready to defend it and failing to carry conviction with a board\nof education should accept their determination of the question without\nfeeling that they have in any sense usurped the executive function.\nIn like manner,\n\nthe superintendent\n\nof schools\n\nmust\n\nfrom\n\npropose changes in the organization of the school system,\n\ntime to time\n\nbuilding pro-\n\n"}
{"page": 1253, "printed_page": "1231", "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\n1231\n\ngrams, changes in courses of study, and the like. If he is able either from\nthe evidence available locally or by virtue of evidence accumulated in other\ncommunities to make his case clear he has a right to hope that the members\nof his board of education will act in accordance with his recommendation.\nIf in advocating the establishment of junior high schools, for example, he\ncan show the real advantage to the boys and girls of the seventh, eighth,\nand ninth school years, if he has defined the new type of organization in\nterms of the educational opportunities to be provided, and if the members\nof his board believe that the additional cost is justified by the evidence\nof service to be rendered to the boys and girls of the community, he may\nreasonably hope to see his recommendations adopted.\nNo superintendent of schools, however, has a right to propose expenditure of money or to insist upon changes in organization, or in the\nsubject matter to be taught, merely because some other school system has\nmade a similar change, nor because of popular demand.\nHe may, however, propose an experiment with the distinct understanding that he and\nthe board will be governed as to future action by the results.\nA good board of education will insist, from time to time, upon having\nbrought before them evidence of the progress and the efficiency of the\nschool system.\n“The members of the board have a right to propose that\nthe schools, if adequately supported, become increasingly efficient from\nyear to year.\nMeasures of the progress of children through the school\nsystem, of achievements in the fields of study commonly taught, or the\nregularity of school attendance, of economies that have been effected in the\nmaintenance and operation of the plant, and the like, should be presented\nfrequently as evidence of good administration.\nIf the superintendent of schools is to be held responsible for results by\nthe board of education, he must be recognized as their chief executive\nofficer. “The creation of the codrdinate executive office of business manager\ncannot result in the highest degree of efficiency in the administration of\nthe schools.\nBusiness transactions are significant only as they contribute\nto the realization of the educational program adopted.\n‘The officer who\ndevotes himself to this field should be designated as assistant superintendent\nin charge of business affairs. “The superintendent of schools must be given\nthe authority to nominate, not only his immediate assistants, but the teachers who constitute the staff of the school system.\nIt is folly to propose\nthat any man can carry forward a program adopted by a board of education\nif he is handicapped by surrounding him with those who are out of sympathy\nwith him and with the work which he is trying to do.\nNothing can be more fatal to the proper relationship of board and superintendent of schools than the desire upon the part of any member of the\nboard to place in the school system a person of his own choice. A good\nexecutive, and he is the only type of man who should be retained by the\nboard of education, will seek constantly to surround himself with able\nassociates.\nHe will strive earnestly to secure the best teachers that can\nbe had for the salaries paid. With this responsibility and authority one\n\n"}
{"page": 1254, "printed_page": "1232", "text": "1232\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nmay reasonably hope for a maximum coéperation between the chief executive and his staff. Without it one has no right to expect that the staff\n,\nwill work in hearty accord with the superintendent.\nand\nprogram\nthe\nconsider\neducation\nof\nboard\nthe\nthat\nimportant\nIt is\npolicies proposed by the superintendent of schools as a board and not in\nseparate committees who report to the general body. “There may be times\nwhen a special committee of the board will prove useful in reviewing carefully with the executive officer or his associates some problem requiring careIn such cases special committees\nful study from the layman’s point of view.\nshould be appointed and their report should be considered along with the\nStanding committees seem to me\nrecommendation of the superintendent.\nThe chairman of a standing committee quite\nto be worse than useless.\ncommonly comes to believe that he has some peculiar fitness or ability in\nthe field represented by his committee and infrequently he will tend to\nassume the function of the executive.\nWhen standing committees make\nreports which are accepted by boards of education as a matter of senatorial\ncourtesy one gets little careful consideration of the major issues to be\npassed upon by the board.\nThe superintendent of schools has a right to assume that policies and\nprograms which have been accepted by the board of education will continue to be supported by them during the period necessary for proving\ntheir soundness.\nNothing can be more disconcerting and surely nothing\nis more foolish than for the board of education to pass upon a policy and\nthen because of popular clamor or personal spite to adopt a different policy\nbefore there has been a chance to establish the adequacy of the proposal.\nIt is obvious that we need on boards of education men of good judgment, of wide experience, and of sound common sense.\n“They can and\nshould check the executive officer who may become too enthusiastic or who\nwould carry too heavy a load of experimentation in any given period.\nIt\nis just as certain that they should, when\n\nconvinced\n\nof the wisdom\n\nof the\n\npolicy proposed, stand for it not only in board meetings, but before the\ncommunity at large. A policy once adopted, they should consider it their\npolicy as well as that of the superintendent of schools.\nThe right relationship between boards of education and superintendents\nof schools will come to exist when boards of education cease to think of\ntheir function as having anything to do with the execution of the policies\nwhich they adopt; when they scrutinize carefully each proposal brought\nto them by the superintendent of schools, and having passed upon it stand\nfast; when men who sit upon boards of education seek as earnestly to discover the best man available for the job of superintendent of schools as they\nwould were they searching for a president of a corporation in which they\nare interested.\nIn order that the type of relationship described may be maintained it is\nof the utmost importance that boards of education be elected or appointed\nwithout reference to political affiliation.\n‘They must, if continuity in policy\nis to be the rule, serve for a relatively long term.\nIt will be necessary\n\n"}
{"page": 1255, "printed_page": "1233", "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\n1233\n\nas well, to provide that not more than one or two members leave the board\nat any one election or appointment period.\nIn order that the board may\nact constructively as a board it will be best that not more than from five\nto nine members sit around the table at which the policies for the school\nsystem are decided.\nA\nIn order that the relationship between boards of education and superintendents of schools be acknowledged by both parties and to some degree .\nstandarized, I would like to propose that a committee made up of members\nfrom both groups prepare, in terms of a code or set of rules, a statement\nof the relationship of the school executive to the board of education.\nI\nshould like to present for the consideration of this committee the following\nproposals:\n1. That the most important duty of the board of education is to select\nits chief executive officer, and to appoint him for an indefinite term.\n2. That the board of education recognize the fact that its chief executive\nofficer should nominate all associate or assistant superintendents, supervisors, directors, principals, and teachers, and all other employees, and that\nappointments to all of these positions be made only upon the nomination\nThis provision is to be interpreted as\nof the superintendent of schools.\nopposed to the establishment of the codrdinate executive office of business\nmanager, and to require that such officer be designated as assistant superIt is also to be interpreted as\nintendent in charge of business affairs.\nsuperintendents with powers\nof\nboard\na\nof\nopposed to the organization\ncoordinate with that of the chief executive.\n3. That the board provide, by its own rules, that the adoption of textbooks and of courses of study be on the recommendation of the superintendent of schools, and that it require that he indicate in making his\nrecommendations the degree of codperation which he has received from his\nassistants and associates of the administrative, supervisory, and teaching\nstaff.\n4. That the board require that the superintendent of schools report from\ntime to time concerning the achievements and progress of the school system\nin terms of (a) the adequacy of the attendance service; (>) the progress\nof children in the school system, involving studies of retardation and\nelimination; (c) the adequacy of the adjustment of the school system to\nthe needs of children in terms of the school organization, the classification\nof pupils, the courses of study, the organization of special classes, and the\n\nlike.\n5. That the board require the superintendent of schools to submit\nannually a budget showing the estimated revenue available, or to be made\navailable, where the tax rate is fixed by the board of education, together\nwith the program of work to be accomplished and the estimated costs by\ndivisions and activities of the school system; that such budgetary estimates\nbe based upon an analysis of costs by divisions of the school system, and by\nunits of the school organization for one or more previous years; that such\nbudgetary estimates include a salary schedule based upon principles which\n\n"}
{"page": 1256, "printed_page": "1234", "text": "1234\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncan be applied uniformly throughout the school system, and that such estimates include as a special item a report on the present condition of the\nschool plant with reference to the need for repairs, reconstruction, or replacement of equipment.\n6. That the board of education require that the superintendent of schools\ndirect a continuing study of the need for new school sites and buildings\nbased upon an assembling of data showing trends in population for the\nwhole community and shifts in population and in public school enrolment\nby convenient areas and by grades or other divisions of the school system;\nand that it pass upon the needs of financing such additions to the plant as\nmay be necessary or expedient.\n7. That the board pass upon the plans for new buildings approved by\nthe chief executive officer and his staff and that the superintendent of schools\nindicate in the case of each plan so presented the necessity for the accommodations to be provided in terms of present or prospective enrolments not\notherwise adequately provided for, and in terms of the relationship of the\nfacilities to be provided in the new structure to the courses of study to be\ntaught therein.\n8. That the board act as a committee of the whole in considering and\npassing upon the program and particular recommendations of the superintendent of schools, and that all standing committees be abolished.\n9. That the board of education adopt a set of rules governing its own\nprocedure in which is established the position of the superintendent of\nschools as the chief executive officer of the board of education, and indicating his responsibility and relationship to the board as has been suggested\nabove; that these rules define the qualifications of all of the employees of\nthe board of education, and that they include a consideration of such other\nmatters of uniform procedure as may be essential to the proper conduct of a\nsystem of schools.\n10. ‘That superintendents of schools formulate the qualifications required\nfor members in good standing in their profession and that such qualifications\ninclude a certain minimum of education and of specialized professional\ntraining (or in lieu thereof for those now in office, successful experience\nas school superintendents in positions in which the individual devotes his\nwhole time to administrative and supervisory duties), and that they provide through State departments of education, or through their own voluntary organizations for the certification of those who would enter their\nprofession.\n11. That it be considered unethical for any member of the profession\nto accept appointment to the office of superintendent of schools except as\nthe conditions specified above are accepted by the board of education seeking to employ him.\n\n"}
{"page": 1257, "printed_page": "1235", "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\n1235\n\nACADEMIC, VOCATIONAL, AND PERSONAL GUIDANCE\nOF BOYS AND GIRLS IN OUR HIGH SCHOOLS\nH. E. STONE,\n\nBOYS\n\nCOUNSELOR, CENTRAL\nPENNSYLVANIA\n\nHIGH\n\nSCHOOL,\n\nERIE,\n\nI do not come before you this afternoon as an expert.\nAn expert is an\nordinary fellow a long way from home.\nI am an ordinary fellow, but\nErie is not so far from Boston after all. Neither do I pose as a high brow.\nYou know a high brow is one who tells you what you already know in\nlanguage you can’t understand.\nI need waste no time in tracing for this group the origin and development of the guidance movement.\nYesterday, you devoted, and I am sure,\nprofitably, an entire afternoon to the discussion of school house planning.\nIt has always seemed strange to me that so many school boards wise enough\nto hire architects to plan for their buildings, should be foolish enough to\nfail to hire specialists to plan the lives of their boys and girls.\nPlato asserted that it is the business of education to discover what each\nperson is good for and to train him to master that mode of excellence.\nAfter all the centuries, the guidance movement has begun to make some\nprogress.\nEngland, Germany, and other foreign lands have made beginnings.\nIn our own country, private institutions, our public-school systems,\ngreat universities, and even the Federal Government through its Junior\nEmployment Service, have begun to realize their responsibility.\nI know about the splendid work some of you have been doing in this field.\nIt is, however, the exchange of ideas and experiences that makes the\nNational Educational Association of value to all of us.\nDuring the past three years in Erie, Pennsylvania, it has been my privilege to be one of six people to devote full time to the work of educational,\nvocational, and personal guidance.\nIt has been my further privilege and\nopportunity to work under an educational executive who understood, approved, and did not attempt to smother those faint glimmerings of initiative that appeared among those of us who worked in the ranks. With your\npardon, therefore, I shall outline briefly the nature and scope of our activities. It seems to me very fitting that the Department of School Administration should give guidance a place on its program, because guidance |\nconsiders the future employment throughout a large part of the school life\nof the child.\nIn the first place, a complete guidance program demands that the publicschool system recognize its responsibility in helping boys and girls to disIt demands also that provision be made by the\ncover their aptitudes.\nIn\nof varying aptitudes when found.\ndevelopment\nthe\nfor\npublic schools\nErie we have considered it essential also that the subjects in the high school\ncourses be largely elective.\nI am frequently asked what guidance is, and what it does. I answer:\nIt is personnel administration in the schools, and by the schools, and for\nIt is inspiring, because it deals\nthe benefit of the pupils of the schools.\n\n"}
{"page": 1258, "printed_page": "1236", "text": "1236\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nwith the building of human lives. It concerns itself with the positive side\nof the training of young people. To form character, to fix ideals, to\nIt is a\n. . . What work could be more inspiring?\nawaken ambitions.\npreand\nenergy\nhuman\nconserving\nscientific attack upon the problem of\npertheir\nin\ngirls\nand\nboys\nhelping\nis\nbusiness\nIts\nventing human waste.\nsonal and educational problems, and helping them to choose, prepare for\nand make progress in occupations for which they are by inclination and\nIt does not mean selecting occupations, schools, or\nability best adapted.\nsubjects for study for them, but rather, helping them to gain the facts on\nwhich they, with the help of their parents and friends, can make intelligent\nchoices.\nI need only call attention to the\nIs guidance by specialists necessary?\ncomplexity of modern life, the maze of occupations, the modern recognition\nof the doctrine of individual differences, and to the number of young people\nfor whom at present the world of work is ‘a dark continent’? when they\nI need only remind you of the large number who flounder\nleave school.\nHelp there was, but they did not\nabout for years after they leave school.\nreceive it.\nNot long ago I offended the president of a liberal arts college by making\nthe statement that colleges, as well as high schools, have been criminally\nnegligent in not having “shipping departments’’—in not looking after the\nproduct after it has left the plant. I protested also against the annual\n“slaughter of the innocents” that takes place in both high school and college. Industry has recognized that the hire-and-fire policy is wasteful,\nunjust, and unsafe. Workers in industry are today transferred whenever\npossible and not fired. May not we in education draw a lesson?\nIs not\nour turnover too great? Guidance reduces turnover and prolongs school\nattendance.\nAt the outset I wish to register a protest against those who go about\npromulgating the dangerous doctrine, so pleasing to many teachers, that\n“every teacher is a counselor,’ and that there is no such thing as expert\nservice in the field of educational, occupational, and personal guidance.\nThe making of job-analyses is difficult. Occupational life is complex.\nClassroom teachers are busy and generally have more occupational opinions\nand prejudices than facts. Yet the facts about occupations exist, and,\nwith a well organized department of Guidance, will be made available\nfor use.\nIt is possible to present to every high-school boy the promotional\nline from bank messenger to bank president, and also from inspector or\nstraw boss to plant superintendent.\nIt is possible to present the facts about\napprenticeship opportunities, colleges, home, extension, and correspondence\nstudy. It is to be deplored that the slogan “every teacher a counselor” has,\nin some commonwealths, been used as a boomerang by local opponents of\nfull time specialists in the field of educational, vocational, and personal\nguidance.\nWe began in Erie by outlining our aims. We began with a plan—with\ndefinite objectives. “They were as follows:\n\n"}
{"page": 1259, "printed_page": "1237", "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\n1237\n\n1. Establishing of filing systems with records of students.\n(a) Personal history of student.\n(b) Educational history of student.\n(c) Family history. Parent’s ambition.\n(d) Teachers’ estimates of pupil’s characteristics.\n2. Survey of vocational opportunities of Erie.\n(a) Analysis of conditions, advantages, and disadvantages in shops, stores,\nand offices.\n(b) Study of local apprenticeship.\n(c) Study of Erie occupations.\n3. Conferences with parents and pupils for the purpose of:\n(a) Keeping pupils in school.\n(6) Assisting those who must leave to find work for which they are fitted.\n(c) Removing the causes of failure in school work.\n(d) Assisting pupils in their choice of studies and courses, and in the\nadjusting of their programs.\n(e) Improving the personal habits of pupils.\n(f) Giving information about higher educational institutions.\n4. Establishing in each school suitable libraries containing inspirational books\non occupations,\n\ncollege catalogues,\n\netc.\n\n5. Following the careers of those who have left the Erie schools, and encouraging\nthem to continue their education:\n(a) By returning to school.\n(b) By availing themselves of night-school opportunities.\n(c) Through correspondence schools, business colleges, etc.\n6. The investigation of all applications for school exemption and employment\ncertificates with a view to reducing the number who leave school unnecessarily.\n7. The creating of widespread and intelligent interest in the guidance of Erie\nboys and girls.\n\nSix years ago, or three years before counselors were appointed, a system\n\"These, as you know, go\nof cumulative record cards was inaugurated.\nwith the child when he is transferred, and go with him when he is promoted\nto the six-year high school. They record occupational experience, teachers’\njudgments concerning the child, health records, attendance, academic marks,\netc. They are, of course, filled out by the teachers.\nThree years ago the six full-time counselors began their new work after\nspecial training for it. They soon found that the needs of the different\nTheir work has therefore varied somewhat to meet\nhigh schools varied.\n\nthese needs.\nWhen the six-six plan was substituted for the antiquated eight-four\nsystem, life career classes were begun with seventh and eighth grade pupils.\nLocal business and professional men codperated by permitting us to make\n“little journeys” into the industrial, commercial, and professional homes of\nIn the junior high schools were established also prevocational courses\nErie.\nfollowed by various trade courses.\nSheets of facts on occupations, colleges, and apprenticeship courses were\nprepared and distributed by the thousands, giving both the students and\nIn the preparation of this material help\ntheir parents needed information.\nengineering associations, and from\nnational\nwas received from the various\ns and in practical life. In the\nuniversitie\ngreat\nthe\nin\nboth\nmany specialists\nthe high school cooperated.\nt-of\ndepartmen\nl\ncommercia\nthe\nwork\nl\nmechanica\nRecognizing the social disapproval of innovations, many articles were\nprepared on various phases of guidance and printed in the Erie daily news-\n\n"}
{"page": 1260, "printed_page": "1238", "text": "1238\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\npapers. We realized the necessity of selling our guidance program and of\nkeeping it sold.\nThousands of college catalogues were assembled, classified, and made\nBooks of views of American colavailable for use by interested students.\nleges and universities were used as a part of an experiment in creative\neducational salesmanship.\nBooks on occupations were also secured for the\nuse of our students.\nThe science department demonstrated its interest in the movement by\npreparing and distributing a special bulletin explaining the nature and\nvalue of such subjects as biology, chemistry, and physics.\nTeachers in the English department assigned oral and written compositions on various vocations with much enthusiasm on the part of students.\n\nA beginning was made in following up and assisting graduates.\nNot\nlong ago one young man who left our high school before guidance was\nestablished and later was graduated from a liberal arts college where he\nhad no occupational guidance, wrote me.\nHe had determined to study\nmedicine but had had no chemistry or biology in college.\nHe wanted me\nto help him with his plans. Another high-school graduate who had not\nentered an engineering school because he thought he did not have enough\nmathematics, was overjoyed when he found that there were good schools\nwhich he could enter without difficulty.\nOnly recently I received a letter\nfrom a graduate of a nearby high school.\nHis friends (?) had about convinced him that “if he became an architect he could not get a job for love\nnor money.”\nHe wrote to ask about advantages and disadvantages in this\nfield. He decided not to follow the pseudo-guidance of his pseudo-friends.\nTests and measurements have also been used, with due caution, as a part\nof our plan, one of the counselors specializing this work.\nSome of our most satisfying “cases” involve service in personal guidance.\nI shall never forget the keen-eyed fiery youth who came into my office one\nday and proceeded to pay his compliments to certain teachers and to assert\nvigorously that even at home he did not receive a square deal. With much\nsatisfaction he displayed a lake-carriers card.\nHe was going to get away\nfrom it all by leaving school and home and going on the Great Lakes.\nA\nbrief interview, and a home visit, followed by an opportunity to “talk it\nover,’ led him to tear up the card and remain in school.\nNot long ago I\nhad the pleasure of recommending this young man for a position in the\nadvertising department of a great corporation.\nIn closing I wish to appeal for the establishment of a department of\nguidance in every large city, with an educator in charge who is both\ntrained and experienced; for full time counselors, wherever possible, in\nevery high school, and for part-time specialists where full-time workers are\nnot possible.\nI wish to urge also for every community in the land a careful study of\nthe entire problem as to what our boys and girls shall do with their lives.\nIt is our duty to awaken an intelligent interest in the various problems\nrelating to educational, vocational, and personal guidance.\n\n"}
{"page": 1261, "printed_page": "1239", "text": "- Department of Science Instruction\nSECRETARY’S\n\nMINUTES\n)\n\nOFFICERS\nPresident—GiLBErt\n\nSecretary—ZELMA\n\nH.\n\nTrarrton,\n\nGoLpswortHy,\n\nState\n\nWest\n\nTeachers\n\nHigh\n\nCollege..............e00005 Mankat\n\ni\n\nSchool.................20. Sitaneapolie’ Ming:\n\nOwing to the absence of both the President, Mr. Gilbert H. Trafton, and the\nSecretary, Miss Zelma Goldsworthy, the first meeting of the department was\ncalled to order at 2:15 Pp. M. at the Franklin Union, by Mr. C. H. Stone, President\n\nof the New\npresent.\n\nEngland\n\nAssociation\n\nof Chemistry\n\nTeachers.\n\nThere\n\nwere\n\n75 people\n\nThe first speaker of the afternoon was Mr. William G. Vinal, Rhode Island\nCollege of Education, Providence, R. I., who spoke on THE ScrENCE OF OUTDOOR\nRECREATION emphasizing work that he and his colleagues were doing by camps\nand recreation centers.\nMiss Gertrude Weeks, Boston Normal School, Boston, Mass., gave a most\n\ninteresting and enthusiastic talk on the much\nHYGIENE\n\ndiscussed\n\nsubject of today—namely,\n\nAS A ParT OF BIOLOGY.\n\nThe third speaker of the session was Mr. Morris Meister, Teachers College,\nwho discussed in detail “Methods of Managing a Science Club.”\nMr. Meister\nwas as brilliant as ever and gave numerous phases of the work necessary in order\n\nto have\n\na real\n\nScience\n\nClub.\n\nHis\n\nmain\n\npoint was\n\na Club\n\nwith\n\none\n\nworkable\n\ninterest. He illustrated all his points with personal experiences in this line of work.\nThe last speaker was Mr. J. Richard Lunt, English High School, Boston, Mass.,\n\nwhose\nto\n\nthe\n\ntopic was\n\ndescribe\n\nthe\n\nVIVIFYING THE\nclass\n\ndemonstration\n\nTEACHING\n\nexercise\n\nwhich\n\nexperiment\n\nthe\n\nOF GENERAL\n\nSCIENCE.\n\nLunt\n\nput\n\nall through.\n\nElectrolysis\n\nof\n\nMr.\n\nus\n\nWater.\n\nIt is impossible\n\nThe\n\nHe\n\nused\n\nmembers\n\nas\n\nand\n\nfriends present were treated to the most energetic teaching of a class that\nhad been witnessed for some time. After the demonstration Mr. Lunt advocated\nthe using of larger pieces of apparatus for demonstration work.\nHe showed a\nnumber of pieces that had just been prepared by L. E. Knott Apparatus Co.\nAfter a discussion in which many present took part the meeting adjourned at\n2350) P.M.\nThe second session of the Department of Science Instruction was called to order\nin the Lecture Hall of Franklin Union by Mr. Irving H. Upton, president of the\n\nNew England Association of Physics Teachers, at 2:15 P. M.\nThe first speaker for the afternoon was Mr. C. H. Stone, president of the New\nEngland Association of Chemistry Teachers and Chemistry Instructor at the\nEnglish High School, Boston, Mass.\nHis subject was TEACHING CHEMISTRY IN THE\nHicu ScHoot.\nMr. Stone treated this broad subject in a masterly fashion.\nHe\nmade especially strong the part played by Americans in the development of\n\npresent-day chemistry.\nMr. Stone discussed in detail the problems involving the\nuse of 22.4 liters.\nPuysics FoR GIRLS was the subject discussed by Mr. Walter G. Whitman, of\nthe Massachusetts\n\nState Normal\n\nSchool, Salem, Mass.\n\nMr. Whitman\n\nwas\n\nfamiliar\n\nwith his subject and gave many points of value that the teachers could well use.\nMr. Packard, of the Brookline, Mass., High School, also spoke on this subject as\ndid several others present.\nMr. Allen C. Hutchinson, South Side High School, Newark, N. J., spoke on\nIn the course of Mr. HutchinThis topic was well handled.\nPuysics For Boys.\nson’s talk he gave a well-outlined course adaptable for non-college preparatory\n\ncourses.\nAfter the papers the annual election of officers was held. On motion of Mr.\nStone, Leslie O. Johnson, head of the Chemistry Department of the New Haven\nOn motion of\nHigh School, New Haven, Conn., was nominated for President.\nMr. Packard\n\nnominations\n\nwere closed and\n\nMr. Johnson\n\n[1239]\n\nwas\n\ndeclared\n\nelected.\n\n"}
{"page": 1262, "printed_page": "1240", "text": "NATIONAL\n\n1240\n\nEDUCATION\n\nASSOCIATION\n\nDepartment,\nMr. Packard nominated Mr. A. C. Hutchinson, head of the Science\nHe was unanimously\nSouth Side High School, Newark, N. J.,. for vice-president.\nelected.\n:\nMr. Stone nominated Mr. Arthur H. French, head of the Science Department in\nunanimously\nalso\nwas\nwho\nCalif.,\nDiego,\nthe Francis W. Parker School, San\nelected.\nAfter a brief reception the meeting adjourned at 5 Pp. M. after voting the meeting a grand success and the officers predicting an even better meeting in 1923\nif the science teachers of the country respond as. generously with suggestions as\nthey have in the past.\nLestig O. JOHNSON, Secretary pro tem.\n\nHYGIENE\nGERTRUDE\n\nWEEKS,\n\nBOSTON\n\nAS A PART\nNORMAL\n\nOF BIOLOGY\n\nSCHOOL, BOSTON, MASSACHUSETTS\n\nAn eminent physician in Boston has haid, “Hygiene is the yellow dog\namong the studies of the curriculum,” and I have not heard of any one’s\nIf it is true that the teaching of hygiene in\ndisputing this statement.\nmost of our schools is a farce—‘“the least taught and the worst taught of\nall the branches of the curriculum’’—what is the cause of it?\nIs it because the public is not alive to the importance of personal and\nFrancis\ncommunity hygiene? The State certainly wants healthy citizens.\n. the\n.\n.\nreposes\nwhich\non\nfoundation\nthe\nis\nhealth\nBacon said, “Public\n‘The student of today must be viewed as the\npower of the community.”\n‘To\nraw material of a new State; the school as the nursery of the Nation.\nconserve this material is as logical a function of the State as to conserve\nthe National resources of coal, iron, and water power.’’ ‘The only effective\nway to do this is through the public schools.\nMost of the States require\nhygiene teaching.\nSome States give special licences through examinations\nfor teachers of hygiene; and specify the purpose, content, and method of\ninstruction.\nHowever, the startling failure to meet health standards found\nin the examination of men of military age during the recruiting for the\nwar, showed conclusively that the public, by and large, had not acquired\nproper health habits. This knowledge should have reacted in a lively\n\nenforcement of health regulations and higher health standards in general ;\nand in particular, a careful inspection of the high-school teaching of hygiene\nto the youth of today.\nBut it has not done so up to the present.\nIs the poor hygiene teaching of today due to the fact that the subject\nitself is removed from the interest and experience of youth?\nCertainly not,\nfor health concerns every moment of daily life from birth to death.\nThere\n\ncan hardly be a more important thing for a person to do than to study the\nquestion—and answer it—of making his body as smoothly running and\neffectively working a machine as it is humanly possible. As the individual\nis, so is the community.\nIs the present dissatisfaction with the hygiene teaching due to the fact\nthat it is poorly taught or not really taught at all? One who did not\nknow the school situation might expect specialists in hygiene as teachers of\n\n"}
{"page": 1263, "printed_page": "1241", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1241\n\nthe subject in the high school. “That sounds reasonable—hygiene teachers\nfor the teaching of hygiene.\nBut what are the facts? Perhaps the subject is quite overlooked by the principal of the school in making out the\nschool program for the year.\nI have known that to happen.\nOr perhaps\nthe principal does remember, but he is not especially interested.\nIt is a\nState requirement; of course any good teacher can teach hygiene. Very\noften, the subject is given to the teacher whose teaching program needs an\nextra period or so. ‘There is no question of his qualification for the work\nor his interest in the subject.\nOf course he may teach the subject very\nwell, but the chances are that the type of work is a recitation from assigned\nreading on anatomy and physiology, a dead handling of a live subject,\nwhich can not function in any vital way.\nEven if it is credited to the biology department, as is generally done, the\nhead of the department is powerless to change the situation and better the\nteaching, when program-hours is the only guide in choosing the teacher of\nhygiene.\nIf the principal gives the subject to a biology teacher, many times he must\ntake the work with large classes, where the lecture method is the only\npossible one.\nOf course a skeleton, charts, models, etc., can make the\nteaching of the bone, muscular, nervous, and digestive systems academically\ninteresting, but at best, such teaching is impersonal, unmotivated and does\nnot react in higher standards of personal hygiene on the part of the\nstudents—in better health habits.\nThere is no ‘‘follow-up”’ possible on the\npart of the teacher.\n\n:\n\nAgain, perhaps the subject is assigned to a very able and effective teacher\nof biology. ‘This does sometimes happen. A biology teacher with a growing knowledge of the value and importance of hygiene and a delight in the\nsubject itself can do very much.\nBut isn’t he, because of his special training, inclinded to emphasize with these adolescents the study of biological\nsystems and their functions, of bacteria and their reactions, rather than the\nforming of health habits?\nThere are other arrangements for the teaching of hygiene in the high\nIn\nLet me cite the situation in a city of fifteen high schools.\nschool.\nsix of these, the teaching is done by the science department, but this does\nnot mean, necessarily, a specialist in hygiene; in four by program-fitters;\nin two by physicians; in two by physical-education teachers; in one by a\nAll of these courses are credited to science, biology section,\ntrained nurse.\nwhether or not the science head has any supervision or “‘say-so”’ as to the\nThis is an encouraging situation only as it\ncontent or type of teaching.\nmay be indicative of an unstableness that will ultimately find its true\nequilibrium.\nBefore we can answer this question\nShould hygiene be a part of biology?\nFirst, what type of hygiene instruction will be most\nlet us ask a few.\npurposeful for high-school students?\nHigh-school students are adolescents, which means that their own bodies\nare undergoing a period of stress and storm when, as Stanley Hall says,\n\n"}
{"page": 1264, "printed_page": "1242", "text": "1242\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nWhen the\n“Qld moorings are broken and higher levels are attained.\nannual rate of growth in height and strength is increased and often doubled\nor more, when the range of individual differences and average errors in all\nHigh-school stuphysical measurements and all psychic tests increases.”\ns.\nconsciousnes\nbody\nspecial\nhave\ndents are at an age to\nIt is a period\nMentally, exaggeration is a marked trait; so is romance.\nSocially intimate companions are\nof tenseness, eagerness, and dominance.\nsought; hero-worship is common; social clubs are formed, and “societies”\nflourish; religious interests run high.\nThis is the material which the high-school teacher of hygiene must meet\nHe may\nand satisfy. What does this high-school pupil want of hygiene?\nnot be especially interested in the subject itself, but he does want power to\ndo work, to get results, to enjoy life without the handicap of a disturbing\nphysical body. He wants to be able to do with his body what the best\nof them can do. What shall be taught?\nWho is best qualified\nHow?\nFirst of all, correct health habits.\nto teach this? What shall be taught?\nSecondly, in so far as the pupils are mentally able to assimilate and are interested, the biological reasons for these habits. Thirdly, the carrying over\ninto their homes and communities the health habits and facts acquired.\nAs to habits, I recognize that psychologically this is not the habit-forming\nage. But if good health habits are not established of what avail is all our\nhygiene teaching?\nHow shall this be done? The method of teaching must be adapted to\nthe moral, mental, and social stage of the adolescent.\nMake use of his\nnew awakenings, his love of out-of-doors, and reading, his exaggerations,\nhis eagerness, his social aspirations, his hero-worship, in leading him to form\ncorrect health habits. Praise him when he does achieve a real goal on the\nway and constantly encourage him in the right habits until they become\nas automatic as is possible. The study of the science underlying the value\nof these health habits of posture, proper breathing, and diet, sleep, fresh\nair, and cleanliness of person and surroundings—of building up a power\nof resistance to disease in his body—will follow the mastery of the elementary skills and processes necessary in forming these habits.\nThe interest in the feeling of increased power over his body and his\nphysical surroundings will carry over, under the sympathetic attitude of\nthe teacher, into the home and community.\nIn O’Shea and Kellog’s Health\nProblems are excellent suggestions for the manner in which this can be\ndone.\n‘This book contains lists of suggestive questions—projects for the\nstudent to carry out—which will awaken a practical attitude toward\nhygiene.\nAnd now for the question as to who is best qualified to teach to highschool pupils a hygiene which will function.\nIf health habits are the\nvital thing, as I believe, then (1) the hygiene teacher must be an exponent\nof correct health habits; (2) he must have had the opportunity to see his\nstudents in a not too formal way where they are individually get-at-able so\nthat he may advise and correct their habit-formations; (3) he must have\n\n"}
{"page": 1265, "printed_page": "1243", "text": "DEPARTMENT\n\nOF SCIENCE INSTRUCTION\n\n1243\n\nbasic scientific training in the subjects of science and hygiene and (4) he\nmust be one that participates in community health-betterment enterprises.\nWho best exemplifies these qualifications?\nThe physician is usually too much interested in disease and its cure and\nthe more technical aspects of his subject to be the most desirable.\nThis is\ntrue to a less degree of the trained nurse.\nIn both physician and nurse\nthe dominant interest is prevention and cure of disease rather than the\nfostering of an already good condition of health.\n‘Their service is demanded by sick péople, not well people, and their biology is largely pathological.\n“The nurse usually has community service as an asset above the\ndoctor but neither doctor nor nurse seem to me the best teacher of highschool hygiene.\nFor the program-fitter—the teacher who is chosen because his program\ncan stand another period or so—as a teacher of hygiene I offer no plea,\nnor would he take it kindly if I did.\nThe biology teacher, from the scientific point of view, is the logical\ncandidate and pretty universally the accepted one.\nYet if you inquire of\na biology teacher, you will find that many have less interest and preparation\nfor hygiene teaching than for the teaching of plant and animal science.\nAt college, specialization in biology does not require nor include courses\nin hygiene. A teacher of high-school biology seldom has special training\nin hygiene.\nYet at present, from the science point of view, which is oftenest the uppermost one, the biology teacher seems the logical candidate for\nthe teaching of hygiene, as I said before.\nIf good health habits is the\nchief aim, does the biology teacher have a good opportunity to make the\nteaching really function?\nIt seems to me that the requirements for the best teaching of hygiene\nin the high school are most adequately met by the teacher of physical training who holds the State certificate of health instruction or its equivalent\nin biological preparation.\nI am told that training schools for teachers of\nphysical education require such foundation study of physiology and hygiene\ntor the diploma.\nSuch a teacher directs his students in gymnastics, first-aid emergencies,\ndrill, games, and dancing, ali requiring coérdination of mind and muscle\nand quick mental and physical reactions.\nAs handmaids to these subjects,\nhe shows the necessity of fresh air, proper temperature, good ventilation,\ndeep breathing, and good posture; balanced diet; cleanliness of person and\nsurroundings.\nIt must be part of his work to note the reaction of indi-\n\nvidual students in each of these matters and to follow up cases requiring\nbetter hygienic conditions of sleep, diet, better proportion of rest and work,\nfresh air, and the like.\nHe is often a direct participator in community\n\nhealth betterment programs.\nUnless we can have a specialist in hygiene in the high schools, a man who\nhas certain of the qualifications of doctor, nurse, biologist, and physicaleducation teacher combined, plus a certain special preparation and consecration, the physical education teacher, who can of all high-school teachers\n\n"}
{"page": 1266, "printed_page": "1244", "text": "NATIONAL\n\n1244\n\nEDUCATION\n\nASSOCIATION\n\nof\nbest see and direct proper health habits, seems to me the best solution\nour problem.\nTo put my topic, “Hygiene as a Part of Biology,” in the form of a\nquestion, “Is Hygiene a part of Biology?”, I would say, “No, not necesA biologist, just because he\nsarily, either academically or pedagogically.”\nis a biologist, is not a hygiene specialist, and may not even be much interested in that phase of the science which concerns specialists in human\nbiology. This is no criticism of the biologist. Why should he be a\nhygiene specialist? Hygiene, as at present taught, as ‘a part of biology,\ndoes not function to the satisfaction of the State, the teacher, nor the\npupil. There seems to me no good and sufficient reason to go on assuming\nthat the biologist, just because he is a biologist, is best fitted to teach hygiene\n\nin the high schools.\n\nTHE\nWILLIAM\n\nSCIENCE\n\nG. VINAL,\n\nRHODE\n\nOF\n\nOUTDOOR\n\nISLAND\nRHODE\n\nCOLLEGE\n\nRECREATION\nOF\n\nEDUCATION,\n\nPROVIDENCE,\n\nISLAND\n\nEvery animal but the human gets its training for the life struggle through\nrecreation.\n“The human animal teaches about everything in school but\nsimple outdoor living. What our children know about the great out-ofdoors is in spite of our educational system.\n‘The indications are that the\nmovement is not merely supplementing education but that it will transform\nit. There are many agencies taking up this missing link in our curriculum.\n1. The private camp—There was a time when all our schools were\nprivate. We are passing through the same period in camping.\n‘There are\nnow about 700 private camps which charge a tuition fee of $200 or more\nfor about two months in the summer.\nAbout 95 per cent of these are in\nNew England and New York and 75 per cent are in the White Mountain\nregion.\nEach camp enrolls 50 to 200 boys or girls. The main business of\nthese camps is to teach the enjoyment of simple outdoor living. Harvard\nUniversity is about to give its first Ph. D. to a student in the profession of\ncamping.\n2. Institutional camps—By institutional camp is meant those of the Boy\nScouts, Camp Fire Girls, Y. M. C. A., and charitable organizations.\nThere are about 5000 of these camps which charge a maintenance fee for\ntwo-week periods during the summer.\n‘These camps are usually located\nwithin the outskirts of large cities. In 1920 there were 364,000 boy\nscouts and 82,000 girl scouts in the United States. Scoutcraft supplements\nexisting educational courses.\nWithin the last few years, however, certain\ncolleges have been giving courses with credit toward a degree, for Scout\nleaders.\nScout-training courses are also fully organized in some junior\nhigh schools.\nIt is solving the dress problem in many secondary schools.\n3. State parks—Seventeen new State parks were organized last year.\n‘There are 2,000,000 acres of park land in New York State alone.\nThe\n\n"}
{"page": 1267, "printed_page": "1245", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1245\n\nmost remarkable park is the one started at Bear Mountain in 1899 by\nColonel Theodore Roosevelt, then Governor of New York.\nIt is estimated that 50,000 people enjoyed its privileges in the summer of 1921\nand that in five years’ time it will be 250,000.\nThis park has 40,000 acres.\nFor the summer of 1922 there are forty-seven organizations that are running camps in the park. “The camps have a capacity for 6600 campers at\none time. ‘These camps are very cosmopolitan.\nOn Twin Lake one may\nsee the following camps in the order named: Catholic Charity, Y.M. H. A.,\nR. H. Macy Co. of New York City, Y. M. C. A. of Orange County,\nJewish Settlement, Y. W. C. A. colored, and Negro Fresh Air colored.\nOver $12,600,000 has been appropriated so far. Balanced meals are\ndelivered hot and at cost to the various camps.\n“The system has several\nportable saw mills, quarries, a steamboat line, a large inn and restaurant,\nand a large working staff. Winter camping is becoming as popular as\nsummer camping.\n4. Colleges—The only college that I know of that prepares in this line\nis Syracuse University.\nIt has a Professor of Forest Recreation.\nIn his\ndepartment are taught camp engineering, camp sanitation, camp trails, and\nthe landscape phase of camping.\n5. Schools—The Country Day School is a movement in the direction of\nsimple outdoor living but generally does not go as far as the camp in the\nfulfillment of the aims. The city of Detroit in the summer of 1921 made\nan appropriation from its community fund for camping.\nNine hundred\ngirls were taken care of in a camp on Lake Michigan.\n‘This is the nearest\napproach to a public responsibility for this phase of education.\n6. Business firms—The business man is realizing the advantages of outAn example of this is the General Electric Company\ndoor recreation.\nwhich maintains a camp on Lake George for its girl employees.\nOutdoor recreation teaches a great deal that pertains to science. ‘The\nIn camp one may learn to cook before a fire\nmethod is entirely different.\nHe learns that certain objects reflect better\noven.\nreflector\na\nof\n‘by means\nHe discovers that if biscuits are to be well baked that he\nthan others.\nmust reflect heat to the bottom of the pan as well as to the top. He learns\nthat he gets better heat if the reflector is at an angle of 45 degrees. And\nthrough all this experience he never hears of the angles of incidence nor of\nthe different aximuths of the plane of reflection.\nScience in the school must get more of the flavor of practice and less of\nthe rule. One learns to swim by swimming and not by studying principles.\nIn outdoor living there are many opportunities or shall I say the necessities\nfor application of the principles of science.\n\n"}
{"page": 1268, "printed_page": "1246", "text": "NATIONAL\n\n1246\n\nEDUCATION\n\nMANAGING\nMORRIS\n\nMEISTER,\n\nTEACHERS\nNEW\n\nASSOCIATION\n\n4 SCIENCE\nCOLLEGE,\nYORK\n\nCLUB\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCITY\n\nAfter-school or extra-curricular activities have recently been receiving a\nFrom\ngreat deal of attention from educators, administrators, and teachers.\nthe point of view of time spent, effort exerted, interest and thought stimulated, what our pupils do after school hours compares very favorably with\nwhat they do for us in the classroom.\nScience teachers in particular are affected by after-school activities of all\nkinds. All sorts of apparatus under the name of boys is being sold to boys\nof all ages.\nMeccano, chemcraft, experiments with magnetism, light, electricity, the surveyor’s outfit, the mineralogy outfit, and countless other sets\nand ‘‘inventor’s” outfits, not to mention the recent radio innovation, are\nmonopolizing more and more of the boy’s play time, in activity which makes\nan intense appeal to the inherent manipulative instincts of boys of this age.\nTo guide and control this activity which at the present time is rather\npromiscuous and subject to all sorts of advertising propaganda of the\nvarious boy manufacturers, a Science Club under the direction of the science\nteacher becomes a necessity.\nA successful science club for the junior high school boy\n1. Must be a general science club rather than a club devoted to a specific\npurpose, such as chemistry, photography, etc. Only by means of activities\nof wide and general scope can the interests of the majority of individuals be\nheld, and their various capacities given an outlet for development.\n2. Must have a definite and simple organization, involving a constitution drawn up by the boys themselves, which will definitely specify the\nofficers, their duties, types of meetings, payment of dues, admissions, impeachments, prizes, awards, etc.\n3. Must have a definite program of activities.\nFive types of programs.\nare found to be effective as follows: (a) The lecture (by member, director,\nor outsider) ; (4) the trip or excursion; (c) the assembly program; (d)\nthe experiment program, and (e) the demonstration program.\nThe activities of the club and the awards are based upon the Club Point\nSystem, which consists of a list of fifty definite things a boy can do to score\n\npoints of merit. For example, for presenting an invention, 25 to 50 points;\nfor reading a science book, 15 points; for knowing the names and accomplishments of 10 great scientists, 10 points; for presenting and operating a\nmeccano, erector, etc., construction, etc., 10 points.\n\nThe Science Club is designed as a vehicle on which to carry after-school\nscience activities, in order to guide, control, and utilize them for enhancing\nthe interest in curricular science in such a way as to introduce into the\nclassroom work some of the free vital spirit so common to out-of-school\nprojects and often so sadly lacking in school work.\n\n"}
{"page": 1269, "printed_page": "1247", "text": "DEPARTMENT\n\nTHE\n\nTEACHING\n\nC. H. STONE,\n\nPRESIDENT\n\nOF SCIENCE\n\nOF\n\nINSTRUCTION\n\nHIGH-SCHOOL\n\nOF THE\n\nENGLISH\n\nHIGH\n\n1247\n\nCHEMISTRY\nSCHOOL,\n\nBOSTON,\n\nMASSACHUSETTS\n\nProbably every teacher here present has built’up from his own experience\na definite system of teaching, incorporating therein those principles and\nmethods which he has found by repeated trial to be most effective. While\nsuch principles and methods may not always be successfully transplanted\nfrom the schoolroom of one teacher to that of another, they should, nevertheless, be of interest to teachers in general.\nIt may not, therefore, be\ninappropriate if the following remarks embody the experience of a good\nmany years in my chemistry classroom.\nOne of the first questions asked about a teacher is with regard to discipline.\nIf there is any one subject in the high-school curriculum which so\nholds the interest and attention of students as to make discipline easy, that\nsubject is chemistry.\nIf properly taught, no other study makes so strong\nan appeal to all the senses, no other brings the student into closer touch\nwith things and principles, no other except physics throws more light upon\nthe environment of youth and none better satisfies natural curiosity.\nUnenthusiastic and uninspiring must that teacher be who cannot hold the attention of a class to such a subject during the recitation, and in the laboratory\nthe natural desire of young people “to do something and see what will\nhappen,” if properly guided, makes discipline less of a bugbear than it is\nin other subjects.\nTeachers who are not alert, energetic, and enthusiastic\nmay find discipline difficult and endeavor to enforce it by martinet rules,\nbut where real work is being done and boys and girls are absorbed in the\nprogress of an experiment or a demonstration, there will be little need\nfor such methods.\nInstructors who find difficulty with discipline may well\nexamine themselves to see if they are not somehow out of touch with the\nviewpoint and ideas of youth.\nLack of sympathy with young people,\ninability to appreciate their immature attitude of mind toward the responsibilities of school life and work are frequent causes of disciplinary troubles.\nSo far as possible, swaviter in modo may be the teacher’s motto, but pupils\nshould not be allowed to conclude that fortiter in re is not also a part of\nThe earnest, sympathetic teacher with personality will have\nthat motto.\nlittle difficulty in maintaining order, but do not permit your personality to\nstifle or override that of a pupil. Teach chemistry as a live, interesting\nsubject; teach it whole-heartedly and enthusiastically; put sympathetic\npersonality and knowledge into your teaching and your pupils will follow\nwhere you will. And remember that you may teach chemistry from what\nyou know but you shall build character by what you are.\nThe recitation—Teachers should never forget that the study of science\nintroduces the student into a new field. Everything is different from what\nhe has been accustomed to. Unfamiliar apparatus, strange substances with\npeculiar colors and odors, and new words like those of a foreign language\nHence at first\nconfront him at every turn when beginning chemistry.\n\n"}
{"page": 1270, "printed_page": "1248", "text": "1248\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIt is\nNew concepts are not quickly grasped.\nthe teacher must go slow.\nin\nand\nstudy\nscience\nwell to draw upon ideas already developed in previous\nmost\nin\nwhich,\nphysics\nof\nstudy\nthe\nchemistry we may draw largely from\nFortunately very much of chemschools, the pupil will already have had.\ndevelopment along these lines\nthat\nso\ns\nprinciple\nphysical\nupon\nistry depends\nof\nseems logical. Gradually the student will arrive at clearer concepts\nment\nenviron\nnew\nhis\nwith\nty\npurely chemical factors as he acquires familiari\nof material and of chemical transformations.\nThen, too, it must not be forgotten that science calls for a different\nHe has\nmental attitude than does most of the student’s previous work.\nprinciples\nand\nfacts\nbeen accustomed to accept from the hand of authority\nIn\nto be assimilated without opportunity for investigation or verification.\na\ndegree\na\nto\nbecome\nnow\nmay\npupil\n“The\nchanged.\nis\nscience the position\njudge of the facts that pass under his inspection; he may employ his powers\nHe should achieve\nof observation and of reasoning in ways untried before.\narrive at correct\nto\nability\nan\nan independence of thought and judgment,\nmental attitude\nThis\nfacts.\npresented\nof\non\nconsiderati\na\nconclusions from\nis reached slowly and the teacher must not attempt to force the development\ntoo rapidly.\nEvery recitation period should center about one main idea. The demonstration, the blackboard exercise, the recitations by the pupils, all should\ncontribute something toward building up and strengthening in the minds\nof the class a series of related concepts centering about one principal idea.\nSome recitation periods are like the stream that flows into the desert until\nits waters are lost in the dry sands; like the stream, the recitation never\nStick to the main theme and keep the class to it. An\nemerges anywhere.\noccasional excursion of thought may be justified if it can be made to contribute some additional knowledge bearing upon the main theme, but never\ngo far from the central thought.\nIt is often well to close the period with\na summary, upon the blackboard perhaps, of the recitation just ended; this\nsummary may be made the basis of review in the first part of the next day’s\nrecitation.\nSince the beginner in chemistry is introduced into a strange world, it is\nfundamentally important that he should understand the nomenclature of\nthat world.\nPersonal experience has shown that failure to understand the\nmeaning of a technical word or two in some paragraph has completely\nneutralized the pupil’s effort in study. Therefore, point out in the advance\nlesson such words as need especial attention and give for each a definition\nin simple but accurate language.\nSome definitions in our texts do not seem\nperfectly accurate. Thus an acid is often defined as a “substance which\n\ngives hydrogen ions when dissolved in water.” This is true but not\nwholly satisfactory.\nDoes not an acid salt, say sodium hydrogen sulphate,\nalso give hydrogen ions in water solution? Would not a more accurate\ndefinition of an acid state that it is ‘‘a substance which gives hydrogen ions\nin water solution, and no other positive ions’? When a satisfactory\ndefinition has been chosen, insist that it be learned as given and further\ninsist that it be used over and over in the classroom until it becomes per-\n\n"}
{"page": 1271, "printed_page": "1249", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1249\n\nfectly familiar.\n‘The importance of repetition cannot be overemphasized.\nAll that has just been said regarding definitions applies with equal force\nto laws. And not only should pupils be held to correct statements of\ndefinitions and laws, but they should be required to give suitable examples\nillustrating the meaning of the definition or the application of the law.\nInsist continually upon accurate definition and accurate statement of laws\nand make repetition of these so frequent that from force of habit they are\ngiven correctly.\nMost texts in chemistry, and many teachers, do not sufficiently emphasize\nthe importance of the type reaction.\n‘The general principle underlying a\nwhole series of chemical changes is vastly more important than any single\ncase can possibly be. For example, most chemistry texts state that ammonia\ngas may be prepared by heating a mixture of ammonium chloride and calcium hydroxide.\n‘This is true but it is not the whole truth. You can\ndemonstrate to your class in half a dozen ways that any ammonium salt\ntreated with a base will liberate ammonia gas. Prove this yourself before\nthe class, or let individual students try it, each using a different combinaGiven\ntion, until the truth is evident and the general principle established.\nfive ammonium salts and four bases, let the class write equations for twenty\nways to make ammonia.\n‘Then it will be time to consider with them why\nthe text gives ammonium chloride and calcium hydroxide as the usual\nmaterials.\nOther cases that come to mind are: the preparation of chlorine by oxidation of hydrochloric acid, other oxidizing agents than manganese dioxide\nto be used; the preparation of the halogens from their “ide” salts; the\naction of heat on nitrates of metals of valence two or more; and the general\nmethod for preparing the common acids. Any live teacher will think of,\nor can work out, other cases in which a general principle applies, such\nas that in which sand is heated with carbonates and phosphates in furnace\nreactions\nProbably no topic in chemistry has caused more debate than the question:\n“When shall we teach valence?”\nMy own belief is that valence should be\ntaught before formulas and equations.\nIt is hard to see how students can\nunderstand formulas without a knowledge of valence; it seems to me more\na feat of memory than the result of real knowledge.\nIn my own school.\nwe teach first a simple table of the common elements and radicals arranged\nas positive and negative factors under their respective valences.\nElements\nwith variable valence may be omitted, or only the more important valence\ngiven. ‘The structure of radicals, and later of formulas, is made clear by\ngraphic forms.\nArranged as plus and minus factors in this way, the likelihood that students will write some of the impossible combinations sometimes\nseen in test papers is much minimized.\nNo reference to ions is made at this\ntime, but when this topic is taken up the student finds that he already has\na fairly complete list of plus and minus ions. ‘Taught thus the valence\ntable serves two purposes.\nMuch drill follows the study of this table until\n\nthe pupils are able to write simple formulas and then more difficult ones\nwith a minimum of error.\n\nAfter formulas, equations follow logically.\n\nIn\n\n"}
{"page": 1272, "printed_page": "1250", "text": "NATIONAL\n\n1250\n\nEpuUCATION ASSOCIATION\n\nall equations pupils are trained to indicate as diatomic molecules such elements as oxygen, nitrogen, hydrogen, and chlorine; they are also trained\nto indicate the decomposition products in such unstable substances as ammonium hydroxide and carbonic acid. The arrow, pointing up or down,\n:\nindicates the gas or precipitate produced in the reaction.\nbe conmay\nway\nOne\nequations.\nteaching\nof\nways\nThere are various\nsidered here. ‘Take the action of sulphuric acid on zinc. Hydrogen is\n‘The hydrogen atoms surrender two\nliberated and zinc sulphate is formed.\nvalences to the one atom of zinc which goes into solution.\n—Zn + Het S Og —\n\nZntt\n\nSOuas + He\n\nT\n\nAgain, take the action of sulphurous acid on potassium permanganate\nEach molecule of the acid can take up one oxygen atom thereby\nsolution.\nchanging the valence of the sulphur from four to six. The potassium atoms\nin the permanganate can undergo no valence change, but the manganese\natoms pass from a valence of seven to a valence of two since manganese sulphate is formed.\nThe manganese atom thereby loses five valences which\nBut each\nare taken up by the sulphur, through the addition of oxygen.\noxygen adds two valences so it is necessary to have at least two molecules\nof the permanganate thus making ten valences to be transferred to the sulphur. Five sulphur atoms can therefore be oxidized and the equation is\n—2KtMn Of +5 H2t S O;-> Ke S O,-~ +2 Mnt*tS$ OQ, __\n+2H.t S O,-~ + 3 He O.\nOne type of problem may be mentioned here. It is often desired to find\nthe volume of gas obtained from a given weight of material.\n“This may\nbe done by the use of 22.4 liters, as follows.\nGiven 50 grams ammonium\nsulphate; to find volume of ammonia gas obtainable.\n=\n\n(N Ha)e S O, + Ca (OH)2—\n\nCa S O., + 2H,\n\nO+\n\n2N\n\nHs; y\n\n132\n44.8\n(22.4 x 2)\n50\nxX\n:\nSince two molecular weights of the gas are liberated, the volume of\nammonia obtained from 132 grams of the ammonium salt will be 44.8 liters.\nFrom 50 grams, of course, a corresponding volume will be obtained.\n‘This\nmethod has the advantage of giving the volume directly without first finding the weight of the gas.\nWe have found that a few simple generalizations from the Periodic\nTable are very helpful. ‘The general properties of an element, its valence,\nits activity compared with other elements in same column are the chief\npoints brought out. Some time is spent in drill on the table but not too\nmuch detail should be given in regard to it.\n; In the same way, the displacement series is made the basis of a whole\nlist of important ideas. “This table shows not only the order in which the\nmetals displace each other, but it shows also the relative activity, the\nprobability of a given metal occurring free, the probable method to be used\nin extracting from its oxide, its probable tendency to rust, its probable action\non water, and its probable action on acids are some of the points dwelt upon.\nThe amount of ground covered in the average high school will vary\n\n"}
{"page": 1273, "printed_page": "1251", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\nZou\n\nmuch, the length of periods and the number of actual school weeks being\ndetermining factors.\nBut the teacher who has given a thorough treatment\nof the non-metals with the accompanying laws and theories, ionic theory\nespecially, need not feel that the course is inadequate because ‘the metals\nhave not been studied.\nIf a few typical metals, sodium, calcium, iron, and\ncopper or lead, are studied, the others may be omitted.\nHere again we\nmust fall back upon our general principles, and with the aid of the periodic\ntable and the displacement series endeavor to give certain fundamental ideas\nwhich will apply to any of the metals. ‘The general methods for preparing\nmetal compounds may be taken in the same way.\nIt is better not to cover\ntoo much ground.\nBetter do less in extent and do it well than to undertake too extensive a program and not succeed in making it yield a satisfactory result.\nWith regard to methods of conducting recitations a word may be said.\nA cut-and-dried form of recitation may become wearisome with daily use.\nThe teacher should use a variety of methods.\nOral recitations may be\nvaried by using the topic method or the rapid-fire method.\nSometimes\nsend a pupil to the board to write out some process or build up a series of\nequations while at the same time discuss orally what he is writing.\nIf\nconditions are favorable it is often a good plan to assign in advance to one\npupil a certain topic to be presented by him before the class on a certain day.\nLet him then set up his apparatus, carry out the experiment, discuss it fully,\nand be prepared to answer any relevant questions the class may ask.\nWith classes of forty or more it has been found a good plan to give\nfrequent short written tests, allowing five.minutes in which to write a\ndescription of some process, to draw and letter some pieces of apparatus, to\nwrite five definitions, to solve some problem, or to answer some question\nLonger tests requiring the whole period are given\nin descriptive chemistry.\nof apparatus with detailed description are someDrawings\nonce a month.\ntimes called for to be handed in at the next recitation.\nThe teacher must use every effort to keep the whole class on the alert.\nNo pupil, after reciting, should be allowed to sink back with the idea that\nhe is done and nothing more will be expected from him until the next\nToo often high-school students are inclined to think that unless\nrecitation.\nthey are actually reciting they are exempt from the necessity of mental\nThe\nactivity. This attitude must be discouraged in every possible way.\nto\nso\npulse\nits\non\nfinger\nhis\nhaving\nclass,\nteacher must keep watch over the\nindividual\nor\ninterest\nof\nflagging\ngeneral\nany\ndetect\nto\nspeak, and be quick\ninattention.\nThe live teacher will make a good many demonstrations, small and large,\n‘These should not be duplicates of experiments to be\nduring the course.\ndone later in the laboratory by the students, except that in the early weeks\nof the course such procedure may be advisable in order to give the pupils\ncorrect ideas as to the setting up of apparatus and its proper manipulation.\nPupils are inclined to\nBut the demonstration of itself is of little value.\nor temporarily interamusing\nregard it as simply an exhibition of something\nimportant meaning\nthe\nfor\nsurface\nthe\nesting; few pupils will look below\n\n"}
{"page": 1274, "printed_page": "1252", "text": "1252\n\nNATIONAL EDUCATION ASSOCIATION\n\nEvery demonstration should be accomwhich the demonstration holds.\npanied or followed by a thorough quiz on the points which the teacher\nintends to show, with careful attention to detail. Tell the class nothing\nwhich they can observe for themselves or find out by process of reasoning,\nand do not leave the demonstration until the last bit of information, the\nlast point of teaching value has been wrung from it; otherwise it will fall\nshort of accomplishing its full purpose.\nWhile demonstrations may be made powerful instruments for teaching,\nIt falls\nthe lecture method is almost worthless for high-school students.\nshort in efficiency, because it does not impose sufficient responsibility upon\nthe student, because it does not demand real mental activity from him.\nUnless he is held responsible and unless he is devoting mental effort he will\nnot get much from the exercise.\nThe lecture is too much like the moving\npicture ;it moves too rapidly to leave a lasting imprint upon the mind.\nOf\ncourse, an occasional five minutes may profitably be devoted to some interesting bit of biography or the details of some recent advance in science, but\non the whole avoid the lecture method.\nAs a rule teachers talk too much;\nmake your pupils do the talking.\nWhere it is possible, a study should be correlated with the other subjects\nwhich are being taken with it, or have been taken in previous years. Knowledge is one, not a series of unrelated units. Whatever the student has\nalready learned or is learning should be brought to bear upon his present\nproblem.\nChemistry should especially be correlated with English and with\nphysics. While it is not the function of the chemistry teacher to teach\nEnglish, an effort can at least be made to require good English in both |\noral and written work, to call attention to misspelled words, such as insoluble, preparation, and filtrate, to insist on neatness and reasonable arrangement of work: these are no more English than they are chemistry.\nConstantly call to pupils’ attention the necessity of using the knowledge\npreviously gained in their physics course; use the same formulas in solving\nproblems under Boyle’s and Charles’ Law and in thermometer conversions\nthat were used in the physics course.\nThe breaking of thick glass bottles\nwhen heated, the contraction of gases when heat is removed from them,\nand other incidents in the laboratory afford opportunity to emphasize to the\nstudent the importance of using the knowledge supposed to have been\nacquired in his previous work.\nHistory and modern languages may be\ncorrelated to a less extent while drawing should be required of all students\ntaking science.\nThere is also the correlation of chemistry with the environment of the\nstudent.\nWithout at all abandoning the emphasis on the importance of\ngeneral principles, the bearing of chemistry upon the daily life of the world\nshould not be neglected.\nSuch topics, as the automobile with its three\nfactors of steel, rubber, and gasoline, the principles of photography, fireworks and explosives are suggested.\n“The chemistry of the home and the\nchemistry of fertilizers, sprays, milk, and the soil are topics which should\nreceive especial treatment in the rural high school.\nThere is need in our high schools for a well-planned four-year course in\n\n"}
{"page": 1275, "printed_page": "1253", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1253\n\nscience.\nFour-year courses already exist in English, History, Mathematics,\nLatin, and consecutive courses in other subjects.\nScience, however, has not\nuniversally received the same consideration.\nSomewhere in the four years\nthere comes a break. While we may not maintain with Spencer that science\ncontains that knowledge which is of sole value in life, it is at least of sufficient value to warrant an equal consideration as to length and continuity of\ncourse with other subjects in the curriculum.\nBoth physics and chemistry,\nusually given in the last two years of the high school, would profit by this\narrangement.\n‘The steady development of observational and reasoning\npower in scientific work is seriously interfered with where a break occurs\nduring the second year.\n‘Time does not permit more than mention of such topics as “Assigned\nreadings,’ “Essays,” “Industrial excursions,” ‘Problems’; but I want to\nspeak of one topic more fully. It seems to me the time has come when\nwe may justly dwell upon the word American in our chemistry teaching.\nDuring the past ten years this country has shown that it has chemists second\nto none; it has shown that there is an American chemistry.\nMention of\nonly a few lines of endeavor, such as optical glass, dye stuffs, war gases,\nexplosives, and nitrogen fixation will show that today we stand upon a\nchemical level with any of the nations.\n“The names of American chemists\nshould be as freely used in our class work as those of European chemists.\nLet us givetoAmerica and to American chemists the credit which is their\njust due. And the lesson taught us by the Great War must not be forgotten.\nNot again must our country be so dependent upon foreign chemical industries.\nWe must train our own chemists here.\nThe laboratory—lIf the recitation room is the place in which the student\nthinks out answers to questions from the teacher, the laboratory is the place\nin which he thinks out the answers to quéstions of his own. — It is the one\nspot in which his ability to initiate and to correlate are put to the test. No\nlaboratory directions should be so detailed as to leave the student no opportunity to exert his powers of constructive ability, observation, and reasoning.\nThe teacher should pass from student to student, inspecting, criticizing,\nquestioning, suggesting, but telling as little as possible. “Too much telling\nis bad. One fact or principle discovered by the pupil is worth half a dozen\ntold to him by the teacher.\nTelling does not create independence of\nthought; that comes best through the pupil’s own efforts.\nIn the laboratory the pupil may work out small research problems.\nLet\nhim, for example, find out for himself why sulphuric acid does not work\nwell on marble when making carbon dioxide; why heat is needed in making\nnitric acid by the general rule but is not needed in making hydrochloric\nacid by the same rule; whether any oxide can be used with HC1 in making\nchlorine; why the oxygen delivery tube should be removed from the water\nin the trough when all the bottles are filled while the hydrogen delivery\ntube need not be removed.\n‘These are simple points not beyond the power\nof the average student who is willing to make mental effort.\nIn the laboratory the special interests of individual students may be\nFor some years in my own school we have\nallowed chance for expression.\n\n"}
{"page": 1276, "printed_page": "1254", "text": "1254\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwork along the line\ngiven boys who were interested and ambitious special\n‘The preparation of\ned.\ncomplet\nwas\nof their choice after the regular work\nof the lines open,\nother\nany\nthan\nmore\nthem\nto\nsimple salts seems to appeal\nand of agriculfoods,\nof\n,\ntextiles\nof\nry\nchemist\nthe\nin\nents\nalthough experim\nused are on\nbooks\nture are available. Specimens of this work and of note\nexhibition here.\nand\nSo far as possible the course in chemistry, both in lecture room\nhave\ncolleges\nThe\npossible.\nas\nic\nhumanist\nas\nkept\nbe\nlaboratory, should\nalmost forced upon us much academic work, but such work is of less interest\nto the young student. ‘The chemistry of the automobile, of photography,\nfor\nand the like makes a stronger appeal than the chemistry of substances\npossible,\nis\ne\nprocedur\nsuch\nWhere\nuse.\nlittle\nsee\ncan\nwhich the student\nsome separation of non-college preparatory students from the others seems\nFor such students the course can be much modified and more\ndesirable.\nof the chemistry that deals directly with their life interests and environment\ncould be made use of.\nThroughout the whole course, training in the ability to observe, to see\nrelationships, to correlate facts and to draw from observed facts correct\nconclusions is the aim of chemistry teaching; the accumulation of much\ninformation is important but of less real value. Observe and think is our\n“Open Sesame.”\nBefore closing, a brief mention of some conditions which handicap our\nteaching should be made. The first of these is the abnormal size of classes.\nTo give proper and efficient instruction to classes of forty or more is val\ntask to try the skill and patience of the very best teachers. With half\nFifteen\ndivisions in the laboratory this gives twenty for a single teacher.\nis as many beginners as can be efficiently handled in the laboratory unless\nI am aware that school officials are often in the\nan assistant is provided.\nposition of King Leodogran when he entertained the Queen of Orkney and\nNevertheless large classes\nher sons, “not as he would but as he could.”\nmilitate against the best teaching.\nA shortened recitation period is another handicap. With a given amount\nof ground to be covered, the maximum of time should be granted for recitaNo\ntions. Less than forty minutes with a class of forty seems inadequate.\nperiod should be less than forty-five minutes.\nI plead also for the recognition and adoption of the principle that every\nscience teacher should have one period a day free from every official assignment.\n‘This time is absolutely necessary for setting up and testing demonstration apparatus, for repairing broken apparatus and constructing new;\nfor trying out new experiments; for making solutions; and for the hundred\nthings which must be done on the teacher’s own time if the free period is\nnot granted.\nI cannot speak here of such topics as: lack of home codperation, of the\ntoo evident outside activities of students, of jazz and moving pictures and\nthe automobile which take so much time that should be given to study.\nThese are all factors which affect the quality of the work we are trying to\ndo or rather the quality of the product we turn out,\n\n"}
{"page": 1277, "printed_page": "1255", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n$255\n\nWhen we look into the future and realize the great part which chemistry\nis destined to play in this country, a strong feeling of responsibility comes\nover us. ‘There are great problems waiting to be solved by the chemists of\nthe near future, and these chemists are now our students.\nUpon them will\nfall in the coming years the solving of the problems of waste, of conservation, of new fuels and new sources of power.\nIf they are to do well their\npart then, we must do well our part now.\nTo lay the broad and deep foundations of chemical knowledge on which\nothers may raise the superstructure, to cultivate in youth those powers of\nobservation and of reasoning which lead to the best results, to waken in\nthem a realization of what chemistry means to the country now and in the\nfuture, and to stir in them an ambition to contribute something to the\nscience which has done so much to make our modern civilization possible by\npromoting the safety, comfort, health, and material wealth of our people,\nthis, O Fellow Teachers, is your task and mine.\n\nCONTENTS\nWALTER\n\nOF A COURSE\n\nG. WHITMAN,\n\nSALEM\n\nIN PHYSICS\n\nSTATE\n\nNORMAL\n\nFOR\n\nGIRLS\n\nSCHOOL,\n\nSALEM\n\nMASSACHUSETTS\n\nIn these days of liberal educational thought, we can hardly expect a\nwidespread agreement of educators upon any definite list of topics in physics\nwhich may be proposed as essential to the proper education of girls. When\nwe are hearing so much about the purposeful activity of the pupil as the\nessence of real education, one hesitates to propose any list of topics under\nthe title of content of a course.\nIn any such list there will probably be some\ntopic which will so appeal to some girl that she will feel an “inner urge”\nto undertake its study.\nThere are some of you present who remember the time when one course\nin physics was proclaimed as a foundation course for all pupils, boys and\ngirls, college preparing and non-college preparing students.\nIt was a\npanacea, a universal course without which no further progress and no\nunderstanding of the applications of physics were possible. Many pupils\ncould see nothing worth while in many of the topics but they were led or\ndragged through that course by the thousands and few there are who look\nback upon those days of the old physics with gratitude.\nNow we find some schools with physics\nTimes have changed since then.\nand other courses for those not going\ncollege\nto\ngoing\nstudents\ncourses for\nto college and in the college preparatory course there is considerable latiWe find some schools offering courses\ntude for variation of the course.\nwhich they think are particularly adapted to boys and those especially fitting\nfor girls. Fourteen years ago I had the pleasure of starting a class in\nPossibly\nphysics for girls in the Ethical Culture School in New York.’\n1 See “School\n\nScience\n\nand\n\nMathematics,”\n\np. 146,\n\nFebruary,\n\n19¢9,\n\nand\n\np. 494,\n\nJune,\n\nrgto.\n\n"}
{"page": 1278, "printed_page": "1256", "text": "1256\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\ncourses with material selected for girls had been given before that time, but\nsurely since then many schools have developed special courses for girls.\nThere are now available two textbooks in household physics. “These\nwere written for the use of students of household science and therefore\nprimarily for girls. The organization of these books is along lines of a\nscientific classification of the subject matter and for that reason a bare outline of the main topics gives an altogether inadequate idea of the value of\nthe material contained in them.\nIn order to suggest the content of a course\nin physics for girls it seems necessary to name units based upon an altogether different system of organization.\nIt was for a long time a custom\nin our textbooks to make a study of the scientific principles and then to\nadd a few practical applications, apparently as a reward to the faithful\nplodders who had waded through a maze of (to them) purposeless figures,\nformulas, and experiments.\nWould it not be better to have the purpose of\nthe work fixed in the student’s mind at the start, and would not a course\nbuilt up of a series of worth while projects—definite units of study—\nwhich have a direct appeal to the student, produce in the student’s mind a\nreadiness for work which would bring satisfaction in the accomplishment?\nBelieving this is so I have dared to depart from the customary practice of\noutlining courses and suggest a list of project-problems.\nWhat principle of selection of material should guide us in deciding the\ncontent of this course?\nFirst of all it must be of educational value; it\nmust help in the girls’ development in some way.\nBeyond this I have\nfound it extremely difficult to define a standard of required conditions which\nmust be fulfilled by any subject matter to be entitled to become a part of\nthis course.\nHowever, it is probably true that a subject meeting any one\nof the following conditions may be included in the list from which selection\nof class work may be made.\nSubject matter shall be included if it helps one: (1) To understand the\nconstruction and proper use of any household device, as a study of the\nkitchen range.\n(2) To improve one’s method of doing a thing, as methods\nof dustless cleaning.\n(3) To feel satisfaction in having accomplished a\nthing of interest, as learning how to use the camera properly.\n(4) To\nunderstand common things of nature, as atmospheric pressure, its relation\nto storms as well as to vacuum appliances.\n(5) To know about things of\ngeneral interest, as the difference between an airship and an airplane.\n(6)\nTo develop a scientific attitude of mind and to use the scientific method in\neveryday life, as an investigation to find the best conditions for baking a\ncustard.\nAny one of the large projects or problems which are given in\n\nthe following list may be subdivided into smaller problems and projects.\n\n"}
{"page": 1279, "printed_page": "1257", "text": "DEPARTMENT\n\nLIST OF\n\nOF SCIENCE\n\nPROJ ECT-PROBLEMS\n\nFOR\n\nINSTRUCTION\n\nA GIRLS’ COURSE\n\n1257\n\nIN PHYSICS\n\n1. What are the things which are essential to our existence?\n\nThis question involves a discussion of matter, the different forms of energy and\nthe ether.\n2. How are we dependent upon heat?\nThis question calls for a survey of the different useful applications of heat in\nkeeping us warm, the production of food, the cooking of food, providing means\nof travel\n\nmodern\n\nand,\n\nin various\n\ncivilization.\n\n3. What common\n\nindustries,\n\nproducing\n\nimportant\n\nmaterials\n\nIncidentally will be discussed the nature\n\nessential\n\neffects of heat can we utilize?\n\nChange in temperature for our comfort, cooking and industries.\nChange in size utilized in the thermometer, in heating by convection,\ncause of winds.\n3\n\nChange\n\nto\n\nand theory of heat.\n\nin state—water\n\nfrozen\n\nand\n\nstored\n\nas\n\nice for\n\nand\n\nrefrigeration.\n\nthe\n\nWater\n\nvaporized and the stored heat used for warmth and power.\nChange in composition—important chemical changes brought about by heat—\ncooking, baking, production of illuminating gas, iron and other products.\n\n4. What does the thermometer tell us about heat? How does it do it?\nPrinciples used in temperature measurement.\nSpecial thermometers used in the\nhousehold.\nHow the thermometer is made.\n5. How is heat carried to all parts of the room?\nA discussion of conduction, convection and radiation.\n6. How is our weather a resultant of heat conditions?\nMoisture in the air, formation of clouds; winds; storms.\n7. How is heat in our bodies regulated?\nSource of heat. Normal\nbody temperature.\ncold; taking colds; proper clothing.\n8. How\nWhat\n\nHeat\n\nlosses.\n\nSensitiveness\n\nto\n\nis a house heated?\ndoes\n\nit mean\n\nto warm\n\na room?\n\n9. How may the house be heated by warm\nA comparison of the stove and warm\nfor control of heat.\n\nHow\n\nis heat\n\nlost?\n\nair?\nair furnace.\n\nHow\n\n10. What are the advantages of heating by hot water\nA comparison of heating by these two methods and\n\nto manage\n\ndevices\n\nand steam?\nadvantages of each.\n\n11. What is the need of ventilation and how may it be secured?\nFresh air, vitiated air, effects of temperature, humidity and circulation.\n\nMethods\n\nof ventilation.\n12. How is heat produced and used in the kitchen?\nThis involves a study of the construction and operation\nranges\n\nof the coal\n\nand gas\n\nand hot water supply equipment.\n\n13. What uses do we make of boiling temperatures?\nLow temperatures of boiling in vacuum used in food production.\nNormal boiling temperatures and the cooking and preserving of foods.\nCooking and preserving food and sterilization by increasing the temperature with the pressure cooker.\n\n14. How do meters measure the gas and electricity used?\nStructure of meters; how they work.\nThe dials and how\n15. What supplementary uses of heat are there?\nSimple electric, oil and gas heaters and cookers;\nuse of larger units.\n\nto read\n\ntheir value\n\nthem.\n\nin conserving\n\nthe\n\n16. How can food be cooked without fire?\nPrinciples of fireless cooking and usable\n\napplications.\n\nUse\n\nof thermos\n\nbottle.\n\n"}
{"page": 1280, "printed_page": "1258", "text": "NATIONAL\n\n1258\n\nEpuCATION ASSOCIATION\n\n17. Is electrical heating desirable and advisable?\nHow heating is produced by electricity. Devices in which\n;\nAdvantages and cost.\nto the best advantage?\non\nrefrigerati\nuse\nwe\n18. How may\nRefrigerator, efficiency, cold storage, artificial ice.\n\nused.\n\nit is readily\n\n19. How can we help reduce the annual fire loss in our community?\nCauses of fires and means of extinguishing.\n20. How can we make heat work for.us?\nImportant\nTypes of engines; different ways in which heat is used for power.\napplication of power in the automobile.\n21. What simple science principles are involved in our everyday uses of light?\nExplanation of how light is transmitted, absorbed, reflected, refracted and\nmeasured.\n\n22. How can we make the best use of natural light?\nSunlight and skylight in our house. Relation to health. Colors\n23. What kinds of artificial light are desirable?\nCompare early and present day methods of artificial lighting.\n24. How can we secure proper lighting?\nHow we see. The eye. Light needed.\n\nMeasure\n\nfrom sunlight.\n\nof illumination.\n\nTypes\n\nof\n\nlighting.\n\n25. How\n\ndo our common\n\nPrinciples\neye-glasses.\n\nof reading\n\noptical devices work?\nglass, telescope,\n\nfield\n\nand\n\n26. How may we obtain a home water supply?\nWater in nature.\nPumps.\nGravity distribution\n\nopera\n\nglasses,\n\nbinoculars\n\nand\n\ncity water\n\nsupply.\n\n27. What principles underly the use of machines in the home?\nSimple machines.\nEfficiency of machines.\nWashing, sweeping\n\nand\n\nand\n\nsewing\n\nmachines.\n\n28. What measurements are important in the household?\nUnits of weight and volume.\nHow measurements are made.\nKitchen units.\nNeed of checking up groceries, fuel and ice purchased.\nMeasurement of time.\n\n29. What appliances are useful in the removal of waste from the home?\nPipe systems. Traps.\nFlush tanks.\nSewers.\nCesspools.\nSeptic tanks.\n30. Can we protect ourselves and our property from lightning?\nCharacter of electrical charges and discharges.\nLightning. Protection\nlightning.\n\nagainst\n\nX-rays.\n\n31. How is electricity produced and set to work?\nElectric cells. Magnets.\nElectromagnets. Generators.\n\nElectric bell and\n\nmotor.\n\n32. How may electricity be obtained in a country home?\nSmall electric generators for gas engines or water power.\n\nwater\n\npower.\n\n33. In what ways are we dependent upon sound?\n_ How we make sound.\nHow we hear. Music and musical\ntion of the telephone.\n\nWork;\n\nhorse power;\n\ninstruments.\n\nOpera-\n\n"}
{"page": 1281, "printed_page": "1259", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1259\n\nIn this discussion and outline it is probably evident to you that I am\nadvocating the project-problem method of treatment.\nI do most thoroughly believe in project teaching but I am aware of its many difficulties\nand I believe that many of us, unless we misapply the term “project,” must\ncontinue some formal teaching. An alert teacher will readily find an occa-\n\nsion where both the individual and group project may be undertaken and\ncarried on to a successful conclusion.\nThe working out of these project-problems will require laboratory work,\nobservation and investigation.\nIt is a kind of work that involves the scientific method and if the attitude of mind required in this study can only be\ncarried over into the actual household problems in real life we may look\nfor a more rapid increase in household efficiency.\nThe late Secretary Lane, of the Department of the Interior, is responsible\nfor the statement that there are two and one half million domestic natural\nIf this\ngas consumers who waste over eighty per cent of the gas received.\nis true, it is also probably true that there are as many more users ofartificial\ngas who waste thirty to fifty per cent of the gas they pay for. But wasted\nIf\nmaterial is not the most vital waste we find in the American home.\nyou could go into the homes you would be astonished at the lighting conditions under which some of your pupils study. You would also learn\nsomething of the heating and ventilation as well. Conditions frequently\nexist where not only the eyes are being ruined but their health is being\nsacrificed because of ignorance of the proper conditions and how to obtain\nthem. And the loss of life from fire in the home can be greatly decreased\nby greater knowledge of fire and fire making and the proper care of inflammable liquids, fuels, and devices using them.\nHousehold science problems are becoming increasingly important.\nThe scarcity of domestic help makes it necessary for more housewives\n‘This scarcity creates a demand for\nto do their own household work.\n‘These labor-saving devices are\nmore labor-saving devices in the home.\nIn the complex life\nuses.\npractical\nto\nadapted\nreally scientific apparatus\nproblems of the\nscientific\nthe\nmerely\nnot\nis\nit\ns\ncommunitie\nof our large\nhome but the science problems which grow out of our living crowded\nNot only our comfort but\ntogether amid such artificial surroundings.\nneeded under more natural\nnot\nare\nour health demands appliances which\nwith its multitude of comhome\nmodern\na\nrun\nOne cannot\nconditions.\nwithout a practical\nefficiently,\ndevices,\nng\nlabor-savi\nand\nfort-producing\nworking knowledge of the more common principles of heat, light,\nEvery housekeeper ought also to absorb somemechanics, and electricity.\nBy applying scientific methods\nthing of the scientific spirit of research.\n\nto household problems better results and a saving of material and labor\n\ncan be obtained and, best of all, we may help in the conservation of healthful human beings.\n\n"}
{"page": 1282, "printed_page": "1260", "text": "1260\n\nNATIONAL EDUCATION ASSOCIATION\n\nPHYSICS FOR BOYS\nALLEN C. HUTCHINSON, SOUTH SIDE HIGH SCHOOL, NEWARK, NEW JERSEY\nThe average course in high-school physics through its development for\npreparing boys for college is naturally better adapted to boys than to girls.\nIn spite of this fact, girls in mixed classes often seem to do as well as boys.\nThere is also required of the boys an extra mental effort to master much\nSo it seems to me that in order to\nof the matter which is offered them.\nof high school physics to boys,\nsubject\nthe\npresenting\nof\nimprove the method\nwe must eliminate as much as possible the cause of this extra mental effort.\nThis does not imply that the path should be “‘strewn with roses,” but it\ndoes mean that the path will be more pleasant to travel.\nMost of this extra mental effort is a waste of energy, which would better\nSome of us fail to realize how strange\nbe applied in a more useful way.\nand difficult this subject of physics seems to the average pupil. So it is\nour duty as teachers of physics to approach the subject in a simple and\nnatural manner, and employ suitable means for the cultivation and retention\nof interest on the part of our pupils. You cannot make over the boy but\nyou can adapt the subject to the boy.\nIt is my province to suggest some means by which this subject of physics\nmay be presented to boys with the hope of better results. It is not my\nintention to lay out any special course for boys, but to suggest methods by\nwhich any teacher can work for improvement.\nMost of us are continually\n\nworking for the betterment of our work.\n\nIf we are wide-awake, we read\n\nand visit and talk and listen in hopes of securing something which will\nhelp us.\nMost important of all is the personality of the teacher.\nIt is through\nthis personality that the pupil may receive inspiration to master his subject\nby the cultivation and retention of interest in it, for “interest is the natural\nbasis of effort.” The stronger the interest, the greater the effort. Of\ncourse this implies personal contact between teacher and pupil. We must\nnot neglect the human side. ‘The more individual attention the better.\nBy this means we learn what the boy likes. What does the boy need?\nCan they be made to coincide?\nIt is for us to show the boy that very often\nwhat he likes is concealed in what he really needs.\nWe all realize the difficulties involved in doing ideal work under unfavorable conditions.\nWe are hampered by the size of our classes and the character of their members, by the facilities offered, and the time at our disposal.\nAnd sometimes we are too closely bound by a syllabus. As Professor\n\nWoodhull said at the close of his last talkto the New York Physics Club:\n“T do not see how you do so well considering the conditions under which\nyou have to work.”\nIn planning what we shall endeavor to do to make this course better for\nboys, let us consider what the ideal course should seek to accomplish. ‘The\nprimary object of all science is to ‘“‘ascertain the established relation of\nthings, or the tendency of certain events to be uniformly followed by cer-\n\n"}
{"page": 1283, "printed_page": "1261", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1261\n\ntain other events.”\nThe object is to ascertain facts and to tract their\nrelations to one another. ‘The powers which regulate these relations are\nmostly hidden from us. So the real science we teach will be that by which\nour pupils come to realize the relations that certain physical events bear\nto one another.\n‘These relationships we call laws or principles. Although\nwe hope that our pupils will be able to make accurate statements of these\nlaws, principles, and definitions our endeavor should be that they acquire\na real knowledge of them first. “These concise statements are very difficult\nfor high school pupils on account of lack of practice in making statements\nof that kind. If we are going to demand of our pupils this ability to state\naccurately a large number of laws, principles, and definitions—especially\nthe last—then we shall have to devote an extra amount of time and labor\nin perfecting them in this direction.\nIn this connection we should always\ndemand good illustrations or applications of their statements to emphasize\nreal knowledge rather than mere words.\n‘This might suggest a closer\nrelation or cooperation between the science and English departments of our\nschools, for the spoken and written work of our science lessons is often good\nsubject matter for practice in concise English.\nSo the boy should acquire some of this knowledge of science by knowing\nsome of these relationships of the physical world in which he lives. Cer_tain of these should be selected for special study; others he may or may not\nacquire.\nIf he is a wide-awake boy, he will learn many unawares, although\nhe may not be able to make accurate statements of all of them.\nHe should be able to concentrate his mind, for without this ability he will\nbe unable to attack the problems of life. He should be able to group the\nsalient factors of a problem and to grasp their meaning, and the ability to\norganize them into a clear statement.\nIn other words, he should learn to\nthink clearly and express himself clearly.. We would hope for him to\nacquire to a greater or less degree the ability to initiate wise action. We\nwish him to learn to concentrate, to analyze, and to organize.\nIf he\nacquires all these, he will have developed character and built the foundation of good citizenship.\n“An acquaintance with the facts and principles and processes of natural\nphenomena furnish him with some understanding of the elementary laws\nof nature, which are necessary for healthy, intelligent, and efficient living.”\nThe\nThis knowledge will give him a better use for his leisure moments.\nthis.\nof\nillustration\ngood\na\nis\ninterest of boys of all ages in radio\nIn discussing the subject matter for this course of physics for boys it is\nEach teacher or\nnot my intention to offer a syllabus for such a course.\ngroup of teachers will probably plan out a course and continue to adapt it\nI would abbreviate the\nto conditions and improve it from time to time.\nis not enough time to\nthere\nthink\nI\nfor\nextent,\nordinary syllabus to some\nsacrifice much of\nwould\nI\nmanner.\nproper\na\nin\nground\nwhole\nthe\ncover\nthe work under sound and light to give more time to mechanics, heat, and\nelectricity, and if I found it advisable, I would eliminate much of the\nIt is simply a matter\nmathematics involved, especially that in acceleration.\nwhether our pupils\nus\ntell\nwill\nExperience\nquantity.\nof quality rather than\n\n"}
{"page": 1284, "printed_page": "1262", "text": "1262\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntory work there are hunare really learning physics. In regard to labora\nthe facilities within our\nonly\nbeing\nlimits\nthe\ndreds of possible exercises,\nbe worth while, illustrate\nreach. Mysuggestion is that the experiments\ne thought in the manipudifferent important facts and principles, and requir\nlation of apparatus.\nCan we\nn sense.”\nSome one has said that “‘science is classified commo\nteach\nshould\nWe\nsense?\nn\ncommo\nof\nmatter\na\nteach\nmake the physics we\ng,\nlearnin\nare\nthey\nwhat\nour pupils to apply the rule of common sense to\nis\nas\nral\nunnatu\nand\nstrange\nso that things may seem natural rather than\ntoo often true.\nreal knowledge.\nWhat we teach we hope to make a part of the boy’s\nknowledge a\nhis\nHe does not really learn until he does in some way make\nry for anynecessa\nis\nfield\n“Experience in a\npart of his own experience.\nbe of a\nmust\nteach\nwe\nphysics\nthe\nSo\nthing like mastery of the field.’\n‘Theredge.\nknowle\nreal\nhis\nof\npart\na\nbecome\nnot\npractical nature, or it will\nte that\nelimina\nus\nlet\ncourse,\nour\nfrom\nmatter\nany\nof\ntion\nelimina\nfore in the\nwhich is not practical.\nstrange\nMany things appear difficult to a pupil merely because they are\nSome\nsubject.\nthe\nto\napproach\nabrupt\ntoo\na\nto\nOften this is due\nto him.\nbut\nion,\npreparat\nary\nprelimin\nspecial\nwithout\nreadily\nacquired\nthings may be\neasily\nthen\nothers need a slow and carefully planned approach and are\nSome streams are easily crossed, some are impassible, others\nacquired.\nIt is for us\nwould seem difficult to cross but for the bridges over them.\nthe most\nby\nscience\nof\nes\ndifficulti\nthe\nof\nbridges\nthese\nto\nto lead our pupils\nnatural paths.\nIn regard to this manner of approaching a new subject, Professor\nHe says\nWilliam H. Kilpatrick speaks of “‘psychologizing subject matter.”\n“get\nmust\nWe\npupils.”\nhis\nof\nlearning\nthe\nfor\n“A teacher must prepare\nmake\nto\nmeans\n“Tt\nscience.”\nhis\nof\nbeginnings\nthe\nat\nstart\nto\npupil\nthe\na path of psychological order from the learner’s present state up to a state\n‘This means then that\nwhere he has much experience well organized.”\napproaching new\nview,\nof\npoint\nboy’s\nthe\nwe must teach the boy from\nfrom having\nhim\nto\nfamiliar\nare\nthat\nevents\nand\nfacts\nthrough\nmaterial\nIn this connection general science\nbeen a part of his previous experience.\nis a great help to us as it has brought the boy part way along the road\nHere is a marked difference in the teaching of boys\nwhich he is to travel.\nbut in the difference in the facts and experimethod,\nthe\nin\nnot\nand girls,\nences by which we approach the study of new things. The teacher must\nhave a personal touch with his pupils. He puts himself in the boy’s place,\nand with the same viewpoint they go on together.\nIt is a matter of considerable thought and experience for the teacher to\nplan these approaches to the many new things of physics, but it is a great\nsatisfaction to observe by an awakened interest that you are on the right\ntrack and are putting the thing across in a satisfactory manner.\nThe next thing I would emphasize is a clear presentation of the sub-\n\nject. This includes all that has to do with the teaching of the subject, the\ndemonstration, the recitation. the explanation of the text, the method of\n\n"}
{"page": 1285, "printed_page": "1263", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1263\n\nquestioning, and the laboratory work.\n‘The first essential in this connection is simplicity.\nIt is said of Galileo that he was never satisfied until he made a subject\nas clear to his pupils as to himself.\nIn regard to instructions to pupils a\nformer principal used to say, that whenever a statement was made for a\npupil to hear or read, it should be worded not so that the pupil could\nunderstand it, but so that he could not help but understand it. You cannot\nrely on pupils getting the idea intended on the written page.\nIt is necessary that text assignments be thoroughly clarified by the teacher. Professor\nBriggs, in a talk to some of us teachers a few years ago, emphasized one\npoint in particular—namely, that in conducting any recitation or demonstration with a class the main thing to be taught should be clearly presented to\nthem at the beginning, and kept before their minds to the very end, so that\nat the close of the period, there could be no doubt, that each pupil knew\nwhat he was expected to learn at that time. One of my college instructors\nin science used to put daily outlines of the lesson on the blackboard.\n‘This\nwas of great help to me, and I have always employed this device in my\nteaching.\nIt did not seem to be a very common practice in those days,\nbut is quite common today.\nThere is one bridge that helps us cross many of the difficult streams of\nlearning.\n‘This is the bridge of interest. Work is secondary to a boy in\n“Think of what\nthe mastery of a problem in which he is really interested.\nboys have done during the last few years in connection with radio; the\ntime and care and study they have employed in building their sets, listening\nin, learning the code, receiving, transmitting, experimenting, and often\nQuite a number of the inventions and improveperfecting their apparatus.\nAmerican boy. We as physics teachers have\nthe\nto\ndue\nare\nradio\nin\nments\na great fund of material from which to draw to maintain an interest among\nour pupils. Most pupils enjoy demonstrations and laboratory work, and\nMost of them like to\nanswering questions when they know the answers.\nthis interest and\nstimulate\nus\nlet\nSo\nthem.\nsolve\ncan\nthey\nif\ndo problems\nset it to work in the right direction.\nIn regard to this interest in radio: There is more sense in our teaching\nOf what practical use is the telegraph to the\nradio than the telegraph.\nexperiment with the common telegraph in these\nnot\naverage boy? They do\nus. Our syllabus is out-of-date.\noutstripped\nhave\npupils\nOur\ndays.\nLast winter I made some artificial galena by heating some sulphur and\nAs a detector it is sensitive all over. There is\nlead in a closed crucible.\nno need of a buzzer attachment to your set when using it. Later at a\nmeeting of our Science Club one of the boys gave a demonstration of\nSince these demonstrations, many of my pupils and\nmaking this “galena.’’\nothers have been eager to make this artificial galena to go with their radio\nsets. Only last Friday three boys came to me on the last day of school\nasking if they could use the laboratory for making some crystals.\nIn the matter of demonstration we should be careful to select facts and\n‘These demonstrations should be as\nprinciples that need demonstration.\nclear as possible. and accompanied\n\nby a line of talk with pointed questions,\n\n"}
{"page": 1286, "printed_page": "1264", "text": "1264\n\nNatIONAL EDUCATION ASSOCIATION\n\nI believe in\nto keep the pupils thinking actively about the matter at hand.\nsize that\na\nsuch\nof\nand\npurpose\nthe\nfor\ne\navailabl\nusing the best apparatus\nit.\nsee\ncan\nclass\nthe\nevery pupil of\n\nand\nIn regard to laboratory work, the experiment should be worth-while\nwhat\nabout\nthink\nto\nhave\nconducted in such a manner that the pupil will\nhe is doing, and what he is to learn from the exercise. If possible nothing\nA few pointed\nshould be allowed to divert his attention from his work.\n\nr\nquestions for him to answer at the close will help him to remembe\nmore important points of the exercise.\n\nthe\n\nIt is only by constant practice that we shall be able to develop in him the\nI think sets of pertinent questions are fine for this\nability to think clearly.\npractice in thinking logically. Questioning is an art which some of us have\nto acquire. I believe time will be well spent in making out sets of questions\nEven though your pupils may not\nrequiring careful thought in answering.\nfollow the reasoning when the\ncan\nthey\ncorrectly,\nanswer such questions\ncorrect answer is made clear to them, and gradually they will learn how to\nSuch questions require something more than\nattack questions of this kind.\nsnap judgment.\nThere are several other means to help keep the boy interested in physics\nOne is the formation of clubs\nand to help him in his progress in science.\nholding regular meetings, conducted in an orderly manner with definite\nprograms.\n‘Then there is the conducting of trips to industrial plants or\nplaces where there is opportunity to observe practical applications of physical principles. There is the showing of moving or other pictures in the\nschool and elsewhere if occasion offers. Also there is the opportunity for\nauthoritative talks by citizens having an intimate knowledge of certain\nfacts or applications of physical interest. ‘There'is to the matter of outside reading not only from the library, but from the magazines and newspapers to keep in touch with the science movements of the day. If there\nis an active club, much of this may be carried on through the club under\nthe supervision of the teacher.\nWe as teachers are especially interested in character development. Above\nall we wish to turn out good citizens.\nBy personal contact we should\nrecognize originality and should indicate our appreciation by helping it\nalong. We teach discipline by maintaining it. Our pupils acquire a\nrespect for Nature’s laws; they should respect our human laws. With\nus he will have learned attention, persistence, accuracy, and self-control,\n\nand we trust a certain amount of culture, which will be of use to him in his\nleisure hours.\nIn this development of character there is the great problem of honor in\nour schools. We draw from all classes, and too often there comes into\nour midst that element that has little regard for honor. We must not\nturn out little crooks. Punishment is seldom a remedy. We teach them\nthe laws of conservation of mass and energy.\nLet us teach them the law\nof reward for labor; that nothing is gained without paying for it in some\nway; that the reward for toil is health, wealth, and mental satisfaction.\nWe shall find that it is easier to lead them than to drive them. I see the\n\n"}
{"page": 1287, "printed_page": "1265", "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n1265\n\nsolution of the honor questions in the pupils themselves.\nIf the fight\nagainst dishonor is not fought by the pupils as a whole through their general\norganization, then let the pupils of your class carry on the fight, or let the\nphysics club do it if one is organized.\nBefore I close I will say a word about a scheme they are trying out this\nyear in Stuyvesant High School, New York.\nThey are fortunate in having\nas principal a former prominent science teacher who naturally takes a strong\ninterest in the science work of that school. This scheme emphasizes a\nsimple approach to the whole subject during the first half year and a more\nintensive study during the second half. During this first half year everything is of a purely qualitative nature and little is done in regard ‘to statements of laws and principles and the use of mathematical formulas.\nTheir\nsystem includes one day for lecture, one for laboratory, and three for recitation. It has been in use only during the last half year, but I judge, from\na talk I had with one of the teachers last Monday evening, that results\npromise well for the success of the scheme.\nSo in closing, I will again suggest, that you select suitable subject matter\nof a practical nature, with an abundance of useful applications, and a set of\nexperiments on important facts and principles, preferably those requiring\ncare and thought in the manipulation of apparatus.\nApproach the various\nlessons in as clear and simple a manner as possible and in the natural psychological order.\nStimulate\nand maintain interest in any legitimate manner.\nIn directing the mental activities of your pupils, constantly work\nto develop clear thinking, utilizing for this purpose, among other things,\npertinent questions and problems demanding persistent and logical thought,\nall of course within the range of the pupils’ abilities. Let us teach this\n“reward for toil” and keep watch on the honor of our pupils, for we wish\nabove all for them to become good citizens.\n\n"}
{"page": 1288, "printed_page": "1266", "text": "lprreagreay 7els econ: ‘ae = we ahvehaere vais\nau\n\noily 3a)\n\n‘ata\none qT00 hat if\n\n476\n\niia\n\nrete gerva\n\nde®\n\n“PhiG 4\n\nof\n\nShor lope\n\npressieadegas 2atnntise-eiit i’\n\nfootings\n\n“licurtan\n\nanette & oahu\n\nwi denis. inpy-sinl fa\n\n\"ant\n\nweeir iteaeg To\n\nhid witratts\n\nwists oo deer “analybibs!\nview k\n\nies\n\nwehpirt\nft\n\n960)\n\nv aa\n\niy id te slasher ade op brat\n\nMed tre ri, ole Seine hay he\n\nbree’ gute\nye\n\nie Saleak inet seks: tse\n\nia\nia\n\nDed peaawlia\n\nded yap Tied tee ey rt °y fev web icka\nvie\nnbookd ‘gables melanie ines\npuasys\n\nFes\nsortie\n\nart te tune\n\nTot ite a tram értdsicotesine yori rast ba: a\n\nmere\n\nas\n\n:\n\neberys ona\n\nafar) aby thaelantiieaiiegoenG.:\nteijingdine\n\nfeyyy id ‘en tierue\n\ndro ¥ ae He | wont otgt\n\newe!”\n\nipnivatt ar omnpreeeie\n\niv clique? its“sale\n\nsily suey\n\nFRAT\n\night ot HO\n\nat\n\n.\n\nbait-eun\n\nyeimedon acetocpbosiacadytel\n\na90hee ioeete\n\ndost le aTelstiva\n\na\n\nae\n\ngig\n\nnonssiiqes jut:eu to wenn rudy A Sadr ter\nware\n\n7\n\n*tena:\n\nqeonttctticrst:\n\n{\"y\n\ndaly\npeilnese\nshen lit\n\nhme\na\n\nnantes\n\nne\n\nwguitbicnins\n\nonoreure iain gi\n\nF>\n\nsgigbuisinigal ate yuseie nes hasan veasldory horhandeoepiasnit\nor box Suk\nlei ehigihp eaiilatignestt vyltseit\nsip pee cu toi\nah\nbes\nBra!\naiaaaa\nee cae aliqivg vide veka! PRE ie\nfithn\n\ntit\n\n.\n\n6\n\n(rem:\n\nie\neS\n4\n;\nDreyese\nfnigancs > slp\n\nep ence ARiES as \"oan\nwor han prvkgltte ana siates =\n\nena\naly\n\nia\n\nfee\n\nis un\n\nlenehivitue, Sesqien’\n\n7h\n\nts\n\n“auislene;e thd\n\n~earentitan ton senirind cos epontiane\nie,\n\nPros\n\nbibmieyl\n\nate,\n\neet\n\n‘\n\n7\n\n7\n\ni\n\nDaj\n\ntae\n\nei\n\nricel\n\n‘\n\nseguir tz\n\nrat\n\n"}
{"page": 1289, "printed_page": "1267", "text": "Department of Secondary Education\nSECRETARY’S\n\nMINUTES\n\nOFFICERS\nPresident—H. T. Srerrrr, Principal of the West High School.............. Des Moines, Iowa\nSecretary—Ouivta Pounp, Assistant Principal of the Lincoln High School...... Lincoln, Neor.\n\nWEDNESDAY\n\nAFTERNOON,\n\nJULY\n\n5, 1922\n\nPresident H. T. Steeper was unable to be present and the secretary, Miss Olivia\nPound, presided.\nMr. Maurice Ricker, United States Health Service, Washington, D. C., discussed SOME PHENOMENA OF ADOLESCENCE IN RELATION TO CHARACTER TRAINING.\nDr. Elbert K. Fretwell, Columbia University, gave a highly stimulating disHe said there is as yet no definition\ncussion of EXTRA-CURRICULAR Activities.\nWhat is part of the curriculum in one school,\nof extra-curricular activities.\nsuch as the work of the school orchestra and chorus, does not receive credit in\nanother school. At present some sort of athletic training is part of practically\nTraining for sound bodies and sound health habits are\nevery school program.\nIt is the school’s business\nrecognized as an essential part of any school program.\nto seize opportunities to supervise the activities the pupils will carry on anyway.\nThe school must direct the capable pupils toward developing leadership. The\n\nstudent body must be directed to select the right leaders in the school. The boys\nand girls must be taught to meet their responsibilities and to be intelligently\n\nobedient to authority.\nThe school paper should represent the whole life of the school. H should\nfurnish opportunities for talented writers. By giving credit for extra-curricular\nCare must be taken not to\nactivities the work of the pupil can be supervised.\nAssembly activities also should represent all interests in\nrestrict them too much.\nThis will give each\nthe school, such as musical, dramatic, athletic, and so on.\n,\ngroup a means of expression.\nA lively discussion followed Dr. Fretwell’s address.\nDr. F. H. J. Paul, principal DeWitt Clinton High School, New York City, discussed STUDENT ORGANIZATIONS.\nHe\nPrincipal Eugene R. Smith, Baltimore, Md., spoke on Character Training.\n(1) What the pupil needs in the way\ndivided his discussion into two divisions.\n\nof character\n\ntraining.\n\nfulfill these needs.\n\n(2) What\n\nChildren\n\nmethod\n\nthe\n\nschool\n\ndo not have moral\n\nauthorities\n\nstandards.\n\nThey\n\nshould\n\nuse\n\nare born\n\nto\n\nwith\n\nThese must be so trained that the children will develop right\ncertain tendencies.\nFor instance, there is wide difference of opinion among pupils as to\nstandards.\n\nThe criterion should be what is best for the school.\nwhat constitutes honesty.\nof character by\nThe school authorities should help the pupils develop standards\nand so on.\nstandards,\nracial\nexamining\nout,\ntrying\nprecept,\nexample,\nof\nmeans\nof the school\nproblems\nethical\nthe\ndiscuss\nto\nopportunity\nan\nhave\nshould\npupils\nThe\nThe teachers should study the character of each\nand arrive at definite decisions.\novercome defects.\nto\nhim\nhelp\npupil and consciously\nprogress of the\nDr. C. D. Kingsley, Boston, Mass., gave a brief report of recent\nCommission of Secondary Education.\n\nThursday\n\nAfternoon,\n\nJuly\n\n6, 1922\n\nKansas State Normal, discussed professional trainHe said in part that there is no standard at present\n\nDr. Thomas W. Butcher,\ning of high school teachers.\nThere is need of an\nin regard to what the teacher is expected to accomplish.\nTen per cent of all people are not over ten years mentally.\neducational program.\ngroup at the top. This\nThe popular education of the high school concerns a small\ntrain this group to see\nupper group is destined always to rule. The school must\n[1267]\n\n"}
{"page": 1290, "printed_page": "1268", "text": "1268\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe talented should know that they are ex-\n\nwhat their relation to the people is.\n\n‘They should realize that public office\npected to bear heavy responsibilities.\nholding is a responsibility of this especially endowed class. Democracy tends to\n\nmediocrity.\n\nThere is need of a binding ideal.\n\nEducation, heretofore, has fostered\n\nindividual needs—not the needs of the Nation.\nPeople must realize that they\nare the Government.\nCitizenship has been too cheap a thing. High-school teachers need contact with life and need a clear conception of the part the school plays\n\nin training for living.\n\nThey\n\nshould\n\nteach\n\nchildren\n\nto live now,\n\nto know\n\ntheir\n\nThere\ngovernment, to study civilization.\nAbove all they must “keep school.”\nmust be authority even in a republic.\n;\nmm\nDr. Thomas H. Briggs, Columbia* University, spoke on Professional Training\nof High School Principals.\nj\nPrincipal Karl F. Adams, of Seattle, was ill and unable to be present.\nMiss\nSnow, of the Seattle schools, spoke briefly for him on How High School Authorities\nCan Better Codperate with Civic Bodies.\nShe described economic conditions in\nWashington State after the World War and what the schools did to educate the\nforeign population to use local products in place of the products they had been\naccustomed to in the old world.\nThe Chamber of Commerce used the schools\nas a means of codperation between dealers and the people.\nDr. L. L. W. Wilson, Philadelphia, was absent, travelling in Europe.\nHer\npaper was read by a representative from her school.\nPrincipal W. E. Wing, Portland, Me., discussed National Honor Societies of\nHigh Schools.\nThere are six or more of these societies at present in existence.\nAll aim at improving scholarship but with this demand excellence in school citizenship. Several demand also meritorious service to the school.\nMr. C. C. Certain’s report on High School Libraries was read in part.\nBecause the members of the section seemed strange to one another, there were\nno nominations of officers for next year. ‘The president of the department was\nempowered to choose officers for next year. The appointments were: for president, E. E. Crawford, president of Idaho Falls High School, Idaho Falls, Idaho;\nfor vice-president, R. R. Cook, Topeka High School, Topeka, Kans.; for secretary,\nMary Sawyer, Girls’ Adviser, Brookline High School, Boston, Mass.\n\nCHARACTER\nEUGENE\n\nRANDOLPH\n\nBALTIMORE,\n\nAND\n\nSMITH,\nOF THE\n\nTRAINING\n\nHEADMASTER\nBEAVER\n\nCOUNTRY\n\nOF\n\nTHE\n\nDAY\n\nPARK\n\nSCHOOL,\n\nSCHOOL,\nBOSTON\n\nCharacter training has always been one of the objects of any good school.\nThe fact remains that it has been to a large degree an indefinite and\nunanalyzed object. To really accomplish what is aimed for it is necessary\nthat such a broad subject as this be analyzed into its working parts in a\n\nway that will make it possible to obtain definite results.\nFor school purposes, it seems to me, there are three steps in the character\ntraining of the pupil. The first is giving him an understanding of standards; the second, the desire to live up to the standards; and the third, the\nstrength to carry into effect this purpose.\nIt is easy to forget that our present social and moral standards are the\nresults of thousands of years of community experience and experiment.\nThey have been built upon the failures and successes of the race and are\neven yet in process of formation.\nThere are certain standards that are\nquite universally accepted.\nOthers, while they are accepted by the majority\nof people are still resisted by numbers of others who are equally conscientious and intelligent.\nStill others are open questions with what appear\nto be equally valid arguments for and against them.\nTt is evident, there-\n\n"}
{"page": 1291, "printed_page": "1269", "text": "DEPARTMENT\n\nOF SECONDARY EDUCATION\n\n1269\n\nfore, that there is no absolutely fixed body of standards and that no child\ncan be expected to know the generally accepted standards without persistent\nand thorough training.\nLet us for a moment consider the child from the day he is born. At birth\nhis only controlling forces are his own desires, which are largely instinctive.\nThere is to him no such thing as social or moral right or wrong.\nDuring\nthe early stages of childhood to desire a thing is sufficient motive for attempting to get it, and it is only through training that he discovers that\nthere is such a thing as property or that one can not take with impunity\nanything that he wishes.\nAs apparently simple a thing as distinguishing\nbetween truth and falsehood is really a complicated matter, and for a child\nto learn that there is a distinction between telling a falsehood in relation\nto facts which may be acted upon and telling an imaginative story is a\nlong step in adapting himself to social codes.\nAs a boy or girl develops the fixed and unfixed standards of adult life\nare continually forcing themselves upon his or her attention, inhibiting\nmany of the natural instincts.\nIt is therefore of supreme importance that\nat each step of their school lives pupils should have some definite and\nunderstanding explanation of these standards.\nIt is only fair to them to\nexplain that the laws that are generally accepted have been worked out\nby the community experience of which I have spoken, and that one is\nsimply storing up trouble by attempting to fight against them.\nSuch\nlaws, for example, are the ten commandments, which, despite their religious\norigin, are nevertheless social laws, and are such laws as would be laid\ndown by any intelligent body of social experts if they were not already\nin existence.\nIf the child is taught the fundamental importance of service to others\nand consideration for others, much of the doubtful body of standards can\nbe safely left to his own judgment under the various circumstances that\nwill arise from time to time.\nBut granting that a conscious effort is made to teach world standards\nto the children, the mere knowledge of such standards will not necessarily\nmean that they will be lived up to. It is first necessary that the attitude\nof the child shall be one of codperation rather than of antagonism.\nMuch\nharm has been done in school life by letting the children feel that the\nteachers are their natural enemies whom they should outwit if possible.\nSuch an attitude is the foundation for disrespect toward law and authority\nand toward the breaking down of all respect for community codperation,\nIt is absolutely necessary that children while yet in school shall acquire the\nattitude that the laws are their own, accepted by common consent to make\ntheir environment as helpful and happy as possible. ‘This can come best\nthrough actual experience in helping to make such laws, which includes\nseeing their purpose, and therefore desiring to live up to them and uphold\nStudent participation in the conduct of the school in its governthem.\nIf chilment as well as its activities is a powerful tool for this purpose.\ndren help to form the traffic laws for passing in the hall, the: rules for\n\n"}
{"page": 1292, "printed_page": "1270", "text": "1270\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe conduct of the library, the hundred and one simple agreements or codes\nthat make for successful handling of bodies of children together, they will\ntake the first, and a very important, step toward a similar community\nhelpfulness on a larger scale.\nI\nThe third subdivision I have made is closely related to the second.\nknow of no way to increase one’s strength in meeting new situations except\nthrough experience, and experience that requires judgment, and action\nupon that judgment.\nWe have long recognized that physical exercise and mental exercise are\ndesirable things, but we have not yet given sufficient weight to social and\nmoral exercise. We have even taken for granted that at the magic age\nof twenty-one a person became qualified to vote, just as we have assumed\nthat boys and girls who are controlled at every step in the high school can,\nwith impunity, be thrown into the greater freedom of college life. Neither\nof these assumptions has proved itself justified and the remedy in both\nFrom the earliest days children should be given responsicases is the same.\nbility, should be expected to uphold the standards they have been helped\nto form, should learn through their own social experiences and moral successes and failures.\nThe so-called self-government or student participation is a logical and\nefficient means of training. The greater the responsibilities the pupils\nprove able to assume the finer the training becomes.\nI should like to say,\nhowever, that the less machinery that is used in any form of pupil government the more chance there is for its success.\nI believe that too much\nmachinery has been the cause of more failures in this regard than any other\nsingle cause.\n“The nearer to a codperating family spirit a school can\nattain the nearer it will come to ideal community conditions.\nDetails regarding student government have been so much discussed this\nafternoon that I shall not go into particulars regarding it, my only desire\nbeing to record my own unqualified confidence in its value.\nI go so far\nas not to believe in supervising examinations in the high school, and I do\nnot believe it necessary to exact pledges or require signed affidavits.\nA\nhigh ideal of honor, a friendly and codperative spirit between pupils and\nfaculty, and the deterring effect of public opinion, which does not approve\nof dishonesty, can keep the school’s record clean in this respect.\nOne of the most powerful helps in forming the standards of a student\nbody and in bringing the individual into harmony with those standards, is\nthe open meeting discussion of what is right and wrong and what is best\nfor the group in question.\nI have no great faith in preaching to children,\nfor while precepts have some value, it is very difficult to make them a real\npart of the child’s mental make-up.\nOn the other hand, a free discussion\nwith one’s peers leaves definite impression and helps to formulate one’s\nown Ideas.\nOne discussion of this kind that seemed to me very valuable took up the\nsubject of: honesty.\n“The reasons why honesty was important were dis-\n\n"}
{"page": 1293, "printed_page": "1271", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n127A\n\ncussed, pupils nine years old to college age taking part in the discussion.\nVarious kinds of doubtful cases were talked over.\nIn one such open discussion recently over 150 children defined every\nkind of dishonesty except that of cheating in examinations.\n‘This particular\nthing did not occur to any of them because they had never had their\nexaminations supervised, and had not, therefore, had it forced on their\n‘attention!\nAnother open discussion that proved particularly interesting\nwas one on the subject of gambling.\nI had noticed that the pupils were\nplaying simple games in which they won something from each other if\nthey were successful.\nOne of these was throwing cards at a crack, the\nwinner taking all the cards thrown.\nAs I felt that this was bringing in\nan undesirable element I called together all the students over 8 years old\nand asked them what gambling was.\nAfter an animated discussion we\nfinally decided that gambling was getting something for nothing because\none was more skillful or more lucky than one’s opponent. My next question\nwas whether we should have gambling in the school or not.\nA boy at\nThe response to this question was extremely embarrassing.\nonce announced that his father would not play golf unless he was betting\nat least a ball a hole, while a girl quoted her mother as saying that bridge\nwhist was absolutely uninteresting unless there was some stake.\nI was forced to stop the discussion a moment while I begged them to\nleave out their families, and I restated the question like this, ‘Will this\nschool be a happier and better place if we play gambling games, or will\n‘The pupils canvassed the matter thoroughly then took a secret\nit not?”\nballot, with the result that only one pupil in the school voted against\nAs soon as the vote was announced\ndropping every kind of gambling game.\none of the oldest boys arose and said that he had cast the one negative ballot,\nsimply because his family was accustomed to all that kind of thing and it\nHe added that he had been\nnever seemed to him particularly harmful.\nthinking it over while the vote was being taken and he believed the majority\nwas right about the school; at any rate, that he was willing to join them\n:\nand live up to the decision.\nIt is likely that if a rule had been made against playing the various kinds\nof games concerned the student body, not having had the standard clearly\nformed in their own minds, would have resented it and would have evaded\nHaving talked it over thoroughly themselves,\nit in every possible way.\nthey believed in the decision and there was no possibility of their resenting\nit and fighting against it.\nFrom the standpoint of the school there has been one grave difficulty in\ncharacter training. This has been the teacher’s lack of information regarding the characteristics of the pupils. Schools have added the great advantages of physical examinations, mental tests, and standardized subject\nmatter tests. It is also necessary for them to have some means of studying\nin a reasonably objective way the various characteristics that underlie school\nsuccess and moral and social responses.\n\n"}
{"page": 1294, "printed_page": "1272", "text": "1272\n\nNatTIOoNAL EpucATION ASSOCIATION\n\nAlthough many teachers have attempted to study the characteristics of\nOne way has been\nchildren, they have been handicapped in various ways..\nthe lack of any common language in which to define the stage of development of the child.\nI believe that the schools must work out some way of\nmeeting this need and I am going to tell you of the solution that we have\nbeen using at the Park School in Baltimore.\nOur method has been to\ndefine five classifications under each characteristic study, each teacher plac- .\ning a child in one of the five classes at the time of the semi-annual characteristic marking.\nThe following classifications are for honesty. “Chey\nseem to me to be reasonably typical and therefore show how a similar\nmethod can be used for any characteristic in question.\nClass 1—Those\n\nwho\n\nare not only honest with property\n\nand in their school work,\n\nbut are absolutely straightforward and truthful in all their relations.\nClass 2—Those who are honest with property and in clearly defined situations,\nbut may sometimes evade or excuse themselves instead of meeting an issue\nsquarely.\nClass 3—Those who are generally honest, but are still lacking in ability to make\nfine discriminations between honesty and dishonesty.\n‘They may sometimes strain\na point: in getting help in their work, or equivocate, or be careless of property\nrights in small things, such as pencils, paper, ete.\nClass 4#—Those whose ideas of honesty are less clear than in the higher classes,\nor whose sense of honor is less keen. ‘They more easily yield to temptation, and\nare likely to be more ashamed of being caught than of the Choa itself.\nClass 5—Those who are deliberately dishonest.\n\nIf there are clearly defined differences between a child’s honesty regarding property, school work, and straightforwardness and truthfulness, a\ndouble, or even triple, mark may be given.\nIn that case the numbers would\nindicate in order the child’s classification in these respects.\nOther methods are being devised in various places, but all have the\ncommon purpose of keeping the teachers awake to the importance of such\nqualities and of giving them a usable means of analyzing their pupils in a\nway that is not only helpful to them but is definite enough to be passed on\nto others.\nIn closing, I wish to stress two points: the value of experience in forming\ncharacter, the absolute necessity of each child’s being allowed to meet\nsituations that call for judgment, decision, and action.\nIt must, however,\nbe remembered that a reasonable proportion of failures is to be expected,\nand that the school should not be discouraged because its pupils are not\nsuperhuman.\nThe other point is to re-emphasize the importance of the forming of the\nstandards of which I have been speaking. I believe this is the most neglected part of our school character training and it is certainly not the least\nimportant part. We must be conscious of the child’s total ignorance of\nthe adult world and of the need of consistently forming, step by step, those\nstandards, and attitudes toward them, that will eventually bring the child\ninto harmony with what is best and will make him an active factor for\ngood citizenship and general betterment.\n\n"}
{"page": 1295, "printed_page": "1273", "text": "DEPARTMENT\n\nSTUDENT\n\nFRANCIS\n\nOF SECONDARY\n\nEDUCATION\n\nORGANIZATIONS AND. THE\nOF CHARACTER\nH.\n\nJ.\n\nPAUL,\n\nPRINCIPAL,\n\nDE WITT\n\nNEW\n\nCITY\n\nYORK\n\n173\n\nDEVELOPMENT\n\nCLINTON\n\nHIGH\n\nSCHOOL,\n\nCharacter is the outgrowth of the moral principles that guide us in our\npractical responses to life situations.\nIn the ultimate analysis the basis\nof character must be instilled in the home, and at the earliest possible\nmoment.\n‘The development of character must take its origin in the inculcation of right principles, but it also requires opportunity for practical\napplication of such principles under wise guidance.\nInstruction is a necessary element in the formation of character in order that we may know the\nright. But training is also an essential. Knowledge of the right does\nnot insure its performance.\nThrough the curriculum and in the moments when he draws moral lessons from the occurrences of life the teacher has his opportunity for instruction that will build up strong powers of reflection that center attention on\nthe right. The teacher’s own personality is even a stronger factor than\ncurriculum or direct instruction.\nIt is in activities outside the classroom\nthat the teacher gains one of his greatest opportunities to influence the\ncharacter of his students.\nIt is this that makes it so necessary that teachers\nacquaint themselves with the motives that prompt students to organize into\ngroups for the satisfaction of varying interests.\nIt is this that requires that\nthey participate in and direct such organizations, if through their own\ncharacters they are to influence the characters of their students.\nWe cannot ignore the fact that it is natural for students of adolescent\nage to form organizations good or bad in the ultimate effect on their characters.\nWe cannot escape our responsibility in determining which type of\norganization, the good or the bad, shall prevail.\nTeachers’ attitudes in regard to this problem vary according to their\ntemperaments, and according to their sense of obligation to their students.\nOne type of teacher opposes all student organizations on the ground that\nSuch a teacher puts the curriculum above the\nthey interfere with studies.\nstudent, and fails to use the instinct to organize as a means of arousing\nAnother type regards students’ organizations\ninterest in subject matter.\nwith indifference if not with annoyance, either because he feels that such\norganizations reflect only the play instinct, or because he resents the extra\nlabor that they may impose upon him. ‘The real teacher, the teacher who\npossesses a socialized viewpoint, the teacher who grasps the character-forming possibilities of student organizations, is the one who sees in such organizations opportunities for direct contact with his students in vital social\nSuch a teacher regards the student organization as a laboratory\nsituations.\nin which character reactions, both qualitative and quantitative, can be\ndetermined.\nThat which we wish our nation to be, our schools must first be. When\n\n"}
{"page": 1296, "printed_page": "1274", "text": "1274\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ned the\nwe know the kind of citizens our country needs, we have determin\ntype of students our schools should develop.\nso\nOur country needs citizens that have had their individual talents\nthey\nwhich\nof\nbest\nthe\nty\ncommuni\nthe\nto\nrender\nwill\ndeveloped that they\niare capable. Our schools should reflect this need by providing opportun\ntheir\ndevelop\nto\nand\nties that will enable those of special talent to discover\nStudent organizations that grow out of the subjects of\npeculiar powers.\nthe curriculum afford a ready means to encourage those of special ability\nto develop their natural interests.\nOur country needs citizens who shall be able to think for themselves on\npublic questions, citizens who recognize the fact that the right of selfgovernment can be maintained only when all members of the community\nrespond to the obligations upon them of respect for and obedience to sel fimposed law, citizens who seriously assume the obligation upon them of\nPracwise choice of those to whom the enforcement of law is entrusted.\nstudent\nby\nafforded\nbe\nschool,\nthe\nin\ncan,\ntice in response to such obligations\norganizations in which privilege and responsibility are recognized as common to all.\nOur country needs citizens who show that beyond the duty of selfsupport, beyond the duty of providing for those dependent upon them, rises\na greater duty, that of thinking and acting for the community as a whole,\nthat of making the community to some degree better because they have\nlived in it. Such citizens reflect the ideal of social responsibility, the ideal\nof service. This ideal should also actuate our student organizations, both\nthose that exist for the development of the individual and those that have\nas their aim the welfare of the entire student body.\nThrough the positive use of student organizations for such ends as have\nbeen outlined, coupled with the recognition of the fact that our students are\neven now members of the larger community, we can create schools that do\nnot exist for the schoolmaster but for the youth of our land.\nEducation has always had and always will have two aspects, the individual and the social, varying according to the point at which we place our\nemphasis.\nEvery agency of education shows these two aspects.\nStudent\norganizations are no exception.\nFrom the standpoint of the individual\nstudent we find that these organizations have their chief gratification: (1)\nIn giving a broader outlook on the significance of each department of instruction, and opportunity for practical application of principles learned\ntherein.\n(2) In giving opportunity for specialization and the choice of a\nlife career.\n(3) In encouraging the development of high standards of\nachievement.\n(4) In developing initiative and executive ability. From\nthe standpoint of the group as a whole, student organizations prove their\nvalue: (1) In providing social experiences for all who coéperate in general\nactivities.\n(2) By arousing the desire for self-government and the sense\nof responsibility for the selection of leaders on the basis of worth.\n(3) By\ncreating a democratic public opinion that recognizes achievement, and\nrejects accidental differences, whether those be of birth or wealth.\n(4) By\nencouraging the spirit of service as the goal of school life.\n\n"}
{"page": 1297, "printed_page": "1275", "text": "DEPARTMENT\n\nOF SECONDARY EDUCATION\n\n1275\n\nThis two-fold service of student organizations can best be illustrated by\nconsidering the concrete case of a school in which such organizations are\nconsidered as vital agencies in effecting the social purposes for which the\nschool exists. In such a school the many organizations can be classified\ninto the following groups.\nSubject groups; Fine Arts Group; Athletics\nGroup; Social Group; Codperative Group; School Publications; Honor\nSociety.\nThe meaning of these respective designations becomes more clear when\nwe enumerate some of the organizations to be found in each group, as in the\nfollowing outline:\nSUBJECT\n\nGROUP\n\nFINE\n\nGood English Club\nShort Story Club\nOratorical Society\nDebating Society\nPlaygoers Club\nMathematics Club\nCity History Club\nEconomics Club\nLatin Club\nFrench Club\nSpanish Club\nGerman Club\nItalian Club\nPhysics Club\nChemistry Club\nRadio Club, ete.\nCOOPERATIVE\n\nGROUP\n\nOrchestra\nBand\nGlee Club\nCamera Club\nSketch Club\nArts & Crafts\n\nDramatic\n\nSoccer\n\nGROUP\n\nTeam\n\nSwimming\n\nClub\n\nCrew\n\nClub\n\nSociety,\n\nSOCIAL\n\nATHLETICS\n\nTrack Team\nBaseball Team\nFootball Team\n\netc.\n\nGolf Club\nTennis Team\n\nRifle Team,\n\nGROUP\n\nClass Organizations\nInter-School\nand\n\netc.\n\nForm\n\nDances\nChess Club\n\nSenior Class, ete.\n\nGENERAL\n\nGROUP\n\nDisciplinary Squad\nTrafic Squad\nLunch Room Squad\nSanitary Squad\nOffice Squads\nGymnasium Squad\nLibrary Squad\nStudy Hall Squad\nBlind Class Squad\nMultigraph Squad\nPrinting Squad\nSchool (codperative)\nSquad\n\nARTS\n\nPublications Board\nBank\nAfternoon Help Classes\nBig Brothers\nReserve Officers Training\nCorp.\nReligious Clubs\nHebrew Culture Society\nYee Mve CAVA:\nNewman Club\nHonor\n\nSchool Annual\nWeekly Paper\nMonthly Magazine\nStudents Manual\n\nSociety\n\nStore\n\nParticipation in these organizations is provided for both during and after\nBoys participating in organizations functhe regular session of the school.\nto engage in such activities when\npermitted\ntioning during school hours, are\nthey have free periods.\nA brief explanation of a few of these organizations may be desirable.\nThe Playgoers Club has for its purpose the inculcation of standards of\ntaste for reputable current plays. During the course of each term, six\n“These are chosen under the guidance of the faculty\nplays are attended.\nReports and discussions of the plays attended are required at subadviser.\n\nand\nsequent meetings of the club. The Traffic Squad has charge of halls\npurpose in\nvital\nvery\na\nserves\nsquad\nThis\nclass.\nof\nchanges\nduring\nstairs\n\n"}
{"page": 1298, "printed_page": "1276", "text": "1276\n\nNATIONAL\n\nEpUCATION ASSOCIATION\n\nthe main building of the school which, built to accommodate 3200 pupils,\n‘The Sanitary Squad assumes responsibility\nnow has 5400 in attendance.\nfor the encouragement of habits of cleanliness in the classrooms, the lunch\nroom, and the neighborhood of the building. “The Office Squads, include\nthose students who serve in the two main offices of the school as well as\n‘those who are attached to the offices maintained by the different departBoys on all squads, are, in connection with their\nments of instruction.\nduties, given opportunities to come into closer contact with the teachers\nof the different subjects. The result has often been the deepening of an\n“The Blind\ninitial interest that has eventuated in the choice of life careers.\nClass Squad is composed of those boys who act as guides and readers for\nSome members of this squad have carried\nthe blind pupils of the school.\ntheir altruistic interest even to the extent of mastering Braille, the writing\nmethod used by the blind pupils of this school, in order the better to assist\nthose for whom their efforts are intended.\nThe Afternoon Help Classes\nare dirceted by boys who have achieved marked success in the different subjects of the curriculum, as well as ability to instruct their less fortunate\ncomrades.\nStudent teachers for such classes are carefully selected by\nstudent supervisors acting under the guidance of the faculty adviser. “These\nclasses are not intended to exempt teachers from the necessity of assisting\nbackward pupils, but rather to supplement such efforts by opportunities\nwhich some boys prefer to accept rather than to admit their ignorance to\nteachers. ‘The student teachers of these classes are advised by the regular\nteachers and in some subjects special directions and syllabuses are prepared\nas aids to the fledgling instructors.\n“The Big Brothers are older students,\nknown only to their faculty adviser, to whom are referred the cases of\nIn various ways they\nstudents who are special problems to their teachers.\nreach such students and act as intermediaries between them and the school.\nThey interpret the school to the students, and in turn bring to teachers\nfacts concerning them that the students under consideration would never\nconfess to a member of the faculty.\nThe Honor Society constitutes the impelling force behind the activities of\nthis school. Membership in this society is attained only after his worth\nhas been established by the applicant.\nScholarship, character, and service\nare the requisites for admission.\nIt is this requirement of a record of service\nperformed that prompts the socially minded student to find some organization in the school through which he can contribute his share to the general\nwelfare.\nHe receives an opportunity for personal growth, and is prepared\nto offer a record of service when he knocks at the door of the Honor Society.\n‘The student members who constitute the Assembly of this society consider\nall applicants who have first shown that they have met the scholastic requirements.\n‘The names approved by the Student Assembly are then referred to the Senate, composed of a selected group of teachers.\nIn order\nthat justice may be done and the possibility of prejudice removed, boys\nrejected by the student members of the honor society have the right of\nappeal to the Senate.\nFurther emphasis is placed on service as an end in\nschool life by reserving to the Honor Society certain advanced and general\ntypes of service.\n\n"}
{"page": 1299, "printed_page": "1277", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n177\n\nIn a school such as we are considering it is essential that behind all its\nactivities there be a means of unifying the various purposes of these minor\norganizations.\nSuch a means is afforded by the General Organization.\nThe ultimate aim of this General Organization is to encouraage the participation of each student and teacher in the social life of the school broadly\nconsidered, to the end that the school may become a living, human organism\nand that each may find his opportunity to render the type of service of\nwhich he is capable. This is well shown by the fact that when new pupils\nenter the school the varying privileges afforded them by the General Organization are outlined.\nAt the same time they are urged to consider what\ntalent each of them possesses that can be contributed to make the school\nbetter because of their residence within its walls. In like manner each\n* new teacher is required to show ability and readiness to contribute his share\nto the social welfare of his students.\nMembership in the General Organization of the school is open to all\nstudents.\n‘The dues are twenty-five cents each term.\n‘The direct material\nadvantages include reduced prices at the school codperative store, reduction\nin admission fees at school games and other school functions, and relief from\nall forms of expense when representing the school in any activity.\nSome idea of the popularity and extent of influence of the General\nOrganization in this school is shown by the fact that during the term just\nended 6405 students, including those housed in the two annexes of the\nschool, were members in good standing, 103 different clubs, teams, and\norganizations were conducted under the General Organization, and over a\nhundred teachers assumed specific duties as advisers in connection with these\n“The annual income of all activities of the\nsubordinate organizations.\nthe conduct of the lunch rooms, amounted\nincluding\nGeneral Organization,\nto over $55,000. The value of the property of the General Organization\nThe aim of all activities is not only to teach\nis at present over $6000.\nthe benefits of codperation, but also to furnish further benefits for the\nstudent body. Thus the net profits of the lunch room during the past year\nLow prices and\non a gross business of $35,000 amounted to but $300.\nhigh standards of quality in food provided are always placed before profits.\nA further example of a similar nature was shown in connection with the\nschool field day, which took the form of an excursion up the Hudson River\nFour thousand of\nto a State park fifty miles from the city of New York.\nthe older students were transported with 150 teachers on a steamer of the\nThe price charged each student was but fifty\nHudson River Day Line.t\ncents, ten cents more than that paid by the school to the steamboat cor“This extra margin was used to provide medals for the athletic\nporation.\nThe net\nevents and for the production of a motion picture of these events.\n\nprofit was but seventy-five dollars. This sum was immediately turned into\nthe general treasury. When the surplus in the treasury becomes large, the\n\nGeneral Organization is guided by the counsel of the citizen who urged\nthat it is a disgrace to die rich, and its officers search for means of using the\n1’The usual\n\ncharge\n\nto the public for this trip is $1.50.\n\n"}
{"page": 1300, "printed_page": "1278", "text": "1278\n\nNationAL\n\nEpuUcATION ASSOCIATION\n\nthe student body\nsurplus that will redound to the ultimate advantage of\nd dollars was\nthousan\none\nof\niation\nappropr\nan\nthat has created it. Thus\nmake it\nwould\nthat\nnances\nappurte\nand\nscenery\nof\ne\npurchas\nthe\nmade for\nmost\n“The\nschool.\nthe\npossible to conduct all dramatic performances in\nthe\nfor\ndollars\nd\nthousan\none\nof\nrecent appropriation of this kind was one\nschool.\nthe\nof\nlife\nthe\nting\nillustra\nreels\npicture\nproduction of several motion\nexhibitions\nIt is probable that this money will be returned to the school by\nof the film when produced.\nThe governing body of the General Organization is the Executive Council, composed of both student and faculty members. The number of student\nAll student memmembers exceeds the number of faculty representatives.\nof their\nfranchise\nthe\nthrough\nelected\nare\n,\nPresident\nthe\nincluding\nbers,\nrepreteachers\nfellows. The faculty representatives are socially minded\nis the\ngroup\nthis\nof\nhead\nthe\nAt\n.\nsenting different groups of activities\nchosen\nspecially\nteacher\na\ntion,\nOrganiza\nGeneral\nthe\nof\nHonorary President\nHe is given full authority and is held responsible for the\nby the principal.\nHis only compensation other than\nactivities of the General Organization.\nm\npersonal growth is in relief from classroo assignments a sufficient number\nof hours to make it possible for him to meet the responsibilities of his office.\nAll meetings of the Executive Council are open to members of the student\nbody who desire to attend. All requests for expenditure of money must\ntake their origin in the Executive Council. ‘The same is true of all proposals for change in the constitution and by-laws of the General Organization.\nFaculty control of the General Organization is maintained by the Board\n‘This body is presided over by the principal of the school.\nof Governors.\nIts other members are a student member, elected by the Executive Council;\nthe Honorary President of the General Organization; and another faculty\nmember chosen to represent the teachers of the school.\nBefore a measure\noriginating in the Executive Council becomes operative it must receive the\nAppropriations must also receive\napproval of the Board of Governors.\nthis approval. The Board of Governors has no power to initiate the\nexpenditure of money beyond an emergency appropriation of twenty-five\ndollars. The final veto power rests in the hands of the principal of the\nschool. ‘This is very rarely used, and even then only when:a measure conflicts with the regulations of the Board of Education, or is obviously contrary to public interest.\nIt is axiomatic that when men live in groups of any considerable size the\nnecessity for some form of government arises. What that form of government shall be depends on the stage of development reached by the individual men who live under it, and the ideals that prompt the acts of the\ngroup.\nIf men do not show practical capacity to govern themselves from\nwithin some form of government from without will be impressed upon\nthem.\nStudent organizations, through the development of this practical\ncapacity, should make unnecessary the imposition of any form of government from without.\nThe General Organization just outlined has developed from the recog-\n\n"}
{"page": 1301, "printed_page": "1279", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1279\n\nnition of the fact that our purpose as American teachers is to prepare our\nstudents for the fullest possible individual development consistent with the\never present obligation to grant to others the right to similar development.\nCoupled with this is the purpose to inculcate in students the sense of responsibility to the group to contribute to its welfare the best of which they are\nindividually capable. The General Organization, through its many coordinate activities, aims to reflect life in a democratic community as well\nas to prepare for later participation in the life of such a community.\nEquality of opportunity is provided for by placing no restrictions upon\nmembership in the organization.\nRecognition of worth as the basis of\ndistinction is emphasized through scholastic requirements and evidence of\nachievement as essentials for those who desire to secure positions of trust\nand responsibility.\n‘The natural desire of adolescents to participate in the\nconduct of their own affairs is encouraged through the many opportunities\nafforded for codperation in the management of the school. Through the\nresulting responsibility for the achievement of commendable results in the\nmany phases of school life, the constant aim is to arouse in every student a\nsense of responsibility for the success of every school activity.\nThe General Organization, viewed from the standpoint of the individual\npupil, represents an effort so to use the facilities of the school as to provide\nfor each pupil an outlet for his interests.\nHe is encouraged to find himself\nboth vocationally and avocationally.\nEvery facility is afforded him to\nexercise any capacity for leadership he may possess, any executive ability\nthat may be his. ‘The contacts provided by such an organization make it\npossible for students of similar character and similar tastes to meet on the\nground of common interests and thus form lasting friendships.\n‘The free\nintercourse of students and teacher advisers provides a social situation from\nwhich both students and teacher may benefit.\nThe General Organization also provides experiences that emphasize the\nobligations of the individual member to his community.\nFreedom of action\nis not regarded as something conferred from without but as something\nresulting from recognition of the demonstrated ability of students to cooperate in the regulation of matters directly affecting them.\nSelf-discipline\nas a result of group membership is made a conscious necessity.\n“This in turn\ncreates a sense of community responsibility that affords training in the very\nessence of citizenship in a democracy.\n“Che constant emphasis on service\nto the community as the basic reason for the existence of the organization,\nand the standard by which its members are always to be judged, creates\nfor students opportunity for experiences under a truly moral order—experiences that lead to the discovery of self through self-denial.\nFrom the loyalty that develops when every student feels that the school\nassumes an obligation to recognize his interests and that he must in turn\nregard his every act in the light of his duty to the school, it is easy to effect\nthe transition to an intelligent loyalty to the local community and to the\nnation itself.\n\n"}
{"page": 1302, "printed_page": "1280", "text": "NATIONAL\n\n1280\n\nREPORT\n\nEpucaTION ASSOCIATION\n\nOF COMMITTEE ON LIBRARY PROBLEMS—THE\nSCHOOL LIBRARY AS 4 PROBLEM IN\nARCHITECTURAL DESIGN\n\nC. C. CERTAIN,\n\nCHAIRMAN, ASSISTANT DIRECTOR\nDETROIT, MICHIGAN +\n\nOF LANGUAGES,\n\nthat\nThe growth of the school-library concept—lIt is a matter of history\nhas\nrators\nadminist\nschool\nof\nattention\nduring the past decade or two the\npublic\nthe\nin\ng\nequippin\nand\nng\ndevelopi\nof\nproblem\nthe\nbeen given largely to\nexact\nschools adequate laboratory facilities needed in the teaching of the\nto\ngiven\neffort\nThe\narts.\ndomestic\nand\nmanual\nthe\nand\nsciences\nsocial\nand\nintense\nso\nbeen\nhas\non\nthe solution of building problems in this connecti\nthat other important problems have been temporarily neglected.\nFor this reason school buildings have, on the structural side, been designed\nin a way to make it extremely difficult to house in them libraries adapted\nSchool architects have been left\nto modern educational requirements.\nentirely to their own devices in library design, while pressure all the while\nhas been brought to bear upon them by persons interested in other lines of\nConsequently, the provisions formerly made\nschool-house construction.\nhave been most inadequate for modern\nlibraries\nfor the housing of school\nof them it is utterly impossible to\nmany\nin\nfact,\nIn\nl\nneeds.\neducationa\nteach in accordance with present-day educational and industrial requirements because of the handicap of poorly constructed school libraries.\nThe temporary neglect of the library is such a serious matter that accrediting organizations throughout the United States, such as the North\nCentral Association of Colleges and Secondary Schools, have developed\n‘There has been in the\nstandards which they are widely recommending.\nIn conpast few years a general awakening to the existing state of affairs.\nsequence, organizations other than those interested specifically in higher\ninstitutions of learning have taken up the question of adequate library\nfacilities in public schools. ‘The National Education Association, for\nexample, has adopted and distributed widely a report on standard library\norganization and administration for secondary schools. “The American\nLibrary Association ? has approved and is distributing documents adopted\n“The New York State Legislature\nby the National Education Association.\nrecently incorporated in one of its school laws standards promulgated by\nan authoritative educational organization.\nObviously the school library\nas a concept has become so definite that educative bodies and State governments are now legislating terms of this concept.\nThe secondary-school library concept—A study of the lay-out in Diagram\nI will give a clear concept of library design in terms of present-day requirements.\nA modern secondary-school library should consist of a suite of\nrooms so designed as to facilitate the teaching process both in individual\ninstruction and in group instruction.\nIndeed, a library offers every possible\nincludes the m embers listed\nis\n;1Tn addition : to the chairman,\nnan, this committee\ni\non\npage\nStandard Library Organization and Equipment for Secondary Schools of Difterene Sizes\n\n"}
{"page": 1303, "printed_page": "1281", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1281\n\nadvantage to the individual pupil who may be in search of information or\nof any type of matter, so far as that is concerned, which may be of real\nor fancied value to him in a personal way.\nBut the modern, secondaryschool library goes far beyond this type of merely personal service, and\nincludes service in the most comprehensive sense so far as various social\ngroups in the school are concerned, such as classes, clubs, committees,\nathletic associations, etc. The library suite includes, therefore, not only a\nreading room with its open, accessible shelves, with its convenient magazine\nstands and newspaper racks, with its files of lantern slides, postal cards,\nand visual materials of various kinds, with its cases of films for moving\npictures, with its supply of records for victrolas, and with its carefully\nanalyzed catalogs, indexes, and lists, but also the library classroom and the\nsmall conference rooms where pupils have actual experience not only in\nthe use of books as tools, but also as a means of wholesome enjoyment combining the delights that come to persons associated in the stimulating pastime of literary discussion.\n“The small conference rooms are conveniently\nequipped for the use of pupils working on problems of a social character;\nthey are important adjuncts to classrooms where pupils are engaged in\ncarrying out projects of any kind.\nIn addition to these rooms, there are\nthe sound-proof victrola room, the teachers’ conference room, and _the\nClassroom method in the modern sense of the\nlibrarian’s workroom.\nword cannot function adequately unless the school is provided with a\nlibrary possessing the features that have just been outlined.\nSPECIFICATIONS\n\nFOR\n\nSECONDARY\n\nJUNIOR\n\nAND\n\nSENIOR\n\nighting:\n\nNo table lamps\nNatural\nglass\n\nof the\n\narea\n\nwindows\n\nb. The top shelf should not\nsix feet from the floor.\n\nequal\n\nto\n\n(1 sq. ft.\n\nof glass to each 5 sq. ft. of floor space).\n\nFinishes:\na. Ceiling\nColor\n\nivory\n\nb. Upper wall\ngray,\nLichen\n\nwhite\n\n(1) Oak:\n\nwith\n\nFumed\n\nwhite\n\ngray\n\nlead\n\npaint,\n\ninches\n\nshould\n\nshelf\n\nabove\n\nthe floor.\n\nbe more\n\nthan\n\nbe at least\n\nten\n\nd, The shelves should be three feet long\nand eight inches wide.\ne. The shelving at one end of the room, at\nleast, should be adjustable.\n(1) All fixed shelving should be ten\n\nwith\n\nof shelving,\n\neight books to the running foot should\nbe used as the basis.\n(1) There should be shelving enough\nto provide not only for an\n\nadequate\n\ncollection\n\naddition\n\nganized,\n\nbut\n\nconsisting\n\nof lamp black to tone\ncolor of gray.\ne\nare\n\nof\n\nto proper\n\n(2) Birch\n\nwhen\n\nthe\n\nlibrary\n\nfor\n\nof books\n\nis\n\nfirst\n\nfor the next five\nadditions\nyears.\nThe minimum capacity\nshould provide for one book\n\nlonging to the school.\n\nharmonizing\n\nwith\n\nthe\n\nwall\n\ntones.\n\nf. Floor\nThe floor should be covered with linoleum or cork carpet to deaden the\npattern\nuwmnobtrusive\nAn\nsound.\nbe selected\n\nin colors\n\nor-\n\nall probable\n\nfor each child and teacher be-\n\nBoards:\n\nshould\n\nbottom\n\nfilled\n\noak acid stain\nfiller\n\nG: The\n\ninches apart.\nf. In estimating the capacity\n\nor light buff\n\nGs Woodie or lower wall\npale azure\nColor, light buff, stone, or\nd, Dark Bee avoided in woodwork and\ntrim\n\nColor\n\nSCHOOLS\n\na. The shelving should be built into the\nwalls of the reading rooms and of the\nalcoves of anterooms.\n\nlighting.\n\n20 per cent of the floor area\n\nBulletin\n\nHIGH\n\nLIBRARIES\n\nShelving:\n\nBeare\nElectric Ceiling Fixtures\nIndirect or semi-direct\nThe\n\nSCHOOL\n\nof gray,\n\nbrown, or green, in shades that will\nwith the colors of the\nharmonize\nwalls.\n\nThere\n\nshould be shelving in the read-\n\ning room proper, outside of\nthe conference rooms to accommodate at least 4000 volThe space below the\numes.\nglass\n\naround\n\nthe\n\npupils’\n\ncon-\n\nference rooms should be utilized for two shelves, 1o inches\nabove the floor.\n\n"}
{"page": 1304, "printed_page": "1282", "text": "NaTtIoNAL\n\n1282\ng. There\n\nshould\n\nthree-foot\n\nbe two\n\nEpucaTion\nsections\n\ninches wide, to take\nsuch as\nmagazines,\n\nof shelves, twelve\nand\nfolio books\n\nthe Scientific American.\n(1) These sections of shelving should\nbe located as nearly as possible to the front center of\nthe room.\n\nh. A built-in magazine\n\nrack,-and\n\na built-in\n\nnews rack should be substituted for two\nIt is important\nsections of shelving.\nthat this rack or a similar one be so\nfor picture\nas to provide\ndesigned\nbooks for little children.\nBulletin Boards:\nAll wall space between windows, and the\nwalls 18 or 20 inches above the shelves\nshould be covered with corticin or cork\nWall space should be refor bulletins.\nserved\n\nto\n\naccommodate\n\nat\n\nleast\n\ntwo\n\nsec-\n\n16 sq. ft. for bulletin\ntions of about\nboards made of corticin or cork.\nDoors:\nSwinging doors with glass panels are desirable.\nLrprartan’s\n\nWork\n\nRoom\n\nShelving as in the library reading room.\nThe space below the bottom shelf should be\nutilized for built-in cupboards.\nFor two or three sections of shelving should\nbe substituted cabinet space for storage purposes.\nThese\ncabinets should be twelve inches\ndeep.\nThere should\ndrainage board,\n\nbe running\n\nLipgary\n\nwater,\n\nsink,\nr\n\nand\n\na\n\nCLASSROOM\n\nThe wall space on one side of the room\nshould be equipped with shelving of the same\ndimensions as that in the reading room.\nThe walls should be equipped with display\nsurfaces of cork, extending upward from the\ntop shelf 18 or 20 inches.\nNot more than two thirds of the room\nshould be furnished with chairs.\nThe portion of the room beneath the sky-\n\nASSOCIATION\n\n- light should be finished architecturally to give\nthe impression of a chapel or special ante\nThere should\nroom of appropriate design.\nbe adjustable shutters to regulate the amount\nof light admitted.\nThere should be a speaker’s platform of a\nfew inches elevation.\nThere should be a lantern screen equipped\nwith roller.\nPupits’\n\nCoNFERENCE\n\nRooms\n\nThere should be at least six conference\nrooms.\nThe conference room should not be less\nthan eight feet wide and not less than twelve\nfeet long.\nThe maximum length of the room should\nnot exceed nine feet. The maximum capacity\nof the room should be nine pupils.\nOne of these conference rooms should be\nbe made sound-proof for pupils using the\n(Adjacent to the workroom.)\nVictrola.\nThe two conference rooms located against\nthe end walls of the main reading room should\nhave shelving on one side and at one end.\nThe specifications for shelving in the main\nreading room should apply in every detail to\nthe shelving in these conference rooms.\nThe conference rooms should be made completely of glass extending from the ceiling to\na point not more than 3 ft. 6 in. above the\nfloor.\nThe glass for these rooms must be transparent.\nThese rooms should be adequately ventilated by artificial means.\nThere should be glass doors.\nThere should be transoms at the top of the\nrooms, that can be opened both into the readThis transom\ning room and into the corridor.\nventilation is of special importance for use\nduring warm weather when the artificial ventilation is shut down.\nj\n\nne\n\nTEACHER'S\n\nCONFERENCE\n\nROOM\n\nThis room is of the same design as the\npupils’ conference room.\nIt is equipped with\nshelves for books and periodicals on professional reading.\n\nSpecial problems in school library design—Architects will agree that the\nschool library, although one of the most valuable and important departments is one of the most difficult to provide for properly in an architectural\nThe specifications given in preceding sections of this paper are subway.\nject to many modifications, inasmuch as the library may not always be\nOther features may enter into the situation in\nthe controlling feature.\nmany adjustments in the design of the library.\nrequire\nto\nas\nway\na\nsuch\nIt seems advisable, therefore, to\nThis is only too frequently the case.\npresent briefly some considerations which may, under some conditions, have\nto be taken into account.\n1. The reading room and the conference rooms—A difficulty of the\n\nkind just pointed out is encountered in the construction of large high schools\nin which the spans between walls are usually such as to require library\nrooms too narrow to accommodate the number of pupils who should have\n\naccess to the library.\n\nIn the event that the floor space for the library read-\n\ning room and the committee rooms cannot be readily provided, because of\nthe narrowness of the building, the difficulty might be obviated by housing\n\n"}
{"page": 1305, "printed_page": "1283", "text": "p\n\nDEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1283\n\nthe library in two rooms placed symmetrically on the second and third\nfloors with book-lifts or other special carrying chutes between them.\nIn\nthis case the library classroom or club room could adjoin the room provided for reading purposes on one floor and the librarian’s workroom could\nbe similarly placed on the other floor. The location of the teachers’ workroom near the library is highly desirable.\nIn the event, however, that\nsuch location is not possible, a room conveniently located elsewhere should\nbe reserved for the teachers.\nThis might be placed near the librarian’s\nworkroom, or in some other convenient location.\nIt is necessary for teachers to confer frequently over their work in the library and unless there are\nample whispering facilities their conferences may be a source of considerable disturbance to both pupils and librarians.\nThe teachers’ conference\nroom is therefore indispensable.\nConference rooms of this kind, provided for pupils, should be equally\ndistributed in each of the large reading rooms.\nThe plan discussed in the previous paragraph is far from ideal and is, at\nbest, only a make-shift, but, if the requirements of lighting and ventilating\ncannot be met adequately otherwise, the library may have to be housed in\nthis way.\n‘The objections to the plan are serious, since separating the\nrooms of the library suite necessitates much passage back and forth. ‘The\nlocation of these rooms in different parts of the building will increase the\ntrafic through corridors and create other administrative difficulties.\nWith regard to the location of the library suite, it should be kept in\nmind that the library constitutes one department in the modern high school\nwhich, like the auditoriums and gymnasium, will be used by every pupil\nenrolled, with the difference that the library, if properly used, is more\nfrequently needed than either the auditorium or gymnasium, and should,\nin consequence, be more centrally located than either of these.\n2. A problem in architectural construction—Since large high schools\nshould have a floor area adequate to accommodate ten per cent of the daily\nattendance at any period and since the conventional high-school building is\nof a design making it difficult to supply a rectangular room of sufficient\nwidth, it would seem that architects might devise a plan that would permit\nthe building of a room of adequate width.\n‘This might be done by the\nconstruction of a wing of the desired width and lighted from both sides;\nin fact, the second floor of an entire wing might be utilized for this purpose.\nUnder these conditions there would be windows on both sides and at one\nend of the library suite. “The rooms on the floor beneath the library might\nthen be utilized for domestic arts or science laboratories.\nIt would seem, too, that the problem might be solved by placing the\nlibrary on the second floor of a section of the building extending centrally\nbetween the two wings, the usual location of the auditorium or gymnasium.\nDiagram II shows the design of a library planned for this location.\nIf the conference rooms for pupils are to be located in the main reading\nroom it is highly desirable to have the main reading room constructed with\nwindows on both sides. The conference rooms should be arranged along\n\n"}
{"page": 1306, "printed_page": "1284", "text": "1284\n\nNatIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThis arrangement\nan outer wall with windows opening into each room.\nm of ventilaproble\nthe\nsolves\nalso\nnot only furnishes the necessary light, but\ntion.\nthat the entrance\n3. Conference rooms—The objection may be raised\ndisadvantage of\nthe\nhas\nlibrary\nthe\nfrom\ndirectly\nrooms\nto the conference\nresult in noise\npermitting traffic through the reading room which might\nto these cone\nentranc\nIt may be said, however, that the\nand confusion.\nreason of the\nby\ne\ndesirabl\nference rooms directly from the library is highly\nthis arrangeunder\nned\nmaintai\nbe\nbest\nfact that necessary supervision may\norganization\nentire\nthe\nally\npractic\nmore,\nfurther\nIn the public school,\nment.\nin and out\nshifting\ngeneral\nthe\nently,\nConsequ\ne.\nschedul\nis controlled by a\n\ne of\nof the reading room of the library is simultaneous with the entranc\nthe groups into the conference rooms and class rooms.\nThe conference rooms should be enclosed with glass partitions extending\nthe entire way to the ceiling. These rooms are provided for the purpose\nof giving committees or other student groups sufficient isolation to enable\n-them to converse in low tones without seriously interrupting individual\nreaders. The wainscoting in the lower portions of these conference rooms\nshould not exceed three feet six inches in height, for the pupils at their\nconferences should be at all times within sight of the librarian.\n4. Shelving—The extent to which shelving should be built in should be\ndetermined by an actual count of the volumes to be accommodated in the\nlibrary. All available wall space in the reading room, the library classroom, the conference rooms, and in the librarian’s workroom should be\nreserved for shelving even if the number of books required for the first few\nIn the main, school librarians\nyears does not demand so much shelving.\nroom should be left enreading\nlibrary\nthe\nand other authorities feel that\ntirely free of book stacks.\n5. Book stacks—Unfortunately\n\nschool architects are sometimes\n\ninclined\n\nto insist upon stack rooms for books, rather than wall shelvings. The\nobjection to stack rooms on the part of educators is that stacks are cumbersome and furthermore not adapted to the needs of the school library. Book\nstacks in the reading room interfere with supervision.\n‘The notion that the\nwall space available in the reading room is not sufficient to accommodate\nIt will be found on\nthe necessary number of books is very erroneous.\nactual measurement that from eight to nine books may be shelved per linear\nfoot and that a judicious use of wall space will provide all the shelving\nneeded for ordinary purposes.\nIn fact, reading rooms which provide for\nthe standard twenty to twenty-five square feet per reader for from eight\nto ten per cent of the daily attendance in the school will also provide wall\n\nspace to accommodate from four to fifteen thousand volumes.\nThere is a\nvery strong feeling that books requiring stack storage should not be\npermanently in the secondary school library but should be borrowed through\nsome public library agency.\n“The total number of volumes in a secondary\nschool library should range from three to ten thousand, depending upon\nthe enrolment of the school and the character of its curriculum.\nOnly\n\n"}
{"page": 1307, "printed_page": "1285", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1285\n\nbooks which are in frequent or constant use should be in a school library;\nopen shelves around the walls will accommodate all of these that are needed.\nFrom an educational standpoint the advisability of placing stacks in the\nreading room is in general not debatable.\n“The stacks are undesirable.\n6. Combination study hall and library—Correspondence with school\narchitects throughout the United States reveals that in some places the\nlibrary and the study hall are combined.\n‘This practice may seem to result\nin economy but no school working such a combination as this can claim to\nhave a library in an educational sense.\nIf it is necessary to combine in any way the library with the study hall,\nthis should be done only so far as reference books are concerned.\nIt may\nseem possible to work out an arrangement whereby all reference work\ncould be done in the study hall. Books, such as dictionaries, encyclopedias,\natlases, yearbooks, histories, and books bearing immediately upon such subjects as manual arts and the sciences are sometimes stored in the study hall.\nAccording to this plan all books of a literary character and all books relating\nto recreational reading would be housed in the library proper.\nSuch an\narrangement as this, however, would not be satisfactory from the standpoint of training pupils in the use of books and libraries.\nIn fact, the\narrangement would result in serious misconceptions as to the true nature\nof the library and as to its administration.\nExperience indicates that the\nscattering of books through several different rooms in the building results\nin a tremendous loss. The division of responsibility between the librarian\nand the study-hall teacher is sure to result in misunderstanding as to the\nproper administration of books and other library materials.\n‘The library\nin the school is not a luxury but an educational necessity.\nIt is an educational concept.\nMerely to place books in study halls and other rooms in\nthe school building is not by any means to provide library facilities.\n7. Interior decoration—The ingenious architect will find that the school\nlibrary offers many opportunities for alleviating lines of construction in\nthe school building. ‘There are few features of the school that admit as\nmuch freedom in architectural treatment as does the library.\nIt is needless\nto say that the possibilities of this should be used to the utmost advantage.\nThere is opportunity here not only to make the library more esthetically\nsatisfying than almost any other room in the school, but also more satisfying to the pupils than the architecture of the homes from which many of\nthem come.\nNo stretch of the imagination is necessary to give vision of\nthese possibilities.\nThe ugliness of the apartment house, with its rigid,\nsevere lines, its cheerless corridors and small windows, may have its influence\noffset by some enthusiasm in the architectural treatment of the school\nlibrary. Such features as an open fireplace in the library will give an\natmosphere of ease and comfort to the room.\n‘The impressions of the\nchildren may be made satisfying and their tastes may be improved through\nthe enrichment of their surroundings in the library.\n\n"}
{"page": 1308, "printed_page": "1286", "text": "NATIONAL\n\n1286\n\nEDUCATION\n\nASSOCIATION\n\nTHE PROFESSIONALLY TRAINED\nPRINCIPAL\nTHOMAS\n\nH.\n\nBRIGGS,\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nHIGH-SCHOOL\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nTEACHERS\n\nCOLLEGE,\n\nCIEY,\n\ndetermines the\nIt is axiomatic that to the largest extent a principal\nwhich he has\nprogram\nIf he has a clearly defined\ncharacter of a school.\nworks with\nntly\nconsiste\nhe\nif\n,\nconvincingly developed with the teachers\na unity, an\nis\nschool\nthe\n,\npractice\nin\nthem to make this program a reality\nhand,\nother\nthe\non\nIf,\nresults.\ndefinite\ng\nsecurin\nfor\ne\norganization effectiv\n,\ntration\nadminis\nroutine\nhis\nin\ny\narbitrar\ngoal,\nhis\nof\nin\nuncerta\nis\nl\nthe principa\neneous\nheterog\nand narrow in his conception of his duties, the school is a\nhis\ncollection of teachers, each attempting more or less what seems good in\nso\nl,\nprincipa\nthe\nas\nthis:\nthan\ntrue\nown sight. No generalization is more\nthe school.\nFormerly, as the name implies, the principal was a head teacher taking\nBut as our\ncare of the details of administration in his odd moments.\nhigh schools have increased in importance and size, the principal is today\nthe executive in charge of a no mean institution; in many instances he is\nsupported by one or more assistants and by a corps of heads of departments.\nThese heads of departments and the teachers are all highly trained, speaking relatively, and the human raw material with which they work is the\nmost precious that the community has. The principal, then, has become\none of the most important public servants, and as such has responsibilities\nthat make his selection a grave duty of the superintendent and board of\neducation.\nNo head of a comparable commercial or industrial plant would for a\nmoment be considered unless he were technically trained for his position\nor unless he had manifested superior fitness through experience in other\nNo teacher is selected today in our better schools unless\nsimilar positions.\nNot\nhe is professionally trained or manifestly successful in experience.\neven a kindergartner would be considered unless she had technical and professional training for her specific work.\nBut as a rule there is no such\nrequirement for the principal, the most important influence in the most\nimportant element of the great public investment of education.\nIn the smallest\nWhat are the sources of our high-school principals?\nIn the larger they are usually\nschools they are simply trained teachers.\npromoted on the basis of their “experience” in the smaller, the demands\nof which are so different as to make this experience of little worth, or else\nthey are promoted from the corps because of successful teaching or of personality.\nIt is profitable, of course, for a principal to have performed\nadministrative duties, and it is almost essential for him to have been a successful teacher and to have a good personality; but in the large majority\nof instancts the newly elected principal today is prepared for his work to\nno such adequate degree as similar administrators in other lines of work.\n\n"}
{"page": 1309, "printed_page": "1287", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1287\n\nThe results are that traditions, often of very limited effectiveness, are\nperpetuated;\n\npractices that seemed\n\ngood in the small school\n\nare brought\n\nup to the larger, not infrequently without the maximum of success; and\ngenerally the principal learns his job at the expense of the pupils, the\nteachers, and the public, who are paying the full salary of a man supposedly\nalready trained.\nThere are obvious limitations to this method of preparation.\nOnly the\nablest and most inventive can through personal experience develop beyond\na narrow limit.\nEven they would profit and progress faster with a sound\nbasis of theory and with a broad knowledge of what has proved effective\nin other similar schools in the United States and abroad.\nSuch men as\nmanifest success as high-school principals are constantly being offered positions as superintendents, where again they learn their duties with full pay.\nWe have happily passed beyond the day when a teacher began in the first\ngrade and was successively promoted grade by grade up into the high school.\nWe must now get away from the equally mischievous practice of promotion\nWhat\nfrom teacher to principal and from principal to superintendent.\nis needed is a body of men and women professionally trained as high-school\nprincipals and school boards educated to demand such training and to\nreward it so that the successful may afford to remain in the work for which\nthey have proved their competence.\nTo the credit of high-school principals it must be said that many have\nBy visits to other schools, by associaexerted themselves mightily to grow.\ntions such as this, and by study in summer schools hundreds are annually\nBut there are fifteen thousand high-school princiadding to their powers.\npals in the United States.\nOf these fifteen thousand the majority spend a considerable part of their\nIn Missouri,\ntime in duties that are not those of a professional principal.\nexclusive of St. Louis and Kansas City, only six per cent of the principals\nteach one period a day or more; sixty-one per cent teach five periods or\nIn the first class high schools of West Virginia the median number\nmore.\nof teaching periods a day for the principals is 3.2. It probably is wise for\nevery principal, even in the largest school, to teach one class so that he may\nkeep in close touch with one phase of the school, but it is obvious that when\nteaching he is not in the best sense of the word a principal.\nThe facts for Missouri and West Virginia are more or less true for other\n[he amount of teaching done by principals would in most cases,\nStates.\neven when finances are limited, be considerably reduced if the principal\ncould show the board of education a convincing professional program of\nBoard\nhow he proposed to use his time for the improvement of the school.\nto\nal\nuneconomic\nis\nit\nthat\nsee\nto\nenough\npractical\nusually\nmembers are\nhe\nduty\nthis\nfrom\nfreed\nif\nwhen\nteach\nto\nemployee\npaid\nhighest\nthe\nrequire\ncan make five or fifteen mediocre teachers into good ones, improve the\neducational plans of the school, and direct the social life of the pupils, so\nthat they are prepared more effectively to take their places in the community.\n\n"}
{"page": 1310, "printed_page": "1288", "text": "1288\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nwork to a part-time teachA principal is removed from his professional\nauthorities; he removes\nhigher\ning position usually by the demands of the\nng duties that can\nassumi\nby\ns\nhimself from his professional opportunitie\nschools has seen\nhigh\nof\nvisitor\nEvery\nbe as well performed by others.\ntime in doing\ntheir\naway\nfritter\nwho\npals\nnumerous instances of princi\n, a teacher, a pupil,\nroutine work that properly belongs to a clerk, a janitor\nOne principal of a large high school\nor that may as well be left undone.\nunnecessarily sits\nruns the book-room; another hands out supplies; a third\n\nr duties should\nas guard over a small study hall. These and other simila\nThey will not\nschool.\nthe\nof\nofficer\npaid\nt\nnot be performed by the highes\nconvince the\nwill\nhe\nfor\npal,\nprinci\nsional\nprofes\nthe\nby\nbe performed long\nclerk to free\ned\nsalari\nlow\na\nying\nemplo\nof\nmy\necono\nthe\nof\nion\neducat\nboard of\n\nrs or pupils,\nhim for larger activities; he will delegate the duties to teache\nwith its\nwork\nsuch\nassume\nwho usually are willing, frequently are glad, to\nsome\nthat\nso\nschool\np\nhis\ndevelo\nand\nze\nminor responsibility ;or he will organi\nprofor\nsaved\nbe\ncan\ntime\nMuch\nlves.\nthemse\nof the matters take care of\nwork\ng\noff\nturnin\n,\nby\nzation\norgani\nical\neconom\nmore\nby\nfessional duties\npromptly, by the persistent will to devote oneself to the higher things of\nwhich one is capable.\nHow principals actually spend their time 1s determined somewhat by\nIt is interesting,\nthe exigencies of the season and by fortuitous happenings.\ndistribution of\nthe\nshows\nwhich\ntable\nhowever, to consider the following\n\ntime by seventeen principals in eight different States during the month of\nApril. These principals had under them from nine to sixty-five teachers ;\n<A study of\nthey devoted from 5.4 to 9.7 hours a day to their own work.\ndetails and\nsome\nin\nthe table shows at once that there are extravagancies\nseventhese\nif\npossible\nseems\nparsimony in others—a variation that hardly\nal\nprofession\na\nand\nduties\ntheir\nof\nal\nideal\nprofession\nteen men had a common\nprogram for accomplishment.\nTaste\n\nI—The Minimum, Median, and Maximum Percent of Time Devoted\nSeventeen Principals to Various Duties During the Month of April\nMinimum\n\nMedian\n\nBeaching Uacitn terest dere ose ciate serene nettle\n\n0.0\n\n19PL\n\n53.8\n\nRoutine =@fhcey Work. or aceearisioeia\neal\nInter VLEWSonacsace tea\noe aoe ee\n\n1g\n0)\n\n37.8\nA Se\n\n6302\n50.0\n\nObseryine) dheachin ge, cece\nett tenne\nCriticizing Wweachens= ca. er eee re\n\n0.0\n0.0\n\nNe\n233\n\n35.2\n28.3\n\nby\n\nMaximum\n\nThe primary responsibility of a principal is leadership.\nAn executive is\nsuccessful not for what he does but for what he gets others to do. ‘The\nprincipal of a high school should study to ascertain the peculiar activities\nin which each teacher is strong and focus his attention on these until they\nhave obtained their maximum growth. ‘Thus he not only secures the greatest possible positive contribution to the work of the school, but he also goes\nfar toward the developing of an esprit de corps.\nThe principal should also, after ascertaining the individual faculties of\nhis staff, delegate to each one some responsibility, large or small, for which\n\n"}
{"page": 1311, "printed_page": "1289", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1289\n\nhe is peculiarly competent.\nThis sentence means precisely what it says:\nthe principal should delegate not only the duty but also the responsibility.\nIt is the teacher’s opportunity to exercise initiative, to organize, to fail or\nsucceed.\nWhatever happens, the teacher grows and because of the experience is ready for some harder task. After this delegation the principal\nshould stimulate, advise, and encourage; and when success is accomplished,\nrecognize it and give public credit to the one deserving it. Many administrators are jealous of the successful accomplishment of their subordinates\nand short-sightedly attempt to withhold credit or to secure it for themselves.\nEven such selfish injustice should recognize that in the long run the public\nthinks of the school as a whole and of the principal as the one ultimately\nresponsible for what is good or what is bad.\nReally successful administration is found when each individual in the corps is enthusiastically doing\nthe tasks that he is most able to do well.\nThe duties of the principal fall into three major classes: administration,\nthe direction of the social life of the school, and the improvement of instruction.\n‘The first of these, the duties of administration are definite, concrete, and imperious. Because of this it is easy for a principal to fall into the\nhabit of giving them first attention and even to make of them a fetich. But\nthe professional principa! soon recognizes that a school is administered only\nthat it may be instructed, that his systems and his routines have no value unless they decrease friction and facilitate the work of the teachers. The professionally minded principal also recognizes that most of the administrative\nduties, which others jealously reserve for themselves, can quite as well or\nbetter be performed by a clerk or delegated teachers, and so he perfects\nhis organization so as to free himself for more important responsibilities.\nThe sure sign of inefficiency is a high-school principal continuously busied\nwith routine details.\nThe second class of duties, pertaining to the direction of the social life\nof the school, has become of major importance with the recognition that\n\nboth abroad and at home a large part of the secondary education of youth\nIn the great British public schools boys learn\nis outside the classroom.\nmuch of academic subjects, but they learn more that makes them potent in\nEuropean affairs and in their intimate social life from the unwritten but\nTo an extent the same is true in other\nno less real traditions of the school.\nUntil recently we were\nof France.\nlycée\nthe\nin\nespecially\nforeign schools,\ninfluenced by their curricula and to a large extent ignored the other equally\nOf course conditions are different in our\nimportant factor of education.\nschools, but while we concentrated on the teaching of subject-matter, with\nincidental and often fortuitous personal influences, the pupils developed\ntheir own plans for social life. When they became highly organized and\ninterfered with formal instruction we officially took cognizance of them;\nand influenced by the recent emphasis on social education, we now perceive\nin these extra-curricula activities of the boys and girls an opportunity for\nanother real phase of education.\n\nIt is probable that there is in most schools some teacher more competent\n\n"}
{"page": 1312, "printed_page": "1290", "text": "1290\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nthe principal is. In\nto direct details of the social life of the school than\nwork are employed\nthis\nin\nenced\nmany schools teachers trained and experi\nthe importance of\nizes\nrecogn\nal\nprincip\nespecially for it. The professional\nhis fundamental\nto\nit\nrelates\nhe\nve,\neducati\ntruly\nas\nthe extra-curricula life\nespecially competent\nphilosophy, he delegates its direction to one or more\nthat of the departdoes\nhe\nteachers, and he encourages its development as\nlished in this\naccomp\nbeen\nhas\nMuch\nment of history or science or fine art.\npossibilities\nthe\nand\ndecade\npast\nthe\nduring\nion\nnew field for public educat\non so\ndirecti\nits\nfor\ng\ntrainin\nional\nprofess\nneeds\nal\nprincip\na\nbut\nare limitless,\nw\nwinno\nand\nted\nattemp\nthat he may economically learn what has been\nculy\nrecentl\nso\nfield\na\nIn\nular.\nthe good from the trivial or merely spectac\nbe made by\ntivated it is inevitable that some mistakes have been and will\nan opporfinds\nal\nprincip\nional\nprofess\nthe\nHere\nasts.\nshort-sighted enthusi\nns and\nrelatio\nsocial\nfor\nyouth\nof\nies\ntendenc\nnatural\nthe\ndirect\nto\ntunity\npublic\nthe\non\nreturns\nactivities so that they may most profitably make\ninvestment of education.\nthe\nThe last of the major duties of the professional principal concern\nIn these matimprovement of the subject-matter taught and the teaching.\nters, whatever else it may have or lack, a school achieves its modicum of\nOne would suppose, therefore, that all principals give the major\nsuccess.\npart of their time, attention, and effort to the improvement of instruction.\nIn fact, it is unusual to find principals who\nBut this is far from true.\ngive the matter, either directly or indirectly, any considerable amount of\nBy their own statements, which probably do not err in being\nattention.\nundergenerous, one period a day or less is given to supervision of instruction by 52 per cent of the principals of first class high schools in West\nVirginia, by 65 per cent in Kentucky, by 76 per cent in Virginia, and by\n89 per cent in Missouri, St. Louis and Kansas City being excepted.\n‘The\nThe reasons for the neglect of this most important field are several.\nreason.\nreal\nthe\nnot\nis\nthat\nBut\ntime.\nof\none most commonly given is lack\nAs previously stated, a professionally trained principal learns how to\norganize his school, to delegate duties, and to present to the board of education a convincing program likely to secure time necessary for what he\nEven when average principals have time at their\nbelieves to be essential.\nspend it in the supervision of instruction.\nordinarily\ndisposal they do not\nIn one large city high school there are two assistant principals and five\nSet forth neatly in an organization book are the duties of each\nclerks.\none—corridor patrol, control of the keys, lunch room finance, signing excuse\nblanks, and the like, but not one item pertains to the improvement of\nsubject-matter or of instruction.\nThis situation is extreme and exceptional\nin that the principal has adequate assistance; it is not untypical in that he\nhad organized the school so as to care for the easy, concrete, objective details\nand neglects the difficult and more or less intangible matters for which the\nschool exists.\nThe real reasons for the neglect of attention to the improvement of\ninstruction is that many principals tacitly recognize their incompetence to\nperform the duties satisfactorily.\nInasmuch as most high-school teachers\n\n"}
{"page": 1313, "printed_page": "1291", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1291\n\nhave some training and all but a few are experienced, no superficial inspection can be satisfactory, no arbitrary criticisms and dogmatic directions can\nlong pass for success.\nPoor teachers may be made good, and good teachers\nmade better by regular supervision, even though it consists only of suggestions of helpful detail and keeps each teacher consistently doing his best\nto secure the approbation of the supervisor; but the demand, the insistent\nneed, is for a leader who will work out with the staff in teachers’ meetings,\nin committees, and in personal conferences clearly stated and convincing\nstatements of purpose, for each subject as well as for the school as a whole,\nand then follow, day in and day out, with observation, learning, suggestion,\nencouragement, and recognition. “This is the sort of supervision that is\nneeded, the sort that is not likely to be given unless the principal is professionally trained for this work.\nBoth as a science and as an art, supervision demands preparatory training.\nIt must be based on a clear conception of the purposes of education, so\ndefined as not merely to give mental satisfaction but also to demand and\ndirect action.\nPractical training is often criticized today by those who\nbelieve in “‘a broad cultural education,” holding that each one should\nEarn the means first—God\nUse for our earning.\n\nsurely will contrive\n\nWe believe in ‘“‘a broad cultural background,” and we in the professional\nschools deal chiefly with those who have sought it, with varying degrees of\nsuccess,\n\nin their undergraduate\n\ndays.\n\nWhatever\n\ntheir achievement\n\nthere,\n\nthey need now a pragmatic gospel—a gospel that begins with a vision of\nwhat should be done and ends with the realization of doing it. The fundamental demand in professional training is an understanding of the purposes\nof education in a democracy and of the secondary school as one of its\nimportant agencies.\nEffective supervision must be based, too, on a knowledge of the practices\nthat have proved good in foreign schools as well as in our own.\nOnly the\nmost sublime genius can expect to discover by his unaided efforts practices\nbetter than all the rest of mankind have discovered..\n‘Those who are not\nsublime geniuses must seek in their professional training to know, to observe,\nto evaluate the best practices of others, and to translate them into such\nform that they are adapted to new situations.\nPersonal visiting is helpful\nin this matter, of course, providing it is spent in continuous observation of\nskilled teachers and a concentration on their virtues rather than on their\nshortcomings; but surely directed observation and evaluating discussion\nwith others of cumulative experience and similar interests will prove\nmore economical for those who seek professional training.\nThis observation can be most valuable only when it is subsequent to a\nPsychology has so\nknowledge of sound learning and teaching processes.\nadvanced in the past generation, especially the psychology of education, that\nit must be known by the professional principal—not merely known as a\nscience but translated into theses that will make teaching skilled and ecoTo learn abstract science is relatively easy ;to apply it to effective\nnomical.\n\n"}
{"page": 1314, "printed_page": "1292", "text": "1292\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nEvery suggestion from the pracactivities of the schoolroom is difficult.\nsors tends to add te\ntices of skilled teachers and from experienced supervi\nthe skill of teachers\ne\nimprov\nto\nthe potency of a student preparing himself\non.\nwho may be under his directi\nis learned, and\nAnd finally, after purposes are clearly conceived, science\nsupervision.\nunder\ne\ndirected observations are made, a student needs practic\nred adeconside\nbeen\noften\nhas\nit\nPure theory is beautiful to contemplate ;\nwithout\nit\noffers\nthat\nschool\nional\nprofess\nBut any\nquate on examinations.\ns its\nweaken\nand\nicts\ncontrad\ne\npractic\nguided\nfor\nnities\nconcomitant opportu\ntheir\nschools\nLaw schools have their moot courts, medical\nown teaching.\nconcern\nwhich\non,\neducati\nlaboratories and hospital service, and schools of\nprofessional\nthe very matter of effective learning, must no less afford in their\nlearned in\nbeen\nhas\nwhat\ne\npractic\nin\ng\napplyin\nfor\ntraining opportunities\nd into\nfollowe\nlly\npersona\nbe\nshould\nstudent\nthe\nideally\nthat,\nBeyond\ntheory.\nusually\nbeing\nhis first real position and afforded generous help. That\nimpossible, professional schools of education do the next best thing and\nand\ngive considerable assistance to their alumni through correspondence\nprofesthe\nmeans\nsame\nthese\nh\nThroug\ns.\nt\nmeeting\nfrequen\nat\nnces\nconfere\nsional schools are constantly accreting their own knowledge by ascertaining\nthe successful practices of their alumni.\nIt has been declared, sometimes stridently, that “principals are born and\nBut I have never heard a stock breeder argue\nSo are horses.\nnot made.”\nIt is quite\nthat training cannot improve a horse, whatever his breeding.\ntrue, of course, that some men are endowed with native powers of leadership and that some acquire in their social training a degree of tact that\nenables them to work with others deftly and with a minimum of friction;\nbut these qualities alone will not make a successful principal, professionally\n‘The more thé native endowment of a man or woman who\nconsidered.\naspires to leadership in education, the more he is capable of profiting from\nIt is again a case of the talents:\nprofessional training of the right kind.\nEven he with the single\nfrom him of many talents, much will be required.\ngift, or rather with a small endowment of several, can increase his capital\nand prepare himself for greater accomplishment.\nAs said before, the demand by principals actively at work for professionally training has been their acknowledgment of its need and their recognition of its worth.\n‘The sacrifices that have sent hundreds to summer\nschools are the evidences of a professional ambition as commendable as it is\nsuperlatively fine. Now even more is demanded of those who have faith\nin themselves and the aspiration to qualify for leadership where it is\nurgently needed—not merely summer work but study through the academic\nyear when more effective training can be had, especially in its directed field\nwork.\nEvery one agrees that in a period of change opportunities are greatest to\nmake one’s contribution, to influence largely the shaping of practices that\nare yet not indurated into habits.\nAnd every one recognizes that secondary\neducation in the United States is today growing and changing as no other\nphase of education ever has before in the history of the world.\nIt is unique\n\n"}
{"page": 1315, "printed_page": "1293", "text": "DEPARTMENT\n\nOF SECONDARY\n\nEDUCATION\n\n1293\n\nthat we can recognize the opportunity while it is still here. The demand\nfor leaders is unprecedented—a demand not merely for men who can “keep\nthe school rinning without friction,” but rather for those who have a\nvision, who have knowledge, who have skill, who have the power, and\nabove all consistent courage in the face of whatever obstacles may be to\n\ntranslate all of these into a program that works.\n\nThe situation is a chal-\n\nlenge to every one who aspires to make a contribution to the advance of\nmankind.\n‘The contribution is in large measure dependent on the professional preparation for it.\n\n"}
{"page": 1316, "printed_page": "1294", "text": "|\n\nTye\n\nrit\n\nwy\n\n-\n\nhe\n\n:\n\n*\n\nj »\n\nit\n\nrit\nve\n\nSORA\n\non\n\nsin\n\nary\n\ntut\n\n|\n\nP\n\nAp\n\noa\n7\n\nwait\n\nVOG\n\nJabs\n\nvet.\n\noy\nity\n\n:i\n\nU\n\nReo\n\n“D9\n\n4\n\n|\n\nteat\n\nmy) ie\n\n’\n\n:\n\nTOT {Sanco\n\nmere\n\ntee.\n\noat\n\n'\n\n$\n\n‘ivr\n\n4m\n\npont\n\n’\n\nTi\n\nfon f\n\nfT\n\neat\n\n.\n\nzB\ni\n\nr<é\n\nod. ate Feat\nmavaor\n\nrn:\n\nVeal\n\nhe\n\na\n\ncaeate:\naan\n\nne “at nui\n\n.\n\n‘\n\nDieae\n\n»\n\n=\n\nm\n\nx\n\n‘\n\n7\n\n¥\n\n¢\n\nit + ai i\n\n“\n\n:\n\ni\n\n’\n\n;\n\nTo\n\n.\n\n©\n\n;\n\n,\n\na\nYo\n\n<@\n\naP\n\nviz\n\n4\nA\n\n4\n\n;\n\nos\np\nte\n\nae\n\n“\nbf\n\nie\n\ntys\n\n,\n\n9\n\n+ vel\n“EES\n\nad\nmal\nt\n\nay\n\n'\n\nent\n\n‘yy The\n\nLae\n\n$\n\nPo\n‘\n\n.\n\n;\n\nc\n\nre\nS\n\n;\n\nceoeaee\nia!\n¢ Dae\n~\nhat\n7\n\n“+\n\n5\n\nhe\nvy ee\n\n~~.\n\nyy\nia,\n\n)\noo\n\n‘ins -\n\nart\n\nwe\n\n, at Nes11}\n<r\n\n"}
{"page": 1317, "printed_page": "1295", "text": "Department of Superintendence\nSECRETARY’S\n\nMINUTES\n\nOFFICERS\nPrendent, R. G. Jones, Superittendent of Schools. ............<ecceceeccne Cleveland, Ohio\nVice-President, W111, C. Woop, State Commissioner of Education......... Sacramento, Calif.\nSecond Vice-President, Epwin C. Brooms, Superintendent of Schools....... Philadelphia, Pa.\nUireasurcrstRaGb. Busu, Superintendent of Schools...\n. <2 cc.<xscleic's.o,oeie\naml fears Erie, Pa.\nSecretary, S. D. SHANKLAND, President of the Andrews Institute........... Willoughby, Ohio\n\nEXECUTIVE\n\nCOMMITTEE\n\nChairman, R.°G; Jones, Superintendent of Schools...\n0.2.0... 0...0c0ceenesces Cleveland, Ohio\nJESSEr HL ANE WhON,« Superintendent Ol SCHOOISs oes se le.ace create ses eles 2 a vie shrek Denver, Colo.\n\nFRANK\n\nCopy\n\neouperintendenthot\n\niSCHOOlSe .a.0. seam sie ietees.chatca cto de bese oasietens 6 Detroit, Mich.\n\nRanpary J. Conpon, Superintendent of Schoolsii....\n(cscs doce vdiccieccicesvs Cincinnati, Ohio\nJoun H. Beveripce, Superintendént of Schools.\nc c.ccleis siecle joes on oe dievenias as Omaha, Nebr.\n\nSunday Morning, February 26, 1922'\nCAN\n\nEpucaTioN\n\nBE\n\nMabe\n\nTo PRODUCE\n\nSOCIALIZED\n\nCHARACTER?—E.\n\nA. Ross, Pro-\n\nfessor of Sociology, University of Wisconsin, Madison, Wisconsin.\n\nFirst Day’s Proceedings\nMonday\n\nMorning,\n\nFebruary 27, 1922\n\nMusic by Schurz, Senn, and Lake View High School Students\nOverture, Poet and Peasant—F. von Suppe.\nMr. James Mason, Conductor.\nPas des Fleurs from Naila—Delibes.\nMiss Ellen C. O’Malley, Conductor.\nMarch—Tannhauser—From Wagner.\nMrs. Dora G. Smith, Conductor.\n\nGreeting to Spring—Strauss.\nG. Smith, Conductor.\n\nLake View Glee Clubs and Orchestra, Mrs. Dora\n\nThe first General Session of the convention of the Department of Superintendence\nof the National Education Association was called to order Monday morning, February 27, 1922, in the Auditorium Theater, Chicago, Illinois, by the First VicePresident for the year 1921, Mr. Ernest A. Smith, Superintendent of Schools,\nEvanston, Illinois.\nMr. Smith presented the gavel to the President of the Department, Mr. Robinson\nG. Jones, Superintendent of Schools, Cleveland, Ohio, who presided until the\nclose of the session. The following program was presented:\n\nAppress OF WeLcomME—Edward E. Gore, president of the Chicago Association\nCommerce, Chicago, Illinois.\n17This meeting took place in the Studebaker\n\nTheater.\n\nheld in the Auditorium Theater. —\n\n[1295]\n\nUnless\n\nindicated,\n\nother meetings\n\nof\n\nwere\n\n"}
{"page": 1318, "printed_page": "1296", "text": "NaTIONAL\n\n1296\n\nEpucaTION\n\nASSOCIATION\n\nTHE OUTLOOK IN EDUCATION—\nPresident of the Commonwealth\n(a) For Technical Education—Samuel Insull,\nEdison Company, Chicago, Illinois.\nNichols, Director of Com(b) For Commercial Education—Frederick George\n.\nlvania\nPennsy\nmercial Education, Harrisburg,\nPresident of Swarthmore Col(c) For Cultural Education—Frank Aydelotte,\n.\nlvania\nPennsy\nmore,\nlege, Swarth\nState Commissioner of Education,\nFrvancinc Aputt EpucaTion—Frank P. Graves,\nAlbany, New York.\nof Education, Washington,\nPRESENTATION OF JOHN J. TicerT, U- S. Commissioner\nDistrict of Columbia.\nof the National Education\nPRESENTATION OF CHARL ORMOND WILLIAMS, President\nAssociation, Memphis, ‘Tennessee.\nBusINEss\n\nMEETING.\n\nfrom\nAt the business meeting, officers for the ensuing year were nominated\nnames, the list\nthe floor. Omitting those who declined to allow the use of their\nOmaha, Neof nominations was as follows: For President—John H. Beveridge,\nWilson, Berkeley,\nbraska; A. B. Meredith, Hartford, Connecticut; and H. B.\n\nCalifornia.\n\nFor\n\nFirst\n\nVice-President—F.\n\nW.\n\nBallou,\n\nWashington,\n\nDistrict\n\nof\n\nOhio;\nColumbia; E. C. Jones, Albany, New York; Charles S. Meek, Toledo,\nTopeka,\nE. E. Oberholtzer, Tulsa, Oklahoma; and Miss Lorraine E. Wooster,\n\nKansas. For Second Vice-President—M. G. Clark, Sioux City, lowa; H. S. Gruver,\nand\nWorcester, Massachusetts; Miss Minnie J. Nielson, Bismarck, North Dakota;\nFor Treasurer—tira B. Bush, Erie, PennH. B. Work, Lancaster, Pennsylvania.\nsylvania. Executive Committee—One to be elected for term of four years—T. H.\nHarris, Baton Rouge, Louisiana; Peter A. Mortenson, Chicago, Illinois; Payson\nSmith, Boston,\n\nMassachusetts;\n\nMonday\n\nand Miss\n\nMay\n\nTrumper,\n\nHelena,\n\nMontana.\n\nAfternoon, February 27, 1922, 2:00 o’clock*\n\nExecutive Session, as Authorized\n\nat Atlantic City and Des Moines\n\n. The meeting was called to order by the President, Mr. Robinson G. Jones,\nSuperintendent of Schools, Cleveland, Ohio. He presented Lady Anne Azgapetian,\nof the Near East Relief Committee, 151 Fifth Avenue, New York City, wife of\nGeneral Azgapetian of the Armenian Army.\nShe spoke of the critical situation:\nin Armenia and asked for an expression of sympathy from the floor.\nMr. Randall J. Condon (Cincinnati, Ohio): “Mr. President, I want to say to our\nfriend from Armenia, in behalf of this association, that we sympathize with the\nArmenians, and I want to move an expression of our deepest sympathy and ap-\n\npreciation for all that Armenia is and has been and our everlasting confidence\nin what she shall be; that out of sacrifice and suffering comes peace and comfort;\nand I[ take especial pleasure in moving this expression, because\n\ngave a leave of absence to our Director of Attendance\n\ntwo years\n\nago we\n\nin Cincinnati that on your\n\nfrontier of Armenia he might administer to the hungry children of Armenia. On\nJanuary 15 he sent me a message that Armenian boys and girls are as sweet and\nloving and tender as American children; and on New Year’s day. when the gifts\n. he was administering were distributed their hearts rejoiced, because America\nhad not forgotten them, and the. children of Armenia went without one meal a\nday of this ration that was given to them that they might send their bit of relief\non to the more hungry children farther in the interior.\nSo I have great satisfaction in moving this expression of good-will and sympathy for Armenia.”\nMr. William Davidson (Pittsburgh, Pennsylvania): “Mr. President, in rising\n1 This meeting was held in the Gold Room\n\nof the Congress Hotel.\n\n"}
{"page": 1319, "printed_page": "1297", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1297\n\nto second the motion of Dr. Condon, will you permit me to say that I have been\ndeeply and profoundly touched by the appeal of the speaker from Armenia.\nYears\nago, that great English statesman, William Ewart Gladstone, said to the people\nof his day and time: ‘To help Armenia is to help civilization.’ And it was but\nvesterday that the world heard the voice of America’s greatest humanitarian\nworker, Herbert Hoover, saying: ‘Armenia presents the most desperate situation\nin the world today.’ America, in the past, has risen to the call of this noble little\nnation, and the American people will not fail that nation now.\n‘This body has\nbeen fortunate indeed in having had an opportunity to listen to this appealing\nand touching address from the lips of a native representative of the newest republic in the world today—the Republic of Armenia, the very great need of whose\nchildren has been so graphically presented to this body. Mr. President, I take\n\npleasure in seconding the motion of Dr. Condon.”\nThe Chairman: “Gentleman, you have heard the motion for the expression of\nour sympathy as stated by Dr. Condon and seconded by Mr. Davidson.\nAll who\nare in favor of this motion will please rise to their feet.”\n‘The motion was thereupon unanimously carried by a rising vote.\nThe Chairman: “It is unanimously carried.”\nMr. William M. Davidson: “For the information of the members of the Department and also for the information of the Near East Relief speaker of the afternoon,\n\nmay\n\nI say that in a recent collection of food products the children\n\nof the public\n\nschools of Pittsburgh gathered together supplies, the cost of which in the aggregate amounted to more than $120,000.\nThis is but an indication of the manner\nin which the people of our whole country are rising to meet the needs of the\ndistressed peoples of the world.”\nThe President appointed a committee of two, consisting of Dr. Condon and\nSuperintendent W. M. Davidson, of Pittsburgh, to prepare formal resolutions and\ntransmit them to Lady Anne Azgapetian and her associates.\nThe formal resolutions follow:\nWhereas, Among the peoples of the Near East a most desperate situation was\nbrought about by the World War, and continues to exist today; and\nWhereas, The Armenian nation, in particular has demonstrated by innumerable\nacts of heroism, its unflinching support of Christian principles, and civilization;\nand\nWhereas, \\t looks to America as its only hope of earthly salvation, because it has\ntrust in American idealism and because the United States stands as the one unchallenged exponent of altruism and the spirit of world regeneration which has\nfollowed the war; and\n\nWhereas, The Near East Relief was chartered by the United States Congress\nand organized for the purpose of raising and distributing the funds contributed\nby the American public in order to relieve the destitution of these suffering races;\nand\nWhereas, The thousands of ofphans preserved until this time through our efforts\n\nare wholly dependent on us for life, now therefore be it\nResolved,\n\nAssociation,\nendorse\n\nThat\n\nthe\n\nDepartment\n\nin convention\n\nof Superintendence\n\nassembled\n\nthe efforts of the Near\n\nFebruary\n\nEast Relief,\n\nof the\n\n26 to March\n\nand recommends\n\nNational\n\nEducation\n\n2, in Chicago,\n\ndoes\n\nthat all educational\n\norganizations give a practical expression of their faith in the brotherhood of man\nby bringing before their membership the need of the Near East Relief for liberal\nsupport in its calendar of activities.\nThe Secretary, Mr. Sherwood D. Shankland, of Willoughby, Ohio, made an oral\nstatement of the financial condition of the Department.\nMr. Ira B. Bush, Superintendent of Schools, Erie, Pennsylvania, Chairman of\nthe ‘Committee\nBy-Laws, then\n\nof Forty, which had been appointed to prepare a Constitution and\nsubmitted the report of his Committee, which was as follows:\n\n"}
{"page": 1320, "printed_page": "1298", "text": "NATIONAL\n\n1298\n\nEpUCATION\n\nASSOCIATION\n\nment of Superintendence\nDraft of Proposed Constitution of the Depart\nation\nAssoci\nion\nEducat\nNational\nArTICLE\n\nThe name\nthe National\n\nI—Name\n\nof this association shall be the Department\nEducation Association.\nArticLe\n\nof the\n\nof Superintendence\n\nof\n\nII—Object\n\nthe general educational welThe object of this association shall be to promote\nion, to make constructive\nsupervis\nand\non\neducati\ntrative\nfare in the field of adminis\nof persons engaged in\ny\nefficienc\nthe\nstudies, to further the effort and increase\neducational aims and standadvance\nto\nzeal,\nonal\nprofessi\nthe\nfoster\nto\nn,\neducatio\nadministration, and to establish\nards, to protect and advance the interests of school\nand maintain helpful, friendly relationships.\nArticLe 11J—Membership\n\ntendence shall consist of\nSection 1. Membership in the Department of Superin\nactive, associate, and honorary.\nhip who are members of\nSec. 2. All persons shall be eligible to active members\nin supervisory and\nengaged\nare\nwho\nand\nion\nAssociat\non\nthe National Educati\nendents, and\nsuperint\ncity\nand\ncounty,\nadministrative positions—namely, State,\nsuperintendents, and superassociate, assistant and deputy State, county, and city\nsystems exercising the\nvisory and administrative officers in city and county school\nState and National\nall\nendents;\nsuperint\ndeputy\nfunctions of associate, assistant, or\nofficers\n\nof educational\n\nadministration;\n\nthe heads\n\nof teacher-training\n\ninstitutions,\n\nn, the heads\ncolleges, and universities having departments or colleges of educatio\nadminisschool\nof\nrs\nprofesso\nand\nn,\neducatio\nof\nof these departments or colleges\ntration or supervision in these institutions.\n\nactively\nSec.3. All members of the National Education Association, who are\nthis departengaged in any phase of school work, may become associate members of\npriviment by paying the regular membership fee, and shall be entitled to all the\noffice.\nhold\nand\nvote\nto\nright\nthe\nexcept\ndepartment\nthis\nof\nleges\nSec. 4. All members of the National Education Association, who have been\nengaged in supervisory or administrative positions, as defined in Sec. 2 of this\narticle, and who have retired from such service, may have the privilege of honorary membership in this department upon recommendation of the Executive Committee.\nSec. 5. The Executive Committee\nof all applicants for membership.\n\nshall have power\n\nto pass upon the credentials\n\nArTICcLE 1V—Officers\n\nSection 1. The officers of this department shall be a president, a first vice-presi-\n\ndent (who shall be the retiring president), a second vice-president, an executive\nsecretary, a treasurer, and four members of the Executive Committee who, with\nthe other officers of this department (with the exception of the executive secretary),\nshall constitute the Executive Committee.\nSec. 2. The President, vice-presidents, and treasurer shall hold office for the\n\nperiod of one year from the date of election, including one full year’s service in\nthe promotion and operation of one meeting of the department.\nSec. 3. The executive secretary shall be selected by the executive committee for\nan indefinite period.\n\nSec. 4. Members of the Executive Committee shall hold office for four years, one\nmember retiring each year. At the first election the member receiving the largest\nnumber of votes shall serve for a term of four years and the others for three, two\nand one years, respectively, according to the number of votes received.\n\n"}
{"page": 1321, "printed_page": "1299", "text": "DEPARTMENT\nArTICLE\n\nOF SUPERINTENDENCE\n\nV—Election\n\n1299\n\nof Officers\n\nSection 1. The procedure for the election of officers shall be as follows: Nominations shall be made from the floor on the morning of the second day’s session at a\ntime previously agreed upon by the Executive Committee, and announced in the\nprinted program of the meeting.\nSec. 2. Method of balloting—The tickets issued by the secretary of the department to the members of the association shall be provided with a detachable stub,\nto be used as a ballot.\nTwo places for balloting shall be provided, one at the secretary’s headquarters,\nthe other at the entrance to the auditorium in which the general sessions are held.\nThe ballot-boxes shall be open for voting from 11 A.M. until 6 P.M. on the third\n\nday of the meeting.\nThose candidates receiving\noffices shall be considered\n\nthe\n\nhighest\n\nnumber\n\nfor\n\nof votes\n\nthe choice of the Association,\n\nthe\n\nand declared\n\nrespective\n\nelected.\n\nThe entire procedure of balloting shall be in charge of the Executive Committee\nand secretary.\nSec. 3. Announcement of the result of balloting—At the last regular business\nmeeting, the president shall call for the report of the secretary, announcing the\nIn case of a\nresult of the ballot cast for the several officers of the association.\n\ntie vote, the executive\n\ncommittee\n\nshall cast lots to determine\n\nthe successful\n\ncandi-\n\ndate.\nArticle VI—Appointive\n\nCommittees\n\nThe appointive committees of this department shall consist of a Resolutions\nCommittee, an Audit Committee, and such other committees as may be authorized\nby the department from time to time.\n\nArticLe\n\nVIJ—Annual\n\nMeeting\n\nThe annual meeting of this department shall be held on the fourth Monday\nFebruary, and the three succeeding days.\nArtTicLE\n\nin\n\nVIJ1I—Amendments\n\nThis Constitution may be altered or amended at any annual meeting by two\nbeen\nthirds vote of the active members present, the proposed amendment having\nmeeting.\nbusiness\nregular\nprevious\na\nat\nwriting\nin\nsubmitted\nexcept as it\n(Note.—This Constitution shall become effective immediately upon its adoption\neleeted at the Atlantic City\nrelates to the officers and members of the Executive Committee,\nthey were elected.)\nmeeting in February, 1921, who shall complete the terms of office for which\n\nBy-Laws,\n\nDepartment\n\nof Superintendence\n\nof the National\n\nEducation\n\nAssociation\n\nArTICcLE I—Duties of Officers\n\nall meetings and\nSection 1. It shall be the duty of the president to preside at\nfor the annual\nprograms\nprepare\nto\ncommittee\nin conjunction with the executive\nprovided for.\nmeeting of the department; to appoint all committees not otherwise\nand shall call\n,\nCommittee\nExecutive\nthe\nof\nmember\na\nand\nchairman\nHe shall be\nwhenever he is\nmeetings of this committee whenever he deems it necessary, or\n\nHe shall perrequested so to do by a majority of the members of the committee.\noffce.\nhis\nto\ning\nappertain\nduties\nform all other\npreside in turn.\nSec. 2. In the absence of the president the vice-presidents shall\ndent shall at once\nIn case of vacancy in the office of president, the second vice-presi\nsucceed to the office of president.\nSec. 3. The Executive Secretary\n\nshall keep\n\na complete\n\nand\n\naccurate\n\nrecord\n\nof\n\nof the executive\nthe proceedings of all meetings of the department and all meetings\n\n"}
{"page": 1322, "printed_page": "1300", "text": "1300\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nnt, as provided by the Concommittee, shall conduct the business of the departme\ny prescribed therein be\nstitution and By-Laws, and in all matters not definitel\nin the absence of direction\nand\ne,\nCommitte\ne\nExecutiv\nthe\nof\ndirection\nthe\nunder\nHe\nof the president.\nby the Executive Committee, shall be under the direction\nthem monthly to the\nshall receive all moneys due the department and transmit\nby the Executive\ntreasurer; shall countersign all bills approved for payment\nof the Executive\nmeetings\nbetween\ninterval\nthe\nin\nt\nCommittee or by the presiden\nent\nHe shall have his records present at all meetings of the departm\nCommittee.\nthe department\nof\nmembers\nof\nlist\na\nkeep\nshall\nHe\ne.\nCommitte\ne\nExecutiv\nand\nHe shall be secretary of the executive comand shall revise said list annually.\nof the\nmittee and custodian of all property of the department, not in charge\nHe shall give such bond as may be required by the Executive Comtreasurer.\nHe shall submit an annual report to the Executive Committee at each\nmittee.\nannual meeting. At the expiration of his term of office he shall turn over to his\nHe shall\nsuccessor in office all money, books, and property of the department.\ne.\ne\nCommitte\nExecutiv\nthe\nof\npleasure\nthe\nserve during\nSec. 4. The Treasurer shall receive from the secretary all moneys paid to the\ndepartment and shall transmit them monthly to the secretary of the National\n\nEducation Association. He shall keep a correct account of all moneys so received\nHe shall countersign all bills approved for payment by the\nand transmitted.\nExecutive Committee or by the president in the interval between the meetings of\nthe Executive Committee, which have been signed by the secretary and shall\ntransmit them to the secretary of the National Education Association for payAt\nment. He shall give such bond as is required by the Executive Committee.\nthe expiration of his term of office, he shall transfer to his successor all moneys,\nbooks, and other property in his possession belonging to the department.\nArTICLE\n\nI]—Duties\n\nof Committees\n\nSection 1. The Executive Committee shall assist the president in arranging\nannual program, and in arranging for the place of the annual meeting when\npowered by the department so to do.’ It shall select an executive secretary\nfix his salary. The Executive Committee shall submit an annual report at\n\nthe\nemand\none\n\nof the business sessions of the department, shall recommend to the department\nthe appointment of special committees for investigation and research.\nIt shall\nrecommend the amount of money to be expended in such investigations, but in no\ncase shall it incur debt. It shall decide what sections and departments of the\nNational Education Association may be afhliated with this department.\nSec. 2. The Resolutions and Audit Committees shall be appointed by the newly‘elected president immediately upon his election and shall make their report at\nthe next annual meeting succeeding their appointment.\nArTIcLE\n\nThe dues in this department\n\nassociate members,\n\nI1I—Dues\n\nshall be five dollars per year for both active\n\nand shall be paid annually to the Executive\nARTICLE\n\nand\n\nSecretary.\n\n[V—Vacancies\n\n‘All vacancies occurring in any office other than that of president shall be filled\nby the Executive Committee.\nARTICLE\n\nV—Rules\n\nof Order\n\nRoberts’ Rules of Order shall govern in all business meetings of this department.\n1 Passage in italics struck out.\n\nSee p. 43.\n\n"}
{"page": 1323, "printed_page": "1301", "text": "DEPARTMENT\nArTICLE\n\nOF SUPERINTENDENCE\n\n1301\n\nVI—Amendments\n\nThese By-Laws may be amended at any regular business meeting of this department by a majority vote of the members present, the amendment having been\n\nsubmitted in writing at a previous regular business meeting.\n(Signed for the committee)\n\n7\n\nIrA B. Busu,\nChairman.\n\nMr. Bush moved that the Constitution\nand his motion was duly seconded.\nMr.\n\nCorothers\n\nmoved\n\nand By-Laws\n\nthat the last sentence\n\nLaws be amended to read as follows:\ndepartments of the National Education\n\nas submitted,\n\nbe adopted,\n\n2, Section\n\n1 of the By-\n\nin Article\n\n“It shall recommend\nAssociation may .be\n\nwhat sections\naffiliated with\n\nand\nthis\n\nDepartment.”\nThe amendment was seconded, put to a vote, and lost.\nThe chairman ruled that the vote fixing the amount of the annual dues must be\ntaken separately.\nMr. Oberholtzer moved that the fee for members of this Department be fixed at\n\nfive dollars\nMr.\n\nper year.\n\nStoddard,\n\nof\n\nThe\n\nmotion\n\nBeatrice,\n\nwas\n\nNebraska,\n\nduly seconded\nmoved\n\nthat\n\nand carried\nthe\n\nfollowing\n\nunanimously.\nproviso\n\nbe\n\nadded to Article 4, Section 4: “Provided, that the member elected every alternate\nyear shall, at the time of his election, be holding his position in a town of less\nthan 50,000 population.”\nThe motion was seconded, put to a vote, and lost.\nMr. Downes moved that Article 2, Section 1, of the By-Laws, be amended by\nstriking out the following words: “When empowered by the Department so to do.”\nThe motion was seconded and put to a vote, viva voce. The chairman being in\ndoubt appointed Mr. Hunter, Mr. Gwinn, and Mr. Bentley, as tellers, to count\nand report a standing vote. The vote was taken and the motion adopted by a\nplurality of twenty-three votes.\nThe\nThe question recurred on the adoption of the constitution as amended.\nque-tion was put and the Constitution as amended, adopted unanimously.\nMr. Smith, of Evanston, moved that the Department of Superintendence express\nThe motion\nits approval of the twelve groups now afhliated with the Department.\nAt the direction of the Chairman, the list of the twelve groups\nwas seconded.\nwas read by the secretary.\nIt was as follows:\nNational Council of Education.\n. Department of Rural Education.\n. Department of Hlementary School Prncipals.\n. Department of Vocational Education.\n. City Training School Section.\n. National Association of Directors of Educational\nOnfwWNH\n\nResearch.\n. National Association of High School Inspectors and Supervisors.\nDepartment of Elementary School Principals.\n. National Council of Primary Education.\nto, National Council of State Departments of Education.\ntr. The National Society for the Study of Education.\n|\n12. The National Society of College Teachers of Education.\n\nThe pending motion to approve the above list was then voted upon and carried\nMr. Davidson, of Pittsburgh, moved that it be the sense of this meeting that the\nexecutive committee should include in its list of affliated organizations, the department known as the Council of Kindergarten Supervisors and Training Teachers. The motion was seconded.\nUpon request the secretary read communications from various other groups\ndesiring afhliation.\nMr. Bentley moved, as an amendment to the above motion, that the executive\n\ncommittee be instructed to request the union of the Primary and Kindergarten\ngroups, with a view to its affiliation as a single suit, The amendment was\n\nseconded.\n\n"}
{"page": 1324, "printed_page": "1302", "text": "ASSOCIATION\n\nEpuCATION\n\nNaTIONAL\n\n1302\n\nbe laid on the table, which motion\nMr. Hunter moved that the whole matter\nwas seconded and carried.\nNebraska, then predge, superintendent of schools, Omaha,\nMr.\n\nJ. H. Beveri\n\nsented the annual\nCondon, was\n\nreport\n\nfor the executive\n\nwhich,\n\ncommittee,\n\non\n\nexecutive committee.\n\nreceived and referred to the new\n\nmotion\n\nor Dr\n\n(See p. 1457.)\n\nthe report for the Department’s\nMr. Albert Shiels, of New York, then made\nduly seconded and carried, the\nmotion,\nOn\nes.\ncommittee on Boy Scout activiti\nreport was approved.\nmade at the morning session be\nMr. J. F. Keating moved that the nominations\nDr. Condon moved to\nution.\nConstit\nnew\nthe\nthe nominations of this body under\nFirst or Second Vice-President be\neither\nfor\nted\nnomina\npersons\nall\nthat\nso\namend\n, which motion was accepted by\nconsidered nominees for Second Vice-President\nseconded and carried.\nduly\nwas\nd\nMr. Keating. The motion as amende\ncounty superintendents to\nThe secretary reported that the relationships of the\nent of Superintendence,\nDepartm\nthe\nand\non\nEducati\nRural\nof\nent\nthe Departm\nOn motion duly seconded\nation.\nconsider\nreceive\npresented a problem which should\nagreement with the\nthe executive committee was authorized to make a working\nall matters of common\ncover\nto\nyear,\none\nfor\nvalid\nn,\nEducatio\nRural\nof\nent\nDepartm\nOn motion the meeting adjourned.\ninterest to the two departments.\n\nEvening, February 27, 1922\n\nMonday\n\nOrchestra of\nThe Civic Music Association of Chicago presented the Civic\nSymphony\nChicago\nthe\nof\ndirector\ncelebrated\nthe\nStock,\nMr. Frederick\nChicago.\nOrchestra, conducted.\n\nA Symposium\n\non the Need\n\nof a National\n\nOrganization\n\nfor Educational\n\nService\n\nAlexander Inglis, Professor of Education, Harvard University, Cambridge,\nGeorge D. Strayer, Professor of Educational Administration,\nMassachusetts;\nE. Winship,\nTeachers College, Columbia University, New York, New York; A.\nDirector\nCapen,\nP.\nS.\ntts;\nMassachuse\nBoston,\nEducation,\nof\nEditor of the Journal\nof the American Council on Education, Washington, District of Columbia; Edwin\nC. Broome, Superintendent of Schools, Philadelphia, Pennsylvania; Olive M. Jones,\nPrincipal of School 120, New York, New York; W. A. Jessup, President of the\nState University of Iowa, lowa City, Iowa; and John W. Withers, Dean of the\nSchool of Pedagogy, New York University, New York, New York.\n\nSecond Day’s Proceedings\n\"Tuesday\n\nMorning, February 28, 1922\n\nBoys’ Glee Clubs from seven elementary schools.\nfirst-grade children.\nCommunity singing.\nADDRESS\n\nOF\n\nWeELCcomME—Mr.\n\nCorporation\n\nSaltiel,\n\nWilliam\n\nKinder Band of sixty pieces—\nCounsel\n\nof the\n\ncity of\n\n:\n\nChicago.\nSchool\n\nArchitecture,\n\nPrepared by Randall J. Condon,\nImMpoRTANT\n\nELEMENTS\n\nN. L. Engelhart,\n\nIN THE\n\nProfessor\n\nBuilding,\n\nand\n\nEquipment\n\nSuperintendent of Schools, Cincinnati,\n\nDEVELOPMENT\n\nOF THE\n\nof Education,\n\nSCHOOL\n\nTeachers\n\nversity, New York, New York.\nADAPTING A SCHOOL PLANT TO THE CuRRICULUM—Charles\n\nBUILDING\n\nCollege,\n\nOhio\n\nPROGRAM—\n\nColumbia\n\nUni-\n\nL. Spain, Deputy\n\nSuper-\n\nintendent of Schools, Detroit, Michigan.\nSoLVING THE PROBLEM—THE ARCHITECT AND THE SUPERINTENDENT—Frederick W.\nGarber, of the firm of Garber & Woodward, Architects, Cincinnati, Ohio.\n\n"}
{"page": 1325, "printed_page": "1303", "text": "DEPARTMENT\nTue\n\nOF SUPERINTENDENCE\n\n1303\n\nADVANTAGES OF THE ONE-STORY PLAN—Dwight H. Perkins,\nPerkins, Fellows & Hamilton, Architects, Chicago, Illinois.\n\nCALIFORNIA’s\n\nCONTRIBUTION\n\nOakland,\n\nTO SCHOOL\n\nARCHITECTURE—John\n\nof the firm\n\nJ. Donovan,\n\nof\n\nArchitect,\n\nCalifornia.\n\nThis program included 8000 square feet of school-building exhibits, in the\nLeiter Building, State and Congress streets, one block west of the Auditorium.\n\nTuesday Evening, February 28, 1922\nJoint meeting with\n\nNational\n\nSociety for the\n\nStudy of Education\n\nThird Day’s Proceedings\nWednesday\n\nMorning, March\n\nMixed chorus—350 pupils from\nCommunity singing.\n\nThe\n\nProcess\n\n1, 1922\n\nsixth, seventh,\n\nand eighth grades.\n\nof Financing\n\nEducation\n\nPrepared by Thomas E. Finegan,\nHarrisburg, Pennsylvania.\n\nState Superintendent\n\nof Public\n\nInstruction,\n\nPROBLEMS BEFORE THE COMMISSION IN CHARGE OF THE EDUCATIONAL FINANCE\nInquiry—George D. Strayer, Chairman of the Commission, and Professor of\nEducational Administration, Teachers College, Columbia University, New\na\nYork, New York.\nrie\nFINANCIAL NEEDS OF EDUCATION—\n(a) Rural Education—Arthur M. Hyde, Governor of the State of Missouri,\nJefferson City, Missouri.\n(b) Education in Cities—Mark L. Thomsen, Cleveland, Ohio.\n(c) Higher Education—Frederick M. Davenport, Member of New York State\nSenate, and Professor of Law and Civil Polity, Hamilton College,\nClinton, New York.\nHow May tHE Necessary Funps For Pusiic EpucaTion Be Provipep?—Edwin\nR. A. Seligman, Professor of Political Economy, Columbia University, New\nYork, New York.\n\nTue\n\nDr. Finegan\ncharacter\n\nthe names\n\nthen announced\n\ncode, for character\n\nof the winners\n\nof prizes offered\n\nfor a\n\neducation.\n\nwere\nBa.itor Boxes OpeN—Votes for officers of the Department of Superintendence\nP.M.\n6:00\nand\nA.M.\n11:00\ndeposited between\n\nFourth Day’s Proceedings\nThursday\n\nMorning,\n\nMusic by Crane and Harrison\n\nMarch\n\n2, 1922\n\nTechnical High-School Students\n\n“Hungarian Lustspiel”—Keler Bela, Mr. Frederic B. Emery, Conductor.\n“Sicilian Vespers’—Verdi, Miss Louise Hannan, Conductor.\n\nThe Ideals to Be Achieved\n\nby Public Education\n\nWuar Has Tus Country REASON TO EXPECT\nAND Goop CITIZENSHIP IN RETURN FOR THE\n\nBY Way oF CULTURE, EFFICIENCY,\nCOST OF OPERATING PusLic EpucaA-\n\n"}
{"page": 1326, "printed_page": "1304", "text": "Le\n\nNatIionaL EpucATION ASSOCIATION\n\n1304\n\nt of Ohio State UniTION IN Tus CouNTRY?—William O. Thompson, Presiden\nSchool, Yale Unie\nGraduat\ng,\nSpauldin\nE.\nFrank\nversity, Columbus, Ohio;\nCommissioner of\n3c:\n(U7\nTigert\nJ.\nversity, New Haven, Connecticut; John\nWill C. Wood, State\nand\na;\nColumbi\nof\nDistrict\nton,\nWashing\nn,\nEducatio\nia.\nSuperintendent of Public Instruction, Sacramento, Californ\nIllinois, presented the\nState Superintendent Francis G. Blair, of Springfield,\n1460.\npage\non\nis\nwhich\nns,\nreport of the committee on resolutio\ne on election\nMr. Douglas presented the report of the Canvassing Committe\nensuing year: Presithe\nfor\nelected\nbeen\nhave\nto\nfollowing\nthe\ndeclaring\nreturns\n\nF. W. Ballou, Washdent, John H. Beveridge, Omaha, Nebraska; Vice President,\nPennsylvania; and\nington, District of Columbia; Treasurer, Ira B. Bush, Erie,\nBoston, Massachusetts.\nSmith,\nPayson\nyears,\nfour\nof\nterm\nfor\n,\nCommittee\nExecutive\nof Omaha, was\nThe newly elected President, Superintendent John H. Beveridge,\nthen introduced and addressed the Department.\n\nPresident Jones then declared the meeting adjourned.\n\nAfternoon,\n\nThursday\nSUPERINTENDENTS\n\nOF\n\nOF\n\nCITIES\n\nMarch\n\n2, 1¢22\nUP\n\nPOPULATION\n\n25,000’\n\nTO\n\nChairman, Theodore Saam, Superintendent of Schools, Council Bluffs, lowa\nSchool Buildings\nE. Lewis, Superintendent of Schools, Rock-\n\nTue PLANS For A BurLpInc ProcraM—E.\nford, Illinois.\nVirGINIA’s\n\nPRrocRAM,\n\nBUILDING\n\nAND\n\nAIMS\n\nITs\n\nT.\n\nWork—E.\n\nVOCATIONAL\n\nDuiheld,\n\nSuperintendent of Schools, Virginia, Minnesota.\nTur One-Story ScHooc—A. A. McDonald, Superintendent of Schools, Sioux Falls,\nSome\n\nSouth Dakota.\nMootep QUESTIONS\n\nSchool\n\nV. Ittner,\n\nIN SCHOOL PLANNING—William\nSt. Louis, Missouri.\n\nSpecialist,\n\nArchitect\n\nand\n\nSome Functions of a City Superintendent\nTHE SUPERINTENDENT AND THE CoMMUNITY—R. B. Irons, Superintendent of Schools,\nWinona, Minnesota.\nTue SUPERINTENDENT AND Boys’ Worx—J. Lindsey, Superintendent of Schools,\nMitchell, South Dakota.\nTue SUPERINTENDENT AND STANDARDIZED Tests—D. C. Bliss, Superintendent of\nSchools, Montclair, New Jersey.\nTur SUPERINTENDENT AND THE Course oF Stupy—H. B. Bruner, Superintendent of\nSchools, Okmulgee, Oklahoma.\nTHe SUPERINTENDENT AND SUPERVISION—N. L. Engelhart, Professor of School\nAdministration, ‘Teachers College, Columbia University, New York, New York.\n\nSUPERINTENDENTS\nChairman,\nWuy\n\nMaInTAIN\n\nOF\n\nCITIES\n\nOF\n\nPOPULATION\n\nOF\n\nErnest A. Smith, Superintendent\n\nof Schools,\n\nTHE\n\nAND THE\n\nPRESENT\n\nSALARY\n\nSCHEDULES\n\n25,000\n\nEvanston,\n\nOBLIGATIONS\n\nTO\n\n100,000\n\nIllinois\nINVOLVED ?—\n\nM. G. Clark, Superintendent of Schools, Sioux City, lowa.\nTue\n\nARGUMENTS\n\nFOR\n\nAND\n\nAGAINST\n\nTHE\n\nSUPERVISION\n\nOF\n\nINSTRUCTION—Charles\n\nWagner, Superintendent of Schools, Chester, Pennsylvania.\nTue Next STep IN ScHOoL SUPERVISION—E. E. Oberholtzer,\nSchools, Tulsa, Oklahoma.\n' This meeting was held in the Red\n\nRoom\n\nof the Hotel La Salle.\n\nSuperintendent\n\nA.\n\nof\n\n"}
{"page": 1327, "printed_page": "1305", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1305\n\nSELLING THE SCHOOLS TO THE PuBLIcC—H. B. Wilson, Superintendent of Schools,\nBerkeley, California.\nDIscUSSION OPENED BY O. J. Kelly, Superintendent of Schools, Binghamton, New\nYork.\nQuEsTION\n\nBox—Your\n\nMost\n\nPERPLEXING\n\nPRoBLEM—Conducted\n\nby E.\n\nC.\n\nFisher,\n\nSuperintendent of Schools, Rock Island, Illinois.\n\nSUPERINTENDENTS\nChairman,\n\nZenos\n\nOF CITIES OF POPULATION\n100,000 AND 250,000 ?\n\nE. Scott, Superintendent\n\nof Schools,\n\nBETWEEN\n\nLouisville,\n\nKentucky\n\nPROBLEMS OF FINANCING EpUcCATION—How THEY ARE BEING SOLVED IN My City—\nJohn Wilson, Superintendent of Schools, Paterson, New Jersey; W. A. Sutton,\nSuperintendent of Schools, Atlanta, Georgia; S. O. Hartwell, Superintendent\nof Schools, St. Paul, Minnesota; and S. E. Weber, Superintendent of Schools,\nScranton, Pennsylvania.\nGENERAL Discussion—M. E. Pearson, Superintendent of Schools, Kansas City,\nKansas; Paul Stetson, Superintendent of Schools, Dayton, Ohio; and Harvey\nS. Gruver, Superintendent of Schools, Worcester, Massachusetts.\n\nSUPERINTENDENTS\n\nOF\n\nCITIES\n\nChairman, Jesse H. Newlon,\n\nOF POPULATION\n\nOF\n\n250,000 TO\n\nSuperintendent of Schools, Denver,\n\n450,000?\n\nColorado\n\nHow\n\nMay THE SUPERINTENDENT KNOW THE EpucATIONAL NeEeEps oF His Ciry?—\nFrank W. Ballou, Superintendent of Schools, Washington, District of Columbia,\nand Randall J. Condon, Superintendent of Schools, Cincinnati, Ohio,\nDiscussion—David B. Corson, Superintendent of Schools, Newark, New Jersey;\nFrank B. Cooper, Superintendent of Schools, Seattle, Washington; and E. U.\nGraff, Superintendent of Schools, Indianapolis, Indiana.\nTue Next STEps IN FINANCING Our CiTy ScHooLt ProcramM—Herbert S. Weet, Superintendent of Schools, Rochester, New York.\nDiscussion—I. O. Winslow, Superintendent of Schools, Providence, Rhode Island,\nand W. F. Webster, Acting Superintendent of Schools, Minneapolis, Minnesota.\nHow WE Are SELLING THE PuBLIc EpuCATION ProcRAM IN My City—J. M. Gwinn,\nSuperintendent of Schools, New Orleans, Louisiana.\nDiscussion—Ira I. Cammack, Superintendent of Schools, Kansas City, Missouri;\nHenry Snyder, Superintendent of Schools, Jersey City, New Jersey; and D. A.\nGrout, Superintendent of Schools, Portland, Oregon.\n\nSUPERINTENDENTS\nChairman,\n\nWilliam\n\nOF CITIES OF 450,000 AND\n\nL. Ettinger, Superintendent of Schools, New\n\nOVER*\nYork, New\n\nYork\n\nThis was an informal discussion of the problem of financing education in\nour large cities, including the sources and amount of school funds, the method\nof determining and setting up the budget, the method of disbursement, the adequacy\nof funds for current expenses and building programs, control by agencies other\nthan the Board of Education, and related subjects.\nDiscussion Lep By Edwin C. Broome, Superintendent City Schools, Philadelphia,\nPennsylvania; Frank Cody, Superintendent City Schools, Detroit, Michigan;\nWilliam M. Davidson, Superintendent City Schools, Pittsburgh, Pennsylvania ;\nR. G. Jones, Superintendent City Schools, Cleveland, Ohio; and Alfred Roncovieri, Superintendent City Schools, San Francisco, California.\n1This meeting was held in the Tiger Room of the Hotel Sherman.\n\n2 This meeting was held in the Pine Room of the Stratford Hotel.\n8’This meeting was held in the Green Room of the Congress Hotel.\n\n"}
{"page": 1328, "printed_page": "1306", "text": "NATIONAL\n\n1306\n\nTHE\n\nOUTLOOK\n\nFREDERICK\n\nG. NICHOLS,\n\nEDUCATION\n\nFOR\n\nASSOCIATION\n\nCOMMERCIAL\n\nSTATE\n\nHARRISBURG,\n\nDIRECTOR\n\nEDUCATION\n\nCOMMERCIAL\n\nEDUCATION,\n\nPENNSYLVANIA\n\nof educational adThe future of commercial education is in the hands\no make up the\nors—wh\ndirect\nministrators—superintendents, principals, and\nm has been\nprogra\nyour\non\nplace\na\nmembership of this Association. ‘That\nfuture in\nits\nfor\nwell\naugurs\ng\ntrainin\ns\nbusines\nmade for the discussion of\nopporthis\ne\nwelcom\nI\n.\ncountry\nial\nindustr\ngreat\nthis\nof\nthe public schools\nin the field of\nneeds\ng\npressin\nmore\nthe\nof\nfew\na\nyou\nbefore\nlay\nto\ntunity\neducation which I have the honor to represent.\nit\nUnder the wording of the subject assigned me I do not consider\nbut\ndetail,\nin\nn\neducatio\nial\ncommerc\ndiscuss\nwithin the scope of my paper to\nI\nschool.\nwill forecast the future of business training in the public high\nrsial\ncontrove\nthe\nall\ndiscuss\nI\nshall\nnor\ncontent,\num\ncurricul\nshall not outline\nI shall confine\nquestions that have grown out of this field of education.\nso I am not\ndoing\nin\nmy remarks to public-school commercial training and\naane\nVein\nies,\nuniversit\nof the fact that the colleges,\nunmindful\nof\nschools\nn\nextensio\nand\nschools,\nndence\nY.W.C.A., K.of C., correspo\nbusiness\nfor\ndemand\npopular\nthe\nto\nng\nrespondi\nrapidly\nmany kinds are\neducation. Nor am I ignorant that evening school commercial departments\nare overflowing with pupils whose requirements are not being met. The\nextension character of the training required by evening-school pupils is not\nWith adequate provision for the supervision of commercial\nrecognized.\neducation in the cities throughout the land this apparent failure to meet a\ngreat need will be converted into a profitable and successful department\nof business training. After all it is in the high school that correct princiOnce\nples of commercial education can be worked out to best advantage.\nschools\nof\ntypes\nother\nion\nto\nthese principles are established, their applicat\nwill be easy.\nImportance of commercial education—While commercial education was\nthe forerunner of all other types of vocational education, its present importance and scope are but little appreciated by those who have had no intimate\n‘This is partly because the public-school\nconnection with its development.\nrecords do not tell the whole story. The private school still gives a large\npart of the instruction demanded by patrons and supporters of the publicschool system.\nThe following figures may help us to understand the magnitude of the\nproblem with which we are dealing. They may serve also as a challenge\nto those who think that the high school is already meeting its full obligation.\nFrom 25 per cent to 30 per cent of all the public high-school pupils in the\nUnited States are enrolled in the commercial department. In Philadelphia\n50 per cent are commercial pupils and over 70 per cent of the high-school\ngirls take commercial work.\nFor every commercial pupil enrolled in a\npublic high school there is another pupil enrolled in a private school. “The\ncost to the Federal Government of administering Smith-Hughes Vocational\n\n"}
{"page": 1329, "printed_page": "1307", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1307\n\nEducation throughout the country is $200,000 a year. There are a score\nor more of private business schools whose separate tuition income equals\nthis amount.\nThe Federal Government appropriates annually for vocational education a sum which when it reaches its maximum will be\n$7,000,000. This sum must be matched by a like sum to be appropriated\nby the States, making $14,000,000 in all. The taxpayers who provide this\nlarge sum of money for all types of vocational training except commercial,\npay an annual private business school tuition bill of a million dollars more\nthan this total, or $15,000,000.\nEarly\n\nbeginning\n\nin private\n\nschool\n\ncommercial\n\neducation—In\n\nthe early\n\nfifties business was small. ‘There was little competition. ‘Transportation\nfacilities were inadequate, and each community was more independent of\nother communities than it is today. Business occupations were general in\ncharacter. Division of labor had not yet touched the business office. Business had small use for girls or women.\nThose who were employed performed general office duties with the major emphasis on bookkeeping. ‘The\nboy who wished to learn a business, or whose father was ambitious that he\nshould do so, looked around the neighborhood in which he lived for an\nopportunity to secure what really amounted to an apprenticeship. Without special training of any kind and with. but meagre general education he\nset to work to learn all he could about the business in which his lot happened to be cast. He worked in the closest possible relationship with his\nemployer, who gladly became his teacher.\nHis duties were sufficiently\nvaried to bring him into contact with every phase of the business. He kept\nthe books, such as there were, handled the cash, and attended to receiving,\nstoring, and shipping goods.\nHe banked his employer’s money and paid\nhis bills. Credits and collections were not entirely outside his range of\nduties. Financial problems were discussed with him or in his hearing and\nhe acquired a keen appreciation of the importance of this side of business\n\"The economic factors of that period were far less complex\nadministration.\nand what he picked up about business management\ntoday,\nare\nthey\nthan\nand the true economic basis for business procedure was sufficient for his\npurposes. he general nature of his calling brought him into contact with\nthose with whom his employer dealt—creditors and customers alike. He\nbecame a student of people and soon sensed their widely differing mental\nInevitably he learned the business, acquired a partnership,\ncharacteristics.\nor launched a business of his own.\nThus it will be seen that little business education was needed in that\nOne who could write well, figure acday of small business enterprises.\ncurately, and apply the simple rules of single-entry bookkeeping found little\ndifficulty in getting a start.\nIt was under these conditions that commercial education had its origin.\nIn the early fifties an enthusiastic devotee of the penman’s art set out from\nthe foothills of rugged New Hampshire to teach people to write. Stopping\nhere and there wherever a group could be interested in his birds, scrolls,\nand artistic shading, he organized penmanship classes in competition with\n\n"}
{"page": 1330, "printed_page": "1308", "text": "1308\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nOo\n\nsince\nthe singing-school teacher and other itinerant educators of a day long\nliterng\nadvertisi\ned\npast. Those who were attracted by the freely distribut\nature of these pen artists were drawn largely from the counting houses\nwhere they earned their daily bread “keeping books.”’ Flourished writing\nwas of little use to people who daily faced the necessity of writing within\nthe not over-generous spacings of journals and ledgers. Consequently the\ndemand grew for simplified penmanship and the well-remembered Spencerian penmanship came into being.\nWhen artistic penmanship had given way to the more practical business\nwriting demanded by office workers it was but natural that bookkeeping\nand business arithmetic should be added to the commercial curriculum.\nVery little so-called practical education was given in the public schools of\nThe\nthat period. The real high school had not yet come into its own.\nthe\nof\nmost\nabsorbed\npreparation of the few for further collegiate study\nm,\ncurriculu\nacademic\nrigid\nA\ntors.\nattention of public-school administra\ncollege,\nto\ngoing\nwere\nwho\nthose\nof\nnts\nrequireme\nthe\nto\nadmirably adapted\nmade no appeal to those who had little hope of going beyond the high\nschool. Those who were forced to leave the high school early or who nevet\nentered high school at all were left to shift for themselves. With these con-\n\nditions in mind it is easy to understand how the occasional evening or after-\n\nnoon commercial class grew into a permanent private business school in\ncommunities large enough to support such a school. Enterprising leaders in\n\nthis field were not content with a single school. Such intrepid enthusiasts\nas Bryant, Stratton, Brown, Draughon, and others organized “chains” of\nschools which brought this type of practical training to the doorstep of\nEven those who lived in the country found\nalmost every city dweller.\nways and means of taking advantage of this freely advertised opportunity\nto prepare for the much coveted city position.\nAt the\nIn the sixties a new impetus was given to business training.\nclose of the Civil War thousands of young men in the North and South\nwere suddenly faced with the necessity of readjustment.\nThey had been\ninterrupted in their plans to go to college or to prepare for a profession.\nMany found it necessary to go to work almost at once. The private busiIt is small\nness school seemed to hold the key to a business connection.\nwonder that thousands enrolled in this type of school during the period\nwhich followed this great National crisis and that hundreds of new schools\nwere opened to meet this easily stimulated demand for business training.\nTo the credit of the private business school it should be said that no small\nproportion of the successful business men of the generation just passing\ngladly admit that they owe their success in no small degree to the initial\nposition secured through this type of school.\nHow much of their success\nwas due to natural industrial conditions and to native ability cannot be\nmeasured exactly, but without detracting from the credit due the school\nwhich trained them it may be said in passing that young people who face\nthe future today are facing a very different set of conditions from those\nthat confronted\n\nyoung\n\npeople of the period under\n\ndiscussion.\n\nNew\n\neco-\n\n"}
{"page": 1331, "printed_page": "1309", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1309\n\nnomic and social conditions make new educational demands, which should\nbe met by effective readjustments in school administration.\nThe next impetus to business training was given by the invention of the\ntypewriter in the seventies. Shorthand which had been in use for centuries\nimmediately became the basis of a new office service, and to the original\nbusiness course which I have referred to shorthand and typewriting were\nadded.\nCommercial education in the high school—Until the early eighties the\nprivate school, organized to meet a definite need, held a virtual monopoly\nof business training. Its graduates found initial positions for which their\ntraining had qualified them and from which they could advance to higher\nplaces. The real worth of business education was established beyond question of doubt and public-school administrators became interested in this\nnew field of education.\nThe rapid growth of the private business school during the thirty-year\nperiod immediately preceding 1880 did much to force the demand for a\nwider range of educational opportunity on those who administered public\neducation. Thus it came about that in the early eighties those commercial\nsubjects which formed the private business school curriculum were added\nto the list of subjects offered in the public high school and a certain measure\nof freedom was permitted pupils in making up their program of studies.\nAt first a few commercial subjects were permitted as options; later other\nbusiness subjects were added.\nStill later a full program of commercial\nwork was permitted in the upper high-school years. Finally, commercial\nwork in a limited quantity was permitted in the first year of the highschool curriculum.\n“Then the two-year business curriculum was introduced.\nFrom this point on up to the present time the relative merits of\nthe “long” and “short”? commercial curriculum have been the subject of\nunending controversy.\n“There is as yet no consensus of opinion on this\nsubject.\nThe high-school commercial curriculums were originally patterned after\nthose of the private business school so far as the technical subjects included\nwere concerned. And the high school is still following the lead of the private school notwithstanding the failure of the latter to continue its responsiveness to the demands of business in a period of extreme specialization.\nPresent status of public-school commercial education—In the earlier\nperiod there were but two major office positions—bookkeeper and stenographer. All business training revolved around these two occupations. ‘Today there are literally scores of office and store employments, and yet, business education in both private and public schools goes on revolving around\ntwo services that have long since ceased to have a monopoly of the office\npay-roll. A few collateral subjects, such as commercial law, commercial\ngeography, and economics of business have been added to the old business\ncurriculum, but these subjects—valuable as they are—are general in character and bring to the curriculum no training for new vocational objectives.\nIn some schools the two-year business course is offered.\nIn others the\n\n"}
{"page": 1332, "printed_page": "1310", "text": "1310\n\nNatIionaL\n\nEpucaTion\n\nASSOCIATION\n\nfourth years. In still others\ncommercial work is confined to the third and\nthe vocational and general\nall,\nIn\nulum.\ncurric\nit runs through the entire\nBookkeeping, shorthand, and\nbusiness education subjects are the same.\nrcial law, commercial\ntypewriting make up the vocational units. Comme\nl business training\ngenera\nthe\ngeography, and possibly economics comprise\ny and business\nvariet\nbook\nusual\nthe\nof\nunits. In some schools salesmanship\nshorthand,\neping,\nbookke\nculum\ncurri\nar\ntwo-ye\nIn a\nEnglish are added.\nExcept\nd.\noffere\nare\netic\narithm\nss\nbusine\nand\ng,\nwritin\nss\ntypewriting, busine\nthe\ned\ninclud\nare\nIf they\nfor English the academic subjects are omitted.\nculum\ncurri\nss\nbusine\na\nIn\ntechnical subjects are given inadequate attention.\nThey are not all\nof any other length these subjects are its chief content.\nare inadequate\nthey\nand\nyears,\nchool\nhigh-s\nsuited to children of the early\nin twenty\nsurvey\nrecent\nA\nyears.\nchool\nhigh-s\nupper\nthe\nas a program for\neighteen\ncities shows that of nearly 4000 office and store workers under\ns.\nThis rapher\nstenog\nyears of age only 33 are bookkeepers and only 88 are\nof\nnder\nremai\nthe\nn.\nIn\neratio\nstatement challenges our most serious consid\nin\nneeds\nant\nimport\nmore\nthe\ne\nbriefly\noutlin\nthis paper I shall attempt to\nhetic,\nsympat\nthe\ngh\nthrou\nonly\nmet\nbe\ncan\nwhich\nion\nthis field of educat\nnearnest, aggressive, and intelligent codperation of state and city superi\ntendents and school principals.\nReorganization necessary—Our present commercial courses in both public and private schools are not wholly suited to modern business requireWe are now in a period of big business made possible and even\nments.\nnecessary by the extremely complex economic conditions under which busi‘Transportation facilities are highly\nCompetition is keen.\nness is done.\ndeveloped. Specialization is the key note of the age. Division of labor is\nfully as operative in the office as in the shop. In securing initial employment special skill is a larger factor than general ability, but for advancement general ability must accompany special skill. Girls are competing\nwith boys in every department of business organization. Where once the\ngeneral office man reigned alone now rules the office manager with his small\narmy of entry clerks, ledger clerks, cashiers, receiving clerks, shipping\nclerks, stock clerks, calculating machine operators, messengers, file clerks,\nmail clerks, copyists, stenographers, dictaphone operators, credit clerks, collection clerks, almost without end.\nNot only are there a multiplicity of separate and distinct occupations,\nbut there are numerous administrative departments each dealing with some\n\nimportant phase of the modern industrial or commercial\n\nplant—the pur-\n\nchasing department, sales department, advertising department, accounting\ndepartment, correspondence department, personnel department, credit department, financial department, and others of equal importance.\nThe boy\nof 1850 sought an opportunity to learn a business; the boy of 1922 first\nseeks a chance to master a special department of business.\nDefinite commercial education policy needed—Having in mind the early\nbeginnings of business education and the contrast between the requirements\nof business, past and present, let us proceed to set forth a commercial education policy in terms of present-day needs.\n\n"}
{"page": 1333, "printed_page": "1311", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1311\n\nReorganized commercial education defined—I\\t may help us in our thinking if we state what commercial education is not. First, it is not a subject\nlike English, mathematics, or history. It embraces these subjects and many\nmore—academic, semi-technical, and technical.\nSecond, it is not a single\ncurriculum or grouping of essential subjects. The number of commercial\ncurricula that may be developed in any school is limited only by the size of\nthe school and the variety of pupil needs that may be recognized. “Third, it\nis not confined to a single school or type of school.\nCommercial education\nforms an essential part of the program of the junior high school and of the\nsenior high school; of the continuation school and of the evening school.\nFourth, it is in no way antagonistic to other forms of education, either vocational or academic.\nIt is supplementary to them.\nFifth, it is not confined\nto preparation for a single occupation, or to any one of many occupations.\nWhile it is true that training for the position of bookkeeper, or that of\nstenographer is commercial education, it should be emphasized that commercial education is not training for either of these two vocations exclusively. It is something bigger and more far-reaching than this limited conception of it would indicate. Sixth, it is not a type of education that is\nconfined to a single group of pupils in any school system. It contains elements that are of vital importance to the well-being of all people whatever\nmay be their lifework objectives.\nStated in positive terms commercial education is that type of education\nwhich is designed to prepare people for the discharge of the responsibilities\nof citizenship as well as for immediate service in business.\nIt seeks to\ninsure growth into positions of responsibility and trust in the great industrial organizations with which this country is filled, and to stimulate\nan interest in the acquisition of a proprietory interest in some commercial\nenterprise, large or small. It is a phase of vocational education so far as\nits immediate placement values are concerned, but it does not rest its whole\ncase on its job-training attributes. It is not wholly unlike so-called general\neducation in its ultimate aim—the development of useful citizens who are\ntrained to serve society through the medium of business. In the high school\nit should be sufficiently comprehensive and elastic to insure that core curriculum which by common consent is deemed essential to intelligent and\neffective citizenship training. It is not exclusive as to any kind of academic\nwork which can be made to yield an element of training, direct or indirect,\nin the preparation of people for the places in the Nation’s: commercial life\nwhich they seek to fill. Its sponsors should recognize the outstanding differences between the requirements of business as it was and as it is; of\npupils who have but a year to spend in high school and of those who can\nremain to graduate. Its curricula should be shaped for those who accept\nearly employment and seek extension training in the continuation school as\n\nwell as for those who are privileged to continue their studies in the high\nschool.\n\nOffice workers who, finding themselves blocked in their efforts to\n\nadvance, seek help through the evening school should find a type of training\n\nsuited to their needs.\n\nModern\n\ncommercial\n\neducation\n\nplays no\n\nfavorites,\n\n"}
{"page": 1334, "printed_page": "1312", "text": "1312\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsell even as to the one\nbut extends a helping hand to the one who would\ngeneral clerical duties to\nwho would “keep books”; to the one who prefers\nin the direction of calcuis\nservice as a stenographer; to the one whose bent\nas to the one who\nfreely\nas\nquite\nlating machine and other figure-work\nto those who have\nwork;\npen\nof\nform\nprefers engrossing or some other\nfield, or perising\nadvert\nthe\nor\nwork,\nion\ncollect\naptitude for credits and\ntypes of service\nsonnel work, or any of the other three hundred or more\nin a modern business organization.\n—Commercial\nBoth general and vocational commercial education needed\ncurriculum,\nsingle\na\nby\nor\nsubject,\nsingle\na\neducation needs cannot be met by\ntechnical\nof\nphases\ndistinct\ntwo\nare\n“There\nor in a single type of school.\nfor a\ntion\nprepara\ndefinite\nwith\ndo\nto\nhas\nOne\non.\neducati\ncommercial\ntion\nprepara\nwith\nknown business occupation, and the other concerns itself\nan\nof\nement\nachiev\nthe\nto\nutes\nfor future advancement. ‘The former contrib\nhencompre\nthat\ns\ndevelop\nlatter\nthe\n;mmediate vocational objective, while\nand mansion of the economic and social aspects of business organization\nrewhich\nplaces\nhigher\nthe\ninto\ngrowth\ne\nultimat\nto\nl\nessentia\nagement so\nWhich\n.\nquire administrative skill. Neither of these phases can be ignored\nulum\nshall be the controlling factor in the establishment of any given curric\nfor\n,\nexample\nFor\ncase.\neach\nof\ntances\nmust be governed by the circums\ncony\nprimar\nthe\ntime\nshort\na\nbut\nschool\nhigh\nthe\nthose who can remain in\nsideration may be preparation for a business position; for those who\ncan remain longer, ultimate promotional training may play an increasingly\nLikeimportant part in proportion as the period of training is extended.\nnot\nmay\nit\npupils\nschool\nevening\nl\nof\nwise in the limited time at the disposa\ntime.\nsame\nthe\ng\nat\nal\ntrainin\ntechnic\nof\nphases\nboth\nbe possible to offer\nThose who need vocational training to help them handle their present\n\nduties more satisfactorily should get it. Those who are sufficiently trained\nfor their present tasks may profit most by a more general type of promotional training.\nIt will be seen, therefore, that the four-year high school presents two\n‘The first one concerns children who\ndistinct business-training problems.\n\ngo no farther than the first or second year, and this includes more than 50\nper cent of those who enroll in our city high schools. “The second concerns\nI respect the\nthose who remain to the end of the third or fourth year.\nupper highthe\nuntil\ntraining\nbusiness\nopinion of those who would defer all\naccomplish\nto\nway\na\nfound\nyet\nhas\none\nno\nthat\ncontend\nI\nschool years, but\nthis result. If no commercial work is offered in the first and second\n\nyears those who choose this kind of education in these two years go out\nand buy it. The fact remains that they are not kept from getting it.\nSchool officials must decide whether the best interests of their constituents\nwill be served by forcing them to send their children to the private\nschool to get a senior type of business training poorly adapted to their\nneeds, or by developing a junior type of business training in the early highschool years and convincing parents of its superior merit.\n‘The latter\nplan would seem to be more in keeping with the spirit of democracy in\n\n"}
{"page": 1335, "printed_page": "1313", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nASS\n\neducation. Furthermore, it rests on sound vocational education principles.\nIt is of the utmost importance that English, social studies, and science\nform a part of every high-school program of business training. Each year\nshould contain some general business education whose vocational values\nmay not be apparent, as well as some definite vocational business training\nsuited to the requirements of pupils of the age for whom it is intended.\nTo insure this ideal program of commercial studies research work is needed.\nWe must know what junior business occupations are open to them, what\nare the exact duties of these positions, and what special training will suffice.\nLikewise, before we attempt to force all boys and girls to pursue a common ~\nbusiness course in the upper two years of high school we must satisfy ourselves as to the exact requirements of the many senior commercial employments that are open to high-school graduates. Commercial education by yearly units—Investigations already made indicate that when we are in possession of all the facts we shall be able to\nset up our curriculums on the unit-year plan, with each year a unit in itself\nentirely adequate to the immediate vocational requirements of those who\ncomplete it. For children below the third high-school year we shall find\nthat junior clerical practice, business writing, business arithmetic, typewriting and elementary bookkeeping will meet all technical requirements.\nThis will leave ample time for English, social studies, a year of general\nscience, and the general but important business subject of commercial and\neconomic geography.\nThis training will not prepare for the positions of bookkeeper and stenographer, but it will train for the only kinds of positions children under sixteen years of age are employed to fill. It will serve as a basis for more\nadvanced training in the high school or in the extension school. Through\nit pupils have been and will continue to be encouraged to go on with their\nformal education. This type of elementary training may be regarded as\n‘Those who\nboth vocational and preparatory to more advanced work.\nfinish but a single year and drop out to go to work will have acquired a\nmarketable skill and some good general education. Those who continue a\n\nsecond year and then seek employment will enter business on a slightly\nhigher plane. Thus each year’s training is valuable in and of itself. At\nthe same time.it is so constructed as to articulate advantageously with the\n\nsucceeding year, thus encouraging pupils to remain in school.\nDifferentiated curriculums in the upper two years—The problem of the\nsenior type of training in the upper two years of the high school is one that\nl\ncan be met only by differentiation both in the interest of better vocationa\npresent\nthe\nUnder\n.\neducation\nund”\n“backgro\nbetter\npreparation and of\n\nIn some schools\nplan nearly all major in bookkeeping and shorthand.\nand physical\nmental\nthe\nhave\ngirls\nand\nboys\nall\nNot\nadded.\nis\nhip\nsalesmans\nnot be reshould\nit\nqualities that make for success in shorthand; hence,\n\nin figquired of all commercial pupils. Not all are sufficiently interested\nhence,\nrs;\nbookkeepe\nas\nsucceed\nwill\nthey\nures to justify the belief that\n\nbookkeeping should not be required of all.\n\nSome pupils will be more inter-\n\n"}
{"page": 1336, "printed_page": "1314", "text": "1314\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nhaces\n\nested in selling as an occupation than they will be in any office pursuit.\nTheir commercial course should be shaped accordingly.\nBy properly differentiating in the third and fourth years of high school,\ntime will be conserved for more English, social studies, and such important\n~eneral commercial subjects as business organization and management,\noffice practice, office management, commercial law, economics of business,\nadvanced business mathematics, and business finance, subjects required to\ncupply the general business training which was obtained formerly through\n‘ie employer’s personal instruction and the wide range of duties performed.\nWithout it the office employee of today finds much difficulty in getting\nahead.\nHis experience finds range only within a single department and\n‘oo often he has no contacts in the wider field of general business administration.\n:\nEducational values of commercial subjects—Vhe commercial subjects as\nthey are taught today are better organized as to content and instruction\nmethod than they were a few years ago. “Their educational values are becoming recognized. It is no longer true that commercial courses are snap\ncourses. ‘They represent a range of difficulty quite equal to that of ‘older\nsecondary-school subjects. “There is that sequence and continuity for which\nwe were once forced into the fields of mathematics or foreign language.\nBeginning with the new subject called junior business training, one may\ncontinue through elementary bookkeeping, advanced bookkeeping, and elementary accounting.\n‘This sequence may be followed in college through\nadvanced accounting, auditing, and actuarial science. Other sequences are\navailable to those who do not elect bookkeeping as a major line of vocaional preparation.\nI\nCollege entrance credits for commercial subjects—Much concern is felt\nin many quarters over the unwillingness of colleges to accept graduates of\ncommercial courses. “That some colleges already accept such pupils is evidence that there is a growing respect for this type of work.\nI am convinced, however, that the first duty of the high school, so far as commercial\n\neducation is concerned, is to meet the needs of the more than ninety per\n\ncent who will not go on to college. This does not mean that those who\nwould pursue collegiate study are to be neglected.\nIn almost every city\nextension business training of collegiate grade is available to,those who go\nto work after finishing their high-school preparation.\nIt is safe to assume\nthat every commercial graduate can find collegiate business courses that\nare open to him, although he may not be able to enter the particular college\nof his choice.\n\nOur special task is to see that commercial\n\ncourses are well\n\norganized and that the quality of instruction commands the respect of educators.\n‘The question of college-entrance credit will then take care of itself.\nColleges that have courses for which the modernized high-school business\ncourses are a preparation will open their doors to graduates of such courses.\nThe administrator's responsibility—I want to point out some of the\nthings which you as State and city superintendents, high-school principals,\nand administrators of public education can do to hasten the day when com-\n\n"}
{"page": 1337, "printed_page": "1315", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1315\n\nmercial education shall square with present-day needs. First, you can demand that State departments of public instruction include in their personnel a director of commercial education whose duty it shall be to make\nstudies, investigations, and reports that will help us realize our ideals in\nthis field of education.\nSecond, in view of the fact that commercial education is now being\noffered in the continuation school, the evening school, the junior high school,\nand the senior high school you can work for the employment of a city director of commercial education whose duty it shall be to so codrdinate and\narticulate the business training offered in all these schools that it shall meet\nthe full requirements of all these different groups of pupils. Figuratively\nspeaking, the boy who is in the junior high school today may bob up in the\ncontinuation school tomorrow.\n‘The day after he may return to the senior\nhigh school only to appear on the evening-school rolls still later. Only by\ncentering responsibility for all business training in one director can unity\nbe secured. Furthermore, in any city where all these types of schools are\nin operation one man should be free to make the local studies and investigations required as a basis for the development of a proper and adequate\ncommercial education program.\nAbout twenty cities already have such\ndirectors. Others are seeking suitable candidates to fill such positions.\nThird, you can lift your voices in protest against the omission of any\nadequate commercial teacher-training program in most of the States. Remembering that more than one fourth of all high-school pupils are taught\nby commercial teachers, you can insist that the quality of instruction received by this part of the high-school group shall be as good as that received\nby any other part.\nFourth, you can demand that all States make provision for properly certificating commercial teachers. More than thirty States have no such proIn these States teachers who have never pursued a commercial\nvision.\ncourse of any kind may teach the business subjects.\nFifth, realizing the part which office machines are now playing in business, you can make the same effort to get such equipment for your commercial department as you do to get needed equipment for your industrial\nI recently saw $40,000 worth of industrial equipment in a\ndepartment.\nsingle high-school room, while no provision is made in that school for any\ncommercial equipment except that required in the typewriting and bookkeeping rooms.\nSixth, it is as much the obligation of the public school to train for office\nand store work as it is to train for work in the shop, in the home, or on the\nfarm. Federal, State, and city agencies have been established to see that\nthe latter types of training are given in accordance with modern industrial,\nagricultural, and homemaking requirements. The former type of training\nis offered without much regard to actual business needs. You can see to it\nthat all commercial courses in your schools are organized and conducted\nwith the actual vocational requirements of pupils in mind. What is more\nimportant, you can take steps to acquaint your public with modern business\n\n"}
{"page": 1338, "printed_page": "1316", "text": "1316\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nemployments and the essential training. required to insure ultimate success\nIn other words, you can adopt an aggressive attiin these employments.\ntude toward commercial education and abandon that attitude of mild interest which has driven thousands out of the high school to get business\n.drift\neducation without, however, slowing up the gradual but certain\ntoward this type of training.\nSeventh, the closest possible affiliation between your commercial depart‘To\nments and local business men should be established and maintained.\nmembera\nmaintain\nboard\nschool\nyour\nthat\nthis end you should advocate\nship in the name\n\nof your commercial\n\ndepartment\n\nin at least one business\n\nmen’s organization, such as the Chamber of Commerce, or the Ad Men’s\nA membership in a commercial workers’\nClub, or the Board of Trade.\nclub or association would likewise be productive of a better understanding\nof the part which commercial education can and should play in preparing\npeople for service in business.\nEighth, you can foster school-guidance activities, including vocational guidance, as will insure a better vocational choice by most of your\npupils. While it is probably true that about one fourth of your high-school\npupils should pursue commercial courses, it is equally true that many who\nare now pursuing such courses are ill adapted to this type of training. It\nis equally true that many who are in other departments should be enrolled\nin the commercial department.\nEffective guidance work should reduce\nFurthermore, with a differentiated program\nsuch misfits to a minimum.\nsuch as I have suggested, guidance through preliminary tests, study of personal characteristics, home environment, and school records will be required\n\nto insure wise elections on the part of those to whom such differentiated\ncurricula are available.\nCommercial education has demonstrated its right to a place in your plans\nfor public-school education.\nIts future development will keep pace with\neverchanging social and economic conditions. While recognizing the rights\nof those who seek vocational training commercial educators will not be\nunmindful of the need for citizenship training.\n“Their curriculums will\nbe as varied as the differing aptitudes, interests, and capabilities of pupils\nwho enroll for business training require.\nYour interest in all forward\nmovements in education leads us to believe that you will strike hands with\nthose of us who while trying to conserve all that is good in the present\ncontent of commercial education are striving to make it more adaptable to\nmodern requirements.\n\n"}
{"page": 1339, "printed_page": "1317", "text": "DEPARTMENT\n\nTHE\n\nOUTLOOK\n\nFRANK\n\nAYDELOTTE,\n\n1317\n\nOF SUPERINTENDENCE\n\nFOR\n\nCULTURAL\n\nPRESIDENT\n\nSWARTHMORE,\n\nOF\n\nEDUCATION\n\nSWARTHMORE\n\nCOLLEGE,\n\nPENNSYLVANIA\n\nWe are living in a time of crisis. The world today knows how to make\nwar better than ever before in its history, but it is learning with difficulty\nthe art of living in peace. This is true in industrial relations no less than\nPeace demands codperation, underin the relations between countries.\nonly among a people who underpossible\nis\nIt\nstanding, and good-will.\nas the material. The purpose\nwell\nas\nlife\nof\nsatisfactions\nspiritual\nthe\nstand\nof liberal education may be defined as teaching men to live happily and\npeacefully together.\nThe English democracy feels the educational stress of the times no less\nthan our own, and the recent government reports on the teaching of the\nclassics, modern languages, natural science, English literature, and on adult\neducation are worthy of the study of every American educator.\nIn these reports there are many complimentary references to the educa-\n\ntional system of the United States. Liberal education in this country is far\nmore widespread than in England and our technical education is perhaps\nmore liberalized than that of any other country. It behooves us, however,\nnot to rest on our laurels, but to search anxiously for means of improving\n\nour own\n\nsystem.\n\nThe line which that improvement should take seems to me clearly inThe point is\ndicated in the report on the study of English in England.\na great\nworld\nthe\nof\nhistory\nthe\nin\nbeen\nnever\nhas\nthere\nthere made that\ngreat\nsome\nof\nstudy\nthe\non\nfounded\nnot\nwas\nwhich\ndiscipline\nliberal\npeoples\npeaking\nliterature, and the point is further made that for English-s\nthe natural vehicle for such a plan is English literature.\nis the\nPerhaps the most hopeful element in the situation in this country\ninterhowever,\nshould,\nWe\n.\nliterature\nEnglish\nof\npopularity of the study\nEnglish\nof\nhistory\nthe\nof\nstudy\na\nit\nmaking\nbroadly,\nmore\nsubject\npret that\nlt demand\nthought. Other encouraging signs of the times are the widely-fe\nmore our\nstill\ning\nliberaliz\nfor\nfor the teaching of our National ideals and\ntechnical training.\nof our\nTeaching of our high-school students is the most important part\nool\nhigh-sch\nour\nof\nview\nof\npoint\nthe\nUpon\nsystem.\nnal\nwhole educatio\npolitical\nand\ngraduates; upon their ability to deal intelligently with moral\nin life deissues; upon their ability to get pleasure from the finer things\ny.\ndemocrac\nour\nof\nss\nthe-succe\npends more than upon anything else\n\n"}
{"page": 1340, "printed_page": "1318", "text": "NATIONAL\n\n1318\n\nEDUCATION\n\nASSOCIATION\n\nASTO WHAT EXTENT ARE WE WARRANTED IN PURCH\nING EDUCATION FOR ADULTS FROM FUNDS LEVIED\nFOR THE TRAINING OF CHILDREN\nOF SCHOOL AGE?\nFRANK\nYORK\n\nP. GRAVES,\nAND\n\nSTATE\n\nPRESIDENT\n\nOF\n\nTHE\n\nCOMMISSIONER\n\nOF\n\nUNIVERSITY\nEDUCATION,\n\nTHE\n\nSTATE\n\nALBANY,\n\nNEW\n\nOF\n\nOF\n\nNEW\n\nYORK\n\nof such\nThis subject is not of my own choice; it was assigned me. It is\nin the\ngiven\nexample\nthe\nof\nvariant\na\nbeing\nsuggest\nto\nas\nnature\na leading\nbeating\noff\nleft\nold textbooks on formal logic, “How long is it since you\nWhy should we imply that the funds necessary for educating\nyour wife?”\nadults should be subtracted from those intended for training children? If\nit is imperative that adults should be educated, why should not the financial\nsupport for this be forthcoming, irrespective of what we devote to other\ngood educational purposes? ‘The query also reminds me of the economic\nadjustment offered the schools by some city boards of estimate and control,\nor the solution frequently suggested by legislative committees on finance:\n“Yes, we will let you increase this man’s salary or make that necessary extension of your work, if you will agree to cut someone else’s salary or give\nIt assumes that nothup some other feature you believe to be important.”\ning worth while can be accomplished in education without sacrificing something else deemed equally important. This is a curious but current conception of compensation.\n\nBut against any such assumption I must protest with all the vigor I\npossess. Such an attitude is utterly un-American; it is entirely out of keeping with the spirit of our educational ideals. In this country we have embarked on a policy that is absolutely unique in the history of civilization,\nand have determined to give to each and every one all the training of whatever kind he can possibly utilize. We have done this deliberately, despite\nthe gloomy predictions of all other nations, in the firm belief that it will\nnot only produce the most nearly perfect development of the individual,\nbut will best promote the welfare of society by enabling it to secure the.\nbenefit of all its human resources. Accordingly, we have come to hold that\nevery one should be offered the training that will best suit his educational\nneeds.\nActing on this principle, we have for some time been providing in our\nschool systems for all varieties of intelligence. Not only have we arranged\nfor all types of defectives, delinquents, and dependents, but are now slowly\ncoming to afford opportunities for gifted and supernormal children, who\nhave hitherto been most sinned against, but are bound to furnish our democracy with its leadership. But there are striking gaps in our American\ntheory when we come to deal with those past the compulsory age, whom, in\ncontrast to the others, as implied in the title of this discussion, we may consider as “adults.” There are a large number of young people who leave\n\n"}
{"page": 1341, "printed_page": "1319", "text": "DEPARTMENT\n=\n\nOF SUPERINTENDENCE\n\n1319\n\n7am\n\nschool as soon as the law permits, and a tremendous number of older people\nwhom the law seems never to have reached,\nStatutes of the various States have, in general, been aiming to bring it to\npass that all children shall be required to attend school until they are fourteen years of age and have finished the elementary grades. They have apparently succeeded better with the age limit than with the grade qualification, for, while approximately seventy per cent remain until fourteen, less\nthan forty per cent complete the eight grades. And when the legal barrier\nis passed, the proportion of those dropping out increases rapidly in both\ninstances, until by the end of the high school there are but eight per cent\nremaining and about the same per cent of the young people of eighteen are\nstill in school. To put it in a slightly different way, out of twenty-five\npupils of school age, only ten complete the eight grades, and but two finish\nthe high school, while less than three quarters of our pupils have the benefit\nof schooling up to fourteen, and much less than one half of the young people\nbetween fourteen and twenty are in schools of any kind.\nThe proportion of illiterates and of aliens among our adults, as estimated\nfrom the statistics taken during the war, is still more disturbing. To judge\nfrom the examinations given in our army camps, approximately one quarter\nof our people are unable to read an English newspaper or write an intelligent letter, and from twelve to fourteen millions, more than one eighth of\nthe population, are foreign-born. And that these two facts are somewhat\nrelated no one can for 4 moment doubt, for while there are many remote\nand isolated places where our compulsory laws have not reached the native\ninhabitants, illiteracy in English has received its greatest accumulations\nthrough the influx from southern and eastern Europe and from Asia.\nour\nEven more serious are the revelations concerning the intelligence of\n\nin\npeople. If we can trust the estimates made by Dr. Robert M. Yerkes\nStates\nUnited\nthe\nin\nBoard\ng\nExaminin\nical\nPsycholog\nthe Report of the\nArmy, almost one half (47.3 per cent) of the white men in the draft,\nnative and foreign-born, proved, through intelligence tests, to be morons—\nThis\nthat is, while adults, to have a mental age of seven to twelve years.\nturn\nwe\nwhen\nproblems\nour\nin\nOssa\nupon\nis appalling, but we pile Pelion\ninof\npersons\nwhile\nthat,\nfind\nwe\nHere\norn.\nforeign-b\nto the statistics of\ncent\nper\nwo\ntwenty-t\nform\ns\nAmerican\nnative\nthe\namong\nce\nferior intelligen\nwhole,\nof the group, there are forty-six per cent of the foreign element as a\nItaly,\nRussia,\nof\nnatives\nthose\nand sixty, sixty-three, and seventy per cent of\nand Poland respectively.\nr to educate\nTruly, the load that Uncle Sam is carrying in his endeavo\nout our\ncarry\nto\nand\nhim\nassist\nto\ndo\nwe\ncan\nWhat\nall is prodigious!\nstatesa\nnot\nand\nAmerican theory of training? Being a plain schoolmaster\nthe\nforever\nand\nonce\nman, I answer unhesitatingly, let us, first of all, stop\nthe\nonly\nadmit\nand\nEurope\nflood of illiteracy and inferior intelligence from\ndifhhave\nshall\nWe\nideals.\nand\nstock\nforeigners who can strengthen our\np of our own\nculties enough in maintaining our standards, with the handica\nrs that we\nforeigne\nweaker\nthe\nof\ntion\nassimila\nthe\nhome-made morons, and\n\n"}
{"page": 1342, "printed_page": "1320", "text": "1320\n\nNaTIONAL\n\nhave already received.\n\nEpucATION\n\nASSOCIATION\n\nOur educational policy requires us to carry our own\n\nburdens that have been\npeople, but we need not undertake to. shoulder the\nevaded by Europe and Asia as well.\n\nthe ranks of\nNow, having decided not to enlist any more recruits in\nhome conby\nenlist\nto\nobliged\nare\nwe\nthan\ncy\ndeficien\nilliteracy and mental\nsituation.\nonal\neducati\nthe\nimprove\nto\ndone\nbe\nmay\nwhat\nsee\nus\nditions, let\nwithle\nwholesa\nIn the first place, we must find some way to stop these\nyoung\nour\nof\ncent\nper\nthirty\ndrawals from school. It is intolerable that\nbefore\npeople should drop out before they are fourteen and sixty per cent\nlaws\nnce\nattenda\nory\ncompuls\nOur\ngrade.\neighth\nthey have completed the\nhened\nstrengt\ngreatly\nbe\nmust\nthem\nenforce\nto\ny\nnecessar\nts\ndrag-ne\nand the\nin most of our States. In my judgment, it would also be well for the\nschool authorities to study the situation through experts and visiting teachers, and see how far the work of the school itself is to blame for the elimination. Many of our young people leave school because of dire poverty at\nhome or the selfishness of parents, but in numerous other instances the failure to go on is due to a want of appeal in the course itself. “There is no\ndoubt but that the introduction of the industrial element in the upper\ngrades and the establishment of trade schools and technical high schools\nhave secured greater interest and enabled public education to reach larger\nnumbers, especially those who are stronger in mechanical than in abstract\nintelligence, or those who feel that they must become self-supporting and\nresponsible citizens as soon as possible. Undoubtedly, we should in the\nfuture greatly extend this industrial training and greatly broaden it. by\ncorrelating with it the work in English, mathematics, science, and history.\nBut even when we have rendered this industrial work most efficient and\nmost broadening, our statistics indicate that there will still be a large body\nof young people who do not stay in school because of want of intelligence.\nAnd the needs of these sub-normals should be met by some form of continuation or part-time work. With their lack of intelligence, it will be\nimpossible for them to appreciate any schooling that does not touch imme[hey need the stimulus of the contact with\ndiate needs and-interests.\nactual work, to get the feeling of reality, and the schooling that they secure\nthrough part-time must apply to concrete situations, if it is tg seem of value.\nAnd I may say, in passing, that I am heretical enough to believe that they\nwill obtain far more from this type of work than they will by worrying\nalong in the lower grades of the high school, and incidentally diluting the\nwork of secondary education, as is too often done at present.\nThe requirements of these young people of weaker intelligence is already\nbeing met to a considerable extent and will be more adequately provided for\nin the future, especially if we learn to adapt the continuation work in the\npublic schools more closely to their needs. It should aim to be less a review\nof the common branches or a study of the academic subjects and more of a\ntraining in the vocations—trades, industries, and commercial fields. ‘The\nwork under various religious organizations, such as the Y. M.C.A., the\nY.W.C.A., the Catholic and the Hebrew associations, and the various\n\n"}
{"page": 1343, "printed_page": "1321", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1321\n\nprivate and special schools, such as the correspondence schools, the mechanics’ institutes, and the schools for apprentices and employees of the\nlarge manufacturing and mercantile establishments, have, for this reason,\nproved in the past more effective in dealing with continuation education\nthan have the public schools.\nBut much more serious is the situation caused by our failure hitherto to\nselect and properly educate the gifted among our young people who have,\nbecause of poverty, want of interest, or other reason, dropped out of school\nearly and gone to work. ‘The selection and training for leadership in a\ndemocracy is the most important function to be performed by our public\neducation. Our absurd notion of democracy as implying that all men are\nborn equal in ability has prevented us from fully realizing this. We have\nassumed that equal educational opportunity means the same education for\nall, and have not appreciated the absolute necessity of training leaders for\na democratic society. We average individuals can for a while conserve the\nachievements of the past and keep the machinery of every-day life in operation, but we are obliged to look to our intellectual superiors for the new\nsteps in progress that alone can keep the world from stagnating. Unless\nwe select and train our genius, society must slip back into barbarism. The\nleaders in intelligence have made our inventions and discoveries, have organized our industries, have produced our inspiring literature, and have\nwritten our constitutions. And the best that we Americans can hope to do\nis to select such geniuses from our numbers, see that they are properly educated, and then trust to their leadership. ‘There is no investment made in\ntheir education that does not yield large dividends in the way of increased\nprosperity and happiness for the rest of us.\nBy means of intelligence tests and vocational guidance, it is now possible\nto approximate the place in life that should be occupied by each of us and\nthus greatly increase the welfare of all. And it is known that we cannot\nhope to predict from what stratum of society our genius will arise. We\nmust, therefore, seek the most efficient means of detecting and training him,\nwherever he may be found. We have to a certain extent succeeded in providing for him through differentiation of the work in the elementary school\nand in the variety of elections and options in the high school, and, west of\nthe Alleghenies, he may obtain a higher education in almost any line with\nBut, in spite of this provision, there still\nlittle or no financial resources.\nremains the problem of furnishing a training for those natural leaders, who,\nthrough straitened circumstances, want of interest in the ordinary school\ncourse, or accident of location, have been prevented from securing the education that would develop them best and enable them to accomplish the\nmost for society. The opportunities furnished for them at present in the\nOccaevening courses, both in extent and variety, are quite inadequate.\n\nsionally one of the intellectual leaders has shaken himself loose from his\nsurroundings and after maturity has obtained a higher education, but he\nhas had to achieve this through some private foundation. Even such institutions as the private normal schools—Lebanon, Valparaiso, Ada, Fre-\n\n"}
{"page": 1344, "printed_page": "1322", "text": "NATIONAL\n\nWER\n\nEpucATION\n\nASSOCIATION\n\nthen, helped develop a leader for\nmont—have in the past, every now and\nthe meagerly equipped but enthuthe world in this way, and in the future\nmuch the same purpose for\nsiastic trade union college may accomplish\ndemocratic society.\nprivate education, and it never\nBut this service should not be limited to\nrcial basis. It should be the\ncan be satisfactorily performed upon a comme\nr themselves unnecessary.\neffort of all proprietary institutions to rende\nhas not yet aroused\npublic\nThey may perform duties to which the dear\nes attention, it\nrequir\nthat\ntion\neduca\nitself, but if there is any function of\nThe training\nes.\nauspic\npublic\nunder\nout\nit\nshould be made possible to carry\nthe ordinary public schools,\nof leaders who have not had an opportunity in\ndeveloped, but in the\nlike all other adult instruction, has as yet been little\nimportant part of\nmost\ne a\nfuture of our democracy it is destined to becom\neducation must\nadult\nof\nsort\neducational service. And, as a whole, every\nand through\ns,\ncourse\nshort\nor\nlong\nby\n,\nbe provided by evening or day classes\ns not now\nperson\nthe\nof\nneeds\nand\nsts,\nintere\nes,\ntraining adapted to the abiliti\nat the exnot\ndone,\nbe\nmust\nthis\nAnd\n.\nsystem\npublic\nprovided for in the\nseparate\n@\ngh\nthrou\npense of the training of children under fourteen, but\npublic\nour\nof\nphase\ner\nNeith\nand distinct appropriation for the purpose.\npresthe\nto\nial\nessent\ntely\nabsolu\nboth\neducation can be neglected. They are\nto\nl\npolicy\ntiona\neduca\nthe\nof\npart\nform\nand\nervation of our democratic ideal\nas\nn\ncontai\nmust\nt\nbudge\nschool\nEvery\nves.\noursel\ntted\nwhich we have commi\nconthe\nlarge an item for adult instruction as is required to provide for\nage for\ntinuation schools that are necessary to train all those beyond school\nsocial\nn\nfor\nratio\nprepa\nete\na greater personal development or more compl\nes\nditur\ns\nexpen\nvariou\nthe\nt\nof\nenden\nindep\nservice. And this must be quite\ntattrac\neen\nfourt\nunder\nen\nchildr\nof\ntion\neduca\nthe\nthat are needed to render\nnt.\nive and efficie\n\nTHE\n\nNEED\n\nALEXANDER\n\nOF A NATIONAL\nEDUCATIONAL\n\nINGLIS,\n\nPROFESSOR\nCAMBRIDGE,\n\nOF\n\nORGANIZATION\nSERVICE\n\nEDUCATION,\n\nHARVARD\n\nFOR\n\nUNIVERSITY,\n\nMASSACHUSETTS\n\nIn the determination of Federal policies for education at the present\ntime are involved two distinct problems of major importance. One of these\nproblems concerns the policies to be followed with respect to Federal subsidies. [he other concerns the policies to be followed in the organization\nof Federal agencies which deal with education. Of the two problems that\nwhich concerns policies of Federal subsidies involves questions of such fundamental importance to education and to government that by comparison\nthe problem of the exact form of organization of Federal agencies sinks into\ninsignificance.\nThe fact cannot be too strongly emphasized that at the present time the\nproblem of the policies to be pursued with respect to Federal subsidies is\n\n"}
{"page": 1345, "printed_page": "1323", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1323\n\nby far the most important problem involved in the relations of the Federal\nGovernment to education. The whole development of education throughout the country is fundamentally affected by policies of Federal participation in its support and control. For this reason I shall deal first with the\nproblem of Federal subsidies and reserve for the close of my discussion the\nproblem of the organization of Federal agencies for education.\nLest there be any doubt concerning my attitude toward Federal subsidies\nfor public-school education, let me state at the outset that I am totally opposed to any participation by the Federal Government in the support and\ndirection of our public schools, not only because I believe that it involves\npolicies subversive of our entire theory of government, but also because I\nbelieve that it involves policies which in the long run are bound to be bad\nfor education itself. I believe that the policy of granting Federal aid in\nsupport of public-school education is fundamentally unsound as a policy of\ngovernment, that it is dangerous for education, that it is bad economic\npolicy, and that it is essentially unfair.\nHaving thus taken a position which probably appears extreme to the\nmajority of this body, I am in duty bound to give my grounds for assuming\nthat position. But before attempting this it is necessary to clear the ground\nof the jungle growth of tangled thought which may interfere with the free\nswing of our axe at the deadly Upas tree of Federal subsidies.\nIn the first place, let us recognize that in all parts of this country public\neducation is far from being that which we should all like to see it, that in\nparts of the country it is almost unbelievably bad, that vocational education\nhas scarcely begun to be recognized, that the amount of illiteracy and of\nnear-illiteracy is alarmingly great, that attention to physical education\nthroughout the country is almost negligible, that our large foreign population constitutes a serious problem for education and for society, that most\ncountry children do not have anything like a fair opportunity for educa-\n\ntion, that in many sections of the country short school terms make effective\neducation all but impossible, that a large part of our teachers lack proper\neducation, training, and experience—let us recognize all these and many\nother defects of education too numerous to catalog. They are conditions\n\nwhich cry aloud for reform in the appealing voices of children deprived of\ntheir rights as American citizens. They are undoubted and undoubtable\nfacts which cannot be ignored.\nBut it is a far cry from recognition of the defects and needs of education\nto the conclusion that those defects should be or will be remedied and those\nneeds met by some form of Federal subsidies. Such a conclusion has no\nnecessary relation to the single premise’of present inefficiency and denial of\n\na policy of Federal subsidies does not for a moment imply any unwillingness or unreadiness to take effective steps for the improvement of existing\nconditions.\nIt is sheer demagogism to charge those who oppose Federal\nsubsidies with failure to appreciate the needs of education or with unreadi-\n\nness to improve existing conditions.\n\n“The problem to be faced is not one\n\nwhich involves the question of recognizing and remedying those conditions:\n\n"}
{"page": 1346, "printed_page": "1324", "text": "1324\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION’ ”\n\nemquestion of the best methods to be\nit is one which involves solely the\nof\nneeds\nthe\nmeet\nto\ntry\nher we shall\nployed. It is not a question of whet\nGoyral\nFede\nthe\nupon\ncall\nwe shall\neducation. It is a question of whether\nand control of public education or\nrt\nsuppo\nthe\nin\ne\ncipat\nparti\nto\nent\nernm\npast been almost wholly responsible\nrely on those means that have in the\ntion which, in spite of all its defor the development of a system of educa\nthe greatest achievements of the\nfects and shortcomings, constitutes one of\nAmerican democracy.\nfor education lie two premises\nBack of all arguments for Federal subsidies\nthere is great need for imthat\n(1)\nwhich are worthy of consideration:\nhave shown themselves uns\nnitie\ncommu\nand\nprovement; (2) that States\nencies which are readily recogwilling or unable to remedy the grave defici\ny sound and need not be\nnized. ‘The first of these premises is undoubtedl\nbeen established and demeans\ndebated. The second premise has by no\ned. It is well worth\nreceiv\nhas\nit\nthan\nserves far more serious consideration\ness of States and\nreadin\nthe\nof\non\nquesti\nthe\nwhile to consider briefly both\nand the question of their\ncommunities to improve educational conditions\nability properly to support education.\nassume and perform\nAre States and communities unwilling or unready to\nremedy existing deto\nand\non\neducati\ntheir proper responsibilities for public\nsome degree been\nin\nhave\nStates\nall\nthat\nfects? There can be no doubt\nThere can be no\nneeds.\nonal\neducati\nnt\nimporta\nfor\non\ndelinquent in provisi\nconditions to condoubt that many States have long permitted intolerable\n\ntinue.\n\nFundamentally important educational needs have long been neg-\n\nn such\nlected by States and communities. We cannot too strongly condem\nred\nconside\nbeen\nalways\nnot\nhave\nn\nsituatio\nneglect. But the facts of the\nFedwith\non\neducati\nof\nknot\nn\nGordia\nthe\ncut\nwould\ncarefully by those who\nof\neral subsidies and by Federal participation in the support and control\ndeof\noval\npublic education. Without diminishing in the least our disappr\nfects in State school administration we should recognize certain facts which\nin part explain, though they do not excuse, some of the conditions which\nwe so strongly regret.\nIt is a fact that some of the conditions which we criticize are the direct\nAn example of this is\nresults of our very attempts to improve education.\nfound in the problem of teacher supply, a problem in no small degree created by our attempts: to extend facilities for education and to extend the\namount of schooling provided. More schools, more children in school, and\nan extension of provisions for compulsory attendance—these things have\ncreated a demand for teachers that could not possibly be met in any brief\nperiod and that cannot be met over night by legislative fiat.\nA second fact to be kept in mind when we examine the delinquencies of\nStates and communities is that it is but recently that even educators have\nhecome conscious of actual conditions. It took a great war and the draft\nto make us realize the perils of illiteracy, the demand for Americanization,\nand the need of physical education. It has taken a new science of education\nand comprehensive surveys to bring existing conditions and needs to the\n\n"}
{"page": 1347, "printed_page": "1325", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1325\n\nconsciousness even of specialists in education.\nIt is not too much to say\nthat our conceptions of public education have been all but revolutionized\nwithin the past two decades, and it is a legitimate question whether we\nhave not attempted to progress too rapidly. Certainly we cannot criticize\nStates and communities for their failure completely to adjust their educa-\n\ntional systems to all the multitudinous needs that have been recognized in\ntheir fullness and actually created only within a decade or less.\nIt is true, of course, that many defects of education have long been recognized and are still to be remedied.\nBut it is also true that within recent\nyears authorities in almost every State have been trying hard to remedy\nthose defects and have been gradually succeeding. ‘There are few States\nwhich at the present time have not fairly definite plans for the elimination\nof the short school term, for the removal of illiteracy, for Americanization,\nfor improvement in physical education, for the development of practical and\nvocational education, for the improvement of the teaching force, and for\nmost of the other improvements which might be considered as likely subjects\nfor Federal subsidies. In all parts of the country the disclosures of the\nselective draft, extensive surveys, and criticism from within and without\nhave stung the public conscience to the quick, and there is observable an\nalmost feverish endeavor to blot out the delinquencies of the past. Is this\nto be chilled by the cold blast of Federal subsidies and Federal interference? I for one pray that it may not be.\nBut it may be said, and it has been said, that some States have not the\nresources of wealth to permit the proper development and care of education\nunless they receive assistance from without.\n‘This has been stated more\nfrequently than any attempt has been made to establish its truth. At present we have no means of knowing what the available wealth of any State\nis, and if we had such information we have no way of determining how\npoor a State must be to require Federal assistance for the maintenance of\nan effective system of public education. If there are States actually unable\nto support an efficient system of education the number is certainly small.\nIn the speaker’s judgment, not a single State in this country is financially\n‘Those States which cry\nunable to maintain an efficient school system.\npoverty are usually the very States which least have attempted to provide\nfor anything like an honest system of assessment valuation and which have\nnot yet learned what it means to provide for an efficient system of taxation.\nIt is incumbent on those who argue for Federal relief to prove that States\nare financially unable to meet the demands for education.\nThat States vary in resources and in taxable wealth is obvious. What\nthen? Shall we for that reason attempt an equalization of wealth throughout the country for school support? Any such procedure can mean but one\nthing—the complete nationalization of educational support and control.\nUntil we are ready to do that we must ignore National differences in resources and in taxable wealth. It is clear, of course, that the policies of\nequalization in support within States is a totally different proposition from\n\nany National equalization in school support, since the State is already the\n\n"}
{"page": 1348, "printed_page": "1326", "text": "1326\n\n4\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\n~\n\nJ\n\nEqualization of support\nrecognized agency of control and administration.\ncontrol.\nof\nunit\nthe\nwithin\nonly\nis feasible and proper\nThe practice of granting Federal subsidies for education is bad governto\nmental policy. “The moment anyone supports such practice he is forced\nadvomust\nhe\neither\nchoose between the two horns of a vicious dilemma:\non,\ncate a policy of granting subsidies without provision for their supervisi\nsubsidies\ngranting\nof\npolicy\na\nadvocate\nmust\nhe\nor\naccounting, and control,\nwith definite provision for some control over their uses. In the one case he\ncontemplates the expenditure of public funds with little or no assurance\nthat they shall actually be expended so as to accomplish the ends designed;\nin the other case he contemplates interference in the control of education\n‘by those primarily responsible for its administration in the several States—\nand that at long distance and with respect to special projects. On the one\nhand he faces the example of the wasteful dissipation of public lands and\npublic money granted to the States throughout the nineteenth century; on\nthe other hand he faces the example of the intolerable interference with\neducational policies involved in the Smith-Hughes Act.\nNor can it be argued that the Federal Government can safely delegate\nauthority and responsibility for the proper and effective use of Federal subsidies to the State authorities. In all probability State departments of education can be relied upon to see to it that Federal funds are honestly expended for the purpose for which they were granted, at least within the\nletter of the law. But the appropriation of funds is determined primarily\nby State legislatures and by their juggling of budget items and the assignment of budgetary appropriations it is perfectly possible to defeat the whole\nintent of Federal subsidies. This the Federal Government is powerless to\nprevent, unless possibly by an intolerable and unheard-of form of Federal\ncontrol. Even the famous “‘fifty-fifty” policy of Federal subsidies can guarantee only that at a given time additional State funds shall be expended and\nadditional attention paid to the special object of the subsidies—always with\nthe possibility that by the manipulation of State funds, of the State budget,\nand of appropriations the State may rob Peter to pay Paul and the general\ndevelopment of education be advanced not a bit.\nWithin the brief space of seven years, beginning with provisions for the\nSmith-Lever Act of 1914, there has developed rapidly a tendency for the\n\nFederal Government through subsidies to the several States to do by indirect means what it has not the power to do directly. Within that short\nperiod have come the Smith-Lever Act for extension work, the SmithHughes Act for vocational education, the good-roads acts, the Act for Industrial Rehabilitation, the Maternity Act, and the extensive proposals of\nthe Towner-Sterling Bill. Whatever be the protestations of those responsible for these measures and whatever be their declarations of intent, it is\n\neearc ldiemisd\naaoe et a\n\ntee fe ee\n\neen supreme.\nsupreme. Let us not be deceived\nbeen\nAsh providing\ntaifor tana\nived. “AIL acts\nFederal subaidies in aid of education carry with them the dynamite of Federal partici-\n\n"}
{"page": 1349, "printed_page": "1327", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1327\n\npation in the control of education and the determination of educational\npolicies. When that bomb explodes it will be of little service to have their\nadvocates protest that they did not know their guns were loaded. The\n“fiity-fifty” policy is one of the most subtly dangerous inventions of modern\nFederal politics, at least as far as education is concerned.\nIf the policy of Federal subsidies were one which involved bad governmental practice, but could be shown to be favorable to educational development, one might be inclined to submit to governmental defects for the sake\nof educational gains. However, in the judgment of the speaker, the practice of granting Federal subsidies to the several States in supposed aid of\neducation is not only bad governmental policy, but a policy which in the\nlong run interferes with the proper development of education itself.\nIt is always possible to give a temporary stimulus to any enterprise by\nmeans of a special subsidy, and education in any locality can always be\nraised temporarily to a higher level by means of aid from without—at least\nas far as the special object of the subsidy is concerned.\nSuch a practice,\nhowever, appears to have an inevitable tendency to result ultimately in a\nlowering of the educational morale of the local public through the lessening\nof local initiative, interest, and responsibility. The inherent defect of outside aid is that it operates to sap the vigor of local responsibility. Paternalism in any form inevitably generates a sense and practice of dependence.\nOnce begun, dependence on outside support or control demands constantly\nincreasing operation of the outside agency, and the ultimate result can only\nbe reliance on that outside agency.\nSome of us believe that within the\nState such a result is inevitable and, all things considered, eminently desirable. Are we ready yet to go further and look toward the complete nationalization of educational support and control?\nSuch is the legitimat:\nexpectation if we continue on the road which we have entered within the\npast decade.\nWe should call a halt.\nCertainly we should understand\nclearly the policies on which we have embarked. Again, let us not be de\nceived by the disclaimers of any intent to develop any Federal centraliza\ntion of education. We must judge from the character of their acts and of\ntheir recommendations rather than from their statements of intent.\nWhenever Federal subsidies are granted in aid of special phases of education or to meet special needs of education a serious difficulty arises in\neducational administration. \"The general policies of school administration\nmust be determined by State and local authorities. Upon them, with their\nknowledge of local conditions, of local needs, and of local sentiment, must\nrest the responsibility in general for the determination of educational po!icies, for the balancing of various forms of educational development, for the\ndistribution of available funds according to a well-defined program of educational development.\nNow steps in the Federal Government and says:\n“Unless you are willing to waive your rights to participate in public funds\nwhich in part have been derived from the wealth available in your State\nand which otherwise might have been open to taxation for your educationa!\nneeds, you must give particular attention to these special projects which th«\n\n"}
{"page": 1350, "printed_page": "1328", "text": "1328\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ne\nee\ne\nPATER\n\nFederal Government is fostering. If you wish to take advantage of the\nFederal subsidies you must allot so much additional State money to these\n\nprojects. You must change your plans for the development of education\nin your State and you must let us determine in part the educational policies\n\nto be followed.” Theoretically, it is possible for the State to waive its\nright to Federal funds; practically and politically, however, the infamous\n“fifty-fifty” policy forces the State to accept the Federal subsidies and to\nmodify its educational policies to meet the demands of the Federal Government. Such long-distance interference to school administration may be desirable. In the judgment of the speaker, it is vicious.\nThe practice of granting Federal subsidies for education is not only bad\ngovernmental policy and bad educational policy, but it is also bad economic\npolicy. It would seem to be a principle of practical finance that wastefulness in the expenditure of public funds is in direct proportion to the remoteness of the appropriating agency from the source of supply. On the whole,\ncommunities are less wasteful than counties, counties less wasteful than\nStates, and States far less wasteful than the Federal Government.’ People\ncan see the uses to which is put money taken from them for expenditure\nwithin the community; they keep some track of county expenditures; they\nare not without thought for State funds; but they lose all sense of responsi-\n\nbility and sometimes all conscience when it comes to the matter of Federal\nfunds. The wastefulness of the Federal Government, even in matters with\nwhich it is primarily concerned and in which it acts directly, has become\n~ proverbial. When it reaches out into fields with which Congress is but\n\nlittle acquainted and with which it can deal but indirectly, the Federal\nGovernment appears to proceed almost without chart or compass.\nIn education Congress can but reach out into the dark, since it can deal but indirectly with educational administration.\nWhen the States provide for the collection and distribution of funds for\neducation they can do so on the basis of a reasonably definite knowledge of\nthe needs and resources of the schools within the area over which they have\ncontrol. Special aid may be granted where special need can be shown.\nSpecial projects can be subsidized on the basis of known facts, and it is\nwithin the power of the State authorities to supervise the uses to which the\nState money is put. This is not so with the Federal Government. It must\nappropriate Federal funds more or less blindly and without any real knowledge of the amounts needed. It must yield to political exigencies and apportion its subsidies in such a way that all States, or a majority of them,\nreceive equivalent benefits, regardless of their merits and needs. No way\nhas yet been devised to place the granting of Federal subsidies on anything\nlike a sound economic basis, and it is doubtful that the apportionment of\nFederal subsidies on any sound economic basis would ever receive the necessary support of Congress.\nFinally, it may be stated that most Federal subsidies for education\nare\nessentially unfair—unfair not because they operate to equalize the\nburdens\nof educational support, but because they fail utterly to accomplish\nthat end\nor even to attempt it. In the past Federal subsidies have had\nno relation\n\n"}
{"page": 1351, "printed_page": "1329", "text": "DEPARTMENT OF SUPERINTENDENCE\neae\ngn\neee\na\n\nre ee\n\n1329\n\nto ascertained needs of the several States nor to the extent to which States\nhave exerted themselves to provide for educational development.\n‘They\nhave been granted to States indiscriminately on the basis of such and such\nelements of population or the census distribution of educational conditions.\nStates which have extended themselves for the development of vocational\neducation are placed in the same category as those which have never lifted\na hand to assist in its development, and funds are distributed not with reference to demonstrated needs and efforts, but solely on the basis of population\ndistribution. ‘This is fundamentally unsound and unfair, but it is doubtful\nthat Federal subsidies for education could be secured if Congress were\nasked to distribute funds on any other basis than one involving an indis-\n\ncriminate apportionment.\n\nAll persons who are familiar with the educational activities of the Federal Government and who are interested in the development of education\nin the United States must realize that many things are radically wrong\nwith the organization of Federal agencies for education. ‘They must realize\nthat too many departments, divisions, boards, and bureaus have a hand in\nthe determination and administration of educational activities to permit the\nintelligent codrdination of educational endeavor.\nThey must realize that\nwidely different policies are followed in the various agencies participating\nin educational work. They must recognize that the Federal Bureau of\nEducation has occupied a very insignificant position and that it has been\nstarved financially. from the beginning. Something must be done to brin\neducation to its proper place in the Federal Government.\n;\nHow should the Federal agencies for education be organized?\nThe\nanswer to this question must be found in the character of the functions\nwhich should be performed by the Federal agency or agencies of education.\nIt is all but universally agreed that with respect to education the functions\nof the Federal Government should be advisory and stimulative rather than\nexecutive, directive, and administrative.\nIn the judgment of the speaker,\nwe should go farther and say that the Federal Government should not\nattempt directly or indirectly to control educational policies in the several\nStates. The proper function of the Federal Government in education is\nthat of guidance and stimulation through investigation, through the scientific study of educational practice and of educational conditions on a nationwide and comprehensive scale, through the collection and dissemination of\ninformation, and otherwise, when called upon by States and communities\nfor expert service. Here is a field in which no other agency, certainly no\nState agency of education, can function as effectively as the Federal Goyernment.\nIt is a field peculiarly suited to Federal agencies of education, a\nfield of service the importance of which can scarcely be overestimated.\nIf this be the proper function and if this be the proper field of Federal\n\nactivity in education, there can be but one answer to the question of the\norganization of Federal agencies of education, or rather of the Federal\nagency of education. It must be an organization suited to the purposes for\nwhich it should exist—that is, it should be an organization designed to pro-\n\n"}
{"page": 1352, "printed_page": "1330", "text": "NatIionaL\n\n1330\n\nEpucaTION\n\nASSOCIATION\n\nof educational practices, of\nmote the technical, scientific, and expert study\nend in view\nconditions, with the\neducational problems, and of educational\n\nby the stimulating guidance\nthat States and communities may be benefited\nigation. “This it cannot be\nof such technical, professional, and expert invest\ndomition and in personnel, the\nunless in purpose and in fact, in administra\npolitical.\nthan\nrather\nnating elements are professional\nh the creation of an indethroug\ned\nprovid\nbe\nzation\nWhether this organi\nndent commission of experts,\npendent department of education, by an indepe\nsome other department—in\nor be provided through a division or bureau of\nm of primary importance.\nproble\na\nthe judgment of the speaker, that is not\nbe such as to ensure\nzation\norgani\nthe\nthat\nWhat is of supreme importance is\nexpert functions,\nand\nal,\ntechnic\nfic,\nscienti\nional,\nthe dominance of profess\nal control or\nwith the greatest possible freedom from the virus of politic\ninfluence.\n\nTHE\n\nGEORGE\n\nNEED\n\nD.\n\nFOR\n\nOF A NATIONAL ORGANIZATION\nEDUCATIONAL SERVICE\n\nSTRAYER,\n\nPROFESSOR\n\nTEACHERS\n\nCOLLEGE,\n\nAND\n\nCHAIRMAN\nTHE\n\nCOLUMBIA\nOF\n\nTHE\n\nNATIONAL\n\nOF\n\nEDUCATIONAL\nUNIVERSITY,\n\nLEGISLATIVE\n\nEDUCATION\n\nADMINISTRATION,\n\nNEW\n\nYORK,\n\nCOMMISSION\n\nN.\n\nY.,\n\nOF\n\nASSOCIATION\n\nReligion, morality, and knowledge being necessary to good government\nand the happiness of mankind, schools and the means of education shall be\nThis preamble to the Ordinance of 1787 expressed\nforever encouraged.\nan ideal and a relationship which have been consistently maintained by our\nNational Government from its earliest history until the present day. By\nthe setting aside of lands, by the distribution of surplus revenue, and by\nappropriations for specific purposes the National Government has sought\nto provide for the common good by the encouragement of education in the\nseveral States. During the last fiscal year the National Government appropriated for education the sum of $149,800,000. These funds were administered by bureaus distributed through seven of the ten departments of\ngovernment and by three independent establishments, the Federal Board\nfor Vocational Education, the Veterans’ Bureau, and the Commissioners\n\nof the District of Columbia.\nIn the year 1866 the National Association of School Superintendents of\nthe National Teachers’ Association at a meeting held in Washington took\naction in favor of the creation of a Department of Education and presented\na memorial to Congress. A Department of Education was created in 1867.\nThe National Teachers’ Association expressed its appreciation of the work\n\nof the new department and evidently took it for granted that it would be\ndeveloped and extended as had been the Department of Agriculture estab-\n\nlished five years earlier.. There were those, however, who sought to destroy the Department before it could demonstrate its usefulness, and before\n\n"}
{"page": 1353, "printed_page": "1331", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1331\n\nit was two years old a bill was slipped through Congress abolishing the\nDepartment of Education and transferring its functions to an office in the\nDepartment\n\nof the Interior.\n\nThat those who sought to reduce in impor-\n\ntance the office of the Commissioner of Education by the abolishment of the\nDepartment were successful is evidenced by the fact that for the last fiscal\nyear of the $149,800,000 expended by the National Government for education the U. S. Bureau of Education, exclusive of the money spent for the\neducation of natives in Alaska, was allowed the sum of $162,000.\nGood administration demands that the National Government’s participation in education be organized under a single head. There is at present\nno coordination of the many agencies responsible for the educational activities encouraged, or carried on, by the Federal Government. The duplication, overlapping, and working at cross purposes, which is characteristic of\nthe present situation, can be remedied only by means of the establishment\nof a single governmental agency dealing with education.\nIn order to accomplish this end three alternatives have been proposed.\nFirst, the organization of the National Government’s educational activities under the present Bureau of Education; second, the establishment of a\nFederal Board or Commission of Education; and third, the creation of a\nDepartment of Education with a secretary in the President’s Cabinet.\nThere are few who would argue in favor of delegating to the Bureau of\nEducation all the duties and responsibilities with respect to education now\ndivided among the various bureaus, divisions, departments, and administra-\n\ntions of government which deal with education. There is not even a remote\npossibility of such an organization being brought about. The assembling\nof these various administrative agencies under one head would require that\nthis officer hold a position superior to that of a bureau chief.\nThere are those who have argued in favor of the second alternative, a\nNational Board or Commission for Education that should choose a National Commissioner of Education. It has been suggested that this Federal\nBoard of Education might be directly responsible to the President but without the status\n\nof an executive\n\ndepartment,\n\nand\n\nthus free from\n\npolitical\n\ninfluence. The analogy of the State and city board of education has been\ninvoked. But the relationship of the National Government to education is\nnot the same as that of the State and local governments.\nState and city\nboards of education are responsible for the certification of teachers, for the\nadoption of textbooks, for the development of courses of study, for the levying of taxes; in general, for the control, administration, and- supervision of\nthe schools. “The National Board of Education could do none of these\nthings. The National Government cannot and should not control or administer the schools within the several States. The functions of a National\ndepartment of education are to promote and to encourage education, and to\nconduct such inquiries or investigations as will lead to the development of a\nmore efficient system of schools to represent this most important function\nof democracy in the councils of the Nation, to provide through reports, and\n\nby means of conferences competent leadership.\n\n“Those who base their argu-\n\n"}
{"page": 1354, "printed_page": "1332", "text": "a2)\n\n1332\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION’\n\ns and\nation upon the analogy with State\nment for a National Board of Educ\nncdisti\nthe\nmind\nin\nly\nfailed to keep clear\nlocal boards have, it seems to me,\ntion in function existing between them.\nthe\nBoard of Education, charged with\nIt has been argued that a Federal\nthe\nve\noner or director, would remo\nresponsibility of choosing a commissi\nthe continuance in service of any inble\noffice from politics and make possi\nof\nefficient. Presumably the members\ncumbent of the office who proved\nand\nt\niden\nPres\nthe\nby\nd\nd be appointe\nthe Federal Board of Education woul\nreason to believe that this Board\nany\nwe\nHave\ne.\nSenat\nthe\nconfirmed by\nion to political considerations\nrelat\nwould be any less likely to act without\ne of the members of his Cabinet?\nthan would the President of the choic\nd be just as likely to be determined\nMembership upon the Board itself woul\nappointment of a Secretary of Eduby political considerations as would the\ner could no more be expected to\ncation. A Board made up in this mann\nations than\n\nout political consider\nappoint a commissioner or director with\nhis secretary upon the same high\ne\nchoos\ncould the President be expected to\nhave had in our National Govplane. It may be noted in passing that we\nure a man continued in office\nernment in the Department of Agricult\nof the opposing political parties\nthrough the administration of presidents\nplace which he held.\nbecause of his acknowledged fitness for the\nmade up of men of National\nwere\nIf the Federal Board of Education\nsecure their attendance upon\nto\nlt\ndifficu\nreputation, it would be extremely\nwere made up ex officio,\nboard meetings held in Washington. If the Board\nso constituted in that\nit would suffer from all the weaknesses of all boards\nthe Board of Education\nnone of its members would consider the work of\nssioner of Education,\nCommi\nor\nas of primary importance. The Director\nthe constitution be an\nunder\nnot\n’ under the Federal Board scheme, could\nyee of the Board\nemplo\nan\nmerely\nbut\n,\nnment\nofficer of the National Gover\nt the executive\nappoin\nent\nPresid\nthe\nthat\nargued\nbe\nIf it\nof Education.\ning the Director or\nofficer of the Board, the supposed advantage in remov\nears.\ndisapp\nCommissioner from the realm of politics entirely\nental basis. “The\ndepartm\na\non\nOur National Government is organized\nfunctions of the\nthe\nas\nd\nincrease\nbeen\nnumber of these departments has\nbility of the\nresponsi\nthe\nor\ntiated\ndifferen\nbeen\nNational Government have\nhave in the\nWe\ned.\nrecogniz\npeople\nthe\nof\nall\nof\nNation for the welfare\nwar, navy,\n,\ntreasury\nate,\nents—st\ndepartm\nseven\ntoday\nment\nGovern\nl\nNationa\nraadminist\nthe\nfor\njustice, post-office, and interior—which are organized\n\nsovereign\ntion of certain functions over which the general Government has\npower.\n\nOn the other hand, we have three departments—agriculture, com-\n\nmerce, and labor—which are commonly known as welfare departments.\nThese agencies of our National Government are organized to promote the\ngeneral welfare. It is significant, however, that the Secretary of Agricul\nin\nseats\nture, the Secretary of Commerce, and the Secretary of Labor have\nthe Cabinet and sit at the table around which are discussed all of these\nquestions of policy with which the executive branch of our Government is\nconcerned.\n\n"}
{"page": 1355, "printed_page": "1333", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1333\n\nThere is today no more serious problem before the Nation than that\nwhich centers in the education of all of our people. With more than half\nof the teachers in our public schools with inadequate education and professional training; with approximately one fourth of the adult male population, as revealed by the army tests, unable to read the English language;\nwith millions of foreign-born who have little appreciation of American\nideals or American institutions; with an alarmingly large per cent of the\nadult population physically handicapped because of neglect during childhood\nand youth; with the gross inequalities that exist throughout the Nation in\nthe opportunity provided for education, there can be no problem more>\nimportant for consideration at the counsel table of the Nation than is\neducation.\nIf the public-school service is to be adequately represented at Washington, there must be a Secretary in the President’s Cabinet. If the Nation\nis to continue its support of those educational activities and agencies already\nreceiving Federal aid, it will be because a member of the Cabinet makes\nknown the needs of this service in the preparation of the National budget.\nIf the scientific investigation which should be carried on by the National\nGovernment is to be undertaken and carried forward on a truly National\nbasis, the director of this enterprise should surely take rank with the Secretary of Commerce, the Secretary of Labor, or the Secretary of Agriculture.\nIf education is to have the status, the dignity, and the influence in our Federal Government necessary for the establishment of National leadership,\nwe must have a Secretary. of Education.\nIt is significant that the National Education Association and this Department of Superintendence have again and again during the past fifty years,\nand more especially during the past three years, recorded themselves in\nfavor of the establishment of such a Department. It is even more significant that at this time millions of men and women outside of the profession,\nthrough organizations national in their scope, are working shoulder to\nshoulder with us for the realization of our purpose. One of these organizations has appropriated $125,000 to carry forward our program as expressed\nin the Towner-Sterling Education Bill. Shall we keep faith with them,\nor shall we confess that our repeated endorsement of this measure, the history of fifty years of consistent advocacy for a Department of Education,\nis to be abandoned because it is not expedient for us to stand fast? Shall\nwe admit that we cannot carry on because we find opposition to our program?\nShall we notify Congress that we repudiate our former action?\nI believe that the answer will come from this body in no uncertain terms.\nWe will stand because our cause is just, because our program is conceived\nin the interest of the public welfare. Good administration, the structure\nof our National Government, the practical importance of education in our\nNational life—all call for the recognition of education in our Federal Goyernment through the establishment of a National Department of Education\nwith a Secretary in the President’s Cabinet. We will not give up the fight\nuntil our program has become the law of the Nation.\n\n"}
{"page": 1356, "printed_page": "1334", "text": "jie\n\nEpuCATION\n\nNaTIONAL\n\n1334\n\nTHE\n\nA.\n\nNEED\n\nE. WINSHIP,\n\nASSOCIATION\n\nOF A NATIONAL ORGANIZATION\nEDUCATIONAL SERVICE\nEDITOR\n\nJOURNAL\n\nTHE\n\nOF\n\nOF\n\nEDUCATION,\n\nFOR\n\nBOSTON,\n\nMASSACHUSETTS\n\nof live\nAn organization is the creation of live organs. It is the product\nl,\nindustria\ncivic,\nactivities. Its creation is as indispensable to social and\nhuman\nto\nis\nbody\nhuman\nand commercial life as the organization of the\nlife. Snakes and birds have the same organization. They started on their\ncareer with the same organs. One stayed on and in the earth and squirms\nand hisses; the other took to the heavens and soars and sings. Every organization has within it both tendencies. It will ultimately become one or\nthe other.\nThere has never been an organization created by so many organs working at the same time as in the National Education Association under its\npresent plan. It is useless to prophesy what its future is to be. It can\nnever be what the medical organization is. A medical association and\nNothing of this\nothers of that kind are protective in their very nature.\nuniversity presiand\ners\nkind is possible in anything created by kindergartn\nvarieties of\nfifty-seven\nby\nteachers,\ndents, high-school and rural-school\ninterests.\nIt would seem as though the salary issue would unify all, but one can\nbut smile when he realizes that four years ago the official leaders in the\nNational Education Association denounced those women teachers who were\nso mercenary as to think of joining an organization from so low a motive\nas to increase their salaries, and now these same men are pleading with the\nwomen teachers to join the National Education Association because of its\neffect upon their salaries. “That simply means that anything is right if you\ndo it in our way, and nothing is right that is not done in our way. ‘That\nis impossible in an organization of all teachers. “Chat is snaky.\nThe Yeoman Association has 6000 leagues in the United States, with\n300,000 members, and they are to build a ten-million-dollar educational\nhome for the orphans or half orphans of their members. The Loyal Order\nof Moose has an even larger membership.\nThey are both soaring and\nsinging.\n\n‘f\n\n=\n\nThe National Education Association must be so organized that every\none of the 600,000 teachers will want to be in it without any suggestion\nthat it will pay them to be in it.\nThe Grange had a vast membership on the ground that it would pay to\nbelong. Then it slumped almost out of sight. Now it is coming back as\nan organization for service.\nThe only organization of teachers that can abide will be an organization\nfor better service for children. Selfishness will always produce squirming\nand hissing. Service is always soaring and singing.\n\n"}
{"page": 1357, "printed_page": "1335", "text": "DEPARTMENT\n\nTHE\n\nNEED\n\nS. P. CAPEN,\n\nOF SUPERINTENDENCE\n\n1335\n\nOF A NATIONAL ORGANIZATION\nEDUCATIONAL SERVICE\n\nDIRECTOR\n\nOF\n\nTHE\n\nAMERICAN\n\nWASHINGTON,\n\nD.\n\nCOUNCIL\n\nON\n\nFOR\n\nEDUCATION,\n\nC.\n\nThe remarks I am about to make will not be popular with this audience.\nNevertheless, I hope that you will give them thoughtful consideration, and\nif I seem dogmatic, remember that the time limit imposed does not permit\nof extended argument.\nThis Association stands committed to a program for the National or‘The proganization and support of education that is in part fallacious.\ngram appears to be based on the uncritical acceptance of financial and\nIt\nadministrative devices that have had a recent temporary popularity.\nexperience\nlong\nGovernment’s\nappears to ignore the results of the Federal\nin dealing with education, with labor, with agriculture, and with science.\nHence the program has met with opposition in the house of its friends.\nBy no means all educators agree to it. Many of the leading economists\nand students of government oppose it. The program has also encounIt has not\ntered political obstructions that were probably not foreseen.\ndoubtless\nare\n“These\nexpected.\nhave\nmade the progress which its promoters\neducational\nfor\norganization\nNational\na\nof\nquestion\nthe reasons why the\nservice comes before you again.\nI should like to approach the question from a point of view which, I\nLet me start\nthink, has not been prominent in your discussions hitherto.\nestablished\nis\nthat\nThe kind of National organization\nwith an axiom.\nservice\nWhat\nrendered.\nbe\nto\nservice\nof\nshould be determined by the kind\nto\nGovernment\nthe\nwants\nNobody\n?\nGovernment\nthe\ndo we want from\nsupports\nand\nmanages\nit\nas\nNation\nthe\nof\nschools\nthe\nsupport\nand\nmanage\n\nthe post-office. There is practically unanimous agreement that the Government should perform only those services for education which cannot be\nperformed by the States and smaller political units.\nWhat, then, are the educational services which the States cannot perform? ‘Three are very conspicuous.\nFirst, States cannot insure the consideration of education in the formulation of National policies. And education is not only one of the largest\nboth for\nconcerns of the United States; it is likewise the most potent force\ng.\nwell-bein\nmoulding National attitudes and for fostering material\nmake\nSecond, States cannot gather information on a National scale, or\nare\nthat\ne\nenterpris\nal\neducation\nthose comprehensive studies of the National\nal\neducation\nof\nent\ndevelopm\nthe\nguide\nand\nrequired to promote efficiency\npractice.\n\nof the\nThird, States cannot focus on National problems the best thought\neducaNational\nof\nation\ndetermin\nthe\nin\nip\nleadersh\ncountry and so furnish\ntional policies.\nextent to\nPut, positively, we need from the Federal Government—to an\n\n"}
{"page": 1358, "printed_page": "1336", "text": "1336\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\npolicy,\nwhich they are not now supplied—recognition of education in public\nand\nte\ncoordina\nwill\nthat\nip\nleadersh\ntion,\ninvestiga\ninformation and scientific\npoints\nthese\nOn\ncountry.\nthe\nout\nthrough\nings\nundertak\nnal\ninspire educatio\ntion\npractically all persons are agreed. Obviously, the National organiza\ns.\nfunction\nthese\nthat is set up should be amply equipped to perform\nThere is much disagreement as to whether the National Government can\nprofitably render other services. The gist of the disagreement is Federal\naid. Many persons believe that States cannot support their own systems\n- of public education, particularly that they cannot maintain the various new\ntypes of training made necessary by modern social conditions, and that consequently the Government should render financial help. This proposition,\nhowever, is not generally accepted. And the dissenters are of the opinion\nthat large financial participation by the Federal Government in the conduct of education carries with it dangers that should be avoided as long as\npossible.\nBut let us be honest. The truth is that nobody knows whether the States\ncan continue to maintain and develop their school systems under present\nIf they cannot, nobody knows\nconditions of Federal and local taxation.\nThat is a\nhow much and what kinds of Federal aid may be necessary.\nmatter that could only be determined by a searching and costly investigation such as has never yet been made. Much light may be shed on the\nquestion by the Educational Finance Inquiry now being carried on by the\nAmerican Council on Education under the direction of Dr. Strayer. But\nuntil the results of that inquiry are available all comprehensive propositions\nfor Federal aid are sheer guess work.\nMeantime, however, one thing is sure. “The type of financial assistance\nproposed in the Federal measure endorsed by this Association is disastrous.\nThe policy of “50-50” codperative appropriations has already undermined\nthe autonomy of the States. Such appropriations have been attended everywhere by difficulties and dissensions that have nullified many of the benefits\nthat they were designed to secure.\n‘The policy is beginning to fall under\nsuspicion even among legislators.\nJ venture to prophesy that it will soon be\nentirely discredited.\nNow my plea to the Association is this: do not regard this matter as\nclosed. “Take it once more under advisement. The present political situation, if nothing else, justifies such a procedure. Instruct your legislative\ncommission to bring in a new proposal, in the light of the discussions of the\nlast three years, guided especially by a careful study of the Federal Government’s past experiments in the promotion of education and of related National interests. Request it to provide for the creation of a Federal agency\nto perform those functions and only those functions which the Federal Government has proved that it can perform well. Bid it follow the facts, even\nif they indicate a wholly different kind of organization than any you have\nyet considered. ‘There could be no more fruitful expenditure of the Asso-\n\nciation’s funds.\nThis question is above personalities and above parties.\n\nIt is more impor-\n\n"}
{"page": 1359, "printed_page": "1337", "text": "ere\n\nDEPARTMENT\nee eee\n\nOF SUPERINTENDENCE\nee\nRe\n\n1337\n\ntant than the commitments of associations. It concerns the welfare of the\nchildren of the United States. It involves as well fundamental principles\nof government. Nothing of more solemn and far-reaching import has ever\ncome before this body. For what is eventually enacted will fix the trend\nof American education for generations to come.\n\nTHE\n\nNEED\n\nE.\n\nBROOME,\n\nC.\n\nOF A NATIONAL ORGANIZATION\nEDUCATIONAL SERVICE\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nFOR\n\nPHILADELPHIA,\n\nPENNSYLVANIA\n\nDo we need a National organization for educational service in the United\nStates? Education, as a National enterprise, was not provided for in the\nConstitution.\nIt was an implied responsibility among the several undesignated powers and duties delegated to the several States. All of the States,\nalthough tardily and weakly in several instances, have undertaken to establish a system of free public education for their children.\nThe administration and support of public education, however, has very\ngenerally been entrusted to local communities, controlled by local ideas,\nand limited by local funds. In this way we have struggled for over a century to develop a universal system of free public education. As a people\nwe are committed to the principle of equal opportunity for all. Every boy\nand girl, regardless of the accident of birth and residence, should have an\nequal opportunity of obtaining an education sufficient for intelligent and\nresponsible citizenship.\nWe know, however, that, notwithstanding the\nlarge aggregate expenditure for public education, we are still far from\nrealizing this object. We know that, after a century of public schools, a\nboy in the mountains of North Carolina or Kentucky has by no means an\nequal chance with the boy of Springfield, Massachusetts, or of Berkeley,\nCalifornia.\nWe know that, according to recent reports, over a million\nchildren in this country are being taught by teachers of no education beyond\nthe common school. All of this after a century of free public education\nunder local control and support.\nWhat the people of this country need, not the people of Springfield,\nBerkeley, or Cleveland, but the people as a Nation, is a unanimous conviction of the importance of universal education as an indispensable measure\nof National security. If another international struggle comes among civilized nations, the nation which will prevail will not be the one with the\nmost powerful armies or the greatest physical and financial resources.\nIt\n\nwill be the nation which has educated its children most thoroughly and\ngenerally.\nThe first and most necessary step in this important undertaking is to\nincrease public respect for education. We must make education, as a National concern, appeal strongly to the imagination of all people. We must\n\n"}
{"page": 1360, "printed_page": "1338", "text": "O\n\n1338\n\nNatIonaL\n\nEpucation\n\nAssociATION\n\nto none, among our\ngive education a definite and tangible place, inferior\ned agriculture\ndignifi\nhave\nwe\nas\ndegree\nsame\nthe\nNational enterprises—in\nand commerce and labor.\ny in order\nIt is not necessary to expend a hundred million dollars annuall\n‘They are\nproud.\ny\nto attain this end. The American people are naturall\nto be\ncare\ndon’t\nThey\nway.\nindividualists. They like to pay their own\nis\nduty\ntheir\ndo\nto\naid\nfinancial\nneed\nthey\nsubsidized. Any suggestion that\npeople,\nthe\nall\npeople,\nn\nAmerica\nthe\nWhen\nns.\noffensive to most America\nare convinced of the vital importance of a National system of free public\ne\nschools, so administered that no community may fail to maintain adequat\nin\nwealth\nt\nstandards, they will cheerfully pay the bill. There is sufficien\nevery State to maintain, without Federal aid, an efficient system of public\nschools.\nThe problem, therefore, it would seem, is not to subsidize, but to dignify\neducation. This is the main reason, it seems to me, why education should\nbe given an official position of first rank among the Federal departments, a\nposition which will assure for education the dignity and public respect to\nA\nwhich education is entitled as the most important public enterprise.\nonly\nnot\nwould\nDepartment of Education, with a Secretary in the Cabinet,\ncommand for education the public esteem which it merits and needs, but\nwould also stimulate throughout the country an interest in education, at\npresent wanting in many sections.\nFor over a quarter of a century the idea of a Federal Department o\nEducation has been advocated. For nearly four years a bill, known as the\nI hold\nSmith-Towner, or Towner-Sterling bill, has been before Congress.\nno brief for that particular bill, although it has been several times endorsed\nby this Association.\nThis bill is faulty.in several particulars.\nFor some\nreason it fails to include several educational bureaus which now exist.\nThe provision for an annual appropriation of $100,000,000 is a questionable item. Moreover, the apportionment of this appropriation for the seyeral activities is not based upon experience or an actual survey of needs, but\nupon a more or less arbitrary estimate.\nAside from the merits or defects of the Towner-Sterling bill, there seem\nco be no valid arguments against making education an enterprise of equal\nimportance to agriculture, commerce, or labor.\nOur present Bureau of\n~aucation is an agency whose chief business is to collect and distribute in-\n\nformation.\n\n‘The successive commissioners\n\nhave been educators of ability\n\nand distinction; but the subordinate position which they have held has carried no authority and has gained little recognition from the non-professional\npublic or the other Federal departments.\nBesides commanding respect for public education, a Department of Edu-\n\ncation would be in a position to accomplish certain other necessary objects\nin education.\nIt would: (1) unite all Federal agencies of public education; (2) conduct investigations, surveys, and would establish National\nstandards; (3) state, clarify, and define educational objectives; (4) give\n\n"}
{"page": 1361, "printed_page": "1339", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\npublicity to conditions that need to be understood;\n\n1339\n\n(5) deal with problems\n\nNational in scope, which the several States cannot adequately handle;\nand\n(6) promote educational relations with other governments.\nWhat we need most in this country, and first, is not an immense Federal\nappropriation to subsidize slothful communities, but an educational awakening that will arouse local pride, stimulate local competition, and increase\nthe respect of the American people for public education. A Federal Department of Education will do more than anything else to accomplish this\nresult. It would neither control nor interfere with local enterprise. Years\nof experience with the Department of Agriculture have shown us that that\nimportant branch of the Federal Government has stimulated and encouraged local effort. There is no reason to believe that a Federal Department\nof Education would not do the same.\nA Federal Department of Education under a Cabinet officer would not\nmaterially increase National expenditure. At present there are about forty\nagencies in Washington that are in some way directing or aiding educational endeavor throughout the country and spending public funds for the\nThe consolidation of these numerous and overlapping activities\npurpose.\ninto one department would certainly result in greater efficiency, if not in\ngreater economy. I hope we have reached the limit in the establishment of\nState and Federal bureaus, commissions, and other agencies to do this, that,\nor the other thing which somebody of influence wants done. he time for\nconsolidation and elimination is at hand. The opportunity is before us to\ndo this in the field of National education, as well as to give education the\nrank in public esteem which it deserves.\nThe main difficulty with education today is that many small, and even\nlarge, communities are satisfied with low standards, small appropriations,\nand a provincial conception of education.\nThe great projects of National\n\nhighways, of reclamation, and of conservation of National resources would\nnever have been achieved by local initiative.\nEducation is a project of\ngreater concern than any of these, and the time has come when we must,\nthrough properly constituted National leadership and by the influence of\nNational inspiration, broaden the horizon of our provincial vision until as\na people we shall acquire a better sense of relative values, shall comprehend\nthe fact that education is the most important enterprise of the Nation, the\nonly guarantee of future prosperity and security.\n\nTHE\n\nNEED\n\nOF NATIONAL ORGANIZATION\nEDUCATIONAL SERVICE\n\nOLIVE M. JONES, PRINCIPAL\n\nOF SCHOOL\n\n120,\n\nNEW\n\nFOR\n\nYORK CITY\n\nI may be one of those who rush in where angels fear to tread, but nevertheless I am\n\nimpelled to speak in a very homely,\n\neveryday,\n\npractical sort\n\nof way about some of the arguments which seldom find open expression on\n\n"}
{"page": 1362, "printed_page": "1340", "text": "1340\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\neducation but\nthe platform in a discussion of National organization for\nthan the\nlly\npowerfu\nmore\nvotes)\n(and\ns\nthought\nwhich influence men’s\nsuch obseveral\nare\nThere\nd.\npresente\ny\ngenerall\nare\nwhich\nlogical plans\nl\nNationa\nof\nion\njections and arguments operating against the proposit\nobEvery\nity.\nopportun\nnal\norganization for the equalizing of educatio\njection, when analyzed, can be classified under fear.\nI frankly confess I share it. But\nOne is the fear of the Foundations.\nNational organization for educain\nbelieve\nI\nthat\nit\nin\nshare\nI\n*t is because\nfinanced and carefully organprivately\nany\nof\nn\ndominatio\nthe\nfear\nI\ntion.\n‘zed combination of individuals, by whatever title it calls itself. And because I fear it, I believe there should be in the National Government a\ndepartment which will protect public education from any such domination—protect it because its officials are appointed by persons directly\nBecause I fear it, I believe that education\nresponsible to popular vote.\nshould be organized nationally, so that there may obtain equality of educational opportunity, apparently threatened in times past by political or commercial or industrial or religious combinations, and so that the investigations\nand researches necessary to educational advance may be supported and\nfinanced as the work of publc, not private, educational authorities.\nIn the first place, does not such\nA second fear is the fear of supervision.\na fear carry with it a confession of desire to escape meeting requirements\nWhy fear supervision unless one has\nconceded to be justly expected?\ndoing right? Why should the State,\nevade\nto\nmeans\nor\nsomething to hide\nan impersonal body, fear supervision?\nIn the second place, the fear of\norganization for educational\nsupervision in connection with National\nservice is an absurd bugaboo, a goblin created by enemies of public education\nto frighten off its friends, for supervision has no place in National organization for educational service as I see it, and I would fight its inclusion as\nvigorously as I now believe in National aid to impoverished States. A\nsection of the proposed bill is explicit in this regard.\nThe third fear is that someone is going to get a job as a result of National\norganization.\nBut since expression of this fear would be interpreted as the\njealousy and envy which do really prompt it, a camouflage of high-sounding\nphrases and speciously idealistic reasoning is established.\nPeople have lost\npatience with this camouflage and are antagonized by the insincerity which\nit conceals.\nNaturally, National organization of education means someone\nto carry out the purposes of organization.\nWhen the Department of Labor\nwas established, it meant a man to direct the work of the department.\nSo\nnow there must necessarily be someone to administer the affairs and duties\nfor which the creation of a National organization is desired.\nIs the jealous\nfear of who may possibly be selected a good reason for depriving the Nation\nof an educational procedure on which its own existence may depend?\nA fourth fear is that social justice will suffer. I challenge the sincerity\n\nof this fear. I think we should be grateful to Felix Adler for showing us\nthe danger we are in through our illusion as to what social justice consists\nin, and for showing us that behind that term there shelters a dangerously\n\n"}
{"page": 1363, "printed_page": "1341", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1341\n\nexaggerated individualism which is destructive of a National ideal, which\nwould tear down the unity of the American people, so difficult of attainment by a Nation composed of groups originally widely separated by varying ideas and ideals. ‘This fear expresses itself in an outcry against the\ndanger of uniformity.\nI come from a city which is a perpetual refutation\nof any such danger.\nAnd no one there really fears uniformity, for we all\nknow it can’t be done. With a single course of study, a single set of regulations and by-laws and one individual superintendent of schools, dearly\nloved and deeply trusted by all, our 700 or more schools are as individual\nin their characteristics as the contour of the faces of their principals.\nSometimes this exaggerated individualism, the selfish individualism which\nleads to chaos, calls organization Prussianism.\nA recent newspaper letter\nsaid that Prussianism is a greater evil than illiteracy, and cites Germany as\nproof of his argument.\nBut German education was not public education\nnor was it egual opportunity for all the people, and it is in the land of\nAnd evil\nunequal opportunity that Prussianism has its chance to grow.\nthough it was and great as was its harm to civilization, the Prussianism\nof the Kaiser is no more an enemy of democracy than the Prussianism of\na political boss, who has his chance to flourish because of the ignorance of\nthe people he manipulates.\nThe real enemy of democracy is not in National organization for public\neducation but in mob power, the power of mobs of illiterate voters swayed\nand misguided by conscienceless leaders. And as Prussianism, so called,\nis the enemy of the opportunity of the individual, so is this greater evil of\nilliteracy which leads to the autocracy of the mob and the boss.\nA fifth fear is the fear of politics. I recently attended a meeting in New\nYork called for the purposes of considering ways and means of taking the\nschools out of politics. As I listened to the two chief speakers declaim\nagainst political influence in the schools, and each describe his patent remedy,\nmy conclusion was that each really meant: “Take the schools out of your\npolitics and put them into mine.” This fear, too, is a hobgoblin raised\nagainst every National public improvement ever contemplated.\nWhich is\nmore to be feared: the politics of today, which is blind to the needs of\n‘children in its budget appropriations, or the politics, which may or may\nnot happen, but which is so controlled by law that appropriations must be\nmade to aid each State to give the same minimum educational opportunities\nto every child?\nThe real political issue here is one of votes.\n“The children of the Nation\nwill benefit by National organization for equal opportunity in education,\nand the children have no votes.\nNot that I’m arguing that they should\nhave.\nI’m merely stating the fact that local politicians ignore children’s\nneeds through fear of adult votes. ‘The woman voter, whose suffrage\nprivilege is still new, has not yet awakened to this political issue. I urge\nevery teacher to join every civic organization in which he or she can obtain\nmembership in order to arouse women to the needs of the children and\n\n"}
{"page": 1364, "printed_page": "1342", "text": "1342\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nmake the politician fear the vote of the children’s defenders more than that\nof the taxpayers.\nThere is still a sixth fear—the fear of interference with the rights of\nRecently I read the astonishing statement that the general Goyparents.\nernment has no more right to dictate to the father how much he must\neducate his child than to prescribe his food or the shape of his clothes, and\nagain that the Government in assuming to direct the minimum requirements\nfor an intelligent citizenship is usurping the place of the father and depriving him of his most sacred privilege, that of directing the training of\nIn the first place, there\nDid one ever hear such fallacy?\nhis offspring.\nis no “sacred privilege” about it. The training of his offspring is no\n“privilege” but a solemn obligation, a bounden duty, which the Government has as much right to enforce upon parentsas to enforce laws for the\nobservance of any other duty. The Government owes it to the child who\nis to be its future citizen to compel the parent and the community to give\nthat child at least a minimum of education.\nAgain a fear—this time of increased taxes, possibly well-founded.\n‘The State where those children were\nMy brother has seven children.\nborn has little wealth and its educational opportunities are few.\nHis ranch\ngave a good living but little cash, and it takes big sums to send seven\nchildren away to school.\nSo he gave up his ranch and took a salaried\nIs that\nposition in a city in order to send his children to public school.\nindustrial efficiency? And that State is not to blame.\nIt simply hasn’t\nthe money to do better, and it never can have.\n\nConditions in such States can never\n\nbe better unless aid is given by\n\nwealthier States. That aid should not be given as a charity to be doled\nout in unequal amounts or withheld as the giver may choose.\nI was\nshocked at a recent convention to hear the refusal expressed by the representative of a wealthy city to listen to the needs of the rural sections of that\nState where bogs and forests make population sparse and money scarce\n\neven while essential industries are carried on there.\nNew York State has compelled New York City to meet the needs of the\nrural communities.\n“The Government must similarly meet the needs of the\npoorer States. State aid to education and minimum requirements of education are familiar to us in New York.\nWe have recently fought hard to\nsecure the reénactment of every clause which provides such State aid.\nFederal aid extends to each State as a whole that which New York State\nnow gives each community which meets the conditions for that aid.\nA recent newspaper article states that it is bribery to make a gift of\nmoney by the Government to a State that meets its conditions.\nSince it\nis acknowledged that the richer States are already in advance of the minimum requirements, and since it is conceded that the wealthier States should\nbe made to help the less fortunate communities, where does the bribery\ncome in? I believe it is merely an attempt to create another fear and accomplish an evil purpose by indirection.\nIt is easy to defeat good by appeal\nto fear, and so our enemies are busy manufacturing fears for the unthinking.\n\n"}
{"page": 1365, "printed_page": "1343", "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1343\n\nAware of probable comparison with preceding instances of Government\naid or Government direction, the same newspaper article states that these\n\nother agencies “operate, under absolutely defined constitutional power.”\nClever, that. First, an appeal to our fears that there will be an infringement of the Constitution.\nSecond, an argument against an assumption\nso cleverly made that the average reader is blinded to the falsity of the\nassumption, for no proponent of Government aid by National organization\nfor education has ever dreamed of anything except operation under absolutely defined constitutional powers.\nAnother instance of the same form of argument is an assault upon the\nprovision for a requirement of minimum qualifications as a prerequisite to\nGovernment aid by a long harangue on what are to be the standards in history. The average listener is carried away by the argument, and forgets\nthat no proponent of minimum standards ever proposed anything in regard\nto history or any other subject, except the ability to read and write English.\nWill the creator of this bugaboo accept a challenge? Will he dare assert\nthat this democracy has not the right to demand minimum standards in\nreading and writing English in the education of its future voters? The\npeople who raise these bugaboos and rouse these fears are either opponents\nof public education or have aims which make them fear an enlightened\ncitizenry.\nPublic education is the Nation’s business.\nAmericanization is. Not\nlong ago I spoke in a community where several of the teachers spoke no\nEnglish at home or even at recess in the yards with their pupils.\nI heard a\nsoap-box speaker say to a crowd in a foreign language, “This is what I dare\nnot say to you in English because I would be arrested.”\nHe disregarded\nme because I was only a woman and presumably unfamiliar with his\nlanguage.\nCan we have an American Nation if there is no power to organize education nationally so that these things cannot be?\nLastly, I make my stand in favor of National organization for education\nbecause I am a woman, deeply interested, personally and _professionally,\nin equal opportunity for education of all children and of the women of\n\nall nations that come to our land.\n\nWomen\n\nvote in America.\n\nI fought\n\nfor suffrage and would fight again for women’s equal rights as citizens.\nTherefore I want women educated and taught to use their intelligence and\ntheir votes for the best interests of children.\nAnd I know there are people,\nnow in great numbers in this country, whose men brutally beat the women\nof their families if they go to any kind of school, and then at the command\nof a boss or a gang leader drive these same women to the polls to vote,\nas those women never could have been induced knowingly to vote, against\nthe best interests of school and home.\nThe writer who called National organization for education Prussianism\nadvised us, if we want it and believe in it so strongly, to demand that\nit be done by Federal amendment.\nWe are ready to do so, but will the\nStates never grant a National good except by Federal amendment?\nWe\nhave the long and historic struggles for abolition of slavery, for women\n\n"}
{"page": 1366, "printed_page": "1344", "text": "NATIONAL EpucATION ASSOCIATION eS\nee\na\nee\ncn\n\n1344\n\ni\n\nMust the protection of the equal educational\nsuffrage, for prohibition.\nNation’s right to maintain an intelligent\nthe\nchildren,\nopportunities of\nary Federal amendment, or will our\nunnecess\nan\nupon\ndepend\np,\ncitizenshi\npolitical leaders and our anti-American agitators submit now and _ assist\nin the establishment of both by means of National aid and National organization?\n\nTHE\n\nNEED\n\nW.\n\nA. JESSUP,\n\nOF 4 NATIONAL ORGANIZATION\nEDUCATIONAL SERVICE\n\nFOR\n\nOF\n\nIOWA,\n\nOF\n\nTHE\n\nSTATE\n\nIOWA\n\nCITY,\n\nIOWA\n\nPRESIDENT\n\nUNIVERSITY\n\nDiffer as to means—From the days when Washington, in his Farewell\nAddress, dwelt upon the necessity of an enlightened public opinion as essential to our form of government to the present popular voice of alarm relative to the Nation of “‘sixth graders,” there has never been any serious note\nof discord. All are agreed that we must have an educated electorate. It\nwould be impossible to stage, under any circumstances, a serious debate on\nthe question of the importance of education. The only possible opportunity\nfor debate is centered around a discussion of the means of obtaining this\ncommon objective.\nExperience varied—There have been wide variations in governmental\nmachinery ranging from extreme local control, as exemplified in the district\nsystem in Massachusetts and Iowa; highly centralized State control, as exemplified in New York; and Federal control, as exemplified under the provisions of the Smith-Hughes Act. ‘Thus, we have tried local initiative,\nState control, and Federal subsidy. Critics differ in their judgment as to\nthe relative efficacy of the different plans.\nBest method not clear—The State of Lowa, with a highly decentralized\nsystem of public education, with relatively little subsidy, with opportunities\nfor tremendous initiative on the part of local communities, has been able to\nprovide a school system that compares in efficiency, as measured by financial\nsupport, buildings, equipment, consolidation, length of term, high-school\ngraduation, and the like, with States where all of these factors have been\nsubject to State subsidy, statutory regulation, and all the other trappings\nof theoretical educational administration.\n%\nCertainly the National program for vocational education has not met\nwith such freedom from criticism as to make us feel that we have spoken\nthe last word in regard to Federal control and subsidy.\nProgress and public opinion—Real progress is ultimately dependent almost wholly upon public opinion. ‘The tremendous increase in interest in\npublic education and its relationship to the problem of Americanization,\nwithin recent years, has come about through an awakened public interest.\nExcellence in school conditions, whether we look to physical plant, eco-\n\n"}
{"page": 1367, "printed_page": "1345", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1345\n\nnomic reward, or educational efficiency, has been directly in proportion to\nthe dominant public sentiment within the community. ‘This has been true\nirrespective of provisions for the minimum wage, controlled curricula, rigid\ninspection, or other semi-coercive devices of the State at large.\nPublic opinion vs. bureaucracy—The best single hope for obtaining desirable educational ends is through the creation of public opinion, directed\ntoward the specific minor objectives involved in the whole. In the degree\nthat a National organization for educational service will be a dominant\nfactor in creating a favorable public opinion with a will to achieve, in that\ndegree such an organization will be worth while; but in the degree that\nthis National organization rests its case upon men’s coercive devices of inspection, of regulation, of auditing accounts, of supervision, and the other\nroutine activities of bureaucracy, in that degree the normal progress of\neducation will be limited rather than advanced.\nRecent public response splendid—Future educational historians will note\nthe years through which we are just passing and direct attention to the\nreally marvelous progress that is being made in education since the war.\nAnd to what has this been due? Not to coercive policies but to the widespread response of leaders, to the import of facts relative to illiteracy, facts\nrelative to the need of a trained electorate. These facts, revealed by the\nwar, came with something of a shock, but the response has been dazzling.\nAn aroused public has brought better curricula, better buildings and equipment, and better instruction.\nVoluntary organization responsible for progress—Our progress thus far\nhas come about through the leadership of great voluntary organizations\nwhich are peculiar to America, such as the National Education Association,\nthe Department of Superintendence of the National Education Association,\nthe National Society for the Study of Education, and scores of similar\nassociations.\nThese bodies have afforded opportunity for the development\nand stimulation of hundreds of leaders who have worked in turn with\nother organizations, National, State, and local, to the end that we have\ncreated sentiment in every section of the land among all classes of persons\nirrespective of race, creed, or party.\nWoe betide American education if\nany of this is lost. We must depend upon more of this rather than less in\nthe future.\nShort term of Cabinet officers—Much is being said in favor of a Cabinet\nofficer representing education.\nIn this connection it is important to consider certain factors involved.\nHow long do Cabinet officers ordinarily\nremain in their positions?\n\nThe department of political science of the University of Iowa reports,\nafter an investigation\n\ncovering the fifteen administrations\n\nfrom\n\n1861\n\nto\n\n1921, that there has been an average tenure of two and two thirds (excluding the ad interim appointments of only a few days).. Thus there is no\nexpectancy that a Secretary of Education would serve even during a single\nadministration.\nNot only are Cabinet officers in power for a short time, but as a part of\n\n"}
{"page": 1368, "printed_page": "1346", "text": "1346\n\nNATIONAL\n\nEpucCATION\n\nASSOCIATION\n\nparty government they and their recommendations are constantly subjected\nto bitter partisan criticism and with all of the legislative interference only\ntoo common in our State and National assemblies. Could the wisest educational statesman have escaped the bitterness of the last administration?\nDoes anyone doubt that there will be equally hostile criticism of the present\nCabinet? ‘These partisan conflicts function in dramatic reversals of public\npolicy, complete repudiation of programs. Are we wise in urging that education be thrust into this hurly-burly of partisan strife?\nWho will serve?2—Have we enough educational statesmen to afford to\nthrow them on this wheel of short tenure and bitter criticism? “The supply\nis all too short for the places of leadership and responsibility where conditions of tenure and partisan interference have been made much more satisfactory.\n;\nPolitical strife—Experience thus far in city, State, and institutional control has led us to strive for longer tenure and freedom from partisan alignment. Even where statutory tenure has been short it has been the practice\nto provide for continuity of service by force of public opinion. Certainly\nno one nowadays seriously favors partisan responsibility for educational\nadministration in city, State, or university. Are we not in danger of proposing a system of partisan Cabinet representation which will actually lead\nto strife and ultimately to a divided public opinion in educational matters ?\nUnited public opinion essential—I do not wish to be placed in a position\nof being an opponent of a National organization for educational service,\nbut I do wish to keep uppermost in the discussion the importance of united\naggressive public opinion. We need leadership having not only outstanding\npersonality involving the highest type of statesmanship, but we need continuity and freedom from ordinary partisan alignments.\nIs this likely to\nhappen with a Secretary of Education in the Cabinet?\nA constructive suggestion—In connection with our program for a National organization for educational service might we not draw a valuable\nlesson from the Judicial Department? Here we see the Supreme Court of\nthe United States created and maintained under conditions of dignity, continuity, and freedom from partisan dictation. Why should we not create\nour central machinery for National educational service after some such\npattern as this rather than cast ourselves into the whirlpool of politics?\n\nIMPORTANT\nN.\n\nELEMENTS IN THE DEVELOPMENT\nSCHOOL-BUILDING PROGRAM\n\nL. ENGELHARDT,\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nTEACHERS\n\nOF\n\nA\n\nCOLLEGE,\n\nCITY\n\nThe school building is the most important physical agency or\ninstrument\nutilized in the educative process. The school building is a means\nto an end\nnot an end in itself. The problems involved in school-building\nBinnie\nand school-building construction are mere resultants of the acceptan\nce of\n\n"}
{"page": 1369, "printed_page": "1347", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1347\n\nan educational policy and the establishment of definite educatio\nnal aims.\nIn the past when the educational program had not been clearly defined\nand\nthe conservation of health, the development of home makers, the vocation\nal\naspects of education, and the like had not been given a place among the\ndefinite aims to be achieved, the school-building problem was a simple\none,\nindeed. ‘The experience and practices of years have clarified the educational ends to be sought. With this development of educational aims has\ncome the demand for school housing of such construction and character as\nto tax severely the community purse and to bring to the fore the questions\nof economy, adaptability, and efficiency which too often have been ignored\nor overlooked in the past.\nThe school-building needs of the country have grown to vast proportions.\nSchool-bond issues for the past two years aggregate the greatest total of all\ntwo-year periods in the history of public-school development. In the year\n1921, $240,000,000 worth of school bonds were issued in the United States.\nEstimated on the basis of present contracts undertaken in many communities and assuming somewhat similar needs in other communities, approximately one and one half billion dollars must be expended\non school buildings in the United States at this time to assure school-housing conditions\nwhich will make possible the achievement of our accepted educational aims.\nCity after city has accepted its responsibility and is assuming its share of\nthis huge construction burden. Three, five, and ten million-dollar schoolbuilding programs are being reported frequently. School systems with annual budgets for current expenditures of two or three hundred thousand\ndollars are reporting bond. issues for three and four times their annual\nallotments for education.\nAn increasing faith in public education is evidenced on every hand. The deliberate acceptance of the cost burden in\nmany communities demonstrates clearly the deep nature of this faith. For\nthe country at large, the funded debt assumed for public-school purposes in\n1921 was eight times as much as that incurred in 1916 for similar purposes.\nThe demand for a dollar’s worth for every dollar spent has, however,\nbecome more insistent than ever before. The school-building plant represents the crystallization of the highest ideals and purposes of community\n\ncoéperation and community enterprise.\n\n‘Che wide discussion of such ideals\n\nand purposes is developing a more critical public attitude toward community investments in school buildings as well as in the educational yield.\nWithout the determination and acceptance of educational aims by the leadership of a community no satisfactory building program can be advanced.\nWith the recognition of the ends to be sought through the educative process,\nthe underlying principles of school-building program development may be\nlaid down.\n‘The principles which follow are not mutually exclusive but\nare of sufficient importance to require separate mention.\nThe educational organization decides the nature of the school plant and\nthe character of the buildings. The age-groups to be taught, the curricula\nto be pursued, the individual variations to be recognized, and the space and\nequipment to be allotted to every individual child are the elements of prime\n\n"}
{"page": 1370, "printed_page": "1348", "text": "1348\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nimportance. Complete definition of the educational organization is essential. The educational organization must become a matter of practice and\nnot remain an empty form. ‘The school system which professes to have\nadopted a 6-3-3 organization and over a period of years permits every variation therefrom to exist without change, has failed to recognize the educational economy that will result from the unification of its system. With\nthe educational organization defined, the types of buildings and the comNo acceptable educaprehensive nature of the structures are determined.\ntional organization can profitably utilize any longer school buildings which\nare mere nests of classrooms.\n“The modern schoolhouse is an intricately\nand wonderfully planned structure, offering every facility for advancing\nthe complex and expanding curriculum program involved in the full concept of public education.\nFinancial and educational economy dictate the size of the individual\nschools. From the standpoint of economy of operation, maintenance, supervision, and general administration, all available evidence is in favor of the\nlarge individual schools.\nOne thousand to twelve-hundred-pupil elementary-school buildings, twelve to fifteen-hundred-pupil junior high-school\nbuildings, and fifteen to twenty-five-hundred pupil senior high-school buildings are considered desirable when proper allowances are made for the size\nand type of the community.\nIt is reasonable to suppose that educational\neconomy will likewise result under conditions which permit of better classification, more frequent promotions, and a greater concentration of. special\nfacilities than would be possible in smaller plants. Scientific investigations\nof the next few years may throw new light on the optimum size of school\nbuildings from the angle of both financial and educational economy.\nStandards of schoolhouse planning and construction must be determined\nby State authorities through rigid scientific procedure. The wider experience and the more comprehensive machinery of State education departments\nshould be utilized more fully to safeguard communities from ill-advised\nplanning and faulty construction. Neither the infrequency of school-building construction in the small community nor the instability of administrative control in the large city should be among the reasons advanced for\nfailure to secure buildings which become permanent community assets and\nfully adapted to the needs of the educational program.\nLocal conditions\n\nmay vary, but, within reasonable limitations, local adherence to State standards is recognized as most desirable. State standards involving economy,\n\nthe recognition of State educational aims, and the gleanings from the experiences of hundreds of other communities have no inconsiderable value.\nTo the degree that the conservation of health and the program of phys-\n\nical education are emphasized among the State aims in education, should\nthe State insist upon adherence to building standards which safeguard the\nbody of the child, leave his physical faculties unimpaired and offer opportunity for further physical development. ‘The splendid progress made by\nsome of the States may well serve as an incentive to those which still lag\nfar behind.\n\n"}
{"page": 1371, "printed_page": "1349", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1349\n\nThe health and play programs of progressive educational organizations\ncan be advanced only where adequate school sites have been provided. Four\nto six acres for elementary schools, six to eight acres for junior high schools,\nten to twenty acres for senior high schools are standards which are being\naccepted by so many growing communities that their general acceptance\nseems inevitable. ‘Che very rapid growth in urban population in the United\nStates and the extreme residential congestion of many cities emphasize the\nimportance of making adequate provision in the school development program for plenty of air, sunlight, and open spaces. ‘The large percentage\nof physical defectives, humiliating to our National pride and contradictory\nto our educational aims, and the needs of our social development programs\nunite in emphasizing the importance of large school sites. When recent\nreports covering playground conditions show that 1,800,000 of 3,600,0001\nin 429 American cities have less than 6 x 6 square feet each of playground\nspace, or even none at all, and that 70,000 children? in one of our largest\ncities have been provided with only thirty-five pieces of playground apparatus on their schoolgrounds, the urgent need for the development of playground standards becomes clear.\nNo school-building program can be adequately advanced without full\nconsideration of city zoning and the policies developed by city zoning commissions. ‘The values derived from scientific city zoning are being sought\nby many city councils or boards of aldermen.\nZoning is the controlled\ndirection of building development along orderly and well considered lines\nof city growth. This movement should receive the earnest support of all\nschool administrators, or, when necessary, should even be initiated by them\nin their communities, as it doubly insures any investment made in new\nschool housing. The hundreds of thousands of dollars spent in the construction of school plants, which, in a short time, have been surrounded by\nmanufacturing, railroad, and other industrial developments, have not contributed toward the creation of confidence of the public in school administrators.\n\nSchool-building planning must anticipate population trends and should\nconsider every element of adult and child population growth. Private corporations, such as telephone companies, have shown the way in the field of\npopulation analysis which may well be followed by schoolmen. ‘Telephone\ncompanies lay their cables and construct their exchanges not to meet present\nservice demands only but in terms of future patronage.\nEvery available\npopulation fact that may have its bearing on future growth is utilized in\nthe prognostication of service needs. What private enterprise has found it\nprofitable and possible to do the school system may well adopt.\n1Know\n\nand\n\nHelp\n\nYour\n\nSchools,\n\n2d\n\nReport;\n\nNational\n\nCommittee\n\non\n\nChamber\n\nof Commerce Codperation with the Public Schools, 1921; American City Bureau,\nNew York City.\n? Strayer, George D., and Engelhardt, N. L. The School Plant and School Building Program of Baltimore, 1921; Board of School Commissioners, Baltimore,\nMaryland.\n\n"}
{"page": 1372, "printed_page": "1350", "text": "1350\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe selection of school-building sites should be on the basis of known\npopulation data and in terms of desirable environment standards.\nNo\nlonger should politics, personal gain, or undesirability for any other purpose\nbe the basis for selection of school sites. The anticipation of future needs,\nbased on housing types, residential saturation, transportation development\nand industrial sectioning, and the advance purchase of sites determine toa\nlarge degree the desirability of the future plant. Continuing map studies\nof population growth are essential administrative tools for success in this\n\nfield.\nTravel distances for present and future child population are factors to\nbe considered. There has been a tendency toward standardization of the\none half mile radius for elementary schools, one mile for junior-high school,\nand one and one half miles and more for senior-high school. ‘The tremendous overlapping in the elementary-school districts of many cities, where\nthe erection of small school buildings has been the rule, is evidence of failure to recognize the invaluable results of city planning and the gains to be\nsecured from the establishment of distances between home and school which\nchildren of varying ages may be expected to travel. The degree to which\npupil travel standards have been ignored in the past is evident in a recent\ncity school-building survey, where ten elementary-school buildings were\npointed out as falling within the district defined by a three-eighths mile\ncircle being drawn with one elementary school as a center. If\na child may,\nwithin a half-mile walk from his home, reach any one of six,\neight, or ten\nschool buildings, the chances are against his finding any\ndesirable, highgrade, fully equipped schools in the group.\nA school-building program is a continuing program.\nA prevailing fallacious concept is that appropriations for school buildings\nare to be considered\nnecessary only at stated intervals, and that such appropr\niations once made\nhave solved the building problems of the community\nfor an indefinite period.\nThe school-building problems of no actively growing\nAmerican community\ncan be laid aside with the assumption that the\ntask is completed.\nTraxpayers should recognize that the opportunity\nfor developing and improving\nthe school plant always exists. The aim of\nthe administrator should be to\nkeep\n\nhis school-housing projects so far in advance\nof actual needs that shorttime sessions and temporary housing do\nnot become necessary except in\n\ntimes of urgent stress. Attendance and census\nrecords should be so utilized\nthat the physical facilities in space and\nequipment become available for the\n\nschool child when the compulsory laws\nof the local custom bring children\ninto school for the first time. The superin\ntendent of schools who can say\nduring times of peace that his community\nhas a record of no part-time\npupils and no unsuitable housing has\ndemonstrated, without question, his\nability as an administrator.\n\nThe program of publicity develo ped in conj\nunction with building policies\nshould be of a continuing nature and give\nclear-cut estimates of what the\nfuture building needs may be. Communities\ninformed far enough in ad-\n\n"}
{"page": 1373, "printed_page": "1351", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1351\n\nvance react more favorably when additional funds are sought for the further development of their plant.\nSchool-building planning and construction require a specialized architectural skill and training, together with a knowledge of the educational\nfield. In the field of school-building construction, it has been a common\npractice for members of boards of education to assume the chief responsibility. This responsibility is not wisely delegated to lay members of boards\nof education with perhaps only a temporary interest in the problem, nor\neven to the architect who has not made himself thoroughly familiar with\nschool problems and needs. Along with the rapid standardization of educational provisions has come the development of architects who have been\nwilling to recognize the exceedingly complex nature of school-building\nplanning and who have equipped themselves to render a special service in\nthe educational field. Only as boards of education assure the highest degree\nof codperation between the educational forces which administer policies and\nthe architectural forces which supervise the working drawings and specifications of school buildings will investments in school buildings be guaranteed gilt-edge.\nElasticity of planning is a positively essential element to be considered in\nplant development.\nChanging educational methods and administrative\npolicies will necessitate varying adaptations of the school plant. During\none decade study halls may be deemed essential, during the next they may\nbe rated as superfluous. An elastic plan recognizes variations as concomitants of educational growth. School authorities who plan in terms of the\nultimately desired structure, although only a fractional part is needed today, serve the more intelligently. The wisest policy to pursue is to reserve\nfor all time the possibility of addition to any plant except as positive assurance prevails that the best size has been attained.\nPublic-school structures should be of a permanent construction in keeping\nwith the nature of the program to be advanced. Unfortunately, Type D\nconstruction, consisting of masonry walls, but of otherwise ordinary or joist\nconstruction and wood finish, prevails today in the forty-five per cent of\nexisting school buildings, and even a less permanent construction in twentyone per cent more.\nFire-proof construction makes for permanence, lower\nmaintenance, and repair costs, less fire insurance and greater community\nassurance in the safety of its children.\nTrue economy in school-building costs is not inconsistent with the program outlined above. On the contrary, it is implied in every step. Real\neconomy is effected only as the full educational program is understood, and\nas the physical agencies employed to achieve those ends are utilized effectively to the greatest degree, by the greatest number of people, over the\nlongest period of time. Economy results when permanence is assured, debt,\nmaintenance, and operation costs are kept at a minimum, and the highest\nphysical, social, and educational efficiency of the product is achieved.\nThe new technique that is being rapidly developed in the field of program planning will strengthen the professional status of the superintendent\n\n"}
{"page": 1374, "printed_page": "1352", "text": "11352\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nand will establish more firmly his position as a community leader. In communities that have felt the need for more adequate school planning, the\nschool administrator can be relied upon to bend his energies to the solution\nof the difficulties growing out of such need.\n\nADAPTING\n\nTHE\n\nSCHOOL\n\nCHARLES\n\nSPAIN,\n\nDEPUTY\n\nL,\n\nPLANT\n\nJO\n\nSUPERINTENDENT\n\nJHE\nOF\n\nCURRICULUM\n\nSCHOOLS,\n\nDETROIT,\n\nMICHIGAN\n\nThe present-day elementary school has developed from the one-room\nbuilding of Colonial days, which was built chiefly for religious instruction.\nThis building was developed into a type like the Quincy Grammar School,\nbuilt in Boston in 1848, a four-story twelve-room building with a separate\nroom for each grade. ‘Training for social and industrial life had then replaced religious training and the curriculum included the three R’s, history, language and grammar, conduct, bookkeeping and object lessons.\nIn spite of the present-day demand that the child be trained not only as\nan individual but also as an effective member of society, with provision in\nthe curriculum for health, citizenship, worthy use of leisure, and experience\nwith materials and tools of industry, and training for worthy home life,\nthe Quincy type of building is still typical. It would seem impossible\nto\nteach in this box-like building physiology and hygiene, play, physical education, literature, civics, nature study, music, art, sewing, manual\ntraining,\nand cooking in addition to those subjects formerly taught, yet that\nis what\nis being attempted.\nDetroit’s solution of the building problem is the platoon school,\nthe general plan of which is familiar. Half the school is seated in\nhome-rooms\nwhere the three R’s are taught; the other half simultaneously\nengages in\nspecial activities, gymnasium, play court, auditorium,\nlibrary, science, literature, music, art, sewing, cooking, and shop. At the\nend of one and one\nhalf hours the two halves change.\nPlatoon schools have been constructed by remodeling\nold buildings, by\nadding an auditorium and gymnasium to any buildi\nng of from twelve to\ntwenty-seven rooms, thereby increasing its capacit\ny to 33 1/3 per cent, or\nby building a new structure. In the last three\nyears forty-nine elementary\nschool additions and nine new buildings have\nbeen constructed, and money\nis available for nine more new buildings and\nfive more additions.\nThe\nnumber of platoon schools has increased from\nsix in 1918 to sixteen in 1919,\nthirty-two in 1920, and fifty-one in February, 1923.\nThe entire aim of\nthe program has been to adapt the school plant to\nmee t the requirements\nof the present-day curriculum,\n\n"}
{"page": 1375, "printed_page": "1353", "text": "DEPARTMENT\n\nSOLVING\n\nTHE\n\nFREDERICK\n\nOF SUPERINTENDENCE\n\n1353\n\nPROBLEM—THE ARCHITECT\nSUPERINTENDENT\n\nAND\n\nW.\n\nOHIO\n\nGARBER,\n\nARCHITECT,\n\nCINCINNATI,\n\nTHE\n\nMy subject is Solving the Problem—The Architect and the Superintendent. I wish I knew some definite formula that would sometimes work\nsuccessfully, but there seems to be none. You superintendents who have\nhad some experience in building know, and so do the conscientious architects, that any successful solution of a school is a difficult problem and not\na divine inspiration conceived in a few minutes. ‘There are as many perfectly designed schools as there are superintendents in this room.\n‘This is\nequally true of banks, libraries, and residences.\nNever have I seen like\nideals expressed in elevation or plan, although each group has a marked\nfamily resemblance.\nLet us take the residence as a type or example to explain what I have in\nmind. If two residences of $10,000 each for two clients of different temperaments were to be given as a commission to one architect and his ideas\nwere to be expressed, the solution would no doubt be the same for both.\nIf the architect functions properly, he will study his client’s needs, methods\nof living, conducting his household, and the like, and base his solution on\nthis information.\nHis solutions would then be different; and so it is with\nany two large schools. The standardization of two- or four-room schools\nas a whole may be possible, but never of larger ones.\nIn Cincinnati, and what I have to say today refers to our work in Cincinnati exclusively, in addition to meeting the different educational needs\nfor schools which are affected by environment and lot conditions, the board\nand superintendent insist that the schools be varied in their architectural\ntreatment.\nIn varying the design of the buildings, we believe that a distinct educational value is created that will arrest the attention of the pupils\nand inculcate good taste.\nIn fact, if pupils secure their preliminary education in school buildings of the highest type, the fineness of the architectural\ndesign will educate them, particularly the boys, to a most respectful attitude\ntoward architecture and its good influences.\nSite and environment in the city schools have much to do with the final\nexpression.\nLet me contrast several grade schools to show our point of\nview. Westwood, our first school, is in the suburbs, located on a lot of\nabout six acres, which lies a trifle above the street grade. I wish to contrast this with the Guilford School, also a grade school, but located in\nwhat might be called a commercial, old-resident and tenement district; in\nfact, it faces a ten-story shoe factory. The lot is a typical downtown lot,\n\nand here the problem was to exaggerate the scale so as not to have it appear\ndwarfed by its high neighbors and probably higher ones in the future.\nLet us leave this school and go to the hill-tops to a poor colored district\nand contrast the two foregoing with this. Douglas is also a grade school\n\non a very small lot and is devoted exclusively to colored children.\n\nThe\n\n"}
{"page": 1376, "printed_page": "1354", "text": "1354\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nBloom School, a grade school with provisions for a junior high school,\noccupies one half a city block in an old tenement district. “This, in a small\nway, illustrates better than I can put in words what we are attempting to\naccomplish.\nBefore I leave this problem to take up an individual problem, I want to\nleave this thought with you superintendents: In any city, many schools\nwould be better placed if the Park Board would work in closer harmony\nwith the Board of Education.\n.As one studies the administration of cities,\nI am convinced that more concerted action would not only provide better\nlocations but would result in infinitely better results.\nPerhaps the City\nPlanning Commissions which are now coming into vogue will have a pronounced influence, and surely no phase of city planning is more important\nthan the proper sites for schools. It is not my intention to convey the impression that schools should be placed in parks, but their proximity to small\nparks and playgrounds which might be made one comprehensive scheme\nwith the school, would certainly be an achievement worth while.\nIn discussing the superintendent and the architect, I intend to take the\nEast Side High School as an example. ‘The East Side High School is the\nlast high school to be finished, and will illustrate how in Cincinnati the\nBoard of Education, the superintendent, and the architect operate in the\nsolution of a problem. When I say superintendent or Board of Education\nI use them as synonymous terms. No better working basis between Board\nand superintendent, I dare say, can be found than in our city.\nAs an abstract problem, building, whether a school or otherwise, consists\nof three factors: size, material, and cost. Fix any two of these factors\nof\nthe problem and the third can be solved by the architect, providing\nreason\n\n-and judgment are exercised.\n\n“Too often the cost and size are fixed and the\n\nmaterial never goes beyond the paper stage.\n\nWhat has been called size or\n\nrequirements is the function of the superintendent.\n\nHis task is not a light\n\none, for each department head will, if he or she be human, demand\nall and\n\nmore than is required. ‘This is as it should be. Who of us\nhas not seen\nan unbalanced school due to an over-strong personality in some\ndepartment.\nThe superintendent must then weigh carefully and adjust\nnicely the balance between his departments.\nNo light task, I assure you. Some day I\n\nhope some architect will find a man willing and rich enough\nto give each\ndepartment just what it thinks it needs. The result will\nbe a school of\n\nmany buildings with a total capacity to house all\nthe activities of all the\nschools in one group.\nHenry Ford could not endow it, mu ch less a city,\n\nbut he might be called upon to furnish\n\naccess between departments.\n\na ra pid-transit system\n\nfor easy\n\nThe superintendent in Cincinnati has always\nlaid down what he desires\nto accomplish from an educational standpoint\nin a program that has been\nconsidered with him by the Board of Education. This\ncovers all departments.\nHe went further in the East Side High Sc hool and\nexpressed just\nwhat he would consider as ideal in the relation of\none department to an-\n\n"}
{"page": 1377, "printed_page": "1355", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1355\n\nother. These qualifications are of primary importance. The educational\nproblem is, in my opinion, the raison d’etre of the school. This program\nwas given to the architects as the preliminary step that preceded the design\nof the school. These mandatory conditions and the site selected were the\nconditions upon which the architects were to base their solution of the\nproblem.\nA word as to the site: The site selected by the Board of Education consists of thirty-eight acres, an old farm located on the edge of one of our best\nresidence districts.\nIt also draws from a remoter district chitdren from a\nfactory colony. ‘These conditions called for a school to house all the activities that could be required in a high school. As Superintendent Condon\nexpressed it in words that are now carved on the base of the tower: “All\nwho will may enter and find within these walls equal and varied opportunity for a liberal education, based alike upon art and industry, with books\nand things, work and study combined; and where good health, the spirit\nof play, and joy in work well done shall abound.”\nSome of the restrictions which did not lighten our task were of great\nimportance.\nFirst, the lot faced an important thoroughfare.\nSecond, the\naxis of another equally important thoroughfare terminated in whatever\nwould become the fore-court of a group of buildings or the principal feature of the exterior of the building. Third, the extreme variation in the\ngrades of the lot was sixty feet.\nConferences were held at this time with the superintendent almost daily.\nSeveral tentative sketches were made in the office, but none seemed to solve\nthe problem satisfactorily.\nExcept at great expense would the lot admit\nof all departments being housed in one building. The fine wooded valley\nrunning parallel with the street we considered should be preserved. We\nwere of the opinion that with the lot restrictions, it would be best not to\nhouse all the departments in one building but to arrange them in a group\nof buildings.\nAll preceding high schools in Cincinnati were housed under\none roof. A rough sketch was made, outlining the various departments\nwithout details, just assigning spaces.\n“The Board of Education was called\nin and a great discussion followed.\nThe chief objection to a group plan was the time that would be lost in\nmoving classes between periods. ‘his objection was answered by the president of the board and the superintendent, who believed and has since proved\nthe fact that a few minutes so lost would be more than made up by the\nefficiency of the pupils in the classroom; the advantages of outlook and the\nfenestration also were not to be ignored.\n‘The points of the compass are\nsuch that the sun is present some time each day in each room.\nThe departments at this time were located and the development of the\n\nplan began. ‘The departments as located were as follows: the central\nbuilding houses on the first floor the administrative office and the auditorium; the second floor, the balcony of the auditorium and the library;\nthe third floor, the lunch rooms.\nGrouped about this center, beginning\nwith building “A,” extreme left, the commercial department is housed on\n\n"}
{"page": 1378, "printed_page": "1356", "text": "1356\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nthe first floor with one of its rooms in building ‘‘B” in the rear. Continuing along the rear you have two classrooms and a small auditorium. ‘The\nrooms facing the fore-court are literary club rooms which are used for club\npurposes, teachers’ meetings, and so forth, and for recitations in literature.\nThe second floor of building ‘“‘A”’ is occupied by a large study hall and\nsewing-room. On the second floor of building ‘““B” is housed the arts and\ncrafts with a large classroom. You will note that the art rooms are on the\nsame floor and adjacent to the library in building “C.’’ ‘The third floor\nof building,“A” is occupied by a model flat, girls’ study room, classroom\nand laundry and a girls’ chemistry laboratory, and on the same level in\nbuilding “B,” domestic science rooms.\nYou will also note that the girls’\nchemistry, which is devoted to the chemistry of cooking, is adjacent to the\ndomestic science rooms located on this same floor in building “B” and the\nlunch room on the same floor in building “C.”” Building ““D” is devoted\nentirely to classrooms, faculty rooms, and emergency room.\n‘The classrooms were not all located in building “‘D,” but some were located in each\nbuilding except building “C.”\nThis permitted of a little more elasticity\nand reduced the moving of classes from building to building. They were\nalso placed in this building because of their central location, and particularly for their proximity to the industrial arts building and the gymnasia. Building “D” is devoted entirely to the sciences and their lecture\nrooms and several classrooms, and on the upper two floors in a corresponding position, as in building “A,” are the boys’ study rooms.\nIn the program for the gymnasia and the stadium, which might be considered a part of it, the superintendent desired to house the physical activities of the school and to make provisions for visiting teams and for all\nthe\nactivities of the stadium, the only stadium for use of all the high schools.\nOn the first floor, which rises above the concourse level to the\nleft, are\nlocated the plunge, showers, and dressing-rooms and. immediately\nabove it\nthe gymnasium for the girls. To the right the same provision\ns are made\nfor the boys. “As the land slopes toward this end of the building,\nprovisions\nwere made for a laundry, where in time we hope to have\nthe necessary\nmachinery installed. Between these two gymnasia is\nlocated the open-air\ngymnasium.\n‘The open-air gymnasium can be used by either boys\nor girls\nand the walls are prepared for hand-ball and basket-ball.\nThis gymnasium\nis used only when the weather will not permit the use of\nthe field for gymmastic exercises.\nBy the use of team rooms, visiting pupils are excluded\nfrom all the gymnasia.\nIn the industrial arts, all departments of industr\nial work were to be\n\nhoused.\n\nGrouped with the industrial arts buildings are the\nheating facili-\n\nties for the entire group of buildings. This\nbuilding, although externally\nconforming to the design of the buildings\nfor the gymnasia and the aca-\n\ndemic group, is on the interior finished as a factory\n.\n\nThe building\n\nis extremely compact and the corridor space,\nwhich runs the full length of the\nbuildin\n\ng, is divided into two stories for each shop height\nto provide the\nnecessary locker space. In this building are\nhoused on the first floor auto-\n\n"}
{"page": 1379, "printed_page": "1357", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1357\n\nmobile construction shop, testing laboratory, foundry, forge, and machine\nshops; on the second floor, carpenter shop, mill room, plumbing and sheet\nmetal, pattern and cabinet shops; on the third floor, electric construction\nlaboratory, composing pressroom, and drafting rooms.\nDuring the detailed layout of these departments, which took several\nweeks, each day the Board, of seven members, the superintendent, and the\ndepartment heads met in our office for conference and study. Here all the\ndetails and arrangements of each department were thrashed out. We did\nnot always agree, but we were a large family each doing the best he could\nto bring about an ideal school.\nAs to special features, in laying out the preliminary sketches, the architects found that the number of pupils per class varied with each department.\nIn the interest of economy in construction and teaching, after a long talk\nwith the superintendent they asked if it would not be possible to fix, in so\nfar as possible, the same number of pupils for all classes in all departments.\nThis was an innovation, and after much discussion it was finally decided to\nfix each class at thirty or multiples of thirty. In other words, the gymnasia\nclasses were fixed at sixty, two units, with provision for ninety if needed.\nThe science, commercial, industrial and household arts were fixed at one\nunit or a multiple thereof. A small auditorium was provided to take five\nunits. “This is used for special group instruction for science classes, music,\nand special lectures in which lantern slides and moving pictures are used.\nThe study rooms, four in number, were fixed at eight units each. The\ntotal capacity of the school was figured at 1800. This provides for one\nhalf the pupils on this basis to make their “home-rooms” in the study rooms.\nWith thirty classrooms the total number of pupils is made up. Each pupil\nis provided with a locker in the corridors which distributes the pupils over\nthe entire building. ‘The lockers take up all the space between double walls\nnot used by columns, heat ducts, and other utilities.\nI know that some\nauthorities do not agree with this scheme, but we have found that it works.\nWhat the total capacity of the school would be if all departments were\nworking to their full quota of thirty I am not prepared to say, as that\nwould be a matter of program; but this I do know, that this year there are\n400 more pupils than the school was designed for and as yet no interference\nwith the functioning of the school has been noted.\nIn lieu of “home-rooms” for the teachers, we have a faculty room.\nIn\nthis room provisions are made so that a number of instructors can use it as\nheadquarters when not teaching. This applies primarily to the teachers\nwho do classroom work only. The departments in science and the commercial arts have provisions made for offices for their use, and there is no\ndifficulty in the arts department of having the teachers use them as homerooms. ‘There is no reason, however, in the opinion of the superintendent\nand architects, why the classrooms should not be used every hour of the\nday—and they will be when the school becomes crowded. It is false economy to permit a room to be used for instructions for two periods a day, say\nin Latin, and used for no other purpose during the remainder of the day.\n\n"}
{"page": 1380, "printed_page": "1358", "text": "1358\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSuch a teacher would be assigned to a class as a pupil, and her remaining\ntime, if not utilized in class work, would be employed in the faculty room.\nThe use of the faculty room and the provision made for doubling up certain\nunits has added an elasticity which we have not found in our other high\nschools.\nAs to the exterior, these buildings were built during the war and we\nsuggested the Colonial type of architecture, because we considered it would .\nmake a special appeal and the site.ideal for this style. I have always been\napprehensive of the use of this style in a school building because of the\ntremendous scale of the windows and other features which might well be\nconsidered objectional, if it were contrasted with other buildings, usually\nresidences. But here we have a lot with enough foliage to exclude such a\ncomparison.\nThe buildings are approached from either end through the\nvalley and on the main axis by the bridge. The bridge became necessary,\nas we retained the beautiful wooded valley between the street and buildings. ‘The drive follows the rear of the Academic Group. The fore-court\nis approached across the bridge on the axis of the tower.\nThe tower not\nonly marks the axis on Madison Road, which it faces, but also terminates\nthe end of Erie Avenue and can be seen for at least a mile and a quarter.\nThe cupolas on the buildings and the chimneys are for discharging foul\nair. ‘The gymnasia and the industrial arts face the long side of the athletic\nfield and are at right angles to the axis of building ““D.” Beyond the athletic field, when the demand is created and funds are available, the Board\nexpects to develop an agricultural school.\nWe are now engaged on another high school, and the superintendent and\nthe principal of each high school are now developing a program that will\ntake advantage of all we have learned in the East Side High School. A\nschool is always a difficult problem because of the few tricks left to an\narchitect. He is compelled to juggle with the large blank wall spaces and\nthe tremendous window areas.\nExcessive ornament is tabooed, and even\nif well done is apt to be considered in bad taste.\nFinally, I have come to the conclusion that the architect alone cannot in\nthis day, when costs are not too low, solve any school successfully unless he\nhas the hearty codperation of the superintendent and Board.\nThe superintendent in the interest of economy must study his problem for educational\nneeds as never before. The architect must study not only cost, but also the\nproblems of up-keep and expansion. Aside from cost, the best results cannot be obtained except by careful planning and study. It is not inspiration\n,\nbut sober, logical judgment and a perfect understanding of the educationa\nl\nneeds as outlined by the superintendent, and a thorough understanding\nof\nthese needs by the architect, that will answer the problems that you\nsuperintendents have. That all problems should be clothed with beauty\nis necesSary as an inspiration to good teaching and for the good of the\npupils. A\nbeautiful building exterior and interior without a well-arranged\nscheme\nfor practical educational needs is not a successful solution. If the\npractical\n\n"}
{"page": 1381, "printed_page": "1359", "text": "»\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n1359\n\nneeds are answered without having good designs, it is equally unsuccessful.\nThe real solution must combine needs and architectural housing.\nWhether the school be large or small, the answer should be the same, and\nwill be if sufficient study and thought are used. The architect cannot stand\nalone, nor can the superintendent; each has a distinct function to perform\n\nif a perfect school is to be built.\n\nTHE\n\nADVANTAGES\n\nOF\n\nTHE\n\nONE-STORY\n\nSCHOOL\n\nPLAN\n\nDWIGHT H. PERKINS, ARCHITECT, CHICAGO, ILLINOIS\nSchool buildings of one story have the following advantages over those\nof two or more stories: First, superior classroom lighting; second, greater\nsafety ;third, easier adaptability; fourth, cheaper construction and maintenance; fifth, more homelike—‘“less institutional” design; and sixth, ready\nconformity to development and changes in educational methods. The views\nwhich will be thrown upon the screen are arranged in the order and according to these topics—sometimes without relation to each other—except\nthose showing Cleveland and California schools which are grouped according to buildings.\nFirst—Lighting—The advantages of controlled top light are available\nfor all rooms. Classrooms along the outer walls have windows as well as\nskylights,—the cheer-giving window views of sky and trees are retained.\nAssembly rooms, storage space, toilets, and other portions are properly and\nsufficiently lighted from above.\nSunlight may be admitted through the\nceiling. One is, therefore, at liberty to disregard orientation in locating\nclassrooms—all north or all south exposure may be provided, as well as east\nor west exposure, because the defects of too little or too much sun may be\ncorrected by means of the skylight adjusting vanes. Uncontrolled skylight\nis both bad and unnecessary. By means of the revolving sheet-metal vanes,\ncovering the entire skylight area, one may darken the room for stereopticon\nuse, or may “open wide’ and admit all the light there is on a cloudy day.\nThe vanes can be set at any angle so as to admit light and exclude sun.\nWalls and ceilings can and should be colored so as to augment the introduction and diffusion of light to relieve eye strain and increase the refining\neffect of beautiful interiors. ‘Top-lighting simplifies this problem.\nSecond—Safety—Stairs are forgotten, no crowding, no stumbling, no\ntime required to make use of them.\nExits are multiplied indefinitely.\nChildren can escape all at once and in every direction. Even the windows,\nso close to the ground, would provide safe and adequate egress were every\ndoor in the building locked.\nBasements containing combustible stores are eliminated.\nStairways and\n\nhalls cannot be filled with smoke from fires below.\n\nWhile it is advisable\n\nto build all walls and partitions of incombustible material, such methods\nare not obligatory, and it is customary in such buildings to build the roof\n\n"}
{"page": 1382, "printed_page": "1360", "text": "1360\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof wood. Nothing but a property loss can result, and that can be covered\nby insurance.\nBasement space required for heating plant and for janitor’s storage can\nbe placed beneath terraces and not under classrooms, again promoting safety\nas sometimes defined by laymen.\nT hird—A daptability—The uses to be made of the separate classroom\nexits are obvious: instant dismissal in fire-drill, or at closing time, as well\nas passing to and from out-door play, all of which promote class independence and decrease class interference.\nThe central assembly rooms, particularly in elementary schools, are used\nwith perfect ease not only as lobbies or thoroughfares, but for many kinds\nof group instruction. The stages are enlarged and become kindergartens\nor gymnasiums, giving multiple use for single investment.\nAn assembly hall in constant use, even though that use be incidental, has\nbeen found to be valuable when it is pleasantly furnished and decorated.\nIt should not be shut off for the occasional ceremony, as the old-fashioned\nparlor in the home was.\nSuch halls are not isolated when placed as in the\nbuildings to be shown on the screen. On the other hand, their strict use as\ngathering places is in no wise restricted.\nDuring evening assemblies, it has been found advantageous to allow the\nparents to use the classrooms as committee rooms, coat rooms, and the like.\nAdditions are easily made by simple extensions of the corridors, and the\nconstruction of rooms between and along them exactly as in the original\nportion. Such additions can be made without interfering with the school\nsessions.\nFourth—Economical construction and maintenance—The question\nof\ncost is the one usually put first, but here it is not answered first\nbecause it\nis minor as compared with light, safety, and adaptability. Although\nthis\ntype of plan was brought forward at first for financial reasons,\nit has maintained its position and growth, I believe, entirely for its\nother merits.\nI\nwould advocate it, even though it were more expensive than\nother types.\nThe one-story plan is economical to construct because\nall superfluous\nbasement space may be omitted. Basements may be\nlimited to actual boiler,\ncoal, and storage requirements, so that three fourths\nof the first-floor construction may be directly upon filling upon the\nground surface, no floor\nspans required.\nAll staircases and space for same, as well as corrido\nr space opposite stairways, are omitted. Corridors may also be more\ncompactly planned in one\nthan in two or three-story buildings, and corrido\nr space costs just as much\nclassroom space.\n\nTwenty-five per cent of the corridor length and\ncost may be saved by the\nsimple device of turning the classrooms with\nthe end to the outside, and\nwith top light there is no objection to this.\nThis arrangement also results\nin better wardrobe and blackboard locations,\nand is shown by one of the\nslides taken from a design to be built in Hamm\nond, Indiana.\n\n"}
{"page": 1383, "printed_page": "1361", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1361\n\nRoof construction, as noted above, may be combustible and less expensive\nand this without jeopardizing life.\nNo claim is made that one-story buildings cost less per cubic foot than\nothers; on the contrary, they have been found to cost slightly more, about\nthree or four per cent. The saving results from decreased bulk.\nSlides prepared for the Hawthorne Elementary School at Elmhurst, Illinois, give comparisons of a one-story and a two-story plan of similar capacities and facilities. In this school unnecessary basement space and first-floor\nconstruction were omitted in the two-story plan as well as the one-story.\nNo special advantage was given the one-story.\nOf course, more land is\nrequired for this type, but not enough to cause prohibitive cost. As for\nmaintenance, less building requires less work for cleaning and repairing.\nThe question will occur to you, Is this type more expensive to heat than\nthe two- or three-story? Let us be frank and admit that it is. This is\nparticularly true if ceiling lights are not placed beneath the classroom skylights. When they are, the extra cost of heating the classrooms becomes\nnegligible, but when they are not, it will cost from six to eight per cent\nmore for coal because of the loss of heat from the skylights.\nIn regard to heating and ventilation apparatus, I believe it is not possible,\nor desirable if possible, to limit the heating and ventilation to the single\nfan, plenum chamber indirect system.\nI believe that one form or another\nof what is now known as the split system should be installed in which radiation is placed under the windows or in shafts immediately in connection\nwith classrooms so that they may be heated without movement of the fan.\nIn such installations fans, plenum chambers, and ducts exist for ventilation\npurposes only and have only incidental heating functions to perform.\nFifth—Design—In the opinion of many, schools should become less overAlways situated in residence\npowering institutions and more home-like.\ndistricts, they should take on more the character of homes, a central home\nof the community made inviting and approachable day and evening by\nyoung and old. ‘The one-story type seems to comport with this conception.\nSixth—Conformity—The slides will show great variety in plan, but\nmuch more diversity might be shown, if desired.\nThis diversity results\n\nfrom the freedom of the basic idea, from the expanding demands made upon\nschools, the changing curricula, and from conditions of funds, site, and\nlocality. The freedom from restraint, both upon architects and educators,\nseems to be influencing builders of this type of schools along original and\nprogressive lines in such a way as to make a distinct contribution to education at this time, and, I believe, to point the way for better service, more\nreal education, and future progress.\n\n"}
{"page": 1384, "printed_page": "1362", "text": "1362\n\nNATIONAL\n\nTHE\n\nPROBLEMS BEFORE THE\nOF THE EDUCATIONAL\n\nGEORGE\n\nD. STRAYER,\n\nAND\n\nEpuCcATION\n\nDIRECTOR\n\nPROFESSOR\n\nOF\n\nCOLLEGE,\n\nCOLUMBIA\n\nOF\n\nTHE\n\nEDUCATIONAL\n\nASSOCIATION\n\nCOMMISSION IN CHARGE\nFINANCE INQUIRY\nEDUCATIONAL\n\nFINANCE\n\nADMINISTRATION,\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nINQUIRY,\n\nTEACHERS\nCITY\n\nOur conception of the scope of public education has developed and expanded during the past generation. In no part of the United States is the\neducation provided in the elementary school now thought sufficient to\nsatisfy either the demands of society or the needs of the individual. To the\noriginal elementary school we have added high schools, vocational schools,\ncontinuation schools, special classes, and college and university training at\npublic expense. We have, as well, enlarged the scope of education to include physical education, health service, recreation, community organization, and the like. The cost of education has increased many fold. We are\nwithout any very clear definition of the extent of the program which is\nrequired, and we have no sound estimate of the cost that will be involved\nin providing for the realization of the whole or a part of the program.\nWe are living in a period of economic readjustment and uncertainty.\nThere is in the popular mind a reaction against any increase in taxes and a\ndemand for retrenchment in the support of governmental activities. We\nwho work in the field of education are conscious of the inadequacy of much\nof the work that is now being done because of the failure to provide suficient funds to pay for the service of properly qualified teachers or to provide the necessary buildings and equipment for schools. But however great\nour need, we are faced with the necessity of inquiring concerning the economic resources available for the support of schools. In making such an\ninquiry we may not ignore the cost of other governmental services, nor may\nwe be unmindful of the fact that a very large percentage of our National\nincome is consumed in maintaining the standard of living which we now\nenjoy. Because of the complexity of the situation confronting us, we need\nto assemble the facts upon which to base intelligent action in the financing\nof education.\nThe importance of an investigation in the field of educational finance\nwas emphasized at the Citizens Conference on Education, called by the\nUnited States Commissioner of Education, in the spring of 1920. This\nconference passed resolutions urging a thorough-going investigation\nof the\ncost of education and of the public resources available for the\nsupport of\nour schools. The discussion at that time, participated in both\nby laymen\nand by educators, made it clear that we could not hope to advance\nthe program indefinitely without a sound factual basis for estimatin\ng the costs\ninvolved.\nA group of State and city superintendents of schools\nand other members\nof the Department of Superintendence met at Atlantic City\nin 1921. After\nconsiderable discussion they agreed that an inquiry\nconcerning the present\n\n"}
{"page": 1385, "printed_page": "1363", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1363\n\nprogram of education and the cost of maintaining it was most vital to those\ncharged with the responsibility for administering public education.\nThey\nappointed a committee from their number to assist in launching such an\ninvestigation, provided funds were made available for the conduct of the\n\ninquiry.\nThe American Council on Education secured contributions amounting\nto $170,000 from the Commonwealth Fund, the General Education Board,\nthe Carnegie Corporation, and the Milbank Memorial Fund to cover the\nexpenses of the investigation. ‘These funds were contributed to the American Council on Education, with the distinct understanding that they would\nbe spent in accordance with the best judgment of the Commission appointed\nby the Council. Those contributing the funds have from the start made it\nclear that they do not seek to influence in any way the conducting of the\ninvestigation and that they will not be responsible for its outcome.\nThe\nCouncil has placed in complete charge of the inquiry a Commission composed of men experienced in education, taxation, and business. This Com_ mission consists of the following persons: E. C. Brooks, S. P. Capen, E. P.\nCubberley, Edward C. Elliott, Thomas E. Finegan, Robert M. Haig,\nVictor Morawitz, Henry C. Morrison, George D. Strayer, and Herbert S.\nWeet. The first meeting of the Commission was held during the last week\nin October.\nMy report to you today is, therefore, an account of the progress of the inquiry for the four months that it has been under way.\n_\nThe primary aims of the Educational Finance Inquiry will be to determine for typical States the program of public education which they have\nproposed in their constitutions and statutes, the extent to which these programs are now actually carried out, the present cost of education, and the\ncost that would be involved were the proposed program fully carried out.\nThe distinction which we shall seek to make between the requirements of\nthe law and the actual provision for education now made is a real one. In\nso simple a matter as the requirement of compulsory school attendance between seven and fourteen years of age there are very great variations in\nthe enforcement of the law and consequent variations in the cost of public\neducation. In many States the requirement with respect to the organization of special classes for those who are over-age, the establishment of continuation schools, the organization of vocational schools, the provision for\nmedical inspection and health service, and the like, are only partially carried out.\nWe shall endeavor, as well, to discover what the cost of education would\nbe were certain. standards adhered to. For example, what would public\neducation cost if every teacher in the elementary schools had a minimum\ntraining of standard high-school graduation, plus two years of professional\ntraining? How would the cost of education vary if the size of classes in\nthe elementary and high schools were reduced to commonly accepted standards? What would be the cost involved in providing free textbooks in all\nschools? What does it cost to provide health service and dental clinics?\nWhat is the added expense involved in providing the vocational guidance ©\n\n"}
{"page": 1386, "printed_page": "1364", "text": "1364\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nmade possible by the organization of a modern junior high school? What\ndo school lunches, transportation of pupils, special classes for the feebleminded, the anemic, the blind, and the crippled cost? From these and other\nclosely related inquiries we ought to be able, when any new program for\npublic education is urged, to indicate the added cost of maintenance involved. The disregard of our present legal requirements has been due, in\na large measure, to the adoption of an extended program without any satisfactory provision for the financing of those new enterprises which have been\n\nadded from time to time.\nThe Commission proposes, as well, to compare the growth in other governmental expenditures with the growth in school expenditures.\nIt will\nbe interesting to discover whether or not the large increase in the cost of\npublic education is closely related to the increase for other governmental\nfunctions.\nWe know that the program for public education has been\ngreatly expanded.\nIt may appear that there has been a similar expansion\nin other services provided for by local, State, and National government.\nA preliminary inquiry has already been undertaken with respect to taxation\nin support of public education.\nStudies which seek to evaluate current\npractices in the fiscal administration of schools are under way.\nThe Commission decided to undertake as an initial inquiry an extensive\nstudy in one State. It is expected that in the study of a single State methods\nof investigation may be developed that may be found applicable elsewhere,\nand that this preliminary inquiry may make it possible to economize time\n\nand effort in the more extended survey. For the purpose of this initial inquiry the State of New York was selected. This choice was made because\nof the completeness and accessibility of the financial reports made to the\nNew York State Department of Education, which are based upon a uniform\nsystem of accounting, and an account of the thorough-going study of rural\neducation just completed by the Committee of Twenty-One, of which Professor George A. Works, of Cornell University, is the chairman:\nConsiderable progress has already been made in the New York State\ninquiry,\nand the investigation has been extended to two other States,\nIllinois and\nCalifornia.\nWhile the inquiry is being conducted in these States certain\nother investigations are under way which of necessity must be\nextended to\nthe whole country.\nFor example, the expenditures of the National Government for education have been carefully listed. Inquiries\nconcerning the\nfiscal administration of city school systems, school debts, insurance,\nand the\nlike, involving data from communities throughout the country\nare well\nunder way.\nIn any analysis of the cost of education it is necessa\nry to differentiate\namong those units of organization commonly making\nup our educational\nsystem. The inquiry will, therefore, seek to discove\nr the cost of elementary\nschools, junior high schools, high schools, teacher-traini\nng institutions, colleges, and universities. Certain other units of school\norganization, such as\ncontinuation schools, special education, and adult\neducation, can be differentiated and their cost determined.\n\n"}
{"page": 1387, "printed_page": "1365", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1365\n\nAnother type of analysis of the cost of education in terms of the work\nactually done in the classroom is being undertaken. It is good to know the\ntotal cost of elementary schools, but it is far more informing to know what\neducational ends the elementary school is designed to attain and what it\ncosts to realize each of these purposes. The present program of education,\nas we find it in modern elementary schools, can be organized around four\nlarge objectives:\n(1) To read, write, and speak correctly the English language, and to\nknow and use intelligently the elementary processes of arithmetic.\nBy\ncommon consent these are the fundamentals without which satisfactory\ncitizenship cannot be secured.\n(2) To know and to observe the laws of physical health and well-being,\nand to appreciate the meaning of life and nature.\n(3) To know and to appreciate the geography and history of the community, State, and Nation, and of the world at large; to realize one’s share\nin the social, civic, and industrial order of such a democracy as ours, and\nto meet the obligations which such knowledge and appreciation should\nengender.\n(4) To share intelligently and appreciatively in the fine and useful arts\nthrough the pursuit of drawing, music, of manual training, and the household arts as they are related to the three great universal needs of food,\nclothing, and shelter.\nIt will be helpful to know the relative proportion of the elementaryschool budget which is expended for the teaching of fundamentals, as com-\n\npared with those subjects which are sometimes\n\nconsidered\n\nless essential.\n\nWith these facts before them, it may be that some of the critics of our\nschools will be less free to charge wastefulness, and that they will understand better than they now do the place and the cost of that part of our\nwork which they call fundamental.\na\nIn addition to the analysis of school costs by units of school organization\nand in terms of educational objectives to be realized, it is proposed to under-\n\ntake a careful study of those costs which cannot be charged directly to any\nspecific unit of the school system. ‘These costs are commonly designated as\noverhead. There is a popular belief that the overhead charges in the field\nof education are excessive. Nothing has been revealed by our inquiry to\ndate that lends support to this charge. Nevertheless, it seems important to\ncarry forward a most careful analysis of the charges for educational and\nbusiness administration of schools, and in so far as it is possible to compare\n\nthese overhead charges with similar costs in other undertakings.\nThe fiscal administration of schools involves the study of the participation by the State in the support of education as well as an inquiry concern-\n\ning local administration and control.\n\nWhat part of the total support of’\n\nschools is provided by the State? What sources of revenue are allocated for\nschool purposes? Is there a State school tax? How is the burden of support as between the more and less wealthy communities equalized? All of\n\n"}
{"page": 1388, "printed_page": "1366", "text": "1366\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthese problems are important for one who is interested in the support of\npublic education in our American commonwealth.\nThe question of the separate financing of education is everywhere being\nconsidered. In the United States today approximately forty per cent of all\nof our cities are organized so as to give the boards of education control of\nthe financing of public education, including, with certain limits, the levying\nof taxes. In about twenty-five per cent of our cities the board of education\nis completely dependent and is. required to submit its budget to a general\nmunicipal fiscal authority, commonly the board of estimate and apportionment, and is permitted to spend funds only as they are granted for the purposes designated in the budget passed by this body. Other city boards of\neducation enjoy varying degrees of independence or are subjected to varying degrees of control. The inquiry seeks to discover the effect of these\nvariations in the fiscal administration of city school systems.\nAn inquiry concerning capital outlays has also been instituted.\nIn the\ngreat majority of American cities there are insufficient accommodations for\nthe children now enrolled in the public schools. In many communities old,\nunsanitary, and dangerous buildings are still being occupied. Many millions of dollars must be invested, if children are to be accommodated, and\nif their health and lives are to be safeguarded. It is important that in\nthe\n\nexpenditure of these millions the utmost economy consistent with sound\n\neducational practice be observed. ‘The problem of financing building programs is one that may not be neglected in the study of school\nfinance. In\nlike manner, the present practices with respect to the insurance\nof school\nbuildings, the preparation of school budgets, and fiscal\naccounting are\nworthy of consideration.\nThe Educational Finance Inquiry has no program which\nit seeks to impose. It cannot enter upon a study of the degree of\nefficiency that is attained by our schools as at present organized. It does\nseek to inquire what\nresources may reasonably be expected to be made\navailable for education;\nwhat the cost of the program is as actually develop\ned today; and what the\n\ncost would be were the program which has been propose\nd fully carried out.\n\nIt will seek to analyze costs and to propose in the\nlight of experience sound\nfinancial administration. It will endeavor to make\nclear the cost of expand-\n\ning the present program, or of adopting higher\nstandards than those which\n\nare now commonly found. It will seek to show\nwhat changes in our program would be necessitated were a policy of retrenc\nhment required of those\n\nwho administer our schools.\n\nIt is only as we present to our public these\n\nbasic facts with regard to the cost of education\nthat we can hope for an\nintelligent solution of the problem of financi\nng our American public-school\nprogram.\nIn all that the Commission plans to do it\nis dependent upon the codperation of those who administer our publi\nc-school system. It is gratifying to\nbe able to repor\n\nt that to date the Commission has had\nthe most cordial and\nintelligent codperation of all who have\nbeen asked to furnish data. or to\n\n"}
{"page": 1389, "printed_page": "1367", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1367\n\ninterpret the facts assembled. It will welcome any suggestion or criticism\nwhich any of you may be willing to give. The Commission is glad to work\nwith you in the interest of our American public schools and for the welfare\n\nof the Nation.\n\nFINANCIAL\nARTHUR\n\nM.\n\nHYDE,\n\nNEEDS\n\nGOVERNOR\n\nOF RURAL\nOF\n\nCITY,\n\nTHE\n\nSTATE\n\nEDUCATION\nOF\n\nMISSOURI,\n\nJEFFERSON\n\nMISSOURI\n\nIn this hearing the value of education will stand admitted.\nDiscussion\nof education from the standpoint of the individual, of society, or of the\nState is unnecessary.\nHere, at least, all will agree that the primary duty\nof the State is to afford to its citizens, present and yet unborn, an opportunity for an education, and that the primary duty of the parents is to make\nany sacrifice that can be made for the education of their own and their\n\nneighbors’ children.\n\n:\n\nNo better test, to my mind, can be made of the value of education than\n\nthis. Imagine the doors of all the schools of the world closed today to\nremain closed. In ten years the world would be one fourth illiterate; in\ntwenty years one half illiterate, and any form of civilization would be endangered ; in thirty years the world would be chaotic, and in forty years\nthe night of the Middle Ages would have settled upon us. The world and\nits civilization—all that has been won by centuries of struggle—is separated\nfrom the abyss of savagery only by forty or fifty years of education.\nThe greatest problem of education today is the problem of rural education. Soon after coming into office I made a study of the conditions in\nrural Missouri.\n“The schools of the towns and cities in Missouri, my\nfriends, are, generally speaking, very creditable to the State of Missouri.\nThe schools of the towns and cities of Missouri are not perfect, but they\nare so good that every Missourian can be proud of them. But what about\nthe rural schools? I was amazed to find that our country boys and girls\ngot on an average 121.6 days of schooling a year, whereas their city brothers\nand sisters got 171.5 days a year. ‘That the boy of the town and city got\nfifty days more schooling than the boy of the country.\nI was amazed to\nfind that eighty per cent of the university graduates, of the graduates of\nour State teachers’ colleges, of the holders of first-grade teachers’ certificates in this State, were teaching in the towns and cities, and that eighty per\ncent of the third- and fourth-grade certificate holders were teaching in the\ncountry. In the town they have grade schools, kindergartens, high schools,\nvocational training. In the country they have the one-room schoolhouse,\nwhich goes no higher than the eighth grade, and has to alternate its grades\nto go that high.\nOn further investigation I found that such a city as this taxed all of the\n\nproperty of all the people in the whole city, in order that every child, rich\n\n"}
{"page": 1390, "printed_page": "1368", "text": "1368\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nor poor, living in the confines of this city should have an equal educational\nopportunity.\nI found that Kansas City, with 325,000 people, that St.\nLouis, with 800,000 people, taxed the property of the whole population, in\norder that every one might bear equally the burden of taxation to give to\nevery child within the city limits an equal educational opportunity.\nI found also that in Missouri there are 8836 rural school districts.\nUnder the Missouri Constitution, the Board of Directors of a school district can levy forty cents taxes on one hundred dollars without any vote of\nthe people. If the people of the district permit it, by a direct vote authorizing it, the Board of Directors of a school district can tax them sixty-five\ncents on the hundred dollars. Under the guise of economy of State affairs,\nformer administrations of Missouri had assessed farm land and farm property at a small fraction of its value, or at from twenty to forty per cent\nof its real value. The farmer, therefore, could use only from twenty to\nforty per cent of the value of his own land as a basis for levying taxes for\nthe support of his own schools.\nLet us assume that the maximum of sixty*five cents was levied in every\ncase. There were 852 school districts in Missouri which, under the old\nsystem, couldn’t raise by local taxation more than $195 a year to support\ntheir school system. ‘There were 868 more districts under the old system\nthat could not raise $260 a year to support their school system. And out\nof the total 8836 rural districts in Missouri, more than sixty per cent—\n5511, to be exact—were unable to raise by local taxation as much as $520\na year.\nThe average rural school district has less than 200 people in it.\nLet’s\nsee what it would mean to St. Louis if the school system of that\ncity were\non the same basis as it is in the average rural county. St. Louis\nhas a magnificent system of schools, not perfect, but by all means one\nof which it is\nproud, consisting of its grade schools, its high schools, its vocationa\nl-training opportunities, and so on, and why?\nBecause St. Louis taxes as one\nschool district the property of 800,000 people, all in one district.\nTo place\nSt. Louis on the same plane as a rural county, divide St.\nLouis into school\ndistricts of 200 people. That would give St. Louis not\none district but\n4000. Instead of the magnificent system of schools St.\nLouis now has there\nwould be 4000 one-room schoolhouses, 4000 school boards,\n4000 independent teachers.\nInstead of great school buildings with laboratories\nand\nlibraries, give to St. Louis the one-room schoolhouse,\nwith its scanty curriculum, its poverty of equipment, and I venture the\nassertion that St. Louis\n\nwould be little better than a whistling station inside\nof ten years.\n\nwould not live there; they would g0, as so\nmany\n\nPeople\n\nfarmers have done, to\n\nsome place with better facilities for the education of\ntheir children.\n\n‘The problem of the rural school is twofold.\nFirst, how to finance better\nschools in the present districts; second, how\nto induce consolidation of dis-\n\ntricts and finance the vastly improved consol\nidated schools.\ntempted an answer to this problem in two\nways in Missouri.\n\nWe have atFirst, we put\n\n"}
{"page": 1391, "printed_page": "1369", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1369\n\nproperty in the State for taxation upon the assessment books at as nearly\n\nwhat it is worth as we know how. Why was that necessary? First, because it takes money to build and maintain a school; second, because with\nfractional valuation of farm land there were 5511 school districts which\nwere assessed at $80,000 or less, and which at the highest rate of taxation\npermitted by the Constitution couldn’t raise more than $520 per year to\nsupport their schools; and third, because an efficient school cannot be maintained upon $520 per year. Consequently, the only thing that could be\ndone was to raise the valuation of the land and other property, so that the\nrate permitted by the Constitution would raise more money if the people\nwanted to raise it, and so voted.\nUnder full valuation the number of schools which were limited to $195\na year for support was reduced from 852 to 252. The number of schools\nlimited to $260 a year was reduced from 868 to 357. The total number\nof schools limited to $520 a year was reduced from 5511 to 3186. The\nenrolment of schools increased by 41,226, and there were in Missouri\n6,000,000 more days attendance in 1921 than there were in 1920 as the\nconsequence of the change in policy.\nI know, and the statistics prove it, that the farmers of Missouri want\ntheir children to have the very best education that it is possible to give them.\nThe statistics prove it, because eighty-one per cent of the school districts of\nthis State voluntarily voted for the maximum levy permitted by the Constitution for school purposes. Now, my friends, when I think of the country boy or girl, trudging his mile or two to school through the mud and\ndust of spring and fall and the snow drifts of winter, trying to get an education in the one-room school that stops at the eighth grade, taught by a\nperfectly noble person, but one whose training entitles him only to a thirdor fourth-grade certificate ;trying to compete in the race of life on fifty days\nless schooling per year, in a school equipped, perhaps, with an old battered\nglobe, a tattered map, but with no library and no laboratory, trying to\ncompete in the race of life with his city brother and sister, with their specialized departments and their great equipment—when I think about the\ncountry boy and girl, I repeat, trying to compete under these unequal conditions, then I feel that it is a wonder, nay more, it is a marvel that out of\nthe country have come so many of the world’s great leaders.\n\nDon’t imagine that the change in assessed values was accomplished without a jar. The politician got busy and set up a howl that we were raising\n\ntaxes on the farmers.\n\nThe,county courts and local school boards seized\n\nupon the increased valuation to levy much-needed revenues for improvements. “The farmers became alarmed because they did not understand, and\nwe heard from them in tones that were mistaken but by no means uncertain.\nYou see, the farmers had for years been fed upon false political propaganda.\nThey have been educated to believe that the cities should pay practically\nall the taxes, and that they were saving on taxation by having their lands\nassessed at a small fraction of their value. ‘They were saving a few pennies\n\n"}
{"page": 1392, "printed_page": "1370", "text": "1370\n\n-\n\nNatrona\n\nEpucATION\n\nASSOCIATION\n\non taxation, but the voice which loudly proclaimed the pennies saved was\nsilent as to why they could not maintain their schools. ‘The hands which\nheld out to the farmers a few cents saved in taxation were choking back\ntheir holiest aspirations for an education and a fair chance in life for their\nown boys and girls.\nThe fight is not yet over in Missouri.\nThe farmers are beginning to\nunderstand. I have faith that when they do understand they will approve.\nThey tell us it means our political ruin. But I am going ta be Governor\nthree years more in Missouri, and during those three years the kiddies of\nthe farm are going to get a square deal. I want to know if there is a\nsquare-toed, up-standing, hard-hitting Republican or Democrat farmer in\nMissouri who will trade off his kiddies’ chance for an education for a few\ncents per acre of taxes?\nWe did another thing in Missouri. A council of the leading educators\nof Missouri met to tell me what was the matter and what ought to be done\nabout it. That council, backed by State Superintendent Baker, produced\nthe County Unit Bill. I put every ounce of pressure I had behind it, and\nit finally passed.\nVolumes have been written and songs have been sung about the one-room\nschoolhouse. It is a great American institution ; out of it have come many\nof the world’s biggest and best men. If there were nothing better to\ntake\nits place, I would join, as I am sure every man here would\njoin, in the\ndefense of the one-room schoolhouse to the last ditch and last breath.\nBut\nthere is something better. It is the consolidated school. ‘The\nconsolidated\nschool brings to the country, out where the farm boys and\ngirls can get it,\nthe blessing of eight grades of schooling, plus four years\nof high school.\nIt gives to the boys and girls of the country equal opportuni\nty, because it\ngives them a chance for an equal education with their\ncity brothers and\nsisters. And this, my friends, is what the County\nUnit means, because it\nfacilitates consolidation of schools and equalizes education\nal opportunity.\nI had the figures the other day from Lafayette\ncounty.\n‘The superintendent had put out a sheet which showed that\nin Lafayette county they\nhad levied a tax in the various districts runnin\ng from five cents as a minimum to sixty-five cents as a maximum in the\ncountry, and $1.50 as a maximum in the city. The County Unit means\nthat there will be nobody\n“sneaking by” on a nickel for schools. The\nCounty Unit also means there\nwill be nobody getting penalized because\nhe believes in good schools. The\nCounty Unit system of schools will facilit\nate consolidation of rural schools\nand the construction of rural high schools.\nThe County Unit means that\nall the property of all the residents within\nthe jurisdiction shall be taxed\nequally in order to give every child within\nthat jurisdiction the same identical opportunity for an education. ‘That\nis all it does mean.\nA noted American, Roger Babson, was\nvisiting the President of the Argentine Republic,\n\nwho remarked that South America was\n\nricher in natural\nresources, in forest and water, miner\nal and mine, than North America,\nand\nthen\nasked Roger Babson why it was that\nNorth America had developed\n\n"}
{"page": 1393, "printed_page": "1371", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\neval\n—\n\nso much more than South America, although South America was naturally\nthe richer. Mr. Babson, as guest, did not answer.\nThe President answered his own question, and the answer was this: “North America has\n\ndeveloped more because the Spaniard came to South America in quest of\ngold; the pilgrim came to North America in quest of God.”\nMy friends, I do not preach Christianity in the terms of the pulpit. I\n\nwish I could. But this I do know; fifty years ago Missouri was as great\nas her people, and no greater. Today Missouri is as great as her people,\nand no greater. Fifty years from now Missouri will still be of the same\nsize as her people. Fifty years ago Missouri was richer in mineral resources\nthan she is today; fifty years hence Missouri will be less rich in mineral\nresources than she is today. Not in mineral resources, and not in hogs, not\nin terms of material wealth will the greatness of a people be measured ;\nMissouri will be measured in terms of the greatness of her people, and her\npeople will be gauged, first, by their morality; second, by their education;\nand third and lastly, by their possessions.\nI am not a politician. I wish I were. The State administration has put\nits feet in a pathway, the end of which is a bigger and better Missouri, because it means a bigger and more holy and better educated people in the\nnext generation than we have in this. My friends, did you ever stop to\nthink what it is that makes America, your country and mine? Are you one\nof the people who believes that America is nothing more than scope of territory and a spot upon the geography? Are you one of those who believes\nthat America is nothing more than its Constitution and a set of laws that\nlimit and define the rights of common men? Are you one of those who\nbelieves that America is a sort of social experiment station, a human biographical laboratory, wherein are weighed and calipered the rights of class\nand mass? My friends, America is all of these things, but America is more\nthan the sum total of these things. If you seek for the commencement of\nAmericanism and of America, you must go back through Abraham Lincoln,\non his knees on the floor of the White House; back through George Washington, on his knees in the bitter snow of Valley Forge; back across the\nocean to the French Revolution and to the Magna Carta, that great charter\nof human liberty, wrung from an obstinate and despotic crown at Runnymede ;back further to that old cross upon the hill of a Skull, whereon hung\nThe Man who first taught mankind liberty and brotherhood, when he\ntaught all men to say that basic term of human brotherhood, “Our Father.”\nTaking their aspiration and their inspiration from Him, there has struggled\ndown through the ages a long, long caravan of men, bearing at their head\nthe torchlight of human liberty. There has struggled up the long trail of\ncenturies an unnumbered and innumerable host of men who fought upon\nthousands of battlefields, who pushed ever forward the torchlight of human\nbrotherhood, justice, and liberty, until at last that torchlight was transferred to our shores, to be caught up by a Washington, a Hamilton, and a\nJefferson, and America has become the golden hope of the whole world\n\ntoday!\n\n"}
{"page": 1394, "printed_page": "1372", "text": "1372\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIt was the men who founded your Government, who first set it down in\nblack and white: “Religion, morality, and knowledge being necessary to\ngood government and the happiness of mankind, schools and means of education shall forever be encouraged.”\nI stand here tonight proud of the\nfact that during the last year the State of Missouri was able to give to the\ncommon schools of the country and of the city $1,142,000 more of State\nmoney than they ever had in their history before. I am proud of the fact,\nif they needed the money, that.the school boards of our State have dared to\nraise seven and one half million more than the schools ever had from that\nsource in their history before.\n\nFINANCIAL\n\nNEEDS\n\nOF EDUCATION\n\nIN CITIES\n\nMARK L. THOMSEN, CLEVELAND, OHIO\nWhen I saw your program for this morning and saw the list of distinguished and scholarly speakers it was with a good deal of fear that I\nmade an attempt to face you, and yet in a way this is a familiar gathering.\nIf I had the time to reminisce I would tell you how well I know many of\nyou who have never seen me, because it was only four or five years ago when\nwe needed a new superintendent in Cleveland and made a Nation-wide\nsearch. In the process of that search I obtained confidential information\nabout most of you who have the right to call yourselves prominent educators\nat all. That canvass was so thoroughly made that while we could not choose\nall of you for superintendents for the city of Cleveland the same list served\nfor several boards of education, and in two instances that I know of superintendents for large cities were chosen from that list. They were the very\nmen we had under consideration.\nSome of them we did not take because\nwe could not take two.\n.\nMy relations with superintendents of schools have been very close.\nWe\nhave the same sort of fight in Ohio that Governor Hyde, of Missouri\n, outlined to you, and as a professional man meeting the superintendents\nfrom\nall over the State it was interesting and encouraging to\nme to find the\nreadiness with which those superintendents were willing to leave\nthe matter\nof raising the funds to those who were members of the Board\nof Education,\nwho were simply buffers between those of you who were\ndoing the real\nwork and the public itself. In the process of that campaign\nI, of course,\nbecame acquainted with many superintendents.\nI wish this morning I had\nthe time to call by name those of you in cities outside\nof Ohio that I got\nto know.\nFrank Hunter’s name has just been mentioned.\nI spent a whole\nday with him in a room at the Blackstone Hotel in\nChicago.\nI shall never\nforget that pleasant interview.\nI hope I can meet him here after this\nmorning’s exercises.\nI want to express at the opening of my remark\ns my great pleasure in\nthe fact that Dr. Strayer and the committee\nthat he represents has finally\nundertaken what should have been undertaken\nten or fifteen years ago\n\n"}
{"page": 1395, "printed_page": "1373", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nS73\n\nwhen there broke out an epidemic of surveys of school systems the country\nover.\n‘These surveys, of course, have done a great deal of good. One of\nthe most notable surveys was made of the Cleveland school system.\nI\nlearned a great deal from it, but in nearly all those surveys the cart was\nput before the horse. What should have been done first of all was not:\ndone. ‘They tell you what a school system ought to do and then call your\nattention to how far you failed in doing it, when what should have been\ndone was to provide the money with which to do it.\nYou cannot have an ideal salary schedule, you cannot pay a superintendent $2000 a year, unless you have the funds with which to pay, without going to the other extreme which has been done in so many places and\nborrow not only for the physical equipment of the school system but borrow\nfor the actual operating needs from year to year and burdening the system\nwith a debt that is huge. ‘This I will refer to later on.\nSo I am very glad to know, indeed, that Dr. Strayer and these fellows\nwho have been in the surveys the country over have finally come to see\nthe light, have come to the point where they are thoroughly investigating\nthe sources of revenue for the school system the means by which they may\nbe raised, and then where those funds after they have been raised or they\nhave been made possible, where those funds shall be applied.\nNow, the needs of the country have been most eloquently outlined by\nGovernor Hyde. I wish he had been Governor of the State of Ohio\nthrough the period when we had to fight for funds in that way. We\nwould not have had much of a fight, but we actually had a fight, because\nthe then Governor of Ohio was ambitious to be President of the United\nStates and did everything that any human being in office could do to withhold from us the power of taxation for at least two years until he had\nsucceeded in getting the nomination and in making the canvass for the\npresidency.\nEverything that any man with shrewdness and great ability\ncould do was done.\nHe offered me anything.\nHe would allow us immediately to certify the deficits for two years in advance and issue bonds\nfor them in advance, mind you.\nHe would do anything but actually raise\nthe money because he felt very strongly that he wanted to be able to say\nwhile he was in office, while he was seeking the nomination for the presidency that during his term, in spite of the war and high prices, taxes had not\nbeen raised.\nI am glad that Governor Hyde takes the other view. I believe that the\ngreatest function a board member can fill, the greatest service he can give\nto his community and to his State is to preach with fervor and with absolute\nconviction that the public if the question is properly put before it, will\npay for education. ‘The public willo that sooner than anything else.\nThat was the burden of my song during the four years that I was a\nmember of the board and for the three years that I was President of the\nNow having said\nAssociation of Board Members for the State of Ohio.\nit will not seem\nbut\nafter,\ncome\nwill\nwhat\nyou\nto\nqueer\nthat, it may seem\nany queerer to you than a statement I read in the paper last night made\n\n"}
{"page": 1396, "printed_page": "1374", "text": "1374\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nby Dr. Frank Spaulding, because he mellowed evidently very much and\nadvocated great tolerance towards the middle-aged teachers in prodding\nthem towards greater efficiency. I presume that he too has seen the light\nthat in all these things, efficiency, newer methods, content training, and\nso on, that in all those things exactly the same as in tests we may go too\nfar and we may have no longer as a result progress but actual revolt, an\noverturning of the good that has been done.\nI remember saying at one time at a meeting that I hoped we would not\ngo too fast, that we would not get beyond the public, because it had been\nmy observation as a student, as an observer of political reform—I think\nMr. Davenport who preceded me will bear me out—that sometimes the\nmost thorough-going reform administration in city government is the one\nthat gets most readily upturned.\nI presume no city in the United States\nhad a finer administration than had New York City under Mr. Mitchel.\nLater on he-died, I believe, in the War.\nYet his work was overturned\noverwhelmingly at the end of four years, and apparently the overturning\nhas been sustained, and I think very largely due to the fact that those men,\ngood as they were, failed to educate and take the public along with them.\nInstead of having a continuous reform, instead of having an evolution\nof\ngood things there was a temporary revolution and then a turning-back\nto\nthe things that they had had before.\nThis illustration is important at this time, because while you will\nneed,\nand Dr. Strayer and his committee will find you will need\nmany more\nmillions of dollars than you have ever had before to carry out\na so-called\nideal administration of a public-school system that you want,\nyou will, in\nmy judgment, get it much sooner, say within ten years,\nif you make one\ntenth of the progress each year instead of trying to make\nthe entire progress\nin one year and having it overturned the second and third\nyear thereafter.\nI am saying this to you men and you women, because you\nare the superintendents of this country, to you will come the work\nof educating those\nwith whom you work.\n‘That means, first of all, your associates, then the\nmembers of your own board that you have to labor\nwith, and through them\nin turn, the education of your own local constituency.\nIf you can carry\nthat along with you you will succeed; if you can’t\ncarry it along with you\nyou will be kicked out sooner or later, not because\nyou are wrong but because you fail to catch the necessity of educating\nthe public with you.\nJust now we have undergone a tremendous burden\nof taxation, and yet\nthere are greater calls for money than we ever\nhad before. Boards of\neducation the country over—I am no longer\na member of the Board of\nCleveland and so I am not speaking from that\nstandpoint—have been unfortunate in having this acute situatior® that the\nWar brought about with\nthe cost of living so high that the actual\nsalaries received by the. teacliers\nwere utterly inadequate to fill the needs, and\nthousands of faithful teachers\nleft the ranks. No matter how much they\nloved their work they were\ncompelled to leave because they could not\nlive on those salaries.\nThis exodus from the teaching ranks broug\nht the great wage revision,\n\n"}
{"page": 1397, "printed_page": "1375", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1375\n\na revision of salary schedules throughout the country.\n‘Those salary\nschedules, of course, are not even now what they should be, but they are\na tremendous step forward, and as the cost of living falls I personally hope\nthat the salaries will not fall with it, that the salaries will remain on the\nNevertheless, these boards have been\nscale where they were placed.\nburdened with an operating cost for the time being, and coming also at the\nsame time as the great needs for the National funds it has made it extremely\nhard to carry the burden.\nExactly the same problems that confront boards\nof education confront the President of the United States today, and I can’t\nsay too much in admiration of the way he is handling this bonus question.\nI am not speaking either for or against the bonus legislation that is proposed\nin Congress, but I approve of the President’s insisting that if the bonus\nlegislation is passed, made obligatory upon the Government, there shall\nalso be provided at the same time the funds with which to meet it, that\nwe shall not continue to go on and borrow and borrow and borrow.\nThat brings me to the greatest need in city financing today—that is,\nthe means with which to pay the debts that have been accumulated in one\nform or another.\nNow you may want to know something of what from\nthe standpoint of a board member has been the great need of the city\nschool. ‘The country school needs have been outlined to you. American\ncities like Chicago, St. Louis, and Cleveland, they are good for examples\nof what I mean, have grown in a haphazard way, nearly all of them without\nany definite plan, nearly all of them without proper spaces laid out in the\nbeginning for parks, school grounds, playgrounds, breathing spots. As they\nhave grown they have become congested in certain portions, usually the\nones with the least facilities. ‘Che ordinary playgrounds are utterly insufficient to take care of the growing needs of the school children, nevertheless city school boards must at a time when property values are high\npurchase and condemn property for school grounds, plan larger school\nbuildings at enormous cost, utterly out of proportion to their utility.\nThen we have the great influx of foreigners. I was born abroad myself.\nI always speak of this matter with the greatest sympathy, and I hope with\nsome understanding, I am sure with a greater understanding than some\nof those who count themselves authorities thereon. ‘This foreign population requires special attention.\nWe have in Cleveland what we call\nsteamer schools, so-called because they are composed largely of children\nthat came fresh from the steerage compartments of European steamships.\nWith this huge foreign population there came with it the great illiterate\nforeign population, sometimes illiterate only so far as the English language\nwas concerned.\nThe great problem of trying to educate such an adult\npopulation entailed enormous expense on the city government.\nNow these are problems for the city government that the country sees\nnothing of. I have found it extremely difficult in going before the legislature of the State of Ohio to convince those men, the majority of whom\nwere from country districts, that these problems were not imaginary\nproblems, but that they were real problems with which every board had\nto deal.\n\n"}
{"page": 1398, "printed_page": "1376", "text": "1376\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nGreat as those problems are, still greater problems have been thrust on\nthe average city school system by the fact that the compulsory age for\nschool is constantly being raised.\nIn the State of Ohio it is for some pupils\neighteen years, for others, sixteen.\nI remember the time when it was\nraised from thirteen to fifteen years, a huge increase in school population\nwhich we had to take care of at once.\nNow when we have once covered a\ndistrict and placed in that district schoolhouses with a certain number of\nrooms to take care of the normal number of pupils, then all of a sudden we\nhave had thrust upon us the problem of taking care of anywhere from\ntwenty to thirty per cent more pupils. ‘Then came makeshifts of every\nkind for housing more pupils in the same rooms.\nThe Gary plan was\ntried, then the shift plans, the Kalamazoo plans, and all the other plans\nwere tried as fast as experts could think of them, half-day sessions, and\nthe like.\nI remember going to Public School No. 64 in New York City, in which\nDr. Emerson, of Boston, had succeeded in getting the Bureau of Experimental Work in New York to inaugurate the experiment of better feeding\nor nourishing of children, particularly from that district, and I remember\nhow I looked it over and how I admired the ingenuity with which the\nBoard of Education in New York, or its head, had made use of what they\ncould for playgrounds, for with the enormous street congestion, dangerous\nto life and limb, something had to be provided in the way of playgrounds.\nDo you men in the rural districts have any idea of what it means in a city\n\nto provide for a single new school in a district of that kind, not only\nenough room in which to erect the building itself, but some halfway\nadequate school provisions for the children as well?\n‘That is the tremendous burden that is put on the modern American city today. Then there\nis the question of secondary education.\nI admit all that Governor Hyde\nsaid. He said it so well, so thoroughly.\nI am so heartily in sympathy\n\nwith the program that he has inaugurated in Missouri that I hope he\nwill\nremain in office long enough to see it through.\nI am so heartily in sympathy\nwith it that I would dislike to have you think for one moment that\nI am\ncriticising what he said, but the question of secondary education\nin the\n\ncities is far more important than it is in the country for the very\nsimple\n\nreason that we have not the occupations that are decent and\nhealthful or\nat all proper for children from fourteen to seventeen in\nthe Nation’s cities,\nI was brought up in the country, and from the age of twelve\nto the age of\nnineteen I did not go to school at all. I ama college\nman today, but I\ndo not particularly lament or regret the fact that from the\nage of twelve\nto nineteen I was kept out of school.\nThere was plenty of good healthful,\nsane work that exercised my brain probably as much as\nschool would have\nexercised it and gave me a sense of responsibility as\nwell.\nThere was\n\nplenty of work of that kind that could be done. If you\ngo to the cities\nand you want to pick out an occupation for boys and girls\nnine, twelve,\nand seventeen years of age, what will you get?\nThe meanest kind of\nfactory work, dangerous to health, under circumstances\nthat are morally\n\n"}
{"page": 1399, "printed_page": "1377", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1377\n\nunfit for those young people.\nIt is doubly important for us to take care\nof that huge school population through that adolescent period, and we must\ndo it by some type of secondary education.\nIt takes a great deal of money\nto equip such a school as our Cleveland East Technical High School, the\nforerunner, according to Mr. Wirt, of Gary, and others, of many fine\ntechnical high schools in the country.\nIt takes a huge amount of money,\nenough to found a college to build a school like that in modern times. I\nthink we have an appropriation at this time of fully a million and a half\nfor one of those big schools. ‘These are the problems that are thrust upon\nthe city school officials today. They cannot be taken care of twenty or\nforty years from now.\nI would not plead for less money for the country, I would plead, if I\nhad any power to plead effectively, for far more money for country schools\nthan they are receiving today.\nOne of the pitiable and pathetic things that\nI found when as an amateur in the matter I started out to reform the laws\nof the State of Ohio was that because a constitutional provision exists that\nthe laws must be of uniform application, I could not help Cleveland without reforming the laws of the entire State. It was pathetic to me to find\nthat the small town of stationary population, no growth and no decline,\nof which there are a great many in this country, were through stupidity\nand neglect in far greater difficulty financially than were the great cities\nlike Cincinnati and Cleveland and Voledo and Columbus, just because they\nhad forgotten entirely what Justice Brewer, of the United States Supreme\nCourt, stated to our graduating class in law school, that one of the great\ncurses of the United States was not our great industrial trusts that were\nthen being prosecuted in the courts, but it was the abominable trust of the\npeople of the United States in the future generation to pay the debts that\nwe were piling up in endless bond issues at the time.\nFor these cities have almost all of them, without exception, gone hugely\nin debt to provide the buildings and the equipment that is needed for\nmodern city work.\nSome have also, through faulty budgeting, gone in\ndebt for actual operating expenses.\n\nI am a resident of one of the suburbs in Cleveland, adjacent to another\nsuburb, counted one of the wealthiest and most\n\naround\n\nCleveland.\n\nThe board that went\n\nrapidly growing suburbs\n\ninto power a few weeks ago\n\nfound that instead of having any sinking fund in that suburb there was\nabsolutely nothing but a book entry.\nEvery dollar in their sinking fund\nhad been used up for operating expenses, and that was done in a wealthy\nenlightened suburb, where there was no need of such a procedure, because\nthey had nowhere near reached the limit of taxation. “I’wo of the board\nmembers have come to me for advice. What will they do with the school\npopulation growing at a rate that will probably increase their school population in the average more than 20 per cent a year? What will they do\nwhen the very buildings that they have today for which bonds were issued\na long time ago are not paid? Now that is the fault of budgeting.\nSomebody—either members of the board who were mentally too lazy to make\n\n"}
{"page": 1400, "printed_page": "1378", "text": "1378\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe investigation evidently, or a superintendent, a clerk, or a paid official,\nwho also was mentally too lazy to put the facts before the board, and the\nfacts through the board before their public—failed to get what was needed\nat the time it was needed when there was plenty of funds.\nThe suburb in which I will live is near there and its population, though\na very small population, is even wealthier.\nExactly the same thing is being\nduplicated there with long term bonds running from thirty to thirty-five\nyears, with extremely small nominal payments on the principal at the\npresent time and after an expenditure to meet the debts which could have\nbeen paid at the time they were incurred instead of having the funds with\nwhich to meet the actual operating expenses that are needed when the crisis\ncomes—I say that is one of the worst things that has cursed the American\ncity school administration the country over.\nOne of the things that I recall as the President of the Board of Education was the signing of nearly ten million dollars of bonds on school buildings. I had voted for the measure, and we got the bonds, but every bond\nthat I signed, every time I added my signature it was a thousand dollars,\nand I regret it. The best I could do was to get them in on a strictly serial\nbasis of twenty years’ maximum life, and even then I knew that every time\nwe spent a million dollars for school buildings we spent five hundred thousand dollars before we paid it off for interest on those bonds.\nNow bonds\nrun on the average at least twenty years, and many times forty years.\nIn the case of forty-year bonds before the principal is paid for you have\npaid the principal, and you have paid twice as much as the principal in addition to that before you are finally through.\nNow such a burden on the\nfinancial system for education is enormous; moreover, it puts a burden upon\nevery new superintendent who goes into a district that he should not have;\nit puts an obligation on him that he ought never to shoulder.\nThe best warning I can give you is this: While you plead for more\nmoney, plead for absolute honesty with your public. Plead for the payment of your debts. Don’t unload them on another superintendent or\nanother board.\nPlead for the payment of your building, so that you can\nuse the building without having afterwards simply to scour the pot clean\nfor money in order to pay the interest and sinking fund charges for that\nbuilding, for every growing city needs buildings every year, needs\nnew\nbooks, new chairs, needs coal with which to heat those buildings, and needs\nnew buildings.\nNew buildings are just as much an everyday necessity in\na modern city as is the matter of what you ordinarily call the maintenanc\ne of\nthat property.\nNow you are to have a discussion on higher education by\nMr. Davenport, and you have undoubtedly what will be an extremely scholarl\ny and\nsane presentation of how to raise money by Professor Seligma\nn, and I envy\nhim his topic. That is one of the things that I feel competent\nto speak on.\nYou are up against the old question of whether the Federal\nGovernment\nshall give considerable aid to education the country over.\nIn every State\nwhere this matter comes up you will have the question\nof how much, the\n\n"}
{"page": 1401, "printed_page": "1379", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1379\n\nquestion of how big the proportion of the expenditures for local educational\npurchases shall be made by State appropriations, which means State taxes.\nI would emphasize to you, the question of the county unit, so that no one\nlittle district with a rich population can get along with an extremely small\nlevy for tax purposes, while other districts that do not have a rich population will have a much larger levy. You will have such problems come\nup. Let me give you this as the practical solution of some of these\nthings.\nI do not know what Professor Seligman will tell you as to the\ntheory of taxation, but I believe he will agree with me that in the long\nrun, if you do not hitch your wagon to the star of local revenue you will\nget bumped sooner or later, if you do not hitch your wagon to the star\nI am for State revenue, and I am\nof local revenue you will get bumped.\ntoo in favor of some Federal assistance, but I do not think it is as important\n\nas you think,\nIf I had the time I would explain.\nI am for it, and I hope it\nwill come. Don’t work to get the bulk of your money for local education\nfrom State revenue, because I don’t think it is coming from there, because\nyou will always have gross inequalities of taxes on local property, so that the\nflat rate works a great injustice, but if you will look to the education of\nthe public where you are located up to the point where they can see that\nthe expenditures you are making are just expenditures, that they are necessary expenditures, that there is no great or no unnecessary overhead, if\nyou will do that you will in almost every instance get the local support\nthat is needed, even though the taxes reach a point where it hurts. If\nyou really have at heart the welfare of the children of the district which\nyou are serving, keep on educating your public. ‘They are not doing it\nin the suburb where I am living. ‘They are not doing it in the adjoining\n‘They have done it in the city of Cleveland, in spite of the fact\nsuburb.\nthat the burden there is far greater than it is in those suburbs, and in spite\n2f the fact that every time an issue has been put before the public to increase taxes for school purposes it has been carried, overwhelmingly carried.\nWhy?\nBecause Dr. Spaulding, while he was superintendent, because Mr.\nJones, who is your President, followed him, because the Board that served\nwith him, kept the public absolutely informed all the time, because there\nwas not a cent of expenditure taken from the sinking fund that belonged\nthere, because every dollar that was to go toward the payment of debts\nwas put in there, and because the books were opened and were kept in\nsuch fashion that they could be seen.\nThe country will not stand for useless taxes. ‘hey are disgusted with\ntaxes that simply stand for useless and extravagant expenditures.\n“They\nwill stand for the other, and you men who are in charge of these school\nsystems ought to go through your system with a fine-tooth comb and eliminate every bit that is unnecessary expenditure at this time.\nPut the emphasis upon what you pay your teachers.\nYou are the ones\nPut the emphasis on what you pay your teachers\nto do the actual work.\nand put your emphasis on paying debts, so that each superintendent and\neach board and each year’s administration has the funds for that year to\n\n"}
{"page": 1402, "printed_page": "1380", "text": "EDUCATION\n\nNATIONAL\n\n1380\n\nASSOCIATION\n\nI think you will find\nuse. Do that and you will get what you want.\nI think you will\neliminate.\ncan\nyou\nexpenses\nare\nthere\nthat\nmany times\noften find that at least for two or three years to come, while the country\nis adjusting itself to this after-war condition, you may get on without any\nadditional taxes of any kind. Educate the public, and carry it along with\nyou, and when the time comes that you want to strike for more money\nyou will get it, you will get it in amost unlimited quantities, so long as you\ncan prove to the public that your use of it is right.\n\nFINANCIAL\nFREDERICK\n\nM.\n\nNEEDS\n\nDAVENPORT,\n\nPROFESSOR\n\nOF\n\nLAW\n\nOF HIGHER\n\nMEMBER\nAND\n\nCIVIL\n\nCLINTON,\n\nOF\n\nNEW\n\nPOLITY,\nNEW\n\nEDUCATION\nYORK\n\nSTATE\n\nHAMILTON\n\nSENATE,\n\nAND\n\nCOLLEGE,\n\nYORK\n\nI wish Commissioner Finegan would go out in my district in central\nNew York and make that introduction.\nThey might not believe it but it\nwould satisfy me.\nYou remember Mr. Dooley who once kept a saloon in Chicago, used\nto say to his friend Hennessey, before the days of the Eighteenth Amendment: “Hennessey, never mind when they get you wrong, it is only when\nthey begin to get your number that you are in danger.”\nI am asked to speak briefly this morning on the financial needs of higher\neducation, which I reckon means colleges and universities, since about\neverything else has been covered. Whenever I tackle a big subject like\nthis I always think of a story that Bishop Vincent, of the Methodist\nChurch, used to tell of a rather emotional Methodist preacher who was in\nthe habit of beginning every address with a brief invocation, and saying:\n“O, Lord, hold me together until I tell it,” but I have always been accustomed myself, when I used that invocation, to vary it a little, “O Lord,\nhold them together till I tell it.’ But I did not make that prayer this\nmorning, because I heard Commissioner Finegan make that $20,000 offer\nand I knew that that would be far more fruitful of your staying through\nthan any prayer I might personally make.\n}\nOf course, one way to discuss this subject, the financial needs of higher\neducation, is to suggest the extending fields into which funds may be\npoured, and how to get the funds through assessments and levy. Last\nsummer in the month of July it was fearfully hot out in the State of\nMaine, and it looked as though the crops would not come through, and\nalthough they did not take much stock in it in that hard-headed section\nof the country they finally agreed in that community that they would have\na meeting and pray for rain. “They all came together.\nFirst, a brother\nwho was quite accustomed to public prayer, got up and began something\nafter this wise: “O Lord, send a deluge. Send the blessed floods of thy\nrain.” Well, that did not suit that Yankee audience very well, and after\n\n"}
{"page": 1403, "printed_page": "1381", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1381\n\nhim there was a fellow of the town-meeting type who got up and said:\nO Lord, we don’t want no deluge. We don’t want the blessed floods of\nthy rain. The soil is pretty thin in these parts. What we need is just\nthree or four days of old-fashioned sizzle-sozzle.”\nI think what we need in discussing this subject for a few minutes this\nmorning is all the practical sense we can muster, because we have a real\nproblem, and so I shall begin and end by saying that the most important\nNow that\nfinancial need in higher education is the elimination of waste.\nis not a new thought, I realize, but it never was so pressing as it is now.\nYou begin to hear about that sort of thing everywhere, in industry, in the\ncase of the railroads—the wastes of competitive terminals, the wastes of\nYou read the report of the\nreturning empties, and all sorts of waste.\nHoover Committee of the Federated American Engineers on Industry, and\nyou notice particularly in the five great trades the burden of it is the elimination of waste, fifty per cent of which they charged to management and\nabout twenty-five per cent to labor, and when you come to government in\nAmerica, well, there is Hell-and—Maria Dawes, of this part of the country,\nover in Washington doing what he can, and then in my own State of New\nYork we have a very sensible man in the Executive Chair, Governor Miller,\nwho is attempting to show what can be done in the efficient, economical, and\nWe are proceeding\nbusiness administration of a great commonwealth.\n[which I think is\nprinciple\nthe\non\nYork\nNew\nin\nadministration\nhis\nunder\nabsolutely sound], that you have got to have advance but you ought not to\ntry to have it faster than you can pay for it and manage its, .leagree, too,\nwith what Mark Thomsen said this morning, that you ought not to go\nany faster than the public sense of your community goes along with it. I\nam in entire agreement with Governor Hyde with respect to the wholesale\nuse of the referendum, but I have the most tremendous respect for the\nI bepublic sense developing slowly under education into public opinion.\npeople.\nlieve you can get anything through that method with the American\nrural\nIn our part of the country the general burden of education, both\nthe\nand\n,\nand municipal, is widening and bearing heavily upon the taxpayer\ngroanings are increasing in volume with each passing year.\nion\nThe most important financial need in higher education is the eliminat\ncolleges\ninto\ng\nStudents are crowdin\nWhat is the situation?\nof waste.\nbetween 1898 and 1915 doubled;\nstudents\nof\nnumber\nThe\nies.\nuniversit\nand\nSince the war and especially\nbetween 1898 and 1920, more than doubled.\nhave been\nduring the last year or two the institutions of higher education\n\nsmothered with students.\nOne is\n.\nIf you ask, why such an inrush, there are all kinds of answers\nas the\nliving,\ntes\nconstitu\nthat there is an aroused consciousness about what\neducahigher\ncalled\nthing\nresult of the war; parents are bound to have this\nAnd then there is the more cynical view\ntion for their sons and daughters.\nby Presiof the anonymous writer in one of our leading magazines, quoted\n‘This\naddress.\nrecent\na\ndent Coffman, of the University of Minnesota, in\n\n"}
{"page": 1404, "printed_page": "1382", "text": "1382\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nanonymous writer suggests that higher education be financed by requiring\nstudents to pay fees on the basis of the grades they receive.\nHe describes\na school that was in dire financial distress. Everyone was discouraged and\ndespondent.\nThe faculty met from time to time and engaged in the usual\nacademic discussion, but academic discussion did not supply funds to buy\ncoal or to pay the grocer or the butcher.\nThe president of the institution\nheld out the hope of better days but no one could see them. A business\nexpert was employed to study and report. He discovered that there were\ntwo classes of students, those who go to college for an education and those\nwho are in college because it is a fashionable and respectable place to be.\nHe recommended that all students having a grade of 90 or better should\nbe exempt from fees; those having a grade of 80 to 90 should pay a fee of\n\nsay $200 a year, between 70 and 80, $500 a year, and so on down until\nthose who received grades of 20 or below should pay a twenty thousand\ndollar fee. Out of three thousand students he discovered that 180 would\nhave no fees to pay.\nOne of the mythical fathers, sending his twenty thousand dollar check, is reported to have written: “It comes high, but I believe\nit is worth it to be rid of the boy for the year.”\nThis cynical view of the institution of higher education as more or less of\nan eleemosynary cross between an orphans’ home and a school for defectives\nand delinquents is somewhat borne out by the rapidly vanishing ratio between what the student pays and what public funds or private endowments\npay into the treasury of so-called higher education.\nI believe statistics for\n1900 indicate that the student paid one half.\nNow he pays perhaps one\nthird, or one quarter, and the end is not yet.\nBut the bill of particulars grows.\nIn the institutions of higher education we pour funds into wider and wider extensions of curricul\num.\nInstead of the college, for example, holding itself to the baccalau\nreate degrees, it is reaching out into what is known as applied science\ndegrees—\ncivil engineering, electrical engineering, chemical engineering,\nand the rest.\nMoreover, in so-called higher education we are running out\ninto the\nfringes of knowledge, seeking meticulously the limits of specializ\nation, with\nan ominous increase of financial overhead as the result of the\nprocess.\nThe\nnumber of faculty hens with one chicken grows apace, not\nin one institution\nalone but in many institutions within the same area; same\nkind of hen, same\nkind of chicken.\nIt is probably all right for Yale to teach the Mandarin\ndialects, but why should all the institutions in New England\nor in the\ncountry teach them, too? If there is a good man on\nthe dative case somewhere, why not codrdinate effort, why not let all\nthe dative case sharks\nswim in his waters and give them the credit for it where\ntheir college or\nuniversity residence happens to be? Why in\nmost institutions of higher\neducation is not a restriction to essentials and ‘concent\nration upon quality\nthe important thing? Why are half the colleges\ndoing university work?\nWhy couldn’t we dispense with twenty-five to\nthirty per cent of all the\ninstitutions of higher education in the country?\nSentiment, you say. A\ncat with nine lives is not in it with a college,\nso far as tenacity of existence\n\n"}
{"page": 1405, "printed_page": "1383", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1383\n\nis concerned.\nWe thought that many institutions would blessedly perish\nof starvation in the period of financial tension following the war.\nBut\nalumni, friends, communities rallied to support, and nearly all the perishing are held back from the brink of the Styx. All right; but this overlapping, competitive process is helping to crush the spirit and effectiveness\nof higher education\n\nas it is of religion.\n\n‘The drives and the deficits go\n\nmerrily on. But is not there an end to it all? Isn’t there a limit to the\ngutting of the social income of the country?\nHas the time come, for example, when we must examine the situation\nand ascertain more sharply than we have whether there is a dividing line\nbetween the general social value and the value to the individual of various\ntypes of higher education?\nIf we are to train persons for future individual\nperformance and careers of more than average earning power, is it right\nthat training of this sort, professional and technical, where the direct value\nto the individual is very high, should be altogether a charge upon the public purse or private philanthropy, or rather to a considerable extent a lien\nupon his future earnings, to be at least in part repaid by him through a\nsound system of loan agreements?\nWe are trying in this country to do\nsomething never tried before, we are offering practically free almost any\nkind of professional education, or any other type of higher education.\nHow\nlong can we bear up under it?\nFrom the standpoint of public funds certainly, and to a degree from the\nstandpoint of patriotic private endowments, what ought the money poured\ninto the treasuries of higher education to be used primarily for? I think\nnot so much to produce professional technicians and prosperous individualistic careers, but to produce the statesmen of politics and government, the\nstatesmen of industry, the statesmen of journalism, the statesmen of literature, the statesmen of education, the statesmen of organization—in a word,\nthe National leaders without whose vision the country perishes and of whose\ngenius America never stood so much in need. Where are your great Americans in National affairs? Where are your “‘spacious-minded” citizens who\nThe wiser heads in American industry\ngive leadership to a democracy?\nwill tell you quietly that they cannot begin to find the broad directing minds\nneeded in larger number every year as industry grows in organization and\n‘The professional technician rarely becomes a directing mind,\ncomplexity.\nwithout which all is lost. And the wiser heads in industry now look for\nthe men of broader liberal training in higher education to fit into an inIf the whole\ndustrial environment which has outgrown the technicians.\nsystem of National higher education is not moving in the channel which\nproduces first of all statesmen of the broader National affairs, is it not\ndrifting towards National waste?\nSurely what we need most is men who can broadly think and plan for\nThe only\nWe should have learned that from the war.\nthis whole people.\nreason that the planet is worth living on today at all is that France produced for the world one man who could think, in Ferdinand Foch.\nAre our colleges, which above all should be training centers for National\n\n"}
{"page": 1406, "printed_page": "1384", "text": "1384\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nleadership, furnishing environment which develops the leaders?\nFootball\nor hockey is an intelligible and interesting game to college students, but\nis knowledge as yet an intelligible and interesting game?\nNot so that you\nwould notice it. On its academic side, the college is yet a passionless home\nof culture and calm.\nBy the waters of paradise there we sat down and\nplucked Utopian flowers in Icarian valleys; a resting and ruminating spot\nbetween the actuality that was and the actuality which is to be. “ Tis\nbetter to have come and loafed than never to have come at all.”’ Would the\nmodern college training have advantaged Lincoln?\nOnly the Infinite\nknows.\nIt might have been an act of sabotage comparable with heaving a\nboulder into a Corliss engine. One of the most striking things about\nRoosevelt was the comparatively slight contribution which his Harvard education seems to have made to his great store of knowledge and power.\n“The\n\nbirds, the woods, the jungle, the wild animals, the cow-boys, the wardheelers, the bosses, the Rough Riders, the Kaisers—they educated Roosevelt.\nBut there is one tremendously vital side of college existence, the side of\nathletic and social activity, and into that channel the energy of American\ncollege youth pours itself with abandon.\nIs not there a reason and has it not a bearing upon waste and finance?\nEnglish traditions of higher education in Canada and Great Britain divide\nthe student body into the “pass” group and the “honor” group.\n“Pass”\ncourses are taken by the “pass” group—as I understand it, a distinct and\nseparate curriculum.\n‘The large group of “honor” men who strive eagerly\nfor mental achievement, make the reputation of all Canadian and British\nuniversities and furnish the leadership of affairs in the British Empire.\nTheir “honor” men are managed in a totally different way, in different\nclasses, with different relation to their teachers, with much independenc\ne,\nbut are held to a rigid program of achievement.\n‘The system gives a man\nwho is keen, who is anxious to develop his mental resources, an opportunity\n°\nto do it on a broad scale in personal contact with his instructors\nwho are\ndirecting his studies.\nIt is said to have a surprising effect upon the general morale of higher education.\nI do not speak from knowledge.\nI\nemploy my information only as an illustration.\nIn American higher education, on the other hand, we have a\ntendency\nto run every man, good or bad, through the same mould.\nPractically all\nour colleges and universities have some kind of an honor system,\nbut the\n“honor” group consists of three or four or ten per cent; and\nthere is practically no effect upon the student body as a whole.\nThe student body as a\nwhole we have leveled down to the average or below the\naverage, precisely\nas some of the labor unions do.\nAnd it is no wonder that there has grown up, inside\nthe institutions of\nhigher education, an inner world of vast activity\nthat has no relation to\nthe actual purpose for which the students are in college,\na world dramatic,\nsocial, musical, athletic.\nSomething must be invented to satisfy the boundless vitality and energy and initiative of young Americ\nans.\nAnd there are\nlarge numbers of men in every college, the best\nof them from the stand-\n\n"}
{"page": 1407, "printed_page": "1385", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1385\n\npoint of future leadership, whose powers find insufficient outlet and interest\nin the mass-curriculum constructed for the mass-average.\nAnd many of\nthem are left to invent other forms of training which have at least the merit\nof stirring their enthusiasm and capacity for individual achievement, and\nhelping them still to conceive themselves as members of a burly and progressive race.\nHow are we to remedy the waste of such a system as ours—by adopting\n\narbitrarily the mental class-cleavage grouping of the English and Canadians?\nI think there is a better and more distinctively American way.\nPerhaps twenty-five per cent of the wastage may be stopped at the threshold.\nThis is what they are seeking to do at Columbia, as I understand it, by\ntesting out applicants for admission to the college of liberal arts and sciences\nby simple psychological methods.\nI am informed that last year, out of 750\napplicants, about 450 were admitted.\n“The combination of the scientific\ntest for intelligence with the conventional test for scholarship favors gifted\nboys with poor advantages above rich boys with gifted tutors, as Thorndike\nputs it. It is therefore a genuinely democratic method, brings better material into the colleges and eliminates the financial waste of attempting the\ninstruction of the unfit.\nBut after the men are in, at the end of the sophomore year, after they\nhave had their full chance and have demonstrated that they are not qualified with capacity, desire, and earnestness, why shouldn’t they be weeded\nagain?\nEvery student, speaking in a purely financial sense, is a financial\nliability instead of an asset. “hen why not liquidate the liabilities at least\nat the end of the sophomore year? “Thus we may economize energy, effort,\nand funds during the last two years, when the greatest intellectual impression is to be made upon personality anyway.\nFor the large group which\nwould then be left, the democratic principle is not, every man down to the\nlevel of the average, but all men up to the heightof their capacity for mental achievement.\nThe financial remedy for the ills of higher education is to be found, I\nthink, not in new methods of assessment, and apportionment of taxes, but\nin the elimination of waste in organization and functioning through a return to sound principles of democratic philosophy.\nSomething must be\ndone other than new drives, new deficits, new extensions of curriculum, and\nnew\n\ntaxes.\n\nI know there are virginal educational areas which have never yet been\nploughed.\n\nI know\n\nthat in certain\n\ndirections\n\nthere is a genuine\n\ncall to\n\nBut when unit costs are rising and the volume of units is rapadvance.\nand the social income is not expanding to meet the rising\nincreasing\nidly\ncosts, the chief financial need of higher education is economy of expenditure, of function, of organization; and above all, the fixing of purpose\ndominantly upon the expenditure of public and semi-public funds for the\ndevelopment of broad leadership in American affairs.\n\n"}
{"page": 1408, "printed_page": "1386", "text": "1386\n\nNatTIONAL EpucaTION\n\nHOW\n\nEDWIN\n\nMAY\n\nASSOCIATION\n\nTHE NECESSARY FUNDS FOR\nEDUCATION BE PROVIDED?\n\nR. A. SELIGMAN,\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\nNEW\n\nPOLITICAL\nYORK\n\nPUBLIC\n\nECONOMY,\n\nCOLUMBIA\n\nCITY\n\nWhen I see before me this immense and distinguished audience I am\nreminded of the story of Hennessy’s friend. Pat had led a rather checkered\nlife and now, being on his deathbed, sent for the priest to grant him absolution and to perform the last rites of the church. When the priest saw\nhim he said: “Well, Pat, haven’t you decided yet whether you want to go\nto Heaven or to Hell?” Pat replied: “Well, Your Reverence, Heaven is\na very attractive place. I like it for its climate and for many other reasons.\nBut, saving your presence, I prefer the other place for its company.”\nThus you see, gentlemen, why it is that I feel so much complimented in\naddressing you today. Now we come to the topic, that very thorny topic,\nto which I am assigned to speak. And, instead of reading from a prepared\npaper, I prefer to talk to you quite freely from a few notes. Let us first\ntry to see why and how the problem of the inadequacy of our present revenues to finance education has arisen. ‘There are at least four reasons for\nthe emergence of the problem.\n‘The first reason has been referred to by\nseveral of the preceding speakers, that education looms continually larger\nin our actuality and in our imagination and that we are yet only in the very\nbeginning of that movement.\nWhile agreeing with almost everything that\nmy distinguished predecessor, Senator Davenport, has said, I should nevertheless like to urge that there are almost no bounds to be set to the possibilities of the education of the future.\nI wonder how many of you have read that inspiring book by G. D. H.\nCole, the British Guild socialist. Despite the fact that I am by no means\nin accord with his economic teachings, I think that his last book presents\nmore successfully than anything else that I have read a picture of what\neducation may come to be in a democracy. We may as well accept the\nproposition that there is going to be continually more spent for education ;\nfor it will be an ever better education.\nInasmuch as the world tests a\ncountry’s civilization not by the amount spent for its battleships, but by the\nsums spent for education, this feature of the problem will constantly acquire\ngreater significance.\nIn the next place, I should say that we find in education, as in every\nother form of modern social activity, a well-defined transition from private\nto public activity. The schools, like the roads, the courts, the army,\nlike\nalmost everything else that is a matter of communal effort today,\nwere\noriginally private. Even today in this country we have in many\nof our\nStates not alone private schools, such as primary and secondary\nschools at\nthe bottom, but private money-making professional schools\nat the top.\nEducation, however, perhaps more rapidly than any other\ndomain of communal life in a modern democracy, has gone over and\nis today in this coun-\n\n"}
{"page": 1409, "printed_page": "1387", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1387\n\ntry markedly going over from the private to the public field. Therefore,\nthe difficulty of financing education has become aggravated because the expenditure must nowadays be met primarily out of the public funds, and not\nby any means to such an extent as in the past out of the large contributions\nof the wealthy to private institutions.\nIn the third place, even after education became a public function it for\na long time paid its own way. ‘The time was when through the receipt of\neducational fees there was no net burden resting upon the community at\nlarge. Senator Davenport has pointed out to you how even in the higher\neducation we are gradually going over from the thirty per cent to the fifty,\nsixty, seventy, or even eighty per cent of cost resting as a deficit on the\ninstitution or on the community as a whole. In many democratic countries\nyou still have school fees. ‘The distinctive characteristic of our country,\nhowever, is the public school. For, as you all know, the public-school system of Great Britain, far from being public in our sense, is the most aristocratic type of school in the world. In this country, however, the publicschool system with the implication of free and gratuitous education started\npartly under Dutch, partly under Anglo-Saxon influences.\n‘That idea is\nnow working its way to the very top of the edifice. With the transition\nfrom a public-school system which pays its own way through fees to a\nsystem which has got to be supported by the community, the fiscal problem\nemerges.\n‘The streets are swept and cleaned today not by the abutting\nhouseholder, but at public expense.\nThe courts today are no longer selfsupporting, as in former times: Adam Smith, you remember, recommended\nthat court expenses should be paid out of fees from the litigants in order\nto make the judges more diligent in their work. Just as the courts are\ntoday supported out of public revenues; just as the public policeman has\nsupplanted the private watchman; so it is coming to be with education.\nFinally, we come to the last point, which is that in the forms of public\nrevenue themselves there has been a great change. In early times public\nexpenditures were defrayed out of voluntary contributions. We know in\n\nevery colony of what is now the United States the exact date when the\ncontributions from the men “whose heart is willing,’ as the law quaintly\nput it, no longer sufficed for defraying the public expenditures. ‘There were\nso many whose hearts were obdurate that they had to substitute for the\nvoluntary offering the compulsory payment.\nBut even then and until very\n\nrecently the revenues of Government were defrayed from other sources,\nand taxation was of exceptional occurrence. While a man was then as now\nwilling to die for his country, very few were found who were willing to\ndig their hands in their own pockets for their country. Public expenditures\nin Colonial times were very largely met by lotteries, by special assessments,\nby fees. The very institution with which I am connected, Columbia, was\nstarted and maintained for a long time by a lottery. “Taxation is an entirely\nmodern development, a development of the end of the eighteenth and the\nnineteenth century. Our troubles with England were due not so much to\nthe fact that taxation was without representation, as to the fact that there\n\n"}
{"page": 1410, "printed_page": "1388", "text": "1388\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nwas an effective method of taxation. The modern difficulty has arisen because people must now pay those expenses which hitherto were defrayed in\nother ways.\nNotwithstanding everything that I have said, isn’t it true that the average man today is willing to pay his taxes provided he knows that his neighbor is also doing the same? Haven’t we seen today, as a result of the great\nwar, this unheard-of readiness on the part of citizens of our own country as\nwell as other countries to bear crushing burdens for the common good?\nAgain, isn’t it true that while education has developed and while the\nneeds, as we have been told, have prodigiously augmented, wealth has also\nincreased pari passu? Aren’t we far wealthier today than we were a generation or a century ago? Aren’t we the richest Nation of the world, upon\nwhose very whisper hangs the decision of diplomats and statesmen all over\nthe world? How is it, then, that rolling in wealth as we are, with a readiness of the average citizen to listen to the claims of education, how is it\nthat we find this great and growing embarrassment ?\nWell, gentlemen, the reason can be put in a nutshell: our technique of\npublic revenue has not kept pace with the increase in our wealth and with\nthe increase in our financial needs. We have the wealth, but are no longer\nable to tap it effectively. “That is the real core of the difficulty.\nWhat is it that we practically find? When our revenue system developed in this country it was in accordance with the underlying economic\nfacts. The first thing that the Puritan settlers did, when a few years after\ntheir arrival they went over to this system of compulsory contributions,\nwas to lay down the principle that every man should contribute according\nto his ability. ‘Faculty’ is the word you find in the New Plymouth laws;\nand in parts of New England today they still call it the faculty tax. How\nwas this faculty or this ability measured?\nIn a way very different from\nthe custom in the old country. In Great Britain, when you speak of a man\nbeing worth £10,000, what do you mean?\nYou mean that his income is\n£10,000 a year. But in this country when you say a man is worth $10,000,\nyou mean that his property is worth $10,000. Now why did we develop\nin this country the system of measuring wealth by property?\nBecause in\nthe feudal system, in the Middle Ages, in Great Britain, land was never\nbought or sold, and a man’s wealth could be measured only by his rent roll.\nBut in this country as soon as we started trying to conquer\n\nnature in our\n\nfight with the virgin conditions of this continent, land, like everything else,\nbecame the object of daily purchase and sale. Accordingly, a man’s wealth\nin those days was measured in terms of the land that he had, and after a\nwhile of the other scant property that he might have acquired. That was\nperfectly right and perfectly true, because in those days there were not\nany very poor, just as there were not any very rich. Every man worked\nand every man had a little property and things went along fairly well. A\nman’s wealth was measured in terms of his property.\nNow, however, the situation is entirely different so far as the fundamental economic facts are concerned.\nA transition, nay, a revolution has\n\n"}
{"page": 1411, "printed_page": "1389", "text": "DEPARTMENT OF SUPERINTENDENCE\n\n1389\n\ntaken place. Just as our economic system has changed from the primitive\neconomic system to the modern industrial system, so the basis of our fiscal\n\nlife has changed. The old general property tax which gradually developed\nin parts of this country at the end of the eighteenth century, in other parts\nduring the first quarter of the nineteenth century, and in still other sections\nonly toward the middle of the nineteenth century—the general property\ntax has become, so to speak, a sacrosanct idea, a shibboleth, something to\nconjure with. Not one man out of a thousand will think of a man’s ability\nto pay taxes except in terms of the property that he owns. Yet it is today\nentirely wrong. It is a thing of the past in almost every other part of the\n\nworld, where the general property tax has disintegrated and disappeared.\nIt is fast going in this country in the more developed States of the Union.\nSenator Davenport has just introduced-a bill in New York State doing\naway with the last vestiges—most of the others were done away with some\nyears ago—of the general property tax, and in many another State the\ngeneral property tax is beginning to disintegrate and crumble.\nNow why is it that property is no longer the fit test of ability to pay?\nWhy is it that the efforts that are being made throughout the length and\nbreadth of this country and the endeavor of our school authorities to secure\na little more money by bothering with property assessments are all bound\nto fail? The Governor of Missouri has just told us—of course, we have\nonly a few States where that deplorable situation of the fractional assessment that they have in Missouri exists—what their great effort has been\nto jack assessments up to the level which is found in most of our other\nStates, legally at least. I do not wish to deny for a moment that for purely\nlocal purposes the selling or property value of the real estates is still quite\ndefensible as the basis for assessment in this country. I won’t go into the\nreasons as to why that is, because that would lead me too far astray, further\nthan to say that where there is under our modern economic conditions an\nimmediate capitalization of the yield or produce into the changed property\nor selling value, as is the case in land, you can still use property as a test\nof ability to pay or of value in real estate. But the case is very different\nwith all that kind of property outside of real estate and with all those elements of ability outside of property.\nThere are three reasons why we have got into this muddle.\nFirst, the\ngrowth of intangible property. ‘The industrial revolution created corporations about the middle of the century, when our first general corporation\nlaws were enacted. This mass of intangible property, consisting of securities, of stocks, bonds, and all the rest, as well as of mortgages, constitutes\na great part of the wealth of this country nowadays.\nNo method ever\ndevised by mankind, from the time of the Roman when they used torture\nin the attempt to elicit the facts, down to the listing and tax-ferret laws of\n\nmodern times, has ever succeeded in making a man declare his intangible\npersonalty when he has an inducement not to do so. One great reason,\naccordingly, why our general property tax has become a failure, especially\n\nin proportion as you are dealing with those States where you find more\n\n"}
{"page": 1412, "printed_page": "1390", "text": "1390\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nindustry and commerce, is because intangible personalty has slipped out of\nthe assessment list. As a result the burden falls upon the owner of the\ntangible personalty, chiefly the farmer. ‘That is one of the great reasons\nof discontent in this country today.\nThe second point is perhaps even more important, namely, that the economic revolution has brought about the emergence of immense sources of\nwealth entirely unconnected with property.\nOur railway presidents who\nget $50,000 or $100,000 a year, our great lawyers and doctors who make\nfrom $100,000 to $300,000 a year in the city of New York, our architects,\nour engineers, the whole mass of modern society has in it persons who receive immense sums in the way of emoluments and earnings. Yet if they\nspend all those earnings—and you can generally count upon their good\nwives to do so—they are not liable in one iota to any form of property tax.\n\nThus we find entire classes who are not in any way reached under the system of property as a criterion of faculty.\n\nBut there is something still more important.\n\nUnder the older economic\n\nsystem, where things went along placidly, where there was less speculative\nactivity, where there was no modern world machinery of trade and commerce, a business man’s prosperity could fairly well be measured by his stockin-trade or his property. Now, with the prevalence of speculative activity,\nwith the development of the turnover, with the progress in all those other\n\nmore subtle economic aspects of our modern life, a business man no longer\nreckons his prosperity according to his property or stock-in-trade, but according to his profits, and these profits may stand in very little relation to his\nproperty.\n‘Take two men with the same profit, but with very divergent\nstock-in-trade.\nTake, for instance, the large department store and the diamond merchant. Although they may enjoy the same yearly profit, they will\nhave not only entirely different store accommodations, but also entirely different quantities or values of stock-in-trade. Their turnover may vary, and\nthe ratio of profits to stock may vary. That is the reason why the business\nman today no longer believes, if he is an intelligent man, in property as the\ntest of success. When the war with England took place, how did we finance\nit? So far as direct taxation was concerned, by a tax on property. In the\nCivil War we had indeed a very small and insignificant tax on income, but\nwe had primarily a direct tax on property and, above all, the indirect taxes.\nBut what happened in this war? Not a single example of a property\ntax,\nand very little from indirect taxes. Seventy or eighty per cent of all\nour\ntax revenue consisted of taxes on profits and on incomes. Isn’t that enough\nto show you what the situation is and how the world has changed? Yet\nonly a few of our States have begun to be touched by the recognition\nof this\ntransition which we in the Federal Government have long since\nrealized.\nIn other words, the reason why our revenues are inadequate\nis because\nwe are tinkering with an outworn and irremediably defectiv\ne machine.\nYou can’t patch it up. I don’t mean to say that there are not\nStates in this\ncountry which are more agricultural in character than,\nlet us say, New\nYork or Massachusetts or Illinois, where for some time perhaps\nthe general\n\n"}
{"page": 1413, "printed_page": "1391", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1391\n\nproperty tax will linger. But I do mean to say that the sooner we realize\nthat the real basis of taxation, the real criterion of ability to pay has changed\nfrom property to produce, or yield, or earnings, or profits, or income, the\nbetter for all concerned.\nNow what has taken place? We find that in our industrial States like\nNew York, Massachusetts, and now New Jersey, that even in the West,\nin Wisconsin and in some of the Southern States, like Delaware and: others,\nafter trying in vain to accommodate present fiscal methods to present conditions by developing a more or less unsuccessful corporation tax, we now\nhave gone over to supplementing, or, as in New York, supplanting the property tax by a system, first, of taxes on income, and second, more important\neven than that, by taxes on business.\nWhy is it that the farmers find so much difficulty? I quite agree with\nwhat Mr. Thomsen has said, that, after all, the problem is one of local\ntaxation.\nUnder our present conditions, however, even if you escape the\ndeplorable situation of fractional assessment in a few of the Western States,\nyou can’t have a full assessment of your local real estate. For, since the\nreal estate is used also as a basis of the State tax, and since the State tax\nis apportioned locally according to the amount of assessed valuation, there\nis an inevitable tendency on the part of every county assessor to cut down\nthe local assessments to the lowest possible figure. The lower the local\nassessment the less the contribution to State tax. - But even if you were\nable to jack up the local assessments of real estate, you would still have the\ntwo problems of intangible property, which does not find its way at all into\nthe assessment lists, as well as the existence of your rich doctors or lawyers\nor other professional men who cannot be reached by a property tax.\nThe thing to do is to make even the local revenues more adequate, more’\nin keeping with local ability to pay. ‘That means, in the first place, to do\naway entirely with the State tax on real estate, keeping your real-estate tax\nonly for local purposes and getting your State revenues from other sources,\nas we are beginning to do in many of our States. But it means far more\nthan that. It means that you will tap the State-wide sources of wealth,\nthe incomes of individuals which come not from the land, but from the\nopportunities connected with the real estate in their locality, the incomes\nwhich do not go to the farmer in the locality, but which go to the merchant\nwho lives in the town or to the man who lives in the city, but whose career\ndepends fundamentally on the farmer. You have got to tap those sources\nof revenue, and you can do this by very low rates, as we are showing in\nNew York. In New York, with an average rate of two per cent on incomes and four per cent on business, we are securing a revenue this year\nof sixty or seventy millions of dollars. -Even Delaware has recently imposed a similar tax, which they call an income school tax, devoting the\nwhole of the revenue to schools. Whether we do the one thing or the\nother, the point I desire to make is that the revenues will come in so abundantly under a modern system of taxation that the State will be able to\n\nturn back to the localities monies which in a deeper sense really flow from\n\n"}
{"page": 1414, "printed_page": "1392", "text": "1392\n\nthe localities.\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nHalf of our New York income tax goes back to the locali-\n\nties, and when, in addition to that, the local real estate is no longer assessed\nfor State purposes with the result of pulling down the assessment, and\nwhen, as in New York, the localities get a share of the income in propor-\n\ntion to their assessed valuation, the old-time tendency to undervaluation is\ncounteracted, and the higher local valuation will require a smaller tax rate\nto raisea given sum. ‘Thus you will have both coming and going such an\nimmense increase of potential revenues as to satisfy everyone, and the embarrassments, hitherto found in this country from the financing of education, will come to an end.\nI want to close by a story which may illustrate our program.\nA few\nyears ago I was traveling in Switzerland, where, as you know, the only\nmeans of passenger transportation is often the stage-coach.\nAt a small\nmountain station I paid my fare and clambered up on the box of the diligence.\nShortly afterwards a peasant came along with a big basket and\nbought a second-class ticket, climbing up and then sitting down next to me.\nI wondered, but said nothing. Then came an old woman with a large\nbundle on her head. She asked for a third-class ticket, but instead of going\ninside she also got up and sat down on my other side. Then I said to the\npostilion: “What does this mean? I paid for a first-class ticket. Now\n‘these good people come in here and, although they buy second- and thirdclass tickets, they crowd in beside me. What is the explanation?”\nThe\npostilion smiled and said: ‘““Wait a bit and see.” So he cracked his whip\nand the six mules started off at a brisk rate. Soon we came to a hill.\nThey\nbegan to walk, and as the hill became steeper we came to a stop.\nThen the\npostilion jumped down and cried out: “First-class passengers,\nremain\nseated ; second-class passengers, get out and walk; third-class\npassengers,\nget out and push.” Now, ladies and gentlemen, if we are\nreally serious\nabout it, we all want to be third-class passengers, and push\nfor the reform\nof which I have spoken.\n\n"}
{"page": 1415, "printed_page": "1393", "text": "DEPARTMENT\nWHAT\n\nHAS\n\nTHIS\n\nCULTURE,\n\nCOUNTRY\n\nREASON\n\nEFFICIENCY,\n\nAND\n\nIN RETURN\n\nFOR THE\nPUBLIC\n\nW. O. THOMPSON,\n\nOF SUPERINTENDENCE\n\nPRESIDENT\n\nTO EXPECT\nGOOD\n\nCOST\n\n1393\nBY WAY\n\nOF\n\nCITIZENSHIP\n\nOF OPERATING\n\nEDUCATION?\n\nOF OHIO\n\nSTATE\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nOHIO\n\nPresident Jones: It is not so hard, as a rule, to get interested in what\nlies in front of us; it is more difficult to review the work we have done,\nanalyze it, and face some unburied mistakes.\n‘This program has been set\ntogether with malice aforethought, that it may be an example to us. We\nhave been proceeding by adding more money to our budget. We have been\nadding more subjects to our curriculum, constantly expanding, and it is a\nwonder now if it is not time to check up to see whether we have given in\nreturn to these communities in proportion to what the communities have\ngiven us. In short, are we achieving the ideals that we set out to achieve?\nHave we kept them strictly in mind during the expenditure of our time,\nour efforts, and our funds, to the end that we may have what the public\nwants?\nIf you will look at the program you will discover that we have\nmen east and west of the Mississippi Valley, men of varied phases of education, men of varied training in education, men with varied experiences in\neducation.\nI am proud to present this group of men to you this morning,\nand I believe that they will present to you some of the consensus of opinion,\nbased on substantial fact, out of the righteousness and mellowness of some\nof the richest experience that this country has ever afforded men in public\nlife. I wish to thank you particularly because this is Thursday morning,\nand I hope the members on the program this morning will feel that this is\na real tribute, that you men have stayed through these long meetings all\nthis week and are out here fresh as daisies to meet this group.\nI shall ask you first to listen to Dr. William O. Thompson, the president of the Ohio State University, a man whom we respect in Ohio for his\ngood sense and for his practical views and because of his long and successful\nexperience. Dr. Thompson.\nDr. Thompson: Mr. Chairman, Ladies, and Gentlemen: The topic\nannounced this morning, as given to me, was “The Ideals to be Achieved\nby Public Education.”\nThe topic for this morning is an inquiry that cannot be otherwise than\nThis, if I understand it, is the spirit of modern education.\nwholesome.\nVery few educational gatherings in the last generation have failed to develop this spirit of inquiry into the aims, the processes, and the results of\nThe accent or emphasis may have shifted from time to time,\neducation.\nThe teachers of the country\nbut at no time has there been indifference.\nand its results upon the\nwork\ntheir\nof\nquality\nare continually alert as to the\nrising generation.\nIn no other circles of the country is the free exercise of the critical spirit\nmore welcome than among the scholars and teachers. The result has been\nthat no educational theory has been repressed. Men are free to utter their\n\n"}
{"page": 1416, "printed_page": "1394", "text": "1394\n\nNATIONAL\n\nconvictions and their beliefs.\n\nEpUCATION\n\nOn\n\nASSOCIATION\n\nthe other hand, no theory worthy\n\nof\n\nattention establishes itself without a challenge and the test of experiment.\n\nThis critical attitude toward education is chiefly from within.\ndue recognition\n\nto the occasional writer or non-professional\n\nGiving all\ncritic, it may\n\nbe noted that the most critical of all critics are to be found in the rank and\nfile of the education of the country. This attitude toward the work to\nwhich the teacher has devoted his life preserves it from dry decay and from\nirresponsible anarchy.\nThis critical spirit in which I assume we all rejoice has put under the\nmicroscope of criticism every proposal as to content of courses, subjectmatter, methods of teaching, organization of material, and indeed every\neducational principle or practice yet invented or discovered by our most\nfruitful minds.\n‘The high value of this critical attitude is here affirmed.\nFurther attention is invited to the suggestion that this perpetual criticism\nof our work does not justify the oft-repeated statement that nothing is\nsettled in education.\nIt may be well to remember that no fallacy or folly\ncan find permanent place in our educational program in the face of such\ncriticism. ‘The public may reasonably expect the teachers of the country\nsteadily to eliminate the least desirable and to perpetuate the most effective\nprinciples and practices in education.\nEducation an experiment—This attitude suggests that all education is\nan experiment with the human spirit. By the very nature of the case it\ncannot be a static science or a fossilized practice. This great laboratory in\n\nwhich the teachers of the country are working out the experiment with\nthe human spirit is the most throbbing, thrilling place in the world.\nNo\none should claim infallibility or inerrancy for it. At the very best it is a\nrationally conducted experiment by the most capable among us. There are\nno patents on its processes and no secrets to be withheld. “These great and\nvital experiments are in the interest of the individual and of society where\nthe spirit of dogmatism and conclusiveness are alien to the atmosphere of\neducation. We are not unmindful of the confidence with which the ultraconservative mind clings to the past and all that it holds. These minds are\napt in adverse criticism of all that is new chiefly because it is new or incomprehensible to a mind chiefly interested in archeology.\nInertia and\nsleeping sickness may be quite as fatal to progress as St. Vitus’ dance or\nthe rickets. The failure to appreciate that education is of necessity an\nexperiment has turned many otherwise good people into carping critics\nwhen they ought to have been our most constructive helpers. Even then\nthey have not been entirely useless. Sign-boards have a double function,\nto point out the way of progress and also the way to avoid. Constructive\ncriticism is always welcome, but even the most iconoclastic criticism is not\nentirely without profit.\nThe public attitude—I am putting emphasis upon this view of education for the reason\n\nthat our\n\ninquiry\n\nmust\n\nrecognize\n\nthat\n\nthe “public”\n\ngraciously taken into our confidence this morning does not always fully\nunderstand just what the function of the school is in our system of education. Frequently it assumes to know.\nEspecially is this true of the ex-\n\n"}
{"page": 1417, "printed_page": "1395", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1395\n\neducator whose memory of the schoolroom is more vivid than his knowledge\nof present conditions is accurate. One may read volumes of this kind of\neducational comment and agree heartily with it if it were in accordance\nwith actual conditions.\nPublic comment upon education is always sincere, but often misled and\ndeceived through the inability of the educator to inform the public, or his\nfailure to appreciate\n\nthe importance\n\nof such\n\na disclosure.\n\nAt best, the\n\nteachers of the country are not good in wholesome publicity. The result\nis that education has often suffered at the hands of its friends and of those\nwho sincerely desire to be its friends.\nThe freedom to experiment—The one fact that stands out in American\neducation in which we all rejoice is the freedom to experiment which has\nbeen accorded the teacher. Granted for the moment that all education is\na progressive experiment with the human spirit, nothing could be more\nvital to the progress of civilization than the freedom to experiment with\nour ideas. Happily there has been a large field of freedom in which practically all our progress has been made.\nIn certain circles we have heard\nmuch about the necessity for academic freedom and the liberty of the mind\nin the presence of great dogmas.\nIn fact, however, they have been but\npassing phases.\nPublic education has been kept singularly free for any\nrational experiment looking toward the discovery of new principles or the\nimprovement of existing practices.\nThe spirit of the teacher has had much to do with this state of affairs,\nbut I am not unmindful of or unappreciative of the fine progressive spirit\nof the public which has sustained the teacher in his effort to do more than\nhas yet been done for the American child and youth. ‘This freedom for\nexperimentation in education is, in my opinion, one of the greatest presentday assets within our grasp. It may, and doubtless will, give rise to much\nthat is ephemeral, but we may confidently trust the same critical judgment\nof the scholars and teachers to lead us into the green pastures and beside\nthe still waters rather than over the Niagara.\nStandards of education—These are the days in which we are hearing\nmuch that is novel and some that is startling in the field of educational\nstandards.\nThe object of all this, let it not be forgotten, is to discover\nwhether the schools are doing the work as well as they might or as they\nought under all the circumstances.\nSerious scholars are in doubt as to the\nhigh efficiency of much of our work. The normal earnestness with which\nthey are attacking the situation merits our enthusiastic commendation.\nNo\ndoubt some of the standards of measurement are artificial and to a degree\ndefective.\nNo one would claim for them inerrancy.\n‘The earnest judgment of the most accurate scholar may need revision.\nIt is from within,\nlet it be now said, that this critical spirit has found expression. ‘Teachers\nand investigators are convinced that some unattained standards are ‘within\nthe possibilities.\nFurther, there is admission now that our standards of measurement long\nin use have measurably failed to serve as a satisfactory standard of intelThe examination system imported from\nlectual or educational progress.\n\n"}
{"page": 1418, "printed_page": "1396", "text": "1396\n\nNATIONAL\n\nthe Old World\n\nhas grown\n\nEpuCATION\n\nASSOCIATION\n\nhoary with age, notwithstanding a long-con-\n\ntinued paralysis. The National Education Association years ago vocalized\nits doubt about the efficiency of the examination system both for promotion\nfrom grade to grade and for entrance to high school or college. The inertia\nof the academic mind since the discovery of the examination system and the\ninsufferable contentment of those promoted with their own status prevented\nany progress.\nMeantime the educational world tolerated this device because no genius came along with anything better.\nBut times are changing.\nDuring the war no army officer could discover\na skilled workman or a man of special talent in response to a requisition\nfrom the War Department.\nIt took a psychologist to go down into the\nranks and by some intelligence tests discover the talents tied up in napkins,\nand quietly clothed with the authority of the Government put these talents\nout to work.\n‘This shocked the entire country into submission.\nA new\ntest of intelligence and of intellectual progress has been found by which it\nmight be known whether one man was more skilled than another or whether\nany man was more skilled than his present status would suggest.. When\n112 teachers of history can read the same lot of papers and vary in their\nestimates from about 25 or 30 to 75 or 80 no intelligent man needs to be\ntold that the examination system has broken down utterly.\nWhen students\nprepared in private schools well equipped to pass entrance examinations by\nmen who live, move, and have their being in examinations, are compared\nin their college progress with students prepared in the free atmosphere of\na public high school and the comparison results favorably for the highschool student, it should be no crime to suggest that our standards of measurement have not been all we could desire. That this question looms\nlarge in every educational program throughout the country is one of the\nmost hopeful signs of progress on the educational horizon.\nIt is notice to\nthe public that the schoolmaster is determined to find out the truth in this\n\nmatter.\nA further criticism—I venture to suggest that we are apt to overlook\nthe consequences sure to follow this rejection of the absoluteness of the old\nmethods.\nFor a long time education has been too much a matter of command.\nThe more mature mind in dealing with the less mature mind has\nunconsciously and perhaps without malice aforethought assumed the\nair of\ncommand.\nWe set a task for the student.\nWe tell him to do as he is\n\ntold.\n\nHe follows the dictation and direction of the textbook, the laboratory\n\nguide, or the teacher. We then proceed to examine him to\ndiscover\nwhether he has obeyed orders. “Too many examinations have\nbeen set with\nthis definite thing in mind rather than the idea of intellectual\ngrowth or\neducational progress.\nIn other words the tendency has been and still is\nto a great degree to put the entire responsibility for\neducation upon the\nstudent. I have known college professors who disclaimed\nalmost all\nresponsibility.\nIna most interesting and illuminating article on\nthe scientific technique\nof curriculum making, Professor Judd discloses\nthis same tendency to adjust curricula, to rearrange the contents, all with the pupil in view,\nThis\n\n"}
{"page": 1419, "printed_page": "1397", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1397\n\nis admirable so far as it goes. It would be fine to have a curriculum that\na pupil could comprehend and a content that he could master, but finer\nby far to have one that a teacher could teach and then to hold the teacher\nresponsible for doing his work as well as the pupil is expected to do his.\nThe modern shake-up in standards of measurement will develop the fact.\nthat in this great experiment with the human spirit which we describe as\neducation there is some responsibility attaching to those who conduct the\nexperiment.\nIn the final analysis the teacher will share responsibility with\nthe pupil and the student.\nInterestingly enough the great leaders in\ngraduate education have pointed with pride to those of their students who\nhave marked successes.\nGladly they share the honors.\nIn these days we\nhear more of the failures to pass in high school and college and less of the\nreason why these failures accumulate from year to year.\nOur systems of\ninspection and examinations have been applied too exclusively to the\nstudent.\nLet us not relieve him of any responsibility that is his. On the\nother hand we may as well prepare for the inevitable.\n“The new standards of performance will be found to apply to the teacher.\n‘Therein lies\nour next progressive step in education.\nIn Ohio last year if we may trust public statements, 180,000 pupils\nfailed to pass in the schools of the State.\nMaking all proper allowances\nand discounts this situation cannot be accounted for by heredity, intellectual dullness, the presence of the moron in the class, or the kind of\nEven poor ventilation will not entirely explain the situatextbook used.\nIn some of our schools there\ntion. ‘The teacher is part of this process.\nequipment and salaries.\nphysical\nof\nthose\nthan\nquestions\nare more important\nThe public may reasonably expect us to meet this situation courageously\n\nand honestly.\nCost of education—The element of cost is inevitably included. We\nI would suggest, howcould not escape it. I propose no statistical study.\nof the soundness of\nconvinced\naltogether\nnot\nis\nmind\npublic\nthe\nthat\never,\nI have rarely heard complaint on the\nour educational methods in finance.\nscore of salaries paid to teachers or to superintendents and principals. The\ntruth is that the well-nigh universal belief among us as to the efficacy\nof education in preparing the children to live well in a democracy has\nPeople\ncarried with it a high appreciation of the service of the teacher.\nare not complaining about the rewards or remuneration of the teaching.\nThey have, however, a legitimate right to raise an inquiry as to the efficiency\nof public free education in dealing with the great masses of children and\nThey share our anxiety, and they pay most\nyouth entrusted to our care.\nnot whether education is worth what it\nis\nquestion\nThe\nbills.\nof the\nNevercosts. There is no money value that can be put upon education.\nefficiency\nour\nof\nmeasure\ntheless, there is just inquiry as to whether the\ncorresponds to a rational expectation.\nThe fact already referred to that one hundred eighty thousand in any\nState in this Union should fail to show satisfactory evidence of progress\nin our system of education is a distinct challenge to us either to explain\nthe situation in a satisfactory way or to discover why we cannot explain.\n\n"}
{"page": 1420, "printed_page": "1398", "text": "1398\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nWe cannot escape the responsibility for our trust in view of the large\nfreedom we enjoy in our methods of work.\nLet us now pass to another phase of the inquiry suggested by the topic\nfor the morning,—namely, the field of idealism in which the school has its\nlife. Our ideals are our ideas emotionalized to the highest pitches of\nenthusiasm.\nWas it Carlyle (but no matter) who taught us that religion\nwas morality touched with emotion?\nWhere there is no vision the people\nperish.\n\n‘The schoolroom,\n\nif it be a place of education,\n\nthrills with\n\nthis\n\nemotionalized idea. Here is the kingdom of the human intellect regnant\nwith all the possibilities of its power.\nIntellectual standards—First of all, we affirm that a national expectation\nfrom the public requires that the schoolroom be supremely intellectual.\nI\nshall not debate but assume the utility of much of the new subject-matter,\nsuch as agriculture, mechanic arts, household arts, as well as much of the\nolder material.\nI should like to insist upon the cultivation of the intellectual power demanded by the ability to read and to interpret.\nInasmuch as George\nWashington persisted to his dying day in some incorrect spelling and since\nHomer and Shakespeare were afflicted with the same weakness I shall not\ninsist upon spelling but direct attention to the fact that all these men\ndealt familiarly with ideas and not too much with mere words formerly\nknown as the “signs of ideas.” These men were sufficiently intellectual\nto deal directly with ideas however expressed in spelling.\nIt should not be overlooked that this is an intellectual world and requires\nan intellect equal to its interpretation.\nModern invention has not abolished\nthe necessity of intellectual power.\nThe mediocre intellect will never scale\nthe heights of lofty thinking or enjoy the pleasures of a world of thought\nrelations. The interpretation of the world with all its history of struggle,\nof passion, of ambition is an essential to progress.\nSomewhere in our educational system these free intellects must have their opportunity.\nMuch\nof our energy has been given to reducing education to terms for the simple\ninstead of reducing the great ideas to the terms of clarity and simplicity.\nIn the multitude of words we have lost our ideas and our ideals. Too\noften\ndo we hear the complaint from the best intellects of the dullness\nand\nmonotony of the classroom.\n‘The call today, as I see it, is that the schoolroom shall be so highly intellectualized as to develop the power\nto deal\nwith ideas and ideals. ‘This is the field where American traditions\nhave\ndeveloped the spirit of conquest.\nNo adequate program of Americanization is possible until this power of interpretation has been\ndeveloped.\nSupremacy of law—A second remark now offered is that\nthe public may\njustly expect the school to maintain a proper state\nof mind toward the\nsupremacy of law as accepted by the American people.\nI do not refer to the supremacy of the law as the bulwar\nk of the status\nquo but as the conditions precedent to all orderly progres\ns.\nWe are not\ninterested in sudden revolutions but in steady progres\ns.\nOur Constitution\nas the supreme law of the land has stood for more\nthan a century subject\n\n"}
{"page": 1421, "printed_page": "1399", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1399\n\nto nineteen amendments.\nDoubtless it will continue to stand subject to\nother amendments as the popular mind centers upon new conceptions of\ncitizenship and of government.\n‘The point in mind is that education is a\nprocess in an intellectual world where the orderly processes of law obtain.\nThe human intellect is no exception. The human being should early learn\nthat this is an orderly world where chaos, anarchy, and lawlessness are the\nenemies of all progress and happiness.\nIdeals as to freedom—A third remark is that the public may rightly expect us to maintain the highest ideals as to freedom. ‘This great constitutional democracy has been developed under the ideals of civil and religious\nliberty, of a liberty under and within the law, and of the rights of both\npersons and property. Here is a more or less well-ordered society in which\nthe supreme good of society and the rights of the individual are happily\nblended.\n‘The history of our progress in civilization as illustrated in the\ninstitutions of society such as the school, the home, the church, the courts\nof justice, and the legislative bodies, all unite in making America what she\nis. [Chose who love the flag in its idealism cherish the school as the great\norganization of society for progress and happiness.\n‘This is more than a\npolitical or economic issue. It is the great moral issue of the day. ‘Teachers\nand citizens alike are disturbed at times because of the lack of moral stability or of moral alertness on the part of public-school pupils and of college\nstudents.\nCompulsory education has thrust all classes into the public\nschools. As some one has remarked, ‘“The streets have gone to college.”\nIt may be well to remind ourselves, therefore, that the most stupendous\nmoral issues of all history have been thrust upon the schools of the country.\nWe are confronted not only with the facts of illiteracy in a very literal\nsense, but with a social and moral illiteracy infinitely more appalling. The\nschools are set not only to redeem the intellectual life of the rising generation, but to redeem the social and moral situation so that a patriotic love of\nour institutions may perpetuate an America worthy of our best traditions\nand our reasonable expectations. Constitutions and laws are not in themMen build institutions and ordain\nselves guarantees of free institutions.\nis the building of the citizen\ntherefore,\nissue,\nsupreme\nThe\nconstitutions.\nMeanwho will support his government and maintain free institutions.\ntime it is well for the citizen to be economically efficient and sufficient. It\nis well that his education shall contribute to this end.\nIn a very large sense the supreme issue is the moral quality of his citizenship. If the school shall contribute liberally to this high purpose no cost of\neducation can compare with the value of the results. A free citizen in a\nfree country cherishing and supporting free institutions is the crowning\n\nglory of our civilization.\n\nThe school needs no other justification.\n\n"}
{"page": 1422, "printed_page": "1400", "text": "1400\nWHAT\n\nHAS\nTURE,\n\nTHIS\n\nNATIONAL\n\nEDUCATION\n\nCOUNTRY\n\nREASON\n\nEFFICIENCY,\nFOR\n\nTHE\n\nAND\nCOST\n\nGOOD\nOF\n\nASSOCIATION\nEXPECT\n\nBY\n\nWAY\n\nCITIZENSHIP\n\nTO\n\nIN\n\nRETURN\n\nOPERATING\n\nOF\n\nCUL-\n\nPUBLIC\n\nEDUCATION?\nFRANK\n\nE. SPAULDING,\nSCHOOL\n\nOF\n\nHEAD\n\nOF\n\nEDUCATION,\n\nDEPARTMENT\nYALE\n\nOF\n\nUNIVERSITY,\n\nEDUCATION,\nNEW\n\nGRADUATE\n\nHAVEN,\n\nCONNECTICUT\n\nPresident Jones: I feel especially qualified to introduce the next speaker.\nI have had, as you know, the pleasure of working with Dr. Frank E.\nSpaulding.\nI think I ought to be permitted to say that he has been the\ngreatest superintendent of schools Cleveland ever had. He has done most\neffective service there. Later he had the opportunity in Europe to test out\nmen of all grades, shades, ages, and varieties. If he did not have the opportunity to see some of the products of the education of this country, I don’t\n\nknow who has. I think Dr. Spaulding recognizes things and absorbs them\nwhen he sees them. I am especially impressed by his judgment because he\ndiscovered me.\nDr. Spaulding: This country is spending a round billion of dollars a year\nin “operating public education.”\nWhat is a fair return for this expenditure? This is a typically American question, a question couched in the\nterms and breathing the spirit of American business efficiency.\nImportant as this question is, it is far transcended in importance by these\nquestions: What results, other than culture, efficiency, and good citizenship,\nas these are currently conceived, must this country seek from her public\nschools? ‘And, what beside money, beside the things and services that money\ncan buy, must this country invest in public education?\nSir Auckland Geddes maintained in a recent address that the end of\neducation is “to turn out minds that see facts in a certain color.” What is\nthe color of our public education?\nWe have never seriously faced this\nquestion of the color of our education—so much more fundamentally important than the facts of education, with which we are chiefly engrossed.\nWe do, indeed, give some consideration to the various pigments that we\nthink should be introduced into the color of our education.\nBut this is as\nfar as we ever go in dealing with the color of our education; we stop with\nthe detailed pigments that we think should be represented.\nBut what of the color, the deep fundamental color that has absorbed all\nthe pigments that we have introduced, the color that is the resultant of all\npigments; what is it? Is it patriotism? Is it honesty and sincerity? Is it\ntruthfulness?\nIs it goodness?\nIs it courage?\nIs it cheerfulness?\nIs it\ngenerosity? Is it humility? Is it sympathy? Is it love of humanity?\nIs\nit love of justice? Is it regard for law and order? Is it sense of duty and\n\nobligation? Is it service? Is it character? Is it thirst for knowledge? Is\nit regard for accuracy? Is it appreciation of the beautiful—in art, literature, music, nature?\n\nIt contains traces, indeed, of all these pigments, some quite marked, others\n\nso faint as to be hardly discernible by the naked eye.\n\nBut the color itself\n—\n\n"}
{"page": 1423, "printed_page": "1401", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1401\n\nthe deep, all-absorbing, overwhelming color of our public education, is\nindividual success through individual effort,—the desire, the determination\nfor individual achievement; and this desire, this determination, is overwhelmingly, almost universally, focussed upon ideals of material achievement, of material prosperity.\nOur schools are not to be criticised for this color of the education that\nthey give; this color has been inevitable.\nOur schools but represent and\nprepare their pupils to realize the dominant interests and purposes of our\npeople. These interests and purposes were expressed by Emerson, over three\nquarters of a century ago, in language that needs but slight if any modification today, when he said, “In America out-of-doors all seems a market ;”\nthe lecture platform, the pulpit, legislative halls, the public press, “recommend conventional virtues, whatever will earn and preserve property; always the capitalist; the college, the church, the hospital, the theatre, the\nhotel, the road, the ship, of the capitalist, whatever goes to secure, adorn,\nenlarge these, is good; what jeopardizes any of these is damnable.”\nOur public schools are popular institutions, in every sense of the term;\nthey are the creation of the people; they are supported by the people; they\nare made to serve the interests and demands of the people. ‘These interests\nand demands are fundamentally, overwhelmingly—may we not say increasingly ?—the demands of business, of material prosperity.\nThere is not one of the important developments which make up the educational progress of the last quarter-century, that does not represent a business demand, that does not maintain itself and justify itself chiefly in terms\nof its contribution to material prosperity.\nWhen the business man is asked to make his criticism of the public schools\nconstructive, to specify in positive terms the improvements that he would\nhave made, what does he reply? ‘Teach pupils to spell; to write a legible\nhand; to compose a business letter; to perform fundamental operations in\narithmetic quickly, confidently, and accurately; to be prompt; to carry out\ninstructions; to be loyal to the interests of their employers—all excellent\nbusiness assets that contribute directly to material prosperity.\nIt is far from my intention to criticise the business demands on our\nschools. With the life of our people what it is, with our dominant interests, our aspirations and ideals what they are, these demands on our public\nschools are inevitable, just as inevitable as the color of the education for\nwhich these demands furnish the pigment.\nMy purpose in holding up before us the fundamental, overwhelming color\nof our education, and in directing attention to the equally fundamental and\noverwhelming public interests and demands that supply the pigments of this\ncolor, is that we may face such profound questions as these.\nIs this overwhelming color of individual, material success a cadnchasy\ncolor? Is it a safe color in which to prepare our youth to see the facts of\nlife? What is to be the end of the domination of these material interests,\nthese aspirations and ideals, that perpetuate and strengthen themselves\nthrough the color that they impose on all our public education? Pushed to\nthe limit, do these guarantee the perpetuity and advancement of civilization?\n\n"}
{"page": 1424, "printed_page": "1402", "text": "1402\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe life of our people on this continent began with the stern struggle to\nwrest from nature the bare necessities of living; and this was but a renewal\nin America of a struggle as old as the human race.\nUntil very recent times, the struggle in this country was almost purely\nAmerica, the land of individual\nindividualistic; every man for himself.\nThe raw materials of nature were at hand for the use of\nopportunity!\neverybody; the degree of prosperity that any man might achieve was limited, but limited only by the man’s own efforts. There was little room for\ndispute or uncertainty concerning the ownership or enjoyment of the proceeds of individual exertions.\nBut these primitive conditions of individual success are largely and increasingly of the past. Nature’s raw materials lie freely at the hands of\nfew today; isolated, individual labors, where possible, accomplish little.\nCoéperation is today indispensable; the extent of harmonious coéperation\nis already the measure of achievement; its importance is bound to increase\nrapidly.\nFor the first time in recorded human history, we have in America the\nunique spectacle of an immense, populous nation in which there is an\nabundance of all the elements required to provide not merely the necessities of life but comforts and even luxuries in generous measure.\n“The raw\nmaterials are at hand in almost limitless variety and abundance; human\nintelligence, expressed in scientific discoveries, inventions, effective organization, and administrative control, and especially in the Iron Man of rapidly growing efficiency—such intelligence is also at hand in increasing\nabundance.\n‘The effective application of this intelligence to raw materials,\nin ways that are already mastered, insures a product abundant for the\nneeds and comfort of everyone.\nAnd as we are convincingly told, we are\nnow but just beginning to glimpse the practical possibilities of developments of material prosperity that in a few years may surpass that of the\npresent as much as the present surpasses the primitive prosperity of three\ncenturies ago.\nWhat is the fitting color in which to see and to deal with these stupendously promising, these awe-inspiring, these terrifying facts? The color\nof individual success through individual effort has demonstrated its fitness\nas the color in which to see and to deal successfully with the raw materials\nof nature under primitive conditions.\nBut as the all-dominant color in\nwhich to see and to deal with human facts, is it not already beginning to\nreveal its limitations, its unfitness?\nMay it not be that this color is largely\nresponsible for the human frictions and collisions in which center our\ngravest concerns today?\nDoes this color not facilitate, lead naturally and\nalmost inevitably to the exploitation, in the interests of individual success,\nof humans in place of materials?\nNot a few competent observers and thinkers, whose judgments rightly\ncommand respect, see grave danger of the self-destruction of present civilization through war.\nMay not the color, in which men see and deal with\nthe facts of peace, be the source of equally grave danger for civilization?\nWhere, indeed, but in the color in which Nations see facts, do wars originate?\n\n"}
{"page": 1425, "printed_page": "1403", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1403\n\nThe color in which our public education prepares our children and youth\nto see and deal with facts is surely a matter of supreme concern, both domestic and international.\nThis country, through its leaders, through its\nstatesmen—its statesmen in industry and commerce, as well as in government—must take public education seriously, to a degree never yet approached.\nOur statesmen must regard and teach our whole people to\nregard public education, the color of public education, as of fundamental\n\nand transcendent concern to the immediate problems of government, of\ncommerce, and of industry. ‘They must even give our basal problems of\npublic education precedence over problems of government, commerce, and\nindustry, because the solution that we make of our basal educational problems goes so far to determine the form that all these other problems shall\ntake a few years hence.\n\nWHAT\n\nHAS THIS COUNTRY REASON TO EXPECT BY WAY OF CULTURE, EFFICIENCY, AND GOOD CITIZENSHIP IN RETURN\nFOR THE COST OF OPERATING PUBLIC\nEDUCATION?\n.\n\nJOHN\n\nJ. TIGERT,\n\nU. S. COMMISSIONER\n\nOF\n\nEDUCATION,\n\nWASHINGTON,\n\nD. C.\n\nPresident Jones: We have a new Commissioner of Education whom we\nhave not all seen and heard. We are expecting great things from him.\nHe has come on the stage of education in an active time, in a time of\nopportunity.\nDr. Tigert has had a varied experience and training. We\nare very glad to hear from him, particularly this morning, because of the\nopportunities he has had as a Rhodes scholar at Oxford to get the English\nand the European viewpoints which give him then an international viewpoint of the results of education.\nDr. Tigert: The general theme of our discussion at .this time is the\nIdeals to be Achieved by Public Education.\n‘The word “ideals” in the\ncaption makes it evident that a statistical summary of what is possible with\nour present expenditures, agencies, and organization of education is not\nwhat is wanted but rather what are the most desirable objectives of education in the light of the country’s needs.\nIn recent years, this matter of the\nideals of educational effort, especially with reference to citizenship, one\nof the phases to which we are expressly limited in this discussion, has been\ndiscussed more frequently than almost any other educational topic, largely\nbecause of the influence of the war and attendant conditions.\n‘The subject suggests itself, no doubt, to some of us as a threadbare theme, and\nthis is a great temptation to undertake some ingenious application of the\nsubject that might assume the aspect of something new under the camouflage of an old title. I dare say that others on the program may do this.\nAt the risk of being trite, an old fogy parading in the old-fashioned long\nskirts of pedagogical innocence, I propose to discuss the subject as it has\nbeen stated.\nTruth is eternal and there are some things that will have to be reiterated\nfor a long time if we are to get them entrenched in American life. It\n\n"}
{"page": 1426, "printed_page": "1404", "text": "1404\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\ninterest,\nwould be unthinkable that any teacher for the sake of novelty,\nfrom\nspeech\nof\nforms\nor\nor originality would vary the alphabet, numbers,\n\ntime to time. Likewise there are certain truths which are so fundamental\nin educational objectives as to seem to me to be generally accepted if not\nEmphasis must be continued upon these truths until we\nself-evident.\nhave reached our goal.\nOne of these generally accepted tenets is the necessity of an enlightened,\ninformed, and intellignt citizenship. This necessity is the mother of the\nI shall not dwell upon the fact that such\nAmerican public-school system.\na large part of our population are without the pale of the schools as to\nmake it well-nigh impossible for them to be intelligent, right-thinking, and\nright-acting citizens; so much so that this one thing alone imperils the\nBut I wish to stress the point that\nfuture of the American Republic.\nthere is still something to be desired in the efficiency of our schools.\nThe American people spend more money upon education than any other\npeople in the world, and they have a right to expect at least as much, if\nnot more, enlightenment, efficiency, and culture from their schools as any\nother people. Perhaps they get this, but I do not think that we can be\nsatisfied with present results. An ideal is something that is never realized,\nbut it tends and should tend to stimulate improvement.\nOur people are a young people. ‘The American people do not by nature\nhave the capacity for infinite pains, laborious effort, and careful exactitude\nthat some other peoples possess; but they have an energy, an initiative, and\nan invention that no other people in the world have today. ‘These characteristics make for progress of a certain kind, in that we are quick to seize upon\nnew ideas, fads, and innovations, but the same qualities of character sometimes make for half-baked results. We attempt to teach much more than\nwe can teach well or accurately.\nThere is a vice as well as a virtue in our\nmultitude of fashions, methods, plans, and devices for the improvement of\neducation.\nWe need, it seems to me, greater efficiency in inculcating the\nfundamentals.\nLet it be said that we have made marvelous*progress in\nthe past ten years.\nI shall take no time here to summarize the educational\nrenaissance that we have enjoyed since the World War.\nAssuming that we should secure reasonable and satisfactory returns for\nour outlay for education in the way of culture and efficiency, assuming that\nwe might even secure the maximum of these, should we be satisfied?\nI.\nthink not. Education which makes for enlightenment and efficiency without\nat the same time developing the proper attitude toward society is not only\nunsatisfactory, but it may prove a menace to the Nation.\nWe must be as\nmuch concerned about what our boys and girls learn to do as we are about\nwhat they learn to know.\nThe French philosopher Amiel puts this thought beautifully. ‘Humanism,’ says he, “is but the emancipation of the mind. Christianity preaches\nand brings salvation by the consecration of the will. One makes better by\nenlightening, the other enlightens by making better.\nIt is the difference\n\nbetween Jesus and Socrates.” The Socratic law that virtue is knowledge\ndoes not insure that all men will practice the good that they know. If we\n\n"}
{"page": 1427, "printed_page": "1405", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1405\n\ncannot teach the old-fashioned virtues of honesty, justice, decency, and the\nChristian doctrine of love along with modern thought, then we had better\ndismantle our splendid and magnificently equipped schools and return to\nthe old log schoolhouse. We had better have citizens who have character\nand little erudition than citizens whose knowledge is a peril to society.\nThe man who discovered that surgical instruments should be sharp made\nan important discovery, but the man who discovered that the instruments\nshould at the same time be sterilized made, I think, a more important disSo far as I am concerned, if I had to be operated on, I would\ncovery.\nmuch prefer a dull knife that was clean to a sharp knife that was foul.\nThe former could do little or no damage, but the latter would carry the\nnocuous germs so far into my body as to destroy my life. And so, to enlighten the mind, to emancipate the thought of man without the proper\ndirection of will, is but to magnify the injury he will do in the world.\nEducation for knowedge and efficiency alone will possibly enable a man who\nmight have been only a house robber or a highwayman to become the head\n\nof some great business concern where he can steal on a big scale, or to reach\n\nsome position of political power in which he may wreck society.\nPresident Angell, of Yale, says that he would prefer to have an immoral\nThis does not\nGreek professor rather than an immoral football coach.\nmean that the\ndoes\nit\nbut\nGreek,\nthan\nimportant\nmore\nis\nfootball\nmean that\nfootball coach has more opportunity to develop character than the Greek\nprofessor. Sam Jones, the evangelist, once said: “T would rather have my\nboy in Heaven learning his A BC’s than in Hell reading Latin and\n\nGreek.”\n\nGermany has furnished us a conspicuous illustration of the evil of education or culture and efficiency without the proper social attitude. Germany\nIlliteracy is almost\nraised the efficiency of education to the nth power.\nmarvelous strides\nmade\nhave\n‘They\nunknown among the German people.\nBut this\nscience.\nof\napplication\nthe\nin\nphilosophy,\nin culture in the field of\nenveland\nworld\nthe\nof\nthroat\nthe\nat\nspring\na\ninto\ndirected\nwas\nefficiency\noped it in a “Pentecost of calamity” that almost destroyed civilization.\nSays Professor Althearn, “Four thousand two hundred college professors\ncaused the World War.” He has reference to the German professors who\nto\ntaught so efficiently that they made sixty-eight million people subscribe\nGod\nSupermen;\nof\nrace\na\nare\nWe\nright;\nis\n“Might\nas:\nsuch doctrines\ntombstone\ndemands the destruction of the weaker peoples about us; The\never\npaintings\nthe\nall\nthan\nof a dead German grenadier is more beautiful\nmeans\nthe\nis\non,—it\norganizati\nof\nagony\npainted ;Democracy is the death\nand hate, and\nwhereby cattle become rulers; And now abide faith, hope\n\nthe greatest of these is hate.”\nal docThe efficiency of German education in disseminating these diabolic\n\nion, and in various\ntrines, in applying modern science to the art of destruct\n. Could the\ncollapse\nof\nverge\nthe\nto\nother ways has brought civilization\nI think\nuted?\nprostit\nbe\nwould\ncy\nefficien\ntheir\nGermans have foreseen how\nhad all\npeople\nher\nthat\nworld\nthe\nfor\nand\ny\nGerman\nfor\nnot. Far better\ncourse she has taken.\nbeen illiterate than that she should have taken the\n\n"}
{"page": 1428, "printed_page": "1406", "text": "1406\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIlliterates are not all bad citizens, nor are they altogether inefficient.\nLet me say that there is an erroneous impression that the illiterates of\nAmerica are confined largely to the Negroes and the mountain-whites of\nthe South, and that these mountain-whites are undesirable citizens. Nothing could be further from the truth. There are great centers of illiteracy in\nthe big manufacturing States—Massachusetts, New York, Pennsylvania,\nand Illinois. Further the so-called ignorant whites of the South have made\nperhaps as large a contribution to the Nation as any other of its people. It\nis unfair and preposterous to place so much of our shortcomings, as revealed\nin educational statistics, in inefficiency, and in other respects at the door of\nthe ignorant whites of Kentucky, Tennessee, and North Carolina.\nAbraham Lincoln was one of these. So was Andrew Jackson and many others\nwho have rendered unquestioned service to the Republic.\nIt is unfortunate that some people in the country generally do not appreciate the sterling qualities of the mountaineers of Kentucky and Tennessee.\nThere are many illiterates among them, but they have some efficiency and\nare usually splendid citizens. They were efficient enough to win the Battle\nof King’s Mountain, in the dark hours of American history; they were\nefficient enough to destroy the flower of the British Army, fresh from campaigns against the armies of Napoleon, at New Orleans.\nIf one questions that they possess efficiency today let him note the three\nmen selected by General Pershing to stand by the grave of the Unknown\nSoldier. The three men who were considered by their Commander to have\nrendered the most conspicuous service to their country in the recent war\nand in the order of service were, first, Sergeant Woodfill, a Kentucky\nmountaineer; second, Sergeant York, a Tennessee mountaineer ; third,\nMajor Whittlesey, of New York.\nCertainly, Alvin York had some kind of efficiency that enabled him to\nkill and capture a German battalion armed with machine guns. Certainly\n,\nhe must have been something of a patriot.\nThe illiterates do not form the most dangerous class of American citizens.\nLet us by all means wipe out illiteracy, but let us not fail to see that\nmuch\nmore is required to make America safe.\nWe must do something to enable the many nationalities who\nconstitute\nour citizenship to understand and appreciate America; we\nmust do more to\n\nhelp our native-born Americans to appreciate the contributions\nthat these\nvaried elements have made to our American life. Both of\nthese are problems of education. Many of these alien peoples have\ncome to our shores\nwith ideas subversive of government because they have\nlived under despotic\ngovernments that have engendered hatred. We must implant\nin them a\nlove and an appreciation for a government such as ours\nwhich permits its\ncitizens so much freedom that they may be free to write\nand speak as they\nwill about it. Today our country is being sown with\nliterature directed at\nthe overthrow of our government.\nMany publications are dedicated to this\npurpose. We pick up leaflets upon unemployment\nintended to incite the\nlaboring classes to rebellion, which call for the\noverthrow of the American\nRepublic and close with “Hail to the Soviet Government\nof America.”\n\n"}
{"page": 1429, "printed_page": "1407", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1407\n\nWe have not yet learned to teach citizenship to our own American-born\nboys and girls. We must teach respect for the flag; we must teach the\nprinciples of American government; we must teach American history in a\nfar more effective way if we are to insure the future of American democracy.\nAmericans are intensely patriotic, but through ignorance they render\nless respect for their flag than some other peoples. The French people, and\neven the defeated Germans, invariably uncovered in the presence of the\nAmerican flag overseas.\nI watched a parade on last Labor Day in a great\nAmerican city and I only saw three men uncover, though the flag passed\nrepeatedly.\nThis is not a matter of lack of patriotism; it is a matter of\nignorance.\nEvery American boy and girl should be taught to know that the American flag was the oldest flag that was carried in the World War; that it\nis the only flag that has never been lowered in defeat; that it has never\nfollowed armies of conquest; that it has never been unfurled except in\nbehalf of liberty—and then perhaps Americans would learn to appreciate\nthe forms of respect for such an emblem.\nI believe heartily in the American Legion’s program of citizenship.\nI\nwould have all teachers take the oath of allegiance.\nI would require them\nto be American citizens.\nI would require the teaching of American history and government.\nI would have the American flag displayed on every\nschoolhouse in the country.\n\nWHAT\n\nHAS\n\nTHIS\n\nCULTURE,\n\nCOUNTRY\n\nREASON\n\nTO\n\nEFFICIENCY,\n\nAND\n\nGOOD\n\nCOST\n\nOF OPERATING\n\nIN RETURN\n\nFOR\n\nTHE\n\nPUBLIC\nWILL\n\nC. WOOD,\n\nSTATE\n\nEXPECT\n\nBY\n\nWAY\n\nOF\n\nCITIZENSHIP\n\nEDUCATION?\n\nSUPERINTENDENT\n\nSACRAMENTO,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nCALIFORNIA\n\nPresident Jones: The chair is planning to close this meeting at twelve\no’clock or very close thereto.\nI shall dispense with an elaborate introduction of the last speaker in order that the time may be conserved.\nMr. Will\nC. Wood, State Superintendent of Public Instruction, Sacramento, California, is an introduction in himself, because of the great work he has\ndone in this country. He is a National figure and you will appreciate him.\nMr. Wood: It is not often that a school man finds himself called upon\nin a conference of his peers to justify the American school system of which\nhe is a part. I confess at the outset that the task set for me has not been\nconsidered a light and transient one. ‘The time and situation demand that\nas schoolmen we analyze our purposes and accomplishments carefully; the\nback-sweep of the tide of war enthusiasm in the form of retrenchment has\n\nstruck us and we must avoid the dangerous undertow that is bound to carry\n\n"}
{"page": 1430, "printed_page": "1408", "text": "NATIONAL\n\n1408\n\nEDUCATION\n\nASSOCIATION\n\nout to sea all institutions too weak to withstand it. The American people\ngenerally are asking themselves and one another and particularly the\nleaders of education the very question the president of this department\nhas put to me: What in the way of culture, efficiency, and good citizenship\nhas the country reason to expect in return for the cost of operating the\npublic schools?\nIn discussing the problem, however, I would emphasize\nthe wording in which the problem is defined. The discussion is concerned\nnot with what the people expect, but what the people have reason to expect\nfrom their expenditures for public education.\nThe natural point of departure in this discussion is the amount we are\nnow expending for the elementary and secondary schools of our country.\nThe figures for the year ended June 30, 1920, show a total expenditure for\nthe public schools by all the States of a trifle less than nine hundred million\ndollars. With the growth of population and the upward trend of wages\nthat persisted in the early part of the last fiscal year, we may safely assume\nthat the total expenditure for public education during the year ended June\n\n30, 1921, was between $1,000,000,000 and $1,100,000,000, which is approximately $10 for each man, woman, and child in the country. Let us\ncompare this expenditure with the total expenditure of 1911, a decade\nprevious. The total expenditure for that year was $446,727,000, or $4.76\nfor each unit of population.\n‘The Federal department of labor is authority for the statement that during the year 1921 the purchasing power\n* of a dollar was less than half its purchasing power in 1911. In other words,\nthe $10 per capita expended for public education in 1921 could purchase\nno more than the $4.76 per capita expended in 1911. The so-called increases in school expenditures during the last decade have therefore not been\nincreases at all. School expenditures measured in purchasing power are no\n\ngreater today than they were before the war. After all the agitation and\nenthusiasm for education growing out of awakened recognition of the Nation’s dependence upon and duty toward the youth it had drafted for its\ndefense, we find that expenditure for schools has barely kept up to the prewar level. ‘The country as a whole is spending for education in 1922 a\nless proportion of its total income than in 1911. It must therefore be observed that the schools are guiltless of the greed of the profiteer.\nWhat in the way of culture, efficiency, and good citizenship has this\ncountry reason to expect in 1922 in return for the cost of operating the\n\npublic schools?\n\nThe answer is simple and direct: inasmuch as it is spend-\n\ning no more of purchasing power upon the schools in 1922 than it was expending in 1911,it has reason to expect no more by way of culture, efficiency,\nand good citizenship than it secured by the expenditures of 1911.\nIt has\nreason\n\nto expect no more, but as a matter\n\nof fact it is getting more,\n\nthe\n\nincrease being chargeable to the devotion of the great body of teachers and\nschool administrators to the cause of better America.\nLet not this last\nstatement, however, be seized upon to impose still further upon the missionary spirit of the teaching body. It would be dangerous to do’so. A\ndisposition toward missionary work is probably a matter of inheritance, and\nthere are strong indications that the missionary strain in the human blood-\n\n"}
{"page": 1431, "printed_page": "1409", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1409\n\nstream is running out, probably because most missionary school-teachers,\nbeing wedded only to their mission, leave no descendants to perpetuate their\nself-sacrificing strain.\nI said a moment ago the American people have reason to expect from\ntheir schools in 1922 no more than they secured from them in 1911. Fortunately for our purposes, the results secured in 1911 have been measured\nwith a fair degree of accuracy. The boys who were eligible for enrolment\nin the elementary and high schools of America in 1911 and the years immediately preceding were the very boys who were subject to the drafts of 1917\nand 1918. We know now what kind of men they had become. Some were\naccepted, others rejected or placed in limited service. I firmly believe that\nthe return made to America by the young men accepted in the American\nExpeditionary Force exceeds in value the total cost of their education a\nthousand times. The pluck and courage, the quickness of mind and body,\nthe qualities of character that kept the great majority of them clean, the\nability to meet new situations successfully, the wonderful initiative—all\nthese indicate that the schools had rendered the Nation a service of untold\nvalue.\nHowever, when we turn to the men rejected or put into limited\nservice, we read a different story. “The Army educational tests, as distinguished from the Army intelligence tests, show that 29.4 per cent of the\nmen included in the first draft were unable to meet the relatively simple\ntest of intelligent reading and legible writing. Up to the outbreak of the\nwar, the Army would not enlist illiterates, but the draft of June, 1917,\nyielded almost a hundred thousand illiterates or near-illiterates, the majority of whom were native-born. ‘They could not sign their names. ‘They\ncould not read signs or bulletins about camp. They could not communicate\nwith the folks at home. “The report of the Surgeon General shows that of\nthe 3,208,000 men included in the first draft and physically examined\n949,000, or 29.59 per cent, were totally or partially disqualified for military\nduty for physical reasons. According to the last Federal census, we have in\nAmerica 4,931,905 illiterates, of whom 3,084,738 were native-born.\n‘These\n‘figures attest the incompleteness rather than the incompetency of the American school system of 1911 and the years immediately preceding. We cannot deny, however, that incompetence played its part in making possible the\ninsufficiency of education revealed by the draft. Could we escape incompetence and its results, with 30,000 of our 600,000 teachers having only an\neighth-grade education or less; with 150,000, or one fourth of our teachers,\nhaving only two years of high-school work or less; with only 120,000 having the standard of preparation for teaching recognized as the minimum in\nall civilized nations; with one fourth of our teachers having less than two\nyears’ experience and with more than half of them having less than four\nyears’ experience in teaching? Is it any wonder that the boys of rural communities showed a greater percentage of illiteracy, a greater percentage of\nphysica! defects, and less ability on an average in reading and understanding\nthan the boys from the cities, when we consider that the typical rural-school\nteacher has had less than two years of high-school work, is under twentyone years of age, has had less than two years of experience in teaching, and\n\n"}
{"page": 1432, "printed_page": "1410", "text": "1410\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nis at least twenty miles from a superintendent or supervisor who visits her\nonly once a year? It was just such conditions as these that made possible\nthe disappointing revelations of illiteracy, near-illiteracy, physical defectiveness, lack of comprehension and appreciation of American purposes and\nideals during the World War.\n‘The inadequacy of the American school\nsystem of 1911 and preceding years made possible the educational defects\namong the men drafted for the Great War. Since America is putting into\nher public education no more of her substance per capita in 1921 than she\nput into it in 1911, she has reason to expect no better results from the\nschool system of 1921. It would be an idle thing to discuss what America\ncan expect frem the school system of 1921. We know what we can expect.\nI shall therefore devote the remainder of this address to a discussion of what\nthe American people have reason to expect in the way of culture, efficiency,\nand good citizenship from the school system of 1931.\nWhat kind of school system shall we have in 1931? It depends entirely\nupon the attitude of the American people toward facts that are well-known.\nOne erstwhile leader in the American educational world decries the use of\nschool statistics which show our shortcomings and cause the country uneasiness and concern, and bids us emulate the ostrich and seek surcease from\nanxiety by burying our heads in the sand. Since the American people after\nopportunity duly offered have neglected to accept the lead of this modern\nIchabod in other matters, we may safely assume that, far from imitating the\nfoolish bird of the desert, they will emulate the proud eagle of the Nation’s\naegis, being ever alert against danger and keeping the serpent safe within its\ntalons.\nI do not doubt that the American people, when they know the\nfacts, will gladly build and support a school system to match the Nation’s\nneed. Encouraged by this hope, I shall outline what I believe the American\nschool system should embrace by the year 1931.\nThe school system of America must be based upon the principle of\nequality of opportunity. Every child born in America is entitled to a fair\nchance to develop to the fullest such native abilities and tendencies\nas are .\nnot socially undesirable. In planning to realize equality of opportunity,\nit\nis necessary to recognize natural inequalities, so the school system\nmust\ninclude divers means to meet divers needs.\nThe school system of 1931 will frankly avail itself of intelligence\ntests\nto determine whether individuals have sufficient mental endowme\nnt to\njustify public expenditures for their education. As school administ\nrators,\nwe must frankly recognize that there is*a point in the scale\nof intelligence,\nbelow which native endowment is so slight, that effort\nto develop it is\nwasted, or largely wasted. If we are men of judgment,\nwe will define with\nscrupulous care, the cases of individuals whose intellige\nnce is below the\nminimum point in the scale, as custodial cases,\nand insist that the State\nmake provision for them outside the school departme\nnt. Notwithstanding\nsentiment to the contrary, the schools can\nno longer justify expenditures\nof from three to five times as much upon individu\nals who. will never reach the\nbare limit of self-support, as upon individuals\nof normal intelligence. The\n\n"}
{"page": 1433, "printed_page": "1411", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1411\n\nschool system of 1931 should be expected to care only for individuals who\npossess sufficient native endowment to justify education.\nThe school system of 1931 will concern itself with all citizens of the republic, young, old, or middle-aged, who are capable of improving themselves and are desirous of doing so. Education we would define as the\nprocess of more fully initiating the individual into the life of the commu-\n\nnity.\n\nSuch education begins in infancy and continues as long as the indi-\n\nvidual needs and desires fuller participation in the life of the community.\nWhat are the steps or stages, or perhaps I should say, the degrees of\ninitiation into community life? The first I would mention is the step of\nacquaintance with the language arts and number, these being the accepted\nfundamental tools of knowledge.\nEvery individual in America of normal\nintelligence by the time he has reached the age of twelve years should as a\nvery minimum know how to read ordinary English prose and verse, write\n\nlegibly and with reasonable grammatical correctness ordinary business and\nsocial letters, spelling the commonly used words with accuracy.\nIn addition, he should know how to count to at least a million, how to handle\nsimple measures of length, weight, and volume and how to add, subtract,\n\nmultiply,\n\nand divide with\n\naccuracy\n\nwhole\n\nnumbers\n\nand common\n\nand\n\ndecimal fractions.\nHe should also know the more fundamental rules of\npersonal and community hygiene and should have mastered at least a general outline of the history of our country, an acquaintance with our leading\nNational heroes, and with the principal features of our National, State,\nSuch knowledge, I say, should be the very miniand local government.\nIn addition to this knowledge he should be trained in the more\nmum.\nfundamental habits of personal and community life.\nIt is not pleasant to contemplate the fact that there are millions of adults\nin America,\n\nmost of them born here, who have not met even the first re-\n\n‘The people of America have a right to\nquirement I have mentioned.\ndemocracy shall be removed before\nAmerican\nupon\nexpect that this blot\ninclude the following means for\nmust\nprogram\nthe\neffective\nbe\nTo\n1931.\n\novercoming illiteracy among the on-coming generation: (1) Laws making\nfull-time attendance compulsory for all children between the ages of six\nand sixteen years; (2) laws providing for the appointment in every community of intelligent supervisors of attendance who will conceive their\nduties to include not only the bringing in of truants but also the duty of\nseeing that blind, deaf, crippled, orphaned, feeble-minded, and destitute\nchildren are placed in touch with agencies capable of caring for them, and\nthe duty of acting as mediator between school and home before truancy\nbecomes a fact; (3) a course of study for primary-school children that will\nbe vital and based upon motive; (4) provision for the supervision of health\nand physical condition to prevent loss of attendance and secure a proper\nphysical basis for school work and, where necessary, hot school lunches;\n\n(5) annual registration of minors to discover children who are not attending school; (6) special classes in our larger cities for the deaf, blind, and\ncrippled children, for speech defectives, and for retarded pupils ; and\nadequate\n\nState institutions\n\nfor the care and education\n\nof such children\n\n"}
{"page": 1434, "printed_page": "1412", "text": "1412\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nliving in districts where special classes cannot be economically maintained ;\nand (7) itinerant schools and itinerant teachers for children who, for\nvarious reasons, cannot attend schools.\nFor overcoming illiteracy among the adult population we must include\nin our program the following: (1) evening schools, conveniently placed\nfor working adults in schoolhouses, factories, or warehouses and offering\nspecial courses for adult illiterates; (2) specially trained teachers who understand the special problem of teaching adults, are interested in the work\nand willing to get in touch with the men even while they are working;\n(3) special textbooks intended to meet the needs of adult illiterates; (4)\nafternoon classes, conducted if necessary in the front room of an illiterate\nwoman’s home, for the benefit of illiterate mothers, including a nursery\nfor the babies that may be brought; (5) home teachers to keep in touch\nwith foreign homes, raise them to the American standard, and interpret\nto the mothers the institutions of America; and (6) itinerant teachers to\nvisit and instruct adult illiterates at rural centers.\nIf such a program is adopted, and if the Federal Government will in the\nmeanwhile keep the gates closed against illiterates and people of low intelligence, we can abolish illiteracy without doubt by 1931.\nIt is all a\nquestion whether America is interested enough in human beings and in the\nfuture of democracy to pay the price of a clean and wholesome record.\nThe minimum program of education I have outlined will make only a\nslight return to the country by way of culture, efficiency, and good\ncitizenship. We must not deceive ourselves as to the value of mere literacy\nand acquaintance with the tools of knowledge.\nLiteracy, considered apart\nfrom its use, means little by way of culture, efficiency, or good citizenship. Thomas Huxley sums up the value of literacy thus in his admirable\nessay on a liberal education: “If I am a knave or a fool,” says Huxley,\n“teaching me to read and write won’t make me less of either one or the\n. other—unless somebody shows me how to put my reading and writing to\nwise and good purposes.\n‘The only medicine for suffering, crime, and all\nthe other woes of mankind is wisdom.\n‘Teach a man to read and write\nand you have put into his hands the great keys of the wisdom-box.\nBut\nit is quite another matter whether he ever opens the box or not. And he\nis as likely to poison as to cure himself, if, without guidance, he swallows\nthe first drug that comes to hand.\nIn these times a man may as well be\npurblind as unable to read—lame, as unable to write.\nBut I protest that,\nif I thought the alternative a necessary one, I would rather that children\nshould grow up ignorant of both of these mighty arts than that they should\nremain ignorant of that knowledge to which these arts are means.” Literacy\ntaken by itself may have been what Alexander Pope had in mind when he\nwrote:\nA little knowledge is a dangerous thing;\nDrink deep, or taste not the Pierian spring.\n\nTo secure any adequate return from our school expenditures\nin the way\nof culture, efficiency, and good citizenship, we must extend\neducation be-\n\n"}
{"page": 1435, "printed_page": "1413", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1413\n\nyond the point of mere acquaintanceship with the fundamental tools of\nknowledge.\nThe individual is born into a world governed by natural laws with which\nhe should become acquainted; he is also born into a complex world of\nhuman relationships—a world filled with activities that in their present\nform are the products of human experience.\nHe stands in the relation of\ndebtor to the forefathers of his land; to the people of ancient Greece,\nEgypt, modern Britain, and even China and the Celebes.\nHe lives, not\nalone, but dependent upon many men of many lands; upon a multitude of\neconomic, governmental, and social institutions and agencies.\nIf these\npeople and institutions are to serve him he must have at least a bare acquaintance with them.\n\nAnd if he in turn is to serve others, whether of his\n\nown or future generations, it is essential that he become so acquainted with\nthe more significant human activities as to enable him to choose a service\nsuited to his likes and talents.\nHe must become acquainted during his\nearlier years with the elements of a wide range of studies that interpret\nhuman and natural environment.\nBy means of books and contact with\nthings, he must acquaint himself with human geography, the literary heritage of his people, the history of his country and the roots thereof, the government under which he lives, the community life about him, and the more\nsignificant phases of nature, including the simpler elements of the sciences.\nMay I say in this connection that the great organization of Boy Scouts of\nAmerica, working apart from the schools but auxiliary to them, has wonderful possibilities as an educational agency for acquainting boys with their\nnatural and human environment.\nThe plan for awarding merit badges\nfor such subjects and activities as agriculture, architecture, art, astronomy,\nautomobiling, aviation, bird study, botany, business, camping, chemistry,\ncivics, conservation, cooking, craftsmanship, and cycling—to stop only with\nthe ‘‘c’s”—fills a real need in the life of American youth. Generally speaking, Boy Scout education with its emphasis upon doing and upon project\nwork is even more vital than much of the work of the schools. The value\nis in acquainting boys with significant human activities.\nWhile the horizon of human interests is being widened by means of\nschool, scouting, and life activities, instruction and training should also be\ngiven through biography and literature, as well as by precept and example,\nin the character-building elements, including manners, morals, and worthy\nideals. By the time the individual has reached the age of twelve he should\nhave acquired the ability to read aloud intelligently, to read silently with\nreasonable speed and comprehension, and to put his thoughts on paper in\nclear and grammatical language, with due attention to the spelling of\nwords and some attention to simple organization of material.\nThe matter may be summed up as follows: During the first six years of\nthe school course, corresponding to the logical elementary-school period, the\nchild, in addition to the acquirement of a good working mastery of the\ntools of knowledge, should also have acquired acquaintance with those\nelements of the human and natural environment that are foundational for\n\nculture, efficiency, and good citizenship.\n\n"}
{"page": 1436, "printed_page": "1414", "text": "1414\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThe period from the age of twelve to that of twenty may be recognized\nPhysical, psychological,\nas the critical period in the life of the individual.\nsocial, and economic problems of that period tend to make it one of stress\nand sometimes distress. \"These years determine very largely whether the\nindividual is to develop successfully those interests and activities that make\nfor culture, efficiency, and good citizenship. ‘They determine in large\nmeasure whether he will become a swimmer, a sinker, or a floater.\n“They\ncorrespond roughly to the period of secondary education, and during this\nperiod we have the right to expect that he shall develop, subject to the\npossibility of change, a major interest that will lead ultimately to a life\ncareer worth while to himself and to society.\nThe career chosen may involve the development of valuable skill in a\nvocation or the acquirement of general and specific knowledge foundational\nfor later specialization; but a life-career motive there should be, before the\nend of the period, subject, as I have said, to revision in the light of broader\nexperience.\nWith such a motive, the individual in most instances will\nseek as a matter of course to develop the culture and efficiency necessary\nto his calling. However, this will not in itself be sufficient. “The demands\nof society will not be met unless the individual has a reasonable acquaintance with the best and highest ideals of the human race and particularly\nof the American people.\nHe should have as a minimum three years of\nvital work in English, classical and American literature, which shall function not only in appreciation of literary form and content but also in continued reading of the best thought as it develops in current literature.\nHe\nshould have as a minimum such acquaintance with the history of the world\nas a well-planned one-year course in European history will give, and in\naddition a course in American history of at least one year.\nHe should have\nsuch acquaintance with our governmental, economic, and social institutions\nas may be acquired in a minimum period of one year.\nHe should have acquaintance with at least one laboratory science in order that he may know\nsomething of the scientific approach in solving problems, since science plays\nso vital a part in the life of our time.\nHe should also have developed\nthrough a reasonable program of physical education a strong body, with\nmind and muscles codrdinated, a wholesome interest in outdoor activities.\nand an intelligent grasp of personal and community hygiene.\nThe outline of the secondary field I have submitted represents the minimum requirement which all citizens of this Nation should have opportunity\nand encouragement to meet.\nIn order to afford this opportunity, I suggest that the secondary-school system of 1931 include the following: (1)\ncompulsory full-time education up to the age of sixteen, regardless of the\nfact that the elementary course may have been completed before that age,\nand compulsory part-time education up to the age of eighteen, as heretofore\nsuggested; (2) junior high schools embracing the seventh, eighth, and\nninth years ;senior high schools representing the tenth, eleventh, and twelfth\nyears, and where necessary, junior colleges representing the thirteenth and\nfourteenth years; (3) a cosmopolitan or inclusive high-school curriculum\n\nbroad enough to include not only the foundational cultural subjects but also\n\n"}
{"page": 1437, "printed_page": "1415", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1415\n\nthe representative vocations for both men and women; (4) election of\nstudies on a scope sufficiently broad to permit the individual student to\nbuild a program suited to his needs around the common core of prescribed\nwork heretofore described; (5) part-time and evening classes placed to\nmeet the convenience of workers, enabling the individual to get a broader \\\nand better understanding of the job on which he labors during work hours\nand preparing him for the next round in the ladder of his vocation, as well\nas for better exercise of the prerogatives of citizenship; and (6) intelligent\nvocational guidance and life-career counsel.\nSuch a program does not afford a guaranty of a reasonable return in\nculture, efficiency, and good citizenship.\nIts merit is that it exposes the\nindividual to the contagion of culture, efficiency, and good citizenship.\nAfter all is said and done, culture, efficiency, and good citizenship cannot\nbe imposed; they are matters of inward growth, inspired by outward suggestions and influences.\nHowever, the country will have reason to expect\nthat the great majority of young people who complete such a program of\neducation will not only have acquired valuable information, knowledge, a\nlife-career motive and with many, reasonable skill in a vocation, but will\nalso have developed some of those chief qualities, habits, abilities, attitudes,\nand ideals that mark the cultivated man, the efficient human, and the good\ncitizen.\nIndeed such should be the constant motive of those who do the\ntraining. We have reason to expect that the majority of them, to a reasonable degree, will have “made the body the ready servant of the will;”’ that\ntheir intellects will be trained to distinguish between truth and error; that\ntheir minds will be trained to think hard and with reasonable precision;\nthat they will have learned to love beauty in nature and in art, and to\nhate the sodden and the vile.\nThe country has reason to expect that individuals coming up to citizenship through such a course will have developed genuine ability to think,\nwhich is essential to worthy citizenship.\nAbility to think is a better test\nof qualification for citizenship than mere literacy. James Bryce in his last\nwork, Modern Democracies, recalls English rustics of sixty years ago\n“Shrewd men unable to read, but with plenty of mother-wit, and by their\nstrong sense and solid judgment quite as well qualified to vote as are their\ngrandchildren today who read a newspaper and revel in the cinema.”\nHe\nalso points out that the voters of Greece learned their politics, not from the\nprinted page, but by listening to informed orators and by discussion among\n“It is thinking that matters,” says Bryce, “not reading, and\nthemselves.\nby thinking I mean the power of getting at facts and arguing consecutively\nIn these days our reading has become a substitute for thinkfrom them.\ning. On the printed page, truth has no better chance than falsehood, exA\ncept with those who read widely and have the capacity of discernment.\nmodern voter guided by his party newspapers is no better off than his\ngrandfather who, in England, eighty years ago, voted at the bidding of\nA democracy that has been taught only to\nhis landlord or employer.\njudge will not be better for the ability to\nand\nreflect\nto\nread and not also\n\nread.”\n\nFor the expenditure made for education the country has the right\n\n"}
{"page": 1438, "printed_page": "1416", "text": "1416\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nto expect that the majority of citizens will have the power of getting at\nfacts, the ability to reason therefrom, and to give a reason for the faith\nthat is in them.\nThe country also has reason to expect that the majority of individuals\ncompleting such a course will have developed a sense of duty and responsibility necessary for the continuance of a democratic civilization.\n‘To this\nend, the secondary-school period must afford abundant opportunities for\nparticipation in school activities involving responsibilities; opportunities for\nthe exercise of initiative and self-direction; opportunities to learn to live\nand serve with people, even at the price of making mistakes.\nThere is reason to expect that students under such a program will\nhave grown out of many of the petty prejudices, provincialisms, and\nsuperstitions that fetter the human mind and will; they will have developed that open-mindedness which is essential to progress; the openmindedness which recognizes that truth has not yet been fully revealed,\nbut is still in process of revelation; the open-mindedness that is willing to examine thoughtfully and carefully new ideas and things even though\nthey may threaten to shatter, or modify, some of our cherished beliefs. It\nis indeed strange that men and parties and creeds should seek by violent\nor near-violent means to check the growth or modification of ideas and\nideals. It was closed-mindedness that caused Jesus of Nazareth to die on\nthe cross, Socrates to drink the hemlock, and Galileo to be thrust into\nprison. And yet each of these great characters is today reckoned as one\nof the greatest benefactors of human kind. The shadow of intolerance,\nfalling across the path of human kind throughout the ages, has always retarded human progress.\nBy keeping men in darkness it has slain its victories by millions and cramped the souls of whole nations and races. Openmindedness has to its credit the discovery of America, freedom of religion\nand conscience, the development of science and its marvelous applications\nto human needs, the progress of engineering, the conquest for civilization\nof almost the entire earth, the birth of the American Republic, the growth\nof democracy, the development of humanitarianism, the conception of a warless world.\nHistory and science are united in discounting the fear of openmindedness.\nMan is by nature conservative.\nDr. William James in his\nPragmatism declares “Our minds grow in spots; and like grease-spots\nthey spread as little as possible: we keep unaltered as much of our\nold\nknowledge, as many of our old prejudices and beliefs, as we can.\nWe\npatch and tinker more than we renew.\nThe novelty sinks in; it stains the\nancient mass, but it is also tinged by what absorbs it. Our past apperceives\nand coéperates; and in the new equilibrium in which each step\nforward in\nthe process of learning terminates, it happens relatively seldom\nthat the\nnew fact is added raw.\nMore usually it is embedded cooked, as one might\nSay, or stewed down in the sauce of the old.”\nIn other words, James\npoints out the innate quality of conservatism in the human\nmind,\nWhat is\nneeded as an undoubted mark of culture, efficiency, and\ngood citizenship\nis neither an intensification of the incrusted grease-spots\nof the mind nor\nan open-mindedness ready to embrace anything bearing\nthe impress or ap-\n\n"}
{"page": 1439, "printed_page": "1417", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1417\n\npearance of novelty; rather is it a critical or examining attitude—a disposition to made ideas, whether novel or ancient, stand the test of careful\nanalysis.\nIn discussing culture in his essay on ‘‘Sweetness and Light,”\nMatthew Arnold includes open-mindedness and the development of intelligent criticism of ideas as the chief marks of culture.\n‘“‘Culture,’’ he says,\n“is a study of perfection and has its origin in a love of perfection. ‘The\ngreat aim of culture is that of setting ourselves to ascertain what perfection\n“is and to make it prevail.\nNot a having and a resting, but a growing and\na becoming is the character of perfection as culture sees it. Now is the\nmoment for culture to be of service—culture which believes in making\nreason and the will of God prevail, believes in perfection, in the study and\npursuit of perfection, and is no longer debarred by a rigid, invincible exclusion of whatever is new from getting acceptance for its ideas simply\nbecause they are new.”\nSuch is the program and such the purposes of the American school system.\nA sense of responsibility and duty; a general knowledge of the world and\nits more worthy activities; a special knowledge of at least one human\nactivity; a trained mind, responsive to the best ideas and ideals, whether\nold or new; an ability to make one’s way in the world honestly; a love\nof perfection that silently but surely reshapes the soul toward perfection;\nand a heart that beats in unison with the best in the kingdom of this world\nand the kingdom above—these, in reasonable measure, are the fruits the\ncountry has reason to expect from a generously supported American school\nsystem.\n\nVIRGINIA’S BUILDING PROGRAM, ITS AIMS AND\nVOCATIONAL WORK\nE.\n\nT.\n\nDUFFIELD,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nVIRGINIA,\n\nMINNESOTA\n\nVirginia is a city of some 18,000 people.\nIts school district is not coextensive with the city, but is platted in the form of an inverted chair, ten\nmiles due north and south and six miles due east and west, and covers 48\nsquare miles of territory.\nVirginia serves a rural, mining, lumbering, and\nresidential population.\nIts school enrolment of 4000 children is distributed as follows: 2 per cent, strictly rural; 7 per cent, locational or\n\nsmall village; and 91 per cent, urban.\nThe rural population is taken care of as a unit by itself through the first\neight grades; the small village groups are partly now and next year will be\ntotally assimilated into the city schools through our own system of transportation.\nVirginia’s future building program combined with its present equipment\n\nwill aim toesatisfy the general demand of cities similarly constituted.\n\nIt\n\ncontemplates two general types of grade schools: Type 1—To house the\nkindergarten and the first four grades; and Type 2—To house the kindergarten and the first six grades.\n\n"}
{"page": 1440, "printed_page": "1418", "text": "1418\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThese two types are so located geographically that the normal children\nof the kindergarten through the fourth grade will not be required to travel\nmore than a quarter of a mile to school, and normal children of the fifth\nand sixth grades not more than one half a mile. “Type 2 structures will\nbe found on the extreme wings and in the centre of the city. Type 1\nstructures are and will be located between the Type 2 structures.\nType 3—The Junior-Senior High School organized on the 6-3-3 plan is\nalready finished and is located geographically in the centre of the city,\nand also in the centre of school population.\nType 4—This building, an old seven-room building, is being gradually\nset aside and remodelled for the subnormal group.\nIts present equipment\nis for several trades and as the number of teachers increase the vocational\ntraining will be made more varied.\nType 5—This is the purely industrial type and houses those departments\nseparately established on a commercial basis.\nVirginia now has the following schools:\n\n‘Type\nOo\na\noe\n3 schools\nHay\npipe er\npee\neee ny So agi Ni an\nSs\nel ee 1 school\nns\nSee encanta\nee\n1 school\nyy py ees cee meee la\nee\n1 school\nRe uae\n= io em ee oe a\n2 schools\nvo OHSRI\nMeee Se Oe\n6 Ee\ney\n3 schools, rural and village.\n\nType Da pote im ee ee\nPAY 2A\nee epe ee\n\nee\nOA\nby BV\nbeh 8sEe\n\n1 school\n1 school\n\nContemplated within a year or 4:\n\nType Yin\nAE\nJunot Hs, S348\n\nAM ELAR wee ates 5 Dp Nh etl ei\nx Dore gts 1 school\nbande al alent SOUL, cence Be\n1 school\n\nThe Type 2 school being contemplated will be a conversion of a Type 1\nschool to a Type 2 by the addition of 10 or 12 rooms.\nWe are now erecting a modern fire-proof grade school of Type 2 with\n17 class rooms, combined auditorium and gymnasium.\nPlans are being\nprepared to erect a 12-room Type 1 structure in an isolated section of the\ndowntown district this summer.\nWhen our present plans are complete Virginia will have for its immediate needs:\n\nType [2 eS\nSe. See\nOe\nZine\nees Su le\nEe! 6 hh\nene\n.\nSee\nseuet ohn\nEi\nee ee\nhp\ni\n422\n2 0S Dae Bae\nSe,\nGe\n;\n}Sais echoe 22 SSE\nee eee\nee\neS\n\neee\nee ae\n\nae\n\n3 schools\n3 schools\n» 1 school\nee\n1 school\nee 2 schools\n3 schools\n\n"}
{"page": 1441, "printed_page": "1419", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1419\n\nTo complete our entire program we will be forced at the present rate\nof growth of our school population to erect a junior high school to accommodate the seventh, eighth, and ninth grades and the prevocational\nshops.\nEach building is equipped with the modern idea of a maximum average\nof twenty-five pupils to a teacher.\nThe room capacity is thirty-five pupils.\nIn discussing our vocational system, we are brought face to face with\nthe large corporation school trying to strengthen its usefulness in directing\nthe training of their employees into one narrow channel which spells increased production for the company and yet involves decreased general\ncapacity for usefulness of the individual.\n‘They are demanding more and\nmore as time goes on that a man stick to what he is doing, becauseof the\nexpense and economic risk involved in ‘‘changing over.”” We must meet\nthis corporation school by giving a broad general training and also enough\nspecialized work to enable a youth to finish his apprenticeship in the trade\nof his choice quickly and intelligently.\n‘The Virginia schools have as their aim the making of students who are\nmentally alert, physically fit, morally straight, and vocationally efficient.\nIt is attempting to provide vocational efficiency by the following method.\nOur Department of Research is the centre of vocational and educational\nadvisement activities.\nIt is the centre because within this office are collected into a folder file system various records of all the pupils in the\nVirginia schools.\nCopies of classroom achievement, attendance, scholarship, intelligence test, I. Q., physical, dental, medical, and social records,\nand any other pertinent memoranda are filed under individual pupils’\nnames.\n‘This body of information for each child is of definite value in\nadvising with the pupils and their parents, concerning their future school\nand life activities.\nIt is also of particular value in studying the problems\nof the retarded, dull, and subnormal pupil as well as the supernormal\ncases.\nBeginning with the seventh grade a systematic endeavor is made to present the different phases of life’s industrial activities to enable the students\nto find themselves.\nThe seventh and eighth grade students are given eight\ndifferent vocational experiences for two years in courses ten weeks in\nlength, one hour a day. ‘Thus the seventh grade boys are given a short\nintensive experience in drafting, agriculture, home mechanics, wood turning, and pattern making.\n‘The seventh-grade girls are given work in cooking and sewing.\n‘The eighth-grade boys are given work in electricity,\nprinting, office practice, and metal work (machine shop). ‘The eighthgrade girls are given photography, office practice, cooking, and sewing.\nThese lines are all taught by expert tradesmen, and we feel that these\nexperiences are a distinct contribution to the general education of the boys\nand girls and at the same time afford them a basis for better selection of\n7\ntheir future school courses and later vocations.\nare asked to begin\nstudents\nthe\ngrades,\nAfter this tryout period in the\nHere\ncareer.\nindustrial\nan\nand\nprofessional\na\nbetween\nmaking a decision\n\n"}
{"page": 1442, "printed_page": "1420", "text": "1420\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe vocational advisors collaborate with the research department in trying\nto interpret for the student the past achievements as revealed in the folder\nIf a student selects a professional career\nfile of the research department.\nhe chooses those subjects offered as prerequisite to his entering the special\nIf he selects an industrial career he is given an opschool or university.\nportunity for intensive training along a number of different lines. At this\npoint the parents are required to sign the program of the student certifying\nthat they are satisfied with the program selected by and for the student.\nThe students in agriculture have a real farm of sixty-seven acres, fully\nThis farm\nequipped with buildings and machinery, and fully stocked.\ntogether with a greenhouse, dairy department, and classrooms in the highschool building serve as an experimental laboratory for both practical and\ntheoretical work. ‘The products from the farm such as, vegetables, garden truck, milk, and eggs are used in the domestic science and cafeteria depart-\n\nments.\nThe classes in carpentry are building a cottage under the conditions as\nfound in the trade. We propose next year to acquire property, put in a\npermanent foundation and temporary heat so as to erect and enclose a\nbuilding during the mild fall weather; heat it during the winter months\nfor the interior finishing, painting, and otherwise complete it in the spring;\ndispose of it at public sale, the building to be removed from our site and\nthe premises prepared for another building the following year.\n‘The work of the print shop is entirely of a productive nature.\n‘The shop\nprints practically all the school printing. We plan on introducing a certain amount of commercial work so as to create the atmosphere of a business establishment and to bring our work in closer touch and competition\nwith the trade so that we may prove to ourselves and others that our\nwork is of the proper standing.\nThe electrical department handles storage batteries on a commercial\nbasis; armature winding for the motors and generators of our school system, the interior wiring in the buildings put up by the carpentry classes.\nWork of a commercial nature is constantly provided for these classes.\nIn the automobile department an agreement has been reached with the\nlocal garage owners whereby no objection is raised to our taking such commercial work as we find necessary for instructional purposes.\n\nAnd so on through our trade departments we are making an attempt to\ndo first-class teaching and at the same time command the respect of skilled\nmechanics in the trade by doing as much practical work under conditions\nfound in the trade as we are able to absorb into our instructional system.\nPupils studying trades are taught English, science, mathematics, art,\nand similarly related subjects. The mathematics is the mathematics of\nthe particular trade, the science is closely related to the trade itself. ‘Thus\nmuch unrelated material is disregarded.\n\n"}
{"page": 1443, "printed_page": "1421", "text": "DEPARTMENT\n\nLIST\n\nOF\n\nSUBJECTS\n\nOF\n\nTAUGHT\n\nSUPERINTENDENCE\n\nIN\n\nOUR\n\nVOCATIONAL\n\n. English\n(a) Public Speaking\n(b) Shop English\n(c) General English\n2. Normal Training\n3 . Science\n(a) General Science\n(b) Geology\n(c) Physiography\n(d) Biology\n(e) Botany\n(f) Physics\n(g) Chemistry\n(Ah) ‘Related Science\n(i) Physiology\n4. Mathematics\n\n(a) General Mathematics\n(b) Related Mathematics\n\n(c) Commercial Arithmetic\n(d) Higher Algebra\n(e) Solid Geometry\n. Commercial\n\n(a) Office Practice\n\n(5)\nTyping\n(c) Shorthand\n\n(d) Salesmanship\n(e) Bookkeeping\n(f) Commercial Law\n(g) Commercial Geography\n6 . History and Social Sciences\n(a) United States History\n(b) English History\n(c) Modern History\n(d) Ancient History\n) Social Sciences\n) Community Civics\n) Economics\n\n) Industrial\n\nHistory\n\n) Art for Art’s\n) Related Art\n\nSake\n\n(c) Applied Art\n. Languages (Ancient\n\noo\n\nand\n\nModern)\n\n(a) Latin\n(b) French\n(c) Spanish\n©.\n\nHousehold\n\nArts\n\n(a) Cooking\n(b) Cafeteria\n(c) Sewing\n\n©\n\nManagement\n\n(a’) Commercial\n(b') Advanced\n\n(Lunch\n\nroom)\n\nSewing\nTrade\n\n(c’) Home Furnishing—House\n(d’) Millinery\n(e’) Dressmaking\n(f’) Hand Sewing\n(d) Home Nursing\n(a') Elementary\n\nPlanning\n\nDietetics\n\n10. Music\n\n(a) Band\n(b) Orchestra\n(c) Harmony—Music\n(d)\n\nGlee\n\nAppreciation—History\n\nClub—Chorus\n\nSCHEME\n\n1421\n\n"}
{"page": 1444, "printed_page": "1422", "text": "NATIONAL\n\n1422\n\nEDUCATION\n\n11. Trades\na) Printin\nes Woodwork—Carpentry—Cabinet\n{c) Turning—Pattern Making\n(d) Machine Shop\n(e) Electricity\n(f) Automotive\n(g) Drafting\n(h) Agriculture\n;\n(a’) Farm crops and soils\n\n(b') Animal Husbandry\n(c’) Farm Law, Surveying,\n.\n(d') Marketing\n(e') Dairying\n(1) Photography\n\nASSOCIATION\n\n;\nMaking\n\n,\nSociology\n\n(7) Mill work\n(k) Foundry\n(1) Forging\n\n(m) Building\n\n¥\n\nConstruction\n\nA strong feature of our vocational work is conducted in the night schools where\nthe following subjects are offered to about 1000 students.\n. Americanization\n. Business English\nBookkeeping\n. Shorthand\n. Typewriting\n. Cooking\nAnpPwne\n(a) General Cookery\n(b) Boy Scout Classes\n7. Home Furnishing\n8. Sewing\n9. Art\n10. Building Construction\n11. Printing\n\n12. Drafting\n13.\n14.\n15.\n16.\n\nMachine Shop\nWood Turning—Pattern Making\nAuto Repair\nElectrical\n(a) Battery Repair\n(6) Motor and Armature Winding\n\nWe are becoming more and more convinced that our scheme\nof vocational guidance is showing satisfactory progress.\n\n(a) Many of the students who enter the so-called trade courses\ndiscover\n\nthemselves and their abilities and later transfer to the professi\nonal courses.\n(b) It is keeping the students in school longer than previous\nly, so much\nso that we are about to recommend the immediate additio\nn of four more\ntrades to the shops and extending more openings to girls.\nA comparative statement of the enrolment of boys in\nJune, 1921, and\nSeptember, 1921, corroborates the above statement:\n\n"}
{"page": 1445, "printed_page": "1423", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1423\n\nREGISTRATION\n\nGrade\n\nSept., 1921\n\nDecreased\nenrolment\n\n103\n109\n74\n52\n40\n\n100\n105\n69\n46\n39\n\n3\n4\n5\n6\nil\n\n378\n\n359\n\n19\n\nJune,\n\n8\n9\n10\n11\n12\n\nMotaltm. seas\n\n1921\n\nThe following table gives figures to show that in the Junior-Senior High\nSchool the diversified trade courses are keeping the greater majority in\nschool.\nSa\n\n7\n\n8\n\n9\n\n10\n\n11\n\nWs\n\nTotal\n\nEWROlMen CaeGies steeiecnageaes\n\nGrades\n\nRe\n\nata\n\n248\n\n264\n\n315\n\n184\n\n134\n\n105\n\n1398+\n\nWeftmtheucity.nsoor\neens\nPastecompulsorys ae...) 1):\n\n11\n3\n\n14\n3\n\n17\n18\n\n7\n9\n\n3\n6\n\nahs\n\n5\n41\n\nibvealtheibe rianit ass cmrtee ieee\nWorks Penmitte. syaac\ncee se.\n\nMors\net\n\n1\n\n1\nTits\n\nais\n\nSit\n\nint\nte\n\nmee\nNee\n\nTetala.\n\n1Including\n\nUA\n\nae\n\n148 sixth\n\nhe\n\ngraders\n\nTA\n\nnow\n\nenrolled\n\n2\n\nae\n\nin seventh\n\nOe\n\n2,\n\nBana.\n\n2\n2\n\n07\n\ngrade.\n\nIt also gives evidence that we do not need so much compulsion to keep\nchildren in school as we need compulsion to offer the necessary courses to\nmake it worth while staying.\nWe are still in the experimental stage and just beginning to treat our\nPublic education in the past had for its\nvocational work scientifically.\nIt accomplished this too largely through the\nobject the trained intellect.\nIt often neglected to bring the mind into\nmedium of the printed page.\nmight easily have been done.\nthis\nwhere\ncontact with real things\nThe result was often to remove the student from the practical as he\npursued his education in higher schools. ‘The ideal of the American\npeople is markedly a person who can do things. The ideal of the CorpoAttempt is being made\nration Trade School is preéminently utilitarian.\nideals in a wellutilitarian\nand\nhumanitarian\nthe\nin Virginia to combine\npractical\nintelligent,\nan\nin\nresult\nwill\nwhich\nwhole\nharmonious\nbalanced\ncitizen capable of making a place for himself in our civic and economic\norder thus contributing his share not only in the field of labor but in the\ncivil and social organizations as well.\n\nTHE\nA.\n\nA.\n\nMC DONALD,\n\nONE-STORY\n\nSUPERINTENDENT\nSOUTH\n\nSCHOOL\nOF\n\nSCHOOLS,\n\nSIOUX\n\nFALLS,\n\nDAKOTA\n\nIn its five new schools recently completed, the city of Sioux Falls has\nmade a radical departure from the ordinary type of two- and three-story\nThe buildings are one story in height, fire-proof in conschoolhouses.\nstruction, panic-proof in arrangement, and embody the latest ideas in ar-\n\n"}
{"page": 1446, "printed_page": "1424", "text": "1424\n\nNationaL\n\nEpucATION\n\nASSOCIATION\n\nrangement for the health of the pupils, the efficiency of the instruction,\nand the wider use by the community:\nThe five buildings are practically\nidentical in plan, construction, and equipment.\nThe classrooms are arranged along a central court which serves as an assembly room, gymnasium,\nand community center.\n‘The space between the two front entrances is\ngiven to administrative offices, a library, and minor rooms of general use.\nAt the rear is a stage which serves also as a kindergarten-room.\nManualtraining and domestic-science rooms are placed at the rear corners of the\nbuilding.\nThe assembly room will seat approximately 500 persons; it is lighted\nwholly from above and is furnished with folding chairs, so that it may be\nused for all school activities. It is equipped for social-center use and has\na booth for a stereopticon and motion-picture machine. The floor may be\ncleared readily for indoor gymnastics or physical training, marching, or\nfolk dancing. ‘The large stage is sufficient to accommodate a chorus of\n300 children and may be used for general school exercises and amateur\ndramatics. ‘The stage may be separated from the balance of the auditorium\nby a curtain, so that it is for all practical purposes a separate room.\nIt has\na large bay in addition to the skylights and is finished in attractive homelike style with a fire-place.\nThe classrooms are wider than long and are equipped with built-in wardrobes. They receive their main light from above through large skylights\nand depend upon the side windows for auxiliary light only. A minimum\nof woodwork has been introduced, and the concrete floors have been covered\nwith battleship linoleum to eliminate noise and to facilitate cleaning. ‘The\noverhead lighting is almost ideal in softness and evenness, movable chair\ndesks have been introduced in place of fixed desks, so that great mobility in\nthe adjustment of classes to various types of work is possible.\nThe sanitary equipment of the building is of the most modern type, the\ntoilets and baths are on the main floor where they may be readily accessible\nto the children and under close supervision of the principal and teachers.\nThe kindergarten and first grade have a separate toilet and lavatory. The\nheating plant and janitor’s storeroom are the only portions of the building\nwhich are below grade. The boilers are outside of the main building, so\nthat in case of accident no harm will come to the children. The buildings\nare fire-proof throughout, four large exits lead directly to the playground,\nand a separate exit leads from the kindergarten to a low terrace.\nThe\nbuildings are accordingly panic-proof.\nNo steps are found in these buildings, even the door mat is sunk to the floor level to avoid tripping.\nThere is\nevery reason to believe that the buildings embody the latest and most\nmodern ideas in schoolhouse arrangement and construction, so\nthat they will\nconserve the health and insure the safety of the children and that\nthey will\naugment the efficiency of the administration of work.\nTo summarize: These buildings are fire-proof, panic-p\nroof, and so arranged as to promote the efficiency of all school work as well\nas the efficiency\nof all community-center work, such as parent-teachers‘\nassociation, basketball games, and any meetings for public welfare.\n\n"}
{"page": 1447, "printed_page": "1425", "text": "ee\nMOOTED\nWILLIAM\n\nDEPARTMENT\n\neS\n\nQUESTIONS\nB. ITTNER,\n\nOF SUPERINTENDENCE\n\nTRON\n\nRe\n\nIN SCHOOL-BUILDING\n\nARCHITECT\n\nAND\n\nSCHOOL\n\nSPECIALIST,\n\n1425\n\nSERVICE\nST.\n\nLOUIS,\n\nMISSOURI\n\nSchoolhouse planning and construction involves but one big problem,\nnamely: successful adaptation of facilities to educational needs. Nothing\nless than this will result in efficient building service. And it is building\nservice that school architects together with school administrators are striv-\n\ning to secure.\nEducational needs and demands vary with the different communities.\nThere are common elements, to be sure, but there are a greater number of\nindividual elements.\nClassroom work is similar in most schools, but the\nproportionate number of classrooms will vary with different schools. For\ninstance, with the platoon and work-study-play plan, a smaller number of\nregular rooms are required than with the traditional organization.\nAnd\nquite a number of schools are organizing on the platoon plan or some\nmodification of it.\nThere is a greater difference with the other component parts of the\nschool plant, namely: auditoriums, work shops, libraries, laboratories, and\nphysical education quarters. These vary even with schools in the same city.\nSome schools have no auditorium at all; others are inclined to make them\nof sufficient size for the entire student enrolment, which, of course, may\nrepresent waste. Again, there are schools with the barest requirements for\nshops and laboratories, while others include the richest environments possible for these activities. Practically all schools are now including physical\neducation quarters, but even so there are variations in demands and policies\nregarding these facilities. One gymnasium is desired for some schools, and\nin others two are deemed indispensable.\nIn many southern communities\nplaygrounds are used practically the entire year; consequently, gymnasium\nspace may be reduced to a minimum in the elementary schools or eliminated\nentirely.\nEven the non-instructional space varies.\nFor instance, the size of the\nlunch rooms depends on the type of organization and the general policies\nregarding their use as instructional quarters when not appropriated for\nschool lunches. Main corridors in some schools serve informal educational\nuses as well as a means of circulation; consequently, a restriction of their\nspace might be accomplished at too great a sacrifice.\nA matter which often emerges as an obstacle to adaptation is the continued demand for more housing.\nSchool plants are usually planned for\nthe more immediate housing needs and by the time they are completed the\nenrolment has outgrown them. Housing problems argue for adequate foresight and a survey of future as well as present needs. The efficient school\narchitectural organizations include experts for the necessary housing investigations as well as experts for educational adaptation.\nEducational demands are constantly changing; therefore, educational\nprograms must change and these, in turn, call for occasional changes in the\n\n"}
{"page": 1448, "printed_page": "1426", "text": "1426\n\nNationaL\n\nEpucation\n\nAssociATION\n\nschool plant. ‘The successful school architect must anticipate future educational needs and problems when planning present needs.\nElasticity Is\nthe secret of continued building service. ‘The building plan must be elastic,\nso that alterations and expansions may be readily made with the greatest\neconomy and without impairing lighting or ventilation.\nWith adaptation as the dominant thought, the planning and development\nof every school plant becomes an individual and a constantly changing problem. ‘The debated questions of size of auditorium, group plan vs. compact\nplan, top-lighting, and one-story buildings resolve themselves into variations\nof methods in bringing about a solution to the varieties of building projects.\nNo school architect who is a student of changing educational demands and\norganization and who is fully aware that needs and policies vary with practically every community will ever take a decided stand for a certain size or\ntype of auditorium applicable to all types of schools. Nor will he advocate\nthe group plan indiscriminately, nor top-lighting, nor the one-story schools\nexcept as they apply in the solution of particular problems.\nThe full possibilities of school auditoriums as socializing units and educational factors are being realized in a comparatively small number of\nschools. Where an auditorium is desired for occasional large gatherings\nonly, the financial drain becomes too great on the school’s resources for its\ninstallation in all schools of a community. In this case it is better to select\none or more schools with central location and restrict auditoriums to them.\nThe size, then, will depend on contemplated use. There is no doubt, however, that the auditorium may and should become a vital instructional force\nand it is to be hoped that all schools will organize, so that this desirable\nasset will really become a necessity through educational demands.\nIn schools where the auditoriums are used regularly by groups of classes\nfor instructional and socializing purposes the over-large room is a disadvantage. Instead the medium-sized auditorium, preferably with a capacity\nof from six to eight hundred, is the most practical.\n\"This medium-sized\nspace if planned in correct relation with a stage gymnasium and separated\ntherefrom by a sound-proof movable partition can always be enlarged for\nspecial occasions.\nThere has been some discussion on the advantage of group planning in\nschoolhouse construction. If the group plan can show greater educational\nadaptation than the compact plan, then it should receive paramount consideration in the initial planning of school plants. Nevertheless, it requires\na large site, adds materially to the cost of construction on account of the\nlarge number of outside walls, necessitates needlessly long runs of pipe\nlines for heating and ventilation, and requires extra cost for tunneling\nor\nconstruction of covered passageways between buildings. It also adds\nto the\nproblem of administration, supervision, and janitorial service.\nIf the educational advantages can outweigh these disadvantages, well and\ngood.\nSometimes it may be necessary to institute a group plan. Circumst\nances\nmay force it. For example, at Greenfield, Ohio, ‘Mr. E. L.\nMcClain, a\npublic-spirited citizen, through a generous impulse. donated\na beautiful\n\n"}
{"page": 1449, "printed_page": "1427", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1427\n\nhigh school to the city several years ago. It was complete in every respect.\nAt the present time the Board of Education is planning an elementary\nschool in close proximity. And Mr. McClain is matching this by another\ndonation in the form of a detached annex to the high school for additional\nshops, agricultural laboratories, and a swimming pool.\n‘The completed\nplan will include a group of three buildings. Here the group plan is desirable, and it is usually unavoidable where old buildings are to be enlarged\nand eventually replaced.\nIt has been argued that the group plan gives a more pleasing effect architecturally. There is also a negative to this assumption. The best in architecture is not necessarily a detachment of component parts but rather correct proportion, proper relationship, nobility of mass, and simplicity of\ndesign. Surely, these can be attained as well with a consolidation as with\na detachment of related parts. So, again, it is a question of individual\nadaptation,\n\na study\n\nof the\n\nelements\n\ninvolved\n\nbefore\n\na solution\n\ncan\n\nbe\n\nevolved.\nMuch time and energy have been wasted on discussions of top-lighting.\nThis type of lighting may be ideal for shops, but it is decidedly questionable\nwhether this method of lighting alone or in combination with side lighting\nwill be found generally satisfactory for classrooms.\nFirst of all, there is danger of improper distribution of light. ‘The result\nis usually an over-supply of light in the center portion of the rooms, with\nblackboards and the more remote parts in semi-darkness. It is obvious that\nlack of proper light distribution constitutes an obstacle to building service.\nThere is also something in the psychology of closed-up walls. Rooms with\nadequate and properly arranged side lighting are far more cheerful and\ninviting.\nFurthermore, top-lighting for classrooms is restricted to onestory buildings, and these are only recommended in specific instances.\nThe question of proper lighting is intimately connected with a number\nof conditions. It is at once a matter of adaptation. ‘That the light should\ncome from the left side; that the window area should be in proper proportion to the floor area (which varies in different latitudes), and that windows should extend to the ceiling of the room are matters on which there\nhas been a general agreement.\nAs suggested in a preceding statement, the question of top-lighting naturally relates to the one-story buildings which should be restricted to the\nwarmer climates, and it is not always advisable to erect them there. A\ncouple of years ago several elementary schools were being planned for\nDallas, ‘Texas. A tendency seemed to be in the direction of the one-story\nschools. A report of comparison between a one- and a two-story building\nwith identical facilities was requested.\nSeveral of the outstanding results\nwere as follows: (1) Site comparisons revealed that the one-story required\n151% per cent larger site than the two-story building to provide equal play\nspace; (2) in cubical content the one-story exceeded the two-story by 54,336\ncubic feet; and (3) the cost was $20,648 greater.\nWithout any outstanding counteracting educational advantages, no light-\n\n"}
{"page": 1450, "printed_page": "1428", "text": "1428\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ning or safety advantages of the one-story over the two-story plan, the new\nDallas schools were planned as two-story structures.\nIn the smaller as well as the larger cities adaptation revolves around\ncentralization. ‘The development of a large number of small plants instead\nof a small number of large plants precludes successful adaptation and building economies, For instance, if a city with eight small schools of approximately four hundred pupils each attempts to install gymnasiums, shower\nbaths, and auditoriums in each plant, the cost becomes prohibitive. How\nmuch saner to provide two large plants with a capacity equal to the eight\nschools. ‘Two auditoriums, two gymnasiums, and other enriched facilities\nin proportion are then financially possible. ‘The city of Detroit furnishes\nan excellent example of transition on a large scale from small schools to\nlarge units. Greenfield, Ohio, is as good an example of the advantages of\none large centralized group for a school population of fourteen hundred\npupils. For a medium-sized city, Gary, Indiana, stands out as a shining\nexample of centralization.\nWhen\n\nadaptation\n\nand centralization\n\nare achieved, the mooted\n\nquestions\n\nwill change color. ‘The size of the auditorium will be determined after an\nunderstanding of contemplated use. ‘Top-lighting and the one-story type\nof school will generally prove impractical.\nAll of the so-called mooted\ntopics will be absorbed by the one great problem of adaptation. To sum\nup: Centralization, the scientific adaptation of the school plant to educational and housing needs, present and future, elasticity of building plan, so\nthat changes and expansions are practically and economically possible, and\nthe reduction of non-instructional space to the required minimum constitute\nthe guiding principles in the development of school plants in all communities.\n\nTHE SUPERINTENDENT\n\nAND\n\nSTANDARDIZED\n\nTESTS\n\nD. C. BLISS, SUPERINTENDENT OF SCHOOLS, MONTCLAIR, NEW JERSEY\nOne of the most significant developments in recent educational administration is the extensive use of standardized tests. It marks the change from\nschools administered on the basis of mere opinion to a procedure having\nfor its justification ascertained facts. Such tests have now been employed\nfor a sufficient length of time to show that they may be used for three\nthings: (1) Determination of existing conditions; (2) Diagnosis of causes\n\nof failure; (3) Prognosis for future procedure.\n\nJudging from their practice, our schools seem to assume that the first\nstep constitutes the whole testing program.\n‘They need to realize that\nthe accumulation of medians, averages, graphs, and the like is of\nlittle avail.\nThe important thing is such an analysis of these returns as\nwill show the\ncauses of failure, and then such a modification of method as will\nremedy —\nthe situation.\nThe sick man is not helped when he is told that appendicitis is the cause of the severe pain.\n\nHe wants\n\naction, and that quickly.\n\n"}
{"page": 1451, "printed_page": "1429", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1429\n\nDoubtless it is of interest to the teacher to know that her class reaches a\ncertain average on the Woody Test.\nIf that is the beginning and the\n-end, the time consumed in giving the test is largely wasted.\nIf the class\nrecord is poor, the teacher wants to know why it is poor.\nIt may be due\nto much drill on some operations and too little drill on others.\nLittle consideration had been given to the prognostic value of tests until\ntheir extensive use by the army in classifying the millions of men gathered\nby the selective draft. It is of this phase of testing that I wish to speak\nin the brief time at my disposal.\nFor the sake of using concrete facts, I\nwill describe in considerable detail how Montclair has used the standard\ntest in the sixth grade as a means of determining the grouping in the\nseventh grade, or the first year of the junior high school.\nOne of our largest junior schools is recruited from four elementary\nschools of the most diverse character.\nOne of these schools is attended\nalmost wholly by Italians, another by Negroes and Italians, a third by\nchildren from an unusually fine type of American ancestry, while the fourth\nschool is of a cosmopolitan character, with extreme types represented.\nWhen the junior school was first organized, the principal faced a difficult\ntask. Here were children of all degrees of intellectual ability, gathered\nin one school. ‘The only information available to the principal was the\npromotion record of the child. Variation in the standards of the four\nschools and in the marks given by a dozen teachers made this record of\nlittle value as a means for classifying the pupils. The only thing to do\nwas to form tentative groups according to the available evidence and later\nmake such adjustments of individual pupils as their record in the junior\nschool required. ‘The larger part of the first semester was consumed in\nthis wasteful procedure.\nIt became evident that some better means than the trial-and-error method\nmust be found for classifying these children.\nAccordingly, during the latter part of the year 1917, a battery of six\ntests was given to all sixth-grade pupils in the four schools, and on the\nbasis of the results the names of the pupils were arranged in order, the\npupil making the best record being No. 1, and so on. ‘The first year the\nsix tests employed were: Thorndike Visual Vocabulary, Thorndike Scale\nAlpha, Trabue Completion, Whipple Easy Opposites, Courtis Arithmetic\nSeries B, and Ayres Spelling. One hundred ninety-six pupils were thus\ntested, and five fairly homogeneous groups were formed.\n‘These groups\nconstituted the basis for assignment to sections, in making up the classes\nfor the following September.\nAs may be imagined, it was a task of considerable magnitude for one\nperson to give these six tests, rank the papers and indicate the respective\ngroupings.\nUnless these groupings were justified in the light of the records\nof the seventh grade, the scheme would necessarily have to be abandoned.\nAccordingly, after the close of the year in 1918, the scholastic record of\nthese same 196 children was compared with their prognostic record to\ndetermine the degree of accuracy of the prognosis.\n\n"}
{"page": 1452, "printed_page": "1430", "text": "1430\n\nNationaL\n\nEpucatTion\n\nASSOCIATION\n\nIf a pupil was ranked in Group-I in the prognosis and his record the\nnext year placed him in Group-I; we were entirely satisfied.\nIf the\nprognosis placed him in Group-V and his record located him in Group-V,\nthe prognosis was considered correct.\nThe fact should not be overlooked that the group in which a child was\nplaced at the close of the seventh year depended entirely upon that most\nvariable of all measures, the teacher’s mark.\n“The amount of this error\nno one can tell, but it is doubtless a considerable one.\nWhen the first prognostic grouping was checked by the first scholastic\ngrouping, the accuracy of the placement was close enough to justify all\nthe time and labor expended.\nAccordingly the same plan has been followed for four years, and the grouping checked the subsequent year.\nThe close resemblance of the personnel of the two groups is best illustrated by this chart, showing the prognostic grouping in 1919 and the\nscholastic grouping in 1920.\nOf the original prognostic Group-I, 67 per cent were classified in Group-I\non their record, 23 per cent in Group-I1, 3 per cent in Group-III, and 7 per\ncent in Group-IV.\nNot a single pupil went to Group-V.\nOf the prognostic Group-V, 74 per cent were classified on their\nscholastic record as belonging in Group-V, 10 per cent in Group-IV, and\n16 per cent in Group-III.\nNot a single pupil was placed in Group-II or\nGroup-I.\nIt is evident that the difference between any two groups is very small.\nWhile 67 per cent remained in Group-I, the 23 per cent that were placed\nin Group-II might well be classed in Group-I, leaving the 3 per cent and\n7 per cent of Groups III and IV as the sum of the prognosis error.\nWhile these two groups show the highest correlaton between the\nprognostic and scholastic groupings, the entire record for the four years is\nmost significant. The per cent of all children examined remaining, on their\nrecord for the year, in exactly the same group in which placed by examination, is as follows:\n1917-1918, 43 per cent; 1918-1919, 36 per cent; 1919-1920, 42 per\ncent; and 1920-1921, 44 per cent.\nIf these percentages were increased by the inclusion of these children\nin adjacent groups, the resulting groups, which are sufficiently homogeneous\nfor working purposes, would show an accuracy of placement of about 80\nper cent.\n\nWhen it is remembered that one of the factors consists of the weighted\nmarks of different teachers, the error\n\ndoes not seem\n\nexcessive.\n\nThis study gave some interesting facts upon the relation of the junior\nhigh school, with its differentiated courses of study, to elimination.\nIn 1917, the junior high school had not been organized long enough for\nthe school to realize to the fullest extent the opportunities for adapting\nsubject matter and methods to the needs of pupils. Elimination was least\nin the most advanced section, and increased progressively as appears below:\n\n"}
{"page": 1453, "printed_page": "1431", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nPROGNOSTIC\n\n1431\n\nGROUPING\n\nNumber\n\nElimination\n\n28\n36\n\n51\n42\n38\n\n4\n8\n11\n15\n21\n\n195\n\n59\n\nGroupee ate noe TaeecE Eee lie Giinhs Rar os See e\nGroup, Llman.\ntes 0 EST tee OEP Peitias sek Sead: Leet\nGroup lle sa beEon\nfeels Pes es dasa\nCOLONpy Vege tae GEaI. BOR Eae Moco\na -& Teen BA Sele\nECU Vier\nert oi Leet CA nee.\ndekard SEAL Se.\nMGOtdl mat eters ee\n\nre\n\nPn\n\neee\n\nWith a clearer appreciation of the significance of the junior high\nschool and a better adjustment of the curriculum, three years later eliminations were not only fewer in number, but clearly were not dependent\nupon scholarship.\nPROGNOSTIC\n\nGROUPING,\n\n1920\nNumbers\n\nCP GTT Sl gee NS\nG8 Boy Oe Oe\nee ee\nsirarayet I RS Sea\noa Arie ory i ee ee\nCa eT OE A Sree eo\na Soe CN ee\nee\nLOUD\nVay Set Pha is Mei\nmore Mae\n8 hee\n(GLP\n25. ee SER\nOe A\nTL\nRe. Te\nRSE\n\nER\n\nPos\n\nRee\n\nPe\n\nRe\n\nEe\n\n39\n42\n44\n4]\n36\n\n5\n9\n9\nh\n12\n\na mags 202\n\n42\n\nWhile the diagnostic tests employed the first year of this plan were\nfairly satisfactory, a few substitutions have been made whenever new tests\nappeared which seemed better adapted to the purpose.\nOur experience with the use of a selected list of tests for the purpose\nof determining the proper grouping in the junior high school, while by no\nmeans infallible, indicates a degree of accuracy in the placement of pupils\nthat fully justifies the effort.\n\nTHE\n\nSUPERINTENDENT\n\nAND\n\nTHE\n\nCOURSE\n\nOF STUDY\n\nH. B. BRUNER, SUPERINTENDENT OF SCHOOLS, OKMULGEE,\n\nOKLAHOMA\n\nThe importance of the course of study—Of chief importance in any\nschool system is the quality of instruction.\nNext to the teacher herself,\nthe most forceful factor in determining what the quality shall be is without\ndoubt the course of study.\nIn spite of this fact, the relative amount of\ntime given to this most important phase of the superintendent’s work is\nvery small.\nTime-consuming details, such as building programs, budgets, insurance,\nand the multiple other tasks which fall to the lot of the average superintendent are given precedence over the course of study because this feature\n\n"}
{"page": 1454, "printed_page": "1432", "text": "1432\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwill wait. The public makes vicious attacks upon us, when our buildings\nand finances are not in proper shape, but the long-suffering students and\nteachers generously accept our excuse again and again that we are too busy\nto do the most important thing for which we are hired.\nOn account of this neglect on our part, hundreds of new teachers form\nimproper habits in their first year’s experience, since there is nothing to\nsupply the direction so badly needed.\nMany of them retain these habits\nthroughout their schoolroom careers.\nTo my mind this is one of the\nchief causes of unsatisfactory teaching.\nWho should write the course of study?—Mbost of us in administrative\npositions have overestimated the amount of our own time which would\nbe required to put across a vital and useful course of study. In many\ninstances, the mere showing of a favorable disposition toward its making\nwill light the fires of enthusiasm and initiative in our teaching staff and\nwill result in a product far superior to the superintendent-made, scissorstype course which is so prevalent today.\nAs far away as the superintendent is from actual instruction, it would\nbe next to impossible and extremely unwise for him to dictate many of\nthe details.\nIn the first place, he will not have the correct knowledge\nexcept in a general way, and in the second place, as pointed out above,\nhe does not have the time which a thorough job would require.\nMuch has recently been said in regard to the sharing of administrative\nduties with the classroom teacher.\nFortunately, we have got beyond the\nsaying stage and many of us have realized the tremendous advantages to\nourselves and to the school systems which we represent of letting\nthe\nteachers in on our administrative problems, especially those of a policyforming nature. I know of no better way of bringing the teaching forces\ninto a helpful and coéperative relationship with the administration than\nthat\nof assisting them in organizing in such a way as to initiate and\ncarry to\ncompletion a course of study which really meets the needs of the\npupils in\ntheir charge. As to their fitness for this work, there is no question,\nfor,\nafter all it is the classroom teacher, together with her immediate\nsupervisors, who should determine the course of study, especially\nthe details,\nsince it is she who comes in direct daily contact with the child’s life.\nHence\nshe knows better than any other the requirements and standards\nto which\n\nany course must measure up.\nUpon the superintendent, however, should devolve the\nfirst move in\nthis direction. It is his business to indicate a desire to\nhave his teachers\ncodperate in doing what has formerly been supposed to\nbe his job. It is\nhis business to discuss with them schemes so that all\nagencies will work\n\nin harmony and not at counter-purposes.\nIt is also his business to discuss\nwith them the needs of the school in general, so\nas to insure a proper\nbalance to the course of study, thus eliminating undue\nemphasis on any\nparticular features. And last, but most important,\nit is his task and duty\nto provide (through administrative adjustments) time\nand facilities for\nthe teacher to carry out the requests he has made of\nher.\n\n"}
{"page": 1455, "printed_page": "1433", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1433\n\nWhat should the course of study be?—These are times of flux.\nNever\nbefore in the history of school work has there been a greater need\nfor new\nand up-to-the-minute courses of study, highly flexible in many\nrespects, a\ncourse of study which will be suited, not only to the varying needs\nof\nchildren, but also to the needs and conditions, financial and otherwise,\nof\nthe community and school in which the course is to function. The looseleaf type, where teachers are permitted and encouraged to write suggesti\nons\nfor yearly revisions, is often highly desirable.\nNow, as never before, are we beginning to recognize the need for the\nkind of course of study which will take into account the different types of\nmentality. To my mind the greatest need in the field of education at\npresent is a course of study, followed later by textbooks, suited to the needs\nof children of both superior and inferior types of intelligence. This is\n_ totally lacking today as far as I am acquainted with the facts.\nYet in these times of change, our course must keep its finger on the spot.\nIt must not be allowed to wander aimlessly.\nIn certain respects it must be\nvery, very definite, or many teachers, especially the inexperienced ones,\nwill stray far from the mark.\nWith all its flexibility, it must be in some\nfeatures uniform, not the goose-step type, but so arranged that each part\nwill work with all others toward the same unified end.\nIn order to insure some of these things, it will probably be necessary\nfor the superintendent or his supervisors to set out a scheme something\nlike the following, which will be directly applicable in any department or\nfield of work.\nTeachers do not consider a carefully made set of directions as an imposition, but will take them in the spirit in which they are\ngiven—namely, as a guide toward unified effort.\nA typical set of directions from the superintendent to the makers of the\ncourse of study—‘In order that our efforts may be bent toward the same\nend, may I not ask that each of you follow in the main the suggestions\ngiven below in making your particular portion of the new course of study\nwhich, when completed, will be of such great assistance to you and me\nand every one in your department and school?\n1. State definitely the goals or aims of your course.\n(a) The ultimate aim.\n(b) The immediate aim.\n2. Content.\n(a) Give list of standard tests which may be used to determine the\nefficiency for your grade of work, mentioning the desirable standards.\n(6) State the minimum essentials, outlining in great detail the first two\nor three weeks’ work, as it should be covered by an average teacher with\nan average group of pupils.\n:\n(c) Give list of usable projects, carrying one of these projects to completion in great detail, so that an inexperienced teacher may be able to\nfollow any project on your list by using carefully the directions you give in\nyour example.\n(d) Give content bibliography in detail, mentioning the books, pages,\npublishing companies, and the like.\n\n"}
{"page": 1456, "printed_page": "1434", "text": "1434\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n3. Method.\n(a) Mention as many little concrete devices as possible whereby a\nteacher can put across the content of this course.\n(b) Give complete bibliography on method, mentioning a broad range\nof suggested methods.\n‘This is a tremendous asset to any course.\n4. The general bibliography, referring to exact pages and chapters,\nmaking the material so accessible that there will be a maximum attraction\nfor its use by teachers.”\nInstruction is supposed to be the chief business of the public schools.\nAround this as a centre should revolve all other things, buildings, budgets,\ncompulsory attendance—everything.\nYet it is deplorable, when we consider what a relatively small amount of effort superintendents give to this\nfield. ‘The time is rapidly approaching, and rightly so, when the superintendent will be judged more and more by the quality, recentness, and\nusableness of his course of study as well as upon the size of the bond issue\nhe has floated, the type of building he has constructed, or the increase in\ntaxes he has convinced the people to vote, important and necessary as all\nthese are.\n\nWHY\n\nMAINTAIN\n\nTHE\n\nPRESENT\n\nSALARY\n\nSCHEDULES?\n\nM. G. CLARK, SUPERINTENDENT OF SCHOOLS, SIOUX CITY, IOWA\nI have no brief today, fellow superintendents, for the defense of the\nteacher’s pocket book per se. Neither have I prepared for you columns of\nstatistics concerning the present-day evaluation of teachers’ salaries in terms\nof their living costs. Rather, my discussion has to do with what we commonly call the school product, its output—boys and girls—and with their\nvision of life and their attitude toward our democracy.\n‘This appears to\nme to be the only real basis for our discussion.\nOur salary problem, therefore, as I see it, is not merely a question involving the basis for our 1922 teachers’ contracts, but is rather a problem\ninvolving the future of this school output.\nIt involves the establishment\nof a policy that shall determine for at least a generation or more the trend\nof our democracy through its educational influences.\nPlace of the public school—I believe, therefore, and this is my first thesis,\nthat we must determine clearly for ourselves and for our communities the\nplace which the public-school system really occupies in the development and\nperpetuity of our democracy and in the functioning of American institutions.\nThe American public school has been the great bulwark of American\ndemocracy.\nIt has been more than an educational agency. It is far more\nthan a place for teaching the rudiments of civilized communication.\nIt is\nsomething far greater than a place in which the child familiarizes himself\nwith the tools of life’s business and of social economy.\nIt is the one institution in which the spirit of America and the ideals of America have been\n\n"}
{"page": 1457, "printed_page": "1435", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1435\n\nheld before the minds of America’s young people, to take root, to grow and\nto function through their lives.\nAmerica is America because of the American public school. American\ndemocracy is American democracy because of the democracy of the public\nschool. American backbone is American backbone because of the teaching\nand the training of American youths in American schools. Our civilization has held together against the onslaughts of the millions of uneducated\nsouth Europe emigrants because of the American public-school system.\n‘The American melting pot is the American public school. America is cohesive—in so far as she has cohesion—because of the truths and principles\nthat have knit the hearts of American public-school children together.\nIn supporting the public school of the city, State, and Nation, therefore,\nthe tax-payer is doing more than paying for the training of the intellectual\nchild. The public-school tax pays for the upholding of American institutions. “The public-school tax pays for the maintenance and the safety of\nthe city, the State, and the Nation. The salary of the teacher, therefore,\nmust be commensutate with this demand.\nIt must insure teacher quality,\nrather than teacher quantity.\nTeaching functions—My second thesis calls to your attention the vital\nrelationships existing between remuneration and teaching function. A true\nteacher is a leader. She only can lead who is sure of her objective and sure\nof the path to its approach. Life must be concrete to the teacher.\nShe\nmust be a functioning part of her community, otherwise her life is not concrete, her knowledge is purely academic, and her pupils will quickly lose\nconfidence in her leadership. A leader possesses the spirit of leadership—\nmentally, morally, physically, socially. She must feel herself the peer of\nher fellows in dress, in living quarters, in community functions. She mingles happily with other community leaders. ‘To deprive her of this is to\ndeprive her of leadership—to deprive her of companionship and, above all,\nto deprive her of self-respect.\nTeaching ought not to become again synonymous with self-disrespect in\ncommunity associations. The spirit of the true teacher is always buoyant.\nIt must remain buoyant. The broken-spirited have no place in the school-\n\nroom.\nAgain, as a leader the teacher must feel free from worry concerning her\nfinancial future.\nShe must be assured, through the salary policy of her\ncommunity, that her thrift and her financial management will bring to her\nold-age security. To deprive her of this possibility of necessity destroys\nher spirit of independence and re-creates her a discouraged community\nmendicant, an avowed husband or new job hunter, or a society hater in her\nOn the contrary, the true teacher feels the call to comsecret attitude.\nmunity helpfulness. Instead of being an object of pity and charity she desires to bestow charity. This is a part of life she ought not to miss; it is a\npersonal trust and responsibility in keeping with her character.\nThe teacher who really functions as a child leader must be assured of a\nHer salary must be commensurate with her\nfunctioning remuneration.\n\n"}
{"page": 1458, "printed_page": "1436", "text": "1436\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nIt must be commensurate with the respect which the comself-respect.\nmunity gives to its leaders. It must be commensurate with the respect the\n\ncommunity would have its children give its teachers. It must be commensurate with ideas of thrift and of personal financial independence. Without this assurance she is dominated by an unreasoning fear, an influence —\nfrom which every school-child should be protected.\nSuch weakness soon\ndominates the school atmosphere and destroys its virility. The past two\nyears of promised financial security and of equality in community life have\ndone much for the betterment of the teachers of our country. Their financial independence has reacted upon their very personality. “They are men\n‘They have entered community\nand women among men and women.\naffairs. ‘They have assured much of leadership in. community organizations—social, civic, and religious. May this betterment, this leadership, not\nbe lost through false salary economies.\nThe procreation of the profession—My third thesis deals with a far more\nsubtle danger to our American institutions. It may be said that in keeping\nwith the general law of life a vocation procreates itself. The type of tomorrow’s teachers depends upon the “call” today’s teachers send out to the\nyoung on-coming generation. ‘This is the call of their spirit, the call of\ntheir attitude toward life, the call of their attitude toward their vocation,\nthe call of their community leadership, the call of the part they play in the\nworld’s work, the call society accords them in its ranks.\nIt is a call that\nyoungsters never misinterpret.\nHigh-school and college students are more\nbusily evaluating life’s possibilities than they are evaluating the worthwhileness of geometry and latin.\nRed-blooded, virile, intellectual, spiritual boys and girls in high school\nand college are listening for calls. They respond to a “call’’ only as it\nappeals to their idea of worth-whileness, of ability to fit into their conception of a life-work that shall give opportunity for their ambitions to function. They feel an obligation to the world. They feel themselves to be\nworth-while. They resist a call that does not put up to them a challenge\nto do their part in the accomplishment of the world’s progress.\nThe time has come when the make-shift teacher, especially men, must be\ntaboo in the business of teaching. The man waiting for a higher call has\nno business at the teacher’s desk. There can be no higher call for him.\n\nChild leadership demands men who see in its call the highest and best that\nlife affords in human service.\nThe teacher’s call, therefore, must be a call for the best in American\nboyhood and girlhood. Our schools must have the best of our young people—the pick of American virility—if they are to survive and maintain the\nposition Doctor Eliot says they now occupy.\nAnything, therefore, that\nweakens the position of the teacher in the minds of the young people of our\nschools and colleges necessarily weakens its call for the procreation of the\n\nprofession.\n\nIs not this principle largely responsible for the position occupied\n\nby the church in American society today?\nFor the first time in the history of teaching, teachers are occupying\na\n\n"}
{"page": 1459, "printed_page": "1437", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1437\n\nposition of medium financial respectability. ‘The call of the profession to a\nvirile class of young people will depend upon this condition being maintained and even strengthened.\nAny tendency to lower the standard of\nsalaries will react upon the future generation of teachers. It will enervate\nthe profession and, therefore, weaken the schools.\nPrinciple of waste—My fourth thesis has to do with the principle of\nwaste. For centuries the world moved on its way totally ignorant of the\nwonderful possibilities of electricity. It knew nothing of the potentialities\nby which it was surrounded.\nIt wasted through generations of human\nstruggle the abilities of electricity to work for man, to light and to heat\nhis home, to convey messages from country to country, even to cure the ills\n\nof man himself.\nThe world’s greatest waste, however, is its constant waste of human\npotentialities. “The waste of intellectual, spiritual, and economic possibilities. ‘The human potentialities of the future are all gathered in the schoolrooms of today. “The loosening of those bonds are largely in the hands of\nthe teachers. ‘The potentialities of day after tomorrow likewise are in the\nhands of tomorrow’s teachers.\n“To place before a group of children a\nteacher with any form of handicap is to continue human waste. The world\ncan only afford to place in such a position of leadership a teacher of broad\nvision, of high ideals, of great intellectual and spiritual caliber. No one\ncan measure the potentialities of a group of twenty children. Unless the\nbonds of those possibilities are loosened, unless vision is kept before these\nchildren, the probability of waste is immeasurable.\nThe sad part of the story is that human waste is never recovered. Gold\nis never destroyed. Man’s ingenuity makes it practically always possible to\nbring about its recovery. But the potentiality of the human mind, abused,\nlost, wasted, is gone forever.\nThe call of the teacher’s cult to the future generations of teachers is a\ncall for the solution of the problem of human waste. It is a call for the\nhighest and best in our young manhood and young womanhood to respond\n\nto a great need in America.\n\nIt is America’s call.\n\nThe best in industrial\n\nleadership demands the best in financial remuneration. It cannot otherwise\nbe obtained. The best in human life naturally gravitates to those positions\nin the world’s service which humanity recognizes and honors. While true\nhonor is a spiritual recognition of the spiritual service of man, as yet most\n\neffective recognition of worth-while service in world work is measured by\nthe dollar. The red-blooded, the virile, the great in vision, demand their\ncomplete recognition and place with the world’s leaders.\nConclusion—In concluding, I would emphasize two things: (1) The\nround of possible National decay. ‘The story of the farmer who bought\nmore land to raise more corn to feed more hogs to get more money to buy\n‘The seemingly harmless proposal to lower\nmore land is well known.\nteachers’ salaries in order to ease the tax burden of the moment will bring\nus face to face with an educational, economic, and moral round of National\ndecay. This round will read somewhat as follows: Ease the tax burden\n\n"}
{"page": 1460, "printed_page": "1438", "text": "NaTIONAL\n\n1438\n\nEDUCATION\n\nASSOCIATION\n\nby lowering teachers’ salaries, employ a lower type of teaching personality,\nsecure a lower standard of teaching, resulting in inefficient: schools, a lower\nstandard of community life, a devitalized State, and finally a degenerating\ndemocracy. Then the round again, a further decrease in teaching salaries,\n‘a further decrease in school efficiency, a still lower standard of community\nlife, a greater devitalization of the State, a further lowering of National\nideals. And thus the round goes on.\nRather, let us demand a constantly recurring round of increasing National efficiency, a round that shall start with the principle of financial insurance of self-respect and of self-support for the teaching profession.\n(2) What shall we as a group of superintendents do concerning the\nproblem with which we are faced? In a democracy we must start with\nthe unit of democracy, the individual tax-payer.\nFrom him to the community. From the community to the State, and finally to National policies\nor standards.\nLet the superintendents, the teachers, and the friends of\neducation place before their tax-payers, before their communities, some such\ngroup of facts and ideals as I have feebly tried to sketch in this paper. Let\nus formulate a platform, looking toward a more efficient democracy through\na more efficient teaching body; a platform upon which we are willing to\nstand. Let us preach and teach the principles of this platform untiringly\nin our local communities. Let us fill the newspapers with these facts. Let\nus study the question and become certain of the validity of our argument.\nThen let the educational forces of the entire country stand pat. Let them\nfight, if need be—it will be a fight for a better America—but, above all,\nlet us hold that which we now have.\n\nTHE ARGUMENTS\nCHARLES\n\nFOR AND AGAINST\nOF INSTRUCTION\n\nA. WAGNER,\n\nTHE SUPERVISION\n\nSUPERINTENDENT OF SCHOOLS,\nPENNSYLVANIA |\n\nCHESTER,\n\nThe opposition to supervision needs to be classed as opinions urged\nagainst supervision ; they are not arguments.\n1. Supervision destroys the individuality of the teacher. This is true of\npoor supervision; the poor teacher has no individuality to suppress. Good\nsupervision develops teachers by correcting the improvable work and by\n\noffering extra inducements and recognition to the original teacher.\n2. Supervision expects too much of teachers. A complaint of the inert\n\nand mechanical teacher. Good supervision inspires the best teacher most\nof course, because there is most to inspire.\n3. Supervision has no professional standards. This fact is being changed\nand rendered less true every day and year. Supervision is passing from the\nindividual to the professional basis.\n4. The supervisor tries to catch teachers unprepared.\nSpying is not\nsupervision, but a base counterfeit.\n\n"}
{"page": 1461, "printed_page": "1439", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1439\n\n5. Teachers object to supervisors’ little supervisory slips; they, too, want\nto write slips on the supervisors. Merely a quibble; but teachers should be\nrecognized and their opinions of their work taken into consideration.\nSome other opposing claims are met in the opinions in favor of supervision: (1) Supervision helps the new teacher most quickly into unity and\nharmony with the system; (2) Supervision helps the poorly trained teacher\nto become a better teacher, improving as rapidly as the teacher will exert\nherself; (3) Supervision induces meditation, contemplation, se!f-criticism\nby teachers; (4+) New ideas, plans, procedures are brought into the system\nby supervision and adapted to the system; (5) The best work of the system\nis used as type and model for other teachers of the system; (6) If rating\nand pay are to be based on effectiveness in work, supervision is needed; (7)\nThe work of a system is unified by supervision ;opportunities of the children\nare made as nearly equal as possible in all points of the system; and (8)\nSupervision is called for by the tendency to specialization in every human\nactivity.\nThe accumulated knowledge and the acquired skill of profes‘sionals can thus become an inexhaustible resource for system and profession.\n\nTHE\n\nNEXT\n\nSTEP IN SCHOOL\n\nSUPERVISION\n\nE. E. OBERHOLTZER, SUPERINTENDENT OF SCHOOLS, TULSA, OKLAHOMA\nI have been asked to discuss ‘““[The Next Step in School Supervision.”\nIn the definition of my subject I wish to have it understood that supervision in its broad sense is chiefly to stimulate the development and\n\nefficiency of all the activities and functions of public-school education.\nWe have long devoted much of our time to the observational, inspectorial\ntype of supervision.\nIn this respect we have practiced the old-fashioned\nmethod of struggling for progress through the trial-and-error policy, but,\nin the present day, education has received a new interpretation, a new\nenthusiasm, and a new stimulation.\n‘The science of education is making\nrapid progress.\nEducational method is passing through a period of change\nin the direction of larger initiative and individuality for the learner.\nAmong educational workers there is being developed a higher sense of\nprofessional obligation which finds itself embodied in renewed interest in\nprofessional organizations among teachers and other educators, while in\nthe public mind there is a growing demand for a wider program of education and more efficient results.\n‘\nMoreover, America is taking the lead in this movement.\nUniversal\neducation with the objectives to meet the needs of a democratic society\nand to adapt the individual to his social and economic place is truly an\nAmerican program which is destined to grow until it becomes a world\nprogram of education, recognized, respected, and relied upon for the ultimate salvation of world civilization.\nSurely, expert supervision should be constructive.\nIt should seek to\nestablish a unity of effort throughout the schools, so that the part of each\n\n"}
{"page": 1462, "printed_page": "1440", "text": "1440\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\none in the education of children may be as effective as possible. ‘This\nunity of purpose and codperation is the chief object of supervision and\nshould receive the same scientific consideration as is now being given to\nthe measurement of results in teaching through standard tests and measurements.\nAt the present time, among cities the size of this group—namely,\n25,000 to 100,000, there is no scientific procedure or proper machinery\nto give the expert supervision needed, or to extend supervision to include\nthese important fields.\nThe three types of supervisory officials now generally recognized are:\n(1) The superintendent, (2) the supervisor or director of special subjects\nor departments, and (3) the supervising principal.\nAs we look into the present status of these officials, we find many conflicting. conditions which prevent them from doing expert supervision.\nSuperintendent James Van Sickle, of Springfield, Massachusetts,! gives in\nhis statement of the best use of the superintendent’s time the following\nduties:\nHis task is to assign duties and keep hands off, yet know what is being done.\nHe must serve as the acting head of a great and intricate business; he must\nserve as a clearinghouse for all requests, sane or insane, pressed by supervisors,\nprincipals, teachers, and the public. He must sift the “likely” requests and present\nthem to the board clearly and convincingly.\nHe must keep the school board\ninformed regarding his policies and plans, and also with regard to the progress\n\nand success or failure of such plans and polices. He must educate a constantly\nchanging board, a task that is likely to call for all the skill and tact that he\npossesses.\nHe must hold himself in readiness to supply any member of the board\n’ or the city government, on short notice, with such information as may be desired.\nHe must often interpret the board to the teaching force, and the teaching force to\nthe board.\n\nHe must serve\n\nas a court of appeal\n\nkeep things smooth in his field.\n\nin cases\n\nof discipline.\n\nHe must\n\nGeorge A. Mirick, of Cambridge, Massachusetts,” defines the two classes\nof school officers relating to instruction.\nThe school commissioner, whom\nhe assigns as director, relating to the selection of subordinates, inspection,\nselection of textbooks, and the improvement of teachers; as an executive\nhe is the agent of the board of education in its relation to the community\nand to the teaching group.\nAs an organizer he is responsible for the whole\nsystem in each department relating to administration, instruction, and\nsupervision.\nMirick delegates to the supervisor duties quite separate from administration. The supervisor must be authoritative on subject matter, on curriculum, on method, on scientific procedure, on motivation, on diagnosis,\nand in seeking coéperation in planning and conducting meetings.\n‘The\nchief point about this type of supervision is that it is widely removed from\nadministration and inspection.\nMoreover, in dealing with the supervisors or directors of special subjects or departments, we find that few of them have the perspective of\nthe whole school program or the scientific training which reaches into the\nvarious fields and interests that lie outside of the special subject.\nAs we turn to the supervising principal, we are confronted again with\n* Des Moines\n\n? Elementary\n\nReport, N. E. A. Proceedings,\n\nSchool Journal, Dec.,\n\nVol. 59, p. 727.\n\n1918, p. 285.\n\n"}
{"page": 1463, "printed_page": "1441", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1441\n\nthe conflict in duties and the proper distribution of the principal’s time for\nsupervision, administration, and clerical work.\nWorth McClure, of\nSeattle, Washington,’ finds that the greatest need of principals is a study\nlooking towards a development of two things—namely, (a) a philosophy\nof the principalship, and (4) a working, administrative, and supervising ©\ntechnique.\nHe found a wide variation of opinion ‘as to the duties and\nproper distribution of the time of the principal.\nFifteen university professors give the following table of relative importance of the functions of\nthe principal. :?\nRank of\nImportance\n\nFunction\n\nof teaching............. robs\n\nMedian\nWeighing\n\nTotal\nWeighing\n\nRange\n\n40\n\n582\n\n25-65\n\n1\n\nSupervision\n\n2\n\nPNCNASHRACIOM\n\nok sanioelevecsia\nnie «ees\n\n20\n\n310\n\n10-40\n\n3\n4\n\nCommunity leadership. cqes\nos. sness\nProressionalisturdyaso\ntic oes aes ovals\n\n15\n11\n\n218\n197\n\n10-25\n5-30\n\n5\n\nGl errealEWOLlkenn\n\n10\n\n130\n\n0-20\n\nEe\n\npeatecea rand shores is erent oerase a 6.8\n\nA group of city superintendents assigned the following valuations :°\nRank of\nImportance\n\nFunction\n\ne Per ein\n\nMa eens\n\nMedian\nPercentage\n\nRange\n\n1\n\nSUperViISION Poet\n\nie rie ons te uae\n\n50\n\n40-80\n\n2\n3\n\n(A AMINISEP ALLOM, oc, oie cs jeteeDorewet cepetersgelaunysTeuensh eyes o «0\nGTenicaliw orks.\n52 scicapetacrnast ia anel note chactttan rate suena\n\n20\n10\n\n5-60\n0-25\n\nForty-three Seattle elementary-school principals were asked to give relative importance on the basis of time emphasis.\n“This combined data shows\nthat administration received about thirty per cent more time than did\nsupervision and about seventy-three per cent more time than clerical work.\nSupervision received about twenty-six per cent more time than clerical\nwork, while the relative importance of the functions in actual practice, as\nobserved by thirteen university professors, is given in the followng table :*\nRank of\nImportance\n\nFunction\n\n1\nZ\n\ntea\" Soa ot a nao One Te eO en ureco\nNatinnhmisiaen\ni\neee\nGiatton Rexed Sos eae\n\n3\n4\n5\n\nss. «ues\nSupervision: of) teachingea.c\nCommunity leadership 22... 2 5\\05 -- steeine\nProressionalenstd Ver etree duct 2 eisai clones\n\nMedian\nWeighing\n\nTotal\nWeighing\n\nRange\n\n30\n30\n\n452\n375\n\n27-50\n20-40\n\n17\n10\n9\n\n217\n126\n88\n\n5-30\n5-25\n0-20\n\nFrom the foregoing statements it is evident that there is yet to be found\nproper scientific procedure and organized machinery to meet the full needs\nNevertheless, we can determine with a great deal of\nof supervision.\naccuracy how well we are administering certain parts of the present curriculum and the results we are getting in teaching some phases of subject\nmatter, thus checking indirectly one phase of supervision.\nIf we wish only to measure the results in addition and multiplication\nwe have well-defined standards for this, but if on the other hand we turn\nfrom checking results in the fundamental processes of arithmetic to challenge the wisdom of our practice in presenting certain phases of the subject\n1Blementary\n\n2Elementary\n8Elementary\n4Elementary\n\nSchool Journal,\n\nMarch,\n\n1921, p. 500.\n\nSchool Journal, March, 1921, p. 503.\nSchool Journal, March, 1921, Pp. 505.\nSchool Journal, March, 1921, p. 506.\n\n"}
{"page": 1464, "printed_page": "1442", "text": "1442\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nmatter or in introducing it in particular grades, then we have no scientific\ndata to prove the value.\nMere opinion still prevails to a great extent in\nthe selection, arrangement, and placing of curriculum activities and in the\nevaluation of subject matter.\nFor example, we have not yet the scientific\nprocedure nor the organized machinery for ascertaining whether algebra\nbelongs in the first year of the high school or the second year, or whether\na foreign language should be taught in the first year of the junior high\nschool or in the last.\nSo the problem of curriculum construction, testing, arranging, and placing is still left largely to agencies which are guided by the practices of\ntradition, personal opinion, or as Dr. Judd says, “In the happy-go-lucky\nplan of the chance enthusiast.t\nReferring again to Dr. Judd, who finds\nthere is no well-defined agency for securing the new curriculum material\nor overhauling the old, and relates a concrete experience of his in the assignment to fifty members of the National Association of Secondary School\nPrincipals the task of each preparing five lessons in social and industrial\norganization material that each should try in his own school and report\non them.\nVery little response was obtained, although the parties to whom\nthis task was assigned were volunteers, and after a year and a half of\n“patient waiting and correspondence,” the committee had eighteen lessons.\nQuoting Dr. Judd, “The evidence is painfully clear that high-school principals do not regard themselves as the chief agents of society for the construction of new material on civics.”\n§\n“As we have no adequate scientific methods, or constituted agencies, for\nthe reconstruction of the curriculum, it certainly behooves us to take up\nthe consideration of the curriculum problem and to canvass the possible\nlines of procedure which can be adopted to remedy the situation.”\nScientific measurement through standard tests has come to be a definite\npart of the routine school work.\nAlthough there was opposition to these\ntests on account of new revelations made, and although this new procedure\ndisturbed\n\nordinary\n\nroutine,\n\nyet to this movement\n\nwe\n\nmust\n\nascribe\n\nthe\n\nawakening of school administrators to the results achieved by their respective school systems. Valuations in practice, waste in codrdination,\nintroduction of new courses into the curriculum, and revision of subject\nmatter have all been attacked without any very consistent study or knowl-\n\nedge of the remedies needed.\nIf scientific tests are to make a lasting contribution they must produce more than adverse criticism.\n‘They must\nassist in the evaluation, not only in the technique and procedure in teaching, but also in the technique and procedure in supervision and curriculum\nbuilding.\nSince these tests have been developed to a point where they serve with\nconsiderable success in gaining knowledge of children, regarding both the\ndifferences in intelligence of the group and the status of the individual in\nachievement, we are now ready to take the next step by reviewing our\ntheory of educational organization with respect to the individual child\nand the group to be taught, not as a means to an end but as an end which\n1 School\n\nand Society, Vol. XV,\n\nNo. 367, p. 2.\n\n"}
{"page": 1465, "printed_page": "1443", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1443\n\nmust meet all the individual needs and social demands.\nPublic-school\neducation must ever keep in mind mass or group teaching, administered\nwithout sacrificing the individual to the masses.\nHowever, instruction is but one phase of education.\nThere is always a\npossibility for new means of improvement in education, which we, as school\nadministrators, are obliged to recognize.\nWhat value are we obtaining in\nthe field of practice from experts in scientific research?\nWhat value are\nwe obtaining from curriculum builders in the finer adjustment to our local\nWhat value are we obtaining from textbook writers in bringing\nneeds?\nus the new materials and methods of presentation derived directly from\nthe field of practice?\n‘To answer these questions we must turn again to\nThe correct solution of all problems,\nthe broad field of public education.\nwhich leads with the least resistance to the direct results we desire, must\ncome from careful scientific supervision of all phases of public education.\nThen the next step in school supervision is to establish scientific procedure and a proper organization for the evaluation of supervision as it\nrelates to all phases of public education.\nIt must attack problems of\ntechnique and method, problems of teaching service, problems of supervisors and directors of special subjects, or departments, and problems of\ncurriculum building and subject-matter revision. The next step in supervision is scientific and expert supervision of supervision.\n‘This is the new\nproblem in the science of education to which teacher-training institutions,\npublic-school administrators, and experts in every field of education must\ndirect their attention.\nF. J. Kelly suggests, as one of the opportunities for teacher-training\ninstitutions in the program of American education, the establishment of\nnew relations between these institutions and the public schools, that they\nbecome definitely associated with some of the best public schools of the\nState for clinical service as a teacher-training laboratory rendered under\ntypical public-school conditions and with adequate expert supervision paid\nfor by the teacher-training institution.\nFurther, that these teacher-training institutions, at least one in the larger cities, maintain experimental\nschools and other agencies for purposes of research in the fundamental\neducational sciences in the field of actual practice. This suggestion, if\nembodied in public education, will become one of the greatest forward\nsteps in solving scientific supervision.\nResearch from long distance and\naside from the field of practice is apt to miss its mark by way of developing wrong theories and methods, very much in the same sense as the mighty\nGerman gun, which thundered forth its huge missiles without tangible\nresults, except to terrorize, weaken the morale, and maim the innocent.\nQuoting Dr. Kelly further, “The demand for research facilities in education rests upon two propositions: First, education is built upon the social\nsciences of psychology, sociology, economics, and political science.\nSince\nthese social sciences are so little developed as yet, any profession built upon\nthem must be constantly changing in its so-called ‘established principles.’\nTo guide this constant change there is need for the most careful and con1 Des Moines\n\nReport, N. E. A. Proceedings,\n\nVol.\n\n59, p. 89.\n\n"}
{"page": 1466, "printed_page": "1444", "text": "1444\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsistent research.\nSecond, the research should be carried on by educational\ninstitutions as a part of the work of public education.\n“Today research is the key to supremacy in most lines of business. Manufacturers of electrical goods, rubber goods, oil products, pottery, silk, or\nwhat not, depend more upon some unique device or process for the\nsuperiority of their output than upon accuracy of workmanship.\nAccordingly they set up expensive laboratories quite independent of their factories,\nemploy high-salaried experts to busy themselves in attempting to discover\nsome better way.”\nIs it not, therefore, important for us, who are active in the field of public\neducation and who recognize good business methods in industry to see that\nin the big business of selling the schools as the greatest social need of\ncivilization our obligation is to begin at once the practice of big business\nin so far as it can be related extensively and efficiently to educational\npractice? We cannot afford to continue our grevious mistakes in waste\nand progress when good business points the way to success.\nBut this\ndevelopment needs careful guarding, for we have yet few well-trained\nworkers in the social science field, in research methods, and in sane, efficient\npractice. We must bring the teacher-training institutions and the public\nschools into direct contact, and this adjustment must become so sensitive\nand well-timed that there may be no loss of energy or efficiency.\nPerhaps\nour\n\nState universities should\n\ntake the lead, but our men\n\nand women\n\nin\n\nthe field should certainly be awakened to the great opportunities in this\nnew field.\nDetroit, in the field of public education, has perhaps the honor of taking\nthe first step in organizing the training school, the research deparment,\nand the department of supervision under the authority of Director Courtis.\nThis, it seems to me, comes yery nearly to the proper codrdination of\nefficiency departments which shall bring about expert supervision of supervision.\nAs superintendent, I feel the need of that kind of accurate and direct\nknowledge of the work being done in our own school system, which shall\nenable me and others to judge of the results and unified effort as we move\ntoward the one single goal. I need scientifically derived tests for checking\nsupervision of my own effort, the effort of our principals, and the effort of\nour directors.\nI need to sit down with our business leaders and point\nto the results which will define to them in practical terms progress and\ndevelopment, costs and efficiency, extensions and achievement.\nI am unable, however, to do this, because we have not as yet, neither in the training\nschools nor in the field of practice, individuals trained for this type of\n\nsupervision. - We have not yet discovered scientific procedure or organized\neffort to undertake the task.\nWe are in need of a new type of supervisor—the director of supervisi\non\n\n—directly constituted for this particular task and subject to no\ninfluence\nexcept the direction of the superintendent.\n‘This new type of supervisor\nmust be able to see impersonally results, movements, and practice all interpreted in the well-defined objectives constituting the\nprogram of edu-\n\n"}
{"page": 1467, "printed_page": "1445", "text": "DEPARTMENT\n\ncation.\n\nOF SUPERINTENDENCE\n\n1445\n\nThe next step in supervision, in my judgment, demands this new\n\ntype of service and investigation,\n\nleading to organization of new\n\nments in the field of training and practice.\n\nIt demands\n\ndepart-\n\nthat we apply\n\nbusiness practice, scientific practice, and serviceable practice in experiment-\n\ning, in developing, in using and in carrying forward the work of public\neducation.\nCurriculum building, selecting, testing, arranging and placing\nsubject-matter material, adaptation of curriculum to social demands and\nthe improvement of all activities of public education through expert supervision is the great work to be accomplished.\nNo organized department of public education has exerted so much influence on the world program of education as has this Department of\nSuperintendence of the National Education Association.\nIf we come here\nmerely to discuss, merely to think over and relate our experiences, then we\nwill not have achieved the greatest good, but if we come here with practical and forward-looking ideas, to have them criticised constructively and\nsincerely, in order that they may become embodied in some field of practice, truly tested by laboratory and scientific methods, carefully standardized and carefully reported, then we are transferring that type of experience which is usable in furthering the interests of public education.\nHowever, let me drop a word of caution—namely, that all of these theories,\nall of these theses, and all of these discussions must remain directly related\nto a program of security and progress, founded upon the principle that\n\neducation is for the child and that the education of every boy and girl\nmust be so conducted as to preserve and develop those elements of personality that are especially valuable in a democratic social structure.\nAs a\npart of this program of education in nation building the next step in supervision is yet to be realized.\nLet us move forward!\n\nSELLING\n\nTHE\n\nSCHOOLS\n\nH. B. WILSON, SUPERINTENDENT\n\nTO\n\nTHE\n\nPUBLIC\n\nOF SCHOOLS, BERKELEY, CALIFORNIA\n\nJust as the successful merchant must interest and convince the public\nthat it is desirable to spend money for his merchandise, so must those responsible for public education interest and convince the public that it is\nwise to spend the money needed for schools. ‘The church, the Christian\nassociations, and all other social agencies which are dependent upon public\napproval for their financial support face a similar problem.\nIn opening a discussion of this topic, we need to remind ourselves of a\nfew basic considerations.\nIn the first place, schools are established and\nmaintained by the public in our democracy in order to accomplish certain\nwork for the children of the Nation better than the public believes this\nwork can be otherwise done. Secondly, they depend ultimately upon the\nwill of the people for every detail of their development and maintenance.\nWhat type of service they shall render, how they shall be managed, and in\nwhat amounts they shall be financed must finally be decided by the people.\n\n"}
{"page": 1468, "printed_page": "1446", "text": "1446\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nTheir approval or disapproval on all fundamental matters quickly registers\nitself, and if their wishes are not heeded decisive expression may be definitely expected at the polls. In light of these considerations, it is evident\nthat the public schools of any age or locality express approximately the\ndominant convictions of the people regarding what education should try to\ndo and at what expense. Leading the public to provide such schools as are\nnecessary and to meet the costs thereof is therefore a problem in broad,\nfundamental, public salesmanship.\nThe history of American education reveals that two problems which concern us in this discussion have been constant problems. One concerns the\nquantity and types of education which the public shall provide and the other\nthe amount of money which must be expended to provide these desirable\ntypes of education. ‘These problems are interdependent. ‘The quantity and\ntypes of education which may be maintained are determined mainly by the\ntotal funds available for use. On the other hand, an appreciation on the\npart of the people of the children’s need of more education and of the varying types of education which are necessary to meet the needs and supply\nthe serious shortcomings in the people, releases more funds for the establishment and maintenance of schools.\nSince the money available controls what may be done, we are apt to\nthink of our task in salesmanship as merely a money-raising problem. To\ndo so is to approach the problem backwards, with the resulting confusion that follows inevitably from placing the cart before the horse.\nMerely securing the money needed is not marketing the schools to the\npeople.\n‘This attack may succeed occasionally as far as getting needed\nmoney is concerned.\nIt is not, however, a satisfactory handling of the\nmatter because it is not a fundamental procedure. As a matter of fact,\nconstantly presenting the schools’ actual needs in a frank, honest, concrete\nfashion constitutes the real essence of selling the schools to the people. Any\nother procedure is clearly superficial and is therefore certain to prove ineffective more often than otherwise.\nFrom the above discussion, educational salesmanship must first devote\nitself to keeping clearly and constantly before the public the amount and\nkinds of education which are necessary to achieve the ends society expects\nof the public schools. The public has a right to expect this. If it is not\ndone, it must not be blamed if it does not support the public schools as those\nresponsible think it should.\nThis task in salesmanship is a continuous one. It is necessarily so from\nat least four standpoints.\nFirst, the population whose support is needed\ngradually changes and new comers must be kept informed.\n‘This is especially true in rapidly growing centers of population. Oftentimes the latest\ncitizens to come into a city or community are soon going to be numbered\namong the most influential people of the community.\nThey must have a\nchance to be informed of the views of the school administration in reference\nto the needs of the schools.\nSecond, the needs which should be met in part through schools gradually\n\n"}
{"page": 1469, "printed_page": "1447", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1447\n\nchange, requiring that the processes of education shall be continually readjusted to meet these changes. For example, physical education and recreation are now provided in larger measure than before in an effort to meet\nthrough the public schools certain needs of the people with which we were\nbut little concerned before the great war.\nLikewise the schools are\nresponsible for ministering in many other ways to the physical vitality of\nchildren as they were not a few years ago.\nThird, the convictions of people as to what the schools should do change.\nAs a result of the changed thinking of people, such subjects as music, manual training, home economics, which formerly were not provided, are now\na part of the work of every modern school. They came in at first as a\nresult of the agitation and demands of intelligent, progressive citizens, and\nnot through the initial efforts of educators.\nAs the thinking of people\nchanges and enlarges the plans of the administration responsible for the\nschools, the whole people should be advised that they may react intelligently\nin support of the school’s expanded responsibility.\nFourth, ideas change in reference to how the school may go about its\nwork most successfully.\nThe public must be kept informed of these\nchanged procedures with reasons therefor. It is now considered advisable\nto provide every school of any size with an assembly-room, with workshops,\nwith visual instruction materials, and so on. Since the provision of these\nfacilities entails added expense, the whole public should be kept informed\nin reference to the basic reasons for such changes.\nIn view of the foregoing basic considerations, the administration responsible for any system of schools must keep before the public certain major\nphases of the school program.\nBoth costs and results secured must be presented ; otherwise, the public is in no position to give willing and adequate\nfinancial support to the school program. A satisfied public is just as important in financing the public schools as are satisfied customers in the success\nof any business or commercial enterprise.\nWhat, then, are some of the major aspects of any foublec! school system’s\nprogram about which the people must be kept informed and with which\nthey must be in hearty accord?\nFirst, the values to society of good schools must be continually kept before the public. As education grows more complex and complete, and as\nschools improve to meet life’s needs, new ways of stating these values so\nthat they shall be inclusive and in the language of the latest thought must\nbe found.\nIt is highly important that the values of education be always presented\nfundamentally to the public. The people should become accustomed to\nthink of education not in terms of mere mastery on the part of children of\nthe various subjects of study. Rather they should think of the contribution of the school through the teaching of subjects and related experiences\nto the physical, moral, vocational, avocational, and citizenship efficiency of\neach child as a child and as a citizen. No opportunity for keeping before\n\nthe public these large aims of the school should go unused.\n\nBoth in public\n\n"}
{"page": 1470, "printed_page": "1448", "text": "1448\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\naddresses and in the regular school publications, such as the courses of\nstudy and board of education reports, these fundamental undertakings of\neducation should be concretely impressed upon the public mind. Nothing\nwill do more to dignify education and to give it its rightful place of dominant importance in human affairs, thus enabling the public thoroughly to\nappreciate that no necessary price is too great to pay for the results which\n\nsuccessful schools insure.\nAn educational program which seeks effectively to achieve such fundamental results makes a convincing appeal to every sane person as a plain\nbusiness proposition. The experiences of the war did much to convince all\nof the superior efficiency in any undertaking of an educated citizenship.\nThis was evidenced first in the power of a highly trained but miseducated\nGermany to defy the world for four years. It was also seen in the success\nwith which our own citizenry successfully met every new and trying situation presented by the war.\nIn consequence of this world-scale demonstration of the values of thorough education, we find our civic and fraternal\norganizations and our women’s clubs seriously concerned to aid the improvement of education as never before.\nThey realize that progress in\ndemocracy, in civilization, and in human liberty all depend on the constant\nimprovement of our educational institutions, and they are intelligently aggressive to make them efficient.\nThis general point of view must be borne out and supported in each\ncommunity by concrete evidences that the schools are achieving the results\nprojected. The Nation-wide practice of devoting a week annually to education will bring large dividends in terms of increased support for education if the opportunity is wisely, honestly, and generously improved.\nOn\nsuch occasions not only should desirable progress which is dependent upon\neducation be emphasized, but the actual results produced by schools should\nbe convincingly set forth.\nsr\nSecond, the need and importance of the total organization and machinery\nof the public schools should be kept continually in the public mind. Otherwise, the public fails to see the reasons for the changes and improvements\nwhich are constantly appearing in a progressive school system. Not understanding the need for such improvements, they are objected to as expensive\n“frills.” The modern business man and woman progresses in business. matters by reaching out for each new method or device which promises increased efficiency, such as the adding machine, the dictaphone, the modern\nfiling system, and so on. Yet, many people who are progressive in\ntheir\nown business, if they are not kept informed of changed and improved\nprocedures in education with the reasons therefor, condemn educational\nchanges as fanciful and faddish.\nA few of the major items in the machinery of operating a modern school\nwhose need should be understood by the public may be noted briefly.\nThe\nneed of adequate grounds for play and gardening must be borne out\nby the\ntypes of work done and the results secured. The reasons for providing\nother than mere standard schoolrooms of the conventional tvpe\nmust be\n\n"}
{"page": 1471, "printed_page": "1449", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1449\n\nevidenced in the profitable types of work and experience provided the pupils\nand in the uses made of the school by the community. Only thus can the\nexpense be justified for providing and maintaining libraries, workshops with\ntools for use in art, cooking, sewing. manual training, club rooms for community meetings, assembly-rooms for various school and neighborhood purposes, lunch and rest-rooms, gymnasia, and so on.\nNewer types of equipment must justify their existence by the kinds of\nwork they are used in and by the results secured which would be impossible\notherwise. When so presented, the public will readily understand the need\nof providing movable furniture rather than fixed school desks; ample supplies of supplementary and reference books; visual aids of all sorts, such as\nmaps, globes, reading and music charts, stereographs, lanterns, lantern\nslides, moving pictures; musical instruments, such as pianos, victrolas, band\nand orchestra instruments, and so on.\nThe need and service of the modern course of study with its many subjects and varied advantages must be understood.\nUnless it is, it does not\nstand justified in the public mind in contrast with the narrower curriculum\nof a generation ago. How it is demanded by the modern school’s effort to\neducate each child as completely as possible for the varied duties of life in\na complex civilization must be understood concretely.\nThe service rendered by research departments in schools in promoting\neconomy and efficiency must be understood that this addition to the modern\nschool system may be approved and supported. Every progressive business\nman and woman knows the service which research agencies have rendered\nin their lines of work, but they are entitled to an explanation and demonstration of the service it renders in schools. How it aids in fixing proper\nstandards, in judging whether pupils’ attainments are satisfactory, in classifying children to promote better progress, and through the doing of these\nand other valuable things insures better education for the children at less\ncost, should be made clear.\nThe improved school service which is rendered by well-trained, professionally minded, adequately paid teachers in contrast with the results proThe largest\nduced by mediocre teachers should be clearly demonstrated.\nthe standhigher\nThe\nstaff.\nteaching\nthe\ninto\ngoes\nschools\nexpense for good\n“That the\nis.\nit\nexpensive\nmore\nthe\nstaff,\nthis\nselecting\nin\nards maintained\nshould\ncosts\nthe\noutweigh\nfar\nteachers\nsuch\nsecuring\nfrom\nresults\nincreased\nbe made evident.\nThe time limits fixed for this topic make it impossible to discuss in detail\nthe ways and means of leading and guiding the public so that they are intelligently and wisely active in promoting the development and improvement of their schools and at the same time enthusiastic in meeting the costs\n\nfor public education.\n\nCertain\n\nbasic considerations\n\nin determining\n\nthe\n\nFor\nmethods that should be used have been indicated above, however.\nguidance as to detailed procedures, much good help is now available. Particular mention should be made of the excellent aid which may be found in\n\n"}
{"page": 1472, "printed_page": "1450", "text": "1450\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n-\n\nAlexander’s School Statistics and Publicity and Alexander and Theisen’s\nPublicity Campaigns for Better Schools.\nBefore passing from this phase of the topic in reference to how this work\nshall be gone about, four lines of fundamental procedure should be mentioned which are desirable to employ in working with the public. I shall\nnote them in order of ascending importance.\nFirst, reasonable use should be made of expert opinion. “The public mind\nin America is fairly well informed. It considers principles and policies, not\nmerely the immediate and tangible. The complexities of modern business\nnecessitate expert professional advice, so the people are trained through\ntheir business experiences to consider seriously the advice of the expert, provided his positions are supported by common-sense considerations and tangible concrete evidence. The views and advice of experts in reference as to\nhow to improve the public schools should, therefore, be brought to the attention of the public. ‘This may be done through public addresses before\ncivic, social, parent-teacher, and fraternal organizations, and through the\npublic press. ‘The public has a right to expect its school officials to keep\nthem informed of new ideas and procedures which may lead to improved\neducational advantages for the children of the community.\nSecond, successful practices in use which are not employed in the local\nschools and which promise improved educational advantages should be presented to the public. Visits to observe these practices should be arranged.\nBoth school officials and interested citizens should visit. The results secured from such visits should be reported through the press and before\nmeetings of all sorts. Photographs should be secured. With many types\nof work, exhibits may be arranged.\n‘These exhibits serve corresponding\nends in preparing the public mind for improving education that they serve\nin commercial lines in creating a demand on the part of the public for improved manufactured or other products.\n\nThird, great attention should be paid to presenting to the public the results their schools are securing.\n“They should see their schools at work\nunder normal conditions.\nOnce or oftener annually, the results secured\n\nshould be shown through an exhibit. The exhibit condenses the year’s\nwork for the busy citizen and affords him a chance to study quickly the\nresults his annual investment in education is helping to produce. Both the\nstaple and newer lines of work should be shown. Features employing the\nchildren in action should be arranged. Statistical data should be presented\ngraphically.\nGraphs to bring out progressive steps and improved results\ncovering a period of years render it easy to see whether progress has been\nmade. Brief addresses interpreting what the exhibit shows help in getting\nits meaning understood. The accomplishment of this result is also greatly\nhelped by having in charge of every part of the exhibit both children, teachers, and parents who will take an interest in meeting visitors and in helping\nthem to get the most possible from the exhibit.\nFourth, much more extended codperative relations with citizens who\nare\ninterested in improving their community in all possible ways should\nbe es-\n\n"}
{"page": 1473, "printed_page": "1451", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1451\n\ntablished by the schools than generally obtains. Advisory and consultation\ncommittees should be established whenever their help may be honestly asked.\nThese committees never fail to prove a real help in analyzing and enlarging the plans and policies under consideration.\nFurther, it should be understood that the school administration welcomes constructive suggestions\nand help from every source—mothers’ clubs, parent-teacher organizations,\nwomen’s clubs, and other civic, social, and fraternal organizations.\nIf\nthese codperative relations are genuine and extensive use is made of them,\nthe thinking, influential people throughout the community have all contributed to the development and shaping of every new policy and program\nbefore it is matured. The result is that when it is put into effect, or submitted to a vote, there is little doubt of its success. Not only may large\ngroups of citizens, organized for codperative effort, aid in raising money\nand in voting bonds, but in putting into effect better salaries for teachers,\nmodernized school curricula, and improved school facilities, such as junior\nhigh schools, night schools, Americanization programs. ‘he large results\nachieved through such efforts in many places attest the efficacy of these proThe writer’s experience with types\ncedures in executing such measures.\nof effort of this sort in Berkeley during the past four years warrants him in\nurging upon you such ways of working.\nThis discussion aims to emphasize throughout that the public schools in\nany community should be kept concretely and adequately before the people\nat all times with the object of having their plans and results clearly understood and enthusiastically supported.\nWhen enlarged programs with increased costs are put into effect, they should come as a result of extended,\nwell-considered thinking on the part of the whole public.\nSuch changes\nshould gradually evolve and shape themselves as a result of codperative\ncounsel rather than as the result of hasty, revivalistic efforts of a revolutionary type.\nThat communities vary greatly in their support of school programs is\nevident to even the casual observer. “That the same community supports\nits schools better at certain times than at others is equally apparent.\nIn the main, the difference in communities and in the same community\nat different times is due, provided what the people are asked to support is\nwise and desirable, to the way it is presented to the people—to the chance\nthey are given to know fully and fairly what they should do. American\ncommunities vary in wealth and therefore in the types of programs they\nare able to support. “They also vary in types of people which predominate\nand in controlling interests.\nSchool programs should not, therefore, be\nuniform nor will the expense bills be uniform.\nExperience suggests\nstrongly, however, that communities support programs which are sensible\nin plan and costs, provided school leaders give the people a fair chance to\nbe convinced that the proposed program is a good one. ‘The responsibility\nfor the success or failure of any community to put into effect a proper\nschool program falls definitely, therefore,\nof the community.\n\nupon\n\nthe school\n\nadministration\n\n"}
{"page": 1474, "printed_page": "1452", "text": "1452\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nThat more definite provision must be made by school officials for carrying the duties of leading community thinking and planning aright is becoming increasingly evident. This arises out of greater costs for schools.\nIt is also emphasized by the increasing complexity of modern education.\nWhen leadership in presenting school programs and in securing financial\nsupport for them is so vital to community welfare, why is it not more adequately provided?\n‘The reasons urged are many, such as: “It takes time\nwhen there is none to spare because there are so many other things to do’’;\n“We do not know how to do this work; there is no accepted technique which\nis sure to succeed”’ ; “It costs money, when there is not enough now available\nto meet the needs of the schools.”\nAll of these state real difficulties, but\neach must be met and overcome.\n‘Time must be found to do the thing\nwhich is basic to all else. A little money must be spent to insure the raising of the greater amounts of money needed to finance the major efforts of\nthe school. While there is no “‘fool-proof” technique of working, there is\na good deal ot help available as to how to proceed. Where it is lacking,\ncommon sense and ingenuity must do the best they can, for the task must\nbe done.\nIn closing, let me remind school boards and administrators everywhere\nthat only those school procedures and results can be sold permanently in\nany community or State which are actually worthy.\nNor may school authorities expect to finance smoothly even the most worthy undertakings\nunless they have been presented to and kept before the public, so that they\nknow and are definitely convinced of their worth and genuineness. While\nthe duties and responsibilities of school authorities are many, this task of\nleading the public in the understanding and support of the best school system which can be conceived for and financed by any community is a primary duty which no school administration may neglect. ‘The discharge of\nthis duty is an indispensable prerequisite to all other efforts, and so must\nreceive first attention if the progress and security of our public schools are\nto be maintained in keeping with the progressive evolution of modern social,\ncommercial, and political institutions generally.\n\nYOUR\n\nMOST\n\nPERPLEXING\n\nE. C, FISHER, SUPERINTENDENT\n\nPROBLEM\n\nOF SCHOOLS, ROCK ISLAND, ILLINOIS\n\nIn putting this question to a number of leading school men they were\nquick to respond ‘Financing the Schools.” The question of financing the\nschools is like the poor, “always with us.”\nTo me the most perplexing and vital problem that we have in our schools\nis our inability to deal with the child as an individual rather than\nas a\nmember of the group. The schools should so adapt their courses\nof study\nto the children as to make it both possible and practicable\nalways to have\nevery child at his best.\nThis is a departure from the traditional group method where\na definite\n\n"}
{"page": 1475, "printed_page": "1453", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1453\n\nachievement was required of all pupils, regardless of ability, and will require not only a rewriting of our courses of study, but also “selling the\nteacher on the proposition.”\nThe traditional group plan does not take into consideration the ability\nand the individual differences of pupils. The minimum requirement is the\nstandard of achievement.\nNo provision is made for a large percentage of\nthe children who have ability far beyond this standard. ‘The result is disastrous in that it tends to hold the stronger children to a mediocre attainment.\n\nMuch time and money have been expended in the study of the average\nand the subnormal child, while the stronger and more intelligent have been\nleft to drift. “These children should have the consideration and direction\nthat their ability warrants.\nTo illustrate, during the semester just closed, our course in reading was\narranged and directed on the basis of ability. Many children read well\nand satisfactorily, according to the best Standards of Measure in reading,\nten books; a few read twelve or more, while some, in doing their best,\nbarely completed the basal text with an additional supplementary reader.\nIt needs no argument to see and believe that such a procedure places only\none limit on the individual pupil, and that is the limit of his own ability.\nIt is a measure of each pupil “by his own yard stick, not that of another.”\nThe advantages of the plan are: (1) It tests and then teaches; (2) at\nkeeps every child at his best; (3) it avoids comparison, except with the\npupil’s own record; and (4) the consciousness of his own growth is a constant incentive to greater effort. This is not a theory but a practical and\nworkable ideal. The difficulties in the administration are: (1) Selling\nthe teacher on the plan; (2) adapting the course of study to different abilities; and (3) reducing the number of pupils per teacher. The latter is the\nmost difficult because it is based on the question of finance.\n\nPROBLEMS\n\nOF FINANCING EDUCATION—HOW\nBEING SOLVED IN MY CITY\n\nS. 0. HARTWELL,\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nST. PAUL,\n\nTHEY ARE\nMINNESOTA\n\nThe charter of the city of St. Paul has definite restrictions on city funds\nwhich make the task of securing adequate school revenues especially difficult.\nTaxes are based upon per capita of population, $30 per capita being the\nlimit for all tax costs for the running expenses of the city including the\nUnder present conditions the schools cannot expect more than\nschools.\n‘To this $10 per capita is added State apportionone third of this sum.\nment and State aid, making the present allowance for the schools a little\nmore than $11 per capita of population.\nThe only way to change charter restrictions is by amendment through\npopular vote. ‘The only other avenue for additional funds is through the\npossible increase of State funds,\nNeither way gives immediate promise.\n\n"}
{"page": 1476, "printed_page": "1454", "text": "1454\n\n. NatIoNAL\n\nEpucaATION\n\nASSOCIATION\n\nAs the charter is drawn amendments almost necessarily involve the increase\nfor other departments as well as for the schools; because of this, recent\nattempts to seure a higher per capita have failed. Apparently, the school\ncampaigns have restored in the public a realization of school needs without\nas yet a discovery of the legal means of meeting them.\nThe campaigns, however, have had an effect on the apportionment of\nfunds in the different branches of the city government for the schools.\nThe efforts of the Department of Education are directed along four main\nlines. First, a careful budget.\nThe budget for 1922, prepared in July,\n1921, did not ask for all that the schools needed, but it did make clear\nthrough analysis of activities that the amounts asked for were absolutely\nnecessary.\nAs a result, it was the only one of the departmental budgets\nnot reduced by the city comptroller, who has the task of making the final\nbudget.\nHe cut nearly $2,000,000 from the requests of other departments.\nSecond, publicity regarding school facts and school needs.\nBefore and\nduring the war our financial restrictions were so acute that much emphasis\nwas placed on school poverty with a somewhat necessary, though unfortunate, corollary of poverty of results. Actually we can show good\nresults for the money expended.\n‘The present effort of publicity is, first—\nto establish clearly the fact that quality and extent of school service must\ndepend on the support given through taxation, and second—to present the\nschool needs on the basis of a city modern in spirit and up-to-date in public\nservice.\nThird, a needed step is the careful planning of a building program for a\nnumber of years ahead.\nSince 1900 the city has lagged in its building\nactivities. We are now spending a bond issue authorized at the opening\nof the war; it is meeting the most pressing needs. To catch up and keep\nup, further bond issues will be necessary.\nDetroit, Michigan, in the last\nfew years has shown the value of a fundamental analysis of population\nand building conditions as the basis of a building program.\nWe are fairly\nadvanced in a similar study. It has already proved most valuable.\nThe fourth line of effort is economy in the administration of present\nfunds. This is a vital requirement in establishing confidence in manage-\n\nment and educational results. On this confidence must really rest the plea\nfor the additional funds needed to keep public education abreast of the city\nrequirements.\n\nHOW\nJ. M.\n\nWE ARE SELLING THE PUBLIC\nLO;OURSGEY\nGWINN,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSCHOOL\nNEW\n\nPROGRAM\n\nORLEANS,\n\nLOUISIANA\n\nWe have learned wisdom from the peddler by the park gate, who shows\nhis dancing monkeys and pretty balloons in a way to make the children\nclamor and cry for them and then the parents buy. Sell education to the\nchildren and you have sold it to their parents and your city. The converse of this proposition is also true, sell education to the parents and you\n\n"}
{"page": 1477, "printed_page": "1455", "text": "eee\n\nDEPARTMENT OF SUPERINTENDENCE\nee\nee\n\nee\n\n1455\n\nhave sold it to the children, for the attitude of parents toward the schools\nis by far the most powerful influence in determining whether the children\nenter, remain in, and complete the scheduled courses in the schools. As\npractical salesmen, we seek to sell both pupils and patrons, but our chief\nendeavor is directed toward the children, for it is through them as salesmen that parents find the way to the dotted line.\nEducators of old, like a certain man, made a great supper and bade many,\nbut those invited made excuses and did not come.\nThen the master of the\nhouse said let anybody come—the poor, the maimed, the halt, the blind—\nyet many didn’t come.\nThen he sent out his servants—his attendance\nofficers—with orders to go into the highways and hedges and compel them\nto come in. Here the translator doubtless omits a few clauses which were\nin the original text, “and being compelled to eat what they didn’t want\nit gave them indigestion and with one accord they made straight for the\nhighways and hedges, saying ‘never again.’ ”’\n_ Teachers have been so captivated with their educational menu that for\na long time they thought the beauty and value of grammar and mathematics, history, and hygiene would sell themselves to the children.\nLater,\non finding many not sold, reluctantly they asked the aid of the law to\ncompel them to partake of the educational feast, only to learn that you\nmay lead a horse to water but you can’t make him drink.\nMore recently,\nteachers have learned that this old truth is not a truth at all, for you can\nmake him drink if you salt him. ‘This is our task today.\nIt is a long story, too long for my brief minutes if it be not apart from\nthe purpose of this theme, to note the changes that have been made in\nthe educational program, looking toward selling education to all the\nchildren.\n‘The story concerns itself with changing the old, ugly, barren,\nuncomfortable, ill-furnished school building into new, attractive, beautiful,\nhygienic, and comfortable well-equipped building with adequate and\nequipped playgrounds; it concerns itself with the replacing of the unattractive, unskilled, and little educated teacher—salesmen—with attractive,\nskilled, and better educated salesmen (teachers) or in transforming the\nbest of the old into teachers with modern points of view and ways of doing;\nit concerns itself with the enrichment and extension and increased usefulness and compelling attractiveness of the courses of study all so arranged\nto suit the varying capabilities and needs of the children; it concerns itself\nwith a closer study of the customers who buy—the children—so that the\nright goods may be offered them. We have learned that all should not\nhave the same program of studies and that selling plans for one are not\nsuited to others. All of these we have attempted and are attempting to\ndo in New Orleans, and the end is not yet.\nWe are inclined to see our own problem the most difficult and I have\nsometimes wished I had an easy place like the other superintendents in\nthis group.\nThe facts warrant my holding the opinion that selling public\neducation in New Orleans has its own peculiar difficulties for the salesmen\nof private and parochial education are numerous and active.\nHow well public education is selling to the children is seen in the tre-\n\n"}
{"page": 1478, "printed_page": "1456", "text": "1456\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nmendous increase in enrolment we have had in one year.\nFebruary 1, 1921,\nwe had enrolled 50,097, while February 1, 1922, the enrollment was\n\n55,971, an increase of over eleven per cent in one year.\n\nHas any other city\n\nin this group, without an equal increase in population, experienced such\nan increase during the past year? We had a right to expect an increase\nof about two per cent in one year as our population is increasing about\neighteen per cent in ten years so our increase in school enrolment, during\nthe past year has been more than five times the normal rate of increase.\nOur public has been sold on the proposition to give the school board the\nright to levy taxes for the operation and extension of school facilities.\nDuring last school session, this proposition was voted into the State constitution by a vote of three to one of the voters in the State and by as\ngreat a proportion in New Orleans.\nIncluded in the plan is the authority\ngiven the school board to issue bonds for school buildings to run for not\nmore than forty years and to require a tax for floating the bonds of not\nmore than one and three quarter mills.\nIn view of the fact that our\nrate of assessment is at 85 per cent of the cash value of property, this\nrate produces more funds than four or six mills where assessed values are\none quarter or one fifth of the real value of the property.\nIt was a great and interesting campaign of education that prepared the\nway for the peoples’ vote.\nThe school board and administration officers\nwere ably assisted by a permanent organization of citizens known as The\nPublic School Alliance and by seventy permanent, organized school parents’\nclubs with about 10,000 members, several teachers’ organizations, and\norganizations of women and by the press of the city. In this campaign,\nthe child was made the center.\n‘Give the children a chance,” “The\nbest is none too good for the children,” and “The children expect you to\ndo your duty” were some of the compelling slogans of the campaign.\n‘The\nneeds of the children for buildings and grounds, good teachers and books,\nand other things needed were given first importance.\nThe need of the\nteachers for adequate pay so that the best men and women could be drawn\ninto the school rooms as teachers and held there was also a powerful force\nin securing a favorable vote on the tax.\nWe endeavor to keep selling our schools to the people—I think nowhere\nhas the press been more generous of its space.\nSchool news and stories\nare always found in the columns of our papers.\nDuring the past month\nour leading morning paper sent a reporter to school ;she remained a whole\nday in each half grade with one teacher, and on the following morning\nthere was a whole column story about a day’s work in the first\nB or the\nthird A, as the case may be, and a large cut showing some phase\nof the day’s\nwork.\nThese sixteen daily stories are but one instance of how our\nnewspapers help inform the people of what the schools are doing.\nWe believe in\nour goods and know that about all that is needed to\nmake a sale is to\nshow the goods.\nAmerican Education Week was made much of in our\ncity. The press\ngave full accounts, a great electric sign was placed\nacross our principal\n\nbusiness street by order of the mayor, and blazed out its\nannouncement\n\n"}
{"page": 1479, "printed_page": "1457", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1457\n\nof the week and its invitation to visit the schools. There were 402 separate\nexercises in the public schools, representatives of the American Legion and\nothers made 287 addresses at these meetings and 12,509 visitors came to\nthe schools.\nOne of the most important functions of the superintendent of schools\nEach\nis to associate himself with the business men of the community.\nThursday he attends the Chamber of Commerce luncheon, where opportunity is given to talk the school program to business men and on special\noccasions to address the whole group; on Wednesdays he sells education\nto the Rotary Club of the city, and as often as opportunity is afforded he\naddresses the organizations of men and more often he speaks to organizations of women and especially to the organizations of parents connected\n‘There is one general professional organization of teachers\nwith the schools.\nand many organizations of classes of teachers—these organizations help\nmaterially in selling programs to the city.\nOur mild winter climate makesit possible to stage large out-door demonstrations of school work, these pageants, athletic and physical education,\nand musical and other events never fail to call favorable attention to the\nschools.\nNew Orleans public schools have been more fortunate in receiving\nlarge gifts from the estates of former rich citizens than any other city. On\nthe first Saturday in May we observe Founders’ Day—formerly called\nMcDonogh Day in honor of John McDonogh, who about seventy years\nago left one half of his, at that time, large wealth to the public schools of\nthe city. It is an impressive and beautiful sight to see the thousands of\nlittle children bringing their flowers to deposit around his monument in\none of our public squares and then by thousands march singing through\nthe mayor’s parlor and City Hall.\nThis demonstration always attracts\nthe moving-picture men, the newspaper photographers and reporters, and\nthousands of citizens have their attention called in a favorable way to the\nschools.\nOn the first Saturday in May, we hold at our famous, or some may say\ninfamous, race track, our annual track and field meet for boys in the\nelementary schools.\nThere are some thousands of these boys in competition—sometimes eight hundred contenders entered in the fifty-yard dash—\nthe competition among schools is keen and usually fine and this annual\nevent finds much front page and other space, with pictures, in all our\npapers.\nThere are many other details that could be given of ways and means\nemployed in our selling program but enough has been said to give the more\nimportant means employed, and others would not differ materially from\nmeans in common use in all your cities.\nIn summary, the child is made the beginning and the end of our selling\nprogram; we seek to make our education so worthwhile and the teaching\nso effective as to attract and hold him in school and to fill him with\nschool spirit and information, so that he becomes a salesman, selling his\nparents.\nParents are organized and are active in practically all our\nschools; wide publicity is given our school program through newspaper\n\n"}
{"page": 1480, "printed_page": "1458", "text": "NATIONAL\n\n1458\n\nEpucATION\n\nASSOCIATION\n\narticles and stories and news and through addresses and discussions and\nexhibits of what the schools are doing and what they need and how the\npeoples’ money is being spent.\n\nREPORT\n\nJ. H.\n\nOF THE EXECUTIVE COMMITTEE OF\nDEPARTMENT OF SUPERINTENDENCE\n\nBEVERIDGE,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nOMAHA,\n\nTHE\n\nNEBRASKA\n\nWhen asked to open this discussion it occurred to the speaker that he\ncould serve the Department best by getting an expression from its members.\nTo this end he asked a number of superintendents to write a brief letter\nsetting forth their own ideas on the future policies of the Department and\nothers to state the kind of program they would plan for the coming year\nif the responsibility of preparing such a program were theirs.\nEach member of the Executive Committee was also asked to express himself on this topic as a result of his experience in working on this committee.\nThe following is a consensus of opinion then of a representative membership of the Department supplemented by additional ideas, an outgrowth\nof the experience of the Executive Committee.\nFor convenience let us\nconsider first, constructive suggestions and second, specific questions to be\nanswered.\nCONSTRUCTIVE\n\nSUGGESTIONS\n\nFor superintendents—A majority of inquiries answered seem to indicate\nthat this Department should be in reality a meeting of superintendents for\nthe discussion of superintendents’ problems in such a concrete and effective\nway that these administrative officers will be able to render better service\nto their constituency.\nThis is not, however, unanimous.\nMany hold the\nmembership should include college and normal-school presidents, deans of\neducation in colleges and universities, heads of research departments in city\nand State school systems, and the like.\nPublic school finance—One of the most important and immediate problems we face is that of financing public education.\nFuture schools will\nbe more expensive than those of today.\nIf public education is to serve its\nreal purpose means of supporting it must be found.\nThe compulsory\nschool age has been extended, attendance in high schools is rapidly increasing, standards of teachers’ professional preparation are being raised.\nHence\nit will be necessary not only to increase taxation, but new sources of revenue\nmust be found.\nWhy not let this body appoint a commission to study taxation and the collection and distribution of public funds?\nSuch a committee\n\nwould study and report for a period of three to five years; or possibly be\ncontinuous.\nThis committee should be alert to codperate and affiliate\nwith other commissions making similar studies.\nSchool publicity—In order to secure necessary financial support we must\nundertake the “development of basic evidence” that will enable us to carry\n\n"}
{"page": 1481, "printed_page": "1459", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1459\n\nforward effective publicity campaigns.\nThe public must understand what\nthe school is doing and what the needs of the school are. “This department\nshould know what has been accomplished through effective publicity campaigns and how such campaigns were planned and carried out. ‘The technique for such publicity for State, city, and county should be carefully\nworked out and made available in a definite, concise, and concrete form.\nIt\nshould be organized on a Nation-wide basis. A commission from this\nDepartment should be named to work out the best that has been thought,\nsaid, and done in selling the public schools to the respective communities\nand make its report to this body with definite recommendations and state\nwhat the fundamental principles underlying school publicity are and how\nthe need for and value of public education may become rooted in the minds\nand hearts of the people.\nBuilding program—What are the steps in formulating the building program for a city? Can old buildings be reconstructed or remodeled to\nHow are buildings properly located?\nmeet present-day requirements?\nWhat are the types of heating and ventilation for respective climates?\nHow best conserve space, still secure plenty of fresh air and sunlight?\nHow get satisfactory janitorial\nHow secure best plans and specifications?\nWhat is standard equipment for\nservice after you have your building?\nHow buy it at a reasonable price? How shall\neach type of building?\nyou make a building survey of your city and formulate a building program\ncovering a series of years indicating needs for housing school children and\nhow these needs may be most economically met commensurate with efficiency?\nThis will involve present cost in relation to operating costs of large and\nsmall units and a study of educational objectives in each department of\nSchool buildings are constructed for the means of\nschool organization.\nWe commend the plan ohhal\ninstruction, not as an end in construction.\nof this Department this\nmeeting\nthe\nwith\nconnection\nbuilding exhibit in\nbecome an annual\nshould\nneeds\nnew\nmeet\nto\nexpanded\nidea\nThe\nyear.\nevent.\nEducational objectives and achievements—Let us take an inventory of\nwhat we are doing to see if our cause is defensible before we carry it in\nan aggressive way to the people. This should precede our publicity campaign. What are we doing in each of the following units—elementary\nschool unit including kindergarten and first six grades; junior high-school\nunit; senior high-school unit ;training or normal-school unit; special school\nunit ;part-time or continuation unit; adult education unit; and educational\ncitizenship unit?\nWhat are the objectives to be attained in each unit? What subjects\nof the curriculum are designed to realize these objectives? What are the\ncosts of each unit in terms of educational objectives? Would it not help\neach one of us to study the system with which he is affiliated in terms of\nobjectives and accomplishments?\nIt seems to the speaker that at every meeting of this Department some\nreport of educational achievements in the past year with a forward qutlook\n\nshould find a place on the program.\n\n"}
{"page": 1482, "printed_page": "1460", "text": "1460\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nBudget making and expenditures—In order to meet the demands for\nconstantly expanding needs of the modern city and an efficient school system\nmore accurate and scientific methods of budget making must be worked\nout. We must face this situation in a businesslike manner.\nWe should\nmake our requests for funds in terms of past accomplishments and for\nwell-defined future needs. We must furnish the board of education and\nthe appropriating body with such detailed information as will enable them\nto reach intelligent conclusions with respect to the adequacy or excessiveness of amounts requested.\nThis will necessitate still better methods of\naccounting, a better system of bookkeeping, better comparative unit cost in\nrelation to achievements attained.\n‘The better business man the superintendent is the more effectively will he be able to handle this phase of the\nadministrative problem.\nHere is an opportunity for a committee from this Department to render\na real service to education by giving specific reason for the faith that is in us.\nBetter school organization—This Department can well afford to study\nthe problem of efficient school organization.\nNo doubt such a study would |\nassist school administrators in eliminating waste and in securing better\nreturns for money invested, in classification, standardization and distributi\non\nof schools, supplies and equipment, in the classification of pupils\naccording\nto their abilities and aptitudes, in the advantage of the larger administr\native\nunit over the smaller to a reasonable degree.\nWe can bring better organization into child accounting by live census, improved attendanc\ne records, a\nmore careful study of promotion and failures coupled with\nbetter management of the attendance department with the assistance\nof the visiting\nteacher, vocational director, and school nurse.\nWe might inquire concerning the value of teacher\nparticipation in certain forms of school organization.\nThe supervision of instruction—Here is one of the most\nfruitful fields\nfor improving the efficiency of the schools.\nEvery superintendent knows\nthat where the best supervision is there is the most\nefficient school in the\ncity, other factors being equal. Why is School\nNo. 27 always best in\neverything?\nIf every school in Chicago, Denver, Rochester,\nOmaha, or\nCleveland had as good supervision as the best school\nin that city has, the\nefficiency of that school system would be increa\nsed—say thirty, sixty, or a\nhundred per cent.\nEvery careful study of supervision evidences this\nsentiment.\nWe need to know the best that has been accompl\nished in supervision.\nHave you noticed how silent most books on\neducation are in respect to\nsupervision?\nHere is an opportunity for an alert commit\ntee to render\nservice to the profession.\nThe foregoing occurs to the speaker as\nthe more important and immediate topics for the consideration of this\ndepartment.\nA committee or\ncommission should be appointed by the\ndepartment to study these separate.\n‘items and make constructive reports and\nrecommendations to the department.\n\nThe speaker is not unmindful of other impor\ntant matters deserving the\nattention of the department, such as: (1)\nHow boards of edweation are.\n\n"}
{"page": 1483, "printed_page": "1461", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1461\n\ncreated; (2) the necessity for independent political control of boards of\neducation; (3) codperation between city systems;.(4) curricula building;\n(5) teacher-supply, preparation, tenure of office, etc.\nSPECIFIC\n\nQUESTIONS\n\n1. Shall this Department be made a clearing-house for the status and\nadvancement of the profession in this country?\nWhat is the key to making\nShould it'be the business of the paid secrethe organization professional?\nIf not\ntary to coordinate the best available vision on educational matters?\nwhat should be the responsibility of the secretary.\n2. Shall the Department publish a yearbook which contains the best that\nis recommended and approved by each annual meeting?\nShall the secretary have as his aid a Department of Research for carrying out and following up the suggestions of each annual meeting?\n3. What is to be the relationship existing between the twelve affiliated\norganizations and the Department?\nShall the Department attempt in any\nway to direct the groups into a harmonious whole or shall these groups be\nindependent ?\n4. Shall the cities be arranged as in groups with simply one program for\neach group or shall we have two programs for each city group—one, a\nsession open to all, and the other, an executive session where superintendents\nonly of cities within the respective groups meet together to discuss problems\npeculiar to their respective groups.\n5. Shall the program for 1923 be a program of distinguished talent giving\naddresses or shall the program be one for the consideration of problems and\nthe reports of commissions,\n\nwith constructive\n\nrecommendations\n\nwhich will\n\naid the superintendent in his work?\nRESOLUTIONS\n\nOF\n\nTHE\n\nCHICAGO,\nChairman,\n\nFrancis\n\nDEPARTMENT\nILLINOIS,\n\nOF\n\nMARCH\n\nSUPERINTENDENCE\n2, 1922\n\nMEMBERS OF THE COMMITTEE\nG. Brarr, State Superintendent of Public Instruction..Springfield,\n\nKATHERINE Hamiton, Assistant Superintendent of Schools.............. St. Paul,\nWitt C. Woop, State Superintendent of Public Instruction............ Sacramento,\n\nIllinois\n\nMinnesota\nCalifornia\n\nEpwin C. Broome, Superintendent of Schools...........-..00. ..-Philadelphia, Pennsylvania\nHeAwWikK VV. ALLOW, ouperititendent Of SCHOOIS). «Gero.\n«ace vle os vie ssn aie Washington, D. C.\nCHar, Ormonp WittiaMs, Superintendent of Shelby County Schools, Memphis, Tennessee,\nand President of the National Education Association,\n\nThe Department of Superintendence of the National Education Association of the United States, representing, as it does, the head education officers,\nadministrators, and superintendents of the school systems of the several\nStates and territories of the Union, believing that huge armaments on land\nand sea are disturbers rather than promoters of international goodwill\nand world peace, creators rather than reducers of those vast National debts\nwhich hold the masses of mankind in poverty and ignorance, do hereby\nmost heartily commend President Harding and his cabinet for their leadership in calling the world conference on the limitation of armaments and\n\n"}
{"page": 1484, "printed_page": "1462", "text": "1462\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nfor the far-reaching and fundamental work accomplished; and believing\nthat the war-worn peoples of the earth realize now as never before that\nan ignorant populace is one of the main causes of wars, furnishing as it\ndoes an easy prey for deception and exploitation by ambitious and unscrupulous leaders, and that moved by the revelations of this great war the\nquickened thought of mankind is turning with eager faith and hope to\nuniversal education as the only guarantee of and sure foundation for a\npermanent world peace, and believing that in their search for a system of\nfree public education which gives promise of immediate and abiding results,\nthe American system of public instruction cannot avoid becoming an object\nof searching inquiry and observation—believing these things, we the members of the Department of Superintendence undertake a restatement of\nthose principles and policies which we consider fundamental to the organization, administration, supervision, and instruction of a thorough and\nefficient system of schools, sufficiently elastic and responsive to meet the\nneeds and demands of the growing thought and life of democracy.\n1. No Nation-wide system of education can be thorough and efficient in\nimplanting National ideals, aspirations, and principles in the minds of the\nyouth, in transmitting from generation to generation its spiritual and intellectual inheritance, without liberal financial support from district, county,\nState, and Nation.\nMost of the defects and failures of such a system as\nreflected in unfit, unsanitary grounds and buildings, in inadequate equipment and courses of study, in ill-trained and incompetent teachers and\nsupervisors, are traceable to insufficient revenues.\nGranting the possibility\nof effecting economies in present costs through better organization and\ninstruction, we renew our former declaration that in order to raise the\nlevel of intelligence and citizenship throughout the Nation, in order to\nremove the National menace of ignorance and illiteracy, our State and National leaders must face the great task with statesmanlike vision and courage and provide for such National, State, and local revenues as will make\npossible the establishment of Nation-wide standards of intelligence, morality, and good citizenship.\n2. In the consideration of Federal appropriations, it is necessary to\nrestate and redefine the responsibility and authority of Nation and State\nin the establishment and control of public education.\nEducation is a function of the State and not of the Nation.\nThe principles of our Government and the teachings of our history establish that fact. Any attempt to\ntransfer or limit this peculiar State function cannot fail to impair rather\nthan improve the effectiveness and thoroughness of education.\nHowever\ngreat the need may be for more uniform opportunities and standards of\neducation throughout the Nation, however lofty and patriotic the motives\nof those who may advocate it, any plan, either by direction or indirection,\nto establish and control educational standards and policies from the\nNational capital will be destructive of sound governmental and educational\nprinciples and policies. But grants of vast tracts of land and large\nsums\nof money have been made from time to time by the Federal Government\nto the States for the encouragement of education, without\nsuch conditions\n\n"}
{"page": 1485, "printed_page": "1463", "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n1463\n\nas impaired the educational authority and responsibility of the States accepting such grants.\nIn-so-far as certain features of the Smith-Lever and\nthe Smith-Hughes acts seem to violate this principle we call upon Congress\nto amend them.\n3. Believing that the Towner-Sterling bill now before Congress recognizes and embodies the policy of the undivided responsibility and authority\nof the State in matters of education, we reafirm our approval of the principles of that bill.\n4, Much of the thoroughness and efficiency of a school system depends\nupon the size and character of the school unit of taxation and supervision.\nThe small local district with a small enrolment and small taxable wealth\nis a relic of pioneer times and is an obstruction to educational progress.\nThe size and shape of the local school district must be determined not only\nby its educational needs but by its revenue resources.\nAs the child is as\nmuch a citizen of the county and State as he is of the local district, a part\nof the cost of his education should be borne by the county and the State.\nThe county should be a unit for taxation and supervision in order to\nequalize educational opportunities and establish uniform standards throughout the country.\n“The State should be a unit for taxation and supervision\nin order to equalize the educational opportunities and maintain uniform\nminimum standards throughout the State.\nTo the financing and management of public education should be applied\nthe soundest business principles and experience.\nWe approve the budget\nsystem of estimating the annual needs and apportioning the annual revenues\nand the use of a uniform plan of cost accounting such as has been recommended by a committee of this Department.\n5. We believe that a system of public instruction to meet thoroughly\nand effectively the needs and demands of a free and self-governing people\nwith universal suffrage, must offer a program of free educational opportunity extending from the kindergarten through the university, that the\ncourses offered should be responsive to the growing thought and needs of\nsociety and should prepare for complete living in the social, intellectual,\nand industrial life of a democratic community.\nSuch programs of study\nshould provide in addition to the so-called cultural studies, courses in history and principles of our Government, thrift, vocations and homemaking,\nhealth, and social service.\n6. If the National disgrace of ignorance and illiteracy is to be removed,\nthorough and effective compulsory attendance laws must be enacted and\nenforced in every State and district in the Union.\n7. Current criticism of autocratic and domineering superintendence, of\noverlapping, duplicating and conflicting supervising authorities, whether\nwell-founded or not, must not blind the public to the fact that one of the\ngreatest needs of our school system, one of its most economic factors, is close\n‘The need of teachers with native and acquired\nand effective supervision.\nbut unless there is wise, sympathetic, forceparamount,\nand\nbasic\nis\nabilities\nful leadership to unify and direct their efforts toward common ends there\nWe therefore,\nmust and will be great confusion, conflict, and waste.\n\n"}
{"page": 1486, "printed_page": "1464", "text": "1464\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ndeclare a thorough and efficient system of schools impossible without close\nand competent supervision in every district, county, and State.\n8. We declare for careful statutory definitions of the respective functions\nand for clear and definite legal provisions establishing the duties and powers of State, county, and district superintendents.\n9. There can be no such thing as an equal educational opportunity for\nthe youth of a State or Nation until every child has a thoroughly prepared\nand efficient teacher.\nWhat we would implant in the hearts and minds of\nour children must first be found in the hearts and minds of the teachers.\nTo secure for every school in America a good teacher is the most imperative need and demand of the hour.\n‘Therefore, in order to attract the\nbrightest and the best persons into the teaching work and to encourage\nthem to make the necessary preparation, we recommend that this Department commit itself to a campaign.\n(a) To hold the present salary schedules against the reaction which has\nalready set in.\n\n(2) To hold and strengthen our teachers’ pension and retirement funds.\n(c) To lift the standards of qualification so as to exclude the untrained\nand unfit.\n(d) To enlarge and strengthen our teacher-training institutions.\n10. We believe that the interests of teachers and superintendents are one\nand we deplore any and all influences or forces which seek to create division\nand conflict between them.\n11. We believe that thoroughness and efficiency in our school systems\ndemand that teachers and superintendents who have met the standard of\nqualifications and employment shall not be dismissed from their positions\nexcept upon definite charges stated and established.\n12. We feel that. our schools cannot do their best work without the intelligent sympathetic support of that basic institution, the American home.\nEvery influence which tends to impair the home life of the Nation is a\nblow struck at every other institution, but more especially at our schools.\nEvery effort to strengthen and enrich the home life of our people should\nhave the aggressive support of this Department.\nWe, therefore, commend\nthe National Home Makers Guild in its effort to secure professional\nrecognition of this great work and to secure through proclamations of the\nPresident of the United States and the Governors of the several States\nthe\nsetting aside of October the 31st, each year, as Home Makers Day.\n13. We declare that the public schools of America are establish\ned and\nmaintained for the education of children in a knowledge of the\ntruth and\nwe deplore the apparent tendency to make them a medium for\nthe spread\nof propaganda of various kinds. We further protest against\nthe use of\nour public-school organizations for the furtherance of commerci\nal schemes\nor as agencies for the collection of money for any purpose\nwhatsoever.\n14, In order that our educational system may more\neffectively remove\nilliteracy, and more thoroughly Americanize and assimil\nate the foreignborn elements in this country we call upon Congress\nto close the doors for\nthe present against any further foreign immigration\n\n"}
{"page": 1487, "printed_page": "1465", "text": "Department of Vocational Education\nand Practical Arts\nOFFICERS\nPresident—Witzur\n\nSecretary—Miss\n\nH. BEnpER,\n\nFRanKig\n\nState Director\n\nConneit,\n\nPROGRAM\nFIRST\nPart-Time\n\nFOR\n\nSusan\n\nEducation..... Des Moines,\n\nof Continuation\n\nCHICAGO\n\nSESSION—Tuespay\n\nEpucation—Mrs.\n\nof Vocational\n\nSupervisor\n\nMo.\n\nMEETING\n\nAFTERNOON,\n\nFEBRUARY\n\nDorsey,\n\nSuperintendent\n\nM.\n\nIowa\n\nSchools...... Hannibal,\n\n28, 1922\nof Schools,\n\nLos\n\nAngeles, Calif.; Lulu Auracher, Principal of Continuation School, Des Moines,\nTowa.\nGENERAL DISCUSSION.\nDIFFERENTIATION\nBETWEEN\nVOCATIONAL\nINDUSTRIAL\nEDUCATION\nAND\nGENERAL\nMANUAL TRAINING oR INDUsTRIAL ARTS—T. E. Johnson, State Superintendent of\nPublic Instruction, Lansing, Mich.; Ira I. Cammack, Superintendent of Schools,\n\nKansas\nGENERAL\n\nCity, Mo.\n\nDISCUSSION.\n\nSECOND\n\nSESSION—WeEpDNESDAY\n\nAFTERNOON,\n\nMarcu\n\n1, 1922\n\nFUNDAMENTAL PROBLEMS OF HOME MAKING IN THE HiGH ScHoot—Anna E. Richardson, Chief Home Economics Education Service, Federal Board for Vocational\nEducation, Washington, D. C.; Wylle B. McNeal, State Supervisor of Home\nEconomics, St. Paul, Minn.\nGENERAL DISCUSSION.\nIs EXPENDITURE\n\nOF CiTy FuNps\n\nFor EVENING\n\nADULT\n\nVOCATIONAL\n\nEpuUCATION\n\nFIABLE ?—John H. Beveridge, Superintendent of Schools, Omaha,\nHartwell, Superintendent of Schools, Buffalo, N. Y.\nGENERAL DISCUSSION.\n\nFUNDAMENTAL PROBLEMS OF HOME\nIN THE HIGH SCHOOL\nANNA\n\nE.\n\nRICHARDSON,\n\nFEDERAL\n\nBOARD\n\nFOR\n\nCHIEF\n\nHOME\n\nVOCATIONAL\n\nECONOMICS\nEDUCATION,\n\nNebr.;\n\nJuSTI-\n\nE. C.\n\nMAKING\n\nEDUCATION\nWASHINGTON,\n\nSERVICE,\nD. C.\n\nThe aim of vocational courses in Home Economics should be: to train\ngirls and women to be skilled in the occupations of the home, to be proficient\nin the application of principles and knowledge on: which the successful\npractice of the vocation depends, as well as to assume the responsibility for\nthe management of a home.\nWe should study the work and responsibilities\ndemanded by the wife and mother in successfully managing a home and the\nduties which a woman must successfully perform in purchasing for the\nwants of the family, in providing for the social and spiritual demands, and\nin maintaining the right standards of family life, if we aim to really offer\ntraining which, in any small degree, is to fit our girls and women for the\nmany sided occupation which we call home making.\n\n[1465]\n\n"}
{"page": 1488, "printed_page": "1466", "text": "NATIONAL\n\n1466\n\nEDUCATION\n\nASSOCIATION\n\nThis\nThe first demand of home economic teachers was for real products.\nsubstiand\nschools\nthe\nof\nout\ncooking\nlaboratory\npushed small quantity\ntuted for it the lunch room family-size portions, the home kitchen in place\nPlanning and purchasing as well as the preparaof laboratory equipment.\ntion, not only of one dish, but of a meal, are essential if these girls are to\nNot only must this\ngo home and prepare real food for real families.\ninstruction be given in the schools under as nearly normal conditions as\npossible, but the girl must have the chance to do a real bit of home making\nin areal home.\nThis is accomplished to some extent by the practice cottage.\nA few years ago there was scarcely a course in child care or training to be\nfound either in high school or college home economics courses.\nA great\nchange has come in this respect and some of the high schools are finding\nopportunity to bring into school life contact with children through special\nhome projects, attendance at day nurseries, children’s homes, and the like.\nI have been frequently asked the question, “Do you not think it is better\nto reach many girls with a little home economics than a few girls with a\nvocational course?”\nThe educational value of a general course in home\neconomics is accepted and experience has proved its worth.\nGeneral courses\n\ncannot hope to offer training which will fit for the many sided vocation\nof home\n\nmaking,\n\nand it was for this reason\n\nthat the vocational\n\neducation\n\nfunds were appropriated to help support a specially planned course for the\ngirls who are desirous of this training and are willing to give adequate\ntime to it.\nThere have been no sufficiently conclusive studies made to determine\njust how much training should be offered to girls in home making.\nOur\nstatistics show that only 142 out of every 1000 pupils entering school\ngraduate from high school so that it is important that we offer this opportunity where we will reach the greatest number.\n‘Therefore, we have\nurged that at least the first two years of high school be devoted to a program of home making as varied as we can make it, so that the girl may\nget an appreciation of the home and the manifold variety of its occupations\nand responsibilities.\nWhen we have seen what training can do for the agricultural and industrial interests of the country, can we hesitate to apply some of the same\nscientific and educational methods to home-making ?\n\nIS EXPENDITURE\n\nOF CITY\nEDUCATION\n\nJ. H.\n\nBEVERIDGE,\n\nSCHOOL FUNDS\nJUSTIFIABLE?\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nFOR\n\nOMAHA,\n\nADULT\n\nNEBRASKA\n\nAdult education in this discussion has reference to that training which is\ngiven to those beyond the compulsory school age and will include even those\nwho, having been granted work permits, are required to spend a portion of\ntheir time in school in order to meet legal requirements.\nIn some cities\n\n"}
{"page": 1489, "printed_page": "1467", "text": "Dept.\n\noF VocaTIONAL\n\nEDUCATION\n\nAND\n\nPracticaL\n\nArts\n\n1467\n\nthis will refer to the training of those beyond eighteen years of age; others,\nbeyond sixteen, and in some cases even those beyond. fourteen years of age.\nNecessity of adult education—The necessity for adult education is found\nAlthough\nin our belief in a democracy as the best type of government.\nAmericans contend that a democratic form of government will serve society\nbetter than any other, the speaker is inclined to believe, when honest with\nhimself and with the history of his own government, that democracy is still\nSometimes he is inclined to the idea that in certain departments\non trial.\nof the social order and even in certain departments of our own government\nthat there is so much democracy that there is some difficulty in knowing\nexactly what is to be done with this type of government so that the best\ninterests of the people may be served.\nConcerning this situation it is clearly evident that the perpetuity of our\nNo\ngovernment can only be assured through an intelligent electorate.\nmatter how optimistic one is, how enthusiastic in the interest of his own\ncountry or even how patriotic, he cannot face the facts of the present day\nwithout being compelled to admit that a higher level of intelligence in the\nelectorate is necessary in order that the better interests of the country may\nbe served.\nThe complexity of our present social order is such that it requires an\ninsight and an understanding of the economical and social conditions in\norder to live rationally and perform the functions of American citizenry.\nSuch an understanding of our economical and social conditions in turn\nrequires a high intelligence level and continuous study on the part of adults\nas defined in the beginning of this discussion.\nAn impetus has been given to adult education because of the association\nof members of all classes of society, political and economical, on a common\nThrough this experience of the people the\nlevel during the world war.\nmembers of society have come to recognize in part the value of education\nto themselves, to their friends and to certain movements in which they\n\"They are coming to see more clearly than ever before\nbecome interested.\nthat in this country a common language—an American language, if you\nplease—is necessary to an understanding and comprehension of what is\ngoing on in America, that in this country at least this is the basic and fundamental language, an inseparable exponent of citizenship.\n\nAnd yet in addition to the necessity of adult education because of our\n\ndemocratic form of government another important sociological question\narises. As society is now organized adult education is necessary as a protection to civil as well as political society. As the speaker sees it, one of the\nmost essential points that confronts society today is how workers spend their\nIt is significant to the\nleisure time, the out-of-regular-employment hours.\nbe so employed that\nshall\nhours\nextra-work\nthe\nthat\ncountry\nthis\nof\nwelfare\nthis time shall contribute to the welfare of the individual and to the welfare\nHow we spend our non-work hours will to a large degree deterof society.\n\nmine the destiny of our nation.\nDo you realize that almost one half the waking hours of the laborers of\n\n"}
{"page": 1490, "printed_page": "1468", "text": "1468\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\ntoday per week are non-work hours?\nSome statisticians have figured that\nin a city of two hundred thousand people there are over one million extra\nnon-work hours per day. This may be a little exaggerated, but it signifies\nthe importance of formulating a philosophy and practice for the proper use\nof the non-work hours.\nThe factory system, division of labor, specialization and efficiency programs are giving us new social problems.\nMuch\nwork is now regulated as perfunctory and fails to develop power.\nIt is of\nsuch a character that it is monotonous, it does not offer the opportunity for\nself-expression.\nWhile many of us find in the work in which we are engaged great joy\nand satisfaction, yet when one studies modern industry it is not difficult\nfor him to understand the attitude of the people when upon hearing the\npresident of the Boston Labor Union speak encouragingly of Doctor\nElliott’s address on The Joy of Work, derisive laughter swept through the\naudience.\nOne might inquire if handling a single tool day after day in a\nfactory or sorting pens weeks after week or merely sliding rings from one\nplace to another to be cut by a tool for a distinct purpose would set a man’s\nsoul on fire with enthusiasm for his work.\n‘This type of work baffles selfexpression.\nOne could even conceive that another engaged in such instinctdefeating work as this would lead him occasionally to wish that he were\nwhere he would burn body and soul. But the problem is here. Society\nmust meet it. Its members must be given enough education to enable them\nto study, to think, to appreciate so that some form of self-expression may\nfind a place in their lives, in their non-working hours. We must give\npeople the opportunity to get not alone food for the body but food for the\nsoul. We must enable members of society to get wholesome mental relaxation, to understand better the great out-of-doors, to cultivate a taste\nfor\nliterature and music.\nIndeed it would be well if they were taught how\nto play.\nAlmost every person feels within him “an instinct that reaches and towers\nand groping blindly above it for light climbs\nto a soul in grass and flowers.”\nAges ago a wise man said, “Wisdom cometh from the opportunities\nof\nleisure.”\nSomeone has suggested that one great difference between Lincoln\nand other men was the way Lincoln spent his leisure time.\nIt was in their\nleisure hours that Henry Irving, the actor, and De Souchet, the\ndramatist,\nlaid the foundation of their success.\nIn history the names of such are\nlegion.\nAdult education is needed to discover worthwhile leadership.\nProof of\nthis is found in the organization growth and development of\nForeman’s\nTraining Classes in factory and business organizations.\nThat education of\nthis type aids one in becoming more efficient in his vocation\ngoes almost\nwithout saying. With the passing of apprenticeship it becomes\nnecessary to\ntrain for the vocation by schools provided for that purpose.\nEvidence of the value of adult education—“By your fruits\nye shall know\nthem.”\nThe following letter shows the value placed upon such trainin\ng by\na student in an evening class at Racine, Wisconsin:\n\n"}
{"page": 1491, "printed_page": "1469", "text": "Dept.\nDEAR\n\nMr.\n\nOF VocaTIONAL\n\nEpucATION\n\nAND\n\nPracticaL\n\nArts\n\n1469\n\nGRAHAM:\n\nIn 1914, when you were in charge of the vocational schools in Racine, I received\nmy first glimpse of an evening school. To learn the English language and to be\nable to read English books was the height of my ambition.\nBeing ignorant of\nthe American customs, government, and history, I was more or less prejudiced\nagainst the average American.\nHowever, under the splendid environment of\nthe evening school, which served me as an eye-opener, I have not only changed\nmy opinions concerning the American people, but I have also changed the course\nof my life and set up my ambitions to a much higher level. Those moments when\nAmerica and her opportunities were unfolded to me as an open book shall never\nfail in my memory.\nDuring the evening school course, I realized that there was a chance for me\nto go to a high school and later to a college. So, in the fall of 1916, I entered\nRacine High School, from which I graduated in the spring of 1918. In April of\nthe year 1918, I entered the service of the U. S. Government so the progress of\nHowever, in the fall of the year 1919, I\nmy ambition was slightly retarded.\nreached the place after which my heart was yearning for years—I entered the\n\nCollege of Engineering of the University of Wisconsin.\nThis, in a few words, gives you the vision to which the evening schools opened\nmy eyes. Not only have I learned to love America and her institutions, but I have\nalso learned to appreciate the efforts of the men who, through the vocational\nschools, are absorbing large numbers of the coming aliens by opening their eyes\nto the splendid ideals and opportunities of this great country.\nMost sincerely yours,\nJoHN SLozaKk.\n\nNo doubt most of the cities represented here this afternoon could relate\nsimilar experiences.\nJust how Omaha has several boys who are taking\nregular high-school work as a result of an interest developed in evening\nschool study. William Novak entered the South Evening High School in\n1918.\nHe is now completing his regular high-school work carrying six\nsubjects and doing his work well. Another evening school student who is\ninterested in architecture, Harold Sefren, is now in high schoo! taking four\nperiods in mechanical drawing, one in electricity, one in geometry, and one\nin woodworking.\nIt is unnecessary to multiply numbers.\n\nHere is a letter from the American Smelting and Refining Company\nshowing the value to the Company of ‘““The Foreman’s ‘Training Class” conducted by the public schools of Omaha, Nebraska.\nOmaha,\n\nNebraska,\n\nApril 27, 1921\n\nIt affords me considerable pleasure to commend the Foreman’s Training Class,\nwhich was conducted during the past eighteen weeks in our plant, this class based\nupon the text “Foreman Training and Factory Management.”\nThis class has been conducted here during a very trying period and has certainly\na large influence in establishing among our foremen an appreciation of the fact\nthat our problems are their problems, that our responsibilities are their responsi-\n\nbilities, and that our business is their business. It is a course which develops\nstraight thinking along constructive lines which is a particularly desirable thing\nat this time.\nARTHUR E. HALL,\nGeneral Superintendent of the\nAmerican Smelting and Refining Co.\n\nThe speaker heard the manager of this Company state in public that the\n\ntraining given in this Foreman’s Class saved the company $200,000.\n\nHe\n\n"}
{"page": 1492, "printed_page": "1470", "text": "1470\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nclass, say he had\nalso heard a graduate engineer, a-student in this same\nthe Foreman’s\nin\nlessons\nsixteen\nlearned more about managing men in\nHe was\nnce.\nexperie\ns\npreviou\nhis\nall\nin\nlearned\nTraining Class than he had\nce.\nexperien\nbusiness\nyears’\nseveral\nwith\ne\na university graduat\nwhat we\nWith evidence of this kind you may be interested to know\nfollowthe\nstated\nBriefly\nn.\nattempt to teach in this type of adult educatio\non.\nproducti\nd\nIncrease\n(1)\ng:\nTrainin\ning are the objectives in Foreman\nof\ncost\ned\nDecreas\n(3)\n.\nprocesses\nand\nns\noperatio\nof\n(2) Improvement\n.\nturnover\nlabor\nd\nDecrease\n(5)\nion.\ncodperat\nd\nImprove\n(4)\nn.\noperatio\nforeman\nthe\nent,\n(6) Development of an understanding by the managem\nand the workers of the responsibility of each individual with regard to fac(7) Recognition of the relation of the factory to the comtory operations.\n(8) Recognition by the worker\nmunity and the community to the factory.\nof production as a social rather than as a mere duty to himself and to the\n(9) Stimulation of other types of desirbusiness in which he is employed.\nanalyses of jobs for use by foremen in\nof\nion\nPreparat\n(10)\nable training.\n(11) Preparation of foremen as industrial instructors.\ntraining workers.\n(12) Provision of job specifications for each job.\nForemen training has proved so successful in Nebraska that many business institutions are arranging to continue training through the organization\nFrom this type of training increases in\nof regular foreman conferences.\nproduction have resulted ranging from fifteen per cent at the close of ten\nlessons in a large laundry to one hundred per cent after twenty-one lessons\nin an engine factory.\nImprovements in operations and processes causing a direct saving of\nmoney is but a small part of the general result from such courses.\n“The\nmore important results seem to be the esprit de corps developed, loyalty to\nthe institution and right attitude toward life. ‘To illustrate, during the\npackers’ strike in Omaha one of the largest companies said that the training\ngiven to the foremen in their factory through afhliation with the public\nschools was by far the greatest factor in bringing about an amicable\nsettlement.\nReports from thirteen cities selected with good geographical distribution\nrepresenting the several districts of the United States show that last year\n$323,043 were spent for adult education.\nIn twelve of the cities the total\nenrolment was 41,719 pupils. Only one city of over one half million is\nincluded in this list, that one being but slightly over that figure. It can\nhardly be charged that these cities are doing what is not justifiable.\nThe several cities were asked to give estimate of value of work in adult\neducation.\nStatements follow indicating cities by number: (1) Just as\nvaluable as day school.\n(2) Most valuable work in proportion to cost.\n(3) Value cannot be estimated.\nHere to stay.\n(4) Teachers think it\nso valuable that they contribute their services.\n(5) Highest regard for\nwork.\n(6) Valuable service rendered.\n(7) Much help given.\n(8) Of\nvalue to all who attend.\n(9) This work should be curtailed in this time of\nretrenchment. Of less importance than child education.\n(10) Has been\nlimited until additional revenue can be secured.\n(11) Money brings a\n\n"}
{"page": 1493, "printed_page": "1471", "text": "Dept.\n\noF VocATIONAL\n\nEDUCATION\n\nAND\n\nPracticAL\n\nArts\n\n1471\n\nlarge return for money spent.\n(12) Wise expenditure but funds inadequate.\n(13) Much help given serious minded students.\nThe burden of evidence seems to be that adult education is necessary and\nvaluable and that a city is justified in spending or investing public funds\nfor its support.\n“This type of education in the larger way is not only for\nthe welfare of the city, where the adults live, but it is for the welfare of\nState and Nation.\nAll should contribute to the support of this type of education, and to adult vocational education for that matter, for this is a\nmedium through which eventually will come the training for citizenship and\nfor service.\nIndeed the speaker cannot see how the two can be entirely\nseparated if the best interests of either or both are to be served.\nIt has been shown that there is need of adult education in our democratic\ngovernment, that it is necessary for the conservation and development of\ncitizenship in the non-working hours, that it helps to increase the efficiency\nof workers in service, that it is an aid in developing worthy leadership.\nIts value is evidenced by statements of brother workers and employers.\nCities have given their approval by support and statements concerning its\nvalue. ‘This type of education has received both State and Federal aid.\nThrough the aid of public land grants State colleges have been established for the teaching of agriculture and mechanic arts. Other subjects\nare not excluded.\nBy 1915 there had been established sixty-seven institutions giving instruction to sixty-nine thousand students. We have our\nState universities with their professional schools and giving baccalaureate\ndegrees. Why should not city schools train for vocations and citizenship?\nIt is just to community, State, and Nation.\nIf retrenchment must come the child should come first. Let us never\nplace the dollar above the child.\n\nBOSTON\n\nMEETING\n\nSECRETARY S MINUTES\nThe Department of Vocational Education and Practical Arts met Thursday\nafternoon, July 6, 1922, in Alumni Hall, Wentworth Institute.\nThe meeting was\n\ncalled to order by L. H. Dennis, State director of vocational education for Pennsylvania, who presided over the meeting in the absence of Mr. Bender, the\npresident.\n\nMr.\n\nDennis\n\npresented\n\nthe\n\nvarious\n\nspeakers,\n\nand\n\nin connection\n\nwith\n\neach topic briefly set forth the importance of having the aims and objectives, as\nwell as the basic need, of vocational education clearly analyzed and understood.\n\nHe urged vocational teachers and administrators to clarify their own vision and\nthinking first and to follow this with a definite effort to inform correctly those\nengaged in, and responsible for, the administration of education generally.\nThe program follows:\nVocATIONAL\n\nEpucaTION\n\nAN\n\nEconomic\n\nNecesstry—Emery\n\nFilbey,\n\nUniversity\n\nof\n\nChicago, Chicago, III.\nTue Economic VALUE OF VOCATIONAL TRAINING—Robert O. Small, State Department of Education, Boston, Mass.\nVocaATIONAL EDUCATION FOR THE RuRAL CoMMuNITY—Augustus O, Thomas, State\nSuperintendent of Public Schools, Augusta, Maine.\nAfter the addresses had been given, the meeting adjourned\n\nwhere\n\na delightful reception was\n\nheld.\n\nto the lower\n\nfloor,\n\n"}
{"page": 1494, "printed_page": "1472", "text": "1472\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe only business transacted was to appoint a nominating committee, consisting of A. L. Williston, principal of Wentworth Institute, Boston, Mass.; Professor George A. Works, Cornell University, Ithaca, N. Y.; R. W. Heim, State\ndirector of vocational education, Newark, Del. This committee reported the following: For president, L. H. Dennis, State Department of Public Instruction,\nHarrisburg, Pa; for vice-president, Benjamin W. Johnson, University of California,\nBerkeley, Calif.; for recording secretary, C. C. Colvin, State Department of Education, Springfield, Ill.; for corresponding secretary, Leigh J. Rodgers, head of the\ndepartment of machine work, Wentworth Institute, Boston, Mass.\nThe report\nwas\n\nadopted.\n\nVOCATIONAL\n\nEDUCATION\n\nAN\n\nECONOMIC\n\nNECESSITY\n\nEMERY FILBEY, UNIVERSITY OF CHICAGO, CHICAGO, ILLINOIS\nFor purposes of this discussion we shall assume that vocational education |\nincludes “any form of education whether given in a school or elsewhere, the\npurpose of which is to fit an individual to pursue effectively a recognized\nprofitable employment, whether pursued for wages or otherwise.”’+\nWe\nshould further assume that “vocational education of any specific kind functions when, as a result of a definite amount of training, an ascertainable\ndegree of proficiency in the exercise of a vocation is shown in the individuals\ntrained.” * Any attempt to show economic necessity for vocational education must then take account first of the fact that such training is purposeful,\nand second of the fact that the return on such training should be measurable\nin terms of functioning.\nIn order that we may get this problem more clearly before us it seems\ndesirable to canvass briefly present provision for the training in question,\nclaims for and actual measurable accomplishment.\nWe shall then be in a\nposition to discuss probable economic returns as a basis for present-day programs of vocational education.\nIn order that undue confusion may be\navoided the discussion will be confined to training of less than college grade\nand for the most part to young people between the ages of 14 and 18,\nalthough in a few instances statistical material introduced covers training\nfor\nadults as well as for juniors.\nSince complete statistical data are not available for all lines\nof employment it seems desirable to refer for quantitative measures of\ntraining provision to the field of trades and industries which has been\nrather clearly\ndefined and for which there is rather complete information.\nThe comparative significance of this group is indicated\nby reference to\nthe United States Census Bulletin on Comparative Occupa\ntional Statistics\nfor 1920. These statistical computations show that of\nthe 41,614,248 persons ten years of age and over who are engaged in gainful\noccupations, 30.8\nper cent, or 12,818,524, are working,in the manufa\ncturing and mechanical\nindustries. Of this number approximately 15 per\ncent are women.\n‘The\ntotal group is larger by approximately two\nmillions than the agriculture,\n1 David Snedden.\n? David Snedden.\n\nVocational\nVocational\n\nEducation, p. 535.\nEducation, p. 537.\n\n"}
{"page": 1495, "printed_page": "1473", "text": "Dept. oF VocaTIONAL\n\nEDUCATION\n\nAND\n\nPracticaL\n\nArts\n\n1473\n\nforestry, and animal husbandry group and as large as the combined groups\nof workers in trade, professional service, domestic and personal service, and\nclerical occupations.\nA survey of present training provision and attainment for this large\ngroup of workers presents some rather striking facts. The 1920 census\nshows for example approximately one apprentice, so called, to eighty workers, although attention is called to the fact that many of these young people\nmay be engaged in “machine tending.” Incomplete data for 1910 as compared with those for 1920 show on the whole a marked decline in apprenticeship due in large part, no doubt, to more rigid classification. A correspondingly low percentage of apprenticeship training is reported by the\nCommittee on Elimination of Waste in Industry of the Federated American\nEngineering Societies. It finds in the building trades, for example, a group\nrepresenting some 3,000,000 mechanics and laborers, which is approximately\n7 per cent of all persons employed in gainful occupations, only 1 per cent of\nIt is evident that the\nthe total number of workers listed as apprentices.\ntrained, if at all,\nbeing\nis\noccupations\nthese\nin\nworkers\nof\nlarge fraction\nthrough provision other than apprenticeship.\nCarefully prepared estimates of the work done by trade schools both public and private indicate that up to 1910 the total registration of regular\nstudents in trade schools did not exceed 1800, and that the number registered in 1920 was not in excess of five thousand. This meant in 1910 one\ntrade school student for 6000 workers in manufacturing and mechanical\nindustries and in 1920 one student for 2500 such employes.\nThe Annual Report of the Federal Board for Vocational Education for\n1920 shows the following enrolment for training in public all-day, parttime, and evening courses in “Trades and Industries”: All-day, 21,224;\nInterpreted in terms of the working\npart-time, 17,244; evening, 48,354.\npopulation represented, this means one all-day student for 600 workers;\none part-time student for 750 workers; and one evening school student for\n250 men and women employed in manufacturing and mechanical industries.\nUsing 2500 wage earners in manufacturing and mechanical industries as\na base for distributing trainees we find the following representation: Apprenticeship, 25; evening schools, 10; day-schools, 4; continuation schools,\n.\n3; trade schools, 1; total, 43.\n\nrepreThis means one trainee to 57 workers, which even if all training\n\nn against\nsented were quantitatively acceptable would be meager provisio\nassume\nwe\nIf\nway.\nlarge\nany\nin\nreturns\nwhich to check economic or other\ntraining\naverage\nan\nand\nyears\nthirty\nof\nperiod\nwork\nve\nan average producti\ntrainee for\nperiod of two years there should be under normal conditions one\n\nfteen workers.\n\n‘This number checked against our present showing would\n\nbeing served\nindicate that approximately one fourth of the workers are\nqualitawere\nn\nprovisio\nd\nindicate\npresent\neven if we were to assume that\nfor a\ny\nespeciall\nassumed,\nbe\ncannot\nwhich\nn\nconditio\ntively acceptable, a\ncontinuation\nlarge part of the training indicated under apprenticeship and\nschools.\n\n"}
{"page": 1496, "printed_page": "1474", "text": "1474\n\nNationaL\n\nEpucaATION\n\nASSOCIATION\n\nSince the total number of employed workers is approximately 3.3 times\nthe number employed in manufacturing and mechanical industries and since\napproximately only one half of the total population ten years of age and\nover is engaged in gainful occupation, this means one trainee in all industrial courses combined for 8250 gainfully employed and one to 16,500 total\n.population ten years of age and over. On this basis we have at the present\ntime, including apprentices, trade school students, day, evening,\n\nand con-\n\ntinuation school registrants forty-three students in the industrial courses\nfor a community population of 20,625.\nThis thought of in terms of a\ncommunity program does not represent major effort in the training\nof\nyoung people for vocations, especially since there is no indication that training for other lines of employment is more generously provided than\nfor\nmanufacturing and mechanical industries.\nThe Military survey of New York State, 1918, shows one boy in\nseven\nof the sixteen, seventeen, and eighteen-year-old group in school. Since\nthis\nis the period during which vocational education can best be. administ\nered\nthere is here again indication that up to date we have not provided\neven\nquantitatively for vocational education for those entering upon\nemployment\non less than the college level. It is obvious that, if school provision\nthrough\nvocational education is desirable, much remains to be done,\nand continued\nsupport, especially at public expense, calls for justification.\nIt is in this\nconnection that we find the advocates of vocational educatio\nn resorting to\nthe economic argument in favor of such training. Unfortun\nately the proponents of vocational education, just as those who\nhave become enthused\nover possibilities for service through general education\n, have been inclined\nto deal in generalities rather than in specific factual\nreturns from training\nundertaken.\nUpon the basis of generalities we find in the literatur\ne of\nVocational Education proposals covering returns\nthrough wage increase and\nincreased earning power; through conservation\nof materials and elimination of waste; through health improvement, safety\nand general well-being,\nand through other miscellaneous returns such\nas costs and standards of liying. Needless to say we have experienced\nto date nothing approaching a\nwind-fall of blessing through realization\nof any or all of these general\nobjectives.\nDouglass has pointed out some of the fallaci\nes connected with the early\ndiscussion centering around the “wage worth\nof vocational training,” and\nshown that contrary to early expectation under\ncertain conditions training\non a large scale might be expected to reduce\nrather than increase the money\nwage.\nHis conclusions indicate the fallacy of attem\npting to justify vocational education on the basis of direct\nwage increase.1\nIt is doubtful if\neven such an ingenious system of computatio\nn as that employed by the Commission on National Aid for Vocational\nEducation can long escape public\nchallenge, although it proposed a modes\nt wage increase of only ten to\ntwenty-five cents a day for trained worker\ns.2\nThere is here something\n+ Paul Douglass.\nAmerican Apprenticeship and Industr\nial Education,\n_ * Report of the Commission on\nPP. 307-314.\nNational Aid to Vocational Educat\nion—63 d Congress, Second\nSession, Document No. 1004, p. 18-2\n\n"}
{"page": 1497, "printed_page": "1475", "text": "Dept.\n\noF VocATIONAL\n\nEDUCATION\n\nAND\n\nPRACTICAL\n\nSe\nEe\n\nARTS\n\n1475\n\nakin to the situation which would be created among dentists if larger and\nlarger numbers were to be trained. Instead of increasing the financial return it might reasonably be reduced as more and more workers were raised\nfrom the less productive levels of employment, a movement which would\n\nin turn tend to increase the wage return for the depleted group.\n\nLeaving\n\nthen as relatively profitless any further discussion of wage returns, what\neconomic returns should be expected from Vocational Education?\nIn one of the early papers presented before this section in 1879 we find\nthis statement:*\n‘The problem then that seems to be before the educators of today is how some\nsystem of Industrial Education can be incorporated with our excellent public-school\nsystem,so that general culture and hand culture may be carried along together\nharmoniously.\nIf this can be done we believe the laborer of the United States will\nlead the world in ingenuity and handicraft.\nHow this may be done we leave to\npeaeeeriss by the papers and discussions in this Department which are soon to\n\nollow.\n\nAnd again:\nLabor is not only the child of education, but is dependent on it for its skill and\nproductiveness.\nEducation is now more necessary to the laborer than ever before,\nbecause the kind of labor required demands skill and knowledge rather than brute\nforce, which is more and more supplied by steam and other forces of nature.\n\nWe find here an effort similar to more recent pronouncement from such\ngroups as the Commission on National Aid to Vocational Education to encourage one form of vocational education because of general economic considerations of a national character.\nIn addition to its argument that\nvocational education would be a wise business investment, the Commission\non National Aid to Vocational Education called attention to the need for\nconservation of natural and human resources at a time when advantage\nfrom natural resources was on the decline and necessity for-competition in\nworld markets was becoming more and more pressing. It pointed out the\nnecessity for increase in the efficiency of labor in the shops and elsewhere\nto overcome any loss through failure of the resource factor. It also indicated opportunities to reduce waste through relieving unemployment, under‘employment, and other forms of improper work connection through a program of education which would fit unskilled labor for transfer to “‘scarcer\nand more needed work of management”’ and high-grade technical performance.\n‘Through such transfer from overcrowded to more remunerative\noccupations\n\nthe commission\n\nhoped to make\n\npossible marked\n\nexpansion\n\nof\n\nour industries.\nAlthough the above statements of economic need are not subject to the\nsame technical complications involved in attempts to show wage increase,\nthey are very general statements and difficult to check in terms of training\naccomplishment. ‘The following statement from former Secretary Redfield\nis subject to the same difficulty although it does reflect the economic interest\nof one of the staunch supporters of the vocational education movement :2\nSiAddresses and Proceedings,\n\n2Alvin\n\nIQI5.\n\nE. Dodd,\n\nTo\n\nNational\n\nFit Millions\n\nEducation\n\nfor Their\n\nWork.\n\nAssociation,\n\nManwal\n\n1879.\n\nTraining\n\nMagazine,\n\nDecember,\n\n"}
{"page": 1498, "printed_page": "1476", "text": "1476\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nWe are among the world’s great industrial peoples, striving mightily for our\nWe need that place to keep our workmen employed\nplace in the commercial sun.\nand their families happy, but we omit a necessary thing to win and hold the position for which we strive.’ We train the physician for his job, the lawyer for his\nprofession. We teach the veterinary how to care for the horse, and we even expect\na dog doctor to know his job. With exceptions, excellent indeed, but all too rare,\nwe are letting the city boy and the mechanic’s son go it alone. We are so busy\nwith winning our way, so concerned with our own National, State, and local affairs\nthat a great problem like the wasting of our youth has been almost untouched.\nHere it has come to be that years of a young mechanic’s life are wasted in. the\n\nlearning how to earn his living after he has reached the time of life when it 1s\nhis desire and duty to earn that living. Here is a weakness and a waste that may\nwell alter the place of the United States in the commercial and industrial world.\n\nMr. Miles,? writing in 1912, called attention to the tariff situation and\nto the necessity for international competition in production.\nFacing prospective tariff reduction he pointed out that “the volume of imports will\nlargely increase and every additional dollar of import must be offset by an\nadditional dollar of export, carrying an equal percentage of labor.”\nThis he held to be fundamental if the American working man was to retain\nhis standard of living, much more fundamental if he were to improve it.\nHe held that “‘as a people we are ignorant of foreign trade. America is to\nbe likened to a huge stevedore bearing down to the ships of the sea crude and\nsemi-crude material for the use of the capital, labor, and intelligence of\nforeign nations.”\nContrast this general ‘statement made by Mr. Miles in 1912 with a\nspecific statement made by him before the City Club of Chicago in May of\nthis year and you have an indication of progress which would afford a\nsatisfactory measure of efficient vocational education so far as economic\nnecessity is concerned. His statement follows:\nTake hosiery, for instance: In the last five years a single operator has run\ntwenty-five automatic machines, making the entire stock of 150 dozen pairs daily.\nHer piece-rate has been reduced to two cents per dozen pairs, and yet she gets three\ndollars a day. These socks cost 81.5 cents per-dozen pairs today, including 36 cents\nfor the yarn, and retail at ten cents a pair. The total labor cost from raw cotton\nto finished sock is two cents per pair; the lowest wage in the world, and the\nhighest weekly earning paid to any hosiery workers in the world.’\n\nMr. Miles points out that similar conditions prevail today in the manu-facture of shoes, agricultural implements, sewing-machines and certain\nother products which are produced in America more cheaply and better\nthan in any other country, making possible favorable competition in world\nmarkets and at the same time paying high wages.\nSavings in production can unquestionably be shown in agriculture,\nwhere it is claimed that the cost of producing the crop of a given year has\nbeen reduced by approximately $20,000,000 a year over a period of fifty\nyears, resulting in an economic gain of near one billion dollars annually\nat the present time. In other words the modern farmer is beginning to be\nsomething other than a “miner, mining the fertility of the soil, and selling\n\nit for the bare cost of the mining.”\n\n1H. E. Miles, Industrial\nT9I2.\n\nEducation,\n\nBulletin\n\nNo. 28, National\n\nAssociation\n\nof Manufacturers,\n\n2H. E. Miles, Chairman of the Fair Tariff League, Address before the City Club\nMay 17, 1922, City Club Bulletin, May 22, 1922, p. 83.\noS\n\ni\nee\n\n"}
{"page": 1499, "printed_page": "1477", "text": "Dept.\n\noF VocATIONAL\n\nEDUCATION\n\nAND\n\nPracticAL\n\nArts\n\n147\n\nCorresponding progress is to be noted in business and in homemaking,\nbut in all lines of productive effort there is yet much to be desired, as is\n\nindicated by the recent report of the Committee on Elimination of Waste\nin Industry of the Federated American Engineering Societies.1 While it is\npossible to show gross gains it is also possible to show enormous wastage\nand it is for the most part through the elimination of specific items of waste\nthat the economic value of vocational education is tobe found. Additional\ngross gains in productivity or well-being may be equally chargeable to other\nforms of education or to general social factors rather than to specific\nvocational training. Let us look, then, at a few of the specific items_of\nwaste as determined by this recent engineering investigation.\n‘The committee finds that ‘“‘waste in industry is attributable to (1) Low production,\ncaused by faulty management of materials, plant, equipment, and ‘men;\n(2) interrupted production, caused by idle men, idle materials, idle plants,\nidle equipment; (3) restricted production, intentionally caused by owners,\nmanagement, or labor; (4) lost production, caused by ill health, physical\ndefects, and industrial accidents.”\nHere we find at last a satisfactory base for a discussion of the economic\nreturn from vocational education.\nIt should be possible through specific training to correct our present\nfaulty handling of ‘‘materials, plants, and men,” and it should be possible\nthrough bringing about better understanding of the complete program of\nproduction to reduce the willful restriction of output, both by management\nand by men employed. Such wastes as are represented by illness, physical\ndefects, and industrial accidents are clearly chargeable to the economic\naccount, although they represent incalculable loss in terms of human suffering and social maladjustments.\nAs an example of the economic return which would be possible through\none form of vocational education, both in school and in employment, let\nus consider the return possible through health training, including safety.\nRecent estimates show that the 42,000,000 men and women gainfully employed in the United States lose approximately 350,000,000 days each year\nbecause of illness. It has been estimated that at least 45 per cent of this loss\nis preventable. “This means for the gainfully employed a loss from preventable disease and death of near $1,800,000,000.\nAdd to this economic\nitem the long term result of 6,000,000 cases of organic disease among wageearners, resulting from infection, and we have a situation which challenges\nour vocational education program in no uncertain terms.\nAchallenge for\nmeasured production.\nIn addition to loss through illness there is an equally attractive field for\neducational service through accident prevention.\n‘The fatal accidents in\nindustry alone for 1919 were approximately 23,000.\nIn addition there\nwere 575,000 causing four weeks or more disability, and 3,000,000 causing\nat least one day’s disability. Impaired earning power caused by death or dis-\n\nability combined with time lost because of accident have been estimated as\n1‘*Waste\n\nin Industry,’?\n\nFederated\n\nAmerican\n\nEngineering\n\nSocieties,\n\nWashington,\n\nD. C.\n\n"}
{"page": 1500, "printed_page": "1478", "text": "1478\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nrepresenting an economic loss of near $853,000,000 for the year. 1919.2 It\nhas been estimated that proper safety measures including education would\nprevent between 50 per cent and 80 per cent of these accidents. Here we\nfind a specific objective for vocational education which would result in\nmaterial economic gain, both for the employer and for the worker.\nThis combined loss through illness and accident representing as it does\nsome 4.3 per cent of otir total national income, or the return on productive\nlabor for 1,750,000 workers, does not approach the total wastage reported\nby the Engineering Societies. To this amount should be added loss through\n“faulty production control,” “faulty labor control,” preventable idleness\nof men, plant, and equipment, and loss resulting from willful restriction of\nproduction. ‘The total waste estimated for the metal trades covered by this\ninvestigation was fixed at 28 per cent, ranging from 6 per cent in the best\nplant to 55 per cent in the poorest. If we assume, and there is just basis”\nfor such assumption, that metal trades plants are as well managed as are\nother productive enterprises, we are justified in concluding that approximately 28 per cent of the workers now employed are engaged to no purpose.\nNumerically this means wasted effort for 11,480,000 men and women, or\nmore than three times the total increase in our working population between\n1910 and 1920.\nz\nThe mere recognition of the fact that these enormous wastes are to be\nfound even in our best managed enterprises carries us one step forward in\nthe matter of solution. It remains to seek out the specific causal factors before remedial treatment can be effective. Fortunately some progress is being\nmade through detailed analysis of the situation. ‘The committee finds that\napproximately 50 per cent of the responsibility for waste should be lodged\nwith management; 25 per cent with labor, and the remainder distribute\nd\namong outside agencies.?, Such a distribution at once suggests the training\nlevel on which specific corrective vocational education should be administered if definite economic returns are to be expected.\nIt should, for example, be found possible through trade extension courses for\nadults, to\nattack many of the problems centering around the control of materials\nand\nthe scheduling of production. It should be, and experience has\nproved that\nit is, possible through foremanship training to relieve much\nof the friction\nand consequent loss due to inefficient handling of labor.\nSimilar results\nmay be expected although not yet so clearly demonstrated\nthrough the\nthoroughgoing pre-employment vocational training of\nyoung men and\nyoung women who are to enter the more responsible positions\nin all lines\nof productive work.\nSuch training is represented by much of the unit\ntrade, agricultural,\nand homemaking courses administered under the Federal Board for Vocational Education and by the training\nnow available in\nsuch schools as the New York City Textile High School.\nTraining of\nthis character coupled with leadership and expert\nservice made possible\nthrough corresponding training on the college level,\nand connected onthe\nother hand with an extended program of education\nfor all workers en1 Statistical summaries from ‘Waste in Industry\n,” Federated American Engineering Societies\nWashington, D. C.\n,\n2 “Waste in Industry,” Federated American\n:\nEngineering Societies, Washington, D. C.,\npage 9.\n\n"}
{"page": 1501, "printed_page": "1479", "text": "-\n\nDept.\n\noF VocaTIONAL\n\nEpucATION\n\nAND\n\nPracticaL\n\nArts\n\n1479\n\ncourages us to expect a measurable economic return from vocational education.\nIf the return from education of the rank and file of workers is to be a\nmeasurable one, vocational education must be as specific for this group as\nfor those who are to provide for more efficient management.\nIf vocational\neducation is to reduce illness; prevent accidents; make for conservation of\nmaterials, through reducing the amount of spoiled work and the number\nof broken tools; motivate workers and reduce friction; quickly and effectively adjust workers to the kind of employment for which they are best\nsuited, thus reducing unemployment, underemployment, and labor turnover;\nit must have definite economic objectives and instructional practice must be\nadjusted to these objectives.\nTo be effective such training administered in all-day, part-time, evening,\nor corporation schools must break for all time with “machine” methods of\neducation and in like manner with teachers who can see educational return\nonly in terms of “‘machine-made” educational product.\nWe must get\naway from an administrative program controlled by teachers of special subjects. We may well begin by teaching workers and potential workers, who\npresent themselves for vocational education, that part of the material in\nthe field of health education which will enable them to keep fit and to\nprotect themselves against loss from accident. We may give them training\nin social science and economics which will enable them to interpret the\nsocial and economic forces surrounding them in their work. ‘Those who\nare privileged to advance to positions of responsibility should have enough\nto prevent the kind of disturbance to which President Howard, of the\n“Commonwealth Steel Company, referred in a recent address, in which he\ncompared the influence of a foreman or other responsible employee in charge\nof labor, who persists in “rubbing labor the wrong way,” to that of an\nindividual who stands in front of a very delicate and expensive machine\nand deliberately throws sand and grit into the bearings.\nThis leads to\n\nmaterial loss. The treatment of workers in many instances brings on\nsimilar results with consequent loss through ill-will and under-production.\nThe vocational education of junior management in this detail of handling\nworkers affords a specific objective, the return upon which is easily measurable.\nEqually measurable is that return upon the training of workers\n\n. who are subjecting themselves to management without basic information to\nserve as a guide to safe and sane action; in other words, without “grit\nresisting” protective devices or qualities. All workers need this protection and something of the ability here implied and the giving of such ability\naffords one of the outstanding economic requirements of the present day.\nThe marked need for a higher type of technical productivity is too\nobvious to call for elaboration here. Suffice to say that in this field of\nendeavor is to be found instructional material for all levels and for all\ntypes of vocational education yet proposed; educational opportunities for\ntraining which can be made to result in a type of ability which can be used\n\nto marked economic advantage both to the individual and to the community\nat large.\n\n"}
{"page": 1502, "printed_page": "1480", "text": "1480\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nGreat as is the economic necessity for such training and even granting\n\npointed and specific objectives now available for many units of vocational\neducation, there is no guarantee that a major return can be expected unless\nthe detail of instruction can be carefully controlled.\nThere is in all probability no better statement of the problem here presented than that prepared by the American Defense Society in its bulletin on “Reconstruction\nin Education.”\nA brief selection from their statement follows:\nTraining must do more than develop the automatic skill required.\nIt must do\nmore than impart the special knowledge needed. Unless it also makes the student\nmaster fundamentals, unless it also fosters initiative, it is hardly justified as education. ‘Therefore the translation of job specifications into school procedure requires\nan analysis of the specifications for a given type of work into “common operations”\nor fundamental principles and processes.\nIt is now generally agreed that instruction is most effective when given by means\nof jobs, projects, or handling of real cases.\nThe difficulty in constructing a course\nof instruction on this principle lies in selecting or organizing a series of jobs,\nprojects, and real cases which gives proper attention to all the factors of skill and\nknowledge called for by the list of fundamentals.\n‘The content of the course must\ncover comprehensively the requirements of the specifications.\n\nOnce equipped with this type of instructional material and provided with\ninstructors and administrators who are in sympathy with and trained in its\nuse we may expect a very definite return upon vocational education; a\nreturn of economic as well as of broader social value.\nSuch a program\nshould function in part as a corrective to the disturbance generated in the\ncourse of our rapid transfer from a rural to an urban population and from\na relatively crude to a highly scientific system of production.\nIt should\nmake possible a type of current progress which would prevent the condition\nto which attention was drawn in a recent article; a warning against lack\nof progress which would permit “the schools to lie becalmed in the currentless drift of old educational opinions and routines.”\n\n"}
{"page": 1503, "printed_page": "1481", "text": "Department of the Wider Use of Schoolhouses\n\nPROGRAM OF MEETINGS\nOFFICERS\nPresident—JosEPHINE C. Preston, State Superintendent of Public Instruction..Olympia, Wash,\nVice-President—l. B. Morcan, Director of Vocational Schools............ Kansas City, Kans.\nSecretary—EucENE C. Gizsney, Director of Community Centers, Board of\n\nEIAGOA PLOT ete ew EV\n\nRe Tass Cashes olsuo\\n wins farsre oa\n\nFIRST\n\nSESSION—Mownpay\n\nArchitectural Adaptation\n\nWIDER\n\nScHOOoL PLANT—Frank\n\nYork,\n\nN. Y.\n\nAFTERNOON, JULY 3, 1922\n\nof School Buildings for After-School\n\nARCHITECTURE THAT ENCOURAGES THE\nSchool Architect, St. Louis, Mo.\nWier UsE OF THE\nMass.\n\ncisvovsyere 5,opsier iaisrssh .cyatayelsconayone obsNew\n\nUSE\n\noF ScHOooLs—William\n\nIrving Cooper,\n\nUse\nB. Ittner,\n\nSchool Architect, Boston,\n\nWiwer-UsE ProsLtemMs IN Rurat ScHoots—Dwight H. Perkins, School Architect,\nChicago, Il.\nHow ScHooLtHouses IN New York CITY ARE PLANNED FOR USE OUTSIDE OF SCHOOL\nHours—C. B. J. Snyder, Superintendent of School Buildings, New York, N. Y.\nDetroit’s\n\nNew\n\nComMMunNiTY\n\nCENTER\n\nScHoots—Frank\n\nSchools, Detroit, Mich.\nDiscussion Lep py—N. L. Engelhardt,\nNew\n\nTeachers\n\nCody,\n\nCollege,\n\nSuperintendent\n\nColumbia\n\nof\n\nUniversity,\n\nYork, N. Y.\nSECOND\n\nSESSION—WEeEpNESDAY\n\nWider\n\nAFTERNOON,\n\nJULY\n\n5, 1922\n\nUse of Schools in Cities\n\nFACILITATING THE USE OF SCHOOLS BY CITIZENS’ Groups—Eugene C. Gibney,\nrector of Extension Activities, Board of Education, New York, N. Y.\n\nDi-\n\nHow\n\nWE SOLVED THE JANITORIAL PrRoBLEM—James T. Mulroy, Director of Extended Use of Schools, Boston, Mass.\nTHE VIRGINIA COOPERATIVE EDUCATION AssOcIATION—ITs INFLUENCE ON THE COMMUNITY THROUGH THE WIDER USE OF ScHOOL PLANTs—Mrs. E. Fenno Heath,\nMember Executive Committee of the Codperative Education Association, and\nCounty President of Patrons’ Leagues in Elizabeth City County.\nHow Civic AssociaTions CAN Hetp Run ScHooL, Crentres—Violet G. Williams,\nRecreation Commission, York, Pa.\nDIFFICULTIES IN THE DuaL Direction oF AFTER-SHOOL ActTiviT1Es—W. C. Bachelor,\nRecreation Commission, Utica, N. Y.\nWiper Use oF ScHOOLS AND THE Scour Movement—Charles Mills, Director of\nPublicity, Boy Scouts of America, New York, N. Y.\n\nBusiness MEETING.\nThe officers for 1921-1922\nbe continued.\n\n:\n\nDs\nwere\n\nreélected,\n\n[1481]\n\nand the school building program\n\nwill\n\n"}
{"page": 1504, "printed_page": "1482", "text": "1482\n\nNaTIonAL\n\nEpucaTION\n\nASSOCIATION\n\nSCHOOL ARCHITECTURE THAT ENCOURAGES\nWIDER USE\nWILLIAM\n\nB. ITTNER,\nST.\n\nARCHITECT\nLOUIS,\n\nAND\n\nSCHOOL\n\nSPECIALIST,\n\nMISSOURI\n\nService is the test of good school architecture.\n“The more efficient, the\nmore extensive the service, the better the school plant. The topic could\nalso read, How the Wider Use.of Schools Encourages Good School Architecture, since the vital consideration in all school planning is adaptation to\nuse. At the same time the stimulating influence of a salient suggestive\nenvironment on wider use cannot be overlooked.\n‘The two phrases, therefore—namely, Good architecture and Extended use support one another.\nEfficient schoolhouse planning encourages a multiplicity of uses and vice\nversa, maximum use calls for efficient building service.\nSchool plants of yesterday cannot serve the expanded education of today—\nThe old-time one-room rural school with its monotonous emptiness and\nisolation could not serve anything but a mere handful of children for textbook study. A far more fruitful service can be offered by the enriched\nconsolidated rural school quite general today. “The stereotyped box-like\nstructure on a barren restricted site in our city of yesterday had no greater\npropensity for service than the forlorn and neglected one-room rural school.\nBut compare it with some of our inviting architectural creations of today.\nThis difference, no doubt, is the result of a change in needs.\nThe fundamental changes in the working and living conditions of our great commonwealth have evolved a change in educational demands with a shift of\nemphasis on vital educational considerations.\nAnd simultaneously, an\nenriched and expanded school life has created demands for riches and more\nvaried equipment in the form of buildings and grounds; in other words,\nfor a new type of school plant.\nPresent-day objectives in education and community development require\na rich, varied, and extensive environment—The maintenance and promotion of physical health is now a fundamental in elementary and secondary\neducation.\nIt is likewise a fundamental in the development of community\nlife. The traditional classroom school could never serve an active health\nprogram.\nPlaygrounds, gardens, gymnasiums, and showers are demanded\nfor all. Neither can the barren environment of yesterday’s schools serve\nfor training in manual skill, worthy home membership, and wholesome\nuse\nof leisure. Work shops, drawing rooms, laboratories, auditoriums,\nand\nschool libraries are required.\nClassrooms for book work are not eliminated\nin schools, but they constitute only a portion of the facilities today and\nnot\nthe complete equipment.\nIt is the renaissance in public education then,\nwith its new objectives, together with an appreciation of the\nexpansion of\n\npublic-school service that have a new type of school environment—one\nthat\n\nis richer, finer, far more interesting, varied, and extensive.\nPublic schools of today exist for all people as well as\nfor all the children\n\n"}
{"page": 1505, "printed_page": "1483", "text": "DEPARTMENT\n\nOF THE Wiper\n\nUsE oF SCHOOLHOUSES\n\n1483\n\nof all the people—Public schools originally were established for children\nand primarily today they exist for “all the children of all the people.”\nBut gradually, as education has become a continuous process, schools have\nexpanded their service to include also “all the people.” And again,\nit is\nthis wider use that continues to encourage greater efficiency in plan, richer\nand more varied facilities and more beautiful buildings and grounds. When\nanalyzed, the facilities essential to adult uses are practically the same as\nthose needed for the young folks. The chief difference lies in greater\nvariety of certain instructional quarters and in size of equipment.\nFor\nthis reason secondary schools or complete centralized plants often serve\nbetter for adult uses than elementary schools.\nBut where secondary schools\nare more or less remote, even present-day elementary school equipment can\nbe adapted for community service.\nEfficiency of plan is an ally to community service—The proper location\nand relationship of the component parts of a school plant are important\nboth for regular and community service. Take, for instance, the gymnasiums, showers, pools, and accessories.\nUnless these recreational facilities connect directly with the play grounds, there will always be a discrepancy in the service of the full equipment.\nIt is essential that the auditorium be located on the main floor in close\nproximity to the main entrance, or arranged with a direct outside entrance.\nIt is desirable, also, that the school library be near the main entrance, or\n\nat least centrally located in the building. But these requirements of location and correlation also serve the regular student body efficiently. Therefore, there need be no special re-arrangement of facilities when planning\ntor wider use.\nSuccessful lighting, ventilation, and heating encourage wider use—The\nsuccessful lighting, ventilation, and heating affect the success of community\nas much as regular school uses.\nThe “open plan” type which permits of\nmaximum natural lighting to all parts of the building and an artificial\n‘lighting system of proper distribution and intensity ought to give satisfactory\nlighting service. The “open plan” type of building results in maximum\nnatural ventilation, as well as lighting.\nIn addition to this provision a\nproperly designed, installed and controlled heating and ventilating plant\nwill secure during the colder weather sufficient air movement, humidity,\nand normal temperature at all times. And it has become common practice\nnow to install heating plants in such manner that rooms like the auditorium,\nlibrary, the gymnasiums, the offices, and any others may be separately heated\np\nand ventilated.\nSchool plants should represent the noblest architectural creations in the\ncommunity—The interior of a school plant is but one phase.\nIf schools\nare to appeal to the whole community, if they are to extend beckoning hands\nto the boys and girls who have dropped, for various reasons, then their\nexteriors must also evidence interest, variety, and beauty.\nIn other words,\nexteriors must be symbolical of the interiors. There was lack of appeal\nboth to children and adults, young and old in the school-housey school-\n\n"}
{"page": 1506, "printed_page": "1484", "text": "1484\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nNo one wonders now that children were glad to get\nhouse of yesterday.\naway from it and that adults never entered its portals unless need compelled. ‘The chief counteracting influence of the dead environment was,\nperhaps the radiance from the soul of a born teacher who inspired youth\nBut what an assistance the present-day environment\nto great day-dreams.\nwould have been to such a teacher, an ally rather than an obstacle.\nIn order to insure an architectural individuality, the exterior design\nof building should represent an evolution of the interior plan. If the\ninterior plan is rich, well-balanced, and proportioned, the exterior should\nevidence these qualities. Then schools will not only be good to look upon,\nbut interesting and cheerful to work and study in. ‘They will constitute\ncommunity assets both educationally and architecturally, as well as effective\nagencies for human advancement.\n\nWIDER\n\nUSE OF THE SCHOOL\n\nPLANT\n\nFRANK IRVING COOPER, ARCHITECT, BOSTON, MASSACHUSETTS\nA recent study of new school buildings now in process of erection has\nbrought out the surprising fact that over two hundred and eighty millions\nof dollars will be spent for school building in the United States during\n1922. ‘Two hundred and eighty millions of dollars for school building that\nif used for school work in the customary way would mean that these buildings would be used only five or six hours of each school day, five days of\neach week, thirty-eight weeks in the year. In other words, school building\nwould be used 190 days out of 365 possible days leaving two hundred and\n\neighty million dollars buried so far as its use is concerned for 175 days of\nthe year. ‘This calculation refers to new structures only. >\nCarrying this investigation one step farther the report of the U. S.\nBureau of Education gives as the total valuation of school property in 1917\nthe sum of $1,983,508,818.\nThe great part of this stupendous amount of\nmoney lies idle for 175 days of each year.\nIn many communities the public need for greater civic and social opportunities has focused attention upon the idle school plants. ‘The people saw\nthey already possessed one of the first requisites for providing these civic\nand social opportunities, that is, a meeting place convenient of access, comfortable, and oftentimes ready for use.\n“The public was aroused and the\nuse of the schoolhouse began to grow.\nGary, Indiana, is a striking example of the use of the schoolhouse by the\n» people for sixteen hours each day. The children of that favored community no longer creep unwillingly to school but go joyfully to the school\nbuilding many times during the day whenever their varied educational\nprocesses call them there and in all parts of the buildings they look happily\nabout their work and happy about their play. And the parents of Gary\nwhen their day’s business is complete and their home work is done\n\ngo He\n\nthese same school buildings and make use of educational oppentenrecs for\nthemselves in classes conducted for adults, and enjoy playing with each\n\n"}
{"page": 1507, "printed_page": "1485", "text": "DEPARTMENT\n\nOF THE WIDER\n\nUSE OF SCHOOLHOUSES\n\n1485\n\nother and with the children in the big auditoriums where music and drama\nand literature fill pleasant hours.\nIn Knott County, Kentucky, there is a chain of little schoolhouses which\nwere built to meet the need of community work for the adults and education\nfor the children.\nThe first one of these little schoolhouses was built at\nCaney Creek and is the fruit of the untiring and unselfish effort of a visiting\nlady who saw the need of the little community and had a vision of the\nrichness and beauty which it would add to the lives of all the people in that\nmountain valley.\nThis little schoolhouse contains a room for the kindergarten with a\nlittle kitchen in which lunch is prepared for the children and which is used\nas the distributing center for refreshments during the social meetings which\nare held in the big room.\nBeyond the kitchen is a room fitted out for\nindustrial work and domestic science; this gives opportunity for instruction and practice in all kinds of manual work, both for the school children\nand for the grown-ups.\nThese three rooms take up about one half of the\nbuilding.\nThe other half is a large room which is used as a schoolroom\nfor older children through the high school grades, during the hours set apart\nfor school work.\nAt other times it is used as an assembly room for public\nmeetings of all kinds in that community.\nAt one end of this room there\nis a stage which may be shut off by folding doors; at the other end there\nis a folding partition by means of which a small portion may be shut off\nas a recitation room.\nBeyond this end of the room is a small room used\nfor the principal and for a community library.\nThis little schoolhouse has been used so much and has given so great\nsatisfaction that six similarly situated communities in this county have asked\nfor the privilege of duplicating it and have erected a like building. Money\nfor carrying on the activities of this little school has been raised in part by\n‘This past winter a selected\nthe community and in part by subscription.\n\ngroup of boys from this school traveled with its founder over the eastern\n;\npart of the country, telling of the work of the school.\nIn Wakefield, Massachusetts, there is being built a high school building\nwhich allows in some unusual ways the extended use of the school building.\nIt is planned for a comprehensive high school, with class and recitation\nrooms, laboratories, commercial rooms, domestic science and domestic art\nrooms, library, mechanical and free-hand drawing rooms, shops, assembly\nhall, gymnasiums, lunch room, and principal’s and superintendent's suites.\nOf these rooms the administration suite, assembly hall, gymnasium, shops,\nand the rooms for domestic science and art are planned also for community\nuse.\nThe administration suites are so planned that by opening folding doors\nsmall meeting halls may be arranged for groups of not over one hundred\npersons each and each hall has its separate outside entrance.\nThe assembly hall, gymnasium, domestic science, and domestic art rooms,\nand the lunch room are all so planned that they have their own outside\nentrances and each may be used by its own group of people without interfering with any other group and without opening up the rest of the school\nbuilding.\n\n"}
{"page": 1508, "printed_page": "1486", "text": "1486\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nThe gymnasium is behind and on the same level as the stage of the\nassembly hall and may be used to enlarge the stages, conversely; when exhibition games are played in the gymnasium, the assembly hall may be used\nto seat the spectators.\n\nThere are here given three specific examples of communities which appreciate the value of the school plant, the needs of the community, and the\nway in which these two are brought together: Gary, Indiana, which by\nits long-established school system and well-designed school buildings has\nbeen a prime mover in the increased use of the school building. ‘The little\ntown of Caney Creek, Kentucky, solved its own problem successfully and\nwas an inspiring example imitated by several communities.\nAnd the old\ntown of Wakefield, situated in one of the earliest and most thickly settled\nof our States, recognizes the same conditions and is meeting the same need\nin a similar way and by carefully planning its school buildings is preparing\nthe way for a wider use of the school plant.\n\nDIFFICULTIES\nW.\n\nC.\n\nBACHELOR,\n\nIN THE DUAL DIRECTION\nSCHOOL ACTIVITIES\n\nSUPERINTENDENT\n\nOF\n\nRECREATION,\n\nOF AFTERUTICA,\n\nNEW\n\nYORK\n\nI have been requested to present briefly some difficulties in the dual\ndirection of after-school activities.\nI will, however, confine myself to a\ndiscussion of some of the difficulties experienced by the Utica Department\nof Recreation in the use of school grounds as playgrounds and school build-ings as community centers.\nI make no apology for confining my discussion\nto our own local problems as this in no way limits my subject. The difficulties experienced in Utica have been so many and so varied as to ade-\n\nquately cover the entire subject and include most of the obstacles which\n\nwill be encountered in the average community.\nThe words “dual direction” referring to after-school activities in Utica\nis hardly appropriate, as our local school board conducts no after-school\nactivities other than parent-teacher associations, the evening schools, a\n\ngrammar school baseball league and interscholastic athletic teams, the two\nlatter engaging only about one per cent of the school enrolment, and these\nfor only a brief period of the year.\nThe suspension of the building program during the war left Utica, as\nit\n\ndid most other cities, in a condition which has necessitated since the war\nan\nincreased rate of expansion, and the consequent large appropriations required to compensate for past deficiencies in this respect explain in some\ndegree the opposition on the part of a minority of the Utica School\nBoard\nto undertake anything in the way of development of after-school activities.\nHowever, the Department of Recreation which “aims through\nthe proper\nutilization of leisure time to build physique, develop character, and\npromote\n\ncitizenship” considers these so-called extra curricular activities as of\nequal\nif not even greater importance than some of those of the conventi\nonal school\n\n"}
{"page": 1509, "printed_page": "1487", "text": "DEPARTMENT OF THE Wiper\n\nUser oF SCHOOLHOUSES\n\n1487\n\ncurriculum.\nThe Recreation Commission two years ago, therefore, outlined a comprehensive and diversified program of supervised recreational\nactivities covering the summer vacation period and including after-school\nactivities during May, June, September, and October.\nThis was supplemented by community organization during the remainder of the year—that\nis, from November to May.\nHaving secured an adequate appropriation for the extension of this work,\nwhich had been carried on to a very limited extent for some years previous,\nthe Commission proceeded to enlist the codperation of the School Board to\nthe extent of securing permission to use certain parts of several school\nbuildings and school grounds for the establishing of community centers and\nplaygrounds.\nAlthough the Commission arranged to pay the janitors generously for the additional work entailed and agreed to assume all responsibility for any damage to buildings other than ordinary wear, the cost of\nlight, heat, and water, found upon investigation to amount to about $1000\na year (the school board’s annual appropriation that year being $1,260,000)\nled a conservative minority of the board to withhold for more than a year\nthe granting of permission to use additional school buildings for community activities.\nThe fact that school buildings in Utica, in the construction of which their\nuse for other activities than those of the conventional school curriculum\nhas not been taken into consideration, make the supervision of activities of\nthis nature difficult, was also a factor in the reluctance of the school board\nto have the buildings used for this purpose even by another duly authorized\nmunicipal department.\nAmong these difficulties was the absence of assembly halls and gymnasia\nin many of the buildings, or, where they existed, their location being such\nthat, with the absence of doors in corridors, the shutting off of those parts\nof the buildings not in use was impossible.\nLocation of toilet facilities\nand drinking water requiring the throwing open of an entire building is\nalso a problem which will be met satisfactorily only by providing, in the\noriginal planning of a building, for the partial use of the plant for community purposes.\nAn admirable example of foresight of this nature is seen\nin the new schools recently constructed in Schenectady.\nOf the five school buildings, the grounds of which are being used at the\npresent time by the Department of Recreation as playgrounds, not one is\nso constructed as to allow toilets and drinking water to be shut off from\n\nthe rest of the building. These are not therefore available to those using\nthe playgrounds.\nAnother problem where after-school activities are conducted by an agency\nother than that which is responsible for the construction of school buildings\nis the inadequate size of recreation areas adjacent to schools, or, where the\ngrounds are adequate, the unfortunate location of the building in the center\nof the area. I am reminded of big brother Bill who was admonished by\nhis mother to give little Johnny half the bed. Bill did as he was told but\nslept in the middle and Johnny had to take his half on both sides. As most\nof Utica’s thirty school buildings “sleep in the middle” only five of our\n\n"}
{"page": 1510, "printed_page": "1488", "text": "1488\nNATIONAL EDUCATION ASSOCIATION\nee\nOn\n\nfifteen playgrounds are located on school grounds, and, of these five, a more\nadvantageous location of the building was possible in most cases.\nThe opinion still held by a certain number of school board members,\nthough fortunately a-steadily diminishing minority, that school buildings\nshould be constructed and maintained as well solely for the education of\nchildren, and furthermore that this education should be confined largely if\nnot entirely to the stereotyped ‘3 R” variety, is undoubtedly the greatest\n‘The persistence of this\nobstacle in the path of wider use of schoolhouses.\nantiquated idea, aside from being’ one of the chief reasons for the.dual\ndirection of after-school activities in so many cities, is also the greatest\ncomplicating influence.\nAs an instance of this, a request by the Recreation Commission for the\nuse of showers otherwise idle throughout the year in one school building\ntwo afternoons a week during July and August for school children under\nthe supervision of playground directors was granted only by a bare majority\nvote of the schoo! board.\nIn another case where a playground is located on\na school ground, the use of a small side entry-way is permitted for the\nstorage of the playground equipment but access to the building is denied.\nThus, in the event of an injury to a child, water, use of telephone or other\nconvenience has to be secured through -the generosity of neighbors.\nIn\nanother instance, three match scratches on the wall of a stairway leading\nout of a school building prompted an investigation of the conduct of community activities.\n\nThis idea, that school buildings are solely for school children, when\nshared by janitors, teachers, and even by school principals adds infinitely\ngreater complications.\nOne manifestation of the resentment toward those\nwho would profane the sanctity of the schoolroom by its use by others\noutside of school hours in Utica has been the circulation of petitions among\nuninformed residents of a community in the attempt to prevent the opening\nof a building as a community center or to cause it to be closed afterwards.\nSo deeply has this affected various subordinate school employees in Utica\nthat a personal visit to the mayor to register a protest against this sacrilege\nhas not been deemed too drastic.\nWe have also found obstacles to the dual administration of after-school\nactivities in Utica originating outside the city. I refer to a State law in\nNew York which prohibits any person being simultaneously on che payrolls\nof more than one city department.\nThis prohibits payment by the Recreation Commission of. teachers or janitors already on the payroll of the\nDepartment of Education for additional work in connection with afterschool activities. Were this work conducted by the same department, as\nin the case of the evening schools, this difficulty would not arise.\nNow, I hope none of my hearers will construe this paper as an indictment of our School Board, our teaching staff, or even our janitors in Utica.\nWe have without exception a School Board composed of men and women\nof rare ability all of whom are highly esteemed in the community,\nand a\n\nmajority of whom heartily endorse the program of after-school\nactivities\nbeing conducted by the Department of Recreation. We are also\nproud\n\n"}
{"page": 1511, "printed_page": "1489", "text": "DEPARTMENT\n\nOF THE\n\nWIDER\n\nUSE oF SCHOOLHOUSES\n\n1489\n\nof the personnel of the Utica schools, from the superintendent down to\nthe humblest employee not excepting the janitors. Among the more than\nfive hundred employees in our school system an overwhelming majority are\nwith us and with their codperation I think I am safe in saying that a very\ndefinite start has been made in the wider use of school buildings in Utica.\nI was asked to discuss difficulties in the dual direction of after-school\nactivities and, rather than theorize on what I may have read or heard on\nthis subject, I have given you actual facts regarding some of the difficulties\nwhich have confronted us in Utica during the past few years.\n\nTHE VIRGINIA COOPERATIVE EDUCATION ASSOCIATION\n—ITS INFLUENCE ON THE COMMUNITY THROUGH\nTHE WIDER USE OF SCHOOL PLANTS\nMRS.\n\nE.\n\nFENNO\n\nEDUCATION\n\nHEATH,\n\nMEMBER\n\nASSOCIATION,\n\nLEAGUES\n\nIN\n\nAND\n\nELIZABETH\n\nEXECUTIVE\nCOUNTY\nCITY\n\nCOMMITTEE\n\nPRESIDENT\nCOUNTY,\n\nOF\n\nCOOPERATIVE\nPATRONS’\n\nVIRGINIA\n\nThe Southland of this Nation with which the average reader is familiar,\nthrough history, story, and song, is that of plantation life, with negroes\nsinging in the cotton fields or strumming their banjos by the cabin door.\nIn those days of the Old South there were three predominant factors, the\nhome, the church, and the state, and by them all conditions and all classes\nof people were influenced and controlled.\nAfter the Civil War conditions\nwere changed and a fourth factor appeared, that of community life, which\nwas to be far-reaching in its effects, for included in this big factor are the\nsub-divisions: public roads, public libraries, public health, and public schools.\nIt is now universally recognized that good roads are necessary because\nprogress travels only where there is a good broad highway.\nVirginia is an\n‘agricultural State, the. products of the soil being the chief source of revenue.\nIt has been my pleasure to travel thousands of miles through its one hundred\ncounties and address thousands of its people. To reach these different\nsections it was necessary to pass through portions of five bordering States—\nNorth Carolina, West Virginia, Kentucky, Tennessee, and Maryland, and\nthe District of Columbia.\nIn these 100 counties I have seen cotton in all\nstages of production from blossom to bale, tobacco being grown, picked\nand cured, field after field of corn, some with the slender green shoots: just\nshowing, others offering their ripening ears, peanuts growing, shelled and\nmade into nutlet; have seen coal mines, coke ovens, and smelters in full\noperation, huge trees felled and converted into the various forms of lumber,\nportions of them being ground into pulp and the pulp made into paper, and\nI found it was difficult to convey these products to market because of poor\nroads. Fifteen inland counties are without railroads, and eighteen with\nless than twenty-five miles of them. When you consider what this means\nyou cannot blame those who live in the country for being attracted to the\n\n"}
{"page": 1512, "printed_page": "1490", "text": "1490\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n~\n\ncities and towns because. of the better advantages obtainable for their children. At present we are working in Virginia to get our people to vote\nfor good roads, for we realize we cannot fully develop the other subdivisions of our community life unless we have proper roads over which\nto convey the materials and people for building and utilizing public libraries,\ndisseminating the knowledge of how to keep well, and making use of educational facilities.\nEach State has its own peculiar problems to solve. One of Virginia’s\ngreatest is its illiteracy.\nIn educational affairs Virginia ranks forty-third\namong the forty-eight States. This illiteracy is caused almost entirely\n. by the negro, the mountain white and the isolated population.\nThere are\nonly 50.1 per cent white children and 36 per cent of the negro children\nin school.\nThe negro situation is being very nicely solved by philanthropists\nof the\nNorth and West providing funds for the support of the Hampton\n(Va.)\nNormal Institute.\nThis noted school trains negroes for leadership and\n\nhas produced Booker T, Washington, Major Robert Moton,\nand others\nof lesser note who have founded schools which have colored\nteachers and\ncommunity workers to teach and lead their own race.\nThe mountain people of the South are a distinct and\ntypical group of\nAmerican citizens; in fact, they are the most distinct and\nthe most typical\nof all groups and classes in America today.\nPerhaps you have never\nrealized that the mountains of the South constitute a\nterritory as large as\nNew England, with the State of New York thrown in\nfor good measure.\nAn incomplete census of 1910, the latest available at\npresent, shows over\nfive millions of natives living within the confines of the Souther\nn mountains,\nand probably since that time the number has very largely\nincreased.\nThe\ntragedy of the mountaineers is the early marriage of\ngirls from eleven to\nthirteen years of age and the large families; a woman\nof twenty will often\nbe the mother of six or more children.\nPerhaps that is one of the reasons\nthese people are so poor.\nIt is an interesting fact that these people are\nthe actual lineal descendants of those hardy warrior\ns and true patriots of\nthe Revolutionary War, and no other section of the\nUnited States can show\nso large a percentage of people descended from\ncolonial stock. Many\nyears ago a well-known educator said, “There\nis a mountain part of Old\nVirginia, though the world and the leading families\nof Virginia seldom think\nof its mountain counties,” but we are glad\nto be able to tell you today\nthat -statement is no longer true.\nDuring the World War we found that in one\nVirginia class of 961 boys\nexamined for the army 487 could neither read\nnor write.\nThese mountain\nboys, sturdy and sunburned, strong in body\nbut untrained in mind, who\npreviously had been scarcely ten miles from\nhome, had never seen an airplane, a battleship, a steam engine, or a train\nof cars, went to war.\nTheir\nmothers said, “It’s terrible fur, but his Count\nry needs him.\nHe sure can\nshoot straight ;I reckon them Germans will\nfind that out for I teached him\nmyself to shoot the wild animals about here.”\nI talked with one boy\n\n"}
{"page": 1513, "printed_page": "1491", "text": "DEPARTMENT\n\nOF THE WIDER\n\nUse oF SCHOOLHOUSES\n\n1491\n\neighteen years old who had attended school only two weeks and yet he\nwent to war and fought in behalf of a country that had not treated him\nas it should, for our forefathers intended that all of our boys and girls\nshould be taught liberty, democracy, equality, and loyalty through book\neducation and public schools.\nSince these boys have come back they have\nsought an education, and how the women and men are working to aid them!\nOne county, Page, has organized over 40 leagues and it is like a fairy\ntale to hear the things they are doing. One old woman who had twenty\ncents a week for spending money gave up her snuff and tobacco to help buy\nbooks for her grandchild.\nThese women who dip snuff and smoke a corncob pipe would be shocked to see “a sure-nuft” lady smoke a cigarette.\nOne mother was so anxious that her girl should be trained for a teacher\nthat she ploughed a large field, planted the seed, cut the sugar cane, and\nby using her own body in place of her horse (which had become sick)\nworked the machinery to grind the stalks and then boiled the juice to make\nthe sorghum.\nIt was six months’ hard work but she was happy because\nit gave her daughter a year’s schooling.\nWhile passing over a lonely country road I saw a large crowd standing\noutside of the doors of the little school house which was also used for a\nchurch. A funeral service was just closing. The body of an old teacher was\nbeing carried to its last repose. Above the sobbing I heard a voice saying,\n“Her worn out frame of seventy-two years will soon rest in the grave, but\nshe is not dead, she still lives in the children that she has sent out into the\nworld from this school house.\nHer teachings shine forth from three pulpits, several court rooms, seven medical offices, two hospitals, and an improved community.”\n‘These are the people who have taken for their\nmotto Hand in hand for God and school.\nWe are proud to report that our second vice-president, Dr. McConnell\nof the Virginia Codperative Education Association has taken for his life\nwork the founding and carrying on of a normal school at East Radford\nto train the girls from the isolated districts in order that they may be able\nto go back and teach among their own people.\nThe aristocracy of Virginia has always been highly educated because\nthey have had the benefits of governesses, tutors, private schools, colleges,\nand universities.\nIt has been a comparatively short time since they have\n_ sent their children to the public schools.\nOur system has improved rapidly\nsince 1904 when some of the prominent educators realized that cooperation\nof parents and teachers was necessary to make the public schools a success.\nThese people from all over the State met in Richmond and promised to\ngive their culture, influence, and money to help raise the standard of education so that even the humblest might have an acknowledged place in the\nworld.\nThe Coéperative Education Association was conceived and planned\nwith the school house as a community center for the district and every\nschool to have a league. We now have 1600 leagues with 40,000 members. This year in presenting the eighteenth annual report we have just\ncause to be proud of the constructive work done by these community leagues.\n\n"}
{"page": 1514, "printed_page": "1492", "text": "1492\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nFour hundred thousand citizens were brought together to discuss and study\ntheir various educational and civic problems.\nThe great need of our people is information, and the school houses, the\nreal temples of democracy, are used not only for the instruction of the\nchildren during the school hours but during evenings and holidays for\naddresses, public discussions and entertainments of various kinds, thus\nbroadening the mental horizon and deepening the social and civic interests\nof our citizens.\nThose of us who are directing affairs do not promote any especial plans\nbecause each community has different interests, but we strive to stimulate\ninterest and suggest practical ways and sources of information and help,\nthat other like minded groups have utilized for their several communities\nand found helpful: for instance, during the war the statement was made\nand proved, “It is nine times safer to be a soldier in the trenches than a\nbaby in the cradle.”\nHence our motto—‘“100 counties—100 school\nnurses’—for we believe in not only looking after the children who are ill\nbut’ in teaching the parents whose children are well to keep them well.\nPresident Harding has said, ‘“The will of the people should flow upward\nrather than the will of those in temporary authority to flow downward,”\nand Lincoln said the Government should be of the people, by the people,\nfor the people, and the people of conservative Virginia voted an overwhelming majority for compulsory education.\nOur Coéperative Education Association is likened unto a wheel.\nThe\nrim is the association, the hub, the Community League, the spokes connecting the hub and the rim are better codperation, better recreation, better\nschools, better health, better highways, better homes, better agriculture,\nbetter churches, and all of these topics were used during the Second Rural\nLife Campaign, the Rural Life Committee being organized and set\nto work\nby the Codperative Education Association.\nThere are many school houses\nthat would not have been built and many educational goals that\nwould\nnot have been attained but for the leagues and now there\nis added this\nagency that is seeking to enlist all governmental, religious,\nand social\n\nagencies to make life brighter and more attractive to the agricultura\nl producers of the commonwealth.\n‘The first meeting was called by Governor\nWestmoreland Davis, May 17-18, 1921, in the Hall\nof the House of\n\nDelegates, Richmond, and 692 delegates registered during\nthe conference.\nThis year seventy-eight counties participated.\nThe ancient Greeks had an athletic contest that\nthey called the torch\n\nrace. Each contestant carried a torch and the first\nto reach the goal with\nhis torch still burning was the winner.\n‘This was a difficult feat, but there\nwas always a relay to seize the lighted torch\nand “carry-on” if a runner\nwas unable to continue the race. The ancient\ngame symbolizes the Cooperative Education Association. Those of\nus who have been carrying the\neducational torch flaming high with color\nwill soon have to entrust it to\nothers, therefore We are preparing the childre\nn of Virginia to “carry-on.”\nDaniel Webster said, “The welfare of\na Republic lies in the education\n\n"}
{"page": 1515, "printed_page": "1493", "text": "DEPARTMENT\n\nOF THE WIDER\n\nUSE oF ScHOOLHOUSES\n\n1493\n\nof its children.”\n‘This year we have started a department in our Richmond\noffice called ‘“The Junior League.” The principles are: (1) love of country\nand home; (2) love of school; (3) care of health; and (4) self-improvement.\n‘The purpose is to teach good citizenship.\nLincoln said, “When I\ndie may it be said of me by those who know me best, that I always plucked\na thistle and planted a flower where a flower would grow.” ‘The Patrons\nLeagues of Virginia are striving to pluck the thistles of illiteracy, vice, and\nuncleanliness, and to plant the beautiful flowers of education, virtue, and\ngood health.\nI was requested to tell you something about the League work in my\nhome county, Elizabeth City. Educationally that county ranks number\none in the list of the State’s 100 counties, and the George Wythe League,\nlocated near my home, leads all the rural leagues in the State. You may\nbe interested to know that beginning April 30, 1607, John Smith tarried\ntwo or three days at Kecoughtan, afterward in May, 1620, renamed Elizabeth City. In 1634 Benjamin Symmes granted land, etc., for the maintenance of a free school for the white children of Elizabeth City, and\n“Kequtan” the first free white school in the Western Hemisphere.\nIn\n1659 Thomas Eaton established a similar school in the same locality, and\nat present there is a combination Symmes-Eaton school still drawing funds\nfrom money left by these two men.\nGeorge Wythe, born in our county in 1726, was the first American\nChancellor, first Professor of Law at William and Mary College, and a\nIn 1776 he gave a large ensigner of the Declaration of Independence.\ndowment fund to found a school in the district that is now named for him,\n\nand our school is known as the George Wythe School. When the women\nof Virginia were recently given the power to vote, we of Elizabeth City\nCounty undertook and put over, with the help of the men, bond issues,\nwhich resulted in the erection in our county of eight beautiful school buildIt mattered not that we had to\nings for both white and colored children.\nbreak up a political machine to do this for we women realized that our\nmotherhood did not begin and end within our own homes, but that we were\nresponsible to Virginia; and the main reason we now care to vote lies in\nour desire to give the next generation the benefit of better opportunities than\nYou can see that our league is very democratic, because\nexist at present.\nwe believe that the object of the Patrons League is to advance the social,\ncivic, and school interests in the community, and our membership includes\nministers, lawyers, doctors, mechanics, and day laborers who meet upon a\ncommon level and work for a common good. ‘The welfare of our children\nis the watchword of every day and hour—all else is secondary and we\nexpect to see in Virginia an improved people, good roads, public libraries,\nand good health developed through the influence of the schoolhouse as a\ncommunity center through coédperation of teachers and parents.\nWhen the children of my neighborhood heard that I was coming to the\nNational Education Association they asked me to tell you about our flower\ngardens, the mother who learned to sing while washing dishes, and Johnny\nJones’ mother’s new hat. About five years ago I noticed that nearly every\n\n"}
{"page": 1516, "printed_page": "1494", "text": "1494\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\none in our district planted vegetables only, so when I ordered seeds for my\nown flower garden I purchased enough to give away plants for transplanting. People now come from miles around to see the continuous flower\ngardens cultivated by the children of the neighborhood, and one lady from\nthe North was so impressed with this expression of beauty—our pictures\nmade with the brown earth for our canvas, our trusty little trowels for our\nbrushes, and our seeds for colors—that she has written an article about it\nto read before the National Garden. Club Association.\nJohnny Jones is a newsboy.\nHis mother has a large family of girls\nand boys. She is young and pretty, but she was so tired of washing dishes\nthree times a day that once she felt almost ready to drown herself in\nher\ndishpan.\nShe has a very sweet voice and now she practices scales with\nthe\nglasses, octaves with the silver, and songs when she scrubs the\npans.\nShe\nhas learned to read notes, count time, and not long ago sang\na solo at our\nMothers’ meeting.\nShe painted her washboard blue, and is going to paint\nher next one rose color because it is so much nicer to wash\nthe clothes on\nsomething pretty.\nHer children carry home their little things from school,\nsuch as a drawing exhibited before the class, a book from\nthe school library,\na little bag of candy or cakes, purchased with money\nsaved from carfare\nby walking home; they tie these little gifts, of no great\nvalue, with brilliant\nribbon (that teacher gives them) and lay them\non the kitchen table.\nJohnny’s mother came to the league the other day\nin a new hat that he\nearned for her to wear for that express purpose.\nPerhaps there are other\nboys as proud as this one, but I doubt it, and surely\nno other mother could\nbe happier, for\nTis the little things and the common things\nand the things we do each\n*Tis the little sign and the little song and\nthe common words we say\nThat round at last to the perfect whole.\nFor life is but this, my dear:\nA summing up of the common things that\nmakes the common year.\nOh!\n\nthe little things\n\nand\n\nthe common\n\nthings\n\nday;\n;\n\nare the things that make the day\n;\nThe song of a bird in the swaying bough,\nthe flashing of soft brown wings\nAre all but a part of a perfect whole,\nGod’s beautiful common things.\n\nThe common\n\nsun and the common\n\nrain and the grass beside the way:\n\n"}
{"page": 1517, "printed_page": "1495", "text": "Index\n[Names\n\nof\n\nauthors\n\nare\n\nAcademic,\nvocational,\nand _ personal\nguidance of boys and girls in our\nhigh schools (H. E. Stone), 1235\nAct of incorporation, 1\nActivities of the U. S. Bureau of Education, The (JoHN J. TicERrT), 475\nActual results of the year (CHARL O.\n\nWILLIAMS),\n\n482\n\nApair, CorNELIA S. Report of committee on financing delegates to the reppresentative assembly, 344; report of\ncommittee on participation of teachers in school management, 546; report\nof committee on the status of the\nclassroom teacher, 570\nApvams, Manet E. Teaching the deaf\nchild, 598\nAdapting the school plant to the curriculum (CHarRLEs L. Spain), 1352\nAdenoids and tonsils, 665\nAdjustment of elementary education to\nthe project method, The (James F.\nHosic), 824\nAdministration and taxing unit, The\nmost effective (Linneaus N. Hinss),\n487\n\nAdministrative\n\nofficers\n\nand\n\nboards\n\nof\n\neducation, 1229\nAdult education, 940\nAdvantages involved in extending the\nscope of faculty participation (JosePH\nA. LEIGHTON), 896\nAdvantages of the one-story school plan,\nThe (Dwicut H. Perkins), 1359\n\nAdvisory\nReport\n\ncommittee\nof\n\n(Mary\n\nof superintendents,\nD. BRADFORD),\n\n333\n\nAffiliations, State and local, 151\nAfter-school activities, The dual direction of, 1488\nAfter-war recovery in the textbook publishing business (CHARLES H. SEAVER),\n\n795\nAgency for training teachers in service,\n\nThe teachers’ institute as an, 1141\nSocializing the\nAGNEW, JR., “THOMAS.\n\nelementary-school\n\n874\n\ncourse\n\nof\n\nstudy,\n\nAucer, Joun L. The practical nature\nof an education for teaching, 1084\nof University\nAssociation\nAmerican\nof the\naspects\nNational\nWomen,\n(AureLia H. REINHARDT), 761\nobPresent-day\neducation,\nAmerican\njectives of (JoHN J. TicErT), 201\nAmerican education, Progress in, 482\n\nset in SMALL\n\nCapirats|\n\nAmerican education, The hope and the\nresult of (CHarRL O. WILLIAMS), 378\nAmerican\neducation, The outstanding\nissues in (HOMER H. SEERLEY), 473\nAmericanization— wise\nand\nunwise\n(Owen A. Hopan), 906\nAmerican\nLegion\nand\nthe National\nEducation Association, Report of the\njoint\nadvisory\ncommittee\nof the\n(Henry J. Ryan), 303\nAmerican Legion, Peace-time program\nof the (Atvin M. Owsvey), 220\nAmerican Physical Education Association, Committee\n\non\n\nof the, 1095\n\nAmerican\n\nteachers’\n\nwomen’s\n\ncolleges,\n\nathletics\n\nReport\n\nof\n\nthe\ncommittee\non\n(CHARLES\nMcKENNY), 363\nAmerican woman teacher, Preliminary\nreport of committee on the status of\nthe (Anna L. Force), 564\nAnpeRsON, Mary.\nWomen in industry,\n707\n\nAwnpress, J. Mace.\nThe mental\nof young children, 810\n\nANDREWS,\n\nFANNIE\n\ndemocracy,\n\nF.\n\nThe\n\nhealth\n\nteaching\n\nof\n\n446\n\nAnnual report of secretary of National\nCouncil (ADELAIDE S. BayLor), 470\nArchitect and the superintendent, 1353\nArguments for and against the supervision of instruction, The (CHARLES\nA. WAGNER), 1438\nArousal of interest on the part of the\npeople in their own\nschools, The\n(Gerorce S. Dick), 489\nATHEARN,\nWattrr\nS. Protestantism\nand democracy, 517\nAthletics in rural schools, 1085\n\nAtwoop, Watiace\nW.\nWhat should\nthe geography of the grades include?\n1064\n\nAuditor’s report, 66\nAwakening of latent hearing by means\nof musical\nsounds\nand _ vibrations,\nThe (Jennie M. HENpDERSON), 604\nAyYpELOTTE,\nFraNK.\nThe\noutlook\nfor\ncultural education, 1317\nBacuetor,\n\ndual\n\nW.\n\ndirection\n\nties, 1488\n\nC.\n\nDifficulties\n\nof after-school\n\nC. Report\nWiuiaM\nBaciey,\neditorial council, 329\nEnglish—its\nBarnes, WALTER.\nto the “ten essentials,” 448\n\n[1495 |\n\nin\n\nthe\n\nactivi-\n\nof\n\nthe\n\nrelation\n\n"}
{"page": 1518, "printed_page": "1496", "text": "1496\n\nNATIONAL\n\nEDUCATION\n\nBaytor, ADELAIDE S. Report of progress of the committee on vocational\neducation, 451; annual report of the\nsecretary of the National Council,\n470;\n\nreport\n\nof sub-committee\n\non con-\n\nsolidation of rural schools, 493; report of progress of committee\non\nproblems of vocational education, 555\nBearing of sex-education upon character, The (T. W. Gattoway), 416\nBennett, L. J. The use of tests and\nmeasurements in rural schools, 1158\nBennion, Mitton.\nReport of progress\nof committee\non character\neducation—the sanctions of morality, 457\nBenson, CHARLES\nE. The output of\nprofessional schools for teachers that\nenter the rural service, 1173\nBenTiey,\nJ. H. Junior\nhigh-school\nbuildings, 400\nBeverince, J. H. Evidences of progress\nin education as indicated in better\n-provision for the physical welfare of\nthe child, 499; Report of the executive committee of the Department of\nSuperintendence,\n\n1458;\n\nIs\n\nexpendi-\n\nture of city school funds\neducation justifiable? 1466\nBiology and hygiene, 1240\n\nfor\n\nBLakeE,\n\nnew\n\nKaTHERINE\n\nD.\n\nThe\n\n‘adult\nout-\n\nlook, 215; Report of the committee of\nthe National\nCouncil\non\nchanges\nneeded\nin the\nelementary\nschool\ncourse,\n\n525\n\nBuiss, D. C. The superintendent and\nstandardized tests, 1428\nBoard of trustees, Minutes of, 89\nBooks for boys (A. B. p—E Mitie), 1018;\nsuggested list, 1024\nBoyce, Etta R. Changing conceptions\nof kindergarten supervision, 974\nBraprorp, Mary D. Report of the ad-\n\nvisory\n\ncommittee\n\n333\n\nof superintendents,\n\nBriccs,\nTuomas\nH.\nObjectives\nof\nsecondary education, 1121; the professionally trained high-school principal, 1286\nBroome E. C. The need of a national\norganization for educational service,\n1337\n\nBroome,\n\nEpwin\n\nW.\n\nThe\n\nplace\n\nof\n\nphysical\neducation\nin the country\nschool program, 1088\nBrown, Rosert M.\nObjectives in the\nteaching of geography, 1065\nBruner,\n\nH.\n\nB.\n\nThe\n\nand the course\nBruyn,\n\nINE.\n\nGERTRUDE,\n\nReport\n\nsuperintendent\n\nof study, 1431\n\nof\n\nand\n\nMason,\n\nJosEPH-\n\ninvestigation\n\nfactory class programs in New\nford, Massachusetts, 958\n\ninto\nBed-\n\nASSOCIATION\n\n,\n\n:\n\nBryn Mawr summer school for women\nworkers\nin industry\n(Hirpa\nW.\nSmitH), 713\nBuffalo, Financing education in, 1453\nBuRNHAM,\nERNEST.\nPresident’s\naddress—-Resources in rural education,\n1102\nBuRNHAM,\nWrLLtiAM\nH.\nHealth\nand\nthe school, 539; The mental hygiene\n\nof the school beginner, 654\nBusiness\nEducation,\nDepartment\nminutes,\n\nof,\n\n575\n\nBusiness training, 585\nBusiness Division, 120\nBUTTERWORTH,\nJULIAN E. Some\ntributions of the New York\nschool survey, 1186\nBy-laws, 5\n\nconrural\n\nCalendar of meetings, 15\nCALLAGHAN, Mary.\nReport of the follow-up work of 197 open-air class\nchildren in the Washington school,\n632\nCAMPBELL, EDINA.\nPutting the short in\nshorthand,\n\nCapen,\n\n581\n\nS. P.\n\nThe\n\nneed of a national\n\norganization\n\nfor\n\neducational\n\nservice,\n\n1335\nCarison,\n\nPHitip E. Report of the subcommittee on pensions, 287\nCarRNEY,\nMaseL.\nNational\nresponsi-\n\nbility for the improvement of rural\nschools, 238\nCarr, JouN W.\nPreliminary report of\ncommittee on teacher welfare, 572\n\nCarter, Mrs. Epwarp S.\n\nThe spirit of\n\nlibrary service, 1011\nCary, C. P. Final report of the committee on State administration of\nschools, 359\nCatholicism to democracy, Present contributions of (AucusTiINE F. Hickey),\n522\n\nCerTaIn, C. C. Report of committee on\nlibrary problems—the school library\nas a problem in architectural design,\n\n1280\nChanges\nneeded\nin the\nelementary\nschool course, Report of the committee\nof the National Council on (KatuERINE D. BLAKE); 525\nChanging conceptions of kindergarten\nsupervision (Exta R. Boyce), 974\nChanging conceptions of the kindergarten as the outgrowth of new insight (CATHERINE R. Watkins), 970\nChanging conceptions of the kindergarten in teacher training (LUELLA\nA. Pater), 977\nCharacter developed by student organi-\n\nzations, 1273\n\n"}
{"page": 1519, "printed_page": "1497", "text": "1497\n\nINDEX\n\nCharacter education—the sanctions ofConservation of the eyes of school chilmorality, Report of progress of comdren (GeorRGE S. DERBY), 671\nmittee on (Mirron BENNION), 457\nConsideration to be taken into account\nin the stimulation of graduate work\nCharacter training (EucENE R. SMITH),\nfor women (Louise Pounp), 769\n1268\nConsiderations governing the preparaCuase, DanieL.\nRural group athletics\ntion of floor plans for women’s\nand what it means, 1085\ndormitories (BLANCHE GEARY), 717\nChazy consolidated rural school, 1137\nChemistry,\nThe\nteaching\nof\nhighschool, 1247\nChild hygiene, Department of, minutes,\n591\n\nChild’s own reading, The (Freperic G.\nMELCHER), 1039\nCitizenship, Education for, 934\nCLARK, B. Preston.\nOpening remarks,\n949\n\nCrark, Lini1an P. Outstanding achievements and present difficulties from\nthe teacher’s viewpoint, 948\nCrark,\n\nM.\n\npresent\n\nG.\n\nWhy\n\nmaintain\n\nsalary schedules?\n\nthe\n\n1434\n\nClassroom, Democracy in the (EFFIE\nMacGrecor), 212\nClassroom teacher, Report of the committee on the status of the, 570; The\nwork of the N. E. A. and the, 834\nClassroom\nteachers,\nDepartment\nof,\nminutes, 683; Professional standards\nfor (Jessie A. SKINNER), 198\n\nClassroom\n\nteachers\n\ncommunities,\n\n688\nCopy,\n\nFrank.\n\nclasses,\n\nof large and\n\nCodperation\n\nRemarks\n\nsmall\n\nbetween,\n\non _ factory\n\n967\n\nCollege and university in a democracy,\n(Henry W. Hormess), 245\nscholarCollege curriculum\npromotes\nship, 737\nsystems\nCollege faculties, Retirement\nfor women members of (Grace A.\nStayT), 771\narts,\nVocational\nCollege\nof liberal\nguidance in the, 696\nCollegiate schools of business, 589\nColorado\n\nconsolidated\n\nCommercial\ncourses\nschools, 589\nCommercial education,\n1306\n\nCommittees,\n\nschools,\n\n1135\n\nof\n\nsecondary\n\nThe outlook for,\n\nList of N. E. A., 28\n\nCommunicable\n\ndiseases\n\nin schools,\n\nHow\n\nto reduce the morbidity from, 648\nCommunity coéperation in school health\nwork\n\n(CourTNEY\n\nDINWIDDIE),\n\n638\n\nCommunity\nhigh school,\nThe\nsmall\n(E. M. Puiiuips), 1124\nCommunity\nleagues of Virginia and\ntheir contribution to rural education\n(GrorceE W. Guy), 1203\nCommunity music, 1056\nCompensatory\nmechanism\nin _ status\nthymico-lymphaticus,\nA\n(WALTER\nTIMME), 661\n\nConsolidated rural school library, The\n(RuTH B. DRAKE), 995\nConsolidated schools of the mountains,\nvalleys, and plains of Colorado (C.\nG. SARGENT), 1135\nConsolidation of rural schools, Report\nof sub-committee\non\n(ADELAIDE\nS.\nBaytor), 493\nschools, ‘The\nConsolidation\nof rural\n(LEE L. Driver), 1207; (J. BuELL\nSNYDER), 1224\nConsolidation, supervision, and administration of a county system of schools\n(AGNES SAMUELSON), 229\nContents of a course in physics for girls\n(WALTER G. WHITMAN), 1255\nContinuation schools in Massachusetts,\nRecent accomplishments in the (ANNA\nA. Ktoss), 560\nContinuity of education, The (Ua Mb\nGwinn), 459\nContribution of physicians in forty-two\nStates to the health work\nin the\nschools (JoHN M. Dopson), 424\nContributions of part-time education in\nLos Angeles\n(SusAN\nM. Dorsey),\n558\nCook,\n\nKATHERINE\n\nof young\n\nties, 828\nCooper,\n\nM.\n\nchildren\n\nFRANK\n\nThe\n\nWider\n\nI.\n\neducation\n\nin rural communiuse\n\nof\n\nthe\n\nschool plant, 1486\nCoéperation between classroom teachers of large and small communities\n(Ropert C. Moore), 688\nCorsin,\n\nALBERTA.\n\nMethod\n\nof\n\nobtain-\n\ning\nlegislative\nappropriation\nwomen’s dormitories at Kansas\n\nstitutions,\n\nfor\nin-\n\n728\n\nCorrelation of commercial courses of\nsecondary schools with courses offered in collegiate schools of business\n(CuHarLes F, RitTENHOUSE), 589\nCorson,\n\nDavin\n\nB.\n\nThe _ elementary-\n\nschool principal from the viewpoint\nof the superintendent, 852\nCoscrove,\n\nHeLeN\n\nW.\n\n‘The\n\nstimulation\n\nof outside\nreading\namong\n_highschool pupils, 1032\nCounty superintendency, 1169\nCounty superintendent’s problems, Report of the committee on (Lee L.\nDriver), 293\nCounty system of schools, Consolidation,\nsupervision, and administration of a\n(AGNES SAMUELSON), 229\n\n"}
{"page": 1520, "printed_page": "1498", "text": "1498\n\nNaTIONAL\n\nEpucaTION\n\nCounty unit of high-school consolidation, The (A. F. Harman), 1171\nCourse of study,\non the (Davin\n\nSub-committee report\nFELMLEY), 548; The\n\nsuperintendent and the, 1431\nCove, W. G. The new education,\nCraM,\n\nFrep\n\nD.\n\nTests\n\nand\n\n183\n\nmeasure-\n\nments in rural schools, 497\nCultural education, The outlook for,\n1317\nCurse and cure of the county superintendency, The (ELLEN B. McDona_p),\n1169\n\nDaily newspaper\nin the school, The\n(O. S. Rice), 1006\nW.\nS. Training supervisors\nDakin,\nfor rural schools, 1154\nM.\nDAvEeNrPorRT,\nFrReDERICK\nFinancial\n\nneeds of higher education, 1380\nDeaf child, Teaching the (Mase.\nADAMS), 598\n\nE.\n\nDean\n\nof\n\nof\n\nwomen,\n\nApportionment\n\ntime of, 775\nDeans of women, Department\ngram of meetings, 693\nDelegates\nsembly,\n\nof second\n169\n\nDE Mitte, A. B.\nthe\n\nState,\n\n942\n\nrepresentative\n\nBooks\n\nDeminc,\nRoserr_\nachievements from\n\nof, pro-\n\nC.\nthe\n\nas-\n\nfor Boys, 1018\nOutstanding\nviewpoint of\n\nDemocracy\nand\nJudaism,\n511;\nand\nProtestantism, 517; and Catholicism,\n522\n\nDemocracy\nin the classroom\n(EFFIE\nMacGrecor), 212\nDemocracy, Protestantism and (WALTER\nS. ATHEARN), 517\nDemocracy, The teaching of (FANNIE\nF. ANDREWS), 446\n\nDemocratic\nawakening\nand\nprofessional organization, The (Cuar. O.\n\nWitiamMs), 208\nDemocratic awakening in adult education—an opportunity, The’ (FRANK\nP. Graves), 940\nDental\nconditions,\nThe\nrelation\nof\nnutrition to (Percy R. Howe), 624\nDepartments: Business Education, 575;\nChild\nHygiene,\n591;\nClassroom\nTeachers,\n683;\nDeans\nof Women,\n693; Educational Publications, 795;\nElementary Education, 809; Elementary School Principals, 851; Higher\nEducation, 887; Immigrant Education, 905; Kindergarten\nEducation,\n969; Library, 987; Music Education,\n1047; National Council of Education,\n349; Normal Schools, 1063; Physical\nEducation,\n1085;\nRural\nEducation,\n1099; School Administration,\n1203 %\nScience Instruction, 1239; Secondary\nEducation,\n1267;\nSuperintendence,\n\nASSOCIATION\n\n1295;\nVocational\nEducation\nand\nPractical Arts, 1465; Wider Use of\nSchoolhouses, 1483\nDersy, Georce 8. Conservation of the\neyes of school children, 671\nDeveloping the elementary school as a\nsocial unit (Ip—E G. SarGEANT), 860\nDevelopment of factory classes in Massachusetts up to date\n(GrorGE\nF.\n\nQuimBy),\nDick,\n\n951\n\nGrorce\n\n§.\n\nThe\n\nterest\n\non\n\nthe\n\npart\n\ntheir\n\nown\n\nschools,\n\narousal\n\nof the\n\nof\n\nin-\n\npeople\n\nin\n\n489\n\nDifficulties in the dual direction of\nafter-school activities (W. C. BacuELOR), 1488\nDinwippiz, CourTNEY.\nCommunity\noperation in school health work,\n\nco638\nDiscussion of Mr. Driggs’ talk of keeping pace with the reorganization of\nelementary education\n(CHARLES\nG.\nTHOMAS), 802\nDovson,\nJoHN\nM.\nContribution\nof\nphysicians in forty-two States to the\nhealth work in the schools, 424\nDoes the college curriculum promote\nscholarship?\n(Lucy\nM.\nSarmon),\n\n737\n\nDormitories and social buildings, The\n' planning of, 715\nDormitories, Gifts for, 731\nDormitory that is a home, A (AGNES\nE. WELLS), 721\nDorsey, Susan M.\nThe profession appreciates.\nfoundations\nearly\nestablished\nin Massachusetts\nand\nher\npresent interest in education, 205;\nContributions of part-time education\nin Los Angeles, 558\nDowney, M. J. Outstanding achievements and present difficulties from\nthe viewpoint of the city director,\n945\nDrake,\n\nRutH\n\nB.\n\nThe\n\nconsolidated\n\nrural school library, 995\nDriccs, Howarp R. Keeping pace with\nthe nation-wide demand for reorganization of elementary course of study,\n800\n\n:\n\nDriver, Lez L.\n\nReport of committee\n\non\n\ncounty\nsuperintendent’s _ problems,\n293;\nThe\nconsolidation\nof rural\nschools,\n\n1207\n\nDurriztp, E. T. Virginia’s\n(Minn.)\nbuilding program, its aims and vocational work, 1417\nEarly recognition and proper\nheart disease among school\n(Ropert H. Hatsey), 668\nEditorial\ncouncil,\nReport\n(WituiaM C. Baciey), 329\nEditorial\n\nDivision,\n\n131\n\ncare of\nchildren\nof\n\nthe\n\n"}
{"page": 1521, "printed_page": "1499", "text": "SS\n\ni\n\nEducational\n\nee\n\naccomplishments,\n\n(R. G. Jones),\n\nINDEX\n\nee\n\nGreat\n\n381\n\nEducationdl\n\nfinance\n\ninquiry,\n\nEducational\n\ninterest\n\nin\n\n1362\n\nMassachusetts,\n\n205\nEducational message for 1922 (ALBERT\nE. WInsuHip), 193\nEducational\nprogress\nin the United\nStates, Recent (JoHN J. TicERT), 373\nEducational progress, 942, 943, 944, 945,\n\n947, 948\n\nEducational\npublications,\nDepartment\nof, minutes, 795\nEducational service, National organiza-\n\ntion for, 1322, 1330, 1334, 1335, 1337,\n1339,\n\n1344\n\nEducational surveys, Report of progress\nof committee on (A. E. Winsuip),\n456\nEducational waste, The elimination of\n(Homer H. SEERLEY), 351\nEducation\nfor\ncitizenship\n(ALBERT\nSHIELS), 934\nEducation for teaching, The practical\nnature\n\nof an, 1084\n\nEducation\nin its proper environment\n(Mary E. Sasin), 1137\nEducation\nof\nour __ illiterates,\nThe\n\n(Tuomas E. FINEGAN), 264\nEducation of young children in rural\ncommunties,\nThe\n(KATHERINE\nM.\nCook), 828\nEducation, The continuity of (J. M.\nGwINNn), 459\nEffective coéperation between the public library and the public school\n(BertHA\n\nM.\n\nMcConkey),\n\n1002\n\nElementary curriculum as presented in\nnormal schools, The (F. W. WricuT),\n1074\n\nElementary education, Department of,\nminutes, 809; Revision of, 338\nElementary course of study, Reorganization of, 800, 802\nElementary principal- as a professional\nleader, The (C. E. Marston), 880\nElementary school as a social unit, The,\n860\n\nElementary\nschool\ncourse,\nneeded in, 525; socialized,\n\nChanges\n874\n\nElementary-school principal from the\nviewpoint of the superintendent, The\n(Davin B. Corson), 852\nElementary school principals,\n\nDepartment of, program of the Chicago\nmeeting, 851; Boston meeting, 884;\nSome objectives of the department of,\n852\nElimination of educational waste, The\n(Homer H. SEERLEY), 351\nEmployment certificate issuance, Problems and standards of (E. N. MarTHEWS), 334\n\nes\n\na\n\nee\n\nSe\n\n1499\n\neee\n\nee\n\nENGELHARDT, N. L. Important elements\nin the development of a school-building program, 1346\nEnglish—its relation to the “ten essentials’ (WALTER BARNES), 448\nEvidences of progress in education as\nindicated in better provision for the\nphysical welfare of the child (J. H.\nBeveridge), 499\nExecutive committee, Minutes of, 80\nIyxtent and control of rural child labor,\nThe (CHaArLEs E. Gippons), 1217\nExtra-curricula activities, Regulation of\n(CAROLINE GROTE), 752; What ones\ndo you consider of sufficient importance to justify their existence and\nhow may we keep them in a subordinate position? (GERTRUDE S. KINGsLAND), 778\nEyes of school children, Conservation\nof the (GrorGE S. DERBY), 671\nFactory classes in Massachusetts, 951;\nin New Bedford, Mass., 958; in Southbridge, Mass., 963; remarks on, 967\nFaculty control in college, 887\n\nFaculty\n\nparticipation,\n\nExtending\n\nscope of, 896\nFELMLEY, Davin.\nSub-committee\non the course of study, 548\nField Division, 117\nFILBEY,\n\nEMERY.\n\nVocational\n\nthe\nreport\n\neducation\n\nan economic necessity, 1472\nFinal report of committee on health\nproblems in education (CHARLES H.\nKeEyYEs), 535\n;\nFinal report of the committee on State\nadministration\nof schools\n(C. P.\nCary), 359\nFinancial needs of education in cities\n(Mark L, THOMSEN), 1372\nFinancial needs of higher education\n(FrepertcK M. DAVENPORT), 1380\nFinancial\nneeds\nof rural\neducation\n(ArTtHUR M. Hype), 1367\nFinancing adult education, 1318, 1466.\nFinancing delegates to the representative assembly, Report of the committee on the (CorRNELIA S. ApairR), 344\nFinancing the public schools, 1362, 1367,\n1372,\n\n1380,\n\nFInecAN,\n\n1386,\n\nTHomas\n\n1452,\n\nE.\n\n1453,\n\n1454\n\n‘The education\n\nof\n\nour illiterates, 264\nFisuer,\n\nE.\n\nC.\n\nYour\n\nmost\n\nperplexing\n\nproblem, 1452\nFLINNER, IRA A. Rating students on the\nbasis of native capacity and accomplishment, 839\nFoote, Joun M. A state program of\ninstructional supervision, 1149\nForce, ANNA L. Preliminary report of\ncommittee on the status of the American\n\nwoman\n\nteacher,\n\n564\n\n"}
{"page": 1522, "printed_page": "1500", "text": "1500\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nForeign relations, Report of committee\non (Aucustus O. THoMaAs), 312\nForeigner and libraries, 1001\n\nGrore, CAROLINE.\nRegulation of extra_ curricula activities, 752\n\nFoundations early established in Massachusetts and her present intérest in\n\nof physical education to social hygiene, 1091\nGuy, GrorceE W.\nCommunity leagues\nof Virginia and their contribution to\nrural education, 1203\nGwinn, J. M. The continuity of education, 459; How we are selling the\npublic-school program to our City,\n\neducation, The profession appreciates\nthe (Susan M. Dorsey), 205\nFresh air, diet, and rest for selected\npupils (CARLISLE REED), 626\nFuLLER, RAcHEL ANNE.\nThe helping\nteacher in New Jersey, 1198\nFundamental problems of home making\nin the high school (ANNA E. RICHARDSON), 1465\n\nGatitoway, T. W. The bearing of sexeducation upon character, 416\nGARBER,\nFREDERICK\nW.\nSolving the\nproblem—the architect and the superintendent,\n\n1353\n\nGEARY, BLANCHE.\nConsiderations governing the preparation of floor plans\nfor women’s dormitories, 717\nGeneral Federation of Women’s Clubs,\nThe relation of the college woman to\nthe (Mrs. GreorceE W. PLUMMER), 758\nGeneral sessions, program of, 38; addresses\n\nat Boston,\n\nGeography\n\nfor rural\n\n183\n\nschools\n\n(DoucLas\n\nC. RIDGELY), 1070\nGeography of the grades,\n\ncontent\n\nof,\n\nGIBBONS,\n\nTeaching\n\nCHARLES\n\nof, 1065\n\nE.\n\nThe\n\nextent\n\nand\n\ncontrol of rural child labor, 1217\nGipson, THomas L. Music in the rural\nschools, 1047\nGiass, James M.\n\nschool program\nGODFREY,\n\nJR.,\n\nThe\n\njunior\n\nhigh-\n\nof studies, 386\n\nEpwarp\n\nS.\n\nduce the morbidity\n\nfrom\n\nHow\n\nto\n\nre-\n\ncommunica-\n\nble diseases in schools, 648\nGowans, E. G., and JENsEN, C. N.\nPhysical fitness for school admission,\n611\n\nGraduate\n\nwork for women,\n\n(LouisE Pounpb), 769\nGraduate work by women,\nolen\nOle\nGRAVES,\n\nFRANK\n\nP.\n\nStimulating\nSome results\n\n‘The\n\nBENJAMIN\n\nC.\n\ndemocratic\n\nThe relation\n\n1454\n\nHate, Ftorence M.\nschools, 992\n\nLibraries and rural\n\nHatt, Mary E. The pupils’ contribution to the success of the school library, 1018\n\nHatszy, Ropert H. Early recognition\nand proper care of heart disease\namong school children, 668\nHarman,\n\nA.\n\nhigh-school\nHartTwe.t,\n\nF.\n\nThe\n\ncounty\n\nconsolidation,\n\nS. O.\n\nunit\n\nof\n\n1171\n\nProblems\n\nof financ-\n\ning education—how they are being\nsolved in my city, 1453\nHays, WILL H.\nImprovement of moying pictures, 252\nHeads of halls, Organization of the\nwork\n\nof (EpitH\n\nS. Turts),\n\nHealth and the school\nBuRNHAM), 539\n\n1064\n\nGeography,\n\nGRUENBERG,\n\n725\n\n(Wim11am\n\nH.\n\nHealth\neducation,\nTraining\nteachers\nfor, 593; The importance of subject\ncontent in (C. E. A. Winstow), 606\nHealth in rural schools, 634\nHealth in schools, What the women are\ndoing to promote (Mrs. Ira CoucH\nWoop), 425\nHealth, Justice and equality for child\n(Tuomas D. Woop), 421\nHealth of young children, The mental,\n810\n\nHealth\n\nof\n\nproblems\n\nthe\n\nin education,\n\ncommittee\n\non\n\nReport\n\n(Tuomas\n\nD.\n\nWoop), 325; Final report of committee on (CHARLES H. Keyss), 535\nHealth supervision, The responsibility\nof public schools in (CHaRuEs H.\nKEENE), 615\nHealth work in the schools, Contribution of physicians in forty-two States\n\nawakening in adult education—an op- .\nportunity, 940; To what extent are\nwe warranted in purchasing education for adults from funds levied for\nto the (Joun M. Donson), 424\nthe training of children of school age?\nHeart disease among school children\n1318\n(Rosert H. Harsey), 668\nGreat educational accomplishments (R.\nHeatu, Mrs. E. Fenno.\nThe Virginia\n\nG. JoNEs), 381\nGREENE, D. CrossBy.\nnoids in children,\nGREENWOOD,\n\nmoney\nfor\ngifts, 731\n\nGRACE.\n\nTonsils\n665\nHow\n\ndormitories\n\nand\n\nade-\n\nto\n\nobtain\n\nby\n\nprivate\n\ncoéperative\nits\n\ninfluence\n\nthrough the\nplants, 1491\n\neducation\non\n\nwider\n\nassociation—\n\nthe\n\nuse\n\ncommunity\n\nof\n\nHelping teacher in New Jersey,\n(RacHEL ANNE FULLER), 1198\n\nschool\nThe\n\n"}
{"page": 1523, "printed_page": "1501", "text": "1501\n\nINDEX\nHENDERSON,\n\nJENNIE\n\nM.\n\nThe\n\nawaken-\n\ning of latent hearing by means of\nmusical sounds and vibrations, 604\nHickey,\n\nAuGusrine\n\ntributions\nEacy,,\n\nHigher\nutes,\n\nof\n\nF.\n\nPresent\n\nCatholicism\n\nto\n\ncon-\n\ndemoc-\n\n522\n\neducation,\n\nDepartment\n\nof, min-\n\n887\n\nHigh-school\n\nconsolidation,\n\nThe\n\ncounty\n\nunit of, 1171\nHigh--school\nopportunity\nchildren, 1214\n\nfor\n\ncountry\n\nHigh-school\n\nThe\n\nprofes-\n\nprincipal,\n\nsionally trained\n\n(THomas\n\nH. Briccs),\n\n1286\nHines, Linnazus\n\nN.\n\nThe most effective\n\nadministration\n\nand\n\ntaxing\n\nunit, 487\n\nHopan,\nOwen\nA. Americanizationwise and unwise, 906\nHOFFACKER, GEORGE L. Intensive train-\n\ning for business, 585\nHorrMan, J. S. Real supervision\n\nHusspanp, RicHarp W. Vocation and\nthe college of the liberal arts, 696\nHutcuinson,\nALLEN\nC. Physics for\nboys, 1260\nHype, ArtHur M.\nFinancial needs of\nrural education, 1367\nHygiene as a part of biology (GrrTRUDE WEEKS), 1240\nIdeals\n\nof public\n\neducation,\n\n4403, 1407\n\n1393,\n\n1400,\n\nIlliteracy, Report of committee on adult\n(Cora W. STEWART), 453\nIlliterates,\nThe\neducation\nof\nour\n(Tuomas E. FINEGAN), 264\nImmigrant and the library, 1001\nImmigrant education,\nDepartment of,\nprogram of meetings, 905; Socialized,\n914\nImmigrant\n\nmother,\n\nProblem\n\nof the, 928\n\nfor\n\nImportance of subject content in health\neducation, The (C. E. A. WinsLow),\n\nHotmes, Henry W. The responsibility\nof the college and the university in\n\nImportant elements in the development\nof a school-building pregtam (New 1:\n\nrural\n\nschools,\n\na democracy,\n\n1167\n\n606\n\n245\n\nENGELHARDT),\n\nHome-making in the high school, 1465\nHope and the result of American education, The (CHARL O. WILLIAMS),\n378\n\nHosic, James F. The\nelementary education\n\nadjustment of\nto the project\n\nmethod, 824\nHowe, Percy R. The relation of nutrition to dental conditions, 624 ~\nHow may the dean best apportion her\ntime among the academic, advisory,\nand social side of college? (ANNA\nL. TANNAHILL), 775\nHow may the necessary funds for pub-\n\nlic education be provided?\n(EpwiIn\nR. A. SELIGMAN), 1386\nHow\nshall\nadequate\npublic\nlibrary\nservice be established where none now\nexists in the Nation (Joy E. Morcan),\n988\n\nHow shall the problem of the immigrant mother be solved? (CLARA B.\nSPRINGSTEED), 928\n.\nHow the public library helps the foreigner make his American contribution (ERNESTINE Rose), 1001\nHow to obtain money for dormitories\nby private\ngifts\n(GRACE\nGREENwoop), 731\nHow to reduce the morbidity from\ncommunicable\ndiseases\nin _ schools\n(Epwarp\n\nS. GODFREY,\n\nJR.),\n\n648\n\nHow we are selling the public-school\nprogram to our city (J. M. Gwinn),\n1454\n\nHughes,\nCharles E.\n(AnpREw F. West),\n\nMessage\n217\n\nfrom\n\n1346\n\nImproved medical faspecdou of schools\n(Leroy A. WILKES), 645\nImprovement and preparation of teachers while in service (PETER A. MorTENSON), 195\nImprovement of moving pictures (WILL\nHe Hays); 252\nImprovement of the teaching profession through tenure legislation, The\n\n(CHarL O. WILLIAMS),\n\n685\n\nIncorporation, Act of, 1\nIncLis, ALEXANDER.\nThe\nneed of a\nnational organization for educational\nservice, 1322\nIntelligent electorate, Our need of an\n\n(James E. RussELL), 258\nIntensive training for business (GEORGE\nL. HoFrracker), 585\nInternational peace, 189\nIs expenditure of city school funds for\nadult education justifiable?\n(J. H.\nBEVERIDGE), 1466\nITTNER, WILLIAM B. Mooted questions\nin the school-building service, 1425;\nSchool architecture that encourages\nwider use, 1484\nJensen,\n\nC.\n\nPhysical\n\nN.\n\nand\n\nGowans,\n\nfitness for school\n\nE.\n\nG.\n\nadmission,\n\n611\n\nJessup, W. A.\n\nThe\n\nneed\n\norganization\n\nfor\n\neducational\n\nof a national\n\nservice,\n\nProfessional\n\ntraining\n\n1344\n\nJones,\n\nOxtve\n\nM.\n\nfor teachers\nof city schools,\n194;\nJuvenile\ndelinquency\nas\na_ social\nfactor in the elementary schools, 869;\n\n"}
{"page": 1524, "printed_page": "1502", "text": "1502\n\nNaTIonaL\noe\n\nEpucaTion\n\nle\n\nThe need of national organization\nfor educational service, 1339\nJones, R. G. Great educational\naccomplishments, 381\nJudaism\nto democracy,\nRelation\nof\n(Louis I. Mann), 511\nJunior extension work\nas developed\nthrough the public schools\n(W. J.\nWricuT), 1177; (Z. M. Smiru), 1182\nJunior high-school\nbuildings\n(J. H.\nBENTLEY), 400\nJunior high-school libraries, 1027\nJunior high-school program of studies,\nThe (JAMes M. Grass), 386\nJustice and equality for child health\n(THomas D. Woop), 421\nJuvenile delinquency as a social factor\n\nin the elementary\n\nJONES),\n\nschools\n\n(Oxive\n\n869\n\nKEENE, CHARLES H.\nof public schools\n\nM.\n\nThe responsibility\nin health super-\n\nvision, 615\nKeeping pace with the nation-wide demand for reorganization of elemen-\n\ntary\n\ncourse\n\nof\n\nstudy\n\nDriccs), 800\nKELLey, James H.\ners’ salaries, 235\nKeyes,\n\nCuartes\n\n(Howarp\n\nR.\n\nState aid for teachH.\n\nFinal\n\nreport\n\nof\n\ncommittee on health problems in education, 535\nKivpatrick, Wittiam\nH. New ideals\nin education, 683\nKindergarten\nand primary education,\n819\n\nKindergarten\neducation,\nof, minutes, 969\n\nKindergarten\nKindergarten\nKINGSLAND,\n\nDepartment\n\nS.\n\nExtra-cur-\n\nricula activities—What ones do you\nconsider of sufficient importance\nto\njustify their existence and how\nmay\nwe keep them in a subordinate position?\n\nKoss,\n\nments\n\n778\n\nANNA\n\nA.\n\nRecent\n\nin the continuation\n\nMassachusetts,\n\naccomplish-\n\n560\n\nschools\n\nin\n\nLapp, Jesstz S$. Recreation and the\nuniversity mixer, 732\nLatent hearing awakened by musica\nl\nsounds\nand vibrations\n(JENNIE M.\nHENDERSON), 604\nLarurop, EpirH A. and VANDEWALKE\nR,\n\nNina\n\n345\n\nC.\n\nReport\n\non\n\nsocial\n\nvolved\n\nin\n\nextending\n\nfaculty participation,\n\nthe\n\nscope\n\nof\n\n896\n\nLipsy, Freperick J. The far-reaching\nresults of the Washington conference,\n\n189\n\nLibraries\nand\nlibrarians\n(SHERMAN\nWILLIAMs), 998\nLibraries and rural schools (FLORENCE\nM. Hate), 992\nLibraries and the foreigner, 1001\nLibrary Department, minutes, 987\n\nLibrary service for the nation, 988\nLibrary service, The spirit of, 1011\nLibrary work. in normal schools to fit\nstudents for their work as teachers\n(Mary E. RicHarpson), 1043\nLinpeman,\n\nE. C.\n\nSome\n\nunsolved\n\nprob-\n\nlems of rural education from\nviewpoint of sociology, 1110\nList of committees,\nLoMMEN, GEORGINA.\n\n28\nThe\n\nteachers’\n\nthe\nin-\n\nstitute as an agency for training\nteachers in service, 1141\n;\nLowe, Etmo C. The planning of dormitories and social buildings, 715\nMcAnpbREW,\nWILLIAM.\nOutstanding\nachievements from the viewpoint of\nthe superintendent, 943\nMcConatuy,\nOsBourNE.\nSchool music\nand the community, 1056\nMcConkey, BertHa M.\nEffective cooperation between the public library\nand the public school, 1002\n\nMcCormack,\n\nMary\n\nschool program\nMcDoyatp,\nA.\nschool, 1423\n\nG.\n\nA\n\npractical\n\nin nutrition, 625\nA.\nThe\none-story\n\nMcDonatp, ELtten B. The curse and\ncure of the county superintendency,\n\nProgress, 970\nsupervision, 974\nGERTRUDE\n\nAssociaTION\n\nhygiene,\n\nLegislative appropriation for women\n’s\ndormitories, 728\nLegislative\ncommission,\nReport of\n(Grorce D. StTRaAyER), 305\nLEIGHTON, JosEPH A. Advantages\nin-\n\n1169\n\nMacGrecor,\nclassroom,\n\nMcKeEnny,\ncommittee\nleges, 363\nMcNaucut,\n\nEFFIz.\nDemocracy in the\n212\nCuartes.\nReport\nof the\non American teachers’ col-\n\nMarcarer\n\nS§S.\n\nReport\n\nthe commission on the revision\nelementary education, 338\nMcSxkimmon, Mary.\nA new type\n\nof\n\nof\n\nof\n\nleadership to carry out the new poli-\n\ncies, 242\n\nMcWittiams, Mrs. R. F. Relations to\nother organizations, 765\nManaging\na science\nclub\n(Morris\n\nMEISTER), 1246\nMann,\nLouis\nI. The\nJudaism to democracy,\n\nrelation\nof\n511\nMarston, C. E. The elementary principal as a professional leader, 880\nMarTIN,\nFREDERICK.\nThe\nprevention\nand correction of speech defects, 594\n\nMason, JOSEPHINE\n\nTRUDE.\n\nReport\n\nD., and BrRuyN,\n\nof\n\ninvestigation\n\nGEr-\n\ninto\n\n"}
{"page": 1525, "printed_page": "1503", "text": "INDEX\na\na\nfactory class programs\n\nin New\n\nBed-\n\nford, Massachusetts, 958\nMassachusetts and education, 205\nMarttuHews, E. N. Problems and standards of employment\ncertificate is334\n\nsuance,\n\nMeasuring capacity of pupils and the\nefficiency of schools by means of tests\n(LincoLn Owen), 835\nMedical inspection of schools, Improved\n(Leroy A. WiLkgs), 645\nMeisTer, Morris. Managing a science\nclub, 1246\nMELCHER,\n\nFREDERIC\n\nG.\n\nThe\n\nchild’s\n\nown reading, 1039\nMental health of young children, The\n(J. Mace Anoprgss), 810\nMental hygiene of the school beginner,\nThe (WittiAM H. Burnuam), 654\nMessage from Honorable Charles E,\nHughes (AnpREW F. West), 217\nMethod of obtaining legislative appropriation for women’s dormitories at\nKansas\ninstitutions\n(ALBERTA CorBIN), 728\n\nMethods\n\nfor\n\npromoting\n\nideals\n\nof\n\nscholarship among average students\n(Peart R. Wasson), 745\nMinutes of representative assembly, 47;\nexecutive committee, 80; board\nof\ntrustees,\n\n89\n\nMooret,\nRopert\nC. Coéperation\nbetween\nclassroom teachers\nof large\nand small communities, 688\n\nMooted questions in the\ning service\n(WiLL1AM\n~\n\nschool-buildB. ItTNeR),\n\n1425\n\nMorcan, Joy E. How shall adequate\npublic library service be established\nwhere none now exists in the nation?\n988\n\nMortenson,\n\nPeTer A.\n\nImprovement\n\nand\n\npreparation of teachers while in seryce, 195\nMost effective administration and taxing unit, The (Linnazus N. Hings),\n487\n\nMoving pictures, Improvement of (WILL\nHy Hays), 252\nMuERMAN,\nJ. C. ‘Transportation\nof\nschool children at public expense, 495\nMusic education, A modern viewpoint\nof (ErRNest A. SMITH), 1058\nMusic education, Department of, minutes,\n\n1047\n\n|\n\nMusic in the rural schools (THomas L.\nGipson), 1047; (EveLyN C. Perry),\n\nsociation\n(AureLIA\n\nof\nUniversity\nWomen\nH. Remnwarpt), 761\nNational Council of Education, minutes\nof Chicago meeting, 349; minutes of\nBoston\nmeeting, 460;\nofficers\nand\nmembers, 467; report of secretary,\n\n470\n\nNational Education Association and the\nAmerican Legion, Report of joint advisory committee, 303\nNational responsibility for the improvement of rural schools (MaBeL CarNEY), 238\nNative capacity and accomplishment,\nRating students on the basis of, 839\nNeed of high-school opportunity for\ncountry children, The (WiLu1amM M.\nRoBInson), 1214\nNeed of national organization for educational service (ALEXANDER INGLIS),\n1322; (GerorGE D. Strayer), 1330;\n(S. P.\n1334;\n(A. E. Winsuip),\nCaPEN), 1335; (E. C. Broome), 1337;\n(OLive M. Jonzs), 1339; (W. A. JesSUP), 1344\nNew education, The (W. G. Cove), 183\nNew ideals in education (WiLtiaM H.\nKILPATRICK), 683\nNEWLON, JEssE H. Report of the commission on the codrdination of research agencies, 317\nNew Orleans school publicity, 1454\nNew\noutlook,\nThe\n(KaTuerine\nD.\nBLAKE), 215\nNew policies, A new type of leadership\nto carry out the, 242\nNew type of leadership to carry out the\nnew\npolicies\nA\n(Mary\nMcSximMON), 242\nNew York rural school survey, 1186\nNext step in school supervision, The\n(E. E. OBBRHOLTZER), 1439\nNIcHOLs, FREDERICK\n\naspects\n\nof the American\n\nAs-\n\nG.\n\n‘The outlook for\n\ncommercial education, 1306\nNormal health standard, Ohio’s effort\nto bring children up to a (T. Howarp\nWINTERS), 677\nNormal schools and the elementary curriculum, 1074\nNormal schools, Department of, minutes,\n1063\n\nNursery schools of England, The (Grace\nOWEN), 982\nNutrition and dental conditions, 624\nNutrition, A practical school program\nin (Mary G. McCormack), 625\nOBERHOLTZER,\n\n1055\n\nMusical\nsounds and vibrations, The\nawakening of latent hearing by means\nof (JENNIE M. HENDERSON), 604\nNational\n\n1503\n\nE. E.\n\nThe\n\nnext\n\nstep\n\nin\n\nschool supervision, 1439\nObjectives in the teaching of geography\n(Ropert M. Brown), 1065\neducation\nObjectives\nof\nsecondary\n(Tuomas H. Briccs), 1121\n\n"}
{"page": 1526, "printed_page": "1504", "text": "1504\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nlems, 576\nOsriEN, F. P. Problems and methods\nin the organization of rural commu-\n\nPALMER, LueLLA A. Changing conceptions of the kindergarten in teacher\ntraining, 977\nParenthood, Training for (ELIZABETH\n\n“nity high schools, 1126\nOfficers for 1921-22, 17; for 1922-23, 22\n\nA. Woopwarp), 533\nPark, Maup W.\nThe women\n\nO’BRIEN,\n\nELEANOR\n\nJ.\n\nPlacement\n\nprob-\n\nOhio’s effort to bring children up to a\nnormal health standard (T. Howarp\nWINTERS), 677\nOHLER,\nGEORGE\nW.\nSafe\neconomies\nconsistent with improved standards of\n\ntextbook taking, 804\nOne-story school, The (A. A. McDonALD), 1423\nOpen-air class children in the Washington school (Mary CALLAGHAN), 632\nOpening remarks (B. PRESTON CLARK),\n949\n\nOpportunities in junior high-school libraries (LAURA G. SMITH), 1027\nOrganization of the work of heads of\nhalls (EpirH S. TurrTs), 725\nOur need of an intelligent electorate\n(James E. RussELL), 258\nOutlook for commercial education, The\n(FREDERICK G. NICHOLS), 1306\nOutlook for cultural education, The\n\n(FRANK AYDELOTTE), 1317\nOutlook,\nThe\nnew\n(Karuerine\n\nD.\nBLAKE), 215\nOutput of professional schools for teachers that enter the rural service, The\n(CHARLES E. BENSON), 1173\nOutside reading among high-school pupils, The stimulation of, 1032\nOutstanding achievements and present\ndifficulties from the viewpoint of the\ncity director\n(H. E. Stone), 944;\n(M. J. Downey), 945\nOutstanding\nachievements\nfrom _ the’\n\nviewpoint\n\nof the\n\nDEMING),\n\n942\n\nOutstanding\n\nState\n\nachievements\n\n(RoBerT\n\nC.\n\nfrom _ the\n\nviewpoint\nof\nthe\nsuperintendent\n(WILLIAM McAnnprews), 943\nOutstanding achievements and present\ndifficulties from the viewpoint of the\nteacher\n(HaAzeL R. PorrTer), 947;\n(LILLIAN P. CLARK), 948\nOutstanding issue in American education, The (Homer H. SEERLEY), 473\n\nOutstanding\n\nneeds\n\nof rural\n\n(GrorcE A. Works), 225\nOweEN, Grace.\nThe nursery\n\nlife today\n\nby means\n\nof tests,\n\nWILLIAM\n\nB.\n\nmittee on sources\n\nOwsLey, ALviIN M.\nof the American\n\nand\n\nof\n\n835\nReport of the com-\n\nof revenue,\n\n323\n\nPeace-time program\nLegion, 220\n\nthe\n\ndemocratic\n\nof Amer-\n\nawakening,\n\n216\n\nParker, EpirH C. Story telling: its relation to literary appreciation, 1016\nParticipation of teachers in school management, Report of the committee on\n(HarLAN UPDEGRAFF), 404\nPart-time\neducation\nin Los Angeles\n(Susan M. Dorsey), 558\nPauL, Francis H. J. Student organizations and the development of character,\n\nPeace,\n\n1273\n\nInternational,\n\n189\n\n:\n\nPeace-time program of the American\nLegion (Atvin M. OwsLey), 220\nPensions,\nSub-committee\nreport\n(PHILIp E. Carson), 287\nPerkins,\n\nDwichHt\n\nH.\n\nThe\n\non\n\nadvantages\n\nof the one-story school plan, 1359\nPerry,\n\nEvetyn\n\nschool, 1055\nPHILLips, E. M.\n\nC.\n\nMusic\n\nThe\n\nin the rural\n\nsmall\n\ncommunity\n\nhigh school, 1124\n\nPhysical\neducation,\nDepartment\nof,\nminutes, 1085; in rural schools, 1088\nPhysical\neducation\nto social hygiene,\nThe\nrelation\nof\n“(BENJAMIN\nC.\nGRUENBERG),\n\n1091\n\nPhysical fitness for school admission\nN. JENSEN\n\nand E. G. Gowawns);\n\n(C.\n611\n\nPhysics for boys (ALLEN C. HurtcHINson), 1260\nPhysics for girls, Contents of a course\nin, 1255\n\n:\n\nPhysical welfare of the child, Evidences\nof progress in education as indicated\nin better provision for the (J. H.\nBEVERIDGE), 499\nPlace of physical\neducation\ncountry school program, The\nW.\n\nBrooMeE),\n\nPlacement\n\nin the\n(Epwin\n\n1088\n\nproblems\n\nO’BRIEN),\n\n(ELEANOR\n\nJ.\n\n576\n\nPlanning\nof dormitories\nand_ social\nbuildings, The (ELtmo C. Lowe), 715\nPLUMMER,\n\nschools\n\nEngland, 982\nOweN, LINCOLN. Measuring capacity\nof pupils and the efficiency of schools\nOWEN,\n\nica\n\nMrs.\n\nGeorc—e\n\nW.\n\n‘The\n\nrela-\n\ntion of the college woman to the General Federation of Women’s Clubs,\n758\n\nPorter, HAzeL R. Outstanding achievements and present difficulties from\nthe viewpoint of the teacher, 947\nPounp,\n\nLoutsz.\n\nConsideration\n\nto\n\nbe\n\ntaken into account in the stimulation\nof graduate work for women, 769\n\n"}
{"page": 1527, "printed_page": "1505", "text": "1505\n\nINDEX\nPower, LroNArp.\nthe department\nprincipals, 852\nPower,\n\nTHomas\n\nSome objectives of\nof elementary-school\nF.\n\nReport\n\non\n\nfactory\n\nclasses in Southbridge, Massachusetts,\n963\n\nPractical nature of an education for\nteaching, The (Joun L. Atcer), 1084\nPractical school program in nutrition, A\n(Mary G. McCormack), 625\nPreliminary report of committee on the\nstatus of the American woman teacher\n(ANNA L. Force), 564\nPreliminary\nreport of committee\non\nteacher welfare (JoHN W. Carr), 572\nPreparation of teachers in health education, The (C. E. Turner), 593\nPresent contributions of Catholicism to\ndemocracy\n(AUGUSTINE F. HICKEY),\n522\n\nPresent-day objectives of American\nucation (JoHN J. TicerT), 201\n\ned-\n\nPresent-day tendencies\n\nand\n\nin education\n\ntheir relation to the kindergarten and\nprimary\ndepartments\n(EUGENE\nR.\nSmiTH), 819\nPresident’s address—Resources in rural\neducation (ERNEST BURNHAM), 1102\nPrevention and correction of speech defects, The (FREDERICK Martin), 594\nPrippy, Besstz\n\nL.\n\nRelation\n\nof the dean\n\nof women to the professional life of\nthe student, 788\nPrimary education, Kindergarten and,\n819\n\nPrinciples underlying the relations between faculty and administrative officers in college and university control (WALTER R. SMITH), 887\nPrivate gifts, How to obtain money for\ndormitories by (GRACE GREENWOOD),\n\n731\nProblems\n\nand methods\n\nin the organiza-\n\ntion of rural community\n(F. P. OBrien),\n\nProblems\n\nhigh schools\n\n1126\n\nand standards of employment\n\ncertificate issuance\n\n(E. N. MATTHEWS),\n\n334\n\nProblems\nbefore\nthe commission\nin\ncharge of the educational finance inquiry, The (Gerorce D. STRAYER), 1362\nProblems of financing education—how\nthey are being solved in my city (S.\nO. HarTweELL), 1453\nProfession appreciates foundations early\nestablished in Massachusetts and her\npresent interest in education, The\n(Susan M. Dorsey), 205\nProfessional\nleader, The\nelementary\nprincipal as a (C. E. Marston), 880\nProfessional life of the student, Relation\nof the dean of women to the, 788\n\nProfessional organization,\ncratic\nawakening\nand\nWILLIAMS), 208\nProfessional\nstandards\n\nThe demo(CHarL\nO.\nfor\n\nclassroom\n\nteachers (JessrE A. SKINNER), 198\nProfessional training for teachers of\ncity schools (OLIve M. Jongs), 194\nProgram of general sessions, 38\nProgram of studies, The junior highschool (JAMEs M. Grass), 386\nProgress in education, 482\nProject method, The adjustment of elementary education to the, 824\nProtestantism and democracy (WALTER\nS. ATHEARN), 517\nPsychological aspect of vocational work\nin colleges, The (AcNnes L. Rocers),\n\n707\nPublic education, Funds for, 1386\nPublic library and the public. school,\n\n1002\nPublicity for schools, 1445, 1454\nPupils’ contribution to the success\nthe school library, The\n(Mary\nHatt), 1018\nPurposes of the committee\n\non\n\nof\nE.\n\nwomen’s\n\nathletics of the American Physical\nEducation Association and its progress up to the present (CYNTHIA M.\nWesson), 1095\nPUTNAM, HELEN C. Report of the com-\n\nmittee\n\non\n\nracial\n\nwell-being,\n\nPutting the short in shorthand\nCAMPBELL), 581\n\n562\n(Epina\n\nQuimBY,\nGEORGE\nF. Development\nof\nfactory classes in Massachusetts up to\ndate, 951\n\nRacial well-being, Report of the committee on (HELEN C. Putnam), 562\nRating students on the basis of nativecapacity and accomplishment (IRA A.\nFLINNER), 839\nReading for children, 1039\nReal supervision for rural schools (J. S.\nHOFFMAN), 1167\nRecent accomplishments in the continuation schools in Massachusetts (ANNA\n\nA. Kuoss), 560\nRecent\neducational\nprogress\nin\nUnited States (JoHN J. TicerT),\nRecord\n\nand\n\nAccounts\n\nDivision,\n\nthe\n373\n\n139\n\nRecreation\nand the university mixer\n(Jessie S. Lapp), 732\nRecreation, Outdoor, 1244\nReepD, Car iste.\nFresh air, diet, and\nrest for selected pupils, 626\nRegulation of extra-curricula activities\n(CAROLINE GROTE), 752\nREINHARDT, AURELIA H. National aspects\nof the American Association of University Women, 761\n\n"}
{"page": 1528, "printed_page": "1506", "text": "1506\n\nNaTIONAL\n\nEpucATION\n\nRelation of administrative officers to\nboards\nof education\n(GroRGE\nD.\nSTRAYER), 1229\nRelation of nutrition to dental conditions, The (Percy R. Howe), 624\nRelation of the college woman to the\ngeneral\nFederation\nof\nWomen’s\nClubs, The (Mrs. Greorce W. PLuMMER), 758\nRelation of the dean of women to the\nprofessional\nlife\nof\nthe\nstudent\n(Bessie L. Prippy), 788\nRelation of Judaism to democracy, The\n(Louis I. Mann), 511\nRelations to other organizations (Mrs.\nR. F. McWILuiAMs), 765\n(FRANK\nRemarks\non factory . classes\nCopy), 967\nReorganization of elementary course of\nstudy,\n\n800\n\nReports:\n\nadult\n\nilliteracy,\n\n453;\n\nAmer-\n\nican\n\nteacher’s\n\ncolleges,\n\n363;\n\nauditor,\n\n66; Business Division, 120; changes\nneeded\nin the\nelementary\nschool\ncourse, 525; character education, 457;\nconsolidation of rural schools, 493;\ncounty superintendents’ problems, 293;\ncourse of study, 548; Editorial Council, 329; Editorial Division, 131; educational surveys, 456; executive committee of the Department of Superintendence, 1458; Field Division, 117;\nfinancing\ndelegates\nto the\nrepresentative assembly, 344; foreign relations,\n312;\nhealth\nproblems\nin\neducation, 325, 535; legislative, 305;\nNational Education Association and\nAmerican Legion, 303; participation\nof teachers in school management,\n404, 546; pensions,\n287; problems\n\nand\n\nstandards\n\nof employment\n\ncertifi-\n\ncate\nissuance,\n334;\nproblems\nof\nvocational\neducation,\n555;\nracial\nwell-being, 562; Division of Records\nand Accounts, 139; research agencies,\n317; Research Division, 146; revision\n\nof elementary\n\neducation,\n\n338;\n\nrural\n\neducation,\n289, 353; salaries, 275;\nschool\nlibrary\nas\na’ problem\nin\narchitectural design, 1280; Secretary\nof the N. E. A., 93; Secretary of\nNational Council of Education, 470;\nsocial hygiene, 345; sources of revenue,\n323;\nstate\nadministration\nof\nschools, 359; status of the American\nwoman teacher, 564; status of classroom teacher, 570; superintendents’\nadvisory\ncommittee,\n333;\nteacher\nwelfare, 572; teaching of democracy,\n430, 505; tenure, 279; treasurer of\nthe N. E. A., 70; vocational education, 451.\nReport of advisory committee of superintendents (Mary D. Braprorp), 333\n\nASSOCIATION\n\n.Report of committee on American teachers’ colleges\n(CHARLES McKEnny),\n363\n\nReport of commission on the coérdination of research agencies (JESSE H.\nNEWLON), 317\nReport of commission on the revision of\nelementary education\n(MarGaret S.\nMcNaucur), 338\nReport of committee on adult illiteracy\n(Cora W. STEWART), 453\nReport of committee on county superintendents’ problems (LEE L. Driver),\n293\n\nReport\n\nof auditor,\n\n66\n\nReport of committee on financing delegates to the representative assembly\n(CorNELIA S. ADAIR), 344\nReport of committee on foreign relations (Aucustus O. THomas), 312\nReport of committee on health problems\nin education (THomMaAs D. Woop), 325\nReport of committee on library problems—the school library as a problem\n\nin architectural\nTAIN),\n\ndesign\n\n(C. C.\n\nCER-\n\n1280\n\nReport of committee on participation of\nteachers in school management (HarLAN UPbDEGRAFF), 404; (CoRNELIA S.\nADAIR), 546\nReport of committee on racial wellbeing (HELEN C. Putnam), 562\nReport of committee on resolutions, 43\nReport of committee on rural education\n(Joun F. Sims), 289\nReport of committee on sources of rey- ©\nenue (WILLIAM B. OweEN), 323\nReport of committee on teaching of\ndemocracy\n(A. Duncan\nYocum),\n\n430, 505\n\nReport of committee of the National\nCouncil on changes needed in the\nelementary school course (KATHERINE\nD. BLAKE), 525\nReport of committee of the salaries\ndivision (Myra L. Snow), 275\nReport of editorial council (WitLiam\nC. BacLey), 329\nReport of executive committee of the\nDepartment\nof Superintendence\n(J.\nH. BEveRIDGE), 1458\nReport on factory classes in Southbridge, Massachusetts\n(THomas\nF.\nPowER), 963\n\nReport of investigation\ninto factory\nclass programs in New Bedford, Mas-\n\nsachusetts\n(GERTRUDE\nBruyn\nand\nJOSEPHINE D. Mason), 958\nReport of joint advisory committee of\nthe National Education Association\nand the American Legion\n(HENRY\nJ. Ryan), 303\nReport\nof\nlegislative\ncommission\n(Grorce D. STRAYER), 305\n\n"}
{"page": 1529, "printed_page": "1507", "text": "1507\n\nINDEX\nReport\n\nof\n\nprogress\n\nof\n\ncommittee\n\non\n\ncharacter education—the sanctions of\nmorality (MitToN BENNION), 457\nReport of progress of committee on\neducational surveys (A. E. WINSHIP),\n\n456\nReport of progress of committee on\nvocational\neducation\n(ADELAIDE\nS.\nBaytor), 451, 555\nReport on social hygiene\n(EpitrH A.\nLaturop and Nina C. VANDEWALKER),\n345\n\n:\n\nReport of sub-committee on consolidation of rural schools (ADELAIDE S.\nBaytor), 493\nReport of sub-committee\non pensions\n(Puitre E. CaRLson), 287\ntenure\nReport\nof\nsub-committee\non\n(HARLAN UPDEGRAFF), 279\n\nReport\n\nof the\n\nfollow-up\n\nwork\n\nopen-air class children\nington school\n(Mary\n\nof 197\n\nin the WashCALLAGHAN),\n\nsystems\n\nmem-\n\nwomen\n\nfor\n\nbers of college faculties (GrAcE A.\nSTAYD 5 770\nRevision of elementary education, Re(Marport of the commission on\nGARET S. McNaucnrT), 338\nRice, O. S. The daily newspaper in\nthe school, 1006\nRicwarpson,\nANNA\nE. Fundamental\nproblems of home making in the high\nschool, 1465\n\nEruer.\n\nSocializing\n\nDouctas'C.\n\nGeography\n\nRicuarpson,\n\nthe\n\nmethod, content, and procedure, 914\nE. Library work\nMary\nRicwarpson,\nin normal schools to fit students for\ntheir work as teachers, 1043\n\nRiwcety,\n\nfor\n\nrural schools, 1070\nRitTENHOUSE, CHARLES F. Correlation\nof commercial courses of secondary\nschools with courses offered in col-\n\nlegiate schools of business,\nRosinson,\n\nWitt1aM\n\nM.\n\nhigh-school opportunity\nchildren, 1214\n\nThe\n\nfor\n\n589\nneed\n\n707\nRose,\n\nERNESTINE.\n\nHow\n\nthe\n\npublic\n\nli-\n\nbrary helps the foreigner make his\nAmerican contribution, 1001\nRural child labor, The extent and control, of el207\nRural communities, The\nyoung children in, 828\n\neducation\n\nof\n\nRural community high schools, Problems and methods in the organization\nof, 1126\n\nRural\n\neducation,\n\nDepartment\n\nof, Chi-\n\ncago minutes, 1099; Boston minutes,\n1197; Financial needs of, 1367; Resources in, 1102\nRural education, Report of committee\non (JoHn F. Sims), 289\nRural education, Semi-final report of\nthe committee\non (JoHN F. Sims),\n353\n\n632\n\nRepresentative assembly, Delegates of\nsecond, 169; minutes of, 47\nResearch agencies, Report of the committee on the codrdination of (JESSE\nH. Newton), 317\nResearch Division, 146\nResponsibility of public schools in health\nsupervision,\nThe\n(CuHarLes\nH.\nKEENE), 615\nResponsibility of the college and the\nThe\ndemocracy,\na\nin\nuniversity\n(Henry W. Howmes), 245\nResolutions committee, Report of, 43\nResults of the Washington conference,\nJ.\n(FrepericK\nfar-reaching\nThe\nLippy), 189\nRetirement\n\nRocers, AcGNnes L. The psychological\naspect of vocational work in colleges,\n\nof\n\ncountry\n\nRural\n\neducation,\n\nlems\nRural\n\nof (E. C. LinpeMan),\ngroup\nathletics\nand\n\nmeans\n\nRural\n\nSome\n\n(DanreEL\n\nlife today,\n\nunsolved\n\nCHASE),\n\nprob-\n\n1110\nwhat\n\nit\n\n1085\n\nOutstanding\n\nneeds\n\nof\n\n(Georce A. Works), 225\nRural school, Geography in, 1070\nRural-school health service, An effective\n(AucusTa C. TURNBULL), 634\n\nRural\n\nschool\n\nlibrary, The\n\nconsolidated,\n\n995\n\nRural\nschools,\nLibraries\nand,\n992;\nMusic in, 1047, 1055; National responsibility for improvement of, 238;\nPhysical education in the, 1088\nRural school supervision, 1167\nRural schools, Tests and measurements\nin, (FRED D. Cram), 497\nRural service, Teachers for, 1173\nRural teachers’ Plattsburg, A (AucGusTus O. THomas), 1140\nRussELL, JAMES E. Our need of an in-\n\ntelligent\nRyan,\n\nelectorate,\n\nHenry\n\nJ.\n\n258\n\nReport\n\nof\n\njoint\n\nad-\n\nvisory committee\nof the National\nEducation Association and the American Legion, 303\nSabin,\nMary\nFE. Education\nin _ its\nproper environment, 1137\nSafe\neconomies\nconsistent\nwith\nimproved standards of textbook making (GrorcE W. OHLER), 804\nSalaries division, Report of committee\nof, (Myra L. Snow), 275\nSalary schedules, 484, 1434\nSaLmMon, Lucy M.\nDoes the college\ncurriculum promote scholarship? 737\nSAMUELSON,\nAGNES.\nConsolidation,\nsupervision, and administration of a\ncounty system of schools, 229\n\n"}
{"page": 1530, "printed_page": "1508", "text": "1508\n\nNationaL\n\nEpucation\n\nSARGEANT, InE G. Developing the elementary school as a social unit, 860\n\nSARGENT,\n\nC.\n\nG.\n\nConsolidated\n\nschools\n\nof the mountains, valleys, and plains\nof Colorado, 1135\nScholarship\namong\naverage\nstudents,\nPromoting ideals of (PEARL R. WasSON), 745\nSchool, Health and the (Wittiam H.\nBurnHAM), 539\nSchool administration, Department of,\nminutes, 1223\nSchool admission, Physical fitness for,\n\nALBERT.\nEducation for citizen934\nShorthand, Putting the short in (EpiIwa\nCAMPBELL), 581\n\nSims, Joun\n\nCLs\n\n638\n\nSchool library as a problem in architectural design, 1280\nSchool library, Success of, 1018\nSchool librarians, Training for (RuTH\nTopey), 1037\nSchool management,\nParticipation of\nin, 546\n\nSchool\nmusic\nand_\nthe\ncommunity\n(OspourNE McConatuy), 1056\nSchool plan, The advantages of the one-\n\nSnow,\n\nery\n\nin the\n\nness,\n\n795\n\nH.\n\ntextbook\n\nAfter-war\n\npublishing\n\nrecov-\n\nbusi-\n\nSecondary\neducation,\nObjectives\nof,\n1121; Department of, minutes, 1267\n\nSecond\nrepresentative\nassembly,\nutes of, 47; delegates of, 169\n\nmin-\n\nSecretary’s report, 93\nSEERLEY, Homer\nH. The elimination\nof educational waste, 351; The outstanding issue in American education,\n473\n\n0/13\n\nMyra\n\nL.\n\nReport of the commit-\n\ntee of the salaries division, 275\nSNYDER,\nJ. BUELL.\nConsolidation\n\n1359\n\nutes, 1239\nSEAVER, CHARLES\n\non\n\nSmitH, Ernest A. A modern viewpoint\nof music education, 1058\nSMiTH, EUGENE R. Present-day tendencies in education and their relation to\nthe kindergarten and primary departments, 819; Character traming, 1268\nSMITH,\nLaura\nG. Opportunities\nin\njunior high-school libraries, 1027\nSmiTH, WALTER R. The principles underlying the relations between faculty\nand administrative officers in college\nand university control, 887\nSmiTH, Z. M. Junior extension work\nas developed\nthrough\nthe public\nschool, 1182\n\nements in a, 1346\nSchool-building service, Mooted\nquestions in the, 1425\nSchool health work,\nCommunity\ncooperation in (CourTNEY Dinwippie),\n\nstory,\n\nReport of committee\n\nards for classroom teachers, 198\nSmiTH, Hitpa W.\nBryn Mawr summer\nschool for women workers in indus-\n\n1484\n\nSchool beginner, The mental hygiene of\nthe (WiLL1AM H. Burnuam), 654\nSchool buildings, Junior high (J. H.\nBENTLEY), 400\nSchool-building program, Important el-\n\nSchool plant and the curriculum, 1352\nSchool plant, Wider use of, 1486, 1491\nScience\nof outdoor\nrecreation,\nThe\n(WILLIAM G. VINAL), 1244\nScience instruction, Department of, min-\n\nF.\n\nrural education, 289; Semi-final report of the committee on rural education, 353\nSKINNER, JEssIE A. Professional stand-\n\narchitecture\nthat\nencourages\nuse\n(WiLLIAM\nB. ITTNER),\n\nteachers\n\nSemi-final report of the committee on\nrural education (JoHN F. Sims), 353\n» Sex-education\nupon\ncharacter,\nThe\nbearing of (IT. W. GatLoway), 416\nSHAFER, GEorGE H. Subject matter in\nthe teachers’ college curriculum, 1081\nSHIELS,\nship,\n\n611\n\nSchool\nwider\n\nASsociATION\n\n«\n\nof\nrural schools, 1224\nSocial hygiene, Report on, 345; The relation of physical education to, 1091\nSocializing the elementary-school course\n\nof study (THomas Acnew, JR.), 874\n\nSocializing the method, content, and procedure (ETHEL RICHARDSON), 914\nSolving the problem—the architect\nand\nthe superintendent\n(FREDERICK\nW.\nGARBER), 1353\nSome contributions of the New\nYork\nrural school survey (Jutian E.\nBurTERWORTH),\n\n1186\n\nSome objectives of the department\nelementary school principals (LEon\nPower),\n\nSome\n\n852\n\nresults\n\nwomen\n\nof\narp\n\nof\n\ngraduate\n\n(Marion\n\nwork\n\nTALBOT),\n\n770\n\nby\n\nSelected pupils, Fresh air, diet, and\nrest\nfor (CARLISLE REED), 626\n\nSome unsolved problems of rural\neduca-\n\nR, A.\n\n(Enc LINDEMAN), 1110\n‘\nSources of revenue, Report\nof the committee on (WiLLiam B. OwEN\n), 323\n\nSELIGMAN,\n\nEpwin\n\nHow\n\nmay\n\nthe\n\nnecessary funds for public education\nbe provided? 1386\nSelling the schools to the public (H.\nB.\nWitson), 1445, 489\n\ntion from\n\nthe viewpoint\n\nof sociology\n\nSPAIN, CHartes L, Adapting\nthe school\nplant to the curriculum, 1352\n\n"}
{"page": 1531, "printed_page": "1509", "text": "INDEX\nSPAULDING,\ncountry\n\nFRANK\nreason\n\nE.\nto\n\nWhat\n\nexpect\n\nby\n\nhas\nway\n\nthis\nof\n\nculture, efficiency, and good citizenship in return for the cost of operat-\n\ning public education, 1400\nSpecial honors plan at Smith college,\nThe (HELEN WricHT), 750\nSpecial teacher in the grades, The\n(WILLIAM W. WALTERs), 864\nSpeech defects, The prevention and correction of (FREDERICK MARTIN), 594\nSpirit of library service, The (Mkrs.\nEpwarp S. CarTeER), 1011\nSPRINGSTEED,\n\nCLARA\n\nB.\n\nHow\n\nshall\n\nthe\n\nproblem of the immigrant mother be\n‘solved? 928\nState administration of schools, Final\nreport of the committee on (C. P.\nCary), 359\nState aid for teachers’ salaries (JAMES\nPSE LEY) 255\nState and local affiliations, 151\nState program of instructional supervision, A (JoHN M. Foore), 1149\nStatus\nthymico-lymphaticus,\nA\ncompensatory\nmechanism\nin\n(WALTER\nTIMME), 661\nStayT, GrAcE A. Retirement systems\nfor women members of college faculties, 771\nSTEWART, Cora W. Report of committee on adult illiteracy, 453\nStimulation of outside reading among\nhigh-school pupils, The (HELEN W.\nCosGROVE), 1032\nStone, C. H. The teaching of highschool chemistry, 1247\nStone,\nH.\nE. Outstanding\nachievements and present difficulties from the\nviewpoint of the city director, 944;\nacademic, vocational, and _ personal\n\nguidance of boys and girls in our high\nschools, 1235\nStory telling: its relation to literary appreciation (EpiITH C. PARKER), 1016\nSTRAYER, GeorGeE D. Report of legislative commission, 305; The relation of\nadministrative officers to boards of\neducation, 1239; The need of a na-\n\ntional\n\norganization\n\nfor\n\neducational\n\nservice, 1330; The problems. before\nthe commission in charge of the educational finance inquiry, 1362\nStudent leadership (LuLu E. Wirr), 783\nStudent organizations and the development of character\n(Francis H. J.\nPAuL), 1273\nSub-committee report on the course of\nstudy (DAvip FELMLEY), 548\nSub-committee report on the status of\nthe classroom teacher (CorNELIA S.\nApair), 570\n\n1509\n\nSubject matter in the teachers’ college\ncurriculum (Grorce H. SHAFER), 1081\nSuggestive list of books for boys, 1024\nSuperintendence, Department of, Chicago minutes, 1295\nSuperintendent and standardized tests,\nsDhe (DEC yeB riss)ie428\nSuperintendent and the course of study,\nThe (H. B. Bruner), 1431\nSuperintendent, his view of the elementary school principal, 852\nSupervision of instruction, 1438, 1439\nTALzBotT, Marion.\nSome results of graduate work by women, 770\n\nTANNAHILL,\ndean best\n\nANNA L. How may the\napportion her time among\n\nthe academic, advisory, and social\nside of college? 775\nTeacher training for kindergartens, 977\nTeacher\ntraining\nand\nlibrary work,\n1043\n\nTeacher welfare, Preliminary report of\ncommittee on (JoHN W. Carr), 572\nTeachers’ college curriculum,\nSubject\nmatter in the, 1081\nTeachers of city schools, Professional\ntraining for (OLIvE M. Jongs). 194\nTeachers’ institute as an agency for\ntraining\nteachers\nin service,\nThe\n(GeorcInaA LOMMEN), 1141\n/\nTeachers’ salaries, State aid for (JAMES\nH.\n\nKevey),\n\n235\n\nTeachers\nwhile in service, Improvement and preparation of (PETER A.\nMortenson), 195\nTeaching of democracy, Report of the\ncommittee on (A. Duncan Yocum),\n430,\n\n505\n\nTeaching of democracy, The (FANNIE\nF. ANDREWS), 446\nTeaching of high-school chemistry, The\n(C. H. Stone), 1247\nTeaching the deaf child (Mase, E.\nADAMS), 598\n“Ten essentials,’ ’ English—its relation\nto the (WALTER BARNES), 448\nTenure\nlegislation,\nImproving\nthe\nteaching profession through, 685\nTenure, Report of sub-committee\non\n(HARLAN UPDEGRAFF), 279\nTests, measurements, 835\nTests\nand\nmeasurements\nin\nrural\nschools (Frep D. Cram), 497; The\nuse of (L. J. BENNETT), 1158\nTests, Standardized, 1428\nTextbook making, Improved standards\nof, 804\nTextbook publishing business, 795\nTuomas, Aucustus O. Report of committee on foreign relations, 312; A\n\nrural\nTHOMAS,\n\nteachers’\n\nPlattsburg,\n\nCHARLES\n\nS.\n\n140\n\nDiscussion\n\nof\n\nMr. Driggs’ talk on keeping pace with\n\n"}
{"page": 1532, "printed_page": "1510", "text": "1510\n\nNaTIONAL\n\nEDUCATION\n\nthe reorganization of elementary education,\n\n802\n\nTuomeson,\n\n;\n\nW.\n\nO.\n\nWhat\n\nhas\n\nthis\n\ncountry reason to expect by way of\nculture, efficiency, and good citizenship in return for the cost of operating public education? 1393\nTHOMSEN,\n\nMark\n\nL.\n\nFinancial\n\nneeds\n\nof education in cities, 1372\nTicerT, JoHN J. Present-day objectives\nof American education, 201; Recent\neducational progress in the United\nStates, 373; The\nactivities of the\nU. S. Bureau\nof Education,\n475;\nWhat has this country reason to expect by way of culture, eficiency, and\ngood citizenship in return for the cost\nof operating public education, 1403\nTimMME,\nWALTER.\nA\ncompensatory\nmechanism\nin status\nthymico-lymphaticus, 661\nTosey, Rutu.\nTraining for school librarians, 1037\nTonsils and adenoids in children (D.\nCrosBy GREENE), 665\nTo what extent are we warranted in\n\npurchasing education for adults from\nfunds levied for the training of children\nof school\nage?\n(FRANK\nP.\nGRAVES), 1318\nTraining\nfor\nbusiness,\n(Georce L. HOFFACKER),\nTraining for parenthood\nA. Woopwarp), 533\n\nTraining\nToBey),\n\nTraining\n(W.\n\nfor\n\n(ELIZABETH\n\nschool\n\nlibrarians\n\n(RUTH\n\nsupervisors\n\nfor rural\n\nschools\n\n1037\n\nS. Eakin),\n\nTraining\n\nIntensive\n585\n\nteachers\n\n1154\n\nin health\n\n(C. E. Turner), 593\nTransportation of school\npublic expense\n(J. C.\n\n495\n\neducation\n\nchildren at\nMusrrman),\n\nTransportation service, 1207\nTreasurer’s report, 70\nTurts, Epira S. Organization of the\nwork of heads of halls, 725\nTURNBULL, AuGcusraA C. An effective\nrural-school health service, 634\nTurner,\nC. E. The\npreparation\nof\nteachers in health education, 593\n\nU. S. Bureau of Education, The activities of the (Joun J. TIGERT), 475\nUppEcRAFF,\nHARLAN.\nReport\nof the\nsub-committee on tenure, 279; Report\nof the committee on participation of\nteachers in school management, 404\nVANDEWALKER, Nina C., and LATHROP,\nEpirH A. Report on social hygiene,\n\n345\nVinaL,\nWitt1am } G.\nThe\noutdoor recreation, 1244\n\nscience * of\n\nASSOCIATION\n\nVirginia\ncodperative\nassociation—its\ninfluence on the community through\nthe wider use of school plants, The\n(Mrs.\n\nE. FeNNo\n\nVirginia’s\n\nHeaTH),\n\n(Minn.)\n\n1491\n\nbuilding\n\nits aims and vocational\nDUFFIELD), 1417\n\nprogram,\n\nwork\n\n(E. T.\n\nVocational education, Report of progress of the committee on (ADELAIDE\nS. Baytor), 451, 555\nVocational education and practical arts,\nDepartment of, program for Chicago\nmeeting, 1465; Boston minutes, 1471\nVocational education an economic necesity (EMERY FILBEY), 1472\nVocational guidance in colleges, 696\n_\nVocational work in colleges, The psychological\naspect\nof\n(Acngs\nL.\nRocers), 707\n\nVocation\narts\n\nand\n\nthe college of the liberal\n\n(RicHArD\n\nW.\n\nHusBanpD),\n\n696\n\nWaGNER, CHARLES A. The arguments\nfor and against the supervision of instruction, 1438\nWALTERS,\nWILLIAM\nW.\nThe\nteacher in the grades, 864\n\nspecial\n\nWashington conference, The far-reaching results of the\n(FREDERICK\nJ.\nLipsy), 189\nWasson, Peart R. Methods for promoting ideals of scholarship among\naverage students, 745\nWartkKINS,\nCATHERINE\nR.\nChanging\nconceptions of the kindergarten as\nthe outgrowth of new insight, 970\nWEEKS, GERTRUDE.\nHygiene as a part\nof biology, 1240\nWetts, Acnes E. A dormitory that is\na home, 721\nWesson, CynTu1A M. Purposes of the\n\ncommittee on women’s\nAmerican\n\nPhysical\n\nciation\n\nand\n\npresent,\n\n1095\n\nathletics of the\nEducation\n\nits progress\n\nup\n\nAsso-\n\nto\n\nthe\n\nWest, ANDREW F. Message from Honorable Charles E. Hughes, 217\nWhat has this country reason to expect\nby way of culture, efficiency, and\ngood citizenship in return for the\ncost of operating public education?\n(W. O. THomson), 1393; (FRANK E.\nSPAULDING), 1400; (Joun J. TIGERT),\n1403; (WiLL C. Woop), 1407\nWhat\nshould\nthe geography\nof the\ngrades include? (WaLLtace W. Arwoop),\n\n1064\n\nWhat the women are doing to promot\ne,\nhealth in schools (Mrs. IRA Coucn\nWoop), 425\nWHITMAN,\n\nWALTER\n\nG.\n\nContents\n\nof\n\n-a\n\ncourse in physics for girls, 1255\nWhy\nmaintain\nthe\npresent\nsalary\nschedules? (M. G. CLarK), 434\n\n"}
{"page": 1533, "printed_page": null, "text": "Ii\n\nINDEX\nWider\nment\n\nuse.\nof\n\nof school houses, Departthe program of meetings,\n\n1483\nWider use of the school plant (FRANK\nI. Cooper), 1486\nWickes, Leroy A. Improved medical\ninspection of schools, 645\nWiuuiaMs,\n\nCuarL\n\nO.\n\nThe\n\ndemocratic\n\nawakening and professional organization, 208; The hope and the result\nof American education, 378; Actual\nresults of the year, 482; The im-\n\nprovement\n\nof the teaching profession\n\nthrough tenure legislation, 685\nWILLIAMS, SHERMAN.\nLibraries and librarians, 998\nWitson, H. B. Selling the schools to\nthe public, 1445\nWinn,\n\nAcnes\n\nS.\n\nThe\n\nwork\n\nof\n\nthe\n\nNational\nEducation\nAssociation\nas\nviewed from the standpoint of a\nclassroom teacher, 834\nWiwsuip, ALBERT E. Educational message for 1922, 193; Report of progress\nof committee on educational surveys,\n456; The need of national organization for educational service, 1334\nWinstow, C. E. A. The importance of\nsubject content in health education,\n606\n\nWinters,\n\nT.\n\nHowarp.\n\nOhio’s\n\neffort to\n\nbring children up to a normal\n\nstandard, 677\nWirt,\nLuLu\nE.\n783\n\nWomen\n707\n\nin industry\n\nhealth\n\n728\nWomen\nworkers\nin industry,\nBryn\nMawr summer school for (Hitpa W.\nSMITH), 713\nWoop,\nMrs.\nIra\nCoucu.\nWhat\nthe\nwomen are doing to promote health\nin schools, 425\nWoop, THomas D. Report of commit-\n\ntee on\n\nStudent\n\nleadership,\n\n(Mary\n\nANDERSON),\n\nhealth\n\n325; Justice\nhealth, 421\n\nproblems\nand\n\nWoop, Witt C.\n\nin education,\n\nequality\n\nWhat\n\nfor\n\nchild\n\nhas this country\n\nreason to expect by way of culture,\nefficiency, and good citizenship in return for the cost of operating public\neducation? 1407\nA. Training\nWoopwarD,\nELIZABETH\nfor parenthood, 533\nWork of the National Education Association as viewed from the standpoint\nof a classroom teacher, The (AGNES\nS. WINN), 834\nWorks, Gerorce A. Outstanding needs\nof rural life today, 225\nThe elementary curWricut, F. W.\nriculum\nas\npresented\nin normal\nschools, 1074\nWricut, Heren.\nThe special honors\n\nplan at Smith college, 750\nWricut,\n\nas\n\nWomen of America and the democratic\nawakening, The (Maup W. Park),\n216\n\nWomen’s athletics, 1095\nWomen’s dormitories, Floor plans for,\n717; Legislative appropriation for,\n\nW.\n\nschools,\n\nJunior\n\nwork\n\nextension\n\nthrough\n\nthe\n\npublic\n\n1177\n\nA.\n\nYocum,\n\ncommittee\n430,\n\nJ.\n\ndeveloped\n\nDuncan.\n\non teaching\n\n505\n\nYour most perplexing\nFisHER), 1452\n\nthe\n\nReport\n\nof\n\nproblem\n\n(E. C.\n\nof democracy,\n\n"}
{"page": 1534, "printed_page": null, "text": "were\n\nEstatrehit,\n\nBY eoaty Salt wongtioneh\nAT\n\nabiteradroge\n\nae\n\ni\n\nYF\n\netistiiiti\n\nwih\n\n|\n\n¥\n\nam airiy Ff >\n\na ribie a5... say\nid\n\nke +\n\neT\n\na\n\nvent\n\nlt\n\ntart’\n\naged\n\noady aw - ‘ion\n;\n\nis om?\n\nTS0%i ‘tie\n; af\n\n©\n\n,\n\nBiersty *fiveroH\n\nHuligouiy’\nLifsd\n\ntot\n\neth\n\noe\n\ndey)\n\n7\n\neifaed)\n\nefit\n\n‘7\n\nud\n\nelt\n\n*\n\nty\n\nfi’\n\n;\nmcary\n\nbitte\n\niq\n\nbiaik\n\nhoos\n\nom\n\n.-m}\n\nofl\n“OD lAnr rg\n\nmy\n\nWi nae.\n\nvees seth mild2:\nHitithag oat SO &\n\nWW\n\nnes\n\noe Seana\n\ntor feat y qf 5 ee O33.\n\nued\n\nSiti a:ita\n\nTATA\n\n;\nDA\n\neel\n\nHear ont han specks sel\nis OA yg Ohio\n\noi\n\nty shh Ys\n\nwoe\n\nineere« lander —\n\nRees Jj\n\nwl,\n\nscone\n\n« Secanhtaaeteate\n\na\n\n64\n\nwriten!\n\n}. str wf\n\n—\n\nF\n\nary’\n\nAS?\n\nVoge\nat\n\naide\n\nee\n\nask\n\n(rlosd~\n\nemp\n\nwulive rene\n\nace *\n\ni. 3\n\n7G! musioaiy\n\nig\n\nlevitate -teyonpal ‘s\n\na0 Wi?\n\nwath\n\niianoid Syberia iL B10b a36 Git\nlone\nae\na\n\n’\n\nints\n\nnaa vaca\n\n266\n\nomnia: 8g\n\ninhoite\n\nsee\n\nen A nc iseliaisebinent\n\n&\n\n018 “hr to\n\nto.\n\n\"\n\n3 1 \">\n\nsity Tals\n\noe*\n\nsvi\n\nto\n\nph:\n\na\n\nanna\n\ni\n\nSey\n\nneoghory\n\nARES Ora\n\nte\n\n“® ite rronnrt sft” oe EY\n—\n_\n\nMe Se: in\n\nfates\n\njdilnod ti if NR\n\nwe\noF\n\nPeal\n\nert\n\na)\n\nshea Has det”\n\nasters Favre!\n\nutfn\n‘\n\n4%\n\n4\n\na\n’\n\n‘\n\n.\n\ni\n\n;\n\nifs ¥\n\nish\n\nYh\n\nre\n\n7\n\n>i\n\n¢\n\nteat?\n\nA\nsmall\n\n< LiediEen”\n&’p!\n\n:\n\n’\n\n*\n\nSeixas\n\neas\n\nYa\n\n|\n\nt\n\nAret\nfy]\n\nMit;\n\nLa\n\ners\n\n(gag't\n\"\n\nLUrcae\n\nteat sti\nf or?\n\nis}\n\nwat\ntwat\n\nash\n\naiahyeohiat\ntained\nOE\nite\ni\n‘\nte eT\n\nadi bor\n\noW @55lh)\n\n*\n\nMf\n\n.\n\nart\n\ngina\n\nve\n\n45\n\nom\n\ngd Tye\nfre\n\n-\n\n2\n\n"}
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{"page": 1540, "printed_page": null, "text": "INT\nWOON\n\nOR\nSIDEEN\n\n&\n\n4\n&\nZ\n\nz\n\n"}